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Graduate Students

Master's in Education: The Teacher Leader

Graduates with the Master's in Education are designated as Teacher Leaders, a role increasingly being promoted nationwide as the school environment becomes more complex. As a Teacher Leader, you’ll continue your classroom teaching responsibilities while you contribute within your buildings and districts in a leadership role. You’ll advocate, nurture, and sustain a school culture and instructional program conducive to student learning, professional development, and community partnerships … understand the ramifications of economic, social and political influences on education decision making and policy development … use current educational research to create effective learning environments that meet the needs of diverse students and enhance student achievement … and have stronger content knowledge that you’ll use to improve instructional practice.

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Teacher Leader Course Offerings

Teacher Leadership (3)
This course will assist students in exploring their leadership style, leadership theories, change theory as it relates to school improvement and coaching/mentoring.  Students will reflect on their strengths and interests related to a change effort in their sphere of influence as an educator.

Mind, Brain and Learning (3)
Includes foundational knowledge of neuroscience for educators, links between brain science and how students & adults learn, and application to instructional practices in the classroom and in their role as a teacher leader.

Current Issues in Content & Pedagogy I (3)
This course will help students identify and address practical problems encountered in a school setting. Students will reflect on their own practice and develop strategies for incorporating new research findings and instructional resources into their practice to increase Pre-K/12 students’ achievement. Student will explore topics for their individual capstone project in this course and begin a literature review.

Evidence-Based Practice (3)
Analysis of evidence for application to students’ professional practice. Includes difference between qualitative and quantitative research, criteria for evaluating effectiveness of research, and basic understanding of statistical analysis to appraise evidence.

Conducting Research for School Improvement (3)
This faculty-mentored seminar is designed to explore issues and reflect on the student’s role development as a teacher leader. Students will identify researchable questions, create a project proposal, and present the proposal to the cohort. Students will analyze feedback received to refine their proposal.

New Literacies (3)
Literacy is the foundation for learning and participation in society. This course will explore theories related to infusing literacy and technology in all classrooms, including the use of new literacies and multiliteracies.

Leading School Improvement Efforts (3)
This course examines the range of methods for implementing school improvement efforts, including use of three models: learning communities, professional development, and coaching/mentoring. Students will relate the models to their capstone project and efforts at their school

Authentic Assessment (3)
This course will examine a variety of methods for assessing student knowledge, skills and attitudes, including informal and formal measures. Students will analyze assessment data to determine classroom and district student achievement trends. This information will be used to inform instructional decisions.

Diversity and the Art of Education (3)
This course will explore individual and group differences that students bring to the classroom and how the needs of diverse learners can be addressed. Theories such as self-perception, motivation, and resiliency will be used to identify risk factors, discuss the dangers of stereotyping/labeling, and determine effective instructional strategies for meeting the needs of all learners.

Differentiated Instruction (3)
This course will focus on developing instructional strategies to engage and motivate all learners to realize their potential. The foundation of this course is the application of instructional strategies and practices to meet the needs of all learners, including students from diverse ethnic, racial and socioeconomic backgrounds, students with disabilities, students who are gifted and talented, English language learners, and students who may be at risk of not succeeding in school.

Leading for Change Capstone (3)
This culminating course will provide an opportunity to synthesize and apply the major concepts of the program. The student will complete a scholarly project which has been threaded throughout previous coursework. The project will demonstrate the students have met the learning outcomes of the program.

Current Issues in Pedagogy II (independent, 3)
This course will allow the student to identify and address a second practical problem encountered in a school setting. A national or international learning experience may be considered for this course.

Teacher Leader Course Schedule
A specific schedule for fall, 2014 will be posted when available.
Jacobson Fellowship

Graduate students in Education may be eligible for the Jacobson Fellowship, a scholarship award of $3,000 per year which is renewable.  Recipients must be accepted to the program, have earned an undergraduate cumulative GPA of 3.0 and must be nominated/recommended by a school administrator. Renewal for a second year requires a 3.25 GPA in the program. The nomination deadline is April 15. The nomination form can be downloaded HERE.

The Jacobson Institute for Innovation in Education was established in 2008 by a gift from Richard O. Jacobson. A significant portion of this gift has been designated to support graduate students in education. Mr. Jacobson joined the Grand View Board of Trustees in 1997 and continues to serve. His leadership and philanthropy at Grand View, and throughout and beyond Iowa, has helped numerous organizations improve education, build community and prepare for a better future. The vision of the Jacobson Institute for Innovation in Education is to identify innovative strategies that improve the quality of teaching and learning and to put them into practice.

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