Master of Education in Teacher Leadership Online

The M.Ed. in Teacher Leadership degree is designed to prepare teachers as instructional leaders, coaches, and mentors based upon national professional standards. Apply Now Continue Your Application
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About the Program

This 30 semester credit hours Master's of Education program is designed to prepare teachers as instructional leaders, coaches, and mentors based upon national professional standards. This program is designed to respond directly to a growth-sector need identified through an analysis conducted collaboratively with regional community partners. This program will help graduates diversify and extend their professional brand while allowing them to market themselves as highly effective teachers who have demonstrated their ability to facilitate positive instructional effectiveness on their campus and cultivate a positive school climate.
The M.Ed. in Teacher Leadership degree is designed to provide career opportunities with specific programmed raises upon completion that will help to retain teachers as leaders on school campuses. Overall, the M.Ed. in Teacher Leadership provides remunerated pathways for developing teachers’ careers and thereby ameliorates teacher retention that is so critical in schools

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Courses

This course prepares teacher leaders with knowledge and skills central to curriculum design, development and evaluation with an emphasis on facilitating curriculum decision making for continuous improvement.
This course introduces educators to technology literacy and its applications for teaching and learning, conducting research, managing projects, solving problems, and making informed decisions.
This course will address the processes of formative and summative assessment that inform instruction in order to lead collective improvement efforts. Measurement principles will be taught regarding instrument design, interpreting results, and data analysis with a goal to improve practice and develop data literacy.
The focus of this course is on emerging trends and subject matter classroom practices. Topics include standards and accountability, constructivist and experiential teaching, inclusion and differentiation, cultural responsive teaching and collaboration with peers. Special emphasis will be placed on the background of each trend, related issues, and implications for practice.
This course introduces educators to notions of cultural and linguistic development and sustainability as it relates to global yet local cultural contexts. Transnational identities drive notions of global yet local school histories and communities.
This course focuses on the specific instructional mentoring and coaching research, models, and strategies that promote and advocate for collegial schools devoted to improving school wide learning through distributed leadership. Instructional supervision is within a developmental, contextual, constructivist, humanist paradigm; and examined as a process of purposeful adult interactions and cognitions that promote autonomous, reflective, self-directed teacher practitioners committed to student learning and continual school improvement.
This course will address the challenges, roles and functions of teacher leaders, with special emphasis on the knowledge, skills, and dispositions needed to work and lead in a school to improve student learning. Graduates will conceptualize and explore teacher leadership from a leadership perspective, specifically within the context of implementing and sustaining professional learning communities. The teacher leader will be examining and analyzing the context in which teacher leaders work as well as what barriers teacher leaders face. The course will also explore how to support and nurture - in other words, build skills, knowledge and dispositions to build capacity of teacher leaders. Graduate will analyze theoretical principles and synthesize practical understandings of different teacher leadership models.
This course provides teacher leaders with the knowledge and skill needed to design, conduct and lead action research at the classroom and campus level. Teacher leaders learn methodologies and techniques necessary to understand applied educational research in making informed decisions that can influence student practices.
Learn to use professional learning communities to unify teachers and administrators around a shared vision for student and school growth. This course will equip students to form professional learning communities, evaluate baseline data, create a plan, and develop professional development to prepare peers to implement the plan.
The course examines the change process that teacher leaders must understand to lead successfully in PK-12 schools. Students experience the change process and develop their analytic skills for improving the teaching and learning process.
This course prepares teacher leaders with knowledge and skills central to curriculum design, development and evaluation with an emphasis on facilitating curriculum decision making for continuous improvement.
This course introduces educators to technology literacy and its applications for teaching and learning, conducting research, managing projects, solving problems, and making informed decisions.
This course will address the processes of formative and summative assessment that inform instruction in order to lead collective improvement efforts. Measurement principles will be taught regarding instrument design, interpreting results, and data analysis with a goal to improve practice and develop data literacy.
The focus of this course is on emerging trends and subject matter classroom practices. Topics include standards and accountability, constructivist and experiential teaching, inclusion and differentiation, cultural responsive teaching and collaboration with peers. Special emphasis will be placed on the background of each trend, related issues, and implications for practice.
This course introduces educators to notions of cultural and linguistic development and sustainability as it relates to global yet local cultural contexts. Transnational identities drive notions of global yet local school histories and communities.
This course focuses on the specific instructional mentoring and coaching research, models, and strategies that promote and advocate for collegial schools devoted to improving school wide learning through distributed leadership. Instructional supervision is within a developmental, contextual, constructivist, humanist paradigm; and examined as a process of purposeful adult interactions and cognitions that promote autonomous, reflective, self-directed teacher practitioners committed to student learning and continual school improvement.
This course will address the challenges, roles and functions of teacher leaders, with special emphasis on the knowledge, skills, and dispositions needed to work and lead in a school to improve student learning. Graduates will conceptualize and explore teacher leadership from a leadership perspective, specifically within the context of implementing and sustaining professional learning communities. The teacher leader will be examining and analyzing the context in which teacher leaders work as well as what barriers teacher leaders face. The course will also explore how to support and nurture - in other words, build skills, knowledge and dispositions to build capacity of teacher leaders. Graduate will analyze theoretical principles and synthesize practical understandings of different teacher leadership models.
This course provides teacher leaders with the knowledge and skill needed to design, conduct and lead action research at the classroom and campus level. Teacher leaders learn methodologies and techniques necessary to understand applied educational research in making informed decisions that can influence student practices.
Learn to use professional learning communities to unify teachers and administrators around a shared vision for student and school growth. This course will equip students to form professional learning communities, evaluate baseline data, create a plan, and develop professional development to prepare peers to implement the plan.
The course examines the change process that teacher leaders must understand to lead successfully in PK-12 schools. Students experience the change process and develop their analytic skills for improving the teaching and learning process.

Calendar

Start Date

Application Priority Deadline

Registration and Payment Deadline

Class Ends


Tuition & Financial Aid

UT Rio Grande Valley's 100% online accelerated graduate programs offer affordable tuition, and financial aid is available for those who qualify.

Total Program Cost

Per Credit Hour

Per 3-Credit-Course

*We estimate that tuition and fees will total no more than the rates shown above; however, rates are subject to change.

Scholarships

UTRGV is now offering a $1,000 Graduate Dean’s Accelerated Online Scholarship, a GRE/GMAT Test Fee Scholarship and much more to help make your graduate education a reality.  For more information, please visit our Scholarships page.

Financial Aid

UTRGV is an equal opportunity institution in the administration of its financial aid programs. In keeping with this policy, financial aid is extended to students without regard to race, creed, sex, national origin, veteran status, religion, age or disability. For additional information regarding funding please visit our Financial Aid for Accelerated Online Programs page.

Additional Fees

No Application Fee
Graduation Fee: $32


Admissions

Please review all the admission requirements for the Master of Education in Teacher Leadership Online degree program. For specific questions or more details, contact an enrollment specialist at 1-833-887-4842.

Admissions Criteria

Online Application

Submit your application online.

Official Transcript

Submit transcripts from all colleges/universities

GPA

3.0 (on a 4.0 scale)