Teaching and Learning
Education & Social Change
The Education and Social Change (ESoC) M.S. Ed. focuses on the complexities of the world of education beyond classroom walls, the classroom context of teaching, and the students in urban classrooms.
The three primary goals of the program include improving instruction for diverse populations, preparing teachers for leadership roles within their schools, and preparing teachers to lead future change efforts in support of public education. The program includes coursework that uses a critical lens to emphasize culturally relevant pedagogy, student engagement and wellbeing, languaging and academic literacy development, and formative assessment for data-driven instructional decisions. The ESoC program provides cutting edge theoretical and practical understandings to teaching and learning for social justice and equity in diverse classroom settings. Additionally, the program partially fulfills state teacher certification requirements for novice teachers with a FDOE Temporary Teaching Certificate seeking permanent certification. No formal background in education or teaching experience is required.
Although most applicants for the Ed and Social Change M.S. Ed. program are teachers who plan to remain in the K-12 public school system, there are multiple career opportunities with this degree. Previous program graduates have worked for educational or community-based non-profits (NGOs) or as aides in state or federal legislative offices. This rigorous program also prepares graduates to be successful doctoral students; many have continued their graduate studies in doctoral programs focusing on policy, urban education, or social justice/equity.
- Completed online application submitted prior to June 1 for Fall (August) admission;
- Three letters of recommendation, preferably from former faculty familiar with academic work or current/former principals, assistant principals, department chairs (e.g., someone in a supervisory role);
- Official transcripts from all previous undergraduate and graduate enrollment;
- Minimum cumulative GPA = 3.0 from previous institution(s) enrolled;
- Personal statement of up to 1 page that includes the following:
- Describe what you feel is your most valuable professional accomplishment to date; include why you feel this was/is valuable to you as a professional.
- Describe what you feel is your most valuable personal accomplishment to date. For example, this could be a time that you were able to overcome a difficult situation or that you achieved an important personal milestone. Include:
- a brief summary of the context (without identifying information of others involved),
- how you felt during that time,
- how you addressed or managed the issue,
- how you feel this has changed you as a person, and
- what you would do differently in the event that a similar issue is experienced.
- Describe your primary goals and aspirations for enrolling in this M.S. Ed. program.
- why do you wish to expand your knowledge around the core content (e.g., Teaching for Social Change) of the program you are applying to attend?
- your immediate and future career goals upon completion of the M.S. Ed. program
- If admitted, a proctored writing sample will be elicited for potential support services.
TAL 601 Education Assessment and Accountability (3 credits)
Principles and classroom applications of educational measurement and assessment during an age of teacher accountability.
TAL 612 Building Positive Relationships in Inclusive Classrooms (3 credits)
Designed to assist general education teachers in meeting the needs of diverse students. Focus on students with disabilities, language and culture in the classroom, and developing culturally competent classroom management methods.
TAL 627 Understanding Culture in the Classroom (3 credits)
This course explores the conflicts and strategies for resolution between the patterns of culture in the classroom and the patterns of culture that school children bring to the classroom – patterns learned in their families and communities.
TAL 629 Educating Exceptional Students (3 credits)
A survey course in special education emphasizing characteristics and challenges associated with various categories of exceptional learners, as well as policy, issues, and trends in special education.
TAL 668 Development, Learning, and Schooling (3 credits)
Upon completion of this course, students will be familiar with the major theories about child development and learning and will be knowledgeable about their application to teaching and learning in the K-12 context.
TAL 634 Language and Reading Instruction (3 credits-Secondary)
Theories and methods of teaching reading to children and adolescents, including exceptional children in the regular classroom. Emphasis on applying findings from research in reading and writing to classroom practices.
TAL 647 Language and Early Reading Instruction (3 credits-Elementary)
Factors related to emergent literacy with an emphasis on diverse aspects of language that influence literacy and learning; development of emergent literacy and word perception; examination of emergent literacy and word perception curriculum as well as appropriate assessment and instructional techniques. Emphasis on understanding of reading as a process of student engagement in fluent decoding of words and construction of meaning.
TAL 666 Introduction to the Politics of Education (3 credits)
Survey overview of political debates involving education as a nested and loosely coupled system where pressures at one level can be supported or countermanded at another. Historical and critical take on present-day debates. Depending on student interests, may go in-depth on topics such as economic politics, cultural politics, state and local control.
TAL 669 Teacher and Student Wellbeing in Education (3 credits)
The main thrust of this course is to link theory and research on personal, organizational, and collective well-being with educational success and school reform.
Methods for Teaching (3 credits)
Research-based instructional approaches for teaching, emphasizing the application of academic literacy development and instruction in content areas [Secondary English-TAL 661, Secondary STEM-TAL 654, or Secondary Social Studies-TAL 664, Elementary-TAL 665].
|Fall||Spring||Summer A||Summer B|
|1st Year|| TAL 601
Education Assessment and Accountability
Educating Exceptional Students
| TAL 668
Development, Learning, and Schooling
Building Positive Relationships in Inclusive Classrooms
| TAL 627|
Understanding Culture in the Classroom
|TAL 669 |
Teacher and Student Wellbeing in Education
|2nd Year|| TAL 634 |
Language and Reading Instruction
Introduction to Politics of Education
| TAL 665 |
Methods of Teaching in the Elementary School
Applied Research in Education
The Education and Social Change program pushed my development as a teacher in a manner that I did not foresee. Given that education is a social right for all students, the perspectives challenged and brought out in the program have transformed my pedagogy.
Being exposed to the variety of ways people think about education and education policy was helpful. Having professors with a range of experiences as teachers, working in the district, and as academics gave me a set of new lenses to see educational issues.
The Education and Social Change program at UM has provided me an opportunity to reflect on my positionality in the education system and encouraged me to be intentional in my participation. Although the current architecture of the system provides many challenges for students and teachers alike, my colleagues and professors have worked together to find a means to exercise our agency to make positive changes for our students and ourselves.
- A Dean’s Scholarship for full-time PK-12 schoolteachers (U.S. context only) of 50-60% off UM’s regular tuition rate will be awarded upon admission to the program.
- Other scholarships or financial aid external to UM may be available; applicants are encouraged to search and apply for such awards/opportunities.
- Student Loans are an option for matriculated students, once registered for classes.