Part time Master's Degree in Education in North America

View Part time Masters Programs in Education in North America 2017

Education

A masters is earned after students complete an undergraduate degree program. To obtain a masters, you usually need to complete 12 to 18 college courses that often involve completing comprehensive tests and/or a thesis.

Although some education can be very informal, most mainstream education happens in a more formalized setting. This sort of education is typically divided into various stages, which include preschool, kindergarten, middle school, and high school. Higher education includes college, post graduate programs, masters degrees, and doctorates.

 

The United States of America is located on the continent of North America. It is the third largest country by size in the world. It has a relatively short history compared to other world nations, has one of the world's largest economies, and has one of the world's most diverse populations.

Request Information Best Part time Master's Programs in Education in North America 2017

Read More

MicroMasters Program in Leading Educational Innovation and Improvement (The University of Michigan)

edX MicroMasters Programs
Online Part time 30 weeks January 2017 USA Cambridge

Become an innovative leader with new R&D strategies for improving classrooms, schools and educational systems. [+]

Top Part time Masters in Education in North America. Average Length: 6 weeks per course Effort: 2-4 hours per week, per course Number Of Courses: 5 Courses in Program Subject: Education & Teacher Training Institution: The University of Michigan Institution Offering Credit: The University of Michigan Language: English Video Transcripts: English Price (USD): $199-249 per course Become an innovative leader with new R&D strategies for improving classrooms, schools and educational systems. Education systems around the world face the central challenge of finding innovative solutions and techniques for improving student performance. This challenge is shared by teachers, teacher-leaders, and principals who are responsible for improving opportunities to learn, with two goals: raising average levels of student performance and reducing achievement gaps between students. Beyond schools, leaders in district offices, government agencies, professional associations, and other non-governmental enterprises also share the challenge of improving student performance at scale across entire schools, districts, and systems. Developed in collaboration with the Carnegie Foundation for the Advancement of Teaching - and drawing on the expertise of leading researchers, innovators, and practitioners - the Leading Educational Innovation and Improvement MicroMasters Program will empower learners to collaborate and strengthen educational opportunities and outcomes for millions of students, especially those currently underserved by their public schools. This MicroMasters Program will develop learners’ knowledge of educational innovation, research, and practice to enable them to improve the education and lives of children in their own schools and beyond. More information on the MicroMasters Program can be found at the University of Michigan website. Job Outlook Teachers will have the knowledge, and may be able to pursue the credentials, to become active members of improvement teams and initiatives in their schools and districts. Leaders within the K-12 governance structure will have the knowledge, and may be able to pursue the credentials, to develop and manage inter-organizational teams able to effectively use leading methods of educational innovation and improvement. NOTE: Teachers and leaders should consult appropriate agencies to discuss possibilities for continuing education credit. program developer; external coach/implementation support; improvement specialist; project manager; grant writer; policy analyst; program officer. Career opportunities as grade-level team leader; content-area improvement specialist; instructional coach; school improvement team member; Reformers beyond the K-12 governance structure will have the knowledge, and may be able to pursue the credentials, to use leading methods of educational innovation and improvement to secure funding for their work. Reformers can establish organizations and strategies supporting large-scale improvement; and manage their collaboration with school, districts, and systems. What You'll Learn: To envision new possibilities for the work of students and teachers in classrooms. To understand alternative logics and strategies for organizing the practice of educational innovation. To examine the application of the emerging field of improvement science to the practice of educational innovation. To explore innovation and improvement in large-scale educational reform initiatives in the US and around the world. To improve your own practice as an educator, innovator, and/or reformer. To develop and manage teams that use disciplined, evidence-based methods of educational innovation and improvement. To employ disciplined, evidence-based methods of educational innovation and improvement to manage collaborations among schools, districts, and systems. MicroMasters Program Details How To Earn The MicroMasters Credential Complete and successfully earn a Verified Certificate in all five courses. Take Your Credential To The Next Level Learners who have successfully earned the MicroMasters Credential may receive course credit for four Masters of Arts classes (12 credit hours; the equivalent of two elective courses and two cognate courses) if they apply, and are admitted, to the Masters of Arts programs in Educational Leadership and Policy, Teaching and Learning, New Media and Literacies, or Urban Pedagogy at the University of Michigan’s School of Education. Courses Leading Ambitious Teaching and Learning Learn why ambitious teaching and learning may be the key to global educational improvement and how to put it into practice. Logics of Educational Innovation and Improvement Learn leading strategies for educational innovation to improve practice, raise student performance, and reduce achievement gaps. Improvement Science in Education Learn how to apply principles and practices of improvement science to improve educational practice, raise student performance Case Studies in Continuous Educational Improvement Learn about leading approaches to continuous educational improvement through case studies of educational innovation. Leading Educational Innovation and Improvement Capstone Apply your knowledge and demonstrate mastery, personal growth, and competency along dimensions central to leading educational... What is a MicroMasters Program? Developed to advance a career and born from Master's programs of leading universities, MicroMasters programs are a series of higher-level courses recognized by companies for real job relevancy, and may accelerate a Master's degree. [-]

Master of Education in Gifted Education

Millersville University
Campus September 2017 USA Millersville

The Master of Education degree in gifted education is designed to provide the specialized knowledge needed by teachers and other educational personnel who work with gifted and able students [+]

Master of Education in Gifted Education

The Master of Education degree in gifted education is designed to provide the specialized knowledge needed by teachers and other educational personnel who work with gifted and able students (K-12). The curriculum is appropriate for teachers whether they provide instruction in special programs for the gifted or teach in inclusive settings. The M. Ed. Degree in gifted education does not confer teacher certification. The Department of Elementary and Early Childhood Education is responsible for the gifted education program although the program itself is multi-disciplinary.

Deadline dates: no deadline... [-]


Master of Education

Oral Roberts University
Campus or Online September 2017 USA Tulsa

All of our programs are designed for the adult distance learner. The primary delivery system for the course offerings has become an intensive, but enjoyable 4-day module class format. [+]

Top Part time Masters in Education in North America. Professionalism. Morality. Ethics. Compassion. Leadership. A great teacher or administrator does not just teach or manage, but helps students and faculty become better individuals. The Graduate School of Education at ORU is committed to providing the opportunity for individuals responding to the call of God to become "transformed professional Christian educators." Educational training from a Christian worldview is the best way to achieve this important goal, and that is what you will receive in the ORU Graduate School of Education - the knowledge, skills, and inspiration base to help influence and transform lives. This program, designed around the theme "Transformed Educators", prepares professional Christian educators to go into every person's world with a passion for Christ while instilling strengths of ethical behavior, knowledge, and competence in their students who will, in turn, change society. An ORU Graduate School of Education degree provides the opportunity for individuals who hold Christian principles to gain advanced preparation for professional responsibilities in education throughout the world. All of our programs are designed for the adult distance learner. The primary delivery system for the course offerings has become an intensive, but enjoyable four-day module class format. These modules have extensive pre and post assignments, simulations and dynamic in-class discussions. A unique strength of the program is that the students contribute national and international perspectives. [-]

Education Specialist (EdS)

Walden University
Online Part time September 2017 USA USA Online

Take your career further, faster, with Walden University’s online Education Specialist (EdS) programs. These EdS programs prepare you to pursue new leadership roles while you lay the groundwork to pursue a doctorate [+]

Take your career further, faster, by earning an Education Specialist (EdS) degree online from Walden University. Our EdS programs can prepare you to pursue new leadership roles while you lay the groundwork to pursue a doctorate, if you so choose. Join the more than 100 state teachers of the year who have chosen Walden University to obtain their education degree. With Walden’s Lifelong Learning Pathway, students in most of our PhD in Education, Doctor of Education (EdD), and Education Specialist (EdS) programs take many of the same initial courses. You can start in one of our post-master’s or doctoral programs in education and move to another degree program, which saves you time and money. In a Walden EdS program, you can: Build your credentials faster and at a lower cost than it takes to obtain a doctorate. Transfer credits from prior coursework and accelerate your time to degree completion. Receive dedicated support, from your first course through your capstone project. Explore real-world challenges in education and gain skills to promote social change. Programs EdS in Curriculum, Instruction, and Assessment EdS in Early Childhood Education (Non-Licensure) EdS in Educational Administration and Leadership (Non-Licensure) EdS in Educational Leadership and Administration (Principal Preparation) EdS in Educational Technology EdS in Reading, Literacy, and Assessment (Non-Licensure) EdS in Special Education (Non-Licensure ) You can work toward your degree at a speed that’s right for you. Traditional: Take one course at a time. Advance through the program steadily while managing other commitments. Fast Track: Take two courses at once. Focus more time on the program and complete your degree sooner. [-]

Master in Educational Leadership

Mississippi College
Campus 15 months September 2017 USA Jackson

Mississippi College provides exceptional leadership education that places a greater emphasis on teaching and learning. Our unique Master’s degree program in Educational Leadership preparation carefully selects cohort members each spring to begin a 15-month modular program consisting of 39 semester hours, which begin in the summer term. The faculty offers experienced and innovative perspectives and provides a series of modules focusing on six dimensions of leadership. [+]

Top Part time Masters in Education in North America. Earn your degree in Educational Leadership Mississippi College provides exceptional leadership education that places a greater emphasis on teaching and learning. Our unique Master’s degree program in Educational Leadership preparation carefully selects cohort members each spring to begin a 15-month modular program consisting of 39 semester hours, which begin in the summer term. The faculty offers experienced and innovative perspectives and provides a series of modules focusing on six dimensions of leadership, including: Personal/Interpretational Instructional Organizational Resource Political Informational Your course curriculum will be integrated with seminars, practicums and internships, and culminate in formal internships during the last semester of preparation. Mississippi College also offers the Doctor of Education Program in Educational Leadership for professionals in education who wish to assume leadership roles in K-12 settings. Students can enroll during the spring semester of each year and may enter with a Master’s degree, but must complete the specialist degree before beginning doctoral level courses. Degree Options Master of Education in Educational Leadership As a student enrolled in our Educational Leadership Master’s degree program, your course curriculum will include Introduction to Administrator Preparation, Instructional Dimension of Leadership, Information Management Dimension of Leadership, Political Dimension of Leadership, and more. Education Specialist Degree in Educational Leadership As a student enrolled in our Education Specialist Degree Program in Educational Leadership, course curriculum includes Personnel Management, Leadership Dilemmas, Legal Structures and Legal Issues, Technology Trends in Curriculum and Instruction, Central Office Roles and Responsibilities, and more. Doctorate in Educational Leadership If you choose to earn a Doctorate in Education at Mississippi College, your course curriculum will cover Basics of School Finance and Fiscal Control of Schools, Roles and Functions of the Superintendency and School Board Relations, Comparative Philosophies of Education, Instructional Supervision, and more. The MC Experience If you’re a working adult with multiple responsibilities, Mississippi College can help make education more accessible for you. We understand that children, jobs, school activities and more can become overwhelming. Leadership programs offer educators the ability to utilize day courses during the summer and evening courses during the fall and spring semesters. If you are searching for colleges in Mississippi or are interested in our educational leadership programs, contact Mississippi College today and speak with an admissions representative who is ready to answer your questions. [-]

Master of Education

Nipissing University
Campus Part time 2 - 4 years September 2017 Canada Ontario

The Master of Education (MEd) program is designed to prepare educational leaders for learning environments such as classrooms, schools and other learning organizations. [+]

Master of Education The Master of Education (MEd) program is designed to prepare educational leaders for learning environments such as classrooms, schools and other learning organizations. The program is ideal for education, healthcare and other professionals. The program is offered on a full-time and flexible full-time (Flex-time) basis. The Flex-time option is intended to allow working professionals to be engaged in continued employment in areas related to the fields of research. The majority of courses are offered online, however, students can also register in onsite courses (predominantly now offered at the three Nipissing University campuses in North Bay, Bracebridge and Brantford). The full-time MEd Program is a two-year program. Students in the Flex-time option may complete within 3-4 years. Courses in the Fall, Winter or Spring/Summer terms are scheduled in one of three ways: (i) online via Blackboard Learn (ii) onsite over a series of weeknight sessions, or, (iii) onsite over a series of weekends. Admission requirements The minimum requirements for admission consideration are an undergraduate degree with a B average on the last ten full courses (or 20 half/semester courses) completed. This is a limited enrollment program. Admission is competitive. Consideration will be given to undergraduate marks as well as supplemental information required with the application. All applicants are required to provide at least three letters of academic recommendation from professors or other appropriate professionals who can speak to their level of preparation and readiness for graduate studies. At least one of the references must be from someone qualified to address the academic ability and competence of the applicant to undertake graduate studies. Reference cannot be from anyone who is personally related to the applicant. Admission With Advanced Standing Master of Education candidates may receive advanced standing for a maximum of two graduate three-credit courses completed prior to the time of application to Nipissing. Advanced standing will only be considered for those graduate courses taken within six years of enrollment in the MEd program. Requests for advanced standing will be considered only at the time of admission and only for graduate courses completed with a grade of "B" or higher.​ [-]

Master's in Curriculum and Instruction

The George Washington University - Graduate School Of Education & Human Development
Campus September 2017 USA Washington

Our program prepares teachers and other educational personnel for increased responsibilities in the planning, implementation, research, and evaluation of curriculum and instruction. [+]

Top Part time Masters in Education in North America. Why a GW Master's in Curriculum & Instruction? Our program prepares teachers and other educational personnel for increased responsibilities in the planning, implementation, research, and evaluation of curriculum and instruction. A minimum 33-credit-hour program includes study in curriculum development, research and evaluation of instructional practice, teacher education, work with special populations, and school policy and leadership. A program specialty concentration may include reading and literacy, elementary education, or secondary education. Students enrolled in the Curriculum and Instruction Masters program may do so concurrently with the Incorporating International Perspectives in Education certificate. Courses can be applied toward earning the Masters degree and certificate. Highlights Research & Applied Practice: GSEHD graduates are equipped with the knowledge and training to improve K-16 education in local, national, and international settings. With the flexibility to begin in fall, spring or summer semesters, students improve their practice as they conduct research on curriculum, instruction, assessment and the politics of learning environments both within and outside the US. Flexibility: With the flexibility to begin in fall, spring or summer semesters, the program adjusts to your schedule and needs. Internships with Impact: Students have the option to pursue internships in local schools and educational organizations. Given our unique location in the nation's capital, graduates have the opportunity to study and have an impact on the policy, standards and the course of education. Students can dual enroll and earn a Certificate in Incorporating International Perspectives in Education concurrently. Curriculum The following requirements must be fulfilled: 33 credits, including 9 credits in core courses, 15 credits in courses in the concentration, 9 credits in elective courses, and completion of the Master of Arts in Education and Human Development comprehensive examination. Opportunities Recent graduates have become managers of Teacher Leadership Development at Teach for America, research experts at the American Institutes for Research, Reading and Math Intervention Leaders, English Language Lead Educators, and Reading and Literacy Specialists. Doctorate in Curriculum and Instruction Ideally located in the nation’s capital, the Doctoral Program in Curriculum and Instruction (C&I) prepares education leaders who will work to improve pre-K through 16+ education in local, national and international settings. The program encourages critical thought and creative work through coursework focusing on curriculum, instruction, research, and additional courses and learning opportunities that intentionally link teaching and learning, policy, and evaluation to students’ substantial prior experiences. C&I doctoral students have the opportunity to meet national leaders in education and participate in internships that expand horizons. Doctoral students often choose to contribute to our K-12 teacher-preparation programs through teaching and supervision opportunities. The program focuses on understanding how curriculum and instruction can be constructed and applied to educational reform and diverse populations of students. Students work together to build research skills and study in a collaborative social context, grounded in the realities of schooling. There are close ties with faculty. Doctoral students will become part of a community that links scholars with practicing professionals, policy makers and educational organizations in Washington, DC and beyond. Students can also use the program expand their content knowledge or delve into other fields through linkages with GW's Columbian College of Arts and Sciences or other schools at GW. Graduates of the program can be found working in government agencies, teaching in university settings, or running informal education organizations. They also may be curriculum supervisors in school systems or master teacher leaders in schools. Highlights Leading Policy and Research: Curriculum and instruction are central to educational improvement, constituting the what, how and why of teaching and learning. The study of curriculum and instruction not only entails content, methodology and assessment but also entails an understanding of why curriculum and instruction are important in affecting change both within and outside of schools. Our purpose is to prepare leaders who will work to improve pre-K-16 education in local, national and international settings. Develop knowledge and core competencies: (1) Multiple perspectives on curriculum and instruction policies; (2) Theories, methods, models, and ethics of program evaluation: (3) Efforts to create equitable educational systems; (4) Leadership roles in organizations that seek to bring about change; and, (5) Communicating ideas through publication, grant writing, curriculum writing, policy writing, and alternative forms. An understanding of the impact of policy decisions on curriculum and instruction. Curriculum A minimum of 66 credits, including 18 credits of core courses, 6 credits of policy and evaluation courses, 15 credits in research, and 3 credits of internship, and 9 credits of electives. Opportunities Leading ideas in government, schools and think tanks. A few recent graduates include: US Department of Education Dr. Carol O'Donnell, Ed.D. '12, A former public school teacher, Dr. O'Donnell now serves as a Group Leader in the Office of State Support at the US Department of Education in Washington, DC, coordinating the policy and financial resources associated with major grant programs that support States, districts, and schools as they implement programs and initiatives focused on education reform, school improvement, teacher quality, and improved student achievement. Institute of Education Sciences Dr. Rob Ochsendorf, Ed.D. '09, Currently a program officer at the Institute of Education Sciences in Washington, DC Rob oversees research grants and helps develop national research priorities focused on math and science education for at risk learners. His experiences at GSEHD were invaluable in helping him develop a deep understanding of the qualities inherent in high quality education research. Metropolitan State University of Denver Dr. Philip Bernhard, Ed.D. '12, Currently serving as an Assistant Professor of Secondary Education and Department Chair of Secondary Education, Educational Technology, and K-12 Education at the Metropolitan State University of Denver. Washington International School Dr. Jim Reese, Ed.D., '08, The director of studies at Washington International School, Dr. Reese oversees curriculum coordination and professional development of faculty. He also works closely with Project Zero, a research group at Harvard's Graduate School of Education. He credits two GSEHD programs, the M.Ed. in Secondary English and the Ed.D. in Curriculum and Instruction, for preparing him well for his career in education. The George Washington University Dr. Lottie Baker, Ed.D. '13, Dr. baker coordinated an English language curriculum project for police academies in Southeast Asia through a U.S. State Department grant before joining the faculty at GSEHD in 2015. Transformation Begins Here 
Learn more about the Master's in Curriculum and Instruction program located on campus (202-994-9283). [-]

Master in Education

University of Redlands
Campus September 2017 USA Redlands

The University of Redlands School of Education offers five graduate degree programs at the master’s level with an emphasis on school counseling, college counseling, curriculum and instruction, educational administration, and higher education. [+]

There are a number of reasons that teachers decide to pursue a master’s degree. Not only does it reinforce a commitment to education, but it can also have a substantial impact on a teachers’ lifetime earning potential, particularly if completed early in their career. A recent analysis conducted by University of Redlands School of Business Professor Mak Kaboudan confirms that for teachers who earn a master’s degree from the University of Redlands at age thirty, or even at age forty, their increased income would not only pay for the cost of the master’s degree after ten years, but their lifetime income could increase by more than $650,000. Below is a quick look at the total financial benefits a teacher might expect from earning a master’s degree. More information and conclusions from this analysis can be found on the pages that follow, including: Income comparisons based on receiving a master’s degree at age 30 and age 40 Income comparisons during retirement Return on investment for taking a loan to finance a master’s degree About Our Master’s Degrees in Education The University of Redlands School of Education offers five graduate degree programs at the master’s level with an emphasis on school counseling, college counseling, curriculum and instruction, educational administration, and higher education. Each master’s degree program is based on a foundation of common graduate courses which provide the basic knowledge and skills necessary to perform: graduate level research; assessment, evaluation and writing; curriculum and program development; and personal and professional reflection. [-]

Master in Higher Education and Student Affairs

University of San Francisco - School of Education
Campus 2 years August 2017 USA San Francisco

The Master of Arts in Higher Education and Student Affairs (HESA) combines a rigorous academic curriculum which includes practicum experiences in various areas of student life, arranged in collaboration with the USF Division of Student Life. [+]

Top Part time Masters in Education in North America. Prepare for a professional career in student affairs and leadership in higher education. The Master of Arts in Higher Education and Student Affairs (HESA) combines a rigorous academic curriculum which includes practicum experiences in various areas of student life, arranged in collaboration with the USF Division of Student Life. Program Schedule Consistent with the School of Education's commitment to serve working adults, the program follows a schedule of alternate weekend classes that convene nine times a semester. Classes are typically held Thursday evenings, Friday evenings and all day Saturday. Program Cornerstones: An integrated approach to issues of equity and access in higher education. A commitment to social justice emphasized throughout coursework and co-curricular experiences. A practicum component, which places students in diverse learning environments within student affairs and promotes the development of concrete practical skills and reflective learning. An optional paid internship opportunity, which can provide a compensation package offered by the USF Division of Student Life. “The social justice education component is something that I value most about the HESA program. It adds meaning and purpose to the work I'm pursuing and allows me to see the bigger picture. Joining a program that would afford me the opportunity to merge theory and practice was essential to my decision to attend USF.” - Amiya Powell-Hodge, Higher Education & Student Affairs Alumna The HESA Program at USF seeks individuals who demonstrate an explicit commitment to social justice in higher education and student affairs. As such, we undergo a holistic admissions process in our approach to reviewing applicants, which includes consideration of prior academic and life experiences. Financial Resources Federal financial aid, state, and university resources are available as funding to newly admitted and current USF School of Education students. In order to offset the cost of graduate education tuition, many School of Education courses are offered in the late afternoon and evening, and/or on alternating weekends. Most students find they can maintain a full time job while earning their credential, master’s or doctoral degree. However, if your program requires you to spend time in a classroom (i.e. student teaching) or to complete a fieldwork or traineeship experience, such commitments will interfere with a normal workday. Please consult your intended program of study for more information. Visit our website to learn more about financial resources for this program Careers Graduates of the Higher Education Student Affairs program are educators who work in university settings. Student affairs is an exciting field that promotes the growth and development of students in higher education, in and out of the classroom. The work of student affairs practitioners centers on supporting student success, from the point of access to colleges and universities, through their educational journey, and onto achievement of educational and developmental outcomes. HESA’s program approaches student affairs as a field where ensuring equitable outcomes for all students is a primary objective of our work, a principle that is integrated throughout coursework and co-curricular experiences and better prepares HESA graduates to serve as social justice advocates within higher education settings. HESA also provides a variety of support services including workshops and mentorship in networking, interviewing and resume writing. Examples of career options include: Student Services Manager Academic Success coach Assistant Director of Student Life Program Manager Admission Assistant Program Coordinator Office of Multicultural Recruitment [-]

Master of Education in Educational Leadership (MEd)

William Paterson University of New Jersey
Campus 2 years September 2017 USA Wayne

The MEd in educational leadership program, designed for teachers who aspire to leadership positions in schools, values democratic collaboration, diversity, equity, theory, critical inquiry, reflective practice, continuous improvement, student success, and ethical practice. The program strikes a balance between the competing tensions of management and leadership. Courses focus on the development of skills that enable aspiring principals to... [+]

Master of Education in Educational Leadership (MEd) The MEd in educational leadership program, designed for teachers who aspire to leadership positions in schools, values democratic collaboration, diversity, equity, theory, critical inquiry, reflective practice, continuous improvement, student success, and ethical practice. The program strikes a balance between the competing tensions of management and leadership. Courses focus on the development of skills that enable aspiring principals to understand how to manage schools successfully. At the conclusion of their studies, graduates embrace shared leadership, diversity, equity, reflective inquiry, and ethical values that support relationships in caring, nurturing learning environments for all students. They also bring meaning, value, and focus to their school communities, leading them far beyond the ordinary. This University graduate program prepares degree candidates to both lead and manage schools successfully. This is a two-year, 39-credit program. The course of study for the MEd in educational leadership incorporates: extended, weekend classes that meet twice a month during each semester two one-week summer courses. two years (300 hours) of field experience as candidates continue in their current job. national technology competencies embedded in each of its courses. opportunities to apply theory to practice through performance-based assessments in each course. Successful candidates receive a master of education degree and a supervisory endorsement. Upon completing the program and passing the Praxis in educational leadership, candidates are eligible for principal licensure by the New Jersey Department of Education. This two-year cohort model program is intended for candidates who have completed a bachelor’s degree and will have completed five years of successful, full-time teaching or educational services experience by program completion. Admission Requirements In addition to the University’s admission requirements: Cumulative grade point average of no less than 3.00 on 4.00 scale. Applicants who have a graduate degree from an accredited university must have a GPA of no less than 3.5 on a 4.0 scale. Standard New Jersey instructional or educational services certificate, or its out-of-state equivalent. Minimum verbal score of 150 on the Graduate Record Examination (GRE), or minimum score of 388 on the Miller Analogies Test (MAT).* GRE/MAT admission testing requirement for applicants holding a master's degree and GPA of 3.5 or higher is waived. At least five years of successful, fulltime teaching or educational services experience is required. An original letter from a school official (principal or assistant principal or human services director), on the school’s official letterhead, must be submitted. Included should be dates of employment and the positions held during those specific dates. Applicants with fewer than five but at least three years of successful educational experiences may be considered for admission contingent upon materials submitted in their portfolio that would strongly support their leadership potential. The five-year experience requirement should be met by program completion. Two professional letters of reference, at least one from your school principal, who will serve as your mentor for your administrative internship. Personal interview is required. A portfolio is required for the interview and must include the following: Resume and copy of all teaching certifications. One-page statement on why you would like to be in the program and what your career aspirations are in the next few years after completing the program. A copy of this essay should also be sent to the Graduate Admissions office. One recommendation letter from your principal and one from another professional in a leadership position. One or two artifacts that show your teaching competency. One or two artifacts that support your leadership experiences either on the job or in your community. Program Requirements The completion of a minimum of 39 credits of graduate study within the educational leadership program course offerings, including 6 credits assigned to ongoing field-based experiences and successful completion of the technology competencies listed in the syllabus of each course. The completion of an exit portfolio (CD or web-based) that supports your competency both in technology and in each of the course’s required learning outcomes. A collaborative action research project that will clearly support your competency in qualitative and quantitative design. A successful exit interview. Alternate 30-Credit Principal Licensure Program Successful candidates will receive a New Jersey certificate of eligibility for principal. This two-year cohort program is intended for candidates who have: Completed a master’s degree. Will have completed five years of successful, full-time teaching or educational services experience by program completion. The admission and completion requirements listed above apply to this program. Successful candidates must complete a minimum of 30 credits for completion. The (*) courses below are not required for this program. Candidates who complete this program receive the certificate of eligibility for principal licensure once they pass the School Leaders Licensure Assessment (SLLA) exam. Alternate 21-Credit Principal Licensure Program Successful candidates will receive a New Jersey certificate of eligibility for principal. This one-year cohort model program is intended for candidates who have: Completed a master’s degree. Completed five or more years of supervisory experience by program completion. Applicants who have an earned master’s degree from a regionally accredited college or university and who have successfully completed five or more years as a supervisor may apply for the 21-credit, one-year principal licensure program. The admission and completion requirements listed above apply to this program. Successful candidates must complete a minimum of 21 credits for completion: EDLP 6010, 6040, 6050, 6060, 6100, 6110, 6140 and a one-day seminar in the collaborative action research process. Candidates must have also successfully completed five or more years of experience as a supervisor at the time of completing this program. Candidates who complete this program receive the certificate of eligibility for principal licensure once they pass the SLLA exam. Required Common Courses EDLP 6010 Leadership in Learning Communities: From Theory to Practice EDLP 6030 Educational Research: Qualitative and Quantitative Design EDLP 6040 Curriculum Design: Theory and Practice EDLP 6180* Curriculum Design: Developing, Writing, and Implementing Curriculum in the Classroom EDLP 6050 Understanding Group Process and the Psychology of Organizations EDLP 6060 The Principalship: The Person and the Profession EDPL 6080* Clinical Projects in Educational Leadership EDLP 6090 Supervision and Evaluation: Performance Appraisal EDLP 6100 School Management Functions: Finance, Structures, Resources EDLP 6110 Problems in Practice: Legal and School-Centered Issues EDLP 6120* Supervision and Evaluation of Support Staff and Educational Programs EDLP 6130 Field Experiences I EDLP 6140 Field Experiences II [-]

Master of Education

University of Windsor
Campus 16 months September 2017 Canada Windsor

This course-based program will enable you to examine philosophical orientations, conceptual frameworks, and research methodologies relevant to the study of Canadian Education. [+]

Top Part time Masters in Education in North America. This course-based program will enable you to examine philosophical orientations, conceptual frameworks, and research methodologies relevant to the study of Canadian Education. The program objectives will be accomplished through the completion of nine courses, followed by the capstone course, the Final Project Seminar including an internship at a local school board or the Ministry of Education. A great way to experience the Canadian educational system first hand. You will study and live in Canada for 16 consecutive months. This program includes 10 prescribed courses completed over 4 terms. Students can choose one of three specializations: Curriculum Educational Administration Language Acquisition, Culture and Society Courses May Include Research in Education Qualitative Methods in Educational Research Fundamentals of Curriculum Theory and Development Comparative and International Education Organizational Behaviour in Educational Institutions Educational Policy Analysis Sociological Aspects of Education Approaches to Literacy Development Information and Communication Technologies Issues in Education Final Project Seminar Career Opportunities: Graduates of this Master of Education program move into administrative roles in school boards and government. Intake: September Class Size: 25-35 students [-]

Master of Education

Virginia International University
Online & Campus Combined August 2017 USA Fairfax

The Master of Education at Virginia International University is designed to prepare future educators for leading roles in a variety of educational and education-related settings by equipping them with the knowledge, skills, and expertise required to excel in an array of education-related positions. VIU's Master of Education (M.Ed.) degree will enable professional educators to work in culturally diverse and technologically immersed environments by empowering students to become problem solvers, critical thinkers, and scholars. [+]

The Master of Education at Virginia International University is designed to prepare future educators for leading roles in a variety of educational and education-related settings by equipping them with the knowledge, skills, and expertise required to excel in an array of education-related positions. VIU's Master of Education (M.Ed.) degree will enable professional educators to work in culturally diverse and technologically immersed environments by empowering students to become problem solvers, critical thinkers, and scholars. Graduates from VIU's Master of Education (M.Ed.) degree will be able to successfully apply their understanding of teaching in a variety of educational settings locally, nationally, and globally. Upon graduation from VIU's M.Ed. degree, as educators, they will have the ability to build careers in K-12 settings, post-secondary educational settings, businesses, and non-profit organizations. VIU's Master of Education (M.Ed.) degree maintains the university's mission of striving to embrace freedom of thought and diverse interpretations of human experiences, aspects that are vital in the field of education and in a global context. Our goal is to graduate students who display and make use of their moral, intellectual, and professional excellence to serve as role models for and educate future generations and make a difference in their communities. World Class Faculty & Staff The Master of Education program boasts a history of highly skilled and dedicated faculty and staff who are ready to assist students along their journey through the program. The program's faculty offer expertise in various areas including math, science, and ESOL. Delivery of the curriculum is only one aspect of the programs at VIU! Come experience the personalized, accessible, engaging, and fun classroom environment! Program Overview Benefits of a Master of Education degree from VIU: Gain a solid understanding of teaching principles and practices for secondary education Obtain practical experience through the practicum course Gain experience from teachers with expertise in their content areas Gain practical skills to foster a class/campus culture supportive of various backgrounds and learning styles Learn how to develop a classroom that focuses on student needs and ultimate goals through outcome-based course and lesson development. Program Features Features of the Master of Education program: Faculty with real-world teaching experience A solid field-based curriculum built with feedback from employers Receive a world class education in an engaging and supportive learning environment Improve upon teaching abilities and qualifications Faculty are available outside of the classroom for assistance Program can be completed with courses taken online and on-ground Dedicated program administrators for every student Admission Requirements Admission to the program does not require any previous course work in education. A bachelor's degree or equivalent in any field and evidence of sufficient English language proficiency are required for admission. Candidates are also required to submit a minimum of one official recommendation, an academic statement of purpose, and a résumé or curriculum vitae. Accreditation Virginia International University is an accredited institution of higher learning holding national accreditation through the Accrediting Council for Independent Colleges and Schools (ACICS) and is certified to operate by the Virginia State Council of Higher Education for Virginia (SCHEV). Additional information on accreditation can be found in the Accreditation and Certifications section of the academic catalog. Program Outcomes In working to achieve the mission of the program and those of the School of Education, the following outcomes will be achieved: Develop learner environments reflective of best practices for teaching and learning utilizing effective technology reflective of the modern classroom, and create optimal student achievement opportunities through culturally responsive pedagogy. Serve as independent researchers with the ability to conduct action research as well as assess and implement best practices associated with effective pedagogical practices for secondary learners. Effectively collaborate with others as well as lead the collaborative process for the purpose of better meeting the needs of their student populations and the communities in which they serve. Serve as leaders in developing and designing teaching and learning opportunities which are effective and generate learner motivation and academic success. Foster teaching and learning environments that are respectful and inclusive as well as reflective of the needs, feelings, and cultural values of the student population and communities they are serving. Develop, design, and implement assessment and evaluation strategies which are authentic and sensitive to student characteristics such as their cognitive abilities, cultural values, and academic abilities. Degree Requirements The School of Education at VIU is designed to prepare future educators for leading roles in the growing field of education. Graduates from the M.Ed. programs will be able to effectively address challenges and possibilities in their roles as successful teachers, educators, and leaders of their communities worldwide. The Master of Education degree at VIU can be completed in two academic years. Program of Study: Total 40 semester credit hours, 12 courses. 30 credit hours (9 courses) of core courses, 6 credit hours (2 courses) of content area concentration courses, and 3 credit hours (1 course) of specialization area courses make up the M.Ed. degree. The Master of Education (M.Ed.) degree requires the completion of a capstone project, Educational Action Research Project/Portfolio, within the subject area. This portfolio or research project is worth six (6) credit hours of the core courses and is conducted in conjunction with the Education Capstone Experience (EDUC 600). To qualify for the M.Ed. Degree, students must meet all credit requirements, as described below: Students enrolled in the graduate program must maintain a cumulative grade point average of at least 3.0 (B), out of 4.0, and a minimum of grade not less than 2.0 (C), out of 4.0, in all courses to qualify for the M.Ed. Degree to remain in good academic standing and to graduate. The maximum time frame permitted for the completion of any graduate program is 54 semester credits. Only graduate-level courses may be applied toward the degree. A master's student may transfer up to 12 semester hours of graduate credit earned at other accredited institutions. Beyond the prerequisites, the student must have completed 39 credit hours, consisting of 30 credit hours of required core courses, 6 content area credit hours and 3 credit hours of specialization area courses. No degree credit is earned by a graduate student for any grade below 2.0 (C), out of 4.0, received in a graduate-level course. However, any grades lower than 2.0 (C), out of 4.0, will be calculated in the grade point average. The Master of Education Degree consists of nine (9) core courses, two (2) content area courses, and one (1) specialization area course, offered in both the online and residential formats. Concentrations M.Ed. with concentration in ESOL Education M.Ed. with concentration in Mathematics Education M.Ed. with concentration in Science Education [-]

Masters of Education in Community Development and Action

Vanderbilt Peabody College
Campus 2 years September 2017 USA Nashville

The Masters of Education program in Community Development & Action is a two-year practitioner-focused degree in the HOD department, preparing students for professional leadership as change agents in local communities. [+]

Top Part time Masters in Education in North America. The Masters of Education program in Community Development & Action is a two-year practitioner-focused degree in the HOD department, preparing students for professional leadership as change agents in local communities. The program combines theory, research, and practice to equip students with the tools to study, design, and sustain change in the context of organizations, communities, and policy that support positive human development. As a student of communities and human development, you are expected to make a strong commitment to your education by recognizing the intention behind program goals and making an effort to learn and grow beyond the minimum degree requirements. You are expected to commit to your best work and maintain your personal integrity as well as the integrity of the program. Coursework entails a minimum of 30 hours of required and elective classes in content areas. Course selection may vary according to career objectives of the student and recommendations made by his or her major advisor. Sample Program of Studies Fall 2014 Professional Seminar – Becoming a Change Agent* Community Inquiry* Community Development Theory* Spring 2015 Consulting Pre-Practicum* Community Intervention & Change Fall 2015 Theories of Inequality Program Evaluation Spring 2016 Community Organizing Global Dimensions of Community Development *Denotes required course A student may also choose to take an additional 6 hours and complete a concentration in an area of his or her choosing. Examples of areas of concentration include topics such as Leadership and Management, International Development, Education, Public Policy, Community Health and Wellness, and Program Evaluation. Practicum Supervised field experience is a critical component for the learning and development of each CDA student. The purpose of the practicum experience is to allow each student the opportunity to apply foundational community development principles and coursework and to build professional skill sets in meaningful settings. Most frequently, these experiences take place in off-campus organizational or public agency settings, but they may also take other forms. Over some summers, the Department of Human and Organizational Development offers opportunities to participate in a Fieldschool of Intercultural Education, which can also be counted toward practicum requirements with prior approval. Final Assessment Options CDA students are required to complete, at a minimum, 30 hours of coursework, 300 hours of practicum work and one of the following three final assessment options: Master's Thesis - This is an experience in independent scholarly research which is intended to contribute to the field of community development. Click here to see examples of past theses. Final Project - This opportunity allows students to integrate CDA core philosophy, coursework and field experience. The student will communicate meaningfully how these three elements are related and how they have contributed to their personal and professional growth during the project's life span. Click here to see examples of past student projects. Comprehensive Exam - This is an in-depth writing experience intended to display the student's full understanding of the material covered by the CDA degree program and to encourage the student to think critically about this material. Each final assessment option provides the student with a different method of expressing what they have learned and how to apply it. Each student should speak with their major advisor upon matriculation to discuss which assessment option is appropriate. Because the thesis and final project options require a great deal of preparation, a student must plan to stay in the program for four semesters; LINK students and those graduating in three semesters must choose the comprehensive exam option. [-]

Master of Education

Claflin University
Campus September 2017 USA Orangeburg

The degree program in Curriculum & Instruction will include a study of curriculum, assessment, educational policy and practices, as well as effective learning processes. [+]

Master of Education in Curriculum and Instruction The Course of the Study The Claflin University Master of Education (MEd.), Curriculum and Instruction is unique in that it considers the experience of the current teacher (i.e. formal study, teaching experience, research interest) to create a program of study that furthers the educator’s professional growth in the field through a study of data on student learning outcomes, school and community related issues, as well as current educational research. The Claflin University graduate Curriculum and Instruction program is designed for experienced teachers and professionals who wish to develop their ability to provide effective instruction and document student learning as well as develop their ability to mentor the next generation of teachers and/or professionals. The degree program in Curriculum & Instruction will include a study of curriculum, assessment, educational policy and practices, as well as effective learning processes. The M.Ed. program in Curriculum & Instruction is designed to help students develop expertise in national, state, and local policy; instructional programs; teaching and teachers; community concerns; systems of schooling; and most importantly, students and their development through school. A key component of the Curriculum & Instruction program will be the training of graduates to utilize the study of 21st century transformational education issues to meet the needs of students and their families, as well as to train current teachers to be effective mentors for pre-service educators. Candidates in the Curriculum & Instruction program will serve as mentors for students in the existing teacher preparation programs. Attention will be given towards the candidate’s ability to create rigorous learning experiences, growth in awareness of and appreciation for next generation learners, interdisciplinary relationships among the content areas, technology integration, and reflective practice. Additionally upon completing this program of study graduates will be better prepared to meet the needs of students in schools and communities they serve. [-]

Online Master of Education (MEd) in Teaching and Technology

William Woods University
Online Part time September 2017 USA Fulton

Technology and media are driving a revolution in learning, teaching and training in both the traditional classroom and the corporate learning center. Technology encourages a new way of learning that fosters cooperation, collaboration, problem solving and higher order thinking skills that are valuable throughout life. The William Woods University Master of Education in Teaching and Technology degree will prepare you to stay at the leading... [+]

Top Part time Masters in Education in North America. Online Master of Education (MEd) in Teaching and Technology Technology and media are driving a revolution in learning, teaching and training in both the traditional classroom and the corporate learning center. Technology encourages a new way of learning that fosters cooperation, collaboration, problem solving and higher order thinking skills that are valuable throughout life. The William Woods University Master of Education in Teaching and Technology degree will prepare you to stay at the leading edge of this trend and use your learning to enhance the learning of others, wherever you choose to apply it. Program advantages This degree includes courses about education, research and technology that support enhanced teaching methods through the use of technology. If you work in a school district, it will enhance your instructional skills with the potential to advance you to a position as an instructional technology coordinator or instructional technology coach. As a business trainer or multimedia specialist, you will find these skills invaluable in meeting sales training, professional development and other corporate learning goals. The learning you gain will enable you to research and evaluate new tools, design materials and programs that incorporate them, and assess their effectiveness. Courses - EDU500 Current Issues in Education - EDU520 Research Design - EDU543 Teaching and Learning in the new Digital Landscape - EDU558 Software Applications for Academic Programs - EDU561 Instructional Design With Technology - EDU563 Applied Instructional Theories and Strategies Using Technology - EDU571: Integration of Multimedia Production and Curriculum - EDU589: Teaching and Technology Capstone Project - EDU590 Appraisal of Student Learning Your Master of Education (M.Ed.) degree at work If you work in a school district, it will enhance your instructional skills with the potential to advance you to a position as an instructional technology coordinator or instructional technology coach. As a business trainer or multimedia specialist, you will find these skills invaluable in meeting sales training, professional development and other corporate learning goals. The learning you gain will enable you to research and evaluate new tools, design materials and programs that incorporate them, and assess their effectiveness. Admission requirements - Completed application - You must have a 2.5 GPA in your undergraduate degree to be considered for admission into the graduate degree program. - No previous education degree required. [-]