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Department of Teaching & LearningMaster's for Licensed Teachers


Our Mission

The program for licensed teachers is designed for those who wish to improve and update their professional competency in teaching and enrich their teaching expertise for becoming master teachers in one of three areas: early childhood education, elementary education, and secondary education. Practicing teachers completing the program enhance their ability to teach effectively and to conduct powerful educational research that has a direct impact upon their individual practice and school settings. Completion of the program requirements leads to the upgrade of the teaching license to the Postgraduate Professional level for those program students who hold a current teaching license. Curricula for the program emphasize the inter-disciplinary nature of teaching in diverse settings, and the potential for educators to act as agents of change. Teachers also learn to engage in reflective inquiry throughout the program and eventually conduct practitioner inquiry that directly transforms instructional practice and beliefs about teaching.

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Best Graduate Education Programs

U.S. News & World Reports '20



  Learning Environment

Elementary and Secondary concentrations are offered completely online. Early Childhood concentration is a combination of both online and on-campus courses. You'll have opportunities for interaction and networking in your online courses!


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To enhance classroom instruction

by enriching the knowledge and skills of practicing teachers


To use reflective practice

to critique current and past practices as an educator to affect change in instructional practice, student learning, and personal beliefs

To examine the role of local, state, and national educational policy

on preK-12 learners, and explore strategies for disseminating information on the impact of educational policy on preK-12 classrooms


To identify and explain

the central role of teachers in school change, identifying tools for change facilitation, and recognizing why some change initiatives succeed and others are less successful

To construct an identity as a professional educator

by examining closely the assumptions, beliefs, and values underlying what and how you teach in the classroom



Course of Study

The program supports three concentrations that lets students specialize in an educational area related to their teaching practice. These concentrations are:

  • Early Childhood Education
  • Elementary Education
  • Secondary Education

Provisionally licensed teachers in Virginia can complete the Secondary Education Professional Studies Graduate Certificate transfer up to 12 credit hours to the MSED program for licensed teachers.


The early childhood education concentration provides additional education for early childhood educators who teach in public school pre-school and early childcare settings, and in private daycare settings. This 30-credit hour program has a strong emphasis on research and prepares teachers to apply for ODU's early childhood education PhD program. This concentration is offered through a mixture of online and on-campus coursework.

Research Courses

  • FOUN 612: Applied Research Methods in Education
  • TLCI 735: Researching with Children: Contemporary Perspectives on the Child in Research
  • TLED 638: Dynamic Assessment of Teaching and Learning
  • TLED 671: Practitioner Inquiry in Elementary and Secondary Grades

Concentration Courses

  • TLCI 700: Social/Emotional Aspects of Child Development
  • TLCI 736: Reconceptualizing Theory and Practice for Work with Children and Families
  • TLCI 740: Issues in Early Childhood Language and Literacy
  • TLED 701: Teacher as Leader
  • TLED 734: Problems of Teaching in Elementary Grades

Students also complete a three-credit hour research thesis or internship at the conclusion of their program as a graduation requirement.

The elementary education concentration provides additional education for elementary school teachers who teach in public and private school settings. This 30-credit hour program has a strong emphasis on practitioner inquiry and preparing teachers to be future teacher leaders in their professional settings. This concentration is offered solely in an asynchronous online format.

Core Courses

  • TLCI 731: Instructional Technology Trends in Curriculum and Instruction
  • TLED 618: Assessment and Evaluation in PK-12 Schools
  • TLED 701: Teacher as Leader
  • TLED 775: English Language Learners in the PK-12 Classroom

Research Courses

  • TLED 638: Dynamic Assessment of Teaching and Learning
  • TLED 671: Practitioner Inquiry in Elementary and Secondary Grades

Concentration Courses

  • TLED 724: Curriculum Development Principles and Practices in Secondary Schools
  • TLED 734: Problems of Teaching in Elementary Grades
  • TLED 744: Diversity and Equity Issues in Elementary Education

Students also complete a three-credit hour research thesis or internship at the conclusion of their program as a graduation requirement.

The secondary education concentration provides additional education for middle and secondary school teachers who teach in public and private school settings. This 30-credit hour program has a strong emphasis on practitioner inquiry and preparing teachers to be future teacher leaders in their professional settings. This concentration is offered solely in an asynchronous online format. Students also complete a three-credit hour research thesis or internship at the conclusion of their program as a graduation requirement.

Core Courses

  • TLCI 731: Instructional Technology Trends in Curriculum and Instruction
  • TLED 618: Assessment and Evaluation in PK-12 Schools
  • TLED 701: Teacher as Leader
  • TLED 775: English Language Learners in the PK-12 Classroom

Research Courses

  • TLED 638: Dynamic Assessment of Teaching and Learning
  • TLED 671: Practitioner Inquiry in Elementary and Secondary Grades

Concentration Courses

  • TLED 725: Curriculum Development Principles and Practices in Secondary Schools
  • TLED 735: Problems of Teaching in Secondary Grades
  • TLED 745: Diversity and Equity Issues in Secondary Education

How to Apply

Applications are allowed throughout the year and students can enroll in the program in fall, spring, or summer semesters.

To apply for the program:

  • Complete an online application, and pay application fee;
  • Upload transcripts from previous educational institutions;
  • Have a general undergraduate GPA of at least 2.80;
  • Submit a written essay on career goals (at least two pages) that demonstrates academic writing proficiency;
  • Submit two letters of professional reference for this program of study;
  • Have an interview with the graduate program director; and
  • For the elementary and secondary concentrations, hold a Virginia Professional Teaching License or an equivalent from another state in elementary, middle or secondary education. Applicants for the early childhood concentration are not required to hold a teaching license.

Core Faculty

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Tom Bean

Professor & Graduate Program Director


Jori Beck

Jori Beck

Assistant Professor


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Dr. Jori Beck received her PhD in Education and Human Development from George Mason University in 2014. Her teaching and research focus on clinically rich teacher education broadly including foci in Third Space ideology, clinical teacher preparation, and school-university partnerships. She has published in journals such as Teacher Education Quarterly, Kappa Delta Pi Record, Middle Grades Research Journal, and the Journal of Teacher Education.


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Brandon Butler

Associate Professor


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Brandon Butler received his PhD in Social Studies Education from the University of Georgia in 2011. He researches the university and school-based spaces in which preservice teachers, teachers, and teacher educators learn the work of teaching and teacher education, and has been published in such journals as Theory and Research in Social Education, Teaching and Teacher Education, and Studying Teacher Education.


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Helen Crompton

Associate Professor


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Helen Crompton received her Ph.D. in Education from the University of North Carolina at Chapel Hill in 2013. Her research interests include mobile learning, technology integration and technology enhanced learning. She has published in such journals as the British Journal of Educational Technology, Computers & Education, Professional Development in Education, the Journal of Technology and Teacher Education.




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Angela Eckhoff

Associate Professor


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Angela Eckhoff received a dual PhD in Educational Psychology and Cognitive Science from the University of Colorado at Boulder. Her research areas include visual arts pedagogy in early childhood education, imagination and creative development during childhood, informal learning environments for children and families, and early childhood policy. She is the author of a book series on creative investigations in early education and has published in such journals as Young Children, Childhood Education, and International Journal of Early Childhood.


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Melva Grant

Associate Professor


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Melva Grant received her PhD in Mathematics Education from The Ohio State University in 2009. Her research interests include classroom-embedded professional learning, productive mathematics learning environments, and urban education. She has published in journals such as Studying Teacher Education, The Technology and Engineering Teacher, and Mathematics Teaching in the Middle School.


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Abha Gupta

Professor


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Abha Gupta teaches graduate and undergraduate courses. Her research focuses on literacy learning in culturally diverse environments and innovative interventions to promote literacy. She has been the recipient of over half-a-million dollars in grants for service and research. Her publications have appeared in leading journals. Her most recent research is on therapeutic breathing techniques and mindful breathing interventions in educational settings.


Jennifer Kidd

Jennifer Kidd

Senior Lecturer


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Jennifer Kidd is a Senior Lecturer in the Department of Teaching and Learning. Her passions, including educational technology, diversity, and classroom assessment inform both her teaching and her research. Her recent work contributes to the effort to broaden participation in STEM by enhancing engineering and computer science preparation for pre-service teachers.




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Lea Lee

Professor


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Lea Lee is a professor in the Department of Teaching and Learning at Old Dominion University. Dr. Lee earned the Master's Degree in Early Childhood Education from Chicago State University of Minnesota in 1993 in the area of Literacy and Early Childhood Education. She was born and raised in Seoul, Korea. After she completed her bachelor's degree, she moved to the United States of America 21 years ago to pursue her graduate education.


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Jihea Maddamsetti

Assistant Professor


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Dr. Jihea Maddamsetti is an assistant professor of Teaching & Learning in the Elementary Education program. She earned her Ph.D. in Curriculum Instruction and Teacher Education from Michigan State University with an emphasis on language and literacy. Her research intersects with elementary teacher education, literacy education and language studies. Her specific research explores issues relating to elementary teachers' identity, positioning and advocacy in working with diverse students in general and language education classrooms.


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Sueanne McKinney

Associate Professor


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Sueanne McKinney received her PhD in Urban Services from Old Dominion University in 2000. Her research interests include the teaching of mathematics and teacher development in urban high-poverty schools. She has published in such journals as The Mathematics Teacher, Teaching Children Mathematics, and Urban Education.


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Kristine Sunday

Assistant Professor


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Kristine Sunday is an Assistant Professor of Teaching and Learning with emphasis in Early Childhood Education. She holds a PhD from the Pennsylvania State University in Art Education. As a researcher, Dr. Sunday draws from post-structural theories and qualitative research methods to pose questions about children, learning, and the visual arts, in early childhood classrooms.








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