Master of Arts in Teaching with an Emphasis in Teacher Leadership Advanced Program for Continuing Professional Education

Degree Overview
Course List
Program Location

The Master of Arts in Teaching with an Emphasis in Teacher Leadership is designed for licensed teachers interested in becoming highly effective teachers and experts in instructional leadership, classroom management and curriculum coaching. The master‛s in teacher leadership curriculum focuses on students acquiring a repertoire of skills that enable them to function comfortably and effectively in a changing learning environment. Students in this program will learn techniques involved in the successful engagement and management of a learning environment. Students will explore the foundations for instructional design along with the tools for instructional planning.

In the master‛s in teacher leadership program, teachers will gain an understanding of the complexity of being a leader in times of change. Students will also develop a vision of systemic change and how to demonstrate practical skills for ensuring smooth day-to-day operations within their school. In addition, this program involves an examination of collegial coaching as a staff development model used to increase student learning, facilitate discussions among colleagues, and build trusting relationships among teachers. Students will reflect on current practices or expand, refine and build new skills by utilizing peer coaching. The interactive process of coaching between teaching professionals to share successful practices, problem-solve and reduce isolation among teachers will be explored. Special emphasis is placed upon peer mentoring and the support of new teachers in their practice.

An action research component is included in the master‛s in teacher leadership program. This participative research project involves the teacher conducting research within his/her current teaching position and then applying the research and impacting change in his/her own classroom or school.

Geared toward individuals who are already licensed as teachers, this master‛s in teacher leadership program does not lead to licensure but may lead to career advancement. Program applicants must submit a copy of a current teaching license or provide evidence of a minimum of one year of teaching experience. In addition, it is essential for students to have access to a K-12 classroom to complete the program assignments.

Course List

Course #	Course Title	Course Description	Credits
UNV-501	Introduction to Graduate Studies in the College of Education	This course is designed to prepare students for the graduate learning experience at Grand Canyon University. Students have opportunities to develop and strengthen the skills necessary to succeed as graduate students in the College of Education. Emphasis is placed on utilizing the tools for graduate success. No practicum/field experience required. No Fingerprint Clearance necessary.	2
TCH-517	The Engaged Mind	To better understand thinking, an educator must research current knowledge of the human mind and learn to assess a student's ability to think. This course addresses all five core propositions of the National Board for Professional Teaching Standards (NBPTS).	4
TCH-536	Classroom Engagement & Management	This course is designed to allow the teacher the opportunity to learn techniques involved in the successful engagement and management of a learning environment. Major emphasis is given to the establishment of a realistic discipline plan to manage student behavior, as well as engagement and management techniques and strategies to maximize instructional time, classroom procedures, and physical space. Also EDU-536.	4
TCH-524	Current Classroom Methods & Strategies	A growing body of research shows that teacher effectiveness is the single most important school-based influence on student achievement. Today's educator responds to complex and diverse needs of students in each classroom. This course provides the foundations for instructional design along with the tools for instructional planning. The alignment of curriculum standards to instruction and assessment is a major focus. Upon completion of this course, students have established a wide repertoire of methods and strategies that are research-based and easily modified to today‛s complex classroom.	4
TCH-587	Educational Action Research	This course is designed to provide the theoretical foundation and framework of action research. Special emphasis is placed on an examination of the basic principles of qualitative research methodologies, which lead to the design and implementation of a peer-supported action research project.	4
TCH-535	Legal Issues in Education	Teachers need to recognize potential legal issues, make informed judgments and decisions, and seek administrative and legal counsel, when necessary. This course provides teachers with a basic understanding of the legal principles directing the American school system, along with the legal case origins determining current classroom guidelines.	4
TCH-547	Data-Informed Decision-Making for School Improvement	This course provides participants with a wide range of strategies to facilitate the process of school improvement through evidence-based inquiry. Students utilize systematic processes to describe the existing environment and areas of weaknesses in order to facilitate and promote continuous and sustainable school improvement through innovation and change.	4
TCH-531	Instructional Leadership	Students acquire a repertoire of skills that enable them to function comfortably and effectively in a changing learning environment. The course provides teachers with an understanding of the complexity of being a leader in times of change. Students develop a vision of systemic change and demonstrate practical skills for ensuring smooth day-to-day operations within their school.	4
TCH-518	Collegial Coaching	This course examines collegial coaching as a staff development model used to increase student learning, facilitate discussions among colleagues, and build trusting relationships among teachers. Students reflect on current practices or expand, refine, and build new skills by utilizing peer coaching. Students explore the interactive process of coaching between teaching professionals to share successful practices, problem-solve, and reduce isolation among teachers. Special emphasis is placed upon peer mentoring and the support of new teachers in their practice.	4
Required Course Total Credit:			34

Courses:

34 credits

This program is offered in the following formats or locations:

Online

The dynamic capabilities of GCU’s online curriculum offer considerable flexibility and convenience for career oriented professionals who are pursuing their educational goals. Full time faculty members, equipped with strong academic backgrounds and practical experience in their fields, support you every step of the way. Our small class sizes provide an intimate environment that stimulates engaging and challenging discussions. Classes begin frequently.

Evening

The convenience of GCU’s evening programs cater to the demands of working professionals. Evening classes meet once per week and offer the interaction and discussion of a typical college classroom, filled with career minded individuals. Evening class sizes are kept small, providing a warm nurturing environment that supports an engaging experience. Classes begin frequently at various locations.

Program Disclosure

Category	Non-Traditional	Traditional
Books & Supplies (Per Program)	$1,045	N/A
Tuition & Fees (Per Program)	$17,890	N/A
Room & Board (Per Program, If Applicable)	$3,285
On Time Graduation Rate	83%	N/A
Median Private Loan Debt	$0	N/A
Median TIV Loan Debt	$30,524	N/A
Median Institutional Financing Plan Debt	N/A	N/A

Program SOC

Occupations

Education Teachers, Postsecondary

It is the policy of the University to collect and remit sales, use, excise and/or gross receipts taxes in compliance with state and local taxing jurisdiction regulations which require the University to remit tax where applicable. These regulations vary by location. Please note: It is also the policy of the University to require payment of sales, use, excise, and/or gross receipts tax. Payment of tax is ultimately the student's financial responsibility to the University regardless of financing arrangements. Per Hawaii requirements: It is hereby stated that students residing in the State of Hawaii will be charged Hawaii General Excise Tax on all transactions. Students living in the District of Oahu will be charged 4.5%. Students residing in other Hawaii districts will be charged 4.0%.
Book costs are based on an average. Costs may increase or decrease depending on electronic availability or publisher's book costs.
Room and board costs may be higher or lower depending on housing and meal plan choice. This number is based on an average for students on campus.
Some Non-Traditional programs may be offered on the ground campus or on-line.
N/A identifies that a program is not offered in that modality or that fewer than 10 students graduated within the reported timeframe.
Tuition and Fees for each program are based on current rates. Future Tuition and Fee Rates may vary. Tuition was calculated using the number of credit hours in the program times the current tuition rate and includes the Graduation Fee. Full time students enrolled at a program taken at the main campus include a Student Activity Fee, charged every semester. Online programs include a one time Learning Management Fee. Some programs may also include additional fees based on course materials.
On-time graduation rates and median loan debt are based on students who graduated in the 2011-2012 award year.
Not all GCU programs are available in all states and in all learning modalities.
Program availability is contingent on student enrollment.

Online/Evening program disclosures

* Please refer to the Academic Catalog for more information. Program subject to change.