Master of Education

in Instruction and Administration


Since 2004, Haiti requires all teachers to pass a certification test.


of Haiti’s 20,000 early childhood teachers are qualified


of Haiti’s elementary teachers are qualified


of Haiti’s 60,000 secondary teachers are qualified

The future development of Haiti inevitably involves the ability to educate its citizenry. The ability to educate Haiti’s citizenry inevitably involves increasing the number of qualified teachers and administrators available to serve in Haiti’s schools. To that end, the M.Ed. in Instruction and Administration (MEIA) will prepare persons to serve as teachers and administrators in the public and private schools of Haiti. However, the MEIA program will be unique in that it will prepare practicing teachers and administrators to supervise teachers, which will undoubtedly raise the level of teaching and learning in the classroom. The focus on supervision of teachers will not only enhance the quality of Haiti’s teachers, it will also increase a school’s ability to educate Haiti’s citizenry more effectively.

Program Learning Outcomes

Upon completion of the MEIA, students will be able to:

  • Demonstrate commitment to the biblical and philosophical foundations of education.
  • Understand and apply instructional concepts, strategies, activities, and resources that enhance student learning and teacher supervision.
  • Understand and apply theories, principles and practices of educational administration that promote accomplishment of administrative tasks in an educational context.
  • Appreciate the need of nurturing and sustaining a school culture that is conducive to student learning and professional growth within a Christian community

Program Format

Graduate courses are designed as a 7-week hybrid format blending individual or online work with a one-week on-campus intensive:

  • Weeks 1-2: complete pre-course reading and writing assignments
  • week 3: on-campus intensive class
  • Weeks 4-7: complete and digitally submit post-course assignments.

Called to Teach? Prepare with Excellence.

Course List

Methods in Graduate Studies, Research, and Writing (3) prepares students for success in graduate studies by introducing the expectations and responsibilities for graduate work, training in Populi, participating in graduate-level thinking and dialogue, complete graduate student readiness inventory, technology requirements and training, how to submit work, how/where to print work, use of writing styles and basic writing skills, basic research methods; introduces Capstone or Thesis frameworks.

Understanding the Learner (3) explores how God has designed individuals to uniquely respond to opportunities to learn. This includes an understanding of different learning styles, instructional strategies for engaging each learning style, and assessment strategies appropriate for each learning style. This course should include at least a brief introduction to differentiated instruction and result in the development and presentation of a lesson plan.

Understanding the Learning Process (3)explores how the classroom teacher, department heads, and school administrators facilitate learning so that all students are engaged in learning. Students focus on the principles of teaching and learning as applied to various contexts within education. The student will have opportunity to observe and apply these principles of effective teaching through individual and group projects.

Curriculum Design (3) introduces the principles of curriculum design and evaluation with a focus on meeting the standards outlined by the Haitian government. There will be a heavy emphasis on both concept-based and differentiated curriculum design. One of the goals of the course for students to be able to design curriculum to maximize students’ potential for becoming a contributing member of Haitian society.

Lesson Design and Classroom Management (3) applies the concepts gained in the Curriculum Design course to the elementary classroom. Students will develop skills in designing lesson plans filled with prior learning assessment, unit goal introduction, learning activities for introducing new materials, and appropriate assessment and feedback. Students will gain insight into tested practices for effective management of the elementary classroom. The skills and insights acquired will enable the designing of instructional strategies for the successful implementation of an elementary school’s curriculum.

Course Planning and Design (3) builds on the principles of curriculum design from EDU 603 and instructional design from EDU 604 focusing on designing individual courses for adolescents and adults. Students will learn how to write a course syllabus that contains clear course goals, list of learning resources and activities, methods of assessment, and schedule of learning. The skills and insights acquired will equip students for effective teaching in the secondary and post-secondary school setting.

Educational Leadership and Administration (3) examines historical and contemporary theories and concepts of leadership as applied to educational administration in both public and private school situations with an overall goal of improving the facilitation of learning. The course focuses on the differences between leadership and administration and the importance of context (situation) for determining which skill, competency, and style a leader should use. The course will include a variety of leadership assessment.

Conflict Management, Communication, and Team Building (3) focuses on managing and resolving conflict between and among individuals in an educational context. This course provides each student with a conflict management style assessment. The remainder of this course focuses on teams and communication. The teams portion includes developing and leading teams and understanding the stages of development that teams go through. The communication portion focuses on the importance of both verbal and nonverbal communication in the various settings in which an educator communicates.

Supervision of Instruction (3) focuses on the philosophical foundations, principles, and practices of the supervision of instruction. This includes building instructional teams and developing a collaborative approach to the improvement of instruction for an enhanced facilitation of learning.

Finance for Educational Professionals (3) provides an overview of financial accountability for educators and administrators. It includes a review of basic financial systems used for daily operations, reporting, and strategic planning.

Graduate Capstone I (3) focuses on capstone project structure and requirements, receiving topic approval, writing literature review, conducting preliminary research, and drafting the project outline.

Graduate Capstone II (3) guides the student to completion of and preparation for presenting their capstone project.