Graduate Learning Outcome Statement
M.Ed. Elementary Education
Track: Reading (K-12) Add-on Certification
Track: Professional Education/Advanced Study
Track: Teaching English as a Second Language
Track: Instructional Technology
Track: Initial Certification
Track: Reading (K-12) Add-on Certification
Mission Statement
The Master of Education degree in Elementary Education with a Reading (K-12) add-on certification prepares teachers for certification as reading specialists (e.g. reading resource, clinic and laboratory teachers, and reading/language arts teachers, supervisors and standards coaches). Educators certified as Florida teachers are eligible to pursue a degree in this program. The competency based program, aligned with the standards and requirements of the Florida State Department of Education provides a set of teaching and learning experiences that are designed to develop professional K-12 reading educators. The program's curriculum and instruction are focused on competencies and performance indicators identified by the State for the Reading Endorsement. Educators pursue in-depth study in six areas: foundations in language and cognition, assessment, research-based practice, application of differentiated instruction, and demonstration of accomplishment through practicum. Additionally, educators study and apply best practices of teaching to English speakers of other languages (ESOL) and address specific school needs. The program prepares expert reading teachers 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.
Graduates of the Elementary Education Program Reading (K-12) Add-on Certification will be able to:
• demonstrate an understanding of the various language components (e.g. phonological, morphological, semantic, syntactic, and pragmatic) of English speakers and ESOL learners.
• demonstrate knowledge of the characteristics , administration and interpretation of both qualitative and quantitative instructional assessments including technology-based assessment.
• identify research-based guidelines and selection tools for choosing culturally responsive literature and expository text appropriate to student's interest and reading proficiency.
• identify differentiating strategies for developing the literacy components of phonemic awareness, phonics, fluency, vocabulary, comprehension, spelling, writing, technology and arts-based for teaching all students.
• demonstrate knowledge of goal setting and monitoring of student progress with research-based instructional application that promotes increases in student learning with your own instructional setting.
Assessment Strategies
The expected student outcomes will be assessed using a three transition check point system using conventional assessment instruments and procedures germane to classroom and individual or independent learning experiences. Transition Level I occurs during the initial stage of student admission procedures and will be completed at the end of the student's third course. Faculty and other significant parties will periodically utilize specific student progress data to determine whether students should continue matriculation in the program. Transition Level II is a multiple strategy using individual course assessments, and program required examinations. Faculty teaching courses during each student's program of study monitor the student's performance and program quality. If criteria indicators are observed by the instructors with regards to the comprehensive program outcomes, standards, practices, and specific course objectives described within the framework and syllabi that may inhibit candidate success, remediation strategies and program modifications are to be established. Faculty, the program sponsor, and an academic advisor provide ongoing student progress monitoring and input. Transition Level III serves as the culminating phase of the assessment system. 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 when required, 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.
Track: Professional Education/Advanced Study
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.
Graduates of the Elementary Education Program will be able to:
• demonstrate professional decision-making, which acknowledges 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.
• construct and adapt curricular experiences with attention to individual needs, experiential backgrounds, interests, professional learning standards, diversity and opportunities for personalized construction of meaning.
• assume leadership roles within their learning communities and profession which will enhance learner achievement and establish professional growth opportunities, roles, and conditions for all members of the school community.
• craft continuously comprehensive instructional practice and assessment means which demonstrate best practice and will assure positive learner outcomes for all children.
• serve as positive models and mentors for students as well as developing professionals within their school community.
Assessment Strategies
The expected student outcomes will be assessed using a three transition check point system using conventional assessment instruments and procedures germane to classroom and individual or independent learning experiences. Transition Level I occurs during the initial stage of student admission procedures and will be completed at the end of the student's third course. Faculty and other significant parties will periodically utilize specific student progress data to determine whether students should continue matriculation in the program. Transition Level II is a multiple strategy using individual course assessments, and program required examinations. Faculty teaching courses during each student's program of study monitor the student's performance and program quality. If criteria indicators are observed by the instructors with regards to the comprehensive program outcomes, standards, practices, and specific course objectives described within the framework and syllabi that may inhibit candidate success, remediation strategies and program modifications are to be established. Faculty, the program sponsor, and an academic advisor provide ongoing student progress monitoring and input. Transition Level III serves as the culminating phase of the assessment system. 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 when required, 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.
Track: Teaching English as a Second Language
Mission Statement
Language minority students are the fastest growing group in schools in the United States and may comprise as much as 35% of all school children under the age of 16 of Hispanic origin. The largest group of language minority children in the United States is children of Spanish-speaking parents. In Florida, there are additionally large populations of Haitian/Creole, Vietnamese, Bosnia, Russian and Arabic speakers from various countries. In order to provide these children with the education to which they are entitled, it is necessary that teachers are aware of the issues that concern them and are well qualified to teach them. Therefore, the Master of Education, Elementary/Secondary Education degree program for Teaching English as Second Language seeks to increase the number of qualified teachers needed in both public K-12 educational system and post-secondary institutions. In addition, the 18 credits hours in ESOL, included in the program, lead to obtaining an ESOL Endorsement and satisfies the requirements of the Southern Association of Colleges and Schools for post secondary teaching.
The ESOL courses incorporate the 25 ESOL standards and competencies required by the State Department of Education and center upon competence in teaching linguistically diverse student populations. The program's curricula include providing the students with information on theories, principles, research and instructional practices related to first and second language acquisition. The students are exposed to an array of innovative methods that been proposed for teaching English as a Foreign Language (EFL) or as a second language (ESL). Therefore, the strategies, techniques, and methodologies used for the acquisition of a second language are addressed. In the Applied Linguistics course, the students are required to explore and understand the process of language learning and development and to acquire a greater understanding of the structure of English from a modern day linguistic perspective. They are also required to analyze the structure of English in contrast with the languages of the targeted population in a given class. Throughout the program, major emphasis is placed on providing students with information on the dimensions of cross cultural knowledge of language, language in contact, social class, exceptionality, language differences based on gender and age, differences in gender roles, body language, surface and deep culture, linguistic diversity and their implications for educational policy, curriculum and methodology. Another area of emphasis is ESOL assessment as it plays a major role in schools today. More specifically, the Florida META Consent Decree mandates that children, who have been identified as needing ESOL services, be assessed at entry to ESOL programs, during their placement in the programs, and upon exit to the programs for as long as two years. Therefore this program requires that all students can accurately evaluate various assessment instruments and determine appropriate uses for limited English children and adults.
Upon completing the Elementary/Secondary Education Program with an ESOL Track, the students will be able to:
• Examine in-depth and become familiar with characteristics of one's own culture and how this influences interactions with and expectations for ESOL students.
• Identify the significant features of morphology, syntax, phonology, and semantics that interfere with the understanding of listening, speaking, reading, and writing English among students of diverse language backgrounds.
• Evaluate ESOL curricula materials and resources in order to develop and modify materials for ESOL instruction.
• Apply theories of language learning and first and second language acquisition to the development of instructional objectives for ESOL students.
• Analyze and evaluate assessment instruments use for diagnosis, placement, and evaluation of English Second Language Learners.
Assessment Strategies
The students in the program are assessed throughout the courses as required by the ESOL instructors. However, the students' ability to apply knowledge obtained throughout the courses is assessed in a culminating experience. This experience includes an ESOL Practicum course designed specifically for this program. This advanced course requires students to apply ESOL methodologies, strategies, and competencies in a mainstream and/or self-contained ESOL classroom by completing the following assignment:
Develop a portfolio to include the following:
1. Daily lesson plans clearly stating ESOL methodologies or approaches to be used in class
2. Daily journal of reflective analysis of what approaches were or were not successfully applied
3. Background information on the students:
a) Number of students in the class;
b) Assessment instruments used and results that identified the students level of oral language skills in English;
c) Assessment instruments used and results that identified the students level of literacy skills in English and the native language;
d) Video of the students engaged in various classroom or playground activities (with permission); and
e) Parental information or background (if possible).
In order to successfully complete the program and demonstrate their knowledge of ESOL, the students may also select to engage in a research project or write a Master's Thesis, on an ESOL related topic, with an ESOL instructor.
Track: Instructional Technology
Mission Statement
Our mission is to educate professionals to provide highly effective educational technology leadership, teaching, and service in diverse preK-adult settings.
Graduates of the Instructional Technology track in Elementary and Secondary Education will be able to:
• Demonstrate a sound understanding of technology operations and concepts.
• Plan and design effective learning environments and experiences supported by technology.
• Implement curriculum plans that include methods and strategies for applying technology to maximize student learning.
• Apply technology to facilitate a variety of effective assessment and evaluation strategies.
• Use technology to enhance their productivity and professional practice.
• Understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice.
Assessment Strategies
Both course embedded and culminating measures will be used to assess student achievement of the objectives. All course assignments are correlated to objectives, and course requirements are designed to ensure that students reach desired levels of accomplishment in each objective. Strategies will include written and performance tasks as appropriate to the objective. Using a common rubric, each student's faculty program sponsor or designee will review the student's portfolio of work as the culminating assessment.
Program faculty will use student assessment data in periodic reviews of program effectiveness, both to strengthen the program's relevance and to improve its quality in achieving objectives.
Mission Statement
The Master of Education degree in Elementary Education, initial certification track is for graduate students who currently have no teaching credentials but who wish to prepare for careers in education. This degree program allows the student to earn a master's degree while completing a state-approved, program for certification as a teacher. The program focuses on developing professional educators who demonstrate mastery of the twelve accomplished practices required of the Florida Department of Education and the knowledge, skills, and dispositions requisite for teaching and managing the learning experiences of all K-6 students. 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.
Graduates of the Elementary Initial Certification Education Program will be able to:
• demonstrate knowledge and understanding of key concepts in the elementary curriculum.
• plan and teach conceptually using Florida's Sunshine State Standards and content standards.
• demonstrate proficiency with the twelve Florida Educator accomplished practices.
• construct and adapt curricular experiences with attention to individual needs, experiential backgrounds, interests, professional learning standards, diversity and opportunities for personalized construction of meaning.
• craft continuously comprehensive instructional practice and assessment means which demonstrate best practice and will assure positive learner outcomes for all children.
• serve as positive models and mentors for students as well as developing professionals within their school community.
Assessment Strategies
The expected graduate student outcomes will be assessed using a three transition check point system using conventional assessment instruments and procedures germane to classroom and individual or independent learning experiences. The undergraduate field component of the program will be assessed using the state required twelve accomplished practices system consisting of standards, competencies, rubrics, and student outcomes. Transition Level I occur during the initial stage of student admission procedures and will be completed at the end of the student's third course. Faculty and other significant parties will periodically utilize specific student progress data to determine whether students should continue matriculation in the program. Transition Level II is a multiple strategy using individual course assessments, and program required examinations. Faculty teaching courses during each student's program of study monitor the student's performance and program quality. If criteria indicators are observed by the instructors with regards to the comprehensive program outcomes, standards, practices, and specific course objectives described within the framework and syllabi that may inhibit candidate success, remediation strategies and program modifications are to be established. Faculty, the program sponsor, and an academic advisor provide ongoing student progress monitoring and input. Transition Level III serves as the culminating phase of the assessment system. 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 when required 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. A major requirement of the program is a supervised student teaching internship.