The function of the supervisor as one who attempts to assist in the improvement of instruction is rooted in democratic practices.

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "The function of the supervisor as one who attempts to assist in the improvement of instruction is rooted in democratic practices."

Transcription

1 For our purposes it will be formally defined as: Supervision is the process of engaging teachers in instructional dialogue for the purpose of improving teaching and increasing student achievement (Sullivan & Glanz, 2000, pg. 24). Simply put: It is the process of improving instruction in order to facilitate student learning. The function of a supervisor as an evaluator of instruction is rooted in the bureaucratic inspectional-type supervision. The function of the supervisor as one who attempts to assist in the improvement of instruction is rooted in democratic practices. 1

2 Supervisors or people concerned with supervision, however, have faced a basic role conflict; namely, the unresolved dilemma between the necessity to evaluate (a bureaucratic function) and the desire to genuinely assist teachers in the instructional process (a democratic and professional goal). (Sullivan & Glanz, 2000, pg. 22). Mankind likes to think in terms of extreme opposites. It is given to formulating its beliefs in terms of Either-Ors, between which it recognizes no intermediate possibilities. When forced to recognize that the extremes cannot be acted upon, it is still inclined to hold that they are all right in theory but that when it comes to practical matters, circumstances compel us to compromise. Educational Philosophy is no exception. In your groups discuss what you think this statement means. 2

3 In order to effectively deal with the the dilemma of supervision that was previously mentioned a clear and basic philosophy of education is a necessity. 3

4 Reflective practice posits that our actions often are inconsistent with our intentions (or beliefs), and that new ideas do not necessarily lead to new behaviors (Sullivan & Glanz, 2000, p. 26). Espoused Theory When one is asked how they would act in a given situation, this is the answer given based on the individuals beliefs and ideals. Theory in Use What one actually does in a given real life situation. ODR Organizational Defensive Routines Any policy or action that inhibits individuals/groups in an organization from experiencing embarrassment or threat, which prevents actions that identify and reduce the causes of the embarrassment or threat anti-learning. A school culture that has accepted and tolerates mediocre instruction (Schmoker, 2006). 4

5 Organizations only improve where the truth is told and the brutal facts confronted. (Collins, 2001, as cited in Schmoker, 2006, p. 103). Congruence exists when one s espoused theory matches one s theory in use. When they don t, it creates an internal dilemma for the individual. 5

6 What about Supervisors? The public or open self Teacher s knowledge of his/her teaching behavior corresponds with the supervisor s knowledge. Supervisor and teacher work together to broaden this aspect. The hidden or secret self Those aspects of his/her teaching behavior that the teacher knows but the supervisor does not. Clinical supervision model encourages the teacher to reduce this situation. The blind self The teacher is unaware of certain aspects of his/her teaching behavior but the supervisor is not. This aspect is most often neglected in current system of evaluation. Clinical supervision address this component most effectively. The undiscovered self Those aspects of teaching behavior that both the teacher and supervisor are unaware of. 6

7 An educational philosophy affects every important decision about curriculum, teaching, instruction, learning and assessment. The methods and materials a teacher uses and incorporates into each lesson design reflects their individual professional judgment, which is a direct reflection of their personal philosophy. Philosophy at least indirectly influences actions which in turn affects behavior (Sullivan & Glanz, 2000, p. 26). Student Outcomes Instructional Climate Instruction Leadership and Governance Concluding Statement 7

8 What are your goals for your students? What do you want them to be able to do, to accomplish? What type of climate will facilitate your student outcomes? What will you do to cultivate and nurture this climate? 8

9 How do students come to know? What do you believe to be effective teaching/instruction? How does this relate to your student outcomes and your instructional climate? What type of leader do you wish to be? What are your responsibilities as a leader? What is your overall leadership philosophy? What will you do as a leader to create, promote and support an effective school? 9

10 Why do you believe the things that you previously stated are important and how do they promote the evolution of public school education? See Appendix 1-C in the text for some examples. This assignment will be due on December 2. 10

11 Oldest and most conservative educational philosophy; rooted in realism. Dominated education up to the late 19 th century. Stressed the three R s as well as moral and religious training at the elementary level and Latin, Greek, grammar, rhetoric, logic and geometry at the secondary level. Relies on agreed-upon universal knowledge and cherished values of society; time tested knowledge and an unchanging view of the universe, human nature, truth and knowledge. Education is absolute, constant and universal. One common curriculum for all, which is subject centered emphasizing language, mathematics, literature, science, and the arts a liberal education. Teacher centered; Teacher is the content authority. A curriculum of the past emphasizing the great works of history's great scholars. An education calculated to develop the mind. 11

12 Traditional and conservative philosophy School curriculum geared to the fundamentals: the three R s in elementary school and the 5 essential subjects in secondary school English, mathematics, science, history and foreign language. Subjects like art, music, P.E., and vocational Ed. should be included but not at the expense of the other subjects limited value. All students offered the same curriculum, intellectual in content, but with quantity and rate adjusted for each learner in a systematic way. Educational process is seen as collecting factual knowledge; discipline and homework are emphasized. Teacher centered; teacher is the content authority. Public demand to raise academic standards reflects current philosophy of Essentialism. Heavy emphasis on reading, writing (grammar), math, US History, biology, chemistry and physics. A need to transmit the shared knowledge of the adult society to youth. Demands higher achievement for all students in the academic areas. General theme is on excellence for all in order to compete in the world-wide economy. Developed out of a protest against Perennialism; came from a larger social and political reform movement of the early part of the 20 th century. Skills and tools of learning include problem solving methods and scientific inquiry. Learning experiences should include cooperative behaviors and self-discipline. Heavy emphasis on how to think, not what to think. Curriculum is interdisciplinary in nature; materials and content part of the learning process not the source of ultimate knowledge. Teacher serves as a guide to facilitate student learning. Focus on the child as a learner rather than focus on the subject. Emphasizes activities and experiences rather than verbal and literacy skills. Encourages cooperative group learning activities. Humanistic education and relevant curriculum two main objectives. Goal is to produce self-actualizing people. 12

13 Grew out of the progressivism movement. Emphasis on society centered education that takes into consideration the needs of society and the classes. Coincide with a new social-economic political education. A curriculum based on social issues and social services. Examines the cultural heritage of a society as well as the entire civilization Examines controversial issues Committed to bring about social and constructive change through the schools Emphasizes cultural renewal and intercultural. Teachers considered prime agents of social change Sensitive to global issues and analyzes them as part of a larger social order; international curriculum Major emphasis on mastering a foreign language. Content that emphasizes language, communication skills, art, poetry, dance, drama, literature, psychology, ethics, religion and other aesthetic, humanistic and spiritual subject matter comprise a good part of the reconstructionist's curriculum. References Argyris, C. (1993). Knowledge for action: A guide to overcoming barriers to organizational change. San Francisco, CA: Jossey-Bass Publishers. Schmoker, M. (2006) Results now: How we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: ASCD. Sullivan, S. & Glanz, J. (2000). Supervision that improves teaching: Strategies and techniques. Thousand Oaks, CA: Corwin Press, Inc. 13

EDUC 2112 Foundations of Education

EDUC 2112 Foundations of Education Chapter 11: Educational Theory in American Schools: Philosophy in Action Philosophy Provides the Foundation for Educational Theories Dr. Stewart EDUC 2112 Foundations of Education Fall 2006 EDUC 2112 Foundations

More information

Section 2: Program Summary Economics (CA): Secondary Major and Minor

Section 2: Program Summary Economics (CA): Secondary Major and Minor Section 2: Program Summary Economics (CA): Secondary Major and Minor The University Detroit Mercy (UDM), a Catholic institution whose mission flows from the educational traditions of the Sisters of Mercy

More information

Tennessee Board of Regents. Proposal for the Establishment of a Lower Division General Education Core

Tennessee Board of Regents. Proposal for the Establishment of a Lower Division General Education Core Tennessee Board of Regents Proposal for the Establishment of a Lower Division General Education Core Created by: The Ad Hoc Committee charged to Establish a Lower Division General Education Core Curriculum

More information

ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching

ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching Course: ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Credit: 9 Semester Credit Hours (Undergraduate),

More information

Section 4 GRADUATION AND DEGREE REqUIREMENTS

Section 4 GRADUATION AND DEGREE REqUIREMENTS Section 4 GRADUATION and DEGREE Requirements 42 Catalog Rights marin.edu Catalog Rights The catalog sets forth graduation requirements for achieving an associate degree, and these requirements may change

More information

UNDERGRADUATE ACADEMIC PROGRAMS

UNDERGRADUATE ACADEMIC PROGRAMS UNDERGRADUATE ACADEMIC PROGRAMS Academic Discipline Degree Major Minor Concentration Endorsement Certificate Online Accounting BA Africa Studies Asia Studies Associate in Arts AA Audio Production Audio

More information

Iowa Core Davenport Schools Priority Essential Concepts and Skills for Sociology, Psychology, or AP Psychology with Details and Examples

Iowa Core Davenport Schools Priority Essential Concepts and Skills for Sociology, Psychology, or AP Psychology with Details and Examples Iowa Core Davenport Schools Priority Essential Concepts and Skills for Sociology, Psychology, or AP Psychology with Details and Examples Introduction Social studies is the integrated study of the social

More information

Standards for Certification in Early Childhood Education [26.110-26.270]

Standards for Certification in Early Childhood Education [26.110-26.270] I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central

More information

Council on Social Work Education. Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education

Council on Social Work Education. Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education Council on Social Work Education Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education B1.0 SCOPE AND INTENT OF THE CURRICULUM POLICY STATEMENT B1.1 This document sets

More information

Current Conceptions of the Function of the School. 5.1 Hilda Taba

Current Conceptions of the Function of the School. 5.1 Hilda Taba Current Conceptions of the Function of the School 5.1 Hilda Taba Hilda Taba 1902-1967 Major influence in curriculum theory and practice Observed relations between students and teachers Wrote books and

More information

Program: Educational Administration Masters, Director of Vocational Education

Program: Educational Administration Masters, Director of Vocational Education 1.3.1 facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school. Program: Educational Administration Masters, Director

More information

UPS 411.201 GENERAL EDUCATION: GOALS FOR STUDENT LEARNING

UPS 411.201 GENERAL EDUCATION: GOALS FOR STUDENT LEARNING University Policy Statement California State University, Fullerton GENERAL EDUCATION: GOALS FOR STUDENT LEARNING The Goals of General Education General education is central to a university education, and

More information

Foundations of the Montessori Method (3 credits)

Foundations of the Montessori Method (3 credits) MO 634 Foundations of the Montessori Method This course offers an overview of human development through adulthood, with an in-depth focus on childhood development from birth to age six. Specific topics

More information

Curriculum Handbook. 7. General Education Requirements

Curriculum Handbook. 7. General Education Requirements Curriculum Handbook 7. General Education Requirements Overview This section outlines the standards for courses proposed to meet General Education Requirements for: Napa Valley College General Education

More information

EXHIBIT 4.1 Curriculum Components & Experiences that Address Diversity Proficiencies

EXHIBIT 4.1 Curriculum Components & Experiences that Address Diversity Proficiencies EXHIBIT 4.1 Curriculum Components & Experiences that Address Diversity Proficiencies Course # & Title MUSIC ED 191A Introduction to Music Education MUSIC ED 323 Elementary Classroom Music Course Description

More information

Introduction and Background

Introduction and Background NJCC General Education Guiding Principles for Affirming Gen Ed Course Status (Previous versions: February 21, 2008, March 10, 2008, May 1, 2008, May 16, 2008, May 30, 2008, August 19, 2008, December 8,

More information

2014-15 College-wide Goal Assessment Plans (SoA&S Assessment Coordinator September 24, 2015)

2014-15 College-wide Goal Assessment Plans (SoA&S Assessment Coordinator September 24, 2015) 2014-15 College-wide Goal Assessment Plans (SoA&S Assessment Coordinator September 24, 2015) College-wide Goal 1: Intellectual Engagement PG1 Students will demonstrate the ability to think critically and

More information

3.14 UNDERGRADUATE DEGREE REQUIREMENTS 3.14.1 Purpose This policy statement establishes guidelines, criteria, and standards for use by State System

3.14 UNDERGRADUATE DEGREE REQUIREMENTS 3.14.1 Purpose This policy statement establishes guidelines, criteria, and standards for use by State System 3.14 UNDERGRADUATE DEGREE REQUIREMENTS 3.14.1 Purpose This policy statement establishes guidelines, criteria, and standards for use by State System institutions in developing degree programs for which

More information

Kansas Board of Regents Precollege Curriculum Courses Approved for University Admissions

Kansas Board of Regents Precollege Curriculum Courses Approved for University Admissions Kansas Board of Regents Precollege Curriculum Courses Approved for University Admissions Original Publication April 6, 2011 Revision Dates June 13, 2011 May 23, 2012 Kansas Board of Regents Precollege

More information

Baccalaureate Degrees

Baccalaureate Degrees 2011-2012 Sacred Heart University Undergraduate Catalog Degrees and Curricula The goal of Sacred Heart University is to provide an educational experience for the student that will result in his/ her development

More information

Indonesia Goals and objectives of education

Indonesia Goals and objectives of education Indonesia Goals and objectives of education Estimated population Public expenditure on education as percentage of Gross National Product Duration of compulsory education (years) Primary or basic education

More information

Postgraduate Certificate in Education (PGCE) is offered in the following specialisations:

Postgraduate Certificate in Education (PGCE) is offered in the following specialisations: College of Humanities School of Education Programmes offered Doctor of Philosophy Tel: +27 (0)31 260 7865 Fax: +27 (0)31 260 7594 Email: education@ukzn.ac.za Bachelor of Education Honours and Master of

More information

The General Education Program at Sweet Briar College

The General Education Program at Sweet Briar College The General Education Program at Sweet Briar College Introduction The purpose of the General Education Program at Sweet Briar College is to provide all students with a common pattern of skills, experiences

More information

University of Kentucky 2004-2005 Undergraduate Bulletin 1

University of Kentucky 2004-2005 Undergraduate Bulletin 1 317 INTRODUCTION TO INSTRUCTIONAL MEDIA. (1) An introductory instructional media experience including basic production and utilization techniques for media materials and operation of commonly used educational

More information

The Elementary Education Program Brandeis University Waltham, MA 02454

The Elementary Education Program Brandeis University Waltham, MA 02454 The Elementary Education Program Brandeis University Waltham, MA 02454 The Brandeis Education Program seeks to prepare teachers with a strong liberal arts background who possess the knowledge, point of

More information

Is the General Education program purpose congruent with the overall mission of the institution?

Is the General Education program purpose congruent with the overall mission of the institution? Where do we start? MODELS OF GENERAL EDUCATION The best General Education Program is not based simply on choosing specific goals or finding the perfect model. The best program is one that is aligned with

More information

Reflective Journaling: Building Bridges between Theory and Practice KENNETH GOLDBERG National University kgoldber@nu.edu

Reflective Journaling: Building Bridges between Theory and Practice KENNETH GOLDBERG National University kgoldber@nu.edu Reflective Journaling: Building Bridges between Theory and Practice KENNETH GOLDBERG National University kgoldber@nu.edu ABSTRACT Assessing practitioner experience as it relates to subject theory can be

More information

Bachelor of Arts in Behavioral Studies Degree Program

Bachelor of Arts in Behavioral Studies Degree Program Bachelor of Arts in Behavioral Studies Degree Program Student Name: The Academic Teaching Philosophy of American Baptist College The goal of education at American Baptist College is to articulate intellectual

More information

UNDERGRADUATE DEGREES

UNDERGRADUATE DEGREES 48-Undergraduate Degrees Chapter 4 UNDERGRADUATE DEGREES 49-Undergraduate Degrees University education at its best transforms students through daily participation in active learning under the supervision

More information

College of Arts & Sciences Goals

College of Arts & Sciences Goals College of Arts & Sciences Goals 1.) Demonstrated ability to engage in critical thinking appropriate to the discipline. 2.) Demonstrated ability to use the information literacy skills, including research

More information

Division of Education Associate of Arts in Early Childhood Education and Bachelor of Arts in

Division of Education Associate of Arts in Early Childhood Education and Bachelor of Arts in 202 Degrees Awarded by Academic Program Associate of Arts in Early Childhood Education and Bachelor of Arts in Elementary Education Bachelor of Arts in Child Development 3 Bachelor of Arts in Elementary

More information

St Joseph s Catholic Primary School

St Joseph s Catholic Primary School St Joseph s Catholic Primary School Curriculum Policy 2014 At St Joseph s we believe that the curriculum is a powerful tool that promotes a love of learning and willingness to explore and the time to have

More information

College of Psychology and Humanistic Studies (PHS) Curriculum Learning Goals and PsyD Program Learning Goals, Objectives and Competencies (GOCs)

College of Psychology and Humanistic Studies (PHS) Curriculum Learning Goals and PsyD Program Learning Goals, Objectives and Competencies (GOCs) College of Psychology and Humanistic Studies (PHS) Curriculum Learning Goals and PsyD Program Learning Goals, Objectives and Competencies (GOCs) College of PHS Learning Goals PsyD Program Learning Goals

More information

Chapter One: The Egyptian Educational System

Chapter One: The Egyptian Educational System Chapter One: The Egyptian Educational System Egypt has a population of 68 million, which is rapidly growing. Most of it consists of large low-income families in rural areas where the rate of illiteracy

More information

A.S. Degree, Early Childhood Education. Degree Type: A.S. Major Code: CHLDD-AS CIP: 1420020203

A.S. Degree, Early Childhood Education. Degree Type: A.S. Major Code: CHLDD-AS CIP: 1420020203 A.S. Degree, Early Childhood Education Degree Type: A.S. Major Code: CHLDD-AS CIP: 142002020 This program prepares students for employment as child development center teachers, child development curriculum

More information

1000 Milford School District Mission Statement, Philosophy of Education, and Goals

1000 Milford School District Mission Statement, Philosophy of Education, and Goals 1000 Milford School District Mission Statement, Philosophy of Education, and Goals School Board Vision Statement 1001 Revised 6/2006 Mission Statement 1005 Revised 6/2006 Belief Statements 1006 Revised

More information

Educational Philosophy Instructional Methodology 1. High Academic Achievement: International Baccalaureate Middle Years Programme

Educational Philosophy Instructional Methodology 1. High Academic Achievement: International Baccalaureate Middle Years Programme Educational Philosophy Direct explicit instruction and a standards based sequential curriculum will drive the educational philosophy of Prepa Tec. Instruction will be inquiry and investigation-based and

More information

Integrated Social Sciences, Humanities, and Arts

Integrated Social Sciences, Humanities, and Arts EEC3212 Integrated Social Sciences, Humanities, and Arts EEC3212 Integrated Social Sciences, Humanities, and Arts Course Description: The student will learn to plan, implement, and assess developmentally

More information

MATTC Course Descriptions

MATTC Course Descriptions MATTC Course Descriptions Multiple Subject Courses: 250. Ethics, Diversity, Reflection: Introduction to K-12 Teaching This course focuses on credential candidates professional development and their integration

More information

WEST HATCH HIGH SCHOOL

WEST HATCH HIGH SCHOOL WEST HATCH HIGH SCHOOL THE BEST THAT I CAN BE Curriculum Policy Policy reviewed December 2015 Signed Purpose and scope of the Curriculum and this policy The Governors, Head Teacher, teachers, pupils,

More information

Master s in Educational Leadership Ed.S. in Administration and Supervision

Master s in Educational Leadership Ed.S. in Administration and Supervision Master s in Educational Leadership Ed.S. in Administration and Supervision Austin Peay State University Professional Educational Standards, TILS Standards, and NCATE Standards Austin Peay State University

More information

PH.D. PROGRAM IN PSYCHOLOGY: CONSCIOUSNESS & SOCIETY

PH.D. PROGRAM IN PSYCHOLOGY: CONSCIOUSNESS & SOCIETY PH.D. PROGRAM IN PSYCHOLOGY: CONSCIOUSNESS & SOCIETY A program grounded in Critical, Transpersonal & Humanistic Psychologies Department of Psychology University of West Georgia Policies and Procedures

More information

Pre-service Performance Assessment Professional Standards for Teachers: See 603 CMR 7.08

Pre-service Performance Assessment Professional Standards for Teachers: See 603 CMR 7.08 Please use this assessment in conjunction with the for Teachers guidelines: the rating scale; evaluation questions relating to the standards; and the license-specific questions per standard (b)2c. Candidates

More information

Matrix Showing Match between NCATE Curriculum Guidelines for Early Childhood Education and CEOE Competencies. CEOE Subarea Competency III III

Matrix Showing Match between NCATE Curriculum Guidelines for Early Childhood Education and CEOE Competencies. CEOE Subarea Competency III III Certification Examinations for Oklahoma Educators (CEOE) Framework Development Correlation Table The Framework Development Correlation Table provides information about possible alignment of some of the

More information

Course Description \ Bachelor of Primary Education Education Core

Course Description \ Bachelor of Primary Education Education Core Course Description \ Bachelor of Primary Education Education Core EDUC 310 :Foundations of Education in Qatar and School Reform : This course has been designed to acquaint the learners with the progress

More information

Apparel Design and Merchandising (bulletin.sfsu.edu/colleges/health-social-sciences/consumer-family-studies-dietetics): Bachelor s Degree

Apparel Design and Merchandising (bulletin.sfsu.edu/colleges/health-social-sciences/consumer-family-studies-dietetics): Bachelor s Degree 1 Academic Programs A (p. 1) B (p. 1) C (p. 2) D (p. 3) E (p. 3) F (p. 4) G (p. 4) H (p. 5) I (p. 5) J (p. 5) K (p. 5) L (p. 5) M (p. 6) N (p. 6) O (p. 6) P (p. 6) R (p. 7) S (p. 7) T (p. 8) U (p. 8) V

More information

Conley, D. T. (2005). College Knowledge: What it Really Takes for Students to Succeed and What We Can Do to Get Them Ready

Conley, D. T. (2005). College Knowledge: What it Really Takes for Students to Succeed and What We Can Do to Get Them Ready 1 Conley, D. T. (2005). College Knowledge: What it Really Takes for Students to Succeed and What We Can Do to Get Them Ready. San Francisco: Jossey-Bass. College Knowledge is based on research conducted

More information

The mission and goal are captured in the following theme: Teachers as learners, collaborators, and leaders facilitating student success.

The mission and goal are captured in the following theme: Teachers as learners, collaborators, and leaders facilitating student success. Overview of Beliefs and Expectations for Teacher Education Candidates Teacher Education Program School of Education, College of Applied Human Sciences Colorado State University The mission and goal of

More information

II. GENERAL ELECTIVES: ENG 102-110 Writing II (3) Math or Science Course (3) NOTE 2 History Course (3) NOTE 2 200 Level English (3) NOTE 2

II. GENERAL ELECTIVES: ENG 102-110 Writing II (3) Math or Science Course (3) NOTE 2 History Course (3) NOTE 2 200 Level English (3) NOTE 2 ADIRONDACK COMMUNITY COLLEGE: LIBERAL ARTS/HUMANITIES & SOCIAL SCIENCE A.A. THE COLLEGE OF SAINT ROSE: EARLY CHILDHOOD EDUCATION B.S. DEGREE REQUIREMENTS SAINT ROSE REQUIREMENTS: ADIRONDACK EQUIVALENCIES:

More information

Appendix A: Articulated Associate Degrees. College of Southern Maryland Degree

Appendix A: Articulated Associate Degrees. College of Southern Maryland Degree Appendix A: Articulated Associate Degrees The following table is the list of Articulated Associate Degrees between and Grand Canyon University (GCU). Students who complete a transfer-oriented associate

More information

My Philosophical Beliefs Related to Adult Teaching and Learning. Becky Smeltzer

My Philosophical Beliefs Related to Adult Teaching and Learning. Becky Smeltzer My Philosophical Beliefs Related to Adult Teaching and Learning Becky Smeltzer Growing up in the 1950s and 1960s, my formal learning experiences were first influenced by the liberal philosophy of education.

More information

MASTER OF ARTS IN EDUCATION (M.A. in Ed.)

MASTER OF ARTS IN EDUCATION (M.A. in Ed.) MASTER OF ARTS IN EDUCATION (M.A. in Ed.) Eighteen credit hours of undergraduate work in professional education and Educational Psychology are required before admission to the graduate program in Education.

More information

YOUR CHILD IN ELEMENTARY SCHOOL INFORMATION FOR PARENTS

YOUR CHILD IN ELEMENTARY SCHOOL INFORMATION FOR PARENTS YOUR CHILD IN ELEMENTARY SCHOOL INFORMATION FOR PARENTS Whether your child is just beginning or already attending elementary school, this is an important time in his or her life. Given the vital role you

More information

MASTER OF SCIENCE IN EDUCATION PROGRAM

MASTER OF SCIENCE IN EDUCATION PROGRAM DIVISION OF GRADUATE STUDIES Jill Arnold, Director of Graduate/Online Studies The Division of Graduate Studies ensures that its graduates have specialized training that results in a firm grounding in the

More information

Developing an In-House Singapore Math "Go-To" Expert

Developing an In-House Singapore Math Go-To Expert Developing an In-House Singapore Math "Go-To" Expert Professional training is absolutely critical to the success of your Singapore Math implementation. Here are the tools needed to transform an in-house

More information

Title 5 Sections 55061 55063; Accreditation Standard II.A.3.

Title 5 Sections 55061 55063; Accreditation Standard II.A.3. Page 1 of 5 A. Criteria for determining General Education courses 1. Courses appropriate for general education will include the following criteria: 1. Course Integrity and Breadth The course exposes the

More information

The performance assessment shall measure the extent to which the teacher s planning:

The performance assessment shall measure the extent to which the teacher s planning: Arizona s Professional Teacher Standards Standard 1: The teacher designs and plans instruction that develops students abilities to meet Arizona s academic standards and the district s assessment plan.

More information

PERFORMANCE STANDARDS FOR DOCTORAL PROGRAMS. EDUCATIONAL LEADERSHIP (Superintendent)

PERFORMANCE STANDARDS FOR DOCTORAL PROGRAMS. EDUCATIONAL LEADERSHIP (Superintendent) 1 PERFORMANCE STANDARDS FOR DOCTORAL PROGRAMS EDUCATIONAL LEADERSHIP (Superintendent) 2 PREAMBLE VINCENTIAN SPIRIT AND URBAN MISSION Given that the School of Education subscribes to the Vincentian spirit

More information

The Undergraduate Core Curriculum (General Education) Outcomes and Assessment. Newcomb-Tulane College

The Undergraduate Core Curriculum (General Education) Outcomes and Assessment. Newcomb-Tulane College The Undergraduate Core Curriculum (General Education) Outcomes and Assessment Newcomb-Tulane College Mission Statement The core curriculum and its general education requirements provide a common academic

More information

Standard Two: Knowledge of Mathematics: The teacher shall be knowledgeable about mathematics and mathematics instruction.

Standard Two: Knowledge of Mathematics: The teacher shall be knowledgeable about mathematics and mathematics instruction. Performance-Based Standards for Colorado Teachers The following shall serve as standards for the licensing of all teacher education candidates in Colorado and reflect the knowledge and skills required

More information

82 School of Education

82 School of Education 82 School of Education SCHOOL OF EDUCATION Sue Stoddart, Ph.D., Dean Stayer Center for Technology and Executive Learning, room 301 (920) 923-7170 The School of Education primarily emphasizes the preparation

More information

School of Teaching, Learning, and Leadership (STLL)

School of Teaching, Learning, and Leadership (STLL) School of Teaching, Learning, and Leadership (STLL) The qualifications described below represent commonly accepted good practices for teaching in the discipline(s) included in this unit. [1] General Description

More information

Action Research Project Design Document

Action Research Project Design Document Santa Clara University Department of Education EDUC 369: Action Research Winter 2009 Action Research Project Design Document Information Packet By Joe Chee Action research is an approach to scholarly inquiry

More information

College of Communication and Information. Library and Information Science

College of Communication and Information. Library and Information Science 510 CHILDREN S LITERATURE AND RELATED MATERIALS. (3) A survey of children s literature, traditional and modern. Reading and evaluation of books with multimedia materials with emphasis on the needs and

More information

~Empowering and Motivating for Today and Tomorrow~

~Empowering and Motivating for Today and Tomorrow~ Lindsay Unified School District Mission Statement ~Empowering and Motivating for Today and Tomorrow~ - Adopted by Lindsay Unified School Board: May 21, 2007 Mission: Empowering and Motivating for Today

More information

230 points in FSF7E or its equivalent including a pass in English & Mathematics OR

230 points in FSF7E or its equivalent including a pass in English & Mathematics OR BACHELOR OF EDUCATION HONS [Primary] The program is primarily designed to equip graduates to teach competently in primary schools throughout the region and contribute to the wholistic development of children.

More information

Professional Learning Communities: Guidance for High School Principals. Gary Marx Eastern Michigan University

Professional Learning Communities: Guidance for High School Principals. Gary Marx Eastern Michigan University Professional Learning Communities: Guidance for High School Principals Gary Marx Eastern Michigan University If there is anything that the research community agrees on, it is this: The right kind of continuous,

More information

Associate Degrees. Degree Requirements. Alternatives to Degree Requirements. Multiple Majors. Second Degree Requirements. Double Counting Courses

Associate Degrees. Degree Requirements. Alternatives to Degree Requirements. Multiple Majors. Second Degree Requirements. Double Counting Courses Associate Degrees Students may graduate with an Associate in Arts or Associate in Science degree. The college offers students seeking the Associate in Arts (AA) degree the choice of 37 different majors

More information

POLITICAL SCIENCE POLITICAL SCIENCE (POSCI)

POLITICAL SCIENCE POLITICAL SCIENCE (POSCI) 190 P O L I T I C A L S C I E N C E POLITICAL SCIENCE (POSCI) Politics rules over everything you do as a human being and gives you an understanding that enables you to have more control over your own life.

More information

The Revisions of the Courses of Study for Elementary and Secondary Schools

The Revisions of the Courses of Study for Elementary and Secondary Schools The Revisions of the Courses of Study for Elementary and Secondary Schools Elementary and Secondary Education Bureau Ministry of Education, Culture, Sports, Science and Technology (MEXT) Outline of the

More information

Bachelor of Arts in Elementary Education with Nevada Elementary Licensure (National University)

Bachelor of Arts in Elementary Education with Nevada Elementary Licensure (National University) Bachelor of Arts in Elementary Education with Nevada Elementary Licensure + Diversity Rich Offering LIT 100 Introduction to Literature ENG 231 HIS 375 Nevada History, Gov t and Cons TED 320 Introduction

More information

Categories of Study: Curriculum Goals and Requirements

Categories of Study: Curriculum Goals and Requirements Philosophy and Requirements Educational Goals The purpose of the UT Martin undergraduate educational experience is to prepare all students for the opportunities and challenges of a dynamic world. The combination

More information

GUIDANCE. Rocky River City School District. Globally Competitive Exceptional Opportunites Caring Environment Successful Students

GUIDANCE. Rocky River City School District. Globally Competitive Exceptional Opportunites Caring Environment Successful Students GUIDANCE K 12 Rocky River City School District Globally Competitive Exceptional Opportunites Caring Environment Successful Students DISTRICT GUIDANCE PROGRAM PHILOSOPHY Our philosophy is to be pro-active,

More information

Study Plan Faculty of Educational Sciences Master In Educational administration (Thesis Track)

Study Plan Faculty of Educational Sciences Master In Educational administration (Thesis Track) Study Plan Master In Educational administration (Thesis Track) First: GENERAL RULES & CONDITIONS: Plan Number 2014 1. This plan conforms to the valid regulations of the programs of graduate studies. 2.

More information

218 Brister Hall Memphis, Tennessee 38152 901-678-2716 www.memphis.edu/univcoll/

218 Brister Hall Memphis, Tennessee 38152 901-678-2716 www.memphis.edu/univcoll/ 218 Brister Hall Memphis, Tennessee 38152 901-678-2716 www.memphis.edu/univcoll/ TN ecampus Bachelor of Professional Studies Major: Professional Studies Concentration: International Organizational Leadership

More information

A level reform: the essentials

A level reform: the essentials A level reform: the essentials A level reform key changes Equipping students to progress to success at university and in their careers. 1. Greater involvement from higher education in the development of

More information

K - 12 Principal & Superintendent

K - 12 Principal & Superintendent BOSA COMPETENCY MATRIX Minnesota Administrative Licensure K - 12 Principal & Superintendent WINONA STATE UNIVERSITY COLLEGE OF EDUCATION DEPARTMENT OF EDUCATIONAL LEADERSHIP Name: Place of Employment Mailing

More information

The University of North Carolina at Pembroke 2015-2016 Academic Catalog

The University of North Carolina at Pembroke 2015-2016 Academic Catalog 338 The University of North Carolina at Pembroke 2015-2016 Academic Catalog COURSES BIRTH TO KINDERGARTEN (ECE) ECE 2020. Foundations of Early Childhood (3 credits) This course is designed to introduce

More information

Social Science A Common Core of Standards [27.200]

Social Science A Common Core of Standards [27.200] Social Science A Common Core of Standards [27.200] All social science teachers shall be required to demonstrate competence in the common core of social science standards. In addition, each social science

More information

ACADEMIC POLICY AND PLANNING COMMITTEE REQUEST FOR AHC GENERAL EDUCATION CONSIDERATION

ACADEMIC POLICY AND PLANNING COMMITTEE REQUEST FOR AHC GENERAL EDUCATION CONSIDERATION ACADEMIC POLICY AND PLANNING COMMITTEE REQUEST FOR AHC GENERAL EDUCATION CONSIDERATION Allan Hancock College General Education Philosophy General education is a pattern of courses designed to develop in

More information

THE FRAMEWORK FOR INSTRUCTIONAL COACH ENDORSEMENT GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION

THE FRAMEWORK FOR INSTRUCTIONAL COACH ENDORSEMENT GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION THE FRAMEWORK FOR INSTRUCTIONAL COACH ENDORSEMENT GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION TABLE OF CONTENTS Definition of an Endorsement Certificate... 3 Introduction to Instructional Coach Endorsement

More information

Associate of Arts Degree in General Studies

Associate of Arts Degree in General Studies 1 Associate of Arts Degree in General Studies PROGRAM OUTCOMES AND COURSE DESCRIPTIONS PROGRAM OUTCOMES Oral and Written Communication - o Write and present research-based information in a clear and concise

More information

The development of Shinawatra University s international graduate program in joint public and business administration (PBA)

The development of Shinawatra University s international graduate program in joint public and business administration (PBA) The development of Shinawatra University s international graduate program in joint public and business administration (PBA) Introduction: Given the fact that management challenges in terms of political-economic-societaltechnological

More information

CHRISTIAN STUDIES (CST)

CHRISTIAN STUDIES (CST) CHRISTIAN STUDIES (CST) CST 1011: Survey of the Old Testament (3) A survey of the content of the Old Testament in its historical and cultural setting, with a particular emphasis upon its relevance for

More information

University of North Texas at Dallas Fall 2011 Syllabus EDAD 5330 Instructional Leadership 3 Semester Hours

University of North Texas at Dallas Fall 2011 Syllabus EDAD 5330 Instructional Leadership 3 Semester Hours University of North Texas at Dallas Fall 2011 Syllabus EDAD 5330 Instructional Leadership 3 Semester Hours Educational Administration Division of: Teacher Education and Administration Instructor Douglas

More information

Growing Tomorrow s Leaders Today Preparing Effective School Leaders in New York State

Growing Tomorrow s Leaders Today Preparing Effective School Leaders in New York State The New York State Board of Regents and The New York State Education Department Growing Tomorrow s Leaders Today Preparing Effective School Leaders in New York State "The factor that empowers the people

More information

The MiraCosta Community College District s programs are consistent with the college s mission, vision, and core values.

The MiraCosta Community College District s programs are consistent with the college s mission, vision, and core values. ADMINISTRATIVE PROCEDURE 4025: Philosophy and Criteria for Associate Degrees and General Education The MiraCosta Community College District s programs are consistent with the college s mission, vision,

More information

International Baccalaureate

International Baccalaureate Preparation for International Baccalaureate Camdenton High School 2007-2008 Frequently Asked Questions Who should attempt to earn the IB Diploma? Students seeking the International Baccalaureate should

More information

Cognitive Psychology

Cognitive Psychology Cognitive Psychology Anytime we categorize any phenomena, we run the risk of misinterpretation. Today, most psychologists classify human growth and development as cognitive, social, psychological, and

More information

College of Communications and Information Studies

College of Communications and Information Studies 510 CHILDREN S LITERATURE AND RELATED MATERIALS. (3) A survey of children s literature, traditional and modern. Reading and evaluation of books with multimedia materials with emphasis on the needs and

More information

Ph.D. in Educational Theory and Practice. Emphasis Areas

Ph.D. in Educational Theory and Practice. Emphasis Areas In addition to the shared core courses, doctoral students in ETAP choose an emphasis area. Emphasis areas are overlapping, of course, and should not be considered as exclusive. While the ETAP core provides

More information

Moral & Spiritual Intelligences In Young Gifted & Talented Students in New Zealand

Moral & Spiritual Intelligences In Young Gifted & Talented Students in New Zealand WELCOME TO THE PRESENTATION OF THE ARTICLE TITLED Moral & Spiritual Intelligences In Young Gifted & Talented Students in New Zealand : A Teacher s s Perspective. Contents of Presentation 1. Introduction

More information

STANDARDS FOR ELEMENTARY TEACHERS

STANDARDS FOR ELEMENTARY TEACHERS STANDARDS FOR ELEMENTARY TEACHERS Introduction The standards contained in this document are based upon the core standards outlined in Every Child s Teacher in North Carolina: Core Standards for the Teaching

More information

Required Field and Clinical Experiences Across Initial and Advanced Programs Class B Early Childhood and Elementary Education

Required Field and Clinical Experiences Across Initial and Advanced Programs Class B Early Childhood and Elementary Education Field and Experiences Across Initial and Advanced Programs Class B Early and Course ECY 300 EDF 362 EDR 440 Survey of Special Foundations of I Reading I Designed to provide an overview of exceptionality

More information

PROCESS FOR APPROVING NON- IAI- GENERAL EDUCATION CORE CURRICULUM (GECC) COURSES FOR GENERAL EDUCATION CREDIT

PROCESS FOR APPROVING NON- IAI- GENERAL EDUCATION CORE CURRICULUM (GECC) COURSES FOR GENERAL EDUCATION CREDIT 1 PROCESS FOR APPROVING NON- IAI- GENERAL EDUCATION CORE CURRICULUM (GECC) COURSES FOR GENERAL EDUCATION CREDIT Step 1: Program/course owner reviews non- IAI- GECC course currently accepted for General

More information

Nursing 8 Courses (27 Credits)

Nursing 8 Courses (27 Credits) Houston Baptist University s RN to BSN Program allows you to efficiently complete your bachelor s degree, most often in one to two years. A typical student will take approximately 16 courses in total,

More information

Conference "Competencies and Capabilities in Education" Oradea 2009 EDUCAŢIA ANTREPRENORIALĂ - EDUCAŢIE PENTRU VIITOR

Conference Competencies and Capabilities in Education Oradea 2009 EDUCAŢIA ANTREPRENORIALĂ - EDUCAŢIE PENTRU VIITOR EDUCAŢIA ANTREPRENORIALĂ - EDUCAŢIE PENTRU VIITOR ENTREPRENEURIAL EDUCATION - EDUCATION FOR THE FUTURE Andrada Pandelea 1 Abstract The development of the entrepreneurial spirit among young people is a

More information

Policy and Guidelines for teaching Latin and Classical Studies

Policy and Guidelines for teaching Latin and Classical Studies Policy and Guidelines for teaching Latin and Classical Studies Latin and Classical Studies Policy Introduction All children study classics in Year 4 which follows Greek mythology, legends and life in ancient

More information

... and. Uses data to help schools identify needs for prevention and intervention programs.

... and. Uses data to help schools identify needs for prevention and intervention programs. Rubric for Evaluating North Carolina s School Psychologists Standard 1: School psychologists demonstrate leadership. School psychologists demonstrate leadership by promoting and enhancing the overall academic

More information

Masters Degree (MEd) Individualized Plan of Study, Concentration in Early Childhood Studies

Masters Degree (MEd) Individualized Plan of Study, Concentration in Early Childhood Studies Masters Degree (MEd) Individualized Plan of Study, Concentration in Early Childhood Studies Overview of Plan of Study: MCLA is currently conducting a needs assessment to determine the level of interest

More information