Masters of Science in Education

Masters of Science in Education

The graduate level Education degree program is structured around a mixture of classes, seminars, and practical professional development. The goals of the Master's program reflect the National Board of Professional Teaching Standards (NBPTS):

  • Teachers are committed to students and their learning
  • Teachers know the subjects they teach and how to teach those subjects to students
  • Teachers are responsible for managing and monitoring student learning
  • Teachers think systematically about their practice and learn from experience
  • Teachers are members of learning communities

Admission to Program

Before gaining admission to the Masters of Science in Education program, prospective students need to assemble a portfolio for review. This portfolio should be submitted by March 1 to receive priority consideration, and should include:

  • Professional objective statement articulating the applicant’s professional objectives and career plan
  • Resume
  • Two letters of recommendation - one from the student’s building administrator and one from a teaching colleague.
  • Professional documentation representing the teacher’s ability to engage learners and write and assess effective curriculum (lesson plans, part of thematic unit, teaching evaluation, etc)
  • A personal interview with the Director of Graduate Studies or designee
  • A non-refundable $35 application fee, payable to IU East
  • This portfolio should be submitted in a braided folder and organized accordingly with a table of contents, labeled sections, etc.

Phase 1- Core Classes (15 credit hours)

Students will attend the Best Practice Academy, a six week intensive summer program, earning 12 credits during the summer, followed by a single course during the fall semester of that academic year. They will examine and analyze current prevailing practice regarding what is most effective and efficient in the way of programs, curriculum, strategies and practice.

The Best Practice Academy
(Summer I & II Sessions Only)

(Fall Semester Only)

  • EDUC-Y510 Action Research in the classroom during the academic year.

Phase 2- Cognate Classes (15-18 credit hours)

Combine your analysis of professional practice in your classroom and school with courses you select based on your professional development objectives. You will have the opportunity to research and share the practices you find most effective in your classroom and concentrate your courses in a given cognate. With the mixture of available classes you will have the ability to focus your program into one of these areas:

  • Special Education (Mild Intervention)- This can be added as a license
  • Literacy and Reading Methods
  • Early Childhood to Adolescent Development
  • Generalist (Graduate courses are available in a number of different categories)
  • Transition to Teaching Coursework and Internship Graduate Credit Hours
  • Up to 6 graduate credit hours in subject content areas (e.g. Math, Social Studies)

Phase 3- Research (3-6 credit hours)

Students will investigate an area of professional practice you consider to be significant in which you desire to develop expertise.