Upon completion of the M.Ed. in Instructional Leadership, students will be able to:

1. Analyze his/her own professional and intellectual development and its relationship to best practices in education.
2. Critique major learning theories, education literature and research methodologies.
3. Compose academic prose for a variety of audiences.
4. Promote academic and professional dialogue within a community of learners.
5. Use strategies aligned with education research to make informed decisions for adaptation and change.
6. Employ professionalism and ethical standards of conduct.

Upon completion of the M.Ed. with Montessori emphasis, students will be able to:

1. Analyze his/her own professional and intellectual development and its relationship to best practices in Montessori education.
2. Critique major learning theories, education literature and research methodologies in Montessori education..
3. Compose academic prose for a variety of audiences.
4. Promote academic and professional dialogue within a community of learners.
5. Use strategies aligned with education research to make informed decisions for adaptation and change.
6. Employ professionalism and ethical standards of conduct.

Upon completion of the M.Ed. in Child Development, students will be able to:

1. Analyze his/her own professional and intellectual development and its relationship to best practices in Child Development.
2. Critique major learning theories, education literature and research methodologies in Child Development.
3. Compose academic prose for a variety of audiences.
4. Promote academic and professional dialogue within a community of learners.
5. Use strategies aligned with education research to make informed decisions for adaptation and change.
6. Employ professionalism and ethical standards of conduct.

Upon completion of the M.Ed. in Educational Leadership, students will be able to:

1. Describe the impact of socio-economic, legal, and ethical factors at an educational setting that promotes service, justice, and peace in a multicultural learning environment.
2. Synthesize best practices and evidence-based research into the effective operations of a campus that are relevant, integral, and essential to the success of a school. 
3. Define a vision for a school and organizational change processes that work towards providing an excellent education, promoting student learning, and the development of the whole person.
4. Examine effective skills in promoting a positive school culture for all and the means for adaptation and change.
5. Articulate collaboration and communication with various internal/external stakeholders associated with a school setting.

Upon completion of the M.Ed., Teacher Leader, students will be able to:

1. Analyze how a collaborative culture supports educator development and student learning.
2. Explain how research is used to improve practice and student learning.
3. Evaluate ways to promote professional learning for continuous improvement. 
4. Describe and assess possible improvements in instruction and student learning. 
5.  Develop strategies to promote the use of assessments and data for institutional improvement. 
6. Design programs to promote student learning, improve community outreach, and collaboration with various school stakeholders.