1. Constituent University:   University of North Carolina at Charlotte
2. Program Identification
1. BOG/API code and program title:
  0802 Elementary Education, General
2. Degree:
  M.Ed.
3. Major(s):
  Elementary Education
4. Licensure area(s):
  025: Elementary (Grades K-6)
3. Program Change
1. The proposed program consolidatestwo or more existing programs:
   Yes _____ No __X___
   
   If Yes, list the existing Master's degree programs that have been consolidated into the new Master's degree program and that will be discontinued as soon as all students in the existing programs have graduated
   
   If Yes, list the teaching field options in the consolidatedprogram
2. The proposed program is a revisionof an existing program:
   Yes __X___ No _____


If Yes, list the teaching field options in the revised program:   Elementary Education
3. The proposed program is a newprogram: Yes _____ No __X___


If Yes, list the teaching field options in the new program

If Yes, the new program is at a more advanced level than any offered by the institution in Education: Yes _____ No _____
4. If the proposed program is a consolidatedor revisedprogram, summarize the changes that have been made in a current program(s) to create the new Advanced Master's degree program

The Reading and Elementary Education Department has revised the current M.Ed. in Elementary Education by clarifying the conceptual framework and modifying program goals and objectives, adding four new courses, deleting three courses, extensively revising one course, modifying the catalog description of four other existing courses, re-focusing the electives, and providing two options to fulfill the capstone experience in the program. In addition, there will be one new entrance requirement: A minimum of two years of teaching experience in an elementary school classroom. Additional descriptions of these changes are listed below:

• The four new courses are:
  

  ELED 6101:	Applications of Theories of Human Development and Learning (3G)
  ELED 6111:	Critical Issues in Elementary Education (3G)
  ELED 6220:	Integrating the Elementary Program (3G)
  ELED 6691:	Seminar in Professional and Leadership Development (1G, to be taken 3 times)

• The three courses deleted from program requirements are:
  

  CHFD 6102:	Learning and Development (3G) (Replaced by ELED 6101 and EDUC 6254)
  EDUC 6100:	Theories of Human Development and Learning (3G) (Replaced by ELED 6101)
  ELED 6991:	Research Project in Elementary Education (3G) (Replaced by ELED 6691)

• The extensively revised course with its new title is:
  

  ELED 6474:	Analysis of Teaching/Practicum: K-6 Elementary Education (3G) will become
  ELED 6474:	Advanced Practicum in Teaching, Learning, and Leadership (3G)

• The four courses for which catalog descriptions have been modified to indicate the revised program's action research requirement are:
  

  ELED 6221:	Teaching and Learning K-6 Science (3G)
  ELED 6241:	Teaching and Learning K-6 Social Studies (3G)
  ELED 6252:	Teaching and Learning K-6 Mathematics (3G)
  READ 6250:	Language Development and Reading (3G)

• The one course which will have a revised prefix, title, and catalog description is:
  

  SPED 6254:	Individualizing Instruction for Regular and Special Needs Students (3G) will become
  EDUC 6254:	Individualizing Instruction for Diverse Learners (3G)

• The program's 6 hours of electives have been refocused from being free electives to requiring (1) that they be identified during the program as part of the student's overall program plan developed in the first ELED 6691 seminar and (2) that they be chosen from the following categories related to program goals: Assessment/Research, Content for the Elementary School, Development/Diversity, Pedagogy for the Elementary School, Teacher-Leadership, and Educational Technology.
• The capstone experience will be fulfilled by completing either a the Master's Research Project or a Master's Comprehensive Portfolio (See Attachment 2: Choices for the Capstone Experience)
• Admission to the revised program will require at least two years of full-time teaching experience in an elementary school classroom (in addition to existing requirements).
4. Program Description
1. Describe the primary client group for the program
  Experienced elementary teachers
2. List the educational objectives of the program

By the end of the program, successful graduates will be able to do the following:

1. Self-direct their personal and professional growth as educators by
   • taking responsibility for their own learning;
   • initiating professional inquiry through conversations with colleagues and parents,
   • critically reading the professional literature,
   • participating voluntarily in personal and professional development opportunities;
   • setting high expectations for their own academic and instructional performance; and
   • continuously seeking improvements in their instruction and willingly learning from and with students, parents, colleagues, and other education professionals.
2. Respond effectively to children's differences influenced by development, exceptionalities, and diversity by
   • developing an advanced understanding of child development;
   • expecting and respecting differences among children which are influenced by development, exceptionalities, and diversity;
   • promoting understanding and respect for all members of the classroom community;
   • helping children, parents, and colleagues develop a global perspective; and
   • applying their knowledge at all levels of interaction with students: from modifying instruction for individuals to creating a classroom environment where all children feel welcome and can be successful learners.
3. Demonstrate advanced knowledge of the content and pedagogy of the entire elementary curriculum by
   • demonstrating knowledge in all content areas of the elementary curriculum beyond that expected to be taught to students at any of the elementary grade levels;
   • helping students to acquire knowledge and skills appropriate for their grade level and development through many effective instructional and assessment practices;
   • using technology in a variety of ways to support students' learning;
   • helping students develop literacy competencies applicable across the curriculum; and
   • assisting students to make sense of their learning by connecting school content and students' lives outside of school and by integrating curriculum.
4. Improve educational practice through self-reflection, self-evaluation, and applied research by
   • engaging in study which leads to continuous improvement of teaching and learning;
   • actively investigating and solving educational problems through data gathering and assessment;
   • continuously monitoring the learning problems and successes of each student;
   • making appropriate adjustments in both instruction and learning environments based on analysis of data; and
   • regularly monitoring the effect of their actions on students' learning.
5. Serve as collaborative educational leaders by
   • actively participating as leaders in arenas where they can contribute to solving educational problems, such as School Advisory Teams and committees in professional organizations;
   • taking responsibility for sharing in decision-making relative to school-wide issues;
   • readily asking for and sharing successful instructional approaches and solutions with colleagues, parents, and students;
   • sharing responsibility for children's education with parents and the students themselves; providing mentoring to colleagues.
3. List the criteria for admission to the program and the documents reviewed in the admissions process
1. Criteria for admission to the program
   
   • A Bachelor's degree from an accredited institution
   • NC "A" license in Elementary Education or the equivalent from another state
   • Two years of full-time teaching experience in an elementary classroom
   • An undergraduate GPA of 2.75 overall and 3.0 in the junior/senior years
   • A score at the 50th percentile or above on the GRE or MAT (Miller's Analogies Test)
   • A satisfactory essay providing a statement of purpose for Master's degree study
   • Satisfactory recommendations from three professional educators
2. Documents reviewed in the admissions process
   
   • Official transcripts
   • Official scores on the GRE or MAT
   • School system documentation of employment
   • A copy of the applicant's "A" license or its equivalent from another state
   • Three letters of recommendation
   • The applicant's essay providing a statement of purpose for Master's degree study
4. List the course and other requirements for completion of the program, including "core course requirements" if the program has multiple teaching field options (Attach a planning sheet for the program and its options)
   
   See Attachment 1: Planning Contract: M.Ed. in Elementary Education
5. Indicate the total number of credit hours required to complete the degree program:
  39
6. Identify the department and College or School in which the program will be housed
   
   The Department of Reading and Elementary Education in the College of Education
5. Congruence with the Expected Characteristics of an Advanced Master's Degree Program
1. Describe how the program builds upon the instructional expertise and leadership qualities and skills of an experienced licensed teacher (Program Characteristic 1)
   
   The conceptual framework of the program takes a constructivist perspective, emphasizing the importance of a graduate student's experiential base in interaction with new content and skills introduced in course work. To that end, courses will require classroom, school, and community application and investigation through rigorous data collection and analysis in a variety of ways. The "Basic Portfolio" will require the teacher/graduate students to coordinate program components, provide collaborative leadership to others, and self-reflect and self-evaluate as experienced practitioners. The capstone project, either a Master's Research Project or a "Comprehensive Portfolio," will require extensive classroom application of research methodology and use of collaborative leadership skills.
2. Describe how the program addresses important state and national standards (Program Characteristic 2):
1. Complete Table A, which documents how the program extends the ten INTASC standards for new teachers used in NCDPI's Performance-Based Licensure Project
   
   See Table A.
2. Describe how the program extends the NCDPI competencies currently required for initial "A" licensure in each teaching field option
   
   The program extends "A" level teaching competencies in elementary education in the following manner:

   Professional Knowledge and Role Understanding: Teachers will move from knowledge-level competencies toward the role of master teacher and collaborative leader.

   Planning: Planning competencies will be extended by the additional foundation of research read and conducted by the teacher, rigorous self-reflection and self-evaluation, as well as through advanced understanding of diverse learners, curriculum content, and methods of teaching and organizing for diverse learners. Planning competencies will also be extended into the domain of collaborative leadership, so that teachers assume responsibility for mentoring colleagues in their planning.

   Instruction: Instructional competencies will be extended by the additional foundation of research read and conducted by the teacher, rigorous self-reflection and self-evaluation, as well as through advanced understanding of diverse learners, curriculum content, and methods of teaching, assessing, and organizing for diverse learners. Instructional competencies will also be extended into the domain of collaborative leadership, so that teachers assume responsibility for mentoring colleagues in their approaches to instruction. A final area of extension will involve growth in making connections of home and school meaningful and supportive for all students' learning.

   Classroom Management: Classroom management competencies will be extended by the additional foundation of research read and conducted by the teacher, as well as through advanced understanding of diverse learners, curriculum content, problems of classroom management, and methods of teaching and organizing for diverse learners. Competencies will also be extended into the domain of collaborative leadership, so that teachers assume responsibility for mentoring colleagues in their approaches to classroom management.

   Computer Competencies: Competencies in the use of the computer will be extended to include using the computer to organize and analyze classroom research data and develop Power Point presentations. Students will also be expected to provide assistance to colleagues when needed, in order to enhance their use of the computer for instruction, record keeping, and data analysis.

   Human Growth and Development: Knowledge and competence in responding to developmental needs and differences among children will be extended to include much more understanding of and respect for diversity and for how classroom communities must develop composite cultures in which every student is welcome, valued, and taught effectively.

   Curriculum Planning: Curriculum planning competencies will be extended by the additional research read and conducted by the teacher, as well as through advanced understanding of diverse learners, curriculum content, and methods of teaching and organizing for diverse learners. Planning competencies will also be extended into the domains of school and community perspectives and collaborative leadership, so that teachers assume responsibility for investigating and solving schoolwide problems and mentoring colleagues in their curriculum planning.

   Instructional Strategies: Instructional competencies will be extended by the additional foundation of research read and conducted by the teacher, as well as through advanced understanding of diverse learners, curriculum content, and methods of teaching, assessing, and organizing for diverse learners. Instructional competencies will also be extended into the domains of school and community perspectives and collaborative leadership, so that teachers assume responsibility for investigating and solving schoolwide problems, mentoring colleagues in the improvement of instruction, and working with both colleagues and parents to improve school-home partnerships.

   Communication: Competencies in teaching the communication arts will be extended through reading and conducting research in instructional areas of reading/language arts, additional investigation of domain knowledge in the communication arts, as well as through rigorous self-reflection about the teacher's effectiveness with all learners, collaborative leadership with colleagues, and partnerships with parents.

   Mathematics: Competencies in teaching mathematics will be extended through reading and conducting research in the instruction of mathematics, additional investigation of domain knowledge in mathematics, and rigorous self-reflection about a teacher's effectiveness with all learners, collaborative leadership with colleagues, and partnerships with parents.

   Science: Competencies in teaching science will be extended through reading and conducting research in the instruction of science, additional investigation of domain knowledge in science, and rigorous self-reflection about a teacher's effectiveness with all learners, collaborative leadership with colleagues, and partnerships with parents.

   Social Studies: Competencies in teaching social studies will be extended through reading and conducting research in the instruction of social studies, additional investigation of domain knowledge in social studies, and rigorous self-reflection about a teacher's effectiveness with all learners, collaborative leadership with colleagues, and partnerships with parents.

   Arts Education: Competencies in teaching the various areas of the arts will be extended through reading and conducting research in integrating the elementary curriculum so that the arts becomes an integral part of instructional units. These competencies will also be extended through the study of the various roles of the arts in the lives of diverse learners. Finally, the competencies will be extended through rigorous self-reflection, collaborative leadership with colleagues, and partnerships with parents.

   Healthful Living: Competencies in teaching healthful living will be extended through reading and conducting research in integrating the elementary curriculum so that the healthful living competencies become an integral part of teachers' curriculum planning and instruction in science, social studies, reading/language arts, the arts, and fully integrated units. The competencies will also be extended through rigorous self-reflection, collaborative leadership with colleagues, and partnerships with parents.

3. Describe the process used to ensure that the program builds on the curriculum standards of national specialty area associations relevant to each teaching field option
   
   To ensure that the program attends to the curriculum standards of national specialty area associations, a matrix was developed to match NCATE guidelines with the goals, courses, Basic Portfolio requirements, and requirements of the Master's Research Project or Comprehensive Portfolio. A similar process was used to ensure that the program addresses the standards and guidelines of the Association for Childhood Education International, which is the specialty organization approved by NCATE for Elementary Education programs.
4. Complete Table B, which documents how the program builds on and aligns with the five NBPTS propositions regarding experienced teachers
   
   See Table B.
5. Complete Table D (See 6 below), which documents the match between the core competencies required for Advanced licensure in a teaching field and the courses and other requirements for completion of each teaching field option in the program.
   
   See Table D.

3. Describe how experienced teachers, university faculty, and other practicing educators (e.g., administrators or curriculum specialists) were involved in designing the program's curriculum (Program Characteristic 3)
   
   A team of five Elementary Education program faculty and a graduate of the current M.Ed. program who is now employed as the Assistant Principal of a local elementary school worked throughout the summer of 1997 to revise the curriculum for the new program. They consulted the literature, examined other program designs, gathered data from principals and experienced teachers, and shared findings and ideas twice a week until the program goals, framework, and specific content of new courses emerged. The initial proposal was revised a number of times during the fall of 1997 as a result of interactions with other faculty members in the department and the College, especially faculty in special education.
4. Table C documents the program's congruence with Program Characteristics 4-8. Complete one Table C if the program has a single teaching field option; complete a separate Table C for each teaching field option if the program has multiple teaching field options.
   
   See Table C.
5. Describe the content of a student's culminating "product of learning" and the procedures that will be used by a panel of university faculty and school professionals to determine whether or not the student has adequately demonstrated the professional competencies of a master teacher (Program Characteristic 9)
   
   See Attachment 2: Choices for the Capstone Experience
6. Students will have the opportunity to complete the program (Program Characteristic 10):
1. As part-time students Yes __X___ No _____
2. During summers (assuming adequate resources) Yes __X___ No _____
3. At off-campus sites (assuming adequate enrollment and resources) Yes __X___ No _____
7. Do the degree requirements for the program exceed 39 credithours (Program Characteristic 11)? Yes _____ No __X___


Note: 39 credit hours is the maximum number of credit hours in current Master's degree programs for teachers in The University of North Carolina
6. Program Congruence with the Core Competencies Required for Advanced Licensure
   
   Table D documents the match between core competencies required for Advanced licensure in a teaching field and the courses and other requirements for completion of a Master's degree program in that field. Complete one Table D if the program has a single teaching field option; complete a separate Table D for each teaching field option if the program has multiple teaching field options.
   
   See Table D.
7. Program Evaluation
   
   Describe the strategies that will be used to assess the competencies of program graduates and the effectiveness of the program.
   
   The following methods will be used:
   • Individual course evaluations will be studied in order to improve course content and delivery
   • Systematic feedback from students will be gathered each of the three times they participate in ELED 6691: Seminar in Professional and Leadership Development
   • Student performance during the "capstone experience" will be measured by a panel of professors, graduate student colleagues, and school personnel, using the criteria shown in Attachment 2: Choices for the Capstone Experience
   • A follow-up survey of program graduates will be conducted by the College of Education's Office of Student Academic Services approximately one year after their completion of the program. The survey will request self-assessments of competence and evaluative feedback about advising, program courses, and other instructional activities
   • Interviews and mailed surveys will be utilized with employers of the program's graduates by the College of Education's Office of Student Academic Services
   • "Come-back" sessions, both within and beyond the seminars of ELED 6691, will be organized by the program for graduates to share feedback with faculty and currently enrolled students
   • A follow-up survey will be used to monitor the percentage of graduates who attempt to earn National Board Certification - either successfully or unsuccessfully - to learn what components of the program were most helpful in their preparation for that undertaking.
   • With the assistance of the College of Education's Office of Student Academic Services, the pass rate of Praxis III will be monitored. Data analyses of any patterns of difficulty will be used to improve the content of appropriate courses and course requirements.
   • A follow-up survey will be used to monitor the involvement of program graduates in teacher-leadership activities and roles, e.g., mentors for initially licensed teachers, team leaders, Writing Project Fellows, and to determine what components of the program were most helpful in their preparation for such roles.
8. Institutional Certification
   
   "We certify that this proposed program addresses both the expected Core Competencies and the expected Program Characteristics of an Advanced Master's degree program leading to Advanced Licensure in a teaching field."

9. Governing Board Approval
   
   For purposes of NCDPI review of this Request, attach documentation that confirms that the program has been approved within the constituent institution as appropriate and by the UNC Board of Governors.

Table A:	Program extension of INTASC standards
Table B:	Program alignment with NBPTS standards
Table C:	Program congruence with the expected Program Characteristics 4-8
Table D:	Program congruence with the expected Core Competencies required for Advanced Licensure
Documentation that the program has been approved at all appropriate levels
Attachment 1: Planning Contract: M.Ed. in Elementary Education
Attachment 2: Choices for the Capstone Experience

Table B Building on the Five NBPTS Propositions Regarding Experienced Teachers
Program Title:  M. Ed. in Elementary Education	Institution:  University of North Carolina at Charlotte
The NBPTS Propositions Regarding Experienced Teachers	Briefly Describe How the Program Builds On and Aligns With Each of the Five NBPTS Propositions Regarding Experienced Teachers
Teachers are committed to students and their learning Teachers recognize individual differences in their students and adjust their practice accordingly  Teachers have an understanding of how students develop and learn  Teachers treat students equitably  Teachers' mission extends beyond developing the cognitive capacity of their students	The program aligns with this NBPTS proposition through (1) course work focused on students (e.g., ELED 6101 and EDUC 6254); (2) action research in course work (e.g., RSCH 6101, ELED 6221, ELED 6241, ELED 6252, and READ 6250, the Basic Portfolio and either Capstone Experience; and (3) through the collaborative leadership activities associated with the Basic Portfolio, the Capstone Experience, and courses such as ELED 6691 and ELED 6474. In particular, portions of the Comprehensive Portfolio are directly aligned with this proposition. (See Attachments 1 and 2.)
Teachers know the subjects they teach and how to teach those subjects to students Teachers appreciate how knowledge in their subjects is created, organized and linked to other disciplines  Teachers command specialized knowledge of how to convey a subject to students  Teachers generate multiple paths to knowledge disciplines	The program aligns with this NBPTS proposition through (1) course work explicitly focused on the relationship of content and effective instruction (ELED 6220, ELED 6221, ELED 6241, ELED 6252, and READ 6250), (2) the concomitant expectations of action research in those courses as well as in the Basic Portfolio, (3) the action research and self-evaluation required by either Capstone Experience, and (4) the collaborative leadership activities associated with the Basic Portfolio, the Capstone Experience, and courses such as ELED 6691 and ELED 6474. In particular, portions of the Comprehensive Portfolio are directly aligned with this proposition. (See Attachments 1 and 2.)
Teachers are responsible for managing and monitoring student learning Teachers call on multiple methods to meet their goals  Teachers orchestrate learning in group settings  Teachers place a premium on student engagement  Teachers regularly assess student progress  Teachers are mindful of their principal objectives	The program aligns with this NBPTS proposition through its emphasis on the teacher becoming a self-reflective, self-evaluative, educational researcher. Building upon the teacher's experience and a solid foundation in RSCH 6101, the program provides further support for developing competencies in managing and monitoring student learning through (1) the action research required in ELED 6221, ELED 6241, ELED 6252, and READ 6250, (2) the research and self-reflections required in the Basic Portfolio, (3) the action research and self-evaluation required by either Capstone Experience, and (4) the collaborative leadership activities associated with the Basic Portfolio, the Capstone Experience, and courses such as ELED 6691 and ELED 6474. In particular, portions of the Comprehensive Portfolio are directly aligned with this proposition. (See Attachments 1 and 2.)
Teachers think systematically about their practice and learn from experience Teachers are continually making difficult choices that test their judgment  Teachers seek the advice of others and draw on education research and scholarship to improve their practice	The research course (RSCH 6101) and the action research requirements of the advanced methods courses (ELED 6221, ELED 6241, ELED 6252, and READ 6250) extend the teachers' abilities to think reflectively and systematically about their practice, to develop a professional stance of inquiry, and to learn from experience. However, the strongest alignments with this proposition are (1) the Basic Portfolio developed by the student throughout the program, (2) the three seminars in professional and leadership development (ELED 6691), (3) ELED 6474: Advanced Practicum in Teaching, Learning, and Leadership, and (4) the Capstone Experience. (See Attachments 1 and 2.)
Teachers are members of learning communities Teachers contribute to school effectiveness by collaborating with other professionals  Teachers work collaboratively with parents  Teachers take advantage of community resources	The fifth program goal is focused upon teachers becoming collaborative leaders, which is directly aligned with this NBPTS proposition. The course which focuses directly upon this proposition is ELED 6474: Advanced Practicum in Teaching, Learning, and Leadership. Within the other courses, the Basic Portfolio, and the Capstone Experiences are requirements for collaboration and self-assessment of one's effectiveness in such collaboration. (See Attachments 1 and 2.)

Table C Program Congruence with Expected Program Characteristics 4-8
Program Title:  M. Ed. in Elementary Education Teaching Field Option:  Elementary Education (K-6)	Institution:  University of North Carolina at Charlotte
Expected Program Characteristics	Briefly Describe How Each Expected Program Characteristic Is Addressed in Courses, Modules, Clinical Experiences, and Other Instructional Activities
Rigorous academic preparation in the subject matter or licensure area(s) in which students in the program currently teach or will teach in the future	There are five required courses (ELED 6220, ELED 6221, ELED 6241, ELED 6252, and READ 6250) which focus upon extending the teacher's knowledge of the content in the elementary curriculum, coupled with extending their knowledge of how to teach that content. Rigorous preparation will be assured through the required analysis of published research and the conducting of action research within and beyond teachers' classrooms.
Rigorous preparation in the latest research on human development and learning and the pedagogical knowledge and skills expected of a master teacher	Two courses focus on human development and learning, especially on the ranges of characteristics of diverse learners (ELED 6101 and EDUC 6254). Five courses focus on advanced pedagogy, coupled with extended study of content, and involve action research in teachers' schools (ELED 6220, ELED 6221, ELED 6241, ELED 6252, and READ 6250). Both the Basic Portfolio and the Capstone Experience require rigorous investigations and action research concerning the relationships of students' development and diversity, effective teaching and learning strategies, and the structure and meaningfulness of curriculum content.
The following components or topics: Current trends and issues in education  Teaching reading and writing across the curriculum  Meeting the diverse needs of students in inclusive classroom settings  Using technology to enhance and support teaching and other professional activities  Applying research findings to curriculum development and classroom instruction  Reflecting on, diagnosing, and prescribing instruction that fosters student learning	Listed below are the experiences most directly related to the topics: ELED 6111: Critical Issues in Elementary Education. Three categories of instructor- and student-selected issues: (1) government, governance, and the elementary schools; (2) changing educational roles of professional educators, parents, and children; and (3) the evolving missions of elementary schools. With choices predetermined by the instructor and issues raised by the students, the course will focus on the self as learner and the re- examination of one's beliefs, teaching practices, and learning in multiple contexts. READ 6250: Language Development and Reading. Critical reading and use of the literature in literacy education, examination of literacy content taught in the K-12 curriculum with individual emphasis at the teacher's level of licensure, multiple models and approaches for teaching and assessing learning in literacy development, examination of relationship of literacy acquisition to achievement in all areas of the curriculum, required action research project. EDUC 6254: Individualizing Instruction for Diverse Learners. Instructional modifications and adaptations for meeting the individual learning needs of students. Emphasis on teaming, collaboration, and creating a classroom environment in which all learners can be successful. Use of case study methodology to explore differences among learners that are influenced by development, exceptionalities, and diversity. ELED 6101: Applications of Theories of Human Dev. & Learning. Review of paradigms of human development theory as a basis for identifying and clarifying teachers' beliefs about development, learning, and diversity. Analysis and subsequent improvement of alignment of teachers' instructional practices to their chosen theoretical paradigms. All advanced methods courses (ELED 6220, ELED 6221, ELED 6241, ELED 6252, READ 6250), the seminars in professional and leadership development (ELED 6691), the Basic Portfolio, and the Capstone Experience extend and require the use of technology to enhance classroom instruction, to organize and analyze research data, and to prepare materials for classroom or other professional presentations (e.g., Power Point presentations). All advanced methods courses (ELED 6220, ELED 6221, ELED 6241, ELED 6252, READ 6250), the seminars in professional and leadership development (ELED 6691), the Basic Portfolio, and the Capstone Experience require readings in educational research as well as action research projects relevant to curriculum development and classroom instruction. All advanced methods courses (ELED 6220, ELED 6221, ELED 6241, ELED 6252, READ 6250), the seminars in professional and leadership development (ELED 6691), the Basic Portfolio, and the Capstone Experience require action research and data-based self-evaluation and self-reflection about the effectiveness of instruction.
Opportunities for students as experienced teachers to: Build on their current knowledge and competencies  Increase their skills in data collection and data use for diagnosis, planning, decision-making, and evaluation  Apply research to real-world experiences to improve classroom practice through action  Reflect on instructional and management practices and on their own professional development as master teachers  Develop peer leadership and mentoring skills	Focal program opportunities are listed below: All regular course work, the planning contract, ELED 6691, ELED 6474, the Basic Portfolio, and the Capstone Experience integrate teachers' experiences and concerns into course content and into the requirements of self-evaluation, self-reflection, and action research as well as the requirement for collaborative leadership activities. RSCH 6101 will provide a foundation for students to learn skills of research design, data collection and analysis, and interpretation of data in light of possible applications to solving educational problems. ELED 6691, all advanced methods courses (ELED 6220, ELED 6221, ELED 6241, ELED 6252, READ 6250), the Basic Portfolio, and the Capstone Experience all require students to apply those research skills in self-evaluation and action research. ELED 6691, all advanced methods courses (ELED 6220, ELED 6221, ELED 6241, ELED 6252, READ 6250), the Basic Portfolio, and the Capstone Experience all require students to apply those research skills in self-evaluation and action research. ELED 6691, ELED 6474, all advanced methods courses (ELED 6220, ELED 6221, ELED 6241, ELED 6252, READ 6250), the Basic Portfolio, and the Capstone Experience all require teachers to self-reflect in a collaborative manner with other professionals, using experience and action research for their assessments. ELED 6691: Seminar in Professional and Leadership Development. Seminar focused on the self-direction and collaboration of teachers as they design, develop, and present their individual program plans, their basic program portfolio, and their capstone experience of the Master's Research Project or Comprehensive Portfolio. This seminar is repeated once per program phase, with an increasing emphasis on teacher-leadership. ELED 6474: Advanced Practicum in Teaching, Learning, and Leadership. Advanced study, consideration, selected application, and evaluation of principles and practices which master teachers use to mentor the professional development of peers, collaborate with others, influence educational practices, and support elementary students' development of competence and responsibility for their own learning and behavior.
On-going clinical and field experiences that link program faculty, students enrolled in the program, and master practitioners in the schools	All ELED courses will require teachers to participate in clinical experiences such as observing and interviewing colleagues; conducting research in their own classrooms, schools, and communities; mentoring colleagues; collaborating with parents and colleagues. Master practitioners will be called upon as guest lecturers, team-teachers, and adjunct faculty; they will especially be called upon in the seminars of ELED 6691 to assist graduate students who decide to pursue National Board Certification.

Table D Program Congruence with the Core Competencies Required for Advanced Licensure
Program Title:  M.Ed. in Elementary Education Teaching Field Option:  Elementary Education (K-6)	Institution:  University of North Carolina at Charlotte
Core Competencies Required for Advanced Licensure	List the Courses (Designator, Number, Title, and Credit Hours)and Other Program Requirements That Address the Core Competencies
Instructional Expertise: Applies the theoretical, philosophical, and research bases for educational practice in elementary, middle, and secondary school classrooms to improve student learning. Plans, implements, and evaluates instruction that is rigorous, coherent, and consistent with a well-developed theoretical and philosophical stance and with best practices emerging from educational research Reads educational literature critically, including theoretical, philosophical, and research materials  Analyzes and articulates relationships between and among theory, philosophy, research findings, and current practice  Designs and modifies instruction based on well articulated theory, philosophy, educational research, and best practice  Incorporates findings from educational literature into school and classroom strategies to improve student learning	Focal courses: ELED 6111: Critical Issues in Elem. Educ. ELED 6220: Integrating Elem. Programs ELED 6221: Tchg/Lrng K-6 Science ELED 6241: Tchg/Lrng K-6 Soc. Studies ELED 6252: Tchg/Lrng K-6 Math READ 6250: Language Dev. and Reading Within courses: Action research projects re: teaching Basic portfolio: Demonstrated use of technology Demonstrated use of assmt. measures/data Self-evaluation with a videotape Self-reflections re: changes in beliefs and practices in responding to classroom diversity
Knowledge of Learners: Incorporates knowledge of the nature of the learner, learning processes, variations in learning abilities and learning styles, and strategies for evaluating learning. Plans, implements, and evaluates instruction that is responsive to wide variations in students' learning needs and learning styles Designs and modifies instruction that is responsive to differences among learners that are influenced by development, exceptionalities, and diversity  Seeks actively to increase understanding of and respect for differences in students' development, exceptionalities, and diversity  Creates a classroom environment in which all learners feel welcome and can be successful  Reflects on, diagnoses, and prescribes instruction that fosters student learning	Focal courses: ELED 6101: Applications of Theories of Human Development and Learning EDUC 6254: Individualizing Instruction for Diverse Learners Within most courses: Examination of relationship of content and pedagogy to variety of ages, cultures, and exceptionalities Basic portfolio: Basic portfolio: Cross-cultural learning experiences
Research Expertise: Understands and employs methods of research to examine and improve instructional effectiveness and student achievement Investigates and solves educational problems through data-gathering, action research, and evaluation of student learning, classroom processes, and school practices  Modifies instruction and learning environments based on assessment of student learning problems and successes  Monitors the effects of instructional actions, selection of materials, and other instructional decisions on students' learning and behavior	Focal courses: RSCH 6101: Educ. Research Methods ELED 6691: Sem. in Prof. & Ldrshp Developmt Within many courses: Self-evaluations with data Action research projects Critical reading of the research literature Basic portfolio: A data-based classroom instructional improvement project A data-based educational improvement project beyond the classroom Capstone Exp.: Master's Research Project or Master's Comprehensive Portfolio
Connecting Subject Matter and Learners: Understands and links subject matter and students' developmental and diverse needs in the context of school settings. Plans, implements, and evaluates instruction that reflects intellectual rigor and depth of knowledge in both subject matter disciplines and students' diverse learning needs Demonstrates appropriate depth and breadth of knowledge in subject matter defined in the North Carolina course of study  Uses technology to create learning environments that support students' Learning  Seeks, implements, and evaluates the best pedagogical practices for the subjects taught within the context of a specific school setting  Understands and respects differences between the learning behaviors and outcomes expected in a school setting and the learning behaviors and outcomes expected in diverse communities	Focal courses: ELED 6220: Integrating Elem. Programs ELED 6221: Tchg/Lrng K-6 Science ELED 6241: Tchg/Lrng K-6 Math ELED 6252: Tchg/Lrng K-6 Science READ 6250: Lang. Dev. and Reading EDUC 6254: Indiv. Instr /Diverse Lrnrs Within courses: Action research projects re: teaching Basic portfolio: Demonstrated use of technology Demonstrated use of assmt. measures/data Self-evaluation with a videotape Self-reflections re: changes in beliefs and practices in responding to classroom diversity
Professional Development and Leadership: Demonstrates self-directed, self-reflective professional behavior and provides leadership to colleagues and communities through collaboration Initiates professional inquiry through reading, dialogue, professional development, and action research  Seeks, evaluates, and applies well-grounded suggestions for improvement provided by educators, parents, students, and community leaders  Participates in collaborative leadership and mentorship activities to solve educational problems at the levels of classroom, school building, school system, and community	Focal courses: ELED 6474: Advanced Practicum in Teaching, Learning, and Leadership ELED 6691: Seminar in Professional and Leadership Development Within most courses: Collaboration/sharing/leadership with colleagues, students, and parents within and beyond the graduate classroom re: teachers' learning within the courses Action research projects involving students, colleagues, parents Basic portfolio: Professional team, committee, or work group participation and contributions Self-reflections re: growth in collaboration, leadership, research capabilities, and knowledge gained from action research