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Master of Arts in Secondary Education

The 24-month program is customized through examples, strategies, and assignments for any secondary teacher to gain and sharpen instructional skills.

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12 month

Duration

US $5000

Counselling Support Available

Our Alumni Work At:

Our learners occupy top positions in companies across industries and some of the world’s best-known firms

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98.2%

Completion Rate

91.2%

Course Pass Rate

95%

Submission Rate

88%

Student Satisfaction

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    Program Overview

    The Master of Arts in Secondary Education program is a 36-credit program covering grades 7-12 that offers a rich combination of online learning, classroom practice, learning community sharing, research and analysis, and assessment to produce teachers that are capable of making a difference in student learning and achievement. Online examples in each lesson are provided to help primary, intermediate and junior high school teachers in any subject or lesson. The program is entirely customised through the examples, strategies, and assignments for any secondary teacher to gain and sharpen instructional skills.

    The courses that make up the program curriculum are designed to prepare and strengthen the classroom teacher by providing the most current research-based and proven educational strategies and knowledge. The curriculum encompasses learning theory, educational foundations, brain theory, best practises, curriculum development, standards, and assessment. The courses in child and adolescent development, special needs and classroom management provide a framework of how teachers can provide appropriate strategies and environments for all students. A mentored practicum and portfolio project are included to enable the student to synthesise the knowledge and skills of the program into his/her personal understanding of an effective classroom for secondary students.

    The goal of the program is to develop scholar-practitioners who will learn and practice advanced skills in designing, implementing and analysing instruction using research based strategies so they can provide an active, positive and effective classroom environment for secondary students.

    Course Structure

    Code
    Course
    EDC500
    Power Strategies for Effective Teaching
    EDC510
    Power Strategies for Classroom Assessment
    EDC520
    Power Strategies for Improving Comprehension
    EDC540
    Classroom Management
    EDC550
    Child and Adolescent Development
    EDC560
    Curriculum, Instruction, and Assessment
    EDC570
    Special Needs Students
    EDC577
    English Language Learners
    EDC595
    Principles of Secondary Education
    EDC610-1
    Research Methods
    EDC610-2
    Action Research
    EDC620
    Mentored Practicum

    Entry Requirements

    • Successful completion of a baccalaureate degree from an accredited college or university – The degree must be verified on official transcripts sent by the awarding institution directly to Acacia University. Mail or secure electronic delivery is accepted.
      International applicants: Applicants submitting transcripts from non-US institutions must have their transcript evaluated by a National Association of Credential Evaluation Services (NACES) member agency. This requirement does not apply to international applicants who received a degree from a US college or university.
    • English language competency – Applicants whose first language is not English and do not have a bachelor’s degree from a university in which instruction is conducted in English must provide evidence of English proficiency. The following are accepted exams and minimum scores required for admission:
        • 60 on the paper-delivered Test of English as a Foreign Language (TOEFL PBT), or 71 on the Internet Based Test (iBT)
        • 6.5 on the International English Language Test (IELTS)
        • 50 on the Pearson Test of English Academic Score Report
        • 100 on the Duolingo English Test
        • 55 on the 4-skill Michigan English Test (MET)
        • 650/LP on the Michigan Examination for the Certificate of Competency in English (ECCE)
        • 650/LP on the Michigan Examination for the Certificate of Proficiency in English (ECPE)
        • A minimum score on the College Board Accuplacer ESL Exam Series as follows:
          • ESL Language Use: Score of 85

        • ESL Listening: Score of 80

        • ESL Reading: Score of 85

        • ESL Sentence Meaning: Score of 90

        • ESL Writeplacer: Score of 4

        Comprehensive Score for all exams of 350
      • A minimum grade of Pre-1 on the Eiken English Proficiency Exam;
      • A minimum B-2 English proficiency level identified within the Common European Framework of Reference (CEFR) standards and assessed through various ESOL examinations, including the University of Cambridge
    • Verification of a teaching position or access to classrooms – confirmation of classroom and connectivity attestation through either a signed form https://www.acacia.edu/required-classroom-and-connectivity-attestation.pdf or declared via the Classroom and Connectivity Access Attestation section in the website admission form.
      • The Master of Arts in Elementary Education requires access to elementary classrooms.
      • The Master of Arts in Secondary Education requires access to secondary classrooms.
      • The Master of Education in Educational Administration requires a minimum of 2 years of prior successful teaching experience and access to classrooms.
      • The Master of Education in Special Education requires access to Special Education classrooms for implementation of strategies and assignments.
      • The Master of Education in English as a Second Language requires access to classrooms with ESL students.
    • Ongoing access to computer technology – All Acacia University courses are presented online so each applicant must have a computer and internet access to participate.
    •  

    Learning Outcomes

    Live & interactive lectures by expert faculties

    Recorded session for offline viewing

    World-class curriculum by eminent faculty

    Regular webinars by industry leaders

    Assignments for module assessments

    Easy-to-use LMS accessible anywhere

    Online library to further enhance your knowledge

    Dissertation on your area of research work

    Program Details

    EDC500 Power Strategies for Effective Teaching

    This course features methods of teaching and learning through graphic organizers, word walls, and partnering to increase comprehension in all subject areas. Teachers learn to use visual representations to help students organize ideas and thoughts; to understand relationships among those ideas and remember the information. Strategies are provided for teachers to use word walls in classrooms so that students build vocabulary and their understanding of the English language. Graphic organizers, word walls, and partnering are effective for all students, including special education students and English language learners. Many classroom examples are provided for all grade levels and special populations to assist the teacher in learning and implementing these strategies in the classroom.

    This course features methods of teaching and learning through rubrics and editing. Teachers learn to use rubrics in all subject areas to set learning expectations for students with a wide range of abilities. Active learning is promoted so that students become involved in their learning. Teachers practice strategies for editing that provide specific feedback based on the use of rubrics for analysis. They also learn strategies that develop the students’ editing skills. The concept of editing is expanded to include visual products, performances, processes, and written products. These assessment skills are essential to all students, including special education and English language learners. The rubrics set expectations for quality that provide differentiated instruction for diverse populations. Many classroom examples are provided for all grade levels and special populations to assist the teacher in learning and implementing these strategies in the classroom.

    This course features multiple ways to use the strategies of reflection, note-taking, and summarizing to increase learning. Teachers learn to design frequent opportunities for students to reflect on the important concepts in the subjects they teach. Based on brain research, reflection means “thinking about learning”. It is effective for all grades, subject areas, and students to enhance knowledge, clarify concepts, and relate new ideas to prior knowledge. Teachers learn to use and teach note-taking, summaries and summary frames to assist the students in organizing reflections, summarizing notes, and summarizing various types of written material. Many classroom examples are provided for all grade levels and special populations to assist the teacher in learning and implementing these strategies in the classroom.

    This course assists teachers in organizing the classroom environment; working with students to design rules and routines and using strategies to create and maintain a learning environment/community. Specific strategies are suggested to limit or decrease behaviors that interfere with learning. Teachers learn recording techniques for observing and analyzing student behavior in the classroom. They examine strategies to promote effective parental and community resources that maximize learning in diverse classrooms. Many classroom examples are provided for all grade levels and special populations to assist the teacher in learning and implementing these strategies in the classroom.

    This course focuses on the effective implementation of developmentally appropriate strategies in the classroom. Participants explore various domains and stages of development within the age range from birth to 18. They learn the role of culture in the learning process and how collaboration among the many stakeholders in the school and community affects development. The stages relate to cognitive, emotional, physical, and social development and how teachers can facilitate student growth in these areas. The strategies focus on all aspects of the classroom, from decision-making to instruction delivery. Many examples are provided for all grade levels and special populations to assist the teacher in understanding these stages and using effective strategies in the classroom.

    This course builds teacher understanding of academic curriculum design, delivery and assessments. The development of the curriculum will address research-based practices, technology integration, and developing content assessments that align with the curriculum. Types of assessments are explored, and strategies for developing content assessments that align with the curriculum are presented. The course will also explore current trends, issues, and policies and their impact on curriculum instruction and assessments. Teachers learn how to relate the curriculum and assessments to state, provincial, or country standards and adjust for diverse populations such as special education or English language learners. Many examples are provided for all grade levels and special populations to assist the teacher in learning and implementing effective curriculum and assessment strategies in the classroom.

    This course focuses on the special instructional needs related to special education students, gifted students, and English language learners. Teachers learn to use learning styles, differentiated learning, and effective strategies that engage learners and provide for individual needs. Specific strategies are suggested for the various populations. Strategies for adapting a “regular” classroom to provide an appropriate learning environment for all children, including those outside the normal range, are provided and discussed. Many examples are provided for all grade levels and special populations to assist the teacher in learning and implementing effective strategies in the classroom.

    This course presents language development theories and programs for English language learners. Teachers learn effective programs and strategies focusing on oral and written language development. The types of programs provided by states and districts are compared regarding their efficacy for English language learners. Strategies for teaching reading and writing skills using appropriate scaffolding are presented and practiced. Specific classroom strategies are designed, implemented, and analyzed. Many examples are provided for all grade levels and special populations to assist the teacher in learning and implementing effective strategies in the classroom.

    This course focuses on the principles of secondary education as designed for the needs of the early 20th century and how it is responding to the needs of the 21st century through various levels of reform models. The definition of the secondary is expanded to include those middle or junior high schools that are modeled after the secondary design. This course is organized to provide information and opportunities for discussion on the following topics:

    • Structures and organization of the original design and additions through the 20th century
    • Staff and the various methods of decision-making
    • Special programs and activities that are beyond the classroom
    • Current issues, trends and models of reform that have been introduced to meet the needs of the 21st century
    • Analysis of the students’ schools in relation to specific aspects discussed throughout the course

    This capstone course focuses on the methods used in quantitative and qualitative research with an emphasis on action research in the classroom. Each student will conduct an action research project that applies some aspect of the previous courses. Electronic portfolios are used to store and organize all the materials for the project such as logs, reflections, and summaries, assessments, examples of curriculum and assessment development, case studies, charts, graphs, and video clips.

    This capstone course is the final course of the master’s degree program and demonstrates proficiency in learning and applying skills learned and practiced throughout the program. A formal presentation of the action research may be made to an audience such as the principal and staff or attendees at a conference, workshop, or seminar.

    The mentored practicum is an individualized application project determined by the student, the school leader where he/she is employed, the assigned mentee at the school, and the online instructor. The course provides students with research-based and evidence-based strategies to establish and maintain mentoring relationships. Students examine various mentoring models and learn about the essential characteristics of effective mentoring. Students apply critical thinking skills to design, implement, and assess work-based mentoring experiences while reflecting on their practices and how they influence mentoring outcomes.

    Acacia University

    Acacia University, Arizona, US, stands as a symbol of regeneration, perseverance, and integrity and is on a mission to make learning a long-lasting, invigorating experience.

    Acacia’s origin dates back to 2003 when Educational Cyberconnections, Inc. began a partnership with the Commission on International and Trans-Regional Accreditation (CITA) to provide onsite training to CITA schools in Egypt, Pakistan, United Emirates, and China. This training created a demand for additional and continuing training that resulted in establishing an onsite and online program under the title of CITA Teacher Certification Program. Then in 2005, Power-Ed and CITA developed and delivered a web-based curriculum (24 credits) that could be delivered via the Internet throughout the world. The school became the American Graduate School of Education and the name change to Acacia University was approved by the State Board for Private Postsecondary Education – State of Arizona on May 11, 2012, effective June 1, 2011.

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    100% Assignment Based

    All modules are assessed via submitted assignments - there are no exams to write.

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    Celebrate your success by having your graduation on campus.

    Dual Qualifications

    Earn an Master's Degree + International Postgraduate Diploma in Relevant Specialization

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