Program Coordinator
Brenda S. Tinkham, Dean, School of Education and Professional Studies
Conceptual Framework
The Conceptual Framework takes its title from the School of Education’s vision statement: “Preparing Committed Professional Educators with Knowledge and Practices for a Continuously Changing World.” This framework identifies three areas of focus for all teacher education programs: knowledge, practice, and professionalism. Within each of these areas of focus, the framework identifies specific learning outcomes that will be mastered/demonstrated by all candidates who complete the Master of Education in Elementary Education.
Knowledge
Candidates will
1a Master content and pedagogical knowledge
1b Understand educational research as a means to improve learning for all students
1c Understand how students learn and develop, including atypical and exceptional learners
Practice
Candidates will
2a Master and apply a variety of instructional and classroom management strategies to enhance learning for all students
2b Integrate technology to enhance student learning
2c Use data from formative and summative assessments to inform instruction
Professionalism
Candidates will
3a Demonstrate fairness, respect, and appreciation for the diversity among learners
3b Reflect on knowledge and practices to improve instruction
3c Engage in scholarly inquiry and professional opportunities
3d Collaborate with colleagues, students, parents, and community members
The Unit’s Conceptual Framework is consistent with and informed by the Mission Statement of Chowan University. The Unit’s Conceptual Framework has been revised by the active participation of faculty, administrators, community representatives, candidates, and professional staff from partner schools and school districts. Input has been sought through Unit meetings, review from the Teacher Education Committee, and involvement from schools and school districts who are active partners in the Teacher Education Program. As a result, the Conceptual Framework represents a truly shared vision of the design and implementation of the Unit’s Conceptual Framework.
Working committees were formed to allow for broad participation of faculty, candidates, community, and partner school personnel. These working committees held discussions and shared draft documents as they offered input in developing the Graduate Program in Elementary Education and revising the Conceptual Framework for the Unit.
The Conceptual Framework ensures the coherence of design, curriculum, and delivery of all teacher preparation programs offered by the Unit. By extension to the graduate level, the Conceptual Framework will provide the focus of the program to prepare master teachers who have the knowledge, skills, and dispositions necessary for a thorough understanding and working interpretation of the professional issues that impact the design, implementation, and evaluation of the elementary school curriculum and instructional program.
Program Overview
The Master of Education in Elementary Education builds upon the University’s strong undergraduate teacher education program. The course work consists of a Professional Core, Elementary Specialty Area, and Portfolio/Product of Learning. The curriculum is based on the idea that a solid preparation will enable the candidates to become professional educators who serve as leaders for learning. Candidates in the program are provided a foundation in diversity, assessment, research methodology, and 21st century skills.
The stated purpose of the Master of Education program is to prepare master teachers who have the knowledge, skills, and dispositions to be reflective practitioners and life-long learners who have thorough understandings and working interpretations of the professional issues that impact the design, implementation, and evaluation of the elementary school curriculum. Program graduates will have the skills to interpret and apply current research findings and conduct relevant classroom research. Graduates of the program will be eligible to apply for the North Carolina M-Level license in Elementary Education.
Level Offered
The Master of Education in Elementary Education degree requires 30 hours, with a Portfolio/Product of Learning as a culminating project. The program consists of a Professional Core and an Elementary Content: Specialty Area. Candidates without an A Level license in Elementary Education may be granted provisional admission to the M.Ed. program in Elementary Education; in such cases, the candidate must complete all requirements for A Level licensure before the completion of the program.
The goals (learning outcomes) of the Elementary Education graduate program are:
- Advance the understanding of professional pedagogical issues through the analysis of theoretical propositions, research, and current trends pertinent to elementary education;
- Prepare educators with the knowledge, skills, and dispositions necessary to advance the intellectual, social, physical, and personal development of diverse elementary learners;
- Explore and achieve educator mastery of the innovative application of technology in support of 21st century teaching and learning;
- Prepare master teachers who are capable of exercising leadership skills as agents of professional change to the benefit of the elementary school and the local and global communities;
- Satisfy North Carolina requirements for the M-level license;
- Prepare the master teacher who exhibits the professional traits of reflection as a process of life-long learning, and collaborative interaction with colleagues in the promotion of shared approaches to improving the teaching-learning process; and,
- Deliver graduate studies in an atmosphere that promotes the ideals of a “community of scholars” that encourages the exchange of ideas.
The Master of Education program is designed to promote professional advancement of the in-service teacher practitioner by building upon the instructional expertise, leadership qualities, and skills of the experienced educator. To that end, courses require classroom, school, and community application and investigation through rigorous data collection and analysis.
Special Characteristics
A special characteristic of the program is the organization of students into cohorts. A unique cohort of students will be admitted for study each fall and will progress through the program as a group.
Program of Study
The M.Ed. in Elementary Education program focuses on rigorous attention to issues and changes confronting professional pedagogy through a process of reviewing, interpreting, analyzing, and conducting research pertinent to the discipline and the profession. The competencies included in the North Carolina Professional Teaching Standards, identified by the North Carolina Professional Teaching Standards Commission, are integrated into graduate program content.
Degree Requirements
Comprehensive Examinations
Evaluation in the Elementary Education Graduate Program will consist of a comprehensive examination at the completion of the Elementary Specialty Area course work. The comprehensive examination will demonstrate that the candidate can articulate theory and can apply theory practically in the classroom setting. Further, this examination will demonstrate mastery of master’s level content and the candidate’s ability to pursue further education.
The graduate faculty will develop the questions and a rubric for the comprehensive examination. Questions will be developed and evaluated by faculty members to determine if they represent knowledge of content that meet the requirements of the Master’s Degree license. The levels of competency are Pass and No Pass. If a candidate earns a score of No Pass, they will be asked to rewrite one or more exam questions or retake the entire exam.
Culminating Experience
As part of the requirements to earn a graduate degree, each graduate program has developed a culminating experience which each of its respective graduates must successfully complete. This experience may include a thesis, a product of learning, comprehensive examinations and/or additional class work.
Other Requirements
- The student must complete a minimum of 30 credit hours of graduate level work. Some graduate programs may require significantly more than 30 credit hours.
- The student must earn a minimum grade point average of 3.00 on all graduate work attempted and have earned no more than six (6) credit hours below a “B” grade.
- A student who wishes to complete a graduate degree from Chowan University must complete the last twenty-five percent of the credit hours required for the degree in residence.
- The student must discharge all financial obligations to the University.
- The student must have the recommendation of the faculty and approval by the Board of Trustees.
- A student must choose to meet the requirements of the catalog under which he or she entered or the catalog in effect at the time of graduation, but may not use both interchangeably. Major and minor requirements must come from the same catalog. A student who has returned to Chowan after a break in enrollment of more than one semester must choose to meet the requirements of the catalog under which he or she was readmitted or the catalog in effect at the time of graduation, but may not choose the catalog under which he or she originally entered Chowan. The candidate must indicate on the application for graduation the catalog under which he or she intends to graduate.
- All degree candidates, including transfer students, are allowed six (6) years from the date of enrollment at the University to satisfy the curriculum requirements in effect at the time of enrollment. After six (6) years, the current requirements must be met.
- Any substitutions or changes in course requirements must be recommended by the department chair and approved by the Dean and the Vice President for Academic Affairs.
- The student is responsible for making an official application for graduation to the Office of the Registrar. Application for graduation must be submitted to the Registrar no later than March 1.
