Main Content
Syllabus
EDLDR 801: Introduction to Teacher Leadership
(3 credits) This course focuses on understanding teacher leadership (TL) and its function within the school system.
Overview
Teacher leaders are the hope of American public education. Without their experience, expertise, support of educational mission and goals, and participation in school improvement, reform efforts will have limited impact on student learning and school effectiveness. TL works in collaboration with building and district leadership in recognition that the traditional model of leadership—such as the lone principal as the sole authority in all functions of the school—is outmoded in today’s complex and rapidly changing school systems.
TL, as an identified program of study in graduate schools of education and a school reform movement, has been gaining attention in recent decades. Practitioners and scholars increasingly recognize the importance of teacher leaders in schools. This course builds on current research in order to offer a methodical and practice-based introduction to TL. In addition, this course serves as the introduction to the University’s online Master of Education Degree in Educational Leadership with emphasis in Teacher Leadership.
What is TL? Are you a teacher leader? Can you learn to be one? What are the challenges to becoming a teacher leader? How can we grow TL in school buildings and districts? How can TL support school/administrative leadership in continual improvement of student learning and teacher job satisfaction? How can teacher leaders use inquiry and existing literature to inform continual improvement in schools? These and other questions will guide our course as we focus on four learning modules:
- Fundamentals of Teacher Leadership: Definitions, Competencies, and Possibilities (Lessons 1–4)
- Inquiry and Teacher Leadership: Grounding Teacher Leadership in Inquiry, Evidence, and Data for School Improvement (Lessons 5–8)
- Developing and Supporting Teacher Leadership: Identifying Roles and Skills of Teachers in Leadership Positions in Schools (Lessons 9–12)
- Influence and Impact of Teacher Leadership: Considering Equity & Diversity, Communication, and Influence of Teacher Leaders. (Lessons 13–15)
For more details on topics related to these four areas of focus, see Course Structure and Course Schedule.
Outcomes
Upon successful completion of this course, you will be able to do the following:
- Create professional development presentation to promote TL as essential to continual improvement of teaching and learning.
- Describe organizational and systems components necessary to grow TL in a school
- Write an inquiry question that is clearly focused and measurable
- Plan an inquiry proposal, based on an inquiry question to address a problem of practice
- Conduct a series of Walk Throughs in the role of an instructional coach
- Conduct a research critique specific to TL advocacy
- Identify a TL mentor in the school community
- Complete Graduate School requirements for ethical awareness and professional norms related to scholarship and research
Required Course Materials
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.Library Reserves (Course Reserves)
This course requires that you access Penn State library materials specifically reserved for this course. You can access these materials by selecting Library Resources in your course navigation, or by accessing the Library E-Reserves Search and search for your instructor's last name.
Library Resources
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
Technical Specifications
| Operating System | Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems. To determine if your operating system is supported, please review Canvas' computer specifications. |
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| Browser | Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites. |
| Additional Canvas Requirements | For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications. |
| Additional Software | All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. |
| Hardware | Monitor: Monitor capable of at least 1024 x 768 resolution |
| Mobile Device (optional) | The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements. |
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information for completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Structure
The course will be organized around these topics:
Unit 1: The Fundamentals of Teacher Leadership: Definitions, Competencies, and Possibilities
- Lesson 01: Defining Teacher Leadership: Overarching Competencies
- Lesson 02: Teacher Leadership and Policy Advocacy/Implementation
- Lesson 03: Teacher Leadership and Instructional Coaching/Mentoring
- Lesson 04: Teacher Leadership and Organizational Capacity
Unit 2: Inquiry and Teacher Leadership: Grounding Teacher Leadership in Inquiry, Evidence, and Data for School Improvement
- Lesson 05: Teacher Inquiry: What Counts as Evidence?
- Lesson 06: Asking a Good Question
- Lesson 07: Answering a Good Question
- Lesson 08: Recognizing Quality Inquiry
Unit 3: Developing Teacher Leadership: Identifying Roles and Skills of Teachers in Leadership Positions in Schools
- Lesson 09: Situating Teacher Leadership in the Field
- Lesson 10: Ethics and Professional Roles in Teacher Leadership
- Lesson 11: Service to the Profession and School
- Lesson 12: Building Capacity for Teacher Leadership in School
Unit 4: Influence and Impact of Teacher Leadership: Considering Equity and Diversity, Communication, and Influence of Teacher Leaders
- Lesson 13: Diverse Classrooms and Equitable Teacher Leadership Practice
- Lesson 14: Teacher Leadership as Essential to Teaching and Learning
- Lesson 15: Implications for Teacher Leaders
Course Schedule
Note: All due dates reflect North American eastern time (ET).
The 
icon indicates the reading is available via E-Reserves.
Teacher Leader Model Standards
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Domain I |
Fostering a Collaborative Culture to Support Educator Development and Student Learning |
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Domain II |
Accessing and Using Research to Improve Practice and Student Learning |
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Domain III |
Promoting Professional Learning for Continuous Improvement |
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Domain IV |
Facilitating Improvements in Instruction and Student Learning |
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Domain V |
Promoting the Use of Assessments and Data for School and District Improvement |
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Domain VI |
Improving Outreach and Collaboration with Families and Community |
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Domain VII |
Advocating for Student Learning and the Profession |
Unit 1: Fundamentals of Teacher Leadership: Definitions, Competencies, and Possibilities
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After completing Part I of this lesson, you should be able to do the following:
After completing Part II of this lesson, you should be able to do the following:
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Unit 2: Inquiry and Teacher Leadership: Grounding Teacher Leadership in Inquiry, Evidence, and Data for School Improvement
Unit 3: Developing Teacher Leadership: Identifying Roles and Skills of Teachers in Leadership Positions in Schools
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Unit 4: Influence and Impact of Teacher Leadership: Considering Equity and Diversity, Communication, and Influence of Teacher Leaders
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Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please go to the Graduation Information on the My Penn State Online Student Portal.
Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
Grading
The objectives will be assessed by a combination of measures including individual understanding of the content, collaborative work, and synthesis and application of the material to the student’s growth as a teacher leader. More details on assignments can be found in the document Details for Writing Assignments and Assessments.
| Category | Points Per Unit/ Assignment | Percentage of Final Grade |
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Participation:
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25 |
20% |
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Assignments:
Additional Assignments:
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50 |
20% |
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Course Activities:
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100 |
30% |
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Final Project:
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100 |
30% |
| Total: | 100% |
The World Campus follows the same grading system as the Penn State resident program. The grades of A, B, C, D, and F indicate the following qualities of academic performance:
| Letter Grade | Points/Percentage | Qualities of Academic Performance |
|---|---|---|
| A | 94–100 |
Excellent Indicates exceptional achievement |
| A- | 90–93 |
Excellent Indicates exceptional achievement |
| B+ | 87–89 |
Good Indicates extensive achievement |
| B | 84–86 |
Good Indicates extensive achievement |
| B- | 80–83 |
Good Indicates extensive achievement |
| C+ | 77–79 |
Satisfactory Indicates acceptable achievement |
| C | 70–76 |
Satisfactory Indicates acceptable achievement |
| D | 60–69 |
Poor Indicates only minimal achievement |
| F | 0–59 |
Failure Indicates inadequate achievement necessitating a repetition of the course in order to secure credit |
Please refer to the University Grading Policy for Graduate Courses for additional information about University grading policies.
If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.For additional information please refer to the Deferring a Grade page.
Course Requirements
While online learning gives you flexibility as to when and where you complete coursework, there are a few important expectations for this course:
- Time management: You should plan on spending the same amount of time on this course as you would if you were taking it in residence—about 12–15 hours per week.
- Course readings: read course text sections/chapters as assigned within each given lesson module and synthesize for lesson activities (assignments and discussions, etc.) Additional readings are listed in the “Suggested Materials” above, are optional. They are included because they inform course content and students often appreciate the opportunity to go deeper into topics related to specific interests. In addition to course texts, articles will be assigned to specific lessons. Check the lesson module for a given week of content as well as the Course Schedule for a list of required readings each week.
- Course organization: Start the course each week in the Announcements section. Announcements will provide you with information from your instructor about the course, content for learning, activities and assignments, and information for clarification. In addition to the course schedule found in your syllabus, the Announcements section of your course environment (and the information provide by your instructor here) will help organize your learning for the week. Following the announcements, follow your lesson module for the given week by navigating through the module, complete the readings and all written assignments, and participate fully in the weekly discussion activities.
- Student work: All work is expected to follow guidelines for academic integrity (see policies below). All written assignments are expected to synthesize course readings with your own thinking, so always try to tie key ideas from our reading assignments with your own thinking. Students are expected to make connections between theory from class and practice. The lessons and assignments will help you do that, but ultimately it is up to you to see, describe, and analyze those connections.
- Citing Sources: As noted above, supporting your ideas with information from course readings and/or additional articles requires proper APA citation. See Purdue OWL or the APA Style Blog for help with In-text and Reference List citations. While the instructor will provide feedback and support to help you master proper APA citation, it is your responsibility to master this skill for your writing and demonstrate this mastery in the final project. Consistently attributing ideas to their sources is one of the most effective ways to enhance inquiry skills and avoid intentional or unintentional plagiarism.
- Course discussions: Discussions are part of your participation grade and require, at minimum, the following: 1. At least one original post by Thursday night (11:59pm) of a given week 2. At least two responses to others that provide meaningful feedback to enhance both your own learning and also the learning of others. The minimum expectation is provided as a guide for weeks when less than your optimum time and effort are available for your course work (you’re moving, you had emergency circumstances at home, you were spread too thin at extraordinary levels in a given week, etc.). Under ordinary circumstances, you are expected to contribute early and often to the boards to contribute to a meaningful, ongoing discussion that enhances your learning as well as the learning of others. Meeting minimum requirements regularly will lead to minimum credit for your participation grade (20% of your total course grade).
- Lesson assignments: Submit assignments using a similar naming convention for each: LastName_AssignmentName_####, using only underscores (not spaces) as designated in the sample provided here. The four-digit number at the end of the naming convention should be the two-digit month followed by the two-digit day the assignment is submitted. For example, an assignment for Lesson 01, submitted by me on September 2, would be named “Squires_Lesson01Assignment_0902.” Inside the assignment, ensure that a header is used including your first and last name, the assignment name, the date, and any group # or name to which you may be assigned for this work. Complete each assignment by following directions carefully and citing information sources properly, according to APA guidelines, as credit may be deducted for each of these criteria in any given assignment.
- Course conduct: interact with others using proper “netiquette” in the course environment. This is a safe space for all to engage, share, and discuss ideas, positions, and views. While you may present ideas that challenge another's thinking or views, and you may even disagree with each other at times, you will proceed and conduct interactions and discussions with appropriateness and respect. Choose your words from a place of kindness and acceptance toward others. You are expected to regard this course as an inclusive space where ideas are welcomed and shared.
- Confidentiality: maintain and honor issues of confidentiality, privacy, and ethics in the course environment. For example, what is “said” on our course site should stay there. Forwarding emails or other written communication to outsiders (or worse), or giving access to our course web site to non-course members would be a breach of all three of these issues (not to mention risk damaging trust among us).
- Communication: email is the primary source of communication for the course. You may access email through Canvas, or you may email the instructor directly via PSU email (found on CoE/faculty website). Outside of Canvas email, it is required of all Penn State students that email communication be conducted via your Penn State Email account. Please DO NOT use your personal email address to correspond with instructors or staff for program matters. Zoom is also available to be utilized both for course interactions and also for advising. Check with your instructor for office hours to arrange a Zoom advising session. Zoom sessions for course interaction may be arranged by any member of the class at any agreed upon (between participants) time.
- Meeting expectations: As graduate students, at Penn State University, in Educational Leadership, it is expected that the minimum requirement is only for times when the minimum is the best one can do. As aspiring leaders and as a community of learners, participation in the course and its activities is expected at the level required to maximize individual learning and make valuable contributions to the learning of others in the course.
- Collaboration/group work: At any time during the course you may opt to collaborate with another student/group of students in the course on your learning for the week and/or your assignments. You may collaborate using Zoom, email, and/or via discussion space within the course environment. While collaboration is permitted and encouraged in the course, all assignments must be submitted individually unless alternative arrangements are requested and otherwise approved by the instructor.
Course Policies
- All due dates are firm unless you contact the instructor ahead of time and discuss the reasons why an assignment might be late and how you and the instructor agree to handle late work.
- Directions for assignment submission are found on the assignment pages of each lesson as well as the document Details for Writing Assignments and Assessments.
Academic Integrity
According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and
personal integrity; respect other students' dignity, rights, and
property; and help create and maintain an environment in which all
can succeed through the fruits of their own efforts. An environment
of academic integrity is requisite to respect for oneself and
others, as well as a civil community.
In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.
All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .
University Policies
- Accommodating Disabilities:
Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has resources for students with disabilities. The Student Disability Resources (SDR) website provides contacts for disability services at every Penn State campus. For further information, please visit the SDR website.
In order to apply for reasonable accommodations, you must contact the appropriate disability resources office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation based on the documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus's disability resources office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
- Counseling and Psychological Services:
If you have a crisis or safety concern, mental health services are available to you as a Penn State student. Crisis and emergency contacts are available, no matter where you are located:
- Anywhere in the United States: Call the Penn State Crisis Line at 1-877-229-6400 or text LIONS to 741741. You can also contact your local crisis services or hospital for emergencies.
- Outside the United States: Please contact emergency services in your current location. You can also use the International Crisis and Emergency Services listings.
- At University Park: Assistance is available at Counseling & Psychological Services (CAPS) locations on campus.
- At a Penn State branch campus: You can search for counseling information at your campus.
- Additional Policies:
For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.
- Deferred Grades:
If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.
For additional information please refer to the Deferring a Grade page. - Military Students:
Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.
- Privacy Notice:
In order to protect your privacy, course access is limited to those individuals who have direct responsibility for the quality of your educational experience. In addition to the instructor, a teaching assistant or college administrator may be provided access in order to ensure optimal faculty availability and access. World Campus technical staff may also be given access in order to resolve technical support issues.
- Student Responsibilities and Conduct:
- Students are responsible for online course content, taking notes, obtaining other materials provided by the instructor, taking tests (if applicable), and completing assignments as scheduled by the instructor. As a general rule, students should plan on logging into the course at least three times per week and spending at least three hours per course credit per week on the course, e.g., if the course is three credits, the student should plan on spending at least 9-12 hours per week on the course, just as they would in a residence course.
- Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
- Students are responsible for monitoring their grades.
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Students must contact their instructor (and teammates when working on any collaborative learning assignments) as soon as possible if they anticipate missing long periods of online time due to events such as chronic illnesses, death in the family, business travel, or other appropriate events. The instructor will determine the minimal log on time and participation required in order to meet course responsibilities. In the event of other unforeseen conflicts, the instructor and student will arrive at a solution together.
- Requests for taking exams or submitting assignments after the due dates require documentation of events such as illness, family emergency, or a business-sanctioned activity.
- Conflicts with dates on which examinations or assignments are scheduled must be discussed with the instructor or TA prior to the date of the examination or assignment.
- Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
- Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
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For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
- Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
- Penn State Principles
- Report Bias:
Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage.
Disclaimer: Please note that the specifics of this Course Syllabus are subject to change, and you will be responsible for abiding by any such changes. Your instructor will notify you of any changes.