Authors

Document Type

Program Change

Alternate Date

2007 - 2008

Abstract

C&I Program Proposal KEENE STATE COLLEGE 2007-2008 ACADEMIC PROGRAM PROPOSAL FORM DATE: September 28, 2007 SPONSORING PROGRAM AND CHAIR: Education Department Co-chairs: Dottie Bauer (8-2864) and Len Fleischer (8-2846), MS 2611 PROPOSAL SPONSOR: Dottie Bauer, Debbie Black, professors in Education Department TITLE SUMMARY: M Ed Curriculum and Instruction PROPOSED ACTION: Underline proposed changes . Program addition Change in requirements* Program redesign Program deletion Other: EXISTING (OLD) DATA: Curriculum and Instruction Option The Curriculum and Instruction (C&I) Option in the master’s program in education promotes the development and enhancement of teacher leadership for classroom teachers. The program strives to instill an understanding of self and others in conjunction with the development of skills, knowledge, critical thinking, and compassion required for creating an equitable and engaging learning environment for diverse learners. The C&I option has two tracks, Professional Development and Initial Certification/World Educational Links. Curriculum and Instruction: Professional Development Track 36 credits The C&I Professional Development track is a two-year M.Ed. program for classroom teachers currently employed in an appropriate school setting. The program is marked by three phases of engagement: Reflection and Design for Teacher Leadership, Understanding the Context for Teacher Leadership, and Teacher Leadership and Change. Students begin the program in the fall semester and are expected to complete their program of study in two years, including summer work. The Professional Development track is designed so that a small cohort of students can navigate through the program together. Each student works closely with a faculty advisor to design their individualized program of study (aligned with the Board of Professional Teachers Standards), which is presented to an advisory committee for approval. Through course work, seminar discussion, field work, reading, professional conferences, etc., students explore teacher leadership in their area of focus. Throughout the program, students develop their portfolio to document their learning and progress on the goals articulated in their approved program of study. Action research is central to each student’s plan of study. It is used as a tool for deep inquiry into the dynamics of teaching and learning in the school setting. Students are required to use the findings from their research to support a leadership initiative, which may include grant writing, leading workshops, writing articles and presenting at professional conferences. At the end of the program, students are expected to design their own exit exhibition, which 2 provides them an opportunity to share their portfolio and demonstrate competency in the areas identified in their program of study. The C&I Professional Development track offers flexibility and individualization for highly motivated professional teachers who are looking for a leadership role in a specified area of focus of their choice. Students can expect their graduate work at KSC to be a time of reflection and renewal as they explore themselves and their relationship with colleagues, students, family, and the community. Throughout the program students are challenged to deepen their understanding of the world from multiple perspectives, explore the dynamic nature of the teaching and learning process, demonstrate professional and ethical behaviors by meeting high expectations and standards, and contribute to a just and equitable world. Admission Criteria – Professional Development Track Candidates for admission to the Curriculum and Instruction: Professional Development Track must submit an Application for Advanced Study in Education, including required materials, to the KSC Admissions Office. Furthermore, the following criteria must be met: current employment as a teacher in an approved educational setting (grades pre-K to 12) one year full-time teaching experience a personal interview with a member of the C&I faculty C&I Option – Professional Development Track Requirements 36 credits PHASE ONE – Reflection and Design for Teacher Leadership 6 credits ESECCI 610 Portfolio Development and Assessment (1 credit), Fall ESEC 602 Students, Families, Schools and Society (2 credits), Fall ESECCI 661 Collaboration and Service Delivery Options, Fall PHASE TWO – Understanding the Context for Teacher Leadership 15 credits ESECCI 621 Design and Reform of American Education, Spring ESEC 601 Research Strategies in Education, Spring ESECCI 631 Assessment & Evaluation in Schools, Summer ESECCI 641 Applied Learning Theory, Summer ESECCI 651 Curriculum Development, Summer PHASE THREE – Teacher Leadership and Change 6 credits ESEC 699 Capstone, Fall ESECCI 697 Internship, Spring Electives 9 Credits Students identify graduate level electives, which support the focus of their program plan. The faculty advisor will oversee the evaluation and approval process for electives. The evaluation and approval process may begin after Phase One – Reflection and Design for Teacher Leadership has been completed. Graduate credits completed prior to the completion of Phase One – Reflection and Design for 3 Teacher Leadership may be evaluated and approved for elective credit if the student demonstrates how he or she supports the focus of their program plan. Curriculum and Instruction: Initial Certification/World Educational Links Track 39 credits The Initial Certification/World Educational Links (WEL) Track of the C&I Option is designed for individuals who have completed a baccalaureate degree in a liberal arts discipline. Additional coursework will be required if an applicant’s baccalaureate degree does not directly relate to the area of certification they are seeking. The following areas of certification are currently available through this program: • Applied Computer Science (grades K-12) • Biology (grades 7-12) • Chemistry (grades 7-12) • Early Childhood Development (Nursery-3) • Earth Science (grades 7-12) • Elementary Education (grades K-8) • English (grades 5-12) • French (grades K-12) • General Science (grades 5-9) • Middle/Junior High Mathematics (grades 5-8) • Physical Science (grades 7-12) • Secondary Mathematics (grades 7-12) • Spanish (grades K-12) • Social Studies (grades 5-12) All students in the WEL program must be enrolled full-time and are placed in a field setting for an entire public school year (August to June). Students develop individual learning plans referenced to state and national standards for teachers. A mentor teacher in the classroom in which the student is assigned provides critical instruction and guidance in the development of a portfolio, documenting competence in certification standards and completion of the individual learning plan. Students meet as a cohort every Friday and on selected Saturdays during the fall and spring semesters. Courses in the Initial Certification/WEL program are offered only to full-time graduate students. The WEL program requires an initial review of previous course work to determine missing competencies required to meet state standards for teacher certification. Students must design activities, in consultation with WEL faculty, to address missing competencies. The Initial Certification/WEL Track includes content and experiences that address both the Teacher Education Themes and the New Hampshire State Standards for Teacher Certification. In addition to the content in portfolio development and assessment, design and reform of American education, assessment in the classroom context, and curriculum development, students enrolled in the C&I Initial Certification/WEL Track are required to gain competence in life span development and classroom instructional management. Literacy and methods experiences at the level appropriate for the area of certification being sought are also required. Students who successfully complete all requirements in this program option receive the Master of Education degree and are recommended for initial teacher certification. Admission Criteria – Initial Certification/World Educational Links Track Candidates for admission to the C&I Initial Certification/WEL Track must submit an Application for Advanced Study in Education, including required materials, to the KSC Admissions Office. Furthermore, the following criteria must be met: • observe and interact with children of various ages in different public school environments for at least 100 hours before completing the application process ��� strongly recommended 4 • program planning sheet – to be completed with the academic counselor in the KSC Office of Teacher Education & Graduate Studies after the application and transcripts have been submitted • demonstrated competence in the selected area of certification • a personal interview with a member of the WEL faculty C&I Option – Initial Certification Track Requirements 39 credits • PHASE ONE – Exploring the Self as Teacher (Summer) • ESEC 602 Students, Families, Schools, and Society (2 credits) • ESECCI 610 Portfolio Development and Assessment (1 credit) • ESECCI 621 Design and Reform of American Education • ESEC 630 Life Span Development • PHASE TWO – Knowing the Present (Fall) • ESEC 601 Research Strategies in Education • ESECCI 631 Assessment and Evaluation in Schools • ESECCI 651 Curriculum Development • ESECCI 687 Classroom/Instructional Management • ESEC 595 Methods with Field Placement • PHASE THREE – Teacher Leadership (Spring) • ESEC 560 Internship: Teaching • ESEC 699 Capstone PROPOSED (NEW) PROGRAM: Curriculum and Instruction Option The Curriculum and Instruction (C&I) Option in the master’s program in education promotes the development and enhancement of teacher leadership for classroom teachers. The program strives to instill an understanding of self and others in conjunction with the development of skills, knowledge, critical thinking, and compassion required for creating an equitable and engaging learning environment for diverse learners. The C&I option has two programs: Professional Development and World Educational Links-Initial Certification. Students who enroll at Keene State College under the partnership program with Granite State College may enroll in the Professional Development program and complete the Demonstration of Professional Leadership component. Curriculum and Instruction: Professional Development 36 credits The C&I Professional Development program is designed for classroom teachers currently employed in an appropriate school setting. The goal is to provide a customized experience leading to the development of teacher leaders committed to school improvement. The program combines core coursework with an individually designed specialization and culminates with the 5 design and implementation of a school-based research project that showcases the individual student’s area of expertise and leadership capacity. Students begin the program in the summer by taking the Foundations courses and are expected to complete their program of study in two years, including summer work. Six credits are taken during each term (summer, fall, or spring). The Professional Development sequence is designed so that a small cohort of graduate students can proceed through the program together. Each student works closely with a faculty advisor to design an area of specialization that aligns with the National Board of Professional Teachers Standards and the student’s personal goals. Through course work, seminar discussions, field work, reading, professional conferences, etc., students explore teacher leadership in their area of focus. Throughout the program, students develop a portfolio to document professional learning and progress on the goals articulated in their approved program of study. Action research is central to each student’s plan of study. It is used as a tool for deep inquiry into the dynamics of teaching and learning in the school setting. Students are required to use the findings from their research to support a leadership initiative, which may include grant writing, leading workshops, writing articles and presenting at professional conferences. At the end of the program, students are expected to design their own exit exhibition, which provides them an opportunity to share their portfolio and demonstrate competency in the areas identified in their program of study. The C&I Professional Development program offers flexibility and individualization for highly motivated professional teachers who are looking for a leadership role in a specified area of focus of their choice. Students can expect their graduate work at KSC to be a time of reflection and renewal as they explore themselves and their relationship with colleagues, students, family, and the community. Throughout the program students are challenged to deepen their understanding of the world from multiple perspectives, explore the dynamic nature of the teaching and learning process, demonstrate professional and ethical behaviors by meeting high expectations and standards, and contribute to a just and equitable world. Admission Criteria – Curriculum and Instruction: Professional Development Candidates for admission to the Curriculum and Instruction: Professional Development program must submit an Application for Graduate Study in Education, including required materials, to the KSC Admissions Office. For additional information refer to the Graduate Application. C&I Option – Professional Development Requirements 36 credits EDUCCI 610 Portfolio Development and Assessment (1 credit), summer (first year) FOUNDATIONS - Phase One (6 credits) # EDUC 602 Students, Families, Schools and Society (2 credits), summer (first year) EDUCCI 625 Technology-integrated Teaching (3 credits), summer (first year) EDUCCI 635 Curriculum Theory and Development (3 credits), fall (first year) SPECIALIZATION - Phase Two (18 credits) # EDUC 690 Special Topics*: Specialization I (3 credits), fall (first year) 6 EDUCCI 645 Assessment & Evaluation in Schools (3 credits), spring (first year) EDUC 690 Special Topics*: Specialization II (3 credits), spring (first year) EDUC 641 School Law (3 credits), summer (second year) EDUCCI 695 Seminar: Teacher as Leader (3 credits), fall (second year) DEMONSTRATION OF PROFESSIONAL LEADERSHIP Phase Three (12 credits) EDUC 675 Educational Research Design (3 credits), fall (second year) EDUC 670 Educational Research Foundations (3 credits), summer (second year) EDUC 680 Educational Research Capstone (6 credits), spring (second year) *Students identify and design their Specialization during the Portfolio seminar (EDUCCI 610). In some cases, graduate credits completed prior to admission to the program may be approved for credit toward the degree if the student demonstrates how these credits support the specialization. This approval takes place during the Portfolio seminar (EDUCCI 610), and may result in the waiver of one or both of the Special Topics courses. # Note: Students participating in the Granite State partnership receive credit for their GSC coursework through EDUC 612 Demonstrated Certification Competence (18-24 credits) and enroll in the appropriate complementary courses. All courses in the Demonstration of Professional Leadership component of the degree are required. Curriculum and Instruction: NOTE: THIS PROPOSED SECTION WAS NOT APPROVED BY THE SENATE World Educational Links - Initial Certification 39 credits The World Educational Links Initial Certification program of the C&I Option (WEL) is designed for individuals who have completed a baccalaureate degree in a discipline appropriate to the area of certification they are seeking. The following areas of certification are currently available through this program: • Biology (grades 7-12) • Chemistry (grades 7-12) • Early Childhood Education (Nursery-3) • Earth Science (grades 7-12) • Elementary Education (grades K-8) • English (grades 5-12) • French (grades K-12) • General Science (grades 5-9) • Middle/Junior High Mathematics (grades 5-8) • Physical Science (grades 7-12) • Secondary Mathematics (grades 7-12) • Spanish (grades K-12) • Social Studies (grades 5-12) The WEL program includes content and experiences that emphasize multicultural education and that address both the Teacher Education Themes and the New Hampshire State Standards for Teacher Certification. Students who successfully complete all requirements in this program 7 option receive the Master of Education degree and are recommended for initial teacher certification. The program requires an initial review of previous course work to determine content area knowledge and other prerequisite competencies required to meet state standards for teacher certification. In consultation with the Graduate Office and WEL faculty, students must design activities to address any prerequisite competencies that have not been demonstrated prior to admission. Experiential learning is fundamental to the program. The WEL program begins in the summer with readings, written reflections and a week-long institute, in preparation for an internship in a public school classroom. Interns spend four days a week for an entire school year working with a mentor who is at once a teacher and a colleague. Interns participate in all aspects of school life and become integral members of the teaching staff at their placement sites. Students design individual learning plans referenced to state and national standards for teachers. In the course of the year, each student develops a portfolio documenting competence in certification standards and completion of the individual learning plan. In weekly seminars on campus interns develop critical questions and answers about curricular strategies, historical content and the pedagogy of teaching for equity. Each student also completes an action research project that is usually carried out within the field placement. Admission – World Educational Links Initial Certification Candidates for admission to the C&I World Educational Links Initial Certification program must submit an Application for Advanced Study in Education, including required materials, to the KSC Admissions Office. C&I Option – World Educational Links Initial Certification – Course of Study 39 credits • PHASE ONE – Exploring the Self as Teacher (Summer) • EDUCCI 600 Foundations of Equity Education (3 credits) • PHASE TWO – Knowing the Present (Fall) • EDUCCI 620 Theories of Human Development & Exceptionality (3 credits) • EDUCCI 630 Pedagogy of Equity Education I (3 credits) • EDUCCI 640 Curriculum & Assessment in Equity Education I (3 credits) • EDUCCI 650 Practicum: Teaching for Equity (3 credits) • EDUCCI 660 Introduction to Research Design (3 credits) • PHASE THREE – Teacher Leadership (Spring) • EDUCCI 631 Pedagogy of Equity Education II (3 credits) 8 • EDUCCI 641 Curriculum & Assessment in Equity Education II (3 credits) • EDUCCI 661 Applied Research in Education (3 credits) • EDUCCI 680 Internship: Teaching for Equity I (6 credits) (Summer) • EDUCCI 681 Internship: Teaching for Equity II (6 credits) PROGRAM OBJECTIVES AND /OR LEARNING OUTCOMES: NOTE: The program objectives and learning outcomes described below will not be affected by this proposal. Program Objectives/Learning Outcomes for Professional Development program: Graduate students will: 1. Deepen their understanding of schools and culture 2. Deepen their understanding of curriculum and assessment 3. Develop knowledge of educational technology and school law 4. Develop an area of specialization and leadership 5. Demonstrate professional growth as outlined by the National Board of Professional Teachers Standards 6. Design and implement a school-based educational research project Program Objectives/Learning Outcomes for WEL-Initial Certification program: WEL adheres to standards set for teacher certification in each of the WEL certification areas by the State of New Hampshire, by NCATE, and by the relevant Professional Associations, in addition to the KSC Conceptual Frameworks. All these standards are addressed and outcomes documented through portfolios, observations of interns in the classroom, student exhibitions of work, dispositions assessments, research projects, and mid-year and final evaluations. Broad program objectives and learning outcomes specifically addressed in the program and assessed as described above include the following: I Content Knowledge [Components are subject-area specific.] II Planning and Curriculum Design Component 1: Knowledge of content-related pedagogy Component 2: Knowledge of students Component 3: Selecting instructional goals Component 4: Knowledge of resources Component 5: Designing coherent instruction III Assessment of Student Learning Component 1: Assessing student learning Component 2: Providing feedback to students 9 Component 3: Maintaining accurate records Component 4: Communicating with families about individual students IV Building Community Component 1: Creating an environment of respect and rapport Component 2: Establishing a culture for learning Component 3: Managing classroom procedures Component 4: Managing student behavior Component 5: Organizing physical space V Instruction Component 1: Communicating clearly and accurately Component 2: Using questioning and discussion techniques Component 3: Engaging students in learning Component 4: Flexibility and responsiveness Component 5: Working with families Component 6: Engaging families in the instructional program VI Professional Growth and Collegiality Component 1: Reflecting on teaching Component 2: Contributing to the school and district Component 3: Growing and developing professionally Component 4: Showing professionalism Integrated with all of these outcomes, the WEL program aims to raise students’ awareness of social issues worldwide and to increase their cultural competence. RATIONALE for Professional Development Program redesign: Faculty in the Education program have been working to improve the offerings in the M.Ed program in order to better serve the needs of the experienced teachers in the region. These teachers provide field experience opportunities for our undergraduate students in teacher education programs. In addition, the college has entered into Memoranda of Understanding with Granite State College, which allows students from specific programs at GSC to complete a Master’s program at KSC. This program redesign allows us to work more effectively with both populations of graduate students, those enrolling in the M.Ed. program as well as those coming from GSC. In addition, the redesign will better serve the needs of adult learners in the region, and allow KSC to compete with other programs that run year-round and offer flexible course schedules. This redesign reflects program adaptations we have already made and now formalizes these adjustments into a more coherent curriculum and delivery approach. RATIONALE for WEL-Initial Certification Program redesign: The World Educational Links (WEL) program was designed to provide teacher certification and a master’s degree in Curriculum and Instruction within a one-year time frame. The program uses an experiential “immersion” model, whereby students are placed in internships four days a week for the entire public school year. There is an intensive summer institute at the start of the 10 program, and students attend seminars on campus one day a week and occasional Saturdays during the fall and spring semesters. The program was piloted beginning in 2002-03, using existing teacher education courses to describe the content and the field experiences. In keeping with relevant NCATE, SPA and State standards, these existing courses do reflect much of the curriculum delivered in the program, but fail to capture the delivery model or the special focus on diversity and multicultural education, and this was noted in the recent NCATE review. We are making changes in the course packaging and descriptions to better capture the WEL content and how it is actually delivered. No changes are being made to the program, its goals, outcomes, offerings or mode of delivery. We believe that, in keeping with our mission and vision statements, the new courses better reflect the commitment to active and engaged learning that honors the needs of the diverse student body who participate in the WEL program, as well as the commitment to a curriculum that addresses issues of diversity within our society and consequently in our schools. RESOURCES: The programs already exist, and faculty are already teaching in them. The redesign of the Professional Development program allows us to increase enrollments and accommodate Memoranda of Understanding with Granite State University, thus better utilizing current faculty resources. If the program grows, the revenues will also grow, allowing for additional faculty/staff resources. Library resources are not impacted as this program currently exists. Peggie Partello, our library liaison, was consulted. ADVISORY OPINIONS: No other programs are impacted for the Professional Development program. Secondary Committee was consulted for the WEL program.

Source

Senate Curriculum Committee

Language

English

Publisher

Keene State College

MEd Curriculum & Instruction, Professional Track

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