Action Research for School Improvement Certificate
Program Director: Dr. Carla Finkelstein
This 12-unit applied certificate program develops an understanding of the concepts and methods of practitioner action research. The program structures participants’ experiences as they design an action research study, while also exploring their responsibility as teacher-leaders to build the capacity of others to conduct similar studies on issues of importance to them. It addresses the underpinnings of individual and organizational learning in an era of rapid change with emphasis on participants’ roles in shaping schools into learning communities and using an ongoing, job-embedded, evidence-based and differentiated approach to professional learning. The focus of this Post-Baccalaureate Certificate is in keeping with new directions in education that encourage focused professional learning as an alternative to an advanced professional degree.
- A minimum undergraduate GPA of 3.00 for full admission and 2.80 for conditional admission. All GPA calculations for admission are based upon the last 60 units of undergraduate and post-baccalaureate study
- Certification as a teacher or licensure as a school professional is required
- This program is offered only as a cohort-based program through the Towson Learning Network.
Non-immigrant International Students
Program Enrollment: F-1 and J-1 students are required to be enrolled full-time. The majority of their classes must be in-person and on campus. See the list of programs that satisfy these requirements, and contact the International Student and Scholars Office with questions.
|ILPD 675||LEADERSHIP AND ACTION RESEARCH||3|
|ILPD 743||LEARNING COMMUNITIES AND ORGANIZATIONAL CHANGE||3|
|Select two of the following:||6|
|CLASSROOM ASSESSMENT FOR INSTRUCTIONAL LEADERS|
|EVIDENCE-BASED DECISION MAKING FOR CURRICULUM AND INSTRUCTION|
|TRANSFORMATIONAL LEADERSHIP AND PROFESSIONAL DEVELOPMENT|
- Use evidence to evaluate, design, cultivate, and advocate for a supportive and inclusive school culture.
- Evaluate, develop, and implement formal and informal culturally-responsive and accessible research tools and strategies that support evidence-based instructional improvement and the learning and well-being of each student.
- Evaluate, cultivate, and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student.
- Develop and engage colleagues in a collaborative professional culture designed to promote school improvement, teacher retention, and the success and well-being of each student and adult in the school.
- Personally engage in, as well as collaboratively engage colleagues in, professional learning designed to promote inquiry, reflection, cultural responsiveness, and distributed leadership.