Master of Education

Are you ready to advance your professional career?

The M.Ed. program at Saint Michael’s College offers licensed teachers and graduate students interested in a non-licensure track the opportunity to choose a concentration in Arts, Curriculum, Literacy, School Leadership, or Special Education.

Click on the different tabs below to learn more about each concentration.

Concentrations

Can you imagine what life would be like without your favorite song? Or your favorite movie that never fails to crack you up? Without arts in our schools, who will be the next Louis Armstrong, or Jackson Pollock, or Martin Scorsese? Now, more than ever, we need to foster strong arts programs in our schools – and we need your help.

We seek educators and prospective educators who want to expand their creative boundaries and keep arts alive in our schools. Our Arts in Education Program brings together classroom teachers, art teachers, artists, administrators, and other educators to engage students in learning with, and through, the arts. Our graduate students are immersed in the creative process, working individually and collaboratively with their colleagues. They develop and practice innovative methods and interdisciplinary teaching. Our graduate students also participate in statewide initiatives concerning the arts.

Our partnerships with the Flynn Center for the Performing Arts, the Integrated Arts Academy at H.O. Wheeler Elementary School, and other community resources have enriched the Arts in Education program. The opportunities from these partnerships bring real-life experience and energy to your graduate experience.

You may apply up to 18 credits of the coursework toward the licensure in Arts to the requirements for the M.Ed. degree.

 

Our master’s program in Curriculum provides teachers and administrators the understanding and strategies to develop and evaluate school curricula. The word “curriculum” comprises many areas: orientation, philosophy, design, development, implementation, assessment, and evaluation. Our graduate students delve into these areas and progress as leaders.

While the primary focus in our program is K-12 public school settings, you will find that the concentration is applicable to all levels as well as a variety of contexts in which curriculum is developed and utilized.

The goal of the Literacy concentration is to prepare classroom teachers to be more effective teachers of reading and language arts.  Courses in reading methodology and diagnosis, as well as clinical experiences, provide the framework that allows the graduate student to develop competence as a reading teacher and reading specialist.

The program rests on an eclectic theoretical base, and presents a balanced and comprehensive view of literacy development, instruction, and assessment.  The program is research-based and in line with state standards.

 

Strong school leaders, from principals to administrative staff, are the driving force behind outstanding schools. Such leaders are centered on children, clear in their moral purpose, and collaborative in their relationships. Together with their staffs, they are able to create and sustain a school structure that is effective, and a learning environment that is conducive to student and adult growth.

Throughout our master’s program in School Leadership, graduate students have opportunities to work individually and with colleagues, both in the classroom and in the field, to explore concepts while acquiring and applying their skills. Our program offers a blend of required and elective courses, giving each student a meaningful and lasting educational experience upon which s/he can draw when actively engaged in the science and art of leading a school.

An initial teaching license or equivalent is required for admission.

In addition, our students have the opportunity to obtain the Vermont School Principal Endorsement through our program (an applicant must have a teaching license and a minimum of three years K-12 teaching), the Director of Curriculum or Director of Special Education Endorsement.  See further information under Teacher Endorsements.

Graduate students in our Master’s Program in Special Education acquire the broad and varied knowledge that is critical for working with individuals with special needs. From courses in human development to engaging in practicum in a local school, our students learn the unique contexts and systems of special education. Furthermore, students learn to build and maintain collaborative relationships with families, students, colleagues, and leaders – relationships that are critical to effective and powerful special education.

Both the Master’s and the Certificate of Advanced Graduate Studies (C.A.G.S.) programs are designed to lead to Vermont licensure or endorsement as a Special Educator or Special Educator/Consulting Teacher.

M.Ed. with a Concentration in Special Education

Students not currently holding a teaching license may work toward their M.Ed. with a concentration in Special Education. The required courses with their corresponding course descriptions are listed in our Graduate Catalog under M.Ed. with Special Education Concentration.

M.Ed. with Initial Special Educator License

Students not currently holding a teaching license may work toward their M.Ed. with a concentration in Special Education. The required courses with their corresponding course descriptions are listed in our Graduate Catalog under Licensure Special Educator.

M.Ed. with Endorsement as Special Educator

Already licensed teachers working toward their M.Ed. with a concentration in special education and a special educator endorsement take the courses listed in our Graduate Catalog under M.Ed. with Endorsement as Special Educator.

M.Ed. with Endorsement as Consulting Teacher

Already licensed special education teachers working toward their M.Ed. with a concentration in special education and a consulting teacher endorsement take the courses listed in our Graduate Catalog under M.Ed. with Endorsement as Consulting Teacher.

Certificate of Advanced Graduate Study (C.A.G.S.) with concentration in Special Education (30 credits): 

Requirements for the C.A.G.S. Program are designed with the advisor.

Candidacy

Besides admission to your master’s program, of course, Candidacy is one of the most significant benchmarks in your graduate study. Candidacy is a milestone that affirms your success in the degree program and more concretely plans your course work to completion. From there, you are well on your way toward completing the Capstone Paper, which is the culmination of your Master of Education degree.

Your path toward Candidacy

All students in the M.Ed. and Licensure programs need to show proficiency in writing. This is assessed through successful work in two required courses: GED 516 Educational Foundations: Understanding the Past and Creating the Future and GED 558 Educator as Researcher. Once writing proficiency is attained, but prior to completing four additional courses, students need to apply for Candidacy.

In order to apply for Candidacy, M.Ed. students need to complete a Graduate Education Candidacy Form, which will plan and schedule your course of study. Please review the guidelines before completing the Candidacy Form. Note: Statute of Limitations: You must complete your master’s program within 7 years from the start of the first semester of course work. This includes transfer credits.

For more information on program requirements, Candidacy, Capstone, or Thesis, contact your advisor for your area.