Teacher Leadership

This 30 semester-hour M.Ed. track in Teacher Leadership prepares pre K-12 practitioners to take on leadership roles in the curricular decisions and instructional practices in their schools. By providing practical, hands-on instruction for teachers who want to learn more about teaching in a distinctively Christian manner in public or private schools, this track equips teachers to articulate a Christian perspective for education and prepares them to translate that perspective and lead others within their classroom, school, and community.


EDUC 501 Issues in Education (3 credits, summer) (one week on campus)

This course critically examines the philosophical and historical background and context of contemporary educational practice. The focus is on key issues currently affecting the areas of teaching, curriculum, learning, and the school as an institution. Emphasis falls on relating philosophical and historical contexts to daily classroom practice. Course participants are equipped to use philosophical analysis as part of their reflective practice drawing on understandings and commitments in this course.  The course includes five days on campus in July and should be taken during the first summer of the program.

EDUC 502 Learner Development and Principles of Learning (3 credits, summer)

This course examines a biblical model of the teacher, learner and the learning process. Consideration is given to the application of a biblical model as it relates to teaching and learning. This model is weighed and examined against other psycho-educational theories of development and learning. This course will equip leaders to create learning environments that celebrate image bearing. 

EDUC 503 Interpreting and Applying Educational Research (3 credits, fall)

This course provides leaders with a conceptual introduction to the essential principles and appropriate methods of educational research. Course participants will be equipped to analyze and interpret existing research and critique contemporary methods, techniques and trends in education as well as be prepared to conduct action research in their own classrooms and schools. 

EDUC 504 Curriculum Development and Evaluation (3 credits, summer)

Framed in biblical orientation, this course examines and develops curricular structures. Consideration will be given to how state, provincial, and Core Curriculum standards fit within these curricular decisions. Topics include an examination of content delivery models, appropriate instructional design models, and methods for implementing curricular change. 

EDUC 505 Education in the Inclusive Classroom (3 credits, summer)

This course examines the knowledge, skills and dispositions needed to identify and meet the instructional and social needs of all students, including those with mild to moderate disabilities. Classroom-based procedures for identifying students with disabilities will be considered. Leaders will discover strategies that facilitate the inclusion of students with special needs in the general classroom. 

EDUC 506 Best Practices in Instructional Strategies (3 credits, summer odd)

This course utilizes a biblical foundation to explore the nature of teaching and learning and to engage in a variety of research-based teaching and instructional strategies. Consideration of the biblical nature of the learner as well as an understanding of appropriate educational objectives and goals will shape the strategies utilized in the K-12 classrooms. 

EDUC 507 Classroom Assessment Strategies (3 credits, fall)

This course seeks to align assessment practices with a biblical understanding of the roles of teacher and learner. The course invites the examination and evaluation of formative and summative assessment strategies; application and design of appropriate assessment strategies for effective and developmentally appropriate learning environments; proficiency in multiple forms of assessment; and the development of skills and strategies to help students become effective self-assessors. 

EDUC 508 Teaching and Learning with Technology (3 credits, spring)

This course is designed to foster creative and divergent thinking regarding the application and integration of technology with the processes of teaching and learning. The intent is to “distinguish sharply, think critically, and judge wisely” how technology is changing the teaching/learning environment. Hands-on technology training will provide a basis upon which participants will reconstruct curriculum and instructional techniques to support the learning needs of their students. 

EDUC 509 Teacher Leadership Field Experience (3 credits, summer)

This course provides opportunities for teacher leaders to practice biblical servant leadership within the areas of professional and curriculum development in school. The course offers opportunities for teacher mentoring, teacher-led professional development, as well as curriculum development and evaluation. This culminating course puts into practice the principles of the M.Ed. in Teacher Leadership.  Prerequisites  501 & 502, pre/co-requisites:  504, 506. 

EDUC 510 Action Research Project (3 credits, spring)

This course is the fruitful interaction of faith, educational theory, and practice and will allow teacher leaders to explore in depth an issue or idea that will help improve instruction in their classrooms or school. The action research project allows teacher leaders to add to the body of educational knowledge by exploring problems and issues from a biblical perspective.  Prerequisite:  503.  




To request more information, contact the Dordt College Office of Graduate Education at:

Office of Graduate Education
Dordt College
498 4th Ave. NE
Sioux Center, IA 51250

Phone: (712) 722-6236 or 1 (800) 343-6738
Email: m_ed@dordt.edu