The program will provide teachers the opportunity to expand their leadership opportunities and add to their existing credentials. The mission of the Limestone Teacher Leadership M.Ed. is to improve the lives of those we serve by positively impacting the learning outcomes of P-12 students, providing high-quality professional development for educators, and contributing to our profession in our local community, state, region, country, and abroad.  The M.Ed. program supports this mission by offering a curriculum that encourages action research and experiential learning.

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About the M.Ed. Teacher Leadership

The M.Ed. in Teacher Leadership program is designed for practicing educators (classroom or community-based) who desire to hone their leadership skills. Educators will refine their pedagogy while continuing to serve students in the classroom or working with practicing teachers in a non-administrative capacity.  This degree does not lead to administrative certification.  

The goals of the M.Ed. in Teacher Leadership are based on the National Board for Professional Teaching Standards (NBPTS) specifically the five core propositions, which include:

Proposition 1: Teachers are committed to students and their learning.
Proposition 2: Teachers know the subjects they teach and how to teach those subjects to students.
Proposition 3: Teachers are responsible for managing and monitoring student learning.
Proposition 4: Teachers think systematically about their practice and learn from experience.
Proposition 5: Teachers are members of learning communities.

Teacher leader outcomes include the following standards which are modeled after the NBPTS Middle Childhood Generalist standards:

  • Standard I: Knowledge of Students
    Accomplished teachers use their knowledge of child development, their knowledge of students as individuals, and their knowledge of students as learners to develop and strengthen relationships that enhance learning. 
  • Standard II: Respect for Diversity
    Accomplished teachers respect and comprehend the complex nature of diversity. They provide opportunities for all students to access the knowledge, skills, and understandings they need to become caring and thoughtful participants in a global citizenry.
  • Standard III: Establishing an Environment for Learning
    Accomplished teachers establish and maintain safe and respectful learning communities that nurture relationships and create climates that promote student engagement in learning. 
  • Standard IV: Knowledge of Content and Curriculum
    Accomplished teachers draw on and expand their knowledge of content and curriculum to determine what is important for students to learn and experience within and across the subject areas of the middle childhood years. 
  • Standard V: Instructional Decision-Making
    Accomplished teachers are effective instructional decision-makers. They use a process of assessing, planning, implementing, and reflecting to guide teaching and learning. 
  • Standard VI: Partnership and Outreach
    Accomplished teachers establish and maintain partnerships with families and the greater community to enhance teaching and support student learning. 
  • Standard VII: Professionalism, Leadership, and Advocacy
    Accomplished teachers are leaders who advocate for the teaching profession and student learning. 
  • Standard VIII: Responsiveness to Change
    Accomplished teachers are cognizant of the changes that occur in society and in education. They thoughtfully and proactively analyze and respond to change as it affects their students and their profession. 
  • Standard IX: Reflective Practice
    Accomplished teachers reflect on their practice continually to improve the quality and effectiveness of teaching and learning.

Employment Opportunities and Benefits of the M.Ed. in Teacher Leadership

Some of the benefits for graduates of the M.Ed. in Teacher Leadership Include:

  • Application of new knowledge and skills to increase teacher pedagogy and student achievement
  • Scholarly activity such as publishing and conference presentation opportunities
  • Professional development leadership opportunities with international teachers and students
  • Coursework leading to South Carolina Endorsement options in teacher leadership, PBL, or STEAM. 
  • Professional teaching certification credit through coursework

Some of the opportunities for graduates of the Limestone M.Ed. in Teacher Leadership include:

  • Curriculum Development Specialists
  • Instructional Coach
  • Teacher Mentor/Teacher Leader

Fast Facts

  • Limestone University’s M.Ed. in Teacher Leadership can be earned in as little as ONE YEAR!
  • Salary may increase depending on the salary schedule for the employer.
Teacher With Mature Female Adult Student Using Mobile Phone At Table Working In College Library

Candidates for admission in the Limestone M.Ed. in Teacher Leadership are evaluated and accepted based on a thorough review by the admissions committee.

Requirement Notes

The M.Ed. in Teacher Leadership curriculum consists of 36 credit hours.

  • The core curriculum consists of 21 credit hours and 15 elective credit hours
  • Endorsement courses may be taken independently of the M. Ed.:  STEAM and PBL
  • Courses may be taken full-time or part-time
  • 100% of the required courses are taught online
  • Elective options include a global experience which allows educators to work with international teachers and students
  • The program has three start dates per academic year (January, May. and August) which allow for maximum flexibility
  • All coursework is taught by veteran educators with a variety of backgrounds and educational experiences

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