Online Master of Education



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Schreiner University's online Master of Education is the next step for education professionals who want to advance their careers and have a positive impact on today's learners. The Master of Education online program specializes in Curriculum & Instruction and Educational Leadership.  The Master of Education program can also be paired with an online teacher certification or online principal certification which gives you the skills and credentials to achieve your career objectives.

  • Schreiner's Master of Education degree combines academic rigor and engaged online learning with accessible, highly qualified and award winning faculty. Candidates are provided the convenience of online coursework and the opportunity for faculty mentoring, collaboration, presentation, and professional development.
  • Professionals seeking to become educators can utilize the Master of Education with online Teacher Certification program. This program can be completed in three semesters and graduates are prepared to be fully certified teachers in the state of Texas.  
  • The Schreiner University Principal Certification is 100% online and can be completed in ONE semester with the option to add a semester for the completion of the internship at no extra expense.

Diverse Learners In The General Education ClassroomEDUC 5301
This course explores educational changes and adjustments resulting from the interaction of a variety of different cultural backgrounds and exceptional learners in the modern school. Differentiated techniques, processes, and inclusive programs designed to meet the unique learning needs of diverse learners in the general education classroom are studied. Students participate in individual and group research for the purpose of exploring the impact of culture on learning, motivation, and classroom environment.
Curriculum And InstructionEDUC 5303
This course traces the history of education through the lens of evolving trends in curriculum design and instructional focus. Current research in curriculum and instruction will be reviewed, which will include an analysis of best practices and the role that curriculum plays in the work of the professional educator. Students will research past and present curriculum theories and the impact on instruction. The course also emphasizes methods of organizing and managing a student centered classroom to enhance and motivate student learning. Ten (10) classroom hours of observation are required for certification students only.
Educational ResearchEDUC 5304
Basic concepts of action research, strategies of experimental, historical, and descriptive research are introduced. Participants will use these concepts to read, interpret, and evaluate educational research. Students collaborate to design, plan, and defend an action research proposal in a classroom setting.
Pedagogy And Professional ResponsibilitiesEDUC 5305
This course discusses the professional roles and responsibilities of the Master teacher in the 21st Century and examines the legal and ethical requirements of the profession. This course is the capstone of the Graduate Teacher Certification Program and prepares candidates seeking certification to take the PPR K-12 state test. For the experienced teacher, PPR is explored from a teacher leader or administrator's point of view including projects such as designing faculty professional development and evaluating pedagogical skills and educational professionalism.
Internship I: Graduate Teacher Certification EDUC 5307
This is the first of two courses in which students will complete a one year internship on a probationary certificate. (Students must secure a position with a school district.) Graduate Faculty will provide a mentoring component including four (4) formal evaluations-two each semester. Interns will be expected to attend learning team meetings once a month throughout the internship which will include methods and management topics, relevant educational research, and contemporary classroom issues.

Prerequisite: Acceptance in the Master of Education plus Certification Program.

Internship II: Graduate Teacher CertificationEDUC 5308
This is the second of two courses in which students will complete a one year internship on a probationary certificate. (Students must secure a position with a school district.) Graduate Faculty will provide a mentoring component including four (4) formal evaluations-two each semester. Interns will be expected to attend learning team meetings once a month throughout the internship which will include methods and management topics, relevant educational research, and contemporary classroom issues.

Prerequisite: Acceptance in the Master of Education plus Certification Program.

School/Community Relations CollaborationEDUC 5312
This is a study of the strategies and design models for school, faculty, family and community collaboration. Students collaborate on a survey study of school/community relations resulting in a diagnosis of school culture and the design of a school action plan for improving school, family, and community relations.
Research-Based Instruction-Supervision Of LearningEDUC 5313
This course will emphasize data driven research-based strategies for increasing student achievement, models of successful instruction to help teachers/administrators plan, and techniques for implementation of school effectiveness programs. Students will examine and research the means available for measuring and diagnosing individual learning needs and styles, selecting alternative learning materials for diverse student populations, and creating learning environments that promote student success, teacher collaboration. Students will take on the role of instructional supervisor to analyze case studies and explore possibilities for effective instruction in a variety of scenarios. Ten (10) classroom hours of observation are required for certification students only.
School Based Operational StrategiesEDUC 5321
This course will examine the variables affecting public school operations and management. The focus will be on the forces and factors that influence the teaching/learning environment and the processes and procedures for implementing positive change through teacher or administrative leadership. Emphasis will be on researching and assessing current educational practices and developing strategies for improvement.
Learning Theory - Child DevelopmentEDUC 5323
This is a study of the incidence, prevalence, etiology, and characteristics of the student learning styles and intelligences and the relationship to child development. Learning theory will be explored as a catalyst for educational change. Students will explore child development stages, transitions, and impact on learning related to their teaching field and level.
Assessment for Diverse Learning and Informed TeachingEDUC 5324
This course is designed to develop knowledge and skills in the selection, administration, and interpretation of instruments and procedures to evaluate diverse students. Emphasis will be on research based assessment strategies for enhancing effective instruction and learning across the curriculum. Students will demonstrate the use of various forms of classroom assessment through presentation and classroom application including learner and teacher directed assessment, formative and summative assessment, performance assessment, and content specific assessment.
Advanced Diagnostic And Corrective ReadingEDUC 5340
This course provides an in-depth study of assessment and teaching techniques for diagnosing and treating reading problems. The goal of this course is to provide learners with an opportunity to acquire competencies for evaluating, planning, and organizing reading instruction for students with reading difficulties. The course progresses through the process of corrective reading beginning with the initial recognition of struggling readers to the prescriptive stage of applying research-based strategies for each component of reading to the design of a school wide program for the improvement of reading proficiency.
Disciplinary Literacy Research and Instructional StrategiesEDUC 5341
In this course students will  become proficient in the art and science of using disciplinary literacy to effectively learn in in a variety of content areas. Students will review current research on disciplinary literacy , explore  materials and methods, and create a toolkit of reading strategies to assist learners with reading proficiency across the curriculum. Students will develop a research study and present research in a conference format.
Internship: Graduate Student TeachingEDUC 5601
This is a six course hour required classroom field experience designed for students admitted under a post-baccalaureate plan. Students will fulfill this requirement through 12 weeks of student teaching.

Prerequisite: Admission to graduate student teaching program.

School LawEDUC 6301
This course explores the role and responsibility of the school as a social institution for students, parents, taxpayers and employees. Students will explore the legal framework and implications of constitutional, case and statute laws affecting public schools. Emphasis will be placed on required documentation and responsibility of teachers and school administrators pertaining to student rights and special education legal issues.
Instructional LeadershipEDUC 6305
This course is an introduction to the roles and tasks of positions in educational administration. Topics studied include leadership image, effective communication, time management, motivation techniques, problem solving, delegating, and other current theories and issues which increase the performance of administrative and instructional leadership and benefit the school community.
Human Resources, Public Scholl Policy, and Administrative ProceduresEDUC 6303
This course prepares the principal candidates to take on the responsibility of initial administrative duties including traditional assistant principal duties  and  educator evaluation procedures for the API.  Topics also include hiring procedures and staffing projections, ethics policy,  school budget planning and state/federal funding including  resources of revenue for schools.   Candidates will also explore designing and implementing professional development to increase staff motivation and involvement and create a culturally responsive school climate for all educators and students.
Educational Leadership for School Effectiveness and Learning PerformanceEDUC 6312
This course includes the study of major administration theories and the impact of management and
leadership on school effectiveness and performance. Candidates will articulate a vision and design and implement a plan for an effective school that is focused on student learning based on the CCRS within the structure of Texas public school systems. Participants will identify the elements of an effective school and explore models of school improvement, how to use instructional rounds, and data driven instruction. Participants will develop strategies for day-to-day practice using data to evaluate student learning results and school improvement initiatives and develop a school improvement plan which leads to a positive school culture for diverse populations.
Administrator Internship and Certification PreparationEDUC 6304
The Administrator Internship program is a  site based internship which requires that the  candidate secure a state accredited campus and principal mentor.  A University Field Supervisor will guide the principal candidate  and mentor through competency based internship activities and requirements. Candidates will be formally observed and evaluated a minimum of three times. Course requires completion of 160 hour internship,  completion of TEA required documentation as indicated in the Principal Certification Manual, the successful completion of a program provided on campus computer based or paper based  practice test for principal certification, and the successful completion of the ETS state exam for principal certification.  NOTE: If the principal candidate is unable to to take the campus based exam, the candidate will be required to purchase an approved on-line exam. This course may be extended only one extra semester with no additional cost.

Schreiner University graduate Education faculty specialize in educational leadership, diversity, and curriculum and instruction. All faculty are professional educators with multiple years of teaching and administration experience.

Dr. Neva Cramer Dr. Neva Cramer    bio
Associate Professor of Education
Director of Education and Graduate Studies in Education
Office: Alumni House 116
(830) 792-7266  | 

Dr. Dianne Kyle Dr. Dianne Kyle    bio
Adjunct Professor, Education
Coordinator of Principal Certification Program
Office: Alumni House 110
(830) 792-7445  |

Karen Taylor-Backor Dr. Karen Backor    bio
Assistant Professor of Education
Director of Field Experience
Office: Alumni House 108
(830) 792-7379  |

Dr. Joan Bowman Dr. Joan Bowman   bio
Assistant Professor of Education
Office: Alumni House 115
(830) 895-7103  |


LaVonne Miller LaVonne Miller
Administrative Associate, Education Department
Certification Officer
Office: Alumni House 102
(830) 792-7455  |


photo Michael Stebbins
Assistant Director of Admission
Graduate Admission Counselor
Office:  Admission & Financial Aid (Welcome Center)
800-343-4919 |


There are four graduate programs in Education: Master of Education, Master of Education plus Teacher Certification, Master of Education plus Principal Certification, and Principal Certification only for those who already hold an advanced degree in Education.

The Master of Education degree has three required block components, with additional requirements for teacher and principal certification. There are three start dates per year: Fall, Spring, and Summer

Block A Instructional Leadership -12 hours
EDUC 5301 Diverse Learners in the Education Classroom
EDUC 5313 Research-Based Instruction and Supervision of Learning
EDUC 5323 Learning Theory and Child Development
EDUC 5324 Assessment for Diverse Learning and Informed Teaching
Block B Curriculum & Instruction - 12 hours
EDUC 5303 Curriculum and Instruction
EDUC 5304 Educational Research
EDUC 5305 Pedagogy and Professional Responsibility
EDUC 5341 Disciplinary Literacy Research and Instructional Strategies
Block C Organizational Leadership - 12 hours
EDUC 5312 School/Community Relations and Collaboration
EDUC 5321 School Based Operational Strategies
EDUC 5340 Advanced Diagnostic and Corrective Reading
EDUC 6302 Educational Theory and Leadership


Internship/Clinical Teaching - 6 hours
EDUC 5307 Internship I: Graduate Teacher Certification for Probationary Certification
EDUC 5308 Internship II: Graduate Teacher Certification for Probationary Certification
EDUC 5601 Internship: Graduate Clinical Teaching


Block D Strategic Leadership - 15 hours + 3 hours of internship*
EDUC 6301 School Law
EDUC 6303 Human Resources, Public School Policy, and Administrative Procedures
EDUC 6312 Educational Leadership for School Effectiveness and Learning Performance
EDUC 6304 Administrator Internship and Certification Preparation
EDUC 6305 Instructional Leadership

This program is one semester, online only, with options to start in the Fall or Spring (no summer term available). Due to TEA regulations, we are unable to admit students that do not have a Texas teaching certification and/or reside in Texas. DOD schools overseas can be considered. Contact the Admission Office for more information.

* The Principal Certification Program consists of 15 hours of coursework plus a 3 hour internship which includes the TEA required 160 hour practicum aligned with principal standards. The internship will be divided into:

Practicum I = 80 hours of standards aligned performance based activities under the guidance of a principal mentor and university field supervisor, including required 45 minute observations.

Note: Before proceeding to Practicum II, interns must also successfully complete a practice principal exam and successfully complete the TExES state principal exam.

Practicum II = Final 80 hours of standards aligned performance based activities under the guidance of a principal mentor and university field supervisor, including required 45 minute observations.

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