Chatham University

What you'll study

The programme combines foundations in curriculum and pedagogy with specialised coursework focused on a specific level (for example early childhood, elementary or secondary) and on particular instructional methods (such as literacy, STEM, special education strategies or content‑specific pedagogy). Core topics typically include curriculum design, assessment for learning, classroom management and inclusive practices, educational psychology, and technology for teaching and learning. Students also take modules on professional development theory and practice, adult learning, and leadership for instructional improvement.

Study is practice‑oriented and commonly includes a sustained practicum or internship in a school setting, supervision by experienced faculty, and a capstone project or action research study that addresses a concrete classroom or school challenge. Many students customise their programme by choosing elective seminars in areas such as differentiated instruction, formative assessment, culturally responsive teaching, literacy across the curriculum, and data‑driven decision making.

Entry requirements

• A recognised bachelor's degree from an accredited institution.
• Academic transcripts demonstrating readiness for graduate study; some programmes may expect a minimum undergraduate GPA.
• A personal statement outlining professional experience, goals for advanced study, and the specific level or method focus desired.
• One or more professional references, preferably from supervisors or educators who can speak to teaching potential or practice.
• Applicants to licensure tracks usually need evidence of prior classroom experience and must meet the state requirements for teacher certification; licensed teachers may be admitted to endorsement or advanced licensure pathways.
• Some candidates may be invited to an interview or asked to provide a lesson artefact or reflective teaching sample. Background checks and other state‑mandated clearances are required for practicum placements.

Career prospects

Graduates pursue roles that extend beyond the classroom as well as advanced classroom positions. Typical career paths include:

• Classroom teacher at the level of specialisation (early childhood, elementary, secondary), including roles requiring additional endorsements or endorsements in specific methods such as literacy or special education.
• Instructional coach or mentor supporting colleagues with curriculum, pedagogy and formative assessment.
• Professional development coordinator or staff developer for schools, districts or education non‑profits.
• Curriculum specialist or content coordinator responsible for curriculum design, standards alignment and assessment.
• Educational consultant, programme designer, or trainer for informal learning organisations and educational publishers.
• Further academic study (EdD or PhD) leading to leadership positions in higher education or research in teacher education and professional learning.

Why study at Chatham University

Chatham offers a learner‑centred environment with small cohorts and personalised advising that supports teacher candidates through supervised field experiences and capstone projects. The School of Education emphasises inclusive practice, social justice and reflective inquiry, connecting coursework to the needs of diverse learners in the Pittsburgh region and beyond. Faculty are practising educators and researchers who bridge theory and classroom practice, and the programme typically provides flexible delivery options—including evening, hybrid or online formats—to accommodate working teachers. Finally, Chatham supports candidates seeking state certification or endorsement by providing guidance on licensure requirements and placement support for practicum experiences.