Don't let time get in the way of acheiving your goals—our accelerated master’s in education specializations allow you to deepen your expertise while earning your degree faster.
The Accelerated Curriculum, Instruction, and Assessment (Grades K–12) specialization is based on standards set forth by the U.S. Department of Education and the National Board for Professional Teaching Standards (NBPTS) Core Propositions and Early Adolescent and Middle Childhood Generalist standards. Through this accelerated MSEd model, you can complete this program in as little as one year for slightly more than $10,000—a 40% tuition savings compared to our traditional specialization in Curriculum, Instruction, and Assessment.*
Click here for a comparison of the accelerated vs. non-accelerated course sequence.
This specialization supports the key premise that all children can learn—regardless of socioeconomic conditions, ethnicity, or learning differences. It focuses on providing 21st-century learning opportunities that serve all students. Its curriculum includes the latest information on brain-based learning and features access to national education experts like Dr. Judy Willis, whose expertise as both a neurologist and a teacher helps to demonstrate how this new information translates to effective practice in the classroom.
Learn to respond effectively to your students’ diverse learning needs and provide authentic, differentiated learning experiences that help students master the multidimensional skills required for success in the 21st century. Apply evidence-based and reflective practices to make informed decisions that will positively impact student learning. Design standards-based curriculum, instruction, and assessment that will help ensure that all students learn and achieve at the highest levels possible.
While the MSED accelerated program is designed to be completed in 12-months, time to completion will vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment specialist at 855-646-5286.
|Course Code||EDUC 6610||Course||Teacher as Professional||Credits||(3 sem. cr.)|
|Course Code||EDUC 6730||Course||Curriculum Design for Learning||Credits||(3 sem. cr.)|
|Course Code||EDUC 6616||Course||Enhancing Learning for Diverse Populations (Accelerating)||Credits||(3 sem. cr.)|
|Course Code||EDUC 6651||Course||Teacher Leadership in the Classroom: Increasing Learning and Achievement||Credits||(3 sem. cr.)|
|Course Code||EDUC 6731||Course||Assessment for Student Learning||Credits||(3 sem. cr.)|
|Course Code||EDUC 6604||Course||Creating an Effective Classroom Learning Environment (Accelerating)||Credits||(3 sem. cr.)|
|Course Code||EDUC 6734||Course||Differentiated Instruction (Accelerating)||Credits||(3 sem. cr.)|
|Course Code||EDUC 6619||Course||Designing Curriculum, Instruction, and Assessment for Students with Special Needs (Accelerating)||Credits||(3 sem. cr.)|
|Course Code||EDUC 6735||Course||Habits of Mind: Thinking Skills to Promote Self-Directed Learning (Accelerating)||Credits||(3 sem. cr.)|
|Course Code||EDUC 6733||Course||Action Research for Educators||Credits||(3 sem. cr.)|
Effective teachers are leaders who make a positive difference in classrooms, schools, and society. Education professionals explore what it means to be a teacher leader in today's diverse and changing educational landscape, while gaining expertise in current research-based educational advancements. They examine their values, beliefs, vision, and mission, and they explore teacher effectiveness in relation to their role in the larger context of the teaching profession. They collaborate in professional learning communities and advocate for students and other educators in order to promote positive social change. They synthesize their learning throughout the course and use this knowledge to enhance professional growth and development.
Professional educators must have the knowledge and skill to make important decisions regarding what students learn and how they will learn it to ensure student success. In this course, education professionals engage in a research-based process for designing and mapping curriculum that motivates students and promotes academic success. Beginning with the end in mind, education professionals identify clear learning goals and big ideas, create authentic assessments, and develop essential questions to guide effective instructional planning and ongoing assessments using their district or state standards and/or benchmarks. They also apply the curriculum design process to a subject area they teach, keeping in mind the influence of learning environment, family involvement, and social development on the design process.
Education professionals examine the value of adapting the learning environment for multiple diverse populations within the classroom. They explore their attitudes, beliefs, and biases regarding diverse students, families, and communities, and they learn approaches for working together to ensure high levels of learning for all students. Through real-world application, they assess and implement high-quality learning experiences that provide equitable access to promote positive social change. Education professionals incorporate their students' background experiences and differentiate instruction using effective practices so all P–12 students have the opportunities and resources to learn.
The focus of teacher leadership expands from self to students, increasing the sphere of influence of the teacher leader to the classroom context in this course. Education professionals concentrate on advancing their expertise in the field of teaching by increasing their knowledge and skills in three key areas: knowledge of learners and learning; knowledge of subject matter and curriculum goals; and knowledge of effective teaching models, strategies, and practices. They learn to apply this expertise in the classroom in ways that directly affect the learning and achievement of their students.
Education professionals in this course examine the historical and contemporary perspectives on assessment, including trends in high-stakes assessment and accountability. They learn types and purposes of assessment as well as how to use assessments effectively. Education professionals also analyze strengths and weaknesses of various assessment methods and use ongoing assessments to guide decisions that will improve student performance. They explore and discuss data collecting and analysis, grading, record-keeping, and reporting. Additionally, they learn the importance of student self-assessment and the best ways to support their students in monitoring learning and reflecting on how to improve personal performance.
Education professionals have the opportunity to learn to create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character, in order to optimize learning for all students. They can learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Skills and strategies for managing dynamic and flexible classroom structures and for teaching conflict resolution are presented. Educators are also provided with strategies for building positive relationships and engaging in effective communication and problem solving with parents and families.
The practice of differentiating instruction is a way for educators to meet diverse learning needs and preferences without having to individualize instruction for every student. In this course, education professionals learn how to differentiate five instructional elements—content, product, process, affect, and learning environment—according to students' interests, readiness, and learning profile. They explore flexible grouping and managing the differentiated classroom. Using their classroom curriculum, they plan and implement differentiated lessons and align them to important learning goals, essential questions, and formative and summative assessments while ensuring that their instruction includes meaningful applications of knowledge. Education professionals also learn how to draw on resources, such as staff, community members, and educators, to support the "whole" child in the learning process.
This course emphasizes the need for all students, including students with special needs, to achieve high academic standards. Education professionals in this course examine the learning challenges of students who by definition of federal law have disabilities, as well as those of students who have significant difficulty with learning but do not qualify for special education services. Educators learn how to adapt curriculum, instruction, and assessment to maximize learning for students with special needs.
Education professionals in this course are helped to develop skills and strategies to prepare students for living and learning productively in today's society. They complete a variety of assignments designed to provide practical application of course content, such as designing a lesson in which they integrate habits of mind with other instructional elements to achieve multiple outcomes. They also create a rubric that allows students to demonstrate learning in each area of the lesson. Additionally, they reflect on the theories, concepts, and strategies learned in the course and consider the influence of new knowledge on future personal and professional endeavors. Through this course, education professionals learn how to help students manage, motivate, and modify their own learning as a continuing lifelong process.
Education professionals use action research in a variety of ways to positively impact P–12 student learning. They examine, design, and implement action research. They address relevant problems, become involved in collaborative inquiry, use data and research to inform their practice, improve P–12 student academic success, and contribute to positive social change in their classrooms and school environments. Education professionals collect and analyze student data, develop and implement data-informed decisions to guide instructional planning, and engage in reflective practices to ensure continuous improvement and enhance professional growth.
Walden University is accredited by the Council for the Accreditation of Educator Preparation (CAEP) for a period of seven years, from April 2019 through June 2026. This accreditation covers initial teacher preparation programs and advanced educator preparation programs. CAEP is the only recognized national accreditor for educator preparation, promoting excellence in educator preparation through quality assurance and continuous improvement. Walden University earned CAEP accreditation by meeting rigorous national standards and demonstrating excellence in the areas of content and pedagogy, clinical experiences, selectivity, program impact, and capacity for continuous improvement.
Note on Teacher Licensure or Certification
This program does not lead to teacher licensure or certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.