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M.Ed. in Teacher Leadership

Complete Coursework: as few as 18 months Credit Hours: 36 Tuition: $235 per credit hour. This price does not include the distance learning fee.

The Master of Education in Teacher Leadership degree is designed to develop instructional leaders. Through this program, you will increase your knowledge in designing curriculum, implementing research-based instructional strategies, using assessments for learning, and how to effectively motivate students and manage your classroom.

Students are required to complete 36 hours of coursework as outlined in the following degree plan. The Capstone course is the final course taken and requires that all other courses are successfully completed to enroll. Courses are offered on a rotational basis and not all courses are offered each session. The Capstone course is offered every session.

*Coursework completion is expected in as little as 18 months. Degrees are conferred in May, August and December.

Note: Lamar Graduate Education Programs do not permit students to take coursework for transient credit.

Course Listing

PEDG 5310
Research/Current Issues in Education
Duration: 5 weeks  |  Credit Hours: 3
This course introduces teachers to the design, methodologies, and techniques necessary to understand educational research and to use ‚Äúscientifically-based research‚ÄĚ in making informed decisions which can positively impact student achievement. An emphasis is placed on action research.
PEDG 5326
School Community Relations
Duration: 5 weeks  |  Credit Hours: 3
This course provides a foundation for developing relationships with stakeholders within the school community; students, faculty, parents, and the community at large for the expressed goal of supporting student learning. A fundamental purpose of the course is to understand and implement strategies to develop essential partnerships between schools and the larger community to foster student learning and achievement.
PEDG 5327
Schools as Learning Communities
Duration: 5 weeks  |  Credit Hours: 3
This course provides educators a basic understanding of the strengths and structure of learning communities with a focus on developing a culture of change and improvement for student learning. Special emphasis is given to facilitation skills, team building, and mentoring.
PEDG 5344
School Law
Duration: 5 weeks  |  Credit Hours: 3
This course provides teachers a foundation to understand the legal, ethical, and policy dimensions of education. Special emphasis is given to the interpretation of case law, Texas Education Code, and federal and state statutes.
PEDG 5367
Diverse Learners
Duration: 5 weeks  |  Credit Hours: 3
This course enhances teachers' ability to develop instructional programs to assess, instruct, and support students with diverse learning needs. Special emphasis is given to special education, English language learners and economically disadvantaged students.
PEDG 5372
Using Assessment Data to Guide Instructional Decisions
Duration: 5 weeks  |  Credit Hours: 3
This course supports teachers as they develop the competencies to utilize formative and summative assessment practices and data to inform and guide curriculum development and instruction. Special emphasis is given to analyzing classroom and school-based assessment results to aid in meeting the needs of diverse learners.
PEDG 5373
Student Expectations & Motivation
Duration: 5 weeks  |  Credit Hours: 3
This course prepares teachers to establish high expectations for all students and to effectively evaluate and implement theories of motivation and cognitive engagement in classroom learning. Emphasis will be placed on different theories of motivation and how classroom, school, work, and social environments shape and influence student motivation.
PEDG 5376
Practicing Teacher Leadership
Duration: 5 weeks  |  Credit Hours: 3
This is a synthesis course where students will examine what they have studied and learned through the course of the program and reflect on how this new learning will impact their practices in their classroom and as teacher leaders on their campuses and/or in their districts. This course is presented in five weeks, with each week including readings from current research on the topic, lecture from Lamar professors, discussion with your colleagues, and an assignment. Throughout the five weeks, you will explore the following topics: teacher leadership, professional portfolios, reflective practice, effective mentoring of novice teachers, and lifelong learning.
PEDG 5366
Modification of Curriculum & Instruction for the Atypical Learner
Duration: 5 weeks  |  Credit Hours: 3
This course provides a foundation for the modification of a wide range of educational components such as content knowledge, methods of instruction, and students' learning outcomes through the alteration of materials and programs for a diverse group of learners. Adaptive technologies, differentiated materials, and innovative research-based instructional strategies are explored and applied through practical applications in the K-12 learning environment.
PEDG 5369
Cognition and Instruction
Duration: 5 weeks  |  Credit Hours: 3
This course provides a study of cognition, learning theories and frameworks, the psychology of learning, and related research that is most significant for the learning and instructional process. Special emphasis is placed on the applications of these principles to support high academic achievement of students.
PEDG 5370
Public School Curriculum
Duration: 5 weeks  |  Credit Hours: 3
This course emphasizes the foundations of curricular and instructional design and introduces teachers to models of curriculum development. Special attention is given to understanding the role of state curriculum standards and district policies in planning curriculum, instruction, and assessment.
PEDG 5371
Creative Instructional Strategies
Duration: 5 weeks  |  Credit Hours: 3
This course emphasizes creative multimodal strategies to support teachers across disciplines and subjects. Students develop instructional strategies to challenge high performing and gifted and talented students. Special attention is given to creative expression and to authentic student performance-based work, such as project-based learning and inquiry.

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