Overview
The Education and Social Change program’s conceptual framework focuses on the world of education beyond classroom walls, the classroom context of teaching, and the students in classrooms, comprising a holistic, developmental approach across the three areas. Overall, the goals of the program track are to improve instruction for diverse populations, to prepare teachers for leadership roles within their schools, and to develop capacity to lead future change efforts in support of public education.
The Education and Social Change M.S. Ed. program track is made up of 10 courses (3 credits each) or 30 credits. Following the University of Miami's policies for credit transfer, it is possible to transfer in and apply up to six (6) graduate credit hours from an accredited institution's similar course content listed below to meet the program's 30-credit requirement for degree completion. It is possible to complete up to six additional credits of supervised teaching experience to total 36 credit hours. See graduate program advisor for guidance.
Admission Requirements
Admission to all graduate-degree concentrations in the School of Education and Human Development is based on the recommendation of the faculty. This program accepts applications for Fall admissions. Admissions decisions are based on faculty review of the following admission requirements for the M.S.Ed. in Education and Social Change application.
- Completed application submitted through the Graduate School’s application portal
- A bachelor’s degree from a regionally accredited institution with a minimum 3.0 cumulative undergraduate grade point average (GPA)
- Submit official transcripts from each post-secondary institution (college or university) you attended, even if you did not earn a degree
- Send electronic eScripts to sehdgradadmissions@miami.edu . If electronic delivery is not available at your institution, mail official transcripts to: SEHD Graduate Admissions, 1507 Levante Ave, Suite 311, Coral Gables, FL 33146
- Provide three letters of recommendation. Letters should speak to your academic strengths and are ideally submitted by professors or academic advisors. If you have been out of school for some time and are no longer in contact with former faculty, letters from employment supervisors may be accepted. Recommendations should also reflect your personal and professional experiences and characteristics relevant to the field and/or degree program.
- Statement of Purpose. One page statement that discuss your most valuable professional accomplishment to date and explain why this experience has been meaningful to your professional growth. You should also describe your most valuable personal accomplishment, such as overcoming a significant challenge or achieving an important milestone, including a brief summary of the context (without identifying others), how you felt during that time, how you addressed or managed the situation, how the experience changed you as a person, and what you would do differently if faced with a similar situation in the future. Finally, describe your primary goals and aspirations for enrolling in the M.S. Ed. program, including why you wish to deepen your knowledge of the program’s core content and your immediate and long-term career goals upon completion of the degree. See the program's website for more information.
- Resume
- Take part in an admissions interview may be required
- International Applicants. In addition to all the above admissions requirements, they must provide the following:
- International credentials must be evaluated by a NACES member to confirm degree and GPA equivalences
- Acceptable scores from one of the following English proficiency exams are required for international applicants whose native language is not English:
- TOEFL (iBT): minimum score of 80 (before January 21, 2026) or 4.5 (after January 21, 2026)
- IELTS (Academic): minimum score of 6.5
- Duolingo English Test: minimum score of 125
- Acceptable scores from one of the following English proficiency exams are required for international applicants whose native language is not English:
- International credentials must be evaluated by a NACES member to confirm degree and GPA equivalences
- Copy of passport
- Copy of diploma with English translation for degrees earned outside of the United States
- Official and original transcripts with English translation
We encourage candidates to upload unofficial transcripts and test scores with their application to help expedite the review process while official documents are being processed.
HAVE QUESTIONS?
Connect with a School of Education and Human Development graduate studies Applicant Journey Representative at (305) 284-SEHD (7343), or by email at sehd_admissions@miami.edu.
Admission Decision
Once an applicant has been admitted to graduate study, that individual should meet with the faculty advisor who was appointed to serve in that capacity and whose name appears in the admissions letter. This advisor will help the student enroll in courses that are appropriate to the program; to develop and to refine a Course Sequence Plan that must be on file in the Academic Affairs I Graduate Studies Office by the end of the first semester of enrollment.
Handbook of Policies and Procedures
The School of Education and Human Development follows the Graduate School’s Honor Code. All students are required to review the Graduate Student Honor Code and the School of Education and Human Development’s Handbook of Policies and Procedures for Graduate Students and submit the signed Acknowledgement of Receipt located on page 3 by the end of their first semester of enrollment.
Curriculum Requirements
| Code | Title | Credit Hours |
|---|---|---|
| Core Courses: | ||
| TAL 614 | Assessment in Inclusive and Special Education Classrooms | 3 |
| TAL 629 | Educating Exceptional Students | 3 |
| TAL 612 | Building Positive Relationships with Diverse Learners | 3 |
| TAL 647 | Language and Early Reading Instruction | 3 |
| or TAL 634 | Language and Reading Instruction | |
| TAL 666 | Introduction to the Politics of Education, Teaching, and Learning | 3 |
| TAL 668 | Human Development, Learning and Schooling | 3 |
| TAL 669 | Teacher and Student Wellbeing in Education | 3 |
| TAL 683 | Introduction to Theories and Practice of TESOL | 3 |
| or TAL 606 | Issues and Strategies for ESOL | |
| TAL 677 | Applied Research in Education | 3 |
| Teaching Methods - Select one of the following: | 3 | |
| Instruction and Assessment in the Secondary School | ||
| Methods of Teaching in the Elementary School | ||
| STEM Methods for Diverse Learners | ||
| Electives | 0-6 | |
| Electives (6 credits): With advisor approval, students may substitute up to 6 credits (e.g., 2 courses from list of approved course substitutes) for core courses, to be included in their program plans. 1 | ||
| Total Credit Hours | 30 | |
- 1
See Graduate Program Advisor for guidance.
Sample Plan of Study
This is a sample Plan of Study. Your actual course sequence may vary depending on your previous academic experience as well as current course offerings. Students should meet with their academic advisor each semester to determine the appropriate course selection.
Social Change Track Example
| Year One | ||
|---|---|---|
| Fall | Credit Hours | |
| TAL 614 | Assessment in Inclusive and Special Education Classrooms | 3 |
| TAL 629 | Educating Exceptional Students | 3 |
| Credit Hours | 6 | |
| Spring | ||
| TAL 634 | Language and Reading Instruction | 3 |
| TAL 612 | Building Positive Relationships with Diverse Learners | 3 |
| Credit Hours | 6 | |
| Summer | ||
| TAL 669 | Teacher and Student Wellbeing in Education | 3 |
| TAL 666 | Introduction to the Politics of Education, Teaching, and Learning | 3 |
| Credit Hours | 6 | |
| Year Two | ||
| Fall | ||
| TAL 668 | Human Development, Learning and Schooling | 3 |
| TAL 683 | Introduction to Theories and Practice of TESOL | 3 |
| Credit Hours | 6 | |
| Spring | ||
| TAL 660 | Instruction and Assessment in the Secondary School | 3 |
| TAL 677 | Applied Research in Education | 3 |
| Credit Hours | 6 | |
| Total Credit Hours | 30 | |
Mission
The mission of the School of Education and Human Development (SEHD) is to produce knowledge and prepare the next generation of leaders, researchers, and agents of change and well-being in education and the community. The Education and Social Change Master’s degree’s goals and objectives mirror the SEHD’s mission statement by focusing on educational policy systems at the federal, state, and local levels, as well as providing instructional opportunities to learn in order to promote equity and social justice in public schools and classrooms. This Master’s in Education program in the Teaching and Learning (TAL) department focuses on teaching in urban contexts to culturally and linguistically diverse students. The Education and Social Change (ESoC) program track offers the graduate coursework required by the Florida Department of Education (FDOE) to fulfill Full Certification requirements when the teacher candidate has secured a FDOE-issued Temporary Certificate. No formal background in education or teaching experience is required. The ESoC program is for veteran and novice teachers, providing cutting edge theoretical and practical understandings to teaching and learning for social justice and equity in diverse classroom settings. Additionally, the program partially fulfills state teacher certification requirements for novice teachers with a FDOE Temporary Teaching Certificate.
Goals
The ESoC program coursework will build the teaching, leadership, and advocacy skills of graduates to become more effective teachers of diverse students and lead efforts that support public education and equitable opportunities for all public school students. Upon completion of the program, students will have the knowledge and capacity needed to advocate, create and lead social change efforts in education.
Student Learning Outcomes
- Students will demonstrate knowledge of diversity from ecological, multicultural, and global perspectives.
- Students will be able to communicate well in oral, written, and electronic media formats.
- Students will demonstrate knowledge of Systems Change and Organization in education.
