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Remember that Walden's Title IV Code is 025042.
Walden University's M.S. in Education (M.S.Ed.) is an online degree program that focuses on increasing teacher and student success.
The program's cutting-edge curriculum connects students with nationally recognized education experts, researchers, and scholars.
We are continually evaluating our curriculum to address the changing landscape of teaching, which is why our education master's program includes a strong emphasis on the following four themes:
Find information about Walden programs and licensure requirements specific to your state.
Find detailed information for this program, including possible occupations, completion rate, program costs, and median student loan debt.
If your goal is to teach in a classroom or become a principal, Walden offers specific licensure and endorsement preparation programs designed to help you get there. Learn More
The Richard W. Riley College of Education and Leadership is accredited by the National Council for Accreditation of Teacher Education (NCATE), the standard of excellence in professional preK–12 education.
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Discover why Walden's M.S. Ed. is the first choice for educators nationwide
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Walden's M.S. in Education offers a variety of specializations to help you meet your educational goals.
Earn Your M.S. in Education in as little as 12 months for less than $10,000. Don't let time and costs stand between you and your master's degree. Walden University now offers three accelerated M.S. in Education (M.S. Ed.) specializations to help you earn your degree faster that include:
This specialization offers practical strategies for adapting classroom instruction across content areas to meet Common Core State Standards, National Board Standards, and other state standards. Through this standards-driven approach, this specialization provides the tools you need to ensure your students develop the 21st-century literacy skills critical to success in college and future careers.
Reflecting the latest pedagogical shifts in teaching literacy, this specialization provides strategies for balancing informational and literary text, building knowledge through text, staircasing the complexity of text, engaging in rigorous text-based discussion, writing from sources to inform or persuade, building grade-appropriate academic vocabulary, and developing digital literacy skills.
In this specialization, you will:
In this course, education professionals explore what it means to be a professional in today's diverse and changing educational landscape. They examine their values, beliefs, vision, and mission, and they explore their role in the larger context of the teaching profession. They also explore the importance of collaboration in a professional learning community and the need to advocate for Education students, other educators, and the field of education. Education professionals learn how a professional stance influences student learning. Through a written reflection, they synthesize their learning throughout the course and consider how to use this knowledge to enhance professional growth and development.
In this course, education professionals explore the value of linguistic and cultural diversity and the powerful learning opportunities it affords today's classrooms and schools. They examine their attitudes, beliefs, and biases regarding linguistically and culturally diverse students, families, and communities, and they learn approaches for working together to ensure high levels of learning for all students. Through real-world observations, they assess strategies for ensuring equitable access to high-quality learning experiences. Education professionals also explore effective practices, such as cultural responsiveness, anti-bias curriculum, differentiated instruction, and academic vocabulary development. (Prerequisites: Endorsement candidates must complete special education endorsement courses and receive a cumulative GPA of 3.0 or higher prior to moving into M.S. in Education courses.)
Education professionals use action research in a variety of ways to improve schools, student performance, and their own professional development and skills. In this course, education professionals examine a structured approach to the practice of action research. They learn how to address relevant problems, become involved in collaborative inquiry, use data and research to inform their practice, improve student academic success, and contribute to positive change in their classroom and school environments. Education professionals engage in reflective practices as they collect and analyze student data and develop and implement data-informed decisions/actions to improve student learning and enhance professional growth.
Education professionals in this course are helped to create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character to optimize learning for all students. Education professionals learn how to foster a sense of community in the classroom and develop positive relationships with and among students. They explore skills and strategies for managing dynamic and flexible classroom structures and for teaching conflict resolution as well as for building positive relationships and engaging in effective communication and problem solving with parents and families. Applying course concepts, they also implement an instructional strategy and reflect on its efficacy in increasing student engagement in learning activities. (Prerequisites: Endorsement candidates must complete special education endorsement courses and receive a cumulative GPA of 3.0 or higher prior to moving into M.S. in Education courses.)
Adolescents today construct their identity by creating and engaging with multiple texts and media for a variety of purposes. Education professionals in this course explore how literacy inside and outside of school can be used to support adolescent learning and prepare students in grades 6 – 12 for college and career. By considering the research behind literacy policies and practices, education professionals evaluate the role of literacy in content-area classrooms including assessment opportunities and disciplinary approaches. Coursework provides an opportunity to examine what it means to be literate and why literacy is important in all disciplines including English language arts, mathematics, science, and literature.
To learn and achieve in the content areas students must comprehend and engage with grade-appropriate and disciplinary-specific texts. In this course, education professionals examine how text changes across disciplines (including social studies, literature study, mathematics, sciences, and other technical subjects) and explore instructional practices to support close reading of complex text as required by the Common Core State Standards and other state standards. Education professionals apply evidence-based instructional and assessment practices to support all students' achievement in literacy and learning. Coursework provides opportunities to apply concepts and strategies within specific disciplines to provide a relevant learning experience for a variety of education professionals.
Learn to respond effectively to your students' diverse learning needs and provide authentic, differentiated learning experiences that help students master the multidimensional skills required for success in the 21st century. Apply evidence-based and reflective practices to make informed decisions that will positively impact student learning. Design standards-based curriculum, instruction, and assessment that will help ensure all students learn and achieve at the highest levels possible.
This specialization supports the key premise that all children can learn—regardless of socioeconomic conditions, ethnicity, or learning differences. It focuses on providing 21st-century learning opportunities that serve all students. Its curriculum includes the latest information on brain-based learning and features access to national education experts like Dr. Judy Willis, whose expertise as both a neurologist and a teacher helps to demonstrate how this new information translates to effective practice in the classroom.
The Curriculum, Instruction, and Assessment (Grades K–12) specialization is based on standards set forth by the U.S. Department of Education, the National Council for Accreditation of Teacher Education (NCATE), and the National Board for Professional Teaching Standards (NBPTS) Core Propositions and Early Adolescent and Middle Childhood Generalist standards.
Accelerated Curriculum, Instruction, and Assessment Specialization Now Available. Learn More.
Estimated time to complete the M.S.Ed. program is 20 months with a non-accelerated specialization. Time to completion may vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.
The following courses are taken in the Curriculum, Instruction, and Assessment specialization.
The following courses are taken in the non-accelerated Curriculum, Instruction, and Assessment specialization.
Educators must recognize the importance for all students, including students with special needs, to achieve high academic standards. In this course, education professionals examine the learning challenges of students who, by definition of federal law, have disabilities as well as those of students who have significant difficulty with learning but do not qualify for special education services. Education professionals learn how to adapt curriculum, instruction, and assessment to maximize learning for students with special needs. They also have the opportunity to evaluate and describe activities and experiences through the perspective of a student with a learning disability, thus gaining empathy and a deeper understanding of how to work with students with special needs.
Education professionals in this course are helped to develop skills and strategies to prepare students for living and learning productively in today's society. They complete a variety of assignments designed to provide practical application of course content, such as designing a lesson in which they integrate habits of mind with other instructional elements to achieve multiple outcomes. They also create a rubric that allows students to demonstrate learning in each area of the lesson. Additionally, they reflect on the theories, concepts, and strategies learned in the course and consider the influence of new knowledge on future personal and professional endeavors. Through this course, education professionals learn how to help students manage, motivate, and modify their own learning as a continuing lifelong process.
The focus of teacher leadership expands from self to students, increasing the sphere of influence of the teacher leader to the classroom context in this course. Education professionals concentrate on advancing their expertise in the field of teaching by increasing their knowledge and skills in three key areas: knowledge of learners and learning; knowledge of subject matter and curriculum goals; and knowledge of effective teaching models, strategies, and practices. They learn to apply this expertise in the classroom in ways that directly affect the learning and achievement of their students.
Professional educators must have the knowledge and skill to make important decisions regarding what students learn and how they will learn it to ensure student success. In this course, education professionals engage in a research-based process for designing and mapping curriculum that motivates students and promotes academic success. Beginning with the end in mind, education professionals identify clear learning goals and big ideas, create authentic assessments, and develop essential questions to guide effective instructional planning and ongoing assessments using their district or state standards and/or benchmarks. They also apply the curriculum design process to a subject area they teach, keeping in mind the influence of learning environment, family involvement, and social development on the design process.
Education professionals in this course examine the historical and contemporary perspectives on assessment, including trends in high-stakes assessment and accountability. They learn types and purposes of assessment as well as how to use assessments effectively. Education professionals also analyze strengths and weaknesses of various assessment methods and use ongoing assessments to guide decisions that will improve student performance. They explore and discuss data collecting and analysis, grading, record-keeping, and reporting. Additionally, they learn the importance of student self-assessment and the best ways to support their students in monitoring learning and reflecting on how to improve personal performance.
The practice of differentiating instruction is a way for educators to meet diverse learning needs and preferences without having to individualize instruction for every student. In this course, education professionals learn how to differentiate five instructional elements—content, product, process, affect, and learning environment—according to students' interests, readiness, and learning profile. They explore flexible grouping and managing the differentiated classroom. Using their classroom curriculum, they plan and implement differentiated lessons and align them to important learning goals, essential questions, and formative and summative assessments while ensuring that their instruction includes meaningful applications of knowledge. Education professionals also learn how to draw on resources, such as staff, community members, and educators to support the "whole" child in the learning process.
Designed for international educators living outside the U.S.*, Walden's online M.S. in Education with a specialization in Educational Leadership and Administration (International Non-Licensure) equips you with the skills and knowledge you need to meet the challenges of today's international educational community.
Discover how to lead curriculum initiatives and improve instructional effectiveness as you develop an individual learning plan that will help you set your goals as a school administrator.
Aligned with the standards of the Educational Leadership Constituent Council (ELCC) and grounded in current research and best practices, this unique program's curriculum explores topics such as budget and personnel allocation, leading curriculum initiatives, serving diverse student populations, and using media for effective communication. This specialization is designed to train you to:
Estimated time to completion is 20 to 24 months. Time to completion may vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.
*U.S. citizens living abroad may qualify for our principal licensure program. Some restrictions apply. Contact an enrollment advisor for more information and to see if you qualify.
Effective principals influence the quality of teaching by understanding how to recognize outstanding teaching and facilitate improvement by communicating how and why learner-centered teaching enhances the learning outcomes of every student. This course introduces principal candidates to the latest research on education, teaching, and learning, and fosters the development of an understanding of how effective approaches to instruction are informed by research.
For educators who want to become a principal or administrator at the master's level, Walden's online M.S. in Education with a specialization in Educational Leadership and Administration (Principal Licensure Preparation) is designed to develop the management, leadership, and advanced instructional skills you need to become an educational leader.
This specialization provides the legal, financial, data, and personnel management knowledge needed to meet the daily challenges of school administration as well as the instructional leadership skills required to improve student outcomes.
Designed for aspiring educational leaders, this online program can prepare you to:
Grounded in best practices and current research, this unique program for scholar-practitioners provides you with opportunities to apply concepts and coursework in the field while working closely with licensed, practicing principals as mentors. In addition, this program is taught by Walden faculty members who have experience working as principals. This program's objectives are to provide you with the professional skills and dispositions you need to enhance opportunities and outcomes for every student.
This program is approved by the Ohio Board of Regents as meeting the standards for Building Level Principal Licenses (grades preK-6, grades 4-9, and grades 5-12). Upon successful completion of this program, Walden can recommend candidates for principal licensure to the state of Ohio. The Ohio Departments of Education is solely responsible for reviewing applications and issuing licenses. Candidates are responsible for completing any other state requirements beyond completion of Walden's Ohio state-approved program.
Individuals interested in principal licensure in states other than Ohio may qualify for the license by virtue of completing a state-approved program; however, individuals must review their state's regulations to ensure the program meets all requirements, paying particular attention to any requirements specific to out-of-state program completers.
To learn more about the guidelines and requirements of the principal preparation program, please review the Principal Candidate Handbook (abridged version).
*Each Field Experience course is one credit. Field Experience begins in the second half of the second semester and is taken simultaneously with the required three-credit courses.
This specialization prepares you to help students (Grades PreK–6) develop the 21st-century literacy skills required for college and career readiness by achieving the English Language Arts goals outlined in the Common Core State Standards, National Board Standards, and other state standards.
Designed by national experts in the field, coursework explores current research and practical strategies that can help you increase the achievement of all students, including linguistically, culturally, and academically diverse learners. This specialization addresses teaching digital literacy, managing classroom literacy programs, and effectively engaging students to promote lifelong literacy.
A recent study shows that students whose teachers held an M.S. in Education with a specialization in Elementary Reading and Literacy (Grades PreK–6) from Walden performed better in language arts on the Georgia Reading and Language Arts Criterion-Referenced Competency Tests (CRCT) than students whose teachers held a master's degree from another institution.* The research builds on a previous study, "Linking Teacher Learning to Student Success," which confirms the positive connection between graduates of Walden's M.S. in Education program and student outcomes in reading fluency.†
In the Elementary Reading and Literacy (Grades PreK-6) specialization, you will:
Estimated time to completion is 20 months. Time to completion may vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.
*According to a 2011 independent study of teachers in a large public school district in Georgia that analyzed data collected from second- through fifth-grade students of more than 4,000 teachers of record for reading for school years from 2004 to 2009, as well as more than 205,000 student observations from 2004 to 2010.
†According to a 2008 independent study of teachers in the Tacoma Public Schools (Washington) that analyzed data from 2006 to 2008.
Help elementary school students cultivate a love for learning as they build the essential reading and mathematics skills they need to succeed in the classroom and beyond with a M.S. in Education with a specialization in Elementary Reading and Mathematics (Grades K–6).
In this specialization, you can explore strategies to help you become more effective in delivering reading and mathematics instruction that is aligned with Common Core State Standards. You can also benefit from a curriculum that is based on standards set by both the International Reading Association (IRA) and the National Council of Teachers of Mathematics (NCTM).
As new and emerging technologies transform the landscape of education, the possibilities for learning and discovery grow exponentially. Today's classrooms are increasingly faced with technologically savvy students, and teachers must utilize 21st-century knowledge, strategies, and skills that create an effective and motivational learning environment.
Based on the standards of the International Society for Technology in Education (ISTE), Integrating Technology in the Classroom is a leading-edge specialization that allows teachers to model various technologies that engage and motivate all learners. This will allow teachers to prepare those learners to thrive in a global society by breaking down borders and barriers so that they can become proficient consumers and producers of knowledge.
As new and emerging technologies transform the landscape of education, the possibilities for learning and discovery grow exponentially. Through this course, education professionals examine the history and evolution of technology in society and its influence on education. Education professionals explore technology as a vehicle for broad access, and they employ a variety of digital-age tools, including social networking, interactive learning tools, and collaboration software, to inspire and motivate today's learners. They also explore and discuss ethical considerations, responsible use, and cyber safety issues. Through practical applications, such as designing a lesson that incorporates blogs, wikis, or podcasts, they gain hands-on experience integrating technology into the classroom.
Education professionals in this course explore various learning theories and research on how the brain processes information as well as how they can use this knowledge to support the use of technology in the classroom. They explore and evaluate various technologies, such as computer-mediated instruction and virtual learning environments, as means to foster learner-centered classrooms where students are motivated. Education professionals also learn how to support and enhance instructional practices using technology and how to integrate developmentally-appropriate practices in teaching and learning with the latest digital resources available. Applying course concepts, they revise a lesson plan to support and facilitate student engagement using technology-based cognitive tools.
In this course, education professionals develop a new, expanded definition of what it means to be literate in today's technology-rich world. Education professionals explore the use and application of multimedia and Internet technologies that enhance learning and support collaborative problem solving in a digital information society. They learn strategies for how to prepare students across the grade levels for the complex challenges related to reading, critical thinking, researching, and communicating in the 21st century. Synthesizing course concepts, they assess curriculum standards in their area and develop an inquiry-based unit plan designed to develop their students' information and visual literacy skills and meet a specific learning outcome or standard in their subject area.
In this course, education professionals expand their focus of technology use in the classroom by exploring instructional strategies and digital tools that facilitate content area literacy and learning. Education professionals learn how to design technology-infused projects that motivate students and help them meet specific curricular standards. They also explore developmentally appropriate ways of using multimedia and Internet technologies to bring discipline-specific concepts to life and foster interdisciplinary connections that enhance learning across the curriculum.
Education professionals in this course learn to apply various technologies to enable and empower learners with diverse backgrounds, learning preferences, and ability levels. They employ digital-age solutions for differentiating instruction to meet varying needs, including assistive technologies that facilitate learning in students with special needs, programs that support English-language learners, and projects that engage and motivate gifted students. Through this course, they learn to harness the power of leading-edge technologies to increase learning and achievement for all students.
Through this course, education professionals consider the future of teaching and learning, discover promising trends in technology, and investigate opportunities to become leaders in the field of technology and learning. They consider how to address school-wide challenges, such as limited resources and resistance to change, and they explore skills and strategies, such as grant writing and leading change. Additionally, they complete a capstone project that demonstrates their ability and willingness to become advocates and change agents who use technology to address challenges and create opportunities within the field of education.
Middle school is a critical time in children's math development and learning. You can help children build on their math skills to ensure school success with a specialization in Mathematics (Grades 5–8).
In this specialization, you can expand your own mathematical expertise to develop more effective mathematics teaching practices. Help prepare your students for mathematics success in high school with courses that explore the Common Core State Standards. Examine key topics taught in middle school mathematics programs, including number systems and operations; geometric thinking and measurement; functions and equations; and data, probability, and statistical reasoning.
Courses in this specialization are aligned with the National Council of Teachers of Mathematics' (NCTM's) Principles and Standards for School Mathematics.
Understanding the relationship between rational numbers and real numbers is the foundation for understanding other critical concepts and how students apply them in everyday life. In this course, middle mathematics teachers explore exciting ideas to help students determine appropriate operations for solving problems and become more proficient with important mathematic concepts including factors and multiples. Teachers develop problem-based activities to engage students in using common algorithms for adding, subtracting, multiplying, and dividing fractions and decimals. This course also provides strategies for making sense of large numbers; estimating with fractions, decimals, and percents; and using the number line to represent and solve problems.
Understanding the relationship among geometry and measurement and solving problems using day-to-day real life experiences can motivate and guide students' thinking and reasoning around these concepts. In this course, middle mathematics teachers learn strategies to connect geometric thinking and measurement to other topics and develop their own conceptual understanding of geometry and measurement by learning what it means to estimate and measure attributes of objects and how to develop fundamental measurement concepts and skills. In this course educators are challenged and supported as they engage in opportunities to foster students' mathematical processes, proficiencies, and habits of mind around the concepts of shape, spatial relationships, and measurement, including estimation.
Algebra builds on a strong understanding of arithmetic and its properties in the real number system. Middle mathematics teachers have opportunities to move beyond the traditional teaching of algebra to the idea of algebraic thinking as an important component of all mathematics and everyday life. The use of tools, such as manipulative materials, calculators, and other emerging technological resources, provides educational professionals with concrete examples of how to incorporate the Common Core Standards for Mathematical Practice into their teaching. The goal of this course is to deepen educators' understandings of the role algebra plays in problem solving and decision making so that they can apply this knowledge to support their students in developing similar knowledge and understandings. Educators explore a range of topics, including reasoning and sense-making; various types of functions; multiple uses of variables; pattern recognition; mathematical modeling; estimation; and the development of linear functions from rates, ratios, and proportional reasoning.
Understanding data, probability, and statistics is critical to making sense of the vast amounts of information available in today's world. This course provides authentic contexts for collecting, representing, and interpreting data and reinforces essential number concepts in promoting students' ability to think statistically. Middle mathematics teachers focus on using data as a context for developing a variety of mathematical topics and as an important step toward understanding statistical ideas and processes. The goal of this course is to develop educators' understanding and pedagogical practices so that they can promote their students' ability to use data, probability, and statistics to better understand real-world issues and to solve a wide range of relevant and engaging problems in many contexts.
Help prepare young students in developing the analytical, problem-solving, and critical-thinking skills they need to succeed in college and in their careers with an M.S. in Education with a specialization in Mathematics and Science (Grades K–8).
Designed for elementary and middle school teachers who want to advance their own knowledge of science and mathematics (as part of the STEM core) subjects, this specialization provides strategies and a framework for ensuring that your students gain a strong foundation in mathematics and science as defined by the Common Core State Standards.
This specialization features math courses that are based on standards set by the National Council of Teachers of Mathematics' (NCTM) Principles and Standards for School Mathematics, and science courses are based on standards from the National Science Teachers Association (NSTA) and the National Science Education Standards.
Education professionals can investigate the nature and history of science and the role science plays in 21st-century life. They can discover unifying themes across all areas of science such as scientific inquiry, systems and energy, models and scale, constancy and change, ecology and the environment, and form and function. Education professionals can explore environmental science and apply the scientific tools of inquiry, discovery, hypothesis, and theory to facilitate their own learning in science and to foster engaging and motivating scientific learning in their students.
Education professionals can examine various physical phenomena (e.g., light, sound, heat, magnetism, and motion) in this course. They engage in authentic, active learning experiences that advance their knowledge about these phenomena and model creative teaching approaches that can be used to engage their students in powerful learning about the physical sciences. The practical application of theories and concepts will be emphasized.
Education professionals take a future-focused view of science while developing their skills in science education during this course. Trends, issues, challenges, and opportunities related to science and its role in schools, society, and the workplace will be explored. Topics include genetic engineering, biotechnologies, environmental issues such as climate change and global warming, and the call for education in STEM (science, technology, engineering, and mathematics). Education professionals engage in professional discourse to grapple with uncertainties, and learn how scientific principles can be used to advocate for authentic social change.
Help elementary school children build a foundation for success in math with a specialization in Mathematics (Grades K–6).
Designed for elementary school math teachers, this specialization can help you develop more effective mathematics teaching practices so you can excite young learners. Explore new strategies and techniques for introducing students to the mathematical skills and concepts they will need in high school, college, and beyond, including measurement, data, geometric thinking, understanding rational numbers, and proportional reasoning.
Courses in this specialization are aligned with the Common Core State Standards in Mathematics as well as the National Council of Teachers of Mathematics' Principles and Standards for School Mathematics.
This specialization, based on the standards for Middle Level Teacher Preparation approved by the Association for Middle Level Education (formerly National Middle School Association) and NCATE, provides knowledge and skills related to young adolescent development, organizational structures, curriculum, pedagogy, assessment, and content knowledge all focused on this specific age group.
Select two of the following:
Education professionals are introduced to Walden University and to the requirements and skills needed for successful participation in an online curriculum, such as the use of Internet tools, e-mail, electronic mailing lists, Web browsers, and other critical tools in this course. Education professionals work toward building a foundation for academic and professional success as scholar-practitioners and social change agents. They explore resources used throughout the program, and they engage in course assignments focused on the practical application of professional writing, critical-thinking skills, and the promotion of professional and academic excellence.
Education professionals are provided with an overview of educational technology for classroom integration based on current literature and research in this course. Through conceptual and application-based assignments, education professionals practice evaluating educational technologies to attain learning goals; developing lesson plans or units based on Bloom's Taxonomy; and selecting appropriate software applications, programs, or support materials that enhance students' learning environment. They also explore criteria and analysis for selecting educational software, correct uses of various activities in educational software to improve the learning process, and research methods using the Internet.
In this course, education professionals gain an understanding of early adolescence in contemporary society and knowledge of the social, emotional, physical, intellectual, and moral development of early adolescence. They learn how to apply major concepts, principles, theories, and research in teaching and interactions with young adolescents. They also engage in assignments designed to provide authentic context to course content, such as an inquiry project though which they observe students or interview young adolescents to determine their perspectives on life and school. Moreover, education professionals develop a presentation designed to inform parents about key information on the development of young adolescents in middle school programs.
Each level of education requires special consideration and focus based on grade-specific student needs. Students in the middle grades must prepare for transition into high school, focus on state-required achievement exams, and develop skills to help them adapt to the transformation into young adulthood. Education professionals are provided with information to gain an understanding of these needs through exploration of the major concepts, principles, theories, and research on which current middle-level education is based. Education professionals consider philosophical foundations and essential components of middle level education used in a variety of school settings. Coursework emphasizes team teaching for improving student outcomes, including varied use of time within the school, team, and classroom.
Through this course, education professionals gain practical insight into the curriculum of middle school as well as the process by which it is designed, integrated, implemented, and evaluated. They learn major concepts, principles, theories, models, standards, and research related to middle-level curriculum, which they can use in their own classrooms. They apply course concepts and theories to practical assignments, such as a research summary on exemplary components of a middle-level curriculum, the development of a hypothetical democratic classroom, the foundation for an integrative unit, and a fully integrated unit that represents multiple concepts and skills from different subject areas that relate to a chosen theme.
he focus of this course is on current pedagogical theories, instructional strategies, and best practices for teaching young adolescents in middle grades. Education professionals engage in assignments designed to provide practical application of content on such topics as instructional technology, research strategies, learning styles and multiple intelligence theory, cooperative learning structures and service learning, and instructional best practices in social equity and justice. They also have the opportunity to revise and reflect on their integrated unit, which they designed in a previous course. Through these activities, education professionals gain the knowledge and experience needed to create developmentally responsive curriculum, instruction, and assessment to promote high levels of learning in the middle grades.
In this course, education professionals gain a comprehensive understanding of major concepts, principles, theories, and research related to middle-level assessment. They investigate and assess the theory of middle-level assessment, and they research, create, and evaluate methods of assessment and evaluation for the middle-level classroom. Education professionals engage in various course assignments that emphasize performance assessment and evaluation strategies, rubrics, and multiple intelligence theory. Demonstrating their knowledge and ability to apply course content in the classroom, school, and community, they explain implications of standards-based reform as it relates to authentic assessment in the middle grades. They also develop a position paper to persuade faculty and administration to implement student-led conferencing and create a brochure for parents highlighting important information regarding assessment and evaluation.
Each arts discipline can add richness to the learning environment. Education professionals in this course work toward sharpening their basic knowledge and skills in the arts. They engage in conceptual and practical assignments, applying theory into practice and focusing on all areas of the arts, including music, dance, drama, and visual arts. Education professionals learn to weave the arts through the middle-level curriculum to contribute to student learning and motivation. They assess, modify, and adapt lesson plans to include the arts. They also have the opportunity to research and evaluate resources for integrating the arts across middle-level education.
The purpose of this course is to enhance the content knowledge of current or future middle-level teachers while increasing their understanding of how middle-level students best learn mathematics. Education professionals examine international mathematics studies, national achievement tests, and national standards, and they evaluate their teaching preparedness according to these standards. They engage in a variety of content-based application assignments to sharpen their own mathematics skills, on such topics as front-end estimation, table and graph analysis, and functional relationships. They also consider and describe learning activities that would help students develop a deeper understanding of mathematics problems and principles.
Education professionals in this course focus on principles and content standards defined and described by the National Council of Teachers of English (NCTE) and the International Reading Association (IRA). They learn that English language arts should be taught in a manner consistent with the constructivist view of learning and teaching within a culturally diverse and global society. Through weekly assignments and discussions, education professionals examine the characteristics of an effective teacher and a dynamic classroom; explore the role of motivation, comprehension, and engagement in helping students acquire 21st-century literacy skills; synthesize information on diversity and consider ways to make all students feel competent and capable; assess the effectiveness of 21st-century resources in motivating students; and evaluate the impact of new learning.
The purpose of this course is to enhance the content knowledge of middle-level teachers while increasing their understanding of how middle-level students best learn science. Education professionals examine national standards and evaluate their own classroom according to these standards. They explore research-based assessment practices, analyze factors of motivation and engagement, consider what they can do to help students develop productive learning habits, and identify rudiments of differentiated instruction. They also have the opportunity to sharpen their awareness of critical issues in the science classroom, such as laboratory safety. Synthesizing course concepts and the fundamentals of education planning, education professionals demonstrate their understanding through the development of a formal science unit of study.
The principles and standards underlying the essential characteristics of social studies described by the National Council for the Social Studies are covered in this course. Education professionals in this course develop the understanding that social studies should be taught in a manner consistent with the constructivist view of learning and teaching within a culturally diverse and global society. They discuss standards of instruction, preview assignments and strategies, diversity in the classroom, and metacognition. Applying course concepts and national standards, education professionals develop a unit plan of instruction that is interdisciplinary in nature and contains examples of best practices related to content standards in social studies and other subject areas.
What are some of the performance standards, specialized skills, and professional dispositions required of middle-level specialists to teach young adolescents successfully? Education professionals in this course have the opportunity to answer this question as they apply theory to practice while developing and refining the knowledge and skills required of the middle-level educator. They analyze how they have met performance standards, develop their own view of middle-level reform, and conceptualize the role and responsibility of middle-level professionals. They prepare their culminating portfolio, consider their professional development needs and their role as a middle-level advocate, and analyze a case study simulation of a middle school to practice using evaluation criteria. They also reflect on and summarize their personal growth in the program in terms of student achievement, and they develop goals and strategies to address areas for improvement in their current school setting.
Put your knowledge and skills to work to improve teaching and learning. Walden's M.S. in Education with a specialization in Professional Development helps prepare preK–12 educators to be highly effective professional developers of teachers. Discover how to plan, design, and deliver professional development opportunities that support students' needs and improve the growth of teachers and their influence on students. Learn to assess the impact of changed practices on student achievement. Practice collaboration, facilitation, coaching, and mentoring skills. Walden is one of the only online universities to offer a professional development specialization in an M.S. in Education program.
Based on the National Board for Professional Teaching Standards (NBPTS) Core Propositions and the National Staff Development Council (NSDC) Standards, this specialization can prepare you to take an active role in the continuous improvement of teaching and learning.
Effective professional development is foundational in improving a school system's ability to raise student achievement. Education professionals in this course examine the history and research that supports the need for ongoing professional learning for teachers, principals, and all adults who interact with students in P–12 schools. They use case studies of schools and districts that have achieved results to learn the standards of exemplary professional-development programs and analyze the attributes necessary for success. Education professionals also have the opportunity to explore the roles and responsibilities of professional developers inside and outside the classroom as well as career paths for developing leadership skills in the area of adult and student learning.
Professional development that ensures quality teaching for all students is based on a model of continuous improvement that is data-driven and grounded in research-based practices. In this course, education professionals examine a variety of professional-development models and select and plan the most appropriate approach to support their goal. Using adult-learning theory as a foundation, education professionals explore models of adult learning and change and cycles of improvement. They also design strategies to build strong professional-development programs that include planning, delivering, following-up, and evaluating influence on teacher practices and student learning.
Evaluating the influence of professional-development efforts is crucial to ongoing success. Education professionals in this course explore systemic and comprehensive approaches for linking professional learning to student learning and using data to make informed decisions on how to improve the practices of educators and assess the influence on student learning. Using logic theories, they learn how to collect and analyze data from student work and teacher practice to make informed decisions that lead to continuous improvement. They engage in coursework that emphasizes communicating and disseminating results to multiple constituents within the school system. They also focus on system approaches that promote shared leadership in continuing, improving, and sustaining effective professional development at the district, school, and classroom levels.
Delivering and sustaining professional development requires an understanding of culture and change. In this course, education professionals develop skills to set expectations, facilitate professional learning, support individual growth, and build collaborative teams. Using change theory, they learn to monitor and support adult learning by organizing professional learning communities that focus on student needs and school goals. They explore strategies for delivering and providing continuous follow-up and support of professional learning. Education professionals also learn how to use collaboration, facilitation, coaching, and mentoring skills to involve colleagues, staff, families, and other key stakeholders in making decisions that are based on research-based practices and support a culture of learning that involves educators, students, parents, and community.
Designed for licensed teachers, the Reading and Literacy specialization with a Reading K–12 Endorsement will enable you to build your skills in reading and literacy instruction. Through an exploration of reading research, theories, and practices, you will gain an understanding of how to diagnose reading difficulties with various assessments and plan effective reading and writing instruction for all students, including those who struggle with reading, those from diverse cultural and linguistic backgrounds, and those who are academically gifted. Field experience opportunities allow you to apply your newfound knowledge in elementary, middle, and secondary settings.
Walden's Reading K–12 Endorsement program is approved by the Minnesota Board of Teaching and will lead to the Minnesota K–12 Teacher of Reading license.*
*Not applicable in all states. Walden's reading endorsement program is approved by the Minnesota Board of Teaching for endorsement or add-on licensure in Minnesota. Candidates for this program must already hold a valid K–12 teaching license.
Individuals interested in a reading endorsement in states other than Minnesota may qualify for the endorsement by virtue of completing a state-approved endorsement program; however, individuals must review their state's regulations to ensure the program meets all requirements, paying particular attention to any requirements specific to out-of-state program completers. In most cases, candidates do not need to qualify for the Minnesota endorsement. In the case where candidates are required to obtain the Minnesota endorsement before applying to their state, their current (initial) teaching license must be deemed equivalent to a comparable Minnesota initial license before the endorsement will be granted. This program is not approved for endorsement as a reading leader, reading specialist, etc.
Walden enrollment advisors can provide guidance on licensure issues; however, it remains the individual's responsibility to understand and comply with all state licensure requirements. Walden makes no representation or guarantee that completion of Walden coursework or programs will permit an individual to obtain state licensure or endorsement.
For students to be competitive in the 21st-century global marketplace, they need strong scientific knowledge and abilities. This newly enhanced specialization in Science blends content with pedagogy so you can learn science in the same way you will teach the subject matter in the classroom—through inquiry-based learning that promotes hands-on and exciting educational experiences. The program aligns with the five core propositions of the National Board for Professional Teaching Standards (NBPTS), the National Science Education Standards (NSES), and the standards of the National Science Teachers Association (NSTA), and offers you the knowledge you need to effectively teach science in today's classroom.
Education professionals take a journey of discovery and explore the components of the living world, including plants, animals, fungi, and other organisms as well as their ecology in this course. They can learn about the controversy that persists in the scientific community about what makes an organism alive and discover how organisms interact with each other and their environments. Education professionals use inquiry methods to develop learning experiences to engage their own students in exploring these ideas in the classroom.
Education professionals can investigate timeless questions about how the Earth fits into time and space. Explorations will span from ocean depths to the breadth of the universe in this course. They examine earthly and other-world phenomena, such as weather, climate, volcanoes, earthquakes, planetary systems, and supernovae, and explore the similarities and differences between this world and other worlds. Transferring this scientific knowledge to classroom instruction will be emphasized.
Do you want to increase your ability to promote positive social change by meeting the diverse educational requirements of students with special needs? If you are an experienced special educator with the desire to enhance your skills by incorporating the latest developments in the field into your program, this specialization offers a path to continuing professional achievement. Walden's M.S. in Education with a Special Education specialization synthesizes the most current research in the arenas of neuroscience, assessment, and scientifically based interventions so that you can determine best practices for student learning.
Walden University's M.S. in Education program with a specialization in Special Education (Non-Licensure) does not lead to certification or licensure in special education. Walden makes no representation, warranty, guarantee, or commitment that successful completion of this program or coursework for graduate credit within this program, will permit a graduate to obtain state certification or licensure as a special education teacher.
Powerful internal and external forces affect the leadership capacity and influence potential of special educators. In this course, education professionals examine internal variables, such as their emotional, spiritual, mental, and physical health. They also consider external variables, including current trends and issues related to medicine, neuroscience, research, law and governance, and technology. Moreover, education professionals explore the influence of these variables on teaching and learning and on enhancing their leadership capacity.
Special educators understand the breadth and depth of each disability and they continually expand their knowledge and skills related to the impact of cognition, behavior, sensory input, and physical/health issues on learning and teaching. Education professionals in this course examine disabilities beyond the surface level of definitions, characteristics, and common understandings to a deeper, life-encompassing, and future-planning perspective. Through this course, education professionals further their ability to advocate for individuals with disabilities and for the field of special education.
Teaming, partnerships, and collaboration are practices that special educators must embrace and continually hone and refine. Education professionals in this course explore the attitudes, skills, and dispositions that foster healthy and productive collaborative relationships, which are essential for working with teams to provide services for individuals with disabilities. They also examine the benefits and challenges of collaborating with others to maximize the learning potential of every student.
Providing accommodations and differentiating instruction are essential practices for special educators. In this course, education professionals learn advanced research-based approaches for designing, adapting, prescribing, and delivering instruction in the content areas, with special emphasis on progress monitoring. They also examine content-area standards and curriculum, focusing on the goal of designing standards-based, individualized instruction that is functional, appropriate, and systematic.
Reading, writing, and communicating are literacy competencies that impact the quality of life for all people, especially individuals with disabilities; however, learning and behavioral disabilities often have a major influence on literacy development, thus requiring special educators who are well-versed in this area of learning and teaching. In this course, education professionals learn to identify reading and writing disabilities and collaborate with others to devise appropriate and effective interventions, including the use of assistive technologies. They engage in a variety of conceptual and application-based assignments that emphasize progress monitoring and ongoing assessment of literacy skills, strategies, and dispositions.
Behavior impacts human development at all ages and stages of life and is typically a matter of concern for individuals with disabilities. Education professionals in this course focus on understanding, assessing, managing, teaching, and monitoring behavior. They also review classroom and school management strategies, and they explore in greater depth individual functional analysis and individual behavior management plans, focusing on the goal of transition planning.
This specialization is ideal for the classroom teacher who is passionate about making a difference in education. Discover how you can build upon your existing expertise with dynamic skills that can help address such key challenges as parent involvement and student achievement. Learn more about your leadership style, leverage the latest research to guide your decisions, and lead with greater confidence in your classroom and in your learning community.
Accelerated Teacher Leadership Specialization Now Available. Learn More.
The following courses are taken in both the accelerated and non-accelerated Teacher Leadership specializations.
The following courses are taken in the non-accelerated Teacher Leadership specialization.
Walden University is approved by Minnesota to offer the Ed.S. in Educational Leadership and Administration program that leads to licensure as a P–12 principal in Minnesota. This is the only program offered by Walden that is state approved as leading to any P–12 administrative/leadership license (e.g., assistant principal, principal, teacher leader, superintendent).
In addition, through a partnership with the Harris County Department of Education, Walden's M.S. in Education, Educational Leadership program leads to principal licensure at the master's level in Texas. More information about the Texas Principal Certification Program can be found at http://www.hcde-texas.org/default.aspx?name=PrinCert.
Walden University makes no representation or guarantee that successful completion of Walden's programs, or coursework for graduate credit within any graduate program, will permit a graduate to obtain state licensure or endorsement as a P–12 teacher or administrator.
Education professionals are introduced to the concept of teacher leadership and its value in the field of education today in this course. They engage in personal assessment and analysis so that they may cultivate the dispositions and attitudes of a teacher leader for the purpose of effecting positive change in their learning communities. They also learn the critical importance of expanding their knowledge of educational research and theory to guide leadership decisions that effectively address today's educational challenges. Education professionals complete coursework that emphasizes self-examination and self-perceptions with regard to teacher leadership.
Education professionals address teacher leadership in the context of advancing the expertise and leadership of peers, thereby expanding education professionals' spheres of influence beyond the walls of the classroom. They explore mentoring and coaching models designed to promote the professional growth of their colleagues. They learn and apply skills for mentoring novice teachers and for engaging in coaching relationships with peers at all stages of the teacher development cycle. Through conceptual and application-based activities, education professionals address various forms of collaboration with colleagues, focusing on interpersonal and communication skills.
The sphere of influence for education professionals is extended from working with peers to engaging with stakeholders throughout the greater school community in this course. Education professionals learn the processes, benefits, and challenges of building and working in learning communities to identify issues and solve problems that affect student learning and achievement. They consider professional growth and development as an integral part of various types of school improvement processes. Additionally, they engage in a variety of practical assignments, such as an analysis of their own school's development of mission, vision, values, goals, and communication elements as a professional learning community.
You have probably already encountered students in your classroom for whom English is a second language. The growing population of K–12 English-language learners (ELLs) in the United States presents new opportunities for schools and teachers to discover and embrace the cultural and linguistic diversity that all students bring to the classroom.
Walden's Master of Science in Education with a specialization in Teaching English Language Learners offers you the opportunity to explore strategies that can help you meet the unique needs of ELL students in your classroom. Developed to reflect professional guidelines set forth by the Teachers of English to Speakers of Other Languages (TESOL), this specialization can help you create K–12 learning environments that are welcoming to and effective for all students.
With this specialization, you can:
This program's courses are delivered online in a prescribed sequence. For more details, click the Course Descriptions link below.
In this course, education professionals gain a historical and cultural perspective of K–12 English-language learners. They explore concepts, theories, research, and first and second language acquisition differences to understand and teach this diverse group of students. Education professionals also examine their own attitudes, beliefs, and biases and learn the importance of developing culturally responsive learning environments. They also learn the value of working collaboratively with families and school staff to support the needs of all students in the general classroom.
Education professionals in this course learn effective instructional skills and strategies to teach English as a second language in the K–12 classroom. Through conceptual and practical discussions and activities, they learn strategies and techniques to help students develop listening, speaking, reading, writing, and vocabulary skills in a variety of English-language learning environments. They also examine a range of language-learning programs, such as dual language immersion, transitional bilingual education, and structured English immersion. Additionally, education professionals learn to apply theories of second-language learning, literacy development, and standards-based teaching strategies to provide productive learning environments for English-language learners in general classroom settings.
Making academic content accessible and comprehensible for English Language Learners requires specific strategies that K-12 teachers need to know and be able to do. By focusing on academic language, content acquisition, the use of adaptive technology, and English language models including Specifically Designed Academic Instruction in English (SDAIE), teachers learn practical ways to meet content standards for students with diverse needs, learning styles, and abilities. This course also addresses ways to prepare lessons that integrate both content and literacy objectives to better enhance the English language development of their English Language Learners.
This course introduces a variety of formative and summative assessment tools to inform instruction and identify and evaluate language proficiency levels of English Language Learners in K-12 classrooms. Teaching professionals utilize assessment strategies designed to measure listening, speaking, reading, and writing skills. Topics include an overview of the challenges and issues teachers face, including language bias and testing, the inappropriate placement of English Language Learners, and the role of standards and high-stakes testing. Teachers will be able to interpret quantitative and qualitative assessment data results of both formal and informal assessments.
*Time to completion may vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.
†Maximum transfer credit total includes reduction in technology fee as related to reduced number of courses over time.
*Tuition and fees are subject to change.
Don't let time and costs stand between you and your master's degree. Walden University now offers three accelerated M.S. Ed specializations that include:
Call 1-866-492-5336 for information about a full range of options for:
When you choose Walden's M.S. in Education program, you can benefit from the flexibility of online learning and from MobileLearn®. Offered exclusively at Walden, MobileLearn not only enables you to choose where and when you learn, it also gives you the ability to choose how you learn. Learn more.
Interested in earning your M.S.Ed. but concerned about time and costs? The Richard W. Riley College of Education and Leadership at Walden University, a National Council for Accreditation of Teacher Education (NCATE)–accredited institution, has three accelerated M.S. in Education (M.S.Ed.) specializations—Teacher Leadership, Curriculum, Instruction, and Assessment, and Elementary Reading and Literacy—that allow you to earn your M.S.Ed. faster and at a lower cost.
These accelerated M.S.Ed. specializations allow you to complete your program in 16 months† at a cost savings of at least 30% while working with accomplished faculty and gaining real-world skills. If you are interested in an M.S.Ed. program with a specialization in Teacher Leadership, Curriculum, Instruction, and Assesment, or Elementary Reading and Literacy, and you want to speed up your time to completion, these accelerated M.S.Ed. specializations are a practical, affordable solution that can help you meet your career and educational goals in a format and time frame that is right for you.
A Master's Degree Makes a Difference—New Evidence from State Assessments
The question of whether or not an educator's master's degree makes a difference in student outcomes is a popular subject of debate in the education field today. According to the results of a recently released independent study titled "Master's Degrees and Teacher Effectiveness: New Evidence from State Assessments," graduate degrees can indeed play a role in student success.
Conducted by Arroyo Research Services and commissioned by The Richard W. Riley College of Education and Leadership at Walden University, the study of elementary educators in a large public school district in suburban Georgia found that:*
As a leading provider of quality degree programs, the Riley College of Education and Leadership is dedicated to enhancing educator effectiveness and contributing to original scholarship that reflects educators' roles in improving student outcomes. To learn more, download the research paper "Master's Degrees and Teacher Effectiveness: New Evidence from State Assessments" or contact an enrollment advisor at 1-866-492-5336.
Related Study: Linking Teacher Learning to Student Success
2009 Research Findings
Linking Teacher Learning to Student Success Study (pdf)
In a unique collaboration with Tacoma Public Schools in Tacoma, Washington, Walden sponsored a study conducted by Arroyo Research Services that compared the reading fluency of students taught by Walden-master's-educated teachers with those students taught by non-Walden-master's educated teachers. The study, building from a study conducted in 2003, evaluated three years of data involving 35 teachers and 712 students.
Results of the study revealed a greater impact by Walden teachers on their students' reading success and included the following highlights:
To learn more, download the research paper "Linking Teacher Learning to Student Success" or contact an enrollment advisor at 1-866-492-5336.
"If you are serious about excelling, passionate about making a change, and committed to following through with your decision to further your studies, Walden is the place for you."
Rosemarie Dawkins
M.S. in Education Student
Walden's fully online M.S. in Education program centers on the strategies that are intended to lead to greater student achievement and teacher success. The program's specializations teach advanced skills that are designed to improve student learning. Each specialization area encourages educators to put their new skills to the test in actual classroom and school settings and to continually challenge the results of teaching and learning.
Graduates of this program will be prepared to:
Explore the learning outcomes for the specialization that fits your interests:
At the end of this program, educator professionals will be able to:
At the end of this program, graduates should be able to:
Graduates of this program will be prepared to:
At the end of this program, educator professionals can show their abilities in the following areas:
At the end of this program, graduates will be able to:
Meet some of the more than 100 State Teacher of the Year award recipients who chose to earn their degree at Walden.
For assistance in deciding which online degree program fits your goals, request information or speak with an enrollment advisor by calling 1-866-492-5336. A list of international toll-free phone numbers is available for students outside the United States.
Learn more about the program from our dean, faculty, and alumna to find out if it's right for you.
Watch Now
© 2014 Walden University


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GREY'S ANATOMY - "These Arms of Mine" - A documentary film crew visits the hospital six months after the shooting to document the road to recovery for doctors and patients. The camera lenses follow Derek, Owen, Mark & Callie as they ambitiously perform a rare arm transplant surgery, Meredith helps Cristina put on a brave face for the cameras, and Bailey's patient, Mary, returns for her surgery -- which marks the first time they've all seen of each other since that fateful day -- on "Grey's Anatomy," THURSDAY, OCTOBER 28 (9:00-10:01 p.m., ET) on the ABC Television Network.
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subset: commoncrawl


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We appreciate you taking the time to help us.
We are working with Elemis, the acclaimed British spa and skincare brand, to offer you exclusive treatments and skin-therapies.
Developed by the world-renowned Noella Gabriel, Elemis brings you a new concept in travel spa and skin-therapies to awaken your senses and refresh you during your journey. A complimentary 15 minute treatment menu is available if you are travelling in our First or Club World cabins or you are a Gold card member flying longhaul, when you use our lounges at London Heathrow and New York.
You can find spas at London Heathrow:
You can also find a spa at New York JFK:
Indulge yourself, go to the lounge a little earlier and pamper yourself before you fly.
Treatments can be pre-booked within 28 days of departure if you are travelling in our First cabin. All other bookings are made on a first come first served basis.
Power-up your skin! Deep clean and energise your skin, combining innovative sonic cleansing and high-potency actives, to fight the effects of flying.
For the ultimate journey! Feel recharged and energised as we knead away tired, aching muscles from the back, neck and shoulders.
Feel refreshed after the skin-smooth power shave, exclusively developed by award-winning shave guru, Richard Anthony.
*Not suitable for beard removal and does not include beard design or grooming
Super-lifting on the go! Experience visible results with innovative skin-lifting face technology to help smooth and contour your skin.
Prepare your skin to be runway ready! This highly effective facial combines revolutionary sonic cleansing to revive travel-weary skin.
Pre-flight eye renew! Advanced infusion technology and anti-ageing superactives help soothe tired eyes and smooth away fine lines.
Take flight! Feel stress-less and rejuvenated as we ease away muscle tension and stiffness from the back, neck and shoulders.
Loosen up! Melt away tension in the neck and shoulders to help alleviate stress and leave you feeling revitalised.
The pressure's on! Help release tension headaches and feel travel-ready with an intensely relaxing scalp massage.
Perfectly polished in an instant! Get your nails shaped-up, then select one of the stunning nail colours from Essie. Optional shape and buff available to male travellers.
*If the polish application is smudged or chipped we are unable to offer a correction service.
Up, up and away! Celebrated brow experts, HD Brows have created a bespoke service to give you an instant brow lift and shape.
For those who prefer some private chill-out time, our intelligent massage chair delivers a multi-dimensional massage to banish fatigue and leave you feeling revived and refreshed.
Terminal 5 Arrivals 06.00-14.00
Terminal 5 Departures 07.00-21.00
Terminal 5 B 07.00-21.00
Prescribed to your skin's needs, this deeply hydrating facial therapy leaves your skin radiantly rejuvenated, with astonishing results. Choose from:
These 15 minute bespoke power-booster facials include a cleanse, tone, massage, exfoliation and a mask leaving skin radiantly rejuvenated and producing astonishing results.
A sequence of deeply relaxing massage that opens up your shoulders, softens your scalp and stretches the back of your neck.
A quick 15 minute treatment will leave you floating on cloud 9.
Your feet are gently cleansed with warm Lime mitts. Soothing Musclease Active Body Concentrate is applied in a dual motion with instant refreshing gel, using hot stones to massage into the soles of your feet and teasing out between your toes.
Your feet will feel lighter, with your body more grounded.
Stretch out your palms, from the tips of your fingers to your upper arm with this beautiful Thai massage sequence. Combining the hedonistic Exotic Frangipani Monoi Moisture Melt with hot stones helps to increase circulation, deeply hydrate and nourish the skin.
Stretch out the palms, from the tips of the fingers to the upper arm with this beautiful massage sequence. Combining the healing and soothing properties of both Rose and Royal Jelly this treatment will deeply hydrate and nourish the skin in just 15 minutes.
This intense 15 minute body therapy is designed to strengthen and stretch out any painful or injured areas and re-energise tired and aching muscles in the lower leg and feet. This deeply targeted massage sequence creates a deep heat effect which helps soften the tissue, easing muscle fatigue.
Kneeling upright, fully clothed, your body sinks into our ergonomic massage chair that helps stretch out and release your spine. Inhale your prescribed aroma to lift or calm your mood, whilst a warm, soothing Lavender pillow cocoons your neck and shoulders. Close your eyes and let your Elemis therapist commence with the unique Elemis 'Ice-Cool Thermal Massage' technique, combined with your customised power back massage. The final touch of cooling Instant Refreshing Gel leaves you totally chilled out.
Choose from: Re-Energising Lime, Stress-Away Lavender or Mood Balancing Rosewood.
Just want to be left in peace, on your own, minimum fuss? Your Elemis spa-hostess will perform the 'Welcome Travel Touches', whilst a hot Lime compress helps to soothe away travel stress. With the final touch of Instant Refreshing Gel on your temples, just lie back fully clothed and relax with your customised 15 minute massage programme. Your body is warmed and automatically scanned to receive a targeted acupressure body massage covering every area of tension in your feet, calves, buttocks, back, shoulders and neck.
Choose from the following massage programmes: Relax and Sleep-Easy or Recharge and Stretch-Out.
Terminal 7 16.00-22.00
All treatments are subject to opening hours and availability. The minimum age for treatments is 18.


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STEVENS POINT, WI (UWSP) - The UW-Stevens Point baseball team is ranked No. 25 in Collegiate Baseball Newspaper's preseason NCAA Division III poll.
The Pointers return several key players from the 2012 team that finished 27-15 overall and 15-9 in Wisconsin Intercollegiate Athletic Conference play.
Senior catcher Ryan Schilter (West Bend, WI/West) earned First Team All-WIAC honors last year after leading the Pointers in hitting (.370), doubles (19), runs batted in (36), total bases (86), stolen bases (22), and slugging percentage (.531).
Schilter's 19 doubles and 22 stolen bases were tops in the WIAC.
The Pointers also return their second-leading hitter in junior outfielder Casey Barnes (Mequon, WI/Homestead). Barnes finished the 2012 season hitting .359, and also placed second on the team in doubles (16), triples (2), home runs (2), and slugging percentage (.529).
On the mound, junior Max Frederick (New London, WI/New London) leads a core of returning starting pitchers after starting nine games in 2012 and finishing second on the team in innings pitched (57) and strikeouts (47).
The 2012 Pointers far and away led the WIAC in team ERA at 3.21. The next closest mark was UW-La Crosse with a 3.75 team ERA.
Two other WIAC teams are ranked in the top 30. UW-Whitewater sits at No. 18 after finishing 33-17 last season, and UW-La Crosse is ranked No. 15 after a 34-11 finish.
UWSP opens its season March 10 against Gustavus Adolphus in the Minneapolis Metrodome.
The Pointers' first home game of 2013 is Saturday, March 30 when they host St. Norbert at noon.


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Deftones fans in the UK can pre-order their copy of Diamond Eyes here.
Deftones have added a June 9 headline performance at Moscow's B1 Club to their European tour. For tickets and more info please visit http://www.b1arena.ru
"Diamond Eyes", the first single from the brand new full length, is now available for download on iTunes. Click here to buy now!
After you get the single, click here to pre-order the complete full-length album, DIAMOND EYES. The pre-order comes with an instant, free download of "Rocket Skates" remixed by M83. The record will be available everywhere May 4th, 2010.
If you are a hardcore Deftones fan living in one of the following metro areas, listen up! Deftones wants your help promoting on the streets.
Dedicated street team members who BLOW UP Deftones in their town will receive exclusive signed gear, tickets to shows, and lots more! Just send an email to email@example.com with your city in the subject line (e.g. "LOS ANGELES"). You must own a digital camera and be prepared to spend considerable time spreading the word on the streets of your city. In the email body, please include your full name, mailing address and phone number.
Los Angeles
New York
San Antonio
Salt Lake City
San Diego
San Francisco/Oakland/San Jose
Washington, DC
May 1 - Frisco, TX - KDGE Edgefest @ Pizza Hut Park on-sale 3/12
June 19 - Scheessel, GER - Hurricane Festival AVAILABLE NOW
June 20 - Newhausen ob Eck, GER - Southside Festival AVAILABLE NOW
Deftones has added three Texas headline dates to their touring schedule:
April 27 – El Paso, TX – Club 101
April 29 – Corpus Christi, TX – Concrete Street
April 30 – Mission, TX – Las Palmas Race Park
All shows are now on sale.
The video for "Rocket Skates" is now live! Check it out and tweet for a free version of the video in HD at deftones.com!


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Product Recall: We are voluntarily recalling fewer than 8,000 cases of regular Kraft American Singles Pasteurized Prepared Cheese Productlimited to 4 SKUs on two "Best When Used By" dates of February 20, 2015 and February 21, 2015. Click Here.
BROWN meat in large skillet; drain.
ADD water, salsa and Macaroni; stir. Bring to boil; cover. Simmer on low heat 10 min. or until macaroni is tender, stirring occasionally. Add corn and Cheese Sauce; stir. Cook 2 min. or until heated through.
TOP with cheese and onions.


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The Food Safety Modernization Act (FSMA) gives the Food and Drug Administration (FDA) broad new powers to prevent food safety problems. The FDA has submitted proposed rules for public comment through Nov. 15, 2013. The FDA's proposed rules do not affect meat, poultry, and egg products, which are under the U.S. Department of Agriculture's jurisdiction.
MOSES and our partners in the National Sustainable Agriculture Coalition (NSAC) believe the FDA's rules are impractical and burdensome for farmers who grow and sell fresh produce, and for businesses that process, pack, manufacture or store food. It is clear the FDA does not understand what a "farm" is or how fresh produce is grown and prepared for market. The proposed rules would be so difficult and expensive for small- to mid-sized farmers that many would likely give up farming.
NSAC has spent six months reviewing these complex rules, and has created a list of the top 10 issues with the FDA's rules. One issue is that the regulations restrict use of animal manures, pushing farmers instead toward chemical fertilizers, which the FDA considers safer. They also make it more difficult for farms to diversify or use conservation practices. TheNSAC food safety website outlines the steps for submitting comments and offers suggestions for wording.
Please take the time to comment -- the future of farming in the U.S. could be dramatically changed for the worse if these food safety regulations are implemented as proposed.
Reprinted by permission from the MOSES Newsletter. MOSES is a non-profit organization providing resources and training to enable farmers to grow organic successfully.


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Morning DiscussionOh, it's all fun and games here at Shacknews. Chris gallivants around QuakeCon, cosying up to id CEOs and superstars. Nick kicks back at BlizzCon to reacquaint himself with his dear friend the wizaaaaaaard and befriend Diablo 3's monk. Even Maarten's in on the fun, hitting up Gamescom to enjoy countless video games in a sophisticated European manner including Borderlands, which he said looked particularly splendid before sucking on a clove cigarillo.
Me? Well, knowing that events are far more work than they might appear to be, I'm secretly a little glad that I end up staffing the office to post the flood of media, even if it does mean I miss out on playing all the fancy pants video games before the hoi polloi.
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Moderators: Jenise, David M. Bueker, Robin Garr
Frank Deis wrote:I think I've mentioned that I can buy it easily at one of the nearby Chinese supermarkets, and I wouldn't mind shipping a couple of jars if there isn't an easier solution to be found. I think I pay about $4 per jar of Lan Chi. Do you know they have other products, for example a "salad dressing" that seems to be almost pure sesame paste, and I think just a garlic sauce without the chili? Or chili without the garlic, or something. Different color labels.
By the way I keep misreading the title here as "HUMAN lamb" which leads to thoughts of Easter etc. as well as a moment of cognitive dissonance...
Ken Schechet wrote:Jenise, really glad you liked the recipe. I haven't made it myself in years and now I think I'm going to have to do it.
Until you get more Lan Chi, here is a non spicy version of the recipe. I've had more than one person tell me that this is the best lamb dish of any kind that they've ever had.
Frank Deis wrote: At the local H-mart I found both large scallions and small leeks, so I left the short pieces whole.
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MEDFORD, WI (WSAU) - Mid-Wisconsin Bank announced a merger Thursday with Green Bay based Nicolet National Bank. Under this agreement, Nicolet would acquire Mid-Wisconsin's assets for 10 -point 2 million dollars.
Bill Weiland is Mid-Wisconsin Bank's Executive Vice President. He believes the merger will help them grow in an era where small banks struggle. "We think that size matters today. There's just a lot of overhead costs in banking today, particularly with the increased regulatory burden, compliance issues, and this gives us an opportunity to leverage some of those costs."
He says the two banks don't overlap in any service areas, and that is seen as a plus for both banks. "We saw that as a real plus to this merger in that there really is no overlap, which is kind of important to the employees, too, because if there's overlap, then typically there's job loss. I'm not going to say there will be no employee job loss whatsoever, but I think it will be limited given the fact that there isn't an overlap in our marketplace."
Bigger businesses should benefit once the merger is complete. Weiland says the combined organization will be about 1.1 billion dollars in total assets. The larger organization increases the bank's lending limit, so for some of our large commercial customers, the lending limit goes up."
The merger is not yet a done deal. Both the shareholders of Nicolet Bank and Mid-Wisconsin Bank have to approve the deal. Then, the banking regulators have to approve it.
Weiland says Mid-Wisconsin Bank customers should expect a different sign out front, but otherwise, it will be business as usual. "For the most part, it's the same people they've done business with for years, and they shouldn't notice a real significant difference in the day-to-day operation of the bank."
Mid-Wisconsin Bank is based in Medford. It lost $4.6 million last year, while Nicolet made one-and-a-half million. Mid-Wisconsin Bank has been dealing with bad loans from the recession.
Nicolet Bank's CEO Bob Atwell says "This merger represents an important step in the growth of Nicolet. Our objective is to build a community bank of sufficient size to flourish in all economic environments. Size matters and our goal is to serve our customers for the long haul." President and COO Mike Daniels says the move good for both sides. "Our companies and cultures are very similar in that we bring the true essence of a community bank to our customers."
The agreement calls for Mid-Wisconsin Bank shareholders to receive 0.3727 shares of Nicolet common stock, subject to Nicolet's right to pay cash in lieu of shares to certain shareholders who own a small number of common stock shares. Mid-Wisconsin Bank shareholders will own approximately 16% of Nicolet Bank when the merger is completed. The combined bank will operate under the Nicolet National Bank brand name. They anticipate having approximately $1.1 billion in assets and twenty two branches serving Northern Wisconsin. Management anticipates that following the merger, Nicolet will be the sixth largest bank holding company based in Wisconsin.
Mid-Wisconsin Bank currently serves customers through 13 office locations, including two in Medford, Rib Lake, Phillips, Abbotsford, Colby, Neillsville, Fairchild, Eagle River, Rhinelander, Minocqua, Weston, Rib Mountain. Mid-Wisconsin Bank's Executive Vice President Bill Weiland expects few, if any changes in staff after the merger.


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Luxury Bungalow (LB2D)
|Base Rate *
|Additional Adult
|Additional Child
|Base Rate (no. people)
|Max (no. beds/people)
* The Base Rate amount is charged for any number of guests occupying a unit not exceeding the base number for that activity type (in this case 2)}. Any additional Adults and Children exceeding the base capacity are charged in addition to the base rate amount per persons up to the amount of beds or guests allowed in the unit.
- 1 bathroom with bath, shower and wc
- 1 bedroom with double bed
- Air-conditioned
- Electric blankets
- Fireplace
- Fridge
- Fully equipped kitchen with 4 plate stove/ oven
- Microwave oven
- No Smoking
- Open plan kitchen, living and sleeping room
- Sleeper couch in living area


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Hold onto the waxy blue side and apply white side of the bar directly to your clean, dry underarm.
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This product does not contain animal products of any kind.
This product does not contain animal products of any kind.
A hardworking deodorant for hardworking bodies
It's widely misunderstood that sweat is stinky. Sweat doesn't make you smell, it's the bacteria that causes armpits to go stinky. Wage an offensive against smelly pits with our triple citrus deodorant bar. Packed with perspiration absorbing powders and smell neutralizing essential oils, we've created citrusy T'eo to be your reliable companion no matter how far your adventures take you. Juniper berry, tea tree and lemongrass are the hardworking essential oils that help to combat bacteria and microbes and keep you smelling fresh.
- Zest is best: Fresh lemongrass is a natural deodorant and very toning for the skin.
- Fresh pits: Fresh green grapes are antibacterial and help to keep your underarms fresh and bacteria free.
- Berry good: Juniperberry oil is incredibly toning and effective skin decongestant.
Customer Review
Fresh ingredients
= Natural ingredients = Safe syntheticsSodium Bicarbonate , Cream of Tartar (Tartaric acid) , Apricot Kernel Oil (Prunus armeniaca) , BlueWax (Specerit Blue C) , Tea Tree Oil (Melaleuca alternifolia) , Magnesium Carbonate , Lemon Oil (Citrus limonum) , Juniperberry Oil (Juniperus communis) , Lemongrass Oil (Cymbopogan flexuosus) , Fresh Grape Juice (Vitis vinifera) , Blue Cornflower Petals (Centaurea cyanus) , *Citral , *Eugenol , *Geraniol , *Citronellol , *Limonene , *Linalool , Perfume
- How to use
- How it's made
- Inventors stories
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Questions & Answers
Do you have questions about this product?
get answers from real customers and in-house experts with AnswerBox.
Q:If you don't use the blue side, what is it there for?Asked on 2/21/2014 by gpuck from Fort Worth, Tx
3 answers
A:The wax is included at the bottom half of the bar to give you something to hold on to while applying the product, in addition to aiding the bar in keeping its shape. It makes the application much more user friendly!Answered on 3/26/2014 by Melissa S from LUSH Direct
A:It's wax to have something to hold on to so it doesn't get on your hand, and it also does not produce as much waste as a traditional plastic container.Answered on 3/12/2014 by Anonymous
A:It's there to help keep the shape if the product and to give you something to hild onto while applying it.Answered on 2/21/2014 by Anonymous
Q:Does it smell citrusy?Asked on 12/29/2013 by Chelsey Lace from Thousand Oaks, CA
4 answers
A:Yes, this does have a strong citrusy scent due to the Lemon and Lemongrass oils.Answered on 2/26/2014 by Kendra M from LUSH Direct
A:It is citrusy but not like an orange. It is kind of hard to describe but
it smells wonderful!Answered on 1/11/2014 by Anonymous
A:Yes, te'o has a lovely citrus smell.Answered on 1/2/2014 by Anonymous
A:Yeah it kind does. But it lasts a long time and works very well. :)
Sent from my iPhoneAnswered on 12/29/2013 by Anonymous
Q:Maybe a dumb question, but are the ingredients in T'eo organic?Asked on 4/21/2013 by Anna from Texas
1 answer
A:We use organic ingredients as much as possible, and this is listed in the ingredients whenever it's the case! For transparency, we refer to an ingredient as organic only if it is 100% organic, so we under-report our use of organic ingredients in our listings quite a bit!Answered on 9/24/2013 by Brandy from LUSH
Q:How should one store this item? Does it fit in the massage bar tin? Any ideas for travel besides a plastic baggy?
-AmandaAsked on 8/24/2012 by Amanda from Chicago, IL
2 answers
A:It does fit whole in the tins, however to store and use I crumble mine up into a powder and store in the tin. It makes applying much easier and less messy. Put some powder in your hand and rub under your arm - no mess. And it travels well while in the tin.Answered on 6/20/2013 by Randy N from Chicago, IL
A:T'eo does indeed fit in the massage bar tin (with extra space) as well as the body butter tin. Generally, I find the tins a good way to transport the deodorants for travel.Answered on 8/28/2012 by Megan from LUSH Direct
Q:how do you store this product? does it fit in any of the other lush tins?Asked on 5/24/2012 by Gretch from Boston, Ma
2 answers
A:It doesn't really fit in the tins. I keep it in the bag from the store, and outside of the bathroom so that it doesn't absorb moisture from the shower.Answered on 5/30/2012 by Tara from Winter Haven, FL
A:Unfortunately, T'eo does not fit into any of the LUSH tins until it has been used a couple of times and worked down a little bit. As long as it is stored in a cool, dry place away from any moisture the bar should be fine.Answered on 9/5/2012 by Melissa S from LUSH Direct


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It took moviegoers by surprise Tuesday night when they saw 24-year-old Cassidy Delavergne sitting next to them in Grand Blanc Township's Trillium Cinema wearing body armor and armed with a gun. They let management know, who called police.
When officers approached Delavergne, we were told that he flashed a phoney CIA badge and told them he was an agent. He happened to be watching "Red 2" at the time, a movie about CIA agents.
"He was lawfully allowed to possess a firearm by the State of Michigan and by Second Amendment protections. The constitution says you have a right to bear arms," said Jeff Clothier, Delavergne's attorney.
"What about the fake CIA badge?" I asked.
"It was a costume," he said.
However, police were suspicious of his story, arrested Delavergne and searched him. With his nine millimeter weapon he had 34 rounds of ammunition and 111 rounds in his car.
Genesee County Prosecutor David Leyton said because Delavergne is a CPL holder, technically he did not do anything illegal.
"It's really strange. It's really odd, and he very well might be a threat. I don't know. But he didn't commit any state offenses. He did commit a federal offense by virtue of having the fake CIA ID," he said.
So the feds charged him with possessing a false government credential.
Delavergne may not have been considered a threat, but Leyton, who also sits on the gun board, said a federal indictment was enough to revoke his CPL.
We tried to talk to NCG Cinemas about their policies, how this was handled and how they plan to handle situations like this in the future, but all we got was the following prepared statement.
"Our employees and onsite security notified the local authorities so a resolution could be achieved in a quick and calm fashion."
We found out this was not the first time Delavergne has impersonated an undercover officer.
He did not answer the door at his Genesee Township home, but his neighbor claimed he has even offered his services as a police officer.
"He was undercover, yeah, he was a police officer," Malik Thompson said Delavergne told him.
His attorney claimed the 24-year-old, who works for a software company, is not dangerous, just a man who made a bad choice, and they plan to fight the charge.
KSAZ-TV & KUTP511 W. Adams St.Phoenix, AZ 85003Phone: (602) 257-1234Fax: (602) 262-0177


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Everyone loves cheesecake. This New York Cheesecake is easy to make and your friends will love you for sharing it.
Now, lets make sure we have all of the ingredients:
15 graham crackers, crushed
2 tablespoons butter, melted
4 (8 ounce) packages cream cheese
1 1/2 cups white sugar
3/4 cup milk
4 eggs
1 cup sour cream
1 tablespoon vanilla extract
1/4 cup all-purpose flour
To make our preparation easier. Lets watch this quick video
Makes 1 9-inch springform pan
Enjoy your New York Cheesecake!
There's always something cooking @ http://929wlmi.com/shows/show/smokin-joe/