Ed.S. with a major in Brain-Based Teaching and a concentration in Teacher Leadership
Bring the benefits of decades of cognitive and brain research into your classroom and earn your Ed.S. degree with a major in Brain-Based Teaching and a concentration in Teacher Leadership with Nova Southeastern University in as little as 12 months. Delivered through convenient and user-friendly distance education systems, this unique degree program allows you the flexibility to complete your program of study from home while maintaining your full-time job. The program focuses on equipping participants with knowledge of how breakthroughs in teacher leadership, brain research, student achievement and cognition can be translated into best practices for increasing teacher effectiveness and student achievement in classrooms and schools. The brain-based teaching program is not a certification/licensure program.
The Courses (See below for information about sequencing)
*These three courses are six credit hours. They include BrainSMART materials, including study guides, as well as additional texts.
EDU 0730: The Neurobiology of BrainSMART Instructional Leadership (6 credit hours)
This course provides a framework for understanding and applying principles of instructional leadership within a neurobiological understanding of learning and leading. Using an understanding of the science of learning, cognition and the implications for education, students will create and evaluate plans to lead improvements in their classrooms and schools. Knowledge of specific brain functions and systems, including the limbic system, will inform plans.
EDU 0731: Best Practices in Thinking for Leading (6 credit hours)
Mental models have a powerful influence on how schools and classrooms function. In this course a range of models, metaphors, and fields of research are explored from the areas of cognition and instructional leadership. Specific focus is directed toward discovering a framework for developing teacher leaders where research and best practices are examined. Research on the cognitive strengths that are essential for leading are also investigated and a range of strategies for improving strengths are discussed. Finally current research on the neurobiology of cognition is studied as are practical strategies for unleashing the brain’s potential. In summary, this course focuses on three dimensions of thinking for leading: the school wide dimension, the dimension of cognitive strengths, and the dimension of the neurobiology of leadership and change.
EDU 0732: Differentiated Instructional Leadership (6 credit hours)
The theory of differentiated instruction offers a powerful lens for looking at effective instructional leadership. The course explores several approaches to helping instructional leaders identify learner differences and adapt instruction. These approaches include the latest research on brain gender differences and the potential impact these studies may have on leadership effectiveness in organizations today. Additional theories explored include cognitive strengths, learner preferences, and a tool for reading the barcode for the brain. The emerging field of positive psychology is explored in the context of a differentiated leadership approach to increasing motivation and performance.
*These six courses are three-credit hours and students typically take two at the same time. Chats and assignments are generally coordinated between the two (as noted in the below sequence) as much as possible. These courses do not have study guides or BrainSMART materials packets, but do integrate BrainSMART materials that you will already have in your library from your earlier courses.
EDUB 702: Curriculum Trends and Innovations (3 credit hours)
This course focuses on the analysis of current educational practices, models, and futuristic approaches. Emphasis is placed on the investigation of educational curricular policies and techniques developed for a variety of settings (i.e., community schools, hospital-based instruction, distance education, home schooling). Integration of technology and multimedia is also included.
EDUB 708: Research and Design in Education (3 credit hours)
This course provides an in-depth analysis of appropriate educational research methodologies. Attention is placed on the discussion of quantitative (i.e., experimental, correlation, survey) and qualitative (i.e., ethnographic, case study, historical) methodologies. Students will engage in the examination and selection of available instrumentation and appropriate analysis and interpretation of research findings.
EDUB 714: Families, Communities and Schools: Ethics and Educational Practices in a Diverse Society (3 credit hours)
In this course students delve into the roles, practices, and responsibilities of educators working with families and communities from diverse cultures and perspectives. Ethical and legal issues related to equity, services, advocacy, and professional behaviors of educators in multicultural settings are pondered.
EDUB 719: Current Research in Human Development (3 credit hours)
This course engages students in the analysis of recent theoretical positions and research in human development. Selected research findings from the different domains (social-emotional, cognitive, language, and biological) are examined. Emphasis is placed on the educational applications/implications of developmental research, i.e., brain research, learning styles, multiple intelligences, and neo-Piagetian studies.
EDUB 729: Evaluation and Assessment Practices (3 credit hours)
This course engages students in the analysis of critical issues and their relation to national/international trends in testing and legal and ethical issues in evaluation. Students will pursue a formal inquiry project that focuses on meaningful program effectiveness.
EDUB 799: Teacher Leadership Institute: Leading Brain-Based Change (3 credit hours)
The purpose of this course is to serve as a capstone experience for students of teacher leadership and school change. Integrating key aspects of the program with the discipline of educational and instructional leadership, the coursework, materials, and assignments are intended to provide a framework for analyzing, synthesizing, and constructing a plan that encompasses research, theory to practice application, and problem solving for the challenges to change within schools and school systems. After a review of the Ed.S. program coursework, compilation of a summary literature review, and preliminary plan, students will develop a plan for systemic change within the school that can realistically be applied to their work environments.
Sequence and Schedule
Courses may be taken in any sequence, but, when possible, please take EDUB 0799 toward the end of the program. Not all courses are offered every term, so please contact firstname.lastname@example.org to plan a sequence that meets your needs.
NOTE: During your first term with the program, you will complete two seminars that will assist you throughout the program. The first is a short online course, EDU 5000, and you will register for it along with your first course. This seminar will support you as a student and cover topics like using the online learning tools and contacting student services. The second is an online project developed by the library to help you navigate and use the library resources. Information about the library modules will be provided by your first term instructor.