1
Re-visioning Graduate Programs in Education continued
For Review by Meredith College Teacher Education Committee
First Reading 11-10-10
Proposal to Modify a Program—M.Ed. in Reading
p. 2
Proposal to Modify a Program—A.I.G.
p. 10
Proposal to Modify a Program—MAT in Elem Ed
p. 14
Proposal to Modify a Program—M.Ed. in Elem Ed
p. 23
2
Full Proposal to Modify a Program
Department of Education
Re-visioned Teacher Licensure Program
M.Ed. – Reading strand
(K-12) Reading License
II. Contact Person for the Proposal
Mary Kay Delaney delaneym@meredith.edu , 8315
Mary Beth Marr marrmary@meredith.edu , 8439
III. Description of changes being made
Old (current)
Proposed
EDU 6xxx (3)
Leadership and
Mentoring
EDU 671 (3) Reading EDU 671 (3)
Across the
Adolescent
Curriculum
Literacy
and Learning
Across the
Content
Areas
Change
New Course
EDU 670 (3)
Reading: Past,
Present and Future
EDU 670 (3)
Foundations of
literacy
EDU 675 (3)
Intervention in the
Reading Process
EDU 675 (3)
Intervention in
the Reading
Process (K-3)
EDU 676 (3)
Intervention in
the Reading
Process (4-12)
Revision: Minor course update to include more in-depth
study of the core literacy curriculum: phonics, phonemic
awareness, fluency, vocabulary and comprehension. Title
change to reflect the content.
Revision: Minor course update to place major focus on early
literacy research, assessment and intervention for K-3
struggling readers. Add focus on K-3 to the title
EDU 676 (3)
Clinical Appliation
of the Reading
Process
EDU 677 (3)
Teaching
Writing in the K-12
Classroom
Hours in Old
Revision: Significantly update the content of the course
to include a focus on adolescent literacy
and technology. Title change to reflect new content
Revision: Minor course change to focus on the older
struggling reader in grades 4-12. The course examines the
research, assessment and interventions for these struggling
readers. This adds to our knowledge of the K-12 literacy
continuum. (See rationale also)
Title change to reflect 4-12 focus.
None
Drop the elective and substitute Leadership course as a
3
Program: 15 and
one elective = 18
hours
requirement. No change to total 18 required hours.
IV. Rationale for Changes
All graduate licensure programs were required to “revision” by the NC State Board of Education.
Blueprints were developed by the Department of Education at Meredith with input from public school
partners.
The primary changes proposed include the addition of a new course on leadership and mentoring and
significant course changes to EDU 671 with a focus on adolescent literacy and technology. Additional
changes include the updating of several courses in the strand to reflect the 21st Century goals and new
graduate program teaching standards. Justification for these changes follows:
EDU 6xxx Leadership and Mentoring. This is a new course that will provide increased opportunities for
students to develop leadership and collaborative skills. Leadership experiences can include literacy
coaching in the classroom, staff development presentations, participation in school leadership teams
and membership in professional learning communities. The course also examines the professional
literature essential to create a school culture of change and continuous improvement. These changes
meet the NCDPI graduate program teaching standard # 1 (Teacher leadership).
EDU 671 Adolescent Literacy and Learning across the Content Areas. The change in this course reflects
an added focus on the adolescent learner and the literacy tools essential for life-long learning. Inquirybased learning is the vehicle for the development of critical thinking and content reading strategy
instruction. The course will emphasize content integration, problem-solving skills, critical literacy and
digital literacy skills to align with the 21st century goals for both teachers and students. These changes in
particular will meet NCDPI graduate program teaching standard # 3(content knowledge and curriculum
expertise) and align with the standards for Reading Teacher candidates #1 (content knowledge),#2
(apply best instructional practices and techniques for all learners) and # 4(create an environment that
fosters reading and writing competencies by integrating technology and foundational knowledge).
EDU 670 Foundations of Literacy. The changes to this course simply add an increased emphasis on the
core literacy curriculum identified by the National Reading Panel (2000). While the previous course
looked at the history of reading instruction and the current trends and issues in literacy, it was felt
additional in-depth examination of the content and research supporting the core literacy curriculum was
needed. Many of our students entering the program have teaching credentials across a wide-spectrum
of licensure areas (ESL, ELEM. Middle/Sec., etc.) and lack knowledge of the literacy curriculum which is a
foundation for the specialization in this area. These changes meet the graduate program teaching
standard #3(content and curriculum expertise) and the Reading Teacher candidate standard # 1
(knowledge of foundations of reading).
EDU 675 Intervention in the Reading Process (K-3) and EDU 676 Intervention in the Reading Process (412). The modifications to these two courses provide a developmental continuum of knowledge and
experiences regarding literacy learning K-12. These changes also reflect the importance of providing
evidence-based instruction to intervene and support literacy growth. In the past both courses examined
general literacy assessments and instruction but did not systematically explore early literacy
development or assessments and intervention for older students who struggle to read proficiently.
Students could take both courses and focus entirely on one grade level. The revised classes target early
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literacy K-3 and literacy 4-12. The assessments for students across this developmental continuum are
significantly different and inform the instructional interventions developed to meet the learner’s literacy
needs. With these revisions, Reading Teacher candidates will develop a deeper understanding of the
developmental and remedial reader across the K-12 literacy continuum. These changes in particular
meet the NCDPI graduate program teaching standards # 3(content and curriculum expertise) and # 4
(student learning: teachers understand and facilitate student learning through evidenced based
practice). They also meet the Reading Teacher candidate standards #2 (Use a wide range of reading
assessment tools and results to provide developmentally appropriate instruction) and # 3 (apply best
instructional practices and techniques for all learners).
V. Impact Statement
A. Primary catalogue changes – Graduate Catalogue
Modify name: EDU 670 Foundations of Literacy (catalogue pg. 22; program of study chart
pg.24)
Modify catalogue description: This is a foundational course and a prerequisite to EDU 675 and
676 in the Reading strand of the M.Ed. program. This course examines literacy theories and
research which are essential to the understanding of the developmental process of reading.
Specific emphasis is given to the examination of the core literacy curriculum identified by the
National Reading Panel (2000): phonemic awareness, phonics, fluency, vocabulary and
comprehension. In addition, effective evidence-based instructional practices K-12 are examined
for developmental readers and culturally and linguistically diverse students. (Fall annually, 3
credit hours)
Modify name: EDU 671 Adolescent Literacy and Learning across the Content Areas
(Catalogue pg. 22; program of study chart pg. 24)
Modify catalogue description: This course provides an in-depth study of the theories, research
and instructional methods associated with reading and learning processes across the different
content areas of the curriculum. Special emphasis is given to adolescent learners and the
literacy tools essential for life-long learning, including critical thinking, problem-solving and
digital literacy skills. (Spring annually, 3credit hours)
Add to name: EDU 675 Intervention in the Reading Process (K-3) (catalogue pg. 22; program of
study chart pg. 24)
Modify catalogue description: This course provides an in-depth study of the theories, research
and instructional methods associated with early literacy development and intervention to
support students who struggle to learn to read. In addition, candidates will study early literacy
assessments, interpret data and plan appropriate interventions for their client. Progress
monitoring of student literacy growth and collaboration with parents and other teaching
professionals are integral to the practicum experience. (Fall annually, 3 credit hours)
Modify name: EDU 676 Intervention in the Reading Process (4-12) (catalogue pg. 22; program
of study chart pg. 24)
Modify catalogue description: This course provides an in-depth study of the theories, research
and instructional methods associated with literacy development and intervention to support
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students at the upper elementary, middle or secondary level who have significant reading
problems. Candidates will study literacy assessments, interpret data and plan appropriate
interventions for their client. Progress monitoring of student literacy growth and collaboration
with parents and other teaching professionals are integral to the practicum experience.
(Spring annually, 3 credit hours)
Add EDU 6xxx Leadership and Mentoring
(catalogue pg.22; program of study chart pg. 24)
Catalogue description: This course is required of all M.Ed. students and will focus on the
research and application of collaborative and leadership skills that are essential to create a
school culture of change and continuous improvement. Within this course, Reading strand
candidates will have target literacy leadership experiences such as classroom coaching, staff
development presentations, and participation on school leadership teams and/or Response to
Intervention teams to support struggling readers.
B. Students
Students will lose one elective (3 cr.) in the Reading strand of the M.Ed. program. They will be
required to take EDU 6xxx Leadership and Mentoring. This will not impact the total number of
program hours required for their M.Ed.
C. Budget
1. Department faculty: no change
2. Library and technology resources: N/A
3. Facilities: space and equipment: N/A
D. Outline of all catalogue changes that will result
See description above
E. Other Departments and Programs
These changes will not affect other departments or programs. The changes will take affect Fall
2011.
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VI. Assessment Plan
This assessment plan for the program includes both M.Ed. students in the Reading strand and add-on
licensure only students. M.Ed. Reading strand candidates will meet both evidences one and two. Addon licensure only students will meet evidence two.
Name of Evidence
1
Required
Action Research Project E-Portfolio
Brief Description of Evidence
The action research project involves a two-semester-long
process of identifying a research problem, exploring
current knowledge related to that problem, refining a
research question that can be addressed through action
research, conducting that research, writing it up,
presenting the results, and reflecting on the process. The
action research problem must be in the M.Ed. candidate’s
specialty area and the goal of the research is to improve
student learning and school policies and practices.
2
Praxis II Reading Specialist and Content
Expertise
Successful completion of Praxis II Reading Specialist exam
and one of the following:
1) Transcripts showing successful completion of 24
hours (18 graduate and 6 undergraduate)
Or
2) Research in Reading--Students will develop a
research paper that examines the relationship
between decoding and comprehension in reading.
Students will use electronic media to communicate
the findings and will critically analyze their own
practice based on the findings.
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VII. Supporting Documentation
A. Statements from other programs: N/A
B. Similar Programs at other Institutions
1.
North Carolina State University :
http://ced.ncsu.edu/cice/nlgl/reading.php
K-12 Reading Certification is a part of the New Literacies and Global Learning masters
concentration in Curriculum and Instruction (30 cr. hours)
Required Courses:
Take 4 Core Courses (12 hours):




ECI 546 New Literacies and Media (3 hours, fall)
ECI 524 Theory and Research in Global Learning (3 hours, online, spring)
ECI 508 Teachers as Leaders (3 hours, spring)
ECI 523 Teacher as Researcher (3 hours, fall)
Take 4 Required Reading Courses (12 hours):




ECI 543 Diagnosis of Reading Disabilities (3 hours, fall)
ECI 544 Remediation of Read. Disabilities (3 hours, spring)
ECI 603 Advanced Seminar in Literacy Research (3 hours, spring alternate years) OR ECI 545
Theory and Research in Literacy (3 hours, spring alternate years)
ECI 645 Diagnostic-Prescriptive Practicum in Reading (3 hours, spring)
Take 2 Restricted Electives. Select TWO courses from the following (6 hours):











ECI 540 Reading in the Elementary School (3 hours, fall)
ECI 541 Content Area Reading (3 hours, fall, online)
ECI 500 Theory & Practice in Teaching Diverse Populations (3 hours)
ELM 533 Targeted Reading Instruction (3 hours)
ECI/ELM 547 Children’s Literature (3 hours)
EDP 582 Adolescent Development (3 hours)
EDP 504 Advanced Educational Psychology (3 hours)
ECI 521 Teaching Literature for Young Adults (3 hours, spring; online after 2010)
ECI 511 Computer Applications and Curriculum Integration (fall, summer, online)
ECI 512 Emerging Technologies for Teaching and Learning (spring, online)
ECI 513 Videography for Education (spring, online)
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2.
University of North Carolina at Charlotte :
http://education.uncc.edu/reel/med_elementary_education/READ%20Plan%20Sheet.pdf
K-12 Reading Certification, M.Ed. in Reading Education, Department of Reading and Elementary
Education. This program is also currently being revised to meet the NCDPI 21st century
standards. One of their goals is to reduce the number of credit hours in the program by
integrating content where possible. Listed below is their current program last revised in 2005.
(39 credit hours)
Phase I (Course requirements 16 cr.)
READ 6100 Current Issues and Practices in Literacy (3 cr.)
READ 6252 K-12 Writing Development and Instruction (3cr.)
READ 6691 A Seminar in Professional Development (1cr.)
RSCH 6101 Introduction to Educational Research (3cr.)
RSCH 7111 Qualitative Research Methods in Education (3cr.)
ENGL Any advisor approved graduate course in juvenile literature (3cr.)
Phase II (Course requirements 10 cr.)
READ 6250 Emergent and Elementary Literacy (3cr.)
READ 6255 Middle/Secondary Reading and Writing (3cr.)
READ 6691 B Seminar in Professional Development (1cr.)
EDUC 6254 Teaching Diverse Learners (3 cr.)
Phase III (Course requirements 7 cr.)
READ 6260 Diagnostic Assessment and Instruction in Reading (3cr.)
READ 6374 Collaborative Leadership in Literacy Education (3 cr.)
READ 6691 C Seminar in Professional Development (1cr.)
Electives: (6 cr.)
Categories and suggested courses. Must be 6000- level courses or higher for graduate credit.
Pedagogy: Writing Project, ELED, MDLG, MDSK, SECD, SPED, TESL
Research: 6109, 6110, SOCY 6136
Diversity: ANTH, SPED, TESL, SOCY, ENGL; Study Abroad- READ 6204
Resources: EIST, SPED, ELED, MDLG, SECD, ENGL 6070/6147 EDUC/READ 6000 (indep. Study)
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3. Mercer University, College of Education, Atlanta, Georgia:
http://www2.mercer.edu/Education/Academic_Programs/med_rdg.htm
M.Ed. in Reading (30 cr. Hours)
Professional Studies (15 semester hours)
EDUC 603 School Philosophy & Teacher Leadership
EDUC 625 Culturally & Educationally Responsive Pedagogy
EDUC 651/652/653 Contemporary Curriculum Practices in ECE/MGE/SEC
EDUC 690 Intro to Educational Research
EDUC 662 Clinical Practicum (pre-req. EDUC 647,690 and 687 or 688)
Content and Methods (15 semester hours)
Reading Core (9 hours; required of all students)
EDUC 647 Preventing/Diag/Correcting Literacy Problems
EDUC 687 Reading Theory: Research and Best Practices in Early Childhood Education (ECE)
EDUC 688 Research and Best Practices in Content Area Literacy
Select one class (3 hours) from:
EDUC 654 Children’s Literature
EDUC 655 Young Adult Literature
Select one class (3hours) from:
EDUC 649 Writing Workshop
EDUC 698 Research project
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I.
Proposal to Modify Masters of Education in AIG (Academically/Intellectually
Gifted)
II.
Tisha A. Duncan, duncanti@meredith.edu, x8119
Julie A. Schrock, schrockj@meredith.edu, x2024
Mary Kay Delaney, delaneym@meredith.edu, x8315
III.
Changes to the Professional Studies
Current Program:
Proposed Program:
In the current program, students may choose
four of the following Professional Studies
courses:
Program will be modified so that Graduate
candidates will be required to take all of the
following professional studies courses:







IV.
EDU 600 Curriculum Development
EDU 610 Advanced Educational
Psychology
EDU 620 Education in Society
EDU 671 Reading Across the
Curriculum
EDU 625 Inclusive Teaching in the
Regular Classroom
EDU 605 Design and Evaluation of
Instructional Materials
EDU 713 Collaboration with
Professionals and Families for Special
and General Educators




EDU 605 Web 2.0 for Teaching and
Learning (revised and name changed)
EDU 610 Advanced Educational
Psychology
EDU 713 Collaboration with
Professionals and Families
EDU 6XX Leadership and Mentoring
Rationale for Change: North Carolina developed new Academically or Intellectually
Gifted program standards in July, 2009. The proposed professional development course
requirements align with these Standards, as well as, with the Standards for Graduate
Teacher Candidates.
North Carolina Academically or Intellectually Gifted Program Standards
 Standard 1: Student Identification
 Standard 2: Differentiated Curriculum and Instruction
 Standard 3: Personnel and Professional Development
 Standard 4: Comprehensive Programming within a Total School Community
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

V.
Standard 5: Partnerships
Standard 6: Program Accountability
Impact Statement:
A. Catalogue: There are no changes to the Graduate catalog. The only changes will be
to the department Master of Education Program Handbook (pg. 21).
B. Students: Students will be impacted by having fewer course selections, but there is
no increase in program hours. The proposed courses were specifically aligned to the new
standards to more fully prepare students with programming.
C. Budget:
D. Catalogue Changes: N/A
E. Other Departments and Programs: None
VI.
VII.
Assessment Plan: Through all of these courses, students will submit products as part of
assignments which address the standards. As part of the Professional Reflections
Portfolio requirement, students will be evaluated on the inclusion of evidence of
understanding using a rubric.
Supporting Documentation:
A. N/A
B. List of Similar Programs:
Descriptions of three comparable programs at East Carolina University, the University of
North Carolina – Charlotte, and Elon University.
East Carolina University – Add-on AIG Licensure (12 credits)
SPED 6104 – Introduction to Gifted Education
SPED 6401 – Methods and Materials in Gifted Education
SPED 6402 – Differentiated Curriculum for the Gifted
SPED 6403 – Practicum in Gifted Education
UNC – Charlotte – Offers Add-on-Licensure or a Master’s Degree in AIG
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SPED5211
Nature and Needs of Gifted Students (3)
SPED6124
Methods of Instructing Gifted Students (3)
SPED6161
Social and Emotional Needs of Gifted Students (3)
SPED6224
Adapting Curriculum Materials and Classroom Differentiation (3)
SPED6241
Constructing Curriculum for Gifted Students (3)
SPED6270
Planning and Evaluation of Gifted Programs (3)
SPED6271
Leadership in Gifted Education (3)
Elon- Offers Master’s Degree in AIG
Advanced Psychological Theory in the Classroom (3)
Advanced Masters Seminar I (1)
Educational Testing & Measurement (3)
Educational Research (3)
Elective (3)
Admission to Candidacy (Faculty Review)
Elective (3)
Instructional Methods for Gifted Students (3)
Advanced Masters Seminar II (1)
Foundations of Education of Gifted Students (3)
Social and Emotional Needs of Gifted Students (3)
Consultation & Collaboration Skills (Internship) (3)
Curriculum Development and Differentiation for Gifted Students (3)
Advanced Masters Seminar III (1)
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C. North Carolina Academically or Intellectually Gifted Program Standards
14
Full Proposal to Modify a Program
Department of Education
Re-visioned Teacher Licensure Program
MAT- Elementary Education (K-6)
II. Contact Person for Proposal
Mary Kay Delaney delaneym@meredith.edu, 8315
Wetonah Parker parkerw@meredith.edu, 8305
Jennifer Olson olsonjen@meredith.edu 2266
III.
Description of changes being made
Old (Current)
Proposed
EDU 726 (3) Integrating the
Elementary Program
Delete this course
EDU 791 (1) Teaching
Seminar (K-6)
Delete this course
EDU 795 (3) Graduate Colloquium in Education
Add this course
Hours cut in old =4
Hours added with new = 3
IV. Rationale for Changes
All graduate licensure programs were required to “revision” by the NC State Board of Education.
Blueprints were developed by the Department of Education at Meredith with input from public school
partners. Although this s a new program (began in Aug. 2008) we have made some minor changes to
strengthen the evidence that graduate licensure candidates will produce.
All methods courses taught during the program focus on integration of content and therefore we felt it
was not necessary to teach a single course on integration. However we wanted to emphasize reflective
teaching and making assessment driven instructional decisions. This change in courses also aligns the
MAT in Elementary Education with the MAT in Special Education for the internship course load and total
numbers of credit hours for program completion.
Justification for EDU 795 course: This course gives interns an opportunity to reflect on the day to day
teaching process during their internship, as they work with a diverse student population from multiple
backgrounds and situations, and in an environment that requires them to make decisions that affect
students’ lives. The course will focus on the effect of those decisions, assessment (both formative and
15
summative), grading, parent conferences, and balancing the reality of teaching with the ideal. Interns
will develop the e-portfolio for professional use and program evaluation by the state of NC. This course
replaces EDU 791, Teaching Seminar, a one (1)credit course.
V: Impact Statement
A: Primary catalogue changes – Graduate Catalogue
Delete EDU 726 from the catalogue (page 25, 26
Delete EDU 791 from the catalogue (page 25, 26)
Add EDU 795 to the catalogue with the following course description (on page 25)
Catalog description: A capstone seminar taken concurrently with the graduate internship.
This course is designed to strengthen the professional skills of reflection as related to
instructional practice, assessment and evaluation of student learning, and analysis of personal
and effective classroom practices. Emphasis is placed on the five areas of the North Carolina
Professional Teaching Standards. Co-requisite: EDU 790 MAT Internship.
Add to Program of Study chart (page 26) during Internship
EDU 795 Graduate Colloquium in Education
B: Students
Students will now only be taking 2 classes during their internship semester. One of which (EDU
795) which will support all their reflective practice and provide documentation for meeting NC
Teaching Standards.
C: Budget
1. Department faculty
This will actually reduce the number of courses that need to be taught in the Fall
Semesters.
2. Library and technology resources
N/A
3. Facilities: space and equipment
N/A
D: Outline of all catalogue changes that will result
See description above
E: Other Departments and Programs
This will not affect other departments or programs. The changes will take affect Spring 2011.
16
VI. Assessment Plan
Interns will
-
-
-
recognize differences when conveying ideas and information and when asking question (NCTCER Standards 1, 4);
recognize how students learn and develop, cognitively, social-emotionally, physically, and
morally (NC-TCER Standard 4);
understand how individual and group motivational strategies create a learning environment
that encourages positive social interaction, active engagement in learning and self
motivation (NC-TCER Standard 4);
formulate a realistic self-appraisal of their role as that effective teacher by reflecting on the
effects of their choices and actions on others (NC-TCER Standard 5);
understand the importance of using formal and informal assessment strategies to evaluate
and ensure the continuous intellectual, social and physical development of the learner (NCTCER Standard 1, 4, 5);
converse publicly on the major programs and policy that focus on school reform, nationally,
regionally, and statewide (NC-TCER Standard 1)
know the role of continuous professional development (NC-TCER Standard 1); and,
develop a concept of a portfolio that demonstrates reflection on practice (NC-TCER 5)
Application to graduation requirements: Students graduating from the MAT program
are required to successfully complete the course is a requirement. The course is required.
Means of assessment: Course learning outcomes will be assessed through the completion
and evaluation of the teacher worksample, which will include analysis of student
learning.
Expected enrollment: 15 – 35
VII.
Support Documentation
A. Statements from other programs:
N/A
B. Similar Programs at other Institutions
1. Greensboro College: EDU 4930 Student Teaching Seminar – 2 credit hours. The seminar
provides the opportunities for candidates to discuss their transition from the college setting
into the public school classroom. Candidates will engage in planning, teaching, assessment,
and reflection.
17
2. Duke University: EDU 215S Seminar in Secondary School Teaching – 3 credit hours. Taken in
conjunction with student teaching. Includes a focus on values and ethics in teaching.
3. University of Pittsburgh: IL 2824 Student Teaching Seminar 3 credit hours – a seminar for
student teachers in the certification field which emphasizes collaborative problem-solving
of practical teaching problems and continued professional development.
4. Illinois Wesleyan: EDUC 498 Educational Inquiry Taken in conjunction with student teaching.
Concurrent attention to documenting teaching competencies and gathering evidence for the
portfolio. Discussion of potential teacher inquiry projects and social justice issues confronted
by teachers.
C. Syllabus for EDU 795 – see attached.
18
EDU 795 – Graduate Colloquium in Education
3 credit hours
Course Overview:
This course taken concurrently with EDU 790 is designed to help interns by
providing a forum for collaboration, critical inquiry on the internship
experience, while it draws upon resources the classroom environment. It
considers problems and issues in four broad areas: students in the school, the
teacher's professional responsibilities, curriculum understandings, and
administrative/organizational issues, such as professional learning
communities.
This course will provide support as the intern enters the classroom and will
focus on classroom management, instructional planning, evaluation and
assessment, teaching strategies, legal issues, and other teacher competencies
necessary in today's diverse classrooms.
In addition, the intern will analyze the importance of becoming a reflective
educator, assess the process of establishing relationships and expectations
with all students, and recognize the importance of using technology effectively,
legally and ethically.
Dewey suggests that "Experience + Reflection = Growth." Through this
experience, and your reflecting on this experience, you will examine the school,
teaching as a profession, and your role as an education
Objectives:
All objectives are correlated with the identified standards developed by the NC
Teacher Candidate Evaluation Rubric (NC-TCER):
Upon completion of EDU 795, interns
-
-
recognize differences when conveying ideas and information and when
asking question (NC-TCER Standards 1, 4);
recognize how students learn and develop, cognitively, social-emotionally,
physically, and morally (NC-TCER Standard 4);
understand how individual and group motivational strategies create a
learning environment that encourages positive social interaction, active
engagement in learning and self motivation (NC-TCER Standard 4);
formulate a realistic self-appraisal of their role as that effective teacher by
reflecting on the effects of their choices and actions on others (NC-TCER
Standard 5);
19
-
-
Course Outline:
understand the importance of using formal and informal assessment
strategies to evaluate and ensure the continuous intellectual, social and
physical development of the learner (NC-TCER Standard 1, 4, 5);
converse publicly on the major programs and policy that focus on school
reform, nationally, regionally, and statewide (NC-TCER Standard 1)
know the role of continuous professional development (NC-TCER Standard
1); and,
develop a concept of a portfolio that demonstrates reflection on practice
(NC-TCER 5)
The course agenda will be specific to the setting and program of the intern,
but will include:
1. Professional, ethical behaviors expected of interns; requirements and
schedules for successful completion of internship
2. Active listening, collaboration, teaming
3. Long range planning; classroom teaching/instruction
4. Reflection, reflective decision-making, and problem solving
5. Assessment and evaluation (formative and summative); documentation
of student learning
6. Classroom management and establishing a positive classroom climate
7. Relationship building with students, parents, colleagues
8. Community and educational resources
9. School law
10. Documentation of student learning
11. Portfolio development based on Professional Teaching Standards
12. Licensure, job searching, resumes, interviewing
13. Transition to first year teaching – what to expect
Required Texts:
DuFour, R, Eaker, Karhanek, G., DuFour, R., (2004). Whatever it takes: How
professional learning communities respond when kids don't learn.
Bloomington, IN: Solution Tree.
20
Wong, H. (1998 or later date) The first days of school. CA: Harry Wong
Publications.
MAT Internship Handbook (current year)
Grading:
Grades in EDU 795 will be based on the assessment of the e-portfolio and teacher
worksample; participation; professional behaviors (both assessed by the class
developed rubric)
References: http://www.ncpublicschools.org/legal/
http://www.learnnc.org/
http://www.thinkfinity.org/
http://www.ncwiseowl.org/
Comments about Writing:
As writing is becoming increasingly important in the world of the educator, it is important that you
consider how you express yourself on paper. Are you able to write effectively? Are you able to write
using correct grammar, spelling, and sentence structure? Can you organize your ideas and put unified,
coherent, and fully developed thoughts on paper? You may know exactly what you mean, but can you
write it? Take seriously what you write for this class. Read and reread your work. If your word
processing program has the capability, use its spell check and grammar check. However, please do not
rely solely on the computer to check your written work. Read it yourself, and ask others to read it.
Attendance:
Time is very important to an educator. Respect for the members of the class is shown promptness,
attendance, and participation. Class will begin on time, and full attendance and participation is required
and expected. Remember to check the radio for school closings in the case of severe weather.
"It is the supreme art of a teacher to awaken joy in creative expression and knowledge.” Albert Einstein
Statement of Non-Discrimination
The policy of Meredith College is not to discriminate against qualified students in its educational
programs with documented disabilities. The School of Education supports this policy.
Students with Disabilities: Reasonable accommodations will be made for students with documented
disabilities. In order to receive accommodations, students must go through the Counseling
Center/Disability Services office. Disability Services is located in 106 Carroll Hall and can be reached at
760-8427 or disabilityservices@meredith.edu. For additional information see the website at
http://www.meredith.edu/students/counsel/disability."
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The Meredith College Honor Code and the Expectations for Teacher Candidates are in effect for all
classes.
THE MEREDITH HONOR CODE
We, the Meredith community, are committed to developing and affirming in each student a
sense of personal honor and responsibility. Uncompromising honesty and forthrightness are
essential elements of this commitment. The honor system is a method by which individual
honors are protected and maintained. Any dishonorable action will be regarded as a
violation of this commitment and corrective action will be taken.
If I am in violation of the Honor Code, to prevent jeopardizing the honor system or
weakening our system of self-governance, I have an obligation to report myself to the proper
authorities. If I am aware of a violation of the honor system by another student, I shall call
this matter to the attention of that student as a violation of responsibility to the community.
In choosing Meredith College, I am accepting the honor system as a way of life. As a
Meredith student, I am responsible for ensuring that the honor system is at all times carried
out.
EXPECTATIONS OF ALL TEACHER CANDIDATES AT MEREDITH COLLEGE
It is expected that Meredith students earning licensure for teaching are working to become effective
professionals who will make a strong and positive contribution to the teaching profession. All teacher
candidates are expected to evidence the following behaviors:
A RESPECT FOR THE PEOPLE WITH WHOM YOU ARE WORKING: While on campus, this is reflected in
classroom behaviors such as attending classes regularly and on time, notifying the instructor of absences
and turning in adequately prepared work in a timely fashion. Such standards are expected to be
maintained while conducting field work.
A RESPECT FOR THE DIVERSITY REPRESENTED BY THE PEOPLE WITH WHOM YOU ARE WORKING: This
involves demonstrating attitudes and behaviors that indicate fairness and sensitivity to all people and
openness to other cultures and ideas.
AN AWARENESS OF THE SIGNIFICANCE OF THE INDIVIDUAL'S ROLE IN SOCIAL INTERACTIONS: This
involves developing an awareness of how to communicate effectively and an understanding of how your
manner of communication affects others.
A CONSISTENT DEMONSTRATION OF PROFESSIONAL BEHAVIOR: This is reflected in such behaviors as
assuming responsibility for behavior, demonstrating professional responsibilities, and a willingness to
make ethical decisions.
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Title of Proposal: Revising the Master of Education Elementary Education Concentration
Department of Education
Primary Contact: Mary Kay Delaney, Department Head delaneym@meredith.edu
The Faculty of the Department of Education seek permission to revise the current program of study for
the Elementary Education concentration in the Master of Education degree program (M.Ed.-Elementary
Education). This revision is in response to the North Carolina Department of Public Instruction’s
requirements to “re-vision” (sic) programs for Teacher Education Programs and to the changes in the
Standards for Graduate Teacher Candidates.
Description of Changes
The table below compares the current requirements for the M. Ed-Elementary Education with the
proposed requirements. To address the new requirements, the Education Department faculty seek to
make the following changes:

Eliminate two courses from the “common core” or required Professional Studies portion of the
program, EDU 600, Curriculum Development and EDU 620, Education in Society.

Add two new courses to the “common core” or required Professional Studies portion of the
program, EDU ABC Education, Curriculum and Society and EDU DEF Leading and Mentoring.

Move the course EDU 671 Reading Across the Curriculum from the Professional Studies to the
Specialty Area or “electives” portion of the program

Move, revise & re-name the course EDU 605 Design and Evaluation of Instructional Materials
from the Specialty Area to the Professional Studies portion of the program; the revised name will
be EDU 605 Web 2.0 Teaching and Learning.

Within each Specialty Area, allow students more flexibilty to make choices among existing
M.Ed. program courses.
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Program Comparison
Current M.Ed.
Program
Elementary
Education s.h.
Proposed
Program
M.Ed.
Elementary
Education s.h.
Professional Studies
EDU 600 Curriculum Development
3
3
3
EDU ABC Education, Curriculum &
Society
EDU 610 Advanced Educational
Psychology
EDU DEF Leading & Mentoring
EDU 610 Advanced Educational
Psychology
EDU 620 Education in Society
3
EDU 671 Reading Across the Curriculum
3
EDU 605 Web 2.0 for Teaching & Learning
3
Specialty Courses
EDU 605 Design & Evaluation of
Instructional Materials
3
3
Specialty Areas
3
Literacy
Choose one from the following:
3
EDU 670 Foundations of Literacy
EDU 671 Adolescent Literacy and Learning
Across the Curriculum
EDU 677 Teaching Writing in the K-12
Classroom.
EDU 615 Mathematical Thinking in
Children
3
Mathematics
3
EDU 615 Mathematical Thinking in
Children
EDU 625 Inclusive Teaching in the Regular
Classroom
3
Special Education
3
Choose one from the following:
EDU 625 Inclusive Teaching in the Regular
Classroom
EDU 710 Overview of Exceptionalities
EDU 713 Collaboration with Professionals and
Families
One graduate course in ESL
3
ESL
Choose one course in ESL from the following:
3
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EDU 641 Methods of Teaching ESL
EDU 645 Culture and the Language Teacher;
EDU 647 Teaching ESL in the Public Schools
One graduate course in Reading
3
Elective
Choose one from the following:
3
AIG:
EDU 635 Introduction to the Gifted Individual
EDU 639 Creativity
ESL:
EDU 641Methods of Teaching ESL
EDU 645 Culture and the Language Teacher
EDU 647 Teaching ESL in the Public Schools
Literacy:
EDU 671 Adolescent Literacy and Reading
Across the Content Areas
EDU 675 Intervention in the Reading Process
EDU 677 The Teaching of Writing in the K-12
Classroom
Special Education:
EDU 625 Inclusive Teaching in the General
Education Classroom
EDU 710 Overview of Exceptionalities
EDU 713 Collaboration with Professionals &
Families for Special & General Educators
Research
EDU 630 Research I
3
EDU 630 Research I
3
EDU 631 Research II
3
EDU 631 Research II
3
Total hours
33
33
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Background and Rationale
In 2007, the North Carolina Department of Public Instruction and the State Board of Education approved
sweeping changes to the requirements for and evaluation of teacher education programs in institutions of
higher education. Beginning in the academic year 2010-2011, candidates for licensure will be assessed
using different criteria and methods from those currently in place. These changes were part of a
comprehensive package of “Re-visioning” (sic) for preservice and inservice teachers and administrators.
Part of the intent of these changes is to institute a more seamless system of teacher education and
evaluation between preservice and inservice teachers. Standards for all licensures were changed.. All
“re-visioned” (sic) programs must be implemented beginning in the 2010-2011 academic year.
During 2009-2010, the Department of Education worked to formulate a blueprint for the revisions to all
graduate licensure programs that would address the new state standards for all teachers (Appendix A).
That blueprint also contained proposed changes to graduate licensure areas to meet the new standards
(Appendix B). An proposal that included all graduate licensure areas was submitted to the Department of
Public Instruction in July, 2010. Teams of reviewers examined each proposal. The status of those
approvals will be communicated to the institutions of higher education during XXX. Final approval of all
programs will be granted by the State Board of Education XXX.
Although a blueprint of the revised graduate licenusre programs was submitted to the Department of
Public Instruction, the details of the programs were not required to be submitted, nor were the programs
required to be approved through the usual channels at their institutions. Included with each blueprint was
a timeline for institutional approval and implementation. Thus, the Department of Education is
submitting the proposal for changes to the Master of Education-Elementary Education licensure program
to the Teacher Education Committee and Academic Council for consideration and approval in time to
implement the changes in Fall 2011.
The new Master of Education with a concentration in Elementary Education program is designed for the
elementary school teacher who wants to lead and mentor—in his or her own classroom, in the school
community, and in the profession. The revised program will allow the teacher leader to develop deeper
expertise in: (1) understanding of theory and pedagogy across the elementary curriculum, (2) teaching
four specialty areas of the elementary school curriculum (Academically and Intellectually Gifted (AIG),
English as a Second Language (ESL), Reading, and Special Education. The revised program will prepare
teacher leaders who can teach all students. It will empower classroom teachers to use their experience and
work with students as a basis for becoming strong leaders in curriculum and instruction.
In each of the five concentrations within the M. Ed. program students complete coursework in four areas:
(1) Professional Studies, (2) Specialty Courses, (3) Research, and (4) Culminating Project. In the
Professional Studies area of coursework, the total number of credit hours will remain the same (12). Of
the four Professional Studies courses, two courses, EDU 600, Curriculum Development and EDU 620
Education and Society, will be deleted. A new course, EDU ABC, Education, Curriculum & Society,
will give graduate students the opportunity to use critical thinking to understand curriculum, its place in
schools, and its relationship to society. By understanding the development of curriculum over time,
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teachers are better equipped to lead effectively and to establish a “positive and productive environment
for a diverse population of student.”
A second new course, EDU DEF, Leading and Mentoring, will be included within the Professional
Studies area. With this course, graduate candidates will meet and exceed graduate candidate standards for
leadership. Increasingly, elementary teachers are called upon to lead professional learning communities,
grade level meetings, support teams, school improvement teams, and committees. In addition, elementary
Master teachers are called upon, both formally and informally, to mentor novice or struggling colleagues
and to collaborate by sharing effective teaching strategies. Through course assignments and field
experiences, this course will give the candidates opportunities to integrate knowledge from other courses
with leadership studies.
The third course new to the Professional Studies area of the M.Ed. curriculum will be a revised and
updated version of EDU 605, the Design and Evaluation of Instructional Material. EDU 605 will be
renamed Web 2.0 for Teaching and Learning to more accurately reflect current best instructional
practices and tools. The course will continue to focus upon the use of digital tools to create learning
experiences and to promote collaborative problem solving and learning. The move of EDU 605 from the
Specialty Area of the program to the Professional Studies area reflects the importance of the topic to
developing 21st century teachers and students.
The fourth course in the Professional Studies section, EDU 610, Advanced Educational Psychology. will
remain unchanged.
Changes to the Specialty Area portion of the M.Ed. Elementary Education curriculum will offer more
choices for candidates as they work closely with advisors to plan programs that fit the professional goals
of each candidate. Previously, students were required to take 3 semester hours in each specialty area:
reading, mathematics, ESL and Special Education. Most of the courses were prescribed—one course in
each area. In the new program, graduate candidates will continue to have choices in each specialty area.
Moreover, the candidates will further extend their knowledge within a content area (literacy or
mathematics) or broaden their expertise of diverse learners (ESL, Special Education, or Academically and
Intellectually Gifted) through a ‘free’ elective. Thus, the new program is more responsive to the
particular needs of each graduate candidate.
In the Specialty Area of literacy, students will take one course from the following: EDU 670 Foundations
of Literacy, EDU XXX Adolescent Literacy and Learning Across the Content Areas, or EDU 677
Teaching Writing in the K-12 Classroom. EDU XXX was formerly EDU 671, Reading Across the
Content Areas. The changes in this course reflect the focus on the needs and challenges of the adolescent
and literacy tools essential for life-long learning. The new course will emphasize inquiry-based learning
as a means to develop critical thinking and problem-solving skills, digital literacy skills, and content
reading strategies. Each of the literacy courses that are choices for students in the M.Ed. Elementary
Education concentration is more fully described in the M.Ed. with Reading proposals.
In the Specialty Area of mathematics, there are no changes to the current program. Students will continue
to take EDU 615 Mathematical Thinking in Children.
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From the Specialty Area of Special Education, in the new program students will now be able to choose
from one of three courses: EDU 625 Inclusive Teaching in the Regular Classroom, EDU 710 Overview of
Exceptionalities, or EDU 713 Collaboration with Professionals and Families. Presently, students are
required to take EDU 625.
With regard to ESL, M.Ed. Elementary Education students have been required to choose any one course
from that Specialty Area. In the new program, students will select one ESL course from those that have
been identified as most useful to the general education classroom teacher: EDU 641 Methods of
Teaching ESL, EDU 645 Culture and the Language Teacher, and EDU 647 Teaching ESL in the Public
Schools. Although there are no changes to the content of these courses, a greater emphasis will be placed
on using digital tools and methods such as voice threads, digital storytelling, wikis and blogs to provide
powerful, authentic contexts for the development of English among students.
The third area of study for all students in the M.Ed. program is research. The two courses that serve as
the basis for this area, EDU 630 Education Research and EDU 631 Education Research II, were revised
and implemented in 2009-2010. No changes to these courses are proposed. The fourth and final
component for all students in the M.Ed. program is a Culminating Project, the professional portfolio.
No changes are proposed to this required program component.
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VI. Impact Statement
A. Primary catalogue changes The Graduate School Catalogue & Handbook catalogue section
Master of Education will need revision to reflect the changes.
B. Students Students who are admitted to the Master of Eduation Elementary Education program
after spring 2011 will complete the new requirements.
C. Budget
1.
Department Faculty
2. Library and Technology Resources
D. Facilities
E. Other Departments and Programs
F. Assessment Plan
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Comparable Programs
1. Elon University
Master in the Art of Education, Elementary Education
2010-2011 Catalogue: 33 Semester Hours
Comparable Programs
2. East Carolina University
Master in the Art of Education, Elementary Education
2010-2011 Catalogue: 36 Semester Hours
.
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APPENDIX A
North Carolina Professional Teaching Standards
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APPENDIX B
Standards for Graduate Teacher Candidates
Approved by the State Board of Education
January, 2009 INSERT
34
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Appendix C
Course Changes
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EDU 605
EDU 671
EDU ABC
EDU DEF
Web 2.0 for Teaching & Learning
Adolescent Literacy and Learning Across the Content Areas
Curriculum, Education, and Society
Leading and Mentoring
Need:
Current course descriptions
Proposed title
Proposed description
Rationale
Revised syllabus
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