MAE Elemenatary Education Program Overview

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The elementary education MAE program is premised on the development of educational professionals who are reflective in their practice. The program is designed to help practicing teachers become leaders in curriculum development and instructional planning. The Master's Degree in Elementary Education is designed to produce graduates whose practices reflect the core propositions of the National Board for Professional Teaching Standards.

Courses are offered in four areas:

Curriculum Core (9 hours required)

210:201--Issues and Trends in Curriculum (3 hours)
240:232--Selection and Integration of Materials (3 hours)
230:212--Methods and Materials in Literacy Education (3 hours)

Professional Core (6 hours required)

200:214--Foundations of Instructional Psychology (3 hours) OR
260:234--Philosophy of Education (3 hours)
250-205--Educational Research (3 hours)

Elementary Education Specialty Areas (7 hours required)

210:242--Analysis and Improvement of Science Instruction in the Elementary School (3 hours)
210:243--Analysis and Improvement of Social Studies Instruction in the Elementary School (3 hours)
210:299--Research (1 hour)

Electives (8 hours required)

210:141g--Integrated Activities in Elementary School Science and Mathematics (3 hours) OR
210:204--Curriculum Construction (3 hours)
210:286--Studies in Elementary Education (3 hours)
210:289--Seminar in Education (2 hours)

Among these general areas, courses focus on educational research, applied research, science education, integrated science and mathematics, literacy education, social studies, curriculum issues and integration of technology. The program of study in Elementary Education requires 30 hours of graduate credit for the non-thesis program and 36 hours for the thesis option. In cooperation with UNI Continuing Education, the Department of Curriculum & Instruction offers offers the MAE in Elementary Education (along with other graduate degree programs) primarily off campus via the Iowa Communications Network (ICN) and the World Wide Web. These programs can meet the state of Iowa's individual professional development plan requirement.

RESEARCH REQUIREMENT
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For the non-thesis program (30 hours), all students design, implement and complete a research paper reflecting a particular academic and professional interest. The research paper requirement provides the opportunity for students to identify a topic of focus, develop a literature review, critically engage in the research process and appropriately summarize the findings. Students are introduced to the form and format of the research requirement during the first semester of the program while enrolled in 210-201--Issues and Trends in Curriculum. As they progress through the program they are encouraged to scaffold their program of study by focusing their subsequent course assignments around the particular academic and professional interest where possible. Specific details regarding the research options are provided in the Masters Degree Handbook. In addition, the use of APA formatting (5th Edition) is introduced early in the program and online support is available as well.

For the thesis program (36 hours), student complete the course work identified above but also develop a six-hour thesis as identified in the Masters Degree Handbook.

PROGRAM STANDARDS
NBPTS Core Propositions
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The program goals for the MAE in Elementary Education are premised on the core propositions of the National Board for Professional Teaching Standards:

Teachers are committed to students and their learning.

Teachers are dedicated to making knowledge accessible to all students. They believe all students can learn.
Teachers treat students equitably. They recognize the individual differences that distinguish their students from one another and they take account for these differences in their practice.
Teachers understand how students develop and learn.
Teachers respect the cultural and family differences students bring to their classroom.
Teachers are concerned with their students’ self-concept, their motivation and the effects of learning on peer relationships.
Teachers are also concerned with the development of character and civic responsibility.

Teachers know the subjects they teach and how to teach those subjects to students.

Teachers have mastery over the subject(s) they teach. They have a deep understanding of the history, structure and real-world applications of the subject.
Teachers have skill and experience in teaching it, and they are very familiar with the skills gaps and preconceptions students may bring to the subject.
Teachers are able to use diverse instructional strategies to teach for understanding.

Teachers are responsible for managing and monitoring student learning.

Teachers deliver effective instruction. They move fluently through a range of instructional techniques, keeping students motivated, engaged and focused.
Teachers know how to engage students to ensure a disciplined learning environment, and how to organize instruction to meet instructional goals.
Teachers know how to assess the progress of individual students as well as the class as a whole.
Teachers use multiple methods for measuring student growth and understanding, and they can clearly explain student performance to parents.

Teachers think systematically about their practice and learn from experience.

Teachers model what it means to be an educated person – they read, they question, they create and they are willing to try new things.
Teachers are familiar with learning theories and instructional strategies and stay abreast of current issues in American education.
Teachers critically examine their practice on a regular basis to deepen knowledge, expand their repertoire of skills, and incorporate new findings into their practice.

Teachers are members of learning communities.

Teachers collaborate with others to improve student learning.
Teachers are leaders and actively know how to seek and build partnerships with community groups and businesses.
Teachers work with other professionals on instructional policy, curriculum development and staff development.
Teachers can evaluate school progress and the allocation of resources in order to meet state and local education objectives.
Teachers know how to work collaboratively with parents to engage them productively in the work of the school.

PROGRAM ASSESSMENT AND DATA COLLECTION
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CRITICAL PROGRAM PERFORMANCES	WHEN ADMINISTERED	METHOD OF EVALUATION	PROGRAM STANDARD NBPT Standard
Curriculum Issue Position Paper	210:201--Issues and Trends in Curriculum (3 hours)	Rubric	STANDARD 2: Teachers know the subjects they teach and how to teach those subjects to students. STANDARD 4: Teachers think systematically about their practice and learn from experience. STANDARD 5: Teachers are members of learning communities.
Action Plan	210:243--Analysis and Improvement of Social Studies Instruction in the Elementary School (3 hours)	Rubric	STANDARD 1: Teachers are committed to students and their learning. STANDARD 2: Teachers know the subjects they teach and how to teach those subjects to students. STANDARD 3: Teachers are responsible for managing and monitoring student learning. STANDARD 4: Teachers think systematically about their practice and learn from experience. STANDARD 5: Teachers are members of learning communities.
Curriculum Project	210:286--Studies in Elementary Education (3 hours)	Rubric	STANDARD 2: Teachers know the subjects they teach and how to teach those subjects to students. STANDARD 4: Teachers think systematically about their practice and learn from experience. STANDARD 5: Teachers are members of learning communities.
Research Paper	210:299--Research (1 hour)	Rubric	STANDARD 2: Teachers know the subjects they teach and how to teach those subjects to students. STANDARD 3: Teachers are responsible for managing and monitoring student learning. STANDARD 4: Teachers think systematically about their practice and learn from experience.

TYPICAL COURSE SEQUENCE
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