KENNESAW STATE UNIVERSITY
GRADUATE PROGRAM/CONCENTRATION PROPOSAL
FORM 02/25/04
PROGRAM OR CONCENTRATION NAME: M.Ed. in Inclusive Education: TESOL
Concentration
DEPARTMENT: Inclusive Education
PROPOSED EFFECTIVE DATE: Fall 2009
Check One or More of the Following and Complete the Appropriate Sections
_____New Program Proposal**
__X___Change in Program/Concentration/Degree Requirements
_____New Concentration Proposal
Sections to be Completed
All
III – VII, XII
I – VII, XII
**A new course proposal is required for each new course that is part of the new program
Submitted by:
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Faculty Member
Date
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Department Curriculum Committee
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Department Chair
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College Curriculum Committee
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College Dean
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GPCC Chair
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___ Approved ___ Not Approved
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Dean, Graduate Collelge
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___ Approved ___ Not Approved
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Vice President for Academic Affairs
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___ Approved ___ Not Approved
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President
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UNIVERSITY SYSTEM OF GEORGIA
NEW GRADUATE PROGRAM PROPOSAL
M.Ed. in Inclusive Education: TESOL Concentration
Kennesaw State University
November 19, 2008
Department of Inclusive Education
Bagwell College of Education
Proposed Start Date: Summer 2009
CIP:______
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III Justification and Need Revision of the Program
Program changes to the M.Ed. in Inclusive Education: TESOL Concentration are being requested for
the following reasons:

Due to the reduction in the number of courses/credit hours in the ESOL Endorsement program (4
to 3 courses; 12 to 9 credit hours) and the consolidation of coursework from INED 7784 (ESOL
Endorsement Practicum) into INED 7783 (Methods and Materials for Teaching ESOL), INED
7784 will be eliminated from the M.Ed. TESOL Concentration Program of Study.

Due to admission and prerequisite changes in the Reading Endorsement whereby EDRD 7715
(Theory and Pedagogy in the Study of Reading) becomes a pre-requisite for EDRD 7718
(Content Area Reading), EDRD 7715 will become a required course in the M.Ed. TESOL
Concentration program of study.

In place of the current guided elective, M.Ed. candidates will complete INED 7981 (TESOL
Internship -- formerly named, MAT TESOL Internship). The rationale for the addition of an
internship to the M.Ed. TESOL program is as follows:
o
An internship will increase the rigor of the program by providing candidates with
additional time in a supervised setting and additional opportunities for reflection. The
program, currently, does not have a full-time supervised field experience.
o
Currently, there is an inequity in course workload between the MAT and M.Ed. TESOL
candidates in INED 7731 (Assessment of English Language Learners). The M.Ed.
candidates not only complete all course requirements but also conduct an Impact on
Student Learning (ISLA) project, design a SIOP based lesson plan, and are observed
using the TESOL Performance Outcomes (TEPO) Rubric. The MAT candidates complete
these assignments within the concurrent MAT TESOL Internship. M.Ed. candidates
expressed concern in the Spring 2008 program review about the inequality of course
expectations.
IV Procedures Used to Develop the Program
The TESOL Faculty Team in the Department of Inclusive Education has met on a weekly basis
starting in August 2008 to discuss all of the TESOL programs. The TESOL team has also consulted
with the Reading Endorsement faculty, TESOL clinical faculty, external partners, program
candidates, and the Inclusive Education Curriculum Committee to review potential program
changes.
V Curriculum: Degree Program Requirements
No changes will be made to the program requirements or catalog description.
Program Admission Requirements:
Program admission requirements will not be altered.
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Course Offering Schedule and Plan-of-Study
Fall I
INED 7781 Cultural Issues for ESOL Teachers
INED 7782 Applied Linguistics for ESOL Teachers
3
3
Spring I
INED 7783: Methods & Materials for Teaching ESOL
INED 7784: ESOL Endorsement Practicum
EDRD 7715 Theory & Pedagogy in the Study of Reading
Summer II
INED 7750: Language, Power and Pedagogy
INED 7741: Educational Research
Fall II
INED 7760: Curriculum Development for Diverse Learners
INED 7780: Collaborative Practices
Spring II
INED 7981: TESOL Internship
INED 7731: Assessment of English Language Learners
Summer III
INED 7790: Documenting Professional Growth
INED 7718: Content Area Reading
3
3
3
3
3
3
3
3
3
TOTAL
3
3
36
Growth and Flexibility
This program is currently taught exclusively on campus. However, as the Bagwell College of
Education establishes a network of professional development schools, it is expected that courses will
be offered on site in schools around the area. Candidates are allowed to take one guided elective from
other departments in the Bagwell College of Education, across campus, or at colleges/universities that
participate in cross registration. Candidates who have already taken the 3 ESOL Endorsement courses
are encouraged to take either EDRD 7719 or courses that will assist them in their teaching goals.
Options include the courses in reading, technology, a foreign language, literature, etc.
Course Descriptions
EDRD 7715 Theory and Pedagogy in the Study of Reading. 3-0-3.
Prerequisite: Admission to graduate studies in education.
An advanced study of the socio-psycholinguistic foundations of reading and writing. This course
examines theories of language development and reading acquisition. Candidates will study
scientifically-based research in the areas of phonemic awareness, word identification, phonics,
vocabulary, fluency, comprehension and motivation. This course also explores historical perspectives
of reading and reading research and a wide range of instructional practices and curriculum materials
that meet the needs of diverse learners at all grade levels. This course serves as the prerequisite for the
other two courses in the Reading Endorsement.
EDRD 7718 Content Area Reading. 3-0-3.
Prerequisite: Admission to graduate studies in education and EDRD 7715 and EDRD 7717.
Successful completion of EDRD 7715
An advanced study of the processes and problems of reading instruction in content area classrooms.
This course explores components of the reading process related to content area reading instruction
including technical reading, prior knowledge, reading strategies, supplemental texts, and methods of
grouping. Candidates will plan instruction based on content area requirements that supports readers
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before, during, and after they read. Emphasis will be placed on supporting the unique reading needs
of a diverse classroom of learners at all grade levels. A field component is required. EDRD 7715 is
the prerequisite for this course.
INED 7750 Language, Power & Pedagogy in Education (TESOL only) 3-0-3
This course is designed to engage candidates in critically examining a) the role of language and the
implications of language policy on educational discourse, b) the nature and power of culture in the
performance of students, c) the cultural context of children’s lives in school, including values,
worldviews, and language, d) how children can be misidentified, misunderstood, mislabeled, and
misplaced because of language differences, e) institutional and structural discrimination in
educational settings, f) the education related challenges culturally and linguistically diverse families
experience, and g) pedagogical benefits of bilingualism
INED 7731 Assessment of English Language Learners (TESOL only) 3-0-3
This course covers standardization, issues, and vocabulary in assessment. Candidates develop
competencies in administration and interpretation of norm-referenced tests and development,
administration and interpretation of criterion-referenced, curriculum-based, observation,
checklist/rating scale, and authentic and informal assessments. Special emphasis is placed upon
development of case studies to address language proficiency levels of students who are culturally and
linguistically diverse.
INED 7741 Educational Researcher 3-0-3
Candidates will develop a basic understanding of educational research paradigms including
qualitative, quantitative and action research designs. Candidates will gain expertise in reading,
analyzing, critiquing and synthesizing research in each of the three research paradigms. Candidates
will design and prepare to conduct an action research project focused on improving student learning
in their own P-12 classrooms or schools. Major topics include but are not limited to validity,
reliability, generalization, data collection and analysis, ethical guidelines and IRB processes and
procedures.
INED 7760 Curriculum Development for Diverse Learners 3-0-3
Curriculum Development for Diverse Learners prepares teachers to develop curriculum and
instruction that is universal in design and based on best practices research in general education,
Teaching Speakers of Other Languages, and special education. The proposed curriculum model
follows the precepts of universal design and provides build-in adaptations to the lesson that reduce the
amount of time needed to create individual accommodations and modifications for students with
disabilities and those who are linguistically and culturally diverse. The “Big Ideas” addressed in this
course include Curriculum Mapping, Backwards Design, SIOP, Universal Design and
Interdisciplinary Unit Development. Additional attention will be paid to the Georgia Performance
Standards as they continue to unfold from the Georgia Department of Education.
INED 7780 Collaborative Practices 3-0-3
This course is designed to assist candidates in orchestrating culturally responsive classrooms,
particularly for students with special needs and those who are culturally and linguistically diverse.
The course focuses on development of collaborative, communication and consultative skills necessary
for working with families, classroom teachers, related services practitioners, community resource
personnel and others to facilitate delivery of appropriate services for diverse students.
INED 7781 Cultural Issues for ESOL Teacher 3-0-3
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This course is designed to develop a knowledge base about culture, its influence on learning
and teaching, and its role in intercultural classroom settings. In this course, prospective
ESOL teachers will examine major theories related to educating a culturally diverse student
body, and teachers will develop strategies for ensuring that ESOL students develop
knowledge of mainstream culture as they become proficient in English.
INED 7782 Applied Linguistics for the ESOL Teacher 3-0-3
Principles of linguistic systems and their acquisition as they occur in first and second languages.
Candidates will explore the relationship of oral and written language, and become familiar with
assessment techniques and devices for evaluation of the development of English as an additional
language.
INED 7783 Methods and Materials for Teaching ESOL 3-0-3
In this course, prospective ESOL teachers will develop skills in writing, adapting, and implementing
curricula; critiquing and selecting materials; and applying strategies for teaching reading, writing,
speaking and listening to speakers of other languages based upon English language proficiency
levels and linguistic development. This course also includes a supervised field experience for
candidates. If the candidate is employed, the practicum may be conducted on-the-job. If not, the site
of the teaching experience must be organized through the Office of Field Experiences in the BCOE.
INED 7784 ESOL Endorsement Practicum
This course is a supervised clinical experience for candidates pursuing an MAT, M.Ed., or
Endorsement in TESOL. Candidates will observe K-12 teachers working with English language
learners, focusing upon delivery models and teaching methodologies. Candidates will also engage in a
supervised teaching experience where they will demonstrate instructional competencies addressed in
the Sheltered Observation Protocol Instrument. (SIOP). If the candidate is employed, the supervised
teaching experience may be conducted on-the-job. If not, the site of the teaching experience must be
organized through the Office of Field Experiences in the BCOE.
INED 7790 Documenting Professional Growth 3-0-3
This one-hour course provides support for candidates in developing and presenting their professional
portfolio. As part of the process, candidates will highlight pivotal KSU learning experiences, reflect
on changes in practice, integrate research and practice, and relate these to the growth of the students
in P-12 settings. Presentation must be completed at least three weeks prior to the date of graduation.
Candidates who fail to meet the time lines, may repeat the class.
INED 7981 MAT TESOL Internship 0-3-3
Prerequisite: Admission to M.Ed. or MAT TESOL programs. Completion of all other program
requirements or with approval of department chair.
This course constitutes a full-time supervised teaching experience for candidates seeking an M.Ed. or
MAT in TESOL. If the candidate is employed, the internship may be conducted on-the-job. If not, the
internship site must be organized through the Office of Field Experiences in the BCOE. This course
may be repeated, if competencies are not met.
VI INVENTORY OF FACULTY DIRECTLY INVOLVED
COURSE/INSTRUCTOR SUPPORT DEPTH
Specific KSU faculty members who are prepared to teach in MAT program are:
 Dr. Karen Kuhel, Assistant Professor, INED
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 Dr. Bernadette Musetti, Associate Professor, INED
 EECE and SMGE faculty (undergraduate prerequisite reading course and Reading Endorsement
courses)
 Two new INED faculty are to be hired by Fall 2009
FACULTY DEVELOPMENT
Faculty participate in a wide array of conferences and development activities. Both departments
support faculty for continued professional development and with equipment and with load reduction
when it is either earned or needed.
VII Outstanding programs of this nature at other institutions
University of Georgia offers a P-12 M.Ed. in TESOL. The UGA program does not include a standalone internship.
XII Accreditation
Business Content Audit:
Referencing the Business Content Worksheet, does this program or concentration, incorporating the
information proposed herein, have “traditional business subject” content delivered by faculty or programs
administered by the Coles College of Business? *
_____ Yes
If “yes,” complete a Business Content Worksheet and obtain necessary
approvals as indicated.
__X___ No
_____ Exempt
Graduate programs administered by the Coles College are exempt.
__________
*
All graduate programs exceeding 50% business content are automatically required to meet AACSB
International business accreditation standards. The purpose of the audit is to prevent the unintended,
undesirable compulsory inclusion of programs subject to AACSB standards.
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