Learning Objectives

The Elementary Education Program subscribes to the Interstate New Teacher Assessment and Support Consortium Standards. The following table lists the Standards and ELED program components that address those standards.
Interstate New Teacher Assessment and Support Consortium (INTASC) Standards Program Component
1. Content Pedagogy
The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
Lesson Planning Unit Planning Teaching Methods/Strategies of inquiry Cooperative learning Subject matter content, concepts Prior knowledge/constructivist pedagogy Teaching from multiple perspectives Making real-life connections Evaluating teaching resources and curriculum Integrated and interdisciplinary curriculum
2. Student Development
The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development.
Learning theories Child development Zone of Proximal Development Assessment Group discussion
3. Diverse Learners
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Learning styles/intelligences Provisions for exceptionality Second language acquisition Linguistic and cultural influences in learning Linguistic and cultural influences in curriculum High expectations for all Conflict resolution Class Meetings
4. Multiple Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills within the social studies.
Cognitive learning processes Multiple learning tools and materials Responding to students and adapting instruction accordingly
5. Motivation and Management
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.
Foundations of education Sociology of classroom Classroom management strategies Democratic classroom values Intrinsic motivation Purposeful lessons
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.
Language development Role of language in learning Non-verbal communication techniques Verbal communication techniques Culturally responsive communication Responsive listening Media and technology communication techniques
7. Planning
The teacher plans social studies instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
Learning theories to plan instruction Long term planning Short term planning Team planning Learning objectives Aligning objectives and goals with standards Teachable moments
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.
Reflective practice strategies Action research Professional literature Professional associations and conferences Professional development Licensure Collegiality Research on teaching
9. Reflective Practice: Professional Growth The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. Reflective practice strategies Action research Professional literature Professional associations and conferences Professional development Licensure Collegiality Research on teaching
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. School system structures Community resources Child protection and laws Student privacy Professional collaboration Advocacy for students School improvement

 

Graduate Programs

 

The Department of Secondary Education offers an array of master’s degrees to meet the needs of middle school and high school teachers. These programs include a Master’s of Education degree (M.Ed.), Master’s of Art degree (M.A.), and a Master’s of Science degree (M.S.).

 

M.Ed.

The goal of the M.Ed. in Secondary Education is to provide teachers with experience that enhances their classroom effectiveness. The program for the M.Ed. degree offers two choices: Plan B or Plan C. The plan B program of student (36 credits) culminates in (1) the preparation of a Creative Project applied to practical issues of teaching, or (2) the preparation of a Professional Portfolio centered on the Twelve Principles of Teaching (state above). At the conclusion of Plan B option, an oral examination under the supervision of the student’s chairperson and committee is required. The Plan C program of study (40 Credits) requires additional course work in an area of concentration. At the conclusion of Plan C program of study, a culminating experience/interview is developed by the student’s chairperson.

Objectives

  • Student will broaden their understanding of the psychological, social, and research foundations of education.
  • Student will expand and refine both their teaching skills and their leadership skills.
  • Students will deepen their content area knowledge in their teaching fields.
  • Students will articulate strategies for school reform and teacher empowerment related to their own contexts.
  • Students will apply new knowledge of curriculum and instruction to practical problems in middle school and high school settings.

 

M.S. and M.A.

The goal of the M.S. and M.A. degrees in Secondary Education (30 Credits) is to provide experienced teachers with additional research tools and perspectives for not only addressing education problems, but also communicating new insight to others. These degrees offer students the opportunity to work closely with a faculty mentor in a well-defined research study. A thesis or review of literature is required. The M.A. degree in Secondary Education requires proficiency in a foreign language.

 

Objectives

  • Students will acquire knowledge of research tools and methods with the aim of applying these techniques in educational research.
  • Students will develop the writing and presentation skills to communicate research findings to a variety of professional audiences.
  • Students will broaden their understanding of the psychological, social, and research foundations of education.
  • Students will expand and refine both their teaching skills and their leadership skills.
  • Students will deepen their content area knowledge in their teaching field.
  • Students will apply new knowledge of curriculum and instruction to practical problems in middle school and high school settings.

 

The Department of Secondary Education also participates in the College of Education and Human Services (CEHS) interdepartmental doctorate program in curriculum and instruction. For information and questions regarding the doctoral program, visit www.cehs.usu.edu or contact CEHS at (435) 797-1437.