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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.
In addition to meeting the objectives and requirements for the MEd in Curriculum & Instruction: Teacher Leadership online degree program, successful candidates will also demonstrate:
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.
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 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:
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.
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.
Consider choosing this path if:
Still unsure? We know we offer a lot of programs! Let’s talk more about your professional and personal goals.
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:
(Some states may require specific licensure for some of these positions. Check with your state’s Department of Education for more details.)