Secondary Education (M.Ed.)

The Secondary Education program provides certification and an M.Ed. degree for those who wish to teach in secondary schools.

What is the difference between an M.Ed. and the M.A.T in Secondary Education? The M.A.T. requires that at least three graduate-level courses be in an area of subject matter concentration rather than in education.  The basic program to achieve these ends is the five-year program in which students begin preparation for teaching at the undergraduate level with a semester of field experience and professional course work in education. Students complete a baccalaureate degree outside of education and move into a fifth year of study and full-year internship which lead to either the M.Ed. or M.A.T. degree and licensure for teaching.

Admission Criteria

In determining admission of students to teacher education graduate programs, several criteria are used:

  1. The undergraduate record. The undergraduate overall minimum grade point average for admission is 3.0.  The undergraduate grade point average of students admitted to the graduate programs in teacher education is approximately 3.55 (based on 2020 admissions).
  2. Positive recommendations from EDUC 500 Exploring Teaching, EDUC 935A Seminar and Practicum in Teaching or the equivalent and from those able to relay information about a candidate's performance in teaching situations or related areas.
  3. Praxis Core Academic Skills for Educators (Core) exam scores are required. Applicants must obtain, at a minimum, a qualifying score (as set by the state of New Hampshire at the time of testing) on all three (Reading, Writing, and Mathematics) Core exams in order to be considered for admission. Current NH qualifying scores may be found at the ETS Praxis Website under the “Tests required for all licensure areas” page.
  4. Additional required application materials can be found at under programs.

The M.Ed. degree requires a minimum of 32 hours of graduate-­level credits. The exact number of credit hours will depend on the student's academic background, competencies, and professional goals, and will be determined by the adviser.

Any Education course taken for a teacher licensure requirement must be completed with a grade of B- or better.  This applies to any courses from other departments that have been designated as equivalent to an Education course.

EDUC 500Exploring Teaching4
or EDUC 935A Seminar and Practicum in Teaching
EDUC 801Human Development & Learning: Cultural Perspectives4
EDUC 807Teaching Reading through the Content Areas (807 is required for licensure in Art, Biology, Chemistry, Earth Science, General Science, Physics, and Social Studies)2
EDUC 851BMethods of Inclusive Secondary Education: Literacies, Learning, and Transitions4
EDUC 605Educational Perspectives in Critical Times4
or EDUC 959 Issues in Education
Methods Courses Required for Secondary Licensure (see below list)
EDUC 900AInternship and Seminar in Teaching (Fall semester) 13 or 6
EDUC 901AInternship and Seminar in Teaching (Spring semester) 23 or 6
Degree (Minimum of 32 Graduate credits)
Methods Courses Required for Secondary Licensure
Recommended methods courses be completed before the internship.
Art K-12
ARTS 791Art Education (Elementary)4
ARTS 792Art Education (Secondary)4
EDUC 891/791Methods of Teaching Secondary Science4
Career & Technical Education
EDUC 891/791Methods of Teaching Secondary Science4
EDUC 891/791Methods of Teaching Secondary Science4
THDA 786Dance Pedagogy4
Earth Science
EDUC 891/791Methods of Teaching Secondary Science4
ENGL 892
ENGL 810
Teaching Literature and Literacy
and Teaching Writing
or ENGL 726
ENGL 725
Seminar in English Teaching
and Seminar in English Teaching
English as a Second Language
ENGL 815/715Teaching English as a Second Language: Theory and Methods4
LLC 791Methods of Foreign Language Teaching4
Health Education
KIN 848Skill Development and Assessment in Health Education4
KIN 871Health Education Pedagogy4
or KIN 910 Curricular Issues in Health Pedagogy
Middle Level Science
EDUC 891/791Methods of Teaching Secondary Science4
LLC 791Methods of Foreign Language Teaching4
LLC 791Methods of Foreign Language Teaching4
Mathematics High School
MATH 709Teaching of Mathematics in Grades 6-124
Mathematics Middle School
MATH 703Teaching of Mathematics in Grades K-54
or MATH 709 Teaching of Mathematics in Grades 6-12
MUED #890Teaching Elementary School Music3
MUED 891Teaching Secondary School Music3
Physical Education
HPE 610Elementary Physical Education Pedagogy4
HPE 655Middle School and Secondary Physical Education Pedagogy4
EDUC 891/791Methods of Teaching Secondary Science4
LLC 791Methods of Foreign Language Teaching4
Social Studies
EDUC 803D/703DSocial Studies Methods for Middle and High School Teachers4
LLC 791Methods of Foreign Language Teaching4
THDA 727Methods of Teaching Theatre4
  • GOAL ONE. OUR GRADUATES ARE KNOWLEDGEABLE IN THE SUBJECTS THEY TEACH Outcomes. Our graduates: demonstrate depth of knowledge in their subjects. recognize how knowledge in their subjects is created, organized, and linked to other disciplines. identify the organizing themes and central concepts necessary for understanding a subject. identify associated content necessary for students to understand these themes and concepts.
  • GOAL TWO. OUR GRADUATES ARE COMMITTED TO KNOWING THEIR STUDENTS AND CULTIVATING A COMMUNITY OF LEARNERS. Outcomes. Our graduates: understand how students develop and learn. treat students equitably and work diligently to help each student reach his or her potential. create and maintain an atmosphere conducive to learning. recognize diversity among their students and adjust their practice accordingly. create and maintain an atmosphere fostering mutual respect and caring. cultivate within their own students a recognition and valuing of diversity.
  • GOAL THREE. OUR GRADUATES KNOW HOW TO TEACH SUBJECT MATTER TO STUDENTS. Outcomes. Our graduates: demonstrate specialized knowledge of how to teach subject matter to their students. use multiple approaches to facilitate student learning. create lessons that are engaging and motivating for students. create learning experiences that are appropriately challenging for all students. involve students in thoughtful inquiry and reflection. ensure that students understand the purpose of activities within and across lessons and units.
  • GOAL FOUR. OUR GRADUATES EFFECTIVELY MONITOR STUDENT LEARNING. Outcomes. Our graduates: use multiple strategies to assess students. regularly assess student progress using appropriate measures. demonstrate the ability to make informed decisions about students and their learning based on classroom, district, and state assessments.
  • GOAL FIVE. OUR GRADUATES ARE THOUGHTFUL AND REFLECTIVE PRACTITIONERS WHO LEARN FROM EXPERIENCE. Outcomes. Our graduates: make well-reasoned choices and decisions within the complex and demanding conditions of teaching. analyze the effects of their actions and make appropriate changes. take into account the moral and philosophical implications of educational decisions. improve their practice by reflecting on their own experience, observing others, seeking advice, and drawing upon educational research and scholarship.
  • GOAL SIX. OUR GRADUATES UNDERSTAND THE NATURE OF SCHOOL REFORM AND THEIR ROLES AS AGENTS OF CHANGE. Outcomes. Our graduates: assess the relative merits of educational reform efforts and determine their appropriateness to the classroom, school, and broader societal contexts in which teaching and learning occur. develop and articulate their own conceptual and philosophical perspective on teaching and learning based on professional experience and current theories and research in education. develop an understanding of how leadership is informed by varied perspectives on the structure of public education, the nature of educational change, and the teacher's role in the change process. are willing to take risks as advocates for the benefit of students, teachers, and the profession.
  • GOAL SEVEN. OUR GRADUATES ARE ACTIVE MEMBERS OF LEARNING AND PROFESSIONAL COMMUNITIES. Outcomes. Our graduates: work with colleagues to enhance their own teaching, learning, and professional development. work collaboratively with students, peers, and community members to create and contribute to effective learning environments. participate in professional organizations. continue to pursue avenues of inquiry into the teaching and learning process through study, research, and dialogue.