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 intervention, special education generalist, English for speakers of other languages, principal 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). This degree program does not lead to leadership certification currently required for school principals in Alberta.
M.Ed. Learning Outcomes
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
- M.Ed. Statement of Goals.
- Current resume.
- Copy of either a United States or Canadian issued teaching license (must be current and valid)
- The Principal License specialty option requires a minimum of 3 years of in-school experience as a licensed educator prior to beginning Principal License coursework.
- Two Graduate Recommendation Letters.
- Official transcripts (from all previously attended academic institutions).
- A bachelor’s degree or its equivalent from an accredited college or university recognized by the University of Portland.
- An undergraduate G.P.A. of 3.0 or higher (on a 4.0 scale) .
M.Ed. Degree Requirements - 36 credit hours
Core Requirements — 15 credit hours
| ED 550 | Professional Growth and Development | 3 |
| ED 551 | Social and Cultural Foundations | 3 |
| ED 555 | Teacher as Researcher | 3 |
| ED 558 | Educational Research for Improved Student Learning | 3 |
| ED 598 | MED Capstone Project | 3 |
The core courses address the Teacher Leader Model Standards.
M.Ed. Specialty Requirements - 21 credit hours
Educational Leadership Requirements (on and off campus) - 21 credit hours
| ED 570 | Curriculum Development and Implementation | 3 |
| ED 571 | Enhancing Classroom Relationships | 3 |
| ED 573 | Quality Teaching and Peer Consultation | 3 |
| ED 574 | Models of Leadership | 3 |
| ED 575 | Transforming Schools and Systemic Change | 3 |
| ED 578 | Improving the Instructional Process | 3 |
ED 5XX
| Elective | 3 |
The educational leadership courses address the Teacher Leader Model Standards.
Neuroeducation (on-campus) - 21 credit hours
| ED 585 | Foundations of Cognitive Processes in Learning | 3 |
| ED 586 | Neuroscience and Learning | 3 |
| ED 587 | Neurobiological Aspects of Learning | 3 |
| ED 588 | Neuroeducation: A Cultural-Linguistic Translation | 3 |
| ED 589 | Translational Studies and Research in Neuroeducation | 3 |
| ED 593 | Readings and Topics in Neuroscience and Education | 3 |
ED 5XX
| Elective | 3 |
Note: Students may only enroll in ED 589 after all other neuroeducation courses have been completed.
Principal License Requirements (on campus) - 21 credit hours
| ED 543 | Cultural Responsiveness & Community Building | 3 |
| ED 544 | Human Resource Development, Growth, Supervision, and Evaluation | 3 |
| ED 545 | Leadership and Organizational Change | 3 |
| ED 546 | Policy, Ethics, and the Law | 3 |
| ED 547 | Operations Management, Resource Allocation and School Finance | 3 |
| ED 548 | Supervision of Learning and Instruction | 3 |
ED 5XX
| Elective | 3 |
An additional 9-credit hour practicum sequence is required to be eligible for the Oregon Principal License. The 9 credit hours of practica can be taken during or following completion of the degree program, but do not fulfill the M.Ed. degree requirements.
The Principal License courses address the National Educational Leadership Preparation (NELP) Building Level Standards, which are aligned to the School Administrator Licenses requirements of OAR 584-235-0100.
Special Education Generalist Endorsement Requirements - 21 credit hours
Coursework for the Special Education Generalist Endorsement program is delivered entirely online.
| ED 503 | Language Acquisition and Development: Assessment, Intervention and Strategies | 3 |
| ED 504 | School, Parent, and Community Relations | 3 |
| ED 505 | Behavior Support: Consultative and Collaborative | 3 |
| ED 506 | Academic Assessments: Curriculum and Instruction for Diverse Learners | 3 |
| ED 508 | Functional Assessment: Curriculum and Instruction for Diverse Learners | 3 |
| ED 568 | Special Education Practicum P-12 | 3 |
ED 5XX
| Elective | 3 |
The special education generalist endorsement courses address the TSPC standards for the Oregon licensure special education generalist endorsement (OAR 584-420-0460) and the Council for Exceptional Children standards.
Reading Intervention Endorsement Requirements - 21 credit hours
Coursework for the Reading Intervention Endorsement program is delivered entirely online.
| ED 564 | Reading Practicum P-12 | 3 |
| ED 580 | Elements of Reading P-12 | 3 |
| ED 581 | Language, Literacy & Culture | 3 |
| ED 582 | Content Area Literacy | 3 |
| ED 583 | Diagnosis and Instruction for Literacy Achievement P-12 | 3 |
| ED 584 | Administration and Evaluation of Reading Programs | 3 |
ED 5XX
| Elective | 3 |
The reading intervention endorsement courses address the TSPC standards for the Oregon licensure reading intervention endorsement (OAR 584-420-0440) and the International Literacy Association standards.
English for Speakers of Other Languages (ESOL) Endorsement Requirements - 21 credit hours
Coursework for the ESOL Endorsement program is delivered entirely online.
| ED 504 | School, Parent, and Community Relations | 3 |
| ED 507 | Dual Language Education | 3 |
| ED 509 | Methods and Materials for Teaching ESOL | 3 |
| ED 510 | Linguistics | 3 |
| ED 569 | ESOL Practicum P-12 | 3 |
| ED 581 | Language, Literacy & Culture | 3 |
ED 5XX
| Elective | 3 |
The ESOL endorsement courses address the TSPC standards for the Oregon licensure ESOL endorsement (OAR 584-420-0360) and the Teaching English to Speakers of Other Languages International Association standards.