Domains
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The Learner and Learning - Graduates of Grand Canyon University’s Master of Education in Secondary Education program will be able to design and implement developmentally appropriate learning experiences and inclusive learning environments that enable each learner to meet high standards, are based on how students grow and develop, and recognize that patterns of learning and development vary individually within and across cognitive, linguistic, social, emotional, and physical areas. (InTASC 1, 2, 3)
- Teacher candidates create developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his/her learning.
- Teacher candidates design instruction to address each student’s diverse learning strengths and needs, and create opportunities for students to demonstrate their learning in different ways.
- Teacher candidates bring multiple perspectives to the discussion of content, including attention to learners’ personal, family, and community experiences and cultural norms.
- Teacher candidates collaborate with learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry.
- Teacher candidates manage the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.
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Application of Content - Graduates of Grand Canyon University’s Master of Education in Secondary Education program will be able to apply the central concepts, tools of inquiry, and structures of the disciplines he/she teaches to engage students in critical thinking, creativity and collaborative problem-solving, making the content accessible and meaningful to assure mastery. (InTASC 4, 5)
- Teacher candidates apply content knowledge by engaging learners in diverse perspectives that question and challenge assumptions and approaches in order to master content and foster metacognition, innovation, and problem solving.
- Teacher candidates evaluate and modify instructional resources and curriculum materials for their comprehensiveness, accuracy for representing particular concepts in the discipline, and appropriateness for his/her learners.
- Teacher candidates create opportunities for students to learn, practice, and master academic language in their content.
- Teacher candidates facilitate learners’ collaborative use of current tools and resources to maximize content learning in varied contexts.
- Teacher candidates develop and implement supports for learner literacy development across content areas.
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Instructional Practice - Graduates of Grand Canyon University’s Master of Education in Secondary Education program will be able to plan and implement instruction using a variety of instructional strategies and multiple methods of assessments that support every student in meeting rigorous learning goals by drawing upon knowledge of content areas, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. (InTASC 6, 7, 8)
- Teacher candidates use formative and summative assessment that minimizes sources of bias to support, verify, and document learning.
- Teacher candidates plan for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest.
- Teacher candidates effectively use assessment data to give feedback.
- Teacher candidates select and create learning experiences and assessments that are appropriate for curriculum goals and content standards, aligned to learning objectives and are relevant to learners.
- Teacher candidates use appropriate strategies, develop appropriate sequencing, and provide multiple ways to demonstrate knowledge and skill.
- Teacher candidates plan collaboratively with colleagues and other professionals who have specialized expertise (e.g., special educators, related service providers, language learning specialists, librarians, media specialists) to design and jointly deliver as appropriate effective learning experiences to meet unique learning needs.
- Teacher candidates guide learners in using a range of technology tools to access, interpret, evaluate, and apply information in content area.
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Professional Responsibility - Graduates of Grand Canyon University’s Master of Education in Secondary Education program will be able to engage in ongoing professional learning and use evidence to continually evaluate and improve their practice, as well as seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. (InTASC 9, 10)
- Teacher candidates engage in ongoing learning opportunities to develop knowledge and skills in order to provide all learners with engaging curriculum and learning experiences within the context of local and state standards.
- Teacher candidates reflect on their personal biases and access resources to deepen their own understanding of cultural, ethnic, gender, and learning differences to promote ethical practice, build stronger relationships and create more relevant learning experiences.
- Working collaboratively with school colleagues, teacher candidates build ongoing connections with community resources to enhance student learning and well-being.
- Teacher candidates take on leadership roles to advocate for meeting the needs of learners, strengthening the learning environment, and enacting system change.
Faculty
Our faculty are committed to bringing their abundant knowledge, enthusiasm, and experience to GCU and its students every day.
Program FacultyDisclosure Categories Related to Professional Licensure
Master of Education in Secondary Humanities Education
for residents of AL, AK, AS, AZ, AR, CA, CO, CT, DE, DC, FM, FL, GA, GU, HI, ID, IL, IN, IA, KS, KY, LA, ME, MH, MD, MA, MI, MN, MS, MO, MT, NE, NV, NH, NJ, NM, NY, NC, ND, MP, OH, OK, OR, PA, PR, PW, RI, SC, SD, TN, TX, UT, VT, VI, VA, WA, WV, WI, WY,
Alabama
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Alaska
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
American Samoa
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Arizona
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Arkansas
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
California
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Colorado
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Connecticut
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Delaware
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
District of Columbia
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Federated States of Micronesia
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Florida
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Georgia
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Guam, US Territory
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Hawaii
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Idaho
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Illinois
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Indiana
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Iowa
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Kansas
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Kentucky
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Louisiana
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Maine
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Marshall Islands
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Maryland
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Massachusetts
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Michigan
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Minnesota
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Mississippi
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Missouri
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Montana
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Nebraska
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Nevada
Professional Licensure Disclaimer
The information below pertains to individuals intending to obtain a Initial Teacher Licensure from Nevada. It will inform you of whether or not this program meets the educational requirements for this license in this state. This does not pertain to any other license issued by the state. Please be advised that state regulations and processes can change at any time, individuals are encouraged to monitor the state requirements for licensure throughout their education to ensure that the program will meet their intended career goals.
State Specific Version
Residents of this state intending to enroll in this program must take a modified version of the program outlined on GCU.edu. For more information and to review the specific list of courses specific to this state, please contact a University Counselor or review the course listing provided in the Enrollment Agreement.
Meets - Approved by the State
Based upon a review of the state’s regulations on 06/10/2025, this program meets the educational requirements for licensure in this state.
Educator Content Exam Requirements
The state of Nevada requires one or more content exams for teacher licensure. A content exam assesses a student's knowledge of the subject they will be teaching. Per the policy in the GCU University Policy Handbook, students must pass their state-mandated basic skills and content area exams prior to applying for the clinical practice/student teaching experience. At the time of licensure, verification of a passing score on this exam will need to be shown. For more information on test names, codes, and scores please contact your Student Services Counselor or your Field Experience Counselor.
Educator Basic Skills Exam Requirements
The state of Nevada requires a basic skills exam for teacher licensure. The basic skills exam is one assessment broken up into three to four subtests; one for each content area. Verification of a passing score on this exam, all subtests, will need to be shown prior to student teaching. For more information on test names, codes, and scores please contact your Student Services Counselor or your Field Experience Counselor.
Educator Professional Knowledge Exam Requirements
When certifying through Arizona first, a professional knowledge exam is required for teacher licensure. A professional knowledge exam assesses a student's pedagogical knowledge for the certificate they are seeking. Verification of a passing score on this exam will need to be shown by the time of application for licensure. For more information on test names, codes, and scores please contact your Student Services Counselor or your Field Experience Counselor.
edTPA Requirements
The edTPA is not required for out-of-state program completers in this state.
State Agency Contact Disclosure
Licensure and certification requirements vary by state and may differ based upon the prior education and experience of the individual. Students are advised to contact the agency in the state in which they intend to pursue licensure to determine/confirm whether the course or program meets requirements for professional licensure in that state. If you wish to review your state’s licensure and certification requirements, the agency contact in your current location is:
Nevada Department of Education
2080 E. Flamingo Rd
Suite 210
Las Vegas, NV, 89119
702-486-6458
http://nde.doe.nv.gov/
New Hampshire
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
New Jersey
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
New Mexico
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
New York
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
North Carolina
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
North Dakota
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Northern Mariana Islands
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Ohio
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Oklahoma
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Oregon
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Pennsylvania
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Puerto Rico
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Republic of Palau
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Rhode Island
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
South Carolina
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
South Dakota
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Tennessee
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Texas
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Utah
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Vermont
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Virgin Islands
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Virginia
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Washington
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
West Virginia
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Wisconsin
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.
Wyoming
Does Not Meet
Based upon a review of the state’s regulations on , this program content does not meet the educational requirements for licensure in this state and is restricted for enrollment.