Master of Education

Instructional Leadership with Reading Concentration

Raise your profile with the School of Education & Social Science's fully online Master of Education (M.Ed.) with a concentration in Instructional Leadership and Reading.

This program offers an innovative approach to teacher leadership based on the Teacher Leadership Model Standards (TLMS). The national standards are intended to codify, promote, and support teacher leadership as a vehicle for transforming schools to meet the needs of 21st-century learners.

Rather than serve as a comprehensive job description for teacher leaders, the Standards instead describe seven domains of leadership. Each domain is further developed and supported by a list of functions that a teacher leader who is an expert in that domain might perform.

Domain I: Fostering a Collaborative Culture to Support Educator Development and Student Learning
Domain II: Accessing and Using Research to Improve Practice and Student Learning
Domain III: Promoting Professional Learning for Continuous Improvement
Domain IV: Facilitating Improvements in Instruction and Student Learning
Domain V: Promoting the Use of Assessments and Data for School and District Improvement
Domain VI: Improving Outreach and Collaboration with Families and Community
Domain VII: Advocating for Student Learning and the Profession

Teachers in instructional leadership positions foster a culture of success that can reverberate across schools, districts and organizations. Working with their colleagues, teacher leaders can implement strategies that improve student learning. Research shows that collective leadership has a stronger influence on student achievement than individual leadership. The Teacher Leader Model Standards seek to generate collective leadership by fostering professional discussion about best practices and advancing new roles for teachers to serve.

Instructional Leadership with Reading Concentration

Candidates of the Masters of Education in Instructional Leadership with Reading have the opportunity to focus their graduate studies on reading as well as instructional leadership. The reading concentration courses prepares learners to understand the reading process and to demonstrate mastery in increasing students’ reading performance through the prescription and utilization of appropriate strategies and materials based upon scientifically based reading research. Educators will learn to address the prevention, identification, and remediation of reading difficulties. The program is designed to meet the continuing education and professional development needs of public and private k-12 school educators. Licensure, certification and/or endorsement in reading is a function of each individual state’s Department of Education. Candidates are responsible for understanding and meeting all requirements for licensure or certification. The eligibility and application process for licensure or certification is separate and apart from Saint Leo University’s application and degree requirements for a M.Ed. with a concentration in instructional leadership.

Why choose Instructional Leadership with Reading at Saint Leo?

Saint Leo University is a nationally recognized leader in education, founded in 1889 and accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (SACS). Saint Leo has built a solid reputation in the educational community for our quality programs that produce tomorrow's master teachers and educational leaders.

A commitment to a set of core values is the cornerstone of Saint Leo University. Our mission is to offer a practical, effective model for life and leadership in a challenging world. It is a model designed with working adults in mind offering highly personalized attention, flexible learning opportunities, and a solid foundation for personal fulfillment and career advancement.

Our instructors are current practitioners in the field of school administration, and regular presenters at national and international conferences.


Flexibility for the working professional.

Wherever you are on your journey, Saint Leo will meet you there. Turn any computer into a vibrant interactive classroom – day or night. Saint Leo provides students with the opportunity to advance their education without having to travel to a traditional campus – no conventional classroom attendance is required. Set your own weekly study schedule anywhere, anytime. All of our online students receive the same educational degrees as campus-based students, benefiting from faculty who are experienced professionals.

Contact your Gradate Admissions Counselor for more information on fitting a master's degree into your life.

What can you do with a degree in Instructional Leadership?

Our Instructional Leadership with Reading degree program prepares you to serve in leadership roles in primary and secondary schools within public and private settings, as well as at the district and organizational level.

  • Reading specialist
  • Instructional or Curriculum specialist
  • Professional Learning Communities (PLC) Coach
  • Teacher mentor
  • School program leader
  • Director or supervisor
  • Dean of students or faculty
  • District-level administrator
  • Non-profit and advocacy organization leadership positions
  • Higher education positions
  • Corporate Trainer
Additional education, licensure or certifications, and work experience may be required.

 

How do I get started in the Instructional Leadership degree Program?

Take the next step in your career. Apply for Saint Leo's M.Ed. Instructional Leadership today.

Admission Requirements Button

 


Degree Requirements

(36 credits)

  • Course
  • Course Name
  • Credits
  • EDU 521 Academic Coaching 3

    This course will focus on introducing candidates to best practices for K- 12 academic coaching. Topics will include providing collaboration with teachers and administrators, data analysis, curriculum issues, knowledge of standards, professional development facilitation and school leadership. These foundations will provide candidates with experience in working with teachers to improve their instructional practice as well as improve student achievement. Special attention will be given to mastering the complexities of observing and modeling in classrooms and providing feedback to teachers.

  • EDU 522 Driving Instructional Change through Data 3

    Develops an understanding of various types of data used in school settings and methods for analyzing and displaying these data sets to impact and measure student learning. Students will analyze measures of central tendency and develop a presentation for a data set using Web 2.0 technology. Learners will disaggregate student data sets and create a professional development plan to address student needs and ensure timely dissemination to information to students, faculty, and parents.

  • EDU 609 Leadership for School Change 3

    Teacher leaders are critical to successful schools. This course will enable teachers to collaboratively develop protocols through school processes, including professional learning communities, grade and team level meetings that will allow them to facilitate student achievement growth and school improvement. Data analysis to inform instruction, sharing educational practice and current trends and resources and implementing sounds practices through implementation of innovative practices that support teaching and learning and keeps master teachers in the classroom are key aspects of this course.

  • EDU 602 Foundations in Reading 3

    This course provides the education major with the investigation of basic theories underlying traditional and recent approaches to the teaching of reading. It includes the study of the five essential components of the reading process: phonemic awareness, phonics, fluency, vocabulary development, and comprehension. This course also provides the opportunity to interpret informal reading inventories and other diagnostic measures used for assessing the major elements of reading growth of the five essential components of reading. Field experience is required.

    Prerequisites: Graduate standing

  • EDU 605 Elementary Reading Assessment and Intervention 3

    This course focuses on providing teachers with formal and informal assessment measures to use to determine students’ literacy levels in the elementary school. This course also presents the students with knowledge and use of effective scientifically based intervention strategies. Field experience is required.

  • EDU 610 Secondary Reading Assessment and Intervention 3

    This course focuses on providing teachers with formal and informal assessment measures to use to determine students’ literacy levels in the secondary school. This course also provides the students with the knowledge and use of effective scientifically based intervention strategies. Field experience is required.

  • EDU 612 Language and Literacy 3

    Increase teacher knowledge of theories and research regarding the development of language and literacy in children. Increase teacher knowledge to identify and analyyze the role of oral lanaguage in the literacy process to design and/or locate scientifically research based activities to develop oral language at all levels for all students including ELLS, students with disabilities and students with 504 plans. Field Experiences required.

    Prerequisites: EDU 602 - Foundations in Reading

  • EDU 613 Emergent Literacy 3

    This course focuses on providing teachers with an understanding of the stages of literacy development and examines the foundational skills of phonological awareness and phonics assessment and instruction.

    Prerequisites: Field experience is required. Complete Field Experience Log.

  • EDU 618 Leading the Instructional Cycle 3

    This course examines the teaching and learning process and how it can be enhanced through collaboration, data analysis, and the implementation of digital tools. The curriculum construction, teaching, and assessment cycle will be analyzed to help candidates meet the needs of all learners. Current curriculum research, resources, and practices to encourage collaboration are examined.

  • EDU 619 Facilitating Student Learning through High Quality Instruction 3

    This course develops a deeper understanding of high yield instructional strategies and the teacher’s role in facilitating rigorous learning experiences for the students. This will include engaging learners in generating and evaluating new ideas and novel approaches, seeking inventive solutions to problems, and developing original work. Students in this course will also develop the ability to engage learners in questioning and challenging assumptions and approaches in order to foster innovation and problem solving and global contexts.

  • EDU 677 Teacher Inquiry for School and Student Growth 3

    Educators use teacher inquiry to improve schools, student performance, and their own instruction. In this course, students will learn to identify a wondering, determine appropriate data collection methods, analysis and display qualitative and quantitative data, and disseminate teacher inquiry findings. Students will demonstrate their understanding by designing their own inquiry projects as well as critiquing and evaluating published studies.

  • EDU 673 Supervised Practicum in Reading 3

    This course requires the graduate student to work with several K-12 students in a classroom setting - diagnosing, prescribing, and implementing a reading plan for improvement. Students will apply ‘best practices’ in reading instruction based upon concepts and research acquired in the prerequisite courses in the Reading Program. Field Experience Required. Please complete your Field Experience Log Field experience is required.

    Prerequisites: EDU 546 EDU 602, EDU 605, and EDU 610 or permission of the Director.

Electives (0 Credits)

Total Credits 36