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Theoretical and practical exploration of the principles of Universal Design for Learning (UDL). Investigation of brain research into recognition networks, strategic networks and affective networks and consideration of how these networks can inform instructional design decisions.
Teachers possess many transferable skills that make them excellent candidates for various roles outside education. These include communication, organization, project management, instructional design, mentoring and technological proficiency. Such skills open up diverse jobs for teachers leaving education and support transitions into jobs after teaching.
Yes, former teachers can find numerous opportunities in the corporate sector. Many excel in roles related to corporate training, human resources, content development and sales. Their skills in communication, organization and instruction are highly valued, making jobs for teachers leaving the classroom versatile and rewarding.
High-paying jobs for former teachers include roles such as instructional designer, human resources manager and corporate communications specialist. These positions often require additional qualifications but are known for their salary potential and are excellent jobs for ex teachers.
Transitioning from teaching to a new career involves assessing your skills and interests, researching jobs for transitioning teachers, networking and potentially gaining additional qualifications.
Former teachers can thrive in various roles such as those in corporate settings, educational consulting, instructional design, human resources and more. These careers leverage the skills and experience gained in the classroom, offering new opportunities for growth and professional fulfillment. The key is to identify what excites you and aligns with your strengths.
Carol Ann Tomlinson, an author and teacher regarded as a pioneer in differentiated instruction, describes it as “a way of thinking about teaching which suggests that … we teach with an eye on the student.” She emphasizes four key pillars of differentiated instruction: Content, Process, Product and Learning Environment.
The amount of additional preparation required is open to debate, but most educators agree that successfully employing differentiated instruction does require building relationships with students to know their strengths, challenges and interests.
Advocates contend that by connecting subject matter and learning goals to individual student strengths, interests and learning styles, differentiated instruction can inspire students to be more engaged and motivated, thereby creating improved learning outcomes by inspiring them to take on more responsibility for their own learning.
No. The degree you’ll earn as an online graduate student is the same as that earned by campus-based students. The online courses embody the same learning outcomes and high level of academic excellence, educational rigor and content delivery.
It depends. Though some Master of Education programs do require a GRE (Graduate Record Examinations) for admission, there are many others, like the University of San Diego’s MEd Online program, that do not.
Typically, it does not. Many MEd programs require the degree candidates to have already earned a teaching credential or to work in roles that do not require a teaching credential.
MEd, or a Master of Education degree, is a post-baccalaureate degree for educators looking to expand their career in education, often beyond the classroom.
An inclusive classroom doesn’t look all that different from any other general education classroom. Students of all abilities and from diverse backgrounds learn alongside one another and receive the same level of respect and recognition. What makes the classroom truly inclusive, though, is that:
Anxiety manifests in many different ways. Know how to recognize a student’s escalating anxiety and how to intervene in a way that helps them feel safe and does not call attention to it. If the student has a fear of public speaking or group discussion, alter your lesson plans to help reduce the student’s anxiety or make them feel more comfortable participating. If the anxiety is pervasive, allow the student to take breaks or opportunities to de-stress. Most importantly, ask the student how they would feel most supported in class.
According to the CDC, 5.4% of children aged 6–17 were diagnosed with anxiety or depression in 2003, a percentage that had risen to 9.4% by 2019. From 2016–2019, 20.9% of adolescents aged 12–17 reported having a major depressive episode. Regardless of incidence, the rising numbers may be a result of increased general knowledge and awareness of mental health.
Behavioral disorders refer to conditions wherein a student appears to make a conscious choice with their behavior or responses, such as defying a teacher, lying, engaging in disordered eating or bullying. While these behaviors may be incredibly difficult for an individual to control, they are not considered involuntary. By comparison, mental disorders like schizophrenia, Tourette’s Syndrome and bipolar disorder are all conditions that cause involuntary behaviors.
Mental and behavioral issues often go hand-in-hand; someone who suffers from depression or bipolar disorder could develop behaviors like anorexia, self harm or oppositional defiance.
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It’s always best to connect with an Enrollment Advisor, who can also help you navigate the application details as well as help you order your official transcripts.
No. At USD we are committed to helping close the STEAM gap. When reviewing applications, we look for individuals who demonstrate a commitment or passion for the field.
If you choose the Special Education and Universal Design for Learning (UDL) specialization, you will learn a wealth of knowledge that in most cases is more in-depth than special education certification programs.
The USD MEd program is regionally accredited by WASC (the Western Association of Schools and Colleges). Regional accreditation is a very important consideration when deciding on a program because it is the most widely accepted in terms of transfer credit and eligibility for employer tuition assistance programs. It is typically awarded to degree-oriented, nonprofit or state-owned institutions (as opposed to for-profit schools or religious schools that offer vocational or technical training).
While you do not have to be a teacher simultaneously, you do have to have access to a classroom in order to apply what you’ve learned. Our program focuses on helping to provide skills that educators can apply immediately in their classrooms or places of work.
No, the GRE is not a requirement. The admissions committee takes a comprehensive approach when reviewing all applications.
Yes! We have students and alumni from all over the world.
It does not lead to a teaching credential. Our program requires that students have two years of teaching experience. As a result, most students already have a teaching credential or they work in roles that do not require a teaching credential.
No, the program only offers the Master of Education (M.Ed.) degree. In addition, we cannot fulfill requests for recommending students for an administrative credential and teacher prep/credential program following completion of the M.Ed. Online program.