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The Master of Science for Teachers (MST) is designed for students who have completed baccalaureate degrees, but who do not have teacher certification and now want to teach. Learn more about the program

The Master of Science in Education (MSEd I) is for students who are initially certified and seeking professional certification in the same field. Learn more about the program.

The Master of Science in Education II (MSEd II) is for initially certified teachers who wish to extend their certification in to an additional area of study. Learn more about the program.

°ÄÃÅÁùºÏ²Ê offers several educational leadership pathwaysÌý– School Building Leadership (SBL), School District Leadership (SDL), and School District Business Leadership (SDBL). Learn more about the pathways.

°ÄÃÅÁùºÏ²Ê has four registered undergraduate certification programs: Childhood 1-6/Special Ed 1-6, Adolescence Ed 7-12, Inclusive Adolescence Ed 7-12, and TESOL. Learn more about the program.

1. Content Knowledge: Candidate demonstrates content knowledge and skills appropriate for subjects taught and developmental levels of learners. Candidate demonstrates ability to learn new knowledge and make decisions about content as necessary to meet learners' needs.
2. Pedagogical Knowledge: Candidate demonstrates knowledge of learning theory and instructional strategies and skills appropriate for developmental levels of learners, including social, emotional, and academic dimensions. He/she demonstrates ability to learn new strategies and adapt instruction as necessary to meet learners' needs.
3. Knowledge of Learners: Candidate demonstrates knowledge of learners' social, emotional, and academic development and plans appropriate lessons based on this knowledge. Candidate demonstrates ability to support students’ growth in international and global perspectives.
4. Planning: Candidate demonstrates ability to prepare comprehensive plans in advance of instruction that include strategies to engage students and promote successful learning.
5. EFFECTIVE INSTRUCTION: Candidate demonstrates ability to use multiple teaching strategies and techniques for effective delivery of instruction to diverse learners.
6. Differentiation: Candidate demonstrates ability to modify and adapt instruction to meet needs of diverse students (including students with high abilities, students with disabilities, struggling students, English as New Language learners).
7. Assessment of Learning: Candidate demonstrates ability to use multiple techniques to check for understanding throughout instruction. Candidate demonstrates ability to use data from formative and summative assessments to inform practice and adapt instruction in order to meet learners' needs.
8. Culturally Responsive Practices: Candidate demonstrates ability to plan and deliver culturally responsive instruction that addresses intersectionality of race, ethnicity, class, gender identity and expression, sexual identity, and the impact of language acquisition and literacy development on learning.
9. Classroom Environment and Management: Candidate demonstrates ability to create and maintain positive and productive learning environments. Candidate demonstrates ability to use appropriate strategies to manage potential and actual disruptive situations.
10. Professional Interactions: Candidate demonstrates ability to collaborate effectively with colleagues, parents, and others within the school, the larger educational community, and the profession. Candidate demonstrates ability to understand and engage local school and cultural communities, and communicate and foster relationships with families, caregivers and others.
11. Reflection and Continual Growth: Candidate demonstrates ability to set goals for his/her own professional growth, engages in self-assessment and acts on feedback and reflection in order to improve his/her practice within specific educational settings and contexts. Candidate demonstrates dispositions and behaviors . required for successful professional practice.

(adapted from Charlotte Danielson’s Framework for Teaching)