College of Education *
College of Education *

Teacher Leadership Master's Degree Program

Graduate Studies Teacher Leadership Master's Degree Program

The Masters of Education (M.Ed.) with emphasis in Teacher Leadership in the Schools option, which supports already certified beginning teachers and experienced educators in developing a sound common grounding in aspects of teaching, inquiry. The program emphasizes advanced professional development studies, which supports experienced teachers as accomplished professionals and instructional leaders and includes a choice of the following specializations: Art Education; Elementary/Middle School Education; English Education; Mathematics Education; Minority and Urban Education; Science Education; Applied Linguistics Language Education (ALLE): TESOL or World Languages (non-certification); Social Studies Education; Special Studies

For general questions about the graduate program and admissions, contact: Dr. John O’Flahavan at johno@umd.edu

For questions about application materials, contact Ms. Joy Jones,Coordinator of EDCI Graduate Admissions, at (301) 405-3118 or via email at jonesj@umd.edu


Specific Program Option Goals

  1. Support teachers’ integration of studies of subject matter, pedagogy, research and theory to build on their individual strengths and needs in relation to a vision of accomplished practice (e.g., National Board for Professional Teacher Standards) and to be responsive to school contexts;
  2. Promote teachers’ abilities to engage in the careful analysis of and reflection on their own and others’ teaching as a basis for continuing growth as a professional,
  3. Develop teachers’ knowledge, abilities, and dispositions to engage in inquiry into curriculum, teaching, and students’ learning as a basis for sound decision-making in the classroom and for leadership roles in schools.
  4. Enhance teachers’ understanding of topics and issues on practices and policies that support effective classroom practice, including courses that focus on student learning, assessment, diversity, inclusion, social justice, and/or technology

M.Ed. in Teacher Leadership Curriculum

A. Core Requirements: 15 credits minimum

  1. Studying Student Learning in Diverse Settings (3 credits).
    In addition to engaging in autobiographical and biographical inquiry into teaching as a profession and examining National Board for Professional Teacher Standards and other visions of accomplished practice in the certification field, candidates practice analyzing evidence of student learning in diverse contexts as a basis of making instructional decision
    Suggested course: EDCI 697 Embracing Diversity in Classroom Communities (3 credits)
  2. Research Foundations for Teaching (3 credits).
    The research foundation consists of an appropriate general methods course or one that is specific to the certification area.
    Suggested course/s: EDCI 685 Research Methods (3 credits)
    EDCI 696 or 698 Conducting Research on Teaching (3 credits)
    EDMS 645 Quantitative Methods I (3 credits)
  3. Practices and Policies Support for Teaching (3 credits).
    Students select from a menu of courses that support further development of the beginning teacher in such areas as the analysis of student learning, classroom and system assessment, diversity, inclusion, social justice, and/or technology.
    Suggested course/s:
    EDCI 612 Assessing Student Learning and Development (3 credits)
    EDCI 632 Special Education and Oral Language Development in TESOL (3 credits)
    EDCI 687 Applications of Computers in Instructional Settings (3 credits)
    EDCI 654 Assessing Mathematical Understanding
  4. Leadership in Schools (3 credits).
    Students select from a menu of courses that address principles and practices in leadership roles for teachers in schools such as mentoring beginning teachers, curriculum leadership, and administrative leadership.
    Suggested course/s: EDCI 682 Pro seminar in Professional Development (3 credits)
    EDCI 781 Analysis of Instruction (3 credits)
    EDHI 641 Introduction to Educational Leadership
  5. Professional Development Seminar (3 credits).
    Taken in the final semester or near the end of the teacher’s program; a capstone course in which the teacher presents an inquiry project (developed from earlier course work), completes the exit portfolio that show the teacher’s capacity in and understanding of priority practices in the certification field, and integrates personal studies within the broader context of issues and themes in education.
    Recommended course: EDCI 614 Developing a Professional Portfolio (3 credits)

B. Specialization Area Studies: 15 credits minimum.
The candidate develops this plan with the specialization area advisor based upon initial needs assessment in relation to the vision of accomplished practice. Specialization area courses consist of subject area content and pedagogy and other professional courses that support the professional development plan created by the M.Ed. candidate.

There are 10 areas. The 15 credits are distributed among: introductory course (if any), pedagogy and content, and electives.

Specialization Areas

1. Art Education

a. Pedagogy and Content: (9 credits)
· EDCI 660 Trends in Art Education Curriculum
· EDCI 601 History of Art Education
· EDCI 602 The Teaching of Aesthetics
b. Electives: (6 credits) from among courses in EDCI and other departments in the University that support student interests and needs and are relevant to the specialization area.

2. Arts Integration see: http://education.umd.edu/TLPL/programs/ArtEd/index.html

3. Elementary/Middle School Education
a. Introductory Course (see core requirement 1)
b. Pedagogy and Content: (12 credits)

  1. Content knowledge Curriculum and Instruction courses (9 credits), e.g., Reading (EDCI 660, 661, 663
    Mathematics Education (EDCI 650, 653, 657) )
    Social Studies and Science Education (EDCI 620, 670)

  2. EDCI 687 Applications of Computers in Instructional Settings (3 credits)

c. Electives: 3 credits

4. English, Literacy, Education
a. Introductory Course (none)
b. Pedagogy and Content: (15 credits)

  1. English, Literacy, Education (6-9 credits)
    Suggested course/s:
    EDCI 642 Communications and the School Curriculum (3 credits)
    EDCI 640 Trends in Secondary School Curriculum: English (3 credits)
    EDCI 644 Issues and Trends in Children`s Literature (3 credits)
    EDCI 673 Assessing, Diagnosing, and Teaching Writing (3 credits)
    EDCI 740 Theory and Research in English Education (3 credits)
    EDCI 745 Theory and Research in Written Communication (3 credits)
  2. Courses from relevant disciplines and concentrations, e.g., English literature or language; Communication; Literacy; Reading; Teaching English to Speakers of Other Languages; Theatre; and/or other areas of professional studies. (6-9 credits)
    c. Electives (none)

5. Mathematics Education
a. Introductory Course (3 credits)
EDCI 650 Trends in Mathematics Education (3 credits)
b. Pedagogy and Content:

  1. Mathematics Education, learning theory, or supporting content areas (3-6 credits).
    Suggested courses:
    EDCI 653 Developing Understanding in Mathematics (3 credits)
    EDCI 654 Assessing Mathematical Understanding (3 credits)
    EDCI 657 Understanding and Engaging Students` Conceptions of Mathematics (3 credits)
    Qualified mathematics students may also take either
    EDCI 751 Foundations of Mathematics Education I: Theory and Research on Mathematical Thinking and Learning (3 credits) or
    EDCI 753 Foundations of Mathematics Education III: Curriculum (3 credits)
  2. Courses from Mathematics (6-9 credits) Number of credits to be agreed with advisor and to reflect candidate’s mathematics course history and current goals
    Suggested courses:
     
    MATH 406 Introduction to Number Theory (3 credits) 
    MATH 430 Euclidean and Non-Euclidean Geometries (3 credits)
    MATH 483 Algebra for High School Teachers (3 credits)
    MATH 484 Geometry for High School Teachers (3 credits) 
    MATH 485 Statistics for High School Teachers (3 credits) 
    MATH 486 Calculus for High School Teachers (3 credits) 

6. Minority and Urban Education
a. Introductory Course (3 credits)
EDCI 788U Minority Institute Seminar (1 credit, repeated to a total of 3; students should register for this course for three consecutive semesters beginning with the first semester.)
b. Pedagogy and Content (3 credits)
EDCI 697 Embracing Diversity in Classroom Communities (3 credits)
c. Electives (9-12 credits) from among courses in EDCI and other departments in the University that support student interests and needs and are relevant to the specialization area.

Suggested courses:
EDCI 636 Teaching for Cross Cultural Understanding (3 cr.)
EDCI 776 Urban Education (3)
EDCI 785 Teacher Preparation, Diversity, and Social Change (3 cr.)
Soc 699E Schooling and Inequality (3 cr.)
URSP 650 Urban Political Economy (3 cr.)

7. Science Education
a. Introductory Course: EDCI 670 Trends in School Curriculum: Science (3 credits)
b. Pedagogy and Content: (12 credits)
Chosen with advisor’s approval from science content and/or professional courses.

Suggested courses:
EDCI 770 Foundations of Science Education (3 cr.)
EDCI 771 Theory and Research in Science Education (3 cr.)

c. Electives (none)

8. Applied Linguistics and Language Education (ALLE): TESOL specialization courses

  1. EDCI 631 Student Assessment in the Second Language Classroom
  2. EDCI 634 Methods of Teaching ESOL
  3. EDCI 732 Second Language Acquisition
  4. EDCI 635 English Grammar for Teachers of English to Speakers of Other Languages
Choose 1 of the following (636 or 638)
  1. EDCI 636 Teaching ESOL Reading and Writing in Elementary Classroom Areas
  2. EDCI 638 Teaching ESOL Reading and Writing in Secondary Content Areas

9. Social Studies Education
a. Introductory Course (none)
b. Pedagogy and Content: (9 credits)

* Social Studies Education (6 credits)
* EDCI 620 Trends in Secondary School Curriculum: Social Studies (3 credits)
* EDCI 720 Theory and Research in Social Studies Education (3 credits)
* Courses from a social science discipline or in history (3 credits)

c. Electives (6 credits)

Sample courses:
EDCI 782 Power, Privilege, Diversity and Teaching (3 credits)
EDCI 784 Teaching, Professional Development and School Change (3 credits)
EDCI 787 Disciplinary Knowledge, School Subjects and Educational Reform (3 credits)

10. Special Studies
This option is open with the consent of the advisor to students seeking to build an individualized program within the M.Ed. framework. Identification of advisor is made by the Coordinator of Graduate Programs in consultation with the candidate and faculty members. The Graduate Research Committee must approve the Individualized Program of Studies.

For general questions about the graduate program and admissions, contact: Joy Jones, Coordinator of EDCI Graduate Admissions at (301) 405-3118 or email address: jonesj@umd.edu .


For program specific inquiries about the opportunities or requirements of this master's degree program, please feel free to contact one or more of the program faculty advisors.

For more specific questions about courses and potential areas of concentration, contact:

Art Education
Dr. Susan Hendricks
Phone: 301-405-8206
Email Address: @umd.edu

Mathematics Education
Dr. Andrew Brantlinger
Phone:301-405-3151
Email Address: amb@umd.edu

Arts Integration Program
Dr. Margaret A. Walker
Phone: 301 314-9055 (Fax)
Email: mwalker8@umd.edu

English Education
Dr. Wayne Slater
Phone: 301-405-3128
Email Address:wslater@umd.edu

World Languages
Dr. Perla Blejer
Phone: 301-405-7091
Email Address: pblejer@umd.edu

History and Social Studies Education
Dr. Lisa Eaker
301-405-8554
Email Address: lisae@umd.edu

Reading Education
Dr. Ayanna Baccus
Phone: 301-405-1943
Email Address: baccusa@umd.edu

TESOL
Dr. Drew Fagan
Phone: 301-405-4416
Email Address:dfagan@umd.edu

Science Education
Dr. Randy McGinnis
Phone: 301-405-6234
Email Address: jmcginni@umd.edu

Elementary/Middle School
Dr. John O'Flahavan
Phone: 301-405-3149
Email Address: johno@umd.edu