M.Ed. in Curriculum & Instruction: Teacher Leadership

An educational leader positively impacts the educational community as a professional facilitator of school culture, including professional development and system-wide innovation. Concordia University - Portland’s M.Ed. in Curriculum & Instruction in Teacher Leadership is the degree for teachers who want to step up their career plans and make a difference in planning and policy.

A Master of Education in Curriculum & Instruction: Teacher Leadership provides the skills and experience for educational leaders to positively impact the educational community as a professional facilitator of school culture, including professional development and system-wide innovation.

The Next Start Date is November 14th

M.Ed. in Curriculum & Instruction: Teacher Leadership Program Goals

In addition to meeting the objectives and requirements for the M.Ed. in Curriculum & Instruction: Teacher Leadership online degree program, successful candidates will also demonstrate:

  • Expertise in the utilization of new methods of authentic assessment and strategies as tools to evaluate student learning progress in relation to Oregon's Common Core State Standards and specific district standards
  • Effective instructional skills in planning, implementing, and assessing instruction in settings that include diverse cultural populations and special needs students
  • An understanding of the ways that the specific curricular/instructional area has the potential to be responsive to classroom diversity
  • A clear understanding of the moral leadership required of them as advanced scholars in the chosen area of curriculum and instruction
  • The ability to modify instructional plans and promote alternative goals and strategies when necessary, particularly in relation to assessment results

Course Descriptions

Students enrolled in the Teacher Leadership program must complete:

  • Four core courses required for the Curriculum & Instruction degree
  • Foundation courses for the specific concentration

M.Ed. in Curriculum & Instruction - Teacher Leadership
15 credits
EDGR 620 (3)
School and Community Partnerships
This course examines principles of planning and administering a program for building a mutually supportive relationship between the school and its environment. Focus is on the development of skills and strategies for linking the school with constituents in the community such as parents, citizens, and special interest groups.
EDGR 622 (3)
School Law
Law and the legal system have profoundly influenced the shaping of education in America. Many of today's issues of educational policy (e.g., desegregation, the treatment of students with disabilities, English as a second language, religion in the schools, school finance) are also issues of law. As a consequence, we see decisions regarding our schools increasingly being made by the courts. Accordingly, it is critical for the leaders of today to have a basic knowledge of the judicial branch of our government and its impact on education. Specifically, this course encourages students to become familiar with the manner in which courts operate, how they make their decisions, and the impact of their decisions on education and educational policy.
EDGR 520 (3)
Curriculum Design and Assessment
This course will provide students with an intensive study of pedagogical approaches and materials for teaching in schools, curricular recommendations of professional associations, recommendations that have emerged from recent educational research, and recommendations of recent reform movements. Specific emphasis will be given to the study of alternative approaches to curriculum theory, design, practice, and evaluation. Educators will have the opportunity to apply theory to either their own classroom and school settings at the early childhood, elementary, middle school, or high school levels as well as other work environments.
EDCI 587 (3)
The Ethical Educator

This course is grounded in the belief that it is the responsibility of educators to employ ethical practice in the daily activities of their professional lives and to ensure that the institutional policies and practices of the system in which they work are committed and adhere to the application of ethical practice. A study of the use of ethical principles in an educational context will include an examination of the underlying assumptions and implicit or explicit policies that support or do not support ethical practice. As a result of the activities and discussions completed in this course, educators will have the opportunity to transform their personal and professional ethical priorities.

EDGR 601 (3)
Educational Research

This course provides students with the basic competencies necessary to understand and evaluate the research of others, and to plan their own research with a minimum of assistance. This course includes the basics of both qualitative and quantitative research.

The Master of Education culminates with one of three courses
3 credits
EDGR 698 (3)
Action Research (CAPSTONE)

Action research is one of the capstone projects for the Master of Education program. During this five-week course, candidates will learn more about the action research methodology, complete final edits of the Literature Review, and design a complete Action Research proposal including data collection methods and analysis approaches. (During this course, the proposal will NOT be implemented with students/participants.)
This design provides students with the requisite skills and means to pursue the transformative practice called "Action Research" in their classroom, school, district or other work environment. The design method for the capstone project closely aligns with current classroom realities, with district and school requirements, and the needs of teachers and students.

EDGR 699 (3)

The Thesis offers the graduate student the opportunity to investigate, in depth, a topic in the field of education. The student, working with his or her thesis instructor, will explore relevant literature and present a thesis following the procedure established by the College of Education.

EDGR 696 (3)
Practitioner Inquiry (CAPSTONE)

Practitioner Inquiry focuses on the reflective acts of the candidate as an educator seeking to improve teaching practice. Premised in the self-study research methodological traditions (Samaras, 2011), Practitioner Inquiry provides the opportunity to reflect on teaching practice and generate improvements based on classroom observation. Practitioner Inquiry focuses on the educator and her/his own practices, developing skills of inquiry, observation, reflection, and action in teachers. Prerequisite: Successful completion of EDGR 601 Educational Research

Any of the above options provide candidates with an understanding of the role of research in the field of education as a tool to solve problems and as a way to improve student learning.

Earning Your Curriculum & Instruction: Teacher Leadership Master's Degree Online

Using cutting-edge curriculum and easy-to-use online learning tools, Concordia University - Portland’s experienced faculty will provide you with the best in theory and practice to prepare you as an instructional leader. Concordia Portland's five-week classes can be accessed via the Internet at the times and locations most convenient for you.


Career Opportunities

  • Division or Department Chair (K-12)
  • Higher Education Instructor in Teacher Leadership
  • Assistant Chief Academic Officer (Public or Private K-12)
  • Education Consultant (Public or Private)
  • Department Chair – Community College (various divisions)
  • Director, Preschool (Public or Private)
  • Education Advisor, NCLB District or State School Improvement Team (K-12)
  • Education Advisor, District Superintendent's Cabinet (K-12)
  • School Improvement Coordinator
  • Director, Curriculum & Instruction
  • Director, Professional Development
  • Coach, Teacher Support & Development

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