Teacher Leadership (GaPSC Rule 505-3-.53) prepares teachers for “providing professional development, building a school culture of continuous improvement and becoming change agents while maintaining the role of classroom teacher” (GaPSC Guidance for Educators, May 9, 2012). Graduates of this performance-based program will be teacher leaders who plan and lead professional development; who mentor and coach other teachers; who align curriculum, instruction, and assessment; who model best teaching practices; who analyze data and improve learning through data-informed decision-making; who apply research-based approaches to instructional challenges; and who collaborate with all stakeholders to improve student learning.

The Ed.D. in Teacher Leadership program includes a minimum of 45 hours of study in four areas and a six-month residency. In the residency, the teacher leader candidate works with the Candidate Support Team to develop an Individual Growth Plan (IGP) and a Residency Project Proposal, then seeks out opportunities at multiple settings to develop and demonstrate the knowledge, skills, and dispositions of effective teacher leaders. Candidates present their Residency Project and Capstone Portfolio as evidence of their accomplishment in the areas specified by the Teacher Leadership standards.

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Theses/Dissertations from 2011

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A Critical Examination of the Relationship between Student Performances on Assessments of English Language Proficiency and Academic Achievement, Margaret E. D. Baker

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Culturally and Linguistically Diverse Family Perspectives on Home-School Connections and Family Engagement: A Case Study of Four Middle Class Latin American Families, Janet Elizabeth Pierce Clark

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Designing Our Tribe with Online Learning in an Elementary Classroom, Timothy Neal Clark

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An Analysis of Teachers’ Discourse and Their Perceptions Concerning the Use of Questioning and Feedback during Reading Instruction in Third-Grade Classrooms, Jennifer C. Farist

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The Effects of Peer Coaching for Technology Integration on Teachers’ Comfort, Practice, and Student Technology Literacy, Tricia Cauffiel Frazier

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The Comparative Effects of Two Types of Photographic Visual Supports on the Acquisition of Independent Performance of Multi-Step Tasks by Students with Autism Spectrum Disorders, Cindy Denise Golden

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A Qualitative Study of the Use of Content-Related Comics to Promote Student Participation in Mathematical Discourse in a Math I Support Class, Jeni M. Halimun

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Writing across the Curriculum: Case Studies of Three Content-Area Teachers, Patsy A. Hamby

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How Does the Collaboration of General and Special Educators Improve the Progress Attainment of Students with Disabilities?, Ketrina L. Jordan

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Looking Back: Tracing the Trajectory of Four Dominican Women Who Learned 'To Do' School, Maria Montalvo-Balbed

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An Examination of the Discourse in a Graduate Mathematics Methods Course, Rako Morrissey

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Teaching for Global Learning through Telecollaboration: A Case Study of K-12 Educators' Conceptualizations and Practices about Global Education, Holly Gooding Oran

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Cultural Intersections: White Teachers and Their Racial Minority Students, Jason Pritchett

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Examining the Efficacy of Secondary Mathematics Inclusion Co-Teachers, Raquel Caampued Rimpola

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An Investigation of Brain Games as a Potential Non-Pharmaceutical Alternative for the Treatment of ADHD, Stacy C. Wegrzyn

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Comparative Effects of Two Error Correction Procedures during Repeated Reading for Students with Learning Disabilities, Xiaoqing Yang