KENNESAW STATE UNIVERSITY GRADUATE PROGRAM/CONCENTRATION PROPOSAL. Master of Education Curriculum & Instruction (Online)

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1 KENNESAW STATE UNIVERSITY GRADUATE PROGRAM/CONCENTRATION PROPOSAL Master of Education Curriculum & Instruction (Online) Kennesaw State University Bagwell College of Education Proposed Start Date: June 2013

2 I Program Description Program Abstract The online Master of Education in Curriculum & Instruction program is offered by the Bagwell College of Education (BCOE) and the Professional Teacher Education Unit (PTEU). If Georgia s thrust is to improve schools and student learning at the P-12 level, there will need to be collaboration among curriculum leaders and teacher leaders in classrooms and schools as well as with executive leaders in administration. The program s courses, experiences, and assessments are tightly aligned with the Professional Standards Commissions (PSC) Standards for Curriculum & Instruction as outlined in PSC Rule Completion of the Master of Education in Curriculum & Instruction program and subsequent passage of the GACE exam in Curriculum & Instruction results in a new Service (S) certificate being added to the candidate s existing teaching or leadership certificate. Candidates admitted to this degree possess a clear renewable (or comparable) T-4 certificate. Through this program they develop the knowledge, skills and dispositions to serve as curriculum specialists in the area of their certification at the classroom, department or building level. They do so by completing 33 hours of coursework that include 12 hours of advanced pedagogical coursework applied to content in their area of certification AND an additional 9 hours of advanced coursework in their certification field. The Curriculum & Instruction courses require application of C&I concepts and principles in the content area for which the candidate is certified and must be applied in P-12 settings. Subsequently, graduates of the PTEU s M.Ed. in Curriculum and Instruction will be ideally placed to further Georgia s leadership thrust. Unique Aspects of Program The M.Ed. in Curriculum & Instruction at Kennesaw State University is an online program. According to Complete College Georgia: Georgia s Higher Education Completion Plan 2012, While the characteristics of a traditional college student are changing dramatically, certificate and degree programs are still being delivered much as they have for most of the 20th century. To improve low completion rates, Complete College America proposes several approaches, including: Redesign course delivery. Courses should be delivered through a mix of blended in-person and online experiences. Scheduling should include non-traditional and block methods, which have been shown to be particularly effective in increasing completion rates for adult and part-time students. (p. 20) Although the Complete College Georgia plan addresses initial, undergraduate completion, in the same spirit, KSU proposes to offer an online Master s degree

3 to professional educators across Georgia. These educators will become more effective in improving learning for P-12 students and will be prepared to assist school districts across Georgia to build teacher capacity to be more effective in impacting student learning in all of Georgia s schools. Building teacher capacity and effectiveness is a clear need identified by the Georgia Partnership for Excellence in Education in the publication the Top Ten Issues to Watch With the proposed M.Ed. in Curriculum and Instruction, the BCOE advances the USG goal to improve college completion (at the advanced level) through restructuring delivery of college coursework. Students complete all coursework online. The Georgia Professional Standards Commission (Ga PSC) has established three new areas of initial certification available to teachers at the advanced (graduate) level. The areas are Curriculum and Instruction, Instructional Technology, and Teacher Leadership. These areas of certification can be obtained by completing an approved GA PSC degree program OR a GA PSC Certification Only program in the respective area and passing a state licensing exam (GACE) in the certification area. This Master of Education in Curriculum & Instruction program is consistent with the Board of Regents Office of Educational Access and Success goal of foster[ing] excellence and innovation in USG educator preparation programs to produce highly effective educators to meet the needs of Georgia s schools. (retrieved fromhttp:// and the Georgia Department of Education s new Career Ladder Framework (May, 2012) ( Effectiveness/Documents/GA%20Career%20Ladder.pdf) The program is also consistent with the Ga PSC requirement to prepare individuals to support the instructional program for any content area and at any level of schooling by providing educators with deeper and broader knowledge of curriculum, pedagogy and assessment (Ga PSC,, 2012). Furthermore, the Master of Education in Curriculum & Instruction program is directly aligned with the PSC Standards in Curriculum and Instruction. The Master of Education in Curriculum & Instruction program will produce teachers and administrators who will serve effectively as curriculum specialists in P-12 settings in a variety of roles. Completers of the KSU Master of Education in Curriculum & Instruction program will be equipped to support and inspire colleagues to bring P-12 students to higher levels of achievement. The program was developed through a collaborative process with university faculty as well as teachers and leaders from P-12 environments. It was also developed in keeping with the BOR New Principles to Guide Campus-Level Innovation (March 10, 2010), namely, that institutions should, give priority to innovations that enhance and hone present mission (Principle 1); and give

4 priority within the limits of their mission to academic programs that meet demonstrated state and/or regional need (Principle 5). Finally, the MEd in Curriculum and Instruction is an innovative, online program. Its design and delivery is consistent with Principle 4 as it maximizes and reprograms the use of our facilities and faculty resources through the use of academic related technology. School effectiveness will be strengthened immensely by the development of curriculum specialists who plan, implement, and evaluate curriculum and instruction to improve student learning; who have advanced depth and breadth in their content knowledge and pedagogy; who have advanced knowledge of students and the factors that influence P-12 student learning; who use researchbased practices to improve student learning; who have advanced assessment knowledge and skills; and who have high standards of professional practice. Structures for developing and leveraging curriculum specialists also helps Georgia reward and retain our most effective teachers. Institutional Importance of the Program The USG stresses its commitment to develop online delivery of courses and programs in the effort to help students complete their education. According to As a member of the University System of Georgia (USG), we are keen to be responsive to the need within Georgia to develop advanced programs in this new certification field of Curriculum and Instruction. Because C&I is a new area of GaPSC certification, no USG institution offers a Master s level degree program that embeds certification in Curriculum and Instruction. Thus this program will not duplicate any existing USG Master of Education in Curriculum & Instruction programs. The USG stresses its commitment to develop online delivery of courses and programs in the effort to help students complete their education. According to Complete College Georgia: Georgia s Higher Education Completion Plan 2012, Nearly all University System of Georgia students use online electronic systems for services and learning. The University System of Georgia can better serve students by ramping up the use of technology to provide flexible course and program delivery options, and by fostering efficient development and use of shared resources. (p. 21) The proposed M.Ed. in Curriculum & Instruction expressly meets this important goal of the University System of Georgia, whose publication, Complete College Georgia: Georgia s Higher Education Completion Plan 2012, goes on to enumerate plans to restructure delivery systems. Heading the list is an intensified effort to increase quality online delivery:

5 Develop online, collaborative, upper division courses and majors designed to complement ecore, associate of science, associate of arts, and associate of applied science degrees to assure articulation with USG and TCSG two-year programs and increase the probability that students can sustain and achieve their educational goals. (p. 22) The Master of Education in Curriculum & Instruction will prepare education professionals for a variety of curriculum leadership positions. With KSU s status as a top producer of teachers in the state and with our teachers consistently scoring above the state averages on the certification exams, KSU is positioned well to provide graduate opportunities to effective teachers who are capable of having an impact on the productivity of their colleagues and schools and who do not want to leave the classroom to grow in the profession (Georgia Career Ladder Framework, May 2012). Kennesaw State University s mission will be fully reflected in this unique and distinctive program. The program is a natural extension of KSU s academic priorities as articulated in KSU s Strategic Plan. Further, it provides an opportunity for KSU to build on an established foundation of its highly successful graduate programs in education including the Master of Arts in Teaching, Master of Education, Educational Specialist and the Doctorate in Education programs. The BCOE sees this as an opportunity to further Kennesaw State University s mission by providing a facilitative collegiate environment that fosters high quality academic preparation with a focus on critical analysis skills, global and multicultural perspectives and leadership development. Specifically, the proposed program will help KSU meet the priorities and goals of the university s strategic plan in the following ways: 1. The program provides career options for experienced, highly effective teachers who wish to remain in their classrooms-- the place where they feel they can make the greatest impact on students (Georgia Career Ladder Framework, May 2012). The proposed Master of Education in Curriculum & Instruction program with embedded certification responds to a new state initiative to prepare specialists in the area of curriculum and instruction, providing pathways for growth and advancement for teachers desiring to retain classroom responsibilities 2. Kennesaw State University has placed an increasing emphasis on graduate education over the past decade, and specifically on graduate programs in education, nursing, business, information systems, professional writing, conflict management, and public administration. The proposed program will provide professional educators with in-depth training and experiences at the master s level in Curriculum and Instruction. In addition, the emphasis on curriculum leadership in diverse P-12 environments furthers KSU s history as a university devoted to

6 preparing graduates to have a positive impact on diverse learners in the schools and classrooms of Georgia. Kennesaw State University is uniquely qualified to offer this program based on its long history of collaboration both with local school districts and with numerous community, state, and regional constituents. These ongoing partnerships have resulted in the local and regional trust in the programs and graduates of Kennesaw State University. Finally, as an online Master of Education in Curriculum and Instruction, KSU s program will not duplicate any existing USG programs. The online M.Ed. in C&I will be in high demand as the desire for high quality and rigorous e-learning opportunities continues to grow. KSU's Mission and Strategic Plan Kennesaw fulfills its mission and strategic plans by not only designing and delivering distinctive practitioner certificate programs and degree programs, but also through a network of institutes and centers. For example, KSU s Literacy Center, iteach Center, Distance Learning Center, and the A.T.O.M.S. Center are available as rich resources for students of the Master of Education in Curriculum & Instruction program. Furthermore, KSU is well known for programs devoted to professional graduate education, collaborative learning, community involvement, and applied research and which provide a realistic and exciting context for adult learners. As curriculum specialists, teachers and leaders who complete the Master of Education in Curriculum & Instruction program will possess the knowledge, skills and dispositions that reflect many of Kennesaw s distinctive features. Kennesaw and its graduates are unique in that they: Possess a substantive commitment to engagement within the university and with others outside the university. Are committed and strongly dedicated toward service and applied scholarship. Are focused on student learning and success. Value the importance of and practice ethical, principle-centered, and moral leadership. Value the importance of and implement innovative and interdisciplinary curricula that are responsive to the individual and to current and future societal needs. Are committed to high quality, distinctive professional degree programs. Focus on global and multicultural perspectives with a commitment to international education. System and State of Georgia Goals

7 As previously delineated in the first section of this proposal, the Master of Education in Curriculum & Instruction program is consistent with the Board of Regents Office of Educational Access and Success Goal of foster[ing] excellence and innovation in USG educator preparation programs to produce highly effective educators to meet the needs of Georgia s schools. (retrieved from the Georgia Department of Education s new Career Ladder Framework (May 2012) ( Effectiveness/Documents/GA%20Career%20Ladder.pdf). In particular, our program prepare[s] individuals to support the instructional program for any content area and at any level of schooling by providing educators with deeper and broader knowledge of curriculum, pedagogy and assessment (Georgia Professional Standards Commission, Guidance for Educators, May 9, 2012). This new Master of Education in Curriculum & Instruction program will therefore support the thrust in the Georgia Career Ladder Framework to open up new career possibilities and trajectories for educators, especially within the classroom, but also at the building and system levels. The M.Ed. In Curriculum & Instruction program supports completion goals expressly stated by the USG, namely restructuring program and course delivery systems to increase the array (p. 22) of online and hybrid formats to enable all students, particularly non-traditional students, to complete their education. Offering the M.Ed. in Curriculum and Instruction as an online program makes the program available to educators across the state including those in rural areas. More than half-a-million children in Georgia attend rural public schools, approximately 34% of all students in the state (Top Ten Issues to Watch 2012, p. 14). If Georgia is to ensure that equitable educational opportunities are available for all P-12 students, including those in rural areas, then teachers who currently teach in these rural districts must be prepared to serve as leaders who can assist their schools and districts in building teacher capacity. More importantly, under Geogia s RT3 initiative, rural districts will be encouraged through the Grow Your Own Teacher grant program to design, implement and evaluation their own teacher education programs (Top Ten Issues to Watch, 2012, p. 15). These districts must have individuals who are prepared to lead these new programs. Graduates of KSU s online M.Ed. in Curriculum and Instruction will be prepared to assist with and lead these initiatives. Staffing, Facilities and Enrollment Fortunately, several of our existing graduate programs in education offer courses which align with the new Curriculum and Instruction standards from GaPSC. We have identified those courses, reviewed their content and objectives, and have aligned them with the C&I standards. Therefore, students who enroll in the Master of Education in Curriculum & Instruction program take these courses with students in any one of several other programs. In order to meet the GaPSC

8 Standards in Curriculum and Instruction, the design team had only to develop four new courses. In section V (Curriculum) of this document, please find a schedule of courses by semester and a list of faculty who are assigned to teach the courses. See Section VI (Inventory of Faculty Directly Involved) for a detailed listing of faculty who will initially have primary teaching responsibility in the program, as well as the specific courses faculty are scheduled to teach and their related qualifications. As an online program, the M.Ed. in Curriculum and Instruction degree will join the growing list of high quality, rigorous online offerings at Kennesaw State University. Kennesaw State University offers fully online degree programs, certificate programs, hybrid online programs and a large selection of courses in online and mixed-model versions. Designed and taught by KSU faculty, distance learning at KSU offers high quality degree options with distance learning convenience and flexibility. Furthermore, the Bagwell College of Education has launched three completely online programs (M.Ed in Educational Leadership, M.Ed. in Instructional Technology, and the M.Ed. in Early Childhood Education) as well as an online endorsement in E.S.O.L. These programs have robust enrollments and continue to grow. As of July 2012, 89 (See Table 5) faculty in the Bagwell College of Education have completed Quality Matters (QM) training and are qualified to develop online courses. According to the KSU Distance Learning Center, 80 courses in the BCOE are in some stage of development (Approved, Revising, Submitted, Under Review, and Under Development); 65 courses have been approved by QM. KSU has built capacity for supporting online delivery such as the M.Ed. in Curriculum & Instruction. The Distance Learning Center, in collaboration with the BCOE, supports a dedicated Instructional Designer to support faculty in online, hybrid, and technology-enhanced learning development opportunities. In addition, the Center provides A/V design and production, lecture capture, and technology resources. Centralized program support also includes program listing on the DLC website, GOML, SREB, and other associated websites. A KSU Online branding promotion is in development. According to the Center for Distance Learning, meetings are planned for August 2012 with the BCOE marketing manager, as well as undergraduate and graduate admissions. Other support resources include virtual exam guidelines, lecture capture classroom availability, A/V transcription and captioning, and the Talon Tips Distance Learning Newsletter. These support resources are made available and disseminated by the Bagwell College Distance Learning Coordinator, Dr. Julie Moore. The Center for Distance Learning reports that at this time, course and program development opportunities are established with strong support from BCOE leadership. They are funded via e-tuition allocations made to the college and assigned at the discretion of the Dean. Individual faculty are compensated by the

9 Distance Learning office at the rate of $50 per student, calculated after the last day to withdraw without academic penalty. This compensation is predicated on the successful completion of an online teaching workshop and resulting online teaching certification. Distance Learning revenue also pays a percentage of the salary for an Instructional Designer for the college. In addition, DL funds distance learning equipment needs/updates and a portion of course releases/overloads for faculty for online course development. The remainder of online-course development is funded at the discretion of the Dean. II Objectives of the Program The Program/Performance Outcomes are the same as the GaPSC C&I standards (Table 1) All course objectives of existing and new coursesare aligned with the Performance Outcomes (Table 1). The performance outcomes are consistent with the PTEU s Advanced Proficiencies (Table 2) and NCATE Standards. Table1. Performance Outcomes, Standards and Elements for the Master of Education in Curriculum & Instruction program. Curriculum and Instruction Performance Outcomes (Standards and Elements) GaPSC Standard Element 1. Knowledge of Curriculum: Completers will 1.1 Completers give evidence of planning that demonstrate advanced ability to design, recognizes the needs of students, the contexts implement, and evaluate curriculum that which must be considered when planning promotes student learning curriculum, and the philosophical frameworks that undergird curriculum design. 1.2 Completers provide evidence of the ability to align curriculum across local, state and national standards within and across subject areas. 1.3 Completers provide evidence of knowledge of resources, including technology to support best teaching practices. 1.4 Completers exhibit the ability to evaluate curriculum by using performance data and student work to determine student 2. Knowledge of Instruction: Completers will demonstrate advanced ability to plan, implement and evaluate instruction to facilitate student learning. understanding and to refine curriculum. 2.1 Completers demonstrate ability to design and modify environments that promote learning and are based on best practices and student performance data. 2.2 Completers exhibit ability to differentiate instruction through use of best practices, student performance data, appropriate resources and culturally responsive pedagogy.

10 3. Knowledge of Content. Program completers will demonstrate advanced depth and breadth of knowledge and skills in their academic discipline and pedagogy. a) 4. Knowledge of Students. Program completers will demonstrate advanced knowledge of the student as influenced by cognitive, physical, emotional, social, cultural, environmental, and economic factors. 5. Knowledge of Research. Program completers will demonstrate the ability to use research to promote student learning and to contribute to the teaching profession 6. Knowledge of Assessment. Program completers will demonstrate advanced knowledge of assessment and the ability to use multiple sources of assessment for maximizing student learning. 2.3 Completers give evidence of ability to evaluate and modify instruction based on a variety of data, educational research, and continuous self-assessment 3.1 Completers exhibit the ability to apply current research and data as they demonstrate content knowledge and identify appropriate resources to promote student success. 3.2 Completers exhibit sufficient pedagogical content knowledge to plan, implement, and assess the important ideas and organizational structure of the domains represented in their content body of knowledge to benefit each student. 4.1 Completers demonstrate knowledge of major learning and developmental theories and how they explain student learning. 4.2 Completers exhibit the ability to meet the diverse needs of students. 4.3 Completers provide evidence of an understanding of the cultural and linguistic contexts of learning. 5.1 Completers give evidence of the ability to apply theoretical insights and research findings to curriculum, instruction, and assessment in P- 12 systems to improve student learning, classroom processes, and /or institutional practices. 5.2 Completers demonstrate the ability to use quantitative, qualitative and/or mixed research methods to investigate education problems and are able to articulate the findings in a variety of forums. 6.1 Completers exhibit knowledge of assessment that enables appropriate analysis and evaluation for facilitating student learning and effective instruction 6.2 Completers demonstrate an understanding of the principles of assessment design. 6.3 Completers demonstrate the ability to use diagnostic, formative, and summative

11 7. Professional Practices. Program completers will demonstrate high standards for professional practice. assessments to differentiate instruction, and to provide timely and effective feedback to improve student learning. 6.4 Completers demonstrate the ability to conduct program evaluations to determine the effectiveness of curriculum and instructional practice. 6.5 Completers demonstrate the ability to use assessment data to identify longitudinal trends and achievement gaps, establish goals for improvement, and articulate pertinent information to a variety of audiences. 7.1 Completers establish high standards for academic rigor, intellectual inquiry, and professional integrity. 7.2 Completers participate in and/or lead professional learning experiences to promote effective practices. 7.3 Completers advocate for the profession by modeling collaboration, leadership, and professionalism.

12 Table2. Alignment of PTEU Advanced Proficiencies with Curriculum & Instruction Program/Performance Outcomes and NCATE Standard 1. PTEU ADVANCED OUTCOMES & PROFICIENCIES SUBJECT MATTER EXPERTS Candidates know the subjects they teach and how to teach those subjects to students. Each candidate: 1.1 Possesses broad, current and specialized knowledge of subject matter and demonstrates this knowledge to colleagues, parents and students. 1.2 Possesses an interdisciplinary understanding of curriculum and its applications to real life and accurately represents understanding through use of multiple explanations, technologies and/or strategies. 1.3 Possesses strong pedagogical content knowledge and uses that knowledge to create approaches to instructional challenges. 1.4 Actualizes the integration of content, pedagogy and interdisciplinary understanding through instruction that is integrated, flexible, elaborate and deep. NCATE STANDARD 1 ELEMENT FACILITATORS OF LEARNING Candidates are committed to students and are responsible for managing and monitoring student learning. Candidates believe that all students can learn; as a result, each candidate: 2.1 Treats students equitably and provides equitable access to the full curriculum by respecting individual differences and adjusting (or assisting teachers in adjusting) practices accordingly. 2.2 Understands human development and learning and uses this understanding to create enriching educational experiences and/or environments for all students. Link to GaPSC C&I Standards C 3.1, 3.2 PCK 1.1, 1.2, 3.1, 3.2 PCK 3.1, 3.2, 5.1, 5.2 PCK 3.1, 3.2 D 1.1, 2.2, , 4.2, 4.3, 6.1, 6,2, 6.3 PPKS 4.1, 4.2, 2.3 Creates safe, well-managed, supportive, inclusive and challenging learning environments. PPKS 2.1, 4.1, 4.2, 2.4 Uses multiple methods, technologies, resources and organizational arrangements to meet goals articulated for individual students, class instruction and the overall school improvement plan. PCK PPKS 1.3, 4.1, 4.2, 4.3, 2.5 Monitors student progress with a variety of formal and informal evaluation methods and uses results to improve student learning. 2.6 Is accountable to multiple audiences, accurately interprets student performance data and communicates results to multiple audiences in multiple formats. SL 1.4, 6.1, 6.2, 6.3,6.5 SL 5.2, 6.4, 6.5 COLLABORATIVE PROFESSIONALS Candidates think systematically about practice, learn from experience, and are members of learning communities. Each candidate: 3.1 Collaborates with colleagues, parents and/or other professionals and leads appropriately to strengthen school effectiveness, to advance knowledge, and to influence policy and practice. 3.2 Reflects regularly upon daily practice, and draws upon experience and the professional literature to design and conduct research aimed at improved student achievement. SL 7.1, 7.2, 7.3 D 7.1, 7.2, Proactively involves and leads parents and other members of the community in support of instruction and education. 3.4 Engages in on-going professional development by joining professional organizations, participating in conferences, mentoring new staff, etc. PPKS D PPKS D 3.5 Adheres to professional ethical standards while reporting, conducting and publishing research. PPKS D Key: C = Content, PCK = Pedagogical Content Knowledge, PPKS = Professional and Pedagogical Knowledge and Skills, SL = Student Learning, D = Professional Disposition 7.1, 7.2, , 7.2, , 7.2, 7.3 III Justification and Need for the Program Enrollments for online learning continue to grow; more students than ever before are taking at least one online course. According to Going the

13 Distance: Online Education in the Unites States 2011 [Allen, I.E. & Seaman, J. (2011). Babson Survey Research Group.], The rate of growth of online enrollments has tempered somewhat, but continues to be far in excess of the rate for the total higher education student population. o Over 6.1 million students were taking at least one online course during the fall 2010 term; an increase of 560,000 students over the number reported the previous year. o The ten percent growth rate for online enrollments far exceeds the less than one percent growth of the overall higher education student population. o Thirty-one percent of all higher education students now take at least one course online. (p. 4) The M.Ed. in Curriculum & Instruction meets a critical need in the University System of Georgia (as well as Department, College, and University-level needs) for restructuring delivery systems of advanced degrees. Nationally there is great interest in measuring teacher effectiveness with little debate that more needs to be done. There is also an increasing awareness that initiatives measuring and recognizing individual teacher effectiveness are not enough, in and of themselves.if we want to improve the quality of teaching, we must also invest in developing the capacity of teachers (Hargreaves and Fullan, 2012 as cited in Georgia Career Ladder Framework, May 2012). According to the USG Office of Educational Access and Success, the University System of Georgia, of which KSU is a member institution, is a partner in Georgia s $400 Million Race to the Top Grant for statewide educational reform. One of the goals of The Race to the Top Grant is to improve teacher evaluation (and effectiveness) and professional development for educators. As part of the Race to the Top initiative, the state has proposed the Career Ladder Framework. According to the Career Ladder Framework, certification in Curriculum and Instruction is proposed as a desired qualification for school systems to use in the selection of Teacher Leaders I and II. This Master of Education in Curriculum & Instruction program addresses the national and state need to develop the capacity of teachers to be more impactful in the increasingly diverse classrooms which they encounter in P-12 settings today. The program s primary purpose is to improve P-12 teaching and learning by providing educators with deeper and broader knowledge of curriculum and instruction, pedagogy, and assessment. Specifically, educators who are effective curriculum specialists possess a balanced knowledge of curriculum, instruction and the student; a greater depth of content knowledge within the framework of curriculum and instruction; a knowledge of and ability to use the tools of assessment and research; the ability to discern problems and patterns in instruction and learning; the ability to perceive both the whole and the parts of concepts, concretely and abstractly; and the professional practice and

14 perseverance to find solutions to learning issues and problems in various p-12 contexts (adapted from Curriculum and Instruction Guidelines Rule ) As previously noted in Section I of this proposal, the Georgia Professional Standards Commission has established three new areas of initial certification available to teachers at the advanced (graduate) level. The areas are Curriculum and Instruction, Instructional Technology, and Teacher Leadership. These areas of certification can be obtained by completing an approved GA PSC degree program OR a GA PSC Certification Only program in the respective area and passing a state licensing exam (GACE) in the certification area. This Master of Education in Curriculum & Instruction supports the state s initiatives detailed in the Georgia Career Ladder Framework to open up new career possibilities and trajectories for educators, especially within the classroom, but also at the building and system levels. Offering the M.Ed. in Curriculum and Instruction as an online degree program provides adult learners more flexibility for learning a student-centric learning approach. The online M.Ed. represents another move beyond today s time-based rules those policies, regulations and arrangements that hold time as a constant and learning as the variable (Christensen, 2012). In his book, Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns, Christensen (2008) identifies online learning as a disruptive innovation that is already transforming how the world learns and how teaching and learning in higher education occurs. Kennesaw State University is moving quickly into the e-learning environment and has established three online undergraduate programs as well as five online graduate programs and a number on online undergraduate and graduate certificates. Additional justification for the online M.Ed. in Curriculum and Instruction was presented in the System and State Goals section earlier in this document. Of importance was the link to several state wide initiatives outlined in the Top Ten Issues to Watch 2012 publication which identify ten critical indicators of child wellbeing, educational attainment and workforce readiness and Georgia s position on those indicators. Please see page 7-8 of this document. Growth Kennesaw State University is well positioned to offer this new, highly attractive certification to teachers and leaders for a number of reasons one of which is its location on the I-75/Northwest corridor. According to the U.S. Census data, Georgia is growing faster than any state in the USA (Census Bureau, 2004). A study reported in the Atlanta Journal Constitution (March 16, 2006), indicated that 18 of the 100 fastest growing counties in the country surround Atlanta. Four of these counties (Cherokee, Paulding, Bartow and Douglas) are adjacent to Cobb County and are a part of KSU s service area. Demographically, this growth also reflects a significant increase in diversity. Conservative projections indicate

15 that the minority population will be the majority before The Master of Education in Curriculum & Instruction program prepares teachers to be more effective with culturally diverse P-12 students and to assist their professional colleagues to be more effective as well. In its 2006 status report the Georgia Professional Standards Commission s (GaPSC) Division for Education Workforce Recruitment, Research and Development observed that attrition was a critical factor for Georgia s education workforce (GaPSC, 2006). In response to the rising attrition rate, the Board of Regents charged all of the system institutions to Double the Numbers and Double the Diversity. Although KSU has successfully responded with increased offerings in traditional graduate teacher and leader education programs, this is the first opportunity USG institutions have had to offer Curriculum and Instruction programs which lead to a new certification field and which are associated with a Career Ladder pathway. The Master of Education in Curriculum & Instruction program provides additional opportunities for professional development of practicing professionals, contributing to their potential for increased job satisfaction and a decreased likelihood of leaving the profession. Core courses and appropriate specialization courses Candidates must complete a total of 33 credit hours in Curriculum and Instruction. The Master s program is a planned sequence of courses/experiences that build on the certification area currently held by the educator. The program leads to an educator meeting all Curriculum and Instruction standards as outlined by the Ga PSC. The Master of Education in Curriculum & Instruction program includes appropriate field based experiences in several classes allowing the educator to merge practice and theory in job-embedded, performance-based practice. Quantity of graduates It is anticipated that the program will be initially offered as a cohort program with approximately 15 students accepted twice a year. It is anticipated that 30 candidates will complete the Master of Education in Curriculum & Instruction program annually. Productivity Given enrollments in our current programs, increasing enrollment in our online programs, informal survey data from potential students, and the rate at which we intend to admit students, we project that this program will have a viable enrollment from the start: Projected Productivity

16 AY 2013 AY 2014 AY 2015 AY 2016 Admitted Enrolled Graduated Partnering. Bagwell College of Education will continue its excellent tradition of working with public school systems, the Regional Educational Support Agencies, the USG Board of Regents, the Georgia Department of Education, state universities in Georgia, and international partnerships in the enrichment of educational experiences of program participants. University faculty and P-12 leaders have collaborated in program design to reflect the practical needs of the schools. This collaboration is consistent with the research-base that supports solid partnerships between schools, districts, and educational leadership departments (Darling-Hammond, 2007). Placement The program concentration will be housed in the Bagwell College of Education. Advisors will be the program faculty and program coordinator. Advisement files will be located in the office of the program coordinator. IV Procedures Used to Develop the Program From the beginning, the Curriculum and Instruction design team charged with developing this proposal has been committed to designing a program that builds on our collaborative approach in the PTEU and the mission at KSU. Faculty from 6 departments and three colleges developed the curriculum with advice, input and support from adminstrators in the BCOE. In addition, colleagues in P-12 schools have provided feedback and input to the design team. Preliminary discussions among facutly and between faculty and administrators regarding the development of Curriculum and Instruction programs have been ongoing in the college for several years. Once the new certification fields of C&I were approved by the PSC, KSU requested persmission to offer the Master s degree program in C&I. Approval to develop the program was granted by the PSC and BOR in May Work began in earnest to prepare the program for the September 2012 deadline for submitting to the PSC to be included in the state-wide, group review and approval process. Department Faculty s Contributions:

17 1. Reviewing and researching the literature to establish a rationale and theoretical framework for the program. 2. Developing curriculum maps with objectives derived from the GaPSC Standards for Curriculum and Instruction. 3. Developing syllabi aligned with standards to include content, activities, assessment strategies, and resource bibliographies. 4. Linking all activities to program objectives. 5. Developing assessment criteria. 6. Reviewing reports, GaPSC and BOR documents and synthesizing findings and recommendations into program design. 7. Constructing program of study, admission criteria, and related policies and procedures. 8. Facilitating the TEC and GPCC review process and revising as recommended. 9. Preparing for program approval and implementation. P-12 Leaders Contributions 1. Meeting with faculty individually and in small groups to discuss program goals structure. 2. Reviewing course syllabi in light of GaPSC Curriculum and Instruction standards and providing feedback. References: In addition to practitioner input, the program design committee s decisions were principally informed by the following literature: Arnett, J. J. (2012). Human Development: A Cultural Approach. Clarkson University, Online: Pearson. Glatthorn, A., Boschee, F., & Whitehead, B. (2005). Curriculum leadership: Development and implementation. Thousand Oaks, CA: Sage. Kliebard, H. (2004). The struggle for the American curriculum: New York: Taylor & Francis. Mayer, R. E. & Alexander, P. A. (2011) Handbook of Research on Learning and Instruction. (Educational Psychology Handbook Series). New York, NY. Routledge. McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: Association for Supervision and Curriculum Development. Ornstein, A., & Hunkins, F. (1998).Curriculum: Foundations, Principles, and

18 Issues. NY: Allyn and Bacon Schiro, Michael S. (2008). Curriculum Theory: Conflicting Visions and Enduring Concerns. Los Angeles, CA: Sage. Tanner, D., & Tanner, L. (2007).Curriculum development: Theory into practice. (4 th ed). Upper Saddle River, NJ: Pearson. Tomlinson, C.A., & McTighe, J. (2006). Integrating Differentiated Instruction + Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development. Wiggins, G., & McTighe. (2007). Schooling by design: Mission, action, and achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Wiggins, G. & McTighe, J. (2005). Understanding by Design (2nd Ed). Alexandria, VA: ASCD. V Curriculum: Program Requirements The Master of Education in Curriculum & Instruction program is designed for experienced educators who hold a T-4 certificate (or comparable out-of-state) or higher. The intent of the Master of Education in Curriculum & Instruction program is to extend/enhance skills reflected in a field in which the educator currently holds certification. Through this program experienced educators develop the knowledge, skills and dispositions to serve as curriculum specialists in their field. They do so by completing 12 hours (denoted by # below) of advanced pedagogical coursework applied to content in their teaching area of certification. The program is delivered in cohorts and offered through an online format. Course work and assignments apply to the teaching content and level of the student. Instruction will involve the use of a variety of instructional methods including, but not limited to, problem-based learning, modules, case-studies, research and individual projects. Application of learning to school-based issues and problems is a critical component of this applied program. Candidates in the program are required to be employed as teachers or administrators in a school district or to secure an appropriate field placement through the BCOE s Center for Education Placements and Partnerships (CEPP). Program Admission Requirements Candidates admitted to the Master of Education in Curriculum & Instruction program must possess a clear renewable (or comparable) T-4 certificate.

19 Applicants to the program must submit the following for consideration for admission: 1. Official transcripts of all college coursework, undergraduate and graduate. 2. Letter of support from supervisor or professional colleague who is familiar with the applicant s work.. 3. All relevant professional teaching and/or administrative certificates. Master of Education in Curriculum & Instruction Program (Leading to initial certification in C&I) 33 hours Program of Study Curriculum & Instruction Core (18 hours) EDCI 7510: Curriculum Development& Evaluation (NEW) 3*# EDCI 7520: Cognition, Development & Instruction (NEW) 3* EDCI 7530: Instructional Decision Making (NEW) 3*# EDCI/INED 7760: Curriculum Development for Diverse Learners 3*# ITEC 7400: 21 st Century Teaching and Learning 3* EDUC 7705: Assessment & Evaluation 3* Research & Assessment Core (3 hours) EDUC 7741 Educational Research 3 Cognate (9 hours) Select nine hours of advanced coursework 9 (With advisor approval) Capstone EDCI 7590: Curriculum & Instruction Capstone (NEW) 3*# TOTAL: 33 *Required for C&I Certification Course Offerings and Plan-of-Study Semester 1 EDCI 7510: EDCI 7520: Curriculum Development & Evaluation (New Course) Cognition, Development & Instruction (New Course) Semester 2

20 ITEC 7400: EDUC 7705: EDCI 7530: 21 st Century Teaching and Learning (Existing Course) Assessment & Evaluation (Existing Course) Instructional Decision Making (New Course) Semester 3 EDCI/INED 7760: Cognate Course #1 (Existing Course) Curriculum Development for Diverse Learners (Existing Course) Semester 4 EDUC 7741 Educational Research (Existing Course) Cognate Course #2 (Existing Course) Semester 5 EDCI 7590: Curriculum & Instruction Capstone Seminar (New Course) Cognate Course #3 (Existing Course) Course Descriptions EDCI 7510: Curriculum, Development and Evaluation Prerequisite: Admission to graduate study in education. This course provides an analysis of curriculum development and methods for aligning course content to goals and evaluation procedures. The ideological, philosophical, historical, psychological, and social foundations of curriculum will be explored to help students better understand how curricular models might be utilized in an ever changing and emerging educational environment. As a result of this course, students will demonstrate advanced ability to design, implement, and evaluate curricula that promotes student learning. EDCI 7520: Cognition, Development & Instruction : Prerequisite: Admission to graduate study in education. Course addresses recent advances in learning theories and human development and their application to P-12 student learning in the content areas (reading, writing, mathematics, science, history, and second languages) as well as recent advances in the areas of critical thinking, self-regulation, and motivation. Current research in the area of human development is explored from a cross-cultural perspective- helping educators understand how culture impacts development and why it matters. These understandings are then integrated with learning theories and applied to instruction in diverse P-12 settings by exploring instructional methods that foster meaningful learning for all students. EDCI 7530: Instructional Decision-Making Prerequisite: Admission to graduate study in education. Instructional Decision-Making is designed to develop teachers abilities in improving student learning within their classrooms through the cyclical process of analysis of data on student learning, evaluating available resources and strategies for the appropriate intervention, and continued

21 assessment of the results of the intervention on future learning. Teachers will also learn to scale up this process with content or grade level teams through collaborative assessment of student learning, analysis of areas of difficulty, and planned interventions. EDCI 7590: Curriculum and Instruction Capstone Seminar Prerequisite: Admission to graduate study in education. This seminar serves as a capstone experience for the candidate in the Curriculum and Instruction program. Candidates develop their expertise in a focused area of curriculum and instruction through an independent, research-based project. Candidates will provide evidence of their ability to design, implement and evaluate curriculum and instruction to improve student learning. Face-to-face online delivery methods will be utilized. EDCI/INED 7760: Curriculum Development for Diverse Learners Prerequisite: Admission to graduate study in education. Prepares teachers to develop curriculum and instruction that is universal in design and based on best practices research in General Education, Special Education, and Teaching Speakers of Other Languages. The proposed curriculum model follows the precepts of Universal Design for Learning and provides built-in adaptations to lessons that reduce the amount of time needed to create individual accommodations and modifications for diverse students (i.e., students with exceptionalities and those who are culturally and linguistically diverse). The Big Ideas addressed in this course include Curriculum Mapping, Backwards Design, Sheltered Instruction Observation Protocol (SIOP), Universal Design for Learning (UDL), and Interdisciplinary Unit Development. Additional attention will be paid to the Georgia Performance Standards as they continue to unfold from the Georgia Department of Education. ITEC 7400: 21 st Century Teaching and Learning Prerequisite: None. This course introduces the design and facilitation of learning environments that apply technology-enhanced instructional strategies to maximize student learning. Candidates will apply current research and instructional design principles to design a 21st century learning experience for students. EDUC 7705: Assessment and Evaluation Prerequisite: Admission to graduate study in education. This course focuses on planning, constructing, analyzing, and applying educational assessment to document student performance for instructional and accountability purposes. Specific topics include guidelines for the development of traditional assessment questions, including the use of multiple-choice questions to measure critical thinking and problem-solving skills; guidelines and rubrics for the development and scoring of performance, writing and portfolio assessments; assessing affective outcomes; describing, analyzing and refining data to improve assessment; and the application and interpretation of standardized norm and criterion-referenced measures. Additionally, attention will be paid to multicultural assessment procedures and concerns relevant to external assessment programs.

22 EDUC Educational Research This course is designed to assist students in developing an understanding of qualitative and quantitative research methods and designs, focusing on interpretation and application relating to classroom practices. VI INVENTORY OF FACULTY DIRECTLY INVOLVED COURSE/INSTRUCTOR SUPPORT DEPTH All faculty course assignments and additional faculty resources will be provided utilizing currently employed faculty with graduate-level teaching status due to shifting graduate enrollments in recent years. Several changes have influenced graduate enrollment since 2007 as is summarized in the chart below. Shifts in enrollment provide KSU the opportunity to redirect graduate faculty resources to the Curriculum & Instruction programs. More detail is available at ( ogram%20completer%20trends%20year% %20table%20and%20chart.pdf) Influencing these trends are GaPSC changes to the Educational Leadership standards, GaPSC changes to the degrees that would result in a certificate upgrade for an educator, changes in funding of the HOPE Scholarship, and changes to the economy.