News & Events
Department of Curriculum and Instruction
Elementary Education Concentration
Classroom Practice Track
Designed for:
Students with an undergraduate degree (other than education) who wish to pursue a combined masters degree in education and teaching licensure for grades K-6.
Program Description:
The Master of Education (Classroom Practice Track) program is a full-time cohort (team) based program, with new groups of students starting each January and continuing through May of the following year. Students participate in university coursework and field-based internships for two semesters and both summer sessions before student teaching full-time during the final semester. Graduates receive a Master of Education with a concentration in Elementary Education and are recommended for the M licensure to teach grades K-6 in elementary school.
Program Goals and Standards:
Students in the Elementary Education M.Ed Classroom Practice Track program meet all required standards and competencies through successful completion of an integrated, standards-based technology and teaching portfolio. This portfolio is a program requirement for the M.Ed. degree and recommendation for an M teaching license. By completing the portfolio process students will provide evidence of meeting the Interstate New Teacher Assessment and Support Consortium (INTASC) principles for what new teachers should know and be able to do, the National Educational Technology Standards for Teachers (NETS-T) developed by the International Society for Technology in Education (ISTE), and the North Carolina Advanced Competencies of a Master Teacher (AC), which are listed below:
North Carolina Advanced Competencies of a Master Teacher:
1. Instructional Expertise
- The candidate plans, implements, and evaluates instruction that is rigorous, coherent, and consistent with a well-developed theoretical and philosophical base and best practices emerging from educational research.
- The candidate designs and modifies instruction and learning environments based on assessment of student learning problems and successes.
- The candidate monitors the effects of instructional actions, selection of materials, and other instructional decision on students’ learning and behavior.
- The candidate incorporates findings from educational literature into school and classroom strategies to improve student learning.
- The candidate understands and links subject matter and students’ developmental and diverse needs in the context of school settings.
- The candidate uses technology to create learning environments that support students’ learning.
- The candidate seeks, implements, and evaluates the best pedagogical practices for the subjects taught within the context of a specific school setting.
- The candidate demonstrates the ability to integrate literacy across the curriculum.
2. Knowledge of Learners
- The candidate seeks to increase understanding of and respect for differences in students, including exceptionalities.
- The candidate designs and delivers instruction that is responsive to differences among all learners.
- The candidate reflects on and modifies instruction that fosters student learning.
- The candidate understands and respects differences between the learning behaviors and outcomes expected in diverse communities.
- The candidate creates and maintains a classroom environment conducive to learning in which all learners feel welcome and can be successful.
3. Research Expertise
- The candidate critically reads and applies historical and contemporary educational literature including theoretical, philosophical, and research materials.
- The candidate uses student and school performance data to improve student learning, classroom process, and school practices.
- The candidate investigates educational problems through action research.
4. Connecting Subject Matter and Learners
- The candidate analyzes and articulates relationships between and among theory, philosophy, research findings, and current practice as appropriate to the discipline.
- The candidate analyzes and articulates relationships between and among theory, philosophy, research findings, and current practice across disciplines.
- The candidate demonstrates theoretical and applied advanced content knowledge.
- The candidate understands current knowledge and trends in education.
5. Professional Development and Leadership
- The candidate initiates professional inquiry through reading, dialogue, reflection, professional development, and action research.
- The candidate seeks, evaluates, and as appropriate, acts on input from educators, parents, students, and other members of the community for continuous improvement.
- The candidate participates, formally and informally, in appropriate professional communities.
- The candidate participates in collaborative leadership to address education problems.
- The candidate provides leadership in working with parents and strengthening the home-school partnership.
Interstate New Teacher Assessment and Support Consortium (INTASC):
Model Standards for Beginning Teachers Licensing and Development
Principle #1- CONTENT PEDAGOGY
The teacher understands the central concepts, tools of inquiry, and the structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
Principle #2 – STUDENT DEVELOPMENT
The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.
Principle #3 – DIVERSE LEARNERS
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Principle #4 – INSTRUCTIONAL STRATEGIES
The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
Principle #5 - MANAGEMENT AND MOTIVATION
The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self motivation.
Principle #6 – COMMUNICATION AND TECHNOLOGY
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Principle #7 - PLANNING
The teacher plans instruction based upon knowledge of subject matter, the community, and curriculum goals.
Principle #8 - ASSESSMENT
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
Principle #9 –REFLECTIVE PRACTICE AND PROFESSIONAL DEVELOPMENT
The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
Principle #10 – SCHOOL AND COMMUNITY INVOLVEMENT
The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well being.
ISTE-NETS: National Educational Technology Standards for Teachers:
I.TECHNOLOGY OPERATIONS AND CONCEPTS
Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:
- Demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students).
- Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.
II. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES
Teachers plan and design effective learning environments and experiences supported by technology. Teachers:
- Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
- Apply current research on teaching and learning with technology when planning learning environments and experiences.
- Identify and locate technology resources and evaluate them for accuracy and suitability.
- Plan for the management of technology resources within the context of learning activities.
- Plan strategies to manage student learning in a technology-enhanced environment.
III. TEACHING, LEARNING, AND THE CURRICULUM
Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers:
- Facilitate technology-enhanced experiences that address content standards and student technology standards.
- Use technology to support learner-centered strategies that address the diverse needs of students.
- Apply technology to develop students' higher order skills and creativity.
- Manage student learning activities in a technology-enhanced environment.
IV. ASSESSMENT AND EVALUATION
Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:
- Apply technology in assessing student learning of subject matter using a variety of assessment techniques.
- Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
- Apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.
V. PRODUCTIVITY AND PROFESSIONAL PRACTICE
Teachers use technology to enhance their productivity and professional practice. Teachers:
- Use technology resources to engage in ongoing professional development and lifelong learning.
- Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
- Apply technology to increase productivity.
- Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.
VI. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES
Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. Teachers:
- Model and teach legal and ethical practice related to technology use.
- Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
- Identify and use technology resources that affirm diversity
- Promote safe and healthy use of technology resources.
- Facilitate equitable access to technology resources for all students.
Application Process:
- Applicants can obtain an application from the Graduate School.
- Two official transcripts are required from every college and university that you attended.
- Three letters of recommendation are also required.
- A Residency Statement is required for applicants claiming North Carolina residency.
- Applicants must take the Graduate Record Examination (GRE) and submit their test scores to the Graduate School.
- Applicants are required to submit a personal statement and a copy of an updated resume with their application. The personal statement should address:
- Reasons for seeking this degree
- Experiences with school-age children
- Future goals
Additional Program Requirements:
Pre-requisites:
- Bachelor's degree in any field
- Prior coursework at bachelor's or other level to include courses in the following disciplines: English composition, literature, U.S. history, mathematics, science with a lab, and general Psychology
Note: Permission is required to begin program with more than two pre-requisites
Co-requisites: (can be taken before or during this program)
- ESS 341 (or equivalent) - 3 hrs. and HEA 341 (or equivalent) - 3 hrs.
- Two fine arts courses chosen from ART 367, MUS 361, DCE 345, or THR 315
- CUI 120 - 1 hr.
**Students are encouraged to complete all pre-requisites and as many co-requisites as possible prior to beginning the Elementary Education M.Ed.-CPT program in January.
Curriculum:
Core: (9 hours)
- CUI 669 (3) Educational Implications of Learning and Developmental Theory
- CUI 545 (3) Diverse Learners
- ERM 605 (3) Educational Measurement & Evaluation
Pedagogical Expertise: (18 hours)
- CUI 517 (3) Literacy I: Reading & Writing in the Primary Elementary Grades
- CUI 518 (3) Mathematics in the Elementary & Middle Schools
- CUI 519 (3) Science in the Elementary School
- CUI 520 (3) Social Studies in the Elementary School
- CUI 521 (3) Literacy II: Reading & Writing in the Intermediate Elementary Grades
- CUI 622 (3) Differentiated Instruction
Professional Development/Leadership: (12 hours)
- CUI 650 (3) Interaction of Classroom Management & Instruction
- CUI 680a (6) Clinical Experience in Teaching
- CUI 680b (3) Clinical Experience in Teaching
Licensure Process:
- Successful completion of Program of Study and student teaching
- Successful completion of Technology Portfolio (NETS-T)
- Successful completion of Advanced Competencies Portfolio (AC)
- Acceptable scores on required PRAXIS exams
- Application for licensure through UNCG Certification Officer
Contact Person:
Dr. Barbara Levin
Director of Graduate Studies
310 Curry Building
bblevin@uncg.edu
(336) 334-3443
Frequently Asked Questions:
Can I attend part time?
No, the program is a full-time, intensive course of study that starts in January and finishes in May of the following year (18 months). Clinical (internship) experience is required in all courses during the day. Coursework spans daytime and evening hours at least 3 days a week.
What type of school experience will I get?
In addition to taking course work, you will have an internship in an elementary school for ten hours a week during the first and third semester of the programs and a full-time student teaching experience during your last semester (15 weeks).
I already have a lateral entry job and just need a couple of courses - is this the right program?
No, this is a full-time program with internships and courses during the day and classes two nights a week.
When do I start?
A new cohort begins each January. Prior to that, you may take prerequisite and/or co-requisite courses. The application deadline is November 1st, but you should apply early.
Can I choose my internship or student teaching school?
No, the university uses school partners. You are able to state preferences for grade level placements, but you are assigned a school placement.
Can I take extra courses to finish early?
No, the program is structured for a spring , summer, fall and spring rotation. You must take courses in sequence with the cohort.
Do I have the summer off?
No, You will have a full load of courses in the summer also. There are two required courses during each summer session.
Other than classes and the internship, are there other requirements?
Yes. Reflections and lesson plans related to the internship, along with a Teaching/Technology Portfolio will be completed.
CUI GRADUATE COURSE ROTATION- M.Ed. ELEMENTARY - Classroom Practice
| SPRING I | SUMMER I | SUMMER II | FALL I | SPRING II | |
| ALL YEARS | CUI 517: Literacy I: Reading & Writing in the Primary Elementary Grades | CUI 519: Science in the Elementary School | CUI 520: Social Studies in the Elementary School | CUI 650: The Interaction of Classroom Management & Instruction | CUI 680a: Clinical Experience in Teaching |
| CUI 518: Mathematics in the Elementary School | CUI 545: Diverse Learners | ERM 605: Educational Measurement & Evaluation | CUI 521: Literacy II: Reading & Writing in the Intermediate Elementary Grades | CUI 680b: Clinical Experience in Teaching | |
| CUI 669: Educational Implications of Learning and Developmental Theory | CUI 622: Differentiated Instruction | ||||
| CUI/LIS 120 Introduction to Instructional Technology |