Curriculum and Instruction M.Ed.
Program Mission Statement
The College of Education and Human Services (COEHS) at The 老澳门资料 (老澳门资料) offers a Master of Education (M.Ed) degree in Curriculum and Instruction (CIP Code 13.0301). The program fills a need in the Northeast Florida region by preparing PK-12 teachers and school specialists to become curriculum and instructional leaders in their schools and districts.
The M.Ed. program of study (total 30 credits) provides candidates with a more thorough understanding of Curriculum and Instruction (C & I) through a fifteen (15) credit hour core set of courses with an additional fifteen (15) hours in a student-selected concentration area: Reading and Advanced Literacy, Teaching English to Speakers of Other Languages, Reading and Literacy for K-12 Reading Endorsement, Teaching the Whole Child, and Elementary STEM. Additional concentration areas (each at 15 credit hours) based upon teacher demand, especially those focused on the needs of middle and high school teachers. Each of the degree's concentration areas also fulfills the requirements for a professional certificate in that concentration area.
Student Learning Outcomes
Graduates will be able:
Knowledge of Literature of Discipline (req)
- Students will combine a base of professional knowledge, including an understanding of how cognitive, linguistic, social, emotional, and physical development occurs.
- Students will recognize that learners are individuals who bring differing personal and family backgrounds, skills, abilities, perspectives, talents and interests.
Independent Research/ Professional Practice (req)
- Students will contribute to improving instructional practices that meet learners’ needs and accomplish their school’s mission and goals.
- Students will benefit from and participate in collaboration with learners, families, colleagues, other school professionals, and community members.
- Students will demonstrate leadership by modeling ethical behavior, contributing to positive changes in practice, and advancing their profession.
Assessment Approaches
A variety of assessments are used to determine candidates' competencies as illustrated through program activities and tasks. These activities and tasks are examined to determine candidates' proficiencies related to program outcomes and goals. Measures range from knowledge- and skill-based inquiry projects to course- and field-based rubrics.
The InTASC Model Core Teaching Standards and Learning Progressions for Teachers recognize that to meet this expectation, teachers need to have greater knowledge and skill around how to develop a range of assessments, how to balance use of formative and summative assessment as appropriate, and how to use assessment data to understand each learner’s progress, plan and adjust instruction as needed, provide feedback to learners, and document learner progress against standards. In addition, teachers need to know how to make decisions informed by data from a range of assessments, including once-a-year state testing, district benchmark tests several times a year, and ongoing formative and summative assessments at the classroom-level. They should be able to make these decisions both independently and in collaboration with colleagues through a process of ongoing learning and reflection.