Master of Education Program (M.ED.)
The Master of Education program is designed to meet the professional development needs of working teachers. As such, the program permits students to enroll on a part-time basis, with all courses required to complete the degree offered late afternoons, evenings, weekends and during summer sessions. Required graduate courses are taught at least once per year. Selected electives are taught so that dedicated students can complete their degree within two years. Summer school is essential if students are to finish in a timely manner. Students have a maximum of 7 years to complete their degrees. This is 7 years from the date of the first course accepted to the program to the last course taken to complete their degrees. The Lake Erie College Master of Education Program is designed to address the needs of teachers in today's schools. Teachers are exposed to contemporary political, societal and public issues that impact classroom practices and procedures. Current issues in education are studied to encourage discussion and reflection of opposing viewpoints. Curricular and instructional issues in schools require effective teachers who possess a high degree of professionalism built upon pedagogical expertise. The M.Ed. program is designed to further develop the knowledge, skills and performance of practitioners to promote their own professionalism and to ultimately improve the educational enterprise.
Education Division Conceptual Framework
Education Division Mission: The mission of the Lake Erie College Education Division is to develop professional, knowledgeable, collaborative, and reflective educators, who are committed to the diversity and development of all students.
Education Division Philosophy: All learners deserve access to education guided by professional, knowledgeable, collaborative, and reflective educators. The Education Division's goal is to provide teacher candidates with the tools to prepare educated citizens who are capable of making responsible decisions to solve problems in today's diverse community.
Education Division Purposes, Professional Commitments and Dispositions: As advocates for children and the teaching profession, the Education Division has adopted curricula that emphasize academic inquiry, critical and creative thinking, and recognition of diverse views. Candidates preparing to be educators must demonstrate strong foundations in both liberal arts and their professional pedagogies. Teacher candidates must demonstrate and meet the standards with regard to licensure and institution accreditation.
Performance Expectations for Candidates: The following performance expectations reflect the Conceptual Framework, which is based on the Ohio Standards for the Teaching Profession.
Standard 1: Teachers understand student learning and development and respect the diversity of students they teach.-1.1 Teachers display knowledge of how students learn and of the developmental characteristics of age groups.
-1.2 Teachers understand what students know and are able to do and use this knowledge to meet the needs of all students.
-1.3 Teachers demonstrate the expectation that all students will achieve to their full potential.
-1.4 Teachers model respect for students' diverse cultures, language skills and experiences.
-1.5 Teachers recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction and intervention.
Standard 2: Teachers know and understand the content area for which they have instructional responsibility.-2.1 Teachers know the content they teach and use their knowledge of content-area concepts, assumptions and skills to plan instruction.
-2.2 Teachers understand and use content-specific instructional strategies to effectively teach the central concepts and skills of the discipline.
-2.3 Teachers understand school and district curricula priorities and the Ohio academic content standards.
-2.4 Teachers understand the relationship of knowledge within the discipline to other content areas.
-2.5 Teachers connect content to relevant life experiences and career opportunities.
Standard 3: Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.-3.1 Teachers know about assessment types, their purposes and the data they generate.
-3.2 Teachers select, develop and use a variety of diagnostic, formative and summative assessments.
-3.3 Teachers analyze data to monitor student progress and learning and to plan, differentiate and modify instruction.
-3.4 Teachers collaborate and communicate student progress with students, parents and colleagues.
-3.5 Teachers involve learners in self-assessment and goal setting to address gaps between performance and potential.
Standard 4: Teachers plan and deliver instruction that advances the learning of each individual student.-4.1 Teachers align their instructional goals and activities with school and district priorities and the Ohio academic content standards.
-4.2 Teachers use information about students' learning and performance to plan and deliver instruction that will close the achievement gap.
-4.3 Teachers communicate clear learning goals and explicitly link learning activities to those defined goals.
-4.4 Teachers apply knowledge of how students think and learn to instructional design and delivery.
-4.5 Teachers differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students.
-4.6 Teachers create and select activities that are designed to help students develop as independent learners and complex problem-solvers.
-4.7 Teachers use resources effectively, including technology, to enhance student learning.
Standard 5: Teachers create learning environments that promote high levels of learning and achievement for all students.-5.1 Teachers treat all students fairly and establish an environment that is respectful, supportive and caring.
-5.2 Teachers create an environment that is physically and emotionally safe.
-5.3 Teachers motivate students to work productively and assume responsibility for their own learning.
-5.4 Teachers create learning situations in which students work independently, collaboratively and/or as a whole class.
-5.5 Teachers maintain an environment that is conducive to learning for all students.
Standard 6: Teachers collaborate and communicate with students, parents, and other educators, administrators and the community to support student learning.-6.1 Teachers communicate clearly and effectively.
-6.2 Teachers share responsibility with parents and caregivers to support student learning, emotional and physical development and mental health.
-6.3 Teachers collaborate effectively with other teachers, administrators and school and district staff.
-6.4 Teachers collaborate effectively with the local community and community agencies, when and where appropriate, to promote a positive environment for student learning.
Standard 7: Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community.-7.1 Teachers understand, uphold and follow professional ethics, policies and legal codes of professional conduct.
-7.2 Teachers take responsibility for engaging in continuous, purposeful professional development.
-7.3 Teachers become an agent of change who seeks opportunities to positively impact teaching quality, school improvements and student achievement.
Commitment to Reflection: Lake Erie College's conceptual framework reflects our commitment to preparing candidates who are able to reflect on their practices. Through curriculum and instruction in the college classroom, as well as field experiences, clinical practice, assessments, and evaluations, candidates are required to reflect on their practice. Through class discussion and sharing of their reflections, candidates are able to refine and improve their classroom practices.
Students desiring to achieve their M.Ed. degree with special options that includes coursework in their teaching areas may work with their advisors to petition the Education Faculty Committee.
Their petitions should include lists of specific graduate courses they wish to apply to the degree, source of the coursework, original transcripts and other information as needed. The core requirements of the Lake Erie College M.Ed. program must be met along with all other requirements. The advisor will present the program to the Education Faculty Committee for approval.
Lake Erie College offers graduate programs off campus for districts or groups that request them and can provide a specified number of students who are willing to work together as a cohort group. Groups must agree to stay together and take the same courses. Usually there is a reduced rate for these groups. Should a student drop out and need to take coursework on campus to compensate for the missed semester, that student will be charged the regular rate for the missed course. Should the group attrition reach a point where it is no longer economically feasible to continue off campus, the group will be asked to complete coursework on campus.
- -complete the specific course requirements of the M.Ed. program
-earn a minimum grade point average of 3.00
-complete all requirements for the M.Ed. program within 7 years of the first course in the program
-culminate the graduate program by successfully completing a research project and written thesis.
Guidelines for the written project will be provided in EDM 500, Research for the Professional Educator. A proposal, developed in EDM 500, must be submitted according to the Lake Erie College format. The education committee accepts or rejects the proposal. The final written project becomes part of the research collection of the College. Students must present three (3) unmarked, accurate copies to the department for binding 30 days prior to graduation. The College will retain two, and one will be returned to the student. Fees for preparing and binding of manuscript are the student's responsibility. A content advisor will be appointed for each candidate. This individual will counsel and guide the candidate through to the conclusion of the project. A second reader will be appointed to review each project. Should the content advisor and the second reader disagree about the acceptability of the project, a third reader will be employed. Students planning to graduate in the following semesters must have their project completed and approved by:
- -Fall Oct. 30
-Spring March 15
-Summer July 1
Students who do not complete EDM 565 during the semester registered may continue working on their project during subsequent semesters with the content advisor by registering for extended hours. Coursework will be given a grade of "I" (incomplete) until the paper is accepted. At that time a grade will be awarded to the final hours. Previous "I" grades will be changed to "I" (pass).
The M.Ed. Curriculum
Students take the M.Ed. program with a focus on curriculum and instruction. The program requires the completions of three components for a minimum of 32 semester hours of credit.
Core (Required) Courses (14 SH)
- EDM 500 Research for the Professional Educator (3 SH)
- EDM 501 Contemporary Issues in American Education (3 SH)
- EDM 517 Models of Effective Teaching (3 SH)
- EDM 523 Fundamentals of Curriculum (3 SH)
- EDM 565 Educational Research Seminar (2 SH)
Electives (18 SH)
- EDM 502 Psychology Applied to Teaching (3 SH)
- EDM 505 Inclusive Strategies for Regular Classrooms (3 SH)
- EDM 506 Educator Collaboration (3 SH)
- EDM 507 The Educational Organization (3 SH)
- EDM 508 Social, Psychological, Emotional Perspectives for Educators (3 SH)
- EDM 511 Adolescent Literature (3 SH)
- EDM 512 Critical Analysis of Children's Literature (3 SH)
- EDM 525 Issues in Early Childhood Education (3 SH)
- EDM 528 Classroom Management (3 SH)
- EDM 534 Organizational Behavior (3 SH)
- EDM 544 Special Education Law (3 SH)
- EDM 545 School Law (3 SH)
- EDM 552 Exceptional Child in the Classroom (3 SH)
- EDM 553 Issues in Content Instruction (3 SH)
- EDM 554 Teaching Critical Thinking (3 SH)
- EDM 558 Computer Uses in Education (3 SH)
- EDM 570 Special Topics in Education (3 SH)
- EDM 580 Entrepreneurship (3 SH)
- EDM 593 Individual Investigation in Education (1-3 SH)