Master of Science in Education (MSEd)

Choose your specialization, 100% online

Inter­ac­tive Cer­ti­fi­ca­tion MapAdmis­sions Require­ments | UNE Aca­d­e­m­ic Cat­a­log

UNE Online offers this 30-cred­it Mas­ter of Sci­ence in Edu­ca­tion 100% online with time­ly, rel­e­vant class­es and option­al focus areas for pro­fes­sion­als look­ing to advance their edu­ca­tion careers. All stu­dents take the five core cours­es of the cur­ricu­lum, and then each stu­dent is able to select their own five elec­tives to com­plete the Mas­ter of Sci­ence in Edu­ca­tion degree.

This flex­i­ble offer­ing allows you to cus­tomize your course plan based on your spe­cif­ic career goals. If you are look­ing into the MSEd pro­gram with the inten­tion of apply­ing for cer­ti­fi­ca­tion, use our inter­ac­tive map to check with your state’s Depart­ment of Edu­ca­tion.

Program Highlights

  • 30-cred­it hour pro­gram
  • Com­plete your degree in just under two years
  • 100% online – no cam­pus vis­its required
  • Learn any­time from any place
  • No GRE Required
  • Dynam­ic fac­ul­ty of prac­ti­tion­ers, researchers and edu­ca­tors
  • Region­al­ly accred­it­ed by the New Eng­land Asso­ci­a­tion of Schools & Col­leges (NEASC)

Curriculum

Core courses

EDU 600: Teacher as Leader (Cred­its: 3)

This course enhances class­room-based expe­ri­ences by link­ing them with pro­fes­sion­al research skills.  Edu­ca­tors in this course will learn to locate and crit­i­cal­ly review a wide range of pro­fes­sion­al resources, artic­u­late knowl­edge from a research-based frame­work, and col­lab­o­rate with their peers on nav­i­gat­ing school cul­tures. This course high­lights the roles and respon­si­bil­i­ties of lead­ers in a school set­ting.

EDU 610: Dif­fer­en­ti­a­tion The­o­ry & Strate­gies (Cred­its: 3)

This course explores the the­o­ries of dif­fer­en­ti­at­ed instruc­tion.  With­in the course, edu­ca­tors ana­lyze dif­fer­en­ti­a­tion the­o­ries and incor­po­rate dif­fer­en­ti­a­tion strate­gies into the design of units and lessons in their own edu­ca­tion­al set­tings.  Col­le­gial reflec­tion regard­ing the use of these dif­fer­en­ti­a­tion strate­gies will be a major com­po­nent of the course.

EDU 615: Moti­va­tion­al The­o­ry & Class Man­age­ment (Cred­its: 3)

This course exam­ines sig­nif­i­cant the­o­ries of stu­dent moti­va­tion in the class­room.  Edu­ca­tors tak­ing this course will devel­op a les­son plan, embed­ding moti­va­tion­al the­o­ry to improve stu­dent engage­ment, assess cur­rent effec­tive­ness of prac­tices, and com­plete an in-depth analy­sis and appli­ca­tion of moti­va­tion­al the­o­ry through a case study. The goal of this course is to pro­vide edu­ca­tors with strate­gies to address the most com­mon issues of dis­cord in the class­room.

EDU 690: Action Research (Cred­its: 3)

In this course, edu­ca­tors will explore action research with­in their own work set­ting. Edu­ca­tors will for­mu­late a prob­lem state­ment, con­duct a lit­er­a­ture review, design a study, iden­ti­fy which data to col­lect, con­duct the study, ana­lyze data, report the results of the analy­sis, and devel­op an action plan. The result­ing prod­uct will be a pro­fes­sion­al qual­i­ty action research report. Through a sys­tem­at­ic and col­lab­o­ra­tive process, par­tic­i­pants will uti­lize action research to reflect, ana­lyze and enhance their pro­fes­sion­al prac­tice. Edu­ca­tors will also devel­op tech­ni­cal writ­ing skills which are impor­tant for pro­fes­sion­al com­mu­ni­ca­tion, grant-writ­ing, and admin­is­tra­tive report­ing tasks.

EDU 695: Port­fo­lio (Cred­its: 3)

This course devel­ops reflec­tive prac­tices that assist par­tic­i­pants in explor­ing both pro­fes­sion­al and per­son­al growth that has occurred through­out the Uni­ver­si­ty of New England’s MSE pro­gram. Par­tic­i­pants will uti­lize orga­ni­za­tion­al tools to cre­ate a dig­i­tal port­fo­lio that reflects self-direct­ed learn­ing with­in their pro­gram expe­ri­ences. As a pre­req­ui­site to this course, stu­dents should have suc­cess­ful­ly com­plet­ed all MSE cours­es.

Elective courses

Choose any five 3-cred­it cours­es from the focus areas below, for a total of 15 cred­its, to com­plete your Mas­ter of Sci­ence in Edu­ca­tion.


Focus area: Curriculum & Instruction Strategies

For those K-12 edu­ca­tors who wish to strength­en their class­room prac­tice. Chal­leng­ing areas of lit­er­a­cy, inclu­sion, and edu­ca­tion­al lead­er­ship build skills to imple­ment solu­tions in and beyond the class­room. The Mas­ter of Sci­ence in Edu­ca­tion pro­gram with a focus in CIS is designed to ensure that mate­ri­als meet appro­pri­ate con­tent and learn­ing goals.

EDU 707: Instruc­tion­al Lead­er­ship (Credits:3)

School lead­ers must also be “lead teach­ers.”  Par­tic­i­pants will explore cur­rent mod­els for cur­ricu­lum design to ensure that instruc­tion­al mate­ri­als meet appro­pri­ate man­dates for con­tent and learn­ing goals, and which also address stu­dents’ diverse needs, abil­i­ties, and expe­ri­ences. Learn­ing the­o­ries and styles are includ­ed, as are top­ics relat­ing to cur­ricu­lum the­o­ry and assess­ment.

EDU 721: Using Tech­nol­o­gy with­in Inclu­sion Edu­ca­tion (Credits:3)

This course intro­duces stu­dents to the use of tech­nol­o­gy in the edu­ca­tion of indi­vid­u­als with spe­cial needs. Meth­ods and tech­niques for eval­u­a­tion and deter­mi­na­tion of appro­pri­ate uses of tech­nol­o­gy are includ­ed. A range of assis­tive tech­nolo­gies are cov­ered as well as teach­ing strate­gies that sup­port the imple­men­ta­tion of tech­nolo­gies. Using tech­nol­o­gy in uni­ver­sal­ly-designed edu­ca­tion­al envi­ron­ments is exam­ined. Par­tic­i­pants will be expect­ed to have access to and use select­ed teach­ing and learn­ing tech­nolo­gies with stu­dents with dis­abil­i­ties.

EDU 723*: Teach­ing and Learn­ing in Inclu­sion Set­tings (Credits:3)

This course focus­es on meth­ods and strate­gies for teach­ing stu­dents with spe­cial needs. Cur­rent issues of con­cern, learn­ing stan­dards, promis­ing prac­tices, behav­ioral strate­gies, and meth­ods for indi­vid­u­al­iz­ing, dif­fer­en­ti­at­ing, cre­at­ing, and pro­vid­ing uni­ver­sal­ly designed instruc­tion are cov­ered. Par­tic­i­pants will be expect­ed to con­duct obser­va­tions in schools and plan and imple­ment instruc­tion­al activ­i­ties with stu­dents with dis­abil­i­ties. Par­tic­i­pants can pur­sue an ele­men­tary or sec­ondary strand.

*EDU 723 meets the “Teach­ing Excep­tion­al Stu­dents in the Reg­u­lar Class­room” require­ment for the State of Maine. Read more. 

EDU 742: Study Skills & Con­tent Lit­er­a­cy Instruc­tion for All (Credits:3)

This course focus­es on research-based study skills and strate­gies for pro­vid­ing lit­er­a­cy instruc­tion with­in the class­room con­tent area. Edu­ca­tors will learn to inte­grate lit­er­a­cy and study skills instruc­tion in their class­rooms while design­ing read­ing assign­ments that afford stu­dents access to the con­cepts in the text. Con­cepts and strate­gies pre­sent­ed are rel­e­vant to the needs of ESL stu­dents.

EDU 743: Con­nect­ing Read­ing with Writ­ing for Suc­cess (Credits:3)

The read­ing-writ­ing con­nec­tion will be the focus of the course. Edu­ca­tors will have the oppor­tu­ni­ty to explore this con­nec­tion through the exam­i­na­tion and appli­ca­tion of suc­cess­ful instruc­tion­al strate­gies and activ­i­ties. Edu­ca­tors, regard­less of the lev­el or con­tent they teach, will be pro­vid­ed with tools that will help to main­tain learn­ers’ lit­er­a­cy devel­op­ment as they read and write to learn or learn to read and write.


Focus area: Literacy (K-12)

Designed for K-12 edu­ca­tors with an inter­est in read­ing and writ­ing to ensure stu­dent suc­cess. The Mas­ter of Sci­ence in Edu­ca­tion with a con­cen­tra­tion in Lit­er­a­cy (K-12) is for K-12 edu­ca­tors who wish to delve deep­er into the impor­tance of read­ing and writ­ing for all stu­dents to be suc­cess­ful.

EDU 740: Sup­port­ing Lit­er­a­cy Devel­op­ment (Cred­its: 3)

This course will address the foun­da­tion­al knowl­edge that teach­ers of lit­er­a­cy need in order to under­stand the read­ing and writ­ing process for stu­dents. In this course, teach­ers will be exposed to major the­o­ries, research, and best prac­tices in the lit­er­a­cy field. Teach­ers will be asked to draw upon this the­o­ret­i­cal and prac­ti­cal knowl­edge to think about issues of instruc­tion­al prac­tice. Through engag­ing inquiry expe­ri­ences, teach­ers will become active par­tic­i­pants in devel­op­ing a strong foun­da­tion­al base for lit­er­a­cy instruc­tion for all learn­ers in their class­rooms.

EDU 741: Lit­er­a­cy Assess­ments (Cred­its: 3)

This course focus­es on the use of assess­ments in deter­min­ing a student’s read­ing and/or writ­ing skills. Teach­ers will exam­ine, cre­ate, eval­u­ate, and reflect on a vari­ety of lit­er­a­cy assess­ments as they are direct­ly con­nect­ed to data-dri­ven instruc­tion and stu­dent lit­er­a­cy achieve­ment. Each course mod­ule will engage teach­ers in becom­ing famil­iar with a range of assess­ments and how to use data from these assess­ments in devel­op­ing lessons and activ­i­ties that will allow stu­dents to learn sub­ject con­tent as well as devel­op and deep­en lit­er­a­cy skills. Teach­ers will be engaged in the research around assess­ments as well as how to mod­i­fy assess­ments and instruc­tion based on assess­ments to meet the needs of diverse learn­ers.

EDU 742: Study Skills & Con­tent Lit­er­a­cy Instruc­tion for All (Cred­its: 3)

This course focus­es on research-based study skills and strate­gies for pro­vid­ing lit­er­a­cy instruc­tion with­in the class­room con­tent area. Edu­ca­tors will learn to inte­grate lit­er­a­cy and study skills instruc­tion in their class­rooms while design­ing read­ing assign­ments that afford stu­dents access to the con­cepts in the text. Con­cepts and strate­gies pre­sent­ed are rel­e­vant to the needs of ESL stu­dents.

EDU 743: Con­nect­ing Read­ing with Writ­ing for Suc­cess (Cred­its: 3)

The read­ing-writ­ing con­nec­tion will be the focus of the course. Edu­ca­tors will have the oppor­tu­ni­ty to explore this con­nec­tion through the exam­i­na­tion and appli­ca­tion of suc­cess­ful instruc­tion­al strate­gies and activ­i­ties. Edu­ca­tors, regard­less of the lev­el or con­tent they teach, will be pro­vid­ed with tools that will help to main­tain learn­ers’ lit­er­a­cy devel­op­ment as they read and write to learn or learn to read and write.

EDU 744: Meet­ing Stu­dent Lit­er­a­cy Chal­lenges (Cred­its: 3)

This course will address how to engage in dif­fer­en­ti­at­ed lit­er­a­cy prac­tices to meet the needs of diverse learn­ers. Edu­ca­tors will be immersed in the foun­da­tion­al knowl­edge that will aid them in cre­at­ing effec­tive instruc­tion that will assist stu­dents who need sup­port in their lit­er­a­cy devel­op­ment. The read­ings and course­work will explore how to approach lit­er­a­cy chal­lenges from the class­room and school lev­els in a sys­tem­at­ic way as well as incor­po­rat­ing a cul­tur­al­ly respon­sive approach to ped­a­gogy.


Focus area: Educational Leadership

Designed for K-12 edu­ca­tors con­sid­er­ing school admin­is­tra­tion. These cours­es are matched to the nation­al stan­dards set by the Pro­fes­sion­al Stan­dards for Edu­ca­tion­al Lead­ers (for­mer­ly ISLLC). The Mas­ter of Sci­ence in Edu­ca­tion pro­gram with a con­cen­tra­tion in Edu­ca­tion­al Lead­er­ship intro­duces the the­o­ries and prac­tices of effec­tive lead­er­ship cen­ter­ing on the impor­tance of team build­ing, deci­sion-mak­ing, prob­lem-solv­ing, and strate­gic plan­ning.

EDU 701: Edu­ca­tion­al Lead­er­ship (Credits:3)

This course pro­vides the over­ar­ch­ing con­text for the edu­ca­tion­al lead­er­ship focus area. Edu­ca­tors con­sid­er the­o­ries and prac­tices relat­ing to effec­tive and eth­i­cal lead­er­ship in edu­ca­tion­al set­tings. Top­ics include diag­nos­ing the work envi­ron­ment, deci­sion-mak­ing, prob­lem-solv­ing, strate­gic plan­ning and human resource devel­op­ment. Stu­dents will reflect on their own lead­er­ship, observe and ana­lyze oth­er lead­ers, and explore how the the­o­ries and prac­tices that relate to the Pro­fes­sion­al Stan­dards for Edu­ca­tion­al Lead­ers (for­mer­ly ISLLC).

EDU 702: School Law (Credits:3)

This course pro­vides a foun­da­tion of the legal under­pin­nings of the Amer­i­can edu­ca­tion sys­tem and explores how legal deci­sions have had an effect on schools.  Spe­cif­ic legal prin­ci­ples relat­ing to church/state issues, tort lia­bil­i­ty, teacher respon­si­bil­i­ties, stu­dent rights and admin­is­tra­tive con­cerns such as con­tracts and col­lec­tive bar­gain­ing are exam­ined. Par­tic­i­pants will ana­lyze case stud­ies to apply their under­stand­ing and cre­ate a com­pendi­um of the laws unique to the states in which they work.

EDU 704: Super­vi­sion and Eval­u­a­tion of Instruc­tion­al Per­son­nel (Credits:3)

Super­vi­sion and eval­u­a­tion strate­gies need to sup­port teach­ers’ growth into strong, com­pe­tent pro­fes­sion­als. This course exam­ines require­ments of edu­ca­tion­al lead­ers engaged in super­vis­ing and eval­u­at­ing edu­ca­tion­al per­son­nel, and explores new direc­tions and pro­ce­dures cur­rent­ly under devel­op­ment. Empha­sis is giv­en to under­stand­ing the the­o­ry behind the prac­tice, strengths and weak­ness­es of vary­ing meth­ods, and hands-on appli­ca­tions. Draw­ing on knowl­edge of devel­op­men­tal stages and mul­ti­ple styles of learn­ing and teach­ing, par­tic­i­pants con­sid­er such prac­tices as peer eval­u­a­tions, self-eval­u­a­tions, port­fo­lios, and men­tor­ing.

EDU 709: School Finance (Credits:3)

The course traces the his­tor­i­cal back­ground and devel­op­ment of school finance acts and exam­ines the intent, con­cepts, and rela­tion­ship inher­ent in these acts. Process­es by which state sub­si­dies are com­put­ed, allo­cat­ed and dis­trib­uted are con­sid­ered. Bud­get and expen­di­ture prac­tices in rela­tion to these acts are illus­trat­ed. Empha­sis is placed on help­ing stu­dents devel­op a clear con­cep­tu­al under­stand­ing of the over­all meth­ods by which state aid is pro­vid­ed to local school sys­tems. Read­ings, research, and oth­er assign­ments are designed to acquaint stu­dents with school finance prac­tices in their respec­tive states.

EDU 715: Orga­ni­za­tion­al The­o­ry & Strate­gic Plan­ning (Credits:3)

This course will include an overview of orga­ni­za­tion­al the­o­ries and sys­tems; the inclu­sion of orga­ni­za­tion­al the­o­ry in the edu­ca­tion­al change process; the func­tions, objec­tives, devel­op­ment, and assess­ment of strate­gic plans; and the rela­tion­ship between strate­gic plan­ning and bud­get devel­op­ment.


Focus area: Inclusion Education

Pro­vides K-12 class­room teach­ers and admin­is­tra­tors with crit­i­cal the­o­ry and prac­tice relat­ed to spe­cial edu­ca­tion inclu­sion. The online Mas­ter of Sci­ence in Edu­ca­tion pro­gram with a con­cen­tra­tion in Inclu­sion Edu­ca­tion offers you the oppor­tu­ni­ty to study, reflect and improve pro­fes­sion­al prac­tice based on the most recent edu­ca­tion­al research relat­ed to instruc­tion­al tech­niques and lead­er­ship strate­gies. Learn more about how UNE’s Inclu­sion Edu­ca­tion Degree pro­gram com­pares to a Spe­cial Edu­ca­tion Degree.

EDU 720: Spe­cial Edu­ca­tion Law for the Class­room (Cred­its: 3)

Laws, reg­u­la­tions, and judi­cial deci­sions relat­ing to the edu­ca­tion of stu­dents with spe­cial needs are dis­cussed. Meth­ods of con­flict res­o­lu­tion, medi­a­tion, and eth­i­cal stan­dards are exam­ined. Stu­dents will be required to apply what they learn as they ana­lyze real-life case sce­nar­ios.

EDU 721: Using Tech­nol­o­gy with­in Inclu­sion Edu­ca­tion (Cred­its: 3)

This course intro­duces stu­dents to the use of tech­nol­o­gy in the edu­ca­tion of indi­vid­u­als with spe­cial needs. Meth­ods and tech­niques for eval­u­a­tion and deter­mi­na­tion of appro­pri­ate uses of tech­nol­o­gy are includ­ed. A range of assis­tive tech­nolo­gies are cov­ered as well as teach­ing strate­gies that sup­port the imple­men­ta­tion of tech­nolo­gies. Using tech­nol­o­gy in uni­ver­sal­ly-designed edu­ca­tion­al envi­ron­ments is exam­ined. Par­tic­i­pants will be expect­ed to have access to and use select­ed teach­ing and learn­ing tech­nolo­gies with stu­dents with dis­abil­i­ties.

EDU 722: Spe­cial Edu­ca­tion Assess­ment in Inclu­sion Set­tings (Cred­its: 3)

Assess­ment approach­es for iden­ti­fy­ing stu­dents with dis­abil­i­ties and assess­ing progress toward learn­ing goals and stan­dards are addressed. Stu­dents exam­ine a vari­ety of for­mal and infor­mal pro­ce­dures for use in the assess­ment of the instruc­tion­al and behav­ioral needs includ­ing cur­ricu­lum-based assess­ment, obser­va­tions, and con­tin­u­ous and peri­od­ic assess­ments of instruc­tion and behav­ior. Par­tic­i­pants will be expect­ed to have access to and admin­is­ter select­ed stan­dard­ized for­mal and infor­mal instru­ments to K-12 stu­dents with dis­abil­i­ties.

EDU 723*: Teach­ing and Learn­ing in Inclu­sion Set­tings (Cred­its: 3)

This course focus­es on meth­ods and strate­gies for teach­ing stu­dents with spe­cial needs. Cur­rent issues of con­cern, learn­ing stan­dards, promis­ing prac­tices, behav­ioral strate­gies, and meth­ods for indi­vid­u­al­iz­ing, dif­fer­en­ti­at­ing, cre­at­ing, and pro­vid­ing uni­ver­sal­ly designed instruc­tion are cov­ered. Par­tic­i­pants will be expect­ed to con­duct obser­va­tions in schools and plan and imple­ment instruc­tion­al activ­i­ties with stu­dents with dis­abil­i­ties. Par­tic­i­pants can pur­sue an ele­men­tary or sec­ondary strand.

*EDU 723 meets the “Teach­ing Excep­tion­al Stu­dents in the Reg­u­lar Class­room” require­ment for the State of Maine. Read more. 

EDU 724: Col­lab­o­ra­tion in Inclu­sion Set­tings (Cred­its: 3)

Stu­dents will com­plete co-teach­ing expe­ri­ences in inclu­sion set­tings. Activ­i­ties are tai­lored to ensure field appli­ca­tion of con­cepts, mod­els, prac­tices, and skills as stu­dents apply effec­tive co-teach­ing instruc­tion­al prac­tices, par­tic­i­pate in inter­dis­ci­pli­nary plan­ning meet­ings, and col­lab­o­rate as team mem­bers. These co-teach­ing expe­ri­ences rein­force the acqui­si­tion of ethics and stan­dards. Dur­ing the course, par­tic­i­pants are expect­ed to spend con­sid­er­able time in K-12 inclu­sive class­rooms, plan and imple­ment teach­ing and learn­ing activ­i­ties, research and reflect on prac­tices, and work col­lab­o­ra­tive­ly with edu­ca­tion­al teams. Some course require­ments may be mod­i­fied dur­ing sum­mer ses­sions for par­tic­i­pants with­out access to stu­dents dur­ing sum­mer school breaks.  

*Approved excep­tion­al­i­ty course: EDU 723

The State of Maine requires, based on fed­er­al main­stream­ing reg­u­la­tions, an approved course that meets the “Teach­ing Excep­tion­al Stu­dents in the Reg­u­lar Class­room” require­ment. The three-cred­it course, EDU 723: Teach­ing and Learn­ing in Inclu­sion Set­tings is pre-approved by the State of Maine Cer­ti­fi­ca­tion office for ini­tial cre­den­tial­ing.

To view the com­pre­hen­sive list of approved cours­es, please vis­it: http://www.maine.gov/doe/cert/initial/exceptionalitycourses.html


Reading Specialist/Literacy Coach K-12

This MSEd pro­gram pre­pares you to become a Read­ing Specialist/Literacy Coach in a K-12 set­ting. Because this pro­gram is approved prepa­ra­tion for Lit­er­a­cy Spe­cial­ist Cer­tifi­cate (092) in the State of Maine, please click here to view the full MSEd Read­ing Spe­cial­ist pro­gram descrip­tion.


After completing the MSEd program, students should be able to:

  • Address the full range of stu­dent moti­va­tion and dif­fer­en­ti­a­tion issues encoun­tered in today’s school sys­tems.
  • Ana­lyze and con­duct research rel­e­vant to their teach­ing or admin­is­tra­tive inter­ests.
  • Doc­u­ment pro­fes­sion­al devel­op­ment in the pro­gram via an elec­tron­ic port­fo­lio of course work.
  • Demon­strate a high degree of spe­cial­ized knowl­edge and skills about their cho­sen con­cen­tra­tion area.
  • Exhib­it lead­er­ship in their class­room and/or school sys­tem.
  • Devel­op online col­lab­o­ra­tive rela­tion­ships with peers.

This Master’s degree is designed to help you advance your teach­ing abil­i­ties and cov­er a range of edu­ca­tion­al and lead­er­ship top­ics. There are sev­er­al areas that you may choose to focus on. All are com­prised of high qual­i­ty and inno­v­a­tive cur­ric­u­la that will teach you skills that you can imme­di­ate­ly apply in your class­room. You will gain the tools nec­es­sary to make a dif­fer­ence in your com­mu­ni­ty as well as in your career. Grad­u­ates of the MSEd pro­gram will receive a diplo­ma stat­ing “Mas­ter of Sci­ence in Edu­ca­tion.” Focus areas are not declared on your diplo­ma or tran­script. If you need addi­tion­al doc­u­men­ta­tion or ver­i­fi­ca­tion of your focus area, please con­tact an enroll­ment coun­selor.

Best Online Programs Graduate Education

US News & World Report Ranking

Best Online Graduate Education Programs 2018

The Uni­ver­si­ty of New Eng­land claimed a spot in U.S. News & World Report’s 2018 rank­ings for Best Online Grad­u­ate Edu­ca­tion Pro­grams. UNE is ranked in the top 100 pub­lic and pri­vate col­leges and uni­ver­si­ties list­ed in the report and is one of just two Maine insti­tu­tions includ­ed in the rank­ing.


Suggested next steps:

  1. Admis­sions Require­ments — Master’s of Sci­ence in Edu­ca­tion
  2. Explore the MSEd Read­ing Spe­cial­ist pro­gram
  3. Com­mon­ly asked ques­tions for the online Master’s pro­gram
  4. Inter­na­tion­al admis­sions require­ments
  5. Cer­ti­fi­ca­tion require­ments by state
  6. Fun inter­ac­tive U.S. map of cer­ti­fi­ca­tion require­ments

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