The request to revise M.Ed. Middle Grades and Secondary Education
Date: February 11, 2016
To: College of Education
From: Office of Academic Affairs
Approved On: January 14, 2016
Approved by: Graduate Council
Implementation Date: Summer 2016
Note: Deletions are strikethroughs. Insertions are underlined.
Catalog Copy
Middle Grades and Secondary Education
- Master of Education (M.Ed.)
- Master of Arts in Teaching (M.A.T.)
- Graduate Certificate in Teaching
Department of Middle Grades, Secondary, and K-12 Education
mdsk.uncc.edu
Graduate Coordinators
Dr. Jeanneine Jones, M.Ed. Program – Middle Grades
Dr. Tina L. Heafner, M.Ed. Program – Secondary
Dr. Teresa Petty, MAT Program
Graduate Faculty
Dr. Joyce Brigman, Clinical Assistant Professor
Dr. Bettie Ray Butler, Assistant Professor
Dr. Heather Coffey, Assistant Professor
Dr. Diana Dagenhart, Clinical Assistant Professor
Dr. Warren DiBiase, Associate Professor
Dr.Tarra D. Ellis, Clinical Assistant Professor
Dr. Paul Fitchett, Associate Professor
Dr. Tina Heafner, Professor
Dr. Charles Hutchison, Associate Professor
Dr. Jeanneine Jones, Professor
Dr. Scott Kissau, Associate Professor
Dr. Lan Quach Kolano, Associate Professor
Dr. Chance Lewis, Professor
Dr. Teresa Petty, Associate Professor
Dr. David Pugalee, Professor
Dr. Spencer Salas, Associate Professor
Dr. Greg Wiggan, Associate Professor
Master of Education in Middle and Secondary Grades
The Master of Education in Middle and Secondary Grades has been developed specifically for experienced licensed teachers in middle and secondary schools who desire advanced study in content and pedagogy, and seek an opportunity to integrate advanced study with their teaching experiences. In addition, candidates acquire the skills, knowledge, dispositions, and abilities required to assume a leadership role. For example, candidates are required to take Teacher Leadership within their final two semesters, a course that better prepares them to become content department chairs, interdisciplinary team leaders, or staff development specialists. Furthermore, by admitting only experienced teachers, candidates serve as resources for one another and become active members in a community of professionals who are knowledgeable, effective, and committed practitioners. At the conclusion of the program, graduates become teacher leaders who understand and establish respectful educational environments, demonstrate content and curriculum expertise, effectively support student learning through evidence-based research, and exhibit systematic, critical analysis of learning through purposeful and meaningful reflection. Finally, because this degree focuses on a teacher’s professional growth, it requires completion of a comprehensive portfolio or capstone research project, which is determined by the individual program’s requirements.
Program Goals
Successful graduates possess a comprehensive pedagogical, conceptual, and reflective knowledge base that can be applied to their classrooms through effective instruction, responsivity, and collaboration. This developed and applied knowledge is, in turn, shared with other professionals through a variety of leadership opportunities. Both the College’s Conceptual Framework and the following goals provide structure for the entire program.
Program graduates are able to:
- Self-direct their personal and professional growth
- Respond effectively to adolescent differences, equity and diversity, and global learning communities
- Demonstrate advanced pedagogical content knowledge of the curriculum, as well as apply 21st knowledge, skills, and technical expertise
- Improve educational practice through critical self-reflection, self-assessment, and applied research
- Work collaboratively with colleagues, professionals, parents, guardians, families and individuals charged with the well-being of learners
- Assume a leadership role at the local, district, regional, state, or national level
National Board for Professional Teaching Standards Connections
A unique feature of this program is its strategic alignment with core propositions, skill sets, academic language, and concepts from the National Board for Professional Teaching Standards (NBPTS). Activities are designed to provide information and support to potential and current candidates. They also account for recent certification program changes by the NBPTS.
Admission Requirements
- A Bachelor’s degree from a regionally accredited college or university
- A North Carolina “A” license (Standard Professional 1 [SP1] Professional Educator’s License) in Middle Grades (6-9) or Secondary Education (9-12), or the equivalent from another state in both the track and content field of the program to which the candidate is making application
- Teaching experience in a middle grades or secondary classroom
- An undergraduate GPA of 2.75 overall and 3.0 in the Junior/Senior years
- An acceptable score on the GRE or MAT
- A written narrative providing a statement of purpose for Master’s degree study
- Satisfactory recommendations from three professional educators
Degree Requirements
This degree requires a total of 33 hours of coursework in either middle grades or secondary education. Candidates must fulfill requirements in one of these two tracks.
Tracks
There are two tracks within this degree. One focuses on middle grades education and the other on secondary education. Each requires a total of 33 hours as prescribed by program requirements. The selected track must match the candidate’s initial A license, as issued by the state of North Carolina.
Core Courses
There are six core courses required that are common to both the middle grades and secondary tracks. These include:
MDSK 6156 Curriculum, Teaching, and Contemporary Issues (3)
MDSK 6220 Adolescence and Learning (3)
MDSK 6260 Principles of Teacher Leadership (3)
MDSK 6691 Seminar in Professional Development (3)
RSCH 6101 Research Methods (3)
TESL 6206 Globalization, Communities, and Schools (3)
Electives
Each track allows one three-hour advanced specialized pedagogy choice from selected coursework
Capstone Experience
Candidates in both middle grades and secondary must complete a capstone experience. They complete either a comprehensive portfolio or research project, as assigned by their program advisor.
Advising
Each candidate will have an assigned advisor within the Department of Middle Grades, Secondary, and K-12 Education.
Licensure
Graduates of the M.Ed. will be eligible to receive an Advanced Competency “M” license (Standard Professional 2 [SP2] Professional Educator’s License) in either middle grades (6-9) or secondary (9-12) from the state of North Carolina in addition to their Master’s Degree.
Note: Standard Professional 2 (SP2) Professional Educator’s Licenses are intended for teachers with 3 or more years of teaching experience, and are valid for five years. Teachers who are fully licensed and “Highly Qualified” in another state who have three or more years of teaching experience in another state AND who meet NC’s Praxis testing requirements OR have National Board Certification are issued the SP2 Professional Educator’s license.
Qualifying Examination
Acceptable scores on either the Graduate Record Examination (GRE) or Miller Analogies Test (MAT).
Committees
Candidates convene a committee of three graduate faculty members whom they select with assistance from their department advisor if a research project is required as the capstone experience. The primary role of this committee is to assess the research project. All other candidates complete the comprehensive portfolio which is guided by the course instructor for MDSK 6691.
Research Opportunities and Experiences
There are many opportunities for candidates to participate in research studies on either an independent or collaborative basis. These opportunities are available with Department faculty members, through assigned coursework, and through the research project.
Assistantships
There are limited opportunities available within the Department of Middle Grades, Secondary, or K-12 Education. Contact the Department for more information.
Financial Aid/Financial Assistance
Information is available from the Office of Teacher Education Advising, Licensure, and Recruitment (TEALR). See tealr.uncc.edu for details. Additional information is available from the Office of Student Financial Aid at finaid.uncc.edu.
Program Certifications/Accreditation
Programs are accredited by both NCATE and NCDPI.
Middle Grades Education
Degree Requirements
Total of 33 hours
Core Courses (6 hours)
MDSK 6156 Curriculum, Teaching, and Contemporary Issues (3)
MDSK 6220 Adolescence and Learning (3)
MDSK 6260 Teacher Leadership (3)
MDSK 6691 Seminar in Professional Development (3)
RSCH 6101 Research Methods (3)
TESL 6206 Globalization, Communities, and Schools (3)
Middle Grades Course (3 hours)
MDLG 6225 Issues in Middle Grades Education (3)
Methods Course (3 hours)
Students choose one from their content concentration:
ENGL 6274 Contexts and Issues in the Teaching of English (3)
MAED 6252 Advanced Methods in Middle and Secondary Mathematics Education (3)
MDSK 6351 Advanced Methods in Middle and Secondary Science (3)
MDSK 6354 Advanced Methods in Middle and Secondary Social Studies (3)
Content Specialization Requirements (6 hours)
The content field of study may be chosen from one of the following areas:
- Science
- Social Studies
- Mathematics
- English
Including content specific program coursework:
MDSK 6250 Issues in 6-12 Science Education (3)
MDSK 6251 Issues in 6-12 Math Education (3)
MDSK 6254 Issues in 6-12 Social Studies Education (3)
Advanced Specialization Pedagogy (3 hours)
A graduate-level pedagogy course should be chosen in consultation with student’s advisor. Possible elective options include, and are limited to one of, the following:
EDUC 6102 Person and School in Urban Society (3)
EDUC 7126 Comparative Education (3)
EIST 5100 Technology Integration in Education (3)
EIST 6110 Instructional Design (3)
MDLG 6800 Individual Study in Middle Grades Education (1-6)
MDSK 6142 Readings in Assessment, Measurement, and Student Achievement (3)
READ 6265/EDCI 8265 Multiliteracies in a Global World: Reading and Writing Texts in New Times (3)
RSCH 6109 Assessment and Evaluation Methods (3)
RSCH 6110 Descriptive and Inferential Statistics in Education (3)
TESL 5101 Second Language Diagnosis and Evaluation (3)
Secondary Education
Degree Requirements
Total of 33 hours
Core Courses (18 hours)
MDSK 6156 Curriculum, Teaching, and Contemporary Issues (3)
MDSK 6220 Adolescence and Learning (3)
MDSK 6260 Teacher Leadership (3)
MDSK 6691 Seminar in Professional Development (3)
RSCH 6101 Research Methods (3)
TESL 6206 Globalization, Communities, and Schools (3)
Methods Course (3 hours)
Students should choose one from their content concentration.
ENGL 6274 Contexts and Issues in the Teaching of English (3)
MAED 6252 Advanced Methods in Middle and Secondary Mathematics Education (3)
MDSK 6351 Advanced Methods in Middle and Secondary Science (3)
MDSK 6354 Advanced Methods in Middle and Secondary Social Studies (3)
Content Specialization Requirements (9 hours)
The content field of study may be chosen from one of the following areas:
- Science
- Social Studies
- Mathematics
- English
Including content specific program coursework:
MDSK 6251 Issues in 6-12 Math Education (3)
MDSK 6250 Issues in 6-12 Science Education (3)
MDSK 6254 Issues in 6-12 Social Studies Education (3)
Note: For students interested in teaching at the community college level, Master’s degrees in Mathematics and English Education are offered through the Departments of Mathematics & Statistics and English, respectively.
Advanced Specialized Pedagogy (3 hours)
A graduate-level pedagogy course should be chosen in consultation with the student’s advisor. Possible elective options include, and are limited to, one of the following:
EDUC 6102 Person and School in Urban Society (3)
EDUC 7126 Comparative Education (3)
EIST 5100 Technology Integration in Education (3)
EIST 6110 Instructional Design (3)
MDSK 6142 Readings in Assessment, Measurement, and Student Achievement (3)
READ 6265/EDCI 8265 Multiliteracies in a Global World: Reading and Writing Texts in New Times (3)
RSCH 6109 Assessment and Evaluation Methods (3)
RSCH 6110 Descriptive and Inferential Statistics in Education (3)
TESL 5101 Second Language Diagnosis and Evaluation (3)
SECD 6800 Individual Study in Secondary Education (1-6)