Graduate Studies in Education > Masters Programs > MEd Teaching, Learning & Leading

Master of Education in Teaching, Learning and Leading

The Master of Education in Teaching, Learning & Leading (TLL) focuses exclusively on the needs of licensed teachers seeking a master's degree and advanced licensure, if desired. Practicing teachers have unique educational goals, significant real world experience and will most effectively benefit from an advanced course of study that honors their ambitions and experience. This 33 credit hour program focuses on taking licensed teachers to the next level through practical skills enhancement and advanced exploration of the challenges of teaching in a rapidly changing environment.

The Master of Education in Teaching, Learning and Leading is specifically and uniquely designed to meet the growth and knowledge needs of the experienced teacher. This program recognizes your growth and ambition to become an excellent, advanced practitioner. This master’s program also rewards your curiosity in educational change and teaching best practices. The Master of Education in Teaching, Learning and Leading can be completed in as little as 18 months – longer if you wish to take your time. Class schedules are designed to fit a teacher’s busy schedule with classes on weeknights, Saturdays, online and during the summer.

The University offers a generous tuition discount of 26% for current educators, financial aid is available to all who qualify and other grants may be available to you based on your commitment to teach math and your academic achievement.

This program is also available through cohorts meeting in Franklin, Murfreesboro, and Sumner County. For more information about joining one of these cohorts, click here or contact Steve Hull at steve.hull@lipscomb.edu or 615.966.1811.

For more information, please contact Kristin Baese at 615.966.5173 or kristin.baese@lipscomb.edu.

Coursework

Candidates seeking the Master of Education in Teaching, Learning & Leading will take the following 30 credit hours of core and major coursework.

EG 5103 Data Driven Learning Culture (3)

This course will focus on using data to guide planning, instruction, and evaluation at the classroom, school, and district level. The student will exhibit an understanding of basic statistical analysis and research design and methodology. The course will address best practices for analyzing and evaluating the rigor of curriculum and instruction and monitoring the school’s curricular program, as well as supporting a systematic process of student/teacher assessment and improvement, coaching, and supervision and family engagement. The student will identify a problem that can be investigated using action research, clarify the problem, propose a solution and determine appropriate methodology for the research. In some programs, the student will complete the action research project in EG5363.

EG 5203 How We Learn (3)

The student will participate in an advanced study of learning theories, human growth and development, and motivation, including cognitive, emotional, and physical characteristics of children in various age groups. The course will explore current brain research on teaching and learning, the importance of metacognition, and strategies that increase student learning. The student may use case studies and clinical observations to develop the skills and knowledge necessary to identify different learning styles among students and to develop appropriate instructional strategies. Students will learn observation methods used to evaluate and improve instruction.

EG 5213 Instructional Design (3)

This course examines research on effective instruction, strategies to foster student learning at higher levels, and ways to demonstrate that students are meeting high standards. In addition to learning strategic planning for instruction, the student will exhibit skills and knowledge necessary to research, design, and implement instruction for student success in both classroom and team approaches. This course will also consider professional collaboration and development needed to provide research-based instructional strategies and appropriate assessments to help students meet academic standards.

EG 5013 Education in a Global Context (3)

The course places contemporary American education in the context of global, social, cultural and economic systems. Students will explore diversity among learners (e.g., cultural, socio-economic, linguistic, gender, special needs) and the differentiated instructional and assessment strategies that support their academic achievement. This course includes contemporary issues concerning diversity, global perspectives and family engagement.

EG 5343 Curriculum, Instruction, Assessment (3)

This course will include an analysis of curriculum standards, appropriate goals and objectives, formative and summative assessments, and implementation of effective instructional strategies using backward design. The student will investigate the role of school/teacher leaders in curriculum implementation, mapping, gap analysis, pacing, and assessment procedures to address the needs of each learner. The course will emphasize group processes to foster a collaborative culture to support educator development and student learning.

EG 5223 Communication, Collaboration & Community Relations (3)

The student will gain an understanding of the communication skills necessary to cultivate positive relationships and collaborations with diverse stakeholders in a school culture focused on teaching and learning. In addition to identifying strengths and weaknesses of their own communication process, students will study how to manage school and community resources, communicate assessment results, make decisions within an ethical context, and develop and implement appropriate policies that benefit all students.

EG 5233 Learning-Focused Leadership (3)

Instruction will focus on engaging stakeholders in effectively developing and implementing the school’s vision, mission and goals; creating a culture conducive to learning throughout the school community; making best use of resources to achieve the school mission; and carrying out responsibilities ethically. The student will understand the challenges of continuous improvement while managing the school and fostering a school culture focused on teaching and learning. The class will discuss the methods and procedures for evaluating and developing instructional staff and programs. Principles and techniques of effective leadership will be researched and discussed in relation to these and the legal, moral, and ethical implications of leaders’ actions and beliefs.

EG 5033 Collaborative Professional Learning (3)

The student will gain an understanding of varied collaborative professional learning models including professional learning communities, coaching (instructional, data, and content area), mentoring, lesson study, and online collaboration. Students will gain practical experience as members of a professional team in analyzing student work and data, and creating lessons to improve student learning.

EG 5043 Addressing Learning Differences (3)

The course is designed to give students a theoretical background in differentiated modes of instruction and the skills needed to work with colleagues to improve achievement for individual learners. Discussions and readings will explore classroom strategies that improve student achievement, the elements of effective instruction, instructional design, and ways to use assessment to drive instruction. Finally, the course will discuss ways that teacher leaders can work with colleagues to enhance their instruction and student learning.