M. Ed. in Adult Education Management and Administration

SLO 1 - Students will analyze the historical roots and development of higher education in the United States, including its various programs and services, financial support, and contemporary roles and missions.

SLO 2 - Students will examine and evaluate various teaching and learning strategies as they relate to adult learners in higher education, focusing on the creation of pedagogy for college courses that attend to the learning styles of a diverse adult population.

SLO 3 - Students will analyze and examine various structures and components of managing institutions in higher education.

SLO 4 - Students will analyze classroom and institutional problems by learning the methods and techniques of classroom research.

M.Ed. in Non-certificate Option

SLO 1 - Students will learn the techniques of educational research, which include the interpretation of data and results.

SLO 2 - Students will analyze the major philosophies of education, including the development of public education and the contemporary theories of curriculum development.

SLO 3 - Students will examine and evaluate strategies as they relate to the process of learning that apply to individuals from different cultural and personal backgrounds.

SLO 4 - Students will analyze the development of required leadership philosophies and principles necessary in developing multicultural education in public schools, which include institutional and individual practices and evaluation methodologies.

Master's of Education (Educational Leadership)

SLO 1 - Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school vision of learning supported by the school community.

SLO 2 – Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, producing an effective instructional program, applying best practices to student learning, and designing comprehensive professional growth plans for staff.

SLO 3 - Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.

SLO 4 - Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.

SLO 5 - Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner.

SLO 6 - Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

SLO 7 – Internship. The internship provides significant opportunities for candidates to synthesize and apply the knowledge and practice and develop the skills identified in Standards 1-6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit.

M.Ed. in Curriculum and Instruction

SLO 1 - Devise educational practices according to individual differences by understanding how students develop and learn

SLO 2 - Assess all students equitably despite their differences.

SLO 3 - Deduce the multiple ways in which content knowledge is created, organized, and linked to other disciplines.

SLO 4 - Convey specialized knowledge to students by generating multiple pedagogical paths.

SLO 5 - Appraise student learning by calling on multiple methods to meet their goals, orchestrating learning in group settings; placing a premium on student engagement; assessing student progress regularly; and being mindful of objectives in planning instruction.

SLO 6 - Debate systematically about their practices and learn from experience by making difficult choices that test their judgment, seeking the advice of others, and drawing on education research and scholarship.

SLO 7 - Perform as members of their learning communities by contributing to school effectiveness through collaborating with other professionals; working cooperatively with parents; and taking advantage of community resources.

M.Ed. in Elementary

SLO 1 - Locate, interpret, and evaluate current and/or recent research pertaining to elementary school instruction.

SLO 2 - Apply significant research findings to classroom situations.

SLO 3 - Utilize the techniques of research to plan, carry out, and report original "action research."

SLO 4 - Demonstrate a thorough knowledge of elementary-school curriculum structure, including the scope and sequence of skills, appreciations, and understandings in each curricular area for which the student has professional responsibility.

SLO 5 - Demonstrate a knowledge of materials and techniques for adapting instruction to the wide range of individual differences found in every classroom.

SLO 6 - Demonstrate an understanding of the exceptional child and the ability to select methods and content appropriate for the gifted as well as the handicapped.

SLO 7 - Select and administer appropriate instruments for evaluating pupils' progress; demonstrate the ability to use the results of evaluation to identify specific skill needs.

SLO 8 - Demonstrate an understanding of the special needs of children of differing cultures and the social factors related to pupils' performance.

SLO 9 - Demonstrate an understanding of learning theories and of learning processes as they develop in children during the course of their physical, social, emotional, and intellectual maturation.

SLO 10 - Describe the various educational philosophies and their effects on current educational methods and institutions.

SLO 11 - Describe the various organizational plans for individualizing instruction in the elementary school.

SLO 12 - Evidence competency in the subject-matter areas for which the student has teaching responsibilities.

M.Ed. in Reading Specialist

SLO 1 - STANDARD: FOUNDATIONAL KNOWLEDGE. Reading Specialist/Literacy Coach Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction.

1.1. Understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading–writing connections.

1.2. Understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.

1.3. Understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement.

SLO 2 - STANDARD: CURRICULUM AND INSTRUCTION. Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing.

2.1. Use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum. [Reading specialists may have responsibilities for teaching students who struggle with learning to read and must also be able to support teachers in their efforts to provide effective instruction for all students.]

2.2. Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading–writing connections.

2.3. Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.

SLO 3 - STANDARD: ASSESSMENT AND EVALUATION. Candidates use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction.

3.1. Understand types of assessments and their purposes, strengths, and limitations.

3.2. Select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes. [Reading specialists may have responsibilities for teaching students who struggle with learning to read and must also be able to support teachers in their efforts to provide effective instruction for all students.]

3.3. Use assessment information to plan and evaluate instruction.

3.4. Communicate assessment results and implications to a variety of audiences. 

SLO 4 - STANDARD: DIVERSITY. Candidates create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society.

4.1. Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write. [Reading specialists may have responsibilities for teaching students who struggle with learning to read and must also be able to support teachers in their efforts to provide effective instruction for all students.]

4.2. Use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity.

4.3. Develop and implement strategies to advocate for equity.

SLO 5 - STANDARD: LITERATE ENVIRONMENT. Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.

5.1. Design the physical environment to optimize students’ use of traditional print, digital, and online resources in reading and writing instruction.

5.2. Design a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize students’ opportunities for learning to read and write. [Reading specialists may have responsibilities for teaching students who struggle with learning to read and must also be able to support teachers in their efforts to provide effective instruction for all students.]

5.3. Use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another; discussions, and peer feedback).

5.4. Use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.

SLO 6 - STANDARD: PROFESSIONAL LEARNING AND LEADERSHIP. Candidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility.

6.1. Demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture.

6.2. Display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors. [This element deals with positive attitudes not only with colleagues but also with community members, parents and guardians, and so forth.]

6.3. Participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.

6.4. Understand and influence local, state, or national policy decisions.

M.Ed. in School Counseling

SLO 1 - Uses an understanding of human development to provide a comprehensive, developmental guidance and counseling pro­gram.

SLO 2 - Understands the impact of environmental influences on students' development and achievement and helps students de­velop strategies to resolve or cope with situations that may hinder learning.

SLO 3 - Demonstrates an appreciation of human diversity by providing equitable guidance and counseling services for all students and by promoting a climate of mutual respect that helps students value themselves and others.

SLO 4 - Uses effective leadership skills to plan, implement, and evaluate a comprehensive, developmental guidance and counsel­ing program to address the needs of all students.

SLO 5 - Provides guidance and counseling services to address the needs and concerns of students and to help students develop skills to use in future situations.

SLO 6 - Facilitates the educational and career development of individual students to help all students achieve success.

SLO 7 - Uses formal and informal assessments to provide information about and to students, to monitor student progress, and to recommend changes to the student's educational environment.

SLO 8 - Consults with parents and school personnel, provides professional expertise, and establishes collaborative relationships that foster a support system for students, parents, and the school community.

SLO 9 - Establishes strong and positive ties with the home and the community to promote and support students' growth in school and beyond the school setting.

SLO 10 - Has knowledge of professional ethical codes, the importance of professional development, and the need to work with col­leagues to advance the profession.

M.Ed. in Secondary

SLO 1 - Interpret the professional literature and statistical data; demonstrate techniques of collecting data.

SLO 2 - Collect, organize, and report research data in written form for publication, grant resources, or institutional use.

SLO 3 - Demonstrate a thorough knowledge of the curriculum structure, including the scope and sequence of the skills, apprecia­tion, and understanding in the content specialty.

SLO 4 - Select appropriate instruments for evaluating students, administer the instruments, and interpret the data.

SLO 5 - State and evaluate various educational philosophies and their effects on current educational methods and institutions.

SLO 6 - Compare different systems of education in the modern world and the historical factors which contributed to their develop­ment.

SLO 7 - Demonstrate an understanding of the exceptional student and the ability to select methods and content appropriate for the gifted as well as the handicapped.

SLO 8 - Demonstrate an understanding of the relationship between other content specialty and the individual differences encoun­tered in students.

SLO 9 - Demonstrate an understanding of the cultural differences and the social factors related to students' performance.

SLO 10 - Show evidence of competence in his/her related area of specialization.