Dartmouth University

What you'll study

This master's combines theoretical foundations in learning and pedagogy with applied study of curriculum, assessment and professional learning tailored to specific age ranges and subject-methods. Modules typically cover:

• Foundations of Teacher Education — contemporary theories of learning, classroom research methods and the role of professional inquiry in improving practice.
• Specific Levels and Methods — subject- and phase-focused pedagogy (for example, primary literacy and numeracy methods, secondary subject didactics or early years practice), including planning, differentiation and sequencing of learning.
• Curriculum Design and Assessment — constructive alignment, formative and summative assessment strategies, moderation and use of assessment data to inform teaching.
• Leading Professional Development — models of continuing professional development (CPD), coaching and mentoring, designing and evaluating school-wide learning initiatives.
• Inclusive Practice and Equity — approaches to special educational needs, culturally responsive pedagogy and classroom adaptations to support diverse learners.
• Educational Research and Evidence Use — research methods for practitioners, critical appraisal of evidence and conducting small-scale school-based projects.
• School-Based Practicum or Partnership Project — a sustained placement or collaborative project with a partner school that applies theory to practice and culminates in a practice-based capstone or portfolio.

Teaching is delivered through seminars, workshops, school-based supervision and research-led seminars. Assessment commonly includes portfolios, lesson studies, research reports and a final capstone that connects theory, evidence and classroom impact.

Entry requirements

Applicants are normally expected to hold a recognised undergraduate degree and have recent classroom experience or a professional background in education. Typical requirements include:

• A bachelor’s degree from a recognised institution (often with a minimum academic standard; exact thresholds are specified by the admissions office).
• Relevant professional experience in schools or educational settings. Some applicants may be admitted with strong evidence of related experience if they do not hold a formal teaching qualification.
• References, including at least one academic or professional referee who can comment on the applicant’s potential for advanced study and leadership in education.
• A written statement outlining professional aims, experience and reasons for undertaking the programme; some applicants will be interviewed as part of the selection process.
• International applicants whose first language is not English will need to meet the university’s English language proficiency requirements.

Specific entry conditions, recognised qualifications and any professional checks (such as DBS or equivalent) are provided by the university’s admissions guidance.

Career prospects

Graduates leave with advanced pedagogical knowledge, leadership skills and research capability that support a range of careers in education. Common career pathways include:

• Senior or lead classroom teacher roles with responsibility for curriculum or assessment.
• Professional development coordinator, instructional coach or mentor within schools or multi-academy trusts.
• Subject or phase leader roles and middle leadership in primary, secondary or further education.
• Teacher educator positions in initial teacher training providers, higher education or school-led teacher training partnerships.
• Educational consultant, curriculum developer or roles with local authorities and educational charities.
• Further study and research, including doctoral-level work in education and related fields.

The programme emphasises transferable skills — research literacy, project design, communication and leadership — that are valued across the education sector.

Why study at Dartmouth University

Dartmouth University offers a small-cohort, research-informed environment that supports intensive mentoring and close partnerships with local schools. The programme’s strengths include a focus on practice-based inquiry, tailored pathways for specific phases and subjects, and opportunities to design and evaluate professional development interventions in authentic settings.

Students benefit from interdisciplinary resources across the institution, access to faculty with active research in teacher education and established links with regional education providers that help bridge university study and workplace impact. The course is designed for educators seeking immediate, evidence-led improvements in their classroom practice and longer-term career progression into leadership, teacher education or consultancy.