Roger Williams University

What you'll study

This programme combines advanced study of pedagogy, curriculum design and professional learning with focused methods courses for specific grade bands or subject areas. Core themes include adult learning and professional development, curriculum and assessment alignment, instructional coaching, data-informed decision-making, and research methods in education. Students choose a sequence of level- or subject-specific methods modules (for example early childhood, elementary, secondary, literacy or STEM methods) that build practical classroom strategies and content-area pedagogy.

• Foundations of Professional Development: theories of adult learning, models of job-embedded professional learning and programme evaluation.
• Instructional Leadership and Coaching: coaching cycles, feedback strategies, mentoring practises and facilitating collaborative teacher inquiry.
• Curriculum Design and Assessment: backward design, standards alignment, formative and summative assessment, and differentiation.
• Methods for Specific Levels and Subjects: focused courses in methods appropriate to the chosen level (early childhood, elementary, middle/secondary) or subject specialism (literacy, mathematics, science, social studies, special education).
• Data Literacy for Educators: using student data to inform instruction, programme evaluation and continuous improvement.
• Action Research or Capstone Project: an applied research project or practised-based capstone addressing a real professional development or classroom instructional challenge.
• Optional Electives: topics such as culturally responsive pedagogy, educational technology integration, inclusive practises and policy in education.

Programme delivery blends seminars, practicum experiences or school-based partnerships, and project-based assignments so students can apply new approaches directly in their work settings. Coursework emphasises evidence-based practises, reflective inquiry and leadership in professional learning communities.

Entry requirements

Applicants are normally expected to hold a recognised bachelor’s degree and to have relevant professional experience in education or related settings. Successful candidates commonly hold a state teaching licence or certification, but applicants with substantial clinical, curriculum or training experience in educational contexts may also be considered.

• Official transcripts from undergraduate study showing a satisfactory academic record.
• Current résumé or curriculum vitae outlining teaching or professional experience.
• Personal statement describing professional goals and how the programme aligns with career development.
• Letters of recommendation, typically from educational supervisors or academic referees, addressing the applicant’s potential for graduate study and leadership.
• International applicants must meet English-language proficiency requirements where applicable.

Specific course prerequisites or additional documentation may apply for certain specialised methods pathways; applicants should consult the programme office for guidance on suitability and any required background preparation.

Career prospects

Graduates are prepared for a range of educator leadership roles across K–12 and adult education contexts. Typical career paths include instructional coach, professional development coordinator, curriculum specialist, department chair, programme director in after-school or community education settings, and leadership roles in curriculum and assessment.

Other opportunities include positions in education non-profits, teacher induction or mentoring programmes, educational publishing and curriculum consulting. The applied capstone or action research experience also supports advancement into district-level leadership and provides a foundation for further study at the doctoral level.

Why study at Roger Williams University

Roger Williams University offers a practical, practitioner-oriented approach that emphasises school partnerships and applied learning. Students benefit from small class sizes, faculty with K–12 and higher-education experience, and opportunities to work directly with local schools and districts on real professional development initiatives.

The programme’s flexible structure supports working educators, allowing a combination of evening, hybrid and on-campus courses, and it is designed to align professional learning with current standards and local needs. Graduates leave with both the theoretical grounding and the hands-on leadership skills required to design and lead effective professional development and to improve student outcomes through better instructional practises.