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School of Education Outcomes (Masters of Arts in Education)

Ed_concStrands

The Master of Arts in Education is designed for teachers who want to renew and re-examine their professional practice.  The same broad strands of our conceptual framework guide all programs for teachers at Maryville University.  Through the Master of Arts in Education Program at Maryville University, candidates for the master’s degree will be provided coursework and opportunities that aspire to the following outcomes. After each objective the strands of the conceptual framework (Teacher as Reflective Practitioner) and the specific courses addressing this outcome are listed.

Also shown is how our graduate program outcomes align with the National Board for Professional Teaching Standards Propositions.  It is important that we attend to these propositions since they represent the skills and knowledge base that teachers need to have if they are to improve student learning.  Aligning our outcomes with the NBPTS assures that those teachers participating in our program and considering NBPTS certification will have the foundation necessary to succeed with students and in the certification process.

The moral dimensions of teaching are also aligned with our goals.  These moral dimensions serve as the foundation for the work done by the National Network for Educational Renewal, a network to which we belong.  Those moral dimensions include providing access to knowledge, being a steward of schools, providing a nurturing pedagogy, and enculturing the youth into a social and political democracy.


Outcome #1

Teacher leaders are responsive to the learning and development of all students.

Strands:  Development, Curriculum and Instruction, School and Society, Research/Inquiry

NBPTS Proposition:  Teachers are committed to students and their learning

Moral Dimensions/Dispositions:   Access to Knowledge and Stewardship

Courses:
EDUC 611 Culture, Language and Learners; EDUC 699 Capstone Experience;
various Middle Level, Early Childhood, Reading and Gifted courses;
electives (If in transition, EDUC 610 course will work for EDUC 611)


Outcome #2

Teacher leaders demonstrate different ways to elicit evidence of student learning and understanding.

Strands:  Curriculum and Instruction, Research/Inquiry

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

Moral Dimensions/Dispositions:  Access to knowledge, Nurturing Pedagogy

Courses:
EDUC 616 Differentiation for All Learners; EDL 605 Improving Student Achievement;
various courses in Reading or Gifted program and elective (If in transition, EDUC 616, EDUC 658)


Outcome #3

Teacher leaders establish positive, inclusive collaborative learning communities in classrooms and schools.

Strands:  Development, School and Society

NBPTS Proposition:  Teachers are members of a learning community

Moral Dimensions/Dispositions:  Nurturing Pedagogy; Stewardship

Courses:
EDUC 611 Culture, Language and Learners; EDUC 616 Differentiation For All Learners;  EDUC 619 Educator as Action Researcher and EDUC 699 Capstone Experience plus courses in Reading and Gifted programs; electives.  (If in transition, EDUC 616; EDUC 610)


Outcome #4

Teacher leaders plan and deliver meaningful/purposeful learning opportunities, including those which engage students in the use of technology.

Strands:  Curriculum and Instruction

NBPTS Proposition:  Teachers know the subjects they teach and teach those subjects to students

Moral Dimensions/Dispositions:  Access to knowledge

Courses:
EDL 605 Improving Student Achievement; EDUC 616 Differentiation for All Learners;  EDUC 699 Capstone Experiences, various electives and Reading or Gifted courses (If in transition, EDUC 616; EDUC 658)


Outcome #5

Teacher leaders are reflective, research-based collaborative educators.

Strands:  Research and Inquiry

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

Moral Dimensions/Dispositions:  Access to Knowledge and Nurturing Pedagogy

Courses:
EDUC 619 Educator as Action Researcher; EDUC 699 Capstone Experience Plus electives and courses in Reading and Gifted programs (If in transition EDUC 616; EDUC 658)


Outcome #6

Teacher leaders prepare students and their learning communities for participation in a social/political democracy and in a diverse, global society.

Strands:  School and Society

NBPTS Proposition:  Teachers are committed to students and their learning

Moral Dimensions/Dispositions:  Enculturation of Youth into a Political and Social Democracy

Courses:
EDUC 611 Culture, Language and Learners and electives (In transition, EDUC 610)

These outcomes were discussed and formulated by a Graduate Program Task Force of practicing teachers and refined through discussion and debate with partners and the Maryville University School of Education faculty.  They were adopted in May of 2001 and modified to reflect program changes in 2008.


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