Academic Catalog 2020-2021

Teacher Leadership in Curriculum and Instruction, Master of Arts

Graduate courses for the master’s degree in Teacher Leadership in Curriculum and Instruction (MTLCI) are designed to assist in the advanced preparation of individuals who desire to become curriculum leaders. The Teacher Leadership in Curriculum and Instruction program allows learners to improve professional skills, put theory into practice, and enhance pedagogical and integration expertise. Candidates will benefit from a synthesis of current research and classroom applications during the coursework and in Clinical Experience. Candidates may choose from a general program of study in Teacher Leadership in Curriculum and Instruction or may concentrate in one of six areas: Elementary Education, Middle Grades Education, Christian School Education, Urban Education, Rural Education, or Academically/Intellectually Gifted Education. An add-on licensure in Academically/Intellectually Gifted Education is also available. The MTLCI Program at Gardner-Webb University is state-approved by the North Carolina State Board of Education.

Mission Statement

The Teacher Leadership in Curriculum and Instruction master’s program serves advanced candidates aspiring to curriculum roles that promote learning through facilitated collaboration and continuous improvement.

Admission Requirements

Program-specific admission requirements for full acceptance into the Master of Arts in Teacher Leadership in Curriculum and Instruction are the following.

  1. A minimum cumulative GPA of 2.5 on a 4.0 scale for all work completed beyond high school
  2. Satisfactory scores on the Graduate Record Exam, Miller Analogies Test, or PRAXIS II Subject Assessment
  3. An "A"-level teaching license or equivalent for those who are pursuing graduate-level licensure. For those who are not pursuing graduate-level licensure, equivalent teaching experience is required.
  4. Three professional recommendations from persons, at least one of whom is a current or former school administrator, who know the applicant’s work as an educator or student
  5. Access to a classroom in which to engage in instruction
  6. Cohort Form

Program Goals

The Master of Arts in Teacher Leadership in Curriculum and Instruction with its associated concentrations is designed to meet the following program goals:

  1. Candidates will demonstrate advanced content knowledge related to core concepts;
  2. Candidates will implement processes relative to the specific discipline;
  3. Candidates will reflect critically on performances of others and/or self for the purpose of improvement; and
  4. Candidates will demonstrate professional dispositions in varied settings with regard to all members of an organization.

Student Learning Outcomes

  1. Teacher Leadership in Curriculum and Instruction master’s candidates will demonstrate advanced content knowledge related to core concepts.
    1. Identify, summarize, and apply in-depth knowledge of current research related to curriculum, instruction, and assessment
    2. Identify, summarize, and apply understanding of integration of 21st-century content and skills into educational practices
    3. Identify, summarize, and apply understanding of tenets of professional learning communities
    4. Demonstrate knowledge of curriculum design informed by understanding of diversity in all its forms
  2. Teacher Leadership in Curriculum and Instruction master’s candidates will implement processes relative to the specific discipline.
    1. Model 21st-century skills integration in facilitation of instruction
    2. Demonstrate the ability to develop action plans informed by best practices and based on identified needs
    3. Demonstrate leadership in advocating for student learning and the profession
  3. Teacher Leadership in Curriculum and Instruction master’s candidates will reflect critically on performances of others and/or self for the purpose of improvement.
    1. Engage in reflection related to personal and professional progress on Graduate Teacher Program Standards within evidence work for the purpose of improvement
    2. Engage in reflection related to work in collaborating with colleagues for the purpose of student learning and school improvement
  4. Teacher Leadership in Curriculum and Instruction master’s candidates will demonstrate professional dispositions in varied settings with regard to all members of an organization.
    1. Value an educational culture that focuses on learning for all students
    2. Value an educational culture that utilizes multiple measures of formative and summative assessment to improve student learning
    3. Value an educational culture that develops reflective teacher-leaders who are data-informed agents of change
    4. Value an educational culture that recognizes the importance of collaborative decision-making that advocates for positive change

MTLCI Curriculum (33 hours)

Candidates will begin their course of study by focusing on the history and philosophy of curriculum and will delve deeply into their chosen area of concentration. Candidates will continue through the program as combined cohorts. While the content of the rest of the coursework will center on Curriculum and Instruction, candidates will continue to maintain a focus on their specific concentration through common evidences and a three-credit-hour Clinical Experience (consisting of 135 contact hours) embedded throughout the program.

First Semester

Choose one of the following.

EDUC 671(No Concentration) Philosophy, History, and Methodology of Curriculum and Instruction for Teacher-Leaders

6

EDUC 672(Elementary Education Concentration) Philosophy, History, and Methodology of Elementary Education for Teacher-Leaders

6

EDUC 673(Middle Grades Education Concentration) Philosophy, History, and Methodology of Middle Grades Education for Teacher-Leaders

6

EDUC 674(Christian School Education Concentration) Philosophy, History, and Methodology of Christian School Education for Teacher-Leaders

6

EDUC 675(Urban Education Concentration) Philosophy, History, and Methodology of Urban Education for Teacher-Leaders

6

EDUC 676(Rural Education Concentration) Philosophy, History, and Methodology of Rural Education for Teacher-Leaders

6

EDUC 677(Academically/Intellectually Gifted Concentration) Philosophy, History, and Methodology of Academically/Intellectually Gifted Education for Teacher-Leaders

6

Second Semester

EDUC 681(All C & I Master's Candidates) Leading Differentiation Strategies for Diverse Populations

6

Third Semester

EDUC 682(All C & I Master's Candidates) Measurement, Assessment, and Action Research for Teacher-Leaders

6

EDUC 696(All C & I Master's Candidates) Teacher-Leader Internship Seminar

1

Fourth Semester

EDUC 683(All C & I Master's Candidates) Current Issues and Special Topics for Teacher-Leaders

6

EDUC 696(All C & I Master's Candidates) Teacher-Leader Internship Seminar

1

Fifth Semester

EDUC 684(All C & I Master's Candidates) Teaching and Leading Literacy Instruction

6

EDUC 696(All C & I Master's Candidates) Teacher-Leader Internship Seminar

1

Total Credit Hours: 33