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MSU Teacher Education Unit (TEU)

M.Ed with concentration in Elementary Education requires 31 hours minimum
Credits are Semester Hours

Elementary Education

9.5.7 A. Advanced Study in Specialty Area Education

(1) The programís advanced content area specialization study is designed to reflect the standards of the National Board for Professional Teaching Standards and professional specialty association recommendations for advanced study.

The concentration in Elementary Education complies with the National Board for Professional Teaching Standards. In addition the content area courses Current Trends in math, language arts/reading, science and social studies use the standards for the national professional content area association.

NBPTS Proposition #1: Teachers are committed to students and their learning. Course work and the professional relationships with candidates in the Elementary Education concentration are focused on learner growth. The program works with graduate candidates to aid them in their further growth and expansion as learners and teachers of future learners.

The culminating project and report, ED 598, of this concentration develops the candidatesí focus on change of practice to enhance their studentsí learning. Through discussion and work with other candidates and faculty the candidates choose an action plan for the following year to be carried out in their classrooms. Periodic reports and discussions critique and support the candidateís plan that ultimately goes to their graduate committee for final approval. If the candidate is not currently employed in a school district an elementary education topic may be chosen for a thesis.

ED 518 provides an opportunity for candidates to reflect on classroom actions seen through the lens of different philosophical theories. Candidates examine their own classrooms and teaching to decide which philosophies have influenced them in their work.

ED 526 provides opportunity for candidates to examine current trends in social studies standards, diversity, special needs, inclusion, and character education.

Example Performance Assessments: ED 518:
1) Electronic discussion board postings on philosophical topics and e-mail responses to individuals.
2) Written reflection on personal philosophy of education
ED 598:
1) Candidates share reflections after analyzing their teaching and field observations. 2) Students share readings and findings with the class through participation and discussion.
3) Candidates final project design to be completed in classroom is reviewed by graduate committee and the University IRB before candidate begins work.
ED 526:
1) Submission of personal questions to guide discussion of current trends in diversity, special needs, and other current topics.

**An exhaustive list of performance assessments for all courses can be found in course folders in the evidence room. Detailed descriptions of the performance assessments listed above can be found in the course folders as well.

NBPTS Proposition #2: Teachers Know the Subjects They Teach and How to Teach those Subjects to Students.

Students admitted to the Elementary Education concentration in the M.Ed program must have at least 2 years of classroom experience in the classroom or a related educational field.

All candidates must take a course in Curriculum and Assessment as well as courses in Current Trends in Math, Current Trends in Language arts/Reading, Current Trends in Science, and Current Trends in Social Studies.

Course Descriptions:

ED 522: Curriculum and Assessment. Students work in groups to analyze and evaluate curriculum, analyze current trends in curriculum design and the impact it will have on personal teaching styles, and students will know the terminology and theory relative to curriculum development, analysis and evaluation.

ED 524: Current Trends in Science. This course is designed to introduce working elementary school teachers to science process skills and trends in teaching those skills that are typically overlooked during pre-professional coursework yet are vital to the early development of interest and scientific literacy among school age children. Principal emphasis is given to the interrelationship and integration of mathematics and science in accordance with recent developments in NSES and NCTM standards.

ED 530: Current Trends in Math. Current research, learning principles and teaching techniques in math theory and classroom instruction will be presented.

ED 528: Current Trends in Reading and Language Arts. This course examines current thought and research about how reading and language arts curricula are best developed and taught. Candidates will examine ways to integrate these two areas. Course work will also give the candidate the opportunity to examine the candidatesí learning and teaching style to develop a better understanding of different ways of knowing.

ED 526: Current Trends in Social Studies. Current research, learning principles, and teaching techniques in social science theory and classroom instruction.

Examples of Performance Assessments:
ED 522:
1) Analyze and present a curriculum currently used in ND schools.
2) Critique articles in current journals relative to new curriculum developments.
3) Groups plan and develop a unit using Understanding by Design format.
ED 524:
1) Design and lead experiments for grades K-8 that promote science process.
2) Create lesson materials for activities with hands-on problem-solving experiments 3) Recognize, evaluate, and adapt extant curricular materials.
ED 530: 1) Develop and present a unit or project to be used in classroom.
2) Research paper based on current topic.
3) Reflect on topics from text and/or class discussion.
ED 526:
1) Presentation of a project based on research comprising an oral and a written component.
2) Present your definition of one current trend and explain why educators should pay heed to it.
3) Teach lesson based on the current trend you presented.
4) Present a lesson depicting a social studies strategy that responds to individual differences.
ED 528:
1) Write a research paper exploring a current instructional trend in language arts/reading. 2) Plan and present a plan for reading and language arts that you will use in your teaching.

**An exhaustive list of performance assessments for all courses can be found in course folders in the evidence room. Detailed descriptions of the performance assessments listed above can be found in the course folders as well.

NBPTS Proposition # 3: Teachers are responsible for managing and monitoring student learning.

Candidates, through ED 522-Curriculum and Evaluation, focus on curriculum development, which includes how to enhance their ability to plan, manage and monitor student learning. This course also places candidates in the position of examining how to engage students and how to assess student progress.

In addition the Current Trends classes in the content areas of math, science, social studies, and reading/language arts (ED 530, ED 524, ED 526, and ED528) ask candidates to reflect on best practices in student instruction, how to orchestrate the learning environment for different learning events and how to develop class goals as well as goals for individual students.

Examples of Performance Assessments:
ED 522:
1) Candidates plan and develop a complete unit using the Understanding by Design format.
ED 530:
1) Research paper on integration of subject areas and how to orchestrate the learning environment for integrated learning or on instructional strategies such as cooperative learning.
ED 524:
1) Develop, design and create science experiments that allow students to engage in hands-on exploration. 2:) Recognize and evaluate materials for engagement possibilities and assessment of hands on activity.

NBPTS Proposition # 4: Teachers think systematically about their practice and learn from experience.

Candidates focus on learning and respect for the individual learner as well as examine and challenge their own thinking about educational theory and practice through ED 518 (Philosophical foundations), ED 519 (Diversity in a Global Perspective), ED 522 (Curriculum and Evaluation), and Current Trends classes (ED 524, 526, 528, and 530)

Example Performance Assessments

ED 518:
1) Record views and experiences you have had that challenge your thinking about your practice.
2) Respond online to classmates and instructorís ideas and experiences.
ED 519:
1) Diversity and strategy research project.
2) Action plan project.

ED 522:
1) Candidates will analyze and present a curriculum used in North Dakota schools.

ED 524:
1) Define the scientific enterprise in terms of the activity of elementary level children. ED 526:
1) Reflect on your practice, class discussions and text at the end of each session. ED 528:
1) Respond to five or more items of interest from text. This response should be your personal reflection about how the chapter relates to your teaching.
ED 530:
1) Respond to each chapter with a personal reflection about your insights as a teacher of elementary mathematics.

**An exhaustive list of performance assessments for all courses can be found in course folders in the evidence room. Detailed descriptions of the performance assessments listed above can be found in the course folders as well.

NBPTS Proposition # 5: Teachers are Members of Learning Communities.

ED 519, Diversity in a Global Perspective provides students with a study of diverse cultures including Native American; examines curriculum and pedagogy from the perspective that all students, regardless of the groups to which they belong, such as those related to gender, social class, ethnicity, race, culture, religion, or exceptionality, should be ensured educational equity in school; and provides models for appropriate modification of curriculum and instruction.

ED 526, Current Trends in Social Studies emphasizes collaboration with parents and use of community resources for learning enhancement.

Examples of Performance Assessments

ED 519:
1) Diversity and strategy research projects; 2) Action Plan Project for the classroom. ED 526:
1) Discussion of concerns and solutions for parent involvement in social studies program.

**An exhaustive list of performance assessments for all courses can be found in course folders in the evidence room. Detailed descriptions of the performance assessments listed above can be found in the course folders as well. Throughout this document "INTASC Assessment #_" refers to the INTASC assessment data collected by the teacher education unit and/or the elementary education program area. Details of these assessments can be found in the evidence room as well.

(2) The programís advanced content area specialization study provides for breadth in the field or for detailed study of one or more specialized aspects of the field, and for access to new research and developments. The program uses a variety of performance assessments of candidatesí understanding and ability to apply that knowledge.

The elementary education concentration within the M.Ed. program provides for breadth of study through course offerings. Candidates are required to take a series of current trends classes (Ed 530 Current Trends in Mathematics, Ed 524 Current Trends in Science, Ed 526 Current Trends in Social Studies, and ED 528 Current Trends in Reading and Language Arts). These courses ask candidates to reflect on best practices in student instruction, and the findings of current research in the area of specialization under consideration.

B. ADVANCED STUDY IN PROFESSIONAL EDUCATION

(1) The program requires advanced study of curriculum theory, design, and delivery. The program uses varied performance assessments of candidatesí understanding and abilities to apply that knowledge.

Candidates are required to take ED 522 ≠ Curriculum and Assessment as part of their core. In this course they work in groups to analyze and evaluate curriculum; they analyze current trends in curriculum design and reflect on the impact such trends will have on their personal teaching styles; and learn terminology and theory relative to curriculum development, analysis, and evaluation.

Selected performance assessments:
* Candidates participate in a class presentation of their findings from an analysis of a curriculum currently used in North Dakota Schools.
* Candidates critique three articles pertaining to new curriculum developments from recent professional journals.
* Candidates work in groups to develop a unit plan using the "Understanding by Design" format.

(2) The program requires advanced study of multiple means of assessing and evaluating diverse studentsí learning. The program uses varied performance assessments of candidatesí understanding and abilities to apply that knowledge.

In ED 522 - Curriculum and Assessment, required as part of candidatesí core coursework, addresses issues of multiple means of assessing and evaluating the learning of all students. In addition, each of the current trends courses (ED 524 Current Trends in Science, ED 526 Current Trends in Social Science, ED 528 Current Trends in Language Arts and Reading, ED 530 Current Trends in Mathematics) associated with the Elementary Education program, places additional emphasis on assessment strategies and techniques.

Selected performance assessments:
* Candidates deign and lead science experiments for grades K-8
* Candidates create or assemble inexpensive, everyday science lesson materials to be used with suitable experiments for grades K-8
* Candidates recognize, evaluate, and adapt extant science curricular materials on the basis of these criteria
* Candidates formulate questions to guide discussions of current trends in social studies
* Candidates select a topic or unit taught in the social studies curriculum in their own classrooms and propose, in writing, modifications to it in content, skill, and assessment
* Candidates prepare a one page paper explaining how modifications to social studies units are appropriate to the needs of all students
* Candidates discuss and plan alternate approaches to teaching grammar, spelling, and reading comprehension
* Candidates choose and complete a major project to develop and implement assessment techniques that encourage student self-evaluation in reading and language arts
* Candidates choose and complete a major project in mathematics by developing a unit for use in their own classrooms
* Candidates present their mathematics units to classmates

Example Performance Assessments:
ED 530:
1) Research paper on integration of subject areas and how to orchestrate the learning environment for integrated learning or on instructional strategies such as cooperative learning.
ED 524:
1) Develop, design and create science experiments that allow students to engage in hands-on exploration.
2) Recognize and evaluate materials for engagement possibilities and assessment of hands on activity.
ED 528:
1) Write a research paper exploring a current instructional trend in language arts/reading. 2) Plan and present a plan for reading and language arts that you will use in your teaching.
ED 526:
1) Presentation of a project based on research comprising an oral and a written component;
2) Present your definition of one current trend and explain why educators should pay heed to it;
3) Teach lesson based on the current trend you presented; 4) Present a lesson depicting a social studies strategy that responds to individual differences.