Master of Arts (M.A.)
Curriculum & Instruction
with Endorsement
Online
30-39 major credits
*
2-2.5 years
Program Overview
The Master of Arts in Curriculum and Instruction with Endorsement is directed toward the preparation of master classroom teachers looking to concentrate on curriculum and instruction in conjunction with a specialized endorsement. This program enables teachers to increase mastery of curriculum methodology, pedagogy, and theoretical applications and apply these skills to their teaching and their endorsement specialization.
Endorsements Available:
- ESL – 30 credits
- ESL and Bilingual – 33 credits
- Early Childhood Education – 36 credits
- Early Childhood Special Education – 36 credits
- Gifted Teacher – 36 credits
- Reading Teacher – 36 credits
- Teacher Leader – 39 credits
Areas of Study
ESL
| Course Number | Title | Hours |
| EDU-6500 | Curriculum Construction | 3 |
| ESL-6640 | Teacher as Researcher | 3 |
| ESL-6556 | Seminar in Reflective Practice | 3 |
| SPED-6050 | Teaching Culturally & Linguistically Diverse (CLD) Students w/ Disabilities: Characteristics Methods | 3 |
| ESL-6027 | Assessment of Language Minority Students* | 3 |
| ESL-6300 | Foundations of Bilingual/Bicultural Education* | 3 |
| ESL-6350 | Cross Cultural Studies: Teaching Culturally and Linguistically Diverse Students* | 3 |
| ESL-6610 | Language and Linguistics* | 3 |
| ESL-6620 | Teaching English as a Second Language* | 3 |
| ESL-6630 | Methods, Materials for Teaching Culturally and Linguistically Diverse Students* | 3 |
| Total Credit Hours: | 30 |
ESL & Bilingual
| Course Number | Title | Hours |
| EDU-6500 | Curriculum Construction | 3 |
| ESL-6640 | Teacher as Researcher | 3 |
| ESL-6556 | Seminar in Reflective Practice | 3 |
| SPED-6050 | Teaching Culturally & Linguistically Diverse (CLD) Students w/ Disabilities: Characteristics Methods | 3 |
| ESL-6027 | Assessment of Language Minority Students* | 3 |
| ESL-6300 | Foundations of Bilingual/Bicultural Education* | 3 |
| ESL-6350 | Cross Cultural Studies: Teaching Culturally and Linguistically Diverse Students* | 3 |
| ESL-6610 | Language and Linguistics* | 3 |
| ESL-6620 | Teaching English as a Second Language* | 3 |
| ESL-6630 | Methods, Materials for Teaching Culturally and Linguistically Diverse Students* | 3 |
| EDU-6635 | Methods and Materials for Teaching in a Bilingual Classroom | 3 |
| Total Credit Hours: | 33 |
Early Childhood Education
| Course Number | Title | Hours |
| EDU 6110 | Foundations of Curriculum and Instruction | 3 |
| EDU 6380 | Assessment, Evaluation, and Data-Driven Decision Making | 3 |
| EDU 6500 | Curriculum Construction | 3 |
| EDU 6525 | Teacher as a Practitioner | 3 |
| ECE 6100 | Early Childhood Curriculum and Content, Ages 3-5 | 3 |
| ECE 6105 | Observation and Assessment | 3 |
| ECE 6115 | Infant and Toddler Curriculum | 3 |
| ECE 6160 | Child, Family and Multicultural Community | 3 |
| ECE 6180 | Trends and Methods in ECE in Literacy | 3 |
| ECE 6320 | Child Development and Ethics in Early Childhood Education | 3 |
| EDU 6440 | Teacher as Researcher: Capstone I | 3 |
| EDU 6556 | Seminar in Reflective Practice: Capstone II | 3 |
| Total Credit Hours: | 36 |
Early Childhood Special Education
| Course Number | Title | Hours |
| EDU 6110 | Foundations of Curriculum and Instruction | 3 |
| EDU 6380 | Assessment, Evaluation, and Data-Driven Decision Making | 3 |
| EDU 6500 | Curriculum Construction | 3 |
| EDU 6525 | Teacher as a Practitioner | 3 |
| SPED 6500 | Family and Community Relationships in Early Childhood Special Education | 3 |
| SPED 6510 | Language Development in Early Childhood Special Education | 3 |
| SPED 6520 | Special Education Assessment for Early Childhood Educators | 3 |
| SPED 6530 | Special Education Methods for Early Childhood Educators | 3 |
| SPED 6540 | Early Intervention Methods and Transitional Planning | 3 |
| SPED 6892 | Early Childhood Special Education Practicum | 3 |
| EDU 6440 | Teacher as Researcher: Capstone I | 3 |
| EDU 6556 | Seminar in Reflective Practice: Capstone II | 3 |
| Total Credit Hours: | 36 |
Gifted Teacher
| Course Number | Title | Hours |
| EDU 6110 | Foundations of Curriculum and Instruction | 3 |
| EDU 6380 | Assessment, Evaluation, and Data-Driven Decision Making | 3 |
| EDU 6500 | Curriculum Construction | 3 |
| EDU 6525 | Teacher as a Practitioner | 3 |
| EDU 6710 | Giftedness, Research & Policy | 3 |
| EDU 6715 | Curriculum Development for Gifted and Talented Learners | 3 |
| EDU 6720 | Identification, Assessment and Evaluation of Instructional Models for Gifted Learners | 3 |
| EDU 6725 | Differentiated Instruction for Gifted and Talented Learners | 3 |
| EDU 6735 | Assessing Gifted and Talented Students | 3 |
| EDU 6745 | Gifted and Talented Practicum (PK-12) | 3 |
| EDU 6440 | Teacher as Researcher: Capstone I | 3 |
| EDU 6556 | Seminar in Reflective Practice: Capstone II | 3 |
| Total Credit Hours: | 36 |
Reading Teacher
| Course Number | Title | Hours |
| EDU 6110 | Foundations of Curriculum and Instruction | 3 |
| EDU 6380 | Assessment, Evaluation, and Data-Driven Decision Making | 3 |
| EDU 6500 | Curriculum Construction | 3 |
| EDU 6525 | Teacher as a Practitioner | 3 |
| EDU 6212 | Studies in Literacy and Multiliteracy | 3 |
| EDU 6230 | Content Reading: Middle and Secondary Schools | 3 |
| EDU 6234 | Assessment of Reading with Remedial Materials and Resources | 6 |
| EDU 6298 | Reading Practicum Using Developmental Instruction and Support | 6 |
| EDU 6640 | Teacher as Researcher: Capstone I | 3 |
| EDU 6556 | Seminar in Reflective Practice: Capstone II | 3 |
| Total Credit Hours: | 36 |
Teacher Leader
| Course Number | Title | Hours |
| EDU 6110 | Foundations of Curriculum and Instruction | 3 |
| EDU 6380 | Assessment, Evaluation, and Data-Driven Decision Making | 3 |
| EDU 6500 | Curriculum Construction | 3 |
| EDU 6525 | Teacher as a Practitioner | 3 |
| EDL 6120 | Supervision and Improvement of Instruction | 3 |
| EDL 6130 | School Evaluation and Change Process | 3 |
| EDL 6140 | Curriculum and Assessment: Framework for Student Learning | 3 |
| EDL 6310 | School, Families and Community Partnerships | 3 |
| EDL 6725 | Teacher Leadership: Building Collaborative Relationships | 3 |
| EDL 6775 | Leading School Based Professional Learning Communities (PLC’s) | 3 |
| EDL 6988 | Teacher Leader Practicum | 3 |
| EDU 6640 | Teacher as Researcher: Capstone I | 3 |
| EDU 6556 | Seminar in Reflective Practice: Capstone II | 3 |
| Total Credit Hours: | 39 |
* These courses are offered in a sequence and cannot be taken concurrently during the same part of term. Students will complete all other courses before the capstone sequence. Please contact your GPS, and view Degree Works and your cohort template for more information.
Masters Capstone Experience
The capstone experience for the MA in Curriculum & Instruction is embedded in the final two courses of the program, Teacher as Researcher and Seminar in Reflective Practice. Candidates will be required to design and implement a teacher research project around the teaching and learning within their classrooms or schools. Teacher as Researcher and Seminar in Reflective Practice must be the last two courses in the program, taken in tandem with the same instructor. Successful completion of both courses fulfills the capstone requirement.
NOTE: This is only an introduction of the program. You are responsible to review the Graduate Catalog for program details.
Program Objectives
- Reflect on the relationship between theory and pedagogical approaches in one’s practice.
- Engage in critical analysis of current educational issues and policies.
- Develop a knowledge base in curriculum theory and practice and develop a capacity to design, implement, and evaluate instructional programs.
- Become familiar with current research on and theory in the instruction of exceptional learners.
- Understand the practical facets of conducting applied classroom research including the collection and assessment of data.
- Develop an understanding of enduring ethical, philosophical, and educational issues.
- Participate in endorsement coursework to become a master teacher of an area of specialization.
- Tailor their program based on their educational goals and needs via specialization with endorsement credits.
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What Teachers Are Saying
"Concordia University Chicago offers a convenient cohort program that made attending school, working, and being a single parent accessible and attainable. The Curriculum and Instruction Master's program met on the same weekday for two years and maintained a predictable and realistic schedule."
"A colleague of mine handed me a flyer about all of the programs offered at Concordia University Chicago and what appealed to me was that there was a location offered right down the street from where I live and the programs were arranged so that you were able to continue working while moving towards your master's degree."
"My master’s degree from Concordia University Chicago has helped me to become more of an expert in my field. I feel more confident in knowing what my students need and how to meet their needs. I also believe that it has helped me to stand out as a leader in education."
