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Note: This program does not award Pennsylvania Teacher Certification.
About the Program:
Curriculum and instruction are central to educational improvement and focus at the what, how, and why of teaching and learning. In today's climate of educational reform, educational leaders are needed who are knowledgeable of the reform process from multiple perspectives, and who are prepared to engage in reflective practice that can effect policy and procedure. Inherent in this process is the concept of the reflective decision-maker. The Master of Education in Teaching and Learning, aligned with the National Board for Professional Teaching Standards, is designed to enable individuals who work in education and related settings, develop competencies that are characteristic of those who assume leadership roles in bringing about improvement.
The program is designed to be completed in two years by taking two courses per semester including summers. The program may be completed earlier by taking additional courses beyond the two per semester, however, participants not completing within seven years may be required to repeat coursework.
Mission:
In today's climate of educational reform, educational leaders are needed who are knowledgeable of the reform process from multiple perspectives, and who are prepared to engage in reflective practices that can affect policy and procedure. Inherent in this process is the concept of the reflective decision-maker.
Program Goals:
The Master of Education in Teaching and Learning, aligned with the National Board for Professional Teaching Standards and fully accredited by the National Council for the Accreditation of Teacher Education, is designed to enable individuals who work in education and related settings develop competencies that are characteristic of those who assume leadership roles in bringing about improvement.
Professional Preparation:
The Master of Education in Teaching and Learning degree is appropriate for, but not limited to, the following:
Individuals teaching in public and private settings as well as early education or intermediate unit programs.
Individuals interested in increasing their skills and knowledge and enhancing their effectiveness as teacher-leaders.
Individuals interested in developing skills to become educational change agents.
Individuals who have an interest in seeking National Board Certification.
Individuals teaching in higher education settings who have an interest in instructional improvement.
Individuals in training and development interested in increasing their skills and knowledge of the instructional process.
Accreditation:
The Master of Education program in Teaching and Learning is fully accredited through the National Council for Accreditation of Teacher Education (NCATE).
National Board for Professional Teaching Standards Alignment
The program is aligned with the National Board for Professional Teaching Standards and can assist education professionals prepare for the National Board Certification if so desired. Aside from the certification process the program provides skill and knowledge sets indicative of an accomplished teacher.
Course Requirements and Elective Options: (Course Descriptions)
Department Requirement 3 credits
EDTL 600 Introduction: Inquiry & Educational Change
Core Requirements 15 credits
EDTL 601 Teaching & Learning in an Information Age
EDTL 602 Advanced Instructional Design & Development
EDTL 604 Designing Assessments Using Performance Standards
EDTL 606 Analysis of Teaching
EDTL 609 Classroom Management & Control
Electives 9 credits
EDTL 605 Critical Issues in Education
EDTL 607 Projects, Readings, and Case Studies in Education
EDTL 610 Fundamentals of Education Leadership
EDTL 617 Grant Writing
EDTL 618 Understanding Role of Cognition & Social Skills in the Classroom
EDTL 625 Investigating Curriculum Issues in Education
EDTL 627 Learning Theory and Practice
EDTL 640 School Law
EDTL 645 Topics in Teaching and Learning
EDTL 650 Comparative and International Education
EDTL 685 Performance Based Assessment
Electives could be any graduate level courses that are
of interest to the student.
Classroom Based Action Research 9 credits
EDTL 692 Reflective Practice & Action Research I
EDTL 694 Reflective Practice & Action Research II
EDTL 695 Advanced Field Experience
TOTAL 36 credits
Elective Courses:
The Area of Specialty is intended to focus on participants needs allowing greater flexibility and resulting in identifiable outcomes that can be documented. Needs could be cohort based or individual based. Given circumstances where a cohort is formed form a specific geographic location, such as a school district or group of districts, learning communities could be formed and facilitated by local directors in support of professional development activities. Where available and appropriate local facilitators could be National Board Certified Teachers.
Areas of Specialty could include, but are not limited to:
Generalist
National Board for Professional Teaching Standards Certification
Performance Standards Education
Instructional Design/Development/Evaluation
Early Childhood Education
Technology in Education
Medical Education
Higher Education
Alternative Education
Corrections Education
Because of the flexibility of the Area of Specialty, the program, with appropriate planning and approval, could respond to specific requests to meet specific needs that arise due to change actions at all levels of education. It is anticipated the discipline based courses from the Master of Liberal Arts program will also be used to enhance the area of specialty.
Classroom Based Action Research Project:
The Classroom Based Action Research Project focuses on teacher/teaching improvement through reflection and ongoing analysis of teaching practices. The purpose of this component is to provide opportunity to participate in the research process that will become an ongoing practice in the MEd students classroom. The resulting projects will be added to an ever increasing body of knowledge that will be available through web resources to other education practitioners.
Action research engages teachers in a four-step process:
Identify an area of focus.
Collect data.
Analyze and interpret data.
Develop an action plan
Portfolio Development:
On-line Delivery: (Test Drive Online Delivery)
This program takes advantage of leading edge technology to deliver the curriculum. Streaming audio, streaming video, threaded discussion, journaling, real-time chat discussions, document sharing and other instructional methods make it possible to create active and engaged learning communities. The discussions are tremendously engaging and the opportunities for learners to explore areas of interest and bring findings back to classmates for discussion, input and feedback are highly valuable to the process.
In addition, techniques including scripting and live chat will be of tremendous value. As a supplement to the technology, we will also be able to structure assignments in a fashion that allows students to audio or video tape behaviors and mail the results to the instructor.
In addition to the individual work, group work can be accomplished in an online environment through document sharing, e-mail, threaded discussion and other capabilities. Teams will have the opportunity to work on projects such as matching curriculum to standards, writing a grant proposal, generating a model for an ideal alternative school based upon best practices, and developing simulations or role plays for social skills modeling.
The Master of Education in Teaching and Learning can be completed entirely via distance. Students will utilize online experience to participate in doing real projects in real alternative settings as a central and important part of their work.
What Students Are Saying About the Program:
“Lock Haven University's online Master of Education program has met all of my expectations. The online delivery has allowed me to work at my own pace from home while fulfilling my other responsibilities as a wife, educator, and mother of two. The program provides a wide range of learning experiences which has left me with a professional portfolio that any educator would be proud of. The assignments are relevant to my current teaching position, and the opportunity for reflection has changed the way I think as an educator. The instructors showed their commitment to student learning through their constant feedback and individual attention through online discussions and contact via email. This program was a great fit for me.”
Kelly Ripple, 2010 Graduate
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