The Masters of Education (M.Ed.) with emphasis in Teacher Leadership in the Schools option 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.
Specific Program Option Goals
- 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;
- 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,
- 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.
- 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
This M.Ed. program is specifically designed to accommodate the academic teaching schedules of educators by offering flexibility for
Completion in two to five years, depending upon the course load each semester
Candidates to conduct independent action research in their own instructional settings/ classrooms
Scheduling courses after school hours and in 3 to 6 week summer sessions
Programs that are individually designed according to the needs and interests of each student.
For more information visit the graduate admission requirements webpage. Select an area of interest from the various offerings in the College of Education to determine the admission requirements and deadlines. If you are unsure of your area of interest you may request information by submitting an "Inquiry Form."
Please refer to the Guide to Applying for instructions on how to apply for graduate admission. If you have questions or concerns, we ask you to first review our list of Frequently Asked Questions. International applicants, please visit the International admissions webpage for additional information.
For questions about the application process, or to check on the completion of your application please contact Kay Moon, TLPL Graduate Coordinator, at (301) 405-3118 or firstname.lastname@example.org.
The faculty advisor assigned at the time of admissions to the Department of Teaching and Learning, Policy and Leadership (TLPL) provides academic advisement for graduate students. For TLPL advising information, please contact Kay Moon, TLPL Graduate Coordinator, at (301) 405-3118 or email@example.com.
Financial assistance for graduate study is generally divided into two categories:
- Merit-Based Assistance and Need-Based Assistance
- Fellowships and Scholarships Loans
- Graduate Assistantships
For more details about the various types of financial assistance offered by the campus please visit the Office of Student Financial Aid
There are also a number of fellowships and scholarships offered through the College of Education, the University, and through external sources which may provide tuition support and/or living allowance. Students must apply for these awards on their own, but the links that follow provide valuable information on searching for fellowships and scholarships.
For more information concerning fellowships and scholarships, please visit:
Course Requirements: Minimum 30 Credit Hours
The Masters of Education (M.Ed.) with emphasis in Teacher Leadership in the Schools option requires students to complete a minimum of 15 credits of Core and 15 credits of Specialty Courses. In addition, students must demonstrate of satisfactory performance on a professional portfolio (requirement varies by specialization) and a seminar paper reflecting inquiry and research abilities.
Core courses: 15 credits minimum
Studying Student Learning in Diverse Settings (3 cr)
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 decisions.
Suggested courses (choose one):
- TLPL 657: Teaching for Cross Cultural Communication (3 cr)
- TLPL 658: Embracing Diversity in Classroom Communities (3 cr)
Research Foundations for Teaching (3 cR)
The research foundation consists of an appropriate general methods course or one that is specific to the certification area.
- TLPL 691: Research Methods (3 cr)
- TLPL 698: Conducting Research on Teaching (3 cr)
- EDMS 645: Quantitative Methods I (3 cr)
Practices and Policies Support for Teaching (3 cr)
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.
- TLPL 655: Student Assessment in the Second Language Classroom (3 cr)
- TLPL 656: Special Education and Oral Language Development in TESOL (3 cr)
- TLPL 600: Learning with Technology (3 cr)
Leadership in Schools (3 cr)
Students take a course that address principles and practices in leadership roles for teachers in schools such as mentoring beginning teachers, curriculum leadership, and administrative leadership.
- TLPL 677: Reframing Teacher Professionalism: Achieving Teacher Leadership (3 cr.)
Professional Development Seminar (3 cr)
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 coursework), completes the exit portfolio that shows 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.
- TLPL 668: Developing a Professional Portfolio (3 cr.)
Specialization Area Studies:
15 credits minimum in the specialization. Students will work with their advisors to determine the specific courses.
- TLPL 696: Advanced K-12 World Language Methods and Technology (3 cr)
- TLPL 662: Second Language Acquisition (3 cr)
- Other courses can be taken in the language department with advisor's approval.
Applicants are encouraged to contact the Hobson’s online application’s helpdesk for any technical issues.
For questions related to the admissions process, prospective students may contact Kay Moon, TLPL Graduate Coordinator, at (301) 405-3118 or firstname.lastname@example.org.
For program-specific questions, prospective students may contact one the World Languages, non-certification, program coordinator Dr. Perla Blejer by at email@example.com or by phone at 301-405-7091.
CATALOG AND POLICIES
Graduate students in the College of Education are responsible for meeting University and the Graduate School policy, and for meeting Program requirements. See the Graduate Catalog and Graduate Policies governing graduate education at the University of Maryland. The schedule adjustment policy is available from the Office of the Registrar and provides information on adding and dropping courses, penalties, and refund schedules.
Graduate students are required to submit various forms at specific points in the program and as part of the degree clearance process. Please refer to Steps Toward Graduation to determine the steps and forms that are required. To access forms used by graduate students visit the Graduate Studies Forms page in Student Services.