Teacher Leadership (MEd)

Teacher Leadership (MEd)

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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 in the South Texas region.  Overall, the M.Ed. in Teacher Leadership provides remunerated pathways for developing teachers’ careers and thereby ameliorates teacher retention that is so critical in the RGV region.

Student Learning Outcomes:
  • Graduates of the M.Ed. in Teacher Leadership will demonstrate the knowledge and dispositions necessary to develop a collaborative culture of collective responsibility in their schools.
  • Graduates of the M.Ed. in Teacher Leadership will model and facilitate use of systemic inquiry, collaborative interpretation of results, and application of findings to improve teaching and learning.
  • Graduates of the M.Ed. in Teacher Leadership will model and facilitate responsive pedagogical content knowledge in diverse settings to improve the academic achievement of all students.
  • Graduates of the M.Ed. in Teacher Leadership will use the school-based data and technology in the design and selection of appropriate formative and summative assessment methods collaboratively to make informed decisions that improve learning for all students.
Why UTRGV?

  • Ranked #79 among 300+ national universities by Washington Monthly in 2018
  • Accredited, cutting edge degree program
  • Experienced, dedicated faculty
  • Affordable tuition (ranked #1 in net price among national universities by Washington Monthly in 2018 and #3 most affordable university in America 2018 by BestValueSchools.com)
  • Demonstrated student success in research, professional certification and career advancement

Admission Requirements

Step #1: Submit a UTRGV Graduate Application at www.utrgv.edu/gradapply. There is no application fee.

Step #2: Request your official transcripts to be sent electronically to gradapps@utrgv.edu or mailed to:

The University of Texas Rio Grande Valley
The Graduate College
Marialice Shary Shivers Bldg. 1.158
1201 W. University Drive
Edinburg, TX 78539-2999

 
*Please Note: If you are a graduate of UTPA, UTB/TSC, or UTRGV you do not need to request an official transcript to be sent to the Graduate College.

Review and submit all Program Requirements:

  • Bachelor's degree from a regionally accredited institution in the United States or a recognized international equivalent in a similar or related field.
  • Undergraduate GPA of at least 3.0. If applicant does not meet the minimum undergraduate GPA criterion of 3.0, the GRE general test is required for conditional admission. GRE test score is valid for 5 years.
  • Official transcripts from each institution attended (must be submitted directly to UTRGV).
  • Professional statement detailing professional goals, campus leadership experience and reasons for pursuing a Masters in Education in Teacher Leadership.
  • Resume including educational background and work experience.
  • Teaching certificate with a minimum of 3 years of teaching experience. 

Additional requirements for domestic applicants who attended foreign universities:

  • TOEFL or IELTS Language Proficiency Test with minimum scores: 550 on paper-based, 213 on computer based, or 79 on Internet-based for the TOEFL; 6.5 for the IELTS. TOEFL and IELTS scores are valid for 2 years. For additional information, visit the Additional Documents for Domestic Applicants who Attend Foreign Universities section of our website.
  • Certified English translation of educational records.

Additional requirements for international applicants:

  • TOEFL or IELTS Language Proficiency Test with minimum scores: 550 on paper-based, 213 on computer based, or 79 on Internet-based for the TOEFL; 6.5 for the IELTS. For additional information, visit the English Proficiency Exam section of our website.
  • Certified English translation of educational records.
  • Financial   Documentation  showing sufficient funds to cover all expenses (living and academic) for the first year of study. For additional information, visit the Financial Documentation section of our website.
  • Immigration  documents, including a current copy of your valid passport. For additional information, visit the Immigration Documents section of our website.

UPDATE ON INTERNATIONAL ADMISSIONS FROM U.S. IMMIGRATION AND CUSTOMS ENFORCEMENT:

  • SEVP regulations prohibit the issuance of a Form I-20 based on conditional admission, effective July 13, 2016. University officials can only issue a Form I-20 when students have met all standards for admission for the program of study listed on the Form I-20. These standards for admission include any English proficiency requirements.

Program Contact

Department Chair: Dr. Federico Guerra

Phone: (956) 665-7333

Office: Edinburg Campus, EEDUC 1.510A

E-mail: federico.guerra@utrgv.edu


Program Coordinator: Velma Menchaca

Phone: (956) 665-2943

Office: Edinburg Campus, EEDUC 1.616

E-Mail: velma.menchaca@utrgv.edu

Deadlines

Deadlines:

Applications will be accepted year round and prospective students are encouraged to apply at least 2 months before classes start to ensure a timely application review.  Applying early will also give prospective students the best opportunity to be considered for scholarships and other possible funding opportunities.

*Note: This program only admits applicants during Fall and Spring semesters.

Tuition Estimate

Residency Per 3-Credit Hour Course Semester (9-Credit Hours) Total Estimated Cost
Texas Resident $1,481.39 $3,894.17 $14,813.90
Non-Resident/International $2,708.39 $7,575.17 $27,083.90


*We estimate that tuition and fees will closely approximate the rates shown above; however, rates are subject to change. Please note that the rates above are estimated for on-campus students and those enrolled in 16-week online programs. The rate is different for Accelerated Online Programs (AOP). Visit the tuition and fees page for detailed information.

Course Requirements

Required Courses 30
EDCI 6370: Curriculum Leadership for Teachers 3
EDCI 6371: Technology for Leaders in Education 3
EDCI 6372: Assessment and Measurement for Teacher Leaders 3
EDCI 6373: Evidence-Based Instructional Practices 3
EDCI 6374: Cultural and Linguistic Sustainability and Transnational Contexts  3
EDUL 6375: Teacher Leaders as Collaborative Coaches 3
EDUL 6376: Teachers as Leaders 3
EDUL 6377: Inquiry for Leadership 3
EDUL 6378: Learning Communities 3
EDUL 6379: Change Processes for Leaders 3
Capstone: Portfolio
Total graduate hours for degree: 30

Course Descriptions:

EDCI 6370: Curriculum Leadership for Teachers                          [3‐0]

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.

EDCI 6371: Technology for Leaders in Education             [3‐0]

This course introduces educators to technology literacy and its applications for teaching and learning, conducting research, managing projects, solving problems, and making informed decisions.

EDCI 6372: Assessment and Measurement for Teacher Leaders                              [3‐0]

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.

EDCI 6373: Evidence-Based Instructional Practices              [3‐0]

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.

EDCI 6374: Cultural and Linguistic Sustainability and Transnational Contexts                     [3‐0]

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. 

EDUL 6375: Teacher Leaders as Collaborative Coaches                           [3‐0]

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.

EDUL 6376: Teachers as Leaders     [3‐0]

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. 

EDUL 6377: Inquiry for Leadership              [3‐0]

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. 

EDUL 6378: Learning Communities              [3‐0]

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.

EDUL 6379: Change Processes for Leaders              [3‐0]

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. 

 

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