Don't let time get in the way of acheiving your goals—our accelerated master’s in education specializations allow you to deepen your expertise while earning your degree faster.
Interested in earning your MSEd but concerned about time and cost? Through this accelerated MSEd model, you can complete this program in as little as one year for slightly more than $10,000—a 40% tuition savings compared to our traditional specialization in Teacher Leadership (Grades K-12).*
Click here for a comparison of the accelerated vs. non-accelerated course sequence.
This specialization is ideal for the classroom teacher who is passionate about making a difference in education. Discover how you can build upon your existing expertise with dynamic skills that can help address such key challenges as parent involvement and student achievement. Learn more about your leadership style, leverage the latest research to guide your decisions, and lead with greater confidence in your classroom and in your learning community.
While the MSED accelerated program is designed to be completed in 12-months, time to completion will vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment specialist at 855-646-5286.
|Course Code||EDUC 6610||Course||Teacher as Professional||Credits||(3 sem. cr.)|
|Course Code||EDUC 6640||Course||Designing Curriculum, Instruction, and Assessment||Credits||(3 sem. cr.)|
|Course Code||EDUC 6617||Course||Teacher Leadership in the Classroom: Increasing Learning and Achievement (Accelerating)||Credits||(3 sem. cr.)|
|Course Code||EDUC 6616||Course||Enhancing Learning for Diverse Populations (Accelerating)||Credits||(3 sem. cr.)|
|Course Code||EDUC 6647||Course||Dynamic Teacher Leadership||Credits||(3 sem. cr.)|
|Course Code||EDUC 6604||Course||Creating an Effective Classroom Learning Environment (Accelerating)||Credits||(3 sem. cr.)|
|Course Code||EDUC 6655||Course||Teacher Leadership: Mentoring, Coaching, and Collaboration With Colleagues||Credits||(3 sem. cr.)|
|Course Code||EDUC 6619||Course||Designing Curriculum, Instruction, and Assessment for Students with Special Needs (Accelerating)||Credits||(3 sem. cr.)|
|Course Code||EDUC 6618||Course||Teacher Leadership in Professional Learning Communities (Accelerating)||Credits||(3 sem. cr.)|
|Course Code||EDUC 6733||Course||Action Research for Educators||Credits||(3 sem. cr.)|
Effective teachers are leaders who make a positive difference in classrooms, schools, and society. Education professionals explore what it means to be a teacher leader in today's diverse and changing educational landscape, while gaining expertise in current research-based educational advancements. They examine their values, beliefs, vision, and mission, and they explore teacher effectiveness in relation to their role in the larger context of the teaching profession. They collaborate in professional learning communities and advocate for students and other educators in order to promote positive social change. They synthesize their learning throughout the course and use this knowledge to enhance professional growth and development.
In this course, education professionals examine classroom curriculum, instruction, and assessment in the context of standards and accountability. The importance of alignment of these components and resulting impact on student learning are emphasized. Educators explore learning theory, learner variables, and the need for differentiation to meet diverse learning needs. Multiple purposes and methods of assessment as well as effective approaches to grading and reporting will be discussed. Using their state or district standards, educators engage in a process for designing standards-driven classroom curriculum, instruction, and assessment that will meet the diverse learning needs of their students. Endorsement candidates must complete special education endorsement courses and receive a cumulative GPA of 3.0 or higher prior to moving into MS in Education courses.)
The focus of teacher leadership expands from self to students, increasing the sphere of influence of the teacher leader to the classroom context in this course. Education professionals concentrate on advancing their expertise in the field of teaching by increasing their knowledge and skills in three key areas: knowledge of learners and learning; knowledge of subject matter and curriculum goals; and knowledge of effective teaching models, strategies, and practices. They learn to apply this expertise in the classroom in ways that directly affect the learning and achievement of their students.
Education professionals examine the value of adapting the learning environment for multiple diverse populations within the classroom. They explore their attitudes, beliefs, and biases regarding diverse students, families, and communities, and they learn approaches for working together to ensure high levels of learning for all students. Through real-world application, they assess and implement high-quality learning experiences that provide equitable access to promote positive social change. Education professionals incorporate their students' background experiences and differentiate instruction using effective practices so all P–12 students have the opportunities and resources to learn.
Education professionals are introduced to the concept of teacher leadership and its value in the field of education today in this course. They engage in personal assessment and analysis so that they may cultivate the dispositions and attitudes of a teacher leader for the purpose of effecting positive change in their learning communities. They also learn the critical importance of expanding their knowledge of educational research and theory to guide leadership decisions that effectively address today's educational challenges. Education professionals complete coursework that emphasizes self-examination and self-perceptions with regard to teacher leadership.
Education professionals have the opportunity to learn to create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character, in order to optimize learning for all students. They can learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Skills and strategies for managing dynamic and flexible classroom structures and for teaching conflict resolution are presented. Educators are also provided with strategies for building positive relationships and engaging in effective communication and problem solving with parents and families.
Education professionals address teacher leadership in the context of advancing the expertise and leadership of peers, thereby expanding education professionals' spheres of influence beyond the walls of the classroom. They explore mentoring and coaching models designed to promote the professional growth of their colleagues. They learn and apply skills for mentoring novice teachers and for engaging in coaching relationships with peers at all stages of the teacher development cycle. Through conceptual and application-based activities, education professionals address various forms of collaboration with colleagues, focusing on interpersonal and communication skills.
This course emphasizes the need for all students, including students with special needs, to achieve high academic standards. Education professionals in this course examine the learning challenges of students who by definition of federal law have disabilities, as well as those of students who have significant difficulty with learning but do not qualify for special education services. Educators learn how to adapt curriculum, instruction, and assessment to maximize learning for students with special needs.
The sphere of influence for education professionals is extended from working with peers to engaging with stakeholders throughout the greater school community in this course. Education professionals learn the processes, benefits, and challenges of building and working in learning communities to identify issues and solve problems that affect student learning and achievement. They consider professional growth and development as an integral part of various types of school improvement processes. Additionally, they engage in a variety of practical assignments, such as an analysis of their own school's development of mission, vision, values, goals, and communication elements as a professional learning community.
Education professionals use action research in a variety of ways to positively impact P–12 student learning. They examine, design, and implement action research. They address relevant problems, become involved in collaborative inquiry, use data and research to inform their practice, improve P–12 student academic success, and contribute to positive social change in their classrooms and school environments. Education professionals collect and analyze student data, develop and implement data-informed decisions to guide instructional planning, and engage in reflective practices to ensure continuous improvement and enhance professional growth.
Walden University is approved by Minnesota to offer the EdS in Educational Leadership and Administration program that leads to licensure as a P–12 principal in Minnesota. This is the only program offered by Walden that is state approved as leading to any P–12 administrative/leadership license (e.g., assistant principal, principal, teacher leader, superintendent).
Note on Teacher Licensure or Certification
This program does not lead to teacher licensure or certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.