Curriculum, Assessment & Instruction (M.Ed.; Ed.S.)

Graduate programs for K-12 teachers, who want to assume more responsibility and larger leadership roles while continuing a career in the classroom.

Secondary education-3

Program overview

The graduate programs in Curriculum, Assessment and Instruction are designed for elementary, middle and high school teachers, who want to assume more responsibility and larger leadership roles while continuing a career in the classroom. These programs are designed to help teachers enhance learning and development of students, while addressing state and federal standards in the areas of curriculum, assessment and instruction. We offer a Master of Education (M.Ed.) degree, which can be completed entirely online or through a hybrid of online and on-campus courses. We also offer an Education Specialist (Ed.S.) degree, which provides a cohesive program of professional development beyond the master’s level.

NOTE: The CA&I programs are designed for practicing teachers and/or those with existing teaching licenses. For individuals with an undergraduate degree in a subject other than education or who do not have a teaching license, UMaine offers a Master of Arts in Teaching (MAT) program.

The M.Ed. degree requires a minimum of 33 credits and can be completed either entirely through UMaine Online or through a mix of online and on-campus classes. The following courses are required:

  • EHD 519: Formative Assessments: Research, Practice and Policy
  • EHD 521: Classroom Practice to Improve Learning
  • EHD 533: Dynamics of the Curriculum
  • EHD 541: Prevention and Intervention in School Settings
  • EHD 586: Seminar — Action Research in PreK-12 Schools
  • EHD 587: Practicum — Action Research in PreK-12 Schools

Students select an area of specialization. They may choose one of the existing Graduate Certificates as a specialization or create an individually designed specialization in consultation with an advisor. Students currently enrolled in a master’s degree program through the Graduate School who wish to pursue an approved graduate certificate program simultaneously must apply for admission to the certificate program before one-half of the required credits are completed. There will be no additional charge for this application once an application has been made to the CA&I M.Ed.

One’s area of specialization plus elective credits must equal 15 credits so if the area of specialization has 9 credits, 6 credits of electives (or courses brought in) are required. If the area of specialization equals 15 credits, there are no electives.

The Ed.S. in curriculum, assessment and instruction is available for students who have completed a master’s degree in an education field. This program is individually designed with an advisor and requires a minimum of 30 semester hours beyond the master’s. Candidates must complete a minimum of 12 semester hours in professional education coursework at the 500- and/or 600-level at the University of Maine. Students also are required to complete a capstone experience, such as an action research project or internship. All work for the Ed.S. must be completed within a six-year period.

Our graduates have gone on to be teacher leaders, curriculum coordinators and specialists in areas such as literacy, science and special education.

Our curriculum is designed to help our alumni achieve the following skills and professional standards:

The Learner and Learning

  • 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.
  • 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.
  • 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.

Content Knowledge

  • 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.
  • 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.

Instructional Practice

  • 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.
  • 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.
  • 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.

Professional Responsibility

  • 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.
  • 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.

These professional learning outcomes are adapted from the Interstate New Teacher Assessment and Support Consortium (InTASC), a group of state education agencies and national educational organizations dedicated to the preparation, licensing and ongoing professional development of teachers.

For current information about tuition and fees, please visit the Bursar’s office.

Applications are processed through the University of Maine Graduate School. A bachelor’s degree is required. Please include an essay detailing the reasons for graduate study and indication of an area of specialization to help assign advisors and plan programs of study.

Priority deadlines:

  • For Fall Semester admission: May 1
  • For Spring Semester admission: Oct. 1
  • For Summer Semester admission: March 1

Applications may continue to be reviewed after these dates, but acceptance may be deferred to the following semester.

Contact Us

For questions about applying to the program, please contact program coordinator Rebecca Buchanan. For general queries, coehd@maine.edu.

UMaine Graduate school Contact form
UMaineOnline: M.Ed. in Curriculum, Assessment and Instruction
UMaineOnline: Ed.S. in Curriculum, Assessment and Instruction