Master of Science in Education
Students must satisfy the university general requirements and the following requirements specific to the degree. The majors within the degree are: educational leadership, counseling, and teaching.
Accreditation
The Major in Teaching and the Concentration in School Counseling are approved by the National Council for the Accreditation of Teacher Education (NCATE) and the Council for the Accreditation of Educator Preparation (CAEP).
Conceptual Framework for Advanced Programs
(Curriculum and Instruction, School Counseling, Clinical Mental Health Counseling, Educational Leadership)
The Graduate Faculty has adopted the theme “Professional Educators as Leaders and Enhancers of Human Development” to represent our goal in continuing an educator’s professional development. The advanced program goals are depicted as four keys that the graduate faculty feels will unlock each candidate’s potential.
They are:
Key 1 Knowledge, Skills and Application
Key 2 Human Relations
Key 3 Inquiry
Key 4 Professional and Ethical Behavior
Within each key component are outcomes that each candidate is expected to master upon completion of his/her individual program. These keys are linked together by a solid ring representing the faculty’s commitment to diversity, technology and assessment.
Explanation of Keys and Examples of Evidence:
Key 1-Knowledge, Skills and Application. Candidates will understand how students develop and learn. They will have an understanding of their area of expertise and appreciate how knowledge in this area is created, organized, linked between other disciplines and applied to real-world situations. Their instructional skills will allow them to create multiple paths to the subjects they teach and develop problem solving abilities. Candidates will also be able to adjust their practice based on observation and knowledge of the students’ interests, skills, abilities, knowledge, family circumstances and peer relationships.
Key 2-Human Relations. Candidates will be able to engage groups of students to ensure a disciplined learning environment that unlocks their full potential while allowing the schools’ goals for students to be met. As professional educators, they will be adept at engaging students in appropriate behavior in and out of the classroom. Candidates will be able to enlist their colleagues’ knowledge and expertise to complement their own. They will have the ability to contribute to the effectiveness of the school by working collaboratively with other professionals on instructional policy, curriculum development and staff development, as well as with parents and community resource personnel, engaging them productively in the work of the school.
Key 3-Inquiry. Candidates will stay abreast of current research and incorporate new findings in their practice. Their decisions will be grounded in both the literature and their expertise. Data collection, observation and reflective thinking are examples of powerful activities that candidates will practice to enhance their professional effectiveness. Candidates will have a clear understanding of the research process. They will be able to design and execute a plan for research, read and interpret published research of others and apply the findings to an educational setting.
Key 4-Professional and Ethical Behavior. Candidates will be a model of the educated person, exemplifying the virtues they seek to inspire in students - curiosity, honesty, tolerance, fair-mindedness, respect for diversity and appreciation of cultural differences. Candidates will develop the ability to cope with the unexpected and act wisely in the face of uncertainty. They will understand the importance of lifelong learning so that they may encourage the same in their students. They will be expected to take advantage of professional development activities.
Conceptual Framework for Initial Licensure Programs
The Teacher Education unit has adopted the theme “Educators as Facilitators of Learning” to represent its goal in preparing future teachers. Our program goals are depicted as three keys that the Unit faculty feels will unlock each candidate’s potential.
They are:
Key 1 Knowledge, Skills and Application
Key 2 Reflective Practice
Key 3 Professional and Ethical Behavior
Within each key component are outcomes that each candidate is expected to master in order to be recommended for licensure. These keys are linked together by a solid ring representing the Unit’s commitment to diversity, technology and assessment.
Explanation of Keys and Examples of Evidence:
Key 1-Knowledge, Skills and Application. Candidates will be able to demonstrate expertise within the subject matter, subject must be meaningful to all students, will be knowledgeable of curriculum. They will also be able to create a positive learning environment, which will promote responsible behavior among all students including those having difficulties, less prepared and/or with exceptionalities.
Key 2-Reflective Practice. Candidates will be able to reflect appropriate and inappropriate practice, the nature of students, learning environments and strategies to enhance learning. Candidates will also know how to improve the teaching/learning situation. They will be able to monitor their own teaching strategies and behavior in relation to student success, which may include modifying their plans and teaching approaches. The candidates will be able to use assessment techniques to reflect on student progress and to improve student learning.
Key 3-Professional and Ethical Behavior. Candidates will be able to articulate their values and beliefs, demonstrate self-respect and respect for others. The candidate will be expected to discuss intellectual freedom, equity, tolerance and due process. They will know the professional code of ethics in their specialty area and know the consequences if violated. The candidate is expected to participate in collegial activities as well as maintain activity in professional organizations.
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