This course provides a comprehensive overview to the Master of Arts in Education Program/Wisconsin. Course content examines the philosophy and design of the graduate program, the structure of learning, personal and professional goals, and the expectations for graduate level work. Processes of source location, evaluation, and integration are investigated. This course is a prerequisite for all other courses.

Upon completion of this course, students are exected to be able to do the following:

1. Describe the characteristics, design, and progression of the program.
2. Discuss guidelines and components of graduate level work.
3. Identify professional and personal goals for improvement related to the graduate studies process.
4. Create a tentative timeline for completing graduate program using Individual Graduate Plan.
5. Demonstrate ability to access the appropriate person, department, or procedure for assistance.
    

This course provides information and structure to produce professional level writing using APA style while outlining a process for ongoing professional development.  Ethical issues in communication and research are investigated while students learn expectations, methods, and resources appropriate for competing the capstone product: a comprehensive portfolio demonstrating proficient teaching based on the Ten Wisconsin Teacher Standards.

Upon completion of this course, students are expected to be able to do the following:

1. Locate and evaluate peer-reviewed scholarly sources for reliability and relevance to research question.
2. Write in an academic manner using APA writing style and K-12 Common Core State Standards for Language Arts in Writing.
3. Analyze the effectiveness of research-based reflective practice as an approach for professional growth and development.
4. Demonstrate evidence of teaching and learning improvements using videography and written portfolio entries for WTS 1 and 2.
    

This course provides learners the opportunity to be better prepared practitioners in a 21st century learning environment.  It is designed to give participants the knowledge and confidence to implement emerging technologies to foster active inquiry, collaboration, and supportive interaction in the classroom.  Learners use instructional media and technology to encourage development of critical thinking, problem solving, and performance skills.

Upon completion of this course, students are expected to be able to do the following:

1. Use digital tools and resources to personalize learning activities and assessments in order to address students’ diverse learning styles, working strategies, and abilities.
2. Use digital information and technology in a legal and ethical manner, including respect for copyright, intellectual property, and the appropriate documentation of sources.
3. Use current and emerging digital tools to locate, analyze, evaluate, and apply information resources to support research and learning.
4. Demonstrate collaborative knowledge construction with students, colleagues, and others in virtual environments.
    

This course presents an overview for aligning instructional design, delivery, and assessment to achieve standardized objectives.  Instructional design explores four levels of curricular considerations: national and state standards and tests, district expectations, teacher expectations, and diverse student needs.  Instructional delivery examines research-based practices for increasing student achievement.  Instructional assessment includes presentation of formal and informal tools for assessing student learning and performance throughout the instructional process.

Upon completion of this course, students are expected to be able to do the following:

1. Identify applications of curricular terms in lesson design, delivery, and assessment.
2. Create lessons plans that align instructional design, delivery, and assessment to achieve national/state/district expectations.
3. Design delivery strategies and techniques that adapt instruction for diverse learners.
4. Use appropriate formal and informal assessments that clearly match objectives.
5. Create instructional unit plans that effectively align critical elements of lesson design.
6. Analyze classroom teaching process and methodology through digital media and reflection.
    

This course presents an overview of the current research and best practices that define classroom environment.  Approaches for developing a climate of positive social interaction, creating a culture of respect, managing classroom procedures and normalizing difficult behaviors, as well as providing an engaging and safe learning environment are explored.  Information is shared that considers the implications of student learning styles, intrinsic motivation, parent engagement, the needs of diverse students, and the organization of the classroom's physical environment.

Upon completion of this course, students are expected to be able to do the following:

1. Apply best practices and brain-based research in structuring the physical environment of the classroom in order to engage a diverse student population and ensure maximum learning.
2. Employ techniques for developing a caring, inclusive, stimulating and safe school community.
3. Use non-confrontational strategies that encourage students to behave responsively.
4. Establish respectful and productive partnerships with parents and guardians from diverse home and community situations in support of student learning and well-being.
    

This course focuses on ethical behavior and decision making in an educational environment.  Philosophical theories, legal decisions, ethical frameworks and behavior codes are identified.  Bias, values, and cultural norms are examined as an influence.  Current educational issues are examined.  Students leave the course with a critical thinking framework for making ethical decisions as educators.

Upon completion of this course, students are expected to be able to do the following:

1. Recognize the influence of bias, values, and cultural norms on ethical decision making.
2. Critique legal decisions impacting education.
3. Critically evaluate and defend professional and political educational decisions.
4. Apply the ethical inquiry framework introduced in class to personal and societal educational issues.
    

In this course a comprehensive portfolio is prepared for presentation to a panel of professionals as the capstone project for this master's program.  The portfolio includes evidence of mastery of the Ten Wisconsin Teaching Standards have been met.  As part of the portfolio, evidence is also presented that demonstrates improvement in student learning within their classrooms.

Upon completion of this course, students are expected to be able to do the following:

1. Analyze and evaluate their ability to impact student learning through work with colleagues, professionals, families, and the community.
2. Appraise the most significant area of growth in teacher effectiveness for each standard.
3. Understand the value of reflection, critical thinking, and self-assessment on continual learning.