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1 Alignment of Curriculum & Instruction Master s Degree Program with National Standards and MSUM Conceptual Framework National Board of Teaching Standards Proposition 1: Teachers are Committed to Students and Learning NBCTs are dedicated to making knowledge accessible to all students. They believe all students can learn. They treat students equitably. They recognize the individual differences that distinguish their students from one another and they take account for these differences in their practice. NBCTs understand how students develop and learn. They respect the cultural and family differences students bring to their classroom. They are concerned with their students' self-concept, their motivation and the effects of learning on peer relationships. NBCTs are also concerned with This table communicates the alignment of standards and key assignments for the Curriculum & Instruction Master s Degree program. The C & I program is aligned to National Board of Teaching Standards. Other standard alignment is noted on the C & I syllabi. Key Assessments Assign 1 Assign 2 Assign 3 Proposal Standard 9, 10, 12 Standard 10, 12 Standard 9, 10, 12 Standard 7, 8 Standard 7, 8 Written Exams Standard 2, 3 Standard 2, 3 Standard 2, 3 Standard 1, 3 Project Standard 3 Oral Exam Standard 5 Standard 5 Standard 5

2 the development of character and civic responsibility. Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students. NBCTs have mastery over the subject(s) they teach. They have a deep understanding of the history, structure and realworld applications of the subject. They have skill and experience in teaching it, and they are very familiar with the skills gaps and preconceptions students may bring to the subject. They are able to use diverse instructional strategies to teach for understanding. Proposition 3: Teachers are Responsible for Managing and Monitoring Student Learning. NBCTs deliver effective instruction. They move fluently through a range of instructional techniques, keeping students motivated, engaged and focused. They know how to engage Assign 1 Assign 1 Assign 2 Assign 2 Assign 3 Assign 3 Proposal Standard 12 Proposal Standard 12 Written Exams Standard 2, 3 Written Exams Project Project Oral Exam Standard 7 Oral Exam

3 students to ensure a disciplined learning environment, and how to organize instruction to meet instructional goals. NBCTs know how to assess the progress of individual students as well as the class as a whole. They use multiple methods for measuring student growth and understanding, and they can clearly explain student performance to parents. Proposition 4: Teachers Think Systematically about Their Practice and Learn from Experience. NBCTs model what it means to be an educated person they read, they question, they create and they are willing to try new things. They are familiar with learning theories and instructional strategies and stay abreast of current issues in American education. They critically examine their practice on a regular basis to deepen knowledge, expand their repertoire of skills, and incorporate new findings into their practice. Proposition 5: Teachers are Members of Learning Communities. NBCTs collaborate with others to improve student learning. Assess 1 Assign 1 Assess 2 Assign 2 Assess 3 Assign 3 Standard 9, 10, 12 Standard 9, 10, 12 Proposal Standards 1, 3, 4, 5, 9, 10 Standards 1, 3, 4, 5, 9 Standard 1, 3, 5, 9, 10, 12 Proposal Standard 3, 4 Standard 3, 4 Written Exams Standard 2 Standard 2 Project Oral Exam Standard 2 Standard 5 Standard 3, 4 Standard 2 Standard 5 Standard 3, 4 Standard 2 Standard 5 Standard 3, 4 Written Exams Project Oral Exam

4 They are leaders and actively know how to seek and build partnerships with community groups and businesses. They work with other professionals on instructional policy, curriculum development and staff development. They can evaluate school progress and the allocation of resources in order to meet state and local education objectives. They know how to work collaboratively with parents to engage them productively in the work of the school., 7 Alignment of Curriculum an Core s with Professional Board of Teaching Standards AND Conceptual Framework This table communicates the alignment of the Curriculum & Instruction Core s to the conceptual framework along with alignment of key assessments of a) research proposal, b) written comprehensive exam c) final research project and d) oral exam. Curriculum an (C & I) Master s Degree Core Requirements (19 Credits) ED Psychological Foundations of Education (2) ED 603 Methods of (2) ED 609 (2) ED Social, Cultural, and Community Dimensions of Education (4) ED Curriculum, Instruction, and Learning Theory (4) ED 633 Technology and Information Systems (2) SPED 664 Theory and Process of Consultation and Collaboration (3) o (SpEd 664 is aligned to MN Board of Teaching Standards)

5 P.1.3 Understanding of how students develop and learn. ED ; ED ; P.2.1 Mastery over the subject(s) taught and have a deep understanding of the history, structure and real- world applications of the subject. ED P.2.2 Skill and experience in teaching subject(s). ED ; ED P.2.3 Ability to use diverse instructional strategies to teach for understanding. ED ; ED P.2.2.familiar with skill gaps and preconceptions students may bring to the subject ED ; ED P.3.4. clearly explain student performance to parents. ED ; ED P.4.1 model what it means to be an educated person by reading, questioning, creating and trying new things. ED ; ED P.4.4 Critically examine practice on a regular basis to deepen knowledge, expand repertoire of skills, and incorporate new findings into practice. ED P.1.1 Making knowledge accessible to all students believing all students can learn. ED ; ED ; ED P.1.2 Treating students equitably. Recognizing individual differences that distinguish students from one another and taking account for these differences in practice. ED ; ED ; ED P.1.4 Respecting cultural and family differences. ED ; ED P.1.5 Concern for students self- concept, motivation and effects of learning on peer relationships ED P.3.1 Deliver effective instruction..keeping students motivated, engaged and focused. ED ; ED ; ED P.3.2 Engage students to ensure a disciplined learning environment and organize instruction to meet instructional goals. ED ; ED ; ED P.4.1 Model what it means to be an educated person by reading, questioning, creating and trying new things. ED P.5.2 Leaders within the school and seek and build partnerships with community groups and business. ED ; ED P.3.2 Engage students to ensure a disciplined learning environment and organize instruction to meet instructional goals. ED ; ED P.5.1 Collaborate with others to improve student learning. ED ; ED ; ED P.1.6 Concern with the development of character and civic responsibility. ED P.3.3 Assess progress of individual students as well as the class as a whole. ED ; ED ; ED P.5.3 Work with other professionals on instruction policy, curriculum development and staff development. ED

6 P.3.4 Use multiple methods for measuring student growth and understanding, and they clearly explain student performance to parents. ED ; ED P.5. 5 Work collaboratively with parent to engage them productively in the work of school. ED ; ED P.4.2 Familiar with learning theory and instructional strategies and stay abreast of current issues. ED ; ED P.4.4 Critically examine practice on a regular basis to deepen knowledge, expand repertoire of skills, and incorporate new findings into practice. ED P.5.3 Work with other professionals on instruction policy, curriculum development and staff development. ED ; ED P.5.4 Evaluate school progress and the allocation of resources to meet state and local education objectives. ED Alignment of RUBRICS for Proposal (ED 603); Project (ED 609); Written Comprehensive Exam; and Oral Exam TO Conceptual Framework Proposal The candidate has clearly identified a research problem that directly links to his/her teaching practice. The candidate has designed a study that protects the human participants.

7 The candidate has clearly identified areas of strength and areas of improvement in his/her practice and the proposed study is a logical attempt at improving the areas in need or capitalizing the areas of strength. The candidate has reviewed and systemized a body of current literature (i.e., 20 entries minimum) that provides a context for the study he/she is proposing to conduct. The candidate has provided a good description of the key concepts that are critical components of the study s research question. The candidate has provided a description of the policies related to schooling, teaching, learning, and best practices. The candidate has provided a thorough description of the school, family, and community contexts in which this study will be conducted. The candidate has provided a thorough description of his/her students diverse characteristics and needs. The candidate has provided a thorough description of the major concepts and theories related to assessing student learning and has clearly elaborated a plan to apply these in his/her proposed study. The candidate has designed a plan to analyze student/classroom performance data in a manner conducive to improvement. The candidate has designed a plan to visually present the collected data. The candidate has designed a plan to make data-driven decisions about strategies for teaching and learning so that all students learn. The candidate has demonstrated a proficient use of APA writing style.

8 Project The candidate completed a study that received MSUM IRB approval. The candidate has clearly presented the data collected in this study. The candidate has made clear connections between the data and the improvement of his/her teaching practice. The candidate has made clear connections between the data and the improvement of his/her students performance. The candidate has made connections between current literature and the implications for their own practice and for the profession. The candidate has described at least a couple of strategies to engage in professional collaborations at his/her school with the purpose of creating meaningful learning experiences for all students. The candidate has proposed at least a couple of strategies geared to disseminate the findings from this study. The candidate has demonstrated a proficient use of APA writing style. The candidate has demonstrated high quality writing. Written Comprehensive Exam The candidate has demonstrated a thorough understanding of the school, family, and community contexts in which he/she works. The candidate has demonstrated a thorough understanding of the major concepts and theories related to assessing students in his/her area of emphasis. The candidate has demonstrated a thorough understanding of the current literature that informs the major characteristics of students in his/her area of emphasis.

9 The candidate has demonstrated a thorough understanding of the current literature that informs the research-based instructional methods utilized with students in his/her area of emphasis. The candidate has listed at least 6 professional references per question presented. The candidate has utilized at least 3 pages to address each one of the questions presented. The candidate has included a list of references. The candidate has demonstrated a proficient use of APA writing style. The candidate has demonstrated high quality writing. Oral Examination The candidate dressed in a professional manner. The candidate distributed a 1-page summary of the study. The candidate presented the research problem making clear the connection to his/her teaching practice. The candidate briefly described the current literature that was reviewed as context for this study. The candidate provided a brief description of his/her student(s) diverse characteristics and needs. The candidate clearly presented the results of this study. The candidate articulated how the results from this study had directly impacted his/her teaching practice.

10 The candidate described his/her plans to disseminate the results of this study.

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