• Demonstrate and apply knowledge in core technical areas.
• Demonstrate knowledge of software and operating systems, hardware, telecommunications networks, and cryptography theory and operation.
• Apply knowledge to the design, testing, exploitation, and security of devices, systems, and connecting networks.

• Identify contemporary cybersecurity threats to cyber resilient systems.
• Examine vulnerabilities in information technology, hardware systems, and software systems to gain experience in engineering cyber resilient systems to mitigate cybersecurity threats. Integrate relevant research findings to improve cybersecurity engineering practices.

• Apply risk frameworks in the analysis of cybersecurity threats to system and mission design objectives.
• Conduct qualitative and quantitative vulnerability, threat, and cybersecurity risk assessments to Information Technology (IT) and Operational Technology (OT) systems, components, and processes.
• Analyze cyber-physical systems and identify their interdependencies on each other. Conduct economic analyses in the development of cybersecurity engineering recommendations.
• Demonstrate knowledge of the regulatory and standards landscape required to design, protect, and evaluate cyber resilient systems.
• Apply engineering economic analysis in the assessment of costs/benefits of alternative cybersecurity engineering solutions.

• Apply Cybersecurity Engineering principles in each phase of the systems development life cycle.
• Demonstrate critical thinking in the application of cybersecurity engineering principles to identify, formulate, and engineer cybersecurity solutions.
• Apply commonly used cybersecurity software and tools to identify and mitigate security risks in the systems development life cycle. Design, synthesize, and apply Cybersecurity Engineering solutions within an Enterprise Security Architecture.
• Demonstrate knowledge of the Enterprise Security Architecture process.
• Identify and evaluate cybersecurity engineering alternatives within the Enterprise Security Architecture.

Fall Semester (15 credits)

Spring Semester (17 credits)

Fall Semester (17 credits)

Spring Semester (16 credits)

Fall Semester (15 credits)

Spring Semester (15 credits)

Fall Semester (14 credits)

Spring Semester (13 credits)

The course is designed to provide teachers a full-spectrum theory-to-action experience in Culturally Responsive Practices (CRP). Integrating evidence-based practices and high- impact leadership, participants will have the opportunity to (1) identify and evaluate principles and strategies of CRP; (2) audit CRP in their own classrooms; (3) design and deliver a CRP instructional unit in an educational setting; and (4) conduct a professional development session on lessons learned and potential impact of CRP.

The course is designed to provide teachers a full-spectrum theory-to-action experience in Social and Emotional Learning (SEL). Integrating evidence-based practices and high-impact leadership, participants will have the opportunity to (1) define and identify SEL competencies and skills; (2) observe and evaluate the impact of SEL in a classroom setting; (3) design, deliver, and reflect on a learning unit that incorporates SEL competencies and skills; and (4) plan and deliver a professional development presentation centered on SEL integration in the classroom.

The course is designed to provide teachers a full-spectrum theory-to-action experience in increasing academic engagement. Integrating evidence-based practices and high-impact leadership, participants will have the opportunity to (1) identify and evaluate how behavior influences classroom instruction and interactions; (2) observe and evaluate the impact of behavior on academic engagement in a classroom setting; and (3) design, deliver, and reflect on a learning activity and evaluate the potential impact of academic engagement on student learning.

The course is designed to provide teachers a full-spectrum theory-to-action experience that build students’ critical thinking (CT) and problem-solving skills. Integrating evidence-based practices and high-impact leadership, participants will have the opportunity to (1) identify and evaluate CT principles and strategies; (2) audit CT skills and strategies in an educational setting; (3) design, deliver, and reflect on an instructional unit that incorporates CT principles and strategies, and (4) plan and deliver professional development centered around critical thinking.

The course is designed to provide teachers a full-spectrum theory-to-action experience in increasing access and engagement through educational technology. Integrating evidence- based practices and high-impact leadership, participants will have the opportunity to (1) identify and evaluate principles and strategies of transformational technology; (2) audit digital experiences in classrooms; (3) design and deliver a technology integrated instructional unit in an educational setting; and (4) conduct a professional development session on lessons learned and potential impact of educational technology.

The course is designed to provide teachers a full-spectrum theory-to-action experience in Competency-Based Education (CBE). Integrating evidence-based practices and high-impact leadership, participants will have the opportunity to (1) identify and evaluate CBE theories and strategies; (2) audit CBE practices in a classroom setting; and (3) design, deliver, and reflect on a learning activity and evaluate the potential impact of CBE on student learning.

The course is designed to provide teachers a full-spectrum theory-to-action experience of the five Core Propositions required for National Board Certification (NBC) (Part I). Integrating evidence-based practices and high-impact leadership, participants will have the opportunity to (1) identify and evaluate principles and evidence requirements of Core Propositions I-III; (2) audit Core Propositions I-III practices in educational settings; and (3) document and reflect on Core Propositions practices and outcomes in their own classrooms.

The course is designed to provide teachers a full-spectrum theory-to-action experience of the five Core Propositions required for National Board Certification (NBC) (Part II). Integrating evidence-based practices and high-impact leadership, participants will have the opportunity to (1) identify and evaluate principles and evidence requirements of Core Propositions IV-V; (2) audit Core Propositions IV-V practices in educational settings; and (3) document and reflect on Core Propositions practices and outcomes in their own classrooms.

The course is designed to provide teachers a full-spectrum theory-to-action experience in action research (Part I). Integrating inquiry-based research and high-impact leadership, participants will have the opportunity to (1) identify and evaluate principles and evidence requirements for action research; (2) audit action research practices in educational settings; and (3) design, implement, and synthesize action research outcomes in their own classrooms and evaluate potential implications for educational improvement.

The course is designed to provide teachers a full-spectrum theory-to-action experience in action research (Part II). Integrating inquiry-based research and high-impact leadership, participants will have the opportunity to (1) identify and evaluate principles and evidence requirements for action research; (2) audit action research practices in educational settings; and (3) design, implement, and synthesize action research outcomes in their own classrooms and evaluate potential implications for educational improvement.

The program is offered fully online, with synchronous courses involving experienced and licensed teachers from across the State of Maryland, providing inter-district collaboration and learning experiences. Additionally, this program is aligned with both the National Standards for Teacher Leadership and provides embedded learning aligned to the National Board for Professional Teaching Standards.

The graduate tuition rate per credit for the 2025-2026 academic year is $392/credit, plus fees. A three-credit course, therefore, is $1,176. For more details visit https://www.coppin.edu/tuition-and-aid/tuition-and-fees. 

Coppin currently has direct billing with five (5) school systems in Maryland. If a number of individuals from other school systems register, the program coordinators will work with those respective districts to review processes to determine how direct billing can be implemented with those districts.

Teachers in the fully online program can complete 10 courses to earn their M.Ed. in Teacher Leadership, or they can opt to earn one of four Post-Baccalaureate Certificates in Teacher Leadership through a combination of four courses each. The five stackable academic programs include:

• Master of Education in Teacher Leadership (30 credits)
• Post- Baccalaureate Certificates (four options)
  • Teacher Leadership in Culturally Sustaining Practices (Requires EDUL 601-604)
  • Teacher Leadership in High-Tech and High-Impact Practices (Requires EDUL 605-608)
  • Teacher Leadership in Action (Requires EDUL 609-612)
  • Contemporary Teacher Leadership (Requires EDUC 601-602 and two electives selected from EDUC 603-612)

The chart below shows all of the courses in the program and their corresponding credentials.

Master of Education in Teacher Leadership (Requires 10 Courses) ** denotes Core Courses in M.Ed. in Teacher Leadership

* denotes Post-Baccalaureate Certificate (PBC):

• PBC 1 Teacher Leadership in Culturally Sustaining Practices Post-Baccalaureate Certificate (Requires EDUL 601-604)
• PBC 2 Teacher Leadership in High-Tech and High-Impact Practices Post-Baccalaureate Certificate (Requires EDUL 605-608)
• PBC 3 Teacher Leadership in Action Post-Baccalaureate Certificate (Requires EDUL 609-612)
• PBC 4 Teacher Leadership Post-Baccalaureate Certificate (Requires EDUC 601-602 and two electives selected from EDUC 603-612)

Courses can only be used once toward a Post-Baccalaureate Certificate (PBC) and cannot be used for multiple PBCs. Therefore, while an individual may earn multiple PBCs, and since courses can cross into more than one PBC, the maximum a teacher can earn is three PBCs, in addition to the Master’s degree.

Yes. Coppin will accept up to 9 credits if the classes match the courses for this program. If the course descriptions match, they can be applied similarly for credit. The final decision of alignment with the program is determined by the Department Chair.

Candidates must be licensed teachers in the State of Maryland and be accepted into the graduate program. Graduate program acceptance includes a 2.8 undergraduate GPA and three letters of recommendation. Apply at https://www.coppin.edu/admissions/graduate-admissions 

No. This program is for licensed teachers only. However, Coppin does offer a Master of Arts in Teaching (MAT) in the areas of Early Childhood, Elementary, and Special Education for those pursuing Maryland licensure. For more information visit https://www.coppin.edu/academics/teaching. 

No. This program is designed with a focus on classroom and team leadership, and the skills and competencies are centered around the Domains of Teacher Leadership. However, Coppin does offer a graduate program for Administrator licensure. For more information, visit https://www.coppin.edu/academics/school-administration-1.