Graduate Study in Education

Master of Education
School of Professional and Graduate Studies

Curriculum and Instruction Option

The Curriculum and Instruction (C&I) Option in the master's program in education promotes the development and enhancement of teacher leadership for classroom teachers. The program strives to instill an understanding of self and others in conjunction with the development of skills, knowledge, critical thinking, and compassion required for creating an equitable and engaging learning environment for diverse learners. Students who are accepted to and enroll at Keene State College under an approved partnership program, such as with Granite State College, will complete the Demonstration of Professional Leadership Program (see below) upon approval of specific transfer credits.

Curriculum and Instruction: Professional Development

36 credits

The C&I Professional Development track is a part-time M.Ed. The C&I Professional Development program is designed for classroom teachers currently employed in an appropriate school setting. The goal is to provide a customized experience leading to the development of teacher leaders committed to school improvement based on the National Board of Professional Teachers 5 Core Propositions and the student's individual professional goals. The program combines core coursework with an individually designed specialization and culminates with the design and implementation of a school-based action research project that showcases the individual student's area of expertise and leadership capacity.

Action research is central to each student's plan of study. It is used as a tool for deep inquiry into the dynamics of teaching and learning in the school setting. At the end of the program, students present the results of their research and are encouraged to use their findings to support a leadership initiative, which may include leading workshops, seeking grant funding, publishing an article and/or presenting at a professional conference.

The C&I Professional Development program offers flexibility and individualization for highly motivated professional teachers who are looking for a leadership role in a specified area of focus of their choice. Students can expect their graduate work at KSC to be a time of reflection and renewal as they explore themselves and their relationship with colleagues, students, family, and the community. Throughout the program students are challenged to deepen their understanding of the world from multiple perspectives, explore the dynamic nature of the teaching and learning process, demonstrate professional and ethical behaviors by meeting high expectations and standards, and contribute to a just and equitable world.

Admission Criteria – Curriculum and Instruction: Professional Development

Candidates for admission to the Curriculum and Instruction: Professional Development program must submit an Application for Graduate Study in Education, including required materials, to the KSC Admissions Office.

For additional information refer to the Graduate Application.

C&I Option – Professional Development Requirements

36 credits

Foundations

15 credits

EDUC 611 Contemporary Issues and Effective Schools
EDUC 621 Curriculum Theory and Development
EDUC 631 Curriculum Management & Student Assessment
EDUC 641 School Law
EDUC 651 School Leadership

Specialization: Curriculum & Instruction

12 credits

EDUCCI 625 Technology-Integrated Teaching
EDUCCI 620 Specialization I
EDUCCI 630 Specialization II
Elective(s) on the graduate level for a total of 3 credits

Applied Research

9 credits

EDUC 670 Educational Research Foundations
EDUC 675 Educational Research Design
EDUC 699 Capstone

Granite State College Partnership

Individuals who become certified by the New Hampshire Department of Education (NH DOE) after completion of an approved Post-Baccalaureate program at Granite State College (GSC) may qualify to transfer a block of credits via EDUC 612: Demonstrated Certification Competence into the Master of Education degree at KSC. The list of approved certification areas is included in the current Memorandum of Understanding between KSC and GSC.

The successful applicant from GSC will have earned at least 18 post-baccalaureate credits with a GPA of 3.0 or higher for each course. Individuals who earned fewer than 24 qualified credits from GSC will be required to complete additional graduate coursework at KSC.

Transfer students from GSC must complete the following:

  • EDUC 651 School Leadership
  • EDUC 670 Educational Research Foundations
  • EDUC 675 Educational Research Design
  • EDUC 699 Capstone
  • Additional electives if required

All KSC graduate courses must be completed with a cumulative GPA of 3.0 or higher before transfer credit for EDUC 612: Demonstrated Certification Competence will be awarded. Additional program requirements are outlined in the most recent Memorandum of Understanding between KSC and GSC.

Students who transfer from GSC are encouraged to participate in Institutes and offerings in other KSC graduate programs that serve to enhance their understanding of serving students with disabilities.

School Counselor Option

48 credits

(Meets New Hampshire Certification Competencies for Guidance Counselor: Grades K-12)

The Keene State College School Counselor Program is designed to encourage the development of school counselors who are, as described in the American School Counselor Association National Standards, actively involved in school transformation: "catalysts for educational change … [playing] a leadership role in educational reform" (Campbell and Dahir, 1997, p. 3). The program prepares future school counselors to work as advocates for their students and to create developmental school counseling programs that are comprehensive in nature and focused on equity and success for all students. The program promotes an understanding of the roles and responsibilities of the school counselor in the 21st century and the enhancement and development of relevant school counseling skills and strategies.

Developmental, ecological/systemic, and multicultural perspectives provide the theoretical frameworks. The program is based on the American School Counselor Association (ASCA) National Standards (Campbell and Dahir, 1997), the ASCA National Model: A Framework for School Counseling Pro-grams (American School Counselor Association, 2003), the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) standards (CACREP, 2001), and the New Hampshire state standards for school counselors, which, together, provide the framework for the program.

The program's developmental perspective focuses on the needs, tasks, and challenges of children and adolescents as they grow and of the school counselor throughout her or his career. Therefore, we also emphasize the evolution of self-awareness and the skills required to be a lifelong reflective practitioner. The program is designed to create the conditions for self-reflection and awareness within the context of the role of school counselor in order to foster this awareness and these skills.

An ecological/systemic perspective prepares counselors to work effectively with the systems that form the context of students' lives. These systems include the peer group, school, family, and community. An ecological perspective considers the impact of community, national, and global events on students and the spectrum of effective school counselors' responses to these events.

A multicultural perspective is woven throughout the program; we are committed to preparing counselors who can work sensitively and effectively with diverse populations, including the range of cultural, ethnic, gender related, class, and racial diversity that exists in schools and in society. This emphasis includes attention to the range of learning differences and styles of the student population.

The ASCA national standards are "the essential elements of a quality and effective school counseling program. The standards address program content and the knowledge, attitudes, and skill competencies that all students … develop as a result of participating in a school counseling program.…The content of school counseling programs focuses on three widely accepted and interrelated areas: academic development, career development, and personal/social development" (Campbell and Dahir, 1997, pp. 3-5).

The ASCA National Model: A Framework for School Counseling Programs (American School Counselor Association, 2003) focuses on "a comprehensive approach to four elements: program foundation; delivery; management; and accountability" (ASCA p. 10). According to the ASCA national model, the foundation is based on the beliefs and philosophy of the individual school, its mission statement, and the ASCA national standards. The delivery system includes the school guidance curriculum, planning for individual students, responsive services, and system support. The management system includes organizing advisory councils, gathering and using data to make decisions and plan programs and interventions, and the use of action plans and other organizational tools to document and assess the program and how it is making a difference for all students. "School counselors must be proficient in retrieving school data, analyzing it to improve student success and using it to ensure educational equity for all students" (ASCA p. 10). A commitment to advocacy, leadership, collaboration, and systemic change provides the overall framing of this approach.

The Council for the Accreditation of Counseling and Related Educational Programs (CACREP 2001) focuses on the development and enhancement of high-quality standards for graduate programs in counseling. The CACREP standards are the national standard for designing and assessing graduate programs in counseling, therefore, these are the standards we use in conjunction with the New Hampshire state standards to design and assess the Keene State program.

In order to work effectively with students, faculty, staff, families, and community stakeholders, school counselors need to have effective skills in communication, individual counseling, small-group guidance and counseling, and classroom guidance. Leadership in facilitating communication and team-building among faculty and staff members and with families and students are critical components of the school counselor's role. Effective leadership requires inter-personal and consultation skills and the ability to mediate and resolve conflicts. Skills in behavior management, crisis intervention, and referral and provision of services are crucial, as is an understanding of how to work with learning differences and emotional and health-related problems.

School counselors need to be well grounded in current ethical and legal standards. Ethical practice must be infused in and guide all of their work. Awareness of the guidelines of professional organizations is of the utmost importance. Legal and ethical considerations include understanding the parameters surrounding confidentiality and knowing one's own biases and limits, when it is necessary to consult with colleagues, and when to refer students to another individual or agency. An ethical school counselor actively seeks to continuously learn more about this ever-growing field and is careful to seek appropriate peer review and clinical supervision throughout his or her career.

The School Counselor Option is field-based; each course requires students to apply course content to a school or counseling context. The program is also sequential in design, with each course cluster providing a base for subsequent courses. Two semester-long School Counseling Internships (elementary and secondary) include a weekly seminar and require students to demonstrate mastery level counseling in a school setting. Program flexibility and individualization occur within the courses as students design and try out interventions based on interpretations of theory and research into identified best practices.

Admission Criteria – School Counselor Option

Candidates for admission to the Educational Leadership Option must submit an Application for Graduate Study in Education, including required materials, to the KSC Admissions Office.

For additional information, refer to the Graduate Application.

School Counselor Option

36 credits

EDUCSC 622 School Counseling: Roles, Responsibilities, and Interventions (3 credits)
EDUCSC 623 The Inclusive School Counselor: Diversity and Multiculturalism in Schools (3 credits)
EDUCSC 626 Professional Seminar in School Counseling (3 credits)
EDUC 630 Life Span Development (3 credits)
EDUCSC 631 Assessment and Evaluation for School Counselors (3 credits)
EDUC 641 School Law (3 credits)
EDUCSC 641 Career Development (3 credits)
EDUCSC 651 Methods and Skills of Counseling (3 credits)
EDUCSC 652 Group Counseling in Schools (3 credits)
EDUCSC 662 School Counseling: Theoretical Foundations (3 credits)
EDUCSC 696 Internship: Elementary (3 credits)
EDUCSC 697 Internship: Secondary (3 credits)

Graduate-Level Electives

3 credits

Course(s) to be determined in consultation with faculty advisor.

Demonstration of Professional Leadership

9 credits

EDUC 670 Educational Research Foundations (3 credits)
EDUC 675 Educational Research Design (3 credits)
EDUC 699 Capstone Experience (3 credits)

Educational Leadership Option

36 credits

(Meets New Hampshire Certification Competencies for Principal: Grades K-12)

The Educational Leadership Option will provide the candidate with the framework and expertise in the knowledge, skills, and dispositions for transformational school leadership for the 21st century. Through the perspectives of the conceptual framework of the Keene State College education program, candidates for the Educational Leadership Program will:

  • Explore the dynamic nature of the teaching and learning process
  • Demonstrate professional and ethical behaviors that meet high expectations and standards
  • Understand the world from multiple perspectives
  • Contribute to a just and equitable world

School principals are leaders who function in many roles to meet the diverse needs of individuals and groups in an increasingly complex society and a rapidly evolving world. To lead effectively, school principals must be prepared with the knowledge, skills, and ethical understandings necessary to create an environment that promotes human potential in terms of learning and citizenship.

Admission Criteria – Educational Leadership Option

Candidates for admission to the Educational Leadership Option must submit an Application for Graduate Study in Education, including required materials, to the KSC Admissions Office.

For additional information, refer to the Graduate Application.

Educational Leadership Option Requirements

36 credits

Foundations

15 credits

EDUC 611 Contemporary Issues and Effective Schools
EDUC 621 Curriculum Theory and Development
EDUC 631 Curriculum Management & Student Assessment
EDUC 641 School Law
EDUC 651 School Leadership

Specialization: School Principal

12 credits

EDUCEL 631 Staff Selection, Supervision, and Evaluation
EDUCEL 652 Budget, Facilities, and Safe Schools
EDUCEL 696 Internship I: School and Community Relations
EDUCEL 697 Internship II: Connections

Applied Research

9 credits

EDUC 670 Educational Research Foundations
EDUC 675 Educational Research Design
EDUC 699 Capstone

Special Education Option

38 credits

This option is designed for individuals who seek certification by the New Hampshire Department of Education in General Special Education (K-12) and a Master of Education degree. The M.Ed. Special Education Option is designed to support individuals to achieve special education certification at the initial level as well as enhance competence and extend learning beyond certification competencies in the area of special education. The option combines certification coursework with a professional leadership experience and culminates with the design and implementation of a school-based research project that showcases an individual student's area of expertise and leadership capacity in special education. The program begins in the summer and can be completed in one year (full-time) or two years (part-time). The certification aspects of this portfolio-based program blend special education content knowledge courses with a yearlong internship experience. The internship may be conducted on the job (for students employed as a teacher in an appropriate special education setting) or in a field experience approved by the faculty coordinator(s) of this program. The certification component follows standards set forth by the National Council for Accreditation of Educator Preparation (NCATE), the Council for Exceptional Children (CEC), and the New Hampshire Department of Education. The KSC Conceptual Framework for Educator Preparation Programs provides students with a frame of reference as they work through the program.

Faculty in the M.Ed. Special Education Option are dedicated to preparing special educators by partnering with local special education professionals in the larger KSC community. Guiding principles include assisting candidates to:

  1. apply special education knowledge and skills so that the individuals with disabilities who they teach can develop academic, social, and transition skills to become meaningful and productive members of a community
  2. design instruction, assessment, and individualized programs with the student and family at the center of the process
  3. utilize expertise of special education stakeholders within and outside a school system in a collaborative framework
  4. celebrate diversity in the context of supporting individuals with disabilities
  5. act as advocates for individuals with disabilities
  6. develop belief and value systems that provide a focus for acting as a special educator
  7. reflect on practice to increase special education knowledge, skills, and beliefs.

Applicants to the M.Ed. Special Education Option must demonstrate an appropriate foundation in "regular" education. Individuals who possess a recognized form of teacher certification have demonstrated this required competency. Candidates who do not have the required educational foundation must complete a Post-Baccalaureate Teacher Certification program in order to demonstrate competency in "regular" education.

Graduates from the Keene State College early childhood, elementary or secondary education programs who seek certification in General Special Education (K-12) are encouraged to apply to the M.Ed. Special Education Option during their senior year. Graduates of the KSC early childhood, elementary or secondary education programs who have completed coursework in special education foundations have already addressed fundamental certification competencies. If accepted into the M.Ed. Special Education Option, these individuals will be required to complete fewer credits (see below).

Granite State College students who receive initial or advanced special education certification may transfer these credits into the M.Ed. option (see Granite State College Partnership below).

Admission Criteria – Special Education Option

Candidates for admission to the Special Education Option must submit an Application for Graduate Study in Education, including required materials, to the KSC Admissions Office.

For additional information, refer to the Graduate Application.

Special Education Option Requirements

32-38 credits

Special Education Certification

23-29 credits

EDUCSP 601 Foundations in Special Education 3 (3 credits)
EDUCSP 602 Curriculum and Instructional Design 3 (3 credits)
EDUCSP 603 Positive Behavior Supports (3 credits)
EDUCSP 604 Assessment and Evaluation in Special Education (3 credits)
EDUCSP 605 Transition Planning and Programming (3 credits)
EDUCSP 660 Internship in Special Education I (8 credits)
EDUCSP 665 Internship in Special Education II (6 credits)

3 Candidates who completed both EDSP 250 and EDSP 350 (8 credits of foundational special education coursework) at KSC will not be required to complete EDUCSP 601/EDUCSP 602. The certification component of their M.Ed. will total 20 credits. Candidates who completed only EDSP 250 (4 credits) at KSC will be required to complete EDUCSP 602. The certification component of their M.Ed. will total 23 credits. Candidates must pass these courses with a minimum grade of B. These candidates will be required to document the special education competencies achieved during these courses in their Special Education M.Ed. portfolio.

Demonstration of Professional Leadership

9 credits

EDUC 670 Educational Research Foundations (3 credits)
EDUC 675 Educational Research Design (3 credits)
EDUC 699 Capstone (3 credits)

Granite State College Partnership

Individuals who become certified by the New Hampshire Department of Education (NH DOE) after completion of an approved Post-Baccalaureate program at Granite State College (GSC) may qualify to transfer a block of credits via EDUC 612: Demonstrated Certification Competence into the Master of Education degree at KSC. The following GSC certification areas have been approved for transfer into the Certification component of the M.Ed. Special Education option at KSC:

  • Early Childhood Special Education
  • General Special Education
  • Emotionally and Behavioral Disabilities
  • Specific Learning Disabilities
  • Intellectual and Developmental Disabilities

The successful applicant from GSC will have earned at least 18 post-baccalaureate credits with a GPA of 3.0 or higher for each course. Individuals who earned fewer than 26 qualified credits from GSC will be required to complete additional graduate coursework at KSC.

Transfer students from GSC must complete the following:

  • EDUC 651 School Leadership
  • EDUC 670 Educational Research Foundations
  • EDUC 675 Educational Research Design
  • EDUC 699 Capstone

Additional electives if required

All KSC graduate courses must be completed with a cumulative GPA of 3.0 or higher before transfer credit for EDUC 612: Demonstrated Certification Competence will be awarded. Additional program requirements are outlined in the most recent Memorandum of Understanding between KSC and GSC.

Students who transfer from GSC are encouraged to participate in Institutes and offerings in other KSC graduate programs that serve to enhance their understanding of serving students with disabilities.