Elementary Education: Teacher Leadership Track

Transcription

1 Elementary Education: Teacher Leadership Track Designed for: Students who have an undergraduate degree in Education and an initial teaching license for elementary grades K-6, plus a minimum of one year experience as a classroom teacher. Program Description: The Master of Education (Teacher Leadership Track) can be taken on a full-time or part-time basis. Recent revisions to the Elementary TLT program to take effect in Fall 2011 are grounded in and guided by the North Carolina Professional Teaching Standards and emphasize 21st century thinking and skills. A culminating electronic portfolio based on these standards is a program requirement for graduation and for recommending advanced license. The program is oriented toward improving results in teaching practice, as well as gaining critical knowledge, skills, and dispositions in action research, professional development, leadership, and working successfully to improve the achievement of diverse learners in elementary schools. Application Process: Apply online through the UNCG Graduate School website where you can find additional information.â Applications are reviewed year-round but the Graduate School has deadlines for each semester. The deadline for applying for Fall is July 1, for Spring is October1, and for Summer is April 1. You will need one official transcript from every college and university you have attended, including UNCG. Three recommendations are required from former professors and employers. Letters of recommendation are preferred but the online recommendation forms are also acceptable. Residency Statement is required for applicants claiming North Carolina residency. Applicants must take the Graduate Record Examination (GRE) and submit their test scores to the Graduate School. These should not be more than five years old. The GRE is available to take on the computer by making an appointment with a company in Greensboro called ProMetrics at Applicants for this program are required to submit a personal statement and a copy of an updated resume. The personal statement should address: o Background and experience with elementary- age children o Reasons for pursing a Masters degree at this time o Future goals Pre-requisites/Co-requisites: Initial license for elementary teaching At least one year teaching experience Program ofâ Study (36 hours total):

2 Core Courses: (9 hours)â TED 669 (3) Educational Implications of Learning and Developmental Theory or TED 622 (3) Differentiated Instruction, or approved substitute TED 646 Introduction to Equity Education or 545 (3) Diverse Learners or approved substitute ERM 605 (3) Educational Measurement & Evaluation or ERM 604 (3) Methods of Educational Research or approved substitute Pedagogical Expertise: (18 hours) Six electives to be selected with advisement. Professional Development/Leadership: (6 hours) TED 676 (3) Teacher As Researcher and Leader I TED 677 (3) Teacher As Researcher and Leader II (Prerequisite is TED 676) Plan of Study to be completed and signed by advisor within the first 9 hours of coursework : Plan of Study (word) Plan of Study (pdf) Contact Person: Dr. Barbara Levin   480 School of Education Building 1300 Spring Garden Street Greensboro, NC Program Goals and Standards: Standards for Graduate Teacher Candidates The North Carolina Professional Teaching Standards Commission developed teaching standards based on a "new vision of teaching" in light of 21st century opportunities, needs and demands. The following five graduate program standards are parallel to and expand upon those standards. These are advanced standards, appropriate for teacher education programs to use as guidelines in developing their graduate level teaching programs. Teachers granted the master s degree license are expected to be teacher leaders in their specialty area, to facilitate the creation of healthy educational environments, to have deep knowledge and skills in their content and curriculum, to use research in making decisions about effective practice for student learning, and to be continuous, reflective practitioners who model the values of lifelong learning, critical thinking, problem-solving and innovation. Standard 1: Teacher Leadership Teacher leaders assume the roles and responsibilities of collaborative leaders in schools and communities. Teachers demonstrate leadership in their classrooms, schools and professional organizations; they advocate for students and effective educational practices and policies; and they are role models for ethical leadership. Teacher leaders will know and be able to:

3 Demonstrate effective ongoing communication, collaboration, and team- building among colleagues. Facilitate mentoring and coaching with novice teachers. Set goals and establish priorities while promoting educational initiatives that positively affect student learning. Participate in professional learning communities. Standard 2: Respectful Educational Environments Teacher leaders model leadership by establishing a positive and productive environment for a diverse population of students, their families, and the community. Teachers are knowledgeable about cultures and global issues and how they are contextualized locally. Teachers help colleagues develop effective strategies for students with special needs. They encourage positive, constructive relations among colleagues and students. Teacher leaders: Facilitate the development of inviting, respectful, supportive, inclusive, and flexible educational communities. Create collaborative partnerships with families, schools, and communities to promote a positive school culture. Facilitate and model caring and respectful treatment of individuals within the learning community. Demonstrate knowledge and understanding of diverse world cultures and global issues. Encourage high expectations for all students. Collaboratively design and implement curriculum and instruction that is responsive to learner differences. Standard 3: Content and Curriculum Expertise Teacher leaders have a deep knowledge of the subjects they teach and understanding of curriculum theory and development. They value collaboration and the interconnectedness of disciplines. They understand the importance of curriculum relevance in engaging students in content. Teacher leaders Demonstrate in- depth knowledge of curriculum, instruction, and assessment. Model the integration of 21st century content and skills into educational practices. Develop relevant, rigorous curriculum. Standard 4: Student Learning Teacher leaders facilitate student learning through evidence-based practice informed by research. They understand and apply research in child and adolescent development, cognitive development, and general and specialized pedagogy. They encourage critical reading, writing and thinking in the learning process. They foster instructional and evaluation methods that embrace variety and authenticity. They promote student reflection and self-assessment. They encourage colleagues and students to take on leadership roles and work in teams. Teacher leaders: Seek out and use existing research to inform school practices.

4 Design action research to investigate and improve student learning and school policies and practices. Model technology integration that supports student learning. Critically analyze student and school performance data to determine needs and plan instruction that is rigorous, coherent, and substantiated within a theoretical and philosophical base. Standard 5: Reflection Teacher leaders contribute to systematic, critical analysis of learning in their classrooms and beyond. They are lifelong learners who model and support ongoing professional development. Teachers embrace critical thinking, problem solving, and innovation. Teacher leaders: Promote an educational culture that values reflective practice. Model the development of meaningful professional goals. Model personal and professional reflection to extend student learning and school improvement. Frequently Asked Questions: I haven't taught for a year. Can I start my Masters? Teaching experience is a co-requisite. That means that you should have completed at least one full year of teaching before you apply to the Masters Degree program at the Teacher Leadership Track level. First-year teachers are asked to wait and apply for the master's program during their second year in the classroom so that they can devote their energies to their students during their first few years in the classroom. Should I take courses in any particular order? Most courses can be taken any time they are offered, however, we suggest that you take the 9 hours of required Core courses (TED 669 or TED 622, TED 545 or 646, and ERM 604 or 605) early in your program, while TED 676 and TED 677should be saved for the end of your program. Many of the Core courses are offered online, but not all. How quickly can I complete the program? Because some courses are not offered every semester the answer to this question depends on when you start the program. If you are a part-time student taking one or two courses a semester, it may take you approximately 3-6 semesters plus summers to complete your coursework. What is a Plan of Study? The Plan of Study for the M.Ed. in Elementary Education-Teacher Leadership Track Program is the curriculum you will follow to complete this degree. You should meet with your advisor early in your program to discuss possible courses for the 18 hours of electives that you have to take. A signed copy of this Plan of Study needs to be filed with the Graduate School no later than completion of 12 hours, and then again at the very beginning of the semester you plan to graduate. You can see the current M.Ed. Portfolio Guidelines and the M.Ed. Handbook online by going to and clicking on M.Ed. Programs. The Portfolio Guidelines and M.Ed. Handbook are posted as PDF files, but please note that these will be changing for students admitted for Fall 2011 and after. What electives are recommended? The following types of courses are recommended, but you should discuss your interest with your advisor and check the Course Schedule on UNCGenie for when these are offered: Literacy courses in TED recommended: Word Study- TED 614; Writing Inst. in Elem/Middle Grades- TED 640; Literacy in the Early Years- TED 615;

5 Literacy Instruction for ELLs- TED 603. NOTE: Most of these courses will be taught face- to- face. Mathematics methods courses in TED recommended: Problem Solving- TED 664; Number & Operations TED 658; ask about the availability of online Elementary Math courses at UNCG or other UNC system institutions; e.g., Data Analysis & Measurement; Algebraic Reasoning; etc. Science or Social Studies or ESL courses in TED recommended: Environmental Ed- TED 623; ESL courses: TED 523, TED 603, TED 618. Other TED courses recommended:â Differentiated Instruction- TED 622; TED 628 Trends & Issues- (NOTE: The topic of this course changes. Taking TED 628 that focus on different trends/issues is allowed); ESL courses (TED 523, TED 603, and TED 618); Classroom Management- TED 650. Other courses in TED, or in ELC, LIS, or SES can be taken with advisement