Master’s degree in Education with 95% tuition funding

By SEHD News

Master’s degree in Education with 95% tuition funding

By SEHD News
The University of Miami (UM) along with partner Miami-Dade County Public Schools (MDCPS) propose to work together to support teachers and improve K-12 student learning in schools serving high-needs populations (H-NPs; defined as culturally and linguistically diverse and/or Special Education students) in inclusive, regular, or special education secondary classrooms.

Supporting Educators’ Academic Literacies and Enhanced Discourse (SEALED)
"The SEALED project is no longer recruiting participants"

The Supporting Educators’ Academic Literacies and Enhanced Discourse (SEALED) Project addresses:

  • Absolute Priority 1: Supporting effective teachers in schools with high concentrations of high-needs students: b) Providing professional development activities to current teachers that will improve pedagogy or content knowledge; and c) Providing professional enhancement activities to teachers, which may include activities that lead to an advanced credential.
  • Competitive Preference Priority 1: Promoting Diversity in the Educator Workforce: a) Providing educator development activities designed to improve cultural competency and responsiveness skills that contribute to an inclusive school culture; and b) Improving the recruitment, support, and retention of educators from diverse backgrounds.
  • Competitive Preference Priority 2: Support for Personalized Learning Environments: Improving teachers’ college and career ready strategies to: a) systematically use student data to inform instructional decisions; and b) increasing students’ engagement, voice, and choice in their learning

From 2002-2007 UM and M-DCPS collaborated to implement an Applied Graduate Education (AGE) model of professional development which included job-embedded support to practicing teachers enrolled in a Reading/ESOL M.S. Ed. program. The SEALED Project builds on this established partnership to include a quasi-experimental design to evaluate the AGE model, and incorporates two interventions demonstrating Moderate Evidence of Effectiveness as defined by the What Works Clearinghouse for increased engagement (Allen, Pianta, Gregory, Mikami, & Lun, 2011) and for academic literacy instruction (Lesaux, Kieffer, Faller, & Kelly, 2010; Lesaux, Kieffer, Kelley, & Harris, 2014).

SEALED aims to increase:
  1. the number of diverse and highly qualified teachers serving H-NPs in high-needs secondary schools to improve academic achievement and engagement in school and community;
  2. teachers’ knowledge and use of targeted instructional practices for HNPS; and
  3. to support and enhance teachers’ facilitation of their H NPs’ engagement with school and community.
  1. Recruit 120 practicing teachers (60/cohort during Years 1 and 2) in targeted schools to enroll in UM’s Education and Social Change, TESOL, or Special Education M.S. Ed. programs;
  2. Provide job-embedded supports to 60 randomly selected participating teachers (30 per cohort) to empirically investigate M.S. Ed. programs as teacher professional development;
  3. Improve teachers’ knowledge and practices of reading/academic literacy instruction for HNPs, emphasizing data-driven, culturally responsive, and problem-based learning driven by the Florida Standards;
  4. Improve H NPs’ academic achievement and engagement in school and community;
  5. Better understand the obstacles and affordances of teacher-H-NP engagement practices;
  6. Quasi-experimental study of M.S. Ed. degree programs.

Dr. Mary A. Avalos, Project Director/PI, University of Miami, Teaching and Learning Department, P. O. Box 248065, Coral Gables, FL 33124; 305-284-6467,

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