Curriculum and Instruction

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Curriculum and Instruction Program:

The development of advanced candidate leadership proficiencies are interwoven throughout the curriculum, instruction, and clinical experiences for the Curriculum and Instruction (Rank I) program. In particular, decision-making as related to student achievement data, educator performance, and immerging research-based practices are addressed in the following courses EDUC 500: Methods of Action Research for Teacher Leaders, EDUC 502: Curriculum Design and Practices for Teacher Leaders and EDUC 513: Advanced Instruction Practices for Teacher Leaders. Further, in EDUC 551: Culturally Responsive Practices for Teacher Leaders, candidates are challenged to explore their own viewpoints with regards to culturally responsive teaching practices as they begin the decision-making process when creating global classroom environments.

Course assignments and activities for the Curriculum and Instruction (Rank I) program are also reflective of the ESU’s objective to develop advanced leadership competencies among its candidates.  Candidate presentations regarding the use of action-research in P-12 classrooms at site-base and school district board meetings, candidate led class presentations related to the implementation and assessment of the Kentucky Core Academic Standards (KACS), and the creation of a research-based presentation for a Professional Learning Community (PLC) or Response to Intervention (RTI) group, are some examples of how candidates in the Curriculum and Instruction (Rank I) program develop enhanced leadership skills. 

As service agents of educational transformation, candidates in the Curriculum and Instruction (Rank I) program provide a collaborative link between the many constituencies of student success including parents, fellow educators, administrators, and community members of diverse backgrounds and experiences. Candidates are required to take EDUC 551: Culturally Responsive Practices for Teacher Leaders as part of the Curriculum and Instruction (Rank I) program. In the course, candidates develop a toolbox of skills to address the needs of multiple constituencies of diverse learners including:


  • English as Second Language (ESL) students
  • Students with exceptionalities across the full spectrum of need (i.e. students with Individual Education Plans (IEP’s) to students identified as Gifted and Talented (GT))
  • Students from poverty-level socioeconomic backgrounds
  • Students from diverse culture and ethnic backgrounds
  • Students of different genders and sexual orientations


Career Pathways:

Through upper-level content course offerings and multiple delivery options, candidates in the program are able to develop additional expertise in their content area. The program’s 12 hour specialization component allows candidates to take upper division courses in various content areas. Content courses are offered in different formats including online, multiple summer terms, and weekend courses to meet the demands of working professionals in the education field. Further, candidates can transfer up to 9 hours of approved content area coursework into the program from other postsecondary institutions. In offering flexible upper-level content course work options in multiple formats, the program grooms candidates to become leaders in their content fields.

Upon completion of the program, candidates have obtained a unique skill set that prepares them for leadership opportunities within their classrooms, school, or districts. Candidates can apply to the Education Professional Standards Board (EPSB) for a Teacher as Leader Endorsement.

   Examples of possible career pathways include but are not limited to:
  • Implementing professional learning communities (PLC) within their school districts
  • Developing and leading Response to Intervention (RTI) teams within their schools
  • Introducing new models for curriculum and instruction for their schools
  • Serving on Site Based Decision Making Councils
  • Serving on district technology advisor boards
  • Serving on assessment advisory boards to provide current research on student assessment i.e. assessment of learning vs. assessment of learning, formative and summative assessment procedures,and student self-assessment
  • Assisting in the development of professional development opportunities for their schools based on their knowledge of current research including student achievement, community building, and resource allocation
  • Employment as curriculum coaches, assessment coordinators, director of federal programs, coordinator for extended school services, and professional development liaisons


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