Off Campus & International Programs

M.Ed.- Specialization in teaching English to Speakers of Other Languages (TESOL)
In partnership with global International Educational Bureaus and Ministries of Education, The TESOL Program offers Summer Professional Development Institutes for English as a Foreign Language (EFL) teachers. The program consists of four components: advanced English language courses for the teachers, workshops on English language teaching issues, observations of English language courses at local summer school programs, and social/cultural activities around the Washington, DC metro area.
For more info, please contact:
Dr. Drew Fagan at

Creative Initiatives in Teacher Education (CITE)
This is a graduate program with successful completion resulting in both a Master's in Education (M.Ed.) degree in Curriculum and Instruction and a Maryland teaching certificate for grades 1-5. CITE is two consecutive years consisting of four semesters and one summer. During the academic years, interns serve as para-educators in a Montgomery County elementary school and also attend classes in the late afternoon and early evening.
For more info, please contact:
Theresa Nebel Robinson at

M.Ed. In Curriculum and Instruction - Math Education: Special Studies In Middle School Math
A 30-credit program intended for teachers already certified in elementary education, special education, or in ESOL who are or plan to teach math in the middle grades (4-9th). This research-based program involves coursework in mathematics content, mathematics education, curriculum-based integrated content, and pedagogy courses, as well as an action research course.
For more info, please contact:
Beatriz Quintos at

M.Ed. In Special Education/ Severe Disabilities With A Focus On Autism Spectrum Disorders For Teachers, Professionals, And Professional Staff
This two year, 36-credit hour outreach program is designed for those already certified in Special Education and wishing to specialize in Autism Spectrum Disorders/Severe Disabilities and earn an endorsement in Severe Disabilities. Each scholar admitted to the degree program receives a full-tuition fellowship awarded by the U.S. Department of Education/ OSEP. The Service Obligation attached to the fellowship requires scholars to provide work related to training for a period of two years for every year of funding or repay the cost of the assistance.
For more info, please contact:
Agnesanne J. Danehey:

M.Ed. In Special Education- Focus Early Childhood Birth - Age 5
This M.Ed. in Special Education Specialty Program (30 credits) is taken part-time with early evening courses over 2.5 years to accommodate full-time professionals and those with families.  The course sequence contains Face-to-Face, blended, and online courses.  Graduate work will address the developmental and learning needs of our youngest ages birth - age 5 including those with physical, sensory (e.g., deaf-blindness, cortical visual impairment, etc.), and multiple disabilities.  The program focuses on providing the graduate student the knowledge, skills and abilities that support efforts to "achieve equitable developmental and academic achievement for all"*.
For more info, please contact:
Agnesanne J. Danehey:

M.Ed. In Curriculum and Instruction -Teacher Leadership: Special Studies In STEM Education
This is a rigorous, content-focused program that allows in-service teacher to engage with the skills, practices, and core ideas of engineering, physics, biology, and mathematics. This 30-credit degree program is open to elementary and middle school teachers who have already earned their teaching certification. In addition to the master’s degree, candidates who successfully complete our program will qualify for an add-on endorsement from MSDE to their current certifications.
For more info, please contact:
Daniel Levin at

Human Development, Master of Education (M.Ed.) Off-Campus Cohort

This program embodies a cohort model, wherein groups of applicants are admitted each fall semester, and progress together through the two-year sequence of courses. The program focuses on theory and contemporary educational research related to child and adolescent social, cognitive, emotional, and physical development, and the translation of that research into principles of instructional practice that positively influence students' academic achievement, motivation to achieve, and school adjustment in education settings. There is a strong programmatic emphasis on diversity and the impact of individual differences on educational outcomes. Past students are typically in-service, certified teachers or counselors who wish to study developmental influences on school achievement, but we welcome applications from anyone who is interested in studying the program content.

For more info, please contact:

Post-Baccalaureate Certificate in Teaching English to Speakers of Other Languages (TESOL)
TESOL Program within the Department of Teaching and Learning, Policy and Leadership (TLPL) has started a new 12-credit, program that introduces theory and pedagogical practices addressing the
language and educational content needs of English language learners in varied schooling contexts within the United States and abroad. This program serves in-service, non-ESOL teachers in elementary, middle, secondary, and higher education who are not familiar with meeting the needs of English language learners within their disciplines, as well as pre-service teachers entering the field and wanting to learn more about working with this particular student population.
For more info, please contact:
Drew Fagan at

Graduate Certification in Career Planning and Placement for Youth in Transition
In partnership with DCPS, this project focuses on a co-teaching framework to support students, with or at risk for disability, who struggle with reading and comprehending expository text in content-area classes. The intention is to improve collaboration between special education teachers and content-area teachers paired in the classroom by creating prescriptive roles to help co-teachers integrate evidence-based literacy instruction into the content area setting and to emphasize the integration of data-based literacy support. This is especially important since, due to chronic shortages of special education teachers, as well as efforts to place children in less restrictive environments, 58% of students with disabilities spend 80% or more of their time at school in general education settings.
For more info, please contact:
Ellen Fabian at

Post-Baccalaureate Certificate in Integrated Technology in Education
The Post Baccalaureate Certificate (PBC) in Integrated Technology in Education, offered by the Teaching, Learning, Policy and Leadership Department at Maryland provides teachers with the opportunity to develop their skills and knowledge in the ways technology can be used to enhance learning across K-12 classrooms.
       The cohort program:

  • Introduces the foundations and tools of using technology in education and learning with technology
  • Discusses data-driven decision making in schools and classrooms and social, cultural and ethical dimensions of teaching and learning with technology
  • Offers courses through a hybrid delivery model combining face to face seminars in the summer and on-line learning in the fall and spring
  • The four-course sequence is a year-long professional development opportunity, starting in late summer, going into fall and spring and concluding in early summer of the following year, with one course offered at a time.

For questions related to the application process, prospective students may contact the Program Coordinator for Student Services Ms. Judy Foster at

For questions related to program fees, please contact Valerie Foster, at

For questions related to the courses or certificate please contact Dr. Diane Jass Ketelhut at



Ed.D. in Education for System Level Administrators
The Doctorate of Education is a 3-year cohort-based 36-month 60-credit degree professional practice Ed.D. designed for system-level administrators in areas such as curriculum, assessment and accountability, human resources, fiscal management, and operations. The curriculum and practices are based on the model developed through the Carnegie Foundation’s Project on the Education Doctorate. The focus on system-level administrators is intentional and grounded in research demonstrating the critical role that such administrators play in supporting principals and schools in improving student outcomes. The program is tailored to the needs of specific districts and cohorts are recruited from systems with common needs or demographics.
For more info, please contact:
Margaret McLaughlin at

Terrapin Teachers
In partnership with the College of Computer, Mathematical and Natural Sciences, Terrapin Teachers recruits undergraduates majoring in math and/or science to consider careers as STEM teachers. The students take classes in pedagogy along with field experiences grounded in eliciting student responses and inquiry-based learning. Graduates receive teaching certification in grades 7-12. This program was developed in response to the national shortage of science and math teachers who are truly grounded in their disciplines, and who can effectively communicate not only the subject material, but also the excitement of discovery. One key feature of the program is early field experiences in TLPL 101 and TLPL 102. Undergraduates create and implement inquiry-based lessons in local public elementary and middle schools.
For more info, please contact:
Anisha Campbell at

Professional Development Schools
Teaching is a profession of practice. At the University of Maryland, each of our teacher preparation programs has authentic field experiences embedded into the students coursework requirements. Teacher candidates use the knowledge learned throughout their preparation programs as they develop the skills to implement this knowledge in these field-based settings. Field experiences and internships occur in over 50 public Professional Development Schools (PDS). These networks of PreK-12 schools have established partnerships between the Early Childhood, Elementary, Secondary, and Special Education professional education programs. Through these relationships, the College of Education has set high standards designed to establish a learning community that supports diversity and equity among students, faculty and staff while improving teaching and learning of all students.
For more info, please contact:
Susan DePlatchett at

Inquiry Learning in Common Core Era
Through a collaborative in-school professional development, we support a cadre of highly effective public school teachers and lead teachers that are knowledgeable and able to teach high academic standards for all students, particularly addressing the needs of English Language Learners in mathematics. Teachers will complete the Standards for Mathematical Practices course.
For more info, please contact:
Beatriz Quintos at

The Office of Innovative Technology & Partnerships supports innovative ways of teaching globally. Recent examples include: