MASTER IN EDUCATION

GRADUATE EDUCATION

Our Approach

Graduate Education at Curry College offers the Master in Education, the Certificate of Advanced Graduate Studies (CAGS), and graduate certificates. We believe great teaching and leadership encompasses more than just the ability to manage a classroom or school and deliver an effective lesson plan. Our programs are designed to engage you in learning how the latest educational research and theory inform effective leadership and good teaching practice, while also helping you build the essential skills needed to provide an equitable an inclusive educational setting for all diverse learners. Our faculty members are dedicated to your success and bring their rich experience as teachers and educational administrators into the classroom. Our goal is to empower each graduate to become an outstanding leader, educator and reflective practitioner dedicated to changing the world, one student – or school – at a time.

Master’s Concentrations and Post-Master’s Graduate Certificates

Curry College currently offers three concentrations in the M.Ed. program. Two of these are licensure concentrations approved by the Massachusetts Department of Elementary and Secondary Education (DESE). Each of those concentrations lead to an Initial License in its respective area, assuming that students meet all program requirements. The licensure concentrations are:

• Elementary (Initial License: Teacher, Grades 1-6)

• Special Education (Initial License: Teacher of Students with Moderate Disabilities: Pre-K-8)

The non-licensure concentrations are:

• Diverse and Equitable Instruction (DEI)

• Educational Foundations

The College also offers several graduate certificates. These include:

• Principal and Supervisor Licensure Program (licenses to serve as Principals or Assistant Principals,

• Academic Supervisor or Director, or Special Education Administrators)

• Certificate of Advanced Graduate Study (CAGS) in Educational Leadership

• Transition Specialist Certificate

• Graduate Certificate in Autism Spectrum Disorder

More information on these graduate certificates is available in the section entitled Graduate Certificates in Education.

M.Ed. Academic Expectations & Program Components

Teachers have a range of academic expectations with regard to teaching and learning, and teacher candidates are expected to perform essential professional and academic responsibilities at a high level.

Academic expectations for the Master of Education include:

1. Communication Skills

• Spoken Communication and Presentations: Teachers and administrators must be able to communicate effectively with students, administrators, parents, and colleagues using both formal and informal means. During the course of the program, participants will be expected to present the results of their research in class, to lead discussions, and to participate in-group presentations.

• Written Communication: In addition to speaking, teachers and administrators need to communicate on many levels using different styles of writing. They write reports on students that must be clear, concise and accurate; they prepare incident reports and submit plans to superintendents and other administrators for new activities they would like to try; they send letters home to parents, and they communicate with the public in many different ways, both formal and informal.

During the course of the master’s program, students will be asked to demonstrate different kinds of writing, from informal reflections to formal research papers. Skill in organizing an essay or report and the ability to write clearly, effectively, and with proper grammar and syntax, are essential components of the program. To succeed in the Master’s program, students need to demonstrate effective writing skills across a variety of genres including developing research papers, essays, and professional and technical writing.

2. Academic Research

Although licensure programs are primarily directed at preparing teachers and administrators to succeed in their classroom and school roles, a working level of familiarity with research practices is essential for anyone who aspires to earn a Master of Education degree or post-master’s graduate certificate. Students should have enough experience to find appropriate research, be sophisticated enough to ask challenging questions regarding its quality, and be able to produce research on their own. Some courses in the program are primarily directed at classroom skills, while others will require basic knowledge of how to research a topic, evaluate potential sources, and prepare a research paper. Professors will explain their research expectations, and are available to help students who many need it. In addition, many forms of research help are available through the Levin Library.

3. Technological Ability

Educators often find themselves at the cutting edge of technology, as children come to school with more advanced technological skills than many adults. To succeed in the Master’s program, students need computer skills in both general and educational software and with equipment capable of supporting online research and classwork. This includes familiarity with a variety of learning platforms, the adaptability to learn new programs, and the ability to conduct online research. Further, students in the program need access to a high-speed Internet connection. Graduate programs in education are offered in an online, hybrid or blended format, using online activities to supplement face-to-face classes. The ability to learn and use learning management systems such as Canvas and to develop required course materials – such as the program portfolio – online is essential to student success.

4. General

• Pedagogy: Teachers must be able to understand the different needs of children, including different learning styles and cultures, as well as the needs of children who may have learning disabilities or other special needs. They must be able to develop well-crafted curriculum units and lessons; adapt and differentiate their instructional strategies based on the children’s needs, model and demonstrate high expectations for all learners, adjust their practice using a variety of assessments, and understand when to seek help from other professionals in areas of specialization.

• Classroom Structure and Management: Successful teachers understand that creating responsive, respectful and appropriately controlled learning environments promote everyone’s success. New teachers should demonstrate an awareness of proactive classroom management strategies including promoting safety, developing respect among students, whether children are participating and learning. From this classroom awareness, they should be able to make adjustments to improve results.

• Professional Disposition: It is frequently noted that content and instructional knowledge are necessary attributes of effective teachers, but they are not the only skills that makes a strong educator. A successful teacher must also have an appropriate disposition, able to interact effectively with colleagues, supervisors, parents and especially students. Put another way, teachers need both academic and interpersonal skills. MED candidates are expected to demonstrate appropriate professional dispositions.

• Fieldwork Expectations: Teacher candidates are expected to demonstrate competence and growth in field settings, as well as a professional attitude and ethical behavior towards and respect for children, parents and colleagues.

• Classroom Expectations: A professional attitude extends to the college classroom as well. Teacher candidates are expected to make academic progress, interact and work effectively with classmates and professors, and demonstrate regular attendance, good listening and collaboration skills. They should be able to contribute to the academic discourse, and demonstrate the ability to reflect on both the profession and their own professional growth and development.

Program Components

In addition to ongoing classes, the Master of Education program contains the following components: testing requirements of the Massachusetts Department of Elementary and Secondary Education (DESE) and field experiences relative to the degree and license sought. Depending on the program, the field experiences may also include the development of a Candidate Assessment of Performance (CAP) Evidence Binder.

Field Experiences for M.Ed. Initial Licensure Tracks

In accordance with both college and state expectations, the M.Ed. Licensure Programs require fieldwork experiences. The first of these is called a pre-practicum experience. In this experience, students fully participate in classroom and school experiences in settings appropriate to their licensure goals for a minimum of 150 hours over the course of a semester. Throughout the pre- practicum experience, candidates plan and deliver instruction to a variety of students, learn the intricacies of the role they will undertake, implement strategies for effective classroom management, and reflect on their developing practice. By reflecting on observations in the field, on the nature of teaching and learning, and on effective classroom practice, teacher candidates build analytical skills to help them refine and improve their own teaching.

The second fieldwork experience is called the practicum. Teacher candidates work in an appropriate classroom setting, building the skills to take over all activities within the class and demonstrate mastery of the professional expectations for teachers. Work in the practicum involves demonstrating proficiency in elements of effective practice outlined by DESE. The practicum requires a minimum of 300 hours in the field, and is accompanied by a seminar. The College aims to place students in different settings for the pre-practicum and the practicum – urban and suburban – and at different levels and with a variety of learners to provide students with a broad range of experiences.

The M.Ed. Program’s Field Placement Coordinators assist with and oversee these field placements for students at both campuses. Teacher candidates who are already working in a school setting may be able to complete their fieldwork at their current school, although flexibility on the part of the school and candidate will be required. Those who are not working in a school will be placed in collaboration with their Field Placement Coordinator. All placements are subject to review and a final determination by the Field Coordinator, who must contact the school principal and district, arrange for an appropriate program supervisor, and complete the necessary paperwork. Each student will have a supervising practitioner at the field placement in charge of day-to-day supervision, feedback and evaluation and a program supervisor who will visit and observe the candidate to provide support, evaluation and progress.

M.Ed. Digital Portfolio

Each teacher candidate in the M.Ed. program develops a digital evidence portfolio during the practicum portion of their program of study. This evidence serves as a means of reflection and development throughout the fieldwork component of a candidate’s program, and also as a demonstration of a candidate’s ability to meet standards for licensure set forth by the M.Ed. program and Massachusetts Department of Elementary and Secondary Education.

Licensure and the Massachusetts Tests for Educator Licensure (MTEL)

The Commonwealth of Massachusetts has established a range of requirements for teaching, including a series of examinations known collectively as the Massachusetts Tests for Educator Licensure (MTEL). New teachers and those interested in seeking new licenses must all pass the Communications and Literacy Skills test. Therefore, passing scores on both portions of this test are required for a license-oriented M.Ed. program at Curry College.

Prospective teachers and administrators are required to pass MTEL tests in their areas of licensure. Teacher licensure candidates may participate in our pre-practicum and practicum coursework regardless of MTEL testing status for endorsement. However, to obtain their Initial License in Massachusetts through the Department of Elementary and Secondary Education (DESE) teacher candidates are required to pass all licensure specific MTEL tests.

INSTITUTIONAL PASS RATES: Massachusetts Tests for Educator Licensure

Title II, Section 207 of the Higher Education Act requires all institutions with teacher preparation programs that enroll students who receive federal financial assistance to prepare annual reports on teacher preparation and licensing. Curry College had a 100% pass rate for all program completers during the 2019-2020 reporting year. Information about Curry pass rates is available upon request by contacting the Licensure Officer/Title II Coordinator.

Additional information regarding all state testing is available through the Massachusetts Department of Elementary and Secondary Education, Office of Educator Licensure 75 Pleasant Street Malden, MA 02148-9140; Telephone: (781) 338-6600; www.mtel.nesinc.com. For additional information about Curry College’s testing requirements, please contact Curry College Licensure Officer.

Cohort Enrollment Policy

Curry College’s M.Ed. is a cohort program with classes held one evening during the week and one Saturday per month. Classes meet for five consecutive semesters, and students entering the Curry M.Ed. program commit to continuous enrollment.

Program pedagogy is designed for optimal learning through the cohort experience. Therefore, once enrolled, changing cohorts is not an option, except for extraordinary reasons: for example, a documented health emergency.

Students may have the option of extending the last semester with permission of the Director of Graduate Studies in Education, to allow enough time to complete a full-time practicum in a school and associated coursework. Students will not be allowed to delay their program or shift cohorts for issues such as management of their reimbursement funds.

Students who request to delay continuous enrollment in their cohort must make a formal request in writing to the Director of Graduate Studies in Education. The request must include documentation of the pressing reason for changing the cohort sequence. The Director and/or Dean may request further information. Decisions are made by the Director of Graduate Studies in Education, and all decisions are final. Courses and program requirements are subject to change during an extended program plan.

Elementary Education Teacher (Initial License, Grades 1-6)

Who Should Pursue This Program

This concentration prepares students to be elementary teachers, and leads to an initial DESE teaching license for grades 1–6. It is appropriate for people who already serve in schools as para- professionals or aides, as well as for career changers. It also provides the coursework necessary for currently licensed teachers to obtain a professional license.

Curriculum and Course Sequence

The Master’s in Elementary Education consists of 34 credits, and is offered in a cohort format. Students join the cohort when it starts, and proceed through the program together. Cohorts allow students to get to know each other well, to support each other in the program, and to begin to develop a professional network that will last well beyond the end of the program. Courses are taken in the order offered each academic year. Below is a sample schedule for this five-semester, 20-month, program. Students will follow the program schedule offered for their particular cohort.

Special Education (Initial License Teacher of Students with Moderate Disabilities, Pre-K-8)

Who Should Pursue This Program

This concentration prepares candidates to teach students with moderate disabilities, and leads to an initial DESE teaching license for grades Pre-K-8. The program is appropriate for people who already serve in schools as para-professionals, aides, or teachers in other disciplines, as well as for career changers.

Curriculum and Course Sequence

The Master’s in Special Education consists of 34 credits and is offered in a cohort format. Students join the cohort when it starts, and proceed through the program together. Courses are taken in the order offered each academic year. Below is a sample schedule for the 20-month cohort. Students will follow the program schedule offered for their particular cohort.

Diverse and Equitable Instruction (DEI)

Who Should Pursue This Program

This concentration is appropriate for students who wish to increase their knowledge and awareness of educational DEI practices. This program is also appropriate for students who work with adults in a variety of education settings, provide training for corporations, serve youth in non-school settings, or simply want to explore issues in DEI. It also provides the coursework necessary for currently licensed teachers to obtain a professional license.

Curriculum and Course Sequence

The Master’s in Diverse and Equitable Instruction consists of 31 credits. Students may join an existing cohort, or take courses when they are offered at either Curry campus and proceed through the program together. Below is a sample schedule for this five- semester, 20-month, program. Substitutions of courses and alternative program plans are permitted with the consultation and approval of the Director of Graduate Studies in Education. 

Educational Foundations

Who Should Pursue This Program

This concentration is appropriate for students who already have or are not seeking a state teaching license or who no longer wish to pursue a teacher license during the program. This program may also be appropriate for students who work with adults, provide training for corporations, serve youth in non-school settings, or simply want to explore issues in education.

Curriculum and Course Sequence

The Master’s in Educational Foundations consists of 30-33 credits. Students may join an existing cohort, or take courses when they are offered at either Curry campus and proceed through the program together. Below is a sample schedule for this five- semester, 20-month, program. Substitutions of courses and alternative program plans are permitted with the consultation and approval of the Director of Graduate Studies in Education. 

Curry College/Needham Public Schools Collaborative Internship Program

Who Should Pursue This Program

This full-time, residency program leads to an initial teacher license in Elementary Education (1-6) or Moderate Disabilities (preK-8). It is appropriate for teaching assistants, childcare professionals, or career changers.

Curriculum and Course Sequence

The Master of Elementary Education degree is a 34-credit program that begins each summer and ends the following summer. It is offered in a full-time residency format. Students join the cohort when it starts, and proceed through the program together. Courses are taken in the order offered. Below is a sample schedule for this five semester, 14 month program. Students will follow the program schedule offered for their particular cohort.