M.Ed. with Teacher Certification


This track is designed for people who have a bachelor’s degree but are looking to break into the teaching field. Unlike traditional alternative certification programs, when you finish our 12 month program you will receive a Master of Education degree. Students can choose EC-6 Core Subjects certification  or secondary (7-12) certification in Mathematics, Science, Language Arts, History or Social Studies.


Course Overview
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The following required courses, successfully completed, lead to a Master's degree in Education with Texas Teacher Certification.

Click the course title for description.

Core Courses (Required for Master of Education) - 12 hours
EDUC 5387 School Law
This course is designed to develop and improve the students’ knowledge and understanding of the basic legal parameters that impact organization and control of the Texas and American school systems.
(OR) EDUC 5350 Language Acquisition
This course examines theories of second language acquisition and practical application of theories to second language teaching and learning. Students will be able to recognize the processes through which languages are acquired in both formal and informal contexts. This course will also consist of an interdisciplinary survey of theory and practice, paying close attention to how the application of all aspects of language acquisition relate to institutional learning.
EDUC 5302 Educational Psychology and Learning Theory
The field of educational psychology has gained form from a variety of learning and developmental theories. In this course, multiple theories of development, motivation, behavior, and learning will be examined in depth. The question, “how do humans learn?” is at the heart of these theories, and students are invited to construct, deconstruct, and reconstruct their personal theories of learning throughout the course. Students will also consider what constitutes learning. A variety of topics including the effectiveness of intrinsic and extrinsic motivators; student engagement; the nature of intelligence and creativity; the relationships between teaching and learning; differences in learning among diverse groups; and issues of testing, assessment, and accountability will be considered. In considering all such topics, a common theme continues to emerge. How do psychological principles illuminate processes of learning and teaching? In this course, we consider how theory, research, and practice inform each other in order to improve the efforts of educators. The activities and assignments for this course will be tailored to fit the program in which the student is enrolled.
EDUC 5331 Education Research
This course will focus on methods used to conduct research in education. Topics covered will include: organizing, analyzing, and interpreting data, descriptive statistics, inferential statistics, qualitative research in education, and ethical issues related to educational research. An emphasis is placed on interpreting existing research for application purposes as a classroom teacher.
EDUC 5332 Research Applications in the Classroom
This course will focus on developing a complete research proposal that includes an introduction to the research problem, a comprehensive literature review, and a methodology section. The required proposal will detail a research design utilizing either quantitative or qualitative methods suitable for implementation as a classroom teacher and representing graduate level work. Prerequisite: EDUC 5331
Teacher Certification Option  - 18 hours
EDUC 5340 Studies in Effective Classroom Management and Instructional Strategies
This course examines instructional methods and strategies that emphasize theoretical and practical applications of the teaching-learning processes along with the major instructional and managerial roles of classroom teachers. Emphasis is given to planning for instruction, relating instruction to learning outcomes, classroom organization and management, discipline management and performance of diverse learners. Teaching methods and techniques using group processes, and those oriented toward the individual, are identified and demonstrated through lesson planning, cooperative learning techniques and utilization of multimedia and technology. The activities and assignments for this course will be tailored to fit the master’s track in which the student is enrolled. The course consists of online assignments and weekly meetings on campus.
READ 5317 Developing Literacy Skills
This course includes a review of the current theoretical approaches that form the conceptual foundations of teaching reading and the methodologies by which they are applied in the elementary school. Topics include the developmental stages of reading, including word recognition skills, fluency, comprehension, integration of the language arts, and vocabulary development. Ways of organizing and managing reading instruction are also covered.
READ 5318 Reading in the Content Area
This course will focus on theories and methodologies of teaching reading as it applies to the major content areas. Pre-reading, during reading, and post-reading strategies will be explored along with different methods of teaching comprehension, vocabulary, word identification skills in the content area, fluency, and study skills. This course will also include techniques of teaching spelling, grammar, and writing as an integrated part of the content area. It is part of the core courses required for the curriculum & instruction track and certification track.
EDUC 5333 Technology in Today's Classroom
This course will develop technology literacy skills for teaching. Students will demonstrate the use of technology in communicating, collaborating, and teaching. Knowledge and proficiencies needed to confidently incorporate existing and emerging educational technologies into candidates’ future classrooms will be taught. Emphasis will be on integrating technology applications to support content area teaching. Assignments and activities will be tailored to fit the track that student is taking.
EDUC 5102 TExES Preparation*
This course is designed to prepare students for the Pedagogy and Professional Responsibilities (PPR) exam. Students must pass the PPR practice exam to pass this course. Must be taken concurrently with EDUC 5341 or EDUC 5342.
Six hours of either Clinical Teaching or Internship
EDUC 5341 Curriculum and Assessment I with Internship
This is a seminar course that offers an exploration of the principles of curriculum and lesson planning. Basic models of instruction including direct instruction, discovery and experiential learning, concept induction, concept attainment, and differentiated instruction to address the needs, interests and abilities of diverse students are investigated. Designing developmentally appropriate assessments is also introduced. Students will complete the first half of a full year internship during this semester.
EDUC 5343 Curriculum and Assessment II with Internship
This is a synthesis seminar course that offers the continued and deeper application of constructivist principles to the design and development of integrated, interdisciplinary, inclusive and culturally responsive curricula. This course is designed to help teachers improve their assessment and evaluation literacy. An emphasis is placed on the various approaches to assessment including performance tasks, observations and portfolios; test construction and design; grading procedures; and reporting practices including self-assessment, student conferences and parent conferences as a part of designing effective instructional delivery systems. Students will complete the second half of a full year internship.

OR

EDUC 5342 Curriculum and Assessment I with Clinical Teaching
This is a seminar course that offers an exploration of the principles of curriculum and lesson planning. Basic models of instruction including direct instruction, discovery and experiential learning, concept induction, concept attainment, and differentiated instruction to address the needs, interests and abilities of diverse students are investigated. Designing developmentally appropriate assessments is also introduced. Students will complete fourteen (14) weeks of student teaching during the semester.
EDUC 5344 Curriculum and Assessment II
This is a synthesis seminar course that offers the continued and deeper application of constructivist principles to the design and development of integrated, interdisciplinary, inclusive and culturally responsive curricula. This course is designed to help teachers improve their assessment and evaluation literacy. An emphasis is placed on the various approaches to assessment including performance tasks, observations and portfolios; test construction and design; grading procedures; and reporting practices including self-assessment, student conferences and parent conferences as a part of designing effective instructional delivery systems.

OR

EDUC 5345 Curriculum and Assessment I with Half-Day Clinical Teaching
This is a seminar course that offers an exploration of the principles of curriculum and lesson planning. Basic models of instruction including direct instruction, discovery and experiential learning, concept induction, concept attainment, and differentiated instruction to address the needs, interest, and abilities of diverse students are investigated. Designing developmentally appropriate assessments is also introduced. Students will complete fourteen (14) weeks and half (1/2) day clinical teaching during the semester. To receive credit for clinical teaching a student must complete the course as well as EDUC 5346
EDUC 5346 Curriculum and Assessment II with Half-Day Clinical Teaching
This is a synthesis seminar course that offers the continued and deeper application of constructivist principles to the design and development of integrated, interdisciplinary, inclusive and culturally responsive curricula. This course is designed to help teachers improve their assessment and evaluation literacy. An emphasis is placed on the various approaches to assessment including performance tasks, observations and portfolios; test construction and design; grading procedures; and reporting practices including self-assessment, student conferences and parent conferences as a part of designing effective instructional delivery systems. Students will complete fourteen (14) weeks of half (1/2) day clinical teaching during the semester.

*Course required for Master of Education with teacher certification but does not count toward the required thirty hours. Students must meet testing criteria on a required practice TExES Pedagogy exam in order to be approved for the actual TExES examination. 

** EDUC 5102 is required for teacher certification but does not count toward the required thirty hours for the Master of Education

*** International Students will take EDUC 5350 instead of EDUC 5387

Students may choose to complete an internship or to clinical teach. Students who choose to clinical teach must choose to complete either 14 weeks in a full day setting or 28 weeks in a half day setting.

12 Month Master's Degree with Teacher Certification Course Schedule

Summer II (June)

Summer III (July)

Fall

Spring

Summer I (May)

EDUC 5302

EDUC 5333

READ 5318

READ 5317

EDUC 5340

EDUC 5341

(OR)

EDUC 5342

(OR)

EDUC 5345

EDUC 5102

EDUC 5331

EDUC 5343

(OR)

EDUC 5344

(OR)

EDUC 5346

EDUC 5332

EDUC 5387

(OR)

EDUC 5350