Northern Arizona University

What you'll study

This programme focuses on advanced study of adult learning, curriculum and instruction, and professional development for educators at specific grade levels or subject-area methods. Core topics typically include theories of teacher learning, design and delivery of professional learning, curriculum development and alignment, formative and summative assessment, and research methods for classroom- and school-based inquiry.

• Foundations of Professional Development: adult learning theory, models of instructional coaching, and needs analysis for staff development.
• Specific Levels and Methods: study sequences that target elementary, secondary or content-specific pedagogy and methods (for example literacy, mathematics, science or special education methods).
• Curriculum and Assessment: curriculum mapping, standards alignment, assessment design, data use to inform instruction and programme evaluation.
• Research and Inquiry: qualitative and quantitative methods for practitioner research, action research projects and program evaluation focused on improving teaching and learning.
• Leadership and Change: strategies for implementing instructional change, building professional learning communities, and leading district- or school-level initiatives.
• Capstone or Applied Project: a culminating project or practicum in which candidates design, implement and evaluate a professional development intervention or curriculum initiative in a real school setting.

Delivery may be available through a combination of face-to-face, hybrid and online coursework, with an emphasis on applied experiences in partnership with local schools and districts.

Entry requirements

Applicants are normally expected to hold a recognised bachelor's degree and have current or recent professional experience in K–12 education. Typical application materials include official transcripts, a current curriculum vitae or résumé, a personal statement describing goals and relevant experience, and letters of recommendation from professional supervisors or colleagues.

Many candidates will be certificated teachers; some specialisations may require or strongly prefer an active teaching licence or documented classroom experience at the targeted level. The programme generally considers academic performance in prior study and professional accomplishments; standardised tests such as the GRE are not universally required but policies vary, so applicants should check the programme admissions page for current requirements. International applicants must demonstrate English proficiency in accordance with university regulations.

Career prospects

Graduates are prepared for a range of roles that bridge classroom practice and organisational improvement. Common career paths include:

• Instructional coach or mentor supporting teacher development and classroom practice.
• Professional development coordinator or specialist at school, district or regional level.
• Curriculum developer or curriculum coordinator designing standards-aligned programmes and materials.
• Assessment and data specialist working on formative systems and programme evaluation.
• School or district leader involved in instructional leadership, teacher induction or staff development planning.
• Practitioner-researcher or doctoral study preparation for careers in higher education or research organisations.

Why study at Northern Arizona University

Northern Arizona University offers professional programmes grounded in applied practice and partnership with regional schools and districts. The faculty typically combine research expertise with extensive classroom and leadership experience, and the programme emphasises practitioner inquiry so candidates can immediately apply learning to their settings.

NAU provides flexible delivery options to accommodate working educators, including hybrid and online courses, and supports candidates through advising, practicum placements and collaboration with local schools. The university’s location and networks in the region create opportunities to engage with diverse educational contexts, including rural and urban schools, and to develop culturally responsive approaches to professional learning.