Nov 23, 2020  
2020-21 Graduate Catalog 
    
2020-21 Graduate Catalog

Master of Education


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Adult, Community and Professional Education


Community and Civic Engagement (15 Credits)


This five-course sequence focuses on civic studies, which sees the citizen as a “creative agent,” who through public work, engages with others to promote civic renewal in communities. Important strands of study include managing common resources and assets; deliberative democracy; public work and the study of public participation in development; and incorporating social science ideas as practical wisdom that lays the foundation for real solutions to community problems.

Adult Learning (15 Credits)


This five-course sequence provides students with an understanding of adults as learners. Through the certificate program, students will be prepared to effectively facilitate personal growth and development that impacts the professional, social, and political aspects of adult learners in a range of collaborative, formal, and informal educational settings.

Curriculum and Instruction


Students choose two content strands:

Advanced Studies in Personalized Learning Certificate


The Advanced Studies in Personalized Learning Certificate prepares exemplary learning specialists who embrace personalized learning as transformative practice, resulting in increased student agency and deeper learning. The Advanced Studies in Personalized Learning Certificate is a 15-credit program composed of 5 three-credit graduate education courses.

Elementary Mathematics Certificate


Elementary Mathematics Certificate candidates at Carroll University develop an in-depth understanding of mathematics content, processes, and pedagogy appropriate for grades P-5. They engage in professional learning communities and develop leadership skills to support and facilitate effective mathematics instruction and professional growth in their schools and districts.

English as a Second Language License (#1395)


Students pursuing the English as a Second Language #1395 license must have an initial Wisconsin teaching license.  The 15-credit program is delivered in a hybrid, cohort model. Candidates will meet face-to-face 12 hours per month and engage in online learning experiences and participate in practicum experiences throughout the program. 

Reading Specialist License (#5017)


Candidates seeking endorsement for the Wisconsin Reading Specialist (#5017) license must hold a Reading Teacher (#1316) license. Candidates will be required to successfully complete (or provide evidence of completion) the Foundations of Reading Test with a score of 240 or above. Candidates must hold a master ‘s degree or be enrolled as a degree seeking student for this licensure program.

Reading Teacher License (#1316)


Students pursuing the Reading Teacher #1316 license must have an initial Wisconsin teaching license and two years of full-time teaching experience. Students seeking the #1316 license must earn a grade of B or higher in each reading course and must have an overall minimum reading course grade point average of 3.00. A portfolio demonstrating proficiency in InTASC Model Core Teaching Standards and International Literacy Association standards is required prior to licensure. Candidates not already holding a professional educator license may be required to successfully complete the Foundations of Reading Test with a score of 240 or above.

Teacher Leader Certificate


The Teacher Leader Certificate prepares exemplary educators, with a dedication for transformational leadership, agency and learning. Program candidates include those seeking building leadership, coaching, or mentoring roles outside the realm or scope of a principal or district administrator.

Through communities of practice, collaboration, reflection, research and a leadership internship, participants will:

  1. Develop comprehensive knowledge of leadership theory, structures, policy, and equity
  2. Serve as a change agent within teams, schools and districts/systems
  3. Engage in key roles (e.g. coaching, mentoring) to lead school or district initiatives to nurture conditions that support learner and educator agency
  4. Facilitate group decision-making using research, data and evidence to advocate for equity, inclusion and agency for learner centered schools and educator centered districts

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