Master of Education

Instructional Leadership 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.

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 have the option to focus their graduate studies on reading as well as instructional leadership.  The Instructional Leadership with Reading concentration 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. To learn more about this enhanced track, Contact your Gradate Admissions Counselor.

Why choose Educational Leadership 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 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.

  • Instructional specialist
  • 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

Instructional Leadership Courses (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 525 Data Driven Instructional Decisions 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 551 Leadership in a Learning Culture 3

    This course focuses on leadership and the learning culture in a school organization. School systems are considered and analyzed for learning with a goal of high expectations for growth, student engagement, and engaged stakeholders making efforts to close performance gaps. The course provides students with strategies for effective leadership in the change process to structure and monitor school learning environments that improve learning for all diverse students.

  • EDU 570 Values and Ethics in Educational Leadership 3

    This course is grounded in the themes of the Saint Leo University Core Values, Catholic Intellect, and the Code of Ethics and Principles of Professional Conduct of the Education Profession in the State of Florida which can be used to guide ethical leadership. These themes will be studied to allow deep knowledge, reflection, and action, which will guide educational leaders as they are concerned not only with the many individual ethical dilemmas of their daily professional lives, but also with systemic moral issues, as well as personal development as ethical leaders who work with a set of core values. The overall goal of the course is to contribute to the improvement of ethical leadership practices in schools and organizations.

  • EDU 607 Theories and Practices of Curriculum 3

    This course is designed to provide insight in the historical, philosophical, social, and psychological foundations of curriculum. It will examine ways in which curricular theories and research inform curricular decisions, designs, and policies. Factors that impact curriculum development, implementation, and evaluation are studied. The purpose of the course is to help future and current administrators become instructional leaders.

  • 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 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 649 Building School/Community Relations 3

    Strategies to promote school and community relations supporting the vision are examined. Effective communication methods with teachers, students and parents, and community stakeholders are considered and planned as part of leadership for school improvement. Opportunities for change, models for active participation and recognition in school improvement, and analysis of school data are considered with means to communicate expectations and performance indicators.

  • EDU 653 Collaborating in Inclusive Settings 3

    This course is designed to prepare special education majors with the knowledge of theories and research pertaining to consultation, working with teams of other professionals and collaborating with parents and professionals. Additionally, this course is designed to teach special education teachers skills for working with others in both collaborative and consultative models.

    Prerequisites: Twelve graduate hours.

  • EDU 659 Public School Law 3

    Examined are state and federal case, statutory, regulatory, and constitutional law pertaining to student and teacher rights and responsibilities, torts, student services, student and teacher records, and the relationship between church and state.

  • EDU 665 Educational Governance 3

    Studied are contemporary education issues, national educational reform initiatives, and the politics of education. The program of study examines the legal rights and responsibilities of students and teachers, including the professional code of ethics and the responsibilities of teachers.

  • 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.

Total Credits 36