Instructional Leadership - K-12
The Instructional Leadership Concentration of the Master of Science in Leadership program will empower students with in-depth knowledge, leadership and management skills necessary to
impact student achievement and lead successful school improvement initiatives.
- Instructional leaders draw on their knowledge of child development, subject matter, and established standards to make sound decisions about what is important for students to learn within and across the curriculum.
- Instructional leaders incorporate their understanding of diverse educational settings and the political landscape to frame approaches to the continual improvement of academic instruction.
- Instructional leaders continually assess educational needs in order to incorporate a rich and varied collection of instructional practices, materials, and resources students to support learning.
- Instructional leaders critically analyze, evaluate, reflect on, and strengthen their practice and use their experiences to advance knowledge and practice in their field.
Who Should Pursue This Concentration?
- Current teachers serving in K-12 educational settings who wish to advance their instructional competencies.
- Individuals pursuing K-12 public teaching licensure renewal.
Career Impact of This Concentration
Kindergarten and elementary, middle and secondary school teachers held about 3.5 million jobs in 2008. Of the teachers in those jobs, about 179,500 were kindergarten teachers, 1.5 million were elementary school teachers, 659,500 were middle school teachers and 1.1 million were secondary school teachers. Employment of teachers is geographically distributed much the same as the population (U.S. Bureau of Labor Statistics, 2011 www.bls.gov/oco/ocos318.htm).
In order for licensed educators to maintain current teaching licenses, they must participate in continuing education. A teacher who receives an initial practitioner license must participate in a two-year residency program. This program may include a school corporation sponsored mentoring program. Currently, few learning opportunities exist for licensed teachers to become proficient mentors. This leadership concentration provides direct instruction and guided practice for teachers to build mentoring skills.
Teachers who wishes to renew their teaching licenses beyond the initial practitioner license must participate in 90 units of professional growth learning activities that help the teacher stay professionally up-to-date. College coursework is an option for teachers identified in the Indiana Professional Growth Plan. This leadership concentration provides appropriate advanced training in navigating educational reforms and aligning curriculum and instruction with state standards, which will help keep teachers current in field-based competencies. If you choose this option, you should have your professional growth plan (PGP) approved by your building level administrator (BLA) prior to beginning. The person, or an approved person within your school district, will eventually recommend you for license renewal.
Some teachers opt to extend their licensure period to 10 years by pursing National Board of Professional Teaching Standards (NBPTS) licensure. This concentration is aligned with seven of the eleven standards outlined in the requirements for NBPTS generalist certification. (NBPTS, 2001).
Concentration Coursework (15 Credit Hours)
LDR 6503 Foundations of Instructional Leadership (3)
This course will orient instructional leadership within the multiple contexts of child development, diverse learning environments, and an ever-changing political landscape. Students will explore current educational issues and use them to frame approaches to the continual improvement of academic instruction. Prerequisites: All LDR Core Courses - LDR 5003, LDR 5023, LDR 5043, LDR 5063, LDR 5083, LDR 5203 LDR 5223, LDR 5243 OR admission to Concentration
LDR 6523 Designing, Managing, and Monitoring Standards-driven Curriculum (3)
This course will guide students in utilizing state standards frameworks to make sound decisions about what is important for students to learn; create, assess. select, and adapt a rich and varied collection of materials and strategies to support learning; and base their instruction on ongoing assessment. Prerequisites: All LDR Core Courses - LDR 5003, LDR 5023, LDR 5043, LDR 5063, LDR 5083, LDR 5203 LDR 5223, LDR 5243 OR admission to Concentration
LDR 6543 Systematic Improvement of Instructional Practices (3)
This course leads students through reflective and observational processes they can use to regularly analyze evaluate, reflect on, and strengthen the effectiveness and quality of their practice, and use their findings to advance knowledge and practice in their field. Strategies for mentoring new teachers and engaging in action research will be explored and applied. Prerequisites All LDR Core Courses - LDR 5003, LDR 5023, LDR 5043, LDR 5063, LDR 5083, LDR 5203 LDR 5223, LDR 5243 OR admission to Concentration
LDR 6566 Instructional Leadership Capstone Course (6)
This course is the capstone course for all students in the Instructional Leadership Concentration. The capstone is a special project conducted within an existing educational setting. It may be arranged within the organization in which the student is employed or in another organization which agrees to work with the student on a project of mutual interest. The capstone experience affords each student an opportunity to apply the skills, knowledge, and abilities gained through the leadership core and concentration-area content courses in a process that will generate a solution(s) to or facilitate substantive consideration of a current educational need or issue. Prerequisites: All LDR Core Courses - LDR 5003, LDR 5023, LDR 5043, LDR 5063, LDR 5083, LDR 5203 LDR 5223, LDR 5243; Instructional Leadership Concentration applied skills courses – LDR 6503, LDR 6523, LDR 6543