TLED 8101: Critical Analysis of Policy, Theory, & Praxis for Post-Master’s Teacher Leaders

3 Credit Hours
Prerequisite: Admission to the EdD or Teacher Leadership in the Post-Master Certificate.
In this course, teacher leaders will learn to facilitate and evaluate instruction, to support and coach teachers in the implementation of a shared vision of teaching and learning, and to design and use job-embedded professional learning to implement instruction that is standards-based, focused on student and adult learning, and accessible to and inclusive of all students.

Course Learning Outcomes
Students who successfully complete this course will be able to:

Establish an inclusive and just educational vision for rigorous student success that fully integrates the social, cultural, and economic positionalities of students. The educational mission is both data-driven and data-informed within the institution. Linkages to the mission are fully supported in all instructional leadership and supervision.
Outline strategies for consistent implementation of the mission, vision, and values that are rooted in best practices.
Articulate a clear process for reviewing and revising the mission, vision, and values and outlines core values support processes that align student goals, particularly those related to college and career readiness, appropriate programmatic/personnel decisions, changing needs of stakeholders, opportunities, and/or expectations for improvement.
Evaluate how current leadership in the school develops, models, and communicates a shared commitment to the mission, vision, and values with all stakeholders and reflects on their own practice and positionality within the school community with regards to the mission vision and values.
Describe and explain a welcoming and nurturing environment by providing a clear conceptual framework and specific examples of how children are at the center of their leadership philosophy and practice and faculty/staff act ethically and professionally to support student development.
Describe and explain how their practice promotes an interdependent, free, and just society. Further, the candidate provides examples of communication with and socio-cultural understanding of stakeholders inform their practice.
Work with others to build a culture that personalizes the work and learning for colleagues. The environment created is one in which colleagues and students take learning risks, fear of failure is minimized, and mistakes are openly discussed.
Work with others to create and facilitate the development of an interdependent culture of improvement that encourages research-informed change, accountability, and collective responsibility to the team.
Reflect on and evaluate their own learning and effectiveness through reflection, study, and improvement, maintaining a healthy work-life balance. Specific examples from their daily practice are provided as evidence.
Evaluate the professional culture of engagement and analyzes its commitment to a shared vision, goals, and objectives pertaining to the education of the whole child; high expectations for professional work; ethical and equitable practice; trust and open communication; collaboration, collective efficacy, and continuous individual and organizational learning and improvement. Specific examples from practice are used to support the analysis and suggestions for improvement.
Model lifelong learning for students, colleagues, and community stakeholders by being reflective, engaging in professional development, advocating for the profession, and staying current and knowledgeable of policy, trends, and practices in education.
Apply knowledge and strategies of adult learning theories across teacher leadership practices.