Master of Education (M.Ed.)

The master of education (M.Ed.) degree is designed for licensed and practicing educators to continue building upon professional knowledge and experience. This advanced preparation program is delivered on the University of Portland campus as well as at other approved off-campus sites. All M.Ed. candidates complete a 15 semester hour core of professional knowledge and research courses. On-campus candidates, in consultation with an academic advisor, choose a specialty option and complete 21 semester hours in educational leadership, reading, special education, English for speakers of other languages, initial ("preliminary") administrator licensure, or neuroeducation. Off-campus candidates are expected to follow a two-year sequence of courses in the specialty option of educational leadership. Students in the off-campus M.Ed. program (except for Guam) must complete a 3 semester hour residency requirement at the University of Portland campus. All School of Education M.Ed. programs are 36 semester hours in length.

Edmonton M.Ed. Cohort Program Approval in Alberta:

This program is offered pursuant to the written approval of the Minister of Advanced Education and Technology effective September 2010, having undergone a quality assessment process and been found to meet the criteria established by the Minister. Nevertheless, prospective students are responsible for satisfying themselves that the program and the degree will be appropriate to their needs (for example, acceptable to potential employers, professional licensing bodies, or other educational institutions).

M.Ed. Learning Outcome

Candidates for the M.Ed. program will be able to meet outcomes of the School of Education shared values.  Additionally, the core courses in the M.Ed. program address the following Teacher Leader Model Standards:

Domain 1: Fostering a Collaborative Culture to Support Educator Development and Student Learning – The teacher leader is well versed in adult learning theory and uses that knowledge to create a community of collective responsibility within his or her school. In promoting this collaborative culture among fellow teachers, administrators, and other school leaders, the teacher leader ensures improvement in educator instruction and, consequently, student learning.

Domain 2: Accessing and Using Research to Improve Practice and Student Learning – The teacher leader keeps abreast of the latest research about teaching effectiveness and student learning, and implements best practices where appropriate. He or she models the use of systematic inquiry as a critical component of teachers’ ongoing learning and development. 

Domain 3: Promoting Professional Learning for Continuous Improvement – The teacher leader understands that the processes of teaching and learning are constantly evolving. The teacher leader designs and facilitates job-embedded professional development opportunities that are aligned with school improvement goals.

Domain 4: Facilitating Improvements in Instruction and Student Learning – The teacher leader possesses a deep understanding of teaching and learning, and models an attitude of continuous learning and reflective practice for colleagues. The teacher leader works collaboratively with fellow teachers to constantly improve instructional practices.

Domain 5: Promoting the Use of Assessments and Data for School and District Improvement – The teacher leader is knowledgeable about the design of assessments, both formative and summative. He or she works with colleagues to analyze data and interpret results to inform goals and to improve student learning.

Domain 6: Improving Outreach and Collaboration with Families and Community – The teacher leader understands the impact that families, cultures, and communities have on student learning. As a result, the teacher leader seeks to promote a sense of partnership among these different groups toward the common goal of excellent education.

Domain 7: Advocating for Student Learning and the Profession – The teacher leader understands the landscape of education policy and can identify key players at the local, state, and national levels. The teacher leader advocates for the teaching profession and for policies that benefit student learning.

M.Ed. Admission Requirements

1. M.Ed. Statement of Goals 
2. Current resume
3. Copy of either a United States or Canadian approved teaching license (must be current and valid)
4. Two Recommendations forms and letters
5. Official transcripts (from all previously attended academic institutions)
6. A bachelor’s degree or its equivalent from an accredited college or university recognized by the University of Portland
7. An undergraduate G.P.A. of 3.0 or higher (on a 4.0 scale)