Dominican University of California

What you'll study

This master's combines theory, applied methods and professional inquiry to support teacher development across specific levels and subject methods. Core themes include curriculum design, assessment for learning, culturally responsive pedagogy, differentiated instruction and educational leadership for professional learning communities. Students focus on level- or subject-specific methods (for example, early childhood, elementary multiple-subject, secondary content areas such as English, mathematics, science or social studies) and study how those methods interact with standards, formative assessment and classroom management.

• Foundations of Teaching and Learning: contemporary learning theory, child and adolescent development, equity and social justice in education.
• Specific Methods and Curriculum: subject- or level-specific pedagogy, lesson design aligned to standards, disciplinary literacy and content-specific assessment strategies.
• Assessment and Data-Informed Instruction: formative and summative assessment practices, using data to personalise learning and close achievement gaps.
• Differentiation and Inclusive Practice: strategies for diverse learners, including ELLs, students with special needs and gifted learners.
• Professional Development and Leadership: adult learning theory, designing and facilitating effective professional learning, coaching and mentoring techniques.
• Research and Inquiry: action research or practitioner inquiry methods, a practicum or field-based project, and a culminating capstone that addresses a real classroom or school improvement need.

Course delivery typically blends seminars, practicum placements in local schools and supervised coaching or mentorship. Many students complete a portfolio and a final project that demonstrates impact on student learning or teacher practice.

Entry requirements

Applicants are normally expected to hold a recognised bachelor's degree. Typical entry expectations include:

• Undergraduate degree from an accredited institution.
• Evidence of preparation or experience in education—this may be a teaching credential, classroom experience or work in an educational setting, depending on the applicant's chosen pathway.
• A personal statement outlining professional goals and reasons for pursuing advanced study in teacher education and professional development.
• Academic transcripts and at least one professional reference, preferably from a supervisor or colleague who can speak to the applicant's practice in educational contexts.
• Some applicants may be invited to an interview or provide samples of professional work such as lesson plans, reflective writing or evidence of leadership in schools.

Specific admissions requirements can vary by pathway (for example, whether you are pursuing a methods-specialised route or an instructional leadership focus) so applicants should consult the School of Education for guidance on documentation and preparatory coursework.

Career prospects

Graduates move into a range of school-centred and district-level roles where they lead instruction and adult learning. Typical career paths include:

• Instructional coach or specialist supporting teacher practice and curriculum implementation.
• Curriculum coordinator or instructional materials specialist.
• Professional development coordinator designing and facilitating staff learning.
• Teacher leader, mentor or lead teacher within school improvement teams.
• District-level roles in curriculum and instruction, assessment or teacher induction programmes.
• Positions in non-profit education organisations, school consulting, or teacher education in higher education.

The programme's practicum and capstone emphasise demonstrable impact on teaching and learning, which helps graduates show evidence of leadership when applying for roles that require experience in professional development and instructional change.

Why study at Dominican University of California

Dominican's School of Education emphasises reflective practice, social justice and community-engaged learning. Students benefit from small cohort sizes, close faculty mentorship and partnerships with Bay Area schools that provide rich practicum and fieldwork opportunities. The programme blends contemporary research with practical coaching and leadership preparation, making it suitable for educators who want immediate classroom application as well as pathways into instructional leadership.

Additional strengths include flexible scheduling options for working professionals, a focus on equity and culturally sustaining practices, and opportunities to complete a practitioner-led capstone that addresses real needs in local schools. Prospective students are encouraged to contact the School of Education to discuss how the programme can be tailored to their specific level or subject focus and career goals.