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Academics > Online Graduate Programs > Master of Education

Master of Education

The Master of Education Programs are 36-hour programs specifically designed for licensed or license eligible teachers*. The M.Ed. programs are offered on-line and include 12 hours of professional education coursework and 24 hours of content specialization coursework in Educational Leadership and Supervision (PreK-Adult) or Reading Specialist (PreK-Adult). Candidates must be employed in a K-12 public school system in order to be accepted into the M. Ed. Program.

Additionally, teachers who already hold a master’s degree may complete certificate programs in Educational Leadership (PreK-Adult) or Reading Specialist (PreK-Adult) Note: certificate programs do not qualify for financial aid

Teachers may also choose to enroll as non-degree seeking students and take graduate courses for re-certification, to provide greater specialization within one’s field, or to assist in professional advancement.  For more information please review the M.Ed. Policy, Procedures & Clinical Experience Handbook.

*Or with the consent of the Director of Graduate Studies. However, enrolling in graduate courses without an Education degree will not lead to initial or advanced certification. Candidates who hold a masters degree from an accredited institution and teacher certification/licensure may complete a certificate program in Multi-Categorical Special Education, Reading Specialist, or Educational Leadership and Supervision.

Admission

All Master of Education candidates fill out the admission application.  Admission is based on a baccalaureate degree from a regionally accredited college or university, grade point average, scores of required examinations, and other information found on the application form. 

Decisions on applications for admission to the M.Ed. program shall be based upon a careful consideration of the applicant’s total record including GPA, disposition assessment and letters of recommendation. For acceptance into the Master of Education Program, candidates must meet the following requirements:

  • Complete the Application for Admission, and submit the application fee.
  • An official copy of your undergraduate transcript showing your degree and the date on which it was granted must be mailed directly from your undergraduate college or university to the Office of Graduate Studies. Concord alumni do not need to submit a transcript; alumni transcripts are located in the registrar’s office. However, if you have attended more than one college or university, an official transcript must be sent from that institution to the Office of Graduate Studies in a sealed envelope. A hand delivered transcript is not acceptable.
  • Hold a baccalaureate degree with a minimum 2.5 GPA from a regionally accredited institution.
  • Be licensed or license eligible to teach. A copy of professional licensure must be attached to the application.
  • Provide official transcripts for all undergraduate and graduate classes (with the exception of Concord University).
  • Provide 2 letters recommending admission into the program. One letter must be submitted by an individual who has supervised, evaluated, or observed the candidate in the classroom setting.
  • Completion of an Educational Leadership Disposition Assessment (EDLDA) by an M.Ed. Program faculty member during the first semester of coursework. Faculty member will be assigned by the Department of Education Gradute Studies Office. All M.Ed. Program candidates must have an EDLDA completed, this includes the Educational Leadership & Supervisoion, Reading Specialist,, Special Education, and certificate only programs. 
Advanced Program (M.Ed.) Objectives

Objective A1 Content and Pedagogical Knowledge

The provider ensures that candidates for professional specialties develop an understanding of the critical concepts and principles of their discipline and facilitates candidates’ reflection of their personal biases to increase their understanding and practice of equity, diversity, and inclusion. The provider is intentional in the development of their curriculum for candidates to demonstrate their ability to effectively work with diverse P-12 students and their families
  • A1.1 Candidate Knowledge, Skills, and Professional Dispositions​ -Candidates for advanced preparation demonstrate their proficiencies to understand and apply knowledge and skills appropriate to their professional field of specialization so that learning and development opportunities for all P-12 are enhanced, through:
    • Applications of data literacy;
    • Use of research and understanding of qualitative, quantitative and/or mixed methods research methodologies;
    • Employment of data analysis and evidence to develop supportive, diverse, equitable, and inclusive school environments;
    • Leading and/or participating in collaborative activities with others such as peers, colleagues, teachers, administrators, community organizations, and parents;
    • Supporting appropriate applications of technology for their field of specialization;
    • Application of professional dispositions, laws and policies, codes of ethics and professional standards appropriate to their field of specialization.
  • A1.2 Provider Responsibilities Providers ensure that program completers have opportunities to learn and apply specialized content and discipline knowledge contained in approved state and/or national discipline-specific standards. These specialized standards include, but are not limited to, Specialized Professional Association (SPA) standards, individual state standards, standards of the National Board for Professional Teaching Standards, and standards of other accrediting bodies [e.g., Council for Accreditation of Counseling and Related Educational Programs (CACREP)]. Evidence of candidate content knowledge appropriate for the professional specialty should be documented.

Objective A2 Clinical Partnerships and Practice

The provider ensures that effective partnerships and high-quality clinical practice are central to preparation so that candidates develop the knowledge, skills, and professional dispositions appropriate for their professional specialty field.
  • A2.1 Partnerships for Clinical Preparation - Partners co-construct mutually beneficial P-12 school and community arrangements for clinical preparation and share responsibility for continuous improvement of candidate preparation..
  • A2.2 Clinical Experiences - The provider works with partners to design varied and developmental clinical experiences that allow opportunities for candidates to practice applications of content knowledge and skills that the courses and other experiences of the advanced preparation emphasize. The opportunities lead to appropriate culminating experiences in which candidates demonstrate their proficiencies, through problem-based tasks or research (e.g., qualitative, quantitative, mixed methods, action) that are characteristic of their professional specialization as detailed in component A1.1.

Objective A3 Candidate Quality and Selectivity

The provider demonstrates that the quality of advanced program candidates is an ongoing and intentional focus so that completers are prepared to perform effectively and can be recommended for certification where applicable.
  • A3.1 Recruitment - The provider presents goals and progress evidence for recruitment of high-quality candidates from a broad range of backgrounds and diverse populations that align with their mission. The provider demonstrates efforts to know and address community, state, national, regional, or local needs for hard-to-staff schools and shortage fields. The goals and evidence should address progress towards a candidate pool which reflects the diversity of America’s P-12 students.
  • A3.2 Candidates Demonstrate Academic Achievement and Ability to Complete Preparation Successfully​ - The provider sets admissions requirements for academic achievement, including CAEP minimum criteria (group average college GPA of 3.0 or group average performance in top 50th percent of those assessed on nationally normed assessment), the state’s minimum criteria, or graduate school minimum criteria, whichever is highest, and gathers data to monitor candidates from admission to completion.
  • A3.3 Monitoring and Supporting Candidate Progression The provider creates criteria for program progression and uses disaggregated data to monitor candidates’ advancement from admissions through completion. The provider ensures that knowledge of and progression through transition points are transparent to candidates. The provider plans and documents the need for candidate support, as identified in disaggregated data by race and ethnicity and such other categories as may be relevant for the EPP’s mission, so candidates meet milestones. The provider has a system for effectively maintaining records of candidate complaints, including complaints made to CAEP, and documents the resolution.
  • A3.4 Competency at Completion The provider ensures candidates possess academic competency to help facilitate learning with positive impacts on diverse P-12 student learning and development through application of content knowledge, data literacy and research-driven decision making, effective use of collaborative skills,and application of technology in the field(s) where certification is sought. Multiple measures are provided and data are disaggregated and analyzed based on race, ethnicity, and such other categories as may be relevant for the EPP’s mission.

Objective A4 Satisfaction with Preparation

The provider documents the satisfaction of its completers and their employers with the relevance and effectiveness of their preparation.​
  • A4.1 Satisfaction of Employers - The provider demonstrates that employers are satisfied with the completers’ preparation for their assigned responsibilities.
  • A4.2 Satisfaction of Completers The provider demonstrates that program completers perceive their preparation as relevant to the responsibilities they confront on the job, and their preparation was effective.

Objective A5 Quality Assurance System & Continuous Improvement

The provider maintains a quality assurance system that consists of valid data from multiple measures and supports continuous improvement that is sustained and evidence-based. The system is developed and maintained with input from internal and external stakeholders. The provider uses the results of inquiry and data collection to establish priorities, enhance program elements, and highlight innovations.
  • A5.1 Quality Assurance System​ - The provider has developed, implemented, and modified, as needed, a functioning quality assurance system that ensures a sustainable process to document operational effectiveness. This system documents how data enter the system, how data are reported and used in decision making, and how the outcomes of those decisions inform programmatic improvement.
  • A5.2 Data Quality​ - This provider’s quality assurance system from RA5.1 relies on relevant, verifiable, representative, cumulative, and actionable measures to ensure interpretations of data are valid and consistent.
  • A5.3 Stakeholder Involvement​ - The provider includes relevant internal (e.g., EPP administrators, faculty, staff, candidates) and external (e.g., alumni, practitioners, school and community partners, employers) stakeholders in the program design, evaluation, and continuous improvement processes.
  • A5.4 Continuous Improvement​ - The provider regularly, systematically, and continuously assesses performance against its goals and relevant standards, tracks results over time, documents modifications and/or innovations and their effects on EPP outcomes.

Objective A6 Fiscal and Administrative Capacity

The EPP has the fiscal and administrative capacity, faculty, infrastructure (facilities, equipment, and supplies) and other resources as appropriate to the scale of its operations and as necessary for the preparation of candidates to meet professional, state, and institutional standards. For EPPs whose institution is accredited by an accreditor recognized by the U.S. Secretary of Education (e.g., SACSCOC, HLC), such accreditation will be considered sufficient evidence of compliance with Standard.6. If an EPP’s institution is not accredited by an accreditor recognized by the U.S. Secretary of Education, the EPP must address each component of ST 6 in narrative supported by evidence.
  • A6.1 Fiscal Resources The EPP has the fiscal capacity as appropriate to the scale of its operations. The budget for curriculum, instruction, faculty, clinical work, scholarship, etc., supports high-quality work within the EPP and its school partners for the preparation of professional educators.
  • A6.2 Administrative Capacity The EPP has administrative capacity as appropriate to the scale of its operations, including leadership and authority to plan, deliver, and operate coherent programs of study so that their candidates are prepared to meet all standards. Academic calendars, catalogs, publications, grading policies, and advertising are current, accurate, and transparent.
  • A6.3 Faculty Resources The EPP has professional education faculty that have earned doctorates or equivalent P-12 teaching experience that qualifies them for their assignments. The EPP provides adequate resources and opportunities for professional development of faculty, including training in the use of technology.
  • A6.4 Infrastructure The EPP has adequate campus and school facilities, equipment, and supplies to support candidates in meeting standards. The infrastructure supports faculty and candidate use of information technology in instruction.
Conditional Acceptance

A candidate may apply to the advanced program and take nine (9) credit-hours of courses before full admission requirements to the program must be met. Permission from the Director of Graduate Studies and/or the Graduate Council must also be obtained to be conditionally enrolled in nine hours of graduate courses; additionally, at least 50% or more of content area coursework must be completed to be conditionally admitted. Application and fee, and original transcripts are necessary for conditional acceptance. However, all requirements must be met before candidates will be fully admitted to the M.Ed. program. Failure to complete all admission requirements after nine (9) hours of coursework may result in administrative withdrawal from the courses or credit may not be applied toward graduation in the degree program.

GPA Requirements
Graduate candidates must maintain an overall GPA of 3.0 or better throughout the program. Candidates whose GPA falls below a 3.0 will be placed on academic probation. In order to graduate from the M. Ed. Program an overall 3.0 GPA is required. Candidates who are placed on academic probation for two consecutive semesters will be removed from the graduate program due to academic deficiency. In addition, candidates must earn the minimum grade of “C” to successfully complete a course.
Clinical Experiences & Internships
To afford graduates with authentic classroom and administrative experiences, all candidates will be required to complete field placement hours and internships/practicums associated with M.Ed. coursework in each of the content specializations. All Master of Education candidates will be required to purchase LiveText in order to successfully complete all field placement and internship/practicum evaluations, assessments, and time-logs.

Early field-based experiences & internships are included in most MED Program courses. Early field experiences vary in the number of hours required, and assessments that must be completed. Accepted candidates must be employed in a K-12 public school system in order to complete the required clinical experience hours. 

Students must submit placement request or placement verification forms at the beginning of each semester in order to be assigned a field placement. Students must also complete all required hours and assessments by the end of each semester. Each student will be assigned a mentor which will serve as a guide throughout their early field experience. All MED candidates are required to purchase LiveText Field Experience Module in order to successfully complete all evaluations, assessments and time-logs associated with their Early Field Experience.

MED courses with field experiences include: 

Course Number of Hours
EDEL 500 Public School Administration 20 hours in an elementary school
EDEL 550 Action Research/Internship I 107 on-site internship
EDEL 560 Action Research/Internship II 108 on-site internship
EDEL 570 Organize and Manage Public School 20 hours in a high school
EDEL 580 School Law 20 hours in a K-12 setting
EDEL 590 School and Community 20 hours in a middle school
RDNG 570 Reading Practicum Summer Camp Internship
SPED 503 Legal & Historical Foundations of Special Education 25 in a SPED classroom
SPED 509 Advanced Strategies for the Inclusive Environment 25 in a SPED classroom
SPED 516 Methods for Teaching Students with Autism 25 in a SPED classroom
SPED 555 Advanced Strategies for Special Education 25 in a SPED classroom

NOTE: Course Descriptions, number of hours and early field experience description subject to change. Field Experiences hours for one course cannot be used to satisfy hours for another course. 

Graduation Requirements
Graduate candidates must apply for graduation by downloading and submitting a Graduation Application. A graduation fee of $50 must be paid to the business office, and the graduation gown is to be ordered at the Concord University bookstore. Once the business office and bookstore have signed the application for graduation, it is to be submitted to the Registrar’s Office. A graduation audit will then be completed to ensure that all requirements for graduation have been met. Graduation requirements include completion of the 36 hour program with a 3.0 GPA within five years.
education majors at bulletin board

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