Education

M.Ed. Program Description

The Master of Education program is designed to develop education leadership in such ways that will further learning, increase student success, and continuously improve schools. In keeping with the adopted NH State Standards for Professional Development, the INTASC Standards and the Professional Standards for Educational Leaders (PSEL), the Master of Education program at New England College is a rigorous, data‐driven, site‐based, classroom‐embedded program, tightly linked to improvement in student achievement.

Graduate students and NEC faculty work as a learning community to address real-world issues of teachers and schools. The program is offered to teachers who have already achieved licensure, individuals seeking additional licensure, individuals seeking initial licensure, and those interested in working with children and youth. Except for practical experiences such as student teaching, classes are online.  Online courses meet asynchronously with faculty through Blackboard and maintain a professional portfolio utilizing an online platform. A range of electives is offered during the year. The culminating activity for the program is an Action Research Project with results shared at a public presentation. For those seeking advanced licensure (such as School Superintendent and School Principal) the action research project must focus on a school or district-wide initiative. For those not seeking advanced licensure, the action research project can focus on a classroom challenge/issue.

For those seeking initial licensure as a teacher, please see The Professional Educator Preparation Program.

A variety of concentrations and licensures as educational leaders (School Principal and School Superintendent) are offered through the MED and/or CAGS programs (note: School Superintendent is only offered through the CAGS program). To view the concentrations, please see the Graduate and Professional Studies Programs list.  

C.A.G.S. Program Description

The Certificate of Advanced Graduate Studies (CAGS) prepares educators who want to advance their careers through improved knowledge, increased skills and confidence, and become educational leaders. Educators gain the tools and knowledge to step into new roles and leadership opportunities that will make a difference in their classrooms, schools, and communities and reshape their careers.

Professional Educator Preparation Program Description

The Professional Education Preparation Program at New England College provides a strong academic and practical educational foundation through experiences, both in the college classroom and in the K-12 field.  Students are connected to the world of teacher education through coursework that blends research-based best practices, application to the field, hands on experiences, and values embedded in social justice.  During their time at NEC, students are provided a variety of opportunities to collaborate with their peers, faculty members, and practicing professionals in the K-12 environment.  An emphasis on evaluating and synthesizing current educational practices and relevant pedagogy is woven throughout their time here.

Requirements for the Professional Education Preparation Program

1. Complete the New Hampshire Criminal History Records check process
2. Submit passing scores for the CORE Academic Skills Tests or acceptable SAT scores.
3. Maintain a minimum Cumulative Grade Point Average of 3.0.
4. Complete the Acceptance into the Major Interview with the minimum required score.
5. Complete a Portfolio with the minimum required score.
6. Pass all additional standardized assessments required for the specific licensure program.
7. Complete all requirements for the Culminating Clinical Experience.
8. Complete all additional requirements as listed on the Gateways to Licensure document provided by the Director of Teacher Licensure.
9. Uphold the New Hampshire Code of Ethics for Educational Professionals at all times. Failure to do so will result in removal from clinical placements and possibly the program.

*Please note, those seeking licensure will also meet New Hampshire State licensure standards aligned with their intended licensure. All clinical experiences for the education programs must be completed in the state of New Hampshire.

M.Ed., C.A.G.S., and Professional Educator Preparation Program Learning Outcomes

Program Learning Outcomes

1. Learning and Learning: Demonstrates a commitment to life-long learning and teaching enhancement while applying learning as a means of becoming agents of change who can effectively identify and meet the needs of diverse learners and communities. (Learner and Learning)
2. Content Knowledge: Analyze, reflect, and utilize research to improve one’s own practice for continuous engagement and improvement in pedagogy and content area knowledge and standards.  (Content Knowledge)
3. Collaboration: Engage in professional learning communities to demonstrate an ability to work and effectively communicate with students, school professionals, and community members to understand, negotiate, and influence complex systems. (Collaboration)
4. Professional Responsibility: Establish high standards for professional and ethical practices to demonstrate a commitment to problem-solving, decision-making, and compliance with school, district, state, and federal regulations. (Professional Responsibility)

Upon completion of a program, students will meet the following INTASC standards:

• Standard #1: Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

• Standard #2: Learning Differences

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

• Standard #3: Learning Environments

The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.

• Standard #4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

• Standard #5: Application of Content

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

• Standard #6: Assessment

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

• Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

• Standard #8: Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

• Standard #9: Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

• Standard #10: Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

 Licensure in Specialty Areas

Students seeking licensure in School Superintendent and School Principal can acquire the required academic credentials through these programs. The graduate Education Program aspires to the PELS standards.

School Principal

Those seeking Principal licensure must have the following entry level requirements to be certified as a Principal:

1. Have completed at least 5 years’ experience as an educator; and
2. One of the following:
   1. Completed a master’s program in educational leadership or a related area approved by the state board of education and been recommended for this certification by the designated official of the preparing collegiate department of education; or
   2. Completed a master’s program in education and demonstrated:
      1. The competencies, skills, and knowledge as listed in (c) below; or
      2. Experience in comparable educational leadership positions in education or other professions as specified in Ed 505.03

(http://www.gencourt.state.nh.us/rules/state_agencies/ed500.html)

School Superintendent

Those seeking Superintendent licensure must have the following entry level requirements to be certified as superintendent: 

1. Have completed at least 3 years of experience as an education administrator in a k-12 setting;
2. Have completed a state board of education approved educational administration collegiate program at the post-master’s certificate of advanced graduate study (CAGS), educational specialist, or doctoral level; and
3. Have acquired the competencies, skills, and knowledge itemized in (d) below through experience in comparable leadership positions in education or other professions if qualifying under Ed 505.03, Alternative 3: Demonstrated Competencies and Equivalent Experiences.

(http://www.gencourt.state.nh.us/rules/state_agencies/ed500.html)

*Please note, those seeking licensure will also meet New Hampshire State licensure standards aligned with their intended licensure. It is also important to note that candidates for School Principal and School Superintendent must meet eligibility requirements as stated by the New Hampshire State Department of Education, Bureau of Credentialing. All clinical experiences for the education programs must be completed in the state of New Hampshire.

Programs

• Education, Curriculum and Instruction Concentration, M.Ed.
• Education, Data Analytics Concentration, M.Ed.
• Education, Educational Leadership Concentration, M.Ed.
• Education, Special Education Concentration, M.Ed.
• Education, STEM Concentration, M.Ed.
• Educational Leadership, C.A.G.S.
• Educational Leadership, Curriculum and Instruction Concentration, C.A.G.S.
• Educational Leadership, Data Analytics Concentration, C.A.G.S.
• Educational Leadership, Special Education Concentration, C.A.G.S.
• Educational Leadership, STEM Concentration, C.A.G.S.

• Educational Leadership, School Principal Licensure, C.A.G.S.
• Educational Leadership, School Principal Licensure, M.Ed.
• Educational Leadership, School Superintendent Licensure, C.A.G.S.
• Elementary Education K-6 Licensure, M.Ed.
• Elementary Education K-8 Licensure, M.Ed.
• Physical Education Licensure, M.Ed.
• Secondary English Education Licensure, M.Ed.
• Secondary Social Studies Education Licensure, M.Ed.
• Special Education Licensure, M.Ed.
• Theatre Education Licensure, M.Ed.

• Elementary Education K-6 Licensure (non-degree)
• Elementary Education K-8 Licensure (non-degree)
• Physical Education Licensure (non-degree)
• Secondary English Education Licensure (non-degree)
• Secondary Social Studies Education Licensure (non-degree)
• Special Education Licensure (non-degree)
• Theatre Education Licensure (non-degree)