Graduate Academic Learning Compacts

Year: 2007-2008
College: Education and Human Services
Department: Childhood Ed, Literacy & TESOL
Major: Elementary Education
Concentration: Professional Education

Mission Statement:

The program that leads to The Master of Education degree in Elementary Education is for certified teachers and other professional school personnel that extend and enhance the knowledge, skills, and dispositions requisite for teaching and managing the learning experiences of all students in our elementary schools (Grades K-6). Furthermore, the program provides a set of teaching and learning experiences that are designed to develop professional elementary educators who wish to pursue in-depth study in particular interest areas, develop specific professional roles, engage in disciplined inquiry supporting educational enhancement, and address specific school needs. The program develops elementary educators who are dedicated, knowledgeable, collaborative, inclusive, decision makers, creative, inquisitive, reflective, and caring. The experiences are grounded in a vision of educators as active, responsive, and responsible leaders in learning communities that value diversity in thought, language and culture; excellence in education for all learners; communication (including speaking, listening, reading, writing, and through the arts and technology) as a fundamental and essential process for survival in the global milieu of this century; and a belief in the worth and dignity of all human beings. Moreover, the program emphasizes and facilitates the inclusion of planning, implementing, and evaluating strategies that have their impetus in empirical research, best and accomplished practices in schools, and the recommendations and mandates of professional organizations and national, state, and local educational agencies.
Student Learning Outcomes:

    
Outcome:   


Students engaged in and provided a defense for professional decision-making, which acknowledged the historical, current, and cultural assumptions impacting school practices, community/student needs, research, moral and ethical standards, and national concerns for schooling in our society.



    
Outcome:   


Students will construct and adapt curricular experiences with attention to individual needs, experiential backgrounds, interests, professional learning standards, diversity, and opportunities for personalized construction of meaning.



    
Outcome:   


Students will develop comprehensive instructional plans and assessments which demonstrate best practice and assure positive outcomes for all children.



    
Outcome:   


 


Curriculum Map:

Assessment Approaches:

Assessment strategies are linked with the overall College of Education and Human Services' (COEHS) assessment system. COEHS integrates a versatile assessment system linking the performance of its candidates to the unit's conceptual framework, national and state standards, professional organizational standards and directives, and K-12 student learning. Faculty assess candidates' content and professional and pedagogical knowledge, skills, and dispositions through course-based assessments, written comprehensive content examination, self report surveys, and field based teacher rating scales conducted by content experts such as public school standards coaches and principals. EDG 6923 Curriculum Readings is the culminating course experience for the majority of students and includes the completion of a thesis or curriculum development project, and a formal review of student progress at the time of program completion and will also be used to determine a student's suitability for graduation. Additionally, candidates may choose to align their graduate program with National Board Certification which culminates in the development of an electronic teaching portfolio and completion of rigorous examination. Program faculty will use student assessment data in periodic reviews of program effectiveness to strengthen the program's relevance, improve its quality in achieving objectives and document evidence of student learning.