The Master of Education in Teaching and Learning program is designed for licensed, practicing teachers who want to earn a master’s degree as part of a professional learning community. The 36 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, community, and program-wide learning experiences.
During the course of the M.Ed. program, 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 National Board for Professional Teaching Standards and the Wisconsin Teacher 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, learning community 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.
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
1.2
1.3
1.4
1.5
1.6 |
learners continually raising questions to improve practice
reflective practitioners revitalizing self as teacher
members of a community committed to relationships
inquirers using problem solving and research
collaborators committed to knowledge sharing
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
2.2
2.3
2.4
2.5
2.6
2.7
2.8 |
how students learn and develop
how to adapt to the interests and needs of learners
how to enhance learning using technology and resources
how to incorporate learner backgrounds into lessons
how to incorporate cultural diversity into lessons
cognitive processes in various types of learning
how to promote thinking and learning awareness
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
3.2
3.3
3.4
3.5
3.6 |
how knowledge is created in the subject matter area
how learners construct concepts in the subject area
how to support interdisciplinary connections
how curriculum standards frame content learning
a joy for engaging learners in instructional practice
how to connect the subject matter to everyday life |
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
4.2
4.3
4.4
4.5
4.6
|
learner motivation and effective group functioning strategies
how to build a community and relationships
strategies promoting effective classroom management
how to build relationships promoting high expectations
how to use verbal, nonverbal, and media communication
how language development impacts learning |
Program Standard 5
ASSESSMENT
The M.Ed. graduate knows how to and uses assessment 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
5.2
5.3
5.4
5.5
5.6
5.7
|
assessment as feedback strategies promoting learning
the intentional involvement of multiple users and benefactors of the assessment process
assessment as a backward design process
how to construct and select instruments and strategies
the uses, limitations, and advantages of assessments
key concepts and issues in measurement
the incorporation of learners’ interests, profiles, and personal backgrounds |
Program Structure and Delivery
The M.Ed. program requires learning community members to complete 36 credits, 30 of which are completed in the learning community. The remaining six elective/transfer credits can be graduate level courses transferred in prior to acceptance into the M.Ed. program, or credits earned from elective courses during the program. Credits taken after the start of the program must be taken through the GPDE program at Saint Mary’s University of Minnesota to be accepted as elective/transfer credits. Courses are offered in locations convenient to learning community sites and include an assortment of educational topics and issues.
Courses that count toward the M.Ed. degree are offered at sites convenient for learners, meeting one weekend a month. A weekend conference is held in the Minneapolis area during each of the spring semesters, with an additional one in the fall during the second year of the program. The weekend conferences are part of the community learning experience as they allow learners to engage in further inquiry and community networking beyond the individual learning community but as a member of the M.Ed. community. These conferences further the development of learning and establish potential connections for continued professional growth. Courses in the program are delivered in a blended format, integrating face-to-face classroom meetings and online activities or interactions in a planned, instructionally valuable manner.
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.
Transfer Credit Policy
Elective/transfer credits taken prior to starting the M.Ed. program will be considered for transfer if they meet the following criteria:
- Completed through an accredited college or university;
- Completed within five years from starting the M.Ed. program;
- Received a B- or higher and
- Graduate level.
Return to: