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NCC Graduate Program Orientation Teacher as Leader in Curriculum and Instruction. A Gateway to Lifelong Learning. Teacher as Leader Program Orientation. Mission of the Program and Conceptual Framework Program Alternatives Features of the Program Standards Based
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A Gateway to Lifelong Learning
The department of education prepares undergraduate teacher candidates and practicing teachers to facilitate the learning of all students…..
enabling both teachers and their students to act as informed, involved, principled , and productive citizens and leaders over a lifetime.
What does this mean to a candidate in this program?
*Campus Program- Graduate students may enter and withdraw from the program over two or more years
*Professional Learning Community Cohort- Graduate students are mentored by a principal and complete coursework as a cohort in a Professional Learning Community forum over an 18-month period
The teacher leaders we have come to know are committed for the long term; they do not intend to give up on their students or one another. They plan to continue to assume responsibility for the deepening of their own practice and that of their colleagues. They are determined to become the architects of vibrant professional communities in which teachers take the lead in inventing new possibilities for their students and for themselves. (p. 92)
Lieberman and Miller (2004)
Courses required - 11 courses
Six courses (18 credits) in the core, with a focus on Teacher as Leader
One liberal studies course
Four Elective courses in any area or in one area of specialty:
*These four courses may be applied to the Type 75 Illinois Leadership Certification
MTH 504 Topics in Discrete Mathematics
MTH 506 History of Math
EDN 513 Methods in Mathematics
MTH 604 Geometry and Algebra for Secondary Education
*Possible math endorsement
*Two appropriate undergraduate reading courses combined with the above courses will entitle the candidate to the reading endorsement
*You can obtain a copy of the matrix from the graduate office upon entry into the program or on the NCC graduate website.
*In most cases your artifacts may come from your course assignments, school experiences, and field work, and will be included toward your course grade.
Final Assessment Portfolio
I. Cover Page On the front of your portfolio binder, put a cover page. Information included on the page is your name, the date, and the date you began the Curriculum and Instruction program and the term of your expected graduation.
II. Table of Contents This page identifies the content of the portfolio and the order and location of items.
III. Culminating Reflections Use APA heading structure to organize/create your paper (see Appendix C). Pages should be numbered electronically. Use APA style citations and headings in this section of the culminating program portfolio
IV. Introduction (Usually written last to foreshadow what will be found in this section of the culminating program portfolio.)
V. Overview of your development as a teacher leader who facilitates the learning of all students (Usually written after the other major sections so that major themes that emerged from your other writing can be addressed.)
VI. Address your growth in these five areas of the CF and support this growth with reflection on how it is evidence of research to practice as well as evidence of your teacher leadership (see Appendix B).
*1500 word minimum for this section
VIII References – Cite all sources you mentioned in your writing of the culminating program portfolio (see Appendix C).
IX. Appendices of Final Artifacts (preferably one artifact, no more than two artifacts per section)
X. Include References- APA Style
*A handbook and rubric will be provided for the portfolio requirements; Both can be found on the graduate website
The department of education has adopted the five core propositions articulated by the National Board for Professional Teaching Standards to guide its process of developing graduate students in curriculum and instruction as teacher leaders:
Complete all required course work.
Follow program requirements as identified in the Teacher as Leader program handbook.
Address questions to Dr. Kristine Servais, Education Coordinator of Graduate Studies or Frank Johnson, Graduate Office.
Submit portfolio and matrix by week seven of EDN 697 Capstone Teacher Leader II or your final course.
Obtain and submit commencement information to the Graduate Office for graduation.
*Candidates determine a program and completion date and are able to modify this as needed using a five year projection of courses that will be provided.