http://sites.education.miami.edu/education-social-change-m-s-ed/

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.  See graduate program advisor for guidance.

Application Requirements

Admission to all graduate-degree concentrations in the School of Education and Human Development is based on the recommendation of the faculty. Admissions decisions are based on faculty review of the following general requirements that apply to all Graduate Programs in the School as well as specific documents listed under each concentration.

Applicants must:

  • Graduate Record Exam (GRE) requirements may be waived for applications to Spring 2021 and following, pending final approvals. However, if the GRE is required for admissions, applicants must achieve acceptable scores on the GRE taken within the past five years. International applicants whose native language is not English or applicants whose degrees are from a non-U.S. University must pass the Test of English as a Foreign Language (TOEFL) or International English Language Testing Systems (IELTS) and the GRE;
  • provide official transcripts showing completion of a bachelor’s degree from an accredited institution and an acceptable undergraduate grade point average. A minimum of 3.0 undergraduate GPA is required. Official transcripts from every institution attended by an applicant, whether or not the applicant completed a degree program at the institution, are required;
  • provide three letters of recommendation that address the issues and meet the criteria established by the program being applied to;
  • provide a personal statement that addresses the mission and purpose of the program being applied to;
  • resume;
  • take part in an admissions interview (required by some programs); and
  • exhibit personal and professional experiences and characteristics that are relevant to the profession and/or field and/or degree program for which the application is being submitted.

Master of Science in Education (M.S.Ed.)

In addition to the factors listed as general requirements for all applications to the SEHD’s graduate programs, consideration for admission to the M.S.Ed. program will include the following:

  • For some M.S.Ed. programs in TAL: Teachers with at least three years full-time teaching experience may apply for a GRE waiver for programs in the Department of Teaching and Learning. An application for waiver of the GRE requirement may be found on the SEHD web site. Teachers who apply for a GRE waiver must submit a 3-page essay on an important topic in education.

International Applications

All international applications must provide additional information and meet additional requirements as required by the UM Graduate School and the Office of International Student and Scholar Services. For an appropriate link to these requirements, please visit the Graduate School website.

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 Office of Graduate Studies by the end of the first semester of enrollment.

Honor Code/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

Core Courses:
TAL 601Educational Assessment and Accountability3
TAL 627Understanding Culture in the Classroom3
TAL 629Educating Exceptional Students3
TAL 634Language and Reading Instruction3
or TAL 647 Language and Early Reading Instruction
TAL 666Introduction to the Politics of Education, Teaching, and Learning3
TAL 668Human Development, Learning and Schooling3
TAL 669Teacher and Student Well-Being in Education3
Choose one of the following Tracks:3
Social Change Track
Education Reform, Policy, and the Social Organization of Schooling
Teaching Track
Select one of the following:
Instruction in Secondary English.
Instruction in Secondary Mathematics
Instruction in Secondary Science
Instruction in Secondary Social Studies
Methods of Teaching in the Elementary School
Electives6
Electives (6 credits): With advisor approval, students may select up to 6 credits (2 courses) to be included in their program plans. 1
Total Credit Hours30

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

Plan of Study Grid
Year One
FallCredit Hours
TAL 601 Educational Assessment and Accountability 3
TAL 629 Educating Exceptional Students 3
 Credit Hours6
Spring
TAL 627 Understanding Culture in the Classroom 3
TAL 634 Language and Reading Instruction 3
 Credit Hours6
Summer
TAL 6XX Elective 3
TAL 6XX Elective 3
 Credit Hours6
Year Two
Fall
TAL 666 Introduction to the Politics of Education, Teaching, and Learning 3
TAL 668 Human Development, Learning and Schooling 3
 Credit Hours6
Spring
TAL 667 Education Reform, Policy, and the Social Organization of Schooling 3
TAL 669 Teacher and Student Well-Being in Education 3
 Credit Hours6
 Total Credit Hours30

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. While other new or continuing Master’s in Education programs in the Teaching and Learning (TAL) department focus on specific instructional areas or student populations, the Education and Social Change (ESoC) program track is the only TAL master’s program offering 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.  Thus, The ESoC program provides 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 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 digital media formats.
  • Students will demonstrate knowledge of instructional practices for diverse learners and a Systems Change approach to education reform efforts.