Christine Finnan, Program Director
The Mission of the M.Ed. In Teaching, Learning and Advocacy (MTLA) program is to provide advanced study for educators to become leaders and advocates for students, parents and their communities, as well as public schools, and the teaching profession. We educate students to analyze the social and cultural foundations of educational policies in order to better understand how racial, ethnic, gender, and class inequities are perpetuated. The MTLA program also allows students an opportunity to deepen their knowledge of classroom practices in one of several concentrations in Curriculum and Instruction, Diverse Learners, New Literacies, or Science and Mathematics for Teachers by focusing on connections to wider issues in educational advocacy and policy on the local, state, and national levels.
The M.Ed. in Teaching, Learning and Advocacy (MTLA) provides advanced study for certified teachers interested in becoming leaders in their schools, districts, and the profession. It prepares them to develop a deep understanding of issues and policies shaping teaching and learning and provides skills necessary to advocate for students, public schools, and the teaching profession. The program focuses primarily on improving educational practices, policies, and learning environments for students, especially those considered at-risk. The program provides a base for all students to better:
- understand and apply advanced theories that inform their teaching and work in diverse communities
- use and critique multiple forms of research and inquiry
- think systematically about their own practice, provide support for other professionals and communicate clearly with their students, other educators, and parents
- advocate for students and the profession
- understand the relationships among educational policies and practices, local context, and learners
The Teaching, Learning, and Advocacy M.Ed. program develops the skills, pedagogy and understanding of educators who either want to improve their own practice or who seek positions as teacher coaches, curriculum specialists, or lead teachers. In these roles, teachers are able to mentor and support colleagues who struggle to work effectively with children who are under-performing. A set of core courses (18 credit hours) provides students a common focus and support for a culminating research-based capstone. Students also choose an 18 credit hour concentration in one of the four conentrations: Curriculum and Instruction, Diverse Learners, New Literacies, and Science and Mathematics.
- A completed application form with a nonrefundable application fee of $50.
- Official transcripts of all undergraduate and graduate coursework. An earned bachelor’s degree from an accredited college or university is required.
- International applicants should refer to the International Students area within the “Admissions Information” section of the catalog for information on providing appropriate documentation with the application.
To be admitted to the degree program, an applicant is required to have:
- A bachelor’s degree or its equivalent with a GPA of 3.000 or higher in the education major or minor.
- The applicant must also hold, or have held, initial teacher certification.
- Three letters of recommendation which indicate evidence of potential for success in graduate work.
- A 750-word applicant essay describing interest in the program, contributions to it, and anticipated outcomes.
- Official Graduate Record Examination (GRE) scores or passing scores on the Praxis II or an equivalent state licensure test approved by the South Carolina Department of Education.
- Fall: March 1, Priority; July 1, Final
- Spring: November 1
- Summer: March 1
Transfer Credit Policy
An applicant or student of the M.Ed. in Teaching, Learning and Advocacy (MTLA) program can seek approval from the Program Director to accept up to six transfer credit hours. These courses must have a grade of B or higher, and can count toward the M. Ed. in the MTLA degree requirements. Courses with a grade of “Pass” or “Satisfactory” will not be accepted. Also, note that the courses must be catalog courses and not professional development courses to count in a program.
A number of graduate assistantships are available for full-time students. The awards are normally made by April 15 for the following academic year. Applications are available through The Graduate School.
- Teaching, Learning and Advocacy, Curriculum and Instruction Concentration, M.Ed.
- Teaching, Learning and Advocacy, Diverse Learners Concentration, M.Ed.
- Teaching, Learning and Advocacy, New Literacies Concentration, M.Ed.
- Teaching, Learning and Advocacy, Science and Mathematics Concentration, M.Ed.
Student Learning Outcomes