M.A. in Community and Teacher Leaders Courses

The M.A. in Community and Teacher Leaders consists of eight core courses and two elective courses for both Community Leader and Teacher Leader concentrations. Electives can be taken from across University offerings and are determined in consultation with a candidate's academic program advisor. 

The core courses are:

  • EDFN-410 Education as Social Institution

  • EDFN-413 Power, Communities and Change

  • EDFN-441 Digital Literacy: Learning and Leadership

  • EDFN-451 Research Methods 

  • EDFN-455A Seminar I

  • EDFN-455B Seminar II

  • EDFN-497 Critical Race Theory in Education

  • ENGL-429 Writing Across the Curriculum

Teacher leader endorsement only

This option consists of the first five core courses and no electives. Students must have a current Illinois professional educator license and hold a graduate degree. 

The MACTL Course Sequence

Semester 1 (fall semester)

  • EDFN-410 Education as Social Institution

  • EDFN-413 Power, Communities and Change

SEMESTer 2 (spring semester)

  • EDFN-451 Research Methods

  • ENGL-429 Writing Across the Curriculum 

semester 3 (summer term)

  • EDFN-497 Critical Race Theory in Education

  • ELECTIVE

semester 4 (fall semester)

  • EDFN-455A Seminar I

  • EDFN-441 Digital Literacy: Learning and Leadership

Semester 5 (spring semester)

  • EDFN-455B Seminar II

  • ELECTIVE

MACTL Core Course Descriptions

EDFN-410 Education as a Social Institution 3 Hours

Study of the school as a social system and as an institution which influences and is shaped by other institutions of society. Particular attention is given to Urban education. Laboratory experiences are expected.

EDFN-413 power, communities and change 3 hours

The purpose of this course is to provide a forum for community and school leaders to increase their understanding of school-community relations while enhancing their ability to implement effective programs and act as change agents. Participants will deepen their understanding of salient and clinical global and local policy issues and develop skills to actively and participate in the public life of their communities. Course involves out of class time activities and community engagement. 

edfn-441 Digital literacy: Learning and leadership 3 hours

The course is intended to foster digital literacy among participants as it applies to education and leadership. Course content will emphasize contemporary issues and  utilize authentic learning experiences to improves participants' digital technology knowledge and skills. Through the improvement of technology knowledge and skills, participants' leadership capacity will be developed or enhanced so that they may be able to use technology effectively as schools leaders or community leaders.

edfn-451 research methods 3 hours

The purpose of this course is to help develop knowledge, skills and disposition related to standardize and action research methods. This course will include quantitative, qualitative and mixed methods designs, data collection, analysis and interpretation as they relate to teaching and leadership. Students will understand how assessment is used to improve learning and achievement, how professional development improves learning and how leadership enhances learning and development. 

edfn-455a seminar I 3 hours

This seminar provides an opportunity for students to synthesize educational, intellectual and experiential interests. Students apply relevant research to their area of inquiry and utilize this research to write a master's level research paper. This process will involve both intensive individual work and significant engagement with peer's projects creating an interdisciplinary learning community through interaction and collaboration. Students are expected to follow a prescribed procedure under the direct guidance and supervision of the instructor that will produce a research proposal. 

edfn-455b seminar ii 3 hours

This seminar provides an opportunity for students to synthesize educational, intellectual and experiential interests. Students apply relevant research to their area of inquiry and utilize this research to write a master's level research paper. This process will involve both intensive individual work and significant engagement with peer's projects creating an interdisciplinary learning community through interaction and collaboration. Students are expected to follow a prescribed procedure under the direct guidance and supervision of the instructor that will produce a research proposal and a final presentation. 

edfn-497 critical race theory in education 3 hours

The purpose of this course is to provide an introduction to the tenets of Critical Race Theory (CRT) in legal scholarship and education as a means to interpret education in school and community contexts. Incorporating legal, historical, policy analysis and sociological approaches, this class develops analysis and praxis through CRT in the examination of educational concerns. Through the incorporation of various segments of critical (e.g. post-modern, post-structural, post-colonial, critical feminism, etc.) the class seeks to place CRT in the realm of education for social justice. This course is reading and writing intensive. 

engl-429 writing across the curriculum 3 hours

Through class discussion and activities, textual analysis and inquiry-based research assignments, this class explores connections between writing and the creation and representation of knowledge within academic disciplines. Topics include defining what counts as appropriate evidence in various fields, and the role of English departments in the disciplines pedagogy. Though not intended to be guided instruction in the mechanics of writing, students will gain deeper insight into what counts as quality writing in their disciplines, so in addition to M.A. Composition graduate students, this course is open to graduate students in other fields with written permission by the instructor.