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Home » Master of Education »
The MEd program is a 36-credit degree comprised of six six-credit seminars. The core curriculum, representing the foundation of the MEd leadership model, is composed of the first three seminars focusing on Education Leadership, Organizational Development, and Research and Technology. The remaining three seminars allow you to choose your area of concentration in School Administration, Educator Leader, or Education Technology. Student who wish to be recommended for principal endorsement will also take three one-credit internships which are aligned with the three six-credit seminars that comprise the administration concentration.
The program culminates with a one-week residency and graduation ceremony at Norwich University in June. The seminars must be taken in the order presented. They are strategically sequenced to build context for future seminars and to build on issues developed in past seminars.
Core Curriculum
Semester 1:
Educational Leadership
Seminar 1
This is a broad-based seminar designed to prepare leaders in various areas of education. Styles and traits of leadership may occur at many different levels and within various organizational settings. This seminar prepares you to combine theory and research with practice to promote change and professionalism within various real world settings. You will have opportunities to provide critical responses to significant social and educational issues, and to engage fellow students and colleagues in healthy debate through constructive argument. Issues and forces tend to influence the way we act, or not act in many situations, each day. Giving shape to these issues expands our integrity, our morality, and our leadership authoritativeness, and helps us direct, rather than react to, the thinking of our community and its various constituents. Policy and political leadership is one of the most important roles of educational administrators. Schools must gain community support for needed programs and projects within the context of American democratic political systems. Most critical is that you develop an awareness of yourself as an agent of change. (6 credit hours)
Organizational Development
Seminar 2
This seminar will examine the function of education in a broader context, as an organization with interdependent internal and external stakeholders. No one element can stand alone and succeed without the contribution and support of its organization partners, especially in a climate of change that impacts how education is being defined and delivered. Through the thoughtful and thorough examination of how organizations function, develop, learn, and change, education leaders will be better prepared to identify and address change-making strategies to improve education. This seminar is designed to assist you to broaden your knowledge, skills and values, resulting in more rewarding membership in organizations and greater expertise in facilitating the organizational development processes. You will explore the process of planning and implementing interventions to create interpersonal, group, inter-group or organization-wide change. Theoretical foundations of organizational development will be presented as an applied behavioral science. Using case studies, you will explore the methods of organizational research and analysis in order to plan methods of OD intervention. (6 credit hours)
Semester 2:
Research and Technology in Education
Seminar 3
In this seminar, you will learn that the effective practice of educational leadership requires that practitioners be sophisticated, critical consumers of educational research. As an educational leader, you must be attentive to the importance of evidence when you are framing a problem and when you are considering a solution to a problem. You must be able to formulate the right questions regarding that problem, and to articulate and propose well-designed action research strategies that will generate data to address the need.
Seminar 3 prepares you to become proficient in the identification of researchable concerns in education, introduces concepts of research design, and addresses critical evaluation and utilization of research. The seminar incorporates both qualitative and quantitative research methods, critical analysis and application of existing research, and utilization of technological tools and information systems for accessing, analyzing, and storing data. You will have the opportunity to apply theoretical constructs to write a research proposal and plan based on a real-world problem you face. (6 credit hours)
Administration and Supervision
Semester 2:
Human Relations
Seminar 4
Learning themes addressed in Seminar 4 include theories in human relations and development, the role of leadership in human relations, human relations and organizational change, communications, staff development and supervision, labor relations (negotiation, mediation and conflict resolution), and multicultural and gender fair education.
Through readings, case studies and hands-on projects, you will have the opportunity to focus on key issues in the human relations arena. You will gain an understanding of how to structure and promote creative and respectful work environments through effective communication. You will learn how to translate knowledge of human relations theory into action plans that result in favorable, effective and inclusive learning experiences for all students. You will learn principles and practices of relating effectively to various groups in order to foster respect for human diversity. You will have the opportunity to develop and implement a focused research project that addresses a major human relations issue in your professional environment.
In summary, in this seminar you will have a well-rounded experience that explores human relations as an organic process in the classroom and corporate education settings as well as an organic process in the school, district, and community. (6 credit hours)
Semester 3:
School Administration
Seminar 5
An effective school administrator must be able to coordinate planning, implementation and evaluation strategies that will improve educational programs and systems. Seminar 5 provides the aspiring educational administrator with the theoretical foundation and practical skills needed to be effective in a wide range of school administration opportunities. Learning themes center on assessment, accountability, and application, especially in the areas of budgeting and finance, instructional and curriculum development, communication and information systems, and policy creation and administration. You will learn to understand and use student performance data to develop and improve the learning environment. You will learn about recent developments in technology, telecommunications and information systems that can be used to enhance administrative and business functions as well as the development of curriculum and instruction. You will gain an understanding of school finance and resource planning. (6 credit hours)
Strategic Planning
Seminar 6
This seminar speaks to the significance and importance of the strategic planning process for education leaders. No longer can strategic planning be seen as a function of school administration. More and more, education leaders, teachers, specialists, as well as administrators, are being assigned to plan and manage projects that focus on improving education programs. Since the basis for strategic planning is rooted in the analysis of historical information and goal setting, it is appropriate that this be the last seminar, the culmination of program learning and application. You will be expected to demonstrate a broad, comprehensive understanding of the strategic planning process, utilizing the various skills and knowledge attained from previous seminars. You are expected to work individually and within teams to craft strategies that will effect change in their respective work environments. The seminar will expose you to the various conditions and variables that affect the planning process. Most importantly, you will understand the complexities of the planning process with respect to the needs and wishes of various population groups including teachers, administrators, board members, students, parents, state agencies, and the community-at-large. (6 credit hours)
Educator Leader
Semester 2:
Human Relations
Seminar 4
Learning themes addressed in Seminar 4 include theories in human relations and development, the role of leadership in human relations, human relations and organizational change, communications, staff development and supervision, labor relations (negotiation, mediation and conflict resolution), and multicultural and gender fair education.
Through readings, case studies and hands-on projects, you will have the opportunity to focus on key issues in the human relations arena. You will gain an understanding of how to structure and promote creative and respectful work environments through effective communication. You will learn how to translate knowledge of human relations theory into action plans that result in favorable, effective and inclusive learning experiences for all students. You will learn principles and practices of relating effectively to various groups in order to foster respect for human diversity. You will have the opportunity to develop and implement a focused research project that addresses a major human relations issue in your professional environment.
In summary, in this seminar you will have a well-rounded experience that explores human relations as an organic process in the classroom and corporate education settings as well as an organic process in the school, district, and community. (6 credit hours)
Semester 3:
Instructional Strategies
Seminar 5
Learning themes in this seminar address educational theory, research, and best practice related to the improvement of teaching, learning and instructional design. Topics include the role of teacher expectations in shaping student learning and behavior, removing barriers to student achievement, techniques to improve the learning environment for a diverse range of students, implementing learner-centered and active learning practices and implementing learning communities and other cooperative arrangements that promote successful learning and positive student interactions. You will identify multiple feedback strategies to assess student learning, which will assist you in making data-driven curriculum development and instructional decisions. You will identify and practice the skills necessary for effective and proactive use of technology in the classroom and in the school community. You will develop the knowledge and skills of a reflective practitioner. You will learn how to create and communicate a shared vision of teaching and learning within a school community. (6 credit hours)
Assessment and Evaluation
Seminar 6
This seminar prepares you in three areas related to assessment and accountability; a) understanding and using statistically sound procedures to collect, simplify, and analyze data, and use this analysis to make decisions supported by research; b) understanding the usefulness and limitations of standardized and/or state mandated test results in improving curriculum and instructional practices; and c) using a variety of assessments, rubrics and instructional strategies that can contribute to improved teaching effectiveness and increased student learning. You will learn to understand and apply correctly the key terms, concepts and paradigms necessary to be knowledgeable in the field of assessment and evaluation. You will learn to develop, score, administer, and interpret tests to assess student learning. You will have the opportunity to create a complete evaluation program for a course/content area of your own choice. This evaluation program should include appropriate types of assessment and key indicators of success. This seminar asks two key questions: Are students learning? Are they learning the right things? (6 credit hours)
Education Technology
Semester 2:
Technology Development and Delivery
Seminar 4 - Track 3
This seminar specifically relates to the integration of technology tools and processes with instructional needs and methods. The Education Technology leader/specialist will be able to identify, design, and implement problem-solving technologies for various environments within the classroom and school setting. The seminar will examine in detail the current technologies and applications available for education as well as researching and evaluating newer technologies.
This is not a seminar rooted in skill development but rather a forum to apply and manage existing skills, tools and knowledge, and emerging technologies in support of instructional and administrative improvements and efficiencies. (6 credit hours)
Semester 3:
Instructional Strategies
Seminar 5
Learning themes in this seminar address educational theory, research, and best practice related to the improvement of teaching, learning and instructional design. Topics include the role of teacher expectations in shaping student learning and behavior, removing barriers to student achievement, techniques to improve the learning environment for a diverse range of students, implementing learner-centered and active learning practices and implementing learning communities and other cooperative arrangements that promote successful learning and positive student interactions. You will identify multiple feedback strategies to assess student learning, which will assist you in making data-driven curriculum development and instructional decisions. You will identify and practice the skills necessary for effective and proactive use of technology in the classroom and in the school community. You will develop the knowledge and skills of a reflective practitioner. You will learn how to create and communicate a shared vision of teaching and learning within a school community. (6 credit hours)
Strategic Planning
Seminar 6
This seminar speaks to the significance and importance of the strategic planning process for education leaders. No longer can strategic planning be seen as a function of school administration. More and more, education leaders, teachers, specialists, as well as administrators, are being assigned to plan and manage projects that focus on improving education programs. Since the basis for strategic planning is rooted in the analysis of historical information and goal setting, it is appropriate that this be the last seminar, the culmination of program learning and application. You will be expected to demonstrate a broad, comprehensive understanding of the strategic planning process, utilizing the various skills and knowledge attained from previous seminars. You are expected to work individually and within teams to craft strategies that will effect change in their respective work environments. The seminar will expose you to the various conditions and variables that affect the planning process. Most importantly, you will understand the complexities of the planning process with respect to the needs and wishes of various population groups including teachers, administrators, board members, students, parents, state agencies, and the community-at-large. (6 credit hours)
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Norwich University - Master of Education
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Admissions: 1.800.460.5597 Ext. 3379
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