Argosy University Programs

Teacher Leadership
Doctor of Education

EdD, Teacher Leadership

Program Information

The Doctor of Education (EdD) in Teacher Leadership degree program at Argosy University, Tampa is a 60-credit-hour program designed for classroom teachers who are looking to expand their content knowledge, develop leadership skills, teach more effectively, and support the professional development of their peers. Candidates in this degree program will have the opportunity to become skillful in building collaborative relationships and learning communities that focus on student learning and support a strong positive climate in the school. Peer mentoring and coaching are modeled and practiced throughout the program in field experiences and the culminating research project. The program culminates in a dissertation related to teacher leadership and is designed to add knowledge to the field of teacher leadership. The EdD in Teacher Leadership degree program does not prepare for or lead to teacher or school administrative certification/ licensure.

Program Learning Outcomes

The EdD in Teacher Leadership degree program learning outcomes align with the National Board for Professional Teaching Standards (NBPTS).

Standard 1
NBPTS #1: Teacher Leadership candidates demonstrate and apply skill in evidenced-based principles of effective leadership, teacher development, and student learning.
1. Candidates articulate their knowledge of effective leadership to encourage high levels of performance for teachers and students.
2. Candidates identify and apply strategies that support both adult and student learning and development.
3. Candidates respect the individual differences and diversity of the school community that includes students, staff, families, and other stakeholders.
4. Candidates facilitate the development of efficacy among other teachers in their school and district.

Standard 2
NBPTS #2: Teacher Leadership candidates know the subjects they teach and how to teach those subjects to students.
1. Candidates demonstrate subject area mastery with a deep understanding of the history, structure, pedagogy, and real-world applications.
2. Candidates apply subject area skill and experience in teaching and coaching.
3. Candidates model diverse instructional strategies to facilitate student learning.
4. Candidates engage in reflective practice concerning teaching and leadership roles and responsibilities, and encourage reflective practice in others.

Standard 3
NBPTS #3: Teacher Leadership candidates promote the use of data-based decisions and evidence-based practice.
1. Candidates apply and monitor effective instruction that includes a range of research-based instructional and motivational techniques that both engage and focus students.
2. Candidates lead collaborative efforts to develop high quality classroom assessments among grade-level and content-area teachers.
3. Candidates serve as building leaders in the development, implementation, and continuous improvement of a comprehensive, cohesive, and integrated school assessment plan grounded in multiple measures and data sources.
4. Candidates support teachers in responding to the intervention process by designing, implementing, gathering, and analyzing appropriate data collection processes.
5. Candidates collaboratively analyze assessment data to plan and implement differentiated instruction to meet diverse student needs.

Standard 4
NBPTS #4: Teacher Leadership candidates participate in developing and supporting a shared vision and clear goals for their schools.
1. Candidates participate in developing a shared vision for short-term and long term goals for ongoing school reform, and continuous improvement.
2. Candidates support other school leadership team members in implementing, advocating and communicating the school’s vision and goals.
3. Candidates participate in designing practices and structures that create and maintain an effective learning culture.
4. Candidates demonstrate skill in managing the change process by assisting and supporting teacher learning through professional development.
5. Candidates advocate for and initiate increased opportunities for teamwork to promote and support student achievement and other school goals.

Standard 5
NBPTS #5: Teacher Leadership candidates promote and model ongoing professional learning and improved practice within a learning community that facilitates a collaborative learning culture.
1. Candidates nurture open and effective lines of communication with students, parents, other educators, administrators, and the community through professional learning communities.
2. Candidates model, mentor, and coach collaborative initiatives that share knowledge and demonstrate interdisciplinary instruction among teachers.
3. Candidates develop, implement, and evaluate professional development activities for teachers.
4. Candidates model professional, legal, and ethical behavior and expect it from others.


Enhance your career potential by enrolling in the Argosy University, Tampa Doctor of Education degree in Teacher Leadership program. You can learn more about specific financial aid programs (available to those who qualify) on our Financial Aid & Scholarships pages, or by contacting us to request more information.

This degree program is also offered at other Argosy University Locations


Only the MAED in Educational Administration and the EdS and EdD in Initial Educational Administration lead to Florida Principal certification upon completion of all state and program requirements, including passage of all required Florida state licensure exams.

All other programs offered through Argosy University, Tampa College of Education DO NOT lead to teacher, administrator, or school counseling certification, licensure, or endorsement in any State in the United States.

The programs offered through Argosy University, Online Programs DO NOT lead to teacher or administrator certification, licensure, or endorsement in any State in the United States regardless of the State in which the student resides.

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