Program Status Report 1 FLORIDA INTERNATIONAL UNIVERSITY COLLEGE OF EDUCATION Program Folio Status Report Program: MS in Curriculum and Instruction [CURR10MS] (Specialization Tracks: Curriculum Development, Elementary, English, Learning Technologies, Mathematics, Modern Language, Physical, Science, Social Studies, and Special Degree Level: Master s Program Leader: George E. O Brien, Ph.D. Program Faculty: Dr. Cengiz Alacaci, Dr. Kingsley Banya, Dr. Eric Brewe, Dr. Charmaine DeFrancesco, Dr. Lisbeth Dixon-Krauss, Dr. Eric Dwyer, Dr. Mohammed Farouk, Dr. Maria Fernandez, Dr. Joyce Fine, Dr. Gail Gregg, Dr. Hilary Landorf, Dr. Maria Lovett, Dr. Teresa Lucas, Dr. Lynne Miller, Dr. George O Brien, Dr. Angela Salmon, Dr. Linda Spears-Bunton, Dr. M. O. Thirunarayanan, Dr. Robert Vos I. Program Mission and Conceptual Framework Linking Program to College The desired future of the College of (COE) at Florida International University is one in which candidates, faculty, and staff embrace the shared experiences of a diverse, international, professional learning community (Vision Statement of the Conceptual Framework of the College of Revised 2007, p.1). The three major outcomes: Stewards of the Discipline (Knowledge), Reflective Inquirer (Skills), and Mindful Educator (Dispositions) become the lens through which the Curriculum and Instruction program organizes learning experiences and contributes to the vision and aim of the College. Additionally, the desired performance learning outcomes of the Curriculum and Instruction program at the MS level are aligned with state and professional standards (e.g., FEAP s, NCATE, and AACTE). Paralleling the mission of the unit, the mission of the MS degree in Curriculum and Instruction program is also three-pronged. First, the program seeks to prepare teachers, administrators, and other school personnel who have knowledge, abilities, and dispositions to facilitate and enhance learning and development within diverse settings. Second, the faculty seeks to promote and facilitate the discovery, development, documentation, assessment and dissemination of knowledge related to the field of curriculum and instruction and its specialization tracks. The third part of the program s mission is to develop professional partnerships in the larger community that foster significant educational, social, economic and political change in regards to the field of Curriculum and Instruction and the specialty tracks: Curriculum Development, Elementary, English, Learning Technologies, Mathematics, Modern Language, Physical, Science, Social Studies, and Special.
Program Status Report 2 II. Program of Studies (attach the curriculum) See Addendum I: MS in Curriculum and Instruction [CURR10MS] - 1) Track Curriculum Development; 2) Track - Elementary ; 3) Track English ; 4) Track - Learning Technologies; 5) Track - Mathematics ; 6) Track - Modern Language ; 7) Track - Physical ; 8) Track - Science ; 9) Track - Social Studies ; and 10) Track - Special III. Curricular Changes since Last Review (2001) and Impact on Standards, Competencies, and Practices The MS degree in Curriculum and Instruction was established during academic year 2005 2006, and therefore the program was not reviewed in 2001. There have been several changes to the MS in Curriculum and Instruction program since its inception in 2005. These changes were due to the evolution of the College of s Conceptual Framework, changes in the structure of departments and programs in the College of, and changes brought about by national reform introduced in the field of curriculum and instruction and each of the specialization fields and standards: Curriculum Development, Elementary, English, Learning Technologies, Mathematics, Modern Language, Physical, Science, Social Studies, and Special. The MS degree in Curriculum and Instruction program evolved after 2002, when the College of merged its six departments into four departments, including the new Curriculum and Instruction Department. During 2002-2005, the department faculty and administration agreed to eliminate several MS degree content stand alone programs in the COE including: Elementary, English, Mathematics, Science, and Social Studies. These programs would be replaced by a new degree in Curriculum and Instruction with specialization tracks. Further modifications have occurred in the offerings of tracks when the former four COE departments further consolidated into three departments, i.e., Curriculum and Instruction, al Leadership and Policy Studies, and and Psychological Studies in 2008 2009. The current arrangement of ten specialty tracks include: Curriculum Development, Elementary, English, Learning Technologies, Mathematics, Modern Language, Physical, Science, Social Studies, and Special. The MS in Curriculum and Instruction program has developed since 2005 to align itself very well as a foundation of study in Curriculum and Instruction with two other graduate degree programs with multiple-tracks in the Curriculum and Instruction Department, i.e., the al Specialist (Ed.S.) in Curriculum and Instruction and the Doctor of (Ed.D.) in Curriculum and Instruction. The Curriculum and Instruction program has completed the following activities since its inception in 2005:
Program Status Report 3 Creation of an off-shore MS degree in Curriculum and Instruction - Curriculum Development track program in Jamaica during 2006, with two cadres of candidates (about 50 candidates in total) graduating from the program as of June, 2009. This program/track is in full alignment with the onshore COE, University Park campus, Miami-based program. Another cadre of candidates has been recruited and scheduled to begin the program during summer, 2009. Development of a strong component of study and practice of research for candidates in the program. Coordination of the implementation and successful completion of action research and professional exhibition projects during several sequenced experiences in courses including EDG 6250, EDF 5481, EDF 6487, and the special methods of teaching courses in all of the specialization tracks with enrollments since 2005. There have been numerous elements of delivery of content-pedagogy (that is exhibited in the special methods of teaching courses, including EME 6405, FLE 6336, LAE 6339, MAE 6336, PET 5716, SCE 6366, and SSE 6636), that have been improved and reflect changes in teacher preparation standards and reform since 2005. These changes in the curriculum and instruction in key subject matter and topics including the nature of each subject discipline, interactive and inquiry approaches, assessment techniques, technology innovations, teaching to diverse students, and field experiences occur in various components of the core and content-pedagogy or special methods of teaching courses. Additionally, an electronic assessment/portfolio tool, i.e., TaskStream has been introduced in the COE and the curriculum and instruction program, which has helped faculty to create assignments and assessments to monitor, collect data, and improve program activities for candidates. See Program of Study and other pertinent information as part of Addendum I. IV. Changes in Candidates Performance, Faculty, Resources, and Governance Analyses of candidate products/artifacts, exit surveys/interviews, and faculty observations have contributed to the program s faculty belief that the quality and depth of understanding, skills, and dispositions by candidates of the applied research process in respect to local contextualized educational settings has improved since the inception of the program in 2005. This success has been achieved in part via the improvement of pertinent activities in the core (research, curriculum and instruction, including special methods of teaching) courses that link in sequence and better prepare the candidates knowledge and understanding for completion of professional exhibitions and action research projects. The results of these projects have shown improvement with the development of more consistent and higher performance levels each year by candidates. The program s faculty expectation is that more data and analyses of course and program assessments through TaskStream will help identify both the strengths and limitations of
Program Status Report 4 the program and provide information to improve its delivery. The faculty have continued to conduct studies of both the on-shore and off-shore candidates progress in courses and assignments so that continuous improvement of curriculum and instruction delivery take place each year. There have been many changes in the COE that have impacted the program and its development since 2005. There have been numerous leadership changes at the College level including the appointment of four Deans and/or Interim Deans since 2005. There have been five Department Chairpersons since 2002, as well. Additionally, there have been changes in the faculty which includes the retirement of Drs. Campbell, Kossack, Martinez-Perez, McClintock, and Woods. Also, other faculty members have left the University since 2005, including Drs. Jiang and Lewis. Drs. Drs. Brewe and Fernandez came to the department and program in 2007. Dr. Lovett began instructional activities in the program in 2008. Dr. O Brien became program leader in 2008. Resources and governance have not changed essentially since 2005. V. Describe the methods by which candidates in the program impact on P-12 student learning or support the school learning environment. The MS in Curriculum and Instruction program prepares candidates to support the school and other education learning environments by providing learning and experiential opportunities that enable candidates to develop advanced knowledge and skills necessary to meet the standards set by professional organizations as well as meeting the challenges of adolescent students in today s multi-cultural classrooms. Components of our program and courses are aligned with the Florida Educator s Accomplished Practices (FEAP s), content-specialization professional associations standards including the International Reading Association (IRA), Modern Language Association (MLA), National Council of Social Studies (NCSS), National Council of Teachers of English (NCTE), National Council of Teachers of Mathematics, (NCTM), National Science Teachers Association, (NSTA), and standards of the National Council for the Accreditation of Teacher (NCATE). Furthermore, the needs and priorities of our local school districts and our off-shore communities help to guide and inform our program. Our graduates are exposed to a wide range of instructional strategies that are appropriate for whole class and individualized instruction to a diverse set of learners. These strategies are based on the fundamentals of effective teaching and best practice from the field of education. Our graduates also learn the importance of collaboration with colleagues and parents, and the professional ethics and legalities guiding the profession of teaching and educational leadership. Students in the MS in Curriculum and Instruction program are exposed to curriculum, pedagogy, instructional strategies and experiences that promote positive outcomes for adolescents in diverse classroom settings located mainly within the urban community. Specifically, candidates become stewards of the discipline by
Program Status Report 5 acquiring the necessary knowledge of generalized curriculum models, their specialized discipline, assessment, development, and classroom management to successfully teach adolescent students. Also, through experiences, activities, and assignments in their special methods of teaching classes, candidates develop the skills and dispositions necessary to become reflective inquirers and mindful educators. The candidates in the MS in Curriculum and Instruction program participate in one or more special methods of teaching courses (see Addendum I, Program of Study), in which extensive school-based experiences are assigned. The field experiences are generally conducted in either Miami-Dade County and/or Broward County Public Schools. Most candidates work in one or more different school/educational settings including public, private, and/or charter schools. Candidates in most tracks participate for a minimal of 10-20 hours during the semester for each special methods of teaching course. Additionally, many candidates during several semesters complete an extensive field-based research project, based on action research design and principles. This project is universally aligned with the work and practice in which the candidate is normally assigned as part of her/his daily routine in a school or other educational setting. Candidates provide benefits to their students in these settings via improved curriculum and instruction which is informed by a systematic and organized field research study. Traditional reports/presentations have historically been mandatory for candidates, while starting in 2008-2009, TaskStream artifacts are completed and evaluated by faculty as a requirement in the program. VI. How is technology used in the program to impact instructional strategies in schools? Specify the types of technology (e.g., using Internet resources for instruction, power-point presentations, electronic grade-books, etc.) used and discussed in program courses and school classrooms. Please complete the Table below indicating in which courses you are infusing technology in your programs. Candidates in the Curriculum and Instruction degree program experience many activities across courses and tracks which address technology experiences. The syllabi of program courses present a myriad of experiences that help candidates develop teaching and learning skills for applications of technology in their career paths. See Table 1 below for some examples of course work across program courses and tracks. Table 1 Technology Experiences Across Program Tracks Course Number MS C & I core-edg 6250 Course Name Experience/ Assignment Rubric/ Assessment Curriculum Development Media production, media literacy, and technology experiences/assignments Assessment Common Assessment Y N N
Program Status Report 6 MS C & I- Elective EDG 6925 MS C & I- Elective EDG 6926 MS C & I research core-edf 5481 MS C & I research core-edf 6487 (Elementary Track)-LAE 5415 (English Track)-LAE 6339 (Learning Technologies Track)-EME 6408; EME 6405 Special Topics in General Professional -1 Special Topics in General Professional -2 Foundations of al Research Field Research for Educators Children s Literature Teaching English in the Secondary School Microcomputers as Teaching Tools in class and as part of homework Course features digital editing, sound design, web design, PowerPoint, photo design and desktop publishing. DVD, video/writing project. Course features digital editing, sound design, web design, PowerPoint, photo design and desktop publishing. Additionally, course employs a Video Action Research and Pedagogy (VARP) methodology: digital media project. Introduction & Use of data analysis and statistical tools/software packages Use of Qualitative/Quantitative technological tools to assist planning and carrying out action research. Course features technology-based tools for planning and teaching children s literature including: digital photography, multi-media design, PowerPoint, photo design and desktop publishing. Database and web research skills/tools are developed in in-class & assignment outside class. EME 6408 - Evaluate and modify five technologybased lesson plans; EME 6405 Searching library databases, publish web Assessment N Assessment N Assessment Y Assessment N Assessment N Assessment/rubrics N Assessment N
Program Status Report 7 (Mathematics Track)- MAE 6336 (Modern Language Track)- FLE 6336 (Physical Track)-PET 5716 (Science Track)- SCE 6366 (Social Studies Track)-SSE 6633 (Special Track)-EEX 5075 Teaching Mathematics in the Secondary School Methods of Teaching Modern Language Analysis and Observation of Teaching in Physical Teaching Science in the Secondary School Teaching Social Studies in the Secondary School Teaching Students with Disabilities in Inclusive pages, create a multimedia presentation, publish a blog, and create an instructional video. CBLs, Math & Statistics software, Learning Technologies software packages. In-class & outof-class assignments/applications. Database and web research skills/tools are developed in in-class & assignment outside class. Searching library databases, PowerPoint and multimedia skills/tools development. Use of science learning technologies (e.g., PC s, CBL s, probe-ware, multi-media, Internet, Real-time Data-base, spreadsheet, graphing, and presentation media) during class lab activities, microteaching, and school-based activities. PowerPoint/media presentations related to unit planning/classroom teaching and assessment. Internet resource explorations with textbook activities. Database and web research skills/tools are developed in in-class and assignment outside class. Technologies for instruction of students with disabilities in inclusive setting: Internet, Assessment/rubrics N Assessment/rubrics N Assessment/rubrics N Assessment N Assessment N Assessment N
Program Status Report 8 Settings multimedia, and DVD video/picture software; teaching applications. VII. How is diversity addressed in your program? In what courses are content, candidate experiences, and issues of diversity discussed? Candidates in the Curriculum and Instruction degree program experience many activities across courses and tracks which address issues of diversity. The core courses and special methods courses each provide content and experiences to help candidates to reflect and grow professionally in their understandings, skills, and dispositions in issues of diversity. Candidates explore activities in the core curriculum and instruction and electives in each of the tracks in issues related to language, culture, race, gender, socioeconomics, and various exceptionalities. The faculty are participants in a continuous improvement and professional development of knowledge and skills in specialized topics including TESOL, gender, culture, and exceptionalities. Diversity in the classroom is discussed and assignments are provided to candidates in many courses (see examples in Table 2.) Please complete Table 2 below indicating in which courses you infuse diversity content, experiences, and issues. Table 2 Diversity Experiences Across Program Tracks Course Number (Elementary Track)-LAE 5415 (English Course Name Children s Literature Teaching English in the Experience/ Assignment [Example(s)] Rubric/ Assessment Use a large supplyy Rubric of books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds. Survey of Classroom Literature, Children s Literature Folio, Language Chart- Diversity Research Project Proposal. The proposal effectively Rubric Common Assessment Y N N N
Program Status Report 9 Track)-LAE 6339 Secondary School connects the theme to diverse historical and contemporary issues & world views. (Learning Technologies Track)-EME 6408 Microcomputers as Teaching Tools Evaluate and modify 5 technology based lesson plans: include critique related to meeting needs of all (diverse) learners. Rubric N (Mathematics Track)- MAE 6336 (Modern Language Track)- FLE 6336 (Physical Track)-PET 5716 (Science Track) - SCE 6366 Teaching Mathematics in the Secondary School Methods of Teaching Modern Language Analysis and Observation of Teaching in Physical Teaching Science in the Secondary School Assess skills (in context to the diversity of learners in urban classroom settings) associated with the use of instructional visualization tool Geometry Sketchpad (in class activities). Assessment of sociolinguistic factors of different cultural groups and influences on instructional strategies to meet the needs of diverse populations of students. Assessment strategies to use in self-analysis of teaching of diverse students in various physical education settings. Develop a science teaching rationale inclusive of meeting the needs of diverse students Classroom observational report Preparation of two lesson plans, Assessment Assessment Assessment Rubric Assessment Rubric N N N N
Program Status Report 10 (Social Studies Track)-SSE 6633 (Special Track)-EEX 6051 Teaching Social Studies in the Secondary School of Students with Exceptionalities teaching, and critiquing these lessons Science Instructional Unit Plan (Advanced level) (TaskStream assignment) Exploring the range of uses to explore diverse population of learners in the urban classrooms (focus on the WWW/Internet in assessing resources for the classroom). Many activities. Example-Best Practices Research Paper: Prepare a research paper which discusses best practices for curriculum, instructional strategies, and/or legal provisions for students with exceptionalities. Rubric Assessment Rubric N N VIII. In a table/grid format indicate the courses in the program in which students complete field experiences, number of field hours, and required assignments. Table 3 Field Experiences in Each Program Track Program Field Experiences Clinical Practice (Student Teaching or Internship) M.S. in Curriculum and Instruction, Curriculum Development Not Required. Note, however that many elective courses include field experiences in grades P-12 schools and/or other Required Assignments Not required. None. 0 Total Number of Hours
Program Status Report 11 Track educational settings associated with elective curriculum and instruction (C & I) and other electives including specialized teaching methods courses. Additional field hours associated with the candidate s action research and professional exhibition project experiences are varied and not required. M.S. in Curriculum and Instruction, Elementary Track M.S. in Curriculum and Instruction, English Track Field experiences in elementary schools (grades P-6) and other educational settings associated with elementary education special methods of teaching, C & I, and other elementary/early childhood education courses: approximately 50 hours. Select, for example- LAE 5415, ARE 6315, LAE 5465, MAE 6318, SCE 6315, or SSE 6355. Additional field hours associated with the candidate s action research and professional exhibition project experiences are varied and not required. Field experiences in grades P-12 schools and other educational settings associated with the English education methods of teaching course, C & I, and other English education courses: approximately 20 hours. Additional field hours associated with the candidate s action research and Not required. Not required. Associated [electiverequirements] specialized teaching methods courses (examples, LAE 5415, ARE 6315, LAE 5465, MAE 6318, SCE 6315, or SSE 6355): Plan, teach, and assess a lesson or Unit designed to facilitate and enhance learning and development of children in a specialized field within diverse settings. Example, LAE 6339: Demonstrate the ability to conceptualize, plan and implement an interdisciplinary, multicultural thematic unit that incorporates 50 20
Program Status Report 12 professional exhibition project experiences are varied and not required. media and technology. M.S. in Curriculum and Instruction, Learning Technologies Track Field experiences in grades P-12 schools and/or other educational settings associated with the learning technologies special methods of teaching, C & I, and other learning technologies courses: approximately 10 hours. Additional field hours associated with the candidate s action research and professional exhibition project experiences are varied and not required. Not required. Example, EME 6408: Evaluate and modify 5 technology based lesson plans: include critique related to meeting needs of all (diverse) learners. 10 M.S. in Curriculum and Instruction, Mathematics Track Field experiences in grades P-12 schools and other educational settings in relation to the advanced course in methods of teaching mathematics and other graduate mathematics education courses (approximately 20 hours). Additional field hours associated with the candidate s exit action research project with professional exhibition are varied (minimum 20 hours), and for students selecting thesis option, hours vary depending on proposed research with no particular minimum. Not required. Examples, MAE 6336: Effective Teaching Project and Student Diagnostic Interviews. 20 M.S. in Curriculum and Instruction, Modern Language Field experiences in grades P-12 schools and other educational settings associated with the modern language education methods of teaching, C & I, and Not required. Example, FLE 6336: Unit planning/lessons assessments. 30
Program Status Report 13 Track other modern language education courses: approximately 30 hours. Additional field hours associated with the candidate s action research and professional exhibition project experiences are varied and not required. M.S. in Curriculum and Instruction, Physical Track M.S. in Curriculum and Instruction, Science Track Field experiences in grades P-12 schools and other educational settings associated with the physical education methods of teaching, C & I, and other physical education courses: approximately 133 hours. Additional field hours associated with the candidate s action research and professional exhibition project experiences are varied and not Field experiences in grades P-12 schools and other educational settings associated with the science education methods of teaching, C & I, and other science education courses: approximately 30 hours. Additional field hours associated with the candidate s action research and professional exhibition project experiences are varied and not required. Not required. Not required. Example, PET 5948: Activities design and implementation to facilitate physical education curriculum & instruction in various field settings. Examples, SCE 6366: Classroom observational report Preparation of two lesson plans, teaching, and critiquing these lessons 133 30 M.S. in Curriculum and Instruction, Social Studies Track Field experiences in grades P-12 schools and other educational settings associated with the social studies education methods of teaching, C & I, and other social studies education courses: Not required. Example, SSE 6633: Completion of action research study at a field setting (schools 6-12). 20
Program Status Report 14 M.S. in Curriculum and Instruction, Special Track approximately 20 hours. Additional field hours associated with the candidate s action research and professional exhibition project experiences are varied and not required Field experiences in grades P-12 schools and other educational settings associated with the special education methods of teaching, C & I, and other special education courses: approximately 60 hours. Additional field hours associated with the candidate s action research and professional exhibition project experiences are varied and not required. Not required. Example, EEX 5075: Teach and assess lessons that identify and reach the needs of students with exceptionalities. 60 IX. (a) In a table/grid format indicate how faculty in the program are meeting the FDOE Recency requirement (e.g., types of activities in which faculty are involved in the schools, amount of time spent per semester, types of schools being impacted); (b) Indicate how these activities are directly linked and related to the courses faculty teach and; (c) Describe how these activities are impacting and helping to improve the program. In an effort to keep the curriculum and instruction courses relevant and up-todate, faculty spend time in numerous schools (P-12) in south Florida meeting with teachers, administrators, and students. Activities include: demonstration of innovative content-pedagogy to teachers and their students, teacher workshops, and instruction of new model curriculum. Another interest of faculty is to promote teacher leadership and mentoring of pre-service and in-service teachers. Teachers are invited to oncampus summer workshops at the University and district sponsored workshops during fall, spring, and summer. See a sampling of faculty experiences in school settings during two years (fall, 2007 spring, 2009) in Table 4.
Program Status Report 15 Table 4 Faculty Activities in P-12 Schools Faculty Name Semester/Year School Activities Name of School(s) Alacaci Fall, 2007- Spring, 2009 Banya Fall, 2007 Spring, 2009 Brewe Fall 2008, On Leave of Absence in Turkey, No local school activities On Administrative assignment, Interim Chairperson 2007-2008, Interim Dean 2008-2009, No local school activities Introduce modeling Activities & QUARKNET To Teachers and Students- Related to SCE 6366/SCE 6933 Numb er of Hours (Total) Course Impact Coral Park SHS (Miami- Dade Public School) and Miami Country Day School 10 Demonstration of Best Practices-- knowledge of effectiveness of lessons with current classroom teachers & students (SCE 6366/6933), while HS students are learning new concepts and real-world lab techniques, including technology understandings in physics. As described above. DeFrancesco Fall 2008, Science FCAT workshops to teachers on siterelated to SCE 6366/ SCE 6933 Supervised graduate field experiences in various settings including K-12 schools Ransome 36 Everglades HS, Grades 6-12 M-DCPS teache M-DCPS school 25/year Focus on the Production and/or application of materials and techniques for physical education in different settings (PET 5948)
Program Status Report 16 Dixon-Krauss Fall 2008, Dwyer Fall 2008, Classroom volunteer, assisted instruction Teaching secondary ESL to high school refugees; summer literacy camp (FLE 6366) Broward County Public Schools, Gator Run Elementary School Clarkson, GA, Family school 15/year Design lessons, best practices (LAE 6319) 60 Design of pre- and Post; Assessment systems; Facilitator of faculty internet, listserv and report; planning and carrying out of lessons (FLE 6366) Farouk Fall 2008, Fernandez Fall 2008, Conducted Global Awareness Workshop Directed three lesson study cycles with MDCPS mathematics teachers and several FIU undergraduate students Planning, implementing/observing, revising, and re-teaching mathematics lessons with high school students Miami- Dade County Public Schools Southridge HS and FIU- PAC/MDC SP Edison Senior High/MDC PS 15/year 27/08-09 15/07-08 Best practices (EDG 6627) Best practices (MAE 6336/MAE 6745) Worked in Algebra Project class at Edison and after class discussed AP class with teacher or AP curriculum developer. mathematics lessons with high school students Worked in Algebra Project class at Edison
Program Status Report 17 Fine Fall 2008, Gregg Fall 2008, Landorf Fall 2008, and after class discussed AP class with teacher or AP curriculum developer. Reading Demonstration Lesson, Storyteller Block Strategy Reading Leadership Team Insitute FLaRE conducted full day inservice 6/17/08 Demonstration Lessons in Literature to Teacher Academy students On Administrative assignment, Provost Office- International, Multicultural studies Park Trails Elementary/ Broward Lauderhill Middle School/ Broward North Miami Senior High / MDCPS Coral Reef Senior HS Barbara Goleman HS Conducted Free Tutoring Program with MS Candidates Free Tutoring program, the Reading Scene, Mondays from 5:00-7:00 Taught FCAT skills to 11 Grade English students 65/08-09 59/07-08 20/08-09 30/07-08 Invited candidates to participate in research Did a training on a best practices strategies (Various Reading/Literacy courses/electives) Demonstration lessons: Familiarized me with the types of questions on the test, giving me insights to use in LAE 6935 activities Global education infusion into curriculum and instruction; global Studies academy M-DCPS: Braddock HS, Phyllis Miller ES, Varela HS 40/07-08 Demonstration lessons: (SSE 5381; EDG 6925) Lovett Fall 2008, Lucas Fall 2008, Infusing video/instructional technology into the classroom Visible Thinking Work shops. M-DCPS: Edison HS Miami- Dade County 20 Demonstration lessons (EDG 6250) 20/yr Demonstration lessons (TSL 6906, TSL 5142)
Program Status Report 18 Miller Fall 2008, O Brien Fall 2008, Clinical practical direction. Introduce Physics And Chemistry Activities (QUARKNET) to Teachers & Their Students- Related to SCE 6366/SCE 6933 M-DCPS, Miami Springs Elementary Community School Miami Killian SHS (Miami- Dade Public School) 56/yr 8 Demonstration lessons (LAE 5415) Demonstration of Best Practices-- knowledge of effectiveness of lessons with current classroom teachers & students (SCE 6366/SCE 6933), while HS students are learning new concepts and real-world lab techniques, including technology understandings in nuclear science Science FCAT workshops to teachers on siterelated to SCE 6366/ SCE 6933 Ransome Everglades HS, M-DCPS grades 12 teachers 24 As described above. Salmon Fall 2008, Preschools United Way Center for Excellence Miami Dade 30/yr Demonstration lessons(ede
Program Status Report 19 Spears-Bunton Fall 2008, Thirunarayanan Fall 2008, Vos Fall 2008, The Joy of Learning Preschool-4 th grade Biltmore School Mentoring Teachers, Data collection Mentoring teachers in field experiences. Learning technologies infusion into the curriculum & instruction. Learning technologies infusion into the curriculum & instruction. County 6205, ESE 6215) M-DCPS 15/yr Demonstration lessons (EDG 6250) M-DCPS 5/yr Demonstration lessons (EME 6405, EME 6408, EME 6905) M-DCPS Gear-Up activities (supervision) 100+/yr Demonstration lessons (EME 5602, EME 5403) X. Specify the measures used to assess student learning outcomes and at which point in the program the assessments occur. Students in the program are formatively assessed throughout each course in the program of study with in-class, out-of-class, and school-based assignments. Many of the candidate s tasks include ongoing, formative assessment. Specific items are designated for candidates to upload into an electronic portfolio data based system TaskStream. This system allows students to upload and share selected and specific artifacts designated by each course which are reviewed and assessed via a specified 3 or 4 point rubric by the faculty assigned to these programmatic courses. The final artifacts and summative assessments for each course occur at the end of each semester. Beginning in 2008-2009, students in the program are formatively assessed throughout their program of study via an electronic portfolio and database system called TaskStream. TaskStream is the COE s new web-based electronic portfolio application that allows students to upload and share selected work via the World Wide Web. This electronic portfolio system also has tools that allow students to create standards-based lesson plans, evaluation rubrics, and entire instructional units. As of fall 2008, all students enrolled in the COE are required to subscribe and maintain a TaskStream account throughout their FIU career so that they can generate and maintain an electronic portfolio of their work
Program Status Report 20 in the College. Taskstream information can be found at this COE website: http://education.fiu.edu/taskstream/. XI. Describe program changes, modifications, and revisions made based on assessment results. Based upon research in curriculum and instruction and content specialized areas and state/national standards since 2005, the content and delivery of many of the courses in the MS in Curriculum and Instruction program (many of the courses have been cited with examples in this document), have been improved to reflect enhanced coverage in key topics including the nature of subject-discipline, curriculum and instruction, inquiry, assessment, technology, and teaching to diverse students. This can be seen in the nature of the readings and class activities that candidates engage in the core and elected courses (see syllabi). As candidates engage in learning subject matter first hand, several COE faculty have been doing research to help detect any possible candidate weaknesses and ways to improve candidate s knowledge and learning opportunities. For example, although our candidates have been accomplishing successful action research and other professional exhibits, increased planning and reinforcement of research and writing skills have led to improved completion and evaluation of candidates projects each year. The improvements have been accomplished by sequenced and deliberate activities in several courses including in the core curriculum and instruction, core research, and specialized teaching methods components of the program, which have been improved each year since 2005. Another means to assess any program weaknesses has been test-piloted during 2008-2009, i.e., in the development of a new assessment system in TaskStream with refined tasks and rubrics. As the faculty and candidates become more familiar with the power of TaskStream as an assessment and evaluation tool, improvements in the form of program changes, modifications, and revisions will be enhanced by the data compilation, management, and analyses capacity of the system. XII. Remediation of Weakness from Prior Review (if any). The program was established in 2005, and therefore was not reviewed in 2001.
Program Status Report 21 ADDENDUM I Master of Science in Curriculum and Instruction: Ten Tracks: 1) Track Curriculum Development; 2) Track - Elementary ; 3) Track English ; 4) Track - Learning Technologies; 5) Track - Mathematics ; 6) Track - Modern Language ; 7) Track - Physical ; 8) Track - Science ; 9) Track - Social Studies ; and 10) Track - Special Program Leader: Dr. George E. O Brien E-mail: obrieng@fiu.edu Phone: 305-348-2599 Brief Description of the Program: The Master of Science in Curriculum and Instruction is an advanced Master s program in designed to accommodate applicants with a bachelor s degree, teaching credential, and a GPA of 3.0 or higher for the last 60 hours of upper division coursework. The program requires 36 semester hours beyond the bachelor s degree and includes five required components: Curriculum and Instruction core, Curriculum and Instruction Elective, Research Core, Content Specializations, and Professional Exhibition or Action Research Project. The program is designed to accommodate interests and academic professional growth and advancement for practicing teachers, administrators, and other education and related careers. Master of Science in Curriculum and Instruction The Master of Science in Curriculum and Instruction program requires 36 semester hours beyond the bachelors degree. Up to 6 semester hours of graduate credit may be transferred into the masters program. The Master of Science in Curriculum and Instruction program includes five required components: 1. Curriculum and Instruction Core (9 semester hours) 2. Curriculum and Instruction Elective (3 semester hours) 3. Research Core (6 semester hours) 4. Content Specializations (18 semester hours) 5. Professional Conference (Exhibition) Admission Requirements Applicants for admission into the Master of Science in Curriculum and Instruction program must meet the minimum University Graduate School admission criteria. Admission to the masters program will be based on the following criteria: 1. Hold or qualify for teacher certification in an appropriate area. For the Elementary specialization, applicants must hold or qualify for Florida certification or equivalent in elementary education, early childhood education, or special education (including practical teaching experience). 2. A bachelor s degree in an appropriate area from an accredited institution. 3. A GPA of 3.0 in the last 60 semester hours of upper division undergraduate study. 4. Two (2) letters of recommendation to support the application. 5. A statement of personal philosophy/professional goals consistent with the objectives of the masters program. 6. International graduate student applicants whose native language is not English are required to submit a score for the Test of English as a Foreign Language (TOEFL) or for the International English Language Testing System (IELTS). A total score of 80 on the ibt TOEFL or 6.3 overall on the IELTS is required. (Exceptions: Students who completed an undergraduate or graduate program from a U.S. institution or accredited higher education institution in other English-speaking countires). Transfer of Credit Students may be allowed to apply up to six semester hours of course work taken at accredited institutions to the masters program requirements with the following stipulations: The student received a grade of 3.0 or better on a 4.0 scale The course was relevant, as judged by the Admissions Committee The course is listed on an official transcript received by the Graduate Admissions Office
Program Status Report 22 The course will be no older than 6 years at the time of graduation with a master s degree. The course meets all University requirements. Admission Procedures: In order to begin the masters program, a student must be accepted into the University Graduate School and the program in Curriculum and Instruction. Admission procedures are as follows: 1. Complete the online graduate admission application available at http://gradschool.fiu.edu. Official transcripts of all prior college work must be sent to the Graduate Admissions Office at Florida International University, PO Box 659004, Miami, Florida, 33265 to complete the application for admissions. Omission of any one of these items will delay the processing of the application. 2. Two letters of recommendation must be sent to the Graduate Program Director, Department of Curriculum and Instruction, College of, ZEB 215, Florida International University, Miami, FL 33199, by those who have knowledge of the applicant's prior professional experience (e.g. a supervisor) or of the applicant's ability to perform graduate work (e.g., a professor). Letters should attest to the applicant's intellectual ability, motivation, maturity, and potential. 3. Once the University application procedures are completed, the Graduate Admissions Office forwards the applicant's materials to the Department of Curriculum and Instruction. The file is then forwarded to the program faculty for review. On the basis of its review, the program faculty will (1) recommend admission, (2) withhold a decision and request additional information from the applicant, or (3) deny admission. 4. Admission to the program is determined by the program faculty on the basis of its evaluation of the applicant's academic and professional credentials. 5. Meeting the minimum admission requirements does not guarantee admission into the program. Program of Study (36 credit hours minimum) 1. Curriculum and Instruction Core (9 semester hours) EDG 6250 Curriculum Development 3 EDG 6627 Seminar: Trends and Issues in Curriculum and Instruction 3 Special Methods of Teaching (3 semester hours) Choose one of the following: EDE 5267 of the Child in Urban Society (Required for Elementary, Special, and Curriculum Development Specializations) 3 EME 6405 Computers in the Classroom 3 FLE 6336 Methods of Teaching Modern Language 3 LAE 6339 Teaching English in the Secondary School 3 MAE 6336 Teaching Mathematics in the Secondary School 3 PET 5716 Analysis and Observation of Teaching in Phys. Ed. 3 SCE 6635 Teaching Science in the Secondary School 3 SSE 6633 Teaching Social Studies in the Secondary School 3 TSL 6350 Troublesome English: Grammar for ESOL Teachers 3 2. Curriculum and Instruction Elective (3 semester hours) Advisor approved elective in Curriculum and Instruction 3 3. Research Core (6 semester hours) EDF 5481 Foundations of al Research 3 EDF 6487 Field Research for Educators 3 4. Content Specialization (18 semester hours)
Program Status Report 23 Choose from one of the following specializations: 1. Curriculum Development 2. Elementary 3. English 4. Learning Technologies 5. Mathematics 6. Modern Language 7. Physical 8. Science 9. Social Studies 10. Special Content Specializations (Selection of courses, advisor approval required) 1. Curriculum Development (18 semester hours) EDG 5417 Learning Styles Applications 3 EDE 6205 Curriculum Design in Childhood 3 ESE 6215 Secondary School Curriculum 3 EDG 6286 Curriculum Evaluation 3 EDG 6920 Colloquium in Curriculum and Instruction 3 EDG 7692 Politics of Curriculum 3 2. Elementary (18 semester hours) Select 4 graduate courses (with Advisor approval) from the following areas in the College of (no more than 6 semester hours from any one area): Art Early Childhood Mathematics Reading TESOL Science Social Studies Special Select 2 graduate courses (with Advisor approval) from the following areas in the College of Arts and Sciences: Linguistics Psychology Sociology 3. English (18 semester hours) Select (with Advisor approval) 6 graduate level courses in English/English. 4. Learning Technologies (18 semester hours) EME 6408 Microcomputers as Teaching Tools 3 EME 5602 Multimedia in the Classroom 3 EME 6412 al Courseware Evaluation and Development 3 COP 6007 Computer Programming Concepts 3 CGS 6834 Programming for the Web 3 EME 6905 Directed Study: Computer 3 5. Mathematics (18 semester hours) Select (with Advisor approval) 6 graduate level courses in Mathematics/Mathematics. 6. Modern Language (18 semester hours) Grammar/Composition/Syntax 3 (Specialize in language when possible) Culture/Civilization 3 (Specialize in culture of target language when possible) Linguistics 3 (Specialize in language when possible; course in phonology or phonetics preferred)
Program Status Report 24 Literature (in the target language) 3 Applied Linguistics 3 TSL 5245 Developing Language and Literacy 3 TSL 6908 Field Component 3 or FLE 6925 Special Topics in Second Language 3 7. Physical (18 semester hours) PET 5216 Sports Psychology 3 PET 5052C Motor Learning for Sport Perf. 3 PET 5256 Sociology of Sport 3 PET 5426 Curriculum in Physical 3 or PET 5436 Physical Curriculum: K-8 3 PET 5948 Practicum in Physical 3 PET 6597 Survey of Research in Phys. Ed. 3 8. Science (18 semester hours) Select (with Advisor approval) 6 graduate level courses in the Sciences/Science. 9. Social Studies (18 semester hours) Select (with Advisor approval) 6 graduate level courses in the Social Sciences/Social Studies or Area Studies: African-New World Studies, Asian Studies, Latin American and Caribbean Studies, European Studies. Students are encouraged to take courses with a global/international perspective. 10. Special (18 semester hours) EEX 5075 Teaching Students with Disabilities in Inclusive Settings* 3 EEX 5068 Instructional Practices ESE I 3 EEX 5608 Behavioral Approaches to Classroom Learning Management 3 EEX 5766 Instructional and Assistive Technology in Special 3 EEX 6227 Assessment of Students with Exceptionalities 3 EEX 6106 Acquisition of Speech and Language Skills 3 *If students have already taken EEX 3071 at the undergraduate level, then they will instead take EEX 6051 of Students with Exceptionalities. 5. Required Professional Conference (Action Research and/or Exhibition) - 0 credit (Supervised by program coordinator and major advisor) Entry to Program: Fall or Spring Semesters Students are encouraged to meet all admission requirements prior to beginning the program; however, students may take a maximum of twelve (12) semester hours of course work applicable to the program prior to admission. Graduation Requirements: Students must have a 3.0 GPA to graduate from the program. No more than two grades of C are permitted. Grades of C- or below will not be counted towards meeting program requirements. Thesis Option: Students may opt to extend the MS program (3 to 6 additional thesis credit hours) by request.