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  • Master of Education

    The Master of Education degree is available in two areas: Curriculum and Instruction and Educational Leadership. The Master of Education degree can also be combined with the following endorsements or the endorsements can be completed without the M. Ed. degree: TESOL, Early Childhood Generalist, and Teacher Leader.

     

    Admission Requirements

    Admission policies and procedures for all graduate academic programs of Ohio Dominican University are the responsibility of the Graduate Curriculum and Academic Policies Committee (GCAP). Admission to a program is the decision of the Program Director and the Graduate Admission Committee who review and evaluate all applications. In the case of applicants who do not satisfy the general requirements for admission to a program, the Program Director will decide on the merit of such cases.

    For admission to the Master of Education programs, applicants must:

    • Have a bachelor’s degree from a regionally accredited institution
    • Have an undergraduate cumulative grade point average of 3.000 or higher, or completed at least nine semester hours at the graduate level from a regionally accredited institution of higher education with an overall grade point average of 3.000 or higher, or receive a score within the 50th percentile or above on each section (verbal, quantitative, and analytical) of the Graduate Record Examination (GRE)
    • Have a teaching certificate/license
    • Be currently teaching or have access to an academic classroom
    • Have official transcripts from every postsecondary institution attended
    • Complete an application form
    • Write a 750 word essay responding to the prompt below:

      Research has long suggested that teachers need to be adept in both content knowledge and
      pedagogical skills in order to be effective educators. Increasingly, however, a growing
      body of scholars and researchers suggest that the attitudes and beliefs that teachers hold
      are equally important. This essay considers attitudes teachers should have toward their
      students, beliefs teachers should hold toward the learning process, and values that
      should be placed on collaboration and communication.

    As indicated above, applicants must possess a teaching certificate/license for admission into a program. [Note: These programs do not lead to initial licensure.] The expectation is that an applicant is a practicing teacher. Many of the courses in the programs require experiences in a classroom. If the applicant is currently teaching, his/her own classroom may be used for most experiences. An applicant who is not currently teaching must make arrangements for classroom access to complete assignments.

    Graduation Requirements

     

    • Students must complete all required courses (34 - 36 semester credit depending upon program) with a grade point average of 3.0 or higher.
    • Students must complete their program within seven (7) years of acceptance.



    Master of Education in Curriculum and Instruction

    The curriculum for the Master of Education in Curriculum and Instruction has been designed to enable graduates:

    • To focus on theories, research, and practice that support and sustain on-going teacher development and school improvement;
    • To become prepared to pursue the study of curriculum and instruction at the doctoral level; or
    • To value educational research and reflective practice as a component to effective teaching practice and life-long learning.

     

    This program is designed to strengthen the knowledge, skills, and dispositions of candidates for the Master of Education program employed as teachers. Course syllabi, course descriptions, and performance assessments clearly indicate and provide opportunities to gain knowledge and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn. The M.Ed.'s focus is on what professional teachers should know and be able to do. We strive to develop advanced professionals who are highly effective teachers, and who are reflective, inquiry-oriented, cognizant of cultural diversity and individual differences, able to communicate effectively, aware of research, and able to assume leadership responsibilities as practicing teachers.
     
    Our conceptual framework, NCATE (National Council for the Accreditation of Teacher Education) standards, and the Ohio Standards for the Teaching Profession (OSTP) guide the curriculum, instruction and assessment for our advanced professional education program. Our framework comprises a standards-driven, research-based, reflective leadership development approach through which teachers develop the knowledge, skills, and dispositions deemed essential for effective teaching. 

    Our conceptual framework reflects the following standards for advanced professional educators and provides the foundation for program performance competencies:
     
    Professional Studies and Research:  

    • The advanced professional educator accesses, reads, and interprets the literature in his or her field and
      applies information from the research to professional practice.
    • The advanced professional educator understands the theoretical foundations for the profession and
      applies knowledge of theoretical foundations to professional practice.
    • The advanced professional educator recognizes and addresses current issues in the profession, solves
      problems encountered in professional practice, and reflects on his or her professional practice and its
      effects.

    Leadership Skills and Technology Application:
     

    • The advanced professional educator assumes leadership roles in the profession and shares knowledge
      and expertise with others in the profession and community.
    • The advanced professional educator fosters and maintains positive work relationships and models
      effective oral and written communication.
    • The advanced professional educator understands, appreciates and applies technology to enhance his or
      her professional practice.

    Reflective Professional Practice: 

    • The advanced professional educator recognizes and addresses current issues in the profession, solves
      problems encountered in professional practice, and reflects on his or her professional practice and its
      effects.
    • The advanced professional educator uses a variety of formal and informal assessments to evaluate his
      or her performance and the performance of others.
    • The advanced professional educator fosters and maintains positive work relationships and models
      effective oral and written communication.
    • The advanced professional educator displays the beliefs, values, and behaviors that guide the ethical
      dimensions of professional practice.

    Course

    Credits
       
    Core Courses:   
    EDU 501 Current Trends in Education 3
    EDU 511 Curriculum and Instruction 3
    EDU 515 Assessment Practices 3
    EDU 546 Instructional Decision Making 3
    EDU 560 Research Methods in Education 3
    EDU 597 Internship: Theory and Practice 3
       
    Complete either the Research or Portfolio Strand: 6
    Research Strand (not available to online/off-campus cohorts)  
    EDU 562 Research Proposal  
    EDU 630 Research Project  
    OR  
    Portfolio Strand (all online/off-campus cohorts complete this strand)  
    EDU 584 Seminar in Teaching & Learning  
    EDU 625 Portfolio Development  
       
    Elective Courses 12
    EDU 502 Technology and Leadership  
    EDU 505 Technology and Learning  
    EDU 518 Content Area Reading & Writing  
    EDU 521 Psychology of Learning  
    EDU 528 Issues in Classroom Mgmt & Discipline  
    EDU 533 Professional Ethics, Law & Teaching  
    EDU 565 Addressing Diversity in the Classroom  
    EDU 582 Mentoring, Collaborating & Comm. through Technology    
       
    Total Credits Required 36

    Not all courses, particularly elective courses, will be offered each semester. Student should check with an advisor to determine the course rotation.

     

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    Master of Education in Educational Leadership

    The Master of Education in Educational Leadership program addresses the knowledge, skills, and dispositions needed to meet the challenges of serving in leadership positions in the increasingly complex environments of Pre-K – 12 schools. The program meets the requirements for a principal licensure program in the State of Ohio and is designed for educators who aspire to serve as principals, assistant principals, directors, supervisors, and dean of students in Pre-K – 12 settings. A hallmark of the program is the inclusion of courses that specifically address the administration of programs to meet the needs of all students. 

    Courses Credits
       
    EDU 535 Developing a Deeper Understanding of Leadership 3
    EDU 536 Collaboration: Leading and Facilitating Teacher Development  3
    EDU 537 Coaching and Mentoring for Improved Results  3
    EDU 540 Change: School Leadership for Continuous Improvement 3
    EDU 541 School Success: The Value of Community Resources and Partnerships 3
    EDU 542 Leading Instructional Learning 3
    EDU 543 Data Management for Improved Instruction  3
    EDU 544 Inclusion, Intervention Teams and Special Education Law 3
    EDU 545 School Law and Personnel Services 3
    EDU 570 School Business, Finance, and Allocation of Resources 3
    EDU 599A Instructional Leadership Practicum I 1
    EDU 599B Instructional Leadership Practicum II 1
    EDU 599C Instructional Leadership Practicum III 1
    EDU 599D Instructional Leadership Practicum IV 1
       
    Total Credits Required 34

     

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    Master of Education with TESOL Endorsement

     

    By completing the following coursework and passing the Praxis II ESOL test, candidates will qualify for the TESOL Multi-Age Endorsement while earning the Master of Education degree.

     

    Courses Credits
       
    Core Courses:  
    TSL 500 TESOL Foundations 3
    EDU 511 Curriculum and Instruction 3
    EDU 515 Assessment Practices 3
    EDU 546 Instructional Decision-Making 3
    EDU 560 Research Methods in Education 3
    EDU 596 Theory into Practice 3
       
    TESOL Courses:  
    TSL 520 Language Acquisition and Development 3
    TSL 530 The English Language 3
    TSL 540 Cultural Diversity and Education 3
    TSL 560 Instructional Methods in TESOL 3
       
    Portfolio Courses:  
    EDU 584 Seminar in Teaching and Learning 3
    EDU 625 Portfolio Development 3
       
    Total Credits Required 36

     

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    Early Childhood Generalist Endorsement

     

     

    The Ohio Department of Education has created an Early Childhood Generalist Endorsement to enable Early Childhood (Pre-kindergarten through Grade 3) license holders to meet additional requirements that would broaden the scope of their license so they could also teach the fourth and fifth grades. The endorsement may be added only to an Early Childhood License. 
     

    Courses

    Credits 
    EDU 566 Teaching Mathematics and Science in the Intermediate Grades 3
    EDU 567 Teaching Language Arts and Social Studies in the Intermediate Grades      3
    EDU 568 Teaching and Learning in the Intermediate Grades 3
       
    Total Credit Required 9


    These courses may be used as electives in the M.Ed. program.

     

    Note: An additional PraxisII examination is required. See the Ohio Department of Education website for the test number.
     

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    Teacher Leader Endorsement

     

    The Teacher Leader Endorsement, which will be added to a professional teaching license following completion of an approved teacher leader endorsement preparation program, fulfills a need in Ohio to prepare individuals to serve as teacher leaders, both in formal and informal roles within their building and district. Teacher leaders assist principals in developing and supporting a shared vision and clear goals for schools and provide staff development, mentoring, and coaching to teachers. The Teacher Leader Endorsement will also facilitate support of the new Ohio teacher licensure, as one of two current routes to the top license on the career lattice, the Lead Professional Educator License. This endorsement is for post-Masters only. 

     

    Courses Credits
       
    EDU 535 Developing a Deeper Understanding of Leadership 3
    EDU 536 Collaboration: Leading and Facilitating Teacher Development 3
    EDU 537 Coaching and Mentoring for Improved Results 3
       
    Total Credits Required 9

     


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