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Department of Curriculum and Instruction

College of Education

Secondary Education
Hogan
Dr. Norma Hogan
Professor/Program Coordinator
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The purpose of the Master's of Education in Secondary Education is to extend the knowledge and skills of teachers in secondary classrooms to improve student learning.

 Students who wish to complete a concentration in one of the disciplines normally taught at the secondary school level, as part of a master of education degree, must already hold a professional teaching certificate, be eligible for certification, or be currently enrolled in a program that leads to certification.

 

 

Students seeking admission to graduate programs in the Department of Curriculum and Instruction must first meet general admission requirements of the Graduate School. In addition, the following specific admission criteria apply:

  1. A candidate who has an undergraduate GPA of 3.0 or above on a 4.0 scale for all work completed is eligible for admission. The candidate must also submit three letters of recommendation.
  2. A candidate who has an undergraduate GPA of less than 3.0 on a 4.0 scale may be granted admission by either of the following two procedures:

   1. Obtain a minimum of 2,400 points based on the following formula:

  1. The sum of the GRE aptitude scores (V+Q+A)
  2. GPA x 500; and the 
  3. The sum of (1) and (2). Scores on the GRE Analytical Writing section will be substituted for the old Analytical (A) scores using a scaled transfer.

    2. Participate in an interview with the appropriate admission committee. The candidate will be responsible for providing the admission committee with information for consideration in admission decisions.

Factors to be considered include teaching experience; scores on standardized tests; GPA during the entire undergraduate experience, during the last two years of undergraduate school, and in the major; performance in graduate courses taken; recommendations of supervisors and colleagues; quality of undergraduate school(s) attended; oral communication skills; and skill in writing, which will be determined in part by the candidates' extemporaneous writing during the interview process.

Students who wish to complete a concentration in one of the disciplines normally taught at the secondary school level, as part of a master of education degree, must already hold a professional teaching certificate, be eligible for certification, or be currently enrolled in a program that leads to certification.

Students who wish to complete a concentration in classroom technology must complete 16 credit hours of professional development courses; 12 credit hours in educational technology courses; and 9 credit hours of electives. The 9 credit hours from electives may be completed from educational technology courses or in one of the disciplines normally taught at the secondary level.

Secondary Education (M.Ed.) Program of Study

"The mission of the College of Education at ETSU is to prepare knowledgeable, competent, ethical, and caring educators who are committed to excellence in their professional pursuits." The graduate faculty of the M.Ed. Secondary Education program embraces the College Mission Statement's goal of "assisting our students in acquiring and applying knowledge of people, methodology and subject matter for competent professional practice."

The Masters of Education in Secondary Education develops advanced knowledge and skills in order to develop action-researchers, change agents, life-long learners, disseminators of knowledge, producers of knowledge, users of current and emerging technologies, and multicultural practitioners. Inherent in these broad attitudes, values and commitments are dimensions of leadership, general knowledge, content knowledge, professional knowledge, diversity, collaboration, reflective practice, lifelong learning, caring, and critical thinking.

In order to enhance the philosophy, goals and to support the Mission of the M.Ed. Secondary Education program, the candidates, as accomplished practitioners, will:

  • commit to students and their learning by (1) recognizing differences among students and adjusting their practice accordingly; (2) taking into account how children develop when planning learning activities; and, (3) fostering students' self-esteem, civic responsibility, and respect for one another.
  • understand how knowledge in their subjects is created, organized, linked to other disciplines, and used in the real world by (1) using a repertoire of effective teaching methods to convey a subject to students and (2) helping students learn by having them solve problems and make their own discoveries.
  • manage and monitor student learning by (1) modifying their teaching methods and classroom environment to meet students' needs, and try new approaches when others fail; (2) knowing how and when to get students, colleagues, and classroom volunteers to assist them; (3) using varied assessment methods to evaluate individual students as well as the entire class; and (4) clearly explaining performance to parents.
  • think systematically about their practice and learn from experience by (1) becoming lifelong learners who regularly seek advice from colleagues and others to strengthen their practice; (2) drawing upon education research-as well as their own classroom experience--to improve teaching; (3) being enthusiastic for and committed to continued learning providing a compelling model for their students.
  • reach beyond the classroom to work creatively and collaboratively with colleagues, parents and the community by (1) striving, with colleagues, to improve school-wide curriculum and instruction and bolstering the teaching of the entire faculty; (2) working, with parents, to promote student growth; and (3) taking advantage, in the community, of resources to enrich and supplement student learning.

 

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