EdTerps Learning Academy - Education Leadership Programs

The EdTerps Learning Academy provides formal and informal training and professional development opportunities that encompasses current evidence-based research and practice related to instruction, policy analysis, counseling, and human development.

Mentoring and advising are an essential part of the program. Students meet with faculty and the academic program director to ensure that educational goals and career learning and development goals are met. Students should contact Dr. Drew Fagan: dfagan@umd.edu. 

Overview

The Ed.D. in School System Leadership, Specialty: Teaching English to Speakers of Other Languages and Dual Language Education (SLTL) is a 60-credit, cohort-based graduate program that is designed for school and district leaders and administrators to better meet the needs of the multilingual learners and their teachers. 

• A “Practice Based” doctoral program—develops leaders who can create and lead collaborative and inclusive system improvement initiatives. 
• Can be completed in four years of continuous part-time enrollment. See Designation of Full-time/Part-time Status. 

Program Features

This program currently operates exclusively through a school district partnership with Prince George’s County Public Schools. As such, this program is not open to admissions for individuals outside of this partnership. 

• Teachers in Prince George’s County Public Schools: check with your district ESOL supervisor to inquire about enrollment. 
• We are always looking for new district partners! If you are a district supervisor interested in developing a new partnership with for teachers in your district, contact Dr. Drew Fagan via email: dfagan@umd.edu.

Target Audience

Specifically suited for students with the following backgrounds: ESOL teachers, Dual language education teachers, Content area teachers working with English learners, Specialists (reading recovery, special education, gifted and talented, etc.) working with English learners, ESOL department Chairs, Leader Teachers/Instructional Specialists working with English learners, Assistant Principals, Principals, ESOL Central Office Staff such as Instruction Leaders, Other content area Central Office staff with background working with English learners, and Superintendent Office staff with background working with English learners. If you do not fall under these categories, contact Dr. Drew Fagan via email dfagan@umd.edu to discuss your qualifications.

Courses

Below is a listing of all program courses. For a detailed course description, that includes pre-requisites or co-requisites, see The Graduate School Catalog, Course Listing as follows: 

• EDUC Course Descriptions 
• TLPL Course Descriptions 

Registration Overview

• See the sample plan of study, below. Students should use this as a guide to develop a plan with the academic program director. 
• Actual course offerings are determined by the program and may vary. Students should note if a course has a pre-requisite or co-requisite.
• Specific class meeting information (days and time) is posted on University of Maryland’s (UMD) interactive web service services, Testudo. Once on that site, select “Schedule of Classes,” then the term/year. Courses are listed by academic unit. 
• The program uses specific section codes for registration that are listed on the sample plan of study.

Sample Plan, Cohort Admitted Fall 2022 

Overview

• All courses feature a blend of in-person and online learning. 
• Instruction provided by UMD faculty and professionals in the field. 
• Uses the semester academic calendar with classes held during fall and spring semester (16 weeks each) and short-intensive summer sessions. 

In-Person Instruction

• Instructors present dynamic and interactive seminar-style instruction. 
• Classes are held at partnership school system locations, offering a focused, distraction-free learning environment. 
• Students enrolled in a program that features in-person instruction are required to submit the University’s Immunization Record Form prior to the first day of their first semester/term. See Health Requirements. 

Online Instruction

• Using advanced audio and video technology, UMD’s online learning environment delivers dynamic and interactive content. 
• Featuring convenience and flexibility, online instruction permits asynchronous or synchronous participation.
• Students attend lectures virtually (e.g., use of video technology, such as Zoom). 
• Online lectures (lecture, slides, presentation, and Q&A interactions) are recorded and video-archived for student review.

Upon successful completion, graduates will have mastered the following competencies:

• Demonstrate knowledge of current and historical theories and research of second language acquisition by creating effective pedagogical practices for language learners using linguistically‐varied and culturally responsive teaching and assessments that are district‐wide.
• Identify the perspectives and needs of diverse members of the school community and the importance of meeting those needs.
• Engage and communicate with diverse school communities and to identify culturally and linguistically appropriate strategies for developing and sustaining family/community partnerships.
• Effectively communicate their District’s vision, mission, and core values, including a commitment to equity, diversity, and community as it relates to language learners.
• Evaluate the gap areas between their district’s vision/mission and current reality, including gap areas related to language and cultural equity, diversity, technology, and community.
• Identify a Problem of Practice as it relates to language learners in the school system through the analysis of multiple sources of data.
• Design, implement and evaluate a developmentally appropriate, accessible and culturally responsive system of assessments and data collection, management and analysis, that supports instructional improvements for language learners.
• Identify the environmental forces, institutional factors, policy network activities and interest group pressures that affect education policy in their systems as it relates to successfully addressing the language, cultural, and academic needs of their language learners.
• Juxtapose national and state policies, rules, laws and regulations with education in their county in order to identify the implications of the educational policies for individual schools including how the policies are to be implemented.