Teacher Leadership, Ed.S.
Teacher Leadership, Ed.S. program focuses on developing teacher leadership throughout the school, encouraging effective teamwork and teacher mentoring, and providing a platform for teacher team involvement in furthering the school's effectiveness and enriching its culture. In high demand nationwide, Teacher Leaders mentor and coach fellow teachers, lead school improvement efforts, and collaborate across their schools to improve teaching and learning.
For more information on state licensure and certification information please visit NLU’s Public Disclosures page.
Program Learning Outcomes (PLOs):
PLO1. Take leadership in creating a collaborative and inclusive learning culture at the team level and beyond that supports student learning and educator development.
PLO2. Engage in systematic inquiry as an essential approach to researching, selecting, critiquing, employing, adapting, and communicating effective practices to improve teaching and learning.
PLO3. Design effective, differentiated, adult learning-informed, and technologically appropriate professional learning experiences for faculty colleagues.
PLO4. Participate as a leader in improving teaching, learning, and student experience beyond the individual classroom.
PLO5. Guide data teams in school settings in analysis and action for school and district improvement.
PLO6. Collaborate with school and community stakeholders.
PLO7. Engage in advocacy action for student achievement and advancement of the profession.
PLO8. Demonstrate initiative in finding and/or creating opportunities for meaningful teacher leadership at the school and/or district level.
PLO9. Assess strengths and areas for growth as a teacher leader and seek opportunities to challenge self.
PLO10. Expand understanding and performance of relational teacher leader skills needed beyond the individual classroom, e.g., negotiating differences, building trust, and identifying and owning bias.
In addition to the National College of Education Graduate Admission Requirements, applicants must:
- Hold valid and current Illinois Professional Educator License (PEL) endorsed in the teaching field if they wish to apply for an Illinois endorsement (teaching endorsements can’t be added to administrative and school support PEL’s)
- Have a master’s degree from a school with institutional accreditation
- Submit resume documenting two years of teaching experience and short written description of access to an appropriate educational setting for clinical experiences
- If the candidate doesn't have two years of teaching experience, he/she may participate in an interview with a Teacher Leadership faculty member to determine if the program will be a good fit with his/her experience. In this case, the two years requirement may be waived.
- Submit a professional letter of recommendation, addressing topics or questions as established and periodically revised by the faculty. The letter of recommendation must be written by an individual who knows the candidate from an academic or professional perspective and is able to comment on the candidate’s potential for succeeding in graduate studies.
Program Details:
Required Courses
Program Courses - 30 SH
| LDR 511 | Emerging as a Teacher Leader | 2 |
| LDR 513 | Collaborating with Stakeholders to Promote Change | 2 OR 3 |
| LDR 521 | Guiding Data Teams in Schools | 2 |
| LDR 523 | Mentoring and Coaching Fellow Teachers | 3 |
| LDR 525 | Teacher Outreach: Families and Community | 2 |
| LDR 527 | Promoting Cultural Fluency | 2 |
| LDR 531 | Leading Teacher Development and Student Learning | 3 |
| LDR 535 | Advocating for the Teaching Profession | 2 |
| LDR 571 | Planning Teacher Leadership | 3 |
| LDR 572 | Implementing Teacher Leadership | 3 |
| LDR 573 | Evaluating Teacher Leadership | 3 |
| | and | |
| EDL 546 | Educational Policy Studies: Conceptualization, Administration, and Evaluation of Educational Reform | 3 |
| | or | |
| CCD 625 | Critical Policy Analysis | 3 |