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Master of Education (Track I and Track II)

Track I: The Post-Baccalaureate Initial Teacher Licensure Program with an M.Ed. Option

Track II: The M.Ed. for Professional Development or Added Teaching Endorsement

There are two tracks in the Master of Education (M.Ed.) program: Track I, the Post-Baccalaureate Initial Teacher Licensure Program with an M.Ed. option, and Track II, the M.Ed. for practicing teachers who already possess initial licensure and are seeking professional development, license renewal, or an added endorsement. The Track II option also includes a concentration in Instructional Design and Technology, open to individuals interested in pursuing or enhancing their careers in training, instructional design and development, technology-enhanced learning, and other related fields. The M.Ed. program is designed to be broad in scope and flexible enough to meet the needs of adult learners, with courses offered in the evenings, on weekends, and in blended and online formats.

Track I The Post-Baccalaureate Initial Teacher Licensure Program with an M.Ed. Option

The Post-Baccalaureate Initial Teacher Licensure Program is designed for adults who have earned a bachelor’s degree, have some professional work experience, and want to obtain teaching credentials. Candidates with at least three years of career experience may elect to pursue initial licensure only or take additional courses to complete the requirements for the M.Ed. Candidates who have completed the bachelor’s degree in the past 12 months or who do not have three years of work experience must complete the M.Ed. option as well as the initial licensure program.

The primary goal of the program is to ensure that teacher candidates, through support, supervision, and evaluation, can demonstrate and apply the competencies enumerated in the Virginia Licensure Regulations and demonstrated by skillful teachers. The program requires the basic course work and field experiences prescribed by the Virginia Licensure Regulations for an initial teaching license but establishes, through advising, a personalized plan to ensure that all teaching and subject knowledge competencies are demonstrated and all standards are met.

Conceptual Framework

These are guiding principles for the Post-Baccalaureate Initial Teacher Licensure Program;

  • Quality is crucial and must be maintained in all aspects of the program offered. Any flexibility allowed by the program must not jeopardize the quality of teachers prepared by it.
  • All state standards will be met; teacher candidates will effectively address the Virginia Standards of Learning in the classroom. Screening/assessment of individual strengths and deficiencies in meeting the standards will occur throughout the program.
  • Collaboration with the entire community, e.g., program participants, school division personnel, mentor teachers, and Virginia Department of Education (VDOE) staff, will ensure that the quality of the program is maintained and that the program is meeting the needs of the community.
  • The program will be as field-based as practicable, i.e., hands-on, with a strong mentoring component.
  • Program courses and field experiences emphasize reflection, inquiry and research, the use of technology, and an ethic of care for diversity.

The complete Conceptual Framework is available in the Teacher Education Program Handbook.

The program has three components: endorsement requirements, professional studies requirements, and M.Ed. completion requirements. Endorsement requirements are typically met prior to enrollment in the program. For example, someone who wishes to teach mathematics should have the equivalent of a mathematics major in course work or experience, or be prepared to make up the course work deficiencies. The two exceptions to this model are English as a Second Language and Special Education. Graduate-level course work is available as a part of the program to fulfill those endorsement
requirements.

Any request for waiver of endorsement course work for life/work experience must be approved by the faculty advisor first and fulfilled by enrolling in and satisfactorily completing PORT 101 Portfolio Development. Portfolio(s) must be submitted within 12 months of completion of the portfolio course and at least one full semester or summer session prior to anticipated graduation/completion of program requirements. Presentation of a portfolio does not guarantee that credit will be awarded. Portfolio credit is recorded as undergraduate credit. Separate portfolios must be submitted for each discipline. Portfolios are assessed by qualified, formally appointed assessors. Further information on Portfolio (Credit for Life/Work Experience) is available in the Bachelor of Professional Studies section.

Professional Studies Credit Requirements for the Initial Teacher Licensure Programs:

Program Elementary Education Middle Education Secondary Education PreK-12 Education K-12 Special Education
Credits Required 31 31 27 30-31 34


Note: Individuals who go beyond initial licensure to complete the M.Ed. take an additional 15 credits of graduate work.

Full-time participants in this program—with the exception of English as a Second Language (ESL) and special education endorsements—can typically complete initial licensure course work in a year and a half. The additional 15 credits in the M.Ed. option could be completed within one year, if courses are taken along with initial licensure course work. Part-time students may typically take three or four years to fulfill licensure requirements.

Field mentorship (student teaching), required for all licensure completers in Track I, is a 14-week field-based teaching experience in the appropriate grade level or subject area. Self-analysis and reflection on planned and implemented instruction and frequent conferences with the mentor teacher and the university supervisor are prominent aspects of the experience. Prospective teachers meet as a group throughout the experience for seminars and workshops. Because field mentorship must be a supervised experience, student teaching placements are made in schools local to the university. Any waiver of student teaching must be approved by the program director prior to the year of scheduled teaching. Students seeking such a waiver must teach full time in the endorsement sought in a state-approved, accredited school.

Initial Teacher Licensure Programs

Elementary Education (PreK-6)
Middle Education (6-8)
Secondary Education (6-12) Endorsements

Computer Science
English
History and Social Sciences
Mathematics
Science

Biology
Chemistry
Earth Science
Physics

Vocational Education

Business and Information Technology
Marketing Education

PreK-12 Endorsements

English as a Second Language
Foreign Language

French
German
Spanish

Latin

Music Education

Instrumental
Vocal/Choral

Visual Arts

K-12 Endorsements
Special Education Adapted Curriculum
Special Education General Curriculum

 

Admission,
Continuance, and Exit Requirements for Track I Licensure Program

Admission Requirements for the Program

The following requirements are necessary for admission to the Track I Program:

  1. A completed application;
  2. An undergraduate degree from a regionally-accredited college or university;
  3. Official transcripts of all undergraduate, and any graduate, course work completed;
  4. Competitive applicants are encouraged to have a cumulative grade-point average (GPA) of 2.5 or higher on undergraduate course work, and a minimum 3.0 cumulative GPA on graduate course work;
  5. A résumé outlining experiences and education. Candidates who have completed their bachelor’s degree in the past 12 months and do not have three years of work experience must complete the M.Ed.;
  6. Scores on PRAXIS I—reading, writing, and mathematics—tests (or qualifying SAT or ACT scores);
  7. An interview, as necessary; and
  8. Submission of two essays.

Note: Admission to candidacy for the five-year renewable license occurs upon acceptance into EDCI 550 Field Mentorship.

Continuance Requirements in the Track I Licensure Program

To remain in the program, a student must:

  1. Obtain scores on PRAXIS I tests (or possess qualifying SAT or ACT scores) by the end of the student’s first full year of study (excluding summer);
  2. Maintain good academic standing with a minimum 3.0 (B) GPA and no more than two Cs in course work, and by successfully completing all field experiences. A student must be in good standing for admission into EDCI 550 Field Mentorship. A grade of D+ or lower in a course or C+ or lower in EDCI 550 Field Mentorship results in dismissal from the program;
  3. Demonstrate potential for teaching excellence as indicated by performance of course and field experience requirements and positive evaluations or indications of potential and growth by mentor teachers in field experience work;
  4. Demonstrate endorsement/subject knowledge competence – by transcript review, evaluation by subject specialist/mentor teachers, PRAXIS II scores—and continued progress in fulfilling any assessed deficiencies. The student, with approval of the faculty advisor, develops an individual educational plan indicating any endorsement course/competency deficiencies and the agreed upon means of fulfilling them;
  5. Demonstrate continuous progress in meeting all program requirements as established in the Program Handbook. This
    includes a self-inventory checklist of Virginia licensure standards and competencies, as well as pedagogical/professional standards and competencies (assessed in EDCI 550); and
  6. Obtain passing scores on the following state-required assessment instruments:– PRAXIS II tests (all programs);
    – The Virginia Communication and Literacy Assessment (all programs); and
    – The Virginia Reading Assessment (Elementary PreK-6 and Special Education programs only).

Important: Admission to candidacy for the five-year renewable license requires acceptance into EDCI 550 Field Mentorship by being in good standing in the program. This includes having passing scores on all state-required tests including PRAXIS II, the Virginia Communication and Literacy Assessment, and the Virginia Reading Assessment, as well as successful completion of all professional studies and endorsement course work. Passing PRAXIS I scores (or qualifying SAT or ACT scores) are required for admission into EDCI 550. Deadlines for applications are October 1 for spring and February 1 for fall.

The program advisor assesses the progress of the teacher candidate each semester and summer session. The program faculty reviews the student’s status if the student is not in good academic standing, performs unsatisfactorily in field experience, fails to work toward fulfilling endorsement deficiencies, fails to make progress in completing program requirements, fails to take the PRAXIS I test (or does not possess qualifying SAT or ACT scores) within one year, or fails to pass any of the following: PRAXIS II tests (all programs), the Virginia Communication and Literacy Assessment (all programs), and the Virginia Reading Assessment (Elementary PreK-6 and Special Education programs only) by the end of the program. The faculty review determines whether the student is allowed to continue in the program. If allowed to continue, the faculty determines the requirements and time frame necessary to regain “good standing” status.

Students who voluntarily interrupt their enrollment for one semester should refer to the Leave of Absence policy in the Academic Rules and Regulations section.

Exit Requirements for the Track I Licensure Program

The student must:

  1. Complete all course work and field experiences with at least a 3.0 (B) GPA;
  2. Obtain passing scores on state-required PRAXIS II tests (all programs), the Virginia Communication and Literacy Assessment (all programs), and the Virginia Reading Assessment (Elementary PreK-6 and Special Education programs only);
  3. Perform at an acceptable level in EDCI 550 Field Mentorship, as indicated by: mentor teacher and university supervisor evaluations, successful completion of a portfolio on CD-ROM, and a final grade of B- or higher; and
  4. Complete all teacher licensure requirements as verified through an exit interview with the faculty advisor or university supervisor.

Readmission to the Track I Licensure Program

Students in the following categories must apply for readmission to the program:

  1. Those who have not attended the University for three consecutive semesters; or
  2. Those who were suspended from the program for failure to take PRAXIS I.

Students who are readmitted are subject to the degree requirements in effect at the time of readmission. When a student is readmitted, the four-year limit from time of first admission is still in effect. Academic work that was completed more than four years before the date when the teacher licensure program is completed may not be acceptable in satisfying the licensure requirements. If a student needs additional time to complete the course work, the student must apply in writing to the program director for an extension. Such requests must be received at least one month prior to the end of the student’s original four-year time limit.

Admission, Continuance, and Exit Requirements for the Track I M.Ed.

Admission Requirements for the Track I M.Ed.

The following are requirements for admission to the Track I Post-Baccalaureate Initial Teacher Licensure Program with the M.Ed. Option:

  1. A completed application;
  2. An undergraduate degree from a regionally-accredited college or university;
  3. Official transcripts of all undergraduate, and any graduate, course work completed;
  4. Competitive applicants are encouraged to have a cumulative grade-point average (GPA) of 2.5 or higher on undergraduate course work, and 3.0 or higher cumulative GPA on graduate course work;
  5. A résumé outlining experiences and education. Candidates who have completed their bachelor’s degree in the past 12 months and do not have three years of work experience must complete the M.Ed.;
  6. Scores on PRAXIS I—reading, writing, and mathematics—tests (or qualifying SAT or ACT scores);
  7. An interview, as necessary; and
  8. Submission of two essays.

Continuance Requirements for the Track I M.Ed.

To remain in t
he program, a student must:

  1. Obtain scores on PRAXIS I tests (or possess qualifying SAT or ACT scores) by the end of the student’s first full year of study (excluding summer); a student who does not obtain Praxis I scores by the end of the first year of study will not be allowed to continue in the program;
  2. Maintain good academic standing with a minimum 3.0 (B) GPA and no more than two Cs in course work. A grade of D+ or lower in a course results in suspension from the program; and
  3. Demonstrate potential for teaching excellence as indicated by performance in course work based on Virginia licensure standards.

The faculty advisor assesses the progress of the M.Ed. candidate each semester and summer session. If the student is not in good academic standing, fails to make progress in completing program requirements, or does not take PRAXIS I tests (and does not possess qualifying SAT or ACT scores) within one year, the faculty advisor requests that the program faculty review the status of the student. The faculty review determines whether the student is allowed to continue in the program. If allowed to continue, the faculty determines the requirements and time frame necessary to regain “good standing” status.

Students who voluntarily interrupt their enrollment for one semester should refer to the Leave of Absence policy in the Academic Rules and Regulations section.

Exit Requirements for the Track I M.Ed.

The student must:

  1. Complete the required course of study for the M.Ed. with a minimum of 33 credits (excluding practica and field mentorship credits) with at least a 3.0 (B) GPA;
  2. Obtain scores on PRAXIS I tests (or possess qualifying SAT or ACT scores); and
  3. Complete all M.Ed. requirements as verified through an exit interview with the faculty advisor. A degree application must be submitted by mid-February of the year before the student expects to graduate.

Readmission to the Track I M.Ed.

Students in the following categories must apply for readmission to the program:

  1. Those who have not attended the University for three consecutive semesters; or
  2. Those who were suspended from the program for failure to take PRAXIS I.

Students who are readmitted are subject to the degree requirements in effect at the time of readmission. When a student is readmitted, the four-year limit from time of first admission is still in effect. Academic work that was completed more than four years before the date when the M.Ed. is awarded may not be acceptable in satisfying the degree requirements. If a student needs additional time to complete the degree, the student must apply in writing to the program director for an extension. Such requests must be received at least one month prior to the end of the student’s original four-year time limit.

Major Course of Study: Elementary Education Endorsement

Candidates for licensure in this program should possess a bachelor’s degree with a major in the liberal arts or sciences or the equivalent in training and experience. They must complete the professional studies course requirements listed below—or equivalent courses verified by a program advisor—and demonstrate the competencies exhibited by skillful teachers and those required for Virginia licensure in both professional studies and content fields (English, mathematics, history/social science, arts/humanities, and science). Transcript review, portfolio, PRAXIS II scores, and other forms of assessment may determine proficiency in these competencies. Candidates must be proficient in all competencies to be recommended for licensure.

Professional Studies Courses (31 credits)

The following professional studies courses, or their equivalents, are required of all candidates in the Elementary Education Program:

EDCI 500 Teaching and the Development of the Learner (3 credits)
EDCI 502 Educational Goals and Practices: Elementary (3 credits)
EDCI 503 Practicum in Goals and Practices: Elementary (1 credit)
EDCI 506 Foundations of American Education (3 credits)
EDCI 507 Early Literacy and Language Development (3 credits)
EDCI 508 Practicum in Early Literacy and Language Development (1 credit)
EDCI 509 Language and Literacy Development (3 credits)
EDCI 510 Practicum in Language and Literacy Development (1 credit)
EDCI 519 Managing the Classroom Environment: Elementary (3 credits)
EDCI 520 Practicum in Managing the Classroom Environment: Elementary (1 credit)
EDCI 550 Field Mentorship (6 credits)
INDT 501 Instructional Technologies (3 credits)

Major Course of Study: Middle Education Endorsement

Candidates for licensure in this program should possess a bachelor’s degree with a major in the liberal arts or sciences or the equivalent in training and experience. They must complete the professional studies course requirements listed below—or equivalent courses verified by a program advisor—and demonstrate the competencies exhibited by skillful teachers and those required for Virginia licensure in both professional studies and content areas (the equivalent of 21 credits in one of the following areas of concentration: English, mathematics, science, and history/social sciences). Transcript review, portfolio, PRAXIS II scores, and other forms of assessment may determine proficiency in these competencies. Candidates must be proficient in all competencies to be recommended for licensure.

Professional Studies Courses (31 credits)

The following professional studies courses, or their equivalents, are required of all candidates in the Middle Education Program:

EDCI 500 Teaching and the Development of the Learner (3 credits)
EDCI 506 Foundations of American Education (3 credits)
EDCI 509 Language and Literacy Development (3 credits)
EDCI 510 Practicum in Language and Literacy Development (1 credit)
EDCI 511 Educational Goals and Practices: Middle or Secondary (3 credits)
EDCI 512 Practicum in Goals and Practices: Middle or Secondary (1 credit)
EDCI 515 Literacy and Language Across the Curriculum (3 credits)
EDCI 516 Practicum in Literacy and Language Across the Curriculum (1 credit)
EDCI 521 Managing the Classroom Environment: Middle or Secondary (3 credits)
EDCI 522 Practicum in Managing the Classroom Environment: Middle or Secondary (1 credit)
EDCI 550 Field Mentorship (6 credits)
INDT 501 Instructional Technologies (3 credits)

Major Course of Study: Secondary Education Endorsements

Candidates for licensure in this program should possess a bachelor’s degree with a major, or the equivalent of a major in training and experience, in the endorsement sought, i.e., a major in English if they wish to teach English. They must complete the professional studies course requirements listed below— or equivalent courses verified by a program advisor—and demonstrate the competencies exhibited by skillful teachers and those required for Virginia licensure in both professional studies and the endorsement subject area. Transcript review, portfolio, PRAXIS II scores, and other forms of assessment may determine proficiency in these competencies. Candidates must be proficient in all competencies to be recommended for licensure.

Professional Studies Courses (27 credits)

The following professional studies courses, or their equivalents, are required of all candidates in the Secondary Education Program:

EDCI 500 Teaching and the Development of the Learner (3 credits)
EDCI 506 F
oundations of American Education (3 credits)
EDCI 511 Educational Goals and Practices: Middle or Secondary (3 credits)
EDCI 512 Practicum in Goals and Practices: Middle or Secondary (1 credit)
EDCI 515 Literacy and Language Across the Curriculum (3 credits)
EDCI 516 Practicum in Literacy and Language Across the Curriculum (1 credit)
EDCI 521 Managing the Classroom Environment: Middle or Secondary (3 credits)
EDCI 522 Practicum in Managing the Classroom Environment: Middle or Secondary (1 credit)
EDCI 550 Field Mentorship (6 credits)
INDT 501 Instructional Technologies (3 credits)

Major Course of Study: PreK-12 Education Endorsements (Excluding esl and Special Education)

Candidates for licensure in this program should possess a bachelor’s degree with a major, or the equivalent of a major in training and experience, in the endorsement sought, i.e., a major in art if they wish to teach visual arts. They must complete the professional studies course requirements listed below—or equivalent courses verified by a program advisor—and demonstrate the competencies exhibited by skillful teachers and those required for Virginia licensure in both professional studies and the endorsement subject area. Transcript review, portfolio, PRAXIS II scores, and other forms of assessment may determine proficiency in these competencies. English as a Second Language (ESL) endorsement course work is offered at the university (see below). Candidates must be proficient in all competencies to be recommended for licensure.

Professional Studies Courses (30-31 credits)

The following professional studies courses, or their equivalents, are required of all candidates in the PreK-12 Education Program:

EDCI 500 Teaching and the Development of the Learner (3 credits)
EDCI 502 Educational Goals and Practices: Elementary (3 credits)*
EDCI 503 Practicum in Goals and Practices: Elementary (1 credit)*
EDCI 506 Foundations of American Education (3 credits)
EDCI 511 Educational Goals and Practices: Middle or Secondary (3 credits)
EDCI 512 Practicum in Goals and Practices: Middle or Secondary (1 credit)
EDCI 515 Literacy and Language Across the Curriculum (3 credits)
EDCI 516 Practicum in Literacy and Language Across the Curriculum (1 credit)
EDCI 523 Managing the Classroom Environment: PreK-12 (3 credits)
EDCI 524 Practicum in Managing the Classroom Environment: PreK-12 (1 credit)
EDCI 550 Field Mentorship (6 credits)
INDT 501 Instructional Technologies (3 credits)

*Foreign Language and Latin candidates are required to complete TESL 530 Second Language Methods: PreK-12 Literacy and Language Skills (3 credits) in place of EDCI 502 and 503, for a total of 30 credits.

Major Course of Study: English as a Second language endorsement

Candidates for licensure in this program should possess a bachelor’s degree, including six credits in a modern foreign language. They must complete the professional studies and endorsement course requirements listed below—or equivalent courses verified by a program advisor—and demonstrate the competencies exhibited by skillful teachers and those required for Virginia licensure in both professional studies and the endorsement subject area. Candidates must be proficient in all competencies to be recommended for licensure.

Professional Studies Courses (30 credits)

The following professional studies courses, or their equivalents, are required of all candidates in the PreK-12 English as a Second Language Program:

EDCI 500 Teaching and the Development of the Learner (3 credits)
EDCI 506 Foundations of American Education (3 credits)
EDCI 511 Educational Goals and Practices: Middle or Secondary (3 credits)
EDCI 512 Practicum in Goals and Practices: Middle or Secondary (1 credit)
EDCI 523 Managing the Classroom Environment: PreK-12 (3 credits)
EDCI 524 Practicum in Managing the Classroom Environment: PreK-12 (1 credit)
EDCI 550 Field Mentorship (6 credits)
INDT 501 Instructional Technologies (3 credits)
TESL 515 ESL Literacy Strategies: PreK-12 (3 credits)
TESL 516 Practicum in ESL Literacy Strategies: PreK-12 (1 credit)
TESL 530 Second Language Methods: PreK-12 Literacy and Language Skills (3 credits)

English as a Second Language Endorsement Courses (12 credits)

Prerequisite or corequisite: six credits in a modern foreign language
In addition to the 30 credits of professional studies course work outlined above, the following endorsement courses are required of all candidates seeking ESL endorsement:

TESL 500 Introduction to English Linguistics (3 credits)
TESL 511A Applied Linguistics: Grammar and Meaning (3 credits)
or TESL 512 Second Language Acquisition (3 credits)
TESL 514 Cross-Cultural Education (3 credits)
TESL 531 ESL Curriculum, Assessment, and Leadership (3 credits)

Major Course of Study: K-12 Special Education Endorsement (General Curriculum and adapted curriculum)

Candidates for licensure in either of these programs must possess a bachelor’s degree and complete the endorsement requirements to teach students with disabilities who are accessing the general curriculum or the adapted curriculum. Candidates must complete the professional studies and endorsement course requirements listed below—or equivalent courses verified by a program advisor—and demonstrate the competencies exhibited by skillful teachers and those required for Virginia licensure in both professional studies and the endorsement area. Candidates must be proficient in all competencies to be recommended for licensure.

Professional Studies Courses, General Curriculum (34 credits)

The following professional studies courses, or their equivalents, are required of all candidates in the K-12 Special Education Program, General Curriculum:

EDCI 500 Teaching and the Development of the Learner (3 credits)
EDCI 506 Foundations of American Education (3 credits)
EDCI 507 Early Literacy and Language Development (3 credits)
EDCI 508 Practicum in Early Literacy and Language Development (1 credit)
EDCI 511 Educational Goals and Practices: Middle or Secondary (3 credits)
EDCI 512 Practicum in Goals and Practices: Middle or Secondary (1 credit)
EDCI 550 Field Mentorship (6 credits)
EDSE 519 General and Special Education Goals and Practices: Elementary (3 credits)
EDSE 520 Practicum in Special Education: Elementary (1 credit)
EDSE 521 Language and Literacy for Special Populations (3 credits)
EDSE 522 Practicum in Language and Literacy for Special Populations (1 credit)
EDSE 533 Positive Approaches to Behavior Management (3 credits)
INDT 501 Instructional Technologies (3 credits)

Professional Studies Courses, Adapted Curriculum (34 credits)

The following professional studies courses, or their equivalents, are required of all candidates in the K-12 Special Education Program, Adapted Curriculum:

EDCI 500 Teaching and the Development of the Learner (3 credits)
EDCI 506 Foundations of American Education (3 credits)
EDCI 507 Early Literacy and Language Development (3 credits)
EDCI 508 Practicum in Early Literacy and Language Development (1 credit)
EDCI 550 Field Mentorship (6 credits)
EDSE 521 Language and Literacy for Special Populations (3 credits)
EDSE 522 Practicum in Language and Literacy for Special Populations (1 credit)
EDSE 533 Positive Approaches to
Behavior Management (3 credits)
EDSE 539 Characteristics of Students Accessing an Adapted Curriculum (3 credits)
EDSE 540 Practicum in Characteristics of Students Accessing an Adapted Curriculum (1 credit)
EDSE 541 Goals and Practices for Students Accessing an Adapted Curriculum (3 credits)
EDSE 542 Practicum in Goals and Practices for Students Accessing an Adapted Curriculum (1 credit)
INDT 501 Instructional Technologies (3 credits)

Special Education Endorsement Courses (9 credits)

In addition to the 34 credits of professional studies course work outlined above, the following endorsement courses are required of all candidates seeking Special Education endorsement:

EDSE 531 Survey of Special Education: Characteristics and Legal Issues (3 credits)
EDSE 534 Assessment, Evaluation, and Instructional Planning (3 credits)
EDSE 535 Collaborative Consultation and Transition Planning (3 credits)

Completing the M.Ed. Option (15 credits)

A minimum of 33 credits, excluding practica and field mentorship credits, is required for the M.Ed. The following courses, beyond the initial licensure professional studies course work, are required of all candidates for the M.Ed., with the exception of ESL and special education candidates:

EDCI 525 Mathematics Content for the Elementary Classroom (3 credits)*
EDCI 540 Characteristics and Education of Gifted Students (3 credits)
EDCI 589 Applied Research (3 credits)
EDSE 531 Survey of Special Education: Characteristics and Legal Issues (3 credits)
TESL 514 Cross-Cultural Education (3 credits)

*ECDI 525 is required of candidates seeking the endorsement in elementary education; those seeking endorsement in other areas should consult with the program advisor.

Candidates seeking ESL and special education endorsements must successfully complete only EDCI 589 for the M.Ed.

Track II The M.Ed. for Professional Development or Added Endorsement

The Master of Education degree is also offered for practicing teachers who already possess initial licensure and seek professional development, license renewal, or an added teaching endorsement. The Instructional Design and Technology core is available, as well, to workforce trainers and instructional personnel associated with corporations, military, K-12, higher education, government contractors, federal, state, and local governments, businesses, and health and medical professions.

Candidates for the M.Ed. take nine credits of required course work, as well as the courses required for a 27-credit core specialization, for a total of 36 credits to complete the program.

Conceptual Framework

Students in this program must possess a collegiate professional or postgraduate professional Virginia license. It is a program designed for the professional development of teachers, either to support their present work in the classroom or to lead to an added teaching or administration endorsement. These are the guiding principles for this M.Ed. program:

  • Quality is crucial and must be maintained in all aspects of the program.
  • Collaboration with the entire community, e.g., program participants, school division personnel, VDOE staff, will ensure the quality and currency of the program and that the program is meeting state requirements and the needs of the community.
  • The program will focus on meeting the needs of practicing teachers; it will strive to offer current, applied knowledge with the primary goal of producing educational and instructional leaders.
  • Program courses and field experiences emphasize reflection, inquiry and research, the use of technology, and an ethic of care for diversity.

The complete Conceptual Framework is available in the Teacher Education Program Handbook.

Core Programs

  • Diverse Student Populations (may fulfill gifted education endorsement requirements)
  • Educational Leadership (fulfills administration and supervision endorsement requirements)
  • English as a Second Language (fulfills ESL endorsement requirements)
  • Instructional Design and Technology
  • Literacy Specialist (fulfills reading specialist endorsement requirements)
  • Secondary Mathematics (in cooperation with the College of Arts and Sciences, Fredericksburg campus)
  • Special Education (fulfills General Curriculum or Adapted Curriculum endorsement requirements)

Note: Certificates in Educational Leadership, Gifted Education, Instructional Design and Technology, Literacy Specialist, Teaching English as a Second Language, and Teaching Students with Autism are offered. Information is available in the Education Certificates section.

Admission, Continuance, and Exit Requirements for the Track II M.Ed. for Professional Development or Added Endorsement

Admission Requirements for the Track II M.Ed.

The following are requirements for admission to the Track II M.Ed. for Professional Development or Added Endorsement. A student must:

  1. Submit a completed application for admission;
  2. Submit official transcripts of all undergraduate and graduate course work;
  3. Have earned an undergraduate degree from a regionally-accredited college or university;
  4. Have a GPA of 2.5 or higher—2.75 or higher for the Educational Leadership Program—on undergraduate course work and 3.0 or higher on graduate course work;
  5. Provide a résumé outlining work experience and education;
  6. Provide verification of the collegiate professional or postgraduate professional license (for all programs except Instructional Design and Technology); and
  7. Submit two essays.

An interview, initiated by the Admissions Committee, may be required as part of the admission process.

Additional admission requirements for the Educational Leadership Program include:

  • Three years of experience as a licensed teacher;
  • Three current, sealed references from immediate supervisor and others qualified to address teaching performance and leadership potential;
  • An interview; and
  • A writing exercise as part of the interview that may involve responding to a case study or producing a sample administrative letter.

Continuance Requirements for the Track II M.Ed.

A student must maintain a 3.0 (B) or higher GPA with no more than two Cs in course work to remain in good standing in the program. A grade of D+ or lower in a course or field internship results in suspension from the program. A student must be in good standing for admission into EDCI 551 Field Internship or EDEL 551 Internship in Educational Leadership. EDCI 551 and
EDEL 551 are by application only. Deadlines for application are October 1 for spring and February 1 for summer and fall.

Students who voluntarily interrupt their enrollment for one semester should refer to the Leave of Absence policy in the Academic Rules and Regulations section.

Exit Requirements for the Track II M.Ed.

Students must successfully complete the required course of study for the M.Ed. with a minimum of 36 credits and a 3.0 (B) or higher GPA. To acquire a school personnel licensure endorsement, which is not necessarily connected to degree completion, all endorsement
requirements must be met for the endorsement sought. In the case of the administration and supervision endorsement, this includes a qualifying score on the School Leaders Licensure Assessment. In the case of the reading specialist endorsement, this includes a qualifying score on the Virginia Reading Assessment. Once all course work is completed, application for the added endorsement is made to the VDOE through the school division’s personnel office.

Readmission to the Track II M.Ed. for Professional Development or Added Endorsement

Students who have not attended the University for three consecutive semesters must apply for readmission. Students who are readmitted are subject to the degree requirements in effect at the time of readmission. When a student is readmitted, the four-year limit from the time of first admission is still in effect. Academic work that was completed more than four years before the date at which the M.Ed. is awarded may no longer be acceptable in satisfying degree requirements. If a student needs additional time to complete the degree, the student must apply in writing to the program director for an extension. Such requests must be received at least one month prior to the end of the student’s original four-year time limit.

Required of All Programs in Track II M.Ed. for Professional Development or Added Endorsement (9 credits)

EDCI 546 Evaluation for Instructional Improvement* (3 credits)
EDCI 590 Individual Research (3 credits)
INDT 501 Instructional Technologies* (3 credits)

*Educational Leadership students are required to complete EDEL 548 Evaluation for Instructional Improvement in place of EDCI 546 and INDT 545 Organizational Leadership in Educational Technology in place of INDT 501.

Diverse Student Populations Core Requirements (27 credits; 36 credits for M.Ed.)

This concentration is designed to enhance the skills of the classroom practitioner in meeting the needs of diverse student populations. Individuals can elect to pursue the gifted education endorsement.

Required Courses (9 credits)

EDCI 540 Characteristics and Education of Gifted Students (3 credits)
EDSE 531 Survey of Special Education: Characteristics and Legal Issues (3 credits)
TESL 514 Cross-Cultural Education (3 credits)

Elective Courses (18 credits)

Courses may be selected from other programs—ESL, gifted education, special education (including courses in teaching students with autism), literacy, and instructional technology courses—with approval of the advisor. Selections may be designed to fulfill the gifted endorsement requirements, as follows:

EDCI 541 Identification of Gifted Students (3 credits)
EDCI 542 Models and Strategies for Teaching Gifted Learners (3 credits)
EDCI 543 Differentiated Curriculum for the Gifted (3 credits)
EDCI 551 Field Internship (3 credits)

May be waived with appropriate experience.

Note: A Graduate Certificate in Gifted Education is also offered. Information is available in the Education Certificates section.

Educational Leadership Core Requirements (27 credits; 36 credits for M.Ed.)

This program is offered in a cohort format and fulfills administration and supervision endorsement requirements. A passing score on the School Leaders License Assessment is required for endorsement.

Required Courses

EDEL 539 Special Education Leadership in Schools (3 credits)
EDEL 540 Leadership for Learning and Diverse Student Populations (3 credits)
EDEL 541 Developing, Administering, and Evaluating Curriculum (3 credits)
EDEL 542 Managing Schools and School-Community Relationships (3 credits)
EDEL 543 Professional Development and Supervision of School Personnel (3 credits)
EDEL 545 School Law and Society (3 credits)
EDEL 546 Educational Policy and Decision Making (3 credits)
EDEL 547 Literacy Leadership for Administrators (3 credits)
EDEL 551 Internship in Educational Leadership (3 credits)

Note: A Graduate Certificate in Educational Leadership is also offered. Information is available in the Education Certificates section.

ESL Core Requirements (27 credits; 36 credits for M.Ed.)

Prerequisite or corequisite: six credits in a modern foreign language
This program is designed to enhance the skills of the classroom practitioner in meeting the needs of nonnative speakers of English.

Required Courses (27 credits)

TESL 500 Introduction to English Linguistics (3 credits)
TESL 511A Applied Linguistics: Grammar and Meaning (3 credits)
TESL 512 Second Language Acquisition (3 credits)
TESL 514 Cross-Cultural Education (3 credits)
TESL 515 ESL Literacy Strategies: PreK-12 (3 credits)
TESL 530 Second Language Methods: PreK-12 Literacy and Language Skills (3 credits)
TESL 531 ESL Curriculum, Assessment, and Leadership (3 credits)
Selected courses, in consultation with program advisor (6 credits)

Note: A Graduate Certificate in Teaching English as a Second Language is also offered. Information is available in the Education Certificates section.

Instructional Design and Technology Core Requirements (27 credits; 36 credits for M.Ed.)

This program is offered in a cohort format and is designed for students interested in the application of new technologies, learning theory, and research to solve instructional and performance challenges. Graduates of this program may assume instructional designer positions in corporate, government, K-12, higher education, military, and non-profit sectors. Courses are designed to improve student learning using the system design approach.

The competencies addressed in this program reflect the International Society for Technology in Education National Educational Technology Standards (ISTE/NETS) for teachers and administrators, Virginia state standards, and the American Society for Training and Development (ASTD).

Required Courses

INDT 510 Foundations and Theories of Instructional Design and Technology (3 credits)
INDT 521 Information Literacy in the Digital Age (3 credits)
INDT 522 Distributed Learning and Collaboration (3 credits)
INDT 530 Instructional Design (3 credits)
INDT 531 Emerging and Assistive Technologies (3 credits)
INDT 532 New Media Design (3 credits)
INDT 533 Visual Literacy and Design (3 credits)
INDT 545 Organizational Leadership in Educational Technology (3 credits)
INDT 547 Special Topics in Instructional Design and Technology (3 credits)

Note: A Graduate Certificate in Instructional Design and Technology is also offered. Information is available in the Education Certificates section.

Literacy Specialist Core Requirements (27 credits; 36 credits for M.Ed.)

This program leads to a reading specialist endorsement and prepares teachers to take a reading specialist position in a school or district. The courses are designed to prepare rea
ding/literacy specialists in the areas of foundational knowledge, instructional strategies and curriculum development, assessment and intervention, literacy in communication, and literacy leadership. The program supports local school districts and the Virginia Department of Education in improving reading performance through highly qualified reading professionals, as well as addressing the teacher shortage in the area of reading specialist. A passing score on the Virginia Reading Assessment for reading specialists is required for endorsement.

Required Courses

EDLS 540 Psychology of Literacy (3 credits)
EDLS 541 Linguistic Foundations of Literacy (3 credits)
EDLS 542 Literacy Curriculum and Instruction I: Emergent-Elementary (3 credits)
EDLS 543 Literacy Curriculum and Instruction II: Adolescent (3 credits)
EDLS 544 Literacy Assessment and Evaluation (3 credits)
EDLS 545 Writing Process and Instruction (3 credits)
EDLS 546 Leadership in Literacy Education (3 credits)
EDLS 547 Literacy and Diverse Student Populations (3 credits)
EDLS 548 Internship: Applied Literacy Research (3 credits)

Note: A Graduate Certificate in Literacy Specialist is also offered. Information is available in the Education Certificates section.

Secondary Mathematics Core Requirements (27 credits; 36 credits for M.Ed.)

Note: Offered in cooperation with the College of Arts and Sciences, Fredericksburg campus.

This program is offered in a cohort format and is intended for licensed teachers who have a strong background in undergraduate mathematics, preferably a bachelor’s degree with a major in mathematics. The courses are designed to strengthen the content and pedagogical knowledge of teachers and to better prepare them to teach Advanced Placement and International Baccalaureate courses and the dual enrollment courses offered at high schools in cooperation with community colleges. A minimum of 36 credits is required for the degree.

Required Courses (6 credits)

MAED 501 Calculus for Teachers (3 credits)
MAED 540 Teaching Mathematics in Middle and Secondary Schools (3 credits)

Elective Courses (21 credits to be selected)

MAED 502 Analysis for Teachers (3 credits)
MAED 510 Linear Algebra for Teachers (3 credits)
MAED 520 Discrete Mathematics for Teachers (3 credits)
MAED 530 Probability and Statistics for Teachers (3 credits)
MAED 547 Special Topics in Mathematics for Teachers (1-6 credits)
MAED 550 History of Mathematics (3 credits)
MAED 560 Geometry for Teachers (3 credits)
MAED 570 Algebra and Number Theory for Teachers (3 credits)
MAED 580 Mathematical Modeling for Teachers (3 credits)

Special Education Core Requirements (27 credits; 36 credits for M.Ed.)

Fulfills General Curriculum endorsement requirements.

Required Courses (27 credits)

EDCI 511 Educational Goals and Practices: Middle or Secondary (3 credits)
EDCI 551 Field Internship (3 credits)
May be waived with appropriate experience.
EDSE 519 General and Special Educational Goals and Practices: Elementary (3 credits)
EDSE 521 Language and Literacy for Special Populations (3 credits)
EDSE 531 Survey of Special Education: Characteristics and Legal Issues (3 credits)
EDSE 533 Positive Approaches to Behavior Management (3 credits)
EDSE 534 Assessment, Evaluation, and Instructional Planning (3 credits)
EDSE 535 Collaborative Consultation and Transition Planning (3 credits)
Selected courses, in consultation with advisor (3-6 credits)

Special Education Core Requirements (27 credits; 36 credits for M.Ed.)

Fulfills Adapted Curriculum endorsement requirements.

Required Courses (27 credits)

EDCI 551 Field Internship (3 credits)
May be waived with appropriate experience.
EDSE 521 Language and Literacy for Special Populations (3 credits)
EDSE 531 Survey of Special Education: Characteristics and Legal Issues (3 credits)
EDSE 533 Positive Approaches to Behavior Management (3 credits)
EDSE 534 Assessment, Evaluation, and Instructional Planning (3 credits)
EDSE 535 Collaborative Consultation and Transition Planning (3 credits)
EDSE 539 Characteristics of Students Accessing an Adapted Curriculum (3 credits)
EDSE 541 Goals and Practices for Students Accessing an Adapted Curriculum (3 credits)
Selected courses, in consultation with advisor (3-6 credits)