Teaching, Learning and Curriculum MS

Major: Teaching, Learning and Curriculum
Degree Awarded: Master of Science (MS)
Calendar Type: Quarter
Minimum Required Credits: 45.0

Instructional Delivery: Track I: Online or On Campus; Track II and III: Online only
Co-op Option: None
Classification of Instructional Programs (CIP) code: 13.1399
Standard Occupational Classification (SOC) code: 11-9039

 

About the Program

The MS in Teaching, Learning, and Curriculum program provides three options: (Track I) earning a master's degree while completing requirements to pursue initial Pennsylvania teacher certification for grade level PreK-4, 4-8, or a variety of secondary subject areas (grades 7-12); (Track II) earning a master's degree to enhance an existing career as a classroom teacher, preparation for additional certifications, or for advanced research degrees such as EdD and PhD; or (Track III) earning a master's degree while completing requirements to pursue initial Pennsylvania teacher certification in a variety of secondary (7-12) or middle level (4-8) subject areas and PreK-12 Special Education certification.

Track I: Initial Pennsylvania Teacher Certification

This track incorporates current research on teaching and provides in-depth preparation in pedagogy, curriculum development, teaching students with special needs, implications of learner and task characteristics for instructional design, scaffolding instruction for diverse learners, the latest techniques in evaluation of instruction, and use of interactive technology in instruction. Students are required to synthesize theoretical and practical knowledge through field study in an approved PreK-12 school setting. All candidates are also required to complete supervised field experiences throughout the program, including a full-time student teaching experience. 

Successful completion of the core pedagogy courses, with a grade of B or better and 3.0 cum GPA, satisfactory participation in all required field-based experiences, subject area content knowledge requirements completed with a grade of C or higher and cum 3.0 GPA, and state licensure exams allows for recommendation for PA Instructional I certification. Clearances and field placement applications must be submitted before participating in coursework with classroom-based field components. 

Program Goals

Graduates of the MS in Teaching, Learning and Curriculum (Track I) will:

  • Demonstrate independent and creative academic teacher leadership skills that can be applied in the classroom, school community, and the profession.
  • Understand the changing role of the educator in an increasingly diverse society from both an urban and a global perspective, and apply this understanding of best practice supported by educational research.
  • Demonstrate the ability to reflect upon professional practice during engagement in experiential learning and against a framework of understanding of best practice supported by educational research.
  • Demonstrate a strong academic background in all subject areas that meet Pennsylvania Department of Education (PDE) content requirements with emphasis on STEM, and can effectively integrate tools of technology in curriculum, assessment, and instruction to enhance PreK-12 student learning.
  • Demonstrate the ability to create and maintain a positive and democratic classroom climate that supports and facilitates learning for all students.

Track II: Advanced Studies in Teaching, Learning and Curriculum

This track is designed to provide students with advanced teaching knowledge and skills well beyond that required for initial Pennsylvania certification. Graduates will be prepared to function in various roles as instructors, instructional leaders, or researchers in local, state, national and international organizations, foundations, associations, corporations and private educational institutions.

Program Goals

Graduates of the MS in Teaching, Learning and Curriculum (Track II) will:

  • Possess advanced knowledge related to effective instruction in a variety of educational settings.
  • Demonstrate skills in developing, analyzing, implementing, and evaluating existing and new instructional strategies and practices in a variety of educational institutions/organizations.
  • Exhibit outstanding leadership, organizational, cross-cultural, interpersonal, and advocacy skills, including the ability to communicate effectively with internal and external groups.
  • Have in-depth knowledge of both public and private (non-profit and for-profit) institutions as well as small and large institutions.

Students in Track II complete 15.0 credits in core courses, 6.0 credits in Policy, Law & Organization courses, 9.0-10.5 credits in a capstone course sequence which includes a research course and the choice of one of the two capstone course sequences (Practitioner Capstone 1 & 2 or Thesis Capstone 1 & 2) and select 15.0-16.0 credits in an area of concentration from among a variety of options, providing an opportunity for intensive study in teaching, learning, and curriculum.

Concentration options include Autism Spectrum Disorders, Creativity and Innovation, Education Policy, Global and International Education, Higher Education, Human Resource Development, Learning Technologies, Wilson Multisensory Reading Instruction Level I*, or Reading Specialist* certification. If candidates possess a PA Instructional I certification, they can choose an add-on state certification concentration such as Teaching English as a Second Language*, or Social Emotional Behavioral Wellness endorsement. *Concentrations with an asterisk will require field experience and submission of updated clearances and field placement applications. 

Students may also customize a concentration including professional electives from other academic departments or can declare a graduate minor based on their interests and professional goals.

Track III: Dual Certification - Secondary Level (7-12) or Middle Level (4-8) with PreK-12 Special Education 

This track incorporates current research on teaching and provides in-depth preparation in pedagogy, curriculum development, teaching students with special needs, implications of learner and task characteristics for instructional design, scaffolding instruction for diverse learners, the latest techniques in evaluation of instruction, and use of interactive technology in instruction. Students are required to synthesize theoretical and practical knowledge through field study in an approved PreK-12 school setting. All candidates are also required to complete supervised field experiences including multiple practicum experience (up to 70 hours) and a full-time student teaching experience. Clearances and field placement applications must be submitted before participating in coursework with classroom-based field components.

Successful completion of the Teacher Education core pedagogy courses, Special Education core pedagogy, and all Secondary Education or Middle Level subject specific content knowledge requirements, along with qualifying scores on all required state licensing examinations, permits Drexel to recommend the candidate for an initial PA Instructional teaching credential and PreK-12 Special Education certification.  

Program Goals

Graduates of the MS in Teaching, Learning and Curriculum (Track III) will:

  • Demonstrate independent and creative academic teacher leadership skills that can be applied in the classroom, school community, and the profession.
  • Understand the changing role of the educator in an increasingly diverse society from both an urban and a global perspective and apply this understanding of best practice supported by educational research.
  • Demonstrate the ability to reflect upon professional practice during engagement in experiential learning and against a framework of understanding of best practice supported by educational research.
  • Demonstrate a strong academic background in all subject areas that meet Pennsylvania Department of Education (PDE) content requirements with emphasis on STEM, and can effectively integrate tools of technology in curriculum, assessment, and instruction to enhance PreK-12 student learning.
  • Demonstrate the ability to create and maintain a positive and democratic classroom climate that supports and facilitates learning for all students.
  • Exhibit competencies in selecting and executing evidence-based behavioral instructional and technology strategies to address the needs of all students.
  • Create and support inclusive learning environments where all learners are welcomed, challenged, and held to high expectations. 

Additional Information

For more information about this program, please visit the School of Education's website.

Admission Requirements

Admission to the MS in Teaching, Learning and Curriculum will follow the University standards for admission to graduate study including receipt of a bachelor’s degree from an accredited college or university with an earned GPA of 3.0 on a 4.0 scale. Undergraduates who meet the rigorous requirements for participation in a bachelor’s and master's dual degree program may also be considered for both tracks.

Prospective students can learn about specific admission requirements by visiting the Graduate Admissions at Drexel University website.

Degree Requirements 

Track I: Initial Pennsylvania Teacher Certification

A minimum of 45.0 credits is required for students with or without prior certification for the Master of Science degree. Students may also pursue the MS in Teaching, Learning and Curriculum Track I without pursuing PA Instructional I Certification.

Core Courses
Completion of the following 30.0 (secondary certification) credits or 33.0 (middle level certification) credits of core pedagogy courses allows for recommendation for PA Instructional I certification. View the requirements on the Post-Baccalaureate Teaching Certificate: Middle Level and Secondary Concentrations page for additional information on requirements for specialization in subject areas. Students on Track I who do not wish to pursue PA Instructional I Certification or who do not qualify for PA Instructional I certification may complete the MS degree without a concentration by completing 15.0 credits of core pedagogy, 21.0 credits of MS electives, and a 9.0-10.5 credit capstone sequence.

Track II: Advanced Studies in Teaching, Learning and Curriculum

A minimum of 45.0 credits is required, including 15.0 credits of professional core, 6.0 credits of Policy, Law & Organization courses, 9.0-10.5 credit capstone sequence, and 15.0 credits of concentration courses or professional electives. Students may choose from the following concentration options with the approval of a graduate academic advisor and the program director:

  • Autism Spectrum Disorders
  • Creativity and Innovation
  • Education Policy
  • Global and International Education
  • Higher Education
  • Human Resource Development
  • Learning Technologies
  • Dyslexia Specialist (Wilson Multisensory Reading Instruction Level I)
  • Reading Specialist (46.5 credits required to complete MS)
  • Teaching English as a Second Language (TESL)
  • Social Emotional Behavioral Wellness
  • Customized concentration including professional electives from various academic departments:
    • Educational Administration (qualified candidate may begin coursework toward the 24.0 credit School Principal K-8 Certification program)

Track III: Initial Pennsylvania Teacher Certification with Special Education 7-12 Certification

A minimum of 48.0 credits is required for students with or without prior certification for the Master of Science degree. Students may also pursue the MS in Teaching, Learning and Curriculum without pursuing certification.

Core Courses
Completion of the following 15.0 credits (secondary certification) and 33.0 Special Education core pedagogy courses allows for recommendation for PA Instructional I and Special Education (7-12) certification. View the requirements on the Post-Baccalaureate Teaching Certificate: Secondary Concentrations page for additional information on requirements for specialization in subject areas. 

Program Requirements

Track I: Teaching, Learning and Curriculum

Students complete 45.0 credit hours of pedagogy and methods course work including classroom-based field components. Successful completion of the Teacher Education Core Pedagogy and all Elementary Education or Secondary Education course work components of the degree, with the grade of B or better in each course, permits Drexel to recommend the candidate for an initial PA Instructional teaching credential providing the candidate is a US citizen or has an appropriate visa status, and has successfully completed all appropriate state testing requirements. Annual background checks are required to participate in course work with classroom-based field components.

Elementary Level Teacher Education Core Pedagogy (18.0 credits)
EDEX 542Fundamentals of Special Education3.0
EDEX 544Inclusive Practices (Field experience required)3.0
EDEX 568Literacy and Content Skill Development PK-123.0
EDLT 525Design for Learning with Digital Media3.0
EDUC 520Professional Studies in Instruction3.0
EDUC 565Foundations in Instructing English Language Learners (Field experience required)3.0
Elementary Education: Concentration in Pre-kindergarten - Grade 4 (24.0 credits)
EDUC 506Assessment of Young Learners3.0
EDUC 513Elementary Science Teaching Methods3.0
EDUC 521Typical and Atypical Development in Early Childhood Education (Field Experience Required)3.0
EDUC 529Early Literacy (Field Experience Required)3.0
EDUC 539Expressive Arts3.0
EDUC 540Field Experience (12 week full time student teaching )3.0
EDUC 555Social Studies Teaching Methods3.0
MTED 517Mathematics Methods and Content (PreK-4) (Field Experience Required)3.0
Professional Elective (3.0 credits) *3.0
Total Credits45.0
*

Complete 3.0 graduate elective credits (500-799) in EDUC, EDEX, EDGI, EDAM, EHRD, EDHE, ENTP, CRTV, MTED, EDLT, EDLS, ELL, ABA, EDPO, SCL, or ESTM. 

Middle Level Teacher Education Core Pedagogy (18.0 credits)
EDEX 542Fundamentals of Special Education3.0
EDEX 544Inclusive Practices (Field Experience Required)3.0
EDEX 568Literacy and Content Skill Development PK-12 (Field Experience Required)3.0
EDLT 525Design for Learning with Digital Media3.0
EDUC 520Professional Studies in Instruction3.0
EDUC 565Foundations in Instructing English Language Learners (Field Experience Required)3.0
Middle Level Education Grades 4 - 8 Concentration in Math, English, Social Studies or Science (15.0 credits)
EDUC 515Adolescent Learners 3.0
EDUC 522Evaluation of Instruction3.0
EDUC 540Field Experience (12 week full time student teaching )3.0
EDUC 562Middle Years Social Studies Methods (Field Experience Required)1.5
EDUC 564English/Language Arts Teaching Methods for the Middle Years (Field Experience Required)1.5
EDUC 567Middle Years Science Methods (Field Experience Required)1.5
MTED 563Middle Years Mathematical Methods (4-8) (Field Experience Required)1.5
Professional Electives (12.0 credits) *12.0
Total Credits45.0
*

Complete 12.0 graduate elective credits (500-799) in EDUC, EDEX, EDGI, EDAM, EHRD, EDHE, CRTV, MTED, EDLT, EDLS, ELL, ABA, EDPO, SCL, or ESTM

Secondary Level Teacher Education Core Pedagogy (18.0 credits)
EDEX 542Fundamentals of Special Education3.0
EDEX 544Inclusive Practices (Field Experience Required)3.0
EDEX 568Literacy and Content Skill Development PK-12 (Field Experience Required)3.0
EDLT 525Design for Learning with Digital Media3.0
EDUC 520Professional Studies in Instruction3.0
EDUC 565Foundations in Instructing English Language Learners (Field Experience Required)3.0
Secondary Education Grades 7-12: Concentration in Biology, Chemistry, Computer Science, Earth and Space Science, English, General Science, Mathematics, Physics, or Social Studies (12.0 credits)
EDUC 515Adolescent Learners (Field experience required)3.0
EDUC 522Evaluation of Instruction3.0
Candidate selects appropriate methods course (including a school-based field component) matching desired area of certification
EDUC 538English Teaching Methods (Field experience required)3.0
or EDUC 514 Science Teaching Methods
or EDUC 556 Secondary Social Studies Methods (7-12)
or ESTM 535 Teaching Secondary Computer Science
or MTED 519 Teaching Secondary Mathematics
EDUC 540Field Experience (12 week full time student teaching )3.0
Professional Electives (15.0 credits) *15.0
Total Credits45.0
*

Complete 15.0 graduate elective credits (500-799) in EDUC, EDEX, EDGI, EDAM, EHRD, EDHE, CRTV, MTED, EDLT, EDLS, ELL, ABA, EDPO, SCL, or ESTM. 

Track II: Advanced Studies in Teaching, Learning and Curriculum

Students complete a total of 45.0-47.5 credit hours dependent on selected concentration. Some concentrations require participation in classroom-based field components (e.g., Autism Spectrum Disorders, Multisensory Reading Instruction Level 1, Reading Specialist, Teaching English as a Second Language). Annual background checks are required to participate in course work with classroom-based field components.

Core Courses (15.0 credits)
EDAM 714Instructional and Curriculum Leadership (Take EDLS 550 if pursuing Reading Specialist Concentration)3.0
or EDLS 550 Theories of Reading and Writing
EDLT 504Learning Engineering 3.0
EDUC 524Current Research in Curriculum & Instruction (Take EDLS 575 if pursuing Reading Specialist Concentration)3.0
or EDLS 575 Responding to Children's and Young Adult Literature
EDUC 530Advanced Techniques in Instruction & Assessment3.0
EDUC 609Language & Culture in Education (Take EDLS 555 if pursuing Reading Specialist Concentration)3.0
or EDLS 555 Understanding Literacy through Sociocultural Perspectives
Policy, Law & Organization Courses (6.0 credits)6.0
Select two courses in Education Policy, Law & Organization EDPO or EDAM (500-799). Reading Specialist Concentration students enroll in EDLS 570 and EDLS 650.
School Law and Politics
Evidence-Based Evaluation
Literacy and Evaluation
Designing a Literacy Program
Foundations of Education Policy
Capstone Courses (9.0-10.5 credits)
EDU 780Capstone Research3.0
EDU 781Masters Capstone I3.0
EDUP 781Practitioner Capstone Course II3.0
Concentration Option (15.0-16.0 credits) *15.0-16.0
Candidates may select any combination of the following for 15.0 credits: EDUC, EDEX, EDGI, EDAM, EHRD, CRTV, MTED, EDLT, EDLS, ELL, ABA, EDPO, ENTP or ESTM (500-799 level), or candidates select a formal concentration. Formal concentration options include:
Human Resource Development (15.0 credits)
Foundations of Human Resources Development
Coaching and Mentoring for Sustainable Learning
Organization Development and Change
Strategic Human Resource Development
Principles of Adult Learning
Autism Spectrum Disorders (15.0 credits)
Teaching Students with Autism Spectrum Disorder
Characteristics & Methods: Autism
Characteristics & Methods: High Functioning Autism
Communication & Language Interventions: Autism Spectrum Disorders
Behavior & Sensory Support: Autism Spectrum Disorders
Creativity and Innovation (15.0 credits)
Foundations in Creativity
Tools and Techniques in Creativity
Creativity in the Workplace
Research Methods and Assessment of Creative and Innovative Thinking
Global Perspectives on Creativity
Educational Policy (15.0 credits)
The Shaping of American Education Policy: Global Forces, Interest Groups, and Politics
Foundations of Education Policy
American Educational Policy and U.S. Competitiveness
Ethics in Educational Policy Making
Access & Equity in Educational Policy Making
Global & International Education (15.0 credits)
Comparative Higher Education Systems
Culture, Society & Education in Comparative Perspective
Education for Global Citizenship, Sustainability, and Social Justice
Measuring the World: Education and National Development
Gender, Education, and International Organizations
Higher Education (15.0 credits)
Comparative Higher Education Systems
Foundations of Higher Education and Governance
Legal Issues & Ethics in Higher Education
Critical Issues in Student Affairs
Principles of Adult Learning
Learning Technologies (15.0 credits)
The Learning Sciences
Learning Engineering
Play & Learning in a Participatory Culture
Learning Analytics: Lenses on students, teaching, and curriculum enactment
Instructional Design Methods
Teaching and Learning Issues in E-Learning
Multisensory Reading Instruction Level 1 (15.0 credits)
Applied Methods in Multisensory Reading Instruction
Multisensory Reading Instruction
Basic Word Study I
Basic Word Study II
Multisensory Practicum I
Multisensory Practicum II
Multisensory Practicum III
Professional Elective (minimum 3.0 credits) **
Reading Specialist Certification Concentration (16.0 credits)
Reading and Writing in the Content Areas (7-12)
Constructing Meaning through Reading and Writing
Applied Methods in Multisensory Reading Instruction
Basic Word Study I
Basic Word Study II
Multisensory Practicum I
Multisensory Practicum II
Multisensory Practicum III
Teaching English as a Second Language Certification (12 credits)
Language Learning & Teaching
Structure and Sound System of English
Design and Assessment
The Intercultural Learner
Professional Elective (minimum 3 credits) **
Social Emotional Behavioral Wellness (12.0 credits)
Social Emotional Wellness and Evidence-Based Preventative School Practices
Understanding Social Emotional Disorders
Evidence-Based School Interventions and Trauma Informed Education/Care
Collaboration and Community Based Practices to Promote Social Emotion Wellness
Professional Elective (minimum 3 credits) **
Total Credits45.0-46.0
*

Candidates may opt for a formal concentration or a Customized Concentration which may include course work from other Drexel academic departments in consultation with an academic advisors. Sample customized concentrations might include:

  • Educational Administration
  • Evaluation & Assessment
  • Instructional Design
  • Instructional Technology
  • Leadership in Educational Settings
  • Learning in Game-Based Environments
  • Special Education Law and Process
  • Special Education Leadership
  • Urban Education
**

Complete 3.0 graduate elective credits (500-799) in EDUC, EDEX, EDGI, EDAM, EHRD, EDHE, CRTV, MTED, EDLT, EDLS, ELL, ABA, EDPO, ENTP or ESTM.

Track III: Teaching, Learning and Curriculum Dual Certification - Secondary Subject Areas with Special Education (7-12)

Students complete 48.0 credit hours of pedagogy and methods course work including classroom-based field components. Successful completion of the Teacher Education and Special Education Core Pedagogy and all Secondary Education course work components of the degree, with the grade of B or better in each course, permits Drexel to recommend the candidate for an initial PA Instructional teaching credential and 7-12 Special Education certification providing the candidate is a US citizen or has an appropriate visa status, and has successfully completed all appropriate state testing requirements. Clearances must be submitted prior to participation in course work with classroom-based field components.

Dual Certification Middle Level (4-8) Mathematics, Science, English or Social Studies Core (51.0 credits):
EDEX 536Special Education Law and Process3.0
EDEX 542Fundamentals of Special Education3.0
EDEX 543Emotional and Behavioral Support of Individuals with Disabilities 3.0
EDEX 544Inclusive Practices3.0
EDEX 549Teaching Individuals with High Incident Disabilities3.0
EDEX 550Teaching Individuals with Low Incident Disabilities3.0
EDEX 552Integrating Technology for Learning & Achievement3.0
EDEX 555Teaching Students with Autism Spectrum Disorder3.0
EDEX 568Literacy and Content Skill Development PK-123.0
EDEX 578Special Education Practicum PK-123.0
EDEX 588Implementing Academic Interventions in Inclusive Educational Environments3.0
EDUC 515Adolescent Learners 3.0
EDUC 522Evaluation of Instruction3.0
EDUC 540Field Experience3.0
EDUC 562Middle Years Social Studies Methods1.5
EDUC 564English/Language Arts Teaching Methods for the Middle Years1.5
EDUC 565Foundations in Instructing English Language Learners3.0
EDUC 567Middle Years Science Methods1.5
MTED 563Middle Years Mathematical Methods (4-8)1.5
Total Credits51.0
Dual Certification Secondary (7-12) Computer Science, General Science, Physics, Chemistry, Biology, Earth and Space Science, English, Social Studies or Mathematics Core (48.0 credits)
EDEX 536Special Education Law and Process3.0
EDEX 542Fundamentals of Special Education3.0
EDEX 543Emotional and Behavioral Support of Individuals with Disabilities (Field Experience Required)3.0
EDEX 544Inclusive Practices (Field Experience Required)3.0
EDEX 549Teaching Individuals with High Incident Disabilities (Field Experience Required)3.0
EDEX 550Teaching Individuals with Low Incident Disabilities (Field Experience Required)3.0
EDEX 552Integrating Technology for Learning & Achievement (Field Experience Required)3.0
EDEX 555Teaching Students with Autism Spectrum Disorder (Field Experience Required)3.0
EDEX 568Literacy and Content Skill Development PK-123.0
EDEX 578Special Education Practicum PK-123.0
EDEX 588Implementing Academic Interventions in Inclusive Educational Environments3.0
EDUC 514Science Teaching Methods (Stage III Pre Student Teaching Required)3.0
or MTED 519 Teaching Secondary Mathematics
or EDUC 556 Secondary Social Studies Methods (7-12)
or EDUC 538 English Teaching Methods
or ESTM 535 Teaching Secondary Computer Science
EDUC 515Adolescent Learners (Field Experience Required)3.0
EDUC 522Evaluation of Instruction3.0
Candidate selects appropriate methods course (including a school-based field component) matching desired area of certification
EDUC 540Field Experience (12 week Student Teaching experience required)3.0
EDUC 565Foundations in Instructing English Language Learners3.0
Total Credits48.0

Sample Plan of Study

Track I: Initial Certification Track - Secondary Education (Grades 7 - 12)

Students must declare a concentration in Biology, Chemistry, General Science, Earth and Space Science, Physics, Mathematics, English or Social Studies and take appropriate course for concentration during Term 5
 

First Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 5203.0EDUC 5153.0EDEX 5683.0EDUC 5223.0
EDEX 5423.0EDEX 5443.0MS elective3.0EDLT 5253.0
 6 6 6 6
Second Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 5143.0EDUC 540*3.0MS elective3.0MS elective3.0
EDUC 5653.0 MS elective3.0MS elective3.0
 6 3 6 6
Total Credits 45
*

Note: Second Year Winter is less than the 4.5-credit minimum required (considered half-time status) of graduate programs to be considered financial aid eligible. As a result, aid will not be disbursed to students this term.

Track I: Initial Certification Track - Elementary Education (Grades PreK-4) 

First Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 5203.0EDLT 5253.0EDEX 5683.0EDUC 5063.0
EDEX 5423.0EDEX 5443.0EDUC 5213.0EDUC 5133.0
 6 6 6 6
Second Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 5293.0EDUC 540*3.0EDUC 5653.0EDUC 5393.0
MTED 5173.0 EDUC 5553.0MS elective3.0
 6 3 6 6
Total Credits 45
*

Note: Second Year Winter is less than the 4.5-credit minimum required (considered half-time status) of graduate programs to be considered financial aid eligible. As a result, aid will not be disbursed to students this term.

Track II: Advanced Studies in Teaching, Learning and Curriculum 

First Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 5243.0EDLT 5043.0EDAM 7143.0MS elective3.0
EDUC 6093.0EDUC 5303.0MS elective3.0MS elective3.0
 6 6 6 6
Second Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDU 7803.0MS elective3.0EDUP 7813.0MS elective3.0
MS elective3.0EDU 7813.0 MS elective3.0
 6 6 3 6
Total Credits 45
*

Note: Second Year Spring is less than the 4.5-credit minimum required (considered half-time status) of graduate programs to be considered financial aid eligible. As a result, aid will not be disbursed to students this term.

Track II: Advanced Studies in Teaching, Learning and Curriculum (Reading Specialist Concentration)

First Year
   SummerCredits
   EDLS 5753.0
   EDLS 6201.0
   EDUC 5303.0
    7
Second Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDLS 5503.0EDLS 5553.0EDLS 6261.0EDLS 5653.0
EDLS 6223.0EDLS 6233.0EDLS 5603.0EDLS 6503.0
EDLS 6241.0EDLS 6251.0EDLS 5703.0EDU 7803.0
 7 7 7 9
Third Year
FallCreditsWinterCredits  
EDU 7813.0EDLT 5043.0  
 EDUP 7813.0  
 3 6  
Total Credits 46
*

Note: Third Year Fall is less than the 4.5-credit minimum required (considered half-time status) of graduate programs to be considered financial aid eligible. As a result, aid will not be disbursed to students this term.

Track III: Dual Certification Secondary (7-12) Subject Areas and Special Education (PK-12)

First Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 5653.0EDEX 5443.0EDEX 5523.0EDEX 5553.0
EDEX 5423.0EDUC 5153.0EDEX 5683.0EDUC 5223.0
 6 6 6 6
Second Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 514, MTED 519, EDUC 556, or EDUC 538*3.0EDEX 5433.0EDEX 5783.0EDEX 550*3.0
 EDUC 5403.0EDEX 5883.0 
 3 6 6 3
Third Year
FallCredits   
EDEX 5493.0   
EDEX 5363.0   
 6   
Total Credits 48
*

Note: Second Year Fall and Summer are less than the 4.5-credit minimum required (considered half-time status) of graduate programs to be considered financial aid eligible. As a result, aid will not be disbursed to students these terms.

 Track III: Dual Certification Middle Level (4-8) Subject Areas and Special Education (PK-12)

First Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDEX 5423.0EDEX 5443.0EDEX 5683.0EDUC 5223.0
EDUC 5653.0EDUC 5153.0EDEX 5523.0EDEX 5553.0
 6 6 6 6
Second Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
MTED 563*1.5EDUC 5403.0EDEX 5783.0EDEX 550*3.0
EDUC 567*1.5EDUC 5621.5EDEX 5883.0 
 EDUC 5641.5  
 3 6 6 3
Third Year
FallCreditsWinterCredits  
EDEX 5363.0EDEX 543*3.0  
EDEX 5493.0   
 6 3  
Total Credits 51
*

Note: Second Year Fall and Summer and Third Year Winter are less than the 4.5-credit minimum required (considered half-time status) of graduate programs to be considered financial aid eligible. As a result, aid will not be disbursed to students these terms.

Note: Some terms above are less than the 4.5-credit minimum required (considered half-time status) of graduate programs to be considered financial aid eligible. As a result, aid will not be disbursed to students these terms.

Program Level Outcomes

Professionalism

  • Make sound decisions based on the professional code of conduct.
  • Demonstrate leadership in the classroom, school community and profession that is focused on positive and innovative change.
  • Seek ongoing professional growth and development in the field to improve practice.
  • Demonstrate a growth mindset and take responsibility for student learning and academic growth.

Diversity

  • Demonstrate an understanding of the changing role of educators in an increasingly diverse society.
  • Use culturally responsive pedagogy to create equitable learning experiences for all students.
  • Use critical self-reflection to understand one’s own identity in the context of a classroom of diverse learners.
  • Create an inclusive classroom environment with high expectations for all learners.

Reflective Practice

  • Demonstrate the ability to self-reflect on his or her professional practice.
  • Use data and classroom-based evidence to inform and improve professional practice.

Pedagogical Content Knowledge

  • Demonstrate strong content knowledge in all subject areas that meet PIE content requirements.
  • Deliver effective instruction using high leverage teaching practices.
  • Use appropriate means of ongoing assessment and utilize data to demonstrate student growth and make appropriate modifications to the curriculum.
  • Integrate tools of technology in teaching and learning.
  • Construct a well-written, research-based, engaging lesson plan.

Classroom Climate

  • Create a safe, positive, and productive classroom climate environment that supports and facilitates learning for all students. 
  • Build a sense of community in one's classroom based on developmentally appropriate pro-social skills and shared sense of ownership.
  • Create a collaborative classroom climate where students work cooperatively to generate knowledge.

Developmentally Appropriate Practice

  • Demonstrate a thorough understanding of child and/or adolescent development and the learning sciences.
  • Uses differentiated instruction to meet the diverse learning needs of one’s students.
  • Use developmentally informed teaching practices.