Teacher as Leader (M.S.E.)
One of the most dramatic ways to influence your students' lives is through effective leadership in the classroom — and throughout the school.
The concentration in teacher as leader prepares you for leadership roles like becoming a mentor teacher, the leader of a curriculum committee or an instructional leader. Specialty areas are available in leadership, literacy, special education and technology.
Our program prepares you for continued development through critical reflection so you can make more meaningful contributions in the lives of your students as well as your peers.
Degree candidates for the M.S.E. Teacher as Leader program are also eligible to participate in the Lalanne Program. The Lalanne Program offers graduate students a unique opportunity to live in a communal setting with fellow teachers while pursuing their studies. It also provides a living stipend and loan deferment.
Applicants to the teacher as leader program should submit the following information in addition to the online application:
- Official academic records of all previously attended colleges or universities must be submitted directly from the colleges or universities to the Office of Graduate Admission Processing. Hand-carried transcripts, official copies marked Issued to Student and unofficial copies are not acceptable.
- Three letters of recommendation from professors or employers
- A personal statement or résumé.
- Results from the GRE or MAT are required for applicants with an undergraduate grade-point average below 2.75 on a 4.0 scale.
Additional requirements apply for international students.
Applicants must have attained an undergraduate cumulative grade-point average of 2.75 or higher on a 4.0 scale. Applicants who have less than a 2.75 cumulative GPA may be admitted if they achieve a raw score of 40 or higher or a scaled score of 396 or higher on the Miller Analogies Test (MAT) or scaled scores of 149 or higher on the verbal ability and 4.0 or higher on the analytical writing sections of the Graduate Record Exam (GRE). For test administrations prior to October 2002, a scaled score of 490 or higher on the analytical ability section is required.
Program requirements can be found in the online Catalog.
Frequently Asked Questions
Why should I choose teacher as leader for my concentration?
The teacher as leader concentration is designed for those graduate candidates who see themselves as leaders in their schools and school districts. Examples of roles might include lead teacher, instructional leader, or building or district curriculum committee leader. This program does not include principal licensure.
On what basis should I choose a specialty area?
Your specialty area choice can be based on several factors. These factors include your certification/licensure area and long-term professional goals. For example, if you have a high interest in technology, the technology specialty area is a good choice. If you are teaching grades K-6, literacy is a good choice. If you find yourself collaborating with professionals who serve children with special needs, special education is a good choice. If you want to be a leader in many areas across the district, leadership is a good option.
Do I have to choose a specialty area immediately?
Be sure to meet with your adviser as soon as you are admitted even if you are not sure which specialty area you want to pursue. It is best if you map out your program as soon as you are admitted. However, if you aren't sure which specialty area best suits you, you can begin the course work and make those decisions after you have taken two or three courses.
What makes the teacher as leader concentration distinctive?
The conceptual framework of the School of Education and Allied Professions refers to our graduate candidates as professionals and reflective practitioners. Assuming leadership roles is an important component of being a professional. This concentration recognizes that teachers should be engaged in actions that make a difference in the classroom, building, district and beyond.