- UNM Catalog 2021-2022
- >Colleges
- >College of Education and Human Sciences
- >Teacher Education, Educational Leadership and Policy
- >Graduate Program
The Department of Teacher Education, Educational Leadership and Policy offers degrees in the following graduate programs:
Degrees and Certificates Offered
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.
Application Deadlines | |
Ed.D. | |
Summer entry | February 1 |
M.A., Ed.Spc. | |
Spring semester | October 1 |
Fall semester | March 1 |
Note: Administrative Internships usually follow a Fall-Spring sequence.
Students in any of the programs in Educational Leadership must maintain a 3.3 cumulative GPA in all Program of Study coursework.
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 coursework Fall and Spring semesters in order to optimize their educational experience. Students who wish to enroll in more than 9 credit hours during the Fall and Spring semesters must meet 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.) in Educational Leadership must meet the requirements set forth in the Graduate Program and College of Education and Human Sciences sections of this Catalog. 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. Courses taken without prior approval may not be accepted toward the completion of the degree.
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 coursework. | ||
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 and Human Sciences or degree programs outside the College of Education and Human Sciences 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 coursework 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. in Educational Leadership program wishes to complete coursework 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 Doctor of Education (Ed.D.) in Educational Leadership must meet the requirements set forth in the Graduate Program and College of Education and Human Sciences sections of this Catalog. 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 coursework 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 coursework. 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 semesters, cohorts meet five intensive Friday-Sunday weekends each semester.
Students have the option to pursue elective coursework 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 in Educational Leadership | 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 Graduate Program and College of Education and Human Sciences sections of this Catalog.
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.
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 coursework 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.
Contact:
Department of Teacher Education, Educational Leadership and Policy
Hokona Hall-Zuni, Room 126
(505) 277-0513
https://coe.unm.edu/departments-programs/teelp/education-leadership-program/index.html
The Elementary Education Program offers graduate degrees that contain components for licensure as an elementary educator (K-8) in the State of New Mexico as well as for practicing teachers seeking continued professional development in a Masters degree program.
Prospective Master of Arts students must apply for admission and be formally admitted by the program faculty. Candidates are required to develop and follow a planned program of study 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.
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: 1) social justice, diversity and transformational practices, 2) instructional strategies, 3) curriculum, 4) and research. Students also complete 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 (33 graduate credit hours, 3 undergraduate 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 are advised to complete licensure before enrolling in courses leading to the M.A. degree.
Summer/Fall semester: | February 1 for best consideration. Applications will continue to be accepted. |
Spring semester: | September 1 for best consideration. Applications will continue to be accepted. |
A complete online application must be submitted through the UNM Office of Admissions Web site. For application information, visit the College of Education and Human Sciences Web site.
M.A. in Elementary Education (for Licensed Teachers)
M.A. in Elementary Education with Alternative Route to K-8 Licensure
M.A. in Elementary Education (for Licensed Teachers)
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 the Graduate Program and College of Education and Human Sciences sections of this Catalog.
Course Grade Information: Students must meet the UNM graduate grade requirements for graduation, 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.
Note: 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 coursework, 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 | |
EDUC 552 | Social Justice in Education | |
or equivalent approved by your advisor | ||
Core: Instructional Strategies | 3 | |
(Choose one) | ||
EDUC 502 | Advanced Instructional Strategies | |
EDUC 505 | Experiential, Project-Based and Service Learning | |
or equivalent approved by your advisor | ||
Core: Curriculum | 3 | |
(Choose one) | ||
EDUC 542 | Principles of Curriculum Development | |
EDUC 511 | Curriculum in the Elementary School | |
or equivalent approved by your advisor | ||
Core: Research | 3 | |
(Choose one) | ||
EDUC 500 | Research Applications to Education | |
EDUC 513 | The Process of Reflection and Inquiry | |
or equivalent approved by your advisor | ||
Electives | 12 | |
Thesis | 6 | |
EDUC 599 | Master’s 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 | |
EDUC 552 | Social Justice in Education | |
Core: Instructional Strategies | 3 | |
(Choose one) | ||
EDUC 502 | Advanced Instructional Strategies | |
EDUC 505 | Experiential, Project-Based and Service Learning | |
or equivalent approved by your advisor | ||
Core: Curriculum | 3 | |
(Choose one) | ||
EDUC 542 | Principles of Curriculum Development | |
EDUC 511 | Curriculum in the Elementary School | |
or equivalent approved by your advisor | ||
Core: Research | 3 | |
(Choose one) | ||
EDUC 500 | Research Applications to Education | |
EDUC 513 | The Process of Reflection and Inquiry | |
or equivalent approved by your advisor | ||
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 coursework) | 3 | |
EDUC 590 | Seminar |
Additional Pathway Options
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. Students interested in this degree option 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 effective teacher leaders, 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. This pathway does not lead to the NM administrative license.
M.A. in Elementary Education with Mathematics, Science and Educational Technology (MSET) Concentration: 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 content related departments. Students interested in this concentration must complete the application process noted above for the M.A. in Elementary Education.
With the approval of the faculty advisors, students select electives in MSET related fields.
This program is designed for those who hold a bachelor’s degree and wish to become licensed teachers. Students complete 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.
Students complete two semesters of field experience in K-8 classrooms. In the first semester of field experience, students are in classrooms two days per week. In the second semester of field experience, students are in classrooms five days per week.
Students are advised to complete methods coursework during their first semester of field experience, so they have the opportunity to complete teaching assignments in their field experience classrooms.
Credit Hours |
||
Licensure Requirements | ||
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 *421 | Teaching Social Studies K-8 | 3 |
EDUC *453 | Teaching Science K-8 | 3 |
EDUC *461 | Teaching Mathematics K-8 | 3 |
EDUC 531 | Teaching of Reading to Culturally and Linguistically Diverse Students II | 3 |
EDUC 581 | Initial Field Experience K-8 Seminar | 1 |
EDUC 582 | K-8 Field Experience Seminar II | 1 |
EDUC 594 | Initial Field Experience | 1 |
EDUC 595 | Advanced Field Experiences | 3 |
*eligible for graduate credit. |
||
Total | 21 | |
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. | ||
Core Requirements | ||
Core: Social Justice, Diversity, and Transformational Practices | 3 | |
EDUC 552 | Social Justice in 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 coursework) | 3 | |
EDUC 590 | Seminar |
Contact:
Department of Teacher Education, Educational Leadership and Policy
Hokona Hall-Zuni, Room 128
(505) 277-9439
https://coe.unm.edu/departments-programs/teelp/elementary-education/index.html
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.
M.A. in Secondary Education |
|
Summer/Fall semester: | February 1 for best consideration. Applications will continue to be accepted. |
Spring semester: | September 1 for best consideration. Applications will continue to be accepted. |
M.A. in Secondary Education with Licensure | |
Summer/Fall semester: | February 1 for best consideration. Applications will continue to be accepted. |
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 the Graduate Program section of this Catalog. Plan I requires a minimum of 24 credit hours plus thesis. Plan II requires a minimum of 32 credit hours and an exam. The M.A. in Secondary Education program with Licensure is a Plan II degree.
The four core areas are 1) social justice, diversity, and transformational practices; 2) instructional strategies, 3) curriculum; 4) research.
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:
Successful completion of master’s examination
Note: Changes in state requirements or state reform initiatives in education may require periodic revisions of the curriculum and admissions process.
Course Grade Information
Students must meet the UNM graduate grade requirements for graduation, per UNM policy as described in the Graduate Program section of this Catalog.
M.A. in Secondary Education (Plan I or Plan II)
Prospective students must be licensed teachers. Students may choose either Plan I or Plan II (see previous description). 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.
M.A. in Secondary Education with Licensure (Plan II only)
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 and 3) graduate courses, including Core Areas of Studies and related Licensure Specialty Area Courses.
Professional Licensure (18 credit hours):
Secondary Licensure Professional Sequence of Courses | Credit Hours |
||
1. | EDUC *438 | Teaching Reading and Writing in the Content Field | 3 |
2. | SPCD 507 | Collaboration for Inclusive Education | 3 |
The following courses are typcially offered Fall only: | |||
3. | EDUC 362 | Teaching Experience I | 3 |
4. | EDUC 550 | Issues in Secondary Education | 3 |
5. | One of the following methods courses: | 3 | |
MSET *429 | Teaching of Secondary Mathematics | ||
MSET 530 | Seminar in Science Teaching | ||
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 typically taken during Spring only | |||
6. | EDUC 595 | Advanced Field Experiences | 3 |
Total | 18 |
Note: EDUC 362: Teaching Experience I and EDUC 595: Advanced Field Experiences require off-campus placement in a secondary school.
In EDUC 362: Teaching Experience I (pre-student teaching), each student is in the school for a minimum of 10 hours per week. Days and times vary depending on the schedule at the school.
EDUC 595: Advanced Field Experiences (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.
Students must also attend a seminar.
All students pursuing a master’s degree 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.
M.A. in Secondary Education (with a focus on Reflective Practice) – Plan I or II: The M.A. in Secondary 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. Students interested in this pathway must complete the application process noted above for the M.A. in Secondary Education.
M.A. in Secondary Education (with a focus on Teacher Leadership) – Plan I or II: The M.A. in Secondary 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 effective teacher leaders, 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. This pathway does not lead to NM administrative license.
M.A. in Secondary Education with Mathematics, Science and Educational Technology (MSET) Concentration: 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 content related departments. Students interested in this concentration must complete the application process noted above for the M.A. in Secondary Education.
Contact:
Department of Teacher Education, Educational Leadership and Policy
Hokona Hall-Zuni, Room 126
(505) 277-0513
https://coe.unm.edu/departments-programs/teelp/secondary-education/index.html
The Doctor of Education (Ed.D.) and the Doctor of Philosophy (Ph.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.
Overview
This doctorate focuses on the preparation of researchers and teacher educators in universities and colleges, curriculum developers, evaluators in educational agencies, curriculum specialists in school districts, state departments of education, instructional leaders and classroom teachers in K-12 schools. The Program is designed to draw together coursework, research experiences, and other professional academic activities to build a complete professional program that is tailored to students' interests and needs.
Diversity is understood and advocated for as an asset in scholarship, research, teaching, and service. Students develop a core area of studies that integrates diversity and culturally relevant pedagogy throughout. Faculty implements culturally relevant pedagogy in core courses.
Students collaboratively engage in three areas: Core Content, Research, and Teaching and Learning. These include a set of core courses, research methods courses, and electives. Students engage in their programs of study based on their research interests and in consultation with their faculty advisor.
To meet University requirements for graduation, each student must successfully pass a comprehensive exam and complete and defend a dissertation upon completion of coursework.
Applications: In addition to all materials required by the UNM Office of Admissions, the following must be submitted online:
Applicants are expected to participate in an interview with Teacher Education, Educational Leadership and Policy faculty.
Admission Requirements: Meet graduate school and program requirements, including:
Application Deadlines:
Faculty review applications when they are received. For best consideration, submit the completed application prior to February 28. New cohorts begin each summer.
Degree Requirements: The doctoral program requires 72 credit hours of coursework (not including the dissertation) comprised of 48 credit hours in core research, electives and 24 credit hours in a support area. Contact the department for additional program information.
Modified Cohort Model: The degree program employs a modified cohort model, with admitted groups of students entering every summer. Cohorts commit to three summers of full-time study in July. For the Fall and Spring semesters, cohorts meet five intensive Friday-Sunday weekends each semester. Admission to the program or instructor permission is required for enrollment in the program courses.
Courses Outside the Department: Students have the option to pursue elective courses outside of the Teacher Education, Educational Leadership and Policy department to complete requirements for the doctorate, in consultation with their assigned faculty advisors.
Credit Hours |
||
Core Content | ||
EDUC 602 | Teacher Education Pedagogy | 3 |
EDUC 643 | Curriculum Theory Seminar | 3 |
EDUC 652 | Teacher Education and Social Justice | 3 |
EDUC 661 | Teacher Leadership in Teacher Education | 3 |
EDUC 663 | Instruction and Supervision in Teacher Education | 3 |
EDUC 690 | Dissertation Seminar | 3 |
Subtotal | 18 | |
Research Courses | ||
(6 hours of quantitative research and 6 hours of qualitative research are required) | ||
LEAD 603 | Introduction to Data Analysis for Organizational Leaders | 3 |
LEAD 609 | Quantitative Methods for Analyzing and Transforming Organizations | 3 |
LEAD 605 | Qualitative Research in Education | 3 |
LEAD 607 | Analyzing Qualitative Data | 3 |
Or alternative courses approved by your faculty advisor | ||
Subtotal | 12 | |
Teaching and Learning Electives | ||
EDUC 604 |
Contexts of Teaching and Learning in Teacher Education |
3 |
15 credits of related 500 or 600 level elective courses approved by your faculty advisor | 15 | |
Subtotal | 18 | |
Support Area | ||
Coursework (UNM or transfer) of complementary earned graduate credit approved by your faculty advisor | 24 | |
Dissertation | ||
EDUC 699 | Dissertation | 18 |
The Ph.D. dissertation should present the results of an original investigation of a significant problem and should provide the basis for a publishable contribution to the research literature in the major field. | ||
The Ed.D. dissertation may be professional project, such as the development of a curriculum or an account of the results of an educational innovation. | ||
Total | 90 |
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.
Contact:
Department of Teacher Education, Educational Leadership and Policy
Hokona Hall-Zuni, Room 126
(505) 277-0513
https://coe.unm.edu/departments-programs/teelp/doctoral-post-masters-certificates/index.html
EDUC 1120. Introduction to Education. (3)
EDUC 1996. Topics. (1-6, no limit Δ)
EDUC 291. Problems. (1-3 to a maximum of 3 Δ)
EDUC 296. Internship. (3-6 to a maximum of 12 Δ)
EDUC 2996. Topics. (1-6, no limit Δ)
EDUC 321L. Teaching Social Studies K-8. (3)
EDUC 330L. Teaching of Reading to Culturally and Linguistically Diverse Students I. (3)
EDUC 331L. Teaching of Reading to Culturally and Linguistically Diverse Students II. (3)
EDUC 333L. Teaching Language Arts K-8. (3)
EDUC 353L. Teaching Science K-8. (3)
EDUC 361L. Teaching Mathematics K-8. (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. Teaching Social Studies K-8. (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. Teaching Science K-8. (1-3 to a maximum of 3 Δ)
EDUC *461. Teaching Mathematics K-8. (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 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)
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. Teaching of Reading to Culturally and Linguistically Diverse Students II. (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 553. Engaging Youth Literacy through Latin American Testimonio. (3, may be repeated once Δ)
EDUC 563. Mentoring Educators for Professional Growth. (1-3 to a maximum of 3 Δ)
EDUC 568. The Art of Masterful Teaching. (3)
EDUC 581. Initial Field Experience K-8 Seminar. (1)
EDUC 582. K-8 Field Experience Seminar II. (1)
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 594. Initial Field Experience. (1)
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 604. Contexts of Teaching and Learning in Teacher Education. (3)
EDUC 610. Equity, Access and Learning Community. (3)
EDUC 643. Curriculum Theory Seminar. (3)
EDUC 652. Teacher Education and Social Justice. (3)
EDUC 661. Teacher Leadership in Teacher Education. (3)
EDUC 663. Instruction and Supervision in Teacher Education. (3)
EDUC 690. Dissertation Seminar. (3)
EDUC 691. Problems. (1-3 to a maximum of 6 Δ)
EDUC 692. Workshop. (1-6, may be repeated twice Δ)
EDUC 693. Topics in Teacher Education. (1-3 to a maximum of 18 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 520. The School Principalship. (3)
LEAD 521. School Finance and Resource Allocation. (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 602. Indigenous Leadership in Education and Community Contexts. (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 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 530. Seminar in Science Teaching. (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)
MSET 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 690. Dissertation Seminar. (3)
MSET 696. Internship. (3-6 to a maximum of 12 Δ)
MSET 699. Dissertation. (3-12, no limit Δ)
MSC11 6325
1 University of New Mexico
Albuquerque, NM 87131
(505) 277-8900
Phone: (505) 277-6809
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