ONLINE MAED DEGREE
ONLINE MAED DEGREE
Approximate Program Length
Cost per Credit
Start when you're ready
Register by: May 24, 2023
Make learning come alive for students. In as little as 17 months, you can earn a Master of Arts in Education/Curriculum and Instruction, designed for teachers (P-12) who want to serve as leaders in their schools with advanced knowledge and skills in curriculum and instruction.
Teachers with academic endorsements or who have completed specific University of Phoenix® Continuing Education for Teachers courses, such as Assessment and Evaluation for Educators and Technology Integration for Educators, can save time and money by applying to waive up to 12 credits. This special waiver allows you to finish your MAED/CI program in about 1 year, saving you more than $4,800 on tuition and fees.
Develop curriculum assessment skills
Use curricular research to adopt best practices in the classroom
Integrate technology into teaching lessons
Adopt coaching strategies that can positively affect learning outcomes
Understand ethical, social and political issues in education
You’ll need 35 credits to complete this Master of Arts in Education/Curriculum and Instruction. Your course schedule may vary based on previous experience, training or transferable credits.
Here’s where you’ll pick up the bulk of your program-specific knowledge. By the time you finish these courses, you should have the confidence and skills needed in an education environment.
Here’s where you’ll pick up the bulk of your program-specific knowledge. By the time you finish these courses, you should have the confidence and skills needed in this field.
This course provides learners in College of Education programs with strategies for academic success within the University of Phoenix adult learning model. Learners will apply written and oral communication principles to their roles as educators, examine research methods for finding and evaluating resources, and develop effective skills in collaboration and critical thinking in preparation for their program and workplace.
In this course, students analyze the field of education from a social and global perspective and investigate the implications of the globalization of knowledge on micro and macro educational systems. Multicultural implications, diversity, and the use of technology as a vehicle of pedagogy are explored. Emphasis is on building collaborative organizational communities and empowering teacher leaders to think strategically about school change.
This course focuses on applying curricular theory to best practices in the 21st century classroom. Learners explore current research in curriculum and instruction. In addition, learners analyze curriculum philosophy and planning as well as practical applications and innovations in curriculum design. Special attention is given to the use of technology in the development of effective learning environments and instruction in the 21st century classroom.
Learners in this course explore the development and application of critical thinking skills for all academic content areas in elementary, middle school, and high school settings. Participants identify the educational needs of students by exploring current instructional theories, models, and strategies; and state, local, and national standards as they relate to developing critical thinking skills in classroom teaching. Prospective educators develop skills in selecting and adapting delivery methods and behavior management plans for diverse individual students and student populations.
Learners examine dispositions and beliefs regarding teaching and learning for all students. This course includes discussions about supportive and engaging learning environments, along with collaboration with other professionals to develop strategies that promote student learning. Using assessment data, learners will differentiate instruction and employ appropriate strategies for students. Learners will explore advocacy through course materials, practical exercises and engaging group activities.
This course examines the ethical framework and challenges of teachers and teacher leaders in today’s schools. The professional educational leader fosters ethical practices and engages in purposeful ethical decision making. Students will explore ethical, social, and political issues in education through case studies, field experiences, and other readings and interactions. Ethical leadership and decision making will be analyzed and discussed to determine how educational leaders will be able to provide support to teachers, students, and other constituents with the purpose of improving current educational practices.
In this course, learners use assessment data through a systematic process to make informed decisions and to evaluate classroom and schoolwide learning outcomes. Emphasis is placed on the design, implementation, and analysis of formative assessments while other types of assessments are explored. Learners will use this assessment knowledge to design and analyze a comprehensive assessment plan in a K–12 setting.
Learners examine the process of conducting their own classroom-based or school-based research. The course provides practical experience with action research components in the educational setting for everyday instruction. Learners will use research and data to enhance the instructional environment and to promote lifelong learning.
This course provides an examination of how systemic processes, experiential learning, and coaching strategies positively affect teaching and learning outcomes. This course will examine the interchangeable competencies of coaching and mentoring including roles, fostering relationships, ethical guidelines, building learning communities, effective communication, self-reflective problem solving, conflict resolution, facilitating learning, and accountability. Candidates will be equipped with content knowledge, real life application opportunities, tools, and specific strategies that can be applied in both instructional leadership and coaching situations.
Learners evaluate technology use and technology integration for teaching and learning while considering the value of current technologies and tools as part of an interactive experience in a 21st-century classroom. Learners will review the considerations and responsibilities of using and maintaining technology in today's schools, including safety, ethics, resources, and financial needs. Using the knowledge gained in this course, students will determine how they will advocate and be change agents for technology integration within their districts, schools, classrooms, and the community.
Learning communities are a method for the organization and operation of schools that will best meet the academic needs of students. In this course, learners examine the components of developing and maintaining school-based communities of practice to improve student achievement and assist with school improvement planning. Learners will identify resources to help them initiate, plan, and maintain communities of practice.
Learners will examine the relationship of professional and personal learning to school, teacher, and student need. Learners will gain an array of effective ideas, strategies, plans, methods, and tools on designing and implementing professional development to promote the intellectual and self-reflective development of teachers as they collaborate to raise student achievement. Topics include components of high-quality staff development and learning networks.
Your academic counselor will help you schedule your classes for the Master of Arts in Education/Curriculum and Instruction.
When you earn your online Master of Arts in Education/Curriculum and Instruction, you’ll be equipped with a concrete set of skills you can apply on the job.
Topics covered in this degree include:
Along with the knowledge and skills related to the University Learning Goals, students who graduate from the College of Education should gain program-specific knowledge, skills and abilities. Each college or school creates a set of Program Student Learning Outcomes (PSLOs) to describe the knowledge, skills or attitudes students will possess upon completion of the program of study. By the time you complete your Master of Arts in Education/Curriculum and Instruction degree, you should be able to perform these learning outcomes.
College of Education students will find many helpful resources on COE Central. Program handbooks provide a wealth of information on topics such as professional expectations, clinical experiences, clinical practice, internships, edTPA and much more. Milestone roadmaps, technology and multimedia resources, and various toolkits are also available.
The Master of Arts in Education/Curriculum and Instruction is a graduate degree program intended to provide educators with advanced knowledge and skills in curriculum and instruction. The MAEd/CI does not prepare students for any type of professional certification or state licensure as a teacher. The program is only intended as an advanced degree.
An MAED/CI can prepare you to be a:
According to the Bureau of Labor Statistics, job growth for instructional coordinators is projected to be as fast as average between 2021 and 2031.
BLS projections are not specific to University of Phoenix students or graduates.
Get career coaching, resumé building and interview prep, for life. While outside career advising can cost over $200 an hour, at University of Phoenix it’s built right into your degree at no added cost.
You’ll have a team of advisors invested in your success from day one — dedicated to helping you build your confidence and a personalized career plan you can stick with.
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Lock in the peace of mind that comes with fixed, affordable tuition. You’ll enjoy one flat rate from the moment you enroll until the day you graduate from your program. That’s your Tuition Guarantee.
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Work toward your degree without giving up what matters most. Start your degree year-round and take one class at a time.
Enroll in online classes and attend class whenever it fits your life, day or night.
You have a support team available up to 20 hours a day, 5 days a week. And our academic counselors, who are with you every step of the way, have earned a 5-star rating from 90% of our surveyed students.
University of Phoenix is accredited by the Higher Learning Commission (HLC), hlcommission.org. Since 1978, University of Phoenix has been continually accredited by the Higher Learning Commission.
The MAEd in Curriculum and Instruction does not lead to certification as a teacher. This program is designed for students who have already obtained their teaching credential.
*While widely available, not all programs are available to residents of all states. Please check with a University Enrollment Representative.
Bureau of Labor Statistics (BLS) projections are not specific to University of Phoenix students or graduates.