MASTER OF ARTS IN EDUCATION

Our 36-credit-hour MAEd program helps practicing classroom teachers develop the skills to become exemplary educators and increase their earning power. Baker MAEd students report that they frequently gain real skills in class that they use the next day in their classrooms.

Earn your MAEd online or in Overland Park, Topeka, or Wichita in about two years.

YOU CAN DO THIS

You can fit graduate studies into your existing schedule by taking classes one night a week or online. Classes are held year-round, and new classes start every seven weeks.

TRANSFER HOURS & FINANCIAL AID

You can apply up to 6 credit hours of approved graduate credit to your degree program. And our graduate programs are approved for federal financial loan programs. Contact Financial Aid for further information.

FACULTY HAVE A PASSION FOR EDUCATION

All faculty are experienced educators and administrators, either currently working or recently retired. They care about the future of education and are driven to build effective leaders in the field.

BRING BAKER TO YOUR AREA

If you live a significant distance from one of our campuses, contact us about starting an MAEd cohort in your school district or in your community. Find out how to bring Baker to your community.

DISTINCTIONS

Our School of Education graduates are routinely honored locally, regionally, and nationally.
  • Milken Educator Awards
  • Kansas Horizon Award for Outstanding First-Year Teachers
  • Kansas and Missouri National Distinguished Principals
  • Exemplary Middle School Principal of the Year
  • Kansas Teacher of the Year
  • National Teacher of the Year Runner-Up

cohorts have completed the program, and nearly 3,100 exceptional educators have earned an MAEd since the program began in 1995.

Our 2015-2016 Award Winners

JOHN ERNST, Ed.D. ’15, MAEd, ’07

Milken Educator Award
Blue Valley Northwest High School | Overland Park, Kansas
“Taking the pulse” of the school each day not only ensures Ernst knows the students at Rolling Ridge, but also earned him a ticket to a black-tie event in Washington, D.C., in October. “My second graduation ceremony at Baker was such an unbelievable experience. The bagpipes were playing. It’s hard to describe how special Baker is to me.”

LORI NELSON, MAEd, ’09

Outstanding Elementary Music 
Educator of the Year
South Central Kansas District of Kansas Music Educators Association
Soderstrom Elementary School | Lindsborg, Kansas
Nelson prepares her students to perform dance and music for Lindsborg’s two-day biennial Svensk Hyllningsfest, directs students in the winter St. Lucia Festival and leads a church children’s choir in addition to giving private piano lessons.

KIM MITCHELL, MAEd ’07

Outstanding Young Member Award
National Association of Agricultural Educators

Royal Valley High School | Hoyt, Kansas
One of just six teachers in the country to receive the NAAE’s Outstanding Young Member Award, Mitchell is responsible for reviving Royal Valley’s FFA program and was integral in gaining $12,000 in grant funds in just two years.

BILL SMITHYMAN, MAEd ’03

Kansas National Distinguished 
Principal of the Year
National Association of Elementary 
School Principals
Rolling Ridge Elementary School | Olathe, Kansas
Smithyman, who teaches English, gives up weekends to hold student leadership conferences and to work with students to improve standardized test scores and complete college applications. As a result, their scores consistently beat district, state, and national averages.

CONCENTRATIONS

Strengthen your credentials by adding a concentration.

Technology

18 Credit Hours | Choose 6 courses from the following:

EDU 5312 The Connected Educator
Candidates exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Candidates use social media and personal learning networks to create, promote, and sustain a dynamic, digital-age learning culture. Candidates use digital tools and resources to enhance their personal productivity, organization, and professional practice and model lifelong learning. (3 credits)

EDU 5299 Classroom Transformation Through Digital Applications
Candidates evaluate and use a variety of digital tools and design activities to promote student learning, higher order thinking skills, and communication and collaboration in a digital-age learning environment. Candidates review the ISTE’s NETS for Teachers and Students and increase awareness of current research and theories on how 21st century students learn in a digital world. Candidates examine how to empower learners through effective technology integration and design an online portfolio of technology-rich activities and resources for classroom use. (3 credits)

OTL 5100 Best Practices in Online Learning
Students study and consider best practice in cybergogy by developing strategies, concepts, and areas of consideration when beginning or revising an online course. Content includes a consideration of course aesthetics, online activities, and course enhancement although many aspects of cybergogy compare to a face-to-face course, certain nuances and differences need particular consideration. Successful completion of this course assists future online instructors consider those differences. (3 credits)

OTL 5300 Assessing and Evaluating Online Teaching and Learning
Students in this course plan assessment strategies to accommodate differences among online student learners, including their unique knowledge, experiences, ability, learning styles, multiple intelligences, motivations, behaviors, and attitudes. The outcome of the course is the development of multiple timely and appropriate instructional and assessment activities closely aligned to learning objectives that provide students regular feedback about their performance in an online course. (3 credits)

OTL 5400 Active Learning in an Online Environment
Active learning refers to techniques where students DO something, typically discovering, processing, and applying information. In this class, students focus on learning as an active endeavor, cognizant that different people learn in different ways. (3 credits)

OTL 5500 Web 2.0 Tools for Tomorrow’s Learner
Students explore and implement Web 2.0 tools for online learning and topics that support development and exploration of such innovative tools in the educational environment. Following the International Society for Technology in Education (ISTE) National Educational Standards and Indicators, students identify different features and benefits of using Web 2.0 tools that will support effective teaching and learning practices. The course is required in the cybergogy concentration. (3 credits)

EDU 5322 Issues and Ethics with Technology Integration
Candidates increase awareness of national standards, copyright laws, and district policies governing technology and show understanding of the meaning of digital citizenship and the effect on today’s students. Candidates address ethical behavior and Baker University SPGS and GSOE 2013-2014 – 149 – etiquette in the integration of technology in their classrooms and show an understanding of safe, legal, and responsible technological social interactions. Candidates use digital tools to create educational activities through technology for a diverse student population and to promote student learning, higher order thinking skills, and communication and collaboration with the larger digital society. (3 credits)

EDU 5033 School Improvement in the 21st Century
Candidates research current school improvement efforts on policy, curriculum, and instruction and examine relevant educational trends’ influence on student achievement. Candidates turn research into action by choosing, adapting and implementing ways to help students become active partners in their learning. Candidates recognize their own abilities to think critically and find ways to promote their students’ lifelong critical thinking skills. (3 credits)

EDU 5313 Enhancing Instruction with Technology
This course teaches computer applications that enrich classroom experiences. Students learn to design newsletters and brochures, including graphics and clipart, and they develop a slideshow using Microsoft PowerPoint. Techniques for creating graphs, inventories, and grade books are presented. Previous computer experience is necessary. (3 credits)

EDU 5286 Focus on Comprehensive Instruction
This course emphasizes the relationship between reading comprehension and student learning. Readings and discussions focus on effective comprehension strategy instruction across the curriculum. Candidates look loosely at utilizing schema, making inferences, using effective questioning, visualizing for understanding, prioritizing information, and summarizing main points. Lesson planning, lesson reflection/evaluation, and comprehension assessment are addressed. (3 credits)

EDU 5323 Technology as Intervention
In this course, the candidate explores various forms of assistive technology, Universal Design for Learning (UDL), differentiated instruction, blended learning, the flipped classroom and educational technology trends to determine the role of technology as intervention. Through teacher-guided, student-centered learning, candidates integrate technology into instruction based on a student’s needs. Candidates research the various levels of assistive technology and use their learning to create lesson plans and work collaboratively in projects. (3 credits)

EDU 5325 Google Tools for Educators
Today’s Google tools can be implemented in meaningful ways in the classroom, increasing curriculum efficiency, collaboration and student engagement. Candidates learn how to use the following tools and applications to research, create and share a variety of classroom projects: Google Drive, Google Calendar, Google Earth and Maps, Google sites, Google search engine, YouTube, Chrome browser and more. (3 credits)

Multicultural Classrooms & Student Diversity

18 Credit Hours | Choose 6 courses from the following:

EDU 5260 Methods of Teaching English as a Second Language
Candidates explore instructional methods, language acquisition, and the foundations for working with English Language Learners (ELL). Candidates investigate ways to differentiate instruction for this student population based on the domains of language as well as a level of proficiency in second language acquisition. (3 credits)

EDU 5262 Sheltered Instruction Observation Protocol (SIOP) for ELL
Candidates examine the instructional model of Sheltered Instruction Observation Protocol (SIOP). The SIOP model explores lesson preparation, building background, comprehensible input, strategies, interaction, practice and application, lesson delivery, and review and assessment for students acquiring a second language. Candidates evaluate each component and analyze how the component is used in the classroom. (3 credits)

EDU 5254 Teacher as Counselor
Candidates learn to recognize how the uniqueness of each student’s personality style, different life experiences, and physical and emotional development increases or decreases learning in the classroom. Candidates learn to motivate students by improving oral/verbal communication and increasing affirmation skills. Candidates practice counseling techniques such as listening, questioning, and reflecting emotions with feedback from peers and instructor. Candidates examine crisis intervention, policies and procedures for reporting abuse, and when and how to refer students to a professional therapist. (3 credits)

EDU 5255 Multicultural Literature for the Adolescent
Candidates are introduced to the world of adolescent literature and explore works by authors and about characters from diverse cultures and different ethnicities. Through a multicultural lens, candidates examine adolescent literacy and its implications in the classroom. Candidates focus on common themes in multicultural adolescent literature, on adolescent learning theory, on the needs of struggling adolescent readers, and on the latest research of instructional methods in adolescent literacy. (3 credits)

EDU 5049 Inclusion: Students with Exceptionalities
Candidates examine current legislation and litigation of special education services, including least restrictive environment and due process procedures. Candidates identify the essential characteristics of inclusive education and apply theory to practice by examining educational plans and finding ways to modify instruction for students with exceptionalities. (3 credits)

EDU 5506 Classroom Management and Student Engagement
Candidates review proactive classroom management strategies that improve student learning. Candidates practice strategies that increase student motivation and student engagement and explore ways to increase student self-control and problem solving skills. (3 credits)

EDU 5299 Classroom Transformation Through Digital Applications
Candidates evaluate and use a variety of digital tools and design activities to promote student learning, higher order thinking skills, and communication and collaboration in a digital-age learning environment. Candidates review the ISTE’s NETS for Teachers and Students and increase awareness of current research and theories on how 21st century students learn in a digital world. Candidates examine how to empower learners through effective technology integration and design an online portfolio of technology-rich activities and resources for classroom use. (3 credits)

EDU 5033 School Improvement in the 21st Century
Candidates research current school improvement efforts on policy, curriculum, and instruction and examine relevant educational trends’ influence on student achievement. Candidates turn research into action by choosing, adapting and implementing ways to help students become active partners in their learning. Candidates recognize their own abilities to think critically and find ways to promote their students’ lifelong critical thinking skills. (3 credits)

EDU 5530 Validating Student Achievement
Candidates research common characteristics of high achieving schools, examine truths about the achievement gap, craft assignments for student learning, and validate practice that results in student success. Candidates examine their district’s mission and school improvement plan and incorporate understanding of the plan into practice in their classrooms. (3 credits)

EDU 5286 Focus on Comprehensive Instruction
This course emphasizes the relationship between reading comprehension and student learning. Readings and discussions focus on effective comprehension strategy instruction across the curriculum. Candidates look loosely at utilizing schema, making inferences, using effective questioning, visualizing for understanding, prioritizing information, and summarizing main points. Lesson planning, lesson reflection/evaluation, and comprehension assessment are addressed. (3 credits)

EDU 5323 Technology as Intervention
In this course, the candidate explores various forms of assistive technology, Universal Design for Learning (UDL), differentiated instruction, blended learning, the flipped classroom and educational technology trends to determine the role of technology as intervention. Through teacher-guided, student-centered learning, candidates integrate technology into instruction based on a student’s needs. Candidates research the various levels of assistive technology and use their learning to create lesson plans and work collaboratively in projects. (3 credits)

EDU 5261 Differentiated Literacies for English Language Learners
Candidates explore differentiated reading strategies for English language learners. Candidates analyze instructional strategies in the areas of phonemic awareness, phonics, vocabulary development, comprehension, and fluency. Candidates will investigate the impact of culture and language in reading, writing, and assessment. (3 credits)

EDU 5258 Teacher and Para Collaboration to Promote Student Learning
Candidates research teaching and learning in a collaborative classroom environment and examine effective strategies, techniques, and best practice in co-teaching with a para educator. Candidates focus on finding ways to increase access of the general education curriculum to students with disabilities in the regular classroom. The candidate completes the course with a long-range plan for initiating a co-teaching model or improving an existing co-teaching model in his or her school building or district. (3 credits)

Curriculum & Instruction

18 Credit Hours | Choose 6 courses from the following:

EDU 5031 Enhancing Meaningful Learning
This course is designed to challenge students to reflect on current strategies, innovations, and philosophies that are impacting education and the classroom today. Participants create learning activities to enhance classroom learning. (3 credits)

EDU 6002 Connecting Data to Curriculum and Instruction
This course is designed as the second course in the teacher leadership concentration. Through the incorporation of basic statistical concepts participants are provided with the knowledge and skills necessary to facilitate the process of selecting essential learning targets from a comprehensive curriculum based on the diverse needs of a given student population; contrast assessment of learning and assessment for learning, and analyze your school’s current practices in this area; describe the range of assessment options and purposes at the classroom, grade, and school levels; align essential learning targets to specific assessment methods; plan for culturally responsive, differentiated instruction to meet the goals of a standards-driven classroom; identify different types of data that can be used to inquire about learning: the questions that can be answered by each type of data and how to access them within the context of your district or school; and identify key strategies for facilitating group(s) as part of a dialogue that is focused by data. (3 credits)

EDU 5299 Classroom Transformation Through Digital Applications
Candidates evaluate and use a variety of digital tools and design activities to promote student learning, higher order thinking skills, and communication and collaboration in a digital-age learning environment. Candidates review the ISTE’s NETS for Teachers and Students and increase awareness of current research and theories on how 21st century students learn in a digital world. Candidates examine how to empower learners through effective technology integration and design an online portfolio of technology-rich activities and resources for classroom use. (3 credits)

EDU 5286 Focus on Comprehensive Instruction
This course emphasizes the relationship between reading comprehension and student learning. Readings and discussions focus on effective comprehension strategy instruction across the curriculum. Candidates look loosely at utilizing schema, making inferences, using effective questioning, visualizing for understanding, prioritizing information, and summarizing main points. Lesson planning, lesson reflection/evaluation, and comprehension assessment are addressed. (3 credits)

EDU 5530 Validating Student Achievement
Candidates research common characteristics of high achieving schools, examine truths about the achievement gap, craft assignments for student learning, and validate practice that results in student success. Candidates examine their district’s mission and school improvement plan and incorporate understanding of the plan into practice in their classrooms. (3 credits)

EDU 5049 Inclusion: Students with Exceptionalities
Candidates examine current legislation and litigation of special education services, including least restrictive environment and due process procedures. Candidates identify the essential characteristics of inclusive education and apply theory to practice by examining educational plans and finding ways to modify instruction for students with exceptionalities. (3 credits)

EDU 5373 Balanced Literacy: Reading & Writing Instruction
Students are introduced to the components of Balanced Literacy for all students. Topics included are the organization of a classroom to facilitate balanced literacy, implementation of reading workshops and writing workshops, and development of reading and writing calendars and units of study. (3 credits)

EDU 5506 Classroom Management and Student Engagement
Candidates review proactive classroom management strategies that improve student learning. Candidates practice strategies that increase student motivation and student engagement and explore ways to increase student self-control and problem solving skills. (3 credits)

EDU 5033 School Improvement in the 21st Century
Candidates research current school improvement efforts on policy, curriculum, and instruction and examine relevant educational trends’ influence on student achievement. Candidates turn research into action by choosing, adapting and implementing ways to help students become active partners in their learning. Candidates recognize their own abilities to think critically and find ways to promote their students’ lifelong critical thinking skills. (3 credits)

EDU 5255 Multicultural Literature for the Adolescent
Candidates are introduced to the world of adolescent literature and explore works by authors and about characters from diverse cultures and different ethnicities. Through a multicultural lens, candidates examine adolescent literacy and its implications in the classroom. Candidates focus on common themes in multicultural adolescent literature, on adolescent learning theory, on the needs of struggling adolescent readers, and on the latest research of instructional methods in adolescent literacy. (3 credits)

EDU 5313 Enhancing Instruction with Technology
This course teaches computer applications that enrich classroom experiences. Students learn to design newsletters and brochures, including graphics and clipart, and they develop a slideshow using Microsoft PowerPoint. Techniques for creating graphs, inventories, and grade books are presented. Previous computer experience is necessary. (3 credits)

EDU 5323 Technology as Intervention
In this course, the candidate explores various forms of assistive technology, Universal Design for Learning (UDL), differentiated instruction, blended learning, the flipped classroom and educational technology trends to determine the role of technology as intervention. Through teacher-guided, student-centered learning, candidates integrate technology into instruction based on a student’s needs. Candidates research the various levels of assistive technology and use their learning to create lesson plans and work collaboratively in projects. (3 credits)

EDU 5312 The Connected Educator
Candidates exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Candidates use social media and personal learning networks to create, promote, and sustain a dynamic, digital-age learning culture. Candidates use digital tools and recourses to enhance their personal productivity, organizations, and professional practice and model lifelong learning. (3 credits)

EDU 5325 Google Tools for Educators
Today’s Google tools can be implemented in meaningful ways in the classroom, increasing curriculum efficiency, collaboration, and student engagement. Candidates learn how to use the following tools and applications to research, create, and share a variety of classroom projects: Google Drive, Google calendar, Google Earth and maps, Google sites, Google search engine, YouTube, Chrome browser and more. (3 credits)

Generalist

Students choose six courses from any of the three following concentration areas:

  • Technology
  • Multicultural Classrooms and Student Diversity
  • Curriculum and Instruction

MAEd Cohort Program

Bring Baker to your community. Don’t let distance from a Baker University campus keep you from earning a Master of Arts in Education degree. The MAEd cohort program has allowed more than 1,000 teachers in Kansas and Missouri to earn a master’s degree close to home.

  • Enjoy the camaraderie of taking graduate courses with other educators in your area.
  • Save travel time and money by meeting in a local facility one night each week.
  • Take advantage of face-to-face interaction with Baker instructors.

Start a Cohort in Your Community

To find an MAEd cohort forming near you call 913.344.1203 and ask for the School of Education Graduate Enrollment Department or submit the form below.


TUITION & FEES

Tuition $375/credit hour
One-time registration fee $20
One-time materials fee $40
Technology fee $30/course
Application fee $20
Graduation fee $100

Requirements & Curriculum

Apply Now by Submitting the Following

  • Completed application form
  • $20 application fee
  • Official transcript indicating a bachelor’s degree conferred from a regionally accredited institution of higher education
  • Copy of a teaching certificate
  • One year of teaching experience

How to send transcripts to Baker.

The Master of Arts in Education curriculum is comprehensive and relevant.

18 Credit Hours of Core Education Courses

  • Learning Theories and Instruction
  • Assessment Strategies
  • Curriculum Development and Design
  • Today’s Learner
  • Action Research in the Classroom
  • Enhancing Communication and Embracing Understanding with Diversity Practicum

18 Credit Hours of Education Electives

Choose electives from one of the following concentration areas:

Capstone Project

The capstone project is a portfolio that reflects your growth and development throughout the program. Portfolios are required and must be submitted to the faculty before graduation.

MAEd Graduation Requirements

  • Completion of the approved 36-credit-hour MAEd curriculum
  • A minimum graduate grade point average of 3.0 with no more than one course completed with a grade of  C (D and F grades are not acceptable.)
  • Completion an MAEd portfolio with an evaluation of proficient or distinguished
  • Completion of all coursework within six years of the date of initial enrollment
  • Submission of intent to graduate form six months before anticipated degree completion
  • Payment all tuition and fees

Graduate courses taken before application to the MAEd program will be evaluated upon request at the time of application to the MAEd program. Transfer credits may not satisfy the 18-semester-credit education core requirement.

Up to 6 graduate semester credits may be considered for transfer into the MAEd degree program, provided these courses meet the following criteria:

  1. Were taken for graduate credit from a regionally accredited institution of higher education
  2. Received a grade of A or B
  3. Are germane to the MAEd curriculum
  4. Were not used in acquiring another degree
  5. Are not outdated in content (usually not older than six years)
  6. Were not earned through correspondence study or independent study.

Additionally, a course description from the catalog in effect at the time the course was taken must be on file, and an official transcript sent directly from the granting institution must be received. Courses taken before starting the degree program that were offered through Baker University’s continuing education program may also be requested to apply toward the education electives. The total number of transfer credits from another institution, Baker continuing education, or a combination of the two may not exceed 6 credits.

MAEd Capstone Portfolio & FAQ

Your MAEd will include a collection of artifacts from your MAEd program coursework, reflections, and professional autobiography.

pdfMAEd Portfolio Rubric

pdfMAEd Portfolio NBPTS

pdfMAEd Portfolio Explanation

1. What type of artifacts should be included?

Artifacts (MAEd common assessments) are papers and projects submitted to TaskStream for each course in the MAEd program. These common assessments are graded by your course instructor at the completion of a course and become a part of your MAEd portfolio.

The following are core courses in the MAEd program (a list of artifacts for each of the core courses is found on pdfMAEd Portfolio NBPTS):

  • EDU 5111 Enhancing Communication and Embracing Understanding
  • EDU 5101 Learning Theories and Instruction
  • EDU 5102 Assessment Strategies
  • EDU 5103 Curriculum Development and Design
  • EDU 5531 Today’s Learner
  • EDU 5120 Action Research in the Classroom
2. What is TaskStream (TS)?
TS is an online repository for MAEd common assessments of each course. MAEd students receive a TS account and TS account information before the completion of the first MAEd course. Before the completion of each course, you must submit the required common assessment to TS, which then becomes a part of your final MAEd portfolio.
3. How do I find portfolio information and whom do I contact?

Portfolio information is found in the MAEd orientation and during the one class time of open enrollment EDU 5997 MAEd Portfolio course. Contact the program coordinator for information: Bethany Teppe at bteppe@bakerU.edu. You can also contact Rebecca Colwell at rebecca.colwell@bakerU.edu or 913.344.1224.

4. What do you mean by reflections?
You write a reflection for each of your six core courses focused on your leaning and understanding of the NBPTS and include specific application of your learning in your classroom.
5. What is included in my autobiography?
Your autobiography provides a professional picture of you as an educator.
6. How should I organize my portfolio?
The MAEd portfolio is organized through your TaskStream account.
7. When is my portfolio due?
Portfolios are due the term before your graduation from the program.
8. How is my portfolio assessed?
Your portfolio is assessed with the pdfMAEd Portfolio Rubric.

MAEd FAQ

1. What can I do with a Master of Arts in Education?
Baker’s MAEd degree is geared toward practicing teachers who want to remain current in the teaching field and increase their overall earning power.
2. Do I have to write a thesis?
Our MAEd degree does not require a thesis. Instead, you will create and submit a portfolio that demonstrates your professional growth throughout our program.
3. How much time must I commit to my courses to be a successful student? How many hours of homework per week?
While this program accounts for the needs of working adults, students enrolled in an accelerated program (seven-week courses) must commit their time and energy to be successful. Students enrolled in an on-ground (face-to-face) course spend four hours each week in class and must expect to spend an average of 12 hours per week completing work outside of class time. The time spent outside of class includes activities such as reading assignments, research, writing, group projects, and preparation for the next class time. Students enrolled in an online course must expect to spend an average of 16 hours per week on learning course content: weekly assignments, forum posts, reading, research, writing, group projects, and so on.
4. How long will it take me to earn my MAEd?
At Baker, you set your own pace for program completion. Most students finish in approximately two years.
5. How many classes can I take per term?
You can enroll in up to 6 credit hours per academic term. Each academic term is seven weeks, and six terms are offered each year.
6. I’m working in another profession, but want to be a teacher. Will this degree allow me to teach?
No. The MAEd does not lead to initial teacher certification, so you must already have a teaching certificate before entering our program.
7. Do I have to take the GRE?
No, you do not have to take the GRE to be admitted into our MAEd program.
8. What is the difference between the MAEd and the Master of Science in School Leadership?
Our MAEd is designed to help practicing classroom teachers gain new knowledge and tools for their classroom, while learning about recent developments in the education field. The Master of Science in School Leadership prepares classroom teachers for building administrator roles, such as principal and vice principal.

CONTACT US

School of Education
913.344.1203
education@bakerU.edu