Energize your school through mentorship, fresh ideas, and unstoppable energy.

Confident educators, happy students, engaging curricula, and a strong link to constituents in the community—parents, citizens, and special interest groups—are vital for a school to flourish, and for teacher retention. But someone has to be on the front line to cultivate those components—an innovative leader who has a deep understanding of curriculum design and who understands the importance of mentorship. Someone, like you, who learns how to usher their school to a higher echelon of excellence.

Concordia University’s MEd in Curriculum & Instruction: Teacher Leadership program is the degree for teachers who want to make a difference in planning and policy. You’ll gain the skills and experience necessary to positively impact the educational community as a professional facilitator of school culture, including professional development and systemwide innovation.

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.

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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
Constantly updated curriculum
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 program experience

MEd in Curriculum & Instruction: Teacher Leadership Program Goals

In addition to meeting the objectives and requirements for the MEd in Curriculum & Instruction: Teacher 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

Modification Abilities

Modification Abilities

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: Teacher Leadership is a 30 credit-hour program

MEd in Curriculum & Instruction: Teacher Leadership Core Courses
12 credits
EDGR 506 (3)
Character and the Ethics of Leadership
Organizational leadership is a social phenomenon that occurs when leaders interact with the collective values and vision of others in the organization. Candidates will explore contemporary models of ethical organizational leadership, synthesize a personal statement of vocation informed by their leadership values and assumptions, and test their synthesis against a variety of assignments and practical experiences. The course also provides a forum where candidates enjoy the opportunity to identify and consider their own character, personal values, and workplace ethics. Each will develop an understanding of the critical need for ethical leadership in one's professional, personal and family life, and will appreciate the vital importance of living and modeling such values and, perhaps most importantly, of serving others.
EDGR 535 (3)
Theories of Teaching and Learning
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.
EDGR 595 (3)
Community of Learners
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.
EDGR 602 (3)
Contemporary Educational Thought

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 - Teacher Leadership
12 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.
EDCI 593 (3)
Case Studies in Law and Ethics
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.
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 522 (3)
A Collaborative Approach to Instructional Mentoring

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.

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
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: EDGR 696-Practitioner Inquiry, EDGR 698-Action Research, or EDGR 699-Thesis. Any one of these options 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:
EDGR 696 (3)
Practitioner Inquiry

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

EDGR 698 (3)
Action 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.

EDGR 699 (3)
Thesis

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.

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.

Is the MEd in Teacher Leadership concentration right for me?

Consider choosing this path if:

  • You’re a big-picture kind of person
  • You have ideas on how to change your school’s relationship with its community
  • You love the thought of working with teachers to ensure their success

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

CONNECT WITH AN ENROLLMENT SPECIALIST NOW

Child Learning
I really enjoyed the diversity of courses offered. Every course brought a unique viewpoint that I had not previously considered in my teaching career.
JAMES HUGHES, MEd in Curriculum & Instruction:
Teacher Leadership

CAREER OUTCOMES

See where an MEd focused on teacher 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 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, No Child Left Behind (NCLB) district or state school improvement team (K–12)
  • Education advisor, district superintendent's cabinet (K–12)
  • School improvement coordinator
  • Director, curriculum and instruction
  • Director, professional development
  • Coach, teacher support and development
  • Division or department chair, online education
  • Sales representative, technology in education: education publisher
  • Program director, eLearning/technology education
  • Supervisor, educational technology team: K–12
  • Division or department chair, eLearning/technology education
  • Sales representative, technology in education: education publisher

(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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