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Our master's program in education integrates recognized theory and best practices with practical application. Learn in a collaborative environment while gaining advanced experience in your chosen profession. Some specializations require residency and clinical experiences, which allow you to apply what you've learned.

Outcome goals and graduates' proficiency levels

These results show recent Capella graduates' proficiency levels in the expected learning outcomes for 7 of the 9 Master of Science in Education specializations. Faculty make this assessment in the capstone course—the final course in which Capella students demonstrate what they've learned.

Specializations

Please select a specialization of interest to you

Curriculum and Instruction Specialization

Within the fast-growing field of P–12 education, increase your expertise in curriculum and instruction to improve student achievement. You'll focus on applying current theory, research, and technology to the design of curriculum and instructional models. You will also learn to use assessment, classroom management, and other techniques to strengthen instruction and reduce achievement gaps.

2017-2018 Demonstration of Program Outcomes

 Master of Science in Ed Curriculum and Instruction

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    3% Non-Performance Does not demonstrate ability to develop curricula reflecting the local philosophy and mission, professional research, current trends, and community and societal needs.
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    3% Basic Demonstrates some ability to develop curricula reflecting the local philosophy and mission, professional research, current trends, and community and societal needs but portfolio is lacking in some areas.
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    3% Proficient Demonstrates ability to develop curricula reflecting the local philosophy and mission, professional research, current trends, and community and societal needs.
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    91% Distinguished Demonstrate ability to develop curricula including research, reflecting the local philosophy and mission, professional research, current trends, and community and societal needs.

Develop curricula reflecting the local philosophy and mission, professional research, current trends, and community and societal needs.

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    0% Non-Performance Does not demonstrate understanding of skills needed to instruct, design, and assess learning.
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    4% Basic Demonstrates knowledge of skills need to instruct, design, and assess learning, but that do not demonstrate ability to use these skills.
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    6% Proficient Demonstrates ability to instruct, design, and assess learning.
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    90% Distinguished Includes research in demonstration of ability to instruct, design, and assess learning.

Instruct, design and assess learning.

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    1% Non-Performance Does demonstrate understanding of skills needed to lead in curriculum and instruction.
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    2% Basic Demonstrates understanding of skills needed to lead in curriculum and instruction but that do not demonstrate clear personal leadership skills.
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    7% Proficient Clearly demonstrates ability to lead in curriculum and instruction.
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    90% Distinguished Includes research in demonstration of ability to lead in curriculum and instruction.

Lead in curriculum and instruction.

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    0% Non-Performance Does not demonstrate ability to collaborate for the improvement of curriculum and instruction.
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    2% Basic Demonstrates knowledge of skills needed to collaborate for the improvement of curriculum and instruction, but that do not demonstrate ability to use these skills.
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    6% Proficient Demonstrates ability to collaborate for the improvement of curriculum and instruction.
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    93% Distinguished Includes research in demonstration of ability to collaborate for the improvement of curriculum and instruction.

Collaborate for the improvement of curriculum and instruction.

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    0% Non-Performance Does not demonstrate ability to evaluate and incorporate research to enrich practice and theory in curriculum.
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    4% Basic Demonstrates a limited ability to evaluate and incorporate research to enrich practice and theory in curriculum, providing artifacts that lack proper support.
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    5% Proficient Demonstrates ability to evaluate and incorporate research to enrich practice and theory in curriculum.
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    91% Distinguished Demonstrates an ability to evaluate and incorporate research to enrich practice and theory in curriculum, providing artifacts addressing relevant issues in curriculum and instruction.

Evaluate and incorporate research to enrich practice and theory in curriculum.

   

Outcome Demonstrations
Source: Aggregated faculty judgments of learner demonstration of program outcomes from Q2 2017 — Q1 2018 capstone courses.

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Early Childhood Education Specialization

Capella's master's degree specialization in Early Childhood Education is recognized by the National Association for the Education of Young Children and is designed to prepare teachers to design, implement, and evaluate developmentally appropriate learning experiences for young children. The curriculum includes course work in such topics as child psychology, classroom management, the early childhood learning environment, family engagement, and strategies for eliminating achievement gaps. Elective course work provides you the opportunity to broaden your knowledge of learning theories or focus on special education or supervisory skills.

2017-2018 Demonstration of Program Outcomes

Master of Science in Ed Early Childhood Education

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    0% Non-Performance Does not describe stages of child development and how children learn.
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    2% Basic Describes stages of child development and how children learn.
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    34% Proficient Demonstrates deep understanding of the stages of child development and how children learn.
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    63% Distinguished Demonstrates and applies deep understanding of the stages of child development and how children learn.

Understand the stages of child development and how children learn.

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    0% Non-Performance Does not create learning environments.
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    2% Basic Creates environments that support learning.
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    25% Proficient Creates learning environments that support and nurture the development, learning, and self-esteem of all children.
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    73% Distinguished Creates learning environments that support and nurture the development, learning, and self-esteem of all children in a safe and inclusive atmosphere.

Create learning environments that nurture the development, learning, and self-esteem of all children.

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    1% Non-Performance Does not design developmentally appropriate curriculum and instruction.
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    3% Basic Designs developmentally appropriate curriculum and instruction.
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    38% Proficient Designs developmentally appropriate curriculum and instruction that encourage individual as well as group learning, skill development, reflection, critical thinking, and inquiry.
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    58% Distinguished Designs and evaluates developmentally appropriate curriculum and instruction that encourage individual as well as group learning, skill development, reflection, critical thinking, and inquiry.

Design developmentally appropriate curriculum and instruction that encourage individual as well as group learning, skill development, reflection, critical thinking, and inquiry.

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    0% Non-Performance Does not provide equitable, inclusive education.
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    1% Basic Provides equitable, inclusive education.
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    20% Proficient Provides equitable, inclusive education in which each student has the opportunity and encouragement to reach his or her potential.
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    79% Distinguished Provides equitable, inclusive education in which each student has the opportunity and encouragement to reach his or her potential, and evaluates this education for opportunities of improvement.

Provide equitable, inclusive education in which each student has the opportunity and encouragement to reach his or her potential.

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    2% Non-Performance Does not design assessment-driven, standards-based curriculum and instruction.
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    4% Basic Designs assessment-driven, standards-based curriculum and instruction.
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    36% Proficient Designs assessment-driven, standards-based curriculum and instruction that is age and developmentally appropriate.
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    58% Distinguished Designs assessment-driven, standards-based curriculum and instruction that is age and developmentally appropriate, with well-aligned measures of assessment.

Design assessment-driven, standards-based curriculum and instruction that is age and developmentally appropriate.

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    0% Non-Performance Lacks comprehension of early childhood content knowledge, its evolution, and its application.
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    4% Basic Demonstrates limited comprehension of early childhood content knowledge.
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    35% Proficient Demonstrates comprehension of early childhood content knowledge, its evolution, and its application.
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    61% Distinguished Demonstrates comprehension of early childhood content knowledge, its evolution, and its application, analyzing implications for the early childhood environment.

Comprehend early childhood content knowledge, its evolution, and its application.

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    1% Non-Performance Does not support the young child's relationships.
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    6% Basic Supports the young child's relationships.
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    29% Proficient Supports and empowers the young child's relationships within and outside of the school setting.
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    65% Distinguished Supports and empowers the young child's relationships within and outside of the school setting, accessing a variety of community and family resources appropriate for the child.

Empower the young child's relationships within and outside of the school setting.

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    0% Non-Performance Does not uphold professional standards in conduct as an early childhood professional.
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    4% Basic Upholds professional standards in conduct as an early childhood professional.
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    19% Proficient Upholds ethical and professional standards in conduct as an early childhood professional.
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    78% Distinguished Upholds ethical and professional standards in conduct as an early childhood professional and supports that conduct in others.

Uphold ethical and professional standards in conduct as an early childhood professional.

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    0% Non-Performance Does not engage in professional growth.
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    1% Basic Engages in limited professional growth.
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    19% Proficient Engages in continued professional growth.
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    79% Distinguished Engages in continued professional growth and identifies the impact of professional growth on one's practices.

Engage in continued professional growth.

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    1% Non-Performance Does not demonstrate critical knowledge of current research and theory.
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    5% Basic Demonstrates critical knowledge of current research and theory.
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    34% Proficient Applies critical knowledge of current research and theory to the improvement of instructional and leadership practices.
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    60% Distinguished Applies critical knowledge of current research and theory to the improvement of instructional and leadership practices, analyzing the potential effects of such improvements on the early-childhood learning environment.

Apply critical knowledge of current research and theory to the improvement of instructional and leadership practices.

   

Outcome Demonstrations
Source: Aggregated faculty judgments of learner demonstration of program outcomes from Q2 2017 — Q1 2018 capstone courses.

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Early Childhood Studies

The Early Childhood Education Studies specialization does not prepare you for licensure.  It offers you an opportunity to expand your knowledge and improve your teaching skills and ability to help young children learn. This specialization prepares you for professional instructional roles in the field of early childhood education through relevant learning experiences that incorporate personal knowledge, critical dialogue with peers, faculty expertise, research-based curriculum, and interdisciplinary instruction. You will evaluate early childhood education theory, research, and curriculum, and examine the learning styles of young children, the educational needs of exceptional children, and the role of family relationships in childhood education.

*No learning outcomes data are available for this specialization at this time.

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English Language Learning and Teaching Specialization

Capella's master's degree specialization in English Language Learning and Teaching is designed to prepare licensed P-12 teachers to provide effective instruction to English Language Learners; work collaboratively with other administrators, teachers, school guidance staff, and families to ensure the success of every student; and provide curricular leadership to schools and school systems.

*No learning outcomes data are available for this specialization at this time.

Instructional Design for Online Learning Specialization

Prepare yourself to be a part of the growing field of online education. Study online instructional design in an online environment from a university that is considered one of the leaders in the field. Through a curriculum that balances instructional design, the psychology of learning, and technology, you will focus on the practice of online instructional design, including designing effective instruction, methods of online delivery, software tools, and project management.

2017-2018 Demonstration of Program Outcomes

Master of Science in Ed Instructional Design for Online Learning

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    0% Non-Performance Does not integrate instructional design theory with a real-world project.
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    11% Basic Attempts to Integrate instructional design theory with a real-world project, but some pieces of the project are not based on theory.
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    22% Proficient Integrates instructional design theory with a real-world project.
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    67% Distinguished Integrates instructional design theory with a real-world project in a manner that shows a strong knowledge of research and theory.

Bridge instructional design theory and real world opportunities.

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    1% Non-Performance Does not demonstrate skill in instructional design.
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    9% Basic Demonstrates some skill in instructional design but the project is incomplete.
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    14% Proficient Demonstrates skill in instructional design.
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    77% Distinguished Demonstrates exceptional skill in instructional design by creating a product that is creative and effective.

Demonstrate skill in instructional design.

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    2% Non-Performance Does not integrate ethical standards in all instructional design activities.
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    9% Basic Integrates ethical standards in some instructional design activities.
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    11% Proficient Integrates ethical standards in all instructional design activities.
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    78% Distinguished Integrates ethical standards in all instructional design activities in a manner that takes into account diverse perspectives.

Integrate ethical standards in all instructional design and development activities.

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    2% Non-Performance Does not manage an instructional design project.
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    12% Basic Attempts to manage an instructional design project but some issues were not resolved.
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    13% Proficient Manages an instructional design project.
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    73% Distinguished Manages an instructional design project in a manner that shows an exceptional ability to communicate and resolve problems.

Manage instructional design projects.

   

Outcome Demonstrations
Source: Aggregated faculty judgments of learner demonstration of program outcomes from Q2 2017 — Q1 2018 capstone courses.

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Leadership in Educational Administration Specialization

Prepare to lead students and teachers to success through P-12 leadership. This specialization is nationally recognized by the Educational Leadership Constituents Council (ELCC). With a concentration in School Leadership, you'll study curriculum that focuses on translating theory into effective leadership practice at the school level. Through your course work, you'll build the leadership, management, and problem-solving skills needed to become an ethical and innovative leader who can meet the challenges of an ever-changing P–12 educational system.

2017-2018 Demonstration of Program Outcomes

Master of Science in Ed Leadership in Educational Administration

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    2% Non-Performance Does not facilitate development of shared vision of learning.
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    4% Basic Demonstrates limited ability to facilitate development of shared vision of learning.
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    20% Proficient Demonstrates reasonable ability to facilitate development of shared vision of learning.
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    74% Distinguished Demonstrates exemplary ability to facilitate development of shared vision of learning.

Facilitate the development of a shared vision of learning

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    1% Non-Performance Does not promote success of all persons.
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    1% Basic Demonstrates limited ability to promote success of all persons.
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    20% Proficient Demonstrates reasonable ability to promote success of all persons.
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    78% Distinguished Demonstrates exemplary ability to promote success of all persons.

Promote the success of all persons.

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    1% Non-Performance Does not apply knowledge, skills, and attributes needed to provide equitable, inclusive schools in which all students have the opportunity and encouragement to reach their potential.
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    4% Basic Demonstrates limited application of knowledge, skills, and attributes needed to provide equitable, inclusive schools in which all students have the opportunity and encouragement to reach their potential.
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    20% Proficient Applies knowledge, skills, and attributes needed to provide equitable, inclusive schools; incorporates research findings and theories on instructional practices effective for closing the achievement gap.
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    75% Distinguished Exemplary application of knowledge, skills, and attributes needed to provide equitable, inclusive schools; collaborates with teachers, administrators; incorporates research findings and theories effective for closing achievement gap.

Lead the development of a culture of learning

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    1% Non-Performance Lacks understanding of assessment-driven, standards-based curriculum and instruction that is age and developmentally appropriate.
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    5% Basic Demonstrates limited understanding of assessment-driven, standards-based curriculum and instruction that is age and developmentally appropriate.
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    21% p Demonstrates understanding of assessment-driven, standards-based curriculum and instruction that is age and developmentally appropriate with well-aligned measures of assessment before planning instructional activities.
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    73% Distinguished Demonstrates exemplary ability to manage effective learning environments.

Manage effective learning environments

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    1% Non-Performance Does not initiate and participate in collaborations with education professionals, parents, community members and other stakeholders.
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    3% Basic Demonstrates limited initiation and participation in collaborations with education professionals, parents, community members and other stakeholders.
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    22% Proficient Initiates and participates in collaborations with education professionals, parents, community members to mobilize resources to best meet student needs, and to enhance professional growth.
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    74% Distinguished Demonstrates exemplary ability to initiate and participate in collaborations with education professionals, parents, community members and other key stakeholders.

Effectively collaborate with multiple stakeholders

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    1% Non-Performance Does not demonstrate professional and ethical leadership.
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    1% Basic Demonstrates limited or inconsistent professional and ethical leadership.
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    16% Proficient Demonstrates application of professional and ethical leadership.
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    83% Distinguished Demonstrates exemplary professional and ethical leadership through analysis.

Lead the field of education in an ethical manner

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    0% Non-Performance Does not advance field of education through influence.
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    1% Basic Demonstrates limited ability to advance field of education through influence.
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    19% Proficient Demonstrates ability to advance field of education through influence.
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    79% Distinguished Demonstrates exemplary ability to advance field of education through influence.

Advance the field of education through influence.

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    1% Non-Performance Does not apply self-management skills, including communication and completion of required paperwork, activities, clinical hours, and alignments.
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    1% Basic Inconsistency applies self-management skills, including communication and completion of required paperwork, activities, clinical hours, and alignments.
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    20% Proficient Applies self-management skills, including communication and completion of required paperwork, activities, clinical hours, and alignments.
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    78% Distinguished Skillfully synthesizes and applies self-management skills, including communication and completion of required paperwork, activities, clinical hours, and alignments.

Apply self-management skills, including communication and completion of required paperwork, activities, clinical hours, and alignments.

   

Outcome Demonstrations
Source: Aggregated faculty judgments of learner demonstration of program outcomes from Q2 2017 — Q1 2018 capstone courses.

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Reading and Literacy Specialization

Capella is unique among online universities in offering a master's specialization in Reading and Literacy that is state-approved, which is a requirement for licensure in some states. Developed around national reading standards, this specialization is designed to prepare P–12 classroom teachers to assess literacy, and to develop, implement, and adapt reading curriculum to accommodate diverse learning styles.

2017-2018 Demonstration of Program Outcomes

Master of Science in Ed Reading and Literacy

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    0% Non-Performance Does not demonstrate understanding of subject matter, its place within the discipline, and its connection to other disciplines.
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    0% Basic Demonstrates a limited understanding of subject matter, its place within the discipline, and its connection to other disciplines.
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    13% Proficient Demonstrates a deep understanding of subject matter, its place within the discipline, and its connection to other disciplines.
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    86% Distinguished Demonstrates deep understanding of subject matter by evaluation through discussion, place within discipline and other disciplines, including controversies, problems, or applications to 21st century professions.

Have content expertise in the subject matter or discipline of one's profession as a teacher, administrator, counselor, or school psychologist

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    2% Non-Performance Does not understand concepts, theories, or research about effective teaching and learning and interaction of subject matter and pedagogy to meet the needs of and engage diverse learners.
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    0% Basic Demonstrates a limited understanding of concepts, theories, and research about effective teaching and learning and interaction of subject matter and pedagogy to meet the needs of and engage diverse learners.
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    2% Proficient Demonstrates understanding of concepts, theories, and research about effective teaching and learning and interaction of subject matter and pedagogy to meet needs of and engage diverse learners.
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    95% Distinguished Demonstrates a deep understanding of concepts, theories, and research about effective teaching and learning and interaction of subject matter and pedagogy to meet the needs of and engage diverse learners.

Understand concepts, theories, and research about effective teaching and learning and the interaction of subject matter and pedagogy; use multiple strategies to help students learn subject matter.

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    1% Non-Performance Does not demonstrate understanding of the context of schools, education, and learning or the ability to design and deliver assessment-driven standards-based curriculum, instruction, training or administrative practices.
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    0% Basic Demonstrates a limited understanding of context of schools, education, and learning and ability to design and deliver assessment-driven standards-based curriculum, instruction, training, or administrative practices.
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    6% Proficient Demonstrates understanding of the context of schools, education, and learning, and the ability to design and deliver assessment-driven standards-based curriculum, instruction, training, or administrative practices.
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    93% Distinguished Demonstrates a deep understanding of context of schools, education, and learning and ability to design and deliver assessment-driven standards-based curriculum, instruction, training, or administrative practices.

Understand the context of schools, education, and learning; design and deliver assessment-driven standards-based curriculum, instruction, training, or administrative practices.

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    2% Non-Performance Does not demonstrate the ability to use data to plan instructional, administrative, counseling, or consultative strategies and activities.
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    0% Basic Demonstrates limited ability to use data, especially about learners, to plan instructional, administrative, counseling, or consultative strategies and activities.
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    7% Proficient Demonstrates the ability to use data, especially about learners, to plan instructional, administrative, counseling, or consultative strategies and activities.
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    92% Distinguished Demonstrates an exemplary ability to use data, especially about learners, to plan instructional, administrative, counseling, or consultative strategies and activities.

Use data, especially about learners, to plan instructional, administrative, counseling, or consultative strategies and activities.

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    10% Non-Performance Does not demonstrate the ability to use technology effectively to improve instruction, student learning, productivity, and professional practice.
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    0% Basic Demonstrates limited ability to use technology effectively to improve instruction, student learning, productivity, and professional practice.
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    1% Proficient Demonstrates the ability to use technology effectively to improve instruction, student learning, productivity, and professional practice.
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    88% Distinguished Demonstrates exemplary ability to use technology to improve instruction, learning, productivity, and professional practice, to explore emerging applications and incorporate them into professional practice.

Use information technology effectively to improve learning, productivity, and professional practice

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    1% Non-Performance Does not demonstrate knowledge, skills, or dispositions needed to work successfully with diverse learners, their families, or other professionals.
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    0% Basic Demonstrates limited knowledge, skills, and dispositions needed to work successfully with diverse learners, their families, and other professionals.
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    2% Proficient Demonstrates the knowledge, skills, and dispositions needed to work successfully with diverse learners, their families, and other professionals.
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    97% Distinguished Demonstrates an exemplary level and thoughtful application of the knowledge, skills, and dispositions needed to work successfully with diverse learners, their families, and other professionals.

Have the knowledge, skills, and dispositions (that is, competencies) to work successfully with diverse learners, their families, and other professionals.

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    0% Non-Performance Does not assess or document that professional activities as a teacher, administrator, counselor, or school psychologist have a positive impact on P-12 learners.
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    0% Basic Assesses or documents to a limited extent that professional activities as a teacher, administrator, counselor, or school psychologist have a positive impact on P-12 learners.
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    3% Proficient Assesses and documents that professional activities as a teacher, administrator, counselor, or school psychologist have a positive impact on P-12 learners.
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    97% Distinguished Assesses and documents in an exemplary manner that professional activities as a teacher, administrator, counselor, or school psychologist have a positive impact on P-12 learners.

Assess and document that one's professional activities as a teacher, administrator, counselor, or school psychologist have a positive impact on P-12 learners.

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    0% Non-Performance Does not demonstrate ability to apply current research or theory on content, pedagogy, child development, or other education-related topics for the improvement of instructional or leadership practices.
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    0% Basic Demonstrates limited ability to apply current research and theory on content, pedagogy, child development, and other education-related topics for improvement of instructional and leadership practices.
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    5% Proficient Demonstrates ability to apply current research and theory on content, pedagogy, child development, and other education-related topics for improvement of instructional and leadership practices.
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    94% Distinguished Demonstrates exemplary ability to apply current research and theory on content, pedagogy, child development, and other education-related topics for improvement of instructional and leadership practices.

As a practitioner-scholar, apply current theory, research, and best practice to improve one's professional practice as a teacher, administrator, counselor, or school psychologist.

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    0% Non-Performance Does not demonstrate ability to apply current research or theory on content, pedagogy, child development, or other education-related topics for the improvement of instructional or leadership practices.
  • %
    0% Basic Demonstrates limited ability to apply current research and theory on content, pedagogy, child development, and other education-related topics for improvement of instructional and leadership practices.
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    7% Proficient Demonstrates ability to apply current research and theory on content, pedagogy, child development, and other education-related topics for improvement of instructional and leadership practices.
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    93% Distinguished Demonstrates exemplary ability to apply current research and theory on content, pedagogy, child development, and other education-related topics for improvement of instructional and leadership practices.

Engage in critical thinking, analysis, and problem solving that reflect scholarly intellectual standards and incorporate sound reasoning.

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    1% Non-Performance Does not demonstrate engagement in reflective practice that leads to continuous professional growth or improvement of instructional or leadership practices.
  • %
    2% Basic Demonstrates limited engagement in reflective practice that leads to continuous professional growth and improvement of instructional and leadership practices.
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    9% Proficient Demonstrates engagement in reflective practice that leads to continuous professional growth and improvement of instructional and leadership practices.
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    89% Distinguished Demonstrates exemplary engagement in reflective practice that leads to continuous professional growth and improvement of instructional and leadership practices and distinguishes between critical thinking and reflection.

Engage in reflective practice that leads to continuous professional growth and improvement.

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    1% Non-Performance Does not demonstrate engagement in reflective practice that leads to continuous professional growth or improvement of instructional or leadership practices.
  • %
    0% Basic Demonstrates limited engagement in reflective practice that leads to continuous professional growth and improvement of instructional and leadership practices.
  • %
    4% Proficient Demonstrates engagement in reflective practice that leads to continuous professional growth and improvement of instructional and leadership practices.
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    96% Distinguished Demonstrates exemplary engagement in reflective practice that leads to continuous professional growth and improvement of instructional and leadership practices and distinguishes between critical thinking and reflection.

Demonstrate the vision and skills necessary to lead and manage classrooms and schools as complex adaptive systems in a changing world.

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    1% Non-Performance Does not participate in communities of practice or other collaborations with education professionals, parents, and community members to mobilize resources to meet student needs and enhance professional growth.
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    2% Basic Limited participation in communities of practice or other collaborations with education professionals, parents, and community members to mobilize resources to meet student needs and enhance professional growth.
  • %
    9% Proficient Demonstrates participation in communities of practice or other collaborations with education professionals, parents, and community members to mobilize10%
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    89% Distinguished Exemplary participation in communities of practice or other collaborations to meet student needs, enhance professional growth, contribute to school and district team efforts.

Collaborate successfully with families, other professionals, and community members to mobilize resources for both learners and one's own professional growth.

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  • %
    1% Non-Performance Does not demonstrate engagement in reflective practice that leads to continuous professional growth or improvement of instructional or leadership practices.
  • %
    0% Basic Demonstrates limited engagement in reflective practice that leads to continuous professional growth and improvement of instructional and leadership practices.
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    3% Proficient Demonstrates engagement in reflective practice that leads to continuous professional growth and improvement of instructional and leadership practices.
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    96% Distinguished Demonstrates exemplary engagement in reflective practice that leads to continuous professional growth and improvement of instructional and leadership practices and distinguishes between critical thinking and reflection.

Write and speak clearly; communicate effectively with learners, their families, and other professionals in ways appropriate to purpose and content.

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    0% Non-Performance Does not display professional attitudes, values, or beliefs that support student learning or development.
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    0% Basic Displays to a limited extent professional attitudes, values, and beliefs that support student learning and development.
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    5% Proficient Displays professional attitudes, values, and beliefs that support student learning and development.
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    95% Distinguished Thoroughly and thoughtfully displays professional attitudes, values, and beliefs that support student learning and development.

Have professional attitudes, values, and beliefs that support student learning and development.

   

Outcome Demonstrations
Source: Aggregated faculty judgments of learner demonstration of program outcomes from Q2 2017 — Q1 2018 capstone courses.

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Special Education Teaching Specialization

Prepare yourself to help children with learning disabilities achieve academic and lifelong success with this state-approved Special Education specialization. The curriculum, developed around national special education standards, is designed to help you effectively teach children who have a variety of learning disabilities and come from diverse populations. You will study the latest strategies, practices, and techniques for teaching children with learning disabilities, and participate in field experiences that will allow you to apply your skills in real-life situations.

2017-2018 Demonstration of Program Outcomes

Master of Science in Special Education Teaching

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    0% Non-Performance Does not understand the role and structure of special education within the educational system.
  • %
    2% Basic Partially understands the role and structure of special education within the educational system.
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    14% Proficient Understand the role and structure of special education within the educational system.
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    83% Distinguished Synthesizes the role and structure of special education within the educational system.

Understand the role and structure of special education within the educational system.

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    0% Non-Performance Does not collaborate effectively with stakeholders to support individuals with exceptional needs.
  • %
    1% Basic Collaborate effectively with some stakeholders to support individuals with exceptional needs.
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    18% Proficient Collaborate effectively with all stakeholders to support individuals with exceptional needs.
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    80% Distinguished Collaborate effectively with all stakeholders and synthesizes results to support individuals with exceptional needs.

Collaborate effectively with all stakeholders to support individuals with exceptional needs.

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    1% Non-Performance Does not ethically and professionally apply policy and procedures for individuals with exceptional needs.
  • %
    1% Basic Inconsistent ethical and professional application of policy and procedures for individuals with exceptional needs.
  • %
    3% Proficient Ethically and professionally applies policy and procedures for individuals with exceptional needs.
  • %
    94% Distinguished Ethically and professionally synthesizes and applies policy and procedures for individuals with exceptional needs.

Ethically and professionally apply policy and procedures for individuals with exceptional needs.

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  • %
    0% Non-Performance Does not plan, implement, or evaluate curriculum and instructional strategies to enhance and promote learning.
  • %
    3% Basic Identifies how to plan, implement, and evaluate curriculum and instructional strategies to enhance and promote learning.
  • %
    13% Proficient Plans, implements, and evaluates curriculum and instructional strategies to enhance and promote learning.
  • %
    84% Distinguished Analyzes and synthesizes best ways to plan, implement, and evaluate curriculum and instructional strategies to enhance and promote learning.

Plan, implement, and evaluate curriculum and instructional strategies to enhance and promote learning.

   

Outcome Demonstrations
Source: Aggregated faculty judgments of learner demonstration of program outcomes from Q2 2017 — Q1 2018 capstone courses.

Back to Specialization List

Quality and Professional Relevance

  • We have more than 200 faculty members who teach in our P-12 programs, many of whom also teach and work in districts across the country, providing authentic experiences around best practices and innovative ideas.  
  • Capella’s Early Childhood Education Studies specialization is designed around leading standards of the field, including the National Association for the Education of Young Children (NAEYC).
  • The Training and Improvement specialization curriculum is based on principles set by the International Board of Standards for Training, Performance and Instruction (ibstpi®).
  • Capella University's Educator Preparation Provider (EPP) is accredited based on the Council for the Accreditation of Educator Preparation (CAEP) Standards through 2024. CAEP is the only recognized national accreditor for educator preparation.
  • The CAEP Annual Report is available. This report includes impact and outcomes measures for each of offering in Capella’s CAEP-accredited EPP.

1This specialization is not intended to lead to teacher certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Master of Science in Education Degree Program Graduates

Data from graduates of the Master of Science in Education degree program have been combined for these Student Experience results.

The graphs below show some key findings from Capella's Alumni Outcomes Survey. We use this information to help improve our courses, programs and services and to give you an idea of how alumni are using their degrees.

      Career Preparation

      MS in Education Graduates  

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  • %
    86%
  • %
    79%
  • %
    86%

Transcript

Career Preparation
MS in Education Graduates

 The skills and knowledge have been immediately applicable to my career: 86%

 My degree has positioned me to achieve my professional ambitions: 79%

 Capella's competency based curriculum has prepared me for the needs of my profession: 86%

 

Percentage of respondents who answered "strongly agree" or "agree"
Source: Responses to the Alumni Outcomes Survey one year after graduation. The data were collected during Q3 2017 - Q1 2018.

Career  & Professional Accomplishments

MS in Education Graduates

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  • %
    31%
  • %
    52%
  • %
    41%
  • %
    48%
  • %
    45%

Transcript

Career and Professional Accomplishments
MS in Education Graduates

 Made a significant contribution to my profession: 31%

 Successfully changed jobs and-or-careers: 52%

 Assumed leadership responsibilities: 41%

 Received a salary increase: 48%

 Received a promotion: 45%

Multiple factors, including prior experience, age, geography, and degree field, affect career outcomes, and Capella does not guarantee a job, promotion, salary increase, or other career growth.

Percentage of respondents who indicated they had accomplished each item.

Source: Responses to the Alumni Outcomes Survey one year after graduation. The data were collected during Q3 2017 – Q1 2018.

Master of Science in Education Degree Program Graduates

Data from graduates of the Master of Science in Education degree program have been combined for these Student Experience results.

The graphs below show some key findings from Capella's Alumni Outcomes Survey. We use this information to help improve our courses, programs and services and to give you an idea of how alumni feel about Capella and what general skills and abilities they gained.

Satisfaction With Capella

MS in Education Graduates

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  • %
    86%
  • %
    94%
  • %
    78%

Transcript

Satisfaction with Capella
MS in Education Graduates

 I have or intend to recommend Capella: 86%

 I am satisfied with my Capella education: 94%

 Capella gave me the most efficient direct path to completing my degree: 78%

 

Percentage of respondents who answered affirmatively.
Source: Responses to the Alumni Outcomes Survey one year after graduation. The data were collected during Q3 2017 – Q1 2018.

Skills & Abilities

MS in Education Graduates

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  • %
    100%

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  • %
    100%

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  • %
    100%

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  • %
    100%

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  • %
    100%

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  • %
    100%

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  • %
    93%

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  • %
    100%

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  • %
    100%

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  • %
    92%

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  • %
    93%

Transcript

Skills & Abilities
MS in Education Graduates

Write clearly, accurately, and professionally; use sources appropriately : 100%

 Communicate thoughts and ideas in varied settings : 100%

 Show ethical conduct reflecting values and beliefs of discipline : 100%

 Show knowledge of field; respect contributions of other fields : 100%

 Analyze theoretical issues or investigate real-world phenomena, create knowledge : 100%

 Locate, evaluate and communicate information; address legal, professional, other issues : 100%

 Critically examine, analyze, and evaluate thinking using intellectual standards and creativity : 93%

 Critically evaluate, select, and use discipline-appropriate technology : 100%

 Show appreciation for group and individual differences : 100%

 Demonstrate effective leadership in diverse environments : 92%

 Apply the specialized knowledge associated with professional practice area : 93%

 

Percentage of respondents who rated themselves as "proficient" or "exceptional" on ability to demonstrate the skill or ability on the job.
Source: Responses to the Alumni Outcomes Survey one year after graduation. The data were collected during Q3 2017 – Q1 2018.

Earn Your Master's Degree

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Four graduate schools. More than 40 specializations. Enroll in an online master’s degree program at Capella.

Talonda Thomas

"When I started my master's program, all of a sudden everything was completely tailored to what I needed in my classroom and what I should be doing with my students."

Talonda Thomas, MS

2009 Graduate

School of Education

Specialization in Professional Studies in Education