Teacher Leadership
The Master of Education in Teacher Leadership program is designed for teachers with immersive theory-to-action experiences that are critical to making educational excellence inclusive. Integrating improvement sciences and connected learning approaches, participants will have opportunities to explore critical theories in culturally sustaining education; cultivate high-tech, high-touch, and high-impact practices; and demonstrate competency mastery aiming to simultaneously improve teaching effectiveness and student achievement.
Program Requirements
To graduate with a M.Ed. in Teacher Leadership, students must complete various courses, including:
Education Foundation and Specialization Courses (30 Credits)
Course | credits | Name |
---|---|---|
EDUL 601 | 3 | Foundation in Culturally Responsive Practices |
EDUL 602 | 3 | Theories and Practices in Social and Emotional Learning |
EDUL 603 | 3 | Teacher Leadership in Student Engagement |
EDUL 604 | 3 | Teacher Leadership in Critical Thinking |
EDUL 605 | 3 | Theories and Practices in Transformational Technology |
EDUL 606 | 3 | Theories and Practices in Competency-Based Learning |
EDUL 609 | 3 | Theories and Practices in Teacher Leadership Core Propositions I |
EDUL 610 | 3 | Theories and Practices in Teacher Leadership Core Propositions II |
EDUL 611 | 3 | Teacher Leadership Capstone in Action Research I |
EDUL 612 | 3 | Teacher Leadership Capstone in Action Research II |
Course Descriptions
The course is designed to provide teachers a full-spectrum theory-to-action experience in Culturally Responsive Practices (CRP). Integrating evidence-based practices and high- impact leadership, participants will have the opportunity to (1) identify and evaluate principles and strategies of CRP; (2) audit CRP in their own classrooms; (3) design and deliver a CRP instructional unit in an educational setting; and (4) conduct a professional development session on lessons learned and potential impact of CRP.
The course is designed to provide teachers a full-spectrum theory-to-action experience in Social and Emotional Learning (SEL). Integrating evidence-based practices and high-impact leadership, participants will have the opportunity to (1) define and identify SEL competencies and skills; (2) observe and evaluate the impact of SEL in a classroom setting; (3) design, deliver, and reflect on a learning unit that incorporates SEL competencies and skills; and (4) plan and deliver a professional development presentation centered on SEL integration in the classroom.
The course is designed to provide teachers a full-spectrum theory-to-action experience in increasing academic engagement. Integrating evidence-based practices and high-impact leadership, participants will have the opportunity to (1) identify and evaluate how behavior influences classroom instruction and interactions; (2) observe and evaluate the impact of behavior on academic engagement in a classroom setting; and (3) design, deliver, and reflect on a learning activity and evaluate the potential impact of academic engagement on student learning.
The course is designed to provide teachers a full-spectrum theory-to-action experience that build students’ critical thinking (CT) and problem-solving skills. Integrating evidence-based practices and high-impact leadership, participants will have the opportunity to (1) identify and evaluate CT principles and strategies; (2) audit CT skills and strategies in an educational setting; (3) design, deliver, and reflect on an instructional unit that incorporates CT principles and strategies, and (4) plan and deliver professional development centered around critical thinking.
The course is designed to provide teachers a full-spectrum theory-to-action experience in increasing access and engagement through educational technology. Integrating evidence- based practices and high-impact leadership, participants will have the opportunity to (1) identify and evaluate principles and strategies of transformational technology; (2) audit digital experiences in classrooms; (3) design and deliver a technology integrated instructional unit in an educational setting; and (4) conduct a professional development session on lessons learned and potential impact of educational technology.
The course is designed to provide teachers a full-spectrum theory-to-action experience in Competency-Based Education (CBE). Integrating evidence-based practices and high-impact leadership, participants will have the opportunity to (1) identify and evaluate CBE theories and strategies; (2) audit CBE practices in a classroom setting; and (3) design, deliver, and reflect on a learning activity and evaluate the potential impact of CBE on student learning.
The course is designed to provide teachers a full-spectrum theory-to-action experience of the five Core Propositions required for National Board Certification (NBC) (Part I). Integrating evidence-based practices and high-impact leadership, participants will have the opportunity to (1) identify and evaluate principles and evidence requirements of Core Propositions I-III; (2) audit Core Propositions I-III practices in educational settings; and (3) document and reflect on Core Propositions practices and outcomes in their own classrooms.
The course is designed to provide teachers a full-spectrum theory-to-action experience of the five Core Propositions required for National Board Certification (NBC) (Part II). Integrating evidence-based practices and high-impact leadership, participants will have the opportunity to (1) identify and evaluate principles and evidence requirements of Core Propositions IV-V; (2) audit Core Propositions IV-V practices in educational settings; and (3) document and reflect on Core Propositions practices and outcomes in their own classrooms.
The course is designed to provide teachers a full-spectrum theory-to-action experience in action research (Part I). Integrating inquiry-based research and high-impact leadership, participants will have the opportunity to (1) identify and evaluate principles and evidence requirements for action research; (2) audit action research practices in educational settings; and (3) design, implement, and synthesize action research outcomes in their own classrooms and evaluate potential implications for educational improvement.
The course is designed to provide teachers a full-spectrum theory-to-action experience in action research (Part II). Integrating inquiry-based research and high-impact leadership, participants will have the opportunity to (1) identify and evaluate principles and evidence requirements for action research; (2) audit action research practices in educational settings; and (3) design, implement, and synthesize action research outcomes in their own classrooms and evaluate potential implications for educational improvement.
750+ Course Options
The Coppin State University Academic Catalog has a wide variety of skill-building courses designed to inspire and prepare you to be in-demand professionals and transformational leaders.
The M.Ed. in Teacher Leadership lives in the Department of Teaching and Learning in the School of Education within the College of Arts & Sciences, and Education