Master of Education: Teaching and Learning

In today's climate of educational reform, educational professionals are needed who are knowledgeable of best practices in the classroom to maximize student achievement, and who are prepared to engage in reflective practices that can affect teacher and student performance. Inherent in this process is the concept of the reflective decision-maker.

The Master of Education in Teaching and Learning, aligned with the National Board for Professional Teaching Standards (NBPTS) and fully accredited by the National Council for the Accreditation of Teacher Education (NCATE)/Council for the Accreditation of Education Preparation (CAEP), is designed to provide in-service teachers and other education professionals with an opportunity to enhance their knowledge of instructional design, assessment, classroom management and technology integration. Courses include activities for Education professionals to develop reflective practice skills through action research within the classroom.


About the Program

Curriculum and instruction are central to educational improvement and focus at the what, how, and why of teaching and learning. In today's climate of educational reform, educational leaders are needed who are knowledgeable of the reform process from multiple perspectives, and who are prepared to engage in reflective practice that can effect policy and procedure. Inherent in this process is the concept of the reflective decision-maker. The Master of Education in Teaching and Learning, aligned with the National Board for Professional Teaching Standards, is designed to enable individuals who work in education and related settings, develop competencies that are characteristic of those who assume leadership roles in bringing about improvement.

The program is designed to be completed in two years by taking two courses per semester including summers. The program may be completed earlier by taking additional courses beyond the two per semester, however, participants not completing within seven years may be required to repeat coursework.

 Note: This program does not award Pennsylvania Teacher Certification.

Professional Preparation

The Master of Education in Teaching and Learning degree is appropriate for, but not limited to individuals:

  • Teaching in public and private schools, early childhood centers, intermediate units, higher education, and private corporations
  • Who provide professional development or training and want to increase skills and knowledge of the instructional process
  • Interested in increasing skills and knowledge and enhancing effectiveness as teacher-leaders
  • Interested in developing skills to increase student achievement and teacher effectiveness
  • Who have an interest in seeking National Board Certification

Applying for PA Level II Instructional Certification

Lock Haven University M.Ed. programs in Teaching & Learning and Alternative Education include 2 courses to address the PDE requirement of 6 specific credit hours in the area of SAS.


The Master of Education Alternative Education Program is fully accredited through the Council for Accreditation of Education Programs (CAEP; formerly NCATE). Lock Haven University is accredited by the Middle States Association.

National Board for Professional Teaching Standards alignment
The program is aligned with the National Board for Professional Teaching Standards core propositions. The program provides skill and knowledge sets indicative of an accomplished teacher.

Enrollment Requirements

Students must have an undergraduate GPA of 3.0 or higher be accepted into the Alternative Education Program.The program has been approved by Lock Haven University, The Pennsylvania State System of Higher Education and the Pennsylvania Department of Education.

Admissions and Application Process

To complete the admissions procedure, students must submit;

  • An online application,
  • Three letters of recommendation,
  • A writing sample,
  • Official college transcripts,
  • A copy of PA teaching certification (Optional).

Lock Haven University Graduates do not have to request transcripts; the Office of Graduate Admissions will do this for you.

Writing Sample:
Review a pertinent scholarly journal article or report published in a recent professional journal. Include the problem or issue, the author's viewpoint and supporting ideas. Also include your professional opinion in the final paragraphs of the essay. Your essay should not exceed 300 words. (You must submit a copy of the full text of the article along with your essay.)

Writing samples, letters of recommendation, statements of interest in principal certification and teaching certificate may be sent via email to or faxed to 570-484-2201.

The mailing address is:

Lock Haven University
Office of Admissions ATTN: Graduate
401 N Fairview St.
Lock Haven PA 17745

Enrollment Periods

Lock Haven University offers two enrollment periods: Fall and Spring Semesters. Students can enter the program during the summer sessions but will be officially enrolled in the following fall semester.

Applications are accepted on a rolling basis and decisions are rendered after the receipt of all admissions documents.

Transfer Credits

Students may transfer up to nine credits of graduate work from an accredited institution toward the Elective Requirements of the Master of Education program. All transfer credits must be approved in writing by the Program Coordinator. Transfer Credit Approval forms are available on the Registrar's website.

Course Requirements and Elective Options

Core Requirement 18 credits

EDTL 600 Introduction: Inquiry & Educational Change
EDTL 601 Teaching & Learning in an Information Age
EDTL 602 Advanced Instructional Design & Development
EDTL 604 Designing Assessments Using Performance Standards
EDTL 606 Analysis of Teaching
EDTL 609 Classroom Management & Control

Electives 9 credits

EDTL 605 Critical Issues in Education
EDTL 607 Projects, Readings, and Case Studies in Education
EDTL 610 Fundamentals of Education Leadership
EDTL 617 Grant Writing
EDTL 618 Understanding Role of Cognition & Social Skills in the Classroom
EDTL 625 Investigating Curriculum Issues in Education
EDTL 627 Learning Theory and Practice
EDTL 640 School Law
EDTL 645 Topics in Teaching and Learning
EDTL 650 Comparative and International Education
EDTL 685 Performance Based Assessment

Electives could be any graduate level courses that are of interest to the student.

Classroom Based Action Research 9 credits

EDTL 692 Reflective Practice & Action Research I
EDTL 694 Reflective Practice & Action Research II
EDTL 695 Advanced Field Experience

TOTAL 36 credits

Classroom Based Action Research Project

The Classroom Based Action Research Project focuses on teacher/teaching improvement through reflection and ongoing analysis of teaching practices. The purpose of this component is to provide opportunity to participate in the research process that will become an ongoing practice in the MEd students classroom. The resulting projects will be added to an ever increasing body of knowledge that will be available through web resources to other education practitioners.

Action research engages teachers in a four-step process:

  • Identify an area of focus.
  • Collect data.
  • Analyze and interpret data.
  • Develop an action plan
  • Portfolio Development:   

On-line Delivery

This program takes advantage of leading edge technology to deliver the curriculum. Streaming audio, streaming video, threaded discussion, journaling, real-time chat discussions, document sharing and other instructional methods make it possible to create active and engaged learning communities. The discussions are tremendously engaging and the opportunities for learners to explore areas of interest and bring findings back to classmates for discussion, input and feedback are highly valuable to the process.

In addition, techniques including scripting and live chat will be of tremendous value. As a supplement to the technology, we will also be able to structure assignments in a fashion that allows students to audio or video tape behaviors and mail the results to the instructor.

In addition to the individual work, group work can be accomplished in an online environment through document sharing, e-mail, threaded discussion and other capabilities. Teams will have the opportunity to work on projects such as matching curriculum to standards, writing a grant proposal, generating a model for an ideal alternative school based upon best practices, and developing simulations or role plays for social skills modeling.

The Master of Education in Teaching and Learning can be completed entirely via distance. Students will utilize online experience to participate in doing real projects in real alternative settings as a central and important part of their work.

What Students Are Saying About the Program

 “Lock Haven University's online Master of Education program has met all of my expectations. The online delivery has allowed me to work at my own pace from home while fulfilling my other responsibilities as a wife, educator, and mother of two. The program provides a wide range of learning experiences which has left me with a professional portfolio that any educator would be proud of. The assignments are relevant to my current teaching position, and the opportunity for reflection has changed the way I think as an educator. The instructors showed their commitment to student learning through their constant feedback and individual attention through online discussions and contact via email. This program was a great fit for me.”

Kelly Ripple, 2010 Graduate