Contents

Masters in Teaching
Masters in Education
Master of Science in Education

There are three main types of graduate degrees in education:  Masters in Teaching (MAT), Masters in Education (MED), and Master of Science in Education (MSED). This guide provides an overview for each type of degree, key differences, and tips for determining which degree is right for you.

Masters in Teaching (MAT)/(MIT) FAQ’s

Who should get a MAT?

The MAT which is sometimes referred to as a Masters in Teaching (MIT) degree prepares students with strong liberal arts backgrounds, including everyone from recent college graduates to career-changers, to become highly qualified, licensed classroom teachers. The MAT is also offered at some universities as a fifth year program in which students spend an additional year after completion of their undergraduate work earning the MAT in conjunction with a state teaching license. These students often specialize in a subject area for their undergraduate degrees and earn the MAT in order to teach that subject in school. In general, if you wish to teach at primary or secondary public schools, you will need a MAT degree in conjunction with a state license. Some private schools may also require the MAT degree in order to teach.

How is a MAT different from a MSED and MED?

The Master of Arts in Teaching is a Master of Arts degree.  Typically speaking master of arts degrees do not require a thesis, and in its place take additional course work followed by examinations to demonstrate understanding of knowledge.  Such degree programs are designed for those who do not wish to move on in academia with a more advanced degree, and are ideal for career changers looking to get into the field of teaching.  Because of this there often is not a great selection of concentrations.

What are the admission requirements for a MAT Degree?

If you are sub-matriculating as a fifth year student at the same university where you are completing your Master’s, some of the requirements, such as GRE scores, may be waived. Instead, you will need to apply in your second or third year, depending on the program, with recommendation letters from your professors. You will also need to demonstrate competency in core curriculum classes, typically with a GPA of 2.5 or higher, depending on the school.  If you are not a sub-matriculating student, and are a career changer, you will need a undergraduate degree from a accredited university, and may be required to take the GRE or the MAT.  Due to the nature of the degree program most do not require prior teaching experience.

What are the tuition rates for MAT programs?

Tuition rates vary depending on the school. For example, in-state tuition at a public university may range from $10,000 to $15,000 while tuition at a private university can be as high as $40,000. Tuition rates also depend on whether you are sub-matriculating from a four-year program and on how many credit hours the program is.

What majors/concentrations are offered for a MAT?

Due to the nature of the degree, see what is the difference section, most MAT programs do not offer the breadth of concentrations that a MED will.  The schools that do offer majors include those which are more generalized such as math, reading, and language.  If you are looking to specialize you may want to consider a MED.

What is the curriculum/courses of an MAT degree like?

MAT programs generally focus on general education, and are designed to bring, career changers, or those who have not taught before up to speed on the environment of the classroom, and how children learn.  This includes technology and psychology.  Secondarily programs focus on the principles of education and teaching methodologies. This includes studying the best ways to promote children’s knowledge development, theories behind literacy and language-acquisition, and curriculum basics. MAT programs will also cover general education subjects including literacy, mathematics, science and social studies.

How long does it take to graduate from a MAT program?

The majority of MAT programs can be completed in one year (12 to 15 months) of full-time study, this will depend though on how many times a year they offer courses. Most MAT degree programs are 15 months although some can be longer.  Some programs combine two summers (3 months each) of classes with one school year (9 months) of practical, classroom instruction. Some universities also offer part time weekend and evening programs to accommodate professionals who are changing careers. Depending on the number of classes taken each semester, these programs can be completed in two to three years.

Does the MAT require work inside the classroom?

Yes, a majority of the MAT programs require you to work inside the classroom.  If you are pursuing a MAT to become a teacher this will be a critical component of the program for you.  Review the schools approach to facilitating your involvement with a local school.  This becomes even more important if you are considering an online MAT.

Are there online Masters in Teaching degree programs?

Yes, it is possible to obtain your MAT online. There are many top ranked and regionally accredited universities offering online MAT’s.  In many cases, these programs will pair you will local schools in order to complete field-based requirements.  If you are considering an online MAT there are many factors to consider such as, what will my diploma say, how do they address tuition rates, are the admissions requirements different, and what format of learning do they employ.

How will a MAT program improve my career options?

The MAT provides the foundation necessary for an initial public teaching license. Your MAT coursework will prepare you to take the state teaching examination in the state where you are attending school. That being said there may be additional requirements in the state you reside.  Make sure you examine those requirements if you are taking your MAT online, and reside in a different state.  Many states have reciprocal licensing agreements. For example, if you become a licensed teacher in Massachusetts, 44 other states and the District of Columbia will also recognize this certification. However, if you wish to teach in a specific state different from the state where you are currently studying for your MAT, you should confirm licensing and degree requirements with that state’s Department of Education.

Masters in Education (MED) FAQ’s

Who should get a MED?

The Masters in Education is designed for individuals with a background in education, such as public school teachers, who wish to advance their career and broaden their knowledge of curriculum instruction, counseling and school administration. The MED will also help individuals who do not have an education background succeed as curriculum coordinators or in other instructional-based careers.

How is a MED different from a MAT and MSED?

A Masters of Education (M.E.d) is considered a professional masters degree. They are normally a successive degree to your bachelors from the same discipline, and often require it as a component of admissions.  They do not normally require a thesis for completion., and depending on the institution are terminal.  Meaning they do not enable you to obtain a doctorate.  Most M.E.d’s are for working professionals who want to apply their learnings and therefore can offer the best varierty of concentrations.

What are the admissions requirements for a MED program?

The majority of Masters in Education Program students are licensed teachers, who may already hold a MAT or equivalent degree. However, not all MED programs require a teaching certification. Programs focusing on curriculum instruction, for example, are popular with non-certified individuals looking to advance their knowledge of education to compliment a specific career.

What are the tuition rates for MED programs?

Tuition rates vary depending on the school. For example, in-state tuition at a public university may start at $15,000 for a full-time student, while tuition at a private university may be $35,000 or more. Online programs cost less, with one credit ranging from $191 to upwards of $850.

What majors/concentrations are offered for MED degree?

Masters in Education Degrees are offer the widest variety of majors. These include educational leadership, early childhood development, elementary education, secondary education, reading education, special education, gifted education, STEM – science, technology, engineering and math, art education, music education, coaching education, and education technology.  Within some of the general concentrations, such as secondary education, students can focus on specific subjects and core competencies like English, History, Biology, Chemistry or Physics. If you sub-matriculate as part of a five-year program, this specific subject area typically matches your undergraduate studies. Some MED programs even offer a combined Early Childhood/Elementary Education major.  To learn more see our Masters of Education Degrees Guide.

What is the curriculum/courses for an MED?

Each school offers a core set of courses that every student must take. Beyond that the curriculum varies for each major.  For example, students studying for a MED in “Curriculum, Teaching and Learning” may take classes in models of instruction, multicultural education, and curriculum design. In contrast, students studying for a MED in “School Counseling” may take classes in human growth and development, multicultural counseling and the ethics of counseling.  Additionally the curriculum may vary in length.

How long does it take to graduate with a MED degree?

Typical MED programs last one academic year, with full-time students generally complete all requirements in one year.  However, programs can vary from school to school based on their curriculum.  Some are as short as 30 credit hours and some are as long as 55.  Ultimately the curriculum will determine the program length.

Are there Online Masters in Education Degrees?

Yes – many accredited masters in education programs offer their degree online.  An Online Masters in Education is great for those who want to work and go back to school at the same time.  Each online program is different, be sure to review their online learning teaching approach.  Is is synchronous or asynchronous?  How interactive are the sessions, what support is available?  Do they provide a discounted tuition, or is the tuition higher due to applying the out of state rule?  Thse are just some of the things to look for when considering an med on line.  To learn more see our guide 10 Reasons to Consider a Online Masters in Education.

How will a MED help my career as a teacher?

A MED allows for advanced managerial positions at schools, including working as a principal or guidance counselor. Some MED graduates with a practical background in teaching may work as curriculum coordinators for schools, while others may work as educational coordinators for museums or even as military training instructors.  To learn more about MED careers see our Masters in Education Career Guides.

Masters of Science in Education (MSED) FAQ’s

Who should get a Master of Science in Education?

The MSED degree is designed for individuals wishing to strengthen their theoretical background in education or applied education research. The degree provides a strong foundation in the field of education and prepares you for professional positions in a broad range of organizations ranging from academic institutions to policy think tanks. This degree may also be of interest to teachers wishing to strengthen their theoretical backgrounds in childhood development or public education policy.

How is a MSED different from a MAT and MED?

A Master of Science in Education (MSED) is a Master of Science Degree.  Most masters of science degree programs focus heavily on research and methodologies and as such can be more technical in nature.  They often require a thesis, which is followed up by an oral and written examination.  A MSED is great for a teacher who wants to move on further in academia to obtain a E.D.d. or a Phd.  Due to the nature of the degree the concentrations offered can be more limited in nature, such as curriculum, and educational leadership.

What are the admission requirements for a MSED degree?

Many of the Masters of Science in Education Programs do require that you have previous teaching experience, or that you are currently a licensed teacher, and or you have access to a classroom for the duration of the degree.  In many cases this is necessary due to the research and methodology based approach to a master of science degree, and the curriculum, which can require a field based research project.  Some Masters in Education Program require the GRE, or the MAT for admittance, although a majors of schools are moving away from this.

What are the tuition rates for MSED programs?

Tuition rates vary depending on the school. For example, in-state tuition at a public university may start at $12,000 for a full-time student, while tuition at a private university may be $35,000 or more.  This will also vary based on the concentration and masters in education program chosen.  Some of them have total credit hours that range from 30 to 55, which can significantly increase the price.

What majors/concentrations are offered for MSED degree programs?

Majors and concentrations vary widely, depending on the specific school. Due to the nature of the degree, Master of Scicence vs Master of Education, the concentrations that are offered focus on broader subjects such as curriculum development for all grades, whereas a MED might offer a concentration in elementary education.  Therefore possible majors/concentrations include  Educational Leadership, Education Policy, Reading/Writing/Literacy, Curriculum Development, and Inclusion, which covers both special education and gifted.

What is the curriculum/course for a MSED degree?

MSED programs all include a general foundation in education theory. Elective requirements vary depending on the major/concentration, but many include a foundational core focusing on research and methodology; leadership, motivational theory of students, differentiation theory, a research project, and portfolio.  The remaining course will vary based on the concentration selected.

How long does it take to graduate from a MSED program?

The majority of MSED programs can be completed in one year of full-time study, but can vary from masters in education program to program due to the differences in curriculum.  Some are as short as 30 credits, which can be completed in one year or as long as 55 credits, which can be two years.

Does the MSED require work outside the classroom?

In addition to regular coursework, many MSED programs require the completion of a mentorship, field placement, or portfolio/field project. While some of these placements may include classroom teaching, many others emphasize experience and practical skills through service-based placements, mentoring and research-assistant positions. These work experiences compliment future professional opportunities in public policy and educational research that are available to MSED graduates.

How will an MSED improve my career options?

Depending on your concentration, the MSED will prepare you for a wide range of education-based policy or academic research positions. For example, a MSED in “Educatonal Leadership” will prepare you to become a principal or to move on and obtain your doctorate to become a university administrator.  Additionally many states are now requiring a masters level degree for teachers to either become certified or continue teaching.  Some states provide additional pay increases.

After you have completed the coursework required for your bachelor’s degree, you may consider working toward your master’s degree; however, masters in education tuition can run very high. If you decide to pursue the degree, you may find yourself in debt at the end of the process. Nonetheless, obtaining a master’s degree is an investment in your future, and many employers require it, so the high cost is justified in most cases. The exact cost of obtaining your degree will depend on several factors, including the length of your program, the type of program you choose, and the school you attend.

Average Cost

Upon graduation from graduate school, most students will have paid somewhere between $30,000 and $120,000 in masters in education tuition and fees. This range is large because there are so many factors that can affect the cost. However, even the smallest possible cost for obtaining your master’s is a serious amount of debt. For this reason, it is important to research the tuition costs of multiple masters in education schools before choosing one.

Program Lengths

The length of master’s in education programs vary considerably. While some can be completed in only two semesters, others require several years of study. In most cases, longer masters in education programs cost more than short ones do; however, longer programs are also more likely to increase your earning potential. For some master’s in education programs, it is sometimes possible to obtain a combined bachelors and masters degree after a five-year program, which can save some tuition costs. If you have already completed your bachelor’s degree, you will have to enroll in the longer version of the program.

Program Type

Some types of programs involve additional fees. Science education programs; for example, often require students to pay clinic or laboratory fees to pay for the cost of special materials needed for these courses. Other types of programs, such as English education degree programs, don’t usually involve laboratory work and won’t require these extra fees. For this reason, a science education program may cost more than an English education program of the same length.

Choice of School

Master’s in education tuition varies considerably according to the school you choose to attend. If your school ranks high or is well-known, your tuition and fees may be higher. In most cases, public universities cost less than private universities. If you are a resident of the state in which your school is located, you may also pay in-state tuition, which is considerably lower than out-of-state tuition.

In addition, an online masters in education program is usually less expensive than a brick-and-mortar program because it requires fewer materials and less overhead costs. An online master’s in education program may also be more convenient because you can complete it from home. Furthermore, an online masters in education program is ideal for educators already working in the field because it doesn’t require travel and can be completed on a flexible schedule.

Coping with Costs

Regardless of which of the masters in education schools or programs you choose, the cost of obtaining a master’s degree is substantial. Fortunately, there are several ways to cope with this cost. Many masters in education schools offer scholarships and grants for qualifying students pursuing a degree. Some online master’s in education schools also offer scholarships, but these are less common.

Whether you obtain an online master’s in education or a traditional master’s degree, some employers may be willing to help with the cost of the program. However, employers may be willing to pay for an online master’s in education degree only if the school is accredited and well-respected. Traditional masters in education schools must also be accredited in most cases.

If you cannot cover the cost of your master’s degree with scholarships or help from an employer, you may qualify for a student loan. Student loans usually feature lower interest rates than standard personal loans. In fact, subsidized student loans don’t accrue interest at all until after you graduate. If you obtain a student loan, you must repay it in full. However, you won’t be required to make your first payment until you are no longer a student.

To learn more about the cost of obtaining a master’s in education, consult the links below.

• How to Choose the Right Master’s in Education
• Master’s Degree Requirement for Professional Certificate
• Direct PLUS Loans for Graduate Students
• Scholarships for Graduate Students
• The Cost of College Education
• The Office of Federal Student Aid

High School Principal & Administrator Job Description

School Principals & Administrator supervise the educational building staff, evaluate and recommend individuals for continuing and new contracts, establish educational goals, and assist in the development of the learning curriculum. School administrators and principals primary goal is the education and safety of both the students and staff in their building. A Masters or Doctorate Educational Administration Degree allows the recipient to work at any grade level within the school district. Leadership and supervision are the primary duties of a building principal from early elementary to the senior high school grade level.

School Administration Job Responsibilities & Duties

Principals are also required to spend time after regular school hours attending school board of education meetings and school extracurricular activities. School administrators also handle discipline problems and suspension when students commit infractions against the school rules. Administrators and principals also work in conjunction with law enforcement and social services when criminal activity or suspected child abuse cases arise. The monitoring of school building expenses, approving purchase orders, and ensuring staff completes state mandated continuing education classes are also routine duties of a school building administrator or principal.

School Administration Salaries & Career Outlook

The following is a list of the various School Administration Careers and corresponding salaries according to the Bureau of Labor Statistics (BLS).

• School Administrators and Principals salaries averaged $77,740 annually in spring 2006.
• Educational Administrators in early childhood care centers averaged $37,740 per year.
• High School Administrators earn $92,965 on average each year.
• Middle School Administrators salaries can range from $55,ooo to as much as $121,000.
• Elementary School  Principals routinely earn $82,414 per year.
• Assistant School Principals & Vice Principals earn between $67,735 and $75,121 depending upon the building grade level.
• Preschool, and Day Care Administrator salaries range from $25,910 to $77,150

Jobs for Principals & School Administrators

Students in Educational Administrator programs of advanced study don’t actually have specialized areas of study related to grade level or subject matter. Most potential administrators confer with either their current employing school district or potential employer for guidance when scheduling coursework. Depending upon the tone and type of the school, specialized classes, such as foreign language, diversity in leadership, alternative forms of discipline, or related supervisory courses are recommended in addition to the core degree requirements.

Listed below are samplings of typical job categories for education administrators:

• Elementary School Principal
• Middle School Principal
• High School Principal
• Special Programs Administrator
• Dean of Students
• Assistant Principal
• Early Childhood or Preschool Administrator
• Vocational School Principal
• Human Resources Manager
• Public Relations Administrator
• District Grant Writer
• Employee Training Specialist

Professional Associations & Resources for Principals and Administrators

• AASA- American Association of School Administrators www.aasa.org
• NAESP- National Association of Elementary School Principals www.naesp.org
• NEA – National Education Association www.nea.org
• NSBA – National School Boards Association www.nsba.org
• NASSP – National Association of Secondary School Principals www.principals.org
• ED – Government Listing of the most popular Education Associations www.2.ed.gov
• PP – The Principals Partnership  www.principalpartnership.com
• ACSA – Association of California School Administrators www.acsa.org
• MESPA – Members of the National Association of Elementary School Principals www.mespa.net
• ASC – Association for Supervision and Curriculum www.ascd.org
• NMSA – National Middle School Association www.nmsa.org
• NREA – National Rural Education  Association www.nrea.net
• NAEOP – National Association of Education Office Professionals www.naeop.org
• NASPAA - National Assocaiton of Schools of Public Affairs and Administration www.naspaa.org
• ASPA – American Society for Public Administration www.aspanet.org

Educational Requirements for Principals & School Administrators

All school administrators or principals must obtain a degree of higher education, which commonly takes between two and five years for completion. A Doctorate of Education Degree can take up to seven years to accomplish all course components. Courses typically required for an administrative degree include methods in education, administration of personnel, public policy, ethics, instructional supervision, facilities management, Leadership theory, applied regression methods, diversity analysis, and governmental finance. Most medium to large universities offer Masters and Doctorate Educational Administrator Degree programs. Some state require an minimum number of years working in the field of education, in addition to holding a Bachelors Degree in Education prior to gaining admission to an advanced degree program.

Principal & School Administrator Online Degree Options:

• Masters in Education – in Educational Leadership Online
• Masters of Science in Education in Educational Leadership Online
• Certificate in Advanced Graduate Studies (CAGS) in Educational Leadership
• Online Masters Degree in Education
• Masters of Education in Educational Management Online

Music Teacher Career Overview

Music teachers combine educational and artistic skills to teach music to students of all ages. Using a combination of theory and hands-on practice, music teachers provide instruction on a wide range of music-related topics from vocal theory to guitar to music history. Music teachers work in environments including the traditional classroom environment, music shops, colleges and universities, and in their own homes or studios.

Music Teacher Responsibilities

Music instructors provide both individual and group instruction, with duties ranging according to their particular position. While private music teachers often work with individual students or small groups, elementary and secondary school music teachers typically work with larger groups, directing the school band or choir in addition to providing lessons. Music teachers who work independently are often at liberty to design their own curriculum, while those in the public schools are at least somewhat beholden to a prescribed course of study.

Music Teacher Educational Requirements

Music teachers vary in the amount of formal training they possess. Some positions require at least a bachelor’s degree, while others may require an advanced degree, particularly a Masters in Education Degrees, at the college level. Other music teachers may have little to no formal schooling. However, it is important to possess musical skills and experience, as well as strong communication skills in order to develop a relationship with students.

Music Education Areas of Specialization

Music teachers work in a variety of environments, including the traditional classroom setting, private music stores, and their own homes, studios, or students’ homes. A music teacher can choose to specialize in a particular instrument or area of vocal study, or to focus on teaching music theory or history. Teachers can also specialize by workplace, choosing from public schools, private schools, other educational environments, or by working as an independent contractor.

Music Education Career Opportunities

Below is a list of possible career options for qualified music teachers. This is not a complete list and serves only as a guide to potential career paths.

• Drum Teacher
• Band Leader / Marching Band
• Elementary School Music Teacher
• Guitar Teacher
• High School Music Teacher
• In-House Music Teacher for Musical Instrument Shop
• Middle School Music Teacher
• Music Theory Instructor
• Private Music Teacher
• Piano Teacher
• Vocal Coach

Music Teacher Salary Ranges

According to the Bureau of Labor Statistics (BLS), median annual earnings of kindergarten, elementary, middle, and secondary school teachers ranged from $43,580 to $48,690 in May 2006. While the lowest 10 percent earned $28,590 to $33,070, the top 10 percent earned $67,490 to $76,100. Salaries range for environments outside the standard public-school classroom environment.

Music Teacher Professional Organizations

There are several professional organizations and advocacy groups for teachers. These can prove a powerful resource and offer helpful information.
MENC – National Association for Music Education
www.menc.org
AFT – American Federation of Teachers
www.aft.org
GSN – Global SchoolNet Foundation
www.gsn.org

Art Teacher Career Overview

Art teachers offer arts education at various educational levels. Though many art teachers who have obtained their masters in education degree work in the traditional classroom environment, others work in prisons, hospitals, or retirement homes. Art teachers work to develop artistic skills and appreciation in their students through a combination of theory and hands-on projects. Teachers work in a variety of disciplines including literature, the visual arts, and performance.

Art Teacher Job Responsibilities

Art teachers design and execute a curriculum to help students in a variety of environments increase their art knowledge and skills. They encourage their students to express their feelings and beliefs through art, and provide a combination of theory and hands-on projects to develop student abilities. Art teachers help students find a creative venue for their thoughts and opinions. They are also responsible for tracking student progress and assigning grades if applicable.

Art Teacher Educational Requirements

Arts teachers typically need at least a bachelor’s degree, either in education or a related field such as fine arts or art history, but some obtain more advanced degrees such as a master in art education. Those who do not earn their degree in education must separately attend an education program after getting their undergraduate degree. Art teachers must also obtain a state teaching license, and it is important to have artistic skills and interests.

Art Teacher Areas of Specialization

Art teachers can work in the public schools at the elementary, middle or high-school levels. They can also choose to work in private schools, at the college or university level, or in other environments such as retirement homes, prisons, or hospitals.

Career Opportunities for Art School Teachers

Below is a list of possible career options for qualified art teachers. This is not a complete list and serves only as a guide to potential career paths.

College Art Professor
Elementary School Art Teacher
High School Art Teacher
Hospital Art Teacher
Middle School Art Teacher
Prison Art Teacher
Retirement Community Art Teacher

Salary Ranges for Art Teachers

According to the Bureau of Labor Statistics (BLS), median annual earnings of kindergarten, elementary, middle, and secondary-school teachers ranged from $43,580 to $48,690 in May 2006. While the lowest 10 percent earned $28,590 to $33,070, the top 10 percent earned $67,490 to $76,100. Salaries range for environments outside the standard public-school classroom environment.

Art Teacher Organizations & Resources

There are several professional organizations and advocacy groups for teachers. These can prove a powerful resource and offer helpful information.

NAEA – National Art Education Association
www.naea-reston.org

AFT – American Federation of Teachers
www.aft.org

GSN – Global SchoolNet Foundation
www.gsn.org

In the 21st century, literacy education has surfaced as one of the most crucial areas of general education. In light of George W. Bush’s 2002 No Child Left Behind initiative, even higher emphasis has been placed on literacy education throughout the past few years. Substantiated by federal legislation, No Child Left Behind requires that students achieve literacy, and even more so, are able to apply their reading skills both practically and functionally. As part of this initiative, a major component of new literacy education has involved integrating oral fluency, an important skill which was often disregarded before.

Traditionally speaking, literacy education refers to teaching the most basic reading & writing skills. This concept of literacy was linked with the then commonly used labels of “literate” and “illiterate.” But with the importance that this area of teaching has taken on during the past few years, the overall definition of literacy education has been transformed – rather than simply teaching students how to read, literacy education has evolved to now involve the basic reading of words as well as writing, comprehension, and application.

Masters in Education Degree Programs:

• Masters Degree in Reading
• Literacy K-12 Degree
• Masters in Education Online
• Online Masters Degree in Education
• Curriculum and Instruction Degree
• Master of Arts in Teaching
• Online Master of Science in Education

Approaches to Literary Education

Need-Based Technique

According to this technique, literacy is best learned as a product of natural needs. By immersing students in reading and writing as a part of their basic activities, literacy is taught in a quick and effective manner. This strategy can involve objects such as learning walls, where students must read and apply listed information that surrounds them while sitting in class.

Making Connections Techniques

By associating reading with discussion and thinking, students learn to make connections and become better readers. When using this method, teachers will incorporate reading into discussion and critical thinking activities to promote literacy education. This involves providing instruction before, during, and after reading so that students must analyze and use their reading functionally.

Incorporation of Technology

Using technology in the classroom offers students one-on-one attention at all times, which cannot be usually be afforded in the traditional single-teacher classroom setting. In addition, technology attaches purpose with learning – which, in many ways, is the most important aspect of student learning. Tools such as Scholastic Red help teachers to address the individual learning needs of each student in a fun & engaging way.

Traditional Techniques

Newer techniques do indeed expand beyond the traditional, but the traditional techniques remain an integral basis of literary education. Traditional techniques usually involve:

• sound-symbol connection
• sounding out of words
• syntax

Throughout the past, teaching literacy has proved difficult in adults and children alike; but in recent years, the difficulties with literacy education has decreased significantly. Nontraditional education methods are on the rise and in this increasingly popular area of education, teachers in schools across the nation have found unparalleled success in nontraditional as well as traditional methods.

What is Inclusion Education

The classroom is now as exciting and as diverse as ever before. Different learners who come from various backgrounds all bunch up into one challenging educational system. Children with special needs, especially those who have been diagnosed with Attention Deficit/Hyperactivity Disorder (AD/HD), Asperger’s Syndrome, or Dyslexia, have been integrated with students in the mainstream. While this may indicate unity in diversity within the bounds of education, general education teachers may not be ready for the upsurge.

Inclusion Education Environment

The educational system today encourages an inclusive setting for all kinds of learners. It is believed that putting them together can create an environment where children can learn from each other’s strengths and weaknesses. For instance, a child who has been diagnosed with Asperger’s Syndrome may benefit well from the social interaction provided in the regular setup. Meanwhile, the child’s classmates will be amazed at the highly-specialized topics that he or she can readily share with them.

On the other hand, children with AD/HD need some customized accommodations. They have been known to maximize their learning when rules have been clearly established, transition times are properly organized, and when they are provided the opportunity for self-regulation.

However, general education teachers may not have been properly trained to carry these out in the classroom. They may end up getting frustrated when what they have been practicing with other children doesn’t seem to work with the others. It is quite clear then that there is a current need for teachers to have additional skills and abilities in order to address the special needs of children.

Inclusion Education Models

With the increasing weight on educating students with disabilities along with their peers without disabilities, the preparation of inclusion education takes on even more importance.

There are a number of models that teachers and administrators alike can successfully implement as part of their preparation. Among these are the teaming and co-teaching models.

Teaming Model for Inclusion Education

In a Teaming Model a special education teacher is assigned to one grade level team of teachers and is given educational sessions per week. The teacher offers the others information, potential instructional strategies, revision ideas for assignments and tests, and other acceptable behavior strategies to be used in class. The team model is recommended because teachers must not work alone to achieve success with special students. Team work is the principle of this model.

Co-Teaching Model for Inclusion Education

With the Co-teaching model, the general education and special education teachers can work together and take turns in teaching students. In this way, learning experiences become concrete and significant. The preparation of teachers will be practiced in this model through instruction planning and delivery, student assessment, and discipline.

Inclusion Education Strategies

As part of the preparation of teachers for inclusion, different strategies should be learned. These strategies can pertain to:

• Acceptance - the acceptance of individual differences with regards to disability and culture.
• Individualized Learning – a modification of the large group instruction to answer the individualized learning needs of students.
• Revised Materials - the revision of instruction from textbooks and print materials to interesting audio-visual aids for the benefit of the students with special needs.

Preparing teachers for inclusion may sound like a big task, but when they are carefully implemented, the classroom becomes a haven for all kinds of learners as well as teachers.

Inclusion Education Resources

University of Kansas – Circle of Inclusion Education Project
University of Northern Illinois – Disability, Literacy and Inclusion Education Resources for Young Children
California State University – TASH – The Evolution of Inclusion Education
The Consortium of Inclusive Schooling Practices - An effort focused on reforming the way we view and deal with special education
ED.gov – A teachers guide to Special Education Systems
University of Maine – Center for Community Inclusion
University of Wisconsin – School and Community Inclusion
Wisconsin Education Association Council – Special Education Inclusion
Infinitec All Learners – Inclusive Education for All Students
Inclusive Schools Database – Database of articles, best practices and case studies for inclusion education
Global Resource Center for Inclusion Education – Integrated Inclusive Education

Why did I become a teacher? My guess is many teachers ask themselves this question on a weekly basis. There are days when a teacher may be so overwhelmed by the task in front of her, that she asks herself “what am I doing in front of this precocious group of third graders?” Teaching is a challenging profession, and it has to be something that you love to do. If not, the negative effects can be long lasting, for you and your students. If you are interested in becoming a teacher then you will need your Masters in Education

I Didnt Always Want to Be a Teacher

I was not someone who grew up always wanting to be a teacher. Even though I played school a lot when I was little, by the time I was in junior high, I thought I wanted to be sportscaster. Once reality set in, I thought teaching would be a better career for someone who also wanted a family. I started out by working in day care while I was in high school and college. Soon, I realized that teaching was a profession that would feed my soul.

Helping Students Reach Their Full Potential

As I spent time working in day care, I saw the positive effect I could have on a child’s life. I could share a kind word or a gentle hug for the child who misses his mom. The joy of finally seeing a child learn his colors, after months of review is an amazing experience. All of this is at the heart of teaching. I can see a need, whether it is emotional or mental, and then fill that need.

Seeing the progression a child makes from September to June is exhilarating. For example, a first grader may come into my classroom in September not able to read. When he leaves my room in June, he will have progressed to become a fluent reader. I have to say, this is the main reason I became a teacher. I want to work with a student so that he can reach his full potential. I want to see him grow into an independent learner. When a student leaves my room in June, I want to be fully confident that he will have success at the next grade level. When I hear from a parent or teacher that one of my former students is succeeding at the next level, I know I have done my job.

The Challenging Part of Being a Teacher is the Parents Not the Kids

One of the most challenging parts of being a teacher is dealing with parents. This can also be one of the most rewarding facets of the job. Parents often are at a loss as to how to help their child. When you are able to work with those parents to find a solution that works both at home and at school, you will have changed their lives. Whether it is a homework concern, or a behavior issue, the more you can connect with and help your parents, the more success you will have in the classroom.

Will my students always like me?

No. Will every day be a smashing success? No. However, I know that during my years in the classroom, I influenced my students in a positive way. I taught at a very small, private elementary school. Since leaving that school, I have had the opportunity to see my students years removed from their eighth grade graduation. The response I get from them is priceless. They reminisce about the fun times we had. They lament over a particular incident where they got in trouble in the girls’ restroom. A few even share that because of my influence on them, they are entering the field of education. No matter the story, they have a smile on their face. This is ultimately why I became a teacher.

Teacher Resources

Below are some excellent teacher resources, that you may find helpful.

Teaching Careers & Resource Guides

How Can I Advance My Teaching Career?

The quickest way to advance your teaching career is through a Masters Degree in Education, or a Specialized Degree.  Listed below are Teaching Degree Programs and Guides to help provide insight into the details for each program.

Guides to Online Teaching Degrees:

• Online Art Degrees
• Online Music Degrees
• Online Teaching Degrees
• NCATE Accredited Degrees

Online Masters Teaching Degrees:

• Online Masters in Education
• Master of Arts in Teaching Online
• Master of Science in Education Online
• Masters in Music Education Online
• Masters in Art Education Online
• Music Doctorate
• Phd in Education

Online Teaching Specializations:

• Athletic Administration Degree Online
• Coaching Education Degree Online
• Art Education Online
• Music Education Online
• Masters in Educational Leadership Online
• Principle Licensure Degree Online
• Special Education Degree Online
• Inclusion Education Degree Online
• Curriculum & Instruction Degree Online
• Literacy K-12 Degree Online
• Education Administration Degree Online

Do we need music education programs in schools? Since scientists Raucher and Shaw first introduced the Mozart Effect in a 1993 issue of Nature magazine, the effects of music on students’ brains have been heavily researched and documented. For many years beforehand, music education had been viewed as optional, or “elective,” in contrast to core subjects like math and reading – and the first to go in times of crisis or budget shortfall. The latest education research shows, however, that learning music may actually work to improve learning, especially spatial reasoning skills associated with math. According to the most recent data, music education not only teaches students about notes and scales, but makes them better learners as well – and in response, music programs in schools across the nation are making a comeback.

Music Education Programs Offer Students a Wide Range of Skills.

Learning an instrument teaches students the “marriage of hand and mind,” spatial hand-eye coordination that is critical for mechanics, engineering, and surgical medicine (not to mention the ability to fix your own car). Playing music also uses a large part of the brain: according to Dr. Lawrence Parsons at the University of Texas in San Antonio, who studied the brains of expert musicians using magnetic imaging technology, “Music is represented in mechanisms widely distributed throughout the brain rather than localized in a single region, as are other kinds of information, such as visual or movement information.”

The Mozart Effect & its Impact on Learning

Then there is the famous Mozart Effect. In the study, college students listened to a Mozart piano sonata for 10 minutes before performing spatial-reasoning tasks, like identifying patterns in numbers or objects. Listening to the music beforehand greatly improved their skills; this led to a follow-up study using preschoolers who listened to Mozart before assembling a puzzle. Again, those who listened to the music beforehand performed better than those who did not.

Music Education Programs Are About More than Academics

And yet there is more than academics at stake. Music also brings a better understanding of the students’ world. John J. Mahlman, Executive Director of the National Association for Music Education, says in an essay titled Why We Need Music in Our Hearts,

“Most parents… conclude that many, many children stay engaged in school and rise to new heights as students because of involvement in the music program. Students are drawn into the unique mix of group identity and personal accomplishment offered by the experience of playing music with others in an ensemble. And they soon learn something of the nature of work as they strive to make the group sound better and be better by the collective and individual efforts of each musician—a learning process that they carry over into their other studies.”

Musics Ability to Improve Negative Feelings

The joy that music brings – whether playing or listening – is undeniable. Music’s ability to lift spirits, improve negative feelings, and touch lives goes beyond the basics of math and science. Music feels good, and sometimes it’s just fun. “Music is like a break in the day,” says one first grader at Lakewood Elementary in Dallas, Texas. “It makes me happy to sing and play. It’s relaxing.” Learning and understanding music brings a happiness that many, even as adults, cannot name, and creates memories and feelings unreachable through a math problem. That alone is reason enough to keep strong music programs in schools.

Music Education Degree Programs:

If you are interested in Music Education and would like to become a Music Education Teacher you may consider the following degree programs

Master of Music Education Online
Masters in Education
Masters in Education Online
Online Masters in Education
Maters of Arts in Music Education

Doctorate of Musical Arts
Online Doctorate of Musical Arts

What is the No Child Left Behind Act?

President Bush signed the No Child Left Behind Act of 2001January 8, 2002.The purpose of this act was to ensure that all children have a fair, equal, and significant opportunity to receive a high quality education and to reach a minimum proficiency on state standardized testing. All of this is to be accomplished through academic assessments, accountability systems, teacher preparation and training, curriculum that is aligned with state academic standards. This is meant to insure that progress can be measured against common expectations for student academic achievement. Many masters in education could be written from this act.

No Child Left Behind – The Governments Point of View

The desire of the government is predicated on the fact that there are a number of low achieving students in our school systems. There are many students who meet the highest of poverty levels and it is believed that this impacts the level of education that they achieve. Limited English proficient children do not achieve at the level of native students because they do not understand the language.

It is believed that if the teachers are held more accountable for the end product, then the students will score better and improve their academic standing. Concerning the teachers, it is believed that they will find more creative ways of addressing the needs of the students and be able to overcome the poverty, lack of language skills, and the poor attitude of students as they approach the upper grades. According to many people if the teacher is given more authority and responsibility for student performance, the students will just have to improve.

Success of the No Child Left Behind Act Requires Parent Involvement

The act is supposed to allow the parents more opportunity to participate in the education of their children. Parents are to work with the students at home and help the students learn to read and do basic math. This has created a problem in that many of the parents are not able to do this for the students as they are uneducated as well. In many cases, the parents do not really care what their students learn or don’t learn. They are not willing to accept their parental responsibility and ensure that their students do their homework or study as they should. Something has to be done to change the mindset of this type of parent.

Accountability for No Child Left Behind is Required, Both Districts and Teachers.

The accountability ax has fallen on the necks of some teachers and many programs that were deemed inadequate for the students. Instead of letting the teachers teach what the students need, much emphasis has been placed on teaching the test. It is hard to argue against teaching the test because if one knows the test material, one will score better, but that does little to train a creative and thinking student. There is so much more in the world that a student needs to be exposed to but it is impossible to argue against the fact that students must have a standard basic knowledge base from which to grow.

Is the No Child Left Behind Act Feasible?

The idea that no student can be left behind is a noble one, but it is hardly realistic. Regardless of what our thoughts are, until we can unscrew the top of a student’s head and pour in what knowledge he or she will need, many students will be left behind and for various reasons, some not associated with their educative abilities. It is hard to understand what happens from the time a student enters kindergarten to about the third grade, when some learning just stops for some students.

The False Expectations of the No Child Left Behind Act

The act that President Bush signed is a good act in that it does identify the problem areas of education and does provide the necessary funding for new programs, but what is missing from the act is the necessary change in human attitude toward what education really is. What must be done is to create within each and every parent the idea that an education is what every student needs and every parent should support. We should not expect that every student will be able to design the next spaceship or discover the next great medical cure, but we should expect every student to be able to read on an adult level and do the necessary math that will be of use to them in their life.

The Education Programs Included in the No Child Left Behind Act

The act does address reading and early reading and relies on the teachers to develop the needed programs to facilitate the acquisition of the skills.

Even Start - this is a program that attempts to get the entering students on about the same level. This program is probably in trouble as there is not any single way to be sure that each student is coming to school with the same preparation to learn.

Library Program – the bulking up of the library program is a great idea, but then the teachers have to get the students into the library in any way possible. Many students don’t like to read because they are used to seeing their novels or stories played out on the screen. The education of migratory children will always be a problem in that they move so frequently and the various schools in which they find themselves are always different from the ones they just left.

Intervention Programs – the last program of the act is the hardest of all to accomplish. Intervention programs for neglected, delinquent, or at risk students are tough to administer and see lasting results.

Special Education Students and the No Child Left Behind Act

The one thing that has not been touched on is the medically impaired students and what needs to be done with them. It has been suggested that these students be moved into the regular classroom with the expectation that the teacher will be able to modify the curriculum for them. A medically impaired student proves to be a challenge for any regular classroom teacher and in most cases, the teacher will find it difficult to make the necessary modifications to the program that Federal Law requires.

No Child Left Behind Act Resources

Please find listed below some of the better articles and reports on NCLB. You will find a wealth of information that can be used to determine your take on the Act. Some of these articles are a little caustic but they are good reading especially for educational research papers.

1. NEA – No Child Left Behind –  This site explores the position of the NEA who believes that as currently written the bill will not work.
2. No Child Left Behind & The States –  This explores the law and has a focus on the responsibilities of the state.
3. Questria – A good place to find online books about the act. This is an excellent source for journal articles as well as books.
4. NCLB Accountability –  This site has a considerable amount to say about the testing and accountability programs of NCLB.
5. NCLB & Reading –  The more one learns about education, the more one must realize that the key to a good education comes from a strong reading program.
6. Overhaul of the NCLB – This is an excellent article and provides links to other articles on the act. This site talks about too much testing being done on the students.
7. Time Article on NCLB – This link follows a teacher and two students through a math lesson.
8. Edweek NCLB News -  This link provides the latest news on the act and some very good commentaries on what to expect from the act.
9. Rethink Schools & NCLB –  This is a great source of articles on the problems with NCLB. Some improvement suggestions are found in this link.
10. Times Take on the NCLB -  There was always something insane about the NCLB. This is a good backside comment on the law.