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The M.S. in Curriculum and Instruction

Based on the National Board of Professional Teaching Standards and the Illinois Professional Teaching Standards

Introduction

The single most important action we can take to improve schools and student learning is to strengthen teaching. The mission of the M.S. in Curriculum and Instruction is to focus on the heart of education—the teacher. This curricular document proposes revisions to the M.S. in Curriculum and Instruction with the goal of strengthening the teaching practices of the master teachers in this program.

Catalog copy for the program requirement changes is as follows:

The M.S. in Curriculum and Instruction is a 36-hour program that includes either a comprehensive exam or a thesis. The following courses are required for both options: C&I 401, 402, 407, 409, 411, EAF 410, 6 hours of a specialization, and 6 hours of elective coursework. Students in the thesis option must take 6 hours of C&I 499; students in the comprehensive option must take C&I 481 and 482. No 300-level courses in the College of Education will be accepted for plans of study.

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As background, this curricular overview:

identifies the curricular goals for the revised M.S. in Curriculum and Instruction;
outlines the curricular framework and course descriptions for the 36-hour Master’s program; and
proposes changes in program requirements.

Proposals for five course revisions are included in this document. Course revisions include: C&I 402, 407, 411, 481, and 482.

Program Goals

The revised M.S. In Curriculum and Instruction curriculum has five goals. The master teachers will

be committed to students and their learning;
know the subjects they teach and how to teach those subjects to students;
be responsible for managing and monitoring student learning;
think systematically about their practice and learn from experience;
and be members of learning communities.

The five program goals are based on the five core propositions of the National Board for Professional Teaching Standards (NBPTS). The NBPTS propositions articulate what master teachers should know and be able to do (see Table 1).

The goals of the program are also aligned with Illinois Professional Teaching Standards. See appendices 1 and 2 for the Illinois Professional Teaching Standards and an alignment of curricular goals and the standards.

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Table 1: National Board for Professional Teaching Standards Core Propositions

1) Teachers are committed to students and their learning. They:

recognize individual differences in their students and adjust their practices accordingly;
have an understanding of how students develop and learn;
treat students equitably; and
have a mission that extends beyond developing the cognition capacity of their students.

2) Teachers know the subjects they teach and how to teach those subjects to students. They:

appreciate how knowledge in their subjects is created, organized, and linked to other disciplines;
command specialized knowledge of how to convey a subject to students; and
generate multiple paths to knowledge.

3) Teachers are responsible for managing and monitoring student learning. They:

call on multiple methods to meet their goals;
orchestrate learning in group settings;
place a premium on student engagement;
regularly assess student progress; and
are mindful of their principal objective in planning instruction.

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4) Teachers think systematically about their practice and learn from experience. They:

are continually making difficult choices that test their judgment; and
seek the advice of others and draw on education research and scholarship.

5) Teachers are members of learning communities. They:

contribute to school effectiveness by collaborating with other professionals;
work collaboratively with parents; and
take advantage of community resources.

Curricular Framework

The revised M.S. in Curriculum and Instruction consists of 36 hours of coursework (see Table 2). The curriculum is organized into three components:

core curriculum;
specialization and electives; and
professional research (consisting of a thesis or an action research project).

The three components are described below.

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Table 2: Model of the M.S. in Curriculum and Instruction

Core Curriculum Based on NPBTS and IPTS 18 semester hours
C&I 401 Instructional Media and Technology C&I 402 Reflective Teaching Practice C&I 407 Learning in Educational Settings C&I 409 Student Diversity and Educational Practices C&I 411 Curriculum EAF 410 Research Methodology and Statistics in Education I

Specializations and Electives 12 Semester Hours
6 hrs, Early Childhood 6 hrs, Elective	6 hrs, Discipline Specific Focus 6 hrs, Elective	6 hrs, Instructional Technology 6 hrs, Elective		6 hrs, Middle School 6 hrs, Elective	6 hrs, Exceptional Learners 6 hrs, Elective

Professional Research 6 semester hours
Synthesizing Experience Option · C&I 481 · C&I 482			Thesis Option · C&I 499

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Core Curriculum

The core curriculum consists of 18 hours of coursework. This core represents the broad knowledge base from research, practice, and theory in educational curriculum, instructional theory, assessment of learners, learning theory, meeting the needs of all learners, and educational technology. The 18-hour core will provide teachers with a background for the specializations and the action research project.

Six courses comprise the 18-hour core.

C&I 401 Instructional Media and Technology (3 semester hours)

Applications of technology to theories of learning and methods of instruction. Developing and evaluating courseware to facilitate classroom instruction.

C&I 402 Reflective Teaching Practice (3 semester hours)

The study of the relationship between teacher reflection, planning, decision-making, and teaching practice.

C&I 407 Learning in Educational Settings

The study of classroom learning and assessment.

C&I 409 Student Diversity and Educational Practices (3 semester hours)

Examination of student diversities found in classrooms and the impact of diverse learners on curricular and instructional practices. Prerequisites: C&I 402 and C&I 407.

C&I 411 Curriculum

The study of curriculum models, planning, and evaluation. Prerequisites: C&I 402 and C&I 407.

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Specialization and Electives

Several specializations are available based on master teachers’ interests or professional needs. Six hour specializations can be obtained in teachers’ academic disciplines, early childhood, middle school education, exceptional learners, and literacy. Other specializations may be developed based on teacher needs, interdisciplinary collaborations, and faculty expertise.

The curriculum allows for six hours of electives within or outside the College of Education. No 300-level course in the College of Education will be accepted for plans of study.

Professional Research

Teachers may choose from two professional research options to complete the Master’s.

First, teachers may choose to complete a year long (six credit hour) action research project. The action research projects will build on teachers’ knowledge of theory, research, and practice. Teachers may complete the coursework and portfolios leading to National Board certification as an action research project.

The action research option will be completed in C&I 481 and 482. The current C&I 420 is being revised to be a year long, 6-hour course, renumbered as 481 and 482.

C&I 481 Professional Research I (3 semester hours)

Design a curricular or instructional research project in an educational setting.

C&I 482 Professional Research II (3 semester hours)

Conduct a curricular or instructional research project in an educational setting.

A second option available to master teachers is the thesis option (six credit hours). This option is currently available in the present curriculum and is not a program change.

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Course Sequence

C&I 402 and 407 are prerequisite to C&I 409 and 411. C&I 409, 411, and EAF 410 are prerequisite to either 499, or 481 and 482. C&I 401, the specializations, and electives may be taken any time (see Table 3).

Table 3: Course Sequencing

	C&I 402		C&I 407

C&I 409		EAF 410		C&I 411


C&I 481				C&I 499
C&I 482				C&I 499

Note: C&I 401, the electives, and the specializations may be taken any time throughout the program.

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References

Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA:
Association for Supervision and Curriculum Development.

Atwell, N. (1987). In the middle: Writing, reading, and learning with adolescents.
Upper Montclair, N.J.: Boynton/Cook.

Au, K., Carroll, J, & Scheu, J. (1997). Balanced literacy instruction: A teacher’s resource book. Norwood, MA: Christopher-Gordan Publishers.

Bermudez, A., & Padron, Y. (1988). University-school collaboration that increases minority parent involvement. Educational Horizons, 66(2), 83-86.

Brooks, J. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Byrnes, J. (1996). Cognitive development and learning in instructional contexts. Boston, MA: Allyn and Bacon.

Caine, R. N., & Caine, G. (1990). Understanding a brain-based approach to learning and teaching. Educational Leadership, 48(2), 66-70.

California Office of Bilingual Bicultural Education (1981). Schooling and language minority students a theoretical framework. Los Angeles, CA: Evaluation, Dissemination, and Assessment Center, California State University.

Calkins, L. (1991). Living between the lines. Portsmouth, NH: Heinemann.

Calkins, L. (1994). The art of teaching writing. Portsmouth, NH: Heinemann.

Collins, A., Seely, J., & Holum, A. (1991). Cognitive apprenticeship: Making things visible. American Educator: The Professional Journal of the American Federation of Teachers, 15(3), 38-46.

Constantino, R. (1994). “It’s like a lot of things in America”: Linguistic minority parents’ use of libraries. School Library Media Quarterly, 22(2), 87-89.

Cummins, J. (1986). Empowering minority students: A framework for intervention. Harvard Educational Review, 56(1), 18-36.

Darling-Hammond, L. (1997). Right to learn: Blueprint for creating schools that work. San Francisco, CA: Jossey-Bass.

Delpit, L. (1986). Skills and other dilemmas of a progressive Black educator. Equity and Choice, 3(2), 9-14.

Dixon-Krauss, L. (1996). Vygotsky in the classroom: Mediated literacy instruction and assessment. White Plains, NY: Longman.

Epstein, J. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76(9), 701-12.

Fulwiler, T. (Ed) (1987). The Journal Book. Portsmouth, NH: Boynton/Cook.

Gardner, H. (1993). Multiple intelligences: The theory in practice. New York, NY: Basic Books.

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Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.

Gutierrez, K. (1995). Script, counterscript, and underlife in the classroom: James Brown versus “ Brown v Brown v. Board of Education”. Harvard Educational Review, 65(3), 445-71.

Kohn, A, (1993). Punished by rewards: The trouble with gold stars, incentive plans, A’s, praise, and other bribes. Boston, MA: Houghton Mifflin.

McCaleb, S. (1997). Building communities of learners: A collaboration among teachers, students, family and community. Mahwah, NJ: Lawrence Erlbaum Associates.

National Board for Professional Teaching Standards (1996). Early adolescence/English Language arts: Standards for national board certification. Southfield, MI:National Board for Professional Teaching Standards.

Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.

Rothstein, R. (1998). Bilingual education: The controversy. Phi Delta Kappan. 79(9), 672-678.

Shor, I. (Ed.) (1987). Freire for the classroom : A source book for liberatory teaching. Portsmouth, NH: Boynton/Cook.

Wiggins, G. (1993). Assessing student performance: Exploring the purpose and limits of testing. San Francisco, CA: Jossey-Bass.

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Appendix 1: Alignment of C&I M.S. Goals to State and National Standards

National Board for Professional Teaching Standards Propositions

Interstate New Teacher Assessment and Support Consortium; Illinois Professional Teaching Standards

C&I M.S. Goals

C&I M.S. Courses

I. Teachers are committed

to students and their learning.

Accomplished teachers

believe that all students can

learn, and they act on

that belief by recognizing

differences among students

and adjusting their practice

accordingly. Accomplished

teachers also take into

account how children

develop when planning

learning activities. In

addition, accomplished

teachers foster students’

self-esteem, civic

responsibility, and respect for

one another.

#2 Human development and learning

#3 Diversity

As a result of the program, the master teachers will be committed to students and their learning.

C&I 407

C&I 409

C&I 481, 482

Specialization and electives

II. Teachers know the subjects they teach and how to teach those subjects to students.

Accomplished teachers

know how knowledge in

their subjects is created,

organized, linked to other

disciplines, and used in the

real world. They use a

repertoire of effective

teaching methods to convey

a subject to students.

Accomplished teachers also

help students learn by

having them solve problems

and make their own

discoveries.

#1 Content knowledge

#4 Planning for instruction

#6 Instructional delivery

#7 Communication

As a result of the program, the master teachers will know the subjects they teach and how to teach those subjects to students.

C&I 401

C&I 402

C&I 411

C&I 481, 482

Specialization and electives

III. Teachers are responsible for managing and monitoring student learning.

Accomplished teachers

modify their teaching

methods and classroom

environment to meet

students’ needs, and try

new approaches when

others fail. They know how

and when to get students,

colleagues, and classroom

volunteers to assist them.

In addition, accomplished

teachers use varied

assessment methods to

evaluate individual

students as well as the

entire class, and they can

clearly explain performance

to parents.

#5 Learning environment

#8 Assessment

As a result of the pro- gram, the master teachers will be responsible for managing and monitoring student learning.

C&I 407

C&I 409

C&I 411

C&I 481, 482

Specialization and electives

IV. Teachers think systematically about their practice and earn from experience.

Accomplished teachers are

lifelong learners who

regularly seek advice from

colleagues and others to

strengthen their practice.

They also draw on educa-

tion research – as well as

their own classroom

experience – to improve the

teaching. Their enthusiasm

for, and commitment to,

continued learning provide

a compelling model for

their students.

#10 Reflection and professional growth

#11 Professional conduct

As a result of the program, the master teachers will think systematically about their practice and learn from experience.

C&I 402

EAF 410

C&I 481, 482

Specialization and electives

V. Teachers are members of learning communities

Accomplished teachers

Reach beyond the class-

room to work creatively

and collaboratively with

colleagues, parents and

the community. With

colleagues, they strive to

improve schoolwide

curriculum and instruction

and to bolster the teaching

of the entire faculty. With

parents, they work to

promote student growth.

And in the community,

accomplished teachers

take advantage of resources

to enrich and supplement

student learning.

#9 Collaborative relationships

#11 Professional conduct

#3 Diversity

As a result of the program, the master teachers will be members of learning communities.

C&I 401

C&I 409