Early Childhood Education M.Ed.

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Program of Study

The M.Ed. in Early Education is designed specifically for Accomplished Classroom Instructional Leaders. The program allows experienced classroom teachers in Elementary education (P-5) to earn a M.Ed. in four semesters while continuing their teaching career. Candidates complete three phases taught by full time graduate faculty and experienced school personnel. The program will be delivered in cohorts offered at centers in public schools, on campus, as well as online. Each center will have a cohort coordinator and graduate faculty who will mentor candidates and facilitate program delivery. The program of study schedule is designed to coincide with the public school calendar and will be provided in advance so teachers can coordinate educational and personal commitments with program requirements.

Throughout this program, candidates are involved with distance learning, the use of modules, direct instruction, cohort planning, and individual projects, all of which are tied to national standards and school improvement plans. The final phase of the program involves the candidates in a culminating, enriching, and rewarding learning experience. During this time, candidates complete the development of a personal, professional portfolio that includes evidence relevant to many of the National Board Certification requirements. At the end of the program, the accomplished classroom instructional leader possesses the knowledge, skills, and dispositions needed to facilitate and enhance student achievement in their classrooms.

First Phase: Integrated Instructional Inquiry (9 Credit Hours)

1st Semester

The first semester is designed as a time of instructional inquiry. As candidates develop new insights, they explore the knowledge and skills of education, research, and multiple assessment strategies, curriculum programs, and technology implementation for student achievement. The purpose of the instructional inquiry phase is to prepare candidates for successful classroom instructional leadership at the advanced level. These candidates gain an in-depth understanding of pedagogy that represents best practices; content knowledge based on local, state, and national standards; instructional technology; globalization; and applied educational research methodology. The acquired advanced understanding will allow candidates to use inquiry, investigation, exploration, and reflection to prepare educational environments that support all children’s learning as they implement multiple methods and strategies to meet the needs of an increasingly diverse student population.

Second Phase: Teaching Excellence (18 Credit Hours)

2nd and 3rd Semesters

During this phase of the M.Ed. in Early Childhood Education, candidates explore models of teaching excellence based on curriculum content integration (including mathematics, social studies, language arts, and science) and local, state, and national standards, as well as assessment modifications, and environmental modifications that enhance student achievement. The purpose of the second phase is to prepare candidates for successful instructional leadership at the advanced level as well as the facilitation of student learning through integration of the curriculum, and the practice of action research to validate instructional decisions for all students. The candidates reflect on their teaching and practice to make informed adjustments that enhance and extend student achievement. Focusing on the implementation of their prospectus, the candidates work as teacher researchers in the design, assessment, and efficacy of curriculum on the achievement of students. The foci of candidate interactions include the integration of subject matter (Language Arts, Social Studies, Mathematics and Science) and the exploration, assessment, and redesign of models of instruction.

Third Phase: Accomplished Classroom Instructional Leader (9 Credit Hours)

4th Semester

During the third and final phase of this Master of Education in Early Childhood Education program, candidates demonstrate their instructional leadership skills through the completion of their personal portfolio. The National Board Professional Teaching Standards is addressed in the portfolio where appropriate through the inclusion of empirical evidence. The candidates collectively mentor the newest entering cohort members and collaborate with colleagues in the dissemination of knowledge, skills, and dispositions acquired and enhanced through action research and teacher as researcher activities. Phase three reflects the newly acquired professional facilitator skills of the accomplished classroom instructional leader.

Early Childhood Education M.Ed.

Program of Study

First Phase: Integrated Instructional Inquiry (9 Credit Hours)

1st Semester

Second Phase: Teaching Excellence (18 Credit Hours)

2nd and 3rd Semesters

Third Phase: Accomplished Classroom Instructional Leader (9 Credit Hours)

4th Semester

Program Total (36 Credit Hours)

Montessori Concentration

First Phase: Integrated Instructional Inquiry (9 Credit Hours)

Second Phase: Teaching Excellence (18 Credit Hours)

Third Phase: Accomplished Classroom Instructional Leader (9 Credit Hours)

Program Total (36 Credit Hours)