University of Delaware

What you'll study

This programme combines core coursework in adult learning, curriculum and assessment with specialised courses tailored to a specific level (for example early childhood, elementary or secondary) and method (such as literacy, STEM, special education or foreign languages). Typical modules include:

• Foundations of Teacher Learning and Professional Development — theories of adult learning, models of sustained professional development, and research on teacher change.
• Curriculum Design and Instructional Methods — designing standards-aligned units, differentiated instruction, and methods appropriate to the chosen level and subject area.
• Assessment for Learning and Program Evaluation — formative and summative assessment strategies, data-informed decision making, and evaluating professional learning initiatives.
• Instructional Coaching and Leadership — coaching cycles, feedback techniques, facilitation of professional learning communities and leadership practices for school-based change.
• Educational Research and Practitioner Inquiry — action research methods, conducting classroom-based investigations and translating evidence into practice.
• Practicum or Capstone Project — a sustained applied project or supervised practicum in a school setting that demonstrates impact on teaching and learning.

The programme may be offered in flexible formats, including part-time and hybrid delivery, to accommodate practising educators. Coursework is typically credit-based and combines seminars, practicum, and a culminating capstone or research project that emphasises school-based impact.

Entry requirements

Applicants are normally expected to hold a recognised bachelor’s degree. As a programme aimed at practising and prospective teachers, applicants with a teaching certificate or relevant classroom experience are preferred, although strong candidates with related educational experience may also be considered. Typical application materials include:

• Official academic transcripts from all post-secondary institutions attended.
• A current curriculum vitae or résumé detailing teaching and professional experience.
• A personal statement describing professional goals, areas of interest within teacher education and how the programme will support those goals.
• Letters of recommendation from professional referees who can speak to the applicant’s teaching practice or potential for graduate study.

Some applicants may be invited to an interview. Additional requirements — such as minimum grade-point averages or evidence of certification — vary by pathway; applicants should consult the programme office for precise information specific to their chosen level or method.

Career prospects

Graduates use this degree to advance in a range of school- and district-level roles focused on improving instruction and professional learning. Common career paths include:

• Instructional coach or mentor supporting teachers with curriculum and pedagogy.
• Curriculum specialist or coordinator developing subject-area programmes and resources.
• Professional development coordinator designing and delivering teacher learning initiatives.
• Lead teacher or curriculum team leader within schools.
• Educational consultant or trainer working with schools, districts or non-profit organisations.
• Further study or roles in educational research, policy, or higher education teaching.

With additional certification or experience, graduates may also move into school leadership or district administration roles responsible for system-wide instructional improvement.

Why study at University of Delaware

The University of Delaware combines a long-standing teacher education tradition with active partnerships in local and regional schools, providing ample opportunities for supervised practicum and applied projects. Faculty members are engaged in research on teacher learning, curriculum development and educational assessment, and the programme draws on this research to inform evidence-based coursework.

Students benefit from access to campus resources for professional learning and research, connections to Delaware school districts for field-based experiences, and a collaborative cohort environment that emphasises practical impact on classroom practice. The programme’s flexible delivery options are designed to support working educators seeking career advancement while continuing to teach.