Course Descriptions

Masters of Education in Early Childhood Education Program (Click for M. Ed. in Montessori Concentration)

The M.Ed. in Early Education is designed specifically for Accomplished Classroom Instructional Leaders. The program allows experienced classroom teachers in Elementary education (P-5) to earn a M.Ed. in four semesters while continuing their teaching career. Candidates complete three phases taught by full time graduate faculty and experienced school personnel. The program is delivered in cohorts at centers in public schools, on campus as well as online. Each center has a cohort coordinator and the graduate faculty, who will mentor candidates and facilitate program delivery. The program of study schedule is designed to coincide with the public school calendar and is provided in advance so teachers can coordinate educational and personal commitments with program requirements.

Throughout this program, candidates are involved with distance learning, direct instruction, cohort planning, and individual projects, all of which are tied to national standards and school improvement plans. The final phase of the program involves the candidates in a culminating, enriching and rewarding learning experience. During this time candidates complete their development of a personal, professional portfolio that includes evidence relevant to many of the National Board Certification requirements. At the end of the program, the accomplished classroom instructional leaders possess the knowledge, skills, and dispositions needed to facilitate and enhance student achievement in their classrooms.

FIRST PHASE: INTEGRATED INSTRUCTIONAL INQUIRY
(Total 9 Semester Hours)
1st Semester

DESCRIPTION
The first semester is designed as a time of instructional inquiry. As candidates develop new insights, they explore the knowledge and skills of education, research and multiple assessment strategies, curriculum programs, and technology implementation for student achievement. The purpose of the instructional inquiry phase is to prepare at the advanced level candidates for successful classroom instructional leadership. These candidates will have an in-depth understanding of pedagogy that represents best practices; content knowledge based on local, state, and national standards; instructional technology; globalization; and applied educational research methodology. The acquired advanced understanding will allow candidates to use inquiry, investigation, exploration, and reflection to prepare educational environments that support all children’s learning as they implement multiple methods and strategies to meet the needs of an increasingly diverse student population.

SECOND PHASE: TEACHING EXCELLENCE
(TOTAL 18 Semester Hours)
2nd and 3rd Semesters

DESCRIPTION
During this phase of the M.Ed. in Early Childhood Education, candidates explore models of teaching excellence based on curriculum content integration (including mathematics, social studies, language arts, and science) and local, state, and national standards, as well as assessment modifications, and environmental modifications that enhance student achievement. The purpose of the second phase is to prepare at the advanced level candidates for successful instructional leadership as well as the facilitation of student learning through integration of the curriculum, and the practice of action research to validate instructional decisions for all students. The candidates reflect on their teaching and practice to make informed adjustments that enhance and extend student achievement. Focusing on the implementation of their prospectus, the candidates work as teacher researchers in the design, assessment and efficacy of curriculum on the achievement of students. The foci of candidate interactions include the integration of subject matter (Language Arts, Social Studies, Mathematics and Science) and the exploration, assessment and redesign of models of instruction.

THIRD PHASE: ACCOMPLISHED CLASSROOM INSTRUCTIONAL LEADER
(Total 9 Semester Hours)
4th Semester

DESCRIPTION
During the third and final phase of this Master of Education in Early Childhood Education program, candidates demonstrate their instructional leadership skills through the completion of their personal portfolio. The National Board Professional Teaching Standards will be addressed in the portfolio where appropriate through the inclusion of empirical evidence. The candidates collectively mentor the newest entering cohort members and collaborate with colleagues in the dissemination of knowledge, skills, and dispositions acquired and enhanced through action research and teacher as researcher activities. The purpose of phase three is for the accomplished classroom instructional leader to show their newly acquired professional facilitator skills.

The professional sequences and required courses include:

FIRST PHASE: INTEGRATED INSTRUCTIONAL INQUIRY
ECE 7511 Inquiry: Educational Research and Prospectus (3 hrs)
ECE 7512 Inquiry: Best Instructional and Curricular Practices and Multiple
Assessment Strategies (3 hrs)
ECE 7514 Inquiry: Essentials of Technology and Introduction to E-Portfolio (3 hrs)

SECOND PHASE: TEACHING EXCELLENCE
ECE 7530 Integrated Models of Instruction I - Language Arts and Social Studies (3 hrs)
ECE 7531 Research and Implementation in Classroom I (LA and Social Studies) (3 hrs)
ECE 7513 Diverse Environmental Influence and Achievement (3 hrs)
ECE 7540 Integrated models of Instruction II – Mathematics and Science (3 hrs)
ECE 7541 Research and Implementation in Classroom II (Math and Science) (3 hrs)
ECE 7542 Multimedia and E-Portfolio Development Skills (3 hrs)

THIRD PHASE: ACCOMPLISHED CLASSROOM INSTRUCTIONAL LEADER
ECE 7550 Prospectus Completion (3 hrs)
ECE 7551 Portfolio Completion (3 hrs)
ECE 7560 Accomplished Instructional Leader (3 hrs)

Course Descriptions

FIRST PHASE: INTEGRATED INSTRUCTIONAL INQUIRY

ECE 7511 Inquiry: Educational Research and Prospectus (3 hrs)

Through the exploration of quantitative and qualitative educational research, candidates will develop strategies to make informed decisions for intervention, as well as appropriate assessment for diverse student populations. Action research will be a major focus in preparing candidates for planning and writing their prospectus that will be carried out through the M.Ed. program.

ECE 7512 Inquiry: Best Instructional and Curricular Practices and Multiple
Assessment Strategies (3 hrs)

Candidates will critically examine the educational outcomes, curriculum standards, programs, and instructional and assessment practices in their own schools and explore research on education reform and teacher change, and explore innovative and research-based instructional and curriculum models and assessment strategies with the emphasis on improving student learning and making informed decisions as teacher-leaders.

ECE 7514 Inquiry: Essentials of Technology and Introduction to
E-Portfolio (3 hrs)

Through the exploration of both traditional and advanced educational technologies, candidates will develop technological skills and strategies of implementation to build an integrated plan of utilizing technology for improving classroom teaching and student learning.

SECOND PHASE: TEACHING EXCELLENCE

ECE 7530 Integrated Models of Instruction I - Language Arts and Social Studies (3 hrs)

Candidates explore and investigate a detailed curriculum design and assess its impact on student achievement. This course includes the integration of content areas of language arts, social studies and detailed approaches to globalization.

ECE 7531 Research and Implementation in Classroom I (LA and Social Studies) (3 hrs)

Candidate will implement integrated models of instruction into action research, classroom teaching, and portfolio development for students’ success in the areas of language arts and social studies.

ECE 7513 Diverse Environmental Influence and Achievement (3 hrs)

This course will focus on all the elements of diversity (age, disability, ethnicity, family structure, gender, geographic region, giftedness, language, race, religion, sexual orientation, and socioeconomic status), strengthening candidates’ content knowledge and professional dispositions, and culminating candidates’ vision for teaching all children.

ECE 7540 Integrated models of Instruction II – Mathematics and Science (3 hrs)

Candidates develop and implement a detailed design of curriculum in the areas of mathematics and science and assess its impact on student achievement. The focus is on the integration of content areas of mathematics and science, the implementation of technology, and instructional modifications and accommodations for all students including those with disabilities and those at risk.

ECE 7541 Research and Implementation in Classroom II (Math and Science)
(3 hrs)

Candidates will implement Integrated Models of instruction focused on mathematics and science into action research, classroom teaching and portfolio development for the student’s success in the areas of mathematics and science

ECE 7542 Multimedia and E-Portfolio Development Skills (3 hrs)

This course focuses on multimedia presentations and e-portfolio development for diverse learners. The course is designed to prepare classroom leaders to develop the knowledge and skills of implementing multimedia and Internet technology in presentation, classroom teaching and e-portfolio development.

THIRD PHASE: ACCOMPLISHED CLASSROOM INSTRUCTIONAL LEADER

ECE 7550 Prospectus Completion (3 hrs)

Candidates will complete a prospectus based on action research achievement. In preparation for the following school year, candidates will develop a second prospectus describing how they plan to enhance student achievement for future success and leadership in the classroom

ECE 7551 Portfolio Completion (3 hrs)

Candidates will complete a portfolio based on work throughout the program. This portfolio will include evidence that supports a subject matter expert, a facilitator of learners, and a collaborative professional.

ECE 7560 Accomplished Instructional Leader (3 hrs)

By collaborating with other cohort members, candidates plan a conference held at Kennesaw State University Campus. Each candidate presents a project from their portfolio which highlights their plan and focuses on their reflection and changes planned to improve student achievement in their classroom. Conference attendants include candidates from other cohorts finishing the M.Ed., new M.Ed. cohort candidates, and teacher colleagues. In addition to providing candidates with an opportunity to demonstrate leadership skills, this conference sets expectations for the new M.Ed. cohorts.

Candidates prepare a Power Point presentation to accent the key topics in their portfolio. It is expected that each portfolio will be aligned as closely as possible with National Board for Professional Teaching Standards guidelines.

Master of Education in Early Childhood Educaiton with Montessori Concentration