Curriculum & Instruction

Department : Graduate Studies

Chairperson: Cathryn Busch

Faculty:Jane Crossley
Charlesetta Ellis
Athanase Gahungu
Alexander Makedon

Degree(s)/Certification(s):
M.S. Ed. in Curriculum & Instruction in Instructional Foundations
M.S. Ed in Early Childhood Education*

Content Designations:>

CIEC

CIIF

*The Curriculum & Instruction program has two options: Early Childhood and Instructional Foundations. The Early Childhood option is described in the Early Childhood program section of the catalog. The Instructional Foundations program with five concentrations is described in this section.

Curriculum & Instruction in Instructional Foundations

Instructional Foundations program leads to the Master of Science in Education degree in Curriculum and Instruction with an option in Instructional Foundations. The option in Instructional Foundations has five concentrations. The concentrations are Elementary Education, Secondary Education, Adult Education, Educational Technology, and Foundations of Education. Depending upon the concentration chosen, the curriculum provides the background and skills necessary for employment as a teacher; administrator; curriculum specialist and educational consultant in elementary or secondary education, adult education, educational technology and/or foundations of education. Completing the option in Instructional Foundations does not qualify students for certification by entitlement or a recommendation for certification.

Concentration Descriptions

Instructional Leadership-National Board Certification (NBC)

The Instructional Leadership concentration prepares 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:

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

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

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.

Elementary Education

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.

Secondary Education

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 Education concentration 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.

Adult Education

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 in paid to reviewing previous experience and analyzing the career goals of each student in order to design a meaningful and relevant education 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 are intellectual skills.

Educational Technology

The Educational Technology concentration prepares teachers, administrators, educational technology specialists, curriculum specialists, education consultants, and information technology specialists with in-depth study and practical experiences 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.

Foundations of Education

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 Education concentration 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.

General Requirements

  • Admission to the program is contingent upon good academic standing and acceptance by the department.
  • All program requirements must be completed within six (6) years.

Note: Candidates must abide by all College policies stated in this catalog, unless exceptions or adherence to higher expectations are noted in program documentation.

Specific Requirements (33 credit hours)

Core Courses 18 credit hours

ELCF 5010, 5320, 5410, 5660; ED 5312, 5960

Concentrations Courses 15 credit hours

Instructional Leadership-National Board Certification (NBC)

ELCF 5990, 5991, 5992, 5993, 5994, 5995

Elementary Education

ELCF 5540, 5620, 5640, 5950, ELED 5230.

Secondary Education

ELCF 5530, 5620, 5640, 5900, 5950.

Adult Education

ELCF 5390, 5620, 5640, 5900, 5950.

Educational Technology

ELCF 5640, 5720, 5950; T&ED 5346, 5347.

CERTIFICATE OF COMPLETION IN INSTRUCTIONAL LEADERSHIP

INSTRUCTIONAL LEADERSHIP-NATIONAL BOARD CERTIFICATION

The department offers a Certificate of Completion in Instructional Leadership. The purpose of this certificate 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 or be able to do.

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 point scale
  6. Previously admitted into CPS National Board Certification Support Programs

Completion/Graduation Requirements

  • NBC Portfolio (one student work analysis entry, two video tape entries of classroom pedagogy, one professional contribution entry. A total for four scoreable entries required.)
  • National Board Assessment Center Score Report (six scoreable content-based entries required.)
  • The department will accept up to six NBC courses approved by the NBC director. Any or all of the NBC approved courses can be applied to the Master’s degree. The certificate can be completed in two years.

Educational Leadership & Curriculum Foundation (ELCF) Course Offerings

5010/401 CURRICULUM DEVELOPMENT AND LEARNING THEORIES (3)

Prerequisite: Twelve hours of professional education.

Analyzes the historical/philosophical elements, which have influenced curriculum design. Social, cultural and psychological factors that affect the academic performance of students, as related to theories associated with curriculum development and the teaching/ learning process, are stressed. Attention is given to English learners and special needs students. Various methods for evaluating effective curricula are also examined.

5020/402 INTRODUCTION TO COMPARATIVE/ INTERNATIONAL EDUCATION (3)

An introduction to the purpose, methodology, and research in comparative/international education. Emphasis on understanding and comparing systems of education.

5040/404 COMPARATIVE AND INTERNATIONAL EDUCATION: LATIN AMERICA (3)

In-depth study of education in Latin America. Readings, discussion and class presentations.

5050/405 COMPARATIVE AND INTERNATIONAL EDUCATION: EUROPE (3)

An in-depth study of education in Western Europe. Readings, discussions, and presentations by native experts.

5060/406 COMPARATIVE AND INTERNATIONAL EDUCATION: ASIA (3)

An in-depth study of education in Asia. Readings, discussions, and class presentations.

5070/407 COMPARATIVE AND INTERNATIONAL EDUCATION: AFRICA (3)

An in-depth study of education in Africa. Readings, discussions, class presentations.

5080/408 COMPARATIVEAND INTERNATIONAL EDUCATION: AUSTRALIA (3)

An in-depth study of education in Australia. Readings, discussions, class presentations.

5090/409 HISTORY OF EDUCATION (3)

Prerequisite: Illinois teaching certificate or consent of the department.

In-depth examination of the history of American education from colonial times to the present, including district and common schools, vocational education, secondary education, kindergarten, university, special education, and multicultural education. A review of foreign educational theories and practices that had a direct impact on educational developments in the United States is included.

5320/432 CURRICULUM DEVELOPMENT, INSTRUCTIONAL DESIGN, AND DELIVERY IN SCHOOL AND NON-SCHOOL SETTINGS (3)

The development of knowledge and skills in the systems approach to the decision-making process for curriculum development, instructional design, and curriculum delivery in school and non-school settings.

5390/439 METHODS AND TECHNIQUES FOR TEACHING IN NON-SCHOOL SETTINGS (3)

Prerequisite: Consent of the department.

The application of adult learning theories in the selection of instructional methods and techniques in a non-school setting, e.g., allied health care, business, industry, social services, and government agencies.

5410/441 PROPOSAL DEVELOPMENT FOR GOVERNMENT AND PRIVATE FUNDING (3)

Prerequisite: Consent of the department.

The development and submission of proposals for government and private funding. Each student will develop a proposal for potential submission to a funding agency.

5610/361 EDUCATIONAL ISSUES IN THE BLACK COMMUNITY (3)

Control of schools, relevance of curriculum, teacher qualifications, and Black self-concept, achievement, and intelligence.

5620/462 SOCIOLOGICAL AND CULTURAL FOUNDATIONS OF EDUCATION (3)

Examines socialization from the perspective of the larger American society including the transmission of culture in a pluralistic society and the role of education in the acculturation and assimilation process. Explores the relationship of life styles to teaching and learning styles.

5640/464 SEMINAR IN ORGANIZATIONAL DYNAMICS (3)

An introduction to contemporary thinking about organizations and the actions of people in them. An understanding of organization theory expands understanding of contemporary practice, provides a framework for helpful critique of professional practice, brings to light promising alternatives, and focuses organizational research on persistent and interesting problems and realities of professional practice in school and non-school settings.

5660/466 MASTER’S THESIS/PROJECT (3)

Prerequisite: Taken after the completion of twenty-four semester hours of a master’s degree program with prior consent of the department.

Research and writing of thesis or project for master’s degree in urban education.

5720/472 INTEGRATING TECHNOLOGY INTO CURRICULUM AND INSTRUCTION (3)

Theory and research on technology in education with special emphasis given to the ways that technology can be applied to enhance a curriculum, improve instructional practice, assist student learning, and support administration and management. The acquisition and role of computer literacy skills and the emergence of new technologies, including multimedia, distance education, and the Internet. Examination and evaluation of software and methods of teaching using technology.

5990/483 INTRODUCTION TO NBPTS: NATIONAL BOARD CERTIFICATION I (3)

Prerequisites: Admission to Chicago Public Schools’ National Board Certification Support Program (Approval of NBRC Director).

Exploration and analysis of the National Board for Professional Teaching Standards (NBPTS). Five core propositions, and the tenets of the NBPTS. Analysis of individual professional practice based on standards, and research of highly effective teaching. Planning, implementation and modification of curriculum and instruction based on this research. Planning and developing a personal framework of curriculum, instruction and aligned assessment and goals to document accomplished teaching during the National Board Certification assessment cycle.

5991/484 FOUNDATIONS OF TEACHING AND LEARNING: NATIONAL BOARD CERTIFICATION II (3)

Prerequisites: Admission to Chicago Public Schools’ National Board Certification Support Program (Approval of NBRC Director).

Developing knowledge and skills on student learning styles, knowledge of students, multiple pathways to instruction, learning environments, engaged learning methods, standard driven instruction, “Best Practices” in instruction, writing seminars, addressing diversity within the classroom, instructional resources, establishing family and community networks, setting instructional goals, classroom management, and contributions to the profession of teaching.

5992/485 REFLECTIVE TEACHING PRACTICES: NATIONAL BOARD CERTIFICATION III (3)

Prerequisites: Admission to Chicago Public Schools’ National Board Certification Support Program (Approval of NBRC Director).

Developing knowledge and skills on designing and implementing authentic assessment, using assessment to drive instruction, the architecture of teaching, differentiated instruction, using video to analyze professional practices, assessment of developmentally appropriate instruction and addressing special needs of students.

5993/486 DEVELOPING CONTENT KNOWLEDGE AND PEDAGOGY: NATIONAL BOARD CERTIFICATION IV (3)

Prerequisites: Admission to Chicago Public Schools’ National Board Certification Support Program (Approval of NBRC Director).

Developing knowledge and skills on research methods, content driven research, application of content knowledge to curricular goals and instruction, teaching standards, reflective practice and writing, teacher leadership, and student advocacy.

5994/487 NATIONAL BOARD CERTIFIED TEACHERS LEADERSHIP MENTORING I COURSE: NATIONAL BOARD CERTIFICATION V (3)

Prerequisites: Admission to Chicago Public Schools’ National Board Certification Support Program (Approval of NBRC Director).

Introduction to the study of effective strategies for mentoring MBPTS candidates, including the analysis of entries according to National Board rubrics, standards, and portfolio requirements; facilitation and design of learning-centered professional development experiences; cognitive coaching; nature and structure of teaching and learning; NBPTS in school-wide context; aligning professional development to school improvement plan learning goals through the National Board for Professional Teaching Standards.

5995/488 NATIONAL BOARD CERTIFIED TEACHERS LEADERSHIP MENTORING II COURSE: NATIONAL BOARD CERTIFICATION VI (3)

Prerequisites: Admission to Chicago Public Schools’ National Board Certification Support Program (Approval of NBRC Director).

Advanced study of effective strategies for mentoring NBTS candidates, including the analysis of entries according to National Board rubrics, Standards, and portfolio requirements; facilitation and design of learning-centered professional development experiences; cognitive coaching; nature and structure of teaching and learning; NBPTS in school-wide context; aligning professional development to school improvement plan learning goals through the National Board for Professional Teaching Standards.