Master’s in Educational Leadership (M.S. Ed.)

Core Curriculum

• EDU 551 Changing Educational Organizations in a Diverse World (3 credits)
• EDU 582 Research Methods (3 credits)
• EDU 583 Curriculum, Instruction, and Assessment I: Development and Planning for Digital Age Learners (3 credits)
• EDU 584 Curriculum, Instruction, and Assessment II: Data Informed Decision Making for Digital Age Teaching and Learning (3 credits)
• EDU 585 Cultivating Ethical Leadership (3 credits)
• EDU 586 Applied Educational Research I (3 credits)

This concentration is designed for practicing educators interested in pursuing opportunities in school administration.

Courses

• EDU 550 School Law for Administrators
• EDU 551 Changing Educational Organizations in a Diverse World
• EDU 552 Supervision and Evaluation of School Personnel
• EDU 553 Finance for School Administrators
• Optional Elective: SED 518 Special Education Law
• Optional Elective: EDU 554 Internship in School Leadership

Required Courses

• EDU 539 Introduction to Nature Based Education and Outdoor Learning
• EDU 520: Nature-Based Programming and Leadership
• ENV 577: Natural History of Maine/New England

Choose two electives from the following courses

• EDU 559: Outdoor Classroom Design
• EDU 549 Design Thinking for Early Learners and Elementary
• EDU 508 Nature-Based Art Education
• EDU 514 Exploring Maine Through Children’s Literature
• EDU 555: Integrating Nature into the Curriculum

This concentration is designed to assist teachers in acquiring strategies for creating an inclusive classroom, conducive to proficiency-oriented and communicative language instruction designed to create a learning community.

Courses

• EDU 502 Second Language Acquisition
• EDU 503 Culturally Responsive Pedagogy and Teaching Methodologies for Multilingual Learners
• EDU 504 Multilingual Learners: Equity, Inclusion and Family Engagement
• EDU 505 Curriculum, Instruction, and Assessment for Multilingual Learners
• EDU 542 Linguistics

This concentration is designed for practicing educators interested in pursuing opportunities in teaching gifted and talented students. Please check with the Maine Department of Education for additional requirements for a Maine’s Endorsement: Gifted/Talented Teacher.

Courses

• SED 530 Identifying and Educating Learners Who are Gifted
• SED 531 Curriculum and Instruction for Learners Who Are Gifted
• SED 532 Developing and Implementing Programs for the Gifted Learner
• SED 533 Teaching Critical & Creative Thinking in Gifted Programs & Classroom Settings

This concentration is designed to prepare educators for math specialist roles to serve as interventionists, math coaches, teachers instructing diverse student groups across different grade levels, or math leaders in their schools and districts

Courses

• EDU 524 Advanced Methods for Mathematics Teaching
• EDU 525 Developing Formative Assessment Practices in the Mathematics Classroom
• EDU 594 Foundations of Mathematics Coaching
• EDU 596 Professional Learning and Mentorship for Mathematics Education
• EDU 528 Foundations of Mathematics Intervention

This concentration in Mathematical Knowledge for Teaching is designed for teachers and instructional leaders across diverse subject areas to deepen their mathematical content knowledge, improve their pedagogical skills, and effectively implement formative assessment practices to enhance student achievement

Courses

• EDU 524 Advanced Methods for Mathematics Teaching
• EDU 525 Developing Formative Assessment Practices in the Mathematics Classroom
• EMA 500 Number, Operations, Algebra, & Functions PK-12
• EMA 501 Geometry & Measurement PK-12
• EMA 502 Statistics, Data Science, & Probability PK-12

This concentration is designed for practicing educators interested in pursuing opportunities as a special education administrator. There is a shortage of qualified administrators of special education and assistant administrators of special education in the state of Maine.

Courses

• EDU 550 School Law for Administrators
• EDU 551 Changing Educational Organizations in a Diverse World
• EDU 552 Supervision and Evaluation of School Personnel
• EDU 553 Finance for School Administrators
• SED 598 Inclusive Education Reform: a Social Justice Approach to School and Systemwide Reform

This concentration is designed to assist educators in meeting professional goals. The courses included provide educators with a range of essential knowledge and skills to support students with disabilities in a variety of settings, and for professionals in a variety of roles. There is a focus on high leverage practices designed to support students with disabilities.

Courses

• SED 503 Preparing Students for the Future: Transition Programming, Self-determination and Advocacy
• SED 506 Assessment in Special Education
• SED 507 Curriculum and Instructional Programming for Students With Disabilities
• SED 508 Classroom and Behavior Management of Students with Disabilities
• SED 518 Special Education Law
• SED 529 Individualized Positive Behavior Supports
• SED 598 Inclusive Education Reform: a Social Justice Approach to School and Systemwide Reform

This concentration provides students with a broad foundation in understanding the nature and needs of students, schools, and communities in need of additional, specialized, or individualized services.

Required Courses

• EDU 506 Poverty in Education
• EDU 519 Risk and Resilience in Educational Settings
• EDU 579 Implementing Systems of Student Support

Choose one of the following courses

• ECH 533 Advanced Foundations of Child Development
• EDU 503 Culturally Responsive English Language Learner Pedagogy
• EDU 504 English Language Learners: Equity, Inclusion, and Family Engagement
• EDU 521 Fostering Effective Learner Dispositions
• EDU 533 Mindfulness
• SED 529 Individualized Positive Behavior Supports
• SED 514 Literacy Development for All Students
• SED 530 Identifying and Educating Learners Who are Gifted
• SED 598 Inclusive Education Reform: a Social Justice Approach to School and Systemwide Reform

A baccalaureate degree from a regionally accredited college or university is required.

If you have a foreign degree, it must be validated by World Educational Services, Center for Educational Documentation, Inc., or other appropriate agency. The decision to accept the degree is made on a case-by-case basis by the UMF Director of Graduate Programs in Education.

To apply for the M.S.Ed. in Educational Leadership, submit an online application and email completed forms to gradstudies@maine.edu. You will need to provide the following:

1. Transcripts – Official transcripts from all colleges and universities attended (undergraduate and graduate). They must be sent directly to UMF’s Division of Graduate and Continuing Education. If you attended a University of Maine System school, UMF can obtain your transcript for you.
2. Essay (1000 word limit) –We are looking for educators with the potential to become leaders, who would benefit from a program designed to build these skills and characteristics. Write a brief (1000 word limit) essay in which you:
   1. Identify two areas of strength from the Teacher Leader Model Standards (included on the application form). Please provide examples and evidence of your successes as a teacher leader.
   2. Identify two areas you wish to develop from the Teacher Leader Model Standards (included on the application form). Please articulate how the M.S.Ed. program at UMF will support your development in these areas.
3. Recommendation Forms (2 required) –Two recommendation forms are required: One from a current administrator or supervisor and one from a professional colleague of your choosing. Must use the official fillable recommendation form.
4. Teaching Certificate-You will need to provide us with a copy of your Teaching Certificate.
5.  Supplemental Information for Individualized ContentIf requesting an individualized concentration, you’ll also need to submit the following additional materials in one document:
   • Propose a title for the focus of your concentration.
   • List the courses you have taken that you are requesting for transfer. Include course prefix, title, institution, and grade received. (Official transcripts and syllabi are required for final decision regarding transfer of credit.)
   • List the courses you may take at UMF or other institutions to complete the concentration (refer to UMF’s graduate catalog for UMF courses).
   • Provide a brief (500 word limit) description of the focus. Include: What knowledge and skills do you hope to obtain? How would this focus promote your growth as a teacher leader?

If you are requesting that graduate-level coursework be transferred from another institution into this UMF Master’s program, in addition to your transcript you must submit the syllabi for each course you would like considered for transfer. Transfer decisions are made at the time of admission.

A student, with the approval of the Admissions Committee, may transfer up to 9 graduate credits from another institution into his/her academic program; only 3 of these credits may be in the core of the program.

These credits must have been earned from a regionally accredited institution, within 5 years prior to admission, and with a minimum grade of B (or equivalent). Graduate credits applied toward an undergraduate degree cannot be used toward the Master’s degree.