Lewis University

What you'll study

This programme focuses on advanced pedagogical theory, curriculum design and the organisation and delivery of professional learning for specific educational levels and subject areas. You will study topics such as:

• Advanced Curriculum and Instruction: design and evaluation of curricula for elementary, middle or secondary levels, including alignment to learning standards and differentiated instruction.
• Methods for Specific Subjects and Levels: research-based instructional strategies tailored to subject areas (for example, literacy, mathematics, STEM, social studies) and to age-specific developmental needs.
• Assessment and Data-Informed Practice: formative and summative assessment design, data analysis to guide instruction and program evaluation.
• Professional Development Design and Leadership: adult learning theory, facilitation of professional learning communities, coaching and mentoring models, and evaluation of PD impact.
• Inclusive and Culturally Responsive Practice: strategies to support diverse learners, equity-focused pedagogy and classroom climates that promote belonging.
• Educational Technology and Blended Learning: integration of digital tools to enhance instruction and professional learning, and considerations for remote or hybrid delivery.
• Research Methods and Action Research: qualitative and quantitative methods relevant to classroom and school-based inquiry, culminating in an applied capstone or action-research project that addresses a practical school need.
• Practicum/Field-Based Experience: supervised practicum or leadership experiences in schools, often involving designing and delivering a professional development module or leading an instructional initiative.

The programme typically offers flexible delivery options, including evening and online coursework, and allows candidates to tailor electives to a chosen level (elementary, middle, secondary) or method area.

Entry requirements

Applicants are usually required to hold a recognised bachelor’s degree. Preference is given to candidates with a valid teaching license or relevant professional experience in K–12 education, though non-certified educators with significant school-based experience may also be considered. Typical application components include:

• Official transcripts from undergraduate and any graduate study.
• A résumé or CV documenting teaching or education-related experience.
• A personal statement outlining professional goals and reasons for pursuing the programme.
• References, usually at least one from a current or recent supervisor or academic.
• Some candidates may be invited to an interview or asked to provide examples of instructional planning or prior professional development work.

Specific prerequisites (for example, minimum GPA or teaching licensure) and admission pathways may vary; applicants should consult Lewis University’s admissions guidance for precise criteria and any options for provisional admission.

Career prospects

Graduates of this master’s programme are prepared for a range of advancement opportunities in education, particularly roles that bridge classroom practice and adult learning. Typical career paths include:

• Instructional coach or instructional specialist supporting teachers within schools or districts.
• Professional development coordinator or director responsible for planning and delivering staff learning.
• Curriculum specialist or curriculum coordinator focused on standards, scope and sequence and assessment alignment.
• Teacher-leader roles such as mentor teacher, department lead or grade-level coordinator.
• District-level positions in achievement, instructional improvement or teacher evaluation.
• Educational consultant, trainer or provider of continuing professional development in organisations or for publishers and educational technology firms.
• Further doctoral study in education, educational leadership or curriculum and instruction for careers in higher education or research.

Why study at Lewis University

Lewis University offers a programme grounded in practical, school-based learning and designed for working educators. Students benefit from small class sizes and faculty who bring experience from PK–12 contexts, enabling mentorship and applied feedback. The university has established relationships with regional school districts, providing opportunities for practicum placements and collaborative projects that address real classroom and school challenges. In addition, the programme’s flexible delivery options help practising teachers balance study with professional responsibilities while building the skills needed for instructional leadership, curriculum development and effective professional learning design.