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Why Choose Saint Rose for a Master's Degree in Curriculum and Instruction?

Recognizing the need teachers have for obtaining a master’s degree that includes advanced training, The College of Saint Rose has developed a 30-credit master’s degree in Curriculum and Instruction that offers academic flexibility and options to customize with Content Cores.

The Master of Science in Curriculum and Instruction enables those with an initial teaching certification in early childhood, childhood or adolescence education to earn the master’s degree they need for NYS professional certification. The program encourages the development of education professionals who are reflective practitioners, able to link content, theory, and practice, and able to create effective learning environments for children and adolescents with a full range of abilities and backgrounds.

Program Highlights

The program requires completion of course work in the Research Core (a minimum of 6 credits) and the Pedagogy Core (12 credits). For the remaining 12 credits, we offer 12-credit Content Cores that give teachers the freedom to tailor the degree to their own career goals and aspirations.

  • Second initial certification in early childhood education (birth-grade 2) for those with childhood certification.
  • Second initial certification in childhood (elementary) education (grades 1-6) for those with early childhood certification.
  • Grade 5-6 content area extension to current certification.
  • Grade 7-9 content area extension to current certification.
  • Bilingual education extension (Spanish).
  • In-depth study within one’s current area of certification through a wide choice of electives.

Students also complete a portfolio. They are supported in this process with EDU 501 (0 credits) during their first semester and EDU 556 (0 credits) during their final semester.

Course Requirements, Faculty, and Learning Objectives

Candidates in professional education programs at The College of Saint Rose will:

  • Acquire and apply the knowledge, skills and dispositions of disciplines relevant to candidates’ projected educational or clinical roles.
  • Apply principles and theories of lifespan human development and learning in all of its diversity to education, service learning and clinical practice, and demonstrate a capacity and disposition to continuously update that knowledge and, therefore, practice according to the best emerging research in the field.
  • Plan and implement practice that is rigorous, comprehensive, inclusive, creative and motivating, inviting students’ analytical skills and promoting their dispositions to be lifelong learners.
  • Ensure that evaluation and decision-making are data-driven, multi-faceted, collaborative and recursive, and align instructional/clinical goals, practice, assessments, and standards.
  • Develop and demonstrate personal and professional values that foster the highest ethical standards of the profession; intellectual curiosity and open-mindedness; understanding and responsiveness to multiple social and global perspectives; and collegiality and collaboration among partners in the educational or clinical process that involve children, families, community members, and other professionals.
  • Promote optimal learning opportunities and environments for all individuals in the context of their experiential, cultural, and/or racial/ethnic backgrounds, including, but not limited to learners who are speakers of non-English languages, or who are gifted, have disabilities, are educationally challenged or who have different interests, ambitions or sexual orientations.
  • Demonstrate in their practice that oral and written language is a functional, as well as social and artistic tool, for communication and thought, and as such reflect the multiple literacies of local, national and global cultures.
  • Integrate a variety of technological methods and programs to enhance pupil learning and practitioner effectiveness, facilitate candidates’ acquisition of technological skills, and their dispositions to use them.