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2026-2027 Academic Draft Catalog

Master of Education

Overview

The Master of Education (MEd) program at George Fox University is designed to meet the professional development needs of educators working in P–12 schools and other education-related fields. This fully online program provides educators with the opportunity to deepen their expertise, strengthen their instructional practices, and expand their leadership capacity through advanced, research-informed coursework.

The MEd requires 30 semester credit hours, comprising 15 hours of core courses and 15 hours of Reading or ESOL coursework.

Each degree-seeking student is assigned a graduate faculty advisor who provides individualized guidance in planning a coherent and meaningful course of study that aligns with the student’s licensure and educational goals.

Candidates may choose from two specialization options:

  • Reading: Meets TSPC requirements for the Reading Specialist endorsement (upon successful completion of coursework and the Reading Praxis exam).
  • English for Speakers of Other Languages (ESOL): Meets TSPC requirements for the ESOL endorsement (upon successful completion of coursework and the ESOL Praxis exam).

Program Learning Outcomes

The MEd program enables graduates within their chosen speciality to:

  • Demonstrate habits of scholarship, use and evaluate research, and apply evidence-based inquiry to improve educational programs and practices.
  • Apply best practices in developing, implementing, and analyzing authentic, data-informed assessment tools to evaluate and enhance teaching and learning outcomes.
  • Model professional dispositions and reflective practices that uphold ethical standards.

Licensure in Oregon and Other States

Upon completion of the MEd degree, students may be eligible for advanced teaching licenses in Oregon. (In some cases, additional professional tests may be required.) This MEd program may also allow students to meet the licensure or recertification requirements of other states as well. Non-Oregon students will need to check each particular state's licensing criteria to determine if this degree is suitable to their needs.

Admission Requirements

Applicants seeking admission to the MEd program must hold a four-year baccalaureate degree from an accredited college or university, with a minimum GPA of 3.0 in most recent 60 semester or 90 quarter hours (and an explanation if the grade point is below 3.0). In addition, applicants must complete the following to be considered for admission to the program:

  • Master of education application and application fee
  • One official transcript from all colleges or universities attended
  • Two references (forms provided in the application materials)
  • Current professional résumé

Applicants seeking to meet TSPC licensure or endorsement requirements upon completion of the program must also complete the following:

  • Completed Teachers Standards and Practices Character Questionnaire
  • If relevant, Oregon teaching license or the equivalent, such as an expired or out-of-state license, education degree, or documented and appropriate teacher experience

Transfer Credit

Transfer credit may be allowed in the Master of Education on a case-by-case basis from accredited graduate schools. Students must have earned a grade of B or better for a course to be considered for transfer.

Transferability of credits earned at this institution and transferred to another is at the discretion of the receiving institution.

At least 15 of the 30 required credits must be taken at George Fox University.

Residence Requirements

The 30 hours required for the Master of Education program consists of 15 hours of core courses and 15 hours of a selected specialization. The 15 hours of core courses must be taken from George Fox University. The core courses within the Master of Education program are delivered online.

All work leading to the Master of Education is regularly completed within a pre-determined semester cycle within a cohort model. Any extensions required must be approved by the MEd faculty. A leave of absence enables a student to be absent from the program for one year but after that time, students must reapply to the program, accepting responsibility for all changes made to the program. Length of program may vary from 4-7 semesters depending on start date.

Course Requirements

The Master of Education program is generally 4-7 semesters in length with 30 total semester hours of coursework required for graduation. Of those 30 hours, 15 are in core education foundations courses, and 15 in a chosen area of specialization.

Other Degree Requirements

In addition to the core requirements, students must complete the following requirements:

  • No later than completion of 10 semester hours, a degree-seeking student must complete the MEd degree application process.
  • Each degree-seeking student will be assigned a graduate faculty advisor who will assist the student in planning his or her proposed course of study.
  • The approved course of study must be completed to earn the degree for each specialization.

Licensure in Oregon and Other States

Upon completion of the MEd degree, students will be eligible for advanced teaching licenses in Oregon. (In some cases, additional professional tests may be required.) This MEd program may also allow students to meet the licensure or recertification requirements of other states as well. Non-Oregon students will need to check each particular state's licensing criteria before designing the MEd program.

Graduation Requirements

In order to graduate with the Master of Education degree in Reading or ESOL, students must meet the following requirements:

  • Credit Hours: Satisfactorily complete a minimum of 30 semester credit hours with a cumulative GPA of 3.0 or higher.
  • Coursework Distribution: Complete 15 credit hours of core education foundations courses and 15 credit hours in a selected area of specialization.

Grading

  • Achieve a grade of a B or higher in all core courses. If a grade of a B- or lower is received in a course, that course may be required to be retaken.
  • Achieve a pass in all pass/no pass courses.

Accreditation

The College of Education is accredited by the Association for Advancing Quality in Educator Preparation (AAQEP). We will also seek regional accreditation by the Northwest Commission on Colleges and Universities (NWCCU).

Licensure programs have been approved by the Oregon Teacher Standards and Practices Commission (TSPC).

Remediation

The goal of remediation is to identify students' areas of weakness and assist them in overcoming these challenges to achieve mastery. Master’s students must maintain a 3.0 GPA to continue in the program and graduate. If a student’s GPA falls below 3.0, they may be placed on academic warning, and the Program Director and faculty will recommend a supportive course of action.

If a student receives a grade of B-, C, or C- in a single course, they must meet with their academic advisor for counseling and/or remediation. If a student earns a B-, C, or C- in two designated courses, they will be subject to academic warning and remediation. Individual remediation plans will be created based on the student’s unique circumstances.

Unprofessional conduct will be addressed through a review of ethics and standards of conduct and mentoring from the student's advisor or designated faculty. Issues of unprofessional conduct during practicum experiences will be handled on a case-by-case basis in collaboration with the sponsoring school or district.

Scholastic dishonesty, including cheating, falsification, misrepresentation, or plagiarism, may result in academic probation or dismissal from the program. Completing remediation activities will restore a student's good academic standing, while failure to complete them may result in dismissal.

Progession

All coursework for the Master’s in Education must be completed within five years of matriculation. Extensions beyond this limit require approval from the College of Education (COE) faculty. Only one extension may be granted under special circumstances, such as illness.

If a student withdraws from the program, reinstatement requires action from the Admissions Committee and may involve additional degree requirements.

Internship

Practicum experiences provide valuable opportunities for students to apply their newly acquired knowledge and skills. All practicum experiences will comply with the specific endorsement requirements established by TSPC.

Curriculum Plan

Career Outcomes:

  • P-12 classroom teacher leader
  • A district technology leader
  • Online teaching pioneer/settler

Learning Outcomes:

  • Increased student access to technology
  • Digital instructional strategies and tools, such as blogs, webs, podcasts, feedback channels, and other Web 2.0 tools, become the new norm in learning and assessment
  • A strong understanding of and adherence to ethical foundations of technology usage

Sequence of Study:

  • Each student will choose one of the specializations listed below which most aligns with her/his professional goals. The course of study will then follow that selected specialization.

Course Requirements

Expand All

Required for all concentrations

Complete the following:

Students will be introduced to the six "lenses" of the EDFL Conceptual Framework and Professional Dispositions. Each student will develop a deeper understanding of personal vocation and mission in light of this overall framework by engaging each of these "lenses" to evaluate their current dispositions and work. The intent is for each student to establish a foundation of self-understanding and to become a self-reflective and analytical practitioner and learner.
This course will focus on designing curriculum units and instructional plans for a standards-based curriculum while utilizing research-based best practices for teaching, learning and assessment. There will be an emphasis on the development and implementation of an integrated interdisciplinary unti for the candidate's specific teaching or educational assignment that utilizes concept-based curriculum strategies and instructional techniques to "teach beyond the facts for the thinking classroom." In addition, students will be participating in a Professional Learning Community that will focus in on a data collection cycle to inform and evaluate practice. Students will develop assessment instruments and procedures that relate to their own disciplines. Current methods of formative assessment - including portfolios, rubrics, and other forms of authentic assessment - will guide and inform discussions.
This course examines how belief structures undergird the methods educators use to motivate people to learn. Through the light of ethical theory, students examine how organizational leaders respond to the situations they face. Students also reflect on and apply their own values and ethical understanding to shed light on case studies that represent situations they often face as educational leaders. Meets and is met by EDDL 700.

Complete the following:

This course will introduce students conceptually to research as a way of thinking for classroom or school improvement. As consumers of research, students will learn to search databases, analyze data, identify and summarize results to inform educational decisions. Students will be exposed to both qualitative and quantitative research paradigms, and begin to develop a literature review for their research project.
This course serves as the culminating experience for candidates in the Master of Education (MEd) program. Working under the guidance of a faculty chair, students will design and complete an action research project addressing a meaningful problem of practice within their own classroom, school, or setting. Through this process, candidates will identify and define a problem, conduct a comprehensive literature review, design and implement a research-based intervention or study, and analyze and interpret their findings. Emphasis is placed on connecting research to professional practice and demonstrating scholarly inquiry that leads to practical improvement in educational outcomes. The master’s thesis is a 4-credit requirement that may be completed in a single semester or distributed over multiple semesters (up to three) to accommodate individual research timelines and project needs. Upon successful completion, the master’s thesis will be published in George Fox University Library’s Digital Commons. This course is graded on a Pass/No Pass basis. Repeatable for credit. Prerequisite or Corequisite with advisor approval: MEDU 530 Overview of Qualitative and Quantitative Research Methodology.

Specialization (15 credit hours - select one)

Complete the following:

Thoughtful classroom practice depends on sound theory. This course examines some current competing theories, looks at the implications of various literacy theories as they impact classroom decision making, and, through reading and discussion, develop a personal understanding of literacy processes. The linguistic framework of reading and its place in the language arts will also be explored.
Classroom teachers become acquainted with a wide variety of methods for assessing student progress in reading and writing. Administration and scoring of these tests will be explored. Information about how testing results can facilitate teaching and learning is the goal.
This course focuses on current methods and materials for reading/literacy instruction. The strategies used by proficient readers will be explored and teaching methods will be modeled and implemented. Methods of assessment and strategies for remediation will also be explored.
This course focuses on the issues related to public and school-based concerns about literacy learning. The discussion of issues will lead to research-based applications that can be translated into the classroom practice at the elementary, middle, or high school level.
The content of this course includes: the organization of reading programs within the context of state and federal regulation and within the structure of the school-wide program; the types of testing used to diagnose and monitor student progress; the methods that can be used to involve parents, paraprofessionals, and volunteers; and the methods available to assess program effectiveness. Observations in a variety of school settings will be organized.

Choose one of the following:

Students who have successfully completed a Master of Arts in Teaching degree at George Fox University are not required to take READ 536/537 for this endorsement.
This course focuses on the reading and writing needs of the student at the middle level and in the high school. The teaching of critical reading and writing strategies will be included as well as assessment tools. This course is required for those pursuing the middle level and high school authorizations of the reading endorsement, but is appropriate for teachers of all levels.
This course explores theoretical principles and practices based on current research. Emphasis is on strategies for coming to print, print conventions, and reading aloud. Shared, guided, and independent reading and writing is also explored. These strategies are based on theoretical assumptions from the psychology of language and cognition development and linguistics.

Complete the following:

Enrollment in the reading practicum requires successful completion of READ 530, READ 531, READ 532, READ 534 and READ 538.
The reading practicum will provide a context in which to apply methods, assessment techniques, and teaching strategies in a school setting. It will also provide the opportunity for an observation of a reading program in application. The practicum setting must include assessment, teaching, and evaluation of students at both authorization levels. Prerequisites: READ 530 History and Foundations of Literacy Learning; READ 531 Analysis of Reading and Writing Assessments; READ 532 Advanced Strategies in Literacy Instruction; READ 538 Organization of Reading Programs; or by permission.

Complete the following:

Students who have successfully completed a Master of Arts in Teaching degree at George Fox University are not required to take ESOL 572 for this endorsement.
Examines the fundamental elements, processes, and patterns of oral and written language for the teacher of English to speakers of other languages. Topics include phonetics, phonology, sociolinguistics, pragmatics, morphology, orthography and writing conventions, syntax, semantics, and discourse analysis. English is the primary focus of the course, with reference to other languages commonly spoken by students in Oregon classrooms.
Examines various factors, concepts, and theories about first and second language acquisition processes and their interrelationships. The course also focuses on the application of this knowledge in ESOL classes for maximizing ESOL students' language development and academic achievement. Prerequisite or concurrent enrollment in EDFL 570.
Examines the diverse and dynamic role of culture in the ESOL students' language development and academic achievement. The course also emphasizes the application of this knowledge for instruction and the involvement of community and its resources for maximizing ESOL students' academic achievement.
Examines strategies for planning, managing, and teaching English as a second language and discipline-focused content to ESOL students. Emphasis is placed on curriculum, teaching, and learning approaches that accommodate a diverse population within the classroom. This course also focuses on strategies for collaborating with educators and community members in order to provide comprehensive, challenging educational opportunities for ESOL students.
Examines principles, issues, and approaches useful for assessing the English competencies of ESOL students. Emphases are placed on developing appropriate assessment tools for the ESOL classroom and on properly interpreting tests that are used for program placement.

Complete the following:

Enrollment in a practicum requires successful completion of ESOL 570, ESOL 571, ESOL 572 (see note above), ESOL 573 and ESOL 574.

Note: Students can add the bilingual category to the ESOL Endorsement by showing competency in a second language approved by TSPC.

A supervised practicum in an approved school demonstrating knowledge and strategies developed in the ESOL courses. Candidates set goals for professional growth in the English-language teaching field. Prerequisites: successful completion of all required ESOL courses (or their equivalent).