Design of Graduate Teacher Education Program
Goals & Objectives
The Greensboro College graduate program has been designed with the guidelines of state and national guidelines in mind. In response to NCATE guidelines, the program assess the progress of candidates using formal checkpoints throughout the program. The program includes in-depth study of basic concepts and examination of the historical, psychological, sociological, and philosophical foundations of education as well as study of current trends and contemporary issues. The program is designed to foster graduate candidates who understand and appreciate student learning and cultural differences, who design inclusive classrooms, who utilize best instructional practices and who apply research to reform classrooms, schools, and teaching.
The M.Ed. Masters program provides individuals holding the initial Class "A" licensure, with an opportunity to continue their study and obtain the M.Ed. degree and advanced teaching licensure. These and all programs at Greensboro College prepare candidates to become reflective practitioners who are capable of planning and implementing developmentally responsive programs that value difference, cultivate lifelong learning and utilize best practices.
Competencies required for initial licensure are at a basic level. Content in the graduate courses includes a more in-depth study of basic concepts and requires the candidate to examine historical, psychological, and sociological and philosophical issues as well as current trends in education. The master curriculum provides opportunities for candidates to become actively involved in identifying problems, researching these problems and subsequently making needed changes in public school classrooms. The curriculum expands the knowledge base of the teachers so they can begin to think in terms of best practices and reflect upon their own professional instructional growth and leadership development. The master curriculum leads candidates to become critical and reflect practitioners who examine best practices from a perspective of equity and inclusion.
The graduate program builds upon but extends the initial "A" licensure requirements for candidates in a number of specific ways. First, the graduate program emphasizes research by requiring candidates to interpret, judge the quality of and apply research findings to actual classroom issues. Graduate candidates demonstrate their knowledge of research through case study analysis and action research projects. Second, the graduate program focuses upon professional development and leadership skills. Graduate candidates demonstrate their growth in these areas through self-selected initiatives and community involvement. Third, the graduate program concentrates upon understanding oneself as a learner, teacher and leader. Graduate candidates engage in on-going reflection upon practice, learn to work collaboratively with colleagues, and to use assessment to study their practice in systematic ways to guide their decision making. Ultimately the graduate program is designed to guide and recognize teacher development.
The goals and objectives are clearly stated and available to candidates upon admission to the teacher education program. Through fulfillment of the following objectives, prospective advanced licensure candidates should be prepared to:
- Demonstrate advanced mastery of the intellectual skills of analysis, synthesis, critical inquiry, and evaluation.
- Apply theoretical, philosophical, and research bases to improve student learning.
- Develop a philosophical and theoretical foundation that guides the application of best educational practices.
- Study a common core of knowledge in the areas of education foundations, educational psychology, research methods and ethics.
- Acquire a deeper understanding of the developmental needs of students in order to employ teaching practices attuned to individual, cultural, ethnic, economic, and learning differences.
- Develop and vary teaching strategies in order to create learning environments that respect, welcome, and meet the learning needs and interests of all students.
- Develop an action research project that relates theory to practice in order to improve teacher's education practices and effectiveness..
- Develop, apply, and reflect upon content/pedagogical knowledge and instructional skills that connect subject/discipline knowledge to the interests and needs of all learners.
- Develop the skills in problem solving and collaboration useful for working with colleagues as well as with students and their parents.
- Develop and apply skills to assume leadership roles in their classrooms, schools, communities and professional organizations.
