Teacher Education MA
Program Purpose
The aim of the Master of Arts (MA) program in Teacher Education is to provide a rigorous program focused on inquiry that prepares candidates to improve their practice as teachers, become teacher leaders in schools, districts, and other educational settings, and prepare for doctoral studies or other advanced scholarship.
Curricular Structure
Core Courses:
The core courses provide candidates with a thorough understanding of the theories and practices related to their professional practice and provide opportunities for considering their role in supporting and sustaining democratic social aims.
- T Ed 610 Foundations of Teacher Education (3 credits)
- T Ed 611 Theories of Learning and Teaching (3 credits)
- T Ed 612 Teacher Learning, Development, and Mentoring (3 credits)
- T Ed 613 Curriculum Theory, Design, and Assessment (3 credits)
Research Courses:
Candidates will complete the research core in 2 courses and a writing course that will prepare them for completing a rigorous thesis.
- T Ed 694 Introduction to Educational Research I (3 credits)
- T Ed 695 Introduction to Educational Research II (3 credits)
- T Ed 624 Academic Writing (3 credits)
Thesis:
- T Ed 699R: Master's Thesis (6 credits)
Electives:
Possible electives to be offered within the department. Students choose two 3-credit electives within or outside the department. No more than 8 of the following electives will be offered within the department in a 2-year cycle.
- T Ed 653R Learning and Teaching in the Disciplines (3 credits)
- T Ed 654R Issues and Trends in Education (3 credits)
- T Ed 663R Seminar in Teacher Education (3 credits)
- T Ed 693 Qualitative Methods (3 credits)
- Additional Elective Courses TBD
Learning Outcomes Description:
The intended learning outcomes of the MA in Teacher Education program are grounded in the five commitments of the BYU-Public School Partnership. That is ...
- We commit to prepare educators who model and teach the knowledge, skills, and dispositions required for civic virtue and engagement in our society. (Civic Preparation and Engagement)
- We commit to develop educators who are competent and caring, and who promote engaged learning through appropriate instructional strategies and positive classroom environments and relationships. (Engaged Learning Through Nurturing Pedagogy)
- We commit to develop educators who are committed to and actively provide equitable access to academic knowledge and achievement through rigor and mastery of curriculum content and instructional skill. (Equitable Access to Academic Knowledge and Achievement)
- We commit to assist educators in becoming responsible stewards in their schools and communities by dedicating themselves to shared purpose, renewal, and high standards of educator competence and learner performance. (Stewardship in School and Community)
- We commit to foster in educators a commitment to renewal through consistent inquiry, reflection, and action within their professional practice, resulting in continuous improvement. (Commitment to Renewal)
Christ-Centered Program
In Teacher Education, we recognize how spiritual and academic inquiry are interconnected and guided by the Holy Spirit (D&C 6:14; 3 Nephi 27:29). We follow the divine inquiry process laid out by our Savior. We faithfully ask to receive truth and inspiration, following the Master Teacher "full of grace, equity, and truth" (Alma 9:26) as we engage in critical educational research to improve the lives of children, youth, and families.
In the teacher education master's program, you will:
- Engage in meaningful mentored research through thesis work guided by faculty mentors.
- Pose meaningful questions of practice and explore what scholars say on various education-related topics.
- Become a responsible and critical consumer of educational research.
- Analyze and seek to address ethical and equity concerns, including complex educational issues affecting marginalized groups and vulnerable populations.
After completing the program, you will be able to understand and apply learning from research to improve your practice as teachers, become a teacher leader in schools and districts, and prepare for doctoral studies or other advanced scholarship.
Learning Outcomes
Candidates completing the MA program will be prepared to serve as expert teachers in classrooms, teacher leaders in various educational settings, and to complete doctoral-level studies.
Effective Analysis and Problem SolvingCandidates analyze complex educational issues, apply new knowledge, and utilize resources and evidence in meaningful inquiry.
Candidates make sound arguments grounded in relevant literature and evidence.
Candidates can identify and address ethical and equity concerns related to conducting and applying research in ways that are inclusive and culturally appropriate for all populations.
Candidates can identify and articulate the links between education and civic engagement, including attention to issues of equity, diversity, participation in public institutions, and access to community resources.
Candidates can identify changes they have made or actions they have taken during the program to improve schools or their own practice.
Evidence of Learning
Assessment Tools
The department uses several methods to assess the performance and progress of graduate students as they complete their programs.
(1) Graduate Student Progress Reports are provided to students and faculty at the end of each semester by the University Graduate Office. These reports list courses completed and courses remaining from the student's study list. They include remaining requirements and any other problems needing attention. A progress report can also be computer generated at any time through the Teacher Education Graduate Office.
(2) The Office of Graduate Studies requests a student rating report at least twice each academic year. The report requires a student to be rated in one of three categories: Satisfactory, Marginal or Unsatisfactory. If rated unsatisfactory or marginal, the student is informed in writing by the department of the reasons for this rating. The data for this rating are provided by the Advisory Chairperson upon request of the Graduate Secretary who records the data on the student's computer records. A copy of the rating is kept in the student's file in the Teacher Education Graduate Office.
(3) Students are evaluated by instructors as they complete course work and research projects. A GPA of 3.0 is required to continue in any graduate program. An instructor may refer any student whose performance is considered substandard to the Teacher Education Graduate Council for review.
Masters degree students complete a thesis under the direction of the Advisory Committee. The thesis generally provides opportunity for a disciplined experience in observing, gathering, interpreting, and reporting data. It is usually conducted in relation to the student's professional assignment in a field setting. A formal written report of the thesis is required.
(4) Masters students who complete the MA degree meet with their Advisory Committees and defend their theses. Each committee votes to pass, pass with qualifications, require modifications, recess, or fail. When thesis is approved at the department and MSE level, a digital copy of the thesis is submitted to the university's repository for electronic theses and dissertations (ETD).
Direct Measures
1. Candidate self-assessment forms to be completed twice a year.
2. Evidenced of quality in the thesis proposal and thesis as determined by chair and committee.
3. External review of theses (e.g., external thesis review association with the Department Unit Review)
4. Completion of CITI training regarding Human Subjects Tutorial (an assignment from T Ed 691). Evidence of ethical treatment of human subjects in thesis proposal and thesis.
5. Graduate student review to be completed by the student's graduate committee chair using the Student Rating Report form provided by the department and submitted to Graduate Studies twice each academic year.
Indirect Measures
1. Maintain a minimum GPA of 3.0 in graduate work. No "D" credit may be applied toward MA degree. If overall GPA on Program of Study courses falls below 3.0 during your program, the case will be carefully reviewed by faculty and student may be dropped from the program. Further, a grade lower than B- in any course may result in a rating of Marginal on student Graduate Student Rating and a failing grade in any graduate class will result in a rating of Unsatisfactory.
2. Successful completion of Research core courses (i.e., T Ed 693 Qualitative Data Analysis, T Ed 691 Introduction to Educational Research, T Ed 692 Quantitative Data Analysis).
3. Student responses to items on the department pre- and post-graduate survey.
4. Admission to additional graduate programs and other professional activities (e.g., Ph.D./Ed.D., presentations at professional conferences, and professional publications).
Learning and Teaching Assessment and Improvement
Analysis, Evaluation, and Improvement Process
The graduate faculty meet on a regular basis to discuss program goals, student performance, and necessary changes to the program. Furthermore, subcommittees within the faculty consider the goals, content, and assignments of individual courses on a regular basis and report their changes to the graduate faculty. Every two years, with the completion of a cohort of graduate students, the graduate faculty re-evaluates courses, assignments, and the overall program. Minor curricular and structural changes are made within the department upon discussion and argeement from the graduate faculty. Major curricular and structural changes must be made through the McKay School curriculum committee and through the Graduate School. These changes must be proposed in writing and considered by the corresponding committees that oversee such decisions. Once changes are approved, the changes are made to the program.