Teacher Leader Endorsement

Karen A. Dowling, Ph.D., Director
Laurene Hofman, Ed.D., Coordinator

For the Teacher Leader Endorsement in Illinois, a minimum of 24 hours of coursework is required. A master’s degree is mandatory before an endorsement can be issued. A 10-hour practicum is embedded in each Teacher Leader course, which provides candidates with the opportunity to utilize theory and apply it to practice. Candidates must complete their practicum requirements in schools with a diverse population (which means that 20% or more of the school’s populace must be comprised of a diverse population other than the majority population of the school).

Note:

In order to pass the courses, one must complete all required clinical experience hours (if applicable), as well as the mastery assessment assignment(s) with a grade of 80% or higher. The mastery assessment assignment is linked to course objectives that are aligned with state standards for endorsement, so passing the mastery assessment assignment demonstrates competency and ability to master those objectives.

24 hours

Required:

Optional:

The following additional courses may be added to the endorsement courses, leading to a Master of Arts in Education: Curriculum and Instruction. A GPA of 3.0 or higher is required to complete the program.

Program learning objectives are as follows:

The teacher leader candidate will be able to foster a collaborative culture to support educator development and student learning. The teacher leader understands the principles of adult learning and knows how to develop a collaborative culture of collective responsibility in the school. The teacher leader uses this knowledge to promote an environment of collegiality, trust, and respect that focuses on continuous improvement in instruction and student learning.
The teacher leader candidate will be able to access and use research to improve practice and student learning.
The teacher leader understands how research creates new knowledge, informs policies and practices and improves teaching and learning. The teacher leader models and facilitates the use of systematic inquiry as a critical component of teachers’ ongoing learning and development.
The teacher leader candidate will be able to promote professional learning for continuous improvement.
The teacher leader understands the evolving nature of teaching and learning, established and emerging technologies, and the school community. The teacher leader uses this knowledge to promote, design, and facilitate job-embedded professional learning aligned with school improvement goals.
The teacher leader candidate will be able to facilitate improvements in instruction and student learning.
The teacher leader demonstrates a deep understanding of the teaching and learning processes and uses this knowledge to advance the professional skills of colleagues by being a continuous learner and modeling reflective practice based on student results. The teacher leader works collaboratively with colleagues to ensure instructional practices are aligned to a shared vision, mission, and goals.
The teacher leader candidate will be able to promote the use of assessments and data for school and district improvement.
The teacher leader is knowledgeable about current research on classroom- and school- based data and the design and selection of appropriate formative and summative assessment methods. The teacher leader shares this knowledge and collaborates with colleagues to use assessment and other data to make informed decisions that improve learning for all students and to inform school and district improvement strategies.
The teacher leader candidate will be able to improve outreach and collaboration with families and community.
The teacher leader understands that families, cultures, and communities have a significant impact on educational processes and student learning. The teacher leader works with colleagues to promote ongoing systematic collaboration with families, community members, business and community leaders, and other stakeholders to improve the educational system and expand opportunities for student learning.
The teacher leader candidate will be able to advocate for student learning and the profession.
The teacher leader understands how educational policy is made at the local, state, and national level as well as the roles of school leaders, boards of education, legislators, and other stakeholders in formulating those policies. The teacher leader uses this knowledge to advocate for student needs and for practices that support effective teaching and increase student learning, and serves as an individual of influence and respect within the school, community, and profession.
The teacher leader candidate understands that the competent teacher leader is a reflective practitioner who continuously evaluates how choices, actions, and conduct affect students, parents, and other professionals in the learning community and actively seeks opportunities to grow professionally.
The teacher leader candidate exhibits increased understanding of human nature and Christian values, with an emphasis on the individual’s ethical and moral responsibilities to his or her teaching field, students, colleagues, and communities.