• Programs



    Undergraduate Programs

    Through the Department of Education and Professional Education Unit, the University offers a variety of nationally accredited and 

    state-approved undergraduate programs in the field of teacher education. The undergraduate programs are organized into two (2) primary areas. These primary program areas have met stringent accreditation standards. Upon successful completion, all teacher education candidates are eligible to become certified through the Maryland State Department of Education (MSDE). 


    Specialty Education


    Secondary Education(7-12)

    Art Education (PreK-12) Agriculture
    Music Education (K-12) Biology
    Special Education (1-8, 6-12)       Business
      Family and Consumer Sciences 
      Social Studies
      Technology & Engineering

    All undergraduate Education majors are enrolled, full or part-time, in a four (4) year , accredited by NCATE and approved by MSDE, program of study. Each education major selects a specific area of specialization within a general program area. The specialization curriculum offers the students the opportunity to become competent, confident, and effective educational practitioners in a highly specialized content area. Students may not minor in Education.

    About Specialty Education

    Specialty Education majors may major in Music Education, Art Education, or Special Education, and  are enrolled in both the Department of Education and the specialized academic department. Students must complete the curriculum that is required by the Department of Education and the curriculum that is required by their respective academic department.


    The Art and Music (Instrumental and Choral) Education programs, located in the Department of Fine Arts, prepare teachers to work with students in all age groups from Pre-Kindergarten through Twelfth (P-12) grade, inclusively.The Special Education program, located in the Department of Education, prepares teachers to work with students with mild and moderate disabilities, including those with learning disabilities, mental retardation and emotional disturbance, and prepares teachers to work with students from first through eighth grade (1-8) and sixth through twelfth (6-12) grades, inclusively.

    About Secondary Education

    Education majors enrolled in the Secondary Education Program must complete the curriculum that is required by the Department of Education, and the curriculum that is required by the respective academic department. Successful completion of the prescribed course of study in the content area in an approved Secondary Education Program, will prepare candidates to become certified and to teach at the middle and/or high school level.

    Education majors enrolled in the Secondary Education Program must complete the curriculum that is required by the Department of Education, and the curriculum that is required by the respective academic department.



    Graduate Programs

    The following are the graduate programs offered by the Department of Education

    Counselor Education-

    Dr. Cheryl Bowers

    • Director of Counselor Education
    • Hazel Hall, Room 2010   
    • Phone: (410) 651-6265  
    • Email: cdbowers@umes.edu

    Dr. Kimberly Poole-Sykes 

    • Coordinator of Clinical Mental Health Counseling, Associate Professor
    • Principal Investigator of the ATOD Prevention Center
    • Hazel Hall, Room 2009
    • Phone: 410-651-6917
    • Email: kjpoolesykes@umes.edu

    Dr. Gretchen Foust

    • Coordinator of School Counseling
    • Hazel Hall, Room 2011
    • Phone:  410-621-2253
    • Email: gefoust@umes.edu

    Master of Arts in Teaching Program-

    Dr. Charles Baldwin

    • Coordinator of Master of Arts in Teaching
    • Hazel Hall, Room 2007
    • Phone: (410) 651-6222
    • Email: dgbaldwin@umes.edu

    Special Education-

    Dr. Patricia Goslee

    • Interim Teacher Director, Coordinator Special Education
    • Hazel Hall, Room 2013
    • Phone: (410) 651-6195
    • Email: pagossle@umes.edu

    Career and Technology Education  (M.Ed.)

    Dr. Thomas Loveland 

    • Director, Career and Technology Education Graduate Program
    • Phone:  (410) 727-4808 X164 
    • Email: tloveland@umes.edu


    Counselor Education (M.Ed)

     “Changing Lives and Opening Doors”

    The Counselor Education Program at the University of Maryland Eastern Shore embraces the role and value of the Council for Accreditation of Counseling and Related Educational Programs (CACREP) by offering courses in the areas of professional identity, social and cultural diversity, human growth and development, career development, helping relationships, groups, assessment, research and program evaluation.  The program subscribes to an approach focusing on reflection, personal development, theoretical practice and social justice.  

    Students can choose to specialize in either School or Community Counseling.

    The School Counseling specialization prepares graduates to become school counselors within public and private schools or non-educational agencies. 

    The Community Counseling specialization prepares general practitioners for employment working with children, adolescents, and/or adults in settings as diverse as outpatient mental health agencies, clinical assessment centers, college counseling centers, hospitals, community advocate organizations, and private practice.

     Course Sequence 

    The School Counseling specialization is nationally accredited by the National Council for the Accreditation of Teacher Education (NCATE) and state approved by the Maryland State Department of Education (MSDE).

    The course of instruction involves the successful completion of 48 credits leading to a Master of Education (M.Ed.) degree. In order to be accepted in to the Counselor Education program students must successfully complete the following:

    · A minimum of 48 credit hours

    · An approved seminar paper

    · 600 hour practicum

    · A written comprehensive exam




     The UMES Counselor Education Program encourages both school counseling and community counseling students to pursue professional counselor licensure (LCPC).  In addition to a program sequence of courses totaling 48 credit hours, students must also enroll and successfully pass additional classes to be considered for Maryland licensure totaling 60 credits.  For example,  such classes as Marriage and Family Counseling, Treating Emotional Disturbances I, II, III; and Substance Abuse Counseling I, II, III would  be needed to fulfill licensure requirements. Often students enroll in these course after graduation.

    The National Board of Certified Counselors (NBCC) provides the national standard in the counseling profession.  The Maryland Licensing Board uses the NBCC as its test.  The title “LCPC”- Licensed Clinical Professional Counselor - is a highly regarded indicator of professionalism.  LCPC professionals must hold at least a master's degree in counseling or a closely related field from a regionally accredited institution, and must sit for the National Counselors Examination and the Maryland State Law Test. 

     In addition, the Counselor Education program encourages both school and community counseling students to pursue certification in chemical dependency. In order to sit for a In order for Counselor Education students to become a Certified Counselor-Alcohol & Drug (CSC-AD) they must have at least a Bachelor's degree in a counseling field from an accredited college and have earned 20 credits in alcohol and drug counseling and 1 credit in ethics with a focus on alcohol and drug counseling, complete a supervised practicum, and pass an examination developed by International certification and reciprocity Consortium/Alcohol and Other drug Abuse (ICRC/AODA) and the Maryland Law Test.  

    Web Address: www.dhmh.state.md.us/bopc/  


    To be considered for normal admission, an application includes:

    · Completion of a bachelor degree

    · At least a  GPA of 3.0

    · Three Letters of recommendation

    · On site interview

    • Application Deadline for Fall Admission : May 1st
    • Application Deadline for Spring Admission: Nov. 1st

    Provisional status may be granted to exceptional applicants who do not meet all of the requirements for admission.  For such applicants, the following areas will be evaluated: 1) potential for academic success, 2) ability to enter in counseling relationships as a helper, 3) readiness to take advantage of the learning opportunities in the program, 4) prior courses and experience in the education and counseling areas. 

    REQUIRED COURSES-(3 credit hours each)

    School Counseling Specialization:

    CNED 601  Intro to Counselor Education

    CNED 604  Theories and Tech of Counseling

    CNED 605  Individual and Group Appraisal

    CNED 606  Clinical Applications in Counseling

    CNED 631  Career Life Development

    CNED 640  Group Processes in Group Counseling

    CNED 643  Counseling Children & Adolescents

    CNED 645  Cross-Cultural Perspectives in Counseling

    CNED 660  Crisis Management in Counseling

    CNED 670  Ethical, Legal & Prof. Issues in Counseling

    CNED 677  Practicum in School Counseling

    CNED697  Advanced Practicum in School Counseling

    CNED 698  Seminar

    EDUC 620  Human Growth and Development

    EDUC 690  Introduction to Behavioral Research


    Elective Courses- School Counseling:

    CNED 612   Marriage and Family Counseling

    CNED 655   Social Diversity in Counseling

    CNED 665   Special Topics (max. 6 credits)

    SPED 600     Introduction to Special Education

    SPED 630     Current Legal & Advanced Issues in Special Education


    Community Counseling Specialization:

    CNED 602  Intro to Community Counseling

    CNED 604  Theories and Tech. of Counseling

    CNED 606  Clinical Applications in Counseling

    CNED 612  Marriage and Family Counseling

    CNED 631  Career Life Development

    CNED 640  Group Process in Group Counseling

    CNED 645  Cross-Cult. Perspectives in Counseling

    CNED 655  Social Diversity in Counseling

    CNED 660  Crisis Management in Counseling

    CNED 670  Ethical, Legal & Prof. Issues In Counseling

    CNED 679  Practicum in Community Counseling

    CNED 698   Seminar (1-6 credits)

    CNED 699  Adv. Practicum in Community Counseling

    EDUC 620  Human Growth and Development

    EDUC 690  Introduction to Behavioral Research


    Electives Courses- Community Counseling:

    CNED 605 Individual and Group Appraisal

    CNED 610 Intro to Advanced Psychology

    CNED 643 Counseling Children & Adolescents

    CNED 665 Special Topics (max. 6 credits)


    Counselor Education Program Coordinator

    Dr. Cheryl Bowers

    Ph. 410-651-6265                    Email: cdbowers@umes.edu


    Counselor Education Faculty:

    Dr. Kimberly Poole 410-651-7917

    Dr. Gretchen Foust 410-621-2253


    Click Here to Apply! 

    Counselor Education FAQ's


    Master of Arts in Teaching (MAT)

     UMES/SU: Collaborative Degree-Granting Program

    Course Sequence and Descriptions

    What is it?

    The MAT is a 39 semester-hour professional degree program designed to prepare students for initial teacher certification. It is an alternative, collaborative degree program offered by Salisbury University (SU) and the University of Maryland Eastern Shore (UMES).

    Who may apply?

    The MAT is intended for students who have earned a non-teaching baccalaureate degree from an accredited institution of higher education in an appropriate content area, who now wish to become teachers. Students may prepare for teacher certification in the following State approved programs at UMES:

    Specialty Education


    Secondary Education(7-12)

    Art Education (PreK-12)         Agriculture
    Music Education (K-12) Art
      Family and Consumer Sciences
      Social Studies

    For a detailed listing of names and contact information for each of the above mentioned departments, please click on the following link:

    Professional Education Unit Council

    Further information?

    Registration is done online and the deadline is OCTOBER 1st.

    You must pass all of PRAXIS I prior to being admitted to the program; you must pass both parts of PRAXIS II before you can student teach.

    You will be interviewed jointly by the UMES and SU coordinators in November; acceptance letters go out immediately after the interviews.

    The program takes 1.5 years to complete. All classes meet in the evening, starting at either 5:00pm (UMES) or 5:30pm (SU). The first class meets during January wintermester, four nights a week for three weeks; then four courses in the spring semester, one course during the first summer session (approximately Memorial Day to July 4), four in the fall semester, comprehensive exam in January, student teaching in the spring, and graduation in May (39 credits). You must have time during the day to do field experiences in the schools. Some candidates make arrangements to work while they are in the program, but this is very difficult as the program is intense. It is not possible during student teaching, when you are in school all day every day. We work on a case-by-case basis with practicing teachers who wish to enroll in the MAT program. It is possible to do if you have the full support of you school's administration.

    Click here for: 10 Frequently Asked MAT Questions and Answers


    For more information contact:
    Dr. Nomsa Geleta, Chair of Department of Education

    Click Here to Apply! 


    Special Education Master's Degree

                The Department of Education provides a Master of Education (M.Ed.) program in Special Education with emphasis on students with mild and moderate disabilities in grades 1-12. The Special Education Program is a Maryland state-approved program at both the undergraduate and graduate levels.

                The graduate program is designed to develop and refine the students I skills as classroom teachers, resource teachers, teacher consultants, academic coaches, or as specialists in alternative educational settings. Students must elect to complete the M.Ed. degree with certification if not already certified in special education. They may opt for coursework leading to certification in 1-8, 6-12, or both.

                The course of study varies with the experience and qualifications that individual students bring to the program.

    *Students may not enroll in the program for certification only.


                The overall goal of the Special Education Program is to prepare students to become effective special educators for mild and moderately disabled students in grades 1-12 and to meet the certification and professional standards of the Maryland State Department of Education and The Council for Exceptional Children. To accomplish this goal, there are two major objectives:

    1. To help each student develop and refine the personal and interpersonal qualities and skills necessary to function intellectually, emotionally,  and socially with others in the capacity of teacher or facilitator.

    2. To help each student develop the competencies needed to be able to demonstrate the knowledge and skills required of special educators.


                Program competencies and outcomes are consistent with those of the Council for Exceptional Children (CEC), the major professional organization representing special educators, the Interstate New Teachers Assessment and Support Consortium (INTASC) Standards and those of the Maryland State Department of Education. The following competencies have been developed to prepare teachers and prospective teachers to:

    1. describe the cognitive, social, emotional, cultural, and physical characteristics of  exceptional individuals and their effect on how students learn;

    2. identify and reflect upon the historical, psychological, political, legal, and philosophical factors which influence current trends and practices in special education;

    3.  assess, diagnose, and evaluate academic and social behaviors and programs for the students with disabilities;

    4. apply systematic instructional design and methodology to teaching basic skills such as reading, language, mathematics, and social skills;

    5. adapt teaching practices to meet the instructional needs of students with diverse learning styles, learning needs, and diverse cultural backgrounds;

    6.  demonstrate and apply systematic behavior and classroom management procedures and effective social interaction skills;

    7. integrate and apply technology into the educational program;

    8. work effectively with other school personnel, parents, and those involved in human services programs;

    9. follow mandated procedures for referring, assessing, identifying, and placing educationally disabled children, participating in developing appropriate individualized education plans, and observing all necessary procedural protections including notice, consent, and records access; and   

    10. critique and apply research in educational practice.



                Admission to the Special Education Program is based on criteria specified in the requirements of admission to the UMES Graduate School. These standards were devised to ensure that students accepted into the Graduate School were qualified and had a reasonable chance of successfully completing a graduate degree. Admission criteria include:

    A. Baccalaureate degree from an accredited institution;

    B. 3.0 grade point average (GPA) or better on a 4.0 scale in undergraduate work;

    C. Three letters of recommendation from individuals who can evaluate the applicant's potential for graduate studies; and

    D. Passing Scores (defined by the Maryland State Department of Education) on the PRAXIS I.


                Applicants who possess an overall GPA of between 2.75 to 2.99 may be admitted and given provisional status provided they have passing scores on the PRAXIS I. These students must maintain a 3.50 average in the first nine approved credit hours, six of which must be in Special Education graduate level courses.

                Provisional status students may be required to take undergraduate prerequisites in the areas of education and psychology to remediate content deficiencies before being admitted to regular status. Provisional status students may also be asked to come for a personal interview before being admitted to the program.


    Application deadlines for admissions are as follows:

                            Fall Semester - May 1

                            Spring Semester - November 1

                            Summer Session - April l


                The course of study will vary with the experiences and qualifications that individual students bring to the program. A minimum of 30 semester hours will be required for the M.Ed. degree for students who already possess Special Education certification. All requirements for the Master's degree must be completed within a five-year period. This time limit also applies to any transfer work from other institutions to be included in the student I s overall program.

                Students working toward the M.Ed. degree plus certification will need to complete additional hours to satisfy the M.Ed. and certification requirements. All requirements must be completed within a five-year period. This time limit also applies to any transfer work from other institutions to be included in the student's overall program. No more than 6 semester hours of graduate credit can be transferred from another institution.

                No more than 12 hours of coursework at the 400 level can be applied toward the M.Ed. requirements. Undergraduate method courses and the internship (i.e., EDSP 416, EDSP 401, 402, EDSP 403, EDSP 426, EDSP 400, EDSP 442, EDSP 450) may not be applied to the M.Ed. degree. However, these courses will be part of a student I s overall program if they are essential to meet certification requirements.

                To remain in good standing in the M.Ed. Special Education Program and to earn certification (if the student does not already have Special Education certification), each student must meet and maintain the following performance criteria:

    A. Earn an overall grade point average of 3.0 or higher; and

    B. Earn no more than one "C" in all courses.

                In addition, an internship will be required for students earning initial certification in Special Education. A portfolio is developed as part of the graduate program. Students seeking certification need to score at or higher than the minimum cut-off score as determined by the State of Maryland on the PRAXIS IT Series before entering their internship. Students in the M.Ed. Program in Special Education are also required to take a comprehensive examination and complete a seminar paper (SPED 678) within the last 6 credits of their program.


    (Note: All courses are (3) credit hours unless otherwise specified.)

    CORE COURSES: (All students in the program are required to take these courses.)

    SPED 600       Characteristics of Exceptional Individuals                                                  

    EDUC 610      Learning and Instructional Design                                                                

    EDUC 690      Introduction to Behavioral Research                                                          

    SPED 615       Psychoeducational Assessment                                                                   

    EDUC 625      Applied Behavior Analysis                                                                            

    EDSP 428       Communication Skills in Special Education                                                    

    EDSP 430       Technology in Special Education                                                                   

    SPED 678       Master's Research Seminar                                                                           


    SPED 603       Characteristics and Programming for Students with Learning Disabilities      

    SPED 605       Characteristics and Programming for Students with Mental Retardation       

    SPED 607       Characteristics and Programming for Students with Behavioral Disorders    

    SPED 608       Characteristics and Programming for the Gifted                                           

    SPED 630       Current Legal and Advocacy Issues in Special Education                            

    SPED 638       Current Trends in Special Education                                                           

    SPED 640       Internship in Special Education (in special areas)                                        

    SPED 650       Transition Programs for Students with Disabilities                                          

    EDSP 401       Processes and Acquisition of Reading and Language for Students with Disabilities

    EDSP 431       Prevocational/Vocational and Transitional Programs for Students with Disabilities

    EDSP 404       Diagnosis, Assessment, and Remediation of Reading Problems for Students with Disabilities

    EDUC 612      Advanced Educational Psychology                                                          

    EDUC 620      Advanced Human Growth and Development                                           

                In addition to elective courses within the major, students are encouraged to select electives in related areas such as Guidance and Counseling and Rehabilitation Services. Advisors must approve electives before they are taken.


    SPED 600   Characteristics of Exceptional Individuals:  Overview of the major types of exceptional abilities and their impact on the teaching/learning process. Includes the legal mandates that relate to the field of special education. (Prerequisite: Graduate Standing)


    SPED 603   Characteristics and Programming for Students w/Learning Disabilities:Overview of learning disabilities. Diagnosis, assessment, etiology, academic, social and behavioral characteristics will be presented as well as history, theories, current issues, instructional strategies, and delivery systems. (Prerequisite: SPED 600, Graduate Standing)


    SPED 605   Characteristics and Programming for Students w/Mental Retardation:  Overview of mental retardation. Diagnosis, assessment, etiology, academic, social and behavioral characteristics will be presented as well as history, theories, current issues, instructional strategies, and delivery systems. (Prerequisite: SPED 600, Graduate Standing)


    SPED 607   Characteristics and Programming for Students w/Behavioral Disorders:  Overview of behavior disorders. Diagnosis, assessment, etiology, academic, social and behavioral characteristics will be presented as well as history, theories, current issues, instructional strategies, and delivery systems. (Prerequisite: SPED 600, Graduate Standing)


    SPED 608   Characteristics and Programming for the Gifted: Overview of gifted and talented individuals. Diagnosis, assessment, etiology, academic, social and behavioral characteristics will be presented as well as history, theories, current issues, instructional strategies, and delivery systems.(Prerequisite: SPED 600, Graduate Standing)


    SPED 615   Psychoeducational Assessment: Selection, administration, and interpretation of comprehensive psychoeducational batteries designed to assess intellectual, behavioral, achievement, and academic abilities. Design, construction, and implementation of informal procedures will also be presented. (Prerequisite: SPED 600, Graduate Standing)


    SPED 630   Current Legal and Advocacy Issues in Special Education:  In-depth study of legal issues derived from federal and state mandates in special education. Review of administrative and judicial decisions, analysis of due process proceedings, and study of current legal trends in the field. (Prerequisite: SPED 600, Graduate Standing)


    SPED 638   Current Trends in Special Education:  In-depth analysis of selected topics in the field of education as they relate to exceptional learners. (Prerequisite: SPED 600, Graduate Standing)


    SPED 640   Internship in Special Education (3-6 credits): Supervised internship in a setting appropriate to the student's background and level of certification. This course may be taken twice.(Prerequisite: SPED 600, Graduate Standing)


    SPED 650   Transition Programs for Students w/Disabilities:  Study of pre-vocational and vocational training and career education for students with disabilities. (Prerequisite: SPED 600; EDSP 416; Graduate Standing)


    SPED 678   Master's Research Seminar:  Provides individualized instruction, direction, and guidance in the research process. A student generated, independent, comprehensive research paper (eg. seminar paper) and a professional portfolio are required course products. (Prerequisite: SPED 600, EDUC 690, 24 hours of graduate work)


    EDUC 610   Learning and Instructional Design:  Advanced skill development in the area of individualized programming, including adaptation and modification of curriculum, instructional design, program development, and evaluation. Learning theory and its application in the classroom are emphasized. (Prerequisite: Graduate Standing)


    EDUC 612   Advanced Educational Psychology:  Emphasizes educational implications of research on child development, cognitive science, learning and classroom instruction.(Prerequisite: Graduate Standing)


    EDUC 620   Advanced Human Growth and Development:  Advanced study of human growth and developing using a life-span approach. Current research and theories in the areas of cognitive processes, learning abilities, social and psychological processes will be examined. (Prerequisite: Graduate Standing)


    EDUC 625   Applied Behavior Analysis:  Develops competencies associated with effective individual, group, and classroom management. Systematic analysis of behaviors and the application of behavioral theory in special education. (Prerequisite: SPED 600, Graduate Standing)


    EDUC 690   Introduction to Behavioral Research:  Methods and techniques of behavioral research; experience in reading, analyzing, and interpreting behavioral research, as well as writing and critiquing abstracts and developing research proposals. (Prerequisite: Graduate Standing)


    *EDSP 401   Processes and Acquisition of Reading and Language for Students with Disabilities:  This course will introduce students to the processes of language development and the relationship and role of language acquisition in reading development for students with disabilities at the elementary and secondary levels. It will analyze the relationship between oral language development, reading acquisition, and written language. In addition, the interactive nature of the reading process, including the impact of phonemic awareness, will be addressed. This course is designed for students majoring in special education and will include a clinical field experience. This course is taken concurrently with EDSP 414 and EDSP 416(Prerequisite: Admission to Teacher Candidacy as a Special Education major)


    *EDSP 402   Instruction in Reading and Language for Students with Disabilities: This course introduces the instruction of reading skills to students with and without disabilities at the elementary and secondary levels. Content includes the development of word attack and comprehension skills, and the teaching of expository reading in the content areas. Emphasis is placed on the selection, organization and evaluation of instructional content, strategies, and activities. (Prerequisites: Teacher Candidacy Status, successful work as a teacher candidate, with concurrent enrollment in EDSP 403, EDSP 422, EDSP 426, EDSP 430.)


    *EDSP 403   Materials for Teaching Reading and Language for Students with Disabilities: This course introduces various materials which can be used to provide a variety of reading and language experiences to students with disabilities. Both teacher-made and commercial materials will be discussed. (Prerequisites: Teacher Candidacy Status, successful work as a teacher candidate, with concurrent enrollment in EDSP 402, EDSP 422, EDSP 426, EDSP 430.)


    *EDSP 404   Assessment, Diagnosis, and Remediation of Reading Problems For Students with Disabilities: This course presents an in-depth analysis of assessment, diagnosis, and remediation of reading problems for students with disabilities at the elementary and secondary levels. A thorough understanding of the diagnostic process is explored as well as remediation techniques for comprehension, vocabulary development and word attack skills. Attention is given to effectively reporting these results to parents and other professionals. (Prerequisites: Teacher Candidacy Status, successful work as a teacher candidate, and a 'c' or better in EDSP 401, EDSP 402 and EDSP 403. Graduate Students should have taken and passed SPED 615 with a "B" or better.)


    EDSP 428   Communication Skills in Special Education:  Focuses on the nature of oral and written communication theories, models, and definitions; the role of the individual and groups in the communication process; and content and settings for communication. Emphasis will be on developing effective communication skills in the educational setting with a special focus on working with parents and other educators. (Prerequisite: SPED 600)


    EDSP 430   Technology in Special Education:  Addresses the use of the computer, calculator, and other adaptive devices used in special education for both instructional and functional purposes.(Prerequisite: SPED 600)



    Educational Leadership Program


    Hosted at the University of Maryland Eastern Shore, the Education Leadership Doctorate (EDLD) will be a Cohort, weekend, mid-career, program designed to embrace the emerging needs of the Eastern Shore Community. The EDLD program could lead to Maryland Administrative II Certification and is designed as a terminal degree. 


    • Sensitive to the diverse needs and diverse peoples who attend our schools and who will seek to provide an equal and quality education for all children,  
    • Instructional leaders able to build an effective team-oriented approach to teaching and learning in order to maximize the academic achievements of all students,  
    • Scholar practitioners with reflective, problem solving habits who are able to design, consume, critique and implement research relevant to effective practice and  
    • Adaptable to changing environments and problems, solve new problems, and develop adaptive learning environments.  


    In Maryland, the need for education leaders with training at the doctoral level has been cited as a statewide need. Personnel needs in this area parallel the projected shortage of teachers, both being impacted by the growing school-aged population and projected retirements. Over the next five years, nearly 75% of Maryland's current school administrators will become eligible for retirement.

    Beginning with the new 2010-2011 cohort, UMES will be seeking national accreditation (NCATE) for the EDLD Program. In addition, the program has been aligned with the standards of the Educational Leadership Constituent Consortium (ELCC), the Interstate School Leaders Licensure Consortium (ISLLC), the Maryland Instructional Leadership Framework (MILF and the Unit standards.. The intent of this redesign is also to seek eligibility for state licensure as an Administrator-II for doctoral candidates, after successful completion of this program.