The purpose of the Master of Education in Teacher as Instructional Leader program is to develop the knowledge, skills, commitments, and professional dispositions of candidates to become exceptional instructional leaders who advocate inquiry for self and all members of the learning community as a tool for continuous learning; who embrace diversity and advocate tolerance; who exhibit ethical behaviors; who exemplify integrity and fairness; who can think systemically; who can work independently and collaboratively; who exercise wise communication; and, who extol the belief that all students can learn. This purpose is designed to accomplish the mission of the School of Education and is guided by institutional goals, research, Tennessee Teacher Professional Standards, National Council for Accreditation of Teacher Education (NCATE) Standards, the National Board for Professional Teaching (NBPT) Standards, Interstate School Leaders Licensure Consortium (ISLLC), and Teacher Leadership Standards.
Candidates completing the Teacher as Instructional Leader program will accomplish the following learner outcomes:
- Commit to working independently and collaboratively, to thinking systemically, to personal inquiry, to integrating technology, and to communicating responsibly with all members of the learning community.
- Commit to integrity, tolerance, equity, fairness, and the diversity of each learner when creating learning experiences and environments.
- Use academic language, multiple representations and explanations, and supplementary resources and technology to capture key content ideas and to overcome learners’ misconceptions.
- Use knowledge of learners, families, colleagues, and the community to plan instruction and assessment that supports learners’ growth and development in the discipline and in literacy across content areas.
- Encourage learners to understand, question, and analyze ideas from diverse perspectives, to demonstrate their knowledge and skill through a variety of products and performances, and to assess their own progress.
- Use methods of inquiry in the disciplines and in cross-discipline or interdisciplinary contexts to investigate local or global problems that result in critical, creative, and problem-solving thinking.
- Design, modify, and scaffold instruction to meet learners’ cognitive, linguistic, social, emotional, and physical needs that enables each learner to advance.
- Use a variety of strategies, resources, and assessment data to design instruction that engages learners in collaborative, self-directed, and/or differentiated learning.
- Collaborate with learners, families, communities, and colleagues, to promote self-motivation, respectful social interaction, and inquiry within a safe, positive learning climate.
- Use and analyze multiple methods of assessment data (formative/summative; formal/informal) independently and collaboratively to identify learners’ needs and to guide planning.
- Manage resources, time, and space while addressing multiple perspectives and rigorous academic discussions.
- Use questions to probe for understanding, stimulate thinking and curiosity, help articulate ideas, and to guide development of metacognitive processes and higher order questioning skills.
Candidates participate in multiple assessments while enrolled in sequenced coursework over four consecutive quarters. Candidates demonstrate achievement of learner outcomes from various assessments coordinated in course work throughout assessment transition points.