Programme Overview

The Master of Education in Teaching and Learning programme is designed for practicing classroom teachers who want to earn a master’s degree as part of a professional learning community.

The 36-semester-credit program allows teachers to identify, investigate, and transform their beliefs and practices about their teaching and learning. Learners will connect their inquiry to their discipline and apply their learning to their classroom. The learning community will explore aspects of teacher identity and examine best practices and theory as part of individual and community-wide learning experiences.

M.Ed. in Teaching and Learning Programme Pillars

By the end of the M.Ed. in Teaching and Learning Program graduates are expected to be:

Self-aware individuals, understanding the influence of unique talents, personalities, perspectives, bias, and experiences.

Reflective practitioners, integrating meta-cognition and coaching thinking into practice.

Scholarly educators, understanding and negotiating the complexities of teaching and learning.

Designers, approaching design with intention.

Collaborators, utilizing various skills, that foster positive interdependent relationships.

Inquirers, leading with curiosity, being open to wonder and ambiguity.

Leaders, validating and embracing the role as teacher leaders.

M.Ed. in Teaching and Learning Course Descriptions & Student Learning Objectives

MED615 Becoming a Community of Learners (4 cr.)
In this first semester, learners engage in social emotional learning experiences to learn how self awareness influences learning, teaching, and interactions with others. Learners engage in reflection of current beliefs and practices to develop a vision of personal and professional growth as an educator. Learners gain an appreciation of what it means to be a member of a learning community by experiencing learning with, from, and for others. This learning, together in association with one another deepens appreciation of the diverse perspectives that are a part of a learning community model. Study and application of research based practices, that span the duration of the program, begin in exploration of concepts and the impact of classroom environment on learning.

MED615 Student Learning Objectives:

Upon completion of the course, learners are expected to be able to do the following:
  1. Use the results of various self awareness assessments to reflect on their strengths and weaknesses.
  2. Describe the five competencies of social emotional learning.
  3. Challenge beliefs about teaching and learning.
  4. Describe the impact of learning in a community of learners.
  5. Identify and unpack concepts.
  6. Unpack association.

MED616 Applying Social-Emotional Learning and Principles of Community (2 cr.)
In this practicum course learners apply principles of community and social emotional learning to the everyday classroom experience. Application of learning is captured and documented through reflective thinking.

MED616 Student Learning Objectives

Upon completion of the course, learners are expected to be able to do the following:

  1. Apply research based strategies into classroom practice.
  2. Use reflective models to analyze practice.

MED625 Developing Principles for Practice (4 cr.)
In this learning experience, learners continue the journey of self-study, engaging in critical reflection on beliefs and current practices. While growing together toward true community learners practice skills of coaching thinking and feedback, designed to build the capacity of others. Learners begin to explore intentional design and examine the action research process, while deepening their understanding of the concepts uncovered in semester one of community and environment. Within curriculum design, learners experience, explore, and implement multiple assessment and instructional strategies.

MED625 Student Learning Objectives:

Upon completion of the course, learners are expected to be able to do the following:

  1. Use feedback and coaching thinking to assist other community members’ reflections on improving and evaluating practice.
  2. Write enduring understandings and essential questions connected to concepts and outcomes.
  3. Classify assessments as “for” learning, “of” learning, and “as” learning.
  4. Identify elements of a classroom environment that integrate social, emotional and academic learning.
  5. Articulate the importance of an intentional approach to design.
  6. Unpack generativity.

MED626 Applying Principles for Practice (2 cr.)
In this practicum course learners apply the learning from MED 625 to everyday classroom experience. Application of learning is captured and documented through reflective thinking.

MED626 Student Learning Objectives:

Upon completion of the course, learners are expected to be able to do the following:
  1. Apply research based strategies into classroom practice.
  2. Use reflective models to analyze practice.

MED635 Research and Design (4 cr.)
Learners formalize the approach to research and design, building on learnings from previous semesters. Learners gain a deeper understanding of the integration of pedagogy across the IDEA (instruction, discipline, environment, and assessment) spectrum. Design of assessment and data collection tools is a primary focus. Employing the concept of adaptation, learners apply the nuances of being a power searcher through extensive independent research. Research is centered on concepts derived from sensed needs and curiosity.

MED635 Student Learning Objectives:

Upon completion of the course, learners are expected to be able to do the following:

  1. Formulate an inquiry question that drives research.
  2. Locate, evaluate, and organize resources.
  3. Analyze and synthesize research
  4. Design and evaluate data collection tools and assessment tools.
  5. Develop a classroom environment design encompassing climate, culture, and physical space.
  6. Unpack adaptation.

MED636 Applying Research to Design (2 cr.)
In this practicum course learners apply the learning from MED 635 to everyday classroom experience. Application of learning is captured and documented through reflective thinking.

MED636 Student Learning Objectives:

Upon completion of the course, learners are expected to be able to do the following:

  1. Apply research based strategies into practice.
  2. Use reflective models to analyze practice.

MED 645 Integrating Principles of Design into Practice (4 cr.)
Building on previous semesters, learners begin the implementation of a research-based classroom environment plan and action research process. Learners work collaboratively with community members, applying coaching thinking approaches to problem pose and problem resolve, and to construct a deeper understanding of strategies that enhance student learning. Learners apply previous course learnings and best practice to curricular design. Through examination of best practice and building upon curricular design work from previous semesters, learners apply this knowledge to curricular design. Learners begin forming beliefs around the concept of leadership, and examine the concept of presence and the role it plays in being a Lasallian educator.

MED645 Student Learning Objectives:

Upon completion of the course, learners are expected to be able to do the following:

  1. Engage in the action research process.
  2. Examine leadership.
  3. Apply coaching thinking skills.
  4. Reflect about their practice to uncover assumptions, biases, and show the transformation of thinking.
  5. Design instruction, integrating a variety of learning theories and research based strategies.
  6. Describe Lasallian education and its connection to self.
  7. Unpack presence.

MED646 Application of Research and Design (2 cr.)
In this practicum course learners apply the learning from MED 645, implementing action research and classroom environment design. Application of learning is captured and documented through reflective thinking.

MED646 Student Learning Objectives:

Upon completion of the course, learners are expected to be able to do the following:

  1. Apply research based strategies into classroom practice.
  2. Implement action research.
  3. Use reflection to analyze practice.

MED655 Becoming a Teacher Leader (4 cr.)
In this culminating semester, learners prepare themselves to be learning leaders. They identify an approach to leadership, identifying opportunities to embrace and practice the role as a teacher leader. Learners expand their circle of influence by continuing to develop their personal learning network and facilitating dialogue amongst other educators at the spring conference. Leading with curiosity and gratitude, learners use concept-centered dialogue to cultivate leadership qualities. Learners incorporate real life, authentic learning experiences into their practice by integrating design, collaboration, and community-based processes, while applying the habit of reflection. Learners write an intentional plan of continued growth and application of learning as they embark on being a master teacher.

MED655 Student Learning Objectives:

Upon completion of the course, learners are expected to be able to do the following:

  1. Participate in professional dialogue.
  2. Identify their own leadership style through a developed capacity for self-awareness.
  3. Draw on their strengths to be agents of change.
  4. Embed research into the design of engaging instruction, environment and assessment.
  5. Articulate their transformation as teachers, learners, and wholehearted selves, including a plan for continual growth.
  6. Unpack engagement.

MED656 Applying Principles Leadership (2 cr.)
In this practicum course learners apply the learning from MED 655 to everyday classroom experience. Application of learning is captured and documented through reflective thinking.

MED656 Student Learning Objectives:

Upon completion of the course, learners are expected to be able to do the following:

  1. Integrate research based strategies into classroom practice.
  2. Use critical reflection to analyze practice.
  3. Articulate the impact of a classroom environment designed to integrate social, emotional, and academic learning.
  4. Make intentional contributions to education.
  5. Facilitate professional dialogue.
Summer Electives

GPDE5002 Instructional Strategies (3 cr.)
Practicing teachers explore research-based instructional strategies that promote student achievement and understanding. The focus of the course includes translating the research-based strategies into practice. Learners incorporate instructional strategies that meet the diverse needs of students in today’s classrooms. The course also challenges learners to align their instructional strategies to their curricular outcomes and assessments.

GPDE5002 Student Learning Objectives:

Upon completion of the course, learners are expected to be able to do the following:

  1. Translate and apply research for innovative instructional strategies to enhance teaching practices and improve students’ learning and understanding.
  2. Identify instructional strategies to promote the diverse needs of learners.
  3. Expand their knowledge base of research-based instructional strategies and best practices literature to promote transfer of learning.
  4. Develop effective instructional strategies to implement in their classrooms.
  5. Align their instructional strategies with the curricular concepts (student learning outcomes) and varying student assessments.
  6. Communicate the impact the strategies may have on their teaching and students’ engagement and achievement.
  7. Share understanding and application of learning with class members to promote collective, deeper understanding.

GPDE5000 Assessment to Promote Understanding and Achievement (3 cr.)
The focus of this course is for practicing educators to gain an understanding and proficiency in creating and implementing assessments that promote student achievement and understanding. Learners research and design formative assessments to guide student learning and their teaching. Aligning assessments to instructional outcomes and planning serves as a focus of the course. Learners also develop an understanding of self-assessment and apply that understanding to their teaching and their students’ learning.

GPDE5000 Student Learning Objectives:

Upon completion of the course, learners are expected to be able to do the following:

  1. Explore various forms of assessment including, formative and summative assessments.
  2. Develop assessments to monitor and scaffold student learning as well as inform instructional planning.
  3. Align assessments with content knowledge and skills and/or essential outcomes connected with curriculum.
  4. Understand the implications, issues, and challenges connected with assessment.
  5. Utilize self-assessment strategies to scaffold learning experiences and to inform instructional planning.