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MEd in Curriculum & Instruction: Leadership

In the ever-changing, dynamic world of education, opportunities abound for confident leaders to innovate, break the mold, and inspire others—including the students who reap the benefits of those positive changes. You’re here because that leader within you is brimming with ideas and ready for a challenge. We’re here to empower you to take the reins, with our MEd in Curriculum & Instruction: Leadership.

This one-year program is designed for candidates who are interested in transformative leadership roles in education outside of administration. With this leadership degree, you will develop the knowledge and skills needed to identify and implement innovative solutions for effecting transformational change in your school and community as a highly effective leader.

Accredited, nonprofit, and taught by practitioners, all of Concordia’s online MEd programs reflect the same meaningful experience we’ve been delivering on campus since 1905. The convenience of 100 percent online, clearly defined coursework—paired with realistic deadlines and the ability to immediately apply what you learn in your classroom—makes our programs ideal for busy lifestyles. And the potential career benefits—from higher pay to promotions—are second only to the reward of having an everlasting impact on the lives of your students.

Step 1 of 3: What type of student are you?

Step 2 of 3: What would you like to study?

Portland Campus: Classes taught entirely at Concordia University-Portland.

Accelerated Online: Classes taught 100% online. MEd programs complete in 1 year. EdD programs complete in 3 years.

Flex Online: For online students who want to go at a slower pace - MEds can be completed in 18-36 months.

Hybrid: Students take some classes online and some at Concordia University-Portland.

Step 3 of 3: Get info about this program

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100% online
100% online (no in-person field work required)
One year
Earn your MEd in one year, one class at a time, with built-in breaks
Updated curriculum
Curriculum is up-to-date and relevant
NWCCU
Accredited by the Northwest Commission on Colleges and Universities (NWCCU)
Respected
Concordia is one of the most respected names in learning today
Positive career benefits
87% of our online MEd grads report positive career benefits as a result of their degree
10,000-strong alumni
10,000-strong alumni network
Satisfaction
93% of our online MEd grads say they are satisfied with their overall academic program experience

MEd in Curriculum & Instruction: Leadership Program Goals

In addition to meeting the objectives and requirements for the MEd in Curriculum & Instruction: Leadership online degree program, successful candidates will also demonstrate:
Expertise in Evaluating Progress

Expertise in Evaluating Progress

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

Effective Instructional Skills

Effective instructional skills in planning, implementing, and assessing instruction in settings that include diverse cultural populations and special needs students

Classroom Diversity Skills

Classroom Diversity Skills

An understanding of the ways that the specific curricular/instructional area has the potential to be responsive to classroom diversity

Moral Leadership

Moral Leadership

A clear understanding of the moral leadership required of them as advanced scholars in the chosen area of curriculum and instruction

Differentiation

Differentiation

The ability to modify instructional plans and promote alternative goals and strategies when necessary, particularly in relation to assessment results

COURSE DESCRIPTIONS

The MEd in Curriculum & Instruction: Leadership is a 30 credit-hour program

MEd in Curriculum & Instruction - Core Courses
12 credits

This course will provide teachers with the resources and skills necessary to integrate character themes and character development into their school curriculum. It provides a forum in which to discuss and develop one's own moral perspectives on the basis of generally accepted criteria.

This course is designed to provide leaders with the latest psychological research about learning and guide them in exploring ways to directly apply these precepts to their current work setting. Topics will include cognitive science, learning theory, and relevant teaching theories that utilize this information. The course will fuse the latest biological and psychological understanding of how the brain learns so candidates can harness this knowledge and apply it directly to learning situations.
Relationships constructed on trust are critical for an efficient, collegial, collaborative workplace. This course challenges candidates to confront the tremendous diversity in their current environment and develop strategies to build community in the midst of the social, ethnic, economic and alternative lifestyle differences that permeate today's 21st century workplace. In sum, this course stresses the critical importance of creating community in the workplace and illustrates how that community, once established, can generate an efficient, supportive, and positive work place.

Candidates identify, review, and analyze major trends and issues impacting the contemporary state and national educational scenes. Each class session provides students with an opportunity to evaluate the advantages and liabilities of current educational reforms and issues from the perspective of prevailing educational research as well as from their own personal beliefs and current work environment. Candidates will also consider how they can impact and influence change in their own workplace.

 

Please note: Completing a Master of Education degree program does not lead to state certification or licensure. The MEd is not designed or intended to lead in any way toward a teaching license, endorsement, or administrative credential.

MEd in Curriculum & Instruction - Leadership
12 credits

This course explores instructional mentoring techniques in collaboration, modeling, questioning strategies, key instructional strategies, formative assessment and observational strategies. Mentors are prepared to serve their schools and districts by supporting teachers and administrators in the quest of developing highly skilled, confident educators, and influencing the retention rate of beginning teachers entering the educational setting.

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.
This course is a study of legal and ethical issues relative to practical matters that educators confront in their daily practice. Case studies that speak directly to teachers and focus on day-to-day ethical dilemmas in education form the foundation for this course. Particularly important to this course is the emphasis on the dimension of ethics as it relates to teaching and leadership.
Organizational Change provides an introductory overview to the theoretical and sociological foundations of organizational change. Additionally, the course explores sources, processes, and outcomes of educational change and the resulting implications for teachers and administrators. Topics and activities are designed to review issues of interest and importance to those contemplating careers in educational administration or roles as lead teachers and agents of change.

Please note: Completing a Master of Education degree program does not lead to state certification or licensure. The MEd is not designed or intended to lead in any way toward a teaching license, endorsement, or administrative credential.

Research Course 1
3 credits

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 the choice of either EDGR 698-Action Research or EDGR 696-Practitioner Inquiry. Either option provides 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.

SELECT ONE CAPSTONE COURSE:

Research Course 2
3 credits   Select one of the following:

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

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.

Please note: Completing a Master of Education degree program does not lead to state certification or licensure. The MEd is not designed or intended to lead in any way toward a teaching license, endorsement, or administrative credential.

ON-CAMPUS/HYBRID OPTIONS

In addition to fully online, Concordia offers several Master of Education programs in an on-campus or hybrid format. See the options here.

Is the MEd in Leadership concentration right for me?

Consider choosing this path if:

  • You’re interested in learning alternative approaches to curriculum theory
  • You want to strengthen the relationship between your school and the community
  • You want to explore ethical dilemmas in education

Still unsure? We know we offer a lot of programs! Let’s talk more about your professional and personal goals.

Child Learning
The main reason I would recommend Concordia to others is because of the support provided through each step. Enrolling? There's an advisor for that. Ordering books? There's a help desk for that. Need to reach your professor? There are emails, phone numbers, and video chats for that. Looking for peer-­reviewed articles? There's a LIVE librarian for that.
REBECCA DENNISON, MEd in Curriculum & Instruction:
Leadership '16

MORE ON THE TOPIC OF LEADERSHIP

What makes this program so relevant today

“Today’s teacher leaders assume responsibilities once considered the sole domain of principals: They serve as peer coaches and mentors, they lead curriculum teams, they model exemplary instructional practices, and much, much more.” — Sean Slade, Education Week

“Teacher leadership involves experiences, both formal and informal, in which classroom teachers are positively influencing their colleagues.” — Matt Townsley, Education Week

“Teachers have a perspective that we can’t get from anyone else. By helping good teachers become great leaders, we plant seeds that will enhance our profession and enable students to reap the reward they deserve — a high-quality education.” — Turning Good Teachers into Great Leaders by Terry Knecht Dozier in Educational Leadership

The Teacher Leadership Initiative, made up of the National Education Association, the National Board for Professional Teaching Standards, and the Center for Teaching Quality, created a model that recognizes three areas of teacher-leader competency.

Instructional Leadership: Instructional leaders take charge of developing amazing learning content and teaching methods. They step out of their classrooms and collaborate with others to share best practices, build capacity, and develop quality instruction.

Policy Leadership: It’s very often the case that policy makers aren’t connected to the classroom. Teacher-leaders can serve their district or region in leadership roles to have a voice in policy and make change in their learning communities.

Association Leadership: Bringing people together around shared ideas and the practice of advocacy effects change. Whether fighting for students, negotiating for staff, or working with policymakers, the power of the collective and its teacher-leaders is mighty.

Sources: National Board for Professional Teaching Standards, National Education Association, Center for Teaching Quality

Sean Junkins, a middle school instructional coach, defined the top characteristics of great school leaders:

  1. Vision: Great school leaders are visionaries with a clear sense of moral purpose. They have the ability to formulate and shape the future, rather than be shaped by events.
  2. Courage: Great school leaders have the determination, willpower, and patience to see things through. They are willing to take risks and remain steadfast in the force of challenge.
  3. Passion: Great school leaders are passionate about teaching and learning, show great commitment to children, and take an active interest in the work of students and staff.
  4. Intelligence: Great school leaders are team-builders. They understand the importance of relationships. They empower their staff and students and show empathy for all.
  5. Judgement: Great school leaders make wise decisions. They don’t act alone, they involve the whole school community to move students forward.
  6. Resilience: Great school leaders are optimistic. They stay energetic and positive. They remain calm in the face of crisis and have strategies to steady themselves in stormy waters.
  7. Persuasion: Great school leaders are communicators and storytellers. They are persuaders and listeners. They are motivators who get people to do things and go that extra mile.
  8. Curiosity: Great school leaders are always on the lookout for good ideas. They are excellent networkers and opportunists who always stay in touch with the latest trends.
  • Resource Provider
  • Curriculum Specialist
  • Instructional Coach
  • Mentor
  • School Leader
  • Data Coach & Coordinator
  • Professional Development Coordinator
  • Union Representative
  • Program Manager
  • Facilitator
  • Content Expert
  • Lead Teacher
  • Team Leader
  • Event Planner
  • Training Coordinator
  • Community Builder
  • Learner

In our Leadership concentration, you’ll explore how to transform the educational experience for your students, as well as support and develop your learning community. You’ll learn:

  • The principles of planning and administering a program for building a mutually supportive relationship between the school and its environment
  • Instructional mentoring techniques in collaboration, modeling, questioning strategies, key instructional strategies, formative assessment and observational strategies
  • The legal and ethical issues relative to practical matters that educators confront in their daily practice
  • Theoretical and sociological foundations of organizational change
  • How to identify and implement innovative solutions for effecting transformational change in your school and community as a highly effective leader

CAREER OUTCOMES

See where an MEd focused on leadership could take you

Planning to stay in your current teaching job? Many MEd graduates do! But in addition to potential benefits like increased salary and more self-confidence, an MEd could also expand your career opportunities within the education industry.

Potential careers include:

  • Division or department chair (K–12)
  • Higher education instructor in leadership
  • Director, curriculum & instruction
  • Director, professional development
  • Assistant chief academic officer (public or private K–12)
  • Education consultant (public or private)
  • Department chair—community college (various divisions)
  • School improvement coordinator
  • Education advisor, No Child Left Behind (NCLB) district or state school improvement team (K–12)
  • Education advisor, district superintendent's cabinet (K–12)

(Some states may require specific licensure for some of these positions. Check with your state’s Department of Education for more details.)

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