Graduate programs in education are designed to prepare candidates to be master teachers, administrative leaders, or professional counselors. Graduate endorsements provide an opportunity for those pursuing a master’s degree to enrich their ability to respond to the needs of a diverse school population.
The following majors and programs of study are offered:
Major Areas of Study
Special Education (pending approval)
Gifted and Talented (K–12) Endorsement
Transition to Teaching — A graduate-level program designed for career professionals interested in becoming certified teachers.
(Contact the Licensing and Advising Center, Neff 243, for more details.)
Graduate programs offered by the IPFW School of Education have earned professional accreditation from the Indiana Department of Education and the National Council for Accreditation of Teacher Education (NCATE)
IPFW School of Education Conceptual Framework
(A learning and leadership model) We in the School of Education are committed to the following conceptual framework for our programs:
- Democracy and Community Effective educators*, such as teachers, counselors, and administrators need to be part of a dynamic educational community as a model for the climate of community they hope to create. To do this, these educators need an understanding of the moral, cultural, social, political, and economic foundations of our society. Consequently, the SOE should foster a democratic, just, inclusive learning community among its students, faculty, and staff, and with all other stakeholders in the educational enterprise.
- Habits of Mind Effective educators realize that knowledge alone is not sufficient. They practice critical reflection in all endeavors. Within the context of a compassionate, caring community, educators foster habits of mind necessary to engage learners, such as investigating, inquiring, challenging, critiquing, questioning, and evaluating. Consequently, the SOE must integrate critical habits of mind in all aspects of the teaching/learning process.
- Pedagogy Effective educators need to understand multiple approaches to pedagogy as well as the multiple roles of the teacher, such as facilitator, guide, role model, scholar, and motivator. Educators appreciate and are receptive to the diverse perspectives, modes of understanding, and social circumstances that they and their students bring to the educational setting. Consequently, the SOE needs to prepare educators to understand and use pedagogy creatively and thereby ensure active learning, conceptual understanding, and meaningful growth.
- Knowledge Effective educators need to be well-grounded in the content that they expect to teach. Educators need to understand how knowledge is constructed, how the processes of inquiry are applied, how domains of knowledge are established, and how disciplines can be integrated and most effectively communicated to their students. Educators also need understanding of themselves, of communities in which they intend to teach, and of students. Consequently, the SOE should immerse educators in nurturing learning communities that deepen knowledge and encourage ongoing intellectual, emotional, and personal growth.
- Experience Effective educators learn their craft through experiences in actual educational settings. Through on-site campus activities and field-based experiences, students will observe and emulate exemplary teaching and learning. These educators will practice, collaborate, and interact with practitioners and their students. Consequently, the SOE must integrate field and/or clinical experiences that reflect the diversity of educators, students, and schools into all aspects of the curriculum, and help educators to assess and reflect on those experiences.
- Leadership Effective educators are leaders. They have developed educational and social visions informed by historical and cultural perspectives. They strive to set the highest goals for themselves and inspire students to do likewise. Educators are enriched by the convergence of knowledge, theory, and practice as they optimistically face the educational challenges of the 21st century. Consequently, the SOE must provide opportunities for educators to develop as leaders in their profession and in their communities.
*Educator is broadly defined as pre-service and in-service teachers, administrators, and counselors.
Applications are available from the School of Education. Your application must be accompanied by (1) official transcripts of all previous college and university work; (2) three professional reference letters; (3) copies of teaching certificates you have earned; (4) a nonrefundable $30 application fee; and (5) a current résumé/current vitae. See the M.S.Ed. and counseling sections (below) for additional requirements. You may be admitted unconditionally or conditionally.
Temporary Graduate Admission
Students wishing to take graduate courses but not (initially) planning to complete degree or certification requirements may choose to enroll as a temporary graduate student. Temporary graduate students may complete no more than 6 credits every five years.
Master of Science in Education (M.S.Ed.)
Unconditional Admission You may be admitted unconditionally if you (1) have earned a bachelor’s degree, representing the equivalent of not less than four years of undergraduate work from an institution having regional or national accreditation, and (2) you have earned a cumulative GPA of 2.5 or better (4.0=A) with all undergraduate courses taken before you received the bachelor’s degree.
Conditional Admission You will be considered for conditional admission if you meet either of the following criteria:
- You hold a bachelor’s degree from an institution that is accredited at the state level but at neither regional or national levels.
- Your undergraduate record does not qualify you for unconditional admission. If you earned less than a C grade in any undergraduate professional education course, you will be required to repeat that course and earn a grade of C or better to be considered for unconditional admission. If your cumulative undergraduate GPA is less than 2.5 (4.0=A), you may be admitted on the condition that your first 9 to 15 credits be completed with an average of 3.0 or better.
If you are granted conditional admission status, the school will advise you as to the criteria for achieving regular admission status.
Degree Requirements You must satisfactorily complete a minimum of 36 postbaccalaureate credits to earn the master’s degree in educational leadership, elementary education, and secondary education. The degree in counseling requires 54 or 60 credits. To earn the M.S.Ed., you must fulfill one of the following sets of requirements for counseling, elementary education, educational leadership, or secondary education.