Course Objectives

(Candidates will:)

NBPTS (Core Propositions; also see NBPTS alignment chart)

INTASC Principles

IPSB Content & Developmental Standards

Indiana Academic Standards (IDOE)

M.Ed. Conceptual Framework Domain Expectations

1.   Recognize that one's worldview and educational philosophy influence what and how one perceives, and act as a filter through which decisions are made.

4,  5

7,  9

please refer to the IPSB alignment chart at the end of this chapter

all content areas, with respect to individual UAPs

1.5, 1.7; 3.3; 4.1, 4.2; 5.3

2.   Investigate curricular theories and models as they affect curricular development and design.

1,  2

1,  4,  7

please refer to the IPSB alignment chart at the end of this chapter

all content areas, with respect to individual UAPs

1.7, 1.d; 3.4; 4.2, 4.d; 5.4

3.   Analyze a curriculum development model and apply it to a specific classroom or school environment.

2,  4

1,  2,  3, 5

please refer to the IPSB alignment chart at the end of this chapter

all content areas, with respect to individual UAPs

1.1, 1.3, 1.d, 1.t; 2.4, 2.t; 3.5; 4.t; 5.4, 5.t

4.   Examine, synthesize and apply current research on learner diversities (e.g. various learning styles, intelligences, ethnic origins, and special needs) to a specific educational environment through a curriculum development project (UAP).

1,  2,  3, 4

2,  3,  4, 5,  8

please refer to the IPSB alignment chart at the end of this chapter

all content areas, with respect to individual UAPs

1.1, 1.4, 1.5, 1.d; 2.4, 2.t; 3.1, 3.3, 3.5, 3.d; 4.5; 5.d, 5.t

5.   Build confidences in formalizing classroom-based action research plans designed to improve student learning.

1,  3,  4

8,  9

please refer to the IPSB alignment chart at the end of this chapter

all content areas, with respect to individual UAPs

1.2; 2.2, 2.d; 3.1, 3.2; 4.1, 4.2, 4.5; 5.1

6.   Examine, synthesize and apply the skills of curricular leadership in a specific work environment.

3,  4,  5

5,  6,  7, 9,  10

please refer to the IPSB alignment chart at the end of this chapter

all content areas, with respect to individual UAPs

1.2, 1.3, 1.6; 2.1, 2.3; 3.2, 3.t; 4.1, 4.3, 4.4, 4.d; 5.1, 5.2, 5.3, 5.d