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Master of Science in Education in Curriculum and Instruction
Instructional Foundations Program

Elementary Education Concentration – 33-36 credit hours

Goals

The Elementary Education concentration prepares teachers, administrators, educational consultants, instructional leaders and curriculum specialists with in -depth study and practical experience in the development of pedagogically-sound curriculum and instructional programs in elementary education. Designed for experienced teachers, the program places special emphasis on the study of effective teaching strategies, curriculum development, technology-integrated curricula and collaborative inquiry.

The required course work in the Elementary Education concentration is designed to provide students with the knowledge and skills they will need to become competent in the area of elementary education curriculum development. The Elementary Education concentration emphasizes knowledge and skill development in five areas: development, learning  and motivation, curriculum, instruction, assessment and professionalism.

Students must meet the general requirements for admission to graduate programs. In addition, students must:

1. have teaching experience or related experiences as mentioned above;
2. successfully complete program assessments which include the comprehensive examination, a curriculum unit plan, a grant proposal, practicum, a research report and an instructional technology project (these assessments are assigned in specific courses); and
3. complete thirty-three (33) semester  hours if the student selects to do the master’s thesis option or thirty-six  (36) semester hours if the student selects to do the non-thesis option.
4. fulfill all program degree requirements within six years;
5. present a program completion portfolio to their advisor for approval.

 Required Courses – 30-33 credit hours.
ELCF 401, 432, 441, 442, 452, 454, 462, 464, 495 (Practicum in Curriculum and Instruction), and 496. 

Elementary Education Electives – Six (6) credit hours are required for students following the non-thesis option. Electives from the following courses are to be selected with the approval of the department faculty advisor or chair: ELCF 400, 402, 404, 405, 406, 407, 408, 409, 413, 431, 433, 437, 439, 446, 448, 451, 465, 472 or electives from 300g and 400 level courses from the College of Arts & Sciences and College of Education.

Master’s Thesis/Project – The student may elect to take two (2) additional courses in lieu of the Master’s Thesis/Project (ELCF 466). Courses must be selected from the elementary education electives.

Master of Science in Education in Curriculum and Instruction
Instructional Foundations Program

Secondary Education Concentration – 33-36 credit hours

Goals

The Secondary Education concentration prepares teachers, administrators, curriculum specialists and educational consultants with in-depth study and practical experience in the development of pedagogically sound curriculum and instructional programs in secondary education. Designed for experienced teachers, the program places special emphasis on the study of teaching modalities, curriculum development, technology integration, integrated curricula and collaborative inquiry.
The required course work in the Secondary Educationconcentration is designed to provide students with the knowledge and skills they will need to become competent teachers and curriculum specialists in the area of secondary education curriculum and instruction. The Secondary Education concentration emphasizes knowledge and skill development in four areas: planning and preparation, classroom environment, curriculum and instruction, and records management.

Specific Program and Course Requirements

Students must meet the general requirements for admission to graduate programs. In addition, students must: 

• have teaching experience or related experiences;
• successfully complete program assessments which include the comprehensive examination, a curriculum unit plan, a grant proposal, research report, and the design of a young adult or adult learner profile (these assessments are assigned in specific courses);
• complete thirty-three or thirty-six semester hours within six years in order to fulfill program degree requirements.
• present a portfolio of graduate experiences in the M.S.E.D.

Required Courses – 30-33 credit hours.
ELCF 401, 432, 441, 442, 453, 462, 464, 490, 495, 496, and/or ELCF 466 for the thesis option (three credit hours).

Secondary Education Electives – Six (6) credit hours for students following the non-thesis option. Electives from the following courses are to be selected with the approval of the department faculty advisor or chair: ELCF 400,402, 404, 405, 406, 407, 408, 409, 413, 431, 433, 437, 438, 439, 443, 446, 448, 451, 465, 472 or electives from 300g and 400 level courses from the College of Arts & Sciences and College of Education.

Master’s Thesis/Project - The student may elect to take two (2) additional courses in lieu of the Master's Thesis/Project (ELCF 466). Courses must be selected from the secondary education electives.

Master of Science in Education in Curriculum and Instruction
Instructional Foundations Program

Concentration:  Instructional Leadership

Program Description:
The Purpose of the Instructional Leadership Concentration is to prepare teachers for National Board Certification, which is a voluntary system based on the National Board’s Five Core Propositions describing what teachers should know and be able to do:
FIVE CORE PROPOSITIONS

1. Teachers are committed to students and their learning.
2. Teachers know the subjects they teach and how to teach those subjects to students.
3. Teachers are responsible for managing and monitoring student learning.
4. Teachers think systematically about their practice and learn from experience.
5. Teachers are members of learning communities.

National Board Certification is an advanced teaching credential, which complements, but does not replace, a state’s teacher license.  NBC is valid for 10 years, after which National Board Certified Teachers, can seek certification renewal.

Coursework
            The required coursework in the Instructional Leadership Concentration is designed to provide students with the skills for using their teaching/learning experiences to identify contextual information within their school environments that will impact the acquisition of student learning.  They will outline and begin implementation of specific strategies and use the National Board for Professional Teaching Standards portfolio instruction framework to collect and analyze data in order to formulate recommendations related to analysis of teaching and learning. They will collaborate to learn and develop assessments that will inform the establishment of goals and instructional strategies aligned to meet the needs of individual students. 

Core Courses required of all concentrations
ELCF 401, 432, 441, 442, 466, 496

Concentration/Required Courses
ELCF 5990/483 Introduction to NBPTS:_National Board_Certification I
ELCF 5991/484 Foundations of Teaching and Learning:  National Board
ELCF 5992/485 Reflective Teaching Practices:  National Board Certification III
ELCF 5993/486 Developing Content Knowledge and Pedagogy:  National Board Certification
ELCF 5994/487 National Board Certified Teachers Leadership Mentoring I Course:_National Board_Certification V
ELCF 5995/488 National Board Certified Teachers Leadership Mentoring II Course:  National Board Certification VI

Instructional Leadership Electives – Three (3) credit hours are required for students following the non-thesis option. Electives from the following courses are to be selected with the approval of the department faculty advisor or chair: ELCF 413, 431, 433, 437, 441, 462, 464, 465, and 472.

Master’s Thesis/Project – The student may elect to take one (1) additional course in lieu of the Master’s Thesis/Project (ELCF 466). Courses must be selected from the Instructional Leadership electives.

Admission requirements:

1. Bachelor’s Degree
2. A valid unencumbered Teaching/Counseling License
3. Three years teaching experience (and hold a valid initial or standard teaching certificate for the three years or teaching in a school that is approved as required by the state)
4. Currently teaching
5. GPA of 3.0 on a 4.0 scale
6. Previously admitted into CPS National Board Certification Support Programs

Completion/Graduation Requirements:

1. NBC Portfolio (One student work analysis entry, two video tape entries of classroom pedagogy, one professional contribution entry. A total of four scorable entries required )
2. National Board Assessment Center Score Report (six scoreable content based entries required)

Master of Science in Education in Curriculum and Instruction
Instructional Foundations Program

Adult Education Concentration – 33-36 credit hours

Goals

The Adult Education concentration prepares professionals to work with and teach adults in a variety of contexts and settings. A key objective in adult education is to develop programs to meet the needs of individuals. Careful attention is paid to reviewing previous experience and analyzing the career goals of each student in order to design a meaningful and relevant educational experience.
The required course work in the Adult Education concentration is designed
to provide students with the knowledge and skills they will need to become competent practitioners in the field of Adult Education. The Adult Education concentration emphasizes knowledge and skill development in four areas: technical knowledge and skills, business knowledge and skills, interpersonal knowledge and skills, and intellectual skills.

Specific Program and Course Requirements

Students must meet the general requirements for admission to graduate programs and 

• have teaching experience or related experiences;
• successfully complete program assessments which include the comprehensive examination, a curriculum unit plan, a grant proposal, research report, one systematically designed presentation and the design of a young adult or adult learner profile (these assessments are assigned in specific courses); and
• complete thirty-six semester hours in six years in order to fulfill degree requirements.
• present a portfolio of graduate experiences in the MSED

Required Courses – 30-33 credit hours.
ELCF 401, 432, 439, 441, 442, 462, 464, 490, 495, 496, and/or ELCF 466 for the thesis option for three credit hours.

Adult Education Electives – Six (6) credit hours are required for students following the non-thesis option. Electives from the following are to be selected with the approval of the department faculty advisor or chair: ELCF 400, 402, 404, 405, 406, 407, 408, 413, 433, 437, 455, 456, 465, 472, or electives from 300g and 400 level courses from the College of Arts & Sciences and College of Education.

Master’s Thesis/Project - Students may elect to take two (2) additional courses in lieu of the Master’s Thesis/Project (ELCF 466). Courses must be selected from the adult education electives.

Master of Science in Education in Curriculum and Instruction
Instructional Foundations Program

Educational Technology Concentration – 33-36 credit hours

Goals

The Educational Technology concentration prepares teachers, administrators, educational technology specialists, curriculum specialists, educational consultants,  and information technology specialists with in-depth study and practical experience in the development of pedagogically sound and technology-integrated curriculum and instructional programs.
The required course work in the Educational Technology concentration is designed to provide students with the knowledge and skills they will need to become competent practitioners in the field of Educational Technology. The Educational Technology concentration emphasizes knowledge and skill development in five areas: design, development, utilization, management and evaluation.

Specific Program and Course Requirements

Students must meet the general requirements for admission to graduate programs and

1. have teaching experience or related experiences;
2. successfully complete program assessments which include the comprehensive examination, a curriculum unit plan, a grant proposal, research report, and instructional technology project (these assessments are assigned in specific courses); and
3. complete thirty-six semester hours in six years in order to fulfill degree requirements.
4. present a portfolio of graduate experiences in the MSED

Required Courses – 30-33 credit hours.
ELCF 401, 432,  441, 442, 448, 454, 464, 472, 495, 496,  and/or ELCF 466 for the thesis option (three credit hours).

Educational Technology Electives – Six (6) credit hours are required for students following the non-thesis option. Electives from the following are to be selected with the approval of the department faculty advisor or chair: ELCF 400, 402, 404, 405, 406, 407, 408, 413, 433, 437, 465, 472, or electives from 300g and 400 level courses from the College of Arts & Sciences and College of Education.

Master’s Thesis/Project - The student may elect to take two (2) additional courses in lieu of the Master’s Thesis/Project (ELCF 466). Courses must be selected from the educational technology electives. .

Master of Science in Education in Curriculum and Instruction
Instructional Foundations Program

Foundations of Education Concentration – 33-36 credit hours

Goals

            The Foundations of Education concentration provides education and training
in the theoretical foundations of education. The program prepares scholars, teachers, administrators, policy analysts, curriculum specialists and educational consultants to analyze complex educational issues, examine major philosophies and theories of education, and evaluate policies and programs in an ongoing effort to improve access to and the quality of education throughout the world. Students will apply various perspectives as they examine school and society relationships, educational reform, educational policies,     ethics, history and comparative study of education in countries around the world.
The Foundations of Educationconcentration is designed to provide students with the knowledge and skills they will need to become competent practitioners in the field of Foundations of Education. The Foundations of Education concentration emphasizes knowledge and skill development according to eight standards, which include the application of interpretive, normative and critical perspectives to school-society relationships, educational themes, policy studies, teaching, support services, leadership and administration.

Specific Program and Course Requirements

Students must meet the general requirements for admission to graduate programs. In addition, students must:

1. have teaching experience or related experiences;
2. successfully complete program assessments which include the comprehensive examination, a curriculum unit plan, a grant proposal, practicum, a research report and an instructional technology project (assessments are assigned in specific courses); and
3. complete thirty-six semester hours within six years in order to fulfill program degree requirements
4. present a portfolio of graduate experiences in the MSED

Required Courses 30-33 credit hours.
ELCF 400, 401, 402, 409, 410, 432, 441, 442, 462, and/or ELCF 466 for the thesis option (three credit hours).

Foundations of Education Electives – Six (6) credit hours for students following the non-thesis option. Electives from the following courses are to be selected with the approval of the department faculty advisor or chair: ELCF 404, 405, 406, 407, 408, 409, 413, 431, 433, 437, 438, 443, 451, 465, 472, or electives from 300g and 400-level courses in the College of Arts and Sciences and College of Education.

Master’s Thesis/Project – The student may elect to take two (2) additional courses in lieu of the Master’s Thesis/Project (ELCF 466). Courses must be selected from the foundations of education electives.

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