- UNM 2016-2017 Catalog
- >Colleges
- >College of Education
- >Teacher Education, Educational Leadership and Policy
- >Graduate Program
The Department of Teacher Education, Educational Leadership and Policy offers degrees in the following graduate programs:
Contact:
Department of Teacher Education, Educational Leadership and Policy
Hokona Hall-Zuni, Room 126
(505) 277-4533
Application Deadlines | |
Ed.D. | |
Summer entry | February 1 |
M.A., Ed.Spc. | |
Spring semester | October 1 |
Fall semester | April 1 |
Note: Administrative Internships usually follow a fall-spring sequence.
Together with the assigned advisor, all graduate students seeking the M.A. in Educational Leadership design and follow a program of studies that includes the 5 core courses described in the next section. Courses taken without prior approval may not be accepted toward the completion of the degree. Students in any of the programs in Educational Leadership must maintain a 3.3 cumulative GPA in all Program of Study course work.
The degree and certificate programs in Educational Leadership are designed to prepare individuals to assume leadership positions in educational organizations. All rely heavily on concepts drawn from the social sciences for insight into leadership behavior, including: Strategic and Political Leadership, Organizational Leadership, Leadership for Learning and Professional Development, Data-Informed Leadership and Leadership in a Diverse Society.
Policy on Employment/Load
Faculty and graduates have found that students who give themselves time to concentrate and reflect on their academic studies during their brief time at the University not only achieve academic excellence, but excel later in their professional careers. Therefore, the faculty of the Educational Leadership Program strongly recommends that students who are employed full time enroll in 9 or fewer credit hours of course work fall and spring semesters in order to optimize their educational experience. Students are not allowed to enroll in more than 9 credit hours during the fall and spring semesters without prior approval.
Note: The State Public Education Department, not UNM, awards administrative licensure. Students seeking licensure must meet all UNM requirements in order to be eligible to apply for state licensure through our programs.
All applicants for admission into the Master of Arts (M.A.) degree in Educational Leadership must meet the requirements set forth in the preceding College section of this Catalog and in the sections on graduate studies at the University of New Mexico. The M.A. in Educational Leadership requires 15 credit hours in the Required Core Courses as described below. In addition to University requirements for graduation, students seeking the M.A. in Educational Leadership must successfully complete a leadership inquiry project and present it in a public forum.
Requirements: 36 credit hours
Credit Hours |
||
Required Core Courses | ||
LEAD 501 | Educational Leadership in a Democratic Society* | 3 |
LEAD 503 | Data Informed Instructional Leadership* | 3 |
LEAD 509 | Leadership and Organizational Change* | 3 |
LEAD 529 | The Adult Learner | 3 |
LEAD 530 | Leadership for Conflict Resolution in Schools and Organizations | 3 |
* Ideally, students should complete LEAD 501, 503, and 509 within the first two semesters of course work. | ||
Subtotal | 15 | |
Additional Courses | ||
Selected in consultation with the assigned advisor. With advisor approval, up to 6 of the 15 credit hours may be selected from other degree programs in the College of Education or degree programs outside the College of Education at the University of New Mexico. All courses for the M.A. degree program must be at the 500-level or above. | ||
Subtotal | 15 | |
Practicum or Internship | ||
LEAD 594 -or- LEAD 596 |
Practicum Administrative Internship (Required for Administrative Licensure) |
|
Students must have completed at least 12 credit hours of course work in the core courses in order to be eligible to register for either LEAD 594 or 596. | ||
Subtotal | 6 | |
Total | 36 |
M.A. Students Seeking Administrative Licensure: If a student in the M.A. degree program in Educational Leadership wishes to complete course work for Administrative Licensure, in addition to the 5 core courses, the student must successfully complete LEAD 520, 521, 560, 561, one LEAD elective, and 6 credit hours of 596 for a total of 36 credit hours.
All applicants for admission into the doctoral program in Educational Leadership must meet the requirements set forth in the preceding College section of this Catalog and in the sections on graduate studies at the University of New Mexico. Generally, minimum requirements for admission include experience as an educational leader, evidence of strong academic potential, and demonstrated ability to work cooperatively in a community of learners. In addition, applicants must hold an M.A. degree. As part of the application process, among other things, applicants must complete a letter of agreement regarding their willingness to engage in summer and academic year course work and submit GRE General Test scores. GRE scores may not be older than five years at the time of application.
The Ed.D. in Educational Leadership is designed for active, high-achieving educators seeking to develop a more profound understanding of leadership for learning and community and personal transformation.
The degree program employs a modified cohort model, with groups of students entering every summer and collaboratively engaging in core Educational Leadership course work. Members contribute to and benefit from an emergent community of learners. Cohorts commit to three summers of full-time study in July. For the fall and spring terms, cohorts meet five intensive Friday-Sunday weekends each term.
Students have the option to pursue elective course work outside the core of Educational Leadership courses required for the doctorate.
In addition to University requirements for graduation, students must successfully pass comprehensive exams and complete and defend a dissertation.
Credit Hours |
||
Required Courses | ||
LEAD 601 | Perspectives on Leadership | 3 |
LEAD 603 | Introduction to Data Analysis for Organizational Leaders | 3 |
LEAD 605 | Qualitative Research in Education | 3 |
LEAD 609 | Quantitative Methods for Analyzing and Transforming Organizations | 3 |
LEAD 610 | Organizational Change: Theory and Process | 3 |
LEAD 611 | Community Learning as Leadership | 3 |
LEAD 634 | Education, Politics, and Policy | 3 |
LEAD 650 | Leader as Researcher | 3 |
LEAD 692 | Workshop | 6 |
Subtotal | 30 | |
Elective Courses | ||
LEAD 607 or approved alternate research course | 3 | |
LEAD elective at the 600-level | 3 | |
12 credit hours of approved, related 500 or 600-level elective courses | 12 | |
Subtotal | 18 | |
Support Area | ||
Applied/transfer credit of complementary earned graduate credit | 24 | |
Dissertation | ||
LEAD 699 | Dissertation | 18 |
Total | 90 |
The Educational Leadership Program offers a post-Master's Education Specialist certificate of 24 credit hours that includes 6 credit hours of either practicum or administrative internship. Applicants must hold an M.A. in Educational Leadership or a complementary field and meet the requirements set forth in the preceding College section of this Catalog and in the sections on graduate studies at the University of New Mexico.
All graduate students seeking a post-M.A. Education Specialist Certificate work with the assigned advisor to design and follow a program of studies from existing Educational Leadership courses.
Applicants for the education specialist certificate who seek Administrative Licensure must hold a valid Level 2 or Level IIIA New Mexico Teaching license at the time they intend to participate in the administrative internship. Students seeking Administrative Licensure must take LEAD 503, 509, 520, 521, 560, 561, and 6 credit hours of 596.
Courses taken without prior approval may not be accepted toward the completion of the Post-M.A. Education Specialist Certificate in Educational Leadership. Students in any of the programs in Educational Leadership must maintain a 3.3 cumulative GPA in all Program of Study course work.
Minor in Educational Leadership Candidates for the M.A. or the Ph.D. in other programs who wish to qualify for a transcripted minor in Educational Leadership must successfully complete, with a cumulative GPA of 3.3 or better and a minimum grade of "B" in each class, the 15 credit hours of the required core M.A. courses in Educational Leadership: LEAD 501, 503, 509, 529, and 530.
Note: If a student wishes to complete a transcripted minor in Educational Leadership AND meet the requirements for Administrative Licensure, the student must complete 21 credit hours consisting of LEAD 503, 509, 521, 560, 561, and two semesters of 596. In addition to meeting course work and internship requirements for administrative licensure, an individual must hold a New Mexico Level 2 or Level IIIA license and pass the state examination for administrative licensure prior to applying for New Mexico Administrative Licensure.
The Elementary Education Program offers graduate degrees that contain components for licensure as an elementary educator in the State of New Mexico as well as for practicing teachers for continued professional development.
Prospective M.A. students must apply for admission and be formally admitted by the program faculty. Candidates are required to develop and follow a planned program of studies made up of courses selected with the approval of a faculty advisor. Courses taken without an advisor's prior approval may not be accepted toward completion of the M.A. degree.
Contact:
Department of Teacher Education, Educational Leadership and Policy
Hokona Hall-Zuni, Room 128
(505) 277-4533
http://coe.unm.edu/departments-programs/teelp/index.html
Plan I (with thesis): 30 credit hours
Plan II (without thesis): 32+ credit hours
This program option is designed for an applicant who already has a teaching license and may have teaching experience. This individual is interested in furthering his/her professional growth by completing a Master’s Degree that incorporates advanced study of specific areas of education such as: elementary education, mathematics education, science education, curriculum and instruction, educational technology, reflective practice, and/or teacher leadership.
The M.A. in Elementary Education is designed to be a journey in personal and professional growth. In their program of studies, students engage in purposeful work in each of four Core Areas: Social Justice, Diversity, and Transformational Practices; Instructional Strategies; Curriculum; Technology; Research; focused electives in a specialty area; and a culminating final seminar. The goal is that students improve their teaching and their thinking about the teaching process, resulting in greater depth of meaning for their students.
NOTE: Changes in state requirements or state reform initiatives in education may require periodic revisions of the curriculum and admissions process.
Plan II (without thesis): 36 Credit Hours
This program is for an individual interested in obtaining a K-8 elementary teaching license and completing a Master’s degree in Elementary Education. A student in this program is one who already has a Bachelor’s, Master’s or Doctoral Degree. Students complete licensure courses, advanced field experiences through student teaching, and then begin Master's Degree courses. In this two-part program, students must complete licensure first before enrolling in courses leading to the M.A. degree.
Summer/Fall semester: | February 1 |
Spring semester: | September 1 |
A complete online application must be submitted to the University and to the Department. Admission is based on space availability. For application information, visit the College of Education Web site.
M.A. in Elementary Education (Plans I and II for Licensed Teachers)
M.A. in Elementary Education with Alternative Route to K-8 Licensure
The M.A. in Elementary Education is offered under the general requirements of either Plan I (with thesis) or Plan II (without thesis). Students working under Plan I (thesis) satisfy Plan I requirements as set forth in preceding parts of the College section of this Catalog and other sections describing specific requirements of the Elementary Education Graduate Program.
Core Area Course and Seminar Grade Replacement Information: All core area courses and seminar must be passed with grades of "B" or better. Students who fail to receive grades of "B" or better may retake a class, earn a higher grade, and request a grade replacement per UNM policy as described in the Graduate Program section of this Catalog.
Program of Studies and Master’s Examination/Thesis: In the semester prior to graduation, a student must consult with his/her advisor to complete and submit a Program of Studies (POS) in accordance with deadlines determined by the Department. After completing 9-18 credit hours, a student must consult with his/her advisor on the preferred Master's examination or thesis option. If a student fails to successfully complete the exam and cannot make the required revisions to pass the exam by the required deadline, that student has one attempt during one calendar year to retake the M.A. examination. For additional information, see the Graduate Program section of this Catalog.
Changes in state requirements or state reform initiatives in education may require periodic revisions of the curriculum and admissions process.
Plan I (with thesis)
30 credit hours: 24+ credit hours of course work, plus 6 credit hours of thesis, including final oral defense of thesis.
Required Curriculum for Plan I
Credit Hours |
||
Core: Social Justice, Diversity, and Transformational Practices | 3 | |
(Choose one) | ||
EDUC 552 | Social Justice in Education | |
EDUC 554 | Peace Education | |
Core: Instructional Strategies | 3 | |
(Choose one) | ||
EDUC 502 | Advanced Instructional Strategies | |
EDUC 505 | Experiential, Project-Based, and Service Learning | |
Core: Curriculum | 3 | |
(Choose one) | ||
EDUC 542 | Principles of Curriculum Development | |
LLSS 582 | Curriculum Development in Multicultural Education | |
Core: Research | 3 | |
(Choose one) | ||
EDUC 500 | Research Applications to Education | |
EDUC 513 | The Process of Reflection and Inquiry | |
EDPY 500 | Survey of Research Methods in Education | |
EDPY 502 | Survey of Statistics in Education | |
LLSS 501 | Practitioner Research | |
LLSS 502 | Introduction to Qualitative Research | |
Electives | 12 | |
Thesis | 6 | |
EDUC 599 | Thesis |
Plan II (without thesis)
32+ credit hours, including EDUC 590 Seminar, plus Master's examination.
Candidates working under Plan II (without thesis) satisfy the requirements as set forth in the Graduate Program section of this Catalog, with the following specifications:
Required Curriculum for Plan II
Credit Hours |
||
Core: Social Justice, Diversity, and Transformational Practices | 3 | |
(Choose one) | ||
EDUC 552 | Social Justice in Education | |
EDUC 554 | Peace Education | |
Core: Instructional Strategies | 3 | |
(Choose one) | ||
EDUC 502 | Advanced Instructional Strategies | |
EDUC 505 | Experiential, Project-Based, and Service Learning | |
Core: Curriculum | 3 | |
(Choose one) | ||
EDUC 542 | Principles of Curriculum Development | |
LLSS 582 | Curriculum Development in Multicultural Education | |
Core: Research | 3 | |
(Choose one) | ||
EDUC 500 | Research Applications to Education | |
EDUC 513 | The Process of Reflection and Inquiry | |
EDPY 500 | Survey of Research Methods in Education | |
EDPY 502 | Survey of Statistics in Education | |
LLSS 501 | Practitioner Research | |
LLSS 502 | Introduction to Qualitative Research | |
Electives | 17+ | |
Chosen by the Student in Consultation with Graduate Faculty Advisor. A technology course is strongly recommended. | ||
Required Seminar (Should be taken in last semester of course work) | 3 | |
EDUC 590 | Seminar |
M.A. in Elementary Education (with a focus on Reflective Practice) – Plan I or II: The M.A. in Elementary Education (with a focus on Reflective Practice) (MARP) is a pathway option, intended for licensed, experienced P-12 educators who wish to improve professional practices in teaching and learning through reflective practice. In this advanced professional development cohort program, teachers have the opportunity to transform their teaching practices and their students’ opportunities to learn by engaging in deep work around their classroom practices. Students interested in this pathway must complete the application process noted above for the M.A. in Elementary Education.
M.A. in Elementary Education (with a focus on Teacher Leadership) – Plan I or II: The M.A. in Elementary Education (with a focus on Teacher Leadership), offered solely online, is an option intended for experienced P-12 educators who wish to learn how to leverage classroom experiences to improve both teaching and learning. This is an advanced professional development program, where teachers develop their own innate leadership skills. The curriculum and strategic course requirements help participants elevate student performance, foster an innovative environment, be an effective teacher leader, and increase community engagement to enhance student learning. The focus on teacher leadership is designed to develop educational leaders who a) advocate for higher standards of student learning and professional development; b) collaborate with colleagues, students, and the community to create new possibilities; c) affect positive change in school culture; and d) inspire fellow teachers to grow personally and professionally.
M.A. in Elementary Education with Mathematics, Science and Educational Technology (MSET) Concentration – Plan I: MSET is a concentration for elementary teachers interested in the fields of mathematics, science and educational technology. Students complete core content classes as determined by their faculty advisor, as well as elective classes in MSET or in the Departments of Mathematics, Biology, Chemistry or Physics. Students interested in this concentration must complete the application process noted above for the M.A. in Elementary Education.
Credit Hours |
||
MSET | 3 | |
MSET 512 | Technology and the Learning Process | |
Curriculum | 3 | |
EDUC 542 | Principles of Curriculum Development | |
Instructional Strategies (Choose one) | 3 | |
EDUC 502 | Advanced Instructional Strategies | |
MSET 515 | Teaching Environmental Education | |
Diversity (Choose 1) | 3 | |
MSET 525 | Multicultural Environmental Education | |
LLSS 557 | Language, Culture and Mathematics | |
LLSS 583 | Education Across Cultures in the Southwest | |
Research (Choose one) | 3 | |
EDUC 500 | Research Applications to Education | |
EDPY 500 | Survey of Research Methods in Education | |
EDPY 502 | Survey of Statistics in Education | |
EDPY 511 | Introductory Educational Statistics | |
LLSS 501 | Practitioner Research | |
LLSS 502 | Naturalistic Inquiry | |
Thesis | 6 | |
MSET 599 | Master's Thesis | |
Elective Content Courses | 12 | |
Total |
33 |
With the approval of the faculty advisors, students select a support content area in Mathematics, Science, or Educational Technology and complete 12 credit hours of graduate level courses.
18 graduate credit hours from the M.A. in Elementary Education with Alternative Route K-8 Licensure requirements along with 12 credit hours of Core Area courses (3 credit hours from each of the following 4 Core Areas) and 3 credit hours of Seminar.
Credit Hours |
||
Licensure Requirements | ||
EDUC 595 | Advanced Field Experiences | 6 |
EDUC 330L | Teaching of Reading to Culturally and Linguistically Diverse Students I | 3 |
EDUC 330L does not count for graduate credit, but is required for the elementary teaching license. | ||
EDUC 531 | The Reading Program in the Elementary School | 3 |
EDUC *461 | The Mathematics Program in the Elementary School | 3 |
EDUC *453 | The Science Program in the Elementary School | 3 |
EDUC *421 | The Social Studies Program in the Elementary School | 3 |
When a student has completed the licensure course requirements listed above (21 credit hours), he/she is eligible to apply for an alternative teaching license from the State of New Mexico Public Education Department Professional License Bureau Web site. | ||
*eligible for Graduate credit. | ||
Total | 21 | |
Core Requirements | ||
Core: Social Justice, Diversity, and Transformational Practices (Choose one) | 3 | |
EDUC 552 | Social Justice in Education | |
EDUC 554 | Peace Education | |
Core: Instructional Strategies (Choose one) | 3 | |
EDUC 502 | Advanced Instructional Strategies | |
EDUC 505 | Experiential, Project-Based, and Service Learning | |
Core: Curriculum (Choose one) | 3 | |
EDUC 542 | Principles of Curriculum Development | |
LLSS 582 | Curriculum Development in Multicultural Education | |
Core: Research (Choose one) | 3 | |
EDUC 500 | Research Applications to Education | |
EDUC 513 | The Process of Reflection and Inquiry | |
EDPY 500 | Survey of Research Methods in Education | |
EDPY 502 | Survey of Statistics in Education | |
LLSS 501 | Practitioner Research | |
LLSS 502 | Introduction to Qualitative Research | |
Required Seminar (Should be taken in last semester of course work) | 3 | |
EDUC 590 | Seminar |
The Secondary Education Program offers licensure programs at the graduate level as well as M.A. programs for experienced classroom teachers. Students seeking licensure as a secondary teacher (grades 7-12) must choose a teaching endorsement in Communicative Arts, Math, Science, Social Studies or World Languages (e.g., Spanish, French and German). Licensed teachers interested in deepening their professional knowledge of teaching and learning can apply for the M.A. in Secondary Education program.
Contact:
Department of Teacher Education, Educational Leadership and Policy
Hokona Hall-Zuni, Room 126
(505) 277-4533
http://coe.unm.edu/departments/teelp.html
M.A. in Secondary Education |
|
Summer/Fall semester: | February 1 |
Spring semester: | October 1 |
M.A. in Secondary Education with Licensure | |
Summer/Fall semester: | February 1 |
Steps in the admission process for M.A. degrees in Secondary Education can be found at the department Web site.
M.A. in Secondary Education
M.A. in Secondary Education with Licensure
An applicant who does not meet these requirements but wishes to apply must meet with the Secondary Education faculty member who is the advisor for the applicant's chosen content-teaching field.
Formal admission to graduate status occurs concurrently with admission to Secondary Education.
Curriculum Requirements for the M.A. Programs
M.A. programs are offered under the general requirements of Plan I (with thesis) or Plan II (without thesis) described in other sections of this Catalog. Plan I requires a minimum of 24 credit hours plus thesis. Plan II requires a minimum of 32 credit hours and a written exam.
Note: Changes in state requirements or state reform initiatives in education may require periodic revisions of the curriculum and admissions process.
Core Course Grade Replacement Information: All core courses must be passed with grades of "B" or better. Students who fail to receive grades of "B" or better may request a grade replacement per UNM policy as described in the Graduate Program section of this Catalog.
Prospective students must be licensed teachers. Students may choose either Plan I or Plan II (see previous description). In addition to the required core courses, students choose a specialty area of 12-15 credit hours from subject areas taught in the secondary schools such as language arts; social studies; mathematics; science education; technology education, etc. The student can also define an area of interest and select courses focused on topics like teacher leadership/development and reflective practice. They can also choose courses in other educational programs like educational administration and special education. Students are required to develop and follow a planned program of studies made up of courses selected with the approval of a faculty advisor. Courses taken without an advisor’s prior approval may not be accepted toward completion of the M.A. degree.
Students holding a bachelor’s degree can complete requirements for a teaching license (grades 7-12) from the State of New Mexico and earn a Master's degree in Secondary Education. Students must meet with a faculty advisor and complete an advisement form as part of the application process. Admission is a competitive process as the Secondary Program cannot accept all who apply. In this two-part program, students must complete licensure first before enrolling in courses leading to the M.A. degree.
The complete M.A. in Secondary Education with Licensure includes three types of requirements: 1) teaching field courses; 2) professional licensure courses for a standard or alternative license; and 3) graduate courses, including Core Areas of Studies and related Licensure Specialty Area Courses.
Standard Licensure Component (24 credit hours):
Credit Hours |
|||
1. | EDPY 303 -or- EDPY 503 |
Human Growth and Development Principles of Human Development |
3 |
2. | EDUC *438 -or- LLSS 538 |
Teaching Reading and Writing in the Content Field Teaching Reading through the Content Field |
3 |
3. | SPCD 507 | Collaboration for Inclusive Education | 3 |
The following courses are offered Fall only: | |||
4. | EDUC 362 | Teaching Experience I | 3 |
5. | EDUC 493 | Issues in Secondary Education | 3 |
6. | One of the following methods courses: | 3 | |
MSET *429 | Teaching of Secondary Mathematics | ||
MSET 431 | Teaching of the Sciences | ||
LLSS 432 | Teaching of Social Studies | ||
LLSS 436 | Teaching of English | ||
LLSS *480 | Second Language Pedagogy | ||
The following course is taken during Spring only | |||
7. | EDUC 595 | Advanced Field Experience | 6 |
Total | 24 |
Optional Alternative Licensure Component (18 credit hours):
(For Secondary Education Graduate Students Seeking Alternative Licensure Only) | Credit Hours |
||
1. | EDUC *438 -or- LLSS 538 |
Teaching Reading and Writing in the Content Field Teaching Reading through the Content Field |
3 |
2. | SPCD 507 | Collaboration for Inclusive Education | 3 |
The following courses are offered Fall only: | |||
3. | EDUC 362 | Teaching Experience I | 3 |
4. | EDUC 493 | Issues in Secondary Education | 3 |
5. | One of the following methods courses: | 3 | |
MSET *429 | Teaching of Secondary Mathematics | ||
MSET 431 | Teaching of the Sciences | ||
LLSS 432 | Teaching of Social Studies | ||
LLSS 436 | Teaching of English | ||
LLSS *480 | Second Language Pedagogy | ||
*can be taken for Graduate credit with appropriate approvals | |||
The following course is taken during Spring only | |||
6. | EDUC 595 | Advanced Field Experience | 3 |
Total | 18 |
Note: EDUC 362: Teaching Experience I and EDUC 595: Advanced Field Experience require off campus placement in a secondary school. In EDUC 362: Teaching Experience I (pre student teaching), students are in the school every week assisting and teaching in one class (the same class) for the entire semester. Days and times vary depending on the schedule at the school. EDUC 595: Advanced Field Experience (3-6 credit hours) requires that students be at the school for the entire day, Monday-Friday, and complete related educational responsibilities for one semester. For a standard license, students must enroll in 6 credit hours of EDUC 595. Students pursuing an alternative license enroll for 3 credit hours. In addition to the daily work in schools, students must also attend a seminar.
All students pursuing a Master’s degree program with licensure (33 credit hours) must also complete a core of graduate courses, including classes in: a) educational research; b) curricular studies in a general or specialty area; c) pedagogical practices in a general or specialty area; d) educational diversity; and e) synthesis seminar. Students may also complete up to 6 credit hours or more in related course work. Students must consult with a secondary education faculty advisor and complete an advisement form.
MSET is a concentration for secondary teachers interested in the fields of mathematics, science and educational technology. Students complete core content classes as determined by their faculty advisor, as well as elective classes in MSET or in the Departments of Mathematics, Biology, Chemistry or Physics. Students interested in this concentration must complete the application process noted above for the M.A. in Secondary Education.
The Ph.D. and the Ed.D. in Teaching, Learning, and Teacher Education are offered in the Department of Teacher Education, Educational Leadership and Policy. These degrees provide for the study of teacher education, research, teaching, and learning in ethnically, culturally, and linguistically diverse settings. Both the Ph.D. and Ed.D. require a core of Foundational Studies, Curriculum Theory, Pedagogy in Teacher Education, Technology and Teacher Education and Multicultural Education/Social Justice.
Contact:
Department of Teacher Education, Educational Leadership and Policy
Hokona Hall-Zuni, Room 126
(505) 277-4533
http://coe.unm.edu/departments-programs/teelp/index.html
Applications: In addition to all materials required by the University of New Mexico Office of Admissions, the following must be submitted directly to the Department of Teacher Education, Educational Leadership and Policy:
Applicants may be asked to come in for a meeting or interview with Teacher Education, Educational Leadership and Policy faculty.
Admission Requirements: Meet graduate school and program requirements, including:
A complete application packet must be submitted to the Department of Teacher Education, Educational Leadership and Policy.
Application Deadline: A complete application must be submitted by April 30 or October 30 and must include GRE scores or a registration receipt for taking the GRE.
Degree Requirements: The doctoral program requires 72 credit hours of course work (not including the dissertation) comprised of 48 credit hours in the major doctoral core and 24 credit hours in a focused support area that draw from academic areas outside of the Department of Teacher Education, Educational Leadership and Policy. Details for other requirements can be found in the College of Education’s description of Doctoral Programs. A midpoint evaluation is completed at 24 credit hours.
Core Course Grade Replacement Information: All core courses must be passed with grades of "B" or better. Students who fail to receive a grade of "B" or better may request a grade replacement per UNM policy as described in the Graduate Program section of this Catalog.
An Education Specialist Certificate in Curriculum and Instruction is offered for practitioners interested in studies beyond the master’s level, but not in a doctoral program. The certificate is intended to deepen knowledge and experiences in one area of interest to strengthen a practitioner’s contributions to schools, communities, and educational agencies. The certificate requires 30 credit hours beyond the master’s degree. Courses taken in this certificate program may not be transferred to the doctoral degree.
For more information contact:
Department of Teacher Education, Educational Leadership and Policy
Hokona Hall-Zuni, Room 126
(505) 277-4533
http://coe.unm.edu/departments-programs/teelp/index.html
EDUC 124. Intro to Computers for Educators. (1)
EDUC 183. Introduction To Education In New Mexico. (3)
EDUC 291. Problems. (1-3 to a maximum of 3 Δ)
EDUC 293. Topics in Education. (1-3, no limit Δ)
EDUC 296. Internship. (3-6 to a maximum of 12 Δ)
EDUC 321L. Teaching Social Studies K-8 [Teaching of Social Studies in the Elementary School]. (3)
EDUC 330L. Teaching of Reading to Culturally and Linguistically Diverse Students I [Teaching of Reading]. (3)
EDUC 331L. Teaching of Reading to Culturally and Linguistically Diverse Students II [Teaching of Reading in the Elementary School]. (3)
EDUC 333L. Teaching Language Arts K-8 [Teaching Oral and Written Language in the Elementary School]. (3)
EDUC 353L. Teaching Science K-8 [Teaching of Science in the Elementary School]. (3)
EDUC 361L. Teaching Mathematics K-8 [Teaching of Mathematics in the Elementary School]. (3)
EDUC 362. Teaching Experience I. (3)
EDUC 391 / 591. Problems. (1-3 to a maximum of 3 Δ)
EDUC 400. Student Teaching in the Elementary School. (1-2-3-6-9-12-15 to a maximum of 15 Δ)
EDUC 401L. Creating Effective K-8 Learning Environments I. (1)
EDUC 402L. Creating Effective K-8 Learning Environments II. (1)
EDUC 403L. Using Assessment: Creating Effective K-8 Learning Environments III. (1)
EDUC 411L. K-8 Field Experience I. (1)
EDUC 412L. K-8 Field Experience II. (2)
EDUC 413L. K-8 Field Experience III-Student Teaching. (6)
EDUC *421. The Social Studies Program in the Elementary School. (1-3 to a maximum of 3 Δ)
EDUC *433. Oral and Written Language Program in the Elementary School. (2-3 to a maximum of 3 Δ)
EDUC *438. Teaching Reading and Writing in the Content Field. (3)
EDUC 450 / 550. Issues in Secondary Education. (3)
EDUC *453. The Science Program in the Elementary School. (1-3 to a maximum of 3 Δ)
EDUC *461. The Mathematics Program in the Elementary School. (1-3 to a maximum of 3 Δ)
EDUC 462. Student Teaching. (3-6-9-12 to a maximum of 15 Δ)
EDUC 464. Student Teaching Seminar. (3)
EDUC 492. Workshop. (1-4 to a maximum of 9 Δ)
EDUC 493 / 593. Topics in Education. (1-6, no limit Δ)
EDUC 495. Field Experience. (3-6 to a maximum of 12 Δ)
EDUC 497. Reading and Research in Honors. (3-6 to a maximum of 6 Δ)
EDUC 500. Research Applications to Education. (3)
EDUC 501. High School Curriculum. (3)
EDUC 502. Advanced Instructional Strategies. (3)
EDUC 505. Experiential, Project-Based and Service Learning. (3)
EDUC 511. Curriculum in the Elementary School. (3-12 to a maximum of 12 Δ)
EDUC 513. The Process of Reflection and Inquiry. (3)
EDUC 516. Integrating Curriculum and Inquiry in the Classroom. (1-4 to a maximum of 8 Δ)
EDUC 520. Effective Teaching and Student Learning. (3)
EDUC 531. The Reading Program in the Elementary School. (1-3 to a maximum of 3 Δ)
EDUC 542. Principles of Curriculum Development. (3)
EDUC 550 / 450. Issues in Secondary Education. (3)
EDUC 552. Social Justice in Education. (3)
EDUC 554. Peace Education. (3)
EDUC 563. Mentoring Educators for Professional Growth. (1-3 to a maximum of 3 Δ)
EDUC 568. The Art of Masterful Teaching. (3)
EDUC 570. Digital Game-Based Learning. (3)
EDUC 571. Multimedia for Literacy for Educators. (3)
EDUC 591 / 391. Problems. (1-3 to a maximum of 6 Δ)
EDUC 592. Workshop. ( 1-4 to a maximum of 5 Δ)
EDUC 593 / 493. Topics in Education. (1-3, no limit Δ)
EDUC 595. Advanced Field Experiences. (3-6 to a maximum of 12 Δ)
EDUC 596. Internship. (3-6 to a maximum of 12 Δ)
EDUC 597. Directed Readings in Secondary and Adult Teacher Education. (3-6 to a maximum of 6 Δ)
EDUC 598. Directed Reading in Elementary Education. (3-6 to a maximum of 6 Δ)
EDUC 599. Master's Thesis. (1-6, no limit Δ)
EDUC 602. Teacher Education Pedagogy. (3)
EDUC 652. Teacher Education and Social Justice. (3)
EDUC 660. Instructional Leadership and Development. (3)
EDUC 662. Practicum in the Supervision of Instruction. (3 to a maximum of 12 Δ)
EDUC 690. Dissertation Seminar. (3)
EDUC 691. Problems. (1-3 to a maximum of 6 Δ)
EDUC 693. Topics in Teacher Education. (1-3, no limit Δ)
EDUC 696. Internship. (3-6 to a maximum of 12 Δ)
EDUC 698. Directed Readings in Elementary/Secondary Teacher Education. (3-6 to a maximum of 12 Δ)
EDUC 699. Dissertation. (3-12, no limit Δ)
LEAD 501. Educational Leadership in a Democratic Society. (3)
LEAD 503. Data-Informed Instructional Leadership. (3)
LEAD 505. Visionary Leadership for Learning. (3)
LEAD 509. Leadership and Organizational Change. (3)
LEAD 510. School-Community Relations. (3)
LEAD 512. Public Education in New Mexico. (3)
LEAD 517. Communication for Education Leaders. (3)
LEAD 519. Curriculum Planning for School Leaders. (3)
LEAD 520. The School Principalship. (3)
LEAD 521. School Finance and Resource Allocation. (3)
LEAD 528. Leading Improvement in Low Performing Schools. (3)
LEAD 529. The Adult Learner. (3)
LEAD 530. Leadership for Conflict Resolution in Schools and Organizations. (3)
LEAD 534. Policy Issues in Education. (3)
LEAD 550. Culturally Responsive Leadership for Equity and Social Justice. (3)
LEAD 560. Instructional Leadership, Supervision, and Evaluation. (3)
LEAD 561. Legal Issues for School Leaders. (3)
LEAD 581. Seminar in Educational Leadership. (3, no limit Δ)
LEAD 591. Problems. (1-3 to a maximum of 6 Δ)
LEAD 592. Workshop in Educational Leadership. (1 to a maximum of 5 Δ)
LEAD 593. Topics. (1-4, no limit Δ)
LEAD 594. Practicum. (1-6 to a maximum of 6 Δ)
LEAD 595. Advanced Field Experiences. (3-6 to a maximum of 12 Δ)
LEAD 596. Administrative Internship. (1-6 to a maximum of 12 Δ)
LEAD 598. Directed Readings in Educational Leadership. (3-6 to a maximum of 6 Δ)
LEAD 599. Master's Thesis. (1-6, no limit Δ)
LEAD 601. Perspectives on Leadership. (3)
LEAD 603. Introduction to Data Analysis for Organizational Leaders. (3)
LEAD 605. Qualitative Research in Education. (3)
LEAD 607. Analyzing Qualitative Data. (3)
LEAD 609. Quantitative Methods for Analyzing and Transforming Organizations. (3)
LEAD 610. Organizational Change: Theory and Processes. (3)
LEAD 611. Community Learning as Leadership. (3)
LEAD 615. Leadership and Group Dynamics. (3)
LEAD 620. Democracy, Ethics, and Social Justice in Transformational Leadership. (3)
LEAD 629. Seminar for Practicing School Administrators. (1-6 to a maximum of 6 Δ)
LEAD 634. Education, Politics, and Policy. (3)
LEAD 635. Legal and Fiscal Underpinnings of Educational Equity. (3)
LEAD 650. Leader as Researcher. (3)
LEAD 692. Workshop in Educational Leadership. (1-6 to a maximum of 6 Δ)
LEAD 693. Topics in Educational Leadership. (1-4 to a maximum of 18 Δ)
LEAD 695. Advanced Field Experiences in Educational Leadership. (1-6 to a maximum of 6 Δ)
LEAD 696. Doctoral Internship. (3-6 to a maximum of 12 Δ)
LEAD 698. Directed Readings in Educational Leadership. (3-6 to a maximum of 12 Δ)
LEAD 699. Dissertation. (3-12, no limit Δ )
MSET 365. Technology Integration for Effective Instruction. (3)
MSET 391 / 591. Problems. (1-3)
MSET *429. Teaching of Secondary Mathematics. (3)
MSET 431. Teaching of Secondary Sciences. (3)
MSET 492. Workshop. (1-4 to a maximum of 9 Δ)
MSET 493 / 593. Topics. (1-3, no limit Δ)
MSET 495. Field Experience. (3-6 to a maximum of 12 Δ)
MSET 515. Teaching Environmental Education. (3)
MSET 525. Multicultural Environmental Education. (3)
MSET 530. Seminar in Science Teaching. (3)
MSET 565. Diagnostic and Corrective Techniques in Mathematics Teaching. (3)
MSET 567. Infusing Technology into K-12 Instruction. (3)
MSET 570. Digital Game-Based Learning. (3)
MSET 571. Multimedia Literacy for Educators. (3)
MSET 591 / 391. Problems. (1-3 to a maximum of 12 Δ)
MSET 593 / 493. Topics. (1-3, no limit Δ)
EDUC 595. Advanced Field Experiences. (3-6 to a maximum of 12 Δ)
MSET 596. Internship. (3-6 to a maximum of 12 Δ)
MSET 599. Master's Thesis. (1-6, no limit Δ)
MSET 643. Curriculum Theory Seminar. (3)
MSET 690. Dissertation Seminar. (3)
MSET 696. Internship. (3-6 to a maximum of 12 Δ)
MSET 699. Dissertation. (3-12, no limit Δ)
MSC 11 6325
1 University of New Mexico
Albuquerque, NM 87131
(505) 277-8900
Phone: (505) 277-6809
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