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MASTER OF EDUCATION

Education/Education, Education/Teaching

  • Address:
    Willamsfield Manchester Jamaica
  • Type:
    Part time
  • Definition:
    Postgraduate
  • Delivery Mode:
    Online
  • Certification:
    see description
  • Entry requirements:
    see description
  • Duration:
    see description
  • Dates:
    02/01/2017 - 31/12/2017
  • Career path:
    see description

Send An Enquiry

Course Details

The Master of Education in Teaching and Learning program

is designed for practicing classroom teachers who want to

earn a master’s degree as part of a professional learning community.

The program is offered in partnership with the

Catholic College of Mandeville (CCM) in Jamaica. Courses

will be offered at CCM. Saint Mary’s University of Minnesota

is the degree-granting institution. The 36-semester-credit

program allows teachers to identify, investigate, and transform

their beliefs and practices about their teaching and

learning. Learners will connect their inquiry to their discipline

and apply their learning to their classroom. The

learning community will explore aspects of teacher identity

and examine best practices and theory as part of individual

and community-wide learning experiences. Learning community

members work collaboratively and cooperatively to

develop and assess their work with performance assessments

and professional portfolios.

In demonstrating growth on the M.Ed. Program Standards,

learning community members will be challenged to develop

themselves and their practice through action research and

inquiry in areas aligned with the U.S. National Board for

Professional Teaching Standards. On-going assessment

processes for evaluating monthly plans for learning promote

reflection, celebrate learning and structure new learning

opportunities. At the conclusion of the learning community

experience, members will provide a summary that will detail

the applications of their professional development. This

reflection will involve growth demonstrated with both

action research and inquiry.

About Saint Mary’s University

of Minnesota, USA

Founded in 1912 in Winona, Saint Mary’s University of

Minnesota, is a private, comprehensive, coeducational

institution, administered by the De La Salle Christian

Brothers since 1933. Saint Mary’s is dedicated to advancing

the educational and career goals of today’s students. The

university serves more than 6,000 students each year in

undergraduate and graduate programs. Saint Mary’s main

campus is located in Winona, Minnesota, USA; the

university also has a campus in Minneapolis, Minnesota. For

more information about Saint Mary’s University, go to

www.smumn.edu.

Program Standards

Graduates of the Master of Education in Teaching and

Learning program are expected to know and demonstrate

the following:

Program Standard 1 —

THE INNER LIFE OF THE TEACHER

The M.Ed. graduate knows, values, and demonstrates the

habits of mind requisite to an inner-directed learner, reflective

practitioner, community member, inquirer, collaborator,

and teacher leader. Graduates of the program reflect

their knowledge, application, and valuing of the standard as

a habit of mind by ongoing actions as …

1.1 learners continually raising questions to improve

practice

1.2 reflective practitioners revitalizing self as teacher

1.3 members of a community committed to relationships

1.4 inquirers using problem-solving and research

1.5 collaborators committed to knowledge sharing

1.6 teacher leaders guided by principles of practice

Program Standard 2

INSTRUCTION

The M.Ed. graduate knows and engages in instruction

guided by research on learning, development, and pedagogy.

Graduates of the program reflect their knowledge, application,

and valuing of the standard as a habit of mind by

demonstrating …

2.1 how students learn and develop

2.2 how to adapt to the interests and needs of learners

2.3 how to enhance learning using technology and

resources

2.4 how to incorporate learner backgrounds into lessons

2.5 how to incorporate cultural diversity into lessons

2.6 cognitive processes in various types of learning

2.7 how to promote thinking and learning awareness

2.8 strengths and limitations of instructional strategies

Program Standard 3 —

THE DISCIPLINE: SUBJECT MATTER KNOWLEDGE

The M.Ed. graduate knows and uses knowledge of the discipline

to help learners understand its structure and how to

create, apply, and evaluate its use. Graduates of the program

reflect their knowledge, application, and valuing of the

standard as a habit of mind by demonstrating …

3.1 how knowledge is created in the subject matter area

3.2 how learners construct concepts in the subject area

3.3 how to support interdisciplinary connections

3.4 how curriculum standards frame content learning

3.5 a joy for engaging learners in instructional practice

3.6 how to connect the subject matter to everyday life

Teaching & Learning

MASTER OF EDUCATION

Catholic

College

of

Mandeville

Program Standard 4

ENVIRONMENT

The M.Ed. graduate knows and uses strategies to create

a learning environment promoting each learner’s ability to

fully understand, value, nurture and sustain learning in a

context of interdependence. Graduates of the program

reflect their knowledge, application, and valuing of the

standard as a habit of mind by demonstrating …

4.1 learner motivation and effective group functioning

strategies

4.2 how to build a community and relationships

4.3 strategies promoting effective classroom

management

4.4 how to build relationships promoting high

expectations

4.5 how to use verbal, non-verbal, and media

communication

4.6 how language development impacts learning

Program Standard 5

ASSESSMENT

The M.Ed. graduate knows the assessment process and uses

it as a tool to empower self-regulated learning, align learning

expectations with instruction, and promote successful

student learning. Graduates of the program reflect their

knowledge, application, and valuing of the standard as a

habit of mind by demonstrating…

5.1 assessment as feedback strategies promoting

learning

5.2 the intentional involvement of multiple users and

benefactors of the assessment process

5.3 assessment as a backward design process

5.4 how to construct and select instruments and

strategies

5.5 the uses, limitations, and advantages of

assessments

5.6 key concepts and issues in measurement

5.7 the incorporation of learners’ interests, profiles,

and personal backgrounds

Program Structure

The M.Ed. program requires learning community members

to complete 36 semester hours, 30 of which are completed

in the learning community. The remaining six

elective/transfer credits can be courses accepted in transfer

prior to acceptance into the M.Ed. program, or credits

earned from elective courses offered by Saint Mary’s

University during the program.

Elective/Transfer Credits Policy

A total of 36 semester credits are needed to complete the

Master of Education in Teaching and Learning program.

Thirty (30) semester hours are completed in the 20 required

program weekends. The additional 6 elective/ transfer credits

may be transferred into the program prior to starting the

program or completed during enrollment in the M.Ed.

Program.

Elective/transfer credits taken prior to starting the M.Ed.

program will be considered for transfer if they meet the following

criteria:

• they were taken from an accredited college or university;

• they were completed within five years from the time participation

began in the learning community;

• they were taken for a grade (B- or higher is accepted);

and

• they were graduate level.

Once official transcripts of these courses are received and

approved by the program, an unofficial transcript from the

M.Ed. program will be sent directly to you. This transcript

will list the course(s) accepted and the total number of

credits applied toward your 6 elective/transfer credits.

Credits taken after the start of the program must be taken

only through Saint Mary’s University of Minnesota.

If you enter the program needing 3 or more elective/transfer

credits, you will need to enroll in a Core GPDE course

(GPDE 5000-5005). Theses courses are specifically designed

to support and reinforce key areas for growth in teacher professional

development and are central to the M.Ed. program

vision and concepts.

Core Course numbers, titles, credits, and

descriptions:

GPDE 5000 Assessment to Promote Understanding

& Achievement

(3 cr.) Practicing educators gain an understanding and proficiency

in creating and implementing assessments that

promote student achievement and understanding. Learners

research and design formative assessments to guide student

learning and their teaching. Aligning assessments to

instructional outcomes and planning serves as a focus of the

course. Learners also develop an understanding of selfassessment

and apply that understanding to their teaching

and their students learning.

GPDE 5001 Creating a Learning Community

in Your Classroom

(3 cr.) Practicing educators examine the instructional

strengths and advantages of intentional relationship development

in the classroom. Learners connect the research

related to building learning communities in their classroom

to enhance student achievement. Learners also examine

how community-building impacts student receptivity to

and capacity for learning, classroom assessment, environment,

and instruction. Practicing educators incorporate

research, best practices, and shared learning to develop a

community of learners in their own classrooms.

GPDE 5002 Effective Instructional Strategies

(3 cr.) Practicing teachers explore research-based instructional

strategies that promote student achievement and

understanding. The focus of the course includes translating

the research-based strategies into practice. Learners incorporate

instructional strategies that meet the diverse needs of

students in today’s classrooms. The course also challenges

learners to align their instructional strategies to their curricular

outcomes and assessments.

Teaching & Learning

GPDE 5003 Instructional Design to Promote

Understanding and Achievement

(3 cr.) This course provides a framework for designing

student learning that is engaging, active, and purposeful for

learners and teachers alike. Course participants learn how to

determine specific overarching learning outcomes for the

students in their classrooms. With this information as a

framework, course participants learn about and use the three

stages of the backward design process to plan or revise a

teaching unit for use in their classrooms. Participants concurrently

learn ways to integrate district, state, national,

and/or content area standards into their curriculum

planning process without sacrificing content or the

students’ involvement and enjoyment in learning.

GPDE 5004 Explore Your Content:

Teaching for Understanding

(3 cr.) Practicing classroom teachers explore essential content

knowledge and skills to promote student achievement and

maintain student motivation/engagement. Educators analyze

content standards to identify major concepts, align teaching

and learning with long-term goals, and devise strategies to

assess student understanding. Through an analysis of their

teaching content, course participants have the opportunity

to enhance content knowledge and focus their curriculum to

better meet the needs of their students.

GPDE 5005 Building a Professional Learning Community

(3 cr.) Learners explore the research and best practices connected

to building professional learning communities in

their schools. Course participants gain understanding and

insight about the perils of teacher isolation and the instructional

strengths and advantages of teacher collaboration

regarding instruction, classroom management, assessment

and professional growth. Learners develop a professional

learning community based on inquiry, collaboration, reflection,

and coaching.

Program Delivery

Courses toward the M.Ed. degree are offered one weekend a

month. Courses will be offered at the Catholic College of

Mandeville. The community meets a total of 20 weekends in

consecutive semesters. A semester includes four or five

monthly weekend sessions with time between to apply

program learning into classroom practices.

The curriculum is integrated around teacher self-study of

their: 1) inner life of beliefs, visions, goals, hopes and

dreams; 2) instructional practices; 3) knowledge in the discipline(

s); 4) creation of a productive and caring learning

environment; and 5) use of assessment as a tool to promote

student learning. The self-study process is anchored by

action research embedded in the learner’s work in their

classroom. The assessment process focuses on promoting

learner growth through alignment of instruction and assessment

with research-based practices in education.

Technology Requirements

The M.Ed. program provides an individual SMU e-mail

account and a program website (med.smumn.edu) as effective

tools for communicating and accessing resources for

learners and facilitators. To utilize this website, learners are

required to have internet access in addition to an up-to-date

browser and Microsoft Word®. Send any technology-related

questions regarding the use of the M.Ed. program website to

jamed@smumn.edu.

Degree Requirements

MED 515 Becoming a Community of Learners (4 cr.)

MED 516 Reflection and Inquiry for Life-Long Learning

(2 cr.)

MED 525 Developing Principles for Practice (4 cr.)

MED 526 Translating Principles into Practice (2 cr.)

MED 535 Using Discipline-Based Standards to Support

Learning (4 cr.)

MED 536 Planning with Learner Success in Mind (2 cr.)

MED 545 Integrating Principles of Practice and the

Discipline (4 cr.)

MED 546 Integrating Action Research and Backward

Design (2 cr.)

MED 555 Principles of Teacher Leadership (4 cr.)

MED 556 Teacher Leadership in Action (2 cr.)

In conjunction with required coursework, program graduation

is contingent upon learner demonstration of all

program standards. Program standards are met through successful

completion of all course-embedded M.Ed. Program

Learning Requirement Assessments. Failure to successfully

complete requisite program learning requirements may

delay program graduation.

Course Descriptions

Learning community members will complete the necessary

requirements for the following 30 graduate credits. The following

descriptions and the M.Ed. concepts and vision

provide an overview of the content for each of the courses.

MED 515 Becoming a Community of Learners

(4 cr.) Learning community members will begin their

journey of self-study, engaging in critical reflection on

beliefs and current practices in relationship to their vision

for who they want to become as teachers. Learners will gain

an understanding of and experience with the learning community

model. Community examination of research-based

practices aligning instruction, content (knowledge in the

discipline), the classroom environment, and assessment

provides the learning community member a springboard for

focusing personally chosen areas of inquiry and action

research. Learning community members will begin the

action research/inquiry process by creating questions and

engaging in personally directed research reading.

MED 516 Reflection and Inquiry for Life-Long Learning

(2 cr.) This learning experience focuses on the learner’s use of

their classroom as a lab. The course, running simultaneously

with MED 515, provides the learner the opportunity to

study the translation of weekend and between-month

learning into their classroom practice. Implementing

research-based practices using inquiry questions and

analysis of impact on learners provides the learning

Teaching & Learning

community member with new insights into their beliefs and

practices to share with and receive coaching from colleagues

on upcoming weekends.

MED 525 Developing Principles for Practice

(4 cr.) Learning community members continue their journey

of self-study, engaging in critical reflection on beliefs and

current practices in relationship to their vision for who they

want to become as teachers. Investigation of research-based

practices of instruction, the discipline (content area), the

classroom environment, and use of a backward design

assessment process capable of promoting student learning

makes it possible for the learner to align principles guiding

all aspects of his/her practice. The development of researchbased

principles of practice provides learning community

members a springboard for implementing and evaluating

sound teaching strategies in the context of their classroom.

The accompanying action research process provides the

community member the opportunity to study personally

chosen questions related to the implementation of their

principles of practice.

MED 526 Translating Principles into Practice

(2 cr.) This learning experience focuses on the learner’s use

of their classroom as a lab. The course provides the learner

the opportunity to construct specific units and materials for

the translation of weekend and between-month learning

into their classroom practice. Implementation of newly formulated

principles of practice incorporating the backward

design process and using the action research process to

examine its impact provide the learning community

member with new insights to share with and receive

coaching from colleagues on upcoming weekends.

MED 535 Using Discipline-Based Standards

to Support Learning

(4 cr.) Extended theory-based research focused on standards

and teaching within a specific discipline provides the community

member with strategies to build practices of instruction,

environment, and assessment into a coherent

framework for comprehensive change. Collaborative

research and development with community members assists

the learner’s formation of integrated strategies across

instruction, content standards in the discipline, classroom

environment, and assessments using the backward design

process. Construction of an action research plan provides a

means for incorporating backward-designed assessments

into the examination of resultant changes in student

learning.

MED 536 Planning with Learner Success in Mind

(2 cr.) This experience focuses on supporting learners’ acquisition

and expression of their learning. It is designed to

focus community member research on developing expertise

in an area such as brain research, research on how students

learn and develop, and/or learning styles and the

parent/community support processes. The course provides

the community member the opportunity to translate

research focused on the support of student learning into the

instructional planning process. Community members share

knowledge and formulate principles for incorporating

learning support strategies into their individual classroom

change plans. The action research planning process provides

a means for the community member to examine questions

related to the impact learning support strategies have on

student learning.

MED 545 Integrating Principles of Practice

and the Discipline

(4 cr.) In this experience, learning community members

focus on becoming collaborative learners through critical

reflection on research-based principles and practices in relationship

to their vision for their own practice. Learning

community investigation into authentic interdisciplinary

learning experiences supports the learning community

member’s ability to engage in interdisciplinary planning

and instruction. Collaborative exploration of how to create

authentic interdisciplinary learning through shared

collegial learning at a professional conference provides the

community member with the ability to build life relevance

into the learning process. An expectation that community

members create a parent involvement plan as a tool for collaborative

learner support provides the learning community

member with experience collaborating directly with stakeholders

in promoting learner success.

MED 546 Integrating Action Research and

Backward Design

(2 cr.) This learning experience focuses on the learner’s use

of their classroom as a lab. The course, running simultaneously

with MED 545, provides the learner the opportunity

to study the translation of their plan for change into their

classroom practice. Learners assess implementation of a

change plan created using the backward design process,

integrating standards-based learning and learning support

strategies. Multiple assessment techniques used in the

action research process examine impact of changes made

and provide the learning community member with new

insights to share with and receive coaching from colleagues.

MED 555 Principles of Teacher Leadership

(4 cr.) In the last semester learning experience, learning community

members continue their journey of self-study,

focusing on becoming collaborative teacher leaders through

critical reflection on principles and practices in action in

relationship to a vision for education. Learning community

investigation into “real life/applied learning” across disciplines

supports the learning community member’s incorporation

of authentic and problem-based learning experiences

into their practice. Collaborative exploration of how to

create authentic learning within a discipline through shared

collegial learning at a professional conference provides the

community member with the ability to build complexity

and flexibility into the learning process. The incorporation

of school, parent, community, and technology resources

into the learning process exercises the community member’s

ability to serve the educational community as a teacher

leader.

MED 556 Teacher Leadership in Action

(2 cr.) This learning experience focuses on being a collaborative

leader promoting collegial learning and action. The

course, running simultaneously with MED 555, provides the

community member with the opportunity to inform the

profession by sharing the results of their action researchbased

change. The community member, as a teacher leader,

prepares and leads a seminar at a conference gathering of all

M.Ed. communities. The community member provides

Teaching & Learning

readings and questions grounded in the literature-based

research expertise and classroom-based research expertise

they have gained through self-directed inquiry. In kind, the

community member prepares to collaborate with other

community members planning to attend his/her seminar by

having potential seminar participants share questions and

ideas online prior to the seminar session. At the close of the

semester, as a final reflective process, the community

member is asked to develop a plan for continued personal

and professional growth.

Admission Requirements

Students can apply for admission to master degree programs

at any time during the year. Arrange to have the official

written undergraduate transcript from the college or university

where your undergraduate degree was earned sent

directly to the Catholic College of Mandeville. Applicants

must demonstrate the language proficiency necessary for

successful graduate course work. If the grade point average

upon admission is below 2.75, if a grade point average is not

available, or language proficiency is not adequate, the applicant

may be admitted with provisional status.

Application Process

Learning community enrollment will be limited to the first

50 accepted applicants. Early application is highly recommended.

Applicants must submit:

• Completed application form and nonrefundable fee.

• Official transcript from the institution granting the

applicant’s completed undergraduate degree.

• Official graduate transcripts listing transfer credits

from all accredited institutions attended within five

years from the start of the learning community.

• One letter of recommendation.

• A reflective essay outlining the following:

PART ONE — Personal and Professional Data

• Name

• School where currently employed

• Grade and subject taught

• Personal interests

PART TWO — Professional Background

• Professional experiences

• Teaching and learning beliefs

PART THREE — Goals and Expectations

• Professional goals

• Expectations from the M.Ed. program

• Reasons for pursuing the M.Ed. degree

Application materials should be sent to:

Catholic College of Mandeville

Attn: M.Ed. Program

66 Caledonia Road

Mandeville, Manchester

Jamaica, West Indies

Accreditation and Registration

Saint Mary’s University of Minnesota is accredited by The

Higher Learning Commission and is a member of the North

Central Association, 30 North LaSalle Street, Suite 2400,

Chicago, IL 60602-2504, (312) 263-0456. Saint Mary’s

Univer-sity of Minnesota is registered with the Minnesota

Office of Higher Education pursuant to sections 136A .61 to

136A.71. Registration is not an endorsement of the

institution. Credits earned at the institution may not

transfer to all other institutions.

Tuition

A total of 36 semester credits are needed to complete the

program. The cost per credit is $200 U.S. dollars.

Student Conduct

Students are expected to comply with the legal and ethical

standards of Saint Mary’s University of Minnesota, USA and

the Catholic College of Mandeville. Academic dishonesty

and non-academic misconduct are subject to disciplinary

action. Specific instances of misconduct include, but are not

limited to, cheating, plagiarism, knowingly furnishing false

information to the university, and forging or altering university

documents or academic credentials.

Statement of Non-Discrimination

Saint Mary’s University of Minnesota adheres to the

principle that all persons have equal opportunity and access

to admission, employment, facilities, and all programs

and activities of the university regardless of race, color,

creed, religion, national origin, gender, sexual orientation,

age, marital status, status with regard to public assistance,

or disability.The following person has been designated

to handle inquiries regarding the university’s nondiscrimination

policies:

Equal Employment Opportunity Officer

Saint Mary’s University of Minnesota

700 Terrace Heights, #30

Winona, MN 55987

(507) 457-1587

The Equal Employment Opportunity Officer may refer

discrimination inquiries or complaints to other offices or

individuals as appropriate.

University Policy

Saint Mary’s University reserves the right to revise, supplement,

and otherwise amend the policies, procedures, or fees

contained in this brochure and the university catalog. The

university further reserves the right to cancel programs and

courses for any reason. The university also reserves the right

to change the curriculum and may make such changes

without notice to students. This brochure should not be read

as a guarantee of the classes or courses set out herein.

 

The Master of Education in Teaching and Learning programis designed for practicing classroom teachers who want toearn a master’s degree as part of a professional learning community.The program is offered in partnership with theCatholic College of Mandeville (CCM) in Jamaica. Courseswill be offered at CCM. Saint Mary’s University of Minnesotais the degree-granting institution. The 36-semester-creditprogram allows teachers to identify, investigate, and transformtheir beliefs and practices about their teaching andlearning. Learners will connect their inquiry to their disciplineand apply their learning to their classroom. Thelearning community will explore aspects of teacher identityand examine best practices and theory as part of individualand community-wide learning experiences. Learning communitymembers work collaboratively and cooperatively todevelop and assess their work with performance assessmentsand professional portfolios.In demonstrating growth on the M.Ed. Program Standards,learning community members will be challenged to developthemselves and their practice through action research andinquiry in areas aligned with the U.S. National Board forProfessional Teaching Standards. On-going assessmentprocesses for evaluating monthly plans for learning promotereflection, celebrate learning and structure new learningopportunities. At the conclusion of the learning communityexperience, members will provide a summary that will detailthe applications of their professional development. Thisreflection will involve growth demonstrated with bothaction research and inquiry.About Saint Mary’s Universityof Minnesota, USAFounded in 1912 in Winona, Saint Mary’s University ofMinnesota, is a private, comprehensive, coeducationalinstitution, administered by the De La Salle ChristianBrothers since 1933. Saint Mary’s is dedicated to advancingthe educational and career goals of today’s students. Theuniversity serves more than 6,000 students each year inundergraduate and graduate programs. Saint Mary’s maincampus is located in Winona, Minnesota, USA; theuniversity also has a campus in Minneapolis, Minnesota. Formore information about Saint Mary’s University, go towww.smumn.edu.Program StandardsGraduates of the Master of Education in Teaching andLearning program are expected to know and demonstratethe following:Program Standard 1 —THE INNER LIFE OF THE TEACHERThe M.Ed. graduate knows, values, and demonstrates thehabits of mind requisite to an inner-directed learner, reflectivepractitioner, community member, inquirer, collaborator,and teacher leader. Graduates of the program reflecttheir knowledge, application, and valuing of the standard asa habit of mind by ongoing actions as …1.1 learners continually raising questions to improvepractice1.2 reflective practitioners revitalizing self as teacher1.3 members of a community committed to relationships1.4 inquirers using problem-solving and research1.5 collaborators committed to knowledge sharing1.6 teacher leaders guided by principles of practiceProgram Standard 2INSTRUCTIONThe M.Ed. graduate knows and engages in instructionguided by research on learning, development, and pedagogy.Graduates of the program reflect their knowledge, application,and valuing of the standard as a habit of mind bydemonstrating …2.1 how students learn and develop2.2 how to adapt to the interests and needs of learners2.3 how to enhance learning using technology andresources2.4 how to incorporate learner backgrounds into lessons2.5 how to incorporate cultural diversity into lessons2.6 cognitive processes in various types of learning2.7 how to promote thinking and learning awareness2.8 strengths and limitations of instructional strategiesProgram Standard 3 —THE DISCIPLINE: SUBJECT MATTER KNOWLEDGEThe M.Ed. graduate knows and uses knowledge of the disciplineto help learners understand its structure and how tocreate, apply, and evaluate its use. Graduates of the programreflect their knowledge, application, and valuing of thestandard as a habit of mind by demonstrating …3.1 how knowledge is created in the subject matter area3.2 how learners construct concepts in the subject area3.3 how to support interdisciplinary connections3.4 how curriculum standards frame content learning3.5 a joy for engaging learners in instructional practice3.6 how to connect the subject matter to everyday lifeTeaching & LearningMASTER OF EDUCATIONCatholicCollegeofMandevilleProgram Standard 4ENVIRONMENTThe M.Ed. graduate knows and uses strategies to createa learning environment promoting each learner’s ability tofully understand, value, nurture and sustain learning in acontext of interdependence. Graduates of the programreflect their knowledge, application, and valuing of thestandard as a habit of mind by demonstrating …4.1 learner motivation and effective group functioningstrategies4.2 how to build a community and relationships4.3 strategies promoting effective classroommanagement4.4 how to build relationships promoting highexpectations4.5 how to use verbal, non-verbal, and mediacommunication4.6 how language development impacts learningProgram Standard 5ASSESSMENTThe M.Ed. graduate knows the assessment process and usesit as a tool to empower self-regulated learning, align learningexpectations with instruction, and promote successfulstudent learning. Graduates of the program reflect theirknowledge, application, and valuing of the standard as ahabit of mind by demonstrating…5.1 assessment as feedback strategies promotinglearning5.2 the intentional involvement of multiple users andbenefactors of the assessment process5.3 assessment as a backward design process5.4 how to construct and select instruments andstrategies5.5 the uses, limitations, and advantages ofassessments5.6 key concepts and issues in measurement5.7 the incorporation of learners’ interests, profiles,and personal backgroundsProgram StructureThe M.Ed. program requires learning community membersto complete 36 semester hours, 30 of which are completedin the learning community. The remaining sixelective/transfer credits can be courses accepted in transferprior to acceptance into the M.Ed. program, or creditsearned from elective courses offered by Saint Mary’sUniversity during the program.Elective/Transfer Credits PolicyA total of 36 semester credits are needed to complete theMaster of Education in Teaching and Learning program.Thirty (30) semester hours are completed in the 20 requiredprogram weekends. The additional 6 elective/ transfer creditsmay be transferred into the program prior to starting theprogram or completed during enrollment in the M.Ed.Program.Elective/transfer credits taken prior to starting the M.Ed.program will be considered for transfer if they meet the followingcriteria:• they were taken from an accredited college or university;• they were completed within five years from the time participationbegan in the learning community;• they were taken for a grade (B- or higher is accepted);and• they were graduate level.Once official transcripts of these courses are received andapproved by the program, an unofficial transcript from theM.Ed. program will be sent directly to you. This transcriptwill list the course(s) accepted and the total number ofcredits applied toward your 6 elective/transfer credits.Credits taken after the start of the program must be takenonly through Saint Mary’s University of Minnesota.If you enter the program needing 3 or more elective/transfercredits, you will need to enroll in a Core GPDE course(GPDE 5000-5005). Theses courses are specifically designedto support and reinforce key areas for growth in teacher professionaldevelopment and are central to the M.Ed. programvision and concepts.Core Course numbers, titles, credits, anddescriptions:GPDE 5000 Assessment to Promote Understanding& Achievement(3 cr.) Practicing educators gain an understanding and proficiencyin creating and implementing assessments thatpromote student achievement and understanding. Learnersresearch and design formative assessments to guide studentlearning and their teaching. Aligning assessments toinstructional outcomes and planning serves as a focus of thecourse. Learners also develop an understanding of selfassessmentand apply that understanding to their teachingand their students learning.GPDE 5001 Creating a Learning Communityin Your Classroom(3 cr.) Practicing educators examine the instructionalstrengths and advantages of intentional relationship developmentin the classroom. Learners connect the researchrelated to building learning communities in their classroomto enhance student achievement. Learners also examinehow community-building impacts student receptivity toand capacity for learning, classroom assessment, environment,and instruction. Practicing educators incorporateresearch, best practices, and shared learning to develop acommunity of learners in their own classrooms.GPDE 5002 Effective Instructional Strategies(3 cr.) Practicing teachers explore research-based instructionalstrategies that promote student achievement andunderstanding. The focus of the course includes translatingthe research-based strategies into practice. Learners incorporateinstructional strategies that meet the diverse needs ofstudents in today’s classrooms. The course also challengeslearners to align their instructional strategies to their curricularoutcomes and assessments.Teaching & LearningGPDE 5003 Instructional Design to PromoteUnderstanding and Achievement(3 cr.) This course provides a framework for designingstudent learning that is engaging, active, and purposeful forlearners and teachers alike. Course participants learn how todetermine specific overarching learning outcomes for thestudents in their classrooms. With this information as aframework, course participants learn about and use the threestages of the backward design process to plan or revise ateaching unit for use in their classrooms. Participants concurrentlylearn ways to integrate district, state, national,and/or content area standards into their curriculumplanning process without sacrificing content or thestudents’ involvement and enjoyment in learning.GPDE 5004 Explore Your Content:Teaching for Understanding(3 cr.) Practicing classroom teachers explore essential contentknowledge and skills to promote student achievement andmaintain student motivation/engagement. Educators analyzecontent standards to identify major concepts, align teachingand learning with long-term goals, and devise strategies toassess student understanding. Through an analysis of theirteaching content, course participants have the opportunityto enhance content knowledge and focus their curriculum tobetter meet the needs of their students.GPDE 5005 Building a Professional Learning Community(3 cr.) Learners explore the research and best practices connectedto building professional learning communities intheir schools. Course participants gain understanding andinsight about the perils of teacher isolation and the instructionalstrengths and advantages of teacher collaborationregarding instruction, classroom management, assessmentand professional growth. Learners develop a professionallearning community based on inquiry, collaboration, reflection,and coaching.Program DeliveryCourses toward the M.Ed. degree are offered one weekend amonth. Courses will be offered at the Catholic College ofMandeville. The community meets a total of 20 weekends inconsecutive semesters. A semester includes four or fivemonthly weekend sessions with time between to applyprogram learning into classroom practices.The curriculum is integrated around teacher self-study oftheir: 1) inner life of beliefs, visions, goals, hopes anddreams; 2) instructional practices; 3) knowledge in the discipline(s); 4) creation of a productive and caring learningenvironment; and 5) use of assessment as a tool to promotestudent learning. The self-study process is anchored byaction research embedded in the learner’s work in theirclassroom. The assessment process focuses on promotinglearner growth through alignment of instruction and assessmentwith research-based practices in education.Technology RequirementsThe M.Ed. program provides an individual SMU e-mailaccount and a program website (med.smumn.edu) as effectivetools for communicating and accessing resources forlearners and facilitators. To utilize this website, learners arerequired to have internet access in addition to an up-to-datebrowser and Microsoft Word®. Send any technology-relatedquestions regarding the use of the M.Ed. program website tojamed@smumn.edu.Degree RequirementsMED 515 Becoming a Community of Learners (4 cr.)MED 516 Reflection and Inquiry for Life-Long Learning(2 cr.)MED 525 Developing Principles for Practice (4 cr.)MED 526 Translating Principles into Practice (2 cr.)MED 535 Using Discipline-Based Standards to SupportLearning (4 cr.)MED 536 Planning with Learner Success in Mind (2 cr.)MED 545 Integrating Principles of Practice and theDiscipline (4 cr.)MED 546 Integrating Action Research and BackwardDesign (2 cr.)MED 555 Principles of Teacher Leadership (4 cr.)MED 556 Teacher Leadership in Action (2 cr.)In conjunction with required coursework, program graduationis contingent upon learner demonstration of allprogram standards. Program standards are met through successfulcompletion of all course-embedded M.Ed. ProgramLearning Requirement Assessments. Failure to successfullycomplete requisite program learning requirements maydelay program graduation.Course DescriptionsLearning community members will complete the necessaryrequirements for the following 30 graduate credits. The followingdescriptions and the M.Ed. concepts and visionprovide an overview of the content for each of the courses.MED 515 Becoming a Community of Learners(4 cr.) Learning community members will begin theirjourney of self-study, engaging in critical reflection onbeliefs and current practices in relationship to their visionfor who they want to become as teachers. Learners will gainan understanding of and experience with the learning communitymodel. Community examination of research-basedpractices aligning instruction, content (knowledge in thediscipline), the classroom environment, and assessmentprovides the learning community member a springboard forfocusing personally chosen areas of inquiry and actionresearch. Learning community members will begin theaction research/inquiry process by creating questions andengaging in personally directed research reading.MED 516 Reflection and Inquiry for Life-Long Learning(2 cr.) This learning experience focuses on the learner’s use oftheir classroom as a lab. The course, running simultaneouslywith MED 515, provides the learner the opportunity tostudy the translation of weekend and between-monthlearning into their classroom practice. Implementingresearch-based practices using inquiry questions andanalysis of impact on learners provides the learningTeaching & Learningcommunity member with new insights into their beliefs andpractices to share with and receive coaching from colleagueson upcoming weekends.MED 525 Developing Principles for Practice(4 cr.) Learning community members continue their journeyof self-study, engaging in critical reflection on beliefs andcurrent practices in relationship to their vision for who theywant to become as teachers. Investigation of research-basedpractices of instruction, the discipline (content area), theclassroom environment, and use of a backward designassessment process capable of promoting student learningmakes it possible for the learner to align principles guidingall aspects of his/her practice. The development of researchbasedprinciples of practice provides learning communitymembers a springboard for implementing and evaluatingsound teaching strategies in the context of their classroom.The accompanying action research process provides thecommunity member the opportunity to study personallychosen questions related to the implementation of theirprinciples of practice.MED 526 Translating Principles into Practice(2 cr.) This learning experience focuses on the learner’s useof their classroom as a lab. The course provides the learnerthe opportunity to construct specific units and materials forthe translation of weekend and between-month learninginto their classroom practice. Implementation of newly formulatedprinciples of practice incorporating the backwarddesign process and using the action research process toexamine its impact provide the learning communitymember with new insights to share with and receivecoaching from colleagues on upcoming weekends.MED 535 Using Discipline-Based Standardsto Support Learning(4 cr.) Extended theory-based research focused on standardsand teaching within a specific discipline provides the communitymember with strategies to build practices of instruction,environment, and assessment into a coherentframework for comprehensive change. Collaborativeresearch and development with community members assiststhe learner’s formation of integrated strategies acrossinstruction, content standards in the discipline, classroomenvironment, and assessments using the backward designprocess. Construction of an action research plan provides ameans for incorporating backward-designed assessmentsinto the examination of resultant changes in studentlearning.MED 536 Planning with Learner Success in Mind(2 cr.) This experience focuses on supporting learners’ acquisitionand expression of their learning. It is designed tofocus community member research on developing expertisein an area such as brain research, research on how studentslearn and develop, and/or learning styles and theparent/community support processes. The course providesthe community member the opportunity to translateresearch focused on the support of student learning into theinstructional planning process. Community members shareknowledge and formulate principles for incorporatinglearning support strategies into their individual classroomchange plans. The action research planning process providesa means for the community member to examine questionsrelated to the impact learning support strategies have onstudent learning.MED 545 Integrating Principles of Practiceand the Discipline(4 cr.) In this experience, learning community membersfocus on becoming collaborative learners through criticalreflection on research-based principles and practices in relationshipto their vision for their own practice. Learningcommunity investigation into authentic interdisciplinarylearning experiences supports the learning communitymember’s ability to engage in interdisciplinary planningand instruction. Collaborative exploration of how to createauthentic interdisciplinary learning through sharedcollegial learning at a professional conference provides thecommunity member with the ability to build life relevanceinto the learning process. An expectation that communitymembers create a parent involvement plan as a tool for collaborativelearner support provides the learning communitymember with experience collaborating directly with stakeholdersin promoting learner success.MED 546 Integrating Action Research andBackward Design(2 cr.) This learning experience focuses on the learner’s useof their classroom as a lab. The course, running simultaneouslywith MED 545, provides the learner the opportunityto study the translation of their plan for change into theirclassroom practice. Learners assess implementation of achange plan created using the backward design process,integrating standards-based learning and learning supportstrategies. Multiple assessment techniques used in theaction research process examine impact of changes madeand provide the learning community member with newinsights to share with and receive coaching from colleagues.MED 555 Principles of Teacher Leadership(4 cr.) In the last semester learning experience, learning communitymembers continue their journey of self-study,focusing on becoming collaborative teacher leaders throughcritical reflection on principles and practices in action inrelationship to a vision for education. Learning communityinvestigation into “real life/applied learning” across disciplinessupports the learning community member’s incorporationof authentic and problem-based learning experiencesinto their practice. Collaborative exploration of how tocreate authentic learning within a discipline through sharedcollegial learning at a professional conference provides thecommunity member with the ability to build complexityand flexibility into the learning process. The incorporationof school, parent, community, and technology resourcesinto the learning process exercises the community member’sability to serve the educational community as a teacherleader.MED 556 Teacher Leadership in Action(2 cr.) This learning experience focuses on being a collaborativeleader promoting collegial learning and action. Thecourse, running simultaneously with MED 555, provides thecommunity member with the opportunity to inform theprofession by sharing the results of their action researchbasedchange. The community member, as a teacher leader,prepares and leads a seminar at a conference gathering of allM.Ed. communities. The community member providesTeaching & Learningreadings and questions grounded in the literature-basedresearch expertise and classroom-based research expertisethey have gained through self-directed inquiry. In kind, thecommunity member prepares to collaborate with othercommunity members planning to attend his/her seminar byhaving potential seminar participants share questions andideas online prior to the seminar session. At the close of thesemester, as a final reflective process, the communitymember is asked to develop a plan for continued personaland professional growth.Admission RequirementsStudents can apply for admission to master degree programsat any time during the year. Arrange to have the officialwritten undergraduate transcript from the college or universitywhere your undergraduate degree was earned sentdirectly to the Catholic College of Mandeville. Applicantsmust demonstrate the language proficiency necessary forsuccessful graduate course work. If the grade point averageupon admission is below 2.75, if a grade point average is notavailable, or language proficiency is not adequate, the applicantmay be admitted with provisional status.Application ProcessLearning community enrollment will be limited to the first50 accepted applicants. Early application is highly recommended.Applicants must submit:• Completed application form and nonrefundable fee.• Official transcript from the institution granting theapplicant’s completed undergraduate degree.• Official graduate transcripts listing transfer creditsfrom all accredited institutions attended within fiveyears from the start of the learning community.• One letter of recommendation.• A reflective essay outlining the following:PART ONE — Personal and Professional Data• Name• School where currently employed• Grade and subject taught• Personal interestsPART TWO — Professional Background• Professional experiences• Teaching and learning beliefsPART THREE — Goals and Expectations• Professional goals• Expectations from the M.Ed. program• Reasons for pursuing the M.Ed. degreeApplication materials should be sent to:Catholic College of MandevilleAttn: M.Ed. Program66 Caledonia RoadMandeville, ManchesterJamaica, West IndiesAccreditation and RegistrationSaint Mary’s University of Minnesota is accredited by TheHigher Learning Commission and is a member of the NorthCentral Association, 30 North LaSalle Street, Suite 2400,Chicago, IL 60602-2504, (312) 263-0456. Saint Mary’sUniver-sity of Minnesota is registered with the MinnesotaOffice of Higher Education pursuant to sections 136A .61 to136A.71. Registration is not an endorsement of theinstitution. Credits earned at the institution may nottransfer to all other institutions.TuitionA total of 36 semester credits are needed to complete theprogram. The cost per credit is $200 U.S. dollars.Student ConductStudents are expected to comply with the legal and ethicalstandards of Saint Mary’s University of Minnesota, USA andthe Catholic College of Mandeville. Academic dishonestyand non-academic misconduct are subject to disciplinaryaction. Specific instances of misconduct include, but are notlimited to, cheating, plagiarism, knowingly furnishing falseinformation to the university, and forging or altering universitydocuments or academic credentials.Statement of Non-DiscriminationSaint Mary’s University of Minnesota adheres to theprinciple that all persons have equal opportunity and accessto admission, employment, facilities, and all programsand activities of the university regardless of race, color,creed, religion, national origin, gender, sexual orientation,age, marital status, status with regard to public assistance,or disability.The following person has been designatedto handle inquiries regarding the university’s nondiscriminationpolicies:Equal Employment Opportunity OfficerSaint Mary’s University of Minnesota700 Terrace Heights, #30Winona, MN 55987(507) 457-1587The Equal Employment Opportunity Officer may referdiscrimination inquiries or complaints to other offices orindividuals as appropriate.University PolicySaint Mary’s University reserves the right to revise, supplement,and otherwise amend the policies, procedures, or feescontained in this brochure and the university catalog. Theuniversity further reserves the right to cancel programs andcourses for any reason. The university also reserves the rightto change the curriculum and may make such changeswithout notice to students. This brochure should not be readas a guarantee of the classes or courses set out herein.Teaching & LearningCopyright ©

Catholic College of Mandeville

Catholic College of Mandeville

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