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Master of Education

For educators planning to take the next step in their careers, the Master of Education program is an excellent choice.

Grand View's Master of Education program offers you the flexibility to design your graduate studies to fit your interests and goals. You can select one endorsement area and pair it with the core for your masters degree - it's that easy! You may also pursue the Core as a stand-alone certificate, or one of the endorsement areas to add to their State of Iowa license - whatever fits your plan. To earn a master's degree, you need a minimum of 33 credits.

Why Grand View?

  • Convenient online or blended core courses structured for working professionals.
  • Small class sizes - you'll get personal attention and get to know your classmates
  • Develop meaningful relationships with your professors
  • Innovative curriculum and teaching methods - you'll learn skills you can put to work immediately in your school
  • Personalize your education to match your goals
Admission and Application Requirements

Admission Requirements

  • A baccalaureate degree earned from a regionally accredited institution, evidenced by an official transcript.
  • Validated minimum undergraduate grade-point average of 3.0 on a 4.0 scale. (Students below 3.0 will be considered for provisional acceptance.)
  • A current or pending license to teach in the state of Iowa.
  • Complete the application for admission.
  • Application fee of $40 (nonrefundable).

Submit the following:

  • Include a statement of purpose with application that addresses: 1) the student’s interest in the program, including the identification of short-term and long-term career goals; 2) the skills and experiences the student will contribute to the program; 3) expectations the student has of the program.
  • A professional resume.
  • Two letters of recommendation (professional and/or academic)
Course Requirements

Culturally Responsive Teacher Leadership Core (15 credits)

Culturally Responsive Educational Leadership 3 credits

Offered first 8 weeks of fall semester

The focus of this course is developing the attitudes, dispositions, and skills needed to lead in multicultural educational settings. Students will explore and examine their individual leadership styles and will understand processes of school improvement and second order change. Students will explore major state initiatives like: Multi-Tiered Systems of Support, the Iowa Core, and the Early Literacy Initiative. This course will also examine theoretical and historical issues that affect the culture and climate of schools and that require school leaders to be culturally competent and culturally responsive. Participants will examine issues such as, urban education, rural education, immigration, overpopulation, low funding, segregation, linguistic diversity, race and discrimination, and low achievement. This course will deeply examine how school leaders can apply various theoretical lenses to address issues related to urban schooling. Students will also begin to analyze and use data to better understand student achievement and school environment.

Improving Collaborative Culture Through Instructional Coaching, Modeling, and Mentoring 3 credits

Offered first 8 weeks of spring semester

In this course, students will explore a variety of strategies and models for creating a collaborative culture and will develop the effective communication skills required of teacher leaders, such as an instructional coaches and mentors. Students will learn how to use data, gap analysis, and action planning to prioritize professional development needs. Then, students will apply adult learning theory and Universal Design for Learning to plan professional development for classroom teachers. Students will then practice delivering professional development, anticipating and responding to the potential pitfalls that may arise as a result of the change and reform process. This course also focuses on establishing the theoretical foundations for using non-evaluative techniques for peer feedback, coaching, modeling, and mentoring. Students will gain experience conducting walk-through observations, designing questions focused on promoting instructional growth, providing specific, constructive feedback to peers, modeling effective teaching strategies for peers, goal-setting, and problem solving.

Empowering the Community Through Education 3 credits Offered second 8 weeks of fall semester

In order to meet the demands of the 21st century, schools need to create organized and planned partnership programs that fosters an environment which encourages families to become actively involved and contribute to their student’s academic success. These partnership programs must recognize that student learning is not confined to the school, but takes place in both in the home and the greater community. This course, therefore, features an introduction to the theory and principles of community education, an approach to education that builds upon the strengths and actively addresses needs within a community. Some of the examples studied will be full-service community schools, after school programs, adult and cooperative learning programs, and community based efforts to bring about social change. Students will analyze current and historical examples of community education and design strategic plans for fostering community-school collaboration in their own practice.

Educational Policy and Law 3 credits Offered 8 weeks in May / June

In this course, students will understand the major legal and policy issues that are affecting schools in the 21st century. Students will examine and explore educational legal precedent with a focus on how schools leadership teams collaborate when problem-solving. Students will also understand the legal, economic, and social implications of major policy initiatives at the local, state, and federal levels and how to advocate for students’ and other stakeholders’ needs within policy frameworks.

Research in Education 3 credits

Offered second 8 weeks of spring semester

This course will focus on exploring the strengths and limitations of various research designs and the use of research in education. Students will have the opportunity to read a variety of research and explore differing purposes of various kinds. They will design a small research project focused on improving instructional practice in their classroom, building, or district. Students will reflect on their own practice and develop strategies for incorporating new research findings and resources into their practice to increase Pre-K/12 students’ achievement.

Endorsements

These endorsements can be paired with the core or taken for stand-alone graduate credit.

Reading (17 credits)
  • Language Acquisition and Learning (3)
  • Writing Across the Curriculum (3)
  • Content Area Reading (3)
  • Assessing and Instructing Struggling Readers (3)
  • Teaching Individualized Reading (3)
  • Education Practicum: Reading K-8/5-12 (2)

The endorsement requirements vary slightly for elementary and secondary levels. Transcripts must be analyzed to identify the specific requirements needed to complete any endorsement.

Instructional Strategist I (19 credits)
  • Instructional Strat I Methods K-8/5-12 (4)
  • Education Practicum: Instructional Strategist 1 K-8/5-12 (3)
  • Working with Families, Teachers, and Community Agencies (3)
  • Assessing and Instructing Struggling Readers (3)
  • Diagnosis and Evaluation of Special Education Students (3)
  • Individual Behavior Management (3)

The endorsement requirements vary slightly for elementary and secondary levels. Transcripts must be analyzed to identify the specific requirements needed to complete any endorsement.

STEM (15 credits)
  • Inquiry, Problem Solving, and the Nature of STEM (2)
  • Models and Methods of Teaching STEM (2)
  • Engineering, Programming, and Design for Educators (2)
  • Experiential STEM (1)
  • STEM electives -- selected with your advisor (7)

State endorsement also requires: 12 hrs. of Science, 12 hrs. of Math, elementary or secondary math methods course and an elementary or secondary science methods course.

ELL (20-21 credits)
  • ELL Methods (3)
  • ELL Assessment (3)
  • ELL Practicum (2)
  • Linguistics for Educators (3)
  • Language Acquisition (3)
  • Serving Immigrant and Multilingual Students (3)
  • Modern Languages for the 21st Century Educator (3) or Foreign Language (4)

Transcripts must be analyzed to identify the specific requirements needed to complete any endorsement.

Learn More About the ELL Program

Rasmussen Center

Dedicated in 2008, the 42,851 square-foot $8.5 million building houses the departments of art, education, history, criminal justice, political studies, psychology and sociology, as well as general-purpose classrooms, art studios, computer labs, the ALT Center, faculty offices, and various student amenities.

VIRTUAL TOuR

Jacobson Fellowship

Graduate students in Education may be eligible for the Jacobson Fellowship, a $3,000 scholarship. Recipients must be accepted into the program, have earned an undergraduate cumulative GPA of 3.0 and must be nominated/recommended by a school administrator. Renewal for a second year requires a 3.25 GPA in the master's program. The nomination deadline is May 1. 

ONLINE NOMINATION FORM

On-Site Opportunities Available!

If you have a cohort of at least six teachers interested in a graduate degree, we'll bring the program to you! Simply contact Lindsay Grow for more information on how to get started today!

Admission Requirements

  • Have a current license to teach in the state of Iowa or a teaching license from another state and be seeking Iowa licensure.
  • Have a bachelor's degree from an accredited institution, with a minimum 3.0 undergraduate GPA.
  • Three letters of recommendation and a professional resume. Classroom teaching experience recommended.
  • Provide scores from the Graduate Record Exam (GRE), the Graduate Management Admission Test (GMAT) or complete an essay.
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