Department of Educational Leadership, School
Counseling, and Special Education
MSEd Speech-Language Pathology
* Starting FALL 2013 *
Pending Accreditation Approval
Pamela Jones firstname.lastname@example.org 732-923-4639
JoAnne Cascia email@example.com 732-263-5701
Monmouth University's graduate program in Speech-Language Pathology is designed to provide basic and advanced professional preparation, with a strong commitment to theoretical and research foundations of clinical intervention. The comprehensive 78 credit curriculum will include academic coursework, clinical practicum experiences, and research experiences, which will enable graduates to conduct speech and language assessments and provide intervention and treatment to children and adults. For more information click here.
MSEd School Counseling
The School Counseling program (48 credits) is a CACREP approved program, which prepares teachers and others who are seeking endorsements in school counseling. Students develop a strong identity as caring, competent professional school counselors by focusing on increased self-awareness, personal and professional development, and continuous learning. Learning experiences involve theoretical and practical coursework, supervised counseling practice, and the development of a professional portfolio. Field experiences integrate clinical practice into the context of the school community so that students are proficient in delivering comprehensive programs to all P–12 students, and serve as advocates prepared to meet the challenges of a diverse, ever-changing society.
MSEd Student Affairs and College Counseling
The Student Affairs and College Counseling program (48 credits) is aligned with CACREP standards and prepares students to work in professional positions in higher education. The program will provide students with the knowledge, skills, and competencies necessary to promote the development of postsecondary students. Students will pursue a program of academic study combined with practicum and internship experiences that will provide them with a broad education in the counseling profession, as well as allow them to focus on particular areas of interest in higher education. Students will have effective skills in interpersonal communication, program administration and evaluation, community building, and the ability to foster a campus-wide focus on student development.
Completion of this program does not qualify student for LPC or P-12 School Counselor Certification.
Both the Principal/Supervisor and Principal/Supervisor/School Administrator programs are nationally recognized by NCATE. They are based on national standards, combine educational theory, policy, and practice to provide future administrators with the skills necessary to meet the challenging and changing needs of students and families in schools today. Students develop and implement a school vision of learning that emphasizes student, family, and community involvement, design a positive school culture that focuses on student learning, create an organizational plan that promotes a safe environment, and construct professional development plans that are based on research and best practices. Both programs provide the field-based experiences required to become effective principals, supervisors, or superintendents.
The Principal/Supervisor program (30 credits) is designed for teachers and others seeking to become school principals and supervisors. Upon successful completion, students are eligible for a Principal's Certificate of Eligibility (CE) and a Supervisor's Standard Certificate. For the CE Principal endorsement students must provide documentation evidencing completion of five years of successful educational experience under a valid provisional or standard NJ or equivalent out-of-state certificate. For the Standard Supervisor endorsement students must hold a standard NJ instructional or educational services certificate or its out-of-state equivalent, and complete three years of successful, full-time teaching and/or educational services experience. Teaching and/or educational services experience completed in a NJ public school must have been under an appropriate NJ certificate.
The Principal/Supervisor/School Administrator program (33 credits) is designed for teachers and others seeking to become school principals, supervisors, and central office administrators. This program follows the same guidelines as stated above for the CE Principal and Standard Supervisor endorsements.For the Certificate of Eligibility (CE) School Administrator endorsement students must provide documentation evidencing completion of five years of successful educational experience in a public or non-public school, a public or non-public school district, or a regionally accredited higher educational setting in New Jersey or out-of-state.
MSEd Reading Specialist
The Reading Specialist program (30 credits), based on national standards of International Reading Association, is designed for exemplary teachers who have an initial teaching license and want to expand their knowledge, skills, and dispositions in teaching literacy to all learners and assisting paraprofessionals and colleagues. The state-of-the-art curriculum combines traditional classroom and online learning. Students gain an in-depth knowledge of the reading and writing processes, create literate environments that motivate P–12 learners, and provide support and coaching to colleagues and parents. Opportunities for field experiences are provided in P–12 classrooms and on campus.
Upon completion, you must provide documentation evidencing completion of two years successful teaching experience to be eligible for the endorsement.
MSEd Special Education
The Special Education programs (30 credits), with an online core of twelve credits which are grounded in national standards and research, are designed for teachers who want to broaden their knowledge base in the field of special education. Students study evidence-based principles and theories as well as laws and policies to enable them to understand how P–12 students’ unique needs and abilities affect their school performance. They design instructional plans, assess and instruct students with various types of disabilities and cultural or linguistic differences, create safe, engaging learning environments, collaborate with colleagues, support personnel and families, and develop plans for lifelong professional development.
Students may choose from four tracks:
Teacher of Students with Disabilities
Teacher of Students with Disabilities (TSD) – prepares teachers who wish to enhance their skills in working effectively with diverse populations, families, colleagues, and the community. Comprehensive theoretical and practical experiences are provided to ensure that candidates are well prepared to address the learning, language, and social needs of a diverse population of students from preschool to high school. – Curriculum Chart
Must hold a Certificate of Eligibility with Advanced Standing (CEAS), Provisional, or Standard NJ instructional certificate.
Learning Disabilities Teacher-Consultant (LDTC)
Learning Disabilities Teacher-Consultant (LDTC) – prepares teachers to specialize in assessing and instructing students with special needs and to serve as learning consultants on child study teams. A main focus of the program is collaboration with teachers, support personnel, administrators, and families. Field experiences are provided throughout the program. – Curriculum Chart
Upon completion, you must provide documentation evidencing completion of three years of successful teaching experience under a Standard NJ or out-of-state instructional certificate to be eligible for the endorsement.
Teaching in Inclusive Settings
Inclusive Settings – prepares teachers desiring the skills necessary for inclusive education to be successful and emphasizes instructional strategies, differentiated instruction and accommodations for co-teaching and professional collaboration. - Curriculum Chart
You must be a certified teacher.
Autism (all online) – prepares teachers to focus on the design of educational services for children with autism, and prepares individuals to teach students who are on the autism spectrum. The program includes instruction in laws and policies as well as identifying students with autism, developing individual education plans, and teaching and supervising students with autism. – Curriculum Chart
You must be a certified teacher.
See also: CEC Standards
Find out about our Endorsement Programs
Department of Curriculum and Instruction
MAT Programs (Initial Certification)
M.A.T. students are expected to have completed the content discipline prior to beginning the graduate program. Some Monmouth University students are admitted to graduate study before a coherent sequence of at least 30 credits in a recognized liberal arts discipline (e.g., art, English, mathematics) has been completed. These students are expected to do all remaining undergraduate coursework at Monmouth. In cases where the student is unable to take the appropriate classes at Monmouth due to time conflicts, the students may be given permission to take one or all of these discipline specific courses at a two-year institution. In these limited cases, the Monmouth University M.A.T. students who obtain permission to enroll at two-year institutions while in the M.A.T. program may transfer the credits to Monmouth during their last semester in the M.A.T. program. These credits will be posted to a Monmouth University undergraduate transcript after completion of their M.A.T. program so as to comply with New Jersey Code Section 6A:9-5.11.
Important note: No new students are being admitted to the MEd program.
The Master in Education program is designed for fully certified teachers and others interested in exploring the field of education (i.e. nurses, museum professionals) to increase their knowledge and skills in specific content areas and earn additional credentials in the field of education. For licensed teachers seeking endorsements in ESL or Early Childhood (P-3), this program will afford an opportunity to complete both the Master’s degree and certification. For other candidates, the program offers coursework in Curriculum Studies (CS), in which candidates delve in to the social, philosophical, and other phenomena that influence their professional environment. The Curriculum Studies focus is one of only a few programs of its kind in the US and is on the cutting edge of this important field; the study in those courses is tailored to foster a symbiotic relationship between the graduate study and professional life. This program does not lead to teacher certification.