Master of Science in Teacher Leadership
Program Contact: Gail Gilmore 203-582-3289
The online Master of Science in Teacher Leadership program, offered through the School of Education, prepares teacher leaders who have a clear vision of the educated person and can work collaboratively with others toward aligning students’ experiences and school programs to support that vision. The objectives of the program are aligned with the standards of the Educational Leadership Constituent Council.
Graduates will understand current research on learning theory and human motivation and be able to promote the continuous improvement of student learning. They will value and understand diverse perspectives, establish goals and work cooperatively with colleagues and school administrators to improve the quality of school programs, and utilize multiple strategies to help shape the school culture in a way that fosters collaboration among all stakeholders to establish rigorous academic standards for all students.
The program consists of a planned sequence of 30 credits. The first 21 credits are required of all candidates and focus on the following themes:
- Transforming School Culture
- Leading Instruction to Improve Student Learning
- Understanding Research on Best Practices in Literacy Instruction
- Embracing Diversity in Classroom and School Communities
- Leading School Improvement
The additional 9 credits in the program are related to the teacher’s area of specialization, including literacy leadership, mathematics leadership, program improvement or science leadership. Each area of specialization has its own capstone experience.
MS in Teacher Leadership Curriculum
|EDL 501||Teacher Leadership to Transform School Culture||3|
|EDL 503||Leading the Instructional Program to Improve Student Learning||6|
|EDL 505||Research-Based Literacy Practices||3|
|EDL 509||Leading School Improvement||6|
|EDL 525||Diversity in the Classroom and School Community||3|
|Complete the reqirements of the appropriate specialization||9|
Literacy Leadership Specialization
|EDL 511||Cycles of Inquiry within the Literacy Classroom||3|
|EDL 513||Coaching Teachers of Literacy||3|
|EDL 515||Action Research in Literacy Leadership||3|
Mathematics Leadership Specialization
|EDL 517||Cycles of Inquiry within the Mathematics Classroom||3|
|EDL 519||Coaching Teachers of Mathematics||3|
|EDL 521||Action Research in Mathematics Leadership||3|
Program Improvement Leadership Specialization
|EDL 523||Leading Organizational Learning||3|
|EDL 527||Financing Program Improvement Initiatives||3|
|EDL 529||Educational Program Evaluation||3|
Science Leadership Specialization
|ED 512||Disciplinary Core Ideas, Scientific and Engineering Practices, and Crosscutting Concepts (may be waived at director's discretion)||2|
|EDL 531||Cycles of Inquiry within the Science Classroom||3|
|EDL 532||Coaching Teachers of Science||3|
|EDL 533||Action Research in Science Leadership||3|
Student Learning Outcomes
Upon completion of the Master of Science in Teacher Leadership, students will demonstrate the following competencies:
- Culture: Utilize group processes to promote a collaborative and inclusive culture, which supports diverse perspectives, educator development and student learning.
- Research: Access, utilize and share research on teacher effectiveness and leadership theory to improve teaching and learning practices.
- Reflection: Engage in and model individual and collective reflection to promote learning and leading communities in the classrooms and schools.
- Professional Learning: Design, implement and evaluate job-embedded professional learning for continuous improvement that is aligned with school and district improvement goals.
- Teaching and Learning: Harness the skills, expertise and knowledge of colleagues to address curricular expectations, instructional practices and student learning needs.
- Assessment and Data: Facilitate the collaborative collection, analysis and use of classroom and school-based data to improve curriculum, instruction, assessment and school culture.
- Outreach: Promote partnerships and proactive interactions with families, communities and other key stakeholders to improve education for all students.
- Advocacy: Collaborate with colleagues to select appropriate opportunities to advocate for the rights and needs of students, secure necessary resources that support student learning and communicate with targeted audiences.
- Leadership: Develop colleagues’ leadership capacity and create new opportunities for teacher leadership in classrooms, schools and districts.
Applications for the online Master of Science in Teacher Leadership program are considered on a rolling basis, and students may apply to enter during the fall or spring semesters. Candidates are encouraged to submit applications as early as possible to ensure consideration for the semester desired.
To qualify for admission to the program, students must:
- have earned a bachelor’s degree in education or a related field from an accredited institution with a minimum GPA of 3.0.
- have a record of excellent teaching as evidenced by recommendations of supervisors
- demonstrate satisfactory writing skills as evidenced by a written essay
- demonstrate satisfactory dispositions concerning the value of diversity, the efficacy of teacher leaders, and the belief that all children can learn as evidenced by a written essay and during the application interview
In addition to an application for admission, students also must submit:
- official transcripts of all undergraduate and graduate work completed
- a letter of intent
- two letters of recommendation
- application fee