Program Goals and Learning Outcomes

The Teacher Leader Program is designed around 3 program goals and 14 program objectives/outcomes.

Program Goals

The Teacher Leader Program goals are:

  1. Acquire skills for group facilitation and collaboration with a variety of stakeholders, including the students in their classrooms.
  2. Participate in the development and evaluation of evidence- and research-based practices through critical inquiry.
  3. Develop self-reflective and critical thinking skills that promote innovative practice and learning using a variety of perspectives.

These goals form the framework for teachers to master the knowledge and skills needed to serve as a teacher leader and catalyst for change, in the classroom and beyond, in roles such as:

  • Curriculum Specialist
  • Instructional Coach
  • Mentor Teacher
  • Department Chair, Team Leader or Lead Teacher
  • Content Specialist
  • Program Leader
  • Supervisor

Learning Outcomes

The Program’s 14 outcomes are aligned with the Department of Education’s mission and goals as well as the National Board Teaching Standards (NBTS) core propositions and Teacher Leader Model Standards.

  1. Model the role of a knowledgeable and caring teacher in a global society;
  2. Conduct action research within classroom and school settings;
  3. Accommodate student differences through appropriate inclusive practices;
  4. Model self-reflective practice, dedication, and ethical leadership;
  5. Reflect a commitment, knowledge, and skill to be advocates for students, their families, and the education profession;
  6. Influence educational policy on the local, state, and national levels;
  7. Employ best practice, innovative pedagogy, and skilled assessment;
  8. Undertake multifaceted professional roles within school settings and within the education profession;
  9. Interpret, analyze, and apply the professional research literature;
  10. Exhibit leadership and collaborative skills with colleagues, parents, and students;
  11. Assume multiple leadership roles within classrooms and school communities;
  12. Utilize appropriate technology and multimedia to organize, analyze, interpret, and present information;
  13. Use digital communication as an effective learning tool; and
  14. Apply graduate studies toward professional development (e.g., licensure endorsements, National Board certification).

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