M.Ed. Program Overview
The GSE is committed to providing its students with learning experiences that are personalized, authentic and transformative. Graduate students in the M.Ed. Program create personal learning plans, explore their own questions through action research and other forms of inquiry, and share their work with audiences within and beyond the GSE. They work and learn collaboratively in a cohort model spanning grade levels, disciplines and diverse learning environments. GSE students have ample opportunities to apply theory to real-world teaching and learning contexts, while also contributing to broader discussions of educational theory and practice. Situated within an innovative K-12 environment, the GSE aims to develop leaders who are able to shape learning environments that are both innovative and equitable, to address questions of theory and practice that matter, and to communicate that with the field at large.
Teacher Leadership Concentration (year one), Teacher Leadership Concentration (year two), Teacher Leadership Concentration (resident)
School Leadership Concentration (resident), School Leadership Concentration (year one)
Student Handbook and Course Catalog
The M.Ed. in Educational Leadership is available as a one-year full-time program or two-year part-time program for working professionals. Through the F-1 visa, the M.Ed. program is available to international students. Each full-time student, or resident, is apprenticed to a school leader or teacher leader in one of the thirteen K-12 HTH schools or to a leader in the charter management organization. Graduate students practice leadership with a focus on equity and deeper learning, while carrying out projects integrating theory and practice in their school settings. Students are supported in achieving the following learning outcomes:
Practice Thoughtful Inquiry & Reflection (IR)
Reflective Practice (IR1): Reflect on and critically analyze their own practice to guide future action.
Connection (IR2): Synthesize and connect relevant theory and scholarship to their own practice.
Scholarly Inquiry (IR3): Design, conduct and share inquiry that addresses essential questions from their practice.
Design Equitable Learning Environments (D)
Instructional Design (D1): Work with colleagues to design approaches to learning that emphasize personalization, connect to the world beyond school and offer access and challenge to all learners.
Program Design (D2): Demonstrate understanding of how the allocation of adult and student resources affects the creation of equitable learning environments in schools.
Engage in Leadership for School Change (L)
2015-16 Course Schedules:
Facilitation (L1): Support and facilitate student and teacher dialogue focused on improving teaching and learning.
Collaboration (L2): Engage colleagues and students in sustained efforts to create equitable, engaging learning environments.
Faculty and Staff Handbook
• Institutional Research
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HTH Graduate School of Education • 2150 Cushing Road, San Diego, CA 92106 • (619) 398-4902