Programs of Study

M.Ed. in Instructional Leadership - Instructional Coaching (Non-Licensure)

This concentration is designed for licensed teachers interested in coursework that focuses on preparing them for newly created Instructional Coaches and Data Coaches positions within school systems. The concentration of coursework will utilize “best practices” for Math and Language Literacy interventions. In addition, an emphasis will be placed on understanding student and teacher assessment data as it relates to planning interventions for student improvement. The program is also open to any licensed teacher interested in further professional development in a skill set required for professional advancement.

Semester offered Course Number Instructional Coaching Concentration Credits
Fall MEd 5150 Instructional Leadership 3
Fall MEd 5398 Evaluation for Effective Teaching 3
Spring MEd 5399 Instructional Coaching 3
Spring MEd 5396 Evaluation and Remediation of Mathematics 3
May Term MEd 5400 Advanced Assessment in Instructional Leadership 3
May Term MEd 5176 Practicum - Advanced Assessment 3
Summer MEd 5397 Advanced Data Analysis 3
Summer MEd 5221 Evaluation and Remediation of Reading problems 3
Fall MEd 5122 Legal Ethical & Diversity issues in Organizational Leadership 3
Fall MEd 5173 Practicum corequisite to Leg/Eth/Div in Organizational Leadership 3

 

M.Ed. in Instructional Leadership - Instructional Leadership (Licensure)

This concentration is designed to prepare students seeking licensure as beginning administrators in Tennessee. The State Department of Education in Tennessee has recently made several drastic changes to Leadership programs across the state. More information concerning the leadership redesign can be found at http://www.tnelc.org/.

Semester offered Course Number Instructional Leadership Concentration Credits
Fall MEd 5150 Instructional Leadership 3
Fall MEd 5398 Evaluation for Effective Teaching 3
Spring MEd 5161 Community and School Resource Management 3
Spring MEd 5171 Practicum - Community and School Resource Management 3
May Term MEd 5400 Advanced Assessment in Educational Leadership 3
May Term MEd 5176 Practicum - Advanced Assessment 3
Summer MEd 5160 Policy & Governance for School Leaders 3
Summer MEd 5172 Practicum - Policy & Governance for School Leaders 3
Fall MEd 5122 Legal Ethical & Diversity issues in Organizational Leadership 3
Fall MEd 5173 Practicum corequisite to Leg/Eth/Div in Organizational Leadership 3

 

Tennessee Instructional Leadership Standards (TILS)

 

Our goals for Administrators are that our graduates of the Master of Arts in Educational Leadership program will be able to meet the Tennessee Instructional Leadership Licensure Standards

  • Standard A: Continuous Improvement

    • An effective instructional leader implements a systematic, coherent approach to bring about the continuous growth in the academic achievement of all candidates.

  • Standard B: Culture for Teaching and Learning

    • An effective instructional leader creates a school culture and climate based on high expectations conducive to the success of all candidates.

  • Standard C: Instructional Leadership and Assessment 

    • An effective instructional leader facilitates the use of instructional practices that are based on assessment data and continually improve candidate learning.

  • Standard D: Professional Growth

    • An effective instructional leader improves candidate learning and achievement by developing and sustaining high quality professional development.

  • Standard E: Management of the School

    • An effective instructional leader facilitates learning and teaching through the effective use of resources.

  • Standard F: Ethics 

    • An effective instructional leader facilitates continuous improvement in candidate achievement through processes that meet the highest ethical standards and promote advocacy including political action when appropriate.

  • Standard G: Diversity 

    • An effective instructional leader responds to and influences the larger personal, political, social, economic, legal and cultural context in the classroom, school, and the local community while addressing diverse candidate needs to ensure the success of all candidates.