Enhance your skills as an educator to help shape lives by earning a master’s degree in education.
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.
Accelerated Teacher Leadership Specialization Now Available. Learn More.
This sequence represents the minimum time to completion. 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 advisor at 855-646-5286.
Graduates of this program will be prepared to:
|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 6651||Course||Teacher Leadership in the Classroom: Increasing Learning and Achievement||Credits||(3 sem. cr.)|
|Course Code||EDUC 6650||Course||Enhancing Learning for Diverse Populations||Credits||(3 sem. cr.)|
|Course Code||EDUC 6647||Course||Dynamic Teacher Leadership||Credits||(3 sem. cr.)|
|Course Code||EDUC 6657||Course||Creating an Effective Classroom Learning Environment||Credits||(3 sem. cr.)|
|Course Code||EDUC 6655||Course||Teacher Leadership: Mentoring, Coaching, and Collaboration With Colleagues||Credits||(3 sem. cr.)|
|Course Code||EDUC 6674||Course||Designing Curriculum, Instruction, and Assessment for Students With Special Needs||Credits||(3 sem. cr.)|
|Course Code||EDUC 6659||Course||Teacher Leadership in Professional Learning Communities||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.
In this course, education professionals explore the value of linguistic and cultural diversity and the powerful learning opportunities it affords today's classrooms and schools. They examine their attitudes, beliefs, and biases regarding linguistically and culturally diverse students, families, and communities, and they learn approaches for working together to ensure high levels of learning for all students. Through real-world observations, they assess strategies for ensuring equitable access to high-quality learning experiences. Education professionals also explore effective practices, such as cultural responsiveness, anti-bias curriculum, differentiated instruction, and academic vocabulary development. 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.)
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. 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.)
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.
Educators must recognize the importance for all students, including students with special needs, to achieve high academic standards. In this course, education professionals 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. Education professionals learn how to adapt curriculum, instruction, and assessment to maximize learning for students with special needs. They also have the opportunity to evaluate and describe activities and experiences through the perspective of a student with a learning disability, thus gaining empathy and a deeper understanding of how to work with 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 Ed.S. 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).
In addition, through a partnership with the Harris County Department of Education, Walden’s M.S. in Education, Educational Leadership program leads to principal licensure at the master’s level in Texas. More information about the Texas Principal Certification Program can be found at http://www.hcde-texas.org/default.aspx?name=PrinCert.
Walden University makes no representation or guarantee that successful completion of Walden's programs, or coursework for graduate credit within any graduate program, will permit a graduate to obtain state licensure or endorsement as a P–12 teacher or administrator.
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.