Curriculum and Instruction
Early Childhood Education
English Language Learning and Teaching
K–12 Studies in Education
Leadership in Educational Administration
Reading and Literacy
Special Education Teaching

The School of Education's Master of Science degree program integrates recognized theory and best practices with practical application in a collaborative environment in order to enhance learners' abilities to excel as practitioners in their chosen specializations

National Council for Accreditation of Teacher Education (NCATE)

Applicants whose language of instruction is not English are required to take one of the following tests: the Test of English as a Foreign Language (TOEFL), Michigan English Language Assessment Battery (MELAB), International English Language Testing System (IELTS), or the Pearson Test of English (PTE). The only exception to this requirement is reserved for learners who have earned a postsecondary degree from a U.S.-accredited university.

Specializations in Curriculum and Instruction, K-12 Studies in Education, Reading and Literacy, and Leadership in Educational Administration have practicum experiences.

47 – 60 credits.  Up to 12 quarter credits may be transferred into the MS in Education, P-12 specializations. Click here and look at the Assessment, Credits, Grading Policies for more information.

1. Possess a deep understanding of subject matter, its place within the discipline, and its connection to other disciplines.
2. Utilize multiple instructional models, resources, management and pedagogical strategies to meet the needs of and engage diverse learners.
3. Apply knowledge, skills, and attributes needed to provide equitable, inclusive schools in which all students have the opportunity and encouragement to reach their potential.
4. Understand assessment-driven, standards-based curriculum and instruction that is age and developmentally appropriate.
5. Work as practitioner-scholars by applying current research and theory on content, pedagogy, child development and other education related topics to the improvement of instructional and leadership practices.
6. Conduct classroom and/or school-based research to improve practice, programs and student outcomes.
7. Inform thinking, planning, and teaching with appropriate data and data driven strategies.
8. Apply standards of ethical leadership and management including knowledge, dispositions, and performances in classrooms, schools, districts, and communities.
9. Understand the attributes and skills necessary to lead and manage schools as complex, adaptive systems.
10. Engage in reflective practice for continuous professional growth and improvement of instructional and leadership practices.
11. Write clearly and communicate effectively with educational constituents in a variety of ways appropriate to purpose and context.
12. Engage in thinking, analysis, and problem solving that reflects scholarly intellectual standards, incorporates sound reasoning, and strives for equity and fairness.
13. Use technology effectively to improve instruction, student learning, productivity, and professional practice.
14. Initiate and participate in communities of practice and other collaborations with education professionals, parents, and community members to mobilize resources to best meet student needs, and to enhance professional growth.
15. Demonstrate understanding of the principles of the K-12 school law.
16. Possess an understanding of the principles of K-12 school finance.

Click here to see outcome data for  Capella University's Master’s in Education program. 

The effectiveness of Capella University's Master’s in Education program is measured directly during a single capstone courses using criterion-referenced assessments of the intended specialization learning outcomes.  From Q4 2009 through Q3 2010 over 95% of the learners' outcome demonstrations were judged to be at the proficient level of performance or higher on all program outcomes. Faculty have reviewed these data in detail to gain insights into their program's effectiveness, to ask new research questions, and to create action items to improve the program. The outcome data reported are an aggregation of the program outcome assessment data from the capstone course, which is intended to serve as an indicator of the program's effectiveness.

Not Applicable