Master of Education in Secondary Education (Does Not Lead to Initial Teacher Licensure)

The Learner and Learning

Effective Communicator

Create developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate their learning.

Articulates clear position/ purpose throughout the writing

Design instruction to address each student’s diverse learning strengths and needs and create opportunities for students to demonstrate their learning in different ways. [MC2]

Demonstrates control of layout/presentation, vocabulary, and uses of discipline-specific language

Bring multiple perspectives to the discussion of content, including attention to learners’ personal, family, and community experiences and cultural norms. [MC1, MC3, MC5]

Demonstrates control of diction, tone, or register appropriate to a diverse audience throughout the writing

Collaborate with learners, families/guardians, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry. [MC1, MC3, MC5]

Demonstrates proper usage of grammar and syntax throughout the writing (i.e., spelling, capitalization, punctuation, varied sentence structure)

Manage the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, technology, and learners’ attention. [MC3]

Demonstrates proper documentation of direct quotes, paraphrasing, references, and citing sources

Application of Content

Innovative Thinking

Apply content knowledge by engaging learners in diverse perspectives that question and challenge assumptions and approaches in order to master content and foster metacognition, innovation, and problem solving. [MC2]

Presents adequate information using sources that consider other perspectives

Evaluate and modify instructional resources and curriculum materials for their comprehensiveness, accuracy for representing particular concepts in the discipline, and appropriateness for their learners.

Selects evidence that appropriately supports the position/purpose

Create opportunities for students to learn, practice, and master academic language in their content. [MC1]

Develops position/purpose with reasoning and consistency

Facilitate learners’ collaborative use of current technology, tools, and resources to maximize content learning in varied contexts and support learner’s growth in international and global perspectives. [MC2]

States a conclusion aligned to development

Develop and implement supports for learner literacy development across content areas. [MC1]

Instructional Practice

Christian Worldview

Select and adapt formative and summative assessments that minimizes sources of bias to support, verify, and document learning.

Examine the ideological foundation of the Christian worldview.

Plan for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest. [MC2]

Analyze the implications of the Christian worldview as it relates to human value and dignity.

Analyze assessment data to effectively provide feedback and inform future instructional practices. [MC1]

Analyze ethical decisions made from the Christian worldview.

Select and create learning experiences and assessments that are appropriate for curriculum goals and content standards, aligned to learning objectives, and are relevant to learners. [MC2]