University of North Florida

What you'll study

This programme focuses on advanced study of teaching methods for specific school levels and subject areas, coupled with theory and practice in adult learning and professional development. Course work combines foundations in curriculum design, assessment and educational research with practical emphasis on coaching, mentoring and designing sustained professional learning for schools and districts.

• Curriculum and Instruction – advanced approaches to designing standards-aligned units, backward design, and integrating cross-curricular skills.
• Assessment and Data Use – formative and summative assessment practices, using student data to guide instruction and professional learning.
• Instructional Methods for Specific Levels/Subjects – level- or subject-specific pedagogy (elementary, middle, secondary; or specific content-methods such as literacy, mathematics, science, social studies).
• Professional Development and Adult Learning – models of effective professional learning, coaching and mentoring strategies, and implementation science for change in schools.
• Educational Technology and Differentiation – leveraging digital tools for personalised learning and strategies for differentiation to meet diverse learners’ needs.
• Classroom Management and Inclusive Practices – behaviour management, culturally responsive pedagogy and inclusive instruction.
• Educational Research and Inquiry – action research or capstone projects that apply research methods to a classroom or school-based problem.

The programme typically combines coursework and a culminating project or practicum in which candidates design and lead professional learning or complete an applied inquiry in their own school context. Delivery formats may include face-to-face, hybrid and online courses to accommodate working educators.

Entry requirements

• A recognised bachelor’s degree from an accredited institution.
• Professional credentials relevant to the chosen track; many applicants hold or are eligible for a state teaching licence, especially for tracks focused on classroom methods.
• Recent professional experience in K–12 education is generally expected or strongly preferred for admission.
• Academic transcripts and a personal statement or statement of purpose outlining professional goals and reasons for undertaking the programme.
• References from professional or academic referees who can comment on teaching effectiveness and leadership potential.
• Some applicants may be asked to attend an interview or submit work samples, particularly for practicum placement; additional requirements may apply for international applicants, such as proof of English language proficiency.

Career prospects

Graduates move into a range of roles that build on classroom expertise and leadership in teacher development. Common career paths include:

• Instructional coach or teacher mentor responsible for supporting colleagues’ practice and implementing professional learning initiatives.
• Curriculum coordinator or specialist working at school or district level to design and lead curriculum and assessment work.
• Professional development coordinator or staff developer in school districts, educational non-profits or teacher centres.
• Lead teacher or department head in schools, often with a focus on improving instructional quality and teacher capacity.
• Education consultant, curriculum writer or trainer for publishers, educational technology companies or agencies.
• Further study or roles in higher education or educational leadership, often paired with additional certifications or qualifications required for school administration.

Why study at University of North Florida

The University of North Florida’s College of Education & Human Services brings experienced faculty with active school partnerships across Jacksonville and the region, giving candidates access to diverse placements and applied learning opportunities. The programme is designed for working educators, offering flexible course delivery and a clear emphasis on translating research into classroom and school improvement. Students benefit from local district collaborations, opportunities for practicum and capstone projects in authentic school settings, and a community focused on equity, inclusive practice and continuous professional growth.