Graduate Learning Outcome Statement
M.Ed. Secondary Education
Track: Teaching English as a Second Language
Track: Professional Education
Track: Adult Learning
Track: Instructional Technology
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: Professional Education
Mission Statement
The mission of the professional education track is to enhance the understanding of the advanced foundational disciplines, curriculum pedagogy, and discipline-area content required of professional educators in middle and secondary school environments. The degree program is designed to support professional educators, through exposure to and application of research-based practices, in their efforts at providing quality educational experiences to those they teach.
Graduate Learning Outcomes
1. Candidates understand various research methodologies and interpret their influences on teaching and learning;
2. Candidates master advanced competencies of the foundational disciplines required for effective teaching and learning;
3. Candidates expand on the basic understandings of the discipline-area content required for their teaching; and
4. Candidates master advanced pedagogical practices used in teaching subject matter to their students.
Assessment Strategies
The Professional Education track of the M.Ed. degree assesses the mastery of the graduate learning outcomes through specific assignments in correlating courses. These courses, and subsequent assignments, reflect a rigorous curriculum centered on the outcomes identified above. The following list identifies the course(s) used to satisfy each of the four graduate learning outcomes:
Learning Outcome:
Candidates understand various research methodologies and interpret their influences on teaching and learning.
Course Supporting Outcome:
EDF 6480 Foundations of Educational Research
Learning Outcome:
Candidates master advanced competencies of the foundational disciplines required for effective teaching and learning.
Courses Supporting Outcome:
EDF 6607 Education in America
EDF 6442 Assessment in the Curriculum
MHS 6407 Personality and Counseling Theories
EDF 5608 Sociological Bases of Education
EDG 5935 Seminar: Studies in Education
EDG 6380 Supervision of Pre-service Teachers
EME 5403 Technology in Education
EME 6418 Educational Multimedia
Learning Outcome:
Candidates expand their basic understandings of the discipline-area content required in their teaching.
Courses Supporting Outcome:
Nine hours content electives
Learning Outcome:
Candidates master advanced pedagogical practices used in teaching subject matter to their students.
Courses supporting Outcome:
ESE 6215 Secondary School Curriculum
EDG 6356 General Education Competencies: Models of Teaching (varies by content)
EDG 6336 Improvement of Instruction
Track: Adult Learning
Mission Statement
The mission of the adult learning track is to prepare individuals who are expert in specific content areas combined with a deep understanding of learning and teaching. The program is designed to develop expertise by helping individuals acquire varied forms of content and professional knowledge. Opportunities for acquiring this knowledge exist in a sequence of rigorous and well-articulated courses. Successful completion of the coursework is intended to help developing professional acquire the skills and dispositions that will prepare them to design learning experiences grounded in principles of learning that apply to all students while simultaneously accommodating the unique characteristics of adult learners.
Expected Student Outcomes
Graduates from the Master's in Secondary Education with a track in Adult Learning will:
• Acquire a deep understanding of a specific content area, such as math, science, English, history, or foreign language.
• Develop a deep understanding of the principles of learning and the array of factors that influence learning.
• Understand the unique learning, motivation, and developmental characteristics of adult learners.
• Acquire the pedagogical skills and strategies, including effective planning and delivery of instruction, and the design of assessments that can maximize learning for adults.
Assessment Strategies
The adult learning track assesses the achievement of students' outcomes in a culminating experience that exists in EDG 6626, Curriculum and Instruction for Adult Learning. In this course students' attainment of the outcomes is measured through written examinations, class presentations, and the evaluation of written products.
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.