Master of Education - Teacher Leader
ME - Program Requirements
Melissa Saunier-Arnold, MA, Interim Chair, Division of Education
Goodhue Academic Center, Room 209
Geralda Nelson, EdD, Program Coordinator
Goodhue Academic Center, Room 208
The Education program at Lindsey Wilson College is accredited by the National Council for Accreditation of Teacher Education (NCATE; <http://www.ncate.org>). This accreditation covers initial teacher preparation programs and the advanced educator Teacher as Leader program. However, the accreditation does not include individual education courses that the institution offers to P-12 educators for professional development, relicensure, or other purposes.
Lindsey Wilson College Mission
The mission of Lindsey Wilson College is to serve the educational needs of students by providing a living-learning environment within an atmosphere of active caring and Christian concern where every student, every day, learns and grows and feels like a real human being.
Education Unit Mission Statement
The College’s graduate Education program, in partnership and collaboration with area school districts, prepares educators to provide leadership in 21st century schools by developing candidate expertise in knowledge, pedagogy, leadership skills, and reflective practice. Through a learning environment of Christian caring, the graduate Education program develops teacher leadership expertise through field-based inquiry in order to improve student learning in a digital age.
The Education Division Vision
This Unit’s mission statement is the root of the vision Lindsey Wilson Unit faculty share: “To prepare teachers who are effective leaders and reflective educators in 21st century educational settings.” This vision is realized in the education conceptual framework or motto, Teacher as Leader for the 21st Century. It also derives from the expertise of the College faculty, from the experience of local and regional school district professionals, and from research in best practices pedagogy, classroom management, education policy, and the 21st Century Skills movement.
Our conceptual framework, Teacher as Leader for the 21st Century, undergirds all the programs of the Unit. All College faculty work to help candidates develop the knowledge, skills, and dispositions of 21st century teachers reflected in the conceptual framework. Specifically, the Unit prepares professionals who model best practices and who continually strive to lead their students and schools to accomplish meaningful goals that improve education, both in initial and advanced domains.
Advanced Candidate Learning Goals
Knowledge: Teacher Leader master’s candidates demonstrate in-depth knowledge and understanding of instructional leadership, collaboration, interpersonal/leadership skills, professional learning communities, assessment, and content expertise that address 21st century skills by:
A. Demonstrating a theoretical and practical understanding of the current research base that supports teacher leadership and quality instruction. (KTS 1, 2, 3, 4, 5, 6, 8)
B. Recognizing quality instruction and communicating current, accurate knowledge that enhances instruction and contributes to the learning of all students. (KTS 1, 2, 3, 4, 5, 6, 9, 10)
C. Contributing to the knowledge, understanding and performance of teachers within the school learning community. (KTS 1, 2, 3, 4, 5, 10)
D. Demonstrating critical thinking skills in all areas of teacher leadership and content knowledge. (KTS 1, 2, 4, 5, 10)
E. Conducting knowledgeable and insightful research to pinpoint instructional needs within the learning community and school structure. (KTS 1, 2, 4, 5, 9, 10)
Pedagogy: Teacher Leader master’s candidates demonstrate the skills to effectively collaborate, plan, and implement professional development based on research-based best practices that foster 21st century skills and positively impact student learning by:
- Assessing teacher performance and conducting program evaluation based on data to improve instructional practices and student learning. (KTS 1, 2, 3, 4, 5, 6, 7, 9, 10)
- Working with colleagues to identify, assess, and implement high quality learning and growth experiences for students and teachers within the school community. (KTS 2, 3, 5, 6, 8, 9, 10)
- Giving instructional leadership in the area of content expertise. (KTS 1, 2, 3, 4, 10)
Leadership: Teacher Leader master’s candidates provide leadership in the school and the community incorporating 21st century skills by:
A. Taking professional leadership responsibilities within the learning community and/or in community based projects that enhance the school culture. (KTS 3, 5, 6, 8, 9, 10)
B. Demonstrating skills for leadership which include interpersonal, collaborative, coaching, and mentoring skills. (KTS 3, 6, 8, 10)
C. Leading instructional programs by developing the professional skills of colleagues. (KTS 1, 2, 3, 5, 6, 8, 9, 10)
D. Implementing, analyzing, and evaluating professional leadership development. (KTS 10)
Reflective Best Practice: Teacher Leader master’s candidates exhibit the leadership dispositions of a caring, reflective, self-assessing, and critical thinking professional who promotes equitable schools for students and families by:
A. Demonstrating ethical and dependable behaviors in roles and responsibilities. (KTS 2, 3, 4, 5, 6)
B. Demonstrating behaviors and leadership skills that model for colleagues the value of quality teaching and effective student learning. (KTS 1, 2, 3, 4, 5, 6, 8, 9, 10)
C. Demonstrating respect for students and colleagues as individuals in order to positively affect student learning and the learning community. (KTS 1, 2, 3, 8, 10)
D. Responding competently and maturely to all students/peers. KTS 3, 4, 8)
E. Reflecting effectively on feedback and self-assessment of their teaching and then identifying priority areas for growth. (KTS 1, 2, 5, 7, 9)
F. Committing to professional growth through critical reflection for improvement, through reading of research-based literature and by seeking professional growth opportunities. (KTS 1, 2, 9)
Conceptual Framework Emblem
The emblem depicts the mission, vision, motto and Key Concepts of Lindsey Wilson College’s Education Unit. It is appropriate that the Conceptual Framework representation incorporates the structural design of the John B. Begley Chapel, a “bold symbol and expression of the spiritual dimension of Lindsey Wilson College” (Lindsey Wilson College website, 2010). The image of the chapel dome supports the College’s commitment to providing a Christian-based liberal arts curriculum that provides educational opportunities to students in an active caring and Christian environment. The College’s mission of “Every Student, Every Day” and the Kentucky Teacher Standards which are the base for the Conceptual Framework, symbolically provide a foundation for the entire emblem. The Unit’s motto, “Teacher as Leader for the 21st Century,” arches above the chapel encompassing the entire emblem.
The rings and arcs of the Chapel represent the interlocking concepts that identify the candidate’s knowledge, skills and dispositions. The four Key Concepts of Knowledge, Pedagogy, Leadership, and Reflective Best Practice are arranged inside the rings and arcs. Reflective Best Practice is located at the middle of the dome to denote the central importance of the candidate’s dispositions of caring, respect, and compassion; critical reflection; and professional integrity. The dispositions are essential in order to develop the other three Key Concepts of Knowledge, Pedagogy, and Leadership. Assessment feedback is integral to the success of the candidates in the program, and Continuous Assessment is strategically placed on either side of the dome to represent a commitment to program evaluation through continuous assessment.
The Lindsey Wilson College Education division is committed to recruiting and retaining a diverse body of education candidates and fulfilling the College’s credo: “Every student, every day.” All students, regardless of race, ethnicity, socioeconomic status, exceptionalities, religion, geographic origin, or gender, are welcome at Lindsey Wilson College and in the Education program. The Education unit (division) is committed to structuring the program experiences to integrate the application of equity and diversity in all levels of development of our candidates. Through coursework, field/clinical experience, community service, and professional development, candidates gain competence in their ability to plan and implement instruction while creating a learning environment that meets the diverse needs of all students.
Program Application Procedure (Stage 4)
The candidates may be admitted to the MEd program upon completion of the following criteria:
- Complete the Graduate Admission Application form, which must be submitted online with non-refundable fees of USD 35.00.
- Submit an application and supporting forms for the Master of Education – Teacher as Leader program to the Education division, which include:
- Signed Administrator Agreement;
- Signed Code of Ethics;
- Three recommendations, including one from a school administrator;
- Official undergraduate transcript showing completion of a bachelor’s degree in education (or graduate degree in education) from an accredited college or university with a minimum GPA of 3.0; and
- Evidence of successful KTIP or student teaching.
3. Submit a current Free Application for Federal Student Aid (FAFSA) to the Office of Financial Aid and talk with a financial aid counselor.
4. Schedule an interview with the graduate program coordinator to devise a degree plan.
5. Once all admission criteria have been satisfactorily completed and received by the Education division, as well as all steps in the admission process have been successfully followed, the student may register for classes.
International students applying to a graduate program must take and submit scores for the TOEFL (Test of English as a Foreign Language) or the IELTS (International English Language Testing System). The minimum acceptable score for the TOEFL is 550 for the paper-based test or a total score of 79 or above with section scores of 21 on writing and 19 on reading on the Internet-based test (iBT). The minimum acceptable composite score for the IELTS is 6.5.
Evaluation of Candidates during the Program (Stage 5)
Candidates will be assessed during the program to measure their growth in knowledge, skills, and dispositions as demonstrated through the Kentucky Teacher Standards which the MEd seeks to develop:
- 3.0 overall GPA,
- Leadership reflection journals,
- Coursework performance assessments at 80% mastery,
- Advisor committee satisfactory rating on program stage transition,
- Job-embedded course assignments at 80% mastery,
- Approval for Action Research Project,
- Approval of proposal for Leadership Development Project,
- Review of Leadership Professional Growth Plan, and
- Mid-point dispositions assessment.
Evaluation of Candidates at Program Completion (Stage 6)
At the conclusion of the program, candidates will be assessed on the following:
- 3.0 overall GPA,
- Successful completion of coursework & coursework performance assessments at 80- 100% mastery,
- Successful completion of all job-embedded teacher performance assessments at 80-100% mastery,
- Key assessments: Action Research Project, Leadership Development Project, Leadership Professional Growth Plan,
- Leadership philosophy,
- Leadership reflection journals,
- Final disposition assessment,
- Self-assessment of dispositions & reflection on growth,
- Final assessment from administrator & collaborating teachers, and
- Capstone assessment presentation and interview.
The program is designed not only to lead to rank change and the Teacher Leader endorsement but also to impact the culture of the schools and address the specific needs of the service area school districts by equipping teachers with leadership knowledge, skills, and dispositions for the 21st century. The program is also designed to be responsive to requirements of the Kentucky Department of Education for P-12 schools.
Candidates have the option to complete the program in cohort groups. The sequence of the coursework adds strength to the 30 hour program as the building of learning communities, designing of professional development, and conducting inquiry based research grounded in the contextual factors of the candidates’ schools will model leadership development. As cohorts enter the program during the first summer, the two initial courses allow the candidates to draw from the context of their teaching through the analysis of the candidates’ individual school improvement plans and student achievement data. In addition, guided self-analysis to identify specific needs of the candidate is included, and a philosophy of leadership is initiated. Use of the data is incorporated in the courses to prepare the candidates for the designing and implementation of the Key Assessments during the academic year: the Leadership Growth Plan, the Action Research Project, and the Leadership Professional Development Project. These culminate in a Capstone Assessment.
As of fall 2013, all courses are online and include job-embedded learning experiences. Faculty spend time in the candidates’ schools, serving as resources for projects designed and implemented collaboratively with mentors, colleagues, and administration.
The Capstone occurs during the final semester of the program when cohort groups present a summation of the three Key Assessments through a capstone paper and presentation. The exit review is a formal presentation of the results of the Leadership Growth Plan (LGP) and the Action Research Project (ARP) sharing results and findings. The Professional Leadership Development Project that grew from the LGP and the ARP is also presented to a committee for evaluation. The exit interview will also provide a time for candidate self-reflection and further feedback to the program.
- Learning to Lead (EDUC 5103) – 3 hours
- Conducting Action Research (EDUC 5113) – 3 hours
- Instructional Design & 21st Century Skills (EDUC 5123) – 3 hours
- Assessment, Accountability & Student Learning (EDUC 5133) – 3 hours
- Diversity, Leadership & School Improvement (EDUC 5143) – 3 hours
- Action Research for Teacher Leadership (EDUC 5153) – 3 hours
- School Leadership & Professional Learning Communities (EDUC 5163) – 3 hours
- Literacy & 21st Century Skills (EDUC 5213) – 3 hours
- ESL & Literacy (EDUC 5223) – 3 hours
- Leadership in Differentiating Instruction (EDUC 5233) – 3 hours
Completion of Stage 6 (see above).
TOTAL HOURS: 30 credit hours
Transfer of Credit
All graduate students who wish to transfer graduate credit from other institutions to be applied to Lindsey Wilson College’s Master of Education – Teacher as Leader degree should be aware of the following criteria:
- Transfer credit must carry a grade of A or B and must be earned at the graduate level from regionally accredited colleges or universities.
- Transfer credit must be consistent with the program’s curriculum, which comprises the required Master of Education – Teacher as Leader program structure.
- Transfer credit must be judged to be equivalent to Master of Education – Teacher as Leader coursework. Elective credit must also be comparable to graduate courses consistent with the student’s course of study.
- No more than 12 credit hours may be transferred into the Master of Education – Teacher as Leader program.
- The following courses must be taken at Lindsey Wilson College:
- Learning to Lead (EDUC 5103),
- Action Research for Teacher Leadership (EDUC 5153), and
- School Leadership & Professional Learning Communities (EDUC 5163).
- Once the chair of the Education division and the director of the graduate program have approved the transfer hours, the student must complete admission to the program and submit the appropriate course transcripts to the Registrar’s Office for final action.