Program Objectives

The major educational objectives of the program are to develop instructional leaders who have advanced knowledge and skills in curriculum development and supervisory practices to assist the school system by:

1. Guiding principals and teachers in the interpretation of curriculum standards and specific competencies for instructional development.
2. Directing teachers in curriculum and instructional alignment to maximize success for the highest levels of student achievement possible.
3. Promoting the expectations that effective teachers are masters of their subject content, highly knowledgeable of human dynamics, directly responsive to individual differences in students and are well accomplished in the art and science of pedagogy and student assessment.
4. Encouraging participants in the program to self-direct their personal and professional growth as educators by:
   1. Taking responsibility for their own learning;
   2. Initiating professional inquiry through conversations with colleagues;
   3. Critically reading the professional literature;
   4. Participating voluntarily in personal and professional development opportunities; and
   5. Setting high expectations for their professional performance.
5. Guiding participants to promote in teachers the skills to respond effectively to children’s differences as influenced by development, exceptionalities, and diversity by:
   1. Developing and advanced understanding of human development;
   2. Expecting and respecting differences among children that are influenced by development, exceptionalities, and diversity;
   3. Promoting understanding and respect for all members of the classroom community;
   4. Helping students, parents, and colleagues develop a global perspective; and
   5. Applying their knowledge at all levels of interaction with students: from modifying instruction for individuals to creating classroom environments where all students feel welcome and can be successful learners.
6. Demonstrating advanced knowledge of the content and pedagogy in curriculum and supervision by:
   1. Demonstrating advanced knowledge of the range of appropriate content;
   2. Helping children to acquire the knowledge and skills appropriate for specific grade levels and development through many effective instructional and assessment practices;
   3. Using technology in a variety of ways to support learning;
   4. Helping students develop competencies applicable across the curriculum; and
   5. Helping children make sense of their learning by connecting school content and students’ lives outside of school and by integrating curriculum.
7. Improving educational practice through self-refection, self-evaluation, and applied research by:
   1. Engaging in study that leads to continuous improvement of teaching and learning;
   2. Actively investigating and solving educational problems through data gathering and assessment;
   3. Continuously monitoring the learning problems and successes of each learner;
   4. Making appropriate adjustments in both instruction and learning environments based on analysis of data; and
   5. Regularly monitoring the effects of their actions on academic achievement.
8. Serving as educational leaders by:
   1. Actively participating as leaders in areas in which they can contribute to solving educational problems, such as School Advisory Teams and committees in professional organizations;
   2. Taking responsibility for sharing in decision-making relative to school-wide and/or system-wide issues;
   3. Readily asking for and sharing successful instructional approaches and solutions with colleagues, supervisors, and educational leaders; and
   4. Providing mentoring for colleagues.

The Program

Today, curriculum specialists and instructional supervisors must be able to elicit support and create program structures and climates that foster the kinds of creativity, change, and innovation that will educate the most diversified group of children ever in America’s schools. To meet this challenge, the M.Ed. program focuses on curriculum development. It enables candidates to develop specific competencies related to curriculum leadership, instructional practice and supervisory roles. It emphasizes performance and competence in school-based leadership and the overall quality of K-12 instruction.

The M.Ed. program provides for 33 credit hours of classroom study followed by an internship. In the cohort, a part-time student can complete the program in two years. Students average two courses per semester while the final six credit hours of each student’s program are in the internship and a seminar. The internship semester is undertaken on a full-time basis (typically during the summer term just prior to graduation). The program faculty work with students and school districts to arrange for the internships to be completed with minimum impact on their current positions.

General Curriculum Plan

The 39 semester-hour M.Ed. program includes nine hours of professional education core courses and 30 hours of coursework in curriculum and educational administration and leadership (including academic experience in internships and seminars).

Additional Admissions Requirements

In order to be considered for admission to the M.Ed. program, applicants are expected to submit the following materials to the Graduate Admissions Office:

1. A completed online application
2. Evidence of a bachelor’s degree or its equivalent from an accredited institution with an overall GPA of at least 3.0
3. One official transcript of previous academic work attempted beyond high school
4. A score of 50th percentile or higher on the Graduate Record Examination or the Miller Analogies test taken within the previous five years
5. Three professional recommendations, including one from the applicant’s immediate supervisor
6. A description of previous relevant employment, including evidence of at least two years of successful teaching experience in K-12
7. Evidence of a clear “A” level license
8. Applicant must be a full time teacher
9. A personal statement of purpose or intent for entering the program

Applications to the program will be accepted by October 1 for admission the following spring semester. The October 1 deadline requires a complete admissions packet. The application process is designed to ensure selection of a highly competent and diverse cohort of students. The number admitted each year will be based on current resources, but it is expected to be approximately 20 students. Upon successful completion of the program and Praxis examination, graduates will receive a recommendation for North Carolina licensure as a Curriculum-Instructional Specialist (licensure area 113 Level I).