Master of Arts in Education — Middle Grades Education Degree Curriculum
Core Courses 12 hours
- ETL 800: Leadership Skills for Teachers
- ETL 801: Leading Achievement Change
- ETL 803: Curriculum for Teacher Leaders
- ETL 805: Research for Teacher Leaders
Middle Grades Supporting Courses 6 hours
AND one of the following:
- EMS 818: Effective Instructional Models and Practices
- EMS 830: Not listed in catalog course descriptions
- EMS 842: Discipline and Classroom Management
- EMS 855: Gifted and Talented Youth
- EMS 880: Organization and Supervision of Student Teaching
- EDF 855 Foundations of Multicultural Education
- SED 800 Exceptional Learners in the Regular Classroom
Subject Matter Courses 9 hours
Subject matter: courses selected to strengthen candidate’s knowledge in one or two areas of certification.
Exit Requirements 3 hours
- ETL 806: Teacher Leader Capstone
Total Hours Required for Degree Completion 30 hours
For a full list of course descriptions please see section 7 of the university graduate catalog
(3 hours) A. In-depth study of the key concepts, theories, practices, and procedures of teacher leaders in educational environments. This course must be taken within the first six hours of a candidate’s program.
(3 hours) A. Pre-req / co-req: ETL 800. The study of change theory and its application in educational settings by educational leaders, teacher leaders, professional staff, support staff, students and communities to improve student achievement.14 field hours required.
(3 hours) A. Prerequisites/Corequisites: ETL 800 and 801. Candidates will conduct curriculum alignment and development that encompasses analysis, synthesis and justification for applied curriculum. Candidates will develop formative and summative assessments. They evaluate research-based instructional strategies for all learners. (Field work 13 hours).
(3) A. Prerequisite: Admission to Master of Arts in Education or appropriate teacher certiﬁcation program. Intensive study of methods and materials appropriate for developing emergent, primary, and transitional literacy in grades P-.5
(3) A. Examination of current trends and curriculum problems related to teaching of language arts. Emphasis on listening, oral and written expression, spelling and handwriting.
(3) A. Prerequisites: EMS 868 and 875. Supervised experience for reading specialists in diagnosing and instructing students with reading difﬁculties.
(3) A. Prerequisite: a course in foundations or reading/language arts instruction. Comprehensive study of materials and strategies for teaching reading in the middle grades with special emphasis on reading in the content areas.
(3) A. Prerequisite: ELE 871, EME 873, EMG 806, or ESE 774. Theory and implementation of diagnostic procedures for the appraisal of reading difﬁculties. Emphasis on assessing types and degree of reading disabilities and identifying casual and contributing factors.
(3) II. Writing experiences with varied purposes in different genres; approaches for teaching writing in K-12 schools. Writing is analyzed for evidence of instructional “next steps.” Does not fulﬁll requirements for MA in English. Credit will not be awarded for both ENG 863 and ENG 805.
(3) A. Prerequisite: a course in foundations or reading/language arts instruction.
Comprehensive study of materials and strategies for teaching reading in the middle grades with special emphasis on reading in the content areas.
(3) A. Knowledge and skills necessary for establishing and maintaining positive relationships in the classroom; disciplinary concerns of teachers. Theoretical and tested knowledge in personal behavior and communication skills systems examined for practical and effective application.
(3) A. Survey of the unique characteristics of gifted and talented youth, methods of identiﬁcation, and educational needs.
(3) A. Examination of the education implications of cultural pluralism in America and selected societies of the world.
(3) A. Open only to non LBD, MSD, and DHH majors. Characteristics of mainstreamed students, identification procedures, and instructional strategies. Salient features of PL94-142, IEP, roles and responsibilities of regular educators.