Digital Age Learning and Educational Technology (Online)
The online 36-credit Master of Science (MS) in Education with a concentration in Digital Age Learning and Educational Technology prepares educators and related professionals to use a broad range of technologies in their multiple roles as teacher, instructional designer, technology coach, researcher, change agent, or leader in the field. The program is aligned with International Society for Technology in Education (ISTE) standards for educators, as well as with learning theories from the National Academies of Science’s initiatives on the new science of learning. The knowledge base within the Digital Age Learning and Educational Technology program comes from both existing and emerging methods for effective technology integration and effective leadership, including policy, practice, research, theory, and culturally responsive education. The program’s coursework involves project-based learning, discussions, and collaboration. Candidates gain competencies in instructional leadership, instructional and assistive technologies, systems change, data driven decision-making and Universal Design for Learning.
Educational Studies (Online Teach For America and TNTP Options)
The School of Education’s partnership programs with Teach For America (TFA) and TNTP are specially designed to support the development of TFA corps members and alumni and TNTP alumni as they work to increase student learning in their classrooms through strategic and comprehensive coursework, professional development, and reflection. Participants in these partnership programs develop classroom skills as teacher leaders in order to make significant academic gains with their students, meet the needs of the whole child, and have a long-term impact in the field of education.
Educational Studies (Urban Teachers Option)
The Urban Teachers program at the Johns Hopkins School of Education prepares new teachers to succeed through a rigorous clinical training model, with the goal of improving student outcomes in high-need schools and training candidates to become highly effective teachers. This four-year collaborative program includes a 14-month residency working in urban schools prior to becoming a lead teacher; 40-43 credits of graduate coursework (depending on the program of study) leading to the award of a Master of Science in Education degree, which is completed in two years and is clinically based, allowing for teachers to practice their skills immediately in the classroom; and three years of coaching and mentoring to assist in developing outstanding practice once in the field.
Educational Studies (Individualized Interdisciplinary Program of Study Option)
This Master of Science (MS) in Education with a concentration in Educational Studies (MS Ed Studies) interdisciplinary program option offers a unique way to earn a master’s degree while pursuing one or two areas of specialization—and the JHU School of Education is the only school in Maryland that offers such a degree. The 33–39 credit program is an individualized, interdisciplinary advanced master’s degree in an area not covered by other master’s degrees offered by the School of Education, allowing students to create a program of study that reflects their area(s) of specialization and personal career goals. This program option is intended for teachers, administrators, and other educational professionals who already possess certification in their field or who do not require certification.
Please note that although a few of the specialization options available to candidates within this master’s program option do lead to certification through the applicable graduate certificate program, it is not a program feature of the MS Ed Studies degree itself.
The MS Ed Studies program is open both to school-based candidates and those who are not school-based but have an interest in pursuing one or more areas of specialization. While some courses can be taken online, this program option is not currently offered as a fully online degree. However, interested candidates should contact a program representative to discuss online options.
Educational Studies (Independent Schools Option)
The Master of Science (MS) in Education with a concentration in Educational Studies/Independent Schools option is designed for individuals currently teaching or those who desire to teach preK through 12th grade in independent schools. The program’s target audience includes (but is not limited to) teachers, coaches, and administrators. This 33-credit graduate program option leads to a master’s degree, but not certification.
Teacher candidates will be prepared through the practical application of the theories learned in class and taught by faculty with expertise and practical day-to-day experience in teaching or supervising teacher candidates in independent schools. Courses are offered at the Baltimore Homewood and Columbia Center campuses. The goal of this program option is to provide candidates with the foundational pedagogy and knowledge base necessary to become successful teachers in independent schools. Applications are accepted throughout the year, and although the program is designed to be completed in two years, exceptions can be made to extend the program length based on individual circumstances.
Since the program is designed for educators with a range of experiences, it draws on the InTASC Standards (which now embrace all levels of teaching experience) and is also informed by the principles and standards of the Association of Independent Maryland & DC Schools (AIMS), the Council on Exceptional Children (CEC), and those of the International Society for Technology Education (ISTE).
Gifted Education
The 33-credit Master of Science (MS) in Education with a concentration in Gifted Education is designed to prepare educators and administrators for teaching or leadership roles in the field of gifted education, with an emphasis on research and application of current best practices in the field. Based on the National Association for Gifted Children (NAGC) and Council for Exceptional Children (CEC) standards for teachers of gifted children, candidates will gain knowledge and skills in curriculum, instruction, program development, and assessment to meet the needs of academically talented students. As part of the program, candidates will observe gifted students, design innovative lessons, and learn how to design programs that are appropriate for gifted students’ cognitive and affective needs. The program is recognized by the Maryland State Department of Education as meeting the requirements for Gifted and Talented Education Specialist certification in Maryland.
Reading
(Note: The School of Education is no longer accepting applications or admitting new students into this program)
This master’s program is designed to develop and enhance the knowledge and skills of classroom teachers and other professionals to prepare future leaders in the field of literacy instruction in all settings, such as classrooms, school districts, and informal learning environments.
Various evidence-based instructional approaches and perspectives of literacy are presented and examined during the program. A foundation in cognitive psychological issues is provided, as well as coursework in sociocultural and critical dimensions of literacy. Candidates learn to organize creative and effective learning environments and to evaluate, design, produce, and implement programs and strategies to teach literacies to young children, adolescents, and adults. Practical assessment and meaningful instruction are treated as integrated processes to address the needs of all learners, including those who struggle with reading and writing, gifted students, and students with culturally and linguistically diverse experiences.
Throughout the program, and with the assistance of School of Education faculty, candidates develop a professional digital portfolio for presentation as they move toward graduation. This portfolio includes practical research and research reviews, philosophy statements, literacy program designs, multimedia and other literacy materials selections, and reports from practical supervised clinical experiences. In consultation with a faculty adviser, candidates plan a 39-credit program of study, culminating in clinical practicum experiences and portfolio review. Candidates completing the course of study with initial certification and three years of successful teaching experience fulfill all requirements for certification as a reading specialist in the state of Maryland. The program is nationally recognized by the International Literacy Association (ILA).
Note: All students must provide evidence of a satisfactory federal and state criminal background check at the beginning of the program and before each course in which work with human subjects is involved.
School Administration and Supervision
This Master of Science (MS) in Education concentration is designed for certified teachers and other certified personnel pursuing leadership positions in kindergarten through grade 12 (K-12) school settings and is approved by the Maryland State Department of Education (MSDE) for certification in school administration and supervision. Designed primarily for those pursuing principalship and supervisor positions, this 39-credit program is aligned with the nationally recognized Professional Standards for Educational Leaders (PSEL), as well as with the Maryland Instructional Leadership Framework outcomes. The program is also appropriate for preparing department chairs, team leaders, or curriculum coordinators. In addition to the standard School of Education admissions requirements, applicants are expected to be certified teachers or other certified school personnel and currently employed by a school district or an accredited independent school.
A strong emphasis is placed upon the provision of opportunities for students to develop the skills and competencies that are necessary for successful educational leadership. Students have the opportunity to combine their practical experience with current research regarding best practices in areas such as leadership, curriculum and instruction, school law, technology, and other important curricula areas. The seminar is a capstone class where students synthesize prior learning as well as explore some current issues; the internship provides an opportunity for students to create a portfolio based on hands-on experiences in a school. The internship is completed in the school where the students are assigned to work and is completed under the careful supervision of a certified in-school mentor and a university supervisor.
The program is delivered in a face-to-face mode (with some online courses), and classes are taught at the Baltimore Homewood and Columbia Center campuses.
International Teaching and Global Leadership Cohort
The Master of Science in Education’s International Teaching and Global Leadership (ITGL) cohort prepares international educators to be leaders who transform schools, systems, and other fast-changing learning environments internationally. With exposure to a variety of educational experiences, candidates gain a comprehensive understanding of the different educational models employed in their focus area in their home countries. Core coursework includes theory, research, and best practices followed by one of four specialized tracks with practicum experience.
Early Childhood
Young children learn best through structured, engaged play. Our Early Childhood course of study focuses on implementing evidence-based practices that bring together the latest research in neuroscience and child development to support young students.
Digital Age Teaching and Learning Technology
Integrating technology into the classroom is the most highly demanded skill in education today. This course of study focuses on Johns Hopkins expertise in creating leading-edge online tools and implementing new methods to manage educational data.
Creative and Innovative Education
When promising learners are not engaged and challenged, a whole nation can lose tremendous potential. This course of study focuses on developing effective programs and instruction for creative and innovative learners—and imbuing those learning skills in all students.
Entrepreneur in Education
Promoting innovation in the paradigms, strategies, values and culture in school systems, social entrepreneurial ventures, and education companies is critical in today’s educational landscape. This course of study focuses on preparing international entrepreneurs to be creative and innovative, with the knowledge and skills to become successful leaders in entrepreneurial education around the world
Admission Requirements
Educational Studies (Online Teach For America and TNTP Options)
Applicants to the program must:
- Meet all schoolwide admissions criteria
- Be full-time teachers
- Be in good standing with their respective alternative certification partner (TFA or TNTP)
Educational Studies (Urban Teachers Option)
Those interested in the Johns Hopkins School of Education Urban Teachers collaborative program must go through a two-stage application process:
- applicants must first apply and be admitted into Urban Teachers; and
- once accepted into Urban Teachers, candidates must then apply for admission to the Johns Hopkins School of Education's master's degree.
Educational Studies (Individualized Interdisciplinary Program of Study Option)
Prospective students planning to apply to the individualized, interdisciplinary MS Ed Studies program option should consult with a program adviser about which pathway best meets their needs before they apply. Prospective students planning on completing one or two graduate certificates as part of their program of study should apply for admission into the certificate(s) at the same time they apply to the master’s program. As part of the application process, applicants must write an essay describing how the program will contribute towards their future plans. The essay for admission into the two-certificate pathway must address how the certificates will work together to foster the prospective student's future plans, and admission to the master’s program is contingent upon admission to the two certificates. Students interested in the two-certificate pathway must apply for admission into the master’s program before starting the second certificate.
Program Requirements
Digital Age Learning and Educational Technology (Online)
Program Plan
| Code | Title | Credits |
|---|---|---|
| Foundational Introductory Course | ||
| ED.893.508 | Technology and the Science of Learning | 3 |
| Core Requirements | ||
| ED.810.607 | Culturally Responsive Teaching | 3 |
| ED.893.550 | Emerging Issues in Digital Age Learning | 3 |
| ED.893.601 | Evaluation and Research in Digital Age Learning | 3 |
| ED.893.850 | Advanced Applications in Digital Age Learning | 3 |
| ED.893.701 | Advanced Seminar in Digital Age Learning | 3 |
| Specializations | ||
| Required Courses (18 credits hours) | ||
| ED.893.650 | (Fundamentals of Design Thinking) | |
| ED.893.645 | Designing and Delivering Online and Blended Learning Environments | 3 |
| ED.893.628 | Gaming and Simulations for Learning | 3 |
| ED.893.632 | Data-Driven Decision Making | 3 |
| ED.893.634 | Technology Leadership for School Improvement | 3 |
| ED.893.545 | Integrating Media into Standards-Based Curriculum | 3 |
| Electives (3 Credit Hours) | ||
| An elective may consist of an independent study or a course from another program or certificate subject to faculty adviser approval. | ||
| ED.893.546 | Technology for Learner Variability | 3 |
| ED.893.623 | (Instructional Design for Online Learning) | |
| ED.893.651 | Computational Thinking for K-12 Educators | 3 |
| Total Credits | 39 | |
Educational Studies (Online Teach For America and TNTP Options)
Program Requirements
- Number of Credits Required: 39 or 30 (excluding 9 waived credits)
- Waived Credits (9 Credits)
- Granted upon proof of successful completion of summer training program through TFA or TNTP.
Required Courses (21 Credits)
| Code | Title | Credits |
|---|---|---|
| ED.813.601 | Seminar in Transformational Leadership and Teaching: Part I | 1 |
| ED.813.602 | Seminar in Transformational Leadership and Teaching: Part II | 1 |
| ED.813.603 | Seminar in Transformational Leadership and Teaching: Part III | 2 |
| ED.813.604 | Seminar in Transformational Leadership and Teaching: Part IV | 2 |
| ED.813.611 | Classroom Management: Part I | 1 |
| ED.813.612 | Classroom Management: Part II | 2 |
| Select one of the following: | 3 | |
| Effective Practices in Teaching and Learning I: General Educators | ||
| Effective Practices in Teaching and Learning I: Special Educators | ||
| Effective Practices in Teaching and Learning I: ESOL Educators | ||
| Select one of the following: | 3 | |
| Effective Practices in Teaching and Learning II: General Educators | ||
| Effective Practices in Teaching and Learning II: Special Educators | ||
| Effective Practices in Teaching and Learning II: ESOL Educators | ||
| ED.813.681 | Teaching for Transformation I: Secondary Content | 3 |
| or ED.813.682 | Teaching for Transformation I: Elementary Content | |
| ED.813.683 | Teaching for Transformation II: Secondary Content | 3 |
| or ED.813.684 | Teaching for Transformation II: Elementary Content | |
| Elective Courses | ||
| Depending on their program of study, and subject to the approval of their faculty adviser, candidates will take 9 credits of elective courses. | 9 | |
| Capstone Project | ||
| In addition to the above coursework, candidates are required to develop a portfolio. The portfolio is completed in two sequential non-credit courses, taken in the candidate’s final two semesters: | ||
| ED.813.664 | Portfolio Development, Part I: Teacher Growth | 3 |
| ED.813.665 | Portfolio Development, Part II: Student Growth | 3 |
| Total Credits | 36 | |
Educational Studies (Urban Teachers Option)
Elementary and Special Education Program Plan
| First Year | Credits | |
|---|---|---|
| Summer Semester | ||
| ED.811.603 | Special Education: Promises and Challenges I | 1 |
| ED.811.623 | Classroom Management 1 (Elementary) | 1 |
| ED.811.670 | Race, Culture, and Equity in Urban Education | 2 |
| ED.811.671 | Reading, Writing, and Language Development | 2 |
| ED.811.672 | Numbers, Operations, and Algebraic Reasoning | 2 |
| Fall Semester | ||
| ED.811.604 | Special Education: Promises & Challenges II (Elementary) | 1 |
| ED.811.608 | Classroom Management II | 1 |
| ED.811.612 | Introduction to Assessment and Tiered Instruction | 2 |
| ED.811.625 | Emergent Literacy | 3 |
| ED.811.673 | Counting & Cardinality | 1 |
| ED.811.674 | Small Group Math Practicum | 2 |
| Spring Semester | ||
| ED.811.615 | Formal Assessment and Designing Individualized Education Programs | 1 |
| ED.811.616 | Understanding and Managing Behavior | 2 |
| ED.811.628 | Intermediate Literacy | 2 |
| ED.811.632 | Small Group Literacy Practicum | 2 |
| ED.811.675 | Geometry for Elementary Grades | 2 |
| Credits | 27 | |
| Second Year | ||
| Summer Semester | ||
| ED.811.617 | Specialized Instructional Techniques | 2 |
| ED.811.676 | Measurement and Data | 2 |
| Fall Semester | ||
| ED.811.618 | Clinical Residency I | 2 |
| ED.811.630 | Supporting Writer's Development | 2 |
| ED.811.665 | Trauma Training | 1 |
| Spring Semester | ||
| ED.811.631 | Teaching STEM in the Elementary Grades | 3 |
| ED.811.667 | Social Studies Inquiry: Content Area Reading and Writing | 2 |
| Credits | 14 | |
| Total Credits | 41 | |
Secondary English Language Arts and Special Education Program Plan
| First Year | Credits | |
|---|---|---|
| Summer Semester | ||
| ED.811.611 | Special Education and Inclusion: Promises and Challenges | 2 |
| ED.811.640 | Secondary ELA Immersion and Discourse | 3 |
| ED.811.660 | Foundations in Secondary Education: Introduction to Teaching and Learning | 3 |
| ED.811.661 | Secondary Classroom Management Seminar | 1 |
| Fall Semester | ||
| ED.811.608 | Classroom Management II | 1 |
| ED.811.612 | Introduction to Assessment and Tiered Instruction | 2 |
| ED.811.614 | Small Group Practicum (Regular and Special Education) | 2 |
| ED.811.644 | Genre Study I: Argument and Informational Texts | 3 |
| ED.884.508 | Literacy in the Content Areas Part I | 3 |
| Spring Semester | ||
| ED.811.615 | Formal Assessment and Designing Individualized Education Programs | 1 |
| ED.811.616 | Understanding and Managing Behavior | 2 |
| ED.811.641 | Language Acquisition | 3 |
| ED.811.646 | Genre Study II: Poetry, Drama, and the Novel | 3 |
| Credits | 29 | |
| Second Year | ||
| Summer Semester | ||
| ED.811.617 | Specialized Instructional Techniques | 2 |
| Fall Semester | ||
| ED.811.642 | Reading Diagnosis and Intervention | 2 |
| ED.811.643 | Writing in the Secondary Classroom | 3 |
| Spring Semester | ||
| ED.811.618 | Clinical Residency I | 2 |
| ED.884.510 | Literacy in the Content Areas Part 2 | 3 |
| Credits | 12 | |
| Total Credits | 41 | |
Secondary Mathematics and Special Education Program Plan
| First Year | Credits | |
|---|---|---|
| Summer Semester | ||
| ED.811.611 | Special Education and Inclusion: Promises and Challenges | 2 |
| ED.811.650 | Secondary Math Immersion | 3 |
| ED.811.660 | Foundations in Secondary Education: Introduction to Teaching and Learning | 3 |
| ED.811.661 | Secondary Classroom Management Seminar | 1 |
| Fall Semester | ||
| ED.811.608 | Classroom Management II | 1 |
| ED.811.612 | Introduction to Assessment and Tiered Instruction | 2 |
| ED.811.651 | Proportional Reasoning | 3 |
| ED.811.653 | Math Methods I | 2 |
| ED.884.508 | Literacy in the Content Areas Part I | 3 |
| Spring Semester | ||
| ED.811.614 | Small Group Practicum (Regular and Special Education) | 2 |
| ED.811.615 | Formal Assessment and Designing Individualized Education Programs | 1 |
| ED.811.616 | Understanding and Managing Behavior | 2 |
| ED.811.654 | Geometrical Thinking | 2 |
| ED.811.655 | Math Methods II | 2 |
| Credits | 29 | |
| Second Year | ||
| Summer Semester | ||
| ED.811.617 | Specialized Instructional Techniques | 2 |
| Fall Semester | ||
| ED.811.652 | Algebra, Functions, and Modeling in the Real World | 3 |
| ED.811.656 | Practices Concepts, and Core Ideas in Secondary Science (6-12) | 3 |
| Spring Semester | ||
| ED.811.618 | Clinical Residency I | 2 |
| ED.884.510 | Literacy in the Content Areas Part 2 | 3 |
| Credits | 13 | |
| Total Credits | 42 | |
Educational Studies (Individualized Interdisciplinary Program of Study Option)
There are two pathways for completing the MS Ed Studies program. One pathway allows a student to combine the deep study of one area of education with an exposure to the breadth of educational theory and practice. It requires the following common core courses:
| Code | Title | Credits |
|---|---|---|
| ED.881.622 | Advanced Instructional Strategies 1 | 3 |
| ED.881.611 | Action Research for School Improvement 1 | 3 |
| ED.855.610 | Seminar in Teacher Leadership | 2-3 |
| Total Credits | 8-9 | |
| 1 | Students may be allowed to take an alternative course as a substitute, including online options, subject to faculty adviser approval. |
The remainder of the program includes a 15–18 credit specialization (almost always a graduate certificate) and 6–9 credits of electives designed in consultation with a faculty adviser. The combination of the core courses and the electives allows students who choose this pathway to be exposed to several areas of education outside their main specialization.
In the second pathway, students may elect to combine two graduate certificate programs (15–18 credits each). Students then take the Seminar in Teacher Leadership course, a capstone course that includes an independent project tying together the two certificates, to complete the MS Ed Studies. This pathway allows a student to study in depth two areas of educational theory and practice. Students pursuing this pathway are advised to consult with their faculty adviser about the timing of the two certificates.
Note: Students will not receive a diploma for successful completion of the coursework comprising a certificate program if they have not first applied to and been admitted into that same certificate program.
Educational Studies (Independent Schools Option)
Program Plan
| Code | Title | Credits |
|---|---|---|
| Core Courses | ||
| ED.851.633 | Introduction to the Independent School | 3 |
| ED.851.634 | Curriculum, Instruction, and Assessment in Independent School Settings | 3 |
| ED.851.635 | Educating the Whole Child: Teaching to the Developmental Needs of the Child | 3 |
| ED.855.610 | Seminar in Teacher Leadership (must be taken in one of final two semesters) | 3 |
| Required Courses | ||
| Technology Course | ||
| ED.893.508 | Technology and the Science of Learning | 3 |
| Candidates choose one of the following Special Education Courses: | ||
| ED.871.502 | Educational Alternatives for Students with Special Needs | 3 |
| or ED.885.501 | The Gifted Learner | |
| Elective Courses | ||
| Select 15 credits of elective courses. 1 | 15 | |
| Total Credits | 33 | |
| 1 | Subject to the approval of their faculty adviser. |
Gifted Education
The program is designed to be completed in six semesters, with students typically taking two courses per semester—though students may elect to take longer. Courses are delivered at the Columbia Center campus and online.
Program Plan
| Code | Title | Credits |
|---|---|---|
| Required Courses | ||
| ED.885.501 | The Gifted Learner | 3 |
| ED.885.604 | Social and Emotional Needs of the Gifted | 3 |
| ED.885.512 | Twice Exceptional Learners | 3 |
| ED.885.505 | Creativity in Education | 3 |
| ED.885.510 | Curriculum, Instruction, and Assessment for Advanced Learners | 3 |
| ED.885.519 | Seminar I in Gifted Education and Talent Development | 3 |
| ED.885.515 | Leadership of Gifted Education and Talent Development Programs | 3 |
| ED.885.520 | Seminar II in Gifted Education and Talent Development | 3 |
| ED.885.820 | Practicum in Gifted Education and Talent Development 1 | 3 |
| Elective Courses | ||
| Select two elective courses in consultation with faculty adviser. | 6 | |
| Total Credits | 33 | |
| 1 | All candidates employed in Maryland who are seeking Gifted and Talented Education Specialist certification from the Maryland State Department of Education will undertake a semester-long practicum experience as the culminating course of their program. Candidates who are employed in other states outside of Maryland will take an online 3-credit elective course in place of the practicum course in consultation with their faculty adviser. |
Reading
Program Plan
| Code | Title | Credits |
|---|---|---|
| Required Courses | ||
| ED.884.604 | Emergent Literacy: Research into Practice | 3 |
| ED.884.615 | Cross-Cultural Studies in Literacy | 3 |
| ED.884.617 | Children and Adolescent Literature | 3 |
| ED.884.610 | Advanced Diagnosis for Reading Instruction | 3 |
| ED.881.611 | Action Research for School Improvement | 3 |
| ED.884.642 | Linguistics for Teachers | 3 |
| ED.884.811 | Supervised Clinical Practicum I for Masters in Reading Candidates | 3 |
| ED.881.622 | Advanced Instructional Strategies | 3 |
| ED.884.701 | Reading Comprehension and Critical Literacy | 3 |
| ED.884.850 | Clinical Practicum in Writing and Other Media | 3 |
| ED.884.620 | Seminar in Reading: Roles of the Reading Specialist | 3 |
| ED.884.820 | Supervised Clinical Practicum in Reading II | 3 |
| Elective Courses | ||
| Select one of the following: 1 | 3 | |
| Teaching Reading and Writing in the Content Areas to ESL Students | ||
| Seminar in Adolescent Literacy Education | ||
| Technology and the Science of Learning | ||
| Total Credits | 39 | |
| 1 | All candidate choices must be determined in consultation with, and approved by, the faculty adviser. |
School Administration and Supervision
Program Plan
| Code | Title | Credits |
|---|---|---|
| First Sequence of Concentration Requirements | ||
| Must be taken prior to the second sequence. | ||
| ED.851.601 | Organization and Administration of Schools | 3 |
| ED.851.603 | School Law | 3 |
| ED.851.705 | Effective Leadership | 3 |
| ED.851.708 | Systemic Change Process for School Improvement | 3 |
| ED.852.602 | Supervision and Professional Development | 3 |
| ED.881.610 | Curriculum Theory, Development, and Implementation | 3 |
| ED.881.611 | Action Research for School Improvement | 3 |
| ED.881.622 | Advanced Instructional Strategies | 3 |
| Second Sequence of Concentration Requirements | ||
| ED.851.609 | Administrative and Instructional Uses of Technology | 3 |
| ED.851.616 | Issues in K-12 Education Policy | 3 |
| Elective Courses | ||
| Select one of the following: | 3 | |
| Politics of Education | ||
| School, Family, and Community Collaboration for School Improvement I | ||
| Education of Culturally Diverse Students | ||
| The following courses may be taken only after completing the first sequence of 24 credits: | ||
| ED.851.809 | Seminar in Educational Administration and Supervision | 3 |
| ED.851.810 | Internship in Administration and Supervision | 3 |
| Total Credits | 39 | |
Please note that students must attend an organizational meeting or make arrangements to meet with the program coordinator in the semester prior to registering for the internship.
Note: Students enrolled in the MS in School Administration and Supervision program may not simultaneously enroll in, nor are they eligible to earn, the Graduate Certificate in School Administration and Supervision.
International Teaching and Global LeadershipCohort
Program Plan
| Code | Title | Credits |
|---|---|---|
| Core Requirements | ||
| ED.887.615 | Explorations in Mind, Brain, and Teaching | 3 |
| ED.855.619 | (Global Leadership) | |
| ED.855.609 | Introduction to Entrepreneurship in Education | 3 |
| ED.813.652 | Introduction to Global Education Policy and Analysis | 3 |
| ED.881.622 | Advanced Instructional Strategies | 3 |
| ED.881.611 | Action Research for School Improvement | 3 |
| ED.855.600 | Extended Learning I (0 credit learning experience) | 3 |
| ED.855.610 | Seminar in Teacher Leadership | 3 |
| Early Childhood Focus (9 credits) | ||
| ED.855.603 | The Early Childhood Learner | 3 |
| ED.855.608 | Comparative High Quality Practices in Early Education | 3 |
| ED.855.630 | Authentic Assessment and Measuring Child Outcomes and School Readiness | 3 |
| Digital Age Teaching and Learning Focus (9 credits) | ||
| ED.893.508 | Technology and the Science of Learning | 3 |
| ED.893.550 | Emerging Issues in Digital Age Learning | 3 |
| ED.893.628 | Gaming and Simulations for Learning | 3 |
| Creative and Innovative Education Focus ( 9 credits) | ||
| ED.885.505 | Creativity in Education | 3 |
| ED.885.501 | The Gifted Learner | 3 |
| ED.885.510 | Curriculum, Instruction, and Assessment for Advanced Learners | 3 |
| Entrepreneur in Education Focus (9 credits) | ||
| ED.855.614 | Planning a New Venture in Education | 3 |
| ED.855.617 | (Launching a New Venture in Education) | |
| ED.855.618 | (The Sustainable Venture) | |
| Total Credits: 33 | ||
Learning Outcomes
Digital Age Learning and Educational Technology (Online)
Program Goals
The goals of the program are to:
- Cultivate proactive leadership skills for developing a shared vision for educational technology among all education stakeholders.
- Create systemic plans aligned with a shared vision for school effectiveness and student learning through the infusion of information and communication technology (ICT) and digital learning resources.
- Develop robust and reliable access to current and emerging technologies and digital resources, with equity for all stakeholders.
- Engage in planning and assessment centered on the needs and abilities of students.
- Develop and review policies, financial plans, accountability measures, and incentive structures to support the use of ICT and other digital resources for learning.
- Integrate content standards and related digital curriculum resources that are aligned with and support digital age learning and work.
- Design online and blended learning environments that facilitate digital learning and support communities of inquiry.
Learning Outcomes
Upon successful completion of the program, we expect students will:
- Lead their organization in the effective use of technology for digital learning.
- Establish leadership skills for supporting data driven decision-making.
- Develop skills for advanced technologies—including online and blended learning, mobile learning, multimedia-based instruction, tools for instructional management and assessment, and the integration of technology in Universal Design for Learning (UDL).
- Engage in technology integration—applying the new science of learning, digital-age skills, and a constructivist approach to teaching and learning, as well as the use of authentic assessment strategies, differentiated instruction and appropriate technology tools to accommodate all learners, including students with special needs.
- Build leadership skills through mentoring, consulting, professional development, and systems change.
Educational Studies (Online Teach For America and TNTP Options)
Program Goals
The goals for the program are to develop transformational educators who:
- Track and monitor student progress in an ongoing manner to ensure students make dramatic academic gains.
- Consistently integrate and apply their skills in planning, instructional delivery, and assessment to enhance student learning.
- Impact their classrooms, schools and communities as content experts by providing excellent education to their students and serving as student advocates.
- Advocate for diversity and inspire their students to strengthen their own advocacy skills, in order to develop a deep understanding of themselves as people and learners, and use their learnings to access future opportunities for growth and development.
- Engage various stakeholders in a student's life to provide holistic, personalized support.
- Become reflective practitioners who have the ability to differentiate, modify, and analyze their own instruction and are able to foster a reflective disposition for continuous learning and improvement.
Educational Studies (Individualized Interdisciplinary Program of Study Option)
Student outcomes depend upon the pathway chosen, but all students who complete the program will:
- Develop an in-depth knowledge of at least one area of education.
- Increase their awareness of the breadth of work in education, either through a second area of specialization or through core educational coursework.
- Complete an independent project in their area(s) of concentration in the capstone course, the Seminar in Teacher Leadership. (Examples include a research project, an action plan, or a professional development plan.)
Educational Studies (Independent Schools Option)
Program Goals
The goals of the program are:
- To provide coursework in pedagogy that meets the unique needs of independent schools.
- To provide each candidate with instructional and classroom/behavioral management skills needed to teach successfully at all levels of independent schools.
- To integrate practical experience in actual classrooms with concepts taught in the university classroom.
- To base all coursework on the InTASC, ISTE, CEC, and AIMS standards and principles.
- To use portfolio assessment to demonstrate the candidate’s understanding of and adherence to the principles employed throughout the program.
Gifted Education
Program Goals
The goals of the program are to prepare educators for leadership roles in the field of gifted education who are able to:
- Understand the diverse factors that inform the identification and support of K-12 gifted students.
- Create safe, inclusive, and culturally-responsive learning environments that support the social, emotional, and cognitive learning needs of diverse groups of gifted K-12 students.
- Use assessments to identify gifted and talented students, assess their progress and modify interventions accordingly, and provide summative data on their accomplishments.
- Be reflective, ethical professionals who support and advocate for gifted K-12 students through collaboration with families and colleagues, use of community resources, and ongoing professional development.
- Serve as effective leaders in the development and implementation of gifted education and talent development programs.
- Lead efforts to address and eliminate excellence gaps in K-12 settings.
Reading
Program Goals
The goals of this master’s program are to prepare credentialed reading specialists and literacy coaches who are:
- Knowledgeable of the theoretical and evidence-based foundations of reading and writing processes and instruction.
- Reflective practitioners of instructional approaches, materials utilizing various technologies, and an integrated, comprehensive, balanced curriculum that supports student learning in reading and writing.
- Committed to diversity with an abiding respect for the differences among learners.
- Evidence-based decision-makers with a thorough understanding of formal and informal assessments.
Learning Outcomes
- Upon successful completion of the program, we expect students will:
- Understand the theoretical and evidence-based foundations of reading and writing processes and instruction.
- Use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing.
- Use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction.
- Create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society.
- Create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.
School Administration and Supervision
Upon successful completion of the program, we expect students will:
- Demonstrate specific content knowledge regarding school leadership.
- Demonstrate knowledge of skills needed for collaborating with staff and others to create a vision and plan of improvement for a school.
- Demonstrate skills and dispositions that are needed to manage and to lead with respect to human and material resources and the total organization of a school.
- Demonstrate knowledge, skills, and dispositions that promote effective school, family, and community engagement.
- Demonstrate the ability to assess and to understand the larger context in which educators work today.
- Demonstrate knowledge of strategies and procedures for working fairly and justly with all stakeholders in a diverse school environment.
- Demonstrate knowledge of strategies and processes for providing a school instructional program for all students that is evaluated for effectiveness based on student achievement and other relevant factors (i.e., attendance, for example).
- Become reflective practitioners who are skilled in data-based decision making and the use of technology for instructional and administrative purposes.
- Demonstrate skills and strategies related to the safe and orderly operation of a school.
International Teaching and Global Learning Cohort
Upon successful completion of the program, we expect students will be able to:
- Identify and explain best practices in early childhood, creative and innovative education and digital age learning to prepare students to become successful, global educators.
- Apply identified best practices in early childhood, creative and innovative education and digital age learning to prepare students to become successful, global educators.