MA students are expected to demonstrate an advanced and complex understanding and integration or their
guidelines into their specific inquiry or question. Degree criteria direct the study plan as a whole
and differ depending on the concentration.
MA in Education with individualized focus of study
Students graduating with an MA in Education will have successfully accomplished the following:
- Articulated a powerful autobiographical understanding of their relationship to society, culture, and
education.
- Understood and actualized the essential concepts of progressive education, namely inquiry-based
learning, reflection and critical thinking, and a student-focused curriculum.
- Prepared themselves to work toward the creation of a more just, humane, democratic, and sustainable
world.
- Acquired the professional knowledge base to perform a leadership role in the field of education.
- Developed the capacities to critically analyze, interpret, organize, communicate, and apply
knowledge relevant to education.
- Developed a clear sense of the relationship between theory and practice, and learned to apply
progressive education principles and practices to real world issues.
- Produced a masters’ thesis that includes: the formulation of significant questions, application of
methods of inquiry, identification and utilization of learning resources, analysis, critical thinking,
and the integration and application of theory into practice.
MA in Education with a Concentration in Community Education
Students graduating with a concentration in Community Education will have successfully completed a
minimum of three semesters and accomplished the following:
- Demonstrated an understanding of the philosophy and history of progressive and community education.
- Acquired a critical awareness about the community education process, including: community and family
involvement; partnerships and collaboration; building and supporting sustainable program.
- Conveyed an understanding of how community education is related to political context with regard to
school, family connection, community, action, advocacy, social justice and diverse communities.
- Completed a field experience and documented the skills and knowledge to plan and implement program
and curriculum development in a community context: such as, out of school time programming; place based
education and service learning; expanded learning opportunities during and after school.
- Articulated an autobiographical understanding of one's relationship and experience in community
education.
- Demonstrate evidence of leadership skills as a Community Educator
- Produced a master’s thesis, which includes: formulation of significant questions, application of
methods of inquiry, identification and utilization of learning resources, interpretation of ideas, and
integration and application of theory and practice.
MA in Education with Concentration in School Counseling
Students graduating with a concentration in School Counseling will have successfully completed a
minimum of four semesters and accomplished the following:
- Acquired the skill to consult with school, staff, parents, and community members.
- Learned to coordinate human and material resources within the school and between the school and the
community.
- Acquired skills to counsel individuals and groups in regard to personal, academic, and vocational
concerns.
- Developed skills in information management including assessment, maintenance of student records, and
providing information to students.
- Achieved sufficient professional development to maintain and expand knowledge and ability as a
guidance counselor.
- Learned to manage, plan, implement, and evaluate programs of guidance services.
- Developed an understanding of relevant theory in the field.
- Submitted a pre-internship portfolio documenting knowledge in teaching, school communities, and
counseling.
- Engaged in a minimum 600-hour internship experience.
- Submitted a final internship portfolio that documents their knowledge and skills as a school
guidance counselor.
- Produced a master’s thesis, which includes: the formulation of significant questions, application
of methods of inquiry, identification and utilization of learning resources, interpretation of ideas,
and integration and application of theory and practice.
MA or Graduate Studies in Education with Teacher Licensure
Teacher Licensure is offered through the Vermont Department of Education for those completing MA and
certificate programs or for those completing the licensure only requirements. Students interested in
becoming licensed teachers plan, with the help of their advisor, a sequence of studies, field
experience, internships, and other learning activities in order to acquire the competencies required of
beginning teachers. Students complete a pre-student teaching portfolio to demonstrate their readiness
to begin a full, one-semester teaching practicum. Students also complete a final, outcomes-based
portfolio demonstrating their successful mastering of rigorous state and Goddard competencies.
Prospective students will find complete licensure requirements in the Licensure Endorsement Handbook,
both of which can be obtained through the Goddard College Admissions Office or the Licensure Office.
