University of Mary Washington

What you'll study

This programme combines core study in adult learning and professional development with specialised coursework tied to specific grade bands or subject-methods. Core modules typically cover curriculum design, contemporary instructional strategies, assessment for learning, leadership for teacher development, and research methods for classroom and school-based inquiry. Students also study topics such as differentiated instruction, culturally responsive pedagogy, instructional coaching, and the use of data to inform instruction.

Specialist strands allow you to focus on a particular level (for example, elementary, middle, or secondary) or a specific teaching method/subject area (for example, literacy, STEM, social studies, modern languages, or special education approaches). Programme structure commonly includes a balance of seminar-style coursework, school-based practicum or action research projects, and a capstone portfolio or thesis that addresses an authentic professional problem of practice.

• Curriculum design and alignment
• Instructional strategies and classroom management for targeted levels/methods
• Assessment, evaluation and use of student data
• Adult learning theory and facilitation of professional learning communities
• Research methods and action research in school settings
• Practicum or field-based coaching experience

Entry requirements

Applicants are normally expected to hold a recognised bachelor’s degree. Candidates who are licensed classroom teachers or education professionals with relevant experience are preferred for the professional development and level-specific tracks. Typical application materials include an academic transcript, a CV or résumé, a personal statement describing professional goals and reasons for specialising in a particular level or method, and references (academic or professional).

Specific pathways may require a current teaching licence or evidence of classroom experience for practicum placements; applicants without a licence may be admitted to certain non-licensure routes if they can demonstrate relevant professional responsibilities in education. Some applicants will be asked to attend an interview or provide a sample of past professional work or a reflective teaching portfolio.

Career prospects

Graduates go on to roles that shape teaching and learning beyond the individual classroom. Common career destinations include instructional coach, curriculum coordinator, professional development specialist, mentor teacher, department chair, or school-based instructional leader. The advanced study also supports progression to school administration or district-level leadership positions, roles in curriculum and assessment development, and specialist posts in content-area coaching or teacher training organisations. Additionally, the research and inquiry skills acquired can prepare graduates for doctoral study or roles in higher education focused on teacher preparation.

Why study at University of Mary Washington

The University of Mary Washington emphasises small cohorts, close faculty mentoring and a liberal-arts-informed approach to professional education. The programme is tailored to practical impact: coursework is linked directly to school practice through partnerships with local districts and opportunities for supervised field experience. Students benefit from faculty who combine classroom experience with scholarship in curriculum, pedagogy and teacher development, and from a campus environment that supports reflective practice and collaborative professional learning.

Located in Fredericksburg, Virginia, the university offers access to a diverse set of urban and rural school settings for practicum work and research. The programme’s structure supports working professionals through flexible scheduling options and a focus on producing immediately applicable strategies for improving student outcomes and staff development.