Teacher Leader - Fifth Year

Regular Admission Requirements

To be eligible for regular admission, candidates must have fulfilled the requirements below BEFORE admission to the program and registering for their first course.

  1. General admission to graduate study.
  2. A baccalaureate degree.
  3. A valid teaching certificate or statement of eligibility
  4. Minimum undergraduate GPA of 2.5

Requirements for the Degree

  1. Satisfy general degree requirements.
  2. Students are required to apply for the exit exam at least two weeks prior to the exam date and must have advisor permission to take the exam. Additional written and/or oral examinations may be required as part of the comprehensive examination.
  3. The student must apply for graduation in the Graduate Office, 701 Ginger Hall or access the completion form online at www.moreheadstate.edu/graduate.
  4. Maintain a cumulative 3.0 GPA in all courses taken after completing the bachelor's degree.
  5. 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.

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.

 

EDTL 690 - Teacher Leader Capstone

 

0

Professional Education & Academic Support

Courses from Professional Education and Academic Support must align with candidate's professional growth and career goals.

 

Professional Education - 6 - 9 hours

 

Candidate chooses six hours graduate level education courses that align with his/her professional growth plan. The candidate's advisor and department chair must approve the courses.

 

Academic Support - 6 - 9 hours

 

Candidate chooses six hours graduate level academic support (content) courses that align with his/her professional growth plan. The candidate's advisor and department chair must approve the courses.

 

Total Hours Required

33

NOTE: The Teacher Leader Fifth Year will NOT change the area in which a candidate is certified to teach.

Student Competencies

The following list includes the student 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).

  1. Be leaders in their schools and districts [EDTL 601 (A), EDTL 602 (D), EDTL 604 (D), EDTL 605 (D), EDTL 606 (D)].
  2. Evaluate high-quality research on student learning and college readiness [EDTL 601 (D), EDTL 603 (A), EDTL 605 (CP), EDTL 606 (E)].
  3. 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)].
  4. Gain experience in content knowledge (within areas of specialization).
  5. 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)].
  6. 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)].
  7. Enhance instructional design utilizing the Program of Studies, Core Content for Assessment, and college readiness standards [EDTL 601 (A), EDTL 606 (CP)].
  8. Designs and plans instruction [EDTL 602 (D), EDTL 604 (A), EDTL 605 (D), EDTL 606 (CP)].
  9. Creates and maintains a learning climate [EDTL 601 (CP), EDTL 602 (E), EDTL 604 (E), EDTL 605 (E), EDTL 606 (E)].
  10. Implements and manages instruction [EDTL 604 (A), EDTL 606 (E)].
  11. Assesses and communicates learning results [EDTL 601 (A), EDTL 602 (D), EDTL 604 (A), EDTL 605 (E/A), EDTL 606 (A)].
  12. Demonstrates the implementation of technology [EDTL 601 (E), EDTL 606 (A)].
  13. 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)].
  14. Collaborates with colleagues, parents, and others [EDTL 601 (A), EDTL 602 (D/E), EDTL 603 (A), EDTL 604 (CP), EDTL 606 (D)].
  15. Evaluates teaching and implements professional development [EDTL 601 (E), EDTL 602 (E), EDTL 604 (D), EDTL 605 (E), EDTL 606 (E)].
  16. 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)].
  17. 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 Department of Foundational & Graduate Studies in Education.

Up one level:

Foundational & Graduate Studies in Education