Master of Education in Instructional Leadership (MEd/L)

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Program Description

The goal of the School of Education is to develop highly qualified, academically competent Christian teachers who view their teaching as a mission and who are committed to nurturing their students, reflecting critically on their practice and facilitating classroom experiences designed to maximize the potential of all learners. 

The Master of Education in Instructional Leadership degree is designed to prepare teachers in K-12 schools for service and leadership in their respective school communities. In order to participate in improving educational organizations, today’s school leaders must evidence knowledge and ability in three main areas: 

• Instructional Leadership: Includes the development of standards-aligned curriculum, the use of research-based teaching strategies, and the knowledge of learning theory, instructional design, and performance assessment.

• Organizational Leadership: Includes an awareness of systems thinking , the ability to create positive school and classroom culture, and a focus on promoting continuous improvement in teaching and learning while managing and adapting to change.

• Interpersonal Leadership: Includes the development of skills needed to improve and strengthen relationships with coworkers, administrators, parents, and community groups in order to improve instructional outcomes for all students.

Trinity’s Instructional Leadership program offers an opportunity for practicing teachers to explore these three areas within a cohort of like-minded colleagues who are committed to quality instruction, effective school leadership, and an ethical approach to school and community relations. The program integrates academic study, reflective practice, action research, and peer collaboration to support practicing teachers’ professional growth and development.

Key Features of the Program

• A Community of Learners: The cohort model focuses on building a caring and reflective learning community.

• Contemporary Issues in Education: Course work integrates key issues that are current subjects for debate (e.g. high-stakes assessment, inclusion, funding equity, etc.).

• Practical Application: Regular assignments encourage master's candidates to apply what they are learning in their reading and course discussions to their K-12 classrooms and to share the results of that application with their colleagues.

• Reflective Journals: Weekly written reflections develop the habit of reflective practice. Journals will be completed online and thus be accessible to the cohort.

• Teacher Action Research Project: Participants identify a major area of need and/or concern within their respective schools and design a research project to test and evaluate possible solutions.

Program Design

The MEd/L is built on a cohort model. Each cohort group has an assigned faculty facilitator to oversee its program. Candidates remain together for 65 four-hour sessions over a period of 58 weeks. Teacher Action Research III, designed to assist candidates in the final stages of their thesis, is offered in a Saturday morning seminar format. The program is designed to be completed in a year and a half.

Courses are divided into three segments, each with its specific curricular focus. A university faculty member coordinates the program. Courses are taught by full- and part-time faculty members from Trinity College, Trinity Evangelical Divinity School, and Trinity Graduate School, who provide instruction and direction in their areas of expertise. Every effort will be made to adapt instruction to the special interests and needs of the master’s candidates.

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