Master of Science in Education

100% Online Degrees

Master of Science in Education

All of UNE Online’s MSEd degrees allow students to complete coursework that is meaningful to their career path on their own schedule. Our programs produce increasingly self-aware teachers with strengthened pedagogical practices, leadership tactics, and inclusive mindsets.

Our MSEd programs are 100% online and can be completed in just under two years. We have a variety of options for students from diverse professional and educational backgrounds. There are multiple start times each year and no GRE is required for admission. All of our programs are aligned with Maine’s licensure standards and are open to students from anywhere, though we do recommend considering individual state requirements.

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Current Application Deadline

March 1, 2024

Spring B Session

Courses begin March 13, 2024

Time Left to Apply:

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UNE Online's Master of Science in Education Degree Options
MSEdMSEd - ELMSEd - SEMSEd - RS
Degree Title:Master of Science in EducationMaster of Science in Education - Educational LeadershipMaster of Science in Education - Special EducationMaster of Science in Education - Reading Specialist
Credit Hours:30 Credits30 Credits30 Credits36 Credits
Designed For:

- Current teachers or aspiring educators looking to advance their career

- Professionals working within educational organizations (K-12, post- secondary, public or private institutions)
Certified educators who want to make an impact in their school and move into a more formal leadership role as a department head, assistant principal, or principal. Certified teachers looking to earn their master’s degree, expand their skill set and develop the techniques necessary to lead an inclusive classroom.Certified teachers looking to hone their mastery of assessing and providing targeted literacy and reading skills to K-12 students.
Maine Certification:*This option leads to a Master’s Degree but not to a Maine Teaching Certification.Building Administrator (040) EndorsementTeacher of Students with Disabilities (282) Endorsement Literacy Specialist Certification (092)
Possible Career Opportunities and Roles:

- Pay increase

- Promotion

- Personal Satisfaction

- Building Principal 

- Vice Principal 

- Department Leader

- Teach in Special Education Settings

- Teach in General Education Settings with Inclusive Practices

- Co-teach Inclusive Classes

- Reading Specialist 

- Literacy Coach in  K-12 settings

*(Educators from outside of Maine - please see individual state requirements: online.une.edu/education/map)

Why Choose the University of New England Online?

Fully Online

Fully Online

Courses are delivered fully online, allowing students the flexibility to complete coursework around their schedule.

Affordable

Affordable

UNE Online offers some of the most affordable and competitive tuition rates, allowing students to complete their program for less.

Supportive

Supportive

Students will have an academic advisor to help with course selection based on their individual needs and benefit from engaged faculty and a student support team.

Flexible Coursework

Flexible Coursework

Students can actively design their degree by choosing courses focused on their interests and career goals. 

MSEd Specialized Degrees

MSEd: Master of Science in Education

The Master of Science in Education (MSEd) Degree at the University of New England Online is designed to provide a broad range of studies in current and relevant educational topics.

MSEd students will reflect on, and examine, the complexities of working in education today. Our students will dive into educational ethics, diversity, inclusion, social justice, theory and practical implementation of differentiation strategies. Coursework will link to real world educational experiences as students complete an Action Research Project in their school setting and compile a digital portfolio.

MSEd students choose how to personalize their degree. Students can choose from one of the predetermined focus areas of Curriculum and Instruction Strategy, Online Learning Design, or students may create their own path, choosing 5 courses to create a truly personalized learning experience. 

MSEd – EL: Master of Science in Education — Educational Leadership

The Master of Science in Education – Educational Leadership (MSEd-EL) is designed to prepare teachers with the foundational knowledge needed to pursue a career as a K-12 principal or other building administrator. Our program provides a thorough foundation in educational leadership theory, principles, school finance, special education law, and school-community relations. Additional focus is placed on instructional leadership and techniques to motivate and lead educators within school buildings effectively.

Our MSEd-EL is an approved program for preparation for the Building Administrator (040) endorsement in the State of Maine. Our MSEd-EL program is aligned with the Professional Standards for Educational Leaders (PSEL).

MSEd – SE: Master of Science in Education — Special Education

The Master of Science in Education – Special Education (MSEd-SE) program focuses on creating inclusive learning environments for students of all learning abilities. An inclusive classroom provides students with disabilities the opportunity to learn alongside their peers in age-appropriate, general education classrooms. MSEd-SE students learn co-teaching instructional practices and how to model, teach and nurture behavioral skills. The skills developed throughout our program are applicable in various educational settings and will help educators become better instructors for students of all ability levels. 

There are ample job opportunities with this degree. Certified special education teachers are in demand in Maine and across the country.

Our MSED-SE is an approved program for preparation for the Teacher of Students with Disabilities 282 Endorsement in the State of Maine. The 282 Endorsement earned will correspond to the educator’s current level of teacher certification in the State of Maine (i.e. 282E-Elementary K-8 or 282S-Secondary 7-12).

MSEd – RS: Master of Science in Education — Reading Specialist

UNE Online’s Master of Science in Education Reading Specialist program is designed to equip educators with the foundational knowledge needed to assess students and to provide targeted literacy and reading instruction. Drawing upon 21st-century literacy and reading skills and the use of emerging technologies, MSEd-RS students will discover and expand collaborative relationships, and explore the dispositions, knowledge, and skills that literacy and reading leaders need to be successful. Students will be prepared to take on leadership roles in their school districts, supporting fellow educators to improve student literacy and reading growth.

Our program prepares participants to become Reading Specialists or Literacy Coaches in a K-12 setting. This Master of Science in Education Reading Specialist program is approved preparation for Literacy Specialist Certification (092) in the State of Maine.

The UNE Online Experience

I found the UNE online class format to be super easy to work with. I felt supported by my instructors. They understood that I had a full-time job and a little one at home. If I wanted to do my schoolwork at 5am, I could do that. I found value in communication with fellow teachers in the program and drew inspiration for my own classroom. It’s like having a built-in support system and everything I learned impacted my classroom in a positive way and in real-time.

Ally Loukas, MSEd ‘20, CAGS Student

Admissions

At the University of New England Online’s Education Programs, our goal is to admit students who have a passion for education and a curiosity about current educational strategies, theories, issues and practices. Successful applicants are inclined to take on new challenges, adapt to the latest tools and technologies and can manage multiple competing priorities. They are educators who strive to make informed decisions about their pedagogical practices based on research. 

We review applicants in a comprehensive manner, taking into consideration their previous academic coursework, professional experiences and application materials.  

Admission Requirements:

  • Bachelor’s degree from a regionally accredited institution.  
  • Applications are reviewed holistically as a determination of academic readiness. The admissions committee values previous academic performance as indicated on transcripts and considers it as part of the review process.
  • The MSEd – Educational Leadership, MSEd – Special Education, and MSEd – Reading Specialist programs require employment in an educational setting (or the ability to regularly access a classroom environment) in which concepts and strategies from the courses can be applied.
  • *No GRE Required

How to Apply:

Create an Online Portal Account to begin your application. To complete your online application you will need:

  • Current Resume/CV
  • Please provide a goal statement describing your motivation for graduate study at the University of New England (min 250 words) OR upload a professional or academic writing sample from the past five years.
  • The MSEd–Reading Specialist, MSEd – Special Education and MSEd — Educational Leadership programs also require your current teaching license or certification.
  • Official transcripts
  • Apply now for free!

APPLY NOW

MSEd Curriculum

MSEd – Master of Science in Education Courses

The Master of Science in Education consists of 30 credits: 5 core courses and 5 elective courses. The core curriculum provides essential insights into best practices and current key issues in education. 

This course explores the theories of differentiated instruction and its relationship to neuroscience. Within the course, educators analyze differentiation theories and incorporate differentiation strategies into the design of units and lessons in their own educational settings. Collegial reflection regarding the use of these differentiation strategies as well as reflecting on how differentiation is used to meet the needs of diverse learners will be a major component of the course.

Educational systems have evolved into complex reflections of society, providing a system of essential services. These systems partner with other community functions in areas from economic development to social supports. Successful leaders within these systems must demonstrate ethical and moral leadership to meet the complex needs that ever-diversifying stakeholders require. This course will explore the importance of ethics in educational leadership. Participants will explore leadership frameworks that focus on personal values, beliefs, ethics, and leadership styles. They will apply such frameworks by forming personalized courses of action. Participants will also be challenged to collaborate with peers when applying ethical decision-making strategies to educational scenarios.

This course centers on the principles of diversity, inclusion, and social justice. Participants will create a framework for diversity and inclusion through engagement with the literature and theories on social identity in the historic context of America. We will examine how individual differences, institutional systems, and social assumptions contribute to or inhibit cultural pluralism. Major emphasis will be placed on building skills in critical analyses of social structures, interrogating our personal and professional praxis, and expanding our knowledge base to promote social justice.

In this course, students will explore action research within their own work setting.  Students will formulate a problem statement, conduct a literature review, design a study, and identify which data to collect for the purpose of developing an action plan.  Through a systematic and collaborative process, participants will utilize action research to reflect, analyze and enhance their professional practice.  Students will also develop writing skills which are important for professional communication.

This course develops reflective practices that assist participants in exploring both professional and personal growth that has occurred throughout the University of New England’s MSEd program. Participants will utilize organizational tools to create a digital portfolio that reflects self-directed learning within their program experiences.

In addition to the core courses, students are able to customize their degree by selecting five electives. They can choose from any of the courses listed below.

This course enhances classroom-based experiences by linking them with professional research skills.  Educators in this course will learn to locate and critically review a wide range of professional resources, articulate knowledge from a research-based framework, and collaborate with their peers on navigating school cultures. This course highlights the roles and responsibilities of leaders in a school setting.

This course provides the overarching context for organizational leadership. Participants consider theories and practices relating to effective and ethical leadership in organizational settings. Topics include diagnosing the work environment, decision-making, problem-solving, strategic planning, and human resource development. Students will reflect on their own leadership, observe and analyze other leaders, and explore the theories and practices that relate to the Professional Standards for Educational Leaders (PSEL).

This course provides a foundation of the legal underpinnings of the American education system and explores how legal decisions have had an effect on an educational system that covers lifelong learning. Specific legal principles relating to church/state issues, tort liability, teacher responsibilities, student rights and administrative concerns such as contracts and collective bargaining are examined. Participants will analyze case studies to apply their understanding and create a compendium of the laws unique to the states in which they work.

Regardless of how beneficial a desired change may seem, new initiatives are often difficult to implement. This course examines change theory, studies case histories of change efforts, and reviews change strategies in order to equip students with skills for introducing effective reforms.

This course examines the requirements of educational leaders engaged in supervising and evaluating educational personnel. Emphasis is given to the theory behind the practice as well as different methods and hands-on applications. Participants explore such practices as peer evaluations, self-evaluations, portfolios, and mentoring. 

Instructional leaders must ensure that the teaching and learning taking place in a school is rigorous, relevant, and designed to meet the needs of all students. Participants will explore current models and trends in curriculum design and instructional practices with a focus on using research and data to guide decision-making about content and pedagogy. This course will also look at the role an instructional leader plays in serving as a change agent to promote best practices in a school.

This course traces the historical background and development of school finance acts and examines the intent, concepts and relationship inherent in these acts. Processes by which state subsidies are computed, allocated and distributed are considered. Budget and expenditure practices in relation to these acts are illustrated. Emphasis is placed on helping students develop a clear conceptual understanding of the overall methods by which state aid is provided to local school systems. Readings, research, and other assignments are designed to acquaint students with school finance practices in their respective states and local school districts.

This course will include: an overview of organizational theories and systems; the inclusion of organizational theory in the educational change process; the functions, objectives, development, and assessment of strategic plans; and the relationship between strategic planning and budget development.

Federal and state laws, regulations, and judicial decisions relating to the education of students with special needs in inclusion classrooms are analyzed. Key legal provisions, such as free appropriate public education, least restrictive environment, and due process are examined. Methods of conflict resolution and mediation as well as ethical standards are examined. Students are required to apply what they learn as they research and analyze case scenarios.

This course introduces learners to the use of technology in the inclusive education of individuals with disabilities. Methods and techniques for evaluation and determination of appropriate uses of assistive technology are addressed. A range of assistive and inclusive technologies are covered as well as teaching strategies that support the implementation of technologies. Using technology in universally designed educational environments is examined. Participants will be expected to have access to and use selected teaching and learning technologies with learners with disabilities in inclusive settings.

This course focuses on assessment approaches for identifying students with disabilities and assessing progress toward learning goals and standards. Participants examine formal assessment tools and procedures used in the diagnosis of disabilities and identification of the instructional and behavioral needs of students. Participants will explore a range of student strengths and exceptionalities as they determine best educational practices to meet the needs of all learners in the least restrictive setting.

This course provides the time and resources to delve deeply into strategies for teaching students in the inclusion classroom. Participants will evaluate strategies to determine the best practices available to meet their professional needs. Students will collate their new learning into a user-friendly tool tailored to their own teaching circumstances. Rarely do educators have the opportunity for such sustained exploration of meaningful research-based strategies that can have a direct impact on differentiated teaching and learning.

This course will help participants identify and prioritize essential behavioral skills in their work with students. They will explore how to model, teach and nurture behavioral skills and analyze differentiation strategies as Tier 1 of a Positive Behavior Intervention and Support model and prepare for intervention and monitoring at Tier 2 and Tier 3. The course will engage participants in addressing factors that influence a school’s response to behavioral considerations such as available resources, parent collaboration, school, and community culture.

This course will focus on the use of data to create inclusive environments for all students. Participants in this course will apply the components of the Continuous School Improvement Framework (Plan-Implement-Evaluate-Improve). Participants will use data readily available in their classroom, school, or district. Several protocols for analysis will be used. Themes will include using data to support a shared vision and using data to examine school core values.

This course will deepen the participants’ understanding of the factors that affect a learner’s ability to access their education. Participants will explore the current research in neuroscience and its connection to social and emotional learning. Participants will review and understand practical strategies to address the social and emotional learning needs of all learners and develop a social and emotional learning plan including the development of self-regulation skills in all learners.

This course explores Universal Design for Learning (UDL). It addresses the elements of effective design for learning variability across educational settings including those found in K-12, higher education and corporate environments. Participants will explore and practice designing meaningful learning experiences that meet the needs of all learners.

This course will address the foundational knowledge that teachers of literacy need in order to understand the reading and writing process for students. In this course, teachers will be exposed to major theories, research, and best practices in the literacy field. Teachers will be asked to draw upon this theoretical and practice knowledge to think about issues of practice. Through engaging inquiry units, teachers will become active participants in developing a strong foundational base for literacy instruction for all learners in their classrooms.

This course focuses on the use of assessments to determine a learner’s reading and/or writing skills. Students in this course will examine, create, evaluate, and reflect on a variety of literacy assessments as they are directly connected to data-driven instruction and literacy achievement. Each course module will engage students in a range of literacy assessments and how to use resulting data to inform instruction of subject area content as well as develop and deepen literacy skills. Course participants will be engaged in the research around assessment types as well as how to modify assessments and instruction to meet the needs of diverse learners.

This course focuses on research-based study skills and strategies for providing literacy instruction within the classroom content area. Educators will learn to integrate literacy and study skills instruction in their classrooms while designing reading assignments that afford students access to the concepts in the text. Concepts and strategies presented are relevant to the needs of ESL students.

The reading-writing connection will be the focus of the course. Educators will have the opportunity to explore this connection through the examination and application of successful instructional strategies and activities. Educators, regardless of the level or content they teach, will be provided with tools that will help to maintain learners’ literacy development as they read and write to learn, or learn to read and write.

This course will address how to engage in differentiated literacy practices to meet the needs of diverse learners. Educators will be immersed in the foundational knowledge that will aid them in creating effective instruction that will assist students who need support in their literacy development. The readings and coursework will explore how to approach literacy challenges from the classroom and school levels in a systematic way as well as incorporating a culturally responsive approach to pedagogy.

This course will focus on the leadership skills that the professional will need as a Reading Specialist/Literacy Coach. Specifically, this course will explore the coaching relationship and how to work collaboratively to plan, implement, and supervise literacy programs at the individual, classroom, school, and district-wide level. Focus will also be on facilitating a literate environment, working with literacy in a diverse society, and developing leadership skills. This course will also fulfill the requirements that many states have for course work in Administration and Supervision of Reading and Language Arts Programs. 

There are no prerequisites for this course.

This course will focus specifically on meeting the needs of students whose native language is not English. Topics will include sociocultural factors, second language acquisition and development, emergent and experienced reading and writing development for English learners, multiple test sources, text analysis, process writing, conversational, academic, and content language considerations, assessment types and techniques, language arts resources, and effective instructional strategies and models. This course will help prepare future Reading Specialists to work with this growing population and to support teachers who have students from different linguistic backgrounds.

This course is designed to straddle the disciplines of regular and special education. Students will explore the implementation of multi-tier approaches to the early identification and support of students with learning and behavior needs and ways to differentiate instruction. The course attends to the collaboration that takes places between regular and special education teachers when assessing and planning instruction for all students in an inclusive setting.

UNE Online’s MSEd – EL coursework includes the in-depth study of the ethics of leadership, school law, school-community relationships, and school finance. Our courses also dive into leadership theories, self-reflection as a leader, and understanding the Professional Standards for Educational Leaders.

This course enhances classroom-based experiences by linking them with professional research skills.  Educators in this course will learn to locate and critically review a wide range of professional resources, articulate knowledge from a research-based framework, and collaborate with their peers on navigating school cultures. This course highlights the roles and responsibilities of leaders in a school setting.

Educational systems have evolved into complex reflections of society, providing a system of essential services. These systems partner with other community functions in areas from economic development to social supports. Successful leaders within these systems must demonstrate ethical and moral leadership to meet the complex needs that ever-diversifying stakeholders require. This course will explore the importance of ethics in educational leadership. Participants will explore leadership frameworks that focus on personal values, beliefs, ethics, and leadership styles. They will apply such frameworks by forming personalized courses of action. Participants will also be challenged to collaborate with peers when applying ethical decision-making strategies to educational scenarios.

This course provides the overarching context for organizational leadership. Participants consider theories and practices relating to effective and ethical leadership in organizational settings. Topics include diagnosing the work environment, decision-making, problem-solving, strategic planning, and human resource development. Students will reflect on their own leadership, observe and analyze other leaders, and explore the theories and practices that relate to the Professional Standards for Educational Leaders (PSEL).

This course provides a foundation of the legal underpinnings of the American education system and explores how legal decisions have had an effect on an educational system that covers lifelong learning. Specific legal principles relating to church/state issues, tort liability, teacher responsibilities, student rights and administrative concerns such as contracts and collective bargaining are examined. Participants will analyze case studies to apply their understanding and create a compendium of the laws unique to the states in which they work.

This course examines the requirements of educational leaders engaged in supervising and evaluating educational personnel. Emphasis is given to the theory behind the practice as well as different methods and hands-on applications. Participants explore such practices as peer evaluations, self-evaluations, portfolios, and mentoring. 

An effective educational leader promotes the success of all students by communicating the learning community’s vision, policies, and successes to staff, students, parents, community, decision-makers, legislators, and media. This course provides 80 hours of field-based work, in which aspiring leaders will develop a plan to build and maintain partnerships with multiple constituent groups within the community in a way that positively impacts the education of students. Before registration can be made available for this course, students must complete all of the required internship paperwork. Please contact your Student Support Specialist for details.

This course traces the historical background and development of school finance acts and examines the intent, concepts and relationship inherent in these acts. Processes by which state subsidies are computed, allocated and distributed are considered. Budget and expenditure practices in relation to these acts are illustrated. Emphasis is placed on helping students develop a clear conceptual understanding of the overall methods by which state aid is provided to local school systems. Readings, research, and other assignments are designed to acquaint students with school finance practices in their respective states and local school districts.

This course will include: an overview of organizational theories and systems; the inclusion of organizational theory in the educational change process; the functions, objectives, development, and assessment of strategic plans; and the relationship between strategic planning and budget development.

Federal and state laws, regulations, and judicial decisions relating to the education of students with special needs in inclusion classrooms are analyzed. Key legal provisions, such as free appropriate public education, least restrictive environment, and due process are examined. Methods of conflict resolution and mediation as well as ethical standards are examined. Students are required to apply what they learn as they research and analyze case scenarios.

Internship is a self-designed experience that consists of 150 hours (10 hours/week for 15 weeks) at a site outside of your regular work environment. The design of the internship must focus on the intern’s leadership skills as described in the Professional Standards for Educational Leaders as well as the collection of artifacts and data that demonstrate the intern’s use of those skills. This course is a requirement of State of Maine Building Administrator Certification (040). Before registration can be made available for this course, students must complete all of the required internship paperwork.

The MSEd – SE curriculum covers methods for individualizing, differentiating, creating, and providing universally designed instruction. It also explores assistive technologies and a variety of assessment methods.

This course enhances classroom-based experiences by linking them with professional research skills.  Educators in this course will learn to locate and critically review a wide range of professional resources, articulate knowledge from a research-based framework, and collaborate with their peers on navigating school cultures. This course highlights the roles and responsibilities of leaders in a school setting.

This course explores the theories of differentiated instruction and its relationship to neuroscience. Within the course, educators analyze differentiation theories and incorporate differentiation strategies into the design of units and lessons in their own educational settings. Collegial reflection regarding the use of these differentiation strategies as well as reflecting on how differentiation is used to meet the needs of diverse learners will be a major component of the course.

This course will address the foundational knowledge that teachers of literacy need in order to understand the reading and writing process for students. In this course, teachers will be exposed to major theories, research, and best practices in the literacy field. Teachers will be asked to draw upon this theoretical and practice knowledge to think about issues of practice. Through engaging inquiry units, teachers will become active participants in developing a strong foundational base for literacy instruction for all learners in their classrooms.

This course focuses on the use of assessments to determine a learner’s reading and/or writing skills. Students in this course will examine, create, evaluate, and reflect on a variety of literacy assessments as they are directly connected to data-driven instruction and literacy achievement. Each course module will engage students in a range of literacy assessments and how to use resulting data to inform instruction of subject area content as well as develop and deepen literacy skills. Course participants will be engaged in the research around assessment types as well as how to modify assessments and instruction to meet the needs of diverse learners.

This course focuses on research-based study skills and strategies for providing literacy instruction within the classroom content area. Educators will learn to integrate literacy and study skills instruction in their classrooms while designing reading assignments that afford students access to the concepts in the text. Concepts and strategies presented are relevant to the needs of ESL students.

The reading-writing connection will be the focus of the course. Educators will have the opportunity to explore this connection through the examination and application of successful instructional strategies and activities. Educators, regardless of the level or content they teach, will be provided with tools that will help to maintain learners’ literacy development as they read and write to learn, or learn to read and write.

This course will address how to engage in differentiated literacy practices to meet the needs of diverse learners. Educators will be immersed in the foundational knowledge that will aid them in creating effective instruction that will assist students who need support in their literacy development. The readings and coursework will explore how to approach literacy challenges from the classroom and school levels in a systematic way as well as incorporating a culturally responsive approach to pedagogy.

This course will focus on the leadership skills that the professional will need as a Reading Specialist/Literacy Coach. Specifically, this course will explore the coaching relationship and how to work collaboratively to plan, implement, and supervise literacy programs at the individual, classroom, school, and district-wide level. Focus will also be on facilitating a literate environment, working with literacy in a diverse society, and developing leadership skills. This course will also fulfill the requirements that many states have for course work in Administration and Supervision of Reading and Language Arts Programs. 

There are no prerequisites for this course.

This course will focus specifically on meeting the needs of students whose native language is not English. Topics will include sociocultural factors, second language acquisition and development, emergent and experienced reading and writing development for English learners, multiple test sources, text analysis, process writing, conversational, academic, and content language considerations, assessment types and techniques, language arts resources, and effective instructional strategies and models. This course will help prepare future Reading Specialists to work with this growing population and to support teachers who have students from different linguistic backgrounds.

This course is designed to straddle the disciplines of regular and special education. Students will explore the implementation of multi-tier approaches to the early identification and support of students with learning and behavior needs and ways to differentiate instruction. The course attends to the collaboration that takes places between regular and special education teachers when assessing and planning instruction for all students in an inclusive setting.

In conjunction with EDU 750, this course is the first of two practicum courses that closely examine a wide range of assessment and instructional methods to support literacy development of struggling learners. Students in this course work closely with an onsite mentor, a learning community of students and a UNE instructor. This collaboration will support students as they develop relationships with K-12 students who struggle in literacy. Experiences in the course include working in a one-on-one tutorial setting, administering a variety of reading diagnostic assessments, and collaboratively creating and implementing literacy programming that builds on diagnosis with the goal of moving learners forward in their literacy growth. This course meets most states’ requirements that a 6 credit practicum be part of an approved graduate program. Before registration can be made available for this course, students must complete all of the required internship paperwork.

In conjunction with EDU 749, this course is the second of two practicum courses that closely examine a wide range of assessment and instructional methods to support literacy development of struggling learners. Students in this course work closely with an onsite mentor, a learning community of students and a UNE instructor. This collaboration will support students as they develop relationships with K-12 students who struggle in literacy. Experiences in the course include working in a one-on-one tutorial setting, administering a variety of reading diagnostic assessments, and collaboratively creating and implementing literacy programming that builds on diagnosis with the goal of moving learners forward in their literacy growth. This course meets most states’ requirements that a 6 credit practicum be part of an approved graduate program.

Before registration can be made available for this course, students must complete all of the required internship paperwork. Please contact your student support specialist for details.

Interprofessional Electives – As part of their MSEd, students have the opportunity to take electives from our other online graduate programs. A full list of these interprofessional courses can be found here: Shared Interprofessional Course List

Transfer Credits

Students may apply to transfer up to three 3-credit courses into the Master of Science in Education. Transfer credit cannot be accepted into the Master of Science in Education – Inclusion Education, Reading Specialist, or Master of Science in Education – Educational Leadership programs. Courses must be 3-credit, graduate-level courses completed within 5 years of application. Students must have earned a “B” or better and the course must be equivalent to one of the required courses or elective courses for UNE Online’s program. To request consideration for transfer credit, a student must provide an official transcript and a course syllabus for each course. Your enrollment counselor or student support specialist can assist you with this request.

Educators from outside of Maine pursuing certification need to have their coursework officially approved by their state’s Department of Education. Links to individual state requirements can be found here: online.une.edu/education/map.

Tuition and Fees

Tuition for the University of New England Online’s MSEd Degrees is competitive among other schools at $640/credit,* and because all of our courses are delivered 100% online, you will not incur the cost of traveling or relocating to complete your degree. (*Note: Tuition is subject to change. Listed tuition does not include the cost of fees, books, or additional credits that may be required, etc. Contact Student Financial Services to learn more.)

Cost per
Credit: $640

# of credits for MSEd, MSEd – EL, MSEd – SE: 30

Typical Cost for MSEd, MSEd – EL, MSEd – SE:
$19,200

Cost per
Credit: $640

# of credits for MSEd – RS: 36

Typical Cost for MSEd – RS:
$23,040

 

General Services Fee (per semester, non-refundable for matriculated students)

$70

Tuition (per credit hour)$640
Technology Fee (per semester)$150
Registration Fee (non-matriculated students per semester)$30

Accreditation

When choosing an institution of higher education, you want to be sure your investment will hold value upon completion. We are proud to hold NECHE (New England Commission on Higher Education) accreditation at the University of New England and for our graduate programs. NECHE Accreditation ensures a high level of academic quality and public accountability for the education being provided.

Faculty

The University of New England Online’s MSEd faculty and staff are top-notch. They are a team of dedicated professionals and are active and respected in their field. Many members of our team have appointments in other University of New England Colleges and are affiliated with various reputable institutions of education. Meet the Education Faculty and Staff

 

Student Support & Resources

At the University of New England Online, we are committed to providing our students with the highest level of academic and personal support. We understand the unique challenge of adult students who are often juggling school, career and family, which is why we offer a robust Student Academic Success Center (SASC) and high-touch academic advising. Learn more about Student Support and Resources.  

FAQ

Accreditation

Yes. The University of New England is regionally accredited by the New England Commission on Higher Education (NECHE), which accredits schools and colleges in the six New England states. Accreditation by the Commission indicates that the institution has been carefully evaluated and found to meet standards agreed upon by qualified educators.

Regional accreditation is the primary type of institutional accreditation recognized in the United States. Some institutions with online programs hold national accreditation because they are unwilling or unable to meet the rigorous standards of regional accreditation. You should also know that many educational institutions holding regional accreditation do not recognize credits or degrees earned at institutions that are nationally accredited. This is very important if you plan on transferring from one college or university to another part way through a degree program, or if you plan to pursue additional degrees at different colleges or universities.

 

Coursework

You can complete your studies at your convenience in the comfort of your own home. No campus visits are required. You will have access to your coursework 24 hours a day, which can be completed around your busy schedule.

No. All of our courses are asynchronous – you choose when to log in and complete your coursework (while adhering to all posted deadlines and due dates, of course). In the event there is a live session, the instructor will make the video available for viewing at any time.

On average, most students spend 15-20 hours per week studying to ensure completion of one 3-credit course per eight-week term. However, this can vary greatly depending on your personal and professional circumstances.

Historically we have found that students have the most success by starting out with one course per eight-week term. However, if you can show that you are able to complete the coursework competently, you may contact your student support specialist to explore enrolling in more than one course per term.

Educational professionals spanning teachers, librarians, administrators, technology specialists, and others can find great value in our programs. To ensure your success, you can find descriptions of typical assignments below:

Assignments that involve analysis of classroom and school data: How learning is measured in a classroom or school-wide setting? You may need access to classroom assessment data, standardized test data, or commonly developed and scored assessments to answer this question. If you are working as an administrator, teacher or paraprofessional you probably already work with these sorts of data regularly.

Assignments that involve curriculum and instruction: What is the adopted curriculum of your school or district? What training goes with it? Who is responsible for choosing and reviewing it? Beyond a traditional classroom setting, other school personnel such as school counselors, librarians often have curricular responsibilities. Other topics central to your school setting might cover how instruction is evaluated or how new teachers are mentored.

Portfolios of professional work: Some courses may require that you create, utilize or reflect upon collections of your professional work. This could include lesson and unit plans, strategic plans for faculty development, presentations to colleagues, or committee work.

 

Master of Science in Education (MSEd), MSEd – Educational Leadership, MSEd – Special Education, and MSED – Reading Specialist Programs

Our online graduate programs do not offer initial teacher certification at this time.

All MSEd options may be completed in less than two years. Get in touch with an enrollment counselor to discuss a schedule that will fit your needs.

Our MSEd program allows students to earn a more customizable degree by choosing half of the electives based on their areas of interest. The MSEd-EL program is designed for students looking to move into a more formal leadership role such as assistant principal or principal. The MSEd-RS program is designed specifically for students interested in becoming a certified Literacy Specialist. The MSEd-SE program is designed specifically for students interested in becoming a certified Special Education teacher.

The Master of Science in Education – Educational Leadership prepares you to become an assistant principal or principal and is approved preparation for the Building Administrator (040) endorsement in the State of Maine. The Master of Science in Education – Reading Specialist program prepares you to become a Reading Specialist or Literacy Coach in a K-12 setting, and this program is approved preparation for Literacy Specialist Certification (092) in the State of Maine. The Master of Science in Education – Inclusion Education programs offers the 282 Endorsement for Teachers of Students with Disabilities in the State of Maine, which will correspond to the educator’s current level of teacher certification in the State of Maine (i.e. 282E-Elementary K-8 or 282S-Secondary 7-12).

If you are looking for certification or reciprocity in a different state, we encourage you to review your state’s certification requirements with our interactive map.

In comparison to a MAT (Masters of Art in Teaching) the MSEd program focuses on greater education issues and practices, preparing students for a variety of leadership career paths, rather than focusing primarily on teaching in the classroom.

Upon acceptance, students may apply to transfer up to three 3-credit courses (maximum of nine credits) into the Master of Science in Education or Master of Science in Education – Educational Leadership programs.  Transfer credit cannot be accepted into the Master of Science in Education – Inclusion Education or Reading Specialist degrees.

In order to be considered, courses must:

  • Be classified as graduate level
  • Be worth 3 credits
  • Have been taken within five years of application
  • Have been completed with a grade of “B” or better
  • Be equivalent to one of the required program courses or an elective course that meets the goals of the student’s education

To request consideration for transfer credit, a student must provide an official transcript and a course syllabus for each course. Your enrollment counselor or student support specialist can assist you with this request.

 

Admissions

An enrollment counselor is prepared to answer all of your questions and walk you through the steps necessary to apply to this program. Complete an information request to have an enrollment counselor contact you.

Course tuition for our programs can be found on the tuition costs section. The University of New England’s online Graduate Programs in Education offer online students the same outstanding education that campus-based students receive. Easy access to affordable education helps us fulfill our goal of ensuring that every individual who has the desire to further their education has the opportunity to do so.

If you graduated more than a year ago, you will need to reapply. Due to privacy policies, UNE does not keep personal student records for more than a year. However, if you graduated within a year, all you’ll need to do is fill out a continuing education application. Contact an enrollment counselor to get started.