Offering Campus
Argosy University, Phoenix
Program Overview
The Master of Arts in Education (MAEd) in Teaching and Learning non-certification degree program is designated for those students who wish to develop or enhance classroom skills, become curriculum supervisors, or become educational leaders with instruction as their main focus.
Program Learning Outcomes
Program Outcome One: Research and Theory
Instructional Leaders make decisions based on research and supported theory. They apply their knowledge and skills to:
1.1 Analyze Achievement Data- Analyze student achievement data for instructional improvement.
1.2 Make Decisions - Make decisions about curriculum, instructional strategies, educational practices and materials, assessment and professional development that are based on sound research best practice, institutional data and other contextual information.
1.3 Performing - Design classroom research to find solutions to specific problems in academic achievement.
1.4 Improving Achievement - Use research and theory to plan, implement and evaluate curricular and instructional practices that support improved teaching and learning.
Program Outcome Two: Communication and Informational Literacy
Instructional Leaders effectively communicate a vision of educational excellence to the learning community. They apply their oral and written language skills and their knowledge of informational literacy and organizational communication to:
2.1 Oral and written communication - Orally or in writing, present educational documents that are clear, concise, organized and well supported in a professional manner using media, including technology, appropriate to the education context and audience.
2.2 Organizational Communication - Build trust, gauge climate, assess perceptions, facilitate system processes associated with organizational communication and the promotion of a positive learning culture.
2.3 Information and other Literacies - Effectively support improved achievement, communicate educational messages and promote harmony, using multiple literacies (including information technology, knowledge of media, conflict resolution, emotional intelligence, etc.).
2.4 Professional Knowledge - Use and promote the use of a broad range of software applications and Web-based tools to measure, assess, and evaluate information, to enrich classroom instruction and to manage student information.
2.5 Integration - Demonstrate effective integration of instructional technology into the teaching and learning process and to manage the assessment and reporting of student learning.
Program Outcome Three: Critical Thinking/Problem Solving -
Instructional Leaders develop systems to check their own thinking, to reflect on present and past practices in considering the future and to analyze complex issues and to evaluate potential solutions. They apply their knowledge and skills to:
3.1 Critical Thinking - Analyze complex contemporary problems at the building level by gathering and assessing relevant information, considering open-minded alternatives, and presenting well-reasoned solutions and conclusions.
Program Outcome Four: Collaboration -
Instructional Leaders promote democratic values and social justice by respecting the ideas and gifts of those with whose care they are charged. They continuously seek improvement and apply their knowledge and skills to:
4.1 Instructional Teams - Build instructional teams within and among the various constituencies of the near educational communities (students, parents, teachers, social service organizations, and other educators) to design, implement and evaluate meaningful and effective actions directed at improved student achievement.
4.2 Families and Community - Work with families and various stakeholders to deal with issues faced by the educational community.
Program Outcome Five: Instructional Leadership -
Instructional Leaders have an evolved leadership style that supports the development of others, is harmonious with democratic principles and best educational practices and focuses on student achievement as the ultimate goal of the learning community. They apply their knowledge and skills to:
5.1 Curriculum Theory and Design - Synthesize and merge curriculum and instructional theory and curriculum design to plan, teach instructional programs that lead to improved student achievement.
5.2 Monitor and Evaluate - Monitor and evaluate classroom instructional processes, strategies, techniques and methodologies to improve student learning.
5.3 Professionalism - Lead and teach within a personal work ethic and professional educational dispositions.
5.4 Stewardship - Support the institutional vision of learning by managing classroom operations and resources in a way that promotes a safe, efficient and effective learning environment, giving priority to student learning and safety.
Graduation Requirements
A student is eligible for graduation from the MAEd in Teaching and Learning degree program when the following requirements are met:
- Satisfactory completion of all requirements in the program of study that includes
- 27 credit hours, core courses
- 3 credit hours, capstone
- A grade point average of 3.0 or higher (on a scale of 4.0) and a grade of B- or better in all required courses
- A completed Petition to Graduate submitted to campus administration
Admission Requirements
- A bachelor’s degree from a regionally accredited institution, a nationally accredited institution approved and documented by the faculty and dean of the College of Education, or an appropriately certified foreign institution
- A 2.7 grade point average for the bachelor’s degree used as the basis of admission, or a grade point average of at least 3.0 (on a scale of 4.0) for the last 60 hours of coursework (including graduate work)
- A minimum score of 550 on the written TOEFL® or 79 on the TOEFL® Internet (iBT) is also required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction
- Additional admission requirements as determined by the state where the program is approved.*
An admissions representative is available to help interested applicants complete the following required documentation:
- Completed Application for Admission Form
- Application fee (Non-refundable, except in California and Arizona. In the state of Arizona, the application fee is refundable if the application is canceled within three business days of the applicant signing the Enrollment Agreement.)
- If the basis of admission is an earned bachelor’s degree with a 2.7 grade point average, an official transcript from the degree granting institution
- If the basis of admission is a cumulative GPA of 3.0 (on a scale of 4.0) for the last 60 hours of coursework, official transcripts from all post-secondary schools attended during the 60 hours of study
Note
*Students at Argosy University, Phoenix are required to present a photocopy of valid Identity Verified Prints (IVP) Fingerprint Clearance Card (plastic) issued by the Arizona Department of Public Safety.
Exceptions to the Minimum Grade Point Average
Applicants with grade point averages lower than the stated program minimums may be considered for admission on an exception basis with significant evidence of academic and professional potential. This potential may be demonstrated by the career and/or personal accomplishments indicated in the statement of academic and professional goals, the career summary, and academic or professional letters of recommendation. Exceptions must be approved by the program chair. Exceptions must be justified, documented, signed, placed, and retained in the student’s academic file. Students admitted on an exception basis will be assigned provisional status. See “Exceptions to Admission Requirements” in section 5 of this catalog under “Admission Policies.”
Students who do not meet the minimum GPA requirement will also be required to submit the following:
- Personal/professional goal statement with a self-appraisal of qualifications for the profession
- Current résumé (or career summary)
- The names and contact information of three professional and/or academic references
Applications to Multiple Campuses
Applicants who are undecided with respect to the location they wish to attend should submit an application and full set of application materials to their location of first choice. Applicants who are accepted into their location of first choice and who, prior to beginning the program, determine they want to complete the same program at a different location, should notify the initial location of record of that intent. Provided that the same program is available, all previous approvals and credits accepted will remain in force. If an individual requests to change programs, he or she will need to meet all admission requirements of the new program.
Program Requirements
The MAEd in Teaching and Learning non-certification degree program requires the satisfactory completion of 30 semester credit hours distributed as follows: core course requirements, 27 credit hours; and capstone requirements, 3 credit hours.
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