Educational
Administration: Curriculum Leadership
Department of Educational Leadership
Chair, Dr.
704-687-8856
http://www.uncc.edu/colleges/education/eart/
Degree
M.Ed.
Coordinator
Dr. Corey
Lock
Graduate
Faculty
Corey Lock
Michael Jazzar
James
Lyons
Wayne
White
MASTER OF EDUCATION IN CURRICULUM
AND SUPERVISION
The M.Ed.
in Curriculum and Supervision is designed to prepare highly competent program
leaders for the school systems of
Program
Objectives
The major
educational objectives of the program are to develop instructional leaders who
have advanced knowledge and skills in curriculum development and supervisory
practices to assist the school system by:
1) Guiding principals and teachers in
the interpretation of curriculum standards and specific competencies for
instructional development.
2) Directing teachers in curriculum
and instructional alignment to maximize success for the highest levels of
student achievement possible.
3) Promoting the expectations that
effective teachers are masters of their subject content, highly knowledgeable
of human dynamics, directly responsive to individual differences in students
and are well accomplished in the art and science of pedagogy and student
assessment.
4) Encouraging participants in the
program to self-direct their personal and professional growth as educators by:
a)
Taking
responsibility for their own learning;
b) Initiating professional inquiry
through conversations with colleagues;
c)
Critically
reading the professional literature;
d) Participating voluntarily in
personal and professional development opportunities; and
e)
Setting
high expectations for their professional performance.
5) Guiding participants to promote in
teachers the skills to respond effectively to children's differences as
influenced by development, exceptionalities, and diversity by:
a)
Developing
and advanced understanding of human development;
b) Expecting and respecting
differences among children that are influenced by development,
exceptionalities, and diversity;
c)
Promoting
understanding and respect for all members of the classroom community;
d) Helping students, parents, and
colleagues develop a global perspective; and
e)
Applying
their knowledge at all levels of interaction with students: from modifying
instruction for individuals to creating classroom environments where all
students feel welcome and can be successful learners.
6) Demonstrating advanced knowledge of
the content and pedagogy in curriculum and supervision by:
a)
Demonstrating
advanced knowledge of the range of appropriate content;
b) Helping children to acquire the
knowledge and skills appropriate for specific grade levels and development through
many effective instructional and assessment practices;
c)
Using
technology in a variety of ways to support learning;
d) Helping students develop
competencies applicable across the curriculum; and
e)
Helping
children make sense of their learning by connecting school content and
students' lives outside of school and by integrating curriculum.
7) Improving educational practice
through self-refection, self-evaluation, and applied research by:
a)
Engaging
in study that leads to continuous improvement of teaching and learning;
b) Actively investigating and solving
educational problems through data gathering and assessment;
c)
Continuously
monitoring the learning problems and successes of each learner;
d) Making appropriate adjustments in
both instruction and learning environments based on analysis of data; and
e)
Regularly
monitoring the effects of their actions on academic achievement.
8) Serving as educational leaders by:
a)
Actively
participating as leaders in areas in which they can contribute to solving
educational problems, such as School Advisory Teams and committees in
professional organizations;
b) Taking responsibility for sharing
in decision-making relative to school-wide and/or system-wide issues;
c)
Readily
asking for and sharing successful instructional approaches and solutions with colleagues,
supervisors, and educational leaders; and
d) Providing mentoring for colleagues.
The
Program
Today,
curriculum specialist and instructional supervisors must be able to elicit
support and create program structures and climates that foster the kinds of
creativity, change, and innovation that will educate the most diversified group
of children ever in
The M.Ed.
program provides for 33 credits of classroom study followed by an internship.
In the cohort, a part-time student can complete the program in two years.
Students average two courses per semester while the final six credit hours of
each student's program are in the internship and a seminar. The internship semester
is undertaken on a full-time basis (typically during the summer term just prior
to graduation). The program faculty will work with students and school
districts to arrange for the internships to be completed with minimum impact on
their current positions.
General
Curriculum Plan
The 39
semester-hour M.Ed. program includes nine hours of professional education core
courses and 30 hours of course work in curriculum and educational
administration and leadership (including academic experience in internships and
seminars).
Professional Education Core Courses (9)
EIST6101 The Adult Learner
RSCH6101 Educational Research Methods
CUSU6100 Fundamentals of Educational Leadership
Core Courses in Educational
Administration and Leadership (21)
CUSU6122 Foundations of Curriculum Theory and Development
CUSU6123 Designs in Curriculum Practices
CUSU6105 Legal Aspects of Schooling
EIST5000 Instructional Technology
CUSU6130 Supervision of Instruction
RSCH6196 Program Evaluation Methods
An elective or CUSU 6120: Instructional
Leadership
Internship/Seminars (9)
CUSU6601 Seminar in Curriculum and Supervision
CUSU6491 Internship and Seminar: Curriculum and Supervision
Additional
Admissions Requirements
In order
to be considered for admission to the M.Ed. program, applicants are expected to
submit the following materials to the Graduate Admissions Office:
1) A written application;
2) Evidence of a bachelor's degree or
its equivalent from an accredited institution with an overall GPA of at least
3.00;
3) Two official transcripts of previous
academic work attempted beyond high school;
4) A score of 50th percentile or
higher on the Graduate Record Examination or the Miller Analogies test taken
within the previous five years;
5) Three professional recommendations,
including one from the applicant’s immediate supervisor;
6) A description of previous relevant
employment, including evidence of at least two years of successful teaching
experience in K-12;
7) Evidence of a clear “A” level
license
8) Applicant must be a full time
teacher
9) A personal statement of purpose or
intent for entering the program.
Applications
to the program will be accepted by November 1for admission the following spring
semester. The November 1deadline requires a complete admissions packet. The application process is designed
to ensure selection of a highly competent and diverse cohort of students. The
number admitted each year will be based on current resources, but it is
expected to be approximately 20 students. Upon successful completion of the
program and Praxis examination, graduates will receive a recommendation for
POST-MASTERS GRADUATE CERTIFICATE IN CURRICULUM AND
SUPERVISION
Educators who hold a master’s degree in an educational area and who possess an “M” level teaching certificate can apply for the 21 semester hour Advance Certificate in Curriculum and Supervision. The Advance Certificate leads to state licensure as an Instructional Specialist (licensure area 113 Level I).
The Advance Certificate program provides for 15 credits of classroom study followed by an internship. Students average one course per semester with an internship in the final semester. The internship semester is undertaken on a full-time basis. The program faculty will try to work with students and school districts to arrange for the internships to be completed with minimum impact on their current positions.
General
Curriculum Plan
CUSU 6100 Fundamentals of Educational Leadership
CUSU 6122 Foundations of Curriculum Theory and Development
CUSU 6123 Designs in Curriculum Practices
CUSU 6130 Supervision of Instruction
CUSU 6601 Seminar in Curriculum and Supervision
CUSU 6491 Internship and Seminar: Curriculum and Supervision (6 hrs)
Additional
Admissions Requirements
In order to be considered for admission to the Advance Certificate program, applicants are expected to submit the following materials to the Graduate Admissions Office:
1) A written application;
2) Evidence of a master’s degree in education or its equivalent from an accredited institution with an overall GPA of at least 3.5;
3) Two official transcripts of previous academic work attempted beyond the bachelor’s degree;
4) Three professional recommendations, including one from the applicant’s immediate supervisor;
5) A description of previous relevant employment, including evidence of at least three years of successful teaching experience in K-12;
6) Evidence of a clear “M” level license;
7) Applicant must be a full time educator;
8) A personal statement of purpose or intent for entering the program.
Applications to the program will be accepted until November
for admission the following spring semester. The November 1deadline requires a
complete admissions packet. This process is designed to ensure selection of a
highly competent and diverse group of students. The number admitted each year
will be based on current resources. Upon successful completion of the program
and Praxis examination, completers will receive a recommendation for
Courses in Curriculum and Supervision
CUSU 6100. Fundamentals of Educational Leadership.
(3) The developing role of educational organizations in the
CUSU 6105. Legal Aspects of Schooling. (3) Education law for education professionals which focuses on the legal rights and responsibilities of students, teachers, and administrators and how these legal provisions affect educational policy and practice. (Fall)
CUSU 6122. Foundations of Curriculum Theory and Development. (3) Foundations of historical curriculum development, philosophic beliefs, and understanding of the development of the American public school system. (Summer)
CUSU 6123. Designs in Curriculum Practices. (3) Examines the field of curriculum with particular emphasis on the change process. (Summer)
CUSU 6130. Supervision of Instruction. (3) Introduction to clinical supervision and development of skills in classroom observation, analysis, evaluation, and assistance. Systems of observation, principles of adult development in school settings, techniques for conducting classroom observations and conferences, and development of staff development programs to remedy assessed weaknesses. (Fall)
CUSU 6601. Seminar in Curriculum and Supervision. (3) Capstone class in curricular and supervisory leadership. Exploration of seminal topics and preparation for the internship. (Spring)
CUSU 6490.