The aim of the Teacher Leader Endorsement Program is to prepare education professionals for positions of instructional leadership with a specific focus on school improvement at local educational levels. The program consists of 10 semester hours and is designed to be completed in one year.

Curriculum design and candidate outcomes are based on the Teacher Leader Endorsement Standards as well as the Ohio Standards for Teaching Profession and the Ohio Standards for Professional Development.  Attainment of this endorsement, coupled with the Master Teacher designation, provides the necessary requirements for the Lead License.

Program Design

JCU supports innovative design of advanced professional programs that adapt to local school contexts.

Features include:

  • Ongoing collaboration between JCU faculty and District leadership on the design, implementation, and assessment of a TLE program that addresses the state standards for the TLE while at the same time meeting the unique needs of the District;
  • Opportunities for qualified District leaders to teach and/or co-teach with JCU faculty;
  • Integration of curriculum and professional learning goals within the District’s strategic initiatives;
  • One year duration (or longer) with a schedule of courses determined by JCU and the District;
  • An internship experience provides participants the opportunity to lead professional development activities and coach individual teachers;
  • Cohort program that builds critical pool of highly qualified teacher leaders, who, in turn, support colleagues at school sites;
  • Courses taught at district location(s).

Admission Requirements

  • Details on the application process can be found at this link!

Program Requirements

ED 548A Teacher Learning (2 credits). Teaching is a developmental process. Understanding this concept lays a foundation for successfully working with novice and experienced teachers. Through examination of research, collaborative learning activity, practical applications, and reflection, participants will examine learning theory, schools as contexts for change, and evidenced-based practices that support individual professional development and the design of collaborative learning settings. (Summer)

ED 548B Leading and Leadership (2 credits). In order to influence colleagues, principals and other members of a school community for the purpose of improving teaching and learning, teacher leaders need to develop the knowledge, skills and dispositions associated with evidenced-based principles of effective leadership and 21st Century skills. Effective teacher leaders perceive of themselves as leaders, are knowledgeable of the theoretical underpinnings of leadership, and are able to apply the principles of effective leadership to their work. This course will provide opportunities for the teacher leader to explore their own beliefs and ideas about leadership, learn about different theories of leadership through independent readings and critique, and address real-life problems of practice individually and through collaborative inquiry. (Fall – first seven weeks)

ED 548C Assessment for Learning (2 credits). Understanding and using data about school and student performance are critical to improving schools. Teacher leaders need to be able to assist their colleagues in gathering data to help them determine if they are meeting their goals and to inform planning, instruction, and assessment.  Effective teacher leaders understand the various types of assessment, are able to work collaboratively to create an integrated school assessment plan, and to encourage a culture in their schools around the use of assessment data. This course will explore in depth various types of school-wide and classroom assessments and develop the candidate’s knowledge and skill to collaborate with others in creating a culture of data-driven decision making. (Fall – second seven weeks)

ED 548D Evidenced-based Professional Development (2 credits). Sustaining positive change in schools depends on well-established professional learning settings in which educators collaborate to continually strengthen teaching and learning.  These settings, guided by evidence-based principles and standards of effective professional development, are structured to support critical analysis of instruction based on student performance, reflection, and evaluation of outcomes in relation to goals. In this course, candidates will demonstrate the knowledge, skills, and dispositions to design, lead, facilitate, and evaluate the effectiveness of professional development.  (Spring – first seven weeks)

ED 549 Teacher Leader Internship (2 credits). The internship is the culminating activity supporting and integrating the accomplishment of the Teacher Leaders Endorsement Standards.  This school-based practicum over a semester includes providing group and individual professional development [coaching] to colleagues for continuous improvement of curriculum, instruction, and assessment. Diagnostic reading and writing clinical experiences focus on data-based decision making to inform professional development provided in both group and individual settings (one-to-one coaching and mentoring).  (Spring)

Financial Assistance