M.A. in Education (Wisconsin)

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 expected 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.
    

Professional Skills Development investigates tools to engage in ongoing improvement of educational effectiveness.  This course emphasizes a research-based learning process, developmental assessment, and professional communication skills to demonstrate improvement in aligning content and learning expectations (WTS 1) with diverse student growth (WTS 2).  Students use a seven-step professional development process to guide improvements in their instructional delivery and professional communication.  Students also investigate educator standards, along with research ethics, expectations, methods, resources, and APA style.

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

1. Assess subject and literacy standards developmentally to determine appropriate starting points and outcomes for a unit plan. 
2. Locate and evaluate peer-reviewed scholarly sources for reliability and relevance to research question.
3. Write in an academic manner using APA writing style and K-12 Common Core State Standards for Language Arts in Writing.
4. Analyze the effectiveness of research-based reflective practice as an approach for professional growth and development.
5. Demonstrate evidence of teaching and learning improvements via a WTS 1 & 2 portfolio entry and videography.

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 provide 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, 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.  
5.  Use technology as a way to communicate with parents, students, and community.

This course presents an overview for aligning instructional design, delivery, and assessment to maximize each student's developmental capabilities.  Lesson design coordinates content, pedagogy, and resources to achieve curricular goals guided by performance evidence.  Standards-based assessment criteria, tools, and practices emphasize self-correction and instructional adjustments for proficiency at each learning step.  A professional inquiry learning process guides students in improving design and implementation of coherent instruction.

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

1. Align in a plan: (a) instructional starting points to current range of student abilities,(b) formative objectives to an appropriate progression of standards-based learning steps, and (c) summative objectives to developmental capabilities.   
2. Identify instructional design terminology and adaptation strategies for diverse learners in a learning plan.
3. Use appropriate assessments aligned to formative learning steps and summative objectives. 
4. Use digital media to demonstrate instructional improvements and to assess instruction based on learner engagement and learning evidence. 
5. Demonstrate timely completion of a seven-step learning process to improve instructional design and assessment skills in a portfolio entry addressing.

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 effectively engaging students, as well as providing a safe learning environment are explored.  Information is shared that considers the implications of student learning styles, brain-based research, parent engagement, the needs of diverse students, and the organization of the classroom's physical environment.

Upon completion of this course, students will 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 classroom environment.
3. Develop and implement strategies, procedures, and expectations that encourage student engagement leading to improved student behavior and increased student learning. 
4. Establish respectful and productive partnerships with valued stakeholders in support of student learning.

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.