This course serves as an introduction to Teacher Leadership (TL) and the requirements for certification in the state of Georgia. Required for all TL candidates, regardless of state of residency or licensure. Must be completed during candidates' first semester enrolled in the Teacher Leadership program.

This course provides an in-depth examination of the role of the Teacher Leader as an advocate for positive change. Candidates investigate opportunities for educational improvement around issues related to the diverse needs of families and the community. Special attention is given to educational policy, communication with stakeholders, professional growth, current educational research, and candidates’ knowledge and understanding of their own culture as well as the backgrounds, ethnicities, and cultures represented within their schools and communities.

This course provides an in-depth investigation of the roles and responsibilities of the Teacher Leader. Candidates participate in a comprehensive examination of how essential elements of curriculum, instruction, assessment, and ongoing reflection and staff development are interwoven to develop effective, research-based teaching and learning. Theoretical principles and practices for effective program development are addressed including but not limited to staff development, collaboration with all stakeholders, mentoring and coaching for improved teaching and learning, and curriculum analysis, assessment, and development.

This course expands teachers’ knowledge and skills in assessment techniques for all students. Teachers will be prepared to work with others to design and implement assessment practices and analyze data to improve teaching and learning through data informed decision making.

This course addresses reading and writing skill development in all populations including those with limited English abilities, problems in content reading assignments, and nonreaders. Special attention is given to developing strategies for teaching reading and writing to students at various skill levels across the curriculum. Teacher Candidates will work together in developing resources for effective teaching based on the current performance standards and standards from IRA and NCTE.

Strategies needed to meet the needs of diverse learners, including differentiation and response to intervention, will be used by teacher leaders, who will then mentor and coach other educators in using the response to intervention model and differentiated instruction in their content areas.

Provides opportunities for the synthesis and application of knowledge, skills, and dispositions of teacher leaders in partner schools. The internship is provided during a minimum of two semesters for a total of six credit hours. Professional learning experiences include, but are not limited to: Mentoring and coaching, collaborating with stakeholders, designing and implementing professional learning, leading curriculum assessment and data analysis for decision making.

Prerequisite(s): EDTL 6156 with a minimum grade of C and EDTL 6157 with a minimum grade of C

Provides opportunities for the synthesis and application of knowledge, skills, and dispositions of teacher leaders in partner schools. The internship is completed during a minimum of two semesters for a total of six credit hours. Professional learning experiences include, but are not limited to: Mentoring and coaching, collaborating with stakeholders, designing and implementing professional learning, leading curriculum assessment and data analysis for decision making.

Prerequisite(s): EDTL 6685 with a minimum grade of C

This course serves as an introduction to Teacher Leadership (TL) and the requirements for certification in the state of Georgia. Required for all TL candidates, regardless of state of residency or licensure. Must be completed during candidates' first semester enrolled in the Teacher Leadership program.

This course provides an in-depth examination of the role of the Teacher Leader as an advocate for positive change. Candidates investigate opportunities for educational improvement around issues related to the diverse needs of families and the community. Special attention is given to educational policy, communication with stakeholders, professional growth, current educational research, and candidates’ knowledge and understanding of their own culture as well as the backgrounds, ethnicities, and cultures represented within their schools and communities.

This course provides an in-depth investigation of the roles and responsibilities of the Teacher Leader. Candidates participate in a comprehensive examination of how essential elements of curriculum, instruction, assessment, and ongoing reflection and staff development are interwoven to develop effective, research-based teaching and learning. Theoretical principles and practices for effective program development are addressed including but not limited to staff development, collaboration with all stakeholders, mentoring and coaching for improved teaching and learning, and curriculum analysis, assessment, and development.

This course expands teachers’ knowledge and skills in assessment techniques for all students. Teachers will be prepared to work with others to design and implement assessment practices and analyze data to improve teaching and learning through data informed decision making.

This course addresses reading and writing skill development in all populations including those with limited English abilities, problems in content reading assignments, and nonreaders. Special attention is given to developing strategies for teaching reading and writing to students at various skill levels across the curriculum. Teacher Candidates will work together in developing resources for effective teaching based on the current performance standards and standards from IRA and NCTE.

Strategies needed to meet the needs of diverse learners, including differentiation and response to intervention, will be used by teacher leaders, who will then mentor and coach other educators in using the response to intervention model and differentiated instruction in their content areas.

Provides opportunities for the synthesis and application of knowledge, skills, and dispositions of teacher leaders in partner schools. The internship is provided during a minimum of two semesters for a total of six credit hours. Professional learning experiences include, but are not limited to: Mentoring and coaching, collaborating with stakeholders, designing and implementing professional learning, leading curriculum assessment and data analysis for decision making.

Prerequisite(s): (EDTL 7156 with a minimum grade of C and EDTL 7157 with a minimum grade of C)

Provides opportunities for the synthesis and application of knowledge, skills, and dispositions of teacher leaders in partner schools. The internship is provided during a minimum of two semesters for a total of six credit hours. Professional learning experiences include, but are not limited to: Mentoring and coaching, collaborating with stakeholders, designing and implementing professional learning, leading curriculum assessment and data analysis for decision making.

Prerequisite(s): EDTL 7685 with a minimum grade of S