Teacher Leadership Certificate

4 Courses | Flexible Pace | No Master’s Required

Program Benefits & Overview

Curriculum

Teacher Leadership Certificate

Develop relevant educational leadership in as little as one summer.

This 16-credit, 4-course graduate certificate program is tailored to support current teachers seeking to remain in the classroom while taking on leadership roles such as team leader, department head, instructional coach, or curriculum coordinator.

After completing the Teacher Leadership Certificate, students can transfer credits towards a M.Ed. in Curriculum and Instruction with a concentration in Leadership. Eligible students who already hold a Master’s degree continue their studies by completing additional credits to receive the full Certificate of Advanced Graduate Study (CAGS) in Educational Leadership.

  • 16 Credits, 4 Courses – 100% Online
  • No Master’s Degree Required
  • Flexible Pace: Complete the certificate in 12 months or less
  • 4 Starts per Year (Fall, Spring, Accelerated Summer 1 & 2)
  • Competitive Tuition: $708 per credit
  • No Application Fee

Yes! Tell me more about Merrimack’s Teacher Leadership Certificate!

Is a Teacher Leadership Certificate right for me?

The Teacher Leadership Certificate is designed for current teachers who want to remain in the classroom but take on leadership tasks at the school level. This certificate is for teachers interested in roles such as team leader, department head, instructional coach, or curriculum coordinator.

Can I apply my certificate towards another degree?

Yes, if advancing to a more formal leadership position, eligible students who already hold a Master’s, can continue their coursework to receive the CAGS in Educational Leadership. For candidates without a Master’s degree, this certificate can also lead to a Master’s in Education in Curriculum and Instruction with a concentration in Leadership.

Teacher Leadership Certificate Curriculum

This course provides an overview of the challenges that students with moderate disabilities encounter in their lives.  The class will explore how disabilities are identified, what necessary steps are taken to refer students for evaluations in the Special Education process, characteristics of students with disabilities, general issues of evaluation approaches, and research-based accommodations and interventions including the use of assistive technology devices and behavioral interventions.  State and federal laws as well as an overview of local and national support agencies are also reviewed.

 

In this course students will look at the legal aspects of schools and education in student, teacher, and administrator terms. Laws governing religious freedom, free speech, due process, students and parents’ rights, as well as privacy laws will be examined. Attention will be given to the American Disabilities Act, Special Education Laws, harassment, and equity regardless of race, religion, ethnicity, gender or sex orientation. Laws concerning general school operations, the dissemination of information, permissions, and safety of the preschool, elementary, middle, and secondary levels will be examined.

 

Students in this course will explore the skills, knowledge, and personal attributes central to instructional leadership and supervision.  They will become familiar with observing and analyzing teaching and administrator performance using the Massachusetts Model System for Educator Evaluation.  Students will complete fieldwork including planning for an observation, conducting an observation, analyzing the observation and student performance data, providing feedback, and planning support for an individual teacher. (4 credits)

 

This course considers the roles of schools in communities and explores methods and models to engage families and communities to maximize student learning and development.  Included in this course are issues such as community centers, parent involvement, and interagency collaboration. (4 credits)