City University of Seattle

What you'll study

This master's programme focuses on the theory and practice of professional development targeted to specific levels (for example early years, primary/elementary, secondary) and specific methods or subjects (such as literacy, STEM, special education or ESL). Core topics combine adult learning theory, curriculum and assessment design, instructional coaching and leadership, research methods and data-informed decision making.

• Adult Learning and Professional Development Models — principles of how adults learn, designing effective workshops, communities of practice and sustained coaching cycles.
• Curriculum Design for Specific Levels and Methods — aligning standards, differentiation strategies and sequences appropriate to the targeted level or subject speciality.
• Instructional Coaching and Mentoring — coaching frameworks, observation and feedback techniques, facilitation of peer coaching and professional learning communities.
• Assessment, Data Use and Programme Evaluation — formative and summative assessment, using learner and teacher data to design and evaluate professional development interventions.
• Inclusive Practices and Differentiation — approaches to meet diverse learner needs, culturally responsive pedagogy and adaptations for special educational needs.
• Applied Research and Practitioner Inquiry — small-scale action research or capstone projects that test strategies in real classrooms or professional learning settings.

Programme delivery typically blends synchronous seminars, asynchronous coursework and practitioner-focused residencies or school-based projects. Assessment emphasises portfolios, evidence-based improvement plans, research reports and observed coaching practice rather than solely on written exams.

Entry requirements

• A recognised bachelor’s degree or equivalent from an accredited institution.
• Professional experience in education is normally required — typically at least one to two years of teaching or educational support work; for some specialisms, evidence of work at the target level (e.g. secondary classroom experience for a secondary methods route) is expected.
• Applicants are usually asked to submit a current CV, a statement of purpose describing professional goals and the intended specialism, and one or two professional references.
• Where applicable, evidence of prior certification or licensure in teaching may strengthen an application; the programme can also accept candidates seeking career change into education roles, subject to interview.
• Applicants whose first language is not English will need to provide acceptable evidence of English proficiency according to the university’s standard admissions policy.
• Selection may include an interview or a sample lesson/portfolio review to determine suitability for the chosen specific level or method pathway.

Career prospects

Graduates pursue a range of roles that build on classroom expertise and add system-level influence within schools, districts and educational organisations. Typical career paths include:

• Instructional coach or mentor, supporting teachers to improve classroom practice through coaching cycles and observation feedback.
• Professional development coordinator or lead, designing and delivering continuing professional learning programmes at school, district or regional level.
• Curriculum developer or subject specialist, creating level- and method-specific curriculum resources and assessment frameworks.
• Leadership roles such as department head, curriculum director or assistant principal that emphasise teacher development and instructional leadership.
• Educational consultant or trainer for NGOs, private providers or government agencies working on teacher quality initiatives.
• Further academic study or roles in higher education focusing on teacher education, adult learning and practitioner research.

Why study at City University of Seattle

• Practitioner-focused curriculum — the programme is designed by educators for educators, emphasising applied projects, coaching practice and practitioner inquiry that can be implemented immediately in school contexts.
• Flexible delivery — City University of Seattle offers flexible scheduling and online learning pathways that accommodate working teachers and international students, enabling study alongside professional commitments.
• Experienced faculty — lecturers and instructors often bring recent school leadership, curriculum design and professional development experience, providing mentors with real-world insight.
• Connections to schools and districts — the university’s relationships with local and international partner schools support practicum placements, action research sites and employment connections.
• Emphasis on evidence and equity — the programme integrates data-informed decision making with approaches to inclusive and culturally responsive professional learning.