Abstract
Masters degree curricula for elementary and secondary teacher education programs have been infrequent topics of educational researchers and writers. In this article the adoption of a definition of education is suggested that might be useful in guiding future M.A. curriculum research and development. Several broad areas of teacher education study are proposed from which components of degree curricula might be drawn. The teaching experience of potential M.A. program students is suggested as a degree admissions factor that might be used to differentiate M.A. curricula for different categories of students. A number of proposals are outlined that could guide the organization and sequencing of curricular events for a two year, cohort-based, experiential oriented M.A. curriculum. The focus of the proposed curriculum is on improving the ability of the degree candidate to function as a teacher within the classroom and as an empowered leader within the school.
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