The Master’s in Elementary Education (M.Ed.) degree is designed for practicing elementary school teachers. The program is structured to allow enrollees to continue to work in their school settings and complete their graduate program on a part-time schedule. The M.Ed. is a direct response to the need to identify qualified teachers and provide them with advanced preparation in elementary education. A unique feature of the program is that it provides strategic alignment to the National Board of Professional Teaching Standards. The program provides a broader and deeper knowledge in multicultural education, appropriate use of technology, integrated curriculum, and action research to improve instruction. There are opportunities for enrollment through the on-campus site, as well as through distance learning sites in Alleghany, Davie, and Surry Counties.
Learning Outcomes
- Integrate attitudes, beliefs, knowledge, and skills into effective educational practice;
- Understand own attitudes, beliefs, theories of action, and their relationship to practice;
- Use reflective thinking to guide continual professional growth and development;
- Use disciplined inquiry through action research to improve instructional practice;
- Support effective instruction for diverse student populations by developing an understanding of students and the communities from which they come;
- Demonstrate advanced knowledge of the content and pedagogy of the elementary curriculum; and
- Demonstrate appropriate uses of technology in instruction, instructional management, and evaluation.
Admission Requirements
To be eligible for acceptance into the Master of Education program in Elementary Education, the applicant must have:
- A bachelor’s degree from an accredited college or university;
- A North Carolina “A” License in Elementary Education, the equivalent from another state, or a temporary lateral entry license for employment in an elementary school setting: The M.Ed. degree does not provide an “A” license in elementary education. It does, however, allow teachers with an “A” license to obtain an “M” license (a master’s level advanced license). The “A” license must be completed before the “M” license. Individuals who wish to pursue this degree but do not have a North Carolina “A” license should consult with the Director of Teacher Licensure for a transcript analysis and a check sheet indicating additional courses needed for the “A” license.
- Documentation of current teaching position in an elementary classroom (state approved)
- An undergraduate GPA of 2.5 as a minimum
- An acceptable recent (within 5 years) score on the Graduate Record Examination (GRE) or the Miller’s Analogies Test (MAT). Applicants may be admitted conditionally until GRE or MAT test scores are received. Conditional students must earn grades of “B” or better to remain in the program. Test scores must be received by the conclusion of two consecutive semesters (12 credit hours) of coursework. At that point, the condition must be removed and the student must be unconditionally admitted to continue in the program. Students must adhere to the Graduate School’s policy on conditional admissions.
- A satisfactory written statement of purpose
- Acceptable recommendations from three professional educators. Applicants accepted into the M.Ed. program will enroll in classes upon completion of their first year of teaching.
Application Deadlines
Fall admission - July 15th (dates are subject to change)
Transfer Credits
In accordance with the policy of the School of Graduate Studies and Research at Winston-Salem State University, and upon petition to the Department of Education and departmental approval, applicants may transfer up to six (6) credits from an accredited graduate education program or from participation in the National Board of Professional Teaching Standards’ process recognized by the American Council of Education. Both applications require official transcripts.
Degree Requirements
Candidates must complete the following:
Pre-Assessments. Participants will start their program with assessments of the attitudes and beliefs that inform their teaching. This is designed as the first step in their formal reflection process. They also will take part in an assessment of their technology competencies.
The 36 Credit Hour Program. Candidates must successfully complete fifteen (15) credit hours of core courses, fifteen (15) credit hours in elementary methods courses, and six (6) credit hours of internship in an elementary classroom. Two (2) credit hours in action research, one each semester during the second year, are highly recommended.
Action Research Project. Participants will conduct an action research project related to an issue or concern in their elementary classroom. The research will focus on one of the content areas and must incorporate diversity. The proposal will be written and presented to the program faculty by the midterm of the fall semester during the second year in the program. The study will be conducted during the second year and the research defended during the spring semester of the third year. Two (1) credit hour courses are provided to support candidates as they complete their action research projects. The completed project includes a bound hard copy of the Action Research report, a poster which is presented to stakeholders, and a CD with an electronic copy of the Action Research report, the poster, and the PowerPoint presentation.
Culminating Project. Candidates must create a Comprehensive Teaching and Technology Portfolio that integrates the State’s Advanced Technology Competencies with a demonstration of mastery of the Advanced Master’s Competencies. This portfolio will reflect the results of the development plan that emerged from the student’s initial assessment. Students will produce the project during their two-semester internship.
Degree Requirements (cont.)
- Students must maintain a 3.0 GPA to remain in good standing in the M.Ed. program.
- Students complete a teaching and technology portfolio, which is modeled after the NBPTS portfolio.
Time Limits for Completion
The M.Ed. curriculum can be completed within three (3) years of part-time study. A student may not take longer than six (6) years to complete the curriculum.
Course of Study
Faculty
| Edwin D. Bell |
Professor of Education |
| B.A., Bowdin College; M.A., Boston College; Ed.D., University of North Carolina—Greensboro |
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| Cassaundra El-Amin |
Professor of Education |
| B.S., Spelman College; M.S., Adelphi University; Ed.S., University of Southern Mississippi; Ph.D., University of Southern Mississippi |
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| Madu Ireh |
Assistant Professor of Education |
| B.S., M.S., M.Ed., Ph.D., Bowling Green State University |
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| Mustafa Baloglu |
Assistant Professor of Education |
B.S., Marmara University-Turkey; M.S., University of Wisconsin-Madison;
Ph.D., Texas A&M University-Commerce |
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| Denise Johnson |
Assistant Professor of Education |
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B.S., North Carolina State University, M.S., North Carolina State University
Ed.D., George Washington University
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