Brandeis University

What you'll study

The programme combines core study in adult learning, curriculum and assessment with specialised work on professional development models and methods for particular levels (early years, primary/elementary, secondary and post‑compulsory) and instructional approaches (subject-based methods, bilingual education, special education, inquiry-based learning, STEM, literacy, and more). Students study principles of adult learning and change, design and evaluation of PD programmes, coaching and mentoring techniques, and the use of data and research to inform teaching improvement.

• Core modules: Foundations of Teacher Education; Adult Learning and Professional Growth; Research Methods for Educators; Designing and Evaluating Professional Development.
• Specialist modules: Level-specific methods (e.g. elementary literacy methods; adolescent learning and secondary pedagogy); Inclusive and Special Educational Needs; Language and Multilingual Classrooms; Technology-enhanced Professional Learning.
• Leadership and systems: Instructional Leadership and Change Management; Policy, Ethics and Equity in Education; Coaching, Mentoring and Peer Observation.
• Practice and project: Supervised practicum or school-based placement focused on PD delivery; a capstone action research or project that applies research to a real professional development challenge in a school or district.

Programme delivery typically mixes seminars, workshops, school-based practice, and an independent project. Students may choose pathways or electives to concentrate on particular age ranges, curriculum areas or delivery methods. Assessment methods include portfolios, project reports, classroom and PD session observations, and a final research-based capstone.

Entry requirements

Applicants are normally expected to hold a recognised undergraduate degree and to have relevant professional experience in education or related fields. Typical applicants are qualified teachers or education professionals with several years of classroom or school-based experience, though mid‑career candidates from NGOs, curriculum centres or education policy posts are also welcomed.

• Completed undergraduate degree from an accredited institution.
• Professional experience in schools, teaching or educational roles; specific years of experience vary by candidate profile.
• Supporting documents: academic transcripts, a personal statement outlining professional goals and interest in teacher education and professional development, and professional references. A CV/resume and evidence of teaching or leadership practice are commonly requested.
• Interview or sample lesson/PD session may be part of the selection process to assess fit and readiness for graduate study.
• International applicants should demonstrate English language proficiency where required by university policy.

Career prospects

Graduates are prepared for a range of roles that bridge classroom practice and system leadership. Common career destinations include instructional coach or mentor, professional development coordinator, curriculum specialist, school or district instructional leader, teacher educator in higher education or teacher training institutions, and consultant for school improvement or educational NGOs. Graduates also move into roles in curriculum design, educational policy, assessment organisations and educational technology companies, where expertise in adult learning and PD design is valued.

Why study at Brandeis University

Brandeis offers a close-knit academic environment with access to a diverse greater‑Boston educational ecosystem, enabling sustained school partnerships and placements in a wide range of settings. Students benefit from faculty with applied research and practitioner backgrounds, opportunities to work on community-engaged projects, and access to Brandeis research resources and interdisciplinary centres that focus on equity and social justice in education. Small cohort sizes foster mentorship, peer collaboration and personalised feedback, helping graduates to move quickly into leadership roles in schools, districts and educational organisations.