The Curriculum and Instruction Master’s degree program is intended for educators who possess a teaching certification in grade level bands: PK-4, 4-8, 7-12, or PK-12 or related education degrees or certificates. The four core focus areas: curriculum and assessment; effective teaching; learners; and research provide graduate students with opportunities to enhance their knowledge, skills, and dispositions.
The four interdisciplinary focus areas: leadership; diversity, equity, and inclusion;responsive teaching and learning; and literacy address concepts of preparation, planning, instruction, professionalism, and classroom environments.
Professional competencies from national and state organizations are aligned to graduate students’ learning outcomes at course and program levels.
Throughout the program, students are assessed on their understanding of and impact upon PK-12 learners and families, their collaboration with professionals in their roles as teachers, and their ability to integrate best practices in classrooms, as part of school districts, and across the region. The Curriculum and Instruction M.Ed. is a 30 credit program offered fully online.
C & I Focus Core:
The four core focus areas: curriculum and assessment; effective teaching; learners; and research provide graduate students with opportunities to enhance their knowledge, skills, and dispositions. Each core focus area is aligned to national standards (See InTASC Standards 1-10- https://ccsso.org/sites/default/files/2017-12/2013_INTASC_Learning_Progressions_for_Teachers.pdf). Faculty assigned to teach courses will use the standards to construct criteria driven, student learning competencies that form the basis for assessments.
C & I Interdisciplinary Core:
Each interdisciplinary focus area (leadership; diversity, equity, and inclusion; responsive teaching and learning; and literacy) address concepts of preparation, planning, instruction, professionalism, and classroom environments. Professional competencies from national (InTASC) and state (PDE) organizations are aligned to graduate students’ learning outcomes at course and program levels. Throughout the program, students are assessed on their understanding of and impact upon PK-12 learners and families, their collaboration with professionals in their roles as teachers, and their ability to integrate best practices in classrooms, as part of school districts, and across the region.
Program Assessment:
Each core focus area (curriculum and assessment; effective teaching; learners; and research) and each interdisciplinary focus area (leadership; diversity, equity, and inclusion; responsive teaching and learning; and literacy) are aligned to national standards (See InTASC Standards 1-10- https://ccsso.org/sites/default/files/2017-12/2013_INTASC_Learning_Progressions_for_Teachers.pdf). Faculty assigned to teach courses will use the standards to construct criteria driven, student learning competencies that form the basis for assessments. Rubrics and criteria-driven measures/instruments will form the basis for evaluating course level competencies and will be used to examine trends in students’ levels of mastery. At the program level, formal assessment data will be collected from each course based on the standards assigned to that focus area. This data will be mapped at the program level to contextualize students’ levels of mastery related to knowledge, skills, and dispositions across each focus area. Results will be reported to TED yearly and as part of the University Assessment Committee documentation. Since the newly designed curriculum and instruction program does not lead to certification, there is no required testing to meet graduation requirements, nor is there a responsibility for the program to provide data as part of teacher education accreditation. Yet, assessment practices will follow a data responsive protocol, specifically yearly data will be used to validate and/or adjust course competencies to enhance graduate students’ outcomes. In addition, graduate students will be asked to provide program and course satisfaction evidence in relation to links between assessment measures and enhancing their content knowledge in each focus area, their pedagogical skills, and professional dispositions.
Student Learning Outcomes within each Focus Area: (adapted from InTASC standards)
· The learner examines and applies how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
· The learner examines and applies concepts of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
· The learner works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
· The learner examines and applies the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches to create learning experiences that make the content knowledge accessible and meaningful for learners to assure mastery of the content.
· The learner examines and applies how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
· The learner examines and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
· The learner plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
· The learner examines and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
· The learner engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
· The learner seeks 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.
Program Completion:
The Curriculum and Instruction Master’s graduate student is eligible for graduation upon the successful completion of all course requirements and with at least a 3.0 cumulative GPA.
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