School of Education at Johns Hopkins University - Graduate Education Programs:


Teacher Leadership

Adviser: Robert Keddell, 410-516-9755

The Graduate Certificate in Teacher Leadership prepares teachers to improve their knowledge and skills in the area of leadership in the movement to improve public education. As responsibilities associated with their roles expand, teachers are increasingly called upon to exercise greater influence in schools. Teacher empowerment and distributed leadership are key concepts addressed in this program.

The program objectives are to:

  • Equip teachers with the knowledge and skills they need to function successfully as leaders in their schools
  • Provide experiences that prepare teachers to improve instruction through collaboration with other professional colleagues
  • Develop knowledge and skills needed for effective team leadership
  • Familiarize teachers with critical issues and practices related to improved teaching and learning
  • Enable teachers to become contributing members of learning communities

Requirements (15 credits)

Take the following four courses for a total of 12 credits:

Choose one course from the following for a total of 3 credits:

 

  • 851.705 Effective Leadership

    Students review the principles and techniques required of principals, assistant principals, and teacher leaders. The course emphasizes diagnosis of the school climate, principles of distributed leadership, motivation of faculty teams, and the dynamics of working in and with groups to accomplish school improvement goals. Emphasis is placed on the leader’s role in creating a collaborative vision/mission for a school and in establishing meaningful working relationships with the larger community. (3 credits)

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  • 851.708 Systemic Change Process for School Improvement

    Students examine the literature on systemic change in schools, with an emphasis on the roles of the teacher leader. Topics include planning, implementing, and evaluating the change process for school improvement. (3 credits)

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  • 883.506 Alternative Methods for Measuring Performance

    Participants explore practical classroom assessment methods that promote and measure learning. The course concentrates on performance-based assessments, including performance tasks, portfolios, and scoring rubrics. Students plan and develop performance-based assessments which require the thoughtful application of knowledge and skills in authentic contexts. (3 credits)

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  • 851.610 Mentoring and Peer Coaching

    Students review literature and acquire knowledge and skills needed for mentoring beginning teachers and working collaboratively with veteran colleagues on improving instruction. Theories concerning the social and psychological aspects of teacher career development are studied, along with the impact of school climate and culture on teacher collegiality. (3 credits)

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  • 851.630 School, Family, and Community Collaboration for School Improvement I

    Participants examine the theory, research, and best practices on school, family, and community partnerships. Individuals explore different types of partnerships, challenges to developing school-based partnership programs, and the components of effective partnership programs that enhance student performance and success. Participants design an action plan for partnerships to address school improvement goals. (3 credits)

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  • 855.610 Seminar in Teacher Leadership

    Students in the final year present and evaluate their projects and plans for implementing change in their work environments. In addition, participants examine selected topics and current issues in educational leadership. (3 credits)

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