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The BYU Teacher Education master’s program prepares teacher leaders.

Teacher leaders provide leadership at the school, district, and state levels while remaining closely connected to students and classroom work. Some examples of teacher leader positions include:

• Instructional coaches
• Curriculum team leaders (grade-level team leaders)
• School leadership team positions
• Curriculum directors
• Title I coordinators
• Site-based coordinators for accreditation and PLCs
• BYU–Public School Partnership facilitators and clinical faculty associates

Average time to completion of thesis and graduation = 2 years

• Candidates enter as a cohort, enabling control of class sizes and providing opportunities for participants to build relationships with other professionals.

No minimum GRE score required

• Note: the GRE is required - consultation about GRE preparation is available upon request.

Specially designed to accommodate working professionals

• Coursework is summer intensive and courses offered during the school year are scheduled in late afternoons and evenings.

Students positioned and prepared to pursue additional graduate work

• Students receive excellent mentoring and networking opportunities from experts in a variety of educational fields. Students acquire research and writing skills pursuant to doctoral level studies.

The BYU Teacher Education master’s program has professor-scholars who specialize in a variety of areas.

Master’s students in our program gain skills in effective analysis and problem solving

• Students learn how to read quantitative and qualitative data and make instructional, curricular, and other data-driven decisions.
• Students learn how to gather and analyze quantitative and qualitative data to learn more about particular educational problems.

Master’s students in our program gain skills in effective communication

• Students develop the ability to make sound arguments grounded in relevant literature and data-grounded evidence to influence instructional, curricular, and administrative decisions.
• Students develop skills to effectively communicate ideas, evidence, and implications, and propose programmatic and instructional changes.