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) and School Leadership Concentration
The M.Ed. is a professional or practice-oriented graduate program designed to develop students as both teacher leaders and school leaders. Through real world, hands-on projects, students apply or transmit existing knowledge to their professional practice and reflect on their learning, often developing new applications of knowledge within their field. In both the Teacher Leadership and School Leadership concentration, 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)
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.
There are two concentrations
in the M.Ed. Program:
The Teacher Leadership (TL) concentration is designed for experienced educators interested in exploring pedagogy that promotes deeper learning and equity in schools. Students develop as instructional leaders through applied coursework that supports them in facilitating change in their classrooms and schools. The TL concentration is offered as one year full-time and two year part-time program. Students in the full-time program are fully embedded within one of the 12 High Tech High K-12 schools, deepening their teaching and leadership practice alongside a HTH critical friend. Students in the part-time program must have a context where they can apply and reflect on their learning in the GSE.
The School Leadership (SL) concentration is designed for experienced educators who aspire to lead an innovative school focused on deeper learning and equity. Residents spend one year situated within a High Tech High K-12 school, learning to lead through apprenticeship to a critical friend Director and applied coursework. The SL concentration is offered as a one year full-time option only. Due to a generous grant from the Walton Family Foundation, SL fellows participate through a full tuition fellowship (with living stipend) and are supported the year following graduation through an online professional learning community focused on leadership.
Students in the TL and SL concentration share course taking through the core curriculum and are also required to take three additional courses related to their area of focus. All students are welcome and encouraged to take courses not required in their concentration as electives.
2014-15 Course Schedules:
Student Handbook and Course Catalog
Faculty and Staff Handbook
• Institutional Research
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