MA in Education and Licensure

Welcome from Program Director Sue Fleming

Goddard's low residency MA in Education and Licensure Program is dedicated to promoting progressive education through student-centered studies that are individualized, problem-based, inquiry-driven, and grounded in social responsibility. The low residency MA in Education is a 36 credit program designed for graduate students interested in extending their knowledge in the field of education. Goddard’s low residency model is ideal for those who wish to advance their studies, enhance their professional status through a masters degree or gain state licensure but whose life demands rule out traditional college programs.

Students can choose between many options, including individualized studies in education, a concentration in community education, and both teacher and school counselor licensure. The MA in Education and Licensure Program is NASDTEC, ICC, and Vermont state approved for preparing licensure-seeking students to receive a Vermont Initial License in one or more of eight separate endorsement areas. A Licensure Only Option is available for post-baccalaureate applicants. An Additional Endorsement Option is available for licensed teachers wishing to add an additional endorsement.  An Experienced Teacher Option is available for those with substantial teaching experience.

Goddard’s low residency MA in Education program is ideal for those who wish to gain licensure or advance their studies in education but whose life demands rule out traditional college programs. Students in the low residency program engage in independent study throughout the semester, utilizing their communities and local resources, while supported by experienced faculty advisors. Intensive on-campus residencies begin each semester, offering the chance to connect with an inspiring and vibrant community of fellow-educators.

Work of the Program

Students in the MA in Education and Licensure Program develop an individualized plan of study built around their chosen area of focus. Through their studies, students in the program gain a clear sense of the relationship between theory and practice, applying progressive education principles of inquiry-based learning and student-centered curriculum to real world contexts.

Following an eight-day residency on the Goddard Campus, students carry out their studies within their own communities, exchanging five written packets with their faculty advisors who offer feedback and guidance throughout the semester.

MA students complete a thesis project in their final semester. Thesis projects are student- designed, integrate theory and practice, and reflect personal educational and professional goals. Projects might cover curriculum development, place-based environmental studies, feminist theories of education, authentic assessment, or arts-based education.

The Faculty

The low residency MA in Education and Licensure faculty bring with them diverse backgrounds and a shared interest in progressive education, critical pedagogy, social action, and multicultural and democratic education.  Faculty join with their students in articulating a critical understanding of problems and envision solutions and innovations in student-centered learning.  Students in the low residency MA in Education and Licensure Program work closely with their faculty advisors to design and implement unique and individual plans of study. Throughout each semester, faculty advisors offer constructive feedback, support, advice, and suggestions for further exploration.

The Residency

Students in the low residency MA in Education and Licensure Program begin each semester with an eight-day residency on the Goddard campus in Central Vermont. During the residency, students gather with a community of like-minded peers, work with their faculty advisor to craft an individualized study plan, and attend skill and theory-based workshops on topics that include research methods, reflective teaching, and critical studies. Recent residency themes include "Education as an Artistic Process," "Creating Democratic Learning Communities," and "Teaching as if the Earth Mattered."