Teacher Leadership Courses

X.EDUC-411 | Policy Fluency: Current Issues in Education

Description: In this learning experience, teachers will work on building up their “education policy fluency” based on their own school context. Students will read education news from across the country, including Education Week and blogs from a range of teacher and education bloggers with varied perspectives. Then they will dig into deeper understanding through weekly dialogue with each other and article authors and current teacher leader experts in the field. This course aims to help teachers gain an even stronger understanding of the policy world that influences what we do in the classrooms, in both public and private school settings.

Credits: 3

Offered: Spring

Format: dynamic hybrid learning

 

X.EDUC-413 | Leading Colleagues Using Research: Bridging the Gap Between Research and Practice

Offered: Summer

Credits: 2

Description: Based on Domain 2 of the Teacher Leader Model Standards, this class helps build the skills, knowledge, and dispositions teacher leaders need to support colleagues in using the latest research and data to improve practice and student learning. Topics we will explore include types of research, examining the research process, the skills teacher leaders need to lead colleagues in using research to improve practice, research competencies, action research, data collection and analysis, how research makes instruction intentional and systematic, and how it allows us to make meaning out of numbers.

Restrictions: This course is limited to Mount Holyoke MAT, MAMT, and MATL students only

X.EDUC-416 | Applied Action Research

Credits: 1-2

Description: This course is designed for educators who are implementing innovative projects and are conducting action research in educational settings. Through this course, participants examine opportunities and potential challenges associated with implementation of their research project. Participants will expand and refine existing project plans and will create the corresponding materials, such as consent forms, approval plans, participant outreach documents, implementation timeline, data collection tools etc., needed to execute the project in their context.

X.EDUC-424 | Internship in Educational Settings

Description: Graduate students undertake a supervised internship from January through June in an educational setting comprised of up to 600 hours. This would be a supervised, mentored experience, and tailored to the hours of the student, approved by a faculty member within the Professional and Graduate Education department. Evaluation of performance is determined by on-site visits, written assignments, as well as supervisor and mentor evaluations. Successful completion of the course is verified based on satisfactory submission of a final product/portfolio and presentation that demonstrates an integration of knowledge and skills gained through their program of study and internship experience.

Credits: 4-10

 

X.EDUC-427 | Practicum 1: Professional Development and Mentoring

Credits: 3

Description: Participants survey best practices in instructional coaching and professional development and implement these practices in their educational contexts. Topics include: cultivating positive mentoring/coaching relationships, observation protocols, developing and facilitating andragogically-sound professional learning, coaching for emotional resilience, and assessing professional learning. Participants actively apply skills in their own settings with specialized coaching from the course instructor and create a professional learning experience and/or approach to instructional coaching that is designed to meet the needs of students and teachers in their unique learning community.

X.EDUC-439 | Instructional Design for Online Learning

Credits: 2

Description: This class will introduce innovative best practices, instructional tools, and virtual facilitation techniques for online teaching and learning for youth and adults. Topics include: basic principles of instructional design for online learning, synchronous and asynchronous teaching, incorporating multimedia and open educational resources, and strategies for cultivating collaboration and community online. Participants will apply their learning directly to individual projects developing the scope, sequence, and online learning activities for a course of their own. Through the class, students will use the tools to workshop and fully develop an online or hybrid course.

X.EDUC-441 | Fostering a Collaborative Culture for Learning

Offered: Summer

Credits: 2

Description: This course is centered around Domain One of the Teacher Leader Model Standards, with an emphasis on creating cultures in our schools that support educator development and student learning. Modules include defining teacher leadership, exploring formal and informal teacher leadership roles, adult learning theory, facilitation of group learning and discussion, mitigating difficult discussions and building consensus, organizational change and the change process, building trust, and other skills to create inclusive cultures for professional growth (and student learning!).

Restrictions: This course is limited to Mount Holyoke MAT, MAMT and MATL students only

X.EDUC-442 | Fostering Partnerships, Collaboration, and Communication

Offered: January Intersession

Credits: 2

Description: This class focuses on how we promote and sustain meaningful partnerships centered around a community's students, and how we can lead our colleagues in doing the same thing. With modules in culturally responsive teaching, cultural sensitivity, bias, mobilization, collaboration, communication, and equity, this class helps teachers develop tools to help lead schools in forming deep and understanding partnerships with communities.  Students will use their skills from the courses on the past Teacher Leader Model standards including research, data, professional learning, equity, policy and advocacy, as this is a cumulative course.

Restrictions: This course is limited to Teacher Leadership MAT students only

X.EDUC-453 | Foundations of Teacher Leadership and Global Education Reform

Offered: Fall

Credits: 4

Description: This dynamic course is an exploration of the foundational pieces of teacher leadership, including the history and theories of teacher leadership, an examination of education reform in the United States, and a study of teacher leadership and reform from a global perspective. Students will also research their local district or state to gain a better understanding of their local reform history and past waves of teacher involvement. This course will include several video-conference discussions with nationally recognized teacher leaders from across the country who will share their lessons learned and perspectives in teacher leadership. Embedded in practice and focused on your personal and professional growth.

Restrictions: This course is limited to Mount Holyoke MAT, MAMT, and MATL students only

X.EDUC-454 | Teachers as Agents of Change

Offered: Fall

Credits: 4

Description: Grounded in peer-reviewed research, this class helps build the knowledge, skills, and dispositions, for teachers to advocate for students, the teaching profession, and policies that benefit student learning. Students will engage in modules on entrepreneurial thinking, building a courageous mindset, the development of expertise, relationship-building, messaging, persuasive writing, and public speaking.  Students will also revisit the change process and explore multiple entry points for advocacy in and out of the classroom. This class includes several videoconference sessions with advocacy leaders in the field.

Restrictions: This course is limited to Mount Holyoke MAT, MAMT, and MATL students only

X.EDUC-455 | Outreach and Advocacy for Educational Change

Description: This course integrates Teacher Leader Model Standards for Domains VI and VII: assessing community needs and values, engaging families and colleagues in partnerships, and advocating for students and for the teaching profession. Participants will explore culturally responsive teaching approaches and strategies for collaborating with families to support meaningful and relevant student learning and development. Participants will also learn how to use research, policies, and persuasive communications to help build appropriate programs, interventions, and advocacy efforts that promote positive outcomes for both students and teachers.

Credits: 4

X.EDUC-456 | Promoting Professional Learning

Offered: Summer

Credits: 2

Description: This course is centered around Domain Three of the Teacher Leader Model Standards, with an emphasis on evaluating and creating school cultures for professional learning and professional development design. Modules for this class will include school climate and culture audits, the change process, analyzing school community and data to pinpoint professional development needs, and evaluating professional learning. Teachers will walk away with design plans for creating cultures of adult learning to improve student learning.

Restrictions: This course is offered for graduate students only.

X.EDUC-457 | Personal and Professional Leadership in Education

Description: This course is designed to help educators cultivate their skills as reflective practitioners as a means of enhancing personal leadership development. Students will examine personal leadership qualities and the role of storytelling as leadership. Course participants will create individualized learning plans that allow for deeper exploration of personal and professional leadership interests. The menu of options for personalized learning will include further reading in the domains of adult development, professional learning, motivation, leadership and related topics.

Credits: 1

Offered: January

Format: dynamic hybrid learning

X.EDUC-458 | Owning Assessments and Data for Student Learning

Offered: Summer

Credits: 2

Description: Built around Domain 5 of the Teacher Leader Model Standards, this course helps teachers build the skills to do just that, as we explore organizational improvement through assessment design. Learn to facilitate and support colleagues in using assessment tools to inform decisions to improve practice and student learning. One module of this class includes an exploration of Improvement Science, a new methodology brought to education from the health field, where teachers will learn how small ideas can be tested and taken to scale, potentially impacted organizational change. Embedded in practice, focused on your personal and professional growth.

Restrictions: This course is limited to Mount Holyoke MAT, MAMT, and MATL students only

X.EDUC-467 | Coaching, Mentoring, and Facilitating Instructional Improvements

Offered: Summer

Credits: 2

Description: This course provides opportunities for teachers to design, develop, critique, implement, give, and receive feedback on professional development experiences that align with the Common Core standards and the particular needs of the school/district's participating staff. Modules include staying focused on content while developing collaborative relationships, engaging in reflective dialogue with teachers and administrators, developing leadership skills, professional growth, and technology for collaborative learning. Participants will be able to individualize their learning experience based on an area of choice for personal and professional growth: instructional coaching, mentoring, or peer coaching.

Restrictions: This course is limited to Mount Holyoke MAT, MAMT, and MATL students only

X.EDUC-489 | Catapult! Capstone Course

Offered: Spring  

Credits: 2-6

Description: This course is designed to catapult students' professional and personal leadership journey to the next level. It serves as an idea incubator, helping give teacher leaders the support and direction they need to propel themselves forward in their work and launch teacher-created ideas to improve education for all students. In this class, graduate students will demonstrate and document the impact of their knowledge gained throughout their journey at Mount Holyoke College. Students will choose a domain of the Teacher Leader Model Standards to focus their capstone work, then they will choose one of four pathways for the semester: a research study, a teacher-created project, a teacher leader internship, or National Board candidacy. They will apply their skill and knowledge under a teacher leader coach, who will support them and engage in weekly reflective practice of their teacher leadership work. At the end of the semester, teachers will complete and share a portfolio that demonstrates how their experiential learning experience has enhanced their practice as a leader and a teacher leader.

Restrictions: This course is limited to Mount Holyoke MAT, MAMT, and MATL students only

X.EDUC-495 | Independent Study

Offered: Fall and Spring

Credits: 1-4

Description:

Instructor permission required for all who register.

Comments: Course can be repeated for credit.