Teacher Leadership (MEd)
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
Visit the Graduate College for more information.
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
R 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 applicant will be evaluated holistically through reflecting professional goals, GPA, professional success from resume, and success on related prior course work to determine whether they meet the criteria for clear or conditional admission. - 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 2 years of teaching experience.
Additional requirements for domestic applicants who attended foreign universities and 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. 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.
*Students in fully online programs are not eligible for I-20 or student visas however international applicants can study from their home country.
Check Program Availability in Your State
Higher Education Act of 1965 include changes in regulation for State Authorization that may impact online, distance, and correspondence education providers. Please review Check Program Availability in Your State for more details.
Application Deadlines & Program Contact
Visit the Graduate College Calendar for the Master of Education in Teacher Leadership Online to view module start and end dates, application, registration, and payment deadlines.
Program Contact
Alejandro Garcia, Ed.D.
(956) 665-3478
alejandro.garcia@utrgv.edu
EEDUC 1.620
Course Requirements
EDCI 6370: Curriculum Leadership for Teachers
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.
Duration: 7 weeks weeks
Credit Hours: 3
EDCI 6371: Technology for Leaders in Education
This course introduces educators to technology literacy and its applications for teaching and learning, conducting research, managing projects, solving problems, and making informed decisions.
Duration: 7 weeks weeks
Credit Hours: 3
EDCI 6372: Assessment and Measurement for Teacher Leaders
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.
Duration: 7 weeks weeks
Credit Hours: 3
EDCI 6373: Evidence-Based Instructional Practices
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.
Duration: 7 weeks weeks
Credit Hours: 3
EDCI 6374: Cultural and Linguistic Sustainability and Transnational Contexts
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.
Duration: 7 weeks weeks
Credit Hours: 3
EDUL 6375: Teacher Leaders as Collaborative Coaches
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.
Duration: 7 weeks weeks
Credit Hours: 3
EDUL 6376: Teachers as Leaders
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.
Duration: 7 weeks weeks
Credit Hours: 3
EDUL 6377: Inquiry for Leadership
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.
Duration: 7 weeks weeks
Credit Hours: 3
EDUL 6378: Learning Communities
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.
Duration: 7 weeks weeks
Credit Hours: 3
EDUL 6379: Change Processes for Leaders
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.
Duration: 7 weeks weeks
Credit Hours: 3
Career Outlook
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