Below is the sequence of courses completed to fulfill the requirements for a Masters of Arts in Teaching and Curriculum:
TE 801 Professional Roles and Teaching Practice 1 (3) – Fall 2012
TE 802 Reflecting and Inquiry Teaching Practice 1 (3) – Fall 2012
TE 804 Reflecting and Inquiry Teaching Practice 2 (3) – Spring 2013
Transfer Credit: TE GCG General Credit – Graduate (2) – Summer 2013
TE 857 Teaching and Learning Math Problem Solving (3) – Spring 2016
CEP 810 Teaching Understanding with Technology (3) – Summer 2016
TE 808 Inquiry Classroom Teaching and Learning (3) – Summer 2016
EAD 860 The Concept of Learning Society (3) – Fall 2016
EAD 801 Leadership and Organizational Development (3) – Spring 2017
EAD 824 Leading Teacher Learning (3) – Summer 2017
TE 872 Teachers as Teacher Educators (3) – Fall 2017
Total Credits: 32
The following is a copy of the Program Goals/Standards outlined by Michigan State University:
Standard 1: Understanding and commitment to students and their diversity
Standard 2: Understanding of subject matter, how to teach It, and how to design curriculum, instruction, and assessment to foster students’ understanding
Standard 3: Understanding and use of theoretical perspectives and conceptual frameworks to situate and analyze issues and problems of practice and policy
Standard 4: Reflective, systematic inquiry and study/refinement of one’s practice
Standard 5: Communication skills and information literacy
Standard 6: Proactive participation in collaborative initiatives, professional learning communities, professional organizations, and teacher leadership beyond the classroom
Goal 1: Critical Inquiry
The candidate has engaged in critical inquiry in its many legitimate forms (e.g., review of and scholarly responses to the professional literature/research; the ability to see and analyze complex matters from different perspectives or frames of reference other than one’s own point of view or experience; action research or another form of systematic inquiry/independent research; deep, sustained reflection and reexamination of one’s beliefs, values, and practices; evidence of documenting and assessing students’ needs, understanding of subject matter, and progress).
Goal 2: Accomplished Teaching
The candidate has pursued personal goals to strengthen targeted areas of his/her professional practice; sought to expand his/her pedagogical knowledge, skills, and repertoire in teaching subject matter to diverse students; documented the effects and implications of one’s practice or a school’s policies/practices for K-12 students’ learning and opportunities to learn; demonstrated a strong commitment toward students’ learning and strengths, and ways to capitalize on these in teaching versus focusing on perceived deficits or contextual constraints.
Goal 3: Collaborative Professional Development, Teacher Leadership, Contributions to the Field
The candidate has proactively pursued opportunities to learn and work collaboratively with colleagues beyond the classroom; to learn with/from others in professional learning communities; initiated and supported changes in local policy and practice that will enhance both teachers’ and students’ learning; participated proactively in professional networks, memberships, and development beyond mandated, short-term workshops; pursued informal and formal ways to provide teacher leadership among colleagues.
A PDF format of these Goals/Standards can be found at this link