The Master of Education in Career-Tech Education is designed for individuals seeking or who hold licensure for teaching in an approved career-tech workforce development program. Pathways include agriculture, health careers, business, family and consumer science careers, marketing, or career-technical.
The ME in Career-Tech Education is a 30 semester hour program that may include the 15 of the 27 hours required for the supplemental license. Students may pursue both the license and the Master of Education degree at the same time.
Admission to the ME in Career-Tech Education
In addition to admission requirements of the College of Graduate Studies, admission to the master's program requires the following:
A baccalaureate degree from an accredited four-year institution
A well-written statement of purpose describing the student’s background and goals as well as the importance of the degree in achieving those goals
Three letters of recommendation regarding the prospective student's potential for doing master's level work from professionals such as an undergraduate major advisor, current employer, school principal or others who are knowledgeable about the applicant’s ability to engage in graduate work in the desired program
The master's program has selective admissions and may admit a limited number of students. Thus, meeting all formal criteria does not guarantee admission.
What to Submit with Your Application
- Official transcripts from all institutions of higher education
- Three letters of recommendation
- Statement of purpose
Requirements for the ME in Career-Tech Education
For the Master of Education degree, students must complete the following program requirements:
A minimum of 30 semester hours of approved graduate course work
An area of specialization in career-tech education that includes CTE 5160 and 5830, with courses pre-approved by the faculty advisor
A supporting area with courses pre-approved by the faculty advisor
A course in theory and research
A thesis, project, research seminar, or field experience (practicum)
In addition, no more than six semester hours of credit from any combination of workshops (5950), problems or special topics courses (5980 or 6980), and independent studies (5990 or 6990) may be included in the degree program.
All coursework and requirements of the master's degree must be taken within a six-year period immediately preceding the date the degree is awarded.
Plan of Study
A plan of study identifying the courses for the master's degree is required after 12 credit hours, generally at the end of the first semester of full-time study. The master's plan of study must include the following within the 30-semester hour minimum:
15 credits of specialization in career-tech education
CTE 5160 and 5830 are required
9 credits of a supporting area
3 credits of theory and research
3 credits of thesis, project or research seminar
Licensure or endorsement may require additional semester hours to fulfill the credential requirements as well as degree requirements. Students should consult their advisor for detailed information.
Guide for Developing a Plan of Study
Below is a guide for developing a Plan of Study for the Master of Education in Career-Tech Education. Student should work with their advisor to identify specific courses to fulfill program requirements.
Additional hours may be required to fulfill licensure requirements.
|Specialization in Career-Tech Education|
|Select the following:||15|
|Curriculum Development & Teaching|
|Curriculum Principles And Models|
Select 9 credits as approved by advisor
|Select the following:||9|
|Content Area Literacy|
|Adolescent Behavior And Development|
|Educational Testing And Grading|
Other education courses as approved by faculty advisor
|Theory and Research|
|Select the following:||3|
|Research In Career And Technical Education|
|Master's Practicum, Project, or Thesis|
|Select one of the following:||3|
|Practicum-Internship In Career And Technical Education|
|Master's Research Project In Career And Technical Education|
|Master's Thesis In Career And Technical Education|
1.1. Create safe and respectful learning environments where teachers and students safely operate equipment and follow emergency protocols (e.g., local and OSHA regulations, equipment operation and proper disposal of hazardous waste.)
1.2. Model respect for students diverse cultures, language skills and experiences.
1.3. Motivate students to work productively and assume responsibility for their learning.
SLO 2 CURRICULUM: Create short-term and long-term, standards-based, instructional plans based on the varying learning needs of students.
2.1. Collaborate with postsecondary institutions to create in-demand career pathways and inform students of college credit opportunities.
2.2. Inform and encourage students to obtain and maintain industry credentials related to their career pathways.
2.3. Develop curriculum documents (e.g., course syllabus, course of study, unit plans and lesson plans) that meet the needs of all students by utilizing Depth of Knowledge (DOK) Levels.
2.4. Integrate competencies for relevant industry-recognized credentials into lesson plans.
2.5. Develop intellectually challenging projects that require higher-order reasoning and problem-solving
2.6. Utilize career-technical student organizations to reinforce in-class instruction and promote 21st
2.7. Modify instruction to support all students in achieving their full learning potential.
2.8. Integrate employability skills as well as challenging technical content and knowledge into daily
2.9. Integrate challenging academic content and knowledge into daily instruction.
SLO 3 INSTRUCTION: Use instructional strategies that actively engage students in developing problem-solving, critical-thinking and teamwork skills.
3.1. Use content-specific instructional strategies to teach main concepts and skills effectively.
3.2. Create learning situations where students work independently, collaboratively and as a whole class,
while providing opportunities for individual assessment.
3.3. Integrate the main components of a career-technical education program into instruction (i.e.,
laboratory, classroom and career-technical student organizations).
3.4. Identify the domains of learning (i.e., cognitive, affective and psychomotor) and how they relate to the
career-technical education classroom and laboratory.
3.5. Demonstrate instructional strategies that foster positive relationships with students.
3.6. Utilize business and industry to develop and implement experiential and work-based learning
opportunities for students that enhance classroom and laboratory learning.
3.7. Demonstrate how inquiry-based instructional strategies are a prominent part of teaching practices.
SLO 4 ASSESSMENT: Utilize formal and informal assessment strategies to evaluate students progress toward learning goals, provide feedback to improve student learning and improve instruction.
4.1. Select, develop and use a variety of diagnostic, formative and summative assessments to monitor student learning and progress.
4.2. Provide opportunities for students to self-assess their learning and set individual goals.
4.3. Analyze student data to reflect, self-assess and modify the teaching-learning cycle (e.g., plan, teach,
assess, revise and reteach).
4.4. Make assessment results available to students and stakeholders in a format that is understandable
and maintains appropriate privacy requirements.
SLO 5 PROGRAM REVIEW: Utilize data for continual program improvement.
5.1. Use Quality Program Standards and program-level data to review the career-technical education program and recommend improvements.
5.2. Establish, implement and maintain a required advisory committee aligned with the program pathway.
5.3. Utilize the advisory committee s recommendations to assist with program review and improvement.
Competency 6. RECRUITMENT: Engage all stakeholders in the development and support of the career-technical program.
6.1. Articulate to stakeholders (e.g., parents, students, business leaders and associated school personnel) how career-technical education prepares students for successful employment and ongoing education.
6.2. Actively recruit for and market the career-technical education program to all populations, including non-traditional students (e.g., recruit males for predominantly female occupations and vice versa).
6.3. Collaborate with business and other community organizations to promote positive student learning
and work-based learning experiences.
SLO 7 PROFESSIONALISM: Continue to develop as professionals.
7.1. Adhere to established ethics, policies and legal codes of professional conduct.
7.2. Participate in ongoing education and professional development to stay current and obtain advanced
training, industry credentials and licensure requirements.
7.3. Communicate professionally, clearly and effectively.
7.4. Collaborate with district teachers and administrators on non-teaching responsibilities (e.g., serving
on committees, attending staff and individualized education program meetings, supervising students
during non-teaching times.)
7.5. Participate in related local, state and national professional associations.