The Autism Endorsement for Teachers certificate program includes both coursework and a field experience for licensed special education teachers to acquire the competencies necessary to conduct assessments, develop appropriate individualized education programs, provide specially designed instruction. Students develop skills to coordinate related services and consult and collaborate with other educators, including general education teachers, to teach students with autism.

Eligibility for Autism Endorsement
To be eligible for the autism endorsement, applicants must hold the pre-requisite Massachusetts teaching license; complete all of the curriculum and field experiences; and be endorsed through the DESE ELAR portal by Endicott’s Licensure Officer.

Prerequisite License for Autism Endorsement
Educators who hold one of the following licenses* at either the Initial or Professional level:

Teacher of Students with Moderate Disabilities (PreK-8; 5-12)
Teacher of Students with Severe Disabilities (All)
Teacher of the Deaf and Hard-of-Hearing (All)
Teacher of the Visually Impaired (All)

*Educators with comparable licenses may satisfy the prerequisite license requirement. For example, licenses such as Children with Severe Special Needs, Intensive Special Needs, Teacher of Special School and Classes and Special Needs.

Field Experiences for Autism Endorsement
There are two ways to meet the required field experiences component of the endorsement:

Complete a 150 hour field based experience of which at least 75 hours must be in an inclusive school setting.
For teachers with an appropriate prerequisite license and at least one year of teaching experience with students with autism; completion of a 75 hour field based experience, of which at least 50 must be in an inclusive school based setting.

Distinction from the Institute for Behavioral Studies Certificate in Autism
The Autism Teacher’s Endorsement is a curriculum and field experience, regulated by the MA Department of Elementary & Secondary Education, for licensed public school educators in the state of Massachusetts only. No master’s degree is required. The certificate program is an in-depth program that focuses on the use of ABA to serve the needs of individuals with ASD. Either program may serve as a pipeline for Endicott degrees in special education, Autism and Applied Behavior Analysis, or Applied Behavior Analysis. The autism certificate is often pursued by behavior analysts, speech therapists, or others who are interested in additional graduate coursework in the area of autism spectrum disorders, and who seek a credential specifying content knowledge in this area.

Curriculum Requirements - Total Credits Required: 12

Required Curriculum

Learning Outcomes

Upon the completion of the program, students will:

Assess students with autism and report the results in an accessible way.
Coordinate efforts amongst related service providers including social workers, speech language pathologists, and families to ensure student-centered outcomes are met.
Apply their knowledge of how to teach students with autism in the least restrictive environment.
Demonstrate high-level knowledge of current research and an ability to translate that to effective pedagogy in K-12 schools.

Early Childhood Education (Master of Education)

Those seeking an initial license in Early Childhood (PreK-2) follow the Initial Licensure program of study. Those seeking the master’s, but not the license, complete the Non-Licensure program of study. The non-licensure master’s does not lead to licensure in the state of Massachusetts.

Prerequisite: Passing score on the Communication and Literacy MTEL
To meet the licensure program requirements, students must successfully complete all of the required MTELs, coursework, fieldwork, and Comprehensive Examination. Students are required to pass all required MTELs prior to enrolling in the practicum. Students who are unable to meet these requirements can complete the Non-Licensure masters which replaces the Practicum and Reflective Seminar with two education electives. The non-licensure master’s does not lead to licensure in the state of Massachusetts and no MTELs are required in the non-licensure program.

Curriculum Requirements - Total Credits Required: 36

Required Curriculum with MA Initial Licensure

As regulated by the Massachusetts Department of Elementary and Secondary Education, the practicum requires 300 hours with a minimum of 100 hours of full responsibility in the role and grade level of the license sought. Students my have their practicum placement, supervising practitioner, and hours approved by Endicott staff before enrolling in the practicum course. Additional hours may be assigned at the discretion of the Dean, Director, Associate Director or Assistant Director.

Note: All courses in the program are required to obtain the Initial license

Electives - 12 Credits

*Electives are chosen in consultation with the student’s advisor

Learning Outcomes

Upon completion of the program, students will:

Demonstrate subject matter expertise
Design high quality instruction, including authentic and meaningful student assessments
Analyze student performance and growth data and to use this data to improve instruction and practice
Teach all students through instructional practices that establish high expectations, a safe and effective classroom environment, and cultural proficiency.
Promote the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.
Ensure the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice.

Education - Fifth Year Program (Master of Education)

Through a year of full-time study, beginning immediately after completion of the undergraduate degree, students are able to complete their M.Ed. within a year. Applicants holding a bachelor’s degree from another institution may also apply to Endicott’s Fifth year M.Ed. programs.

Endicott Teaching Fellows Program

This year-long program provides students the opportunity to gain classroom experience and complete a master’s degree in a single year. Teaching Fellows start their master’s-level courses in summer and continue to take courses throughout the school year. In September, they begin work in a partnering district and continue to intern full-time during the year. Fellows who seek an initial license complete practicum hours in the role of the license they are pursuing. Fellows receive continuous guidance and support from veteran teachers, Endicott supervisors, and education advisors. In exchange for one academic year of teaching, the district agrees to pay the equivalent of full graduate program tuition for their Teaching Fellow. Housing, health insurance and other living expenses are the responsibility of the student.

Social Justice Education Certificate

The Social Justice Education Certificate enables current classroom teachers the opportunity to understand themselves and learn to address inequities that exist in schools. Students will learn that they can both maintain high-quality content instruction and create a classroom with a social justice orientation; it is an approach to teaching, learning, and being that supports high-level thinking. To teach in contemporary classrooms requires a background in social justice pedagogy so that students are empowered and teachers understand their role in fostering change.

Curriculum Requirements - Total Credits Required: 15

Required Curriculum

EDN 605 - Teacher and Teaching Identities (Cr: 3
EDN 606 - Teaching Diverse Learners (Cr: 3
Or
EDN 602 - Inclusive Curricula in Gender & Sexuality (Cr: 3
Or
EDN 603 - Inclusive Pedagogy in Gender & Sexuality (Cr: 3
EDN 607 - Diversity and Equity in Education (Cr: 3
Or
EDN 600 - Gender in Education (Cr: 3
Or
EDN 601 - Sexuality in Education (Cr: 3
EDN 608 - Student Diversity (Cr: 3
EDN 609 - Culturally Responsive Classroom Management (Cr: 3

Learning Outcomes

Upon completion of this program, students will:

Develop a social justice orientation for their classroom
Understand how their identity as a teacher impacts marginalized students
Develop pedagogy for inclusive practices that address inequities and foster cultural responsiveness
Demonstrate expertise, mastery, and ability to implement the skills related to understanding and engaging in culturally responsive classroom management.

Educational Leadership with a Concentration in Higher Education (Doctor of Education)

Doctor of Education (Ed.D.) in Educational Leadership with a concentration in Higher Education Mission
Leadership for institutions of higher education requires creativity, flexibility, strategic thinking, and a respect for student-centered institutions. The mission of the Doctor of Education (Ed.D.) in Educational Leadership is to prepare professionals for leadership roles in the administration of colleges and universities, non-profit agencies and schools.

This doctoral program integrates research and practice so that doctoral students understand the historical, political, social, and philosophical aspects of colleges and universities which have challenges and opportunities. Applied learning, the hallmark of Endicott, is demonstrated through an apprenticeship in which doctoral students explore areas of specializations within senior leadership positions such as academic affairs, student development, institutional advancement, financial affairs, faculty development, and facilities.

The Doctor of Education (Ed.D.) in Educational Leadership is designed for professionals in higher education who wish to attain leadership positions in colleges or universities. In this cohort-based program, a combination of different roles, perspectives, and experiences enriches the program and its participants.

Curriculum Requirements - Total Credits Required: 51

Foundation Courses

EDL 730 - Current Issues in Educational Policy (Cr: 3)
EDL 703 - History of Higher Education (Cr: 3
EDL 710 - Sociology of Education (Cr: 3

Method Courses

EDL 716 - Literature Review I (Cr: 3
EDL 736 - Literature Review II (Cr: 3
EDL 715 - Introduction to Qualitative Research (Cr: 3
EDL 735 - Research Methods II: Quantitative (Cr: 3

Leadership Courses

Higher Education Leadership Electives

Electives - 9 credits

Students must choose from three of the following:

Learning Outcomes

Upon completion of this program, students will:

Locate, analyze and synthesize existing research to address problems in the field.
Apply key concepts, theories, and frameworks from education and related fields of inquiry to critically examine leadership issues and decisions in higher education settings.
Utilize social scientific research processes (qualitative, quantitative, and mixed methods) to develop and evaluate research.
Communicate clearly with a scholarly audience via written research, oral presentations, and in dialog with each other.
Conduct original scholarship that contributes significantly to the field.

Educational Leadership with a Concentration in PreK-12 Education (Doctor of Education)

The Endicott College Education Doctorate (Ed.D.) Educational Leadership degree program with a concentration in PreK -12 Education has been carefully designed to be responsive to the needs of mid-career professionals offering coursework primarily online and through residency weekends focused on professional development. The Ed.D. program blends theory, research, and practice to address challenges faced by contemporary schools and trains scholar-practitioners whose knowledge, leadership, analytic and management skills will facilitate high levels of teacher and student performance. The year-long apprenticeship experience provides significant opportunity to apply learning along with mentor observations and input.

Curriculum Requirements - Total Credits Required: 51

Foundation Courses

EDL 730 - Current Issues in Educational Policy (Cr: 3)
EDL 702 - History of Public Education (Cr: 3
EDL 710 - Sociology of Education (Cr: 3

Method Courses

EDL 716 - Literature Review I (Cr: 3
EDL 736 - Literature Review II (Cr: 3
EDL 715 - Introduction to Qualitative Research (Cr: 3
EDL 735 - Research Methods II: Quantitative (Cr: 3

Leadership Courses

K-12 Leadership Electives

Electives - 9 credits

Students must choose three of the following courses:

EDL 705 - Principles of School Finance (Cr: 3
EDL 706 - Family-School Engagement (Cr: 3
EDL 739 - Culture and Change in School Organizations (Cr: 3

Misc Courses

EXM 700 - Comprehensive Paper (Cr: 0

Experiential Courses

EDL 772A/772B - Doctoral Apprenticeship I & II (Cr: 6

Dissertation Courses

EDL 755A - Dissertation Study Part I (Cr: 3
EDL 755B - Dissertation Study Part II (Cr: 3
EDL 755C - Dissertation Study Part III (Cr: 3

Learning Outcomes

Upon completion of this program, students will:

Locate, analyze and synthesize existing research to address problems in the field.
Apply key concepts, theories, and frameworks from education and related fields of inquiry to critically examine leadership issues and decisions in educational settings.
Utilize social scientific research processes (qualitative, quantitative, and mixed methods) to develop and evaluate research
Communicate clearly with a scholarly audience via written research, oral presentations, and in dialog with each other.
Conduct original scholarship that contributes significantly to the field.

Educational Leadership: Principal/Assistant Principal with MA Initial Licensure (PreK-8, 5-12) (Master of Education)

This licensure program prepares educators for careers as Principals/Assistant Principals in public schools, and prepares students for eligibility for the initial license in Administrative Leadership in Massachusetts. Leadership preparation candidates in Massachusetts need to meet the requirements established for the Massachusetts Performance Assessment for Leaders (MA-PAL) in order to obtain your initial leadership license. The MA-PAL assessment system is designed to provide clear evidence of a candidate’s readiness for initial school leadership work. Preparation for the tasks to be completed towards the Massachusetts Performance Assessment are integrated into coursework, but evidence of completion of the PAL is a separate requirement for licensure in Massachusetts.

Coursework includes two modules:
• Core Module - 24 credits of diverse coursework general to all roles in Administrative Leadership. This coursework carefully follows the Standards and Indicators for Administrative Leadership in Massachusetts, and will provide students with a thorough grounding and introduction to leadership roles and responsibilities in schools. The first four courses include at least 20 hours of structured pre-practicum hours in schools. These pre-practicum ‘activities’ are carefully matched to each applicable Standard and Indicator for Administrative Leadership.

• License-Specific Module - 12 to 15 credits of in-depth coursework in the specific licensure area:
- Principal/Assistant Principal [PreK-8, 5-12]
- Special Education Administrator

Each license-specific course also includes at least 20 hours of structured practicum hours in schools; these hours are carefully structured in the specific role and responsibility of the license sought.

Prerequisites
• Baccalaureate degree for a regionally accredited college or university
• Passing score on Communications and Literacy (Reading and Writing) MTEL
• Completion of at least three years of school-based employment in which the candidates holds a license, or at least three years of equivalent employment in another educational-related setting

Pre-Practicum Requirements
• Twenty out-of-class hours for each of the four first courses (total of 80 hours) -with the exception of EA510 for Sheltered English Immersion- is devoted to pre-practicum hours in the public schools. Satisfaction of this requirement is met through specified pre-practicum activities, completion of the out-of-class hours log sheet, and a detailed summary of the pre-practicum experiences for each course.

Curriculum Requirements - Total Credits Required: 39

Core Module Requirements - 24 credits

EA 500 - School Leadership (Cr: 3
EA 505 - Instructional Leadership (Cr: 3
EA 510 - Sheltered English Immersion for School Leaders (Cr: 3
EA 515 - Public School Operational and Financial Strategies (Cr: 3
EA 520 - Law, Policy, and Ethics (Cr: 3
EA 525 - Human Resources and Organizational Potential (Cr: 3
EA 530 - Family and Community Engagement (Cr: 3
EA 535 - Strategic Management and Design (Cr: 3

Licensure Module Requirements - 15 credits

EA 555 - Using Data to Improve Curriculum and Instruction (Cr: 3
EA 565 - Facilities Management (Cr: 3
EA 563 - Supervision and Evaluation (Cr: 3
EA 560 - Practicum for Principal/Assistant Principal [PreK-8, 5-12] (Cr: 3
-500 hours to be completed at the PreK-8, or 5-12 grade levels
EA 562 - Reflective Seminar for Principal/Assistant Principal (Cr: 3
-Seminar must be taken concurrently with the Practicum at the same grade levels as the Practicum

Learning Outcomes

Upon completion of the program, students will:

Demonstrates knowledge of core administrator module standards, i.e., instructional leadership, management of operations, family and community engagement, and professional culture
Demonstrates knowledge of license specific module standards, i.e., administration and supervision of special education programs and services and consultation and collaboration skills

Educational Leadership: Principal/Assistant Principal, General Studies (Master of Education)

This program prepares educators for careers as principals, vice principals, head of school or dean of students in primarily private or alternative schools.

Curriculum Requirements - Total Credits Required: 36

Required Curriculum

Elective - 3 credits

EA 500 - School Leadership (Cr: 3
EA 505 - Instructional Leadership (Cr: 3
EA 510 - Sheltered English Immersion for School Leaders (Cr: 3
EA 515 - Public School Operational and Financial Strategies (Cr: 3
EA 520 - Law, Policy, and Ethics (Cr: 3
EA 525 - Human Resources and Organizational Potential (Cr: 3
EA 530 - Family and Community Engagement (Cr: 3
EA 535 - Strategic Management and Design (Cr: 3
EA 555 - Using Data to Improve Curriculum and Instruction (Cr: 3
EA 563 - Supervision and Evaluation (Cr: 3
EA 565 - Facilities Management (Cr: 3

Learning Outcomes

Upon completion of the program, students will:

Demonstrates knowledge of core administrator module standards, i.e., instructional leadership, management of operations, family and community engagement, and professional culture
Demonstrates knowledge of license specific module standards, i.e., administration and supervision of special education programs and services and consultation and collaboration skills

Educational Leadership: Special Education Administrator with MA Initial Licensure (All Levels) (Master of Education)

This licensure program prepares educators for careers as Special Education Administrators in public schools, and prepares students for eligibility for the initial license in Administrative Leadership in the Commonwealth of Massachusetts. Leadership preparation candidates in Massachusetts need to meet the requirements established for the Massachusetts Performance Assessment for Leaders (MA-PAL) in order to obtain your initial leadership license, in addition to completing the program. The MA-PAL assessment system is designed to provide clear evidence of a candidate’s readiness for initial school leadership work. Preparation for the tasks to be completed towards the Massachusetts Performance Assessment are integrated into coursework, but evidence of completion of the PAL is a separate requirement for licensure in Massachusetts.

• License-Specific Module - 12 to 15 credits of in-depth coursework in the specific licensure area:
- Special Education Administrator

Curriculum Requirements - Total Credits Required: 36

Core Module Requirements - 24 credits

EA 500 - School Leadership (Cr: 3
EA 505 - Instructional Leadership (Cr: 3
EA 510 - Sheltered English Immersion for School Leaders (Cr: 3
EA 515 - Public School Operational and Financial Strategies (Cr: 3
EA 520 - Law, Policy, and Ethics (Cr: 3
EA 525 - Human Resources and Organizational Potential (Cr: 3
EA 530 - Family and Community Engagement (Cr: 3
EA 535 - Strategic Management and Design (Cr: 3

Licensure Module Requirements - 12 credits

EA 570 - Administration and Supervision of Special Education (Cr: 3
EA 575 - Consultation and Collaboration in Special Education (Cr: 3)
EA 580 - Practicum in Special Education Administrator (Cr: 3
- 500 hours to be completed
EA 582 - Reflective Seminar in Special Education Administrator (Cr: 3
- Seminar must be taken concurrently with the Practicum at the same grade levels as the Practicum

Learning Outcomes

Upon completion of this program, students will:

Demonstrates knowledge of core administrator module standards, i.e., instructional leadership, management of operations, family and community engagement, and professional culture
Demonstrates knowledge of license specific module standards, i.e., administration and supervision of special education programs and services and consultation and collaboration skills

Educational Leadership: Special Education Administrator, General Studies (Master of Education)

This program prepares educators to chair special education departments and develop the necessary skills to advocate for special education students in primarily private or alternative schools.

Curriculum Requirements - Total Credits Required: 36

Required Curriculum

Elective - 3 credits

Learning Outcomes

Upon completion of this program, students will:

Demonstrates knowledge of core administrator module standards, i.e., instructional leadership, management of operations, family and community engagement, and professional culture
Demonstrates knowledge of license specific module standards, i.e., administration and supervision of special education programs and services and consultation and collaboration skills

Elementary Education (Master of Education)

Those seeking an initial license in Elementary Education (1-6), who meet the licensure program requirements, follow the Initial Licensure program of study. Those seeking the master’s, but not the license, complete the Non-Licensure program of study. The non-licensure master’s does not lead to licensure in the state of Massachusetts.

Prerequisite: Passing score on the Communication and Literacy MTEL
To meet the licensure program requirements, students must successfully complete all of the required MTELs, coursework, fieldwork, and Comprehensive Examination. Students are required to pass all required MTELs prior to enrolling in the practicum. Students who are unable to meet these requirements can complete the Non-Licensure masters which replaces the Practicum and Reflective Seminar with two additional education courses. The Non-Licensure master’s does not lead to licensure in the state of Massachusetts and no MTELs are required in the Non-Licensure program.

Curriculum Requirements - Total Credits Required: 36

Required Curriculum with MA Initial Licensure

As regulated by the Massachusetts Department of Elementary and Secondary Education, the practicum requires 300 hours with a minimum of 100 hours of full responsibility in the role and grade level of the license sought. Students may have their practicum placement, supervising practitioner, and hours approved by Endicott staff before enrolling in the practicum course. Additional hours may be assigned at the discretion of the Dean, Director, Associate Director or Assistant Director.

EDN 500 - Child and Adolescent Development (Cr: 3
EDN 530 - Sheltered English Immersion (Cr: 3 Or Elective (Cr. 3)
EDN 570 - Classroom Management (Cr: 3
ELM 500 - Instructional Strategies in Elementary Education (Cr: 3
ELM 530 - Humanities Methods in Early Childhood and Elementary Education (Cr: 3
ELM 550 - Curriculum and Assessment in Practice: Elementary Education (Pre-Practicum) (Cr: 3)
ELM 560 - Practicum in Elementary Education (Cr: 3
ELM 565 - Reflective Seminar in Elementary Education (Cr: 3)
MTH 540 - Early Childhood and Elementary STEM Methods (Cr: 3
RDL 500 - Early Literacy Development (Cr: 3
RDL 510 - Children’s & Young Adult Literature (Cr: 3
SPE 500 - Teaching Students with Disabilities (Cr: 3

Electives - 12 Credits

*Electives are chosen in consultation with the student’s advisor

Learning Outcomes

Upon completion of this program, students will:

Demonstrate subject matter expertise
Design high quality instruction, including authentic and meaningful student assessments
Analyze student performance and growth data and to use this data to improve instruction and practice
Teach all students through instructional practices that establish high expectations, a safe and effective classroom environment, and cultural proficiency.
Promote the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.
Ensure the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice.

Certificate in Elementary Education

The courses in the post-baccalaureate Certificate in Elementary Education program allow candidates to earn their MA teaching license. Some candidates may already hold a Master’s degree.

Curriculum Requirements - Total Credits Required: 27

Required Curriculum

Learning Outcomes

Upon completion of this program, students will:

Demonstrate subject matter expertise
Design high quality instruction, including authentic and meaningful student assessments
Analyze student performance and growth data and to use this data to improve instruction and practice
Teach all students through instructional practices that establish high expectations, a safe and effective classroom environment, and cultural proficiency.
Promote the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.
Ensure the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice.

Higher Education Leadership (Master of Education)

The Master of Education in Higher Education Leadership is a 36-credit degree program, for practitioners wanting to transition into higher education positions as scholars, contributors within your field and change makers. This program will let you will delve deeply into areas of interest, drawing on past professional experience, and looking for ways to share and expand your expertise in the field.

Curriculum Requirements - Total Credits Required: 36

Required Curriculum

HEDL 500 - History of Higher Education (Cr: 3
HEDL 520 - Legal Issues in Higher Education (Cr: 3
HEDL 521 - Ethical Leadership (Cr: 3
HEDL 525 - Student Development Theory (Cr: 3)
HEDL 526 - Assessment (Cr: 3)
HEDL 527 - Administrative Apprenticeship (Cr: 3)
HEDL 530 - Action Research (Cr: 3
HEDL 531 - Budget, Finance, and Operations in Higher Education (Cr: 3
HEDL 590 - Capstone (Cr: 3
OB 517 - Organizational Behavior and Change (Cr: 3

Elective

Choose two electives from the following list:

Learning Outcomes

Upon completion of this program, students will:

Apply key higher education concepts and knowledge to contemporary context and practice.
Integrate understandings of equity, inclusion, and social justice into research and practice as proactive change agents
Contribute to research and practice through crafting original research and applying appropriate assessments.
Apply traditional and contemporary leadership theories to individual leadership approaches in higher education.

International Education (Master of Education)

The Master of Education in International Education is designed to raise the competencies of teachers and administrators in a number of educational areas including curriculum development, using technology in the classrooms, assessment, language diversity and international communications, leadership and teaching methodologies. Students are supplied with a program of studies that will assist classroom teachers, administrators and education specialists to meet the needs of diverse student populations in international schools. Educators are challenged to create an educational environment that encourages ongoing transformation, innovation, and skill development that are the foundation of excellent teaching.

Note: The International Education specialization 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

IED 504 - Theories in Curriculum (Cr: 3
IED 509 - Language Diversity in Education (Cr: 3
IED 510 - Leadership in International Schools (Cr: 3
IED 511 - Strategies for Change in International Schools (Cr: 3
IED 513 - Assessment for 21st Century Learning (Cr: 3
IED 522 - Intercultural Communication (Cr: 3
IED 524 - Child and Adolescent Psychology (Cr: 3
IED 573 - Reflective Seminar: International Education (Cr: 3
IED 574 - Research Project (Cr: 3 *
IED 580 - Innovative Practices in Education (Cr: 3
IED 581 - Technology in Education (Cr: 3
IED 582 - Research Methods (Cr: 3

Learning Outcomes

Upon completion of this program, students will:

Discover and articulate a personal philosophy of leadership
Develop a repertoire of strategies to communicate with individuals who represent various cultural groups
Identify and interpret research and theories that provide a framework for assessing and addressing issues in an international school setting
Implement a broad variety of curriculum theory, design, and successful practices
Describe multicultural, multilingual issues that deal with teaching and social changes in schools that have linguistically, culturally, and ethnically diverse populations
Identify and analyze future trends and issues related to the functions and roles of practicing leaders in international school settings

International Education Administration

The Master of Education in International Education Administration is a dynamic, intensive 36 credit learning experience. Students in this accelerated program will cultivate leadership skills through study, reflection and experimentation in negotiation, communication and mediation, personnel and financial management, curriculum design and leadership, measurement and evaluation, and innovative leadership practices. Drawn from international, private, and public school standards and based upon strong theoretical foundations, International Education Administration courses reflect the practical, hands-on learning necessary for effective leadership in K-12 schools. The program is designed to provide the skills and tools experts, researchers, and practitioners believe leaders need in our changing, complex global environment. Completion of the capstone Leadership Development Seminar provides students with a personal, action-oriented, leadership development plan ready for use to make a significant difference in guiding schools forward and improving the international educational environment.

Note: The International Education Administration program is NOT linked to Massachusetts teacher licensure.

Curriculum Requirements - Total Credits Required: 36

Required Curriculum

*Please note: MIEA574 has a pre-requisite of IED582 for this program

Learning Outcomes

Upon completion of the program, students will:

Demonstrate the practical skills necessary for effective leadership in international schools
Develop the skills needed by practitioners in a changing and complex global environment
Discover and articulate a personal philosophy of leadership
Develop an action-oriented, leadership development plan to use to guide international schools in making improvements

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.

International Education with a Concentration in Technology Integration (Master of Education)

This Master of Education (M.Ed.) program is designed to raise the competencies of educators in all fields by incorporating technology into schools and classroom settings to help students achieve their highest potential and to prepare for a rapidly changing world. Participants will develop specific competencies in the use of computer-mediated communications, management and instructional technologies of educators and support personnel. The aim in developing these specific competencies will ultimately be to enhance student learning. The focus will be on preparing both educators and students to function in knowledge-based environments in the global community. The degree activities will address technology in the classroom as well as the related functions in the school, including how students not only use technology but also how to leverage technology to have a healthy, informed lifestyle.

Note: The International Education/Educational Technology specialization 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

IED 500 - Philosophical and Research Foundations for Technology in Teaching and Learning (Cr: 3
IED 504 - Theories in Curriculum (Cr: 3
IED 511 - Strategies for Change in International Schools (Cr: 3
IED 571 - Leadership for Technology in Schools (Cr: 3
IED 573 - Reflective Seminar: International Education (Cr: 3
IED 574 - Research Project (Cr: 3 *
IED 575 - Practicum in Technology in Schools (Cr: 3
IED 580 - Innovative Practices in Education (Cr: 3
IED 581 - Technology in Education (Cr: 3
IED 582 - Research Methods (Cr: 3
IED 583 - Technology Infrastructure in Schools (Cr: 3
MIEA 564 - Leveraging Technology (Cr: 3

Learning Outcomes

Upon completion of this program, students will:

Significantly increase their competencies in incorporating technology into schools and classroom settings, with a view on student improvement
Assess and improve their skills in the use and troubleshooting of computer-mediated communications, management and instructional technologies of educators and support personnel, with an emphasis on both hardware and software
Demonstrate ability to function confidently and safely in knowledge-based environments in the international community
Manage and leverage technology to enhance “international” elements of international and state-funded schools

International Education with a Specialization in Teaching English as a Second Language (Master of Education)

The Master of Education in International Education, with a specialization in Teaching English as a Second Language, is designed to assist classroom teachers, administrators, and educational specialists to meet the needs of diverse student populations in international schools abroad and in domestic schools with diverse, multicultural student bodies. This M.Ed. specialization is appropriate for those currently teaching ESL and for seasoned and novice educators seeking to enhance their knowledge and competence in theoretical and practical methods of teaching English as a Second Language. Educators teaching in English across disciplines, cultures, and content areas will gain critical competence in improving the achievement of second language learners. The program has been designed to allow teachers to complete their degrees within reasonable periods of time while continuing their international work.

Note: The International Education/ESL specialization program is NOT linked to Massachusetts teacher licensure.

Admission Requirements

International Education M.Ed. candidates should follow application procedures at https://www.endicott.edu/academics/schools/school-of-education/graduate-programs/masters-programs/international-education.

Curriculum Requirements - Total Credits Required: 36

Required Curriculum

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

IED 504 - Theories in Curriculum (Cr: 3
IED 509 - Language Diversity in Education (Cr: 3
IED 512 - Evaluation and Assessment (Cr: 3
IED 521 - Methods of Teaching English as a Second Language (Cr: 3
IED 522 - Intercultural Communication (Cr: 3
IED 530 - Linguistics and Language Acquisition (Cr: 3
IED 540 - Using Technology in ESL Acquisition (Cr: 3
IED 570 - Clinical Experience in ESL (Cr: 3
IED 573 - Reflective Seminar: International Education (Cr: 3
IED 574 - Research Project (Cr: 3 *
IED 580 - Innovative Practices in Education (Cr: 3
IED 582 - Research Methods (Cr: 3

Learning Outcomes

Upon completion of the program, students will:

Discover and articulate a personal philosophy of leadership
Develop a repertoire of strategies to communicate with individuals who represent different cultural and linguistic groups
Attain techniques in teaching English as a second language including analyzing students’ levels of English skills; methods of teaching reading comprehension; methods of teaching writing skills; and methods of increasing students’ ability to speak English
Demonstrate knowledge of multicultural and multilingual issues
Identify and analyze trends and issues related to the role of leaders in international and multilingual school settings

International Education Administration Certificate

The Certificate in International Education Administration is a dynamic, intensive 15 credit learning experience (often needed to move up a salary scale) for those who already hold a Master’s degree in Education. The five courses can be completed within the current structure of the full online M.Ed. in International Education Administration program or within the courses offered in the blended programs in Madrid, Leysin and Prague.

Students will cultivate leadership skills through study, reflection and experimentation in negotiation, communication and mediation, personnel and financial management and innovative leadership practices. Drawn from international, private, and public school standards and based upon strong theoretical foundations, International Education Administration courses reflect the practical, hands-on learning necessary for effective leadership in K-12 schools. The program is designed to provide the skills and tools that experts, researchers, and practitioners believe leaders need in our changing, complex global environment.

Curriculum Requirements - Total Credits Required: 15

Learning Outcomes

Upon completion of this program, students will:

Create, implement and evaluate strategies to create partnerships with all members of the school community
Develop and synthesize the skills necessary in understanding the impact of people and interests when negotiating
Develop and critique an awareness of the models of teaching based on research and accepted as a standard framework for examining pedagogy, and assess approaches for effectiveness
Design and assess a three-year Strategic Plan based on needs assessment, student assessment data, stakeholder surveys and other relevant data

Required Curriculum

Organizational Behavior and Learning (Master of Science)

At the core of any organization is its people, and understanding how humans behave is crucial if an organization wants to succeed in today’s demanding professional environments. The Master of Science in Organizational Behavior and Learning is a 36 credit program that explores how people act in individual, group, and institutional settings. Our curriculum includes perspectives from psychology, sociology, education, communication, and leadership studies to provide students with a nuanced understanding of how organizations work. What sets our program apart is its inquiry-based, data-driven approach to studying organizational issues. With an emphasis on applied learning and systems thinking, students will be able to: leverage this conceptual foundation; cultivate, inspire, and lead diverse talent; and create the conditions necessary for positive organizational change.

Curriculum Requirements - Total Credits Required: 36

Required Curriculum

OB 501 - Fundamentals of Organizational Behavior (Cr: 3
OB 505 - Social Psychology (Cr: 3
OB 509 - Ethics and Leadership (Cr: 3
OB 510 - Group Dynamics (Cr: 3
OB 517 - Organizational Behavior and Change (Cr: 3
OB 520 - Adult Learning in Applied Settings (Cr: 3
OB 530 - Mixed Methods Research (Cr: 3
OB 537 - Operational and Financial Strategies (Cr: 3
OB 540 - Introduction to Quantitative Research and Data Analysis (Cr: 3
OB 566 - Creativity and Innovation (Cr: 3
OB 568 - Evaluation in Learning and Performance (Cr: 3
OB 590 - Capstone (Cr: 3

Learning Outcomes

Upon completion of this program, students will:

Analyze how human behavior at the individual, group, and organizational level impacts–and is impacted by–communication, motivation, group dynamics, leadership, power, finances, technology, organizational design, and development.
Apply theories of psychology, sociology, adult learning, and leadership to address complex organizational problems and develop targeted solutions.
Examine organizational cultures to develop ethical communication practices that mitigate conflict and promote collaboration.
Design, implement, and modify organizational development interventions that leverage data-based approaches.
Model reflective, responsive, and engaged leadership through decision making, coaching, and teamwork.

Reading and Literacy Instruction with a concentration in Reading Specialist Licensure Endorsement (Master of Science)

Curriculum Requirements - Total Credits Required: 36

Required Curriculum

RDL 500 - Early Literacy Development (Cr: 3
RDL 505 - Adolescent Literacy (Cr: 3
RDL 510 - Children’s & Young Adult Literature (Cr: 3
RDL 515 - Writing Instruction (Cr: 3
RDL 520 - Assessment of Reading Skills (Cr: 3
RDL 525 - Reading Difficulties (Cr: 3
RDL 530 - Theories of Language and Linguistics (Cr: 3
RDL 550 - Literacy Coaching (Pre-Practicum) (Cr: 3)
RDL 560 - Practicum in Reading and Literacy (Cr: 3
RDL 565 - Reflective Seminar in Reading and Literacy (Cr: 3)
RDL 585 - Critical Media Literacy (Cr: 3)
EDN 575 - Data Literacy (Cr: 3

Learning Outcomes

Upon completion of the program, students will:

Identify and model instructional strategies that foster early literacy.
Examine the importance of the five components of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) to the emergence of literacy.
Differentiate between phonemic awareness phonological awareness and decoding; describe their role in literacy acquisition, and take an informed stance about the current research on modeling the relationships between models of reading.
Summarize with clarity and depth the research related to literacy development for all populations, including those for whom English is a second language and students with learning disabilities.
Compare the differences between emergent and adolescent literacy
Plan purposeful instruction to develop reading, writing, and speaking & listening skills, while addressing material specific to a given content area
Analyze and apply literacy instructional models that enable students to develop as independent readers and writers
Administer and analyze a battery of reading assessments to determine student needs; develop reports based on the results.
Design literacy instruction incorporating International Reading Association standards for Reading Professionals and differentiating instruction for at least three levels of student need, while acknowledgement of cultural and linguistic background and other pertinent characteristics of pupils.
Model the development of a literate classroom environment–including daily reading and writing lessons that support the development of lifelong readers and writers.

Reading and Literacy Instruction - General Studies (Master of Science)

Curriculum Requirements - Total Credits Required: 36

Required Curriculum

RDL 500 - Early Literacy Development (Cr: 3
RDL 505 - Adolescent Literacy (Cr: 3
RDL 510 - Children’s & Young Adult Literature (Cr: 3
RDL 515 - Writing Instruction (Cr: 3
RDL 520 - Assessment of Reading Skills (Cr: 3
RDL 525 - Reading Difficulties (Cr: 3
RDL 530 - Theories of Language and Linguistics (Cr: 3
RDL 585 - Critical Media Literacy (Cr: 3)
EDN 575 - Data Literacy (Cr: 3
SPE 670 - Consultation and Co-Teaching (Cr: 3
SPE 680 - Psychoeducational Assessment (Cr: 3
SPE 695 - Disability and Sheltered English Immersion (Cr: 3

Learning Outcomes

Upon completion of the program, students will:

Identify and model instructional strategies that foster early literacy.
Examine the importance of the five components of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) to the emergence of literacy.
Differentiate between phonemic awareness phonological awareness and decoding; describe their role in literacy acquisition, and take an informed stance about the current research on modeling the relationships between models of reading.
Summarize with clarity and depth the research related to literacy development for all populations, including those for whom English is a second language and students with learning disabilities.
Compare the differences between emergent and adolescent literacy
Plan purposeful instruction to develop reading, writing, and speaking & listening skills, while addressing material specific to a given content area
Analyze and apply literacy instructional models that enable students to develop as independent readers and writers
Administer and analyze a battery of reading assessments to determine student needs; develop reports based on the results.
Design literacy instruction incorporating International Reading Association standards for Reading Professionals and differentiating instruction for at least three levels of student need, while acknowledgement of cultural and linguistic background and other pertinent characteristics of pupils.
Model the development of a literate classroom environment–including daily reading and writing lessons that support the development of lifelong readers and writers.

Certificate in Reading & Literacy

he courses in the post-baccalaureate Certificate in Reading & Literacy program allow candidates to earn their MA teaching license. Some candidates may already hold a Master’s degree.

Curriculum Requirements - Total Credits Required: 27

Required Curriculum

RDL 500 - Early Literacy Development (Cr: 3
RDL 510 - Children’s & Young Adult Literature (Cr: 3
RDL 515 - Writing Instruction (Cr: 3
RDL 520 - Assessment of Reading Skills (Cr: 3
RDL 525 - Reading Difficulties (Cr: 3
RDL 550 - Literacy Coaching (Pre-Practicum) (Cr: 3)
RDL 560 - Practicum in Reading and Literacy (Cr: 3
RDL 565 - Reflective Seminar in Reading and Literacy (Cr: 3)
RDL 585 - Critical Media Literacy (Cr: 3)

Learning Outcomes

Upon completion of this program, students will:

Demonstrate knowledge of and approach to the process of reading and development of literacy skills
Design high quality instruction, including authentic and meaningful student assessments
Analyze student performance and growth data and to use this data to improve instruction and practice
Teach all students through instructional practices that establish high expectations, a safe and effective classroom environment, and cultural proficiency.
Promote the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.
Ensure the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice

Secondary Education (Master of Education)

Those seeking an initial license in Secondary Education, who meet the licensure program requirements, follow the Initial Licensure program of study. Endicott offers licensure in the following areas: General Science, History, Biology, English, Math, Chemistry, Physics and Middle School Humanities. Secondary Education students enroll in a methods in the content area course which covers the methods for teaching these various content areas based on their program (ES 555, GS 555, HST 555, BIO 555, ENG 555, MTH 555, CHE 555, PHY 555, HUM 555). Depending on the specific area of licensure, the grade level varies. Those seeking the master’s, but not the license, complete the Non-Licensure program of study, with no MTEL requirement. The non-licensure masters does not lead to licensure in the state of Massachusetts. Those who seek only the license can complete the Non-Degree Initial Licensure Program of Study.

Prerequisite for Initial Licensure: Passing score on the Communication and Literacy MTEL. To meet the licensure program requirements, students must successfully complete all of the required MTELs, coursework and fieldwork. Students are required to pass the Subject Matter MTEL prior to enrolling in the practicum. Students who are unable to meet these requirements can complete the Non-Licensure masters which replaces the Practicum and Reflective Seminar with two education electives.

Curriculum Requirements - Total Credits Required: 36

Required Curriculum with MA Initial Licensure

As regulated by the Massachusetts Department of Elementary and Secondary Education, the practicum requires 300 hours with a minimum of 100 hours of full responsibility in the role and grade level of the license sought. Students must have their practicum placement, supervising practitioner, and hours approved by Endicott staff before enrolling in the practicum course. Additional hours may be assigned at the discretion of the Dean, Director, Associate Director or Assistant Director.

EDN 500 - Child and Adolescent Development (Cr: 3
EDN 530 - Sheltered English Immersion (Cr: 3 or elective
EDN 570 - Classroom Management (Cr: 3
RDL 505 - Adolescent Literacy (Cr: 3
RDL 515 - Writing Instruction (Cr: 3
SEC 530 - Curriculum in Secondary Education (Cr: 3
SEC 550 - Curriculum and Assessment in Practice: Secondary Education (Pre-Practicum) (Cr: 3)
(XXX) 555 - Methods in Secondary Education (Cr: 3
SEC 560 - Practicum in Secondary Education (Cr: 3
SEC 565 - Reflective Seminar in Secondary Education (Cr: 3)
SPE 500 - Teaching Students with Disabilities (Cr: 3
SPE 525 - Assistive and Augmentative Technologies (Cr: 3

Required Curriculum Non Licensure

*Electives are chosen in consultation with the student’s advisor

Electives - 12 cr.

EDN 500 - Child and Adolescent Development (Cr: 3
EDN 570 - Classroom Management (Cr: 3
RDL 505 - Adolescent Literacy (Cr: 3
RDL 515 - Writing Instruction (Cr: 3
SEC 530 - Curriculum in Secondary Education (Cr: 3
(XXX) 555 - Methods in Secondary Education (Cr: 3
SPE 500 - Teaching Students with Disabilities (Cr: 3
SPE 525 - Assistive and Augmentative Technologies (Cr: 3

Learning Outcomes

Upon completion of this program, students will:

Demonstrate subject matter expertise
Design high quality instruction, including authentic and meaningful student assessments
Analyze student performance and growth data and to use this data to improve instruction and practice
Teach all students through instructional practices that establish high expectations, a safe and effective classroom environment, and cultural proficiency
Promote the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations
Ensure the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice

Certificate in Secondary Education

The courses in the post-baccalaureate Certificate in Secondary Education program allow candidates to earn their MA teaching license. Some candidates may already hold a Master’s degree.

Curriculum Requirements - Total Credits Required: 24

Required Curriculum

Learning Outcomes

Upon completion of this program, students will:

Demonstrate subject matter expertise
Design high quality instruction, including authentic and meaningful student assessments
Analyze student performance and growth data and to use this data to improve instruction and practice
Teach all students through instructional practices that establish high expectations, a safe and effective classroom environment, and cultural proficiency
Promote the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations
Ensure the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice

Social Emotional Learning (Master of Education)

The Master of Education in Social Emotional Learning is a 36 credit non-licensure program. The intent of this program is to be the trailblazer in this area. What differentiates this M.Ed. in Social Emotional Learning is that students will be trained with an integrated, connected approach to understanding and implementing the research about social emotional development as an overarching premise of the educational process, rather than something that is added to an already demanding PreK-12 curriculum. Students will master content-specific skills relevant to social emotional development, participate in a 300 hour, two semester practicum where they will apply these mastered skills in their own professional educational settings, and culminate with a Master’s Thesis that is a research-based, practical, and overarching social emotional initiative that they will be able to apply to their current or potential professional position.

Curriculum Requirements - Total Credits Required: 36

Required Curriculum

EDN 514 - Mindfulness (Cr: 3
EDN 550 - Cognitive Frameworks for Social Emotional Learning (Cr: 3
EDN 553 - Understanding Emotions in Classroom Settings (Cr: 3
EDN 556 - Identity, Culture and Social Emotional Learning: Convergences and Conflicts (Cr: 3
EDN 558 - School and Community-based Applications of Social Emotional Learning (Cr: 3
EDN 605 - Teacher and Teaching Identities (Cr: 3
EDN 607 - Diversity and Equity in Education (Cr: 3
EDN 516 - Prosocial Behavioral Perspectives (Cr: 3
EDN 557 - Ethical Dilemmas in Education (Cr: 3
EDN 560 - Neuroscience in Education (Cr: 3
OR
EDN 505 - Social Psychology (Cr: 3
EDN 600 - Gender in Education (Cr: 3
OR
EDN 601 - Sexuality in Education (Cr: 3
EDN 576 - Social Emotional Learning Capstone (Cr: 3

Learning Outcomes

Upon completion of this program, students will:

Understand ecological models of human development that articulates with culture to apply to evidence-based classroom practice.
Develop reflective practice comprising of culturally-sensitive, evidence-based practices including behavior management
Manage and apply social emotional learning frameworks and curriculum to promote a safe and supportive learning environment for all students
Synthesize social emotional research to inform practice in school district, school, classroom or community.

Social Emotional Learning Certificate

This 15-credit certificate will provide the skills and techniques to support your students develop critical attributes and improve problem solving, self-management, relationship and social awareness skills as part of students’ holistic learning.

Curriculum Requirements - Total Credits Required: 15

Required Curriculum

Learning Outcomes

Upon completion of this program, students will:

Understand ecological models of human development that articulates with culture to apply to evidence-based classroom practice.
Develop reflective practice comprising of culturally-sensitive, evidence-based practices including behavior management
Manage and apply social emotional learning frameworks and curriculum to promote a safe and supportive learning environment for all students
Synthesize social emotional research to inform practice in school district, school, classroom or community.

Practitioner SPED Certificate pre-K-8

The courses in the post-baccalaureate Certificate in Pathway for Practitioner allow licensed candidates to add an additional Special Education license. Candidates already hold a Master’s degree and one license.

Curriculum Requirements - Total Credits Required: 15

Required Curriculum

Learning Outcomes

Upon completion of this program, students will:

Demonstrate knowledge of typical child and adolescent development and exceptionalities
Design high quality instruction, including authentic and meaningful student assessments
Analyze student performance and growth data and to use this data to improve instruction and practice
Teach all students through instructional practices that establish high expectations, a safe and effective classroom environment, and cultural proficiency.

Practitioner SPED Certificate 5-12

Curriculum Requirements - Total Credits Required: 15

Required Curriculum

RDL 515 - Writing Instruction (Cr: 3
RDL 525 - Reading Difficulties (Cr: 3
SPE 505 - Inclusive Education (Cr: 3
SPE 510 - Curriculum Development for Students with Moderate Disabilities (Cr: 3
SPE 525 - Assistive and Augmentative Technologies (Cr: 3

Learning Outcomes

Upon completion of this program, students will:

Demonstrate knowledge of typical child and adolescent development and exceptionalities.
Design high quality instruction, including authentic and meaningful student assessments.
Analyze student performance and growth data and to use this data to improve instruction and practice.
Teach all students through instructional practices that establish high expectations, a safe and effective classroom environment, and cultural proficiency.

Special Education, Moderate Disabilities (Master of Education)

Those seeking an initial license in Special Education Moderate Disabilities (PreK-8; 5-12), who meet the licensure program requirements, follow the Initial Licensure program of study. At the start of the program, students will choose a grade level, PreK-8 or 5-12 in which they will earn their moderate disabilities license.Those seeking the master’s, but not the license, complete the Non-Licensure program of study, with no MTEL requirement. The non-licensure masters does not lead to licensure in the state of MA. Those who hold a current, initial license in the field are eligible to complete the Professional Licensure Program of Study. The non-degree Moderate Disabilities Professional Licensure program prepares special education teachers who already hold a master’s degree and an Initial License in Teacher of Students with Moderate Disabilities with a program of study that prepares them to be eligible for Professional Licensure in Massachusetts at both the PreK-8 and 5-12 levels.

Prerequisite for Initial Licensure: Passing score on the Communication and Literacy MTEL. To meet the licensure program requirements, students must successfully complete all of the required MTELs, coursework and fieldwork. Students are required to pass all required MTELs prior to enrolling in the practicum. Students who are unable to meet these requirements can complete the Non-Licensure masters which replaces the Practicum and Reflective Seminar with two education electives. The non-licensure master’s does not lead to licensure in the state of Massachusetts and no MTELs are required in the Non-Licensure program of study.

Eligibility for Professional Licensure - In addition to completing the Professional Licensure Program of Study, in order to be eligible for a Massachusetts Professional level teacher license, a person must hold an Initial license in the same field as the Professional license sought, hold an SEI endorsement, been employed under the Initial license for at least three (3) years, and completed an induction and mentoring program. Please see Endicott’s Licensure Officer with any questions. Prerequisite for Professional Licensure: Initial License in Moderate Disabilities.

Curriculum Requirements - Total Credits Required: 36

Required Curriculum with MA Initial Licensure

As regulated by the Massachusetts Department of Elementary and Secondary Education, the practicum requires 300 hours with a minimum of 100 hours of full responsibility in the role and grade level of the license sought. Students may have their practicum placement, supervising practitioner, and hours approved by Endicott staff before enrolling in the practicum course. Additional hours may be assigned at the discretion of the Dean, Director, Associate Director or Assistant Director.

EDN 500 - Child and Adolescent Development (Cr: 3
EDN 530 - Sheltered English Immersion (Cr: 3 or Elective
SPE 500 - Teaching Students with Disabilities (Cr: 3
SPE 505 - Inclusive Education (Cr: 3
SPE 510 - Curriculum Development for Students with Moderate Disabilities (Cr: 3
SPE 515 - Reading Instruction in Special Education (Cr: 3
SPE 525 - Assistive and Augmentative Technologies (Cr: 3
SPE 530 - Humanities Methods in Special Education (Cr: 3
SPE 540 - STEM Methods in Special Education (Cr: 3
SPE 550 - Curriculum and Assessment in Practice: Special Education (Pre-Practicum) (Cr: 3)
SPE 560 - Practicum in Moderate Disabilities (Cr: 3
SPE 565 - Reflective Seminar in Moderate Disabilities (Cr: 3)

Required Curriculum Non-Licensure

*Electives are chosen in consultation with the student’s advisor

Electives - 12 cr.

Required Curriculum with MA Professional Licensure

*Courses required for Professional Licensure

EDN 575 - Data Literacy (Cr: 3
EDN 570 - Classroom Management (Cr: 3 *
EDN 685 - Policy Analysis, Leadership, and Change Processes (Cr: 3
RDL 515 - Writing Instruction (Cr: 3
RDL 525 - Reading Difficulties (Cr: 3
SPE 530 - Humanities Methods in Special Education (Cr: 3
SPE 540 - STEM Methods in Special Education (Cr: 3
SPE 575 - Family Engagement in Special Education (Cr: 3
SPE 670 - Consultation and Co-Teaching (Cr: 3 *
SPE 680 - Psychoeducational Assessment (Cr: 3 *
SPE 685 - Personalized Learning (Cr: 3 *
SPE 695 - Disability and Sheltered English Immersion (Cr: 3

Learning Outcomes

Upon completion of this program, students will:

Demonstrate knowledge of typical child and adolescent development and exceptionalities
Design high quality instruction, including authentic and meaningful student assessments
Analyze student performance and growth data and to use this data to improve instruction and practice
Teach all students through instructional practices that establish high expectations, a safe and effective classroom environment, and cultural proficiency.
Promote the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.
Ensure the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice

Special Education, Severe Disabilities (Master of Education)

Those seeking an initial license in Special Education Severe Disabilities (All Levels), who meet the licensure program requirements, follow the Initial Licensure program of study. Those seeking the master’s, but not the license, complete the Non-Licensure program of study, with no MTEL requirement. The non-licensure masters does not lead to licensure in the state of MA. Those who hold a current, initial license in the field are eligible to complete the Professional Licensure Program of Study.

Prerequisite for Initial Licensure: Passing score on the Communication and Literacy MTEL. To meet the licensure program requirements, students must successfully complete all of the required MTELs, coursework and fieldwork. Students are required to pass all required MTELs prior to enrolling in the practicum. Students who are unable to meet these requirements can complete the Non-Licensure masters which replaces the Practicum and Reflective Seminar with two education electives. The non-licensure master’s does not lead to licensure in the state of Massachusetts and no MTELs are required in the Non-Licensure program of study.

Eligibility for Professional Licensure - In addition to completing the Professional Licensure Program of Study, in order to be eligible for a Massachusetts Professional level teacher license, a person must hold an Initial license in the same field as the Professional license sought, hold an SEI endorsement, been employed under the Initial license for at least three (3) years, and completed an induction and mentoring program. Please see Endicott’s Licensure Officer with any questions. Prerequisite for Professional Licensure: Initial License in Severe Disabilities (All Levels)

Curriculum Requirements - Total Credits Required: 36

Required Curriculum with MA Initial Licensure

As regulated by the Massachusetts Department of Elementary and Secondary Education, the practicum requires 300 hours with a minimum of 100 hours of full responsibility in the role and grade level of the license sought. Students may have their practicum placement, supervising practitioner, and hours approved by Endicott staff before enrolling in the practicum course. Additional hours may be assigned at the discretion of the Dean, Director, Associate Director or Assistant Director.

EDN 500 - Child and Adolescent Development (Cr: 3
EDN 530 - Sheltered English Immersion (Cr: 3 or Elective
SPE 500 - Teaching Students with Disabilities (Cr: 3
SPE 505 - Inclusive Education (Cr: 3
SPE 511 - Curriculum Development for Students with Severe Disabilities (Cr: 3
SPE 515 - Reading Instruction in Special Education (Cr: 3
SPE 525 - Assistive and Augmentative Technologies (Cr: 3
SPE 530 - Humanities Methods in Special Education (Cr: 3
SPE 540 - STEM Methods in Special Education (Cr: 3
SPE 550 - Curriculum and Assessment in Practice: Special Education (Pre-Practicum) (Cr: 3)
SPE 561 - Practicum in Severe Disabilities (Cr: 3
SPE 566 - Reflective Seminar in Severe Disabilities (Cr: 3)

Required Curriculum Non-Licensure

*Electives are chosen in consultation with the student’s advisor

Electives - 12 cr.

Required Curriculum with MA Professional Licensure

*Courses required for Professional Licensure.

ABA 525 - Basic Principles of Applied Behavior Analysis (Cr: 3
EDN 575 - Data Literacy (Cr: 3
EDN 680 - Research Methods (Cr: 3
EDN 685 - Policy Analysis, Leadership, and Change Processes (Cr: 3
EDN 690 - Advanced Seminar in Education (Cr: 3
RDL 570 - Learning and Cognition (Cr: 3
SPE 540 - STEM Methods in Special Education (Cr: 3
SPE 575 - Family Engagement in Special Education (Cr: 3 *
SPE 670 - Consultation and Co-Teaching (Cr: 3 *
SPE 680 - Psychoeducational Assessment (Cr: 3 *
SPE 690 - Medical and Multiple Disabilities (Cr: 3 *
SPE 695 - Disability and Sheltered English Immersion (Cr: 3

Learning Outcomes

Upon completion of this program, students will:

Demonstrate knowledge of typical child and adolescent development and exceptionalities
Design high quality instruction, including authentic and meaningful student assessments
Analyze student performance and growth data and to use this data to improve instruction and practice
Teach all students through instructional practices that establish high expectations, a safe and effective classroom environment, and cultural proficiency.
Promote the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.
Ensure the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice

Special Education, Deaf and Hard of Hearing (All Levels) (Master of Education)

Teachers of the Deaf and Hard of Hearing (DHH) are in high demand worldwide. Many DHH programs for them do not focus on the combinations of needs associated with being DHH and having other special education needs. This program is unique among offerings in the state of Massachusetts because it prepares educators to understand and apply relevant research from multiple fields, and teach students who are DHH in a variety of educational contexts. This preparation is done through coursework in: Deaf history and culture; American Sign Language and principles of language development to foster learning; diverse learners who utilize a variety of communication modalities (including those who utilize assistive and augmentative technologies); inclusive education philosophy and practice; writing and assessing Individualized Education Plans (IEPs); and the positive impact of Deaf culture on hearing societies. Those seeking an initial license in Deaf and Hard of Hearing (All Levels), who meet the licensure program requirements, follow the Initial Licensure program of study.

Prerequisite for Initial Licensure: Passing score on the Communication and Literacy MTEL. To meet the licensure program requirements, students must successfully complete all of the required MTELs, coursework and fieldwork. Students are required to pass all required MTELs prior to enrolling in the practicum.

Curriculum Requirements - Total Credits Required: 48

Learning Outcomes

Upon completion of the program, students will:

Demonstrate how to apply knowledge of child and adolescent development and the specific needs of DHH students.
Design high quality instruction, including authentic and meaningful student assessments.
Analyze student performance and growth data with a focus on individualized goals and use data to improve instruction.
Choose appropriate instructional practices that establish high expectations and a safe and effective classroom environment.
Promote student learning and growth through outreach and collaboration with families, caregivers, community members, and organizations.
Establish and refine an ethical, culturally proficient (inclusive of Deaf culture), skilled, and collaborative practice.

Required Curriculum

DHH 500 - Communication & Language for DHH Students (Cr: 3
DHH 505 - Deaf History & Culture (Cr: 3
DHH 510 - Curriculum Development for DHH Students (Cr: 3
DHH 515 - Speech, Hearing Science, & Technology for DHH Students (Cr: 3
DHH 520 - Child Development - Hearing and Deaf Children (Cr: 3
DHH 525 - Early Language Acquisition & Intervention (Cr: 3
DHH 530 - Literacy Instruction and Assessment for DHH Students (Cr: 3
DHH 540 - Content-Area Instruction and Assessment for DHH Students (Cr: 3
DHH 550 - Curriculum and Assessment in Practice (Cr: 3
DHH 560 - Practicum in Teaching Deaf and Hard of Hearing Students (Cr: 3
DHH 565 - Reflective Seminar (Cr: 3
DHH 570 - ASL Practicum I (Cr: 3
DHH 571 - ASL Practicum II (Cr: 3
OR
DHH 575 - Deaf and Hard of Hearing Learners with Additional Disabilities (Deaf Plus) (Cr: 3
EDN 530 - Sheltered English Immersion (Cr: 3
OR
EDN 575 - Data Literacy (Cr: 3
SPE 505 - Inclusive Education (Cr: 3
SPE 575 - Family Engagement in Special Education (Cr: 3

Certificate in Special Education, Moderate Disabilities

The courses in the post-baccalaureate Certificate in Special Education, Moderate Disabilities program allow candidates to earn their MA teaching license. Some candidates may already hold a Master’s degree.

Curriculum Requirements - Total Credits Required: 27

Required Curriculum

Learning Outcomes

Upon completion of this program, students will:

Demonstrate knowledge of typical child and adolescent development and exceptionalities
Design high quality instruction, including authentic and meaningful student assessments
Analyze student performance and growth data and to use this data to improve instruction and practice
Teach all students through instructional practices that establish high expectations, a safe and effective classroom environment, and cultural proficiency.
Promote the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.
Ensure the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice

Certificate in Special Education, Severe Disabilities

The courses in the post-baccalaureate Certificate in Special Education, Severe Disabilities program allow candidates to earn their MA teaching license. Some candidates may already hold a Master’s degree.

Curriculum Requirements - Total Credits Required: 27

Required Curriculum

Learning Outcomes

Upon completion of this program, students will:

Demonstrate knowledge of typical child and adolescent development and exceptionalities
Design high quality instruction, including authentic and meaningful student assessments
Analyze student performance and growth data and to use this data to improve instruction and practice
Teach all students through instructional practices that establish high expectations, a safe and effective classroom environment, and cultural proficiency.
Promote the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.
Ensure the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice

Special Education and Applied Behavior Analysis (Master of Education)

This program prepares students to work with children with moderate disabilities who participate in integrated/self-contained classrooms, home-based or other educational environments. The program does not lead to teacher licensing. The program meets the educational requirements to sit for the Board Certified Behavior Analysts exam. This is a unique, advanced-level component that focuses on the application of behavioral principles in addressing the needs of exceptional learners. It should be noted that licensure in any state would likely require significant additional coursework approved by those states in which the individual seeks licensure as a special educator.

Licensure/Board Certification
The M.Ed. and Certificate programs offered through the Department of Applied Behavior Analysis at Van Loan meet the educational requirements that allow students to apply to sit for the Board Certified Behavior Analyst (BCBA©) examination administered by the Behavior Analyst Certification Board (BACB©), as well as the academic standards for Licensure as a Licensed Applied Behavior Analyst (LABA) in the Commonwealth of Massachusetts. Students planning to apply for Licensure or to sit for the BCBA exam upon graduation should consult with their Academic Advisor regarding meeting the MA Division of Professional Licensing, BACB, and departmental standards for internship experiences and supervision. Please Note: For students living outside of Massachusetts regulations regarding licensing differ from state to state. Please be sure to check your local state licensing board if you plan to apply for a license outside the state of Massachusetts.

Curriculum Requirements - Total Credits Required: 51

Required Curriculum

ABA 510 - Conceptual Issues in Applied Behavior Analysis (Cr: 3
ABA 520 - Supervision and Management (Cr: 3)
ABA 525 - Basic Principles of Applied Behavior Analysis (Cr: 3
ABA 534 - Measurement & Experimental Evaluation of Behavioral Interventions I (Cr: 3
ABA 541 - Behavioral Assessment (Cr: 3
ABA 554 - Behavior Change Procedures (Cr: 3
ABA 565 - Ethical Issues in Behavior Analysis (Cr: 3
ABA 699 - Comprehensive Review (Cr: 0)
EDN 500 - Child and Adolescent Development (Cr: 3
SPE 500 - Teaching Students with Disabilities (Cr: 3
SPE 505 - Inclusive Education (Cr: 3
SPE 510 - Curriculum Development for Students with Moderate Disabilities (Cr: 3
OR
SPE 511 - Curriculum Development for Students with Severe Disabilities (Cr: 3
SPE 515 - Reading Instruction in Special Education (Cr: 3
SPE 525 - Assistive and Augmentative Technologies (Cr: 3
SPE 530 - Humanities Methods in Special Education (Cr: 3
SPE 540 - STEM Methods in Special Education (Cr: 3
EDN 530 - Sheltered English Immersion (Cr: 3
OR
EDN 575 - Data Literacy (Cr: 3
SPE 575 - Family Engagement in Special Education (Cr: 3
OR
SPE 680 - Psychoeducational Assessment (Cr: 3
OR
SPE 695 - Disability and Sheltered English Immersion (Cr: 3

Learning Outcomes

Upon completion of this program, students will:

Demonstrate the ability to collect, analyze, synthesize, and apply measurement data
Demonstrate knowledge of and approach to special education
Demonstrate the acquisition of the knowledge, principles and skills of Applied Behavior Analysis

Special Education and Applied Behavior Analysis, Moderate Disabilities with MA Licensure (Master of Education)

The Master of Education in Special Education and Applied Behavior Analysis in Moderate Disabilities (PreK-8 or 5-12) is a program that allows students to be prepared to teach as a special educator in the state of MA and to sit for the Board Certified Behavior Analyst (BCBA) examination and obtain an initial or professional license in Moderate Disabilities.

Initial Licensure

Students must pass the Communication and Literacy MTEL to be admitted to the program. To meet the licensure program requirements, students must successfully complete all of the required MTELs, coursework and fieldwork. Students are required to pass all required MTELs prior to enrolling in the practicum. Students who are unable to meet these requirements can complete the non-licensure master’s degree which replaces the Practicum and Reflective Seminar with two education electives.

Professional Licensure

In addition to completing the Professional Licensure Program of Study, to be eligible for a Massachusetts Professional level teacher license, a person must hold an Initial license as a teacher of students with moderate disabilities (PreK-8 or 5-12) and have been employed under the Initial license for at least three (3) years. Candidates must be able to document that they have completed a one-year induction program with a mentor and completed 50 hours of mentored experience beyond their induction year.

Licensure/Board Certification
The M.Ed. and Certificate programs offered through the Department of Applied Behavior Analysis at Van Loan meet the educational requirements that allow students to apply to sit for the Board Certified Behavior Analyst (BCBA©) examination administered by the Behavior Analyst Certification Board (BACB©), as well as the academic standards for Licensure as a Licensed Applied Behavior Analyst (LABA) in the Commonwealth of Massachusetts. Students planning to apply for Licensure or to sit for the BCBA exam upon graduation should consult with their Academic Advisor regarding meeting the MA Division of Professional Licensing, BACB, and departmental standards for internship experiences and supervision. Please Note: For students living outside of Massachusetts regulations regarding licensing differ from state to state. Please be sure to check your local state licensing board if you plan to apply for a license outside the state of Massachusetts.

Curriculum Requirements - Total Credits Required: 51

Required Curriculum with MA Initial Licensure

*Courses required for obtaining Initial Licensure in Moderate Disabilities (PreK-8 or 5-12)

Practicum Placements will be appropriate to the level of the license sought, PreK-8 or 5-12

ABA 510 - Conceptual Issues in Applied Behavior Analysis (Cr: 3
ABA 520 - Supervision and Management (Cr: 3)
ABA 525 - Basic Principles of Applied Behavior Analysis (Cr: 3
ABA 534 - Measurement & Experimental Evaluation of Behavioral Interventions I (Cr: 3
ABA 541 - Behavioral Assessment (Cr: 3
ABA 554 - Behavior Change Procedures (Cr: 3
ABA 565 - Ethical Issues in Behavior Analysis (Cr: 3
ABA 699 - Comprehensive Review (Cr: 0)
EDN 530 - Sheltered English Immersion (Cr: 3 *
SPE 500 - Teaching Students with Disabilities (Cr: 3 *
SPE 505 - Inclusive Education (Cr: 3 *
SPE 510 - Curriculum Development for Students with Moderate Disabilities (Cr: 3 *
SPE 515 - Reading Instruction in Special Education (Cr: 3 *
SPE 525 - Assistive and Augmentative Technologies (Cr: 3 *
SPE 540 - STEM Methods in Special Education (Cr: 3
SPE 550 - Curriculum and Assessment in Practice: Special Education (Pre-Practicum) (Cr: 3) *
SPE 560 - Practicum in Moderate Disabilities (Cr: 3 *
SPE 565 - Reflective Seminar in Moderate Disabilities (Cr: 3) *

Required Curriculum with MA Professional Licensure

*Courses required for obtaining Professional Licensure in Moderate Disabilities (PreK-8 or 5-12)

ABA 510 - Conceptual Issues in Applied Behavior Analysis (Cr: 3
ABA 520 - Supervision and Management (Cr: 3)
ABA 525 - Basic Principles of Applied Behavior Analysis (Cr: 3
ABA 534 - Measurement & Experimental Evaluation of Behavioral Interventions I (Cr: 3
ABA 541 - Behavioral Assessment (Cr: 3
ABA 554 - Behavior Change Procedures (Cr: 3
ABA 565 - Ethical Issues in Behavior Analysis (Cr: 3
ABA 699 - Comprehensive Review (Cr: 0)
EDN 570 - Classroom Management (Cr: 3 *
EDN 575 - Data Literacy (Cr: 3
EDN 685 - Policy Analysis, Leadership, and Change Processes (Cr: 3
RDL 515 - Writing Instruction (Cr: 3
RDL 525 - Reading Difficulties (Cr: 3
SPE 575 - Family Engagement in Special Education (Cr: 3
SPE 670 - Consultation and Co-Teaching (Cr: 3 *
SPE 680 - Psychoeducational Assessment (Cr: 3 *
SPE 685 - Personalized Learning (Cr: 3 *
SPE 695 - Disability and Sheltered English Immersion (Cr: 3

Learning Outcomes

Upon completion of this program, students will:

Demonstrate skill in planning curriculum and instruction, delivering effective instruction, managing classroom climate, promoting equity and meeting professional standards
Demonstrate ability to collect, analyze, synthesize, and apply measurement data
Demonstrate knowledge of and approach to subject matter
Demonstrate knowledge of child development
Demonstrate acquisition of the knowledge, principles and skills of Applied Behavior Analysis

Special Education and Applied Behavior Analysis, Severe Disabilities with MA Licensure (Master of Education)

The Master of Education in Special Education and Applied Behavior Analysis in Severe Disabilities (All Levels) is a program that allows students to be prepared to teach as a special educator in the state of MA and to sit for the Board Certified Behavior Analyst (BCBA) examination and obtain an initial or professional license in Severe Disabilities.

Initial Licensure
Students must pass the Communication and Literacy MTEL to be admitted to the program. To meet the licensure program requirements, students must successfully complete all of the required MTELs, coursework and fieldwork. Students are required to pass all required MTELs prior to enrolling in the practicum. Students who are unable to meet these requirements can complete the non-licensure master’s degree which replaces the Practicum and Reflective Seminar with two education electives.

Professional Licensure
In addition to completing the Professional Licensure Program of Study, to be eligible for a Massachusetts Professional level teacher license, a person must hold an Initial license as a teacher of students with moderate disabilities (PreK-8 or 5-12) and have been employed under the Initial license for at least three (3) years. Candidates must be able to document that they have completed a one-year induction program with a mentor and completed 50 hours of mentored experience beyond their induction year.

Curriculum Requirements - Total Credits Required: 51

Required Curriculum with MA Initial Licensure

*Courses required for obtaining Initial Licensure in Severe Disabilities (All Levels)

ABA 510 - Conceptual Issues in Applied Behavior Analysis (Cr: 3
ABA 520 - Supervision and Management (Cr: 3)
ABA 525 - Basic Principles of Applied Behavior Analysis (Cr: 3
ABA 534 - Measurement & Experimental Evaluation of Behavioral Interventions I (Cr: 3
ABA 541 - Behavioral Assessment (Cr: 3
ABA 554 - Behavior Change Procedures (Cr: 3
ABA 565 - Ethical Issues in Behavior Analysis (Cr: 3
ABA 699 - Comprehensive Review (Cr: 0)
EDN 530 - Sheltered English Immersion (Cr: 3 *
SPE 500 - Teaching Students with Disabilities (Cr: 3 *
SPE 505 - Inclusive Education (Cr: 3 *
SPE 511 - Curriculum Development for Students with Severe Disabilities (Cr: 3 *
SPE 515 - Reading Instruction in Special Education (Cr: 3 *
SPE 525 - Assistive and Augmentative Technologies (Cr: 3 *
SPE 540 - STEM Methods in Special Education (Cr: 3
SPE 550 - Curriculum and Assessment in Practice: Special Education (Pre-Practicum) (Cr: 3) *
SPE 561 - Practicum in Severe Disabilities (Cr: 3 *
SPE 566 - Reflective Seminar in Severe Disabilities (Cr: 3) *

Required Curriculum with MA Professional Licensure

*Courses required for obtaining Professional Licensure in Severe Disabilities (All Levels)

ABA 510 - Conceptual Issues in Applied Behavior Analysis (Cr: 3
ABA 520 - Supervision and Management (Cr: 3)
ABA 525 - Basic Principles of Applied Behavior Analysis (Cr: 3
ABA 534 - Measurement & Experimental Evaluation of Behavioral Interventions I (Cr: 3
ABA 541 - Behavioral Assessment (Cr: 3
ABA 554 - Behavior Change Procedures (Cr: 3
ABA 565 - Ethical Issues in Behavior Analysis (Cr: 3
ABA 699 - Comprehensive Review (Cr: 0)
EDN 575 - Data Literacy (Cr: 3
EDN 680 - Research Methods (Cr: 3
EDN 685 - Policy Analysis, Leadership, and Change Processes (Cr: 3
RDL 570 - Learning and Cognition (Cr: 3
SPE 575 - Family Engagement in Special Education (Cr: 3 *
SPE 670 - Consultation and Co-Teaching (Cr: 3 *
SPE 680 - Psychoeducational Assessment (Cr: 3 *
SPE 690 - Medical and Multiple Disabilities (Cr: 3 *
SPE 695 - Disability and Sheltered English Immersion (Cr: 3

Learning Outcomes

Upon completion of the program, students will:

Demonstrate skill in planning curriculum and instruction, delivering effective instruction, managing classroom climate, promoting equity and meeting professional standards
Demonstrate ability to collect, analyze, synthesize, and apply measurement data
Demonstrate knowledge of and approach to subject matter
Demonstrate knowledge of child development
Demonstrate acquisition of the knowledge, principles and skills of Applied Behavior Analysis

Doctor of Philosophy in Education

The PhD in Education is the pinnacle of scholarly pursuit. PhD programs develop the next generation of research talent and are often distinguished from other graduate degrees by the responsibility for adding new knowledge to humanity. The field of education is wracked with challenges.

The Doctor of Philosophy (PhD) in Education is a 60 credit program that can be completed in approximately four years. Coursework will be offered online using a blend of synchronous and asynchronous modalities. Students will pursue research and/or teaching opportunities under the mentorship of a faculty member. Virtual residency weekends will also be held three times a year.

In year three, students will sit for a comprehensive examination, including written and oral components and pass their dissertation proposal. Students must pass the examination and the proposal before progressing to the dissertation stage. Candidates will be required to write and successfully defend a dissertation based on original, independent research.

The PhD program runs alongside our existing Educational Leadership EdD program. The EdD will serve students looking for a practice-based doctoral program, preparing them for leadership roles in K12 settings and higher education (e.g. principal, superintendent, college/university dean). Whereas the PhD will serve students looking for a research-based doctoral program, preparing them to be an authority on a topic and serve as an expert in their field (e.g. college/university faculty, researcher, policy analyst). Crosswalks will be created to allow students to transfer from one program to the other if their academic interests or professional goals change during the program.

Doctoral work is known for being a lonely pursuit, however, we have chosen to eschew this solitary model. Our Education PhD will leverage Endicott’s hallmark experiential learning program to engage students in meaningful research from the start. This will begin with the program’s rigorous methodological coursework and continue via guided research opportunities with faculty-led research teams. Students will also have the opportunity to collaborate and present with faculty throughout the program. As students advance, they will be encouraged to publish in peer reviewed venues, share their work with scholars in their field, and develop their own academic identity. Offering a PhD in Education will allow us to enhance our doctoral offerings and build Endicott’s reputation as a regional center of excellence known for preparing leaders and researchers who make meaningful contributions to the field of education.

Ph.D or Ed.D.?

For nearly a century, schools of education wrestled with the distinction between the EdD and PhD. While the difference seemed clear in theory-EdD programs would prepare practitioners while PhD programs would train researchers-it did not translate to practice. Often, the two degrees had nearly identical curricula and requirements. Unclear program goals only exacerbated the confusion (Perry & Imig, 2010). In 2007, the Carnegie Project on the Education Doctorate (CPED) was launched to differentiate the EdD and PhD. The project had two-prongs: the EdD initiative focused on preparing students to be stewards of practice, and the PhD initiative focused on training students to be stewards of the discipline. The project produced a framework that distinguished the EdD from the PhD, delineating what each degree should entail in terms of purpose, preparation, and intended outcomes. To date, nearly 120 schools of education have adopted the CPED framework, making it an industry standard. We have used the CPED framework to guide our EdD and PhD programs.

	*EdD*	*PhD*
Target Audience	Students who want to become leaders in their organization	Students who want to become experts in their field
Prior experience	Extensive, usually in administrative settings (3-5+ years)	Prior experience not necessary but recommended
Career path	Professional leadership roles (e.g. principal, superintendent, college/university director)	Faculty & research roles (e.g. professor, researcher, policy analyst)
Focus	Apply research to real-world settings Solve problems of practice	Conduct original research Investigate problems in the field
Apprenticeship	Cultivates students’ leadership abilities	Cultivates students’ research or teaching abilities

Program Description

As the field of education grows increasingly complex, the need for better knowledge about how to organize and lead school systems-from early childhood education to higher education-is more pressing than ever. The Doctor of Philosophy (PhD) in Education program aims to fill that need by preparing the next generation of educational researchers. Through coursework, mentorship, and Endicott’s signature doctoral apprenticeship, students will develop their research knowledge and skills to address educational problems in a variety of contexts. Our K-20 model will enable students to explore how seemingly disparate educational systems impact each other. By engaging in ongoing research and producing evidence of their scholarly accomplishments through apprenticeship activities, graduates will be well prepared to address significant educational problems as professors, researchers, or senior administrators.

Education with a Concentration in Curriculum & Teacher Education (Doctor of Philosophy)

Curriculum Requirements - Total Credits Required: 60

Foundational Coursework - 9 Credits

EDL 702 - History of Public Education (Cr: 3
EDL 710 - Sociology of Education (Cr: 3
EDL 730 - Current Issues in Educational Policy (Cr: 3)

Research Methods and Literature Review - 24 Credits

EDL 715 - Introduction to Qualitative Research (Cr: 3
EDL 716 - Literature Review I (Cr: 3
EDL 735 - Research Methods II: Quantitative (Cr: 3
EDL 736 - Literature Review II (Cr: 3
EDL 752A - Research Methods III: Program Evaluation/Action Research (Cr: 3
EDU 716 - Advanced Qualitative Methods (Cr: 3
EDU 720 - Narrative Methods, Portraiture, and Autoethnography (Cr: 3
EDU 736 - Advanced Quantitative Methods (Cr: 3

Electives - 12 Credits

Choose four from the following courses:

Comprehensive Exam

EXM 700 - Comprehensive Paper (Cr: 0

Research Apprenticeship - 6 Credits

EDL 772A/772B - Doctoral Apprenticeship I & II (Cr: 6

Dissertation Sequence - 9 Credits

EDL 755A - Dissertation Study Part I (Cr: 3
EDL 755B - Dissertation Study Part II (Cr: 3
EDL 755C - Dissertation Study Part III (Cr: 3
EDL 782 - Dissertation Continuation (Cr: 0

Learning Outcomes

Upon completion of this program, students will:

Develop fluency with significant empirical and theoretical works in the field of education.
Locate and synthesize existing research to analyze contemporary problems in the field.
Demonstrate mastery of social scientific research processes to conduct research in an ethical manner.
Communicate clearly with a scholarly audience via written research and oral presentations.
Conduct independent, original research that contributes to their field or area of interest.

Education with a Concentration in Higher Education (Doctor of Philosophy)

Curriculum Requirements - Total Credits Required: 60

Foundational Coursework - 9 Credits

EDL 703 - History of Higher Education (Cr: 3
EDL 710 - Sociology of Education (Cr: 3
EDL 730 - Current Issues in Educational Policy (Cr: 3)

Research Methods and Literature Review

EDL 715 - Introduction to Qualitative Research (Cr: 3
EDL 716 - Literature Review I (Cr: 3
EDL 735 - Research Methods II: Quantitative (Cr: 3
EDL 736 - Literature Review II (Cr: 3
EDL 752A - Research Methods III: Program Evaluation/Action Research (Cr: 3
EDU 716 - Advanced Qualitative Methods (Cr: 3
EDU 720 - Narrative Methods, Portraiture, and Autoethnography (Cr: 3
EDU 736 - Advanced Quantitative Methods (Cr: 3

Electives - 12 Credits

Choose four from the following courses:

Research Apprenticeship - 6 Credits

EDL 772A/772B - Doctoral Apprenticeship I & II (Cr: 6

Dissertation Sequence - 9 Credits

EDL 755A - Dissertation Study Part I (Cr: 3
EDL 755B - Dissertation Study Part II (Cr: 3
EDL 755C - Dissertation Study Part III (Cr: 3
EDL 782 - Dissertation Continuation (Cr: 0

Learning Outcomes

Upon completion of this program, students will:

Develop fluency with significant empirical and theoretical works in the field of education.
Locate and synthesize existing research to analyze contemporary problems in the field.
Demonstrate mastery of social scientific research processes to conduct research in an ethical manner.
Communicate clearly with a scholarly audience via written research and oral presentations.
Conduct independent, original research that contributes to their field or area of interest.