Earn one of the nation’s leading Master of Education (MEd) degrees, 100% online or on-campus in Portland, OR.

There’s a reason you began teaching. To shape futures. To encourage dreams. To guide students. Whatever your motivation, you’re here to nurture it—and that happens to be what we do best.

Concordia University-Portland has been educating educators for more than 110 years and recognizes how important teachers are to students, their families, and society as a whole. The future of our world sits in your classroom every day—that’s a big responsibility. It’s no wonder you want to earn your master's degree in education. Our responsibility? To provide you with a program that fits your schedule, your career, and your heart.

Accredited, nonprofit, and taught by practitioners, all of Concordia’s MEd programs reflect the same meaningful experience we’ve been delivering to students since 1905.

Earn your Master of Education from educators in the field

Concordia’s MEd programs, offered online and on-campus in Portland, Oregon, are designed specifically for in-service educators. All of our MEd faculty have a background in education, so you’ll learn from administrators and teachers who draw on the latest research, leading-edge theory, and their in-the-trenches experience to help you get the most out of your degree program. Courses are updated every 12-18 months to ensure the curriculum is timely and relevant.

You’ll interact closely with your peers and professors either on our welcoming campus in Portland, Oregon, or through Blackboard, our intuitive and easy-to-use online platform. Keeping cohort sizes small at Concordia has a big payoff: peers are supportive, professors are accessible, and it’s easy to foster lifelong friendships and mentorships.

Recognized by teachers nationwide for having the perfect balance of time-to-degree efficiency, academic rigor, and comprehensive student support, Concordia’s College of Education also values and promotes innovation.

That’s why in 2017, we created the nation’s first 3 to PhD® community, a campus that houses a public PreK-8 school, our College of Education, medical services, a food club, and more. Health, safety, and education: precisely what today’s kids need and what teachers deserve.

The Master of Education in Administration degree provides the skills aspiring public and private school administrators need to assume school leadership roles. You’ll learn to leverage relationships to move schools forward, gain understanding of how to navigate the change process, collaborate in the design and implementation of effective professional staff development programs, be empowered by and better understand school law, and advocate for equity and access standards.

MEd in Administration courses (34 credit hours)
  • EDAD 560 - Human and Financial Resources (3)
  • EDAD 607 - Leading the School Community (3)
  • EDAD 622 - School Law (3)
  • EDAD 650 - Preliminary Administrative License Practicum (3)
  • EDGR 500 - Professional Planning Seminar (PPS) (1)
  • EDGR 595 - Community of Learners (3)
  • EDGR 601 - Educational Research (3)
  • EDGR 605 - Instructional Leadership and Classroom Evaluation (3)
  • EDGR 607 - Strategies for Enhancing Achievement For All Students (3)
  • EDGR 626 - Organizational Change (3)

Please choose one of these two research capstone experiences:

  • EDGR 698 - Action Research (3)
  • EDGR 696 - Practitioner Inquiry (3)

Upon completion of the program, candidates will receive a Master of Education degree in Administration and will be eligible to apply for the Preliminary Administrator License (Pre-AL) from TSPC. Candidates completing the Preliminary Administrative Licensure Certificate program will be eligible to apply for the Preliminary Administrator License (Pre-AL) from TSPC.

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The Career & Technical Education master's degree is designed for licensed or qualified prospective career and technical education (CTE) teachers at the middle or high school level. In this program, you’ll select a career and technical education research topic and investigate, apply, demonstrate, and disseminate your knowledge and skills in a capstone project of your choice.

The MEd in Career and Technical Education program requires 30 credit hours

MEd in Career and Technical Education Courses
24 credits
This foundational course in the program provides the student with a research-based set of components of instruction in four domains: planning and preparation, the classroom environment, instruction, and professional responsibilities. Within the domains are 22 components and 76 descriptive elements of what teaching is all about. Learning activities apply the framework of teaching to CTE instructional program delivery. The text for this course is Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson.
A review of the development of career and technical education (CTE) - previously known as vocational education/vocational and technical education - and the important role CTE plays in addressing education and workforce-readiness will be examined in this course. The evolving nature of CTE, contemporary practices and trends, and CTE's role in transforming education will be explored. Strategies successfully employed by CTE programs, particularly the use of technology, in engaging students in learning and integrating 21st century skills into its curriculum will also be presented.
This course is designed to equip education candidates with a variety of practical instructional strategies. Topics will include development and use of instructional objectives, constructing lesson plans, designing a work sample, lesson presentation skills, construction and use of higher order questions to promote student achievement, attitude and skill development, and curriculum integration.
Organizational leadership is a social phenomenon that occurs when leaders interact with the collective values and vision of others in the organization. Candidates will explore contemporary models of ethical organizational leadership, synthesize a personal statement of vocation informed by their leadership values and assumptions, and test their synthesis against a variety of assignments and practical experiences. The course also provides a forum where candidates enjoy the opportunity to identify and consider their own character, personal values, and workplace ethics. Each will develop an understanding of the critical need for ethical leadership in one's professional, personal and family life, and will appreciate the vital importance of living and modeling such values and, perhaps most importantly, of serving others.

With a focus on Career and Technical Education (CTE) at the middle and high school, this course will teach candidates a range of practical strategies that ensure a well-managed classroom, emphasize the critical connection between learner-centered instruction and classroom management, and illustrate how classroom management can be enhanced by work- based learning, student leadership organizations, and partnerships with business, industry, and the community.

 

This course examines a variety of assessment tools and methods that impact the practices of CTE teachers. As a result of this course, candidates will acquire a foundational understanding of assessment literacy and application within the education profession.

Math in Career and Technical Education teaches the student how to integrate math into their career and technical education program. Using Common Core State Standards for Mathematics, the student learns how to create math-enhanced lessons which teach knowledge and skills that high school students need for success in college and careers. You learn how to bridge the vocabulary and target specific learning outcomes based on district and state math standards. This course is designed to teach the student how to analyze each lesson and make revisions to integrate math into the CTE instructional program.
This course is designed to build instructional skills to integrate literacy into the CTE instructional program. Students will study information-rich content that teaches them how to integrate content-area reading and writing strategies to aid student learning. The course provides numerous enrichment activities to help teachers incorporate literacy skills into their instructional program. Using the Common Core State Standards for English Language Arts and Literacy, the student learns how to create literacy-enhanced learning activities and apply and refine them in practical application experiences. The student learns how to bridge literacy and CTE vocabulary and target specific learning outcomes based on district and state literacy standards.

Please note: Completing a Master of Education degree program does not lead to state certification or licensure. The MEd is not designed or intended to lead in any way toward a teaching license, endorsement, or administrative credential.

Research Course 1
3 credits

This course provides students with the basic competencies necessary to understand and evaluate the research of others, and to plan their own research with a minimum of assistance. This course includes the basics of both qualitative and quantitative research.

Please note: Completing a Master of Education degree program does not lead to state certification or licensure. The MEd is not designed or intended to lead in any way toward a teaching license, endorsement, or administrative credential.

MEd in CTE - Capstone
3 credits

CTE Capstone is an integrative learning experience in which students bring together the knowledge and skills they have acquired in the Masters in Career and Technical Education degree program at Concordia University. Candidates will learn more about the action research methodology, complete final edits of the Literature Review, and design a complete Action Research proposal including data collection methods and analysis approaches. (During this course, the proposal will NOT be implemented with students/participants.) This design provides students with the requisite skills and means to pursue the transformative practice called “Action Research” focused on issues of importance to CTE in their classroom, school, district or other work environment.

Please note: Completing a Master of Education degree program does not lead to state certification or licensure. The MEd is not designed or intended to lead in any way toward a teaching license, endorsement, or administrative credential.

Potential careers include:

  • Community college/high school relations coordinator
  • Community college instructor
  • Corporate trainer (e.g., agriculture, food and natural resources, arts, information and communications, business and management, health sciences, human resources, industry and engineering)
  • School to career coordinator (high school)
  • CTE middle or high school leadership position (dept. chair or team leader)
  • Work experience coordinator (high school or community college)
  • CTE specialist at an educational service district or state dept. of education
  • Workforce development coordinator
  • Community college or university undergraduate internship coordinator

(Some states may require specific licensure for some of these positions. Check with your state’s Department of Education for more details.)

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The Curriculum & Instruction master's program features 15 concentrations for teachers wanting to specialize in a specific field. MEd students in this program learn to apply research theory and best practices in their classroom, modify instructional plans to accommodate diverse classrooms, and promote alternative goals and strategies.

Concentrations:

Every student enrolled in the Curriculum & Instruction MEd program will take four core courses in addition to their specific concentration courses.

MEd in Curriculum & Instruction - Core Courses
12 credits

This course will provide teachers with the resources and skills necessary to integrate character themes and character development into their school curriculum. It provides a forum in which to discuss and develop one's own moral perspectives on the basis of generally accepted criteria.

This course is designed to provide leaders with the latest psychological research about learning and guide them in exploring ways to directly apply these precepts to their current work setting. Topics will include cognitive science, learning theory, and relevant teaching theories that utilize this information. The course will fuse the latest biological and psychological understanding of how the brain learns so candidates can harness this knowledge and apply it directly to learning situations.
Relationships constructed on trust are critical for an efficient, collegial, collaborative workplace. This course challenges candidates to confront the tremendous diversity in their current environment and develop strategies to build community in the midst of the social, ethnic, economic and alternative lifestyle differences that permeate today's 21st century workplace. In sum, this course stresses the critical importance of creating community in the workplace and illustrates how that community, once established, can generate an efficient, supportive, and positive work place.

Candidates identify, review, and analyze major trends and issues impacting the contemporary state and national educational scenes. Each class session provides students with an opportunity to evaluate the advantages and liabilities of current educational reforms and issues from the perspective of prevailing educational research as well as from their own personal beliefs and current work environment. Candidates will also consider how they can impact and influence change in their own workplace.

 

Please note that Teacher Leadership candidates will take EDGR 506 in lieu of EDGR 502

* In lieu of EDGR 502, Teacher Leadership candidates will complete EDGR 506
3 credits
Organizational leadership is a social phenomenon that occurs when leaders interact with the collective values and vision of others in the organization. Candidates will explore contemporary models of ethical organizational leadership, synthesize a personal statement of vocation informed by their leadership values and assumptions, and test their synthesis against a variety of assignments and practical experiences. The course also provides a forum where candidates enjoy the opportunity to identify and consider their own character, personal values, and workplace ethics. Each will develop an understanding of the critical need for ethical leadership in one's professional, personal and family life, and will appreciate the vital importance of living and modeling such values and, perhaps most importantly, of serving others.

Please note: Completing a Master of Education degree program does not lead to state certification or licensure. The MEd is not designed or intended to lead in any way toward a teaching license, endorsement, or administrative credential.

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The Educational Leadership master's degree provides the skills teachers need to take on a leadership role in their school system. Through this program, MEd students learn to design and implement curriculum, integrate technology, and use research-based best practices to assess classroom and school environments.

MEd in Education Leadership Core Courses
12 credits
Organizational leadership is a social phenomenon that occurs when leaders interact with the collective values and vision of others in the organization. Candidates will explore contemporary models of ethical organizational leadership, synthesize a personal statement of vocation informed by their leadership values and assumptions, and test their synthesis against a variety of assignments and practical experiences. The course also provides a forum where candidates enjoy the opportunity to identify and consider their own character, personal values, and workplace ethics. Each will develop an understanding of the critical need for ethical leadership in one's professional, personal and family life, and will appreciate the vital importance of living and modeling such values and, perhaps most importantly, of serving others.
This course is designed to provide leaders with the latest psychological research about learning and guide them in exploring ways to directly apply these precepts to their current work setting. Topics will include cognitive science, learning theory, and relevant teaching theories that utilize this information. The course will fuse the latest biological and psychological understanding of how the brain learns so candidates can harness this knowledge and apply it directly to learning situations.
Relationships constructed on trust are critical for an efficient, collegial, collaborative workplace. This course challenges candidates to confront the tremendous diversity in their current environment and develop strategies to build community in the midst of the social, ethnic, economic and alternative lifestyle differences that permeate today's 21st century workplace. In sum, this course stresses the critical importance of creating community in the workplace and illustrates how that community, once established, can generate an efficient, supportive, and positive work place.

Candidates identify, review, and analyze major trends and issues impacting the contemporary state and national educational scenes. Each class session provides students with an opportunity to evaluate the advantages and liabilities of current educational reforms and issues from the perspective of prevailing educational research as well as from their own personal beliefs and current work environment. Candidates will also consider how they can impact and influence change in their own workplace.

 

Please note: Completing a Master of Education degree program does not lead to state certification or licensure. The MEd is not designed or intended to lead in any way toward a teaching license, endorsement, or administrative credential.

MEd in Educational Leadership
12 credits
This course examines principles of planning and administering a program for building a mutually supportive relationship between the school and its environment. Focus is on the development of skills and strategies for linking the school with constituents in the community such as parents, citizens, and special interest groups.
This course is a study of legal and ethical issues relative to practical matters that educators confront in their daily practice. Case studies that speak directly to teachers and focus on day-to-day ethical dilemmas in education form the foundation for this course. Particularly important to this course is the emphasis on the dimension of ethics as it relates to teaching and leadership.
This course provides an overview of what constitutes effective classroom instruction. The course will also explore in depth the categories of strategies that research show will have a high probability of enhancing achievement for all students in all subject areas at all grade levels. The research and theory will be studied as well as the practical classroom application of the strategies.
Organizational Change provides an introductory overview to the theoretical and sociological foundations of organizational change. Additionally, the course explores sources, processes, and outcomes of educational change and the resulting implications for teachers and administrators. Topics and activities are designed to review issues of interest and importance to those contemplating careers in educational administration or roles as lead teachers and agents of change.

Please note: Completing a Master of Education degree program does not lead to state certification or licensure. The MEd is not designed or intended to lead in any way toward a teaching license, endorsement, or administrative credential.

Research Course 1
3 credits

This course provides students with the basic competencies necessary to understand and evaluate the research of others, and to plan their own research with a minimum of assistance. This course includes the basics of both qualitative and quantitative research.

Please note: Completing a Master of Education degree program does not lead to state certification or licensure. The MEd is not designed or intended to lead in any way toward a teaching license, endorsement, or administrative credential.

Potential careers include:

  • Division or department chair (K–12)
  • Higher education instructor in educational leadership
  • Assistant chief academic officer (public or private K–12)
  • Education consultant (public or private)
  • Public administrator (business, city government, college)
  • College student services director
  • Coordinator, running start program for high school students transitioning to college (community college)
  • Career pathways coordinator (community college)
  • Director, high school students/high school to college division (community college)
  • Director, career services (community college)
  • Director, college student relations division
  • Department chair—community college (various divisions)
  • Director, preschool (public or private)
  • Education advisor, No Child Left Behind (NCLB) district or state school improvement team (K–12)
  • Education advisor, district superintendent's cabinet (K–12)

(Some states may require specific licensure for some of these positions. Check with your state’s Department of Education for more details.)

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Seeking state teaching certification or licensure?

Completing a Master of Education degree program does not lead to state certification or licensure. The MEd is not designed or intended to lead in any way to a teaching license, endorsement, or administrative credential. These programs are intended for practicing educators and other professionals who seek to enhance their skills and who may need to use credits toward professional development.

Note: For candidates living in Oregon or Washington, Concordia offers MEd and Certificate programs to licensed teachers that include a practicum and lead to additional licensure (Administration, Reading Interventionist, ESOL or Health/PE).

ONLINE, ON-CAMPUS, OR HYBRID EXPERIENCE? THE CHOICE IS YOURS!

Earn your master's degree in education in the way that best fits your life and preferred learning style. Concordia offers several program options for in-service educators: on campus, accelerated online learning, or hybrid (a mix of both class options).

Not all programs are offered in every modality. Please review the program information carefully or consult with an enrollment specialist or admission counselor in order to better understand your scheduling options.

GOALS & OBJECTIVES

See what skills you can expect to gain with a Concordia Master's in education

MEd Program Goals & Objectives

No matter which of Concordia's programs you choose – from the on-campus MEd in Administration to any of the one-year online Master of Education programs – upon completion you’ll meet and demonstrate the general program objectives including:

  • An understanding of leadership contributions made by all teachers in the classroom, the school, the district, and the profession
  • Skills in developing, implementing, and assisting curricular and instructional plans that integrate disciplines, apply current educational research findings, encourage parental involvement, consider students' current developmental levels, and exhibit sensitivity to individual student differences and cultural backgrounds
  • Skills in the application and integration of new technologies to enhance the teaching and learning processes
  • Knowledge of and appreciation for the Christian perspective and its emphasis on service as a fundamental element of successful teaching, learning, and administering
  • Values, ethics, beliefs, and attitudes that achieve the educational goals of the state, district, and local school communities
My Enrollment Specialist was extremely helpful and one of the reasons why I signed up; she helped me figure out it was a good fit for me.
DENISE DEMPSEY, MEd in Curriculum & Instruction: Online Teaching & Learning

WHY EARN A CONCORDIA MASTER'S DEGREE IN EDUCATION

Proven results, capstone choices, and more

Pencil sharpener backpacks

When it comes to the number of lives you could influence with your MEd in hand, the math teacher in us would say: x = infinity. The advantages range from specialized knowledge, to increased professional networking, to more career opportunities. But we like tangible numbers too, so here are a few:

Eighty-seven percent of our online MEd graduates surveyed report career benefits as a result of earning their MEd, including but not limited to: higher pay, promotions, and increased job security

Ninety-two percent of our online MEd grads are satisfied with their program curriculum

Ninety-three percent of our online MEd grads say they are satisfied with their overall academic program experience

Ninety-six percent of online MEd grads reported strengthened in-depth knowledge of their field or discipline

Ninety-five percent reported gains in professional skills and techniques

Ninety-four percent reported gains in self-esteem and self-confidence

Eighty-seven percent of our online MEd graduates surveyed report career benefits as a result of earning their MEd, including but not limited to: higher pay, promotions, and increased job security

Ninety-two percent of our online MEd grads are satisfied with their program curriculum

Ninety-three percent of our online MEd grads say they are satisfied with their overall academic program experience

Ninety-six percent of online MEd grads reported strengthened in-depth knowledge of their field or discipline

Ninety-five percent reported gains in professional skills and techniques

Ninety-four percent reported gains in self-esteem and self-confidence

All candidates in the Concordia University-Portland MEd programs will complete a required capstone research experience. In most programs, you’ll have your choice of an Action Research course or a Practitioner Inquiry course.

Action Research

During the Action Research course, candidates learn more about action research methodology, complete final edits of the literature review, and design a complete action research proposal, including data collection methods and analysis approaches. The developed proposal will not be implemented with students/participants during the course.

The Action Research experience provides candidates with requisite skills and means to pursue the transformative practice called “Action Research” in their classroom, school, district, or other work environment. The design of the capstone project closely aligns with current classroom realities, with district and school requirements, and the needs of teachers and students.

Practitioner Inquiry

The Practitioner Inquiry course focuses on the reflective acts of the candidate as an educator seeking to improve teaching practice. Premised in the self-study research methodological traditions (Samaras, 2011), Practitioner Inquiry provides the opportunity to reflect on teaching practice and generate improvements based on classroom observation. Practitioner Inquiry focuses on the educator and her or his own practices, developing skills of inquiry, observation, reflection, and action in teachers.

Denise Dempsey

MEET DENISE DEMPSEY ’16,

Master of Education in Curriculum & Instruction: Online Teaching & Learning

“My Enrollment Specialist was extremely helpful and one of the reasons why I signed up; she helped me figure out it was a good fit for me.”

READ HER Q&A

OPPORTUNITIES

Open more doors with a Master's degree in education

What are potential career opportunities with a Master's degree in education?

Many teachers leverage what they learn in their MEd program in their current profession—enhancing their teaching or, say, becoming a department head. There are also a lot of potential careers available to MEd degree holders outside of the classroom. A few examples:

  • Reading or literacy coach
  • Higher education instructor in the teaching of reading
  • Adolescent literacy consultant
  • Adolescent literacy program advisor to state legislatures/Congress
  • Reading tutor specializing in adolescent literacy
  • Director of curriculum & instruction (K-12)
  • Professional development leader (K-12)
  • Division or department chair (K-12)

Don’t see your dream job on the list?

CHAT WITH AN ENROLLMENT SPECIALIST NOW

(Some states may require specific licensure for some of these positions. Check with your state department of education for more details.)

What could my salary jump to with a Master's degree in education?

It’s a question we get often: How much does a teacher with a master’s degree make?

The salary of a teacher with a master's degree varies greatly by state and district, but according to the National Council on Teacher Quality’s district policy database, various districts across the U.S. have reported more than $5,000 available in annual pay available for master-level educators. Consult your district’s salary schedule to determine how much your paycheck may increase by earning your MEd.

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