Master of Education in Teacher Leadership
The online master's program prepares teachers to become leaders, in their own classrooms, schools and beyond.
|Level I - Teaching Expertise|
|EDAP 637||Using Assessment to Improve Student Achievement||3|
|EDAP 638||Instructional Strategies for Diverse Learners||3|
|EDAP 639||Educational Research in P-12 Setting||3|
Level II - Specialized Expertise
Concentration or Endorsement Options for teaching certification
|English as a Second Language, online endorsement||12|
|Instructional Technology P-12, online endorsement||12|
|Classroom Reading P-12, online endorsement||15|
|Level III- Beyond the Classroom|
|EDAP 677||Developing Collaborative Groups: Facilitating, Coaching and Mentoring||3|
|EDAP 681||Teacher Leadership in Practice||3|
|TOTAL Credit Hours in the Program||30|
To meet graduation requirements, students in the Master of Education in Teacher Leadership program must complete a total of 30 credit hours. Graduate students will work with their advisor to design an appropriate program to meet their professional needs.
Master of Education in Teacher Leadership – Special Education
|Level I – Teaching Expertise|
|EDSP 639||Education Research in the P-12 Setting||3|
|EDSP 644||Applied Behavior Analysis||3|
|EDSP 669||Single Subject Research Designs||3|
|Level II - Specialized Expertise - Courses for Level II will vary by concentration (15 hours)|
|Concentration Options||Autism concentration courses OR||15|
|Assistive Technology concentration courses OR||15|
|Enhanced Content Courses||15|
|Level III –Teacher Leadership|
|EDSP 652||Academic and Behavior Response to Intervention||3|
|EDSP 653 OR 668 or 687||Practicum in Autism and Applied Behavior Analysis OR Assistive Technologies Seminar OR Specialized Practicum||3|
|TOTAL Credit Hours in the Program||30|
EDAP 637 Using Assessment to Improve Student Achievement
Addresses knowledge and implementation of assessment concepts, methods of analyzing various types of student achievement data, and planning and implementation of appropriate instruction and interventions for diverse learners.
EDAP 638 Instructional Strategies for Diverse Learners
Investigation of differentiated, culturally relevant instructional strategies and materials to improve and manage instruction while integrating technology-enhanced practices to meet the needs of diverse learns in the 21st century.
EDAP 639 Education Research in P-12 Setting
Analysis of research in education relative to methodology and current research efforts in the field. Consideration given to understanding research design and the reading of research studies. Note: Cross-listed with EDSP 639.
EDAP 677 Developing Collaborative Groups: Facilitating, Coaching and Mentoring
This course a) addresses the knowledge, skills, and dispositions needed for teachers to enhance effective practice with peers in schools, and b) develops evidence-based strategies to support reflective, self-directed teachers who positively impact student achievement.
EDAP 681 Teacher Leadership in Practice
This course focuses on teacher knowledge, skills, and dispositions needed for teachers to be leaders in their content field and within their classrooms and schools. Course includes development of teacher leadership skills, as well as implementing action research in one's content area to positively impact student learning opportunities.
EDSP 644 Applied Behavior Analysis
Students explore the principles and procedures in the field of applied behavior analysis. Observational methods, single subject designs, and behavior promotion, reduction, and generalization strategies are reviewed in relation to the needs of students with disabilities. Participants are required to develop individual project proposals that demonstrate their ability to design, implement, and evaluate behavioral programs in an effective and ethically responsive manner.
EDSP 669 Single Subject Research Methods and Designs
Prerequisite: EDSP 644. Students will learn principles and methods of designing single subject research in educational settings and are required to design and defend a research proposal.
EDSP 652 Academic and Behavior Response to Intervention
This course will teach students to design, work within, and evaluate academic and behavior systems across the entire school to prevent student failures in both the academic and behavior realms.
EDSP 653 Practicum in Autism and Applied Behavior Analysis
Prerequisite: EDSP 644, EDSP 646, EDSP 671, EDSP 650, and EDSP 651. This course is designed to guide students in the application of behavior analysis with students on the autism spectrum. Students will identify learning needs, develop instructional objectives, select and use behavioral measures, collect and analyze data, implement behavior change methods, design behavioral instructional plans, apply reinforcement-based change procedures and adhere to established ethical standards.
EDSP 668 Assistive Technology Seminar
Students will have hands-on experience with assistive technology devices in a lab setting and web assisted manner. Students will develop lesson plans and curriculum materials for students with disabilities.
EDSP 687 Practicum/Action Research
Preparation of teachers in the development, implementation and evaluation of preschool programs for children with disabilities.
- Minimum of 18 hours in 600-level courses are required.
- Transfer credit must be officially accepted by the advisor (maximum of 6 hours) - final acceptance is dependent upon receipt of official transcripts.
- A maximum of 6 hours taken in non-degree status can be applied toward a master's degree (upon approval of advisor).
- All courses must be completed within 6 years of admission to the program.
- To complete the program, students must have minimum of a 3.0 cumulative grade point average. No credit shall be accepted for carrying a grade lower than “B-“.
Individualize your program of study
Once you are admitted, you will meet with a faculty advisor who will have been specifically selected based on the Concentration area you have identified on your application. During this meeting, either online or in-person, you will collaboratively design your master’s program that will reflect your professional growth plan.