International Education Curriculum Development and Supervision (Master of Education)

The Master of Education in International Curriculum Development and Supervision is designed to raise the competencies of teachers, department heads, curriculum coordinators and administrators in areas including curriculum development, use of technology in the classroom, assessment, leadership and teaching methodologies to meet the needs of diverse student populations in international schools. Educators are challenged to create excellent learning architectures and cultures of learning that encourages principles such as learner engagement, assessment “for, of, and as” learning, research and reflection on learning, inquiry, and understanding, as well as ongoing school enrichment, transformation, and innovation.

Note: The International Education Curriculum Development and Supervision program is NOT linked to Massachusetts teacher licensure.

Curriculum Requirements - Total Credits Required: 36

Required Curriculum

*Please note: IED574 has a pre-requisite of IED582 for this program

Learning Outcomes

At the end of this program, students will:

Articulate a personal philosophy of curriculum, learning architecture, culture, and “ecology.”
Identify and interpret research and theories that provide a framework for effective curricular and assessment principles in international school settings.
Develop a repertoire of strategies to facilitate, mentor, and share curriculum and teaching with educators, parents, students and other stakeholders who represent diverse cultural groups.
Implement and teach others to implement a broad variety of curriculum theories, designs, and successful practices.
Use and teach others to use a variety of assessment strategies to create student and teacher learning and metacognition, to inform future curricular changes, and to provide evidence of learning.
Identify and analyze future trends and issues related to the functions and roles of curricular leaders in international school settings.
Make targeted learning principles connected to the curriculum and genuinely visible at all times in preparation for (but not exclusively for) varied “visiting teams” and quality audits.