About the METL Program
The Master of Science in Education for Effective Teaching and Leadership (METL) encourages educators to think deeply, creatively, and critically about the discipline of education and to consider the importance of their work as teachers in a diverse and pluralistic society as well as to develop the personal gifts each brings to teaching.
The program centers around:
- A core curriculum that challenges you to engage in research and reflect on your own learning and leadership.
- A unique plan of study created by you and your advisor that's based on your areas of personal and professional interest.
- A thesis project designed in collaboration with METL faculty.
- To promote an understanding of teaching as intellectual and creative work
- To increase knowledge and skill in the art and craft of teaching
- To promote the skilled, sensitive response to the needs of learners from a diverse set of backgrounds
- To enhance students' understandings of teaching as moral and interpersonal activity
- To advance students' personal and intellectual growth through inquiry
- To inspire professional empowerment through teacher research
- To develop each student's potential as a teacher leader
All students are required to complete the METL CORE curriculum and each student will also have an Individualized Program Plan that includes elective courses of the student's choice. This plan is tailored to each student's needs and will be developed by students and their advisor. A minimum of 36 total credit hours is required for the METL program.
Coursework and experiences in a student's individualized program are directed toward the culminating thesis project, and professional portfolio that aligns with our METL goals and the student's personal and professional goals.
Core 1 (6 credit hours)
ED 530 and ED 531 Foundations in Effective Teaching and Learning I & II (June)
*These courses must be taken at the beginning of the program, during your first summer in METL.
Core 2 (6 credit hours)
ED 504 Curriculum Theory (Fall)
ED 569 Problems, Issues and Trends in Education (Spring)
Core 3 (6 credit hours)
ED 535 Teacher Research and Leadership in Education Part I (Fall)
ED 658 Teacher Research and Leadership in Education Part II (Spring)
Core 4 (3 credit hours)
ED 700 Culminating Thesis Project
Individualized Program Plan (15-18 credit hours)
15-18 hours in elective coursework that meets your professional goals and connects to your interests. These courses may be taken during Core 2 and 3.
ENL License Track (18 hours)
- ED 408 Problems in the Teaching of Reading
- ED 490 Assessment/Evaluation of Children with Differences
- ED 497 Inclusive Schools for ELLs
- ED 498 Theory and Practice of Teaching ESL
- ED 465 Second Language Acquisition and Assessment
*A disposition score of 3 or higher is required for all literacy-related courses.
Students may transfer no more than 12 graduate credit hours from accredited colleges and universities with these stipulations:
- The transfer courses cannot be older than seven years by the time the student would graduate from the Butler University METL program.
- The courses must be at the graduate level.
- The courses must have been taken for a letter grade, and the grade received must be an A or B.
- The assigned Butler University academic advisor and the graduate committee must approve the transfer of credit.
- The student must complete the proper paperwork in collaboration with their academic advisor to transfer the credit.
Every graduate student who enters the METL program participates in a cohort group. The first meeting of this group is an intense, six-credit-hour experience that takes place during the month of June. The cohort experience is designed to immerse students in learning about educational research and related areas of educational thought, as well as build community, think collectively, and develop relationships among students and faculty.
We consider such questions as:
- What is knowledge?
- How do we go about "knowing?"
- How do people learn?
- What are the purposes, methods, and ethical dilemmas of educational inquiry?
Schedule of 2019 Summer Cohort Classes
|May 13-June 3||Online work and reading|
|June 4, 5, 6||4:30-9:30 pm|
|June 8||8:30-4:30 pm|
|June 11, 12, 13||4:30-9:30 pm|
|June 15||8:30-4:30 pm|
|June 18, 19, 20||4:30-9:30 pm|
Registering for the Cohort
Summer classes begin in May, but the cohort will not meet face to face until June 4. When you register for the course, register for both ED 530 and ED 531. For help with registration, please email Janet Ayers in Graduate Studies.
The Master's in Effective Teaching and Leadership (METL) is designed to help practicing teachers enhance and revitalize their skills in the classroom and in leadership positions. The courses may be used to renew, add to, or professionalize their teaching licenses.
While the METL is not designed for those seeking their initial teaching license, students can simultaneously pursue the Alternative Special Education Licensure Program, which provides a path to initial teacher licensure.
For more information on specific licensure-eligibility questions, contact:
College of Education Certification Officer and Director of Student Personnel Services and External Relations
Jordan Hall, Room 184
Additional Licensing Areas
While the METL does not provide an initial license, the following licensing areas may be added by those who currently hold a teaching license:
- English as a New Language (ENL) license (grades PreK-12)
METL candidates are encouraged to participate in the professional organizations for their area of interest. These include the following:
- Council for Exceptional Children
- International Reading Association
- Teachers of English to Speakers of Other Languages
- American Educational Research Association
- National Council of Teachers of English
- National Council of Teachers of Mathematics
- National Association for the Education of Young Children
The METL program is grounded in the Teacher Leader Model Standards. METL students develop a professional portfolio throughout the course of study that demonstrates proficiency in the Teacher Leader Model Standard domains.