Advanced Study in Education, Med

Student Learning Outcomes

Advanced Study in Education Program Level Outcomes

• Curriculum design theories that are based upon philosophical, sociological and historical foundations; democratic values; student, school, and community needs; guidelines of learned societies and academic standards; and changing socio-economic conditions.
• Organizational theories that promote the school culture as a learning community including collaborative planning processes, team-building and shared best practices, and interdisciplinary curricula approaches.
• Curriculum development processes based upon research, applied theories, and infomed practice including alignment of multiple curriculuar content areas and instructional goals and objectives; concepts of scope, sequence, balance, and integration; establishment of learning outcomes; and multiple assessment techniques.
• School organizational structures that support teaching strategies and student outcomes including class scheduling alternatives; school facilities and classroom design; diverse instructional methodologies; and infusion of technology into curriculum and instruction.
• Designing curriculum scope and sequence.
• Evaluating instructional methodologies and strategies.
• Assessing instructional service delivery.

Curriculum and Instruction Concentration

• ​Collaborating with school curriculum colleagues and other professionals to improve student learning.
• Communicating effective instruction with parents/guardians, other agencies, and the community at large to support learning by all students.

Early Childhood Concentration

• Promoting Child Development & Learning: Candidates will examine child development and learning in context.
• Building Family & Community Relationships: Candidates will establish family-teacher partnerships and community connections.
• Observing, Documenting, & Assessing to Support: Candidates will identify how to observe, document, and assess children’s development and learning to promote positive outcomes for each child.
• Using Developmentally, Effective Approaches to Connect with Children & Families: Candidates will demonstrate how to use developmentally, culturally, and linguistically diverse teaching practices.
• Using Content Knowledge to Building Meaningful Curriculum: Candidates will plan and integrate academic content.
• Growing as a Professional: Candidates will demonstrate ethical, reflective, professional, and effective communication skills and the ability to collaborate and advocate on behalf of children and families.
• Early Childhood Field Experiences: Candidates will demonstrate professional skills for standards 1-6 in a professional setting.

Educational Technology and Online Teaching Concentration

• ​Development of technological skills that align with current trends in pedagogy.

Mathematics Concentration

• ​Mathmatical knowledge and Problem Solving.

STEM Education Concentration

• ​Demonstrate knowledge of the following standards: Next Generation Science Standards, PA Mathematics Standards, PA Science and Technology Standards.
•  Understand STEM Education as an integrated approach across disciplines, connected to other disciplines beyond science, technology, engineering and mathematics.
• Recognize that STEM Education is general education with the intent to prepare a citizenry who can function in a science and technology rich society.
•  Utilize problem solving approaches and the design process to answer complex questions, engage in critical thinking, investigate societal issues, and develop solutions for challenges and real word problems.
• Demonstrate knowledge of inquiry-based teaching and learning methodologies as applied to STEM education.
• Apply practices that integrate STEM disciplines through the design and implementation of multiple, integrated, developmentally appropriate learning experiences for all students.
• Represent real world phenomena through a variety of scientific, mathematical, technological, or engineering models.
•  Explore basic fundamental concepts and major principles of science, technology, engineering and math through connections with other areas, especially history, language, arts, and culture, etc.
• Utilize the design process and a variety of resources (educational technology, information, materials, tools, machines) to safely and efficiently develop solutions to problems that require integration of concepts and skills from multipledisciplines, including science, technology, engineering, math, language arts, social studies, arts, and/or physical education.
• Use mathematical and scientific formulas, principles, reasoning, and precise language to predict outcomes and solve technological and engineering problems.
•  Design, implement, and reflect on lessons and units that incorporate an integrative STEM learning cycle approach and developmentally appropriate methodology.
• Select, modify, and develop learning activities that support higher order thinking and creative problem solving which foster an understanding of the interconnectedness of Science, Technology, Engineering, and Mathematics.
• Establish and maintain a physically and emotionally safe learning environment that encourages and supports innovation, design thinking, and intellectual risk taking.
• Incorporate reading, writing, and questioning strategies through integrative and active strategies that supports the development of STEM literacy for all students.
• Engage students in the purposeful use of instructional technologies to increase access and extend their abilities to understand, transfer, and adapt STEM knowledge, skills, and dispositions.
• Create differentiated learning experiences in integrative STEM education to meet the needs of all students.
•  Elicit students’ conceptions, reasoning and understanding through multiple forms of meaningful assessments including formative/summative and individual/group.
• Enable students to utilize strategies for self- assessment to build their capacity to monitor their own learning.
• Utilize diverse and authentic assessment strategies to monitor and adjust instruction across STEM disciplines and grade levels.

Teacher Leadership Concentration

• ​Self-Assessing leadership skills.
• Developing a leadership plan for the individual and institution. 

Teaching English as a Second Language Concentration

• ​obtain an understanding of literacy and language teaching, acquisition, and learning.
• obtain a working knowledge of culture and its influence on teaching and learning.
• obtain experience in observing, planning, implementing, and managing instruction.
• obtain how to appropriately assess ELLs and use the assessment results to guide future instruction.
• obtaina professional knowledge of how to interact and work with students, colleagues, administrators, parents, community members, and leadership organizations.
•  Demonstrate knowledge of English language structures, English language use, second language acquisition and development, and language processes to help English Language Learners (ELLs) acquire academic language and literacies specific to various content areas.
• Demonstrate and apply knowledge of the impact of dynamic academic, personal, familial, cultural, social, and sociopolitical contexts on the education and language acquisition of ELLs as supported by research and theories. Candidates investigate the academic and personal characteristics of each ELL, as well as family circumstances and literacy practices, to develop individualized, effective instructional and assessment practices for their ELLs. Candidates recognize how educator identity, role, culture, and biases impact the interpretation of ELLs’ strengths and needs.
•  Plan supportive environments for ELLs, design and implement standards-based instruction using evidence-based, ELL-centered, interactive approaches. Candidates make instructional decisions by reflecting on individual ELL outcomes and adjusting instruction. Candidates demonstrate understanding of the role of collaboration with colleagues and communication with families to support their ELLs’ acquisition of English language and literacies in the content areas. Candidates use and adapt relevant resources, including appropriate technology, to effectively plan, develop, implement, and communicate about instruction for ELLs.
• Apply assessment principles to analyze and interpret multiple and varied assessments for ELLs, including classroom-based, standardized, and language proficiency assessments. Candidates understand how to analyze and interpret data to make informed decisions that promote English language and content learning. Candidates understand the importance of communicating results to other educators, ELLs, and ELLs’ families.
• Demonstrate professionalism and leadership by collaborating with other educators, knowing policies and legislation and the rights of ELLs, advocating for ELLs and their families, engaging in self-assessment and reflection, pursuing continuous professional development, and honing their teaching practice through supervised teaching.

Technology Education Concentration

• ​Assessing pedagogical skills in Technical Education.​
• Developing competance in the best practices in Technical Education.

Curriculum Requirements

Core

Core for the following concentrations:  Mathematics, Technology Education, Educational Technology and Online Teaching, STEM Education, Teacher Leadership, Teaching English as a Second Language, Curriculum and Instruction.

• ED 5200 - Research Credit Hours: 3
• ED 5220 - Curriculum Design Credit Hours: 3
• ED 5230 - Trauma Informed Teaching Credit Hours: 3
• ED 5210 - Learning Theory Credit Hours: 3

Core

Core for Early Childhood Concentration

• ED 5200 - Research Credit Hours: 3
• READ 7000 - Foundations of Literacy Credit Hours: 3
• SPED 6300 - Evid-Bsd Prac in PK-12 Spec Ed Credit Hours: 3
• ED 5210 - Learning Theory Credit Hours: 3

Required Advanced

Total Number of Credits to Complete the Program: 30