Master of Education Degree Program Director: William K. Shoemaker, Ed. D. www.wilson.edu/med Faculty: Kathleen Kaminski, Ph.D.; Lynn Newman, Ph.D. Adjunct Faculty: Betty L. Bitner, Ed.D.; Carol Corwell-Martin, M.Ed.; Elizabeth R. Donohoe, Ph.D.; Rebecca E. Erb, Ed.D.; Janilyn Elias, M.S.; Jane C. Johnston, Ed.D.; Eric C. Michael Ed. D.; Alan Moyer, Ph.D.; Jacqueline Elder Murren, Ph.D.; Timothy D. Thornburg, M.A.; Todd A. Tritle, M.Ed.; Kimberly Weeks, Ed.S.; Gloria A. Walker, Ph.D. The Master of Education degree has been creatively designed to actively engage certified female and male elementary teachers in the critical analysis of “Best Practices.” The program is based on the premise that successful teachers will need a strong liberal arts education, an in-depth knowledge of pedagogy, and mastery of current theory, practice, and technology to become teacher-leaders. A significant goal of the program is to prepare candidates to genuinely understand the key issues and theories in the courses, so these teachers can immediately integrate and apply the theories in their classrooms. These elementary teachers, with a commitment to improving their craft, will hone their teaching skills through research and classroom practices, thereby fostering teaching excellence. Pennsylvania Instructional I certified candidates, upon successful completion of the M.Ed., will be eligible for a Pennsylvania Instructional II Certificate. At its session on April 19, 2006, the Committee on Substantive Change, in behalf of the Middle States Commission on Higher Education acted: To acknowledge the receipt of the substantive change request submitted by the institution and to include the Master of Arts in Teaching, renamed Master of Education February 22, 2008, within the scope of the institution’s accreditation. Academic Load The typical full-time load is three classes per session or semester. It is recommended, however, that candidates employed full-time take no more than two classes per semester. A maximum of three classes may be taken during any fall or spring semesters, and either of the two summer sessions. Candidates wishing to attempt more than the maximum load should seek permission from the Director of the M.Ed. Program. Admission to the M.Ed. Admission is competitive, and space is limited. Thus, interested students should apply early. Degree program admission is based on the following criteria: 1. Completion of the baccalaureate degree from a regionally accredited institution of higher education; 2. Requires a 3.0 or higher GPA and passing test scores on all five Praxis tests. If, however, a candidate completed her/his bachelor degree prior to 2003 when PDE began requiring a 3.0 GPA for teacher certification, a candidate with a GPA below 3.0 could seek provisional admission into the M.Ed. 3. Completion of an application for admission to the M.Ed.; 4. Two letters of recommendation from educators or employers; (Please note one letter should be from your current principal or supervisor. Letters should be mailed directly to the Director of the M.Ed. Program.) 5. A current certification for eligibility to teach in grades K-6; 6. Foundations in statistics and technology, as approved by the Director of the Program; 7. Official transcripts from all undergraduate and graduate colleges and universities attended must be sent directly to the Director of the M.Ed. Program; 8. Resume; and 9. Personal interview with Director of the M.Ed. Program. Transfer Credits At the discretion of the Director of the Master of Education, no more than two courses may be transferred into the M.Ed. Degree Program. For a course to transfer into the M.Ed. Degree Program, the grade in the course must 3.0 or higher on a 4.0 scale and the goals, outcomes, and assessment results must be similar to that of the M.Ed. course being fulfilled through transfer credit. Provisional Status Provisional status allows a student to enroll in graduate classes in order to qualify for admission to the degree program. A student may be granted provisional status by the program director after a plan of action is written which will assist the student to meet the entrance requirements of the program. If a student is granted provisional status, the student must first satisfactorily complete the educational plan approved by the program director with a GPA of 3.0 or higher in three courses prior to be formally admitted into the M.Ed. Program. Time Limit to Complete Degree All course work and degree requirements must be completed within six years of taking the first class in the M.Ed. Program at Wilson College. Appeals for extension of the six year limit must be submitted in writing to the Director of the M.Ed. t e r of n t Graduation Requirements The successful M.Ed. candidate will complete 10 course credits, including a Master’s Project, while maintaining a cumulative grade point average of 3.0 or higher. Graduate course credit will be awarded only for earned grades of C or better. As the M.Ed. Program progresses, additional courses may be added to accommodate individual needs and interests. Academic Probation and Dismissal from the M.Ed. M.Ed. candidate will be placed on academic probation if her/his cumulative GPA falls below a 3.0 or s/he earns a grade of ‘C’. M.Ed. candidate will be dismissed from the M.Ed. if an academic probation extends beyond the completion of three additional course credits, the candidate earns two course grades of ‘C’ or lower, or the candidate earns one course grade of ’F’ at any time during her/his M.Ed. at Wilson. Leave of Absence A Leave of Absence for a graduate student may not exceed one year. See complete description regarding applying for a Leave of Absence and termination of a Leave of Absence in the current College Catalog. Summer Graduates A graduate student who has completed all requirements except one Entry or Middle Level course for Spring graduation must petition the Committee on Academic Procedures by the last day to withdraw from classes to participate in Spring Commencement. For complete description of this procedure, refer to the current College Catalog. M.Ed.: Required Courses Pennsylvania Instructional II Certificate. Suggested Course Sequence M.Ed. candidates will plan their course of studies with their academic advisor choosing from evening fall and spring semesters, and day/evening summer terms. The following sequence is recommended: Entry Level Courses EDU 530 Educational Tests and Measurements (prerequisite Foundation in Statistics, MAT 115, PSY 115, or permission from Director of M.A.T.) EDU 531 Contemporary Issues in Education EDU 532 Education Perspectives in a Diverse Society EDU 533 Differentiated Instruction EDU 550 Ethical and Legal Issues in Education EDU 552 Best Practices in Elementary Education EDU 553 Technology Integration for the Classroom EDU 554 Formal and Informal Classroom Assessment (prerequisite EDU 530) EDU 555 M.Ed. Internship (Upon recommendation of and approval by Director may substitute for an Entry or Middle Level Course) Completion Level Course and Project EDU 598 Educational Research and Design EDU 599 Master’s Project Exit Assessment • Comprehensive Examination • Defense of Master’s Project • Electronic Portfolio Course Descriptions: R O G R A M V I S ION LE LEVEL COURSES Master of Education Program Suggested Course Sequence: Candidates in the M.Ed. Program will plan their course of studies with their advisor. In general, the following sequence will be recommended: Entry Level courses (not necessarily in this order) 1. EDU 530: Educational Tests and Measurements This course will provide a foundation in Classical Test Theory. Generalizability Theory and Item Response Theory will be briefly introduced to students. Students will have a foundation in the design of and use of classroom testing. The course will review tests that professional educators use: Achievement Tests, Aptitude Tests, Intelligence Tests and Interest Inventories. Students will also learn about diagnostic tests that are appropriate in an educational setting. 1 course credit. Prerequisite: Foundation in Statistics, MAT 115, PSY 115 or permission from Director of M.Ed. 2. EDU 531: Contemporary Issues in Education This course will explore current and relevant educational issues that possess interconnections with politics, history, ideology, curriculum, and social practice. The primary focus of the course will be on examining the major opposing viewpoints on the issues in American schools of today. Through the integration of knowledge, the course prepares educators to critically examine various schools of philosophical thought and political issues related to education, analyze existing programs to improve school effectiveness, and review research-based best practices for effective educational outcomes. 3. EDU 532: Education Perspectives in a Diverse Society This course prepares students to deal with the conceptual, theoretical, political, and philosophical issues in multicultural education. It has been designed to clarify issues related to pluralistic education, adopt a philosophical position, design and implement effective teaching strategies that reflect ethnic and cultural diversity, and prepare sound guidelines for multicultural programs and practices. In this course, diversity refers to all ways in which people differ, including that of socio-economic status, ethnicity, sexual orientation, religious practices, and other differences. 4. EDU 533: Differentiated Instruction This course will explore the principles and elements of differentiated instruction through the study of current and promising practices, as well as relevant research. Graduate students will study instructional and management strategies that address individual learning needs, strengths, styles, and preferences of students within the classroom. Middle Level Courses (not necessarily in this order but taken before the research component – or completion level) 1. EDU 550: Ethical and Legal Issues in Education Provides the classroom teacher information regarding ethical and legal structure of education. The course is organized to clarify the variety of legal issues educators face in the school setting. Students will be enabled to understand regulation and law as highly relevant to their practice in the profession. A variety of topics will be examined, such as The Pennsylvania School Code, Employee and Student Rights and Responsibilities, liability issues, civil rights, special education and other issues. 2. EDU 552: Best Practices in Elementary Education Students will examine the most up to date pedagogy in elementary education in the fields of Language Arts, Mathematics, Science, and Social Studies. Each student will select one or more practices which she/he will incorporate into her/his classroom instruction. As part of the course, the instructor and students will examine the positive/negative effects these practices have on classroom instruction. 3. EDU 553: Technology Integration for the Classroom In this course, M.Ed. Program candidates will explore ways to integrate educational technologies that complement solid instructional design in order to enhance student learning. This course will include an overview of technological resources used today in educational contexts. Program candidates will complete an inventory of their own classrooms and schools that emphasize technological resources such as hardware, software and internet use. International, National and State teacher and student standards, categories and profiles will be emphasized. Curriculum components such as individual lesson plans and unit plans currently taught will be examined for ways to include various educational technologies. Data driven teacher decision-making and accountability will also be addressed. Candidates will develop written and verbal rationales for the use of technologically rich instruction to better become advocates of educational technology use 4. EDU 554: Formal and Informal Classroom Assessment This course examines philosophical conceptions of curriculum, educational assessment, and principles of planning instruction. Students will construct assessment tools for the evaluation of student progress, teaching effectiveness, and curriculum alignment. Additionally, students will investigate state testing, their interpretation, and the meaningful reporting of those results. Prerequisite: EDU 530 5. EDU 555: M.Ed. Internship The candidate must have successfully completed three M. Ed. courses with a grade of B or better and must be formally admitted to the M. Ed. Program. The internship must facilitate the candidate’s teacher leadership, the focus of the M. Ed. Program. Since each internship will be designed to meet the needs of the individual candidate, the course description intentionally lacks specificity. Refer to the M. Ed. Internship Application. Candidate will earn one course credit upon successful completion of EDU 555. Upon recommendation and approval of Director may substitute for an Entry or Middle Level course. Completion Level (typically taken in the following order) 1. EDU 598: Educational Research and Design This course will examine exemplary literature and research projects that represent examples of the systematic collection, evaluation, presentation and interpretation of research data in education. Various research designs and methodologies will be explored, emphasizing action research done in educational contexts. Student research projects will reflect a specific educational research style, such as experimental, correlational, survey, grounded theory, ethnography, narrative or mixed methods. Students will be guided in the selection of an appropriate Master's project topic, review and critique of relevant literature, and develop a comprehensive design proposal for a major research project. 2. EDU 599: Master’s Project This course represents the final stage in the completion of a Master’s Project. Students will work closely with a research advisor to implement a major educational research project.