Master of Arts in Education - Teacher Leader Social Studies Certification Option
Admission Requirements
- An acceptable admission index by meeting any of the following:
- GRE score (verbal + quantitative) X undergraduate GPA = 2050 (minimum).
- Miller Analogies Test (MAT) Scaled Score X undergraduate GPA = 980 (minimum).
- The test requirement is waived for candidates who have successfully completed a master's degree.
- A teaching certificate or statement of eligibility.
- An approved professional growth plan signed by school supervisor. (If the candidate is not currently teaching, the candidate's advisor may approve the professional growth plan).
Students not meeting these requirements may apply under the alternate admission plan.
While enrolled in EDTL 601, the candidate will develop a comprehensive career plan that integrates school district professional development opportunities and their graduate program plan.
After completion of 12 hours, candidates must have attained at least a 3.0 cumulative program GPA. Candidates falling below a 3.0 cumulative program GPA may take no more than an additional six hours. If after completing an additional six hours the cumulative program GPA is below 3.0, the candidate will be dropped from the program.
Requirements for the Degree
- Satisfy general degree requirements.
- The student must apply for graduation in the Graduate Office, 701 Ginger Hall or access the completion form online at www.moreheadstate.edu/graduate.
- Maintain a cumulative 3.0 GPA in all courses taken after completing the bachelor's degree.
- Candidates must successfully complete a capstone project in a venue approved by their advisor. The capstone project may include a presentation before a panel of educators, a presentation as a part of an educational conference, or professional development the candidate has written and planned. The capstone project may also include a publication in a peer reviewed professional journal.
- If a student has not become unconditionally admitted after completing 12 graduate hours, he/she will not be allowed to register for additional hours.
Core Courses
|
Sem. Hrs. |
*EDTL 601 - Leadership and Decision Making |
3 |
*EDTL 602 - Education in Context |
3 |
*EDTL 603 - Research and Teacher Leadership |
3 |
EDTL 604 - Collaboration for Teachers |
3 |
EDTL 605 - Developmental Analysis of Learning |
3 |
EDTL 606 - Curriculum and Instructional Design |
3 |
*EDTL 601, EDTL 602 & EDTL 603 MUST be taken within the first 12 hours of graduate study. |
|
Area of Specialization
Social Studies |
12 |
Note: Courses selected must align with candidate's professional growth and career goals |
|
HIS 600 - Special Class |
3 |
HIS 610 - American Biography |
3 |
HIS 680 - History for Teachers |
3 |
GEO 600 - Political Geography |
3 |
GEO 602 - Geographic Factors and Concepts |
3 |
GEO 605 - Conservation of Natural Resources |
3 |
GEO 615 - Urban Geography |
3 |
GEO 680 - Geography for Teachers |
3 |
GOVT 600 - Seminar on State and Local Government |
3 |
GOVT 605 - Environmental Law and Policy |
3 |
GOVT 680 - Government for Teachers |
3 |
ECON 600 - Survey of Economics |
3 |
ECON 690 - Economic Education for Teachers |
3 |
Total Hours Required |
30 |
NOTE: The Teacher Leader master's degree will NOT change the area in which a candidate is certified to teach.
Student Competencies
The following list includes competencies for the Teacher Leader program and the course(s) in which each competency is discussed (D), enhanced (E), assessed (A), and/or contains a critical performance (CP).
- Be leaders in their schools and districts [EDTL 601 (A), EDTL 602 (D), EDTL 604 (D), EDTL 605 (D), EDTL 606 (D)].
- Evaluate high-quality research on student learning and college readiness [EDTL 601 (D), EDTL 603 (A), EDTL 605 (CP), EDTL 606 (E)].
- Deliver differentiated instruction for P-12 students based on continuous assessment of student learning and classroom management [EDTL 602 (E), EDTL 603 (E), EDTL 604 (E), EDTL 605 (D), EDTL 606 (A)].
- Gain experience in content knowledge (within areas of specialization).
- Incorporate reflections that inform best practice in preparing P-12 students for postsecondary opportunities [EDTL 601 (E), EDTL 602 (E), EDTL 605 (CP), EDTL 606 (E)].
- Support P-12 student achievement in diverse settings [EDTL 601 (A), EDTL 602 (E/A), EDTL 603 (E), EDTL 604 (A), EDTL 605 (D/E), EDTL 606 (D)].
- Enhance instructional design utilizing the Program of Studies, Core Content for Assessment, and college readiness standards [EDTL 601 (A), EDTL 606 (CP)].
- Designs and plans instruction [EDTL 602 (D), EDTL 604 (A), EDTL 605 (D), EDTL 606 (CP)].
- Creates and maintains a learning climate [EDTL 601 (CP), EDTL 602 (E), EDTL 604 (E), EDTL 605 (E), EDTL 606 (E)].
- Implements and manages instruction [EDTL 604 (A), EDTL 606 (E)].
- Assesses and communicates learning results [EDTL 601 (A), EDTL 602 (D), EDTL 604 (A), EDTL 605 (E/A), EDTL 606 (A)].
- Demonstrates the implementation of technology [EDTL 601 (E), EDTL 606 (A)].
- Reflects on and evaluates teaching and learning [EDTL 601 (A), EDTL 602 (D/E), EDTL 603 (A), EDTL 604 (A), EDTL 605 (CP), EDTL 606 (D)].
- Collaborates with colleagues, parents, and others [EDTL 601 (A), EDTL 602 (D/E), EDTL 603 (A), EDTL 604 (CP), EDTL 606 (D)].
- Evaluates teaching and implements professional development [EDTL 601 (E), EDTL 602 (E), EDTL 604 (D), EDTL 605 (E), EDTL 606 (E)].
- Provides leadership within school, community, and profession [EDTL 601 (D), EDTL 602 (E), EDTL 603 (A), EDTL 604 (D), EDTL 605 (D), EDTL 606 (D)].
- Design and conduct professionally relevant research projects [EDTL 602 (D), EDTL 603 (CP), EDTL 606 (E)].
Assessment Procedures
Each aspiring Teacher Leader candidate is required to successfully complete a capstone project. The capstone project will require application of teacher leadership skills that ultimately will bring about improved student learning. To that end, candidates will be involved in activities and projects throughout the teacher leader program that cause them to critically examine current practices and suggest continuation of the practices or develop strategies for improvement. One of the major objectives in the Research and the Teacher Leader course is to "Collaborate with professionals in the public schools to identify research questions that would improve learning in specific settings." These questions then become foundational in the candidates' work in subsequent courses and will be the nucleus around which their capstone projects are built. Candidates will be encouraged to present their capstone projects in settings that are most appropriate for their projects. For example, candidates who are working on a school improvement project may present their findings before the SBDM council. Other candidates may have projects that are more appropriate for a presentation before the Board of Education, while others may find the best setting to be a professional learning community comprised of others most impacted by the project. Many candidates will present their capstone in the Curriculum and Instructional Design course. All candidates will be required to post an electronic version of individual presentations and support documents in Blackboard, our electronic course management system. Posting in Blackboard will allow for peer review as well as make the projects available to all members of the Teacher Leader Advisory Committee. A three-member committee consisting of the TL program lead (or designee), a PreK-12 educator, and a peer (i.e., another candidate completing the program at the same time or a recent [within the last two years] TL program graduate) will evaluate each capstone project. Additional information, including the rubric used to evaluate the capstone project, may be obtained by contacting the Foundational & Graduate Studies in Education Department.