Masters Program Details
The Secondary Education Masters program leads to a T-5 certificate. Students must select a concentration in Biology, Mathematics, English, History, or Broad Field Science. This degree requires 12 hours of coursework in the content field or in pedagogical content. Students can apply by clicking the Graduate Admissions tab on this page. Also, note the program sheet on this page which describes the coursework.
The Secondary Education Masters program leads to a T-5 certificate. Students must select a concentration in Biology, Mathematics, English, History, Economics, Earth Science or Broad Field Science. This degree requires 18 hours of coursework in the content field. Students can apply by clicking the Graduate Admissions tab on this page. Also, note the program sheet on this page which describes the coursework.
Method of Delivery
Credit & Transfer
Total semester hours required to earn a degree: 36
Maximum Hours Transferable into program: 12 max
Tuition & Fees
For the most up-to-date and accurate cost information, see the Bursar's Office website at http://www.westga.edu/bursar/.
The program currently requires 36 hours of coursework. Many of the courses are delivered online. Others are offered at times that accomodate working professionals.
Up-to-date Program Sheets detailing programs of study are View Program Sheet. Always consult with an advisor before selecting courses.
Description: This course provides an in-depth study of the major cognitive and behavioral theories of classroom learning. Emphasis will be placed on enabling teachers and counselors to better understand how students learn; on helping educators identify and remove barriers that impede student learning; and on helping educators develop, utilize and advocate teaching practices, programs, and curriculum that lead to academic success for all. Theories of motivation, classroom management practices, and belief systems that promote learning will also be addressed.
Description: A critical analysis of cultural and sociological factors and their effect on issues affecting educational thought and schooling practices.
Description: A survey of the development and patterns of public education in this country.
Description: A study of selected issues affecting educational thought and schooling practices emphasizing critical analysis of the cultural and sociological contexts of school-societal problems.
Description: A survey of philosophical thought foundational to educational theory and practice.
Description: The study of the general principles of qualitative and quantitative research designs with an emphasis on students becoming consumers of educational research.
Description: The study of the general principles of qualitative, quantitative, and action research designs. Students become consumers of research in their fields and learn how to conduct research in their particular educational settings.
Description: Application for field experience required prior to enrollment in MAT section. Designed for investigation and assessment of and research in the teaching of English with implications for strategies and curricular needs at the secondary level.
Description: Application for field experience required prior to enrollment in MAT section. Designed for investigation and assessment of and research in the teaching of social studies with implications for strategies and curriculum needs at the secondary level.
Description: Application for field experience required prior to enrollment in MAT section. This course is designed for the in service teacher of science to extend their theoretical base and provide experience in the teaching of secondary science. Students investigate and assess current trends and research in the teaching of science with implications for strategies and curricular needs at the secondary/post secondary level.
Description: Application for field experience required prior to enrollment in MAT section. Designed for continued professional growth of mathematics teachers as they investigate and evaluate current issues, practices, and resources in mathematics education.
Description: In addition to an overview of the history of secondary curriculum programs, significant factors which affect school curriculum are studied. Attention is given to the integration and coordination of curriculum components throughout the secondary school program.
This describes the general information about faculty for this program.
Guidelines for Admittance
- All graduate applicants must complete the online Grad Application. A one-time application fee of $40 is required.
- Applicants should also review the Graduate Studies Website for individual program specific requirements and tasks that must be completed prior to admission. See Graduate Studies Application Process.
- International applicants are subject to additional requirements and application deadlines. See Procedures for International Students.
- Official transcripts from a regionally or nationally accredited institution are required and should be sent directly to the UWG Admissions Office.
Program-specific Admittance Guidelines
- Students must hold a bachelor's degree from a regionally accredited institution to be admitted to the program.
- A teaching certificate is required for this program.
Fall July 21
Summer April 15
Spring November 30
Admission Process Checklist
The Graduate Studies Application Process checklist is available here: http://www.westga.edu/gradstudies/apply-now.php
One exception: If you will not ever be traveling to a UWG campus or site, you may apply for an Immunization Exemption. Contact the Immunization Clerk with your request.
College of Education Office of Graduate Studies Phone: 678-839-6125 or Fax: 678-839-6174 Email:mailto:firstname.lastname@example.org
The Program Website - includes a program handbook, directory of instructors and their credentials, as well as other vital information.
For M.Ed. in Secondary Education and M.Ed. in Middle Grades Education advising, contact Dr. Robert Morris (email@example.com)
Specific dates for Admissions (Undergraduate Only), Financial Aid, Fee Payment, Registration, Start/End of Term Dates, Final Exams, etc. are available in THE SCOOP at http://www.westga.edu/registrar/766.php.
Specific Graduate Admissions Deadlines:
- Teachers are Committed to Students and Their Learning NBCTs are dedicated to making knowledge accessible to all students. They believe all students can learn. They treat students equitably. They recognize the individual differences that distinguish their students from one another and they take account for these differences in their practice. NBCTs understand how students develop and learn. They respect the cultural and family differences students bring to their classroom. They are concerned with their students
- Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students. NBCTs have mastery over the subject(s) they teach. They have a deep understanding of the history, structure and real-world applications of the subject. They have skill and experience in teaching it, and they are very familiar with the skills gaps and preconceptions students may bring to the subject. They are able to use diverse instructional strategies to teach for understanding.
- Teachers are Responsible for Managing and Monitoring Student Learning. NBCTs deliver effective instruction. They move fluently through a range of instructional techniques, keeping students motivated, engaged and focused. They know how to engage students to ensure a disciplined learning environment, and how to organize instruction to meet instructional goals. NBCTs know how to assess the progress of individual students as well as the class as a whole. They use multiple methods for measuring student growth and understanding, and they can clearly explain student performance to parents.
- Teachers Think Systematically about Their Practice and Learn from Experience. NBCTs model what it means to be an educated person
- Teachers are Members of Learning Communities. NBCTs collaborate with others to improve student learning. They are leaders and actively know how to seek and build partnerships with community groups and businesses. They work with other professionals on instructional policy, curriculum development and staff development. They can evaluate school progress and the allocation of resources in order to meet state and local education objectives. They know how to work collaboratively with parents to engage them productively in the work of the school.