Face to Face Program

Face to Face Program

The Face-to-Face learning community format provides more direct time working in person with your community. This format is for people who learn better by interacting with others and want to develop a stronger and more personal network of relationships with cohort members.

Individualized learning tailored to content specific areas with Professional Learning Community emphasis. 

This 30 credit graduate program is designed for teachers and other education professionals seeking to meet desired professional advancement goals. Content specific areas include:  


English Language Arts  
Global and Cultural Competency 
Math
Pedagogy and Leadership

 

The Face-to-Face Learning Community program offers several specialty opportunities for educators as well:

  • We currently have an adventure based experiential education learning community
  • Have plans for an assessment and differentiation community 
  • Educators and district administrators can create their own specialty cohort by contacting the MTC Director.

The Face-to-Face Leaning Community program meets one weekend per month during the academic year (not in June or July) for two years providing 10 face-to-face sessions per year.

  • Each monthly group happens over a selected weekend from 8 to 4:30 on Saturday and 8 to 3:30 on Sunday
  • Your two Co- facilitators come to you at your site. 
  • In between your meetings your learning is facilitated through Desire 2 Learn our online learning management system.
  • Additionally, once each year you will attend the MTC Annual November Conference, held the same hours as your Learning Community weekend, where you will be exposed to best practices in education featuring speakers from across the nation.

Courses: Face to Face & Blended

Semester 1

 

Credits

EDU 601

Learning Community

1

EDU 641

Educational Research

1

EDU 621

Best Practice Pedagogy

1

EDU 631

Curriculum Development and Assessment

1

EDU 651

Democracy, Diversity and Social Justice in Education

1

EDU 611

Technology in Education

1

EDU 661

Teacher Leadership

1

 

 

 

Semester 2

 

 

EDU 602

Learning Community

1

EDU 642

Educational Research

EDU 622

Best Practice Pedagogy

1

EDU 632

Curriculum Development and Assessment

1

EDU 652

Democracy, Diversity and Social Justice in Education

1

EDU 612

Technology in Education

1

EDU 662

Teacher Leadership

1

 

 

 

Semester 3

 

 

EDU 703

Learning Community

1

EDU 743

Educational Research

1

EDU 723

Best Practice Pedagogy

1

EDU 733

Curriculum Development and Assessment

1

EDU 753

Democracy, Diversity and Social Justice in Education

1

EDU 713

Technology in Education

1

EDU 763

Teacher Leadership

1

 

 

 

Semester 4

 

 

EDU 704

Learning Community

1

EDU 744

Educational Research

2

EDU 724

Best Practice Pedagogy

1

EDU 734

Curriculum Development and Assessment

1

EDU 754

Democracy, Diversity and Social Justice in Education

1

EDU 714

Technology in Education

1

EDU 764

Teacher Leadership

1

 

 

 

 

TOTAL

30

Course Descriptions

Learning in Community (EDU 601, EDU 602, EDU 703, EDU 704)
In this course, students will come to understand the value of learning in a collaborative setting. Students will examine theories and key aspects of community development. Students will practice creating and sustaining community within the learning community and within their workplace. Opportunities will also be given to explore developing professional learning communities beyond the program.

   Objectives:
Students will understand what it means to learn in community.
Students will examine theories of community development.
Students will create and sustain learning in community within the ME-PD Learning Community.
Students will create and sustain learning in community within the professional workplace.

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Educational Research (EDU 641, EDU 642, EDU 743, EDU 744)
In this course, students will gain knowledge of action research and implement an action research study in the workplace.  Students will understand and experience all stages of the action research process. Students will recognize the value of data in making decisions regarding PK-16 teaching and learning. Students will complete an action research study and disseminate the results.

   Objectives:
Students will recognize different methods of educational research.
Students will identify and implement various data collection tools.
Students will understand and implement an action research study.
Students will write a scholarly action research article.

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Best Practice Pedagogy (EDU 621, EDU 622, EDU 723, EDU 724)
In this course, students will study and apply research-based best practices for teaching and learning.  They will be challenged to reflect upon current practice, incorporate best practices, and improve future practice as they seek continuous improvement.  Students will be provided a variety of forums to investigate, analyze and reflect upon their implementation of multiple instructional methodologies for the purpose of improving PK-16 student learning.

   Objectives:
Students will study and apply best practices and current research to teaching with the purpose to improve PK-16 student learning.
Students will understand brain development as it relates to student learning and the learning environment.
Students will align teaching and instruction to the developmental needs of their students.
Students will be familiar with and apply instructional strategies appropriate for specific content area subject matter.

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Curriculum Development and Assessment (EDU 631, EDU 632, EDU 733, EDU 734)
In this course, students will evaluate current curriculum, investigate curricular frameworks, and align curriculum to teaching standards and academic standards. Students will experience, investigate and implement various forms of assessment. Students will design classroom curriculum that aligns curriculum and assessment for the purpose of improving PK-16 student learning.

   Objectives:
Students will evaluate current curriculum and assessment practices.
Students will improve their knowledge of academic content area.
Students will align classroom curriculum and assessment with teaching standards and academic content standards.
Students will collect and analyze evidence of PK-16 student learning and modify instruction as necessary.
Students will utilize ongoing assessments to monitor and promote student learning and to guide curriculum development.
Students will critique, identify and develop quality curriculum.

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Democracy, Diversity and Social Justice in Education (EDU 651, EDU 652, EDU 753, EDU 754)
In this course, students will examine social issues that influence the Learning Community, personal behavior, professional settings, and institutional systems. Issues explored will include (but will not be limited to) class, race, ethnicity, gender, sexual orientation, disabilities, and religion, as well as harassment and bullying. Through this exploration, students will understand how social issues influence relationships in order to take action regarding equity and justice in the workplace.

   Objectives:
Students will examine areas of diversity that influence the Learning Community and current professional settings.
Students will examine reflectively the issues of diversity including, but not limited to class, race, ethnicity, gender, sexual orientation, disabilities, and religion.
Students will promote issues of equity and justice.
Students will understand how diversity influences relationships at a personal and institutional level. Students will understand harassment and bullying.

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Technology in Education (EDU 611, EDU 612, EDU 713, EDU 714)
In this course, students will distinguish between informational and instructional technology. They will be exposed to a variety of technology tools and software and gain practical technology skills. Students will use a variety of online tools and programs to communicate and collaborate. They will analyze and implement developmentally appropriate instructional technology in their workplace. They will explore current technology and how it relates to the culture of PK-16 students.  Students will document competency related to student-created goals in a professional development portfolio.

   Objectives:
Students will distinguish between informational technology and instructional technology.
Students will be exposed to various informational and instructional technology tools and software.
Students will be able to create, communicate and collaborate online.
Students will explore the role of current technology and PK-16 student culture.
Students will discover what technology is developmentally appropriate for their students.
Students will critically choose when, where, and how to integrate technology within their classrooms.

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Teacher Leadership (EDU 661, EDU 662, EDU 763, EDU 764)
In this course, students will explore teacher leadership that strengthens professional practice. They will reflect upon political issues and educational issues in developing their personal and professional identity. Students will be challenged to demonstrate educational leadership beyond their own classroom. Students will explore initiatives related to systems and trends that improve and contribute to learning.

   Objectives:
Students will develop an awareness of and a means of utilizing their personal and professional identities.
Students will share newly acquired skills and knowledge with others in the profession.
Students will demonstrate leadership in the educational profession beyond teaching in their own classroom.
Students will develop political awareness of educational issues.
Students will develop an understanding of school systems.

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Certificate Programs 

 

The Institute for Professional Studies in Education offers two 12-credit, graduate level certificate programs for teachers.  These certificate programs are aligned with the Common Core State Standards, the inTASC Standards, and the National Council of Teachers of English Standards.  

Professional Learning Community Certificate Program Curriculum

The 12-credit Professional Learning Community Certificate Program is offered in a face-to-face or online format.  The Professional Learning Community (PLC) Certificate Program will consist of four, 3-credit courses with content based on the best practice research by DuFour, DuFour, and Ecker (2004).  

 

EDU 735 Foundations of Professional Learning (3)

Communities

EDU 736 Assessments, Grading, and (3)

Professional Learning Communities

EDU 737 Teacher Leadership - (3)

Professional Learning Communities

EDU 738 Professional Learning Communities (3)

in the Content Areas

 

English Language Arts Elementary Certificate Program Curriculum

The 12-credit English Language Arts Elementary Certificate Program is offered in a face-to-face or online format.  The English Language Arts Elementary Certificate Program will consist of six, 2-credit courses with content developed based on the Common Core State Standards in English Language Arts and the National Council of Teachers of English Standards.  

 

EDU 715 Common Core Assessment in ELA (2)

EDU 716 Effective Communication Through Language (2)

EDU 717 Foundations of Literacy for Educational (2)

Professionals

EDU 718 Writing and Language Exploration (2)

EDU 719 Research Based Best Practices in Reading (2)

EDU 720 Digital Literacy and the Common Core (2)