Overview
This graduate degree has a dual focus of research and pedagogy. It's not intended as a pathway to teacher licensure, but will move in-service teachers up the salary schedule considerably, while increasing their professional knowledge and pedagogical skills as classroom teachers. It has a cognate devoted to elementary education which will set it apart from others in the United States.
The program level learning outcomes are based on the National Board of Professional Teaching Standards (NBPTS) Five Core Propositions, which provide the foundation for the overall program design. The specific learning objectives are described and addressed in each course syllabus, based on the course's curriculum. The Five Core Propositions which form the core values of the M.Ed. in Elementary Education are:
Master of Education in Elementary Education Program Outcomes
Proposition 1. Teachers are committed to students and their learning;
Proposition 2. Teachers know the subjects they teach and how to teach those subjects;
Proposition 3. Teachers are responsible for managing and monitoring student learning;
Proposition 4. Teachers think systematically about their practice and learn from experience;
Proposition 5. Teachers are members of learning communities.
Each course in the program is mapped to a core proposition with aligning artifacts or evidence. All students are required to present a capstone portfolio aligned with the NBPTS Five Core Propositions and demonstrate evidence that they have met the core values as outlined by NBPTS prior to graduation. Students are also required to complete an action research project in an elementary school environment and present their findings within the capstone portfolio. Finally, the students will complete a survey in their first semester of coursework designed to assess their standing on the Five Core Propositions, and then complete another survey after their completion of their capstone to assess their growth.