Requirements for the M.Ed. in Teacher Leadership

The program requires a minimum of eight 4-credit courses of which three are a required core. At least four courses must be taken in the Department of Education.

Core Requirements (12 credits)

• EDUC 958, Analysis of Teaching
• EDUC 953, Seminar in Curriculum Study

and one of the following:

• EDUC 981, Quantitative Inquiry: Methods and Techniques of Educational Research
• EDUC 897, Teacher as Researcher
• EDUC 980, Research in the Teaching of Writing

Concentration (12 credits)

A set of courses (minimum of three) chosen by the student in consultation with his or her adviser which reflect a personal interest, need, or goal in regard to professional development as a Teacher Leader. The concentration may be in or outside education. Potential areas of concentration include mentoring, curriculum, ESL and increasing knowledge in subject matter fields. Teachers needing subject field course work to satisfy No Child Left Behind guidelines may use this program. See adviser for details. Course work must be acceptable for graduate credit.

Elective Courses (8 credits)

Graduate level courses in or outside education may be taken in addition to the concentration.

Concluding Experience

Inquiry Project or Thesis (modified 9/24/2007)

One of the purposes of the M.Ed. in Teacher Leadership is to help teachers “develop tools of inquiry which enable them to investigate questions about teaching, learning and school reform.” We hope graduates will use these tools to carry on action research in their schools and classrooms, and to implement positive changes in their own classrooms and their schools. The concluding experience offers an opportunity to begin this work.

Types of Concluding Experiences

The Inquiry Project

The Inquiry Project may be theoretical or empirical in nature. Theoretical projects focus on a problem or issue of interest to the candidate and require synthesis of professional experience, course work and professional literature. Empirical projects involve the systematic collection, analysis, and reporting of data using appropriate methodologies.

Inquiry projects may be portfolios with a reflective essay (including portfolios developed for the National Board for Professional Teaching Standards); research projects which include systematic gathering of data, appropriate analysis and discussion of implications for change; or theoretical projects which involve both the synthesis of relevant literature and personal reflection. Projects done for previous courses may not be submitted as the Inquiry Project, although the project may build on and extend previous work.

Criteria for Successful Implementation:

(1) All projects must begin with a written proposal of one to three pages which must be approved by the advisor.

(2) All projects must include a formal paper comparable to the work done for a four-credit course and sufficiently engaging the background knowledge in the area of study.

(3) All projects will include a research component broadly defined as review and analysis of knowledge in the area of inquiry and/or the systematic collection and appropriate analysis of data.

(4) Action research projects should include either implementation of a change or plans for implementation.

(5) All projects conclude with a public discussion which will include the advisor and two or more others with interest and expertise in the area of inquiry. The advisor will have final determination of successful project completion. At least two members of this panel (the advisor and one other) must be full-time graduate faculty.

The Master’s Thesis

Students may choose to do a Master’s Thesis. Students choosing the thesis must also elect six credits of EDUC 899 as part of their concentration. Students must follow the thesis requirements as described in the Thesis Manual available from the Graduate School.

Credits for Inquiry Project

With approval of the advisor, students may elect 1-4 credits of EDUC 995, Independent Study, for other projects.