Lead the Future of Education

Teacher Leaders have the power to influence and change the educational landscape through modeling effective practice, shaping school culture in formal and informal contexts, and by supporting collaborative team structures within their schools. As a student in the Master of Arts in Education program with an emphasis in Teacher Leadership, you will explore the critical dimensions of Teacher Leadership such as fostering professional learning communities, facilitating adult learning, understanding shared or distributed leadership models, and building collaborative environments. You will learn skills and techniques that will expand your professional knowledge and optimize your ability to serve in a variety of teacher leadership roles within and beyond the classroom.
Classroom

M.A. in Education: Teacher Leadership

Degree Overview

Master of Arts in Education: Teacher Leadership provides candidates the opportunity to expand their circle of influence within and beyond their classroom. Drawing from the national Teacher Leader Model Standards and the Colorado Quality Teacher Standards, coursework will advance the skills and credentials of teachers seeking to serve in a variety of leadership roles. This degree will offer candidates a deep understanding of the various dimensions of teacher leadership including: advocacy and outreach, fostering learning communities, facilitating adult learning, negotiating change processes, understanding collaboration paradigms, and using data to improve instruction.

 

ADMISSION REQUIREMENTS

  • A baccalaureate degree and teacher licensure.
  • Three years of teaching experience. (Exceptions must be approved by MAE Director)
  • Official transcripts for all college and university coursework with an undergraduate grade point average (GPA) of 2.750.
  • A two-page essay as directed in the application form.
  • Two letters of recommendation to be completed by one of the following: a current administrator and a colleague.
  • A non-refundable $75.00 application fee.
  • Applications for admissions are accepted throughout the year, preferably prior to the projected start date.

DEGREE REQUIREMENTS

  • Successful completion of 32 semester hours from required Core courses, Teacher Leadership Academic Certificate courses, and the Teacher Leadership Support Seminars with a minimum cumulative grade point average of 3.000.
  • Consistent participation in MAE 695 S-T Teacher Leadership Support Seminar. Candidates must register for the Support Seminar the semester in which they take their CAP Review.
  • Successful completion of a CAP Review the final semester of a candidate's program.
  • Practicum experience appropriate to Teacher Leadership.

Mentor Support Seminar

Consistent participation in Teacher Leadership Support Seminars is required. Candidates may receive up to two semester hours of credit for participation in the Teacher Leadership Support Seminars over the course of the program. Candidates must register for the Support Seminar the semester in which they take their CAP Review. Each mentor group is facilitated by a mentor/advisor who is a master teacher. Mentoring is an essential component of this endorsement program. On-going participation in the Support Seminars is expected of candidates for the duration of the program whether or not they register for the seminar.

Culminating Academic Program (CAP) Review

Candidates are required to present a synthesis of their learning in a Culminating Academic Program (CAP) Review before a review committee the final semester of their program. Candidates register for MAE 699A--Culminating Academic Program Review. The purpose of the review is to provide a forum for candidates to demonstrate their growth as learners and educators and their ability to meet the program and university standards. Candidates may receive a Pass, Incomplete, or No Pass grade for their CAP Review presentation. Candidates have one semester to complete the committee's recommendations and repeat the Review following an Incomplete Review assessment.

Teacher Leadership Academic Certificate (TLAC)

The Teacher Leadership Academic Certificate (TLAC) is ideal for emerging teacher leaders looking to expand their circle of influence as well as established teacher leaders already fulfilling key leadership roles. Guided by the National Teacher Leadership Model Standards as well as the Colorado Quality Teacher standers, the Academic Certificate will provide a strong foundation to address school reform measures. TLAC is comprised of four courses totaling 12 semester hours:

  • Leading Professional Learning
  • Leading and Supporting Collaborative Cultures
  • Leading for Inclusion & Equity
  • Fostering Change to Enhance Teaching/Learning

The Academic Certificate is an element of the Master's emphasis in Teacher Leadership; however the TLAC may be completed independently. Upon conclusion, the Teacher Leadership emphasis will be noted on the transcript.

Program Requirements

Listed below are the required courses for completion of the completion of this degree at Regis University. Please note that recent course requirement updates may not be reflected in the list below and you should contact the Office of Enrollment Services at 303.458.4126 for recent changes and updates.

This degree program requires 32.00 credit hours for completion. Please contact your advisor or the Office of Enrollment Services at 303.458.4126.

Teacher Leadership Academic Certificate

MAE 640I - Leading Professional Learning

Discusses how to effectively plan and facilitate quality professional learning in schools/districts. Through research and adult learning theory application, covers how to advance and support critical reflection to improve student learning.

MAE 640J - Leading Collaborative Cultures

Provides educators with the skills needed to help foster an environment of collaboration within a larger setting. Analyzes the components necessary for establishing a culture of collective responsibility, advocacy, problem solving and decision making that benefit students, parents and colleagues.

MAE 640K - Leadership for Inclusion & Equity

Provides skills needed to create equitable and inclusive learning and working environments that emphasize respect for diverse backgrounds and perspectives. Identifies, promotes and facilitates differentiated professional learning, as well as fosters reflection upon culturally responsive teaching. Covers modeling, teaching, and advocating for equitable and ethical practices at all levels within the educational system: classroom, grade-level, school, district and state.

MAE 640L - Fostering Change for Teaching/Learning

Covers how to teach and support colleagues in the collection, analysis, and communication of student data to improve student learning, facilitate school improvement, and promote change. Through inquiry and collaboration, explores how to engage in trust-building, negotiation, and teamwork to advocate for professional learning and become effective change agents. Includes training on the new teacher effectiveness evaluation process as well as how to promote meaningful change, provide effective feedback and influence educational policy.

Teacher Leadership Specialization

MAE 610 - Connect Beliefs, Theory & Practice

Research and learning theories from constructivism and cognitive psychology are explored. Based on these studies and synthesis of content from throughout the program, participants develop personal beliefs, explore how these beliefs are supported by educational theorists and research, and demonstrate how their beliefs manifest in classroom practice.

Pre-requisite: MAE*605R

MAE 614 - Action Research: Foundations

Participants develop research questions and design an action research study to investigate a relevant aspect of their practice. A formal research proposal is submitted to the Regis IRB and school district for approval. A literature review, synthesizing the current scholarly research on the topic will be completed.

MAE 616 - Action Research: Application

Participants will implement research designs developed during MAE 614/615, collect and analyze data, write a formal research paper, and present findings to peers and the community. Prepares educators to investigate questions that arise from their own practice that supports quality teaching and learning.

Pre-requisite: TAKE MAE*614;

MAE 619 - Curriculum Theory & Application

Participants will engage in the process of discovering how concept-based curriculum, especially inquiry and constructivism is developed in student-centered classrooms. Distinctions among adopting, adapting, and designing a student centered curricula around the Colorado State Standards will be examined.

MAE 620 - Evaluation Theory & Applicatn

Assessment and evaluative procedures will be studied as an integral part of curriculum design and instructional practice. Participants design assessments and evaluation procedures for their classrooms based on individual school communities. Participants will implement ongoing assessments in the classroom and reflect upon student learning.

Pre-requisite: MAE*619

MAE 640F - Leading Instruction & Reflective Prac

Provides a deeper understanding of instructional practices, and extends knowledge in order to lead work around student learning. Covers how to develop academic rigor, increase student achievement and ways to differentiate. Common Core Standards are unpacked. Includes topics related to current reform measures.

MAE 640M - Teacher Leadership Practicum

Builds on the continuum of teacher leadership coursework. Hones skills in various environments, such as serving as team leader and/or other leadership roles within a school/district. Includes collaboration with colleagues and other stakeholders in reflective dialogue to facilitate improvements in instruction and student learning. Covers working to advance professional learning opportunities, advocating for students, families and community, and influencing decision-making within the school/district.

MAE 695S/MAE 695T

The course descriptions for the above mentioned class could not be found. Please contact Academic Records & Registration at 303-458-4126 with questions. Some additional course information is available and shown here.

Support Seminars

MAE 699A - Culminating Academic Program Review

Candidates are required to register for the Culminating Academic Program (CAP) Review the final semester of their respective programs. Candidates must have completed all course requirements prior to the Review semester. The purpose of the CAP Review is to provide a forum for prospective graduates to actively and creatively demonstrate their growth and changes as learners and educators. The CAP Review serves as a "comprehensive examination."

Course Descriptions

Listed below are the available courses offered at Regis University within this respective degree program. The courses below include the degree program requirements as well as courses. Please contact the Office of Enrollment Services at 303.458.4126 for recent changes and updates.

MAE 610 Connect Beliefs, Theory & Practice (3.00)

Research and learning theories from constructivism and cognitive psychology are explored. Based on these studies and synthesis of content from throughout the program, participants develop personal beliefs, explore how these beliefs are supported by educational theorists and research, and demonstrate how their beliefs manifest in classroom practice.

Pre-requisite: MAE*605R

MAE 614 Action Research: Foundations (3.00)

Participants develop research questions and design an action research study to investigate a relevant aspect of their practice. A formal research proposal is submitted to the Regis IRB and school district for approval. A literature review, synthesizing the current scholarly research on the topic will be completed.

MAE 616 Action Research: Application (2.00)

Participants will implement research designs developed during MAE 614/615, collect and analyze data, write a formal research paper, and present findings to peers and the community. Prepares educators to investigate questions that arise from their own practice that supports quality teaching and learning.

Pre-requisite: TAKE MAE*614;

MAE 619 Curriculum Theory & Application (2.00)

Participants will engage in the process of discovering how concept-based curriculum, especially inquiry and constructivism is developed in student-centered classrooms. Distinctions among adopting, adapting, and designing a student centered curricula around the Colorado State Standards will be examined.

MAE 620 Evaluation Theory & Applicatn (2.00)

Assessment and evaluative procedures will be studied as an integral part of curriculum design and instructional practice. Participants design assessments and evaluation procedures for their classrooms based on individual school communities. Participants will implement ongoing assessments in the classroom and reflect upon student learning.

Pre-requisite: MAE*619

MAE 640F Leading Instruction & Reflective Prac (3.00)

Provides a deeper understanding of instructional practices, and extends knowledge in order to lead work around student learning. Covers how to develop academic rigor, increase student achievement and ways to differentiate. Common Core Standards are unpacked. Includes topics related to current reform measures.

MAE 640I Leading Professional Learning (3.00)

Discusses how to effectively plan and facilitate quality professional learning in schools/districts. Through research and adult learning theory application, covers how to advance and support critical reflection to improve student learning.

MAE 640J Leading Collaborative Cultures (3.00)

Provides educators with the skills needed to help foster an environment of collaboration within a larger setting. Analyzes the components necessary for establishing a culture of collective responsibility, advocacy, problem solving and decision making that benefit students, parents and colleagues.

MAE 640K Leadership for Inclusion & Equity (3.00)

Provides skills needed to create equitable and inclusive learning and working environments that emphasize respect for diverse backgrounds and perspectives. Identifies, promotes and facilitates differentiated professional learning, as well as fosters reflection upon culturally responsive teaching. Covers modeling, teaching, and advocating for equitable and ethical practices at all levels within the educational system: classroom, grade-level, school, district and state.

MAE 640L Fostering Change for Teaching/Learning (3.00)

Covers how to teach and support colleagues in the collection, analysis, and communication of student data to improve student learning, facilitate school improvement, and promote change. Through inquiry and collaboration, explores how to engage in trust-building, negotiation, and teamwork to advocate for professional learning and become effective change agents. Includes training on the new teacher effectiveness evaluation process as well as how to promote meaningful change, provide effective feedback and influence educational policy.

MAE 640M Teacher Leadership Practicum (3.00)

Builds on the continuum of teacher leadership coursework. Hones skills in various environments, such as serving as team leader and/or other leadership roles within a school/district. Includes collaboration with colleagues and other stakeholders in reflective dialogue to facilitate improvements in instruction and student learning. Covers working to advance professional learning opportunities, advocating for students, families and community, and influencing decision-making within the school/district.

MAE 695S Teacher Leadership Support Seminar (1.00)

Students will work with their mentor to apply their learning from program courses to their leadership role, explore connections, and assist candidates to integrate belief, theory and practice in preparation for the CAP review. May be taken any semester of the program. (Pass/No Pass grade).

MAE 695T Teacher Leadership Support Seminar (1.00)

Students will work with their mentor to apply their learning from program courses to their leadership role, explore connections, and assist candidates to integrate belief, theory and practice in preparation for the CAP Review. Intended to be taken with the CAP Review at the end of the program.(Pass/No Pass grade).

MAE 699A Culminating Academic Program Review (0.00)

Candidates are required to register for the Culminating Academic Program (CAP) Review the final semester of their respective programs. Candidates must have completed all course requirements prior to the Review semester. The purpose of the CAP Review is to provide a forum for prospective graduates to actively and creatively demonstrate their growth and changes as learners and educators. The CAP Review serves as a "comprehensive examination."

How to Apply

Take the next step in receiving a values-based education at Regis by visiting the Master of Arts in Education admissions page to learn more about application deadlines, checklists and requirements.

Ready to apply now?