Master of Arts in Education Teacher as a Leader Specialization
The program is designed to complement core proficiencies that are consistent across most National Board of Professional Teaching Standards (NBPTS) certificates. The goal of this program is to increase teachers’ abilities to engage students in effective and efficient learning experiences that produce measurable gains in student achievement.
Students will select a program with a thesis that allows a student to explore an issue in depth through empirical research and will advance students toward doctoral study or they can select a specialization that will advance their practice.
Specialization areas are Teacher as Leader, designed for teachers who continue to teach but also mentor or supervise other teachers, and Early Childhood Education, designed for teachers, supervisors, and child care workers engaged with young children.
Both degree tracks engage students in case-based and problem-based learning activities and assignments that require them to implement and integrate strategies and techniques within their own classroom and engage in inquiry that assesses the outcomes and effectiveness of their efforts.
Coursework develops from beginning to advanced levels and focuses on core competencies and engages teachers in a community of learners to share ideas and research. Depending on the degree track chosen, degree completion will require either 33 (thesis) or 39 (specialization) credit hours.
Program Outcomes
The MAT program outcomes are based upon and aligned with National Board for Professional Teaching Standards (NBPTS) standards. Upon completion of the degree, graduates will be able to:
Audience
This degree program is designed for licensed, practicing PreK-12 classroom teachers and early childhood educators, who want to advance their knowledge and skills to improve their classroom practice and demonstrate their skill and qualifications as a master teacher or are seeking to advance their research skills as they study an area in the field of Education in depth.
Prerequisites
The program is open to all students who have a bachelor’s degree from an accredited institution and who hold a current state license or credential in Early Childhood Education, Elementary and/or Middle Level Education, and/or Middle Level/Secondary Education or in Special Education. The program requires that all students in the program be practicing teachers.
Students will select a program with a thesis that allows a student to explore an issue in depth through empirical research and will advance students toward doctoral study or they can select a specialization that will advance their practice.
Specialization areas are Teacher as Leader, designed for teachers who continue to teach but also mentor or supervise other teachers, and Early Childhood Education, designed for teachers, supervisors, and child care workers engaged with young children.
Both degree tracks engage students in case-based and problem-based learning activities and assignments that require them to implement and integrate strategies and techniques within their own classroom and engage in inquiry that assesses the outcomes and effectiveness of their efforts.
Coursework develops from beginning to advanced levels and focuses on core competencies and engages teachers in a community of learners to share ideas and research. Depending on the degree track chosen, degree completion will require either 33 (thesis) or 39 (specialization) credit hours.
Program Outcomes
The MAT program outcomes are based upon and aligned with National Board for Professional Teaching Standards (NBPTS) standards. Upon completion of the degree, graduates will be able to:
- Apply student performance levels to decision-making about curriculum, social support, and teaching strategies.
- Create and deliver integrated curriculum experiences that fit students learning and developmental needs.
- Manage instructional strategies and technical resources to meet diverse learning needs.
- Develop strategies to involve family members and community resources as active partners in children’s total development in diverse settings.
- Advance knowledge and improve professional practice individually and through collaboration with other professionals.
- Engage in research and in critical inquiry and reflection.
Audience
This degree program is designed for licensed, practicing PreK-12 classroom teachers and early childhood educators, who want to advance their knowledge and skills to improve their classroom practice and demonstrate their skill and qualifications as a master teacher or are seeking to advance their research skills as they study an area in the field of Education in depth.
Prerequisites
The program is open to all students who have a bachelor’s degree from an accredited institution and who hold a current state license or credential in Early Childhood Education, Elementary and/or Middle Level Education, and/or Middle Level/Secondary Education or in Special Education. The program requires that all students in the program be practicing teachers.
Master of Arts in Education Teacher as a Leader Specialization - Program Outline
Core Courses
| Code | Course Name | Credits |
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- The focus of this course is to develop teachers’ knowledge, skills, and dispositions to seek to improve their knowledge and practice through a continuing process of professional reading, writing, dialogue, inquiry and reflection. Course content focuses on developing the teacher as a reflective practitioner who continually evaluates the effect of his or her choices and action on learners, parents, professionals in the learning community and others and who actively seek out opportunities to grow professionally. The course will also contribute to the professional development of educators to use technology effectively to promote and develop reflective learners and to enhance and expand their learning environment.
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- This course is designed to enable the reflective practitioner to examine the variety of theories of learning, cognition, development and instruction and discuss their appropriate application in the design of learning environments, the design and development of instruction, and the assessment and evaluation of learning. The overall goal for this course is for students to be able to select and apply theories of learning, cognition, and instruction in their learning setting toward the goal of creating learning environments and instruction as appropriate given a target audience, a learning task and resources available. Prerequisite: FND 500.
- This course is designed to enable the reflective practitioner to examine the variety of theories of learning, cognition, development and instruction and discuss their appropriate application in the design of learning environments, the design and development of instruction, and the assessment and evaluation of learning. The overall goal for this course is for students to be able to select and apply theories of learning, cognition, and instruction in their learning setting toward the goal of creating learning environments and instruction as appropriate given a target audience, a learning task and resources available. Prerequisite: FND 500.
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- This course should help the student develop an understanding of the important methods, terms, theories and findings in the field of developmental psychology. The primary focus of the class is the cognitive, socio-emotional and physical changes associated with child and adolescent development. The goal of the course is for the teacher to understand how children with broad ranges of ability learn and be able to confidently design and provide instruction that supports their intellectual, social and personal development. Prerequisite: EDP 500.
- This course should help the student develop an understanding of the important methods, terms, theories and findings in the field of developmental psychology. The primary focus of the class is the cognitive, socio-emotional and physical changes associated with child and adolescent development. The goal of the course is for the teacher to understand how children with broad ranges of ability learn and be able to confidently design and provide instruction that supports their intellectual, social and personal development. Prerequisite: EDP 500.
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- The focus of this course is on the wide range of diversity that exists across today's general school population and examination of the increased professional demands that this diversity makes upon teachers. Teachers will explore a range of issues that they confront in our pluralistic society and how a global perspective affects educational practice. Topics include socioeconomic class, nationality, ethnicity, race, geographic region, gender, sexual orientation, exceptionality, and religion, language, learning style, age and developmental status. Teachers will also explore inclusive strategies by examining effective and reflective classroom practices that address and expand the realities of the classroom setting. Legislation and legal information will be explored and will include their affects on assessment and evaluation of diverse learners. The goal of this course is for teachers to understand how pupils differ in their approaches to learning and the barriers that im¬pede learning and to be able to adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities. Prerequisite: FND 500.
- The focus of this course is on the wide range of diversity that exists across today's general school population and examination of the increased professional demands that this diversity makes upon teachers. Teachers will explore a range of issues that they confront in our pluralistic society and how a global perspective affects educational practice. Topics include socioeconomic class, nationality, ethnicity, race, geographic region, gender, sexual orientation, exceptionality, and religion, language, learning style, age and developmental status. Teachers will also explore inclusive strategies by examining effective and reflective classroom practices that address and expand the realities of the classroom setting. Legislation and legal information will be explored and will include their affects on assessment and evaluation of diverse learners. The goal of this course is for teachers to understand how pupils differ in their approaches to learning and the barriers that im¬pede learning and to be able to adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities. Prerequisite: FND 500.
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- This course introduces students to various methodologies for facilitating positive student behavior and achievement. This course also attempts to provide teachers, counselors and administrators with comprehensive analyses of contemporary research pertaining to classroom management. In addition, students are presented with detailed coverage of the following topics: management of the classroom in the context of students' academic, psychological and social needs; the effects of interpersonal relationships at school and at home on student behavior and learning; detailed analyses of research-based strategies for improving learning and classroom behavior; and numerous adaptive methods for handling classroom and school-wide discipline problems. Prerequisite: FND 500.
- This course introduces students to various methodologies for facilitating positive student behavior and achievement. This course also attempts to provide teachers, counselors and administrators with comprehensive analyses of contemporary research pertaining to classroom management. In addition, students are presented with detailed coverage of the following topics: management of the classroom in the context of students' academic, psychological and social needs; the effects of interpersonal relationships at school and at home on student behavior and learning; detailed analyses of research-based strategies for improving learning and classroom behavior; and numerous adaptive methods for handling classroom and school-wide discipline problems. Prerequisite: FND 500.
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- The focus of this course is on the conceptual and procedural application of specific instructional strategies in the classroom. The course is a skill-building experience for teachers who desire to learn and apply a wide range of instructional strategies in an actual learning environment. The course will articulate each strategy in detail and then develop each student’s skill and ability to deliver these strategies in live situations. There will be an emphasis on planning, presenting, reviewing, revising and re-presenting each technique to increase audience attention, reception, motivation and retention. The goal of the course is that the teacher understands and uses a variety of instructional strategies, including the use of technol¬ogy to encourage learner’s development of critical thinking, problem solving and performance skills. Prerequisite: EDP 500.
- The focus of this course is on the conceptual and procedural application of specific instructional strategies in the classroom. The course is a skill-building experience for teachers who desire to learn and apply a wide range of instructional strategies in an actual learning environment. The course will articulate each strategy in detail and then develop each student’s skill and ability to deliver these strategies in live situations. There will be an emphasis on planning, presenting, reviewing, revising and re-presenting each technique to increase audience attention, reception, motivation and retention. The goal of the course is that the teacher understands and uses a variety of instructional strategies, including the use of technol¬ogy to encourage learner’s development of critical thinking, problem solving and performance skills. Prerequisite: EDP 500.
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- This course is designed to provide students with an understanding of the research process and the ethical context within which research should be conducted. Further, it will provide the basic skills needed to conduct and evaluate research on topics relevant to field of education. In order to accomplish these objectives, the course will focus on the nature of scientific inquiry; the connections between theory and research; designing research projects and exploring causation; sampling procedures and logic; research techniques; and reliability, validity, and measurement of data. Prerequisite: FND 500.
- This course is designed to provide students with an understanding of the research process and the ethical context within which research should be conducted. Further, it will provide the basic skills needed to conduct and evaluate research on topics relevant to field of education. In order to accomplish these objectives, the course will focus on the nature of scientific inquiry; the connections between theory and research; designing research projects and exploring causation; sampling procedures and logic; research techniques; and reliability, validity, and measurement of data. Prerequisite: FND 500.
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- The focus of this course is to provide an overview of models for planning and implementing classroom assessment projects. The course emphasizes the implementation, data collection, analysis, and reporting of results on classroom assessment projects. The primary focus is on learning-centered assessment and an overview of the tools, techniques and issues that educators should consider as they design and use assessments focused on learner needs. The goal is for the teacher to understand and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. Prerequisite: FND 500.
- The focus of this course is to provide an overview of models for planning and implementing classroom assessment projects. The course emphasizes the implementation, data collection, analysis, and reporting of results on classroom assessment projects. The primary focus is on learning-centered assessment and an overview of the tools, techniques and issues that educators should consider as they design and use assessments focused on learner needs. The goal is for the teacher to understand and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. Prerequisite: FND 500.
Required Courses
| Code | Course Name | Credits |
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- The focus of this course is on using authentic assessment to document the scholarship of teaching. It introduces educators to the concept of using artifacts/products/teacher work samples as evidence of effective teaching and, then, expands this to include student work samples as supportive evidence of that effectiveness. The course emphasis is focused on collection and presentation of teacher developed instructional examples organized comprehensively to demonstrate the educator’s abilities in six areas: planning and teaching, actual teaching, assessment and evaluation, learning environment, professional growth, and communication. Prerequisite: Taken as last course in the program.
- The focus of this course is on using authentic assessment to document the scholarship of teaching. It introduces educators to the concept of using artifacts/products/teacher work samples as evidence of effective teaching and, then, expands this to include student work samples as supportive evidence of that effectiveness. The course emphasis is focused on collection and presentation of teacher developed instructional examples organized comprehensively to demonstrate the educator’s abilities in six areas: planning and teaching, actual teaching, assessment and evaluation, learning environment, professional growth, and communication. Prerequisite: Taken as last course in the program.
Teacher as a Leader Specialization Courses (Choose Four)
| Code | Course Name | Credits |
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- This course focuses on study of school leadership and administrative responsibilities, with an emphasis on understanding schools as complex organizations and facilitating leadership to create a work climate supportive of excellence in teaching and learning. Prerequisite: completion of core courses.
- This course focuses on study of school leadership and administrative responsibilities, with an emphasis on understanding schools as complex organizations and facilitating leadership to create a work climate supportive of excellence in teaching and learning. Prerequisite: completion of core courses.
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- This course provides an overview of various legal and ethical issues as related to practical problems of school administration. Constitutional provisions and court decisions are examined as they impact education, especially classroom effectiveness.
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- The course will survey best practices in developing new teachers, motivating returning teachers and supervising the performance of all teachers through effective evaluation, professional development and mentoring. Prerequisite: ELD 500.
- The course will survey best practices in developing new teachers, motivating returning teachers and supervising the performance of all teachers through effective evaluation, professional development and mentoring. Prerequisite: ELD 500.
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- Candidates outline a course of study and develop a unit of study that meets academic learning standards and promotes a learner-centered inquiry-based program. Candidates develop instructional goals and objectives at various learning levels. Candidates determine needs, interests, abilities, and learning styles of diverse learners, and apply learning principles to facilitate the learning process. Literacy and study skills strategies to enable students to achieve learning objectives are planned. Candidates select a range of teaching/learning methods, media, and instructional technology that enhance and individualize activities for diverse learners. Criteria, rubrics, reflective practice techniques and assessments are developed. Curriculum alignment is achieved through application of curriculum design, learning theory, and use of the learning technologies of the information age.
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- This course focuses on the historical and contemporary scholarship and practices related to inclusion, giftedness identification including addressing the academic, intellectual and social needs of diverse gifted learners. The course will critically examine giftedness as a psychological construct that cannot be measured directly, but rather through multiple criteria assessments, such as parent and teacher nominations, achievement related data, nontraditional tests, and portfolio assessments. The course also examines critical topics such as: contrasting definitions of “giftedness”, underachievement, barriers to identification, responsive teaching strategies, programmatic needs, staff development, teacher training, issues of language differences, and appropriate gifted terminology within diverse societies. Reflective discussions, case studies, simulations, and authentic assessments will be strongly encouraged. Prerequisite: Core courses (required of all students in the degree program: 8 courses, 24 credits).
- This course focuses on the historical and contemporary scholarship and practices related to inclusion, giftedness identification including addressing the academic, intellectual and social needs of diverse gifted learners. The course will critically examine giftedness as a psychological construct that cannot be measured directly, but rather through multiple criteria assessments, such as parent and teacher nominations, achievement related data, nontraditional tests, and portfolio assessments. The course also examines critical topics such as: contrasting definitions of “giftedness”, underachievement, barriers to identification, responsive teaching strategies, programmatic needs, staff development, teacher training, issues of language differences, and appropriate gifted terminology within diverse societies. Reflective discussions, case studies, simulations, and authentic assessments will be strongly encouraged. Prerequisite: Core courses (required of all students in the degree program: 8 courses, 24 credits).