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Curriculum and Instruction, M.S.

Program Director: Judy Sherman, Ed.D. sherman@hood.edu;  (301) 696-3464 

The Master of Science in Curriculum and Instruction is designed primarily for certified classroom teachers who want to enrich their professional knowledge and skills. The program draws from the National Board for Professional Teacher Standards (NBPTS) and the Maryland Teacher Technology Standards (MTTS) in advancing candidates’ knowledge and skills. The curriculum includes a core of professional education courses, with concentrations in four areas of education: elementary education, elementary school science and mathematics, secondary education and special education. This 36-credit program does not lead to initial teacher certification. 

Chalk and Wire Requirement 

Graduate students enrolled in this program are required to annually purchase a packet to submit their required performance activities as e-portfolio products in the Chalk and Wire web-based assignment sections. Graduate students taking courses on a nondegree basis and/or not enrolled in the M.S. in Curriculum and Instruction program are also required to purchase the Chalk and Wire web-based packet.

Requirements for All Education Concentrations in Curriculum and Instruction 

Five professional education core courses are central to all concentrations in Curriculum and Instruction:

  • EDUC 502 Technology for Literacy, Leadership and Learning* (3 credits)
  • EDUC 577 Introduction to Educational Research** (3 credits)
  • EDUC 581 Research-Based Teaching, Learning, and Assessment** (3 credits)
  • EDUC 582 Educational Philosophy in a Diverse Society** (3 credits)
  • EDUC 597 Action Research/Special Project(Capstone Course)*** (3 credits)

*Must be taken as the first course in the program

**Along with EDUC 502, these courses must be completed in the first 12 credits, before candidate can advance to full candidacy 

***This course is the last course in the program. It begins in the fall and is a yearlong course. The Graduate School will re-register students for the course in the spring as “IP” (In Progress) until a final grade is submitted. Students are responsible to pay the Graduate School comprehensive fee each fall and spring semester until the course is completed. 

Unit Assessment Organization 

In compliance with the National Council for Accreditation of Teacher Education (NCATE) requirements, the M.S. in Curriculum and Instruction is divided into three phases for the purpose of uniform data collection for Unit Assessment and continuous program improvement.

For admission information, see Graduate Admission and Program Specific Application Requirements. 

All Curriculum and Instruction candidates will need to complete each program’s phase requirements before advancing to the next level in the program. Candidates will work with an academic adviser to ensure completion of degree requirements at an acceptable level. Candidates are advanced through the phases by successfully completing all requirements. The Curriculum and Instruction Advisory Council will review any conditional advancements and denials for advancement.

Phase I - Advancement to Full Candidacy 

Candidates enrolled in the M.S. Degree Program in Curriculum and Instruction will be advanced to full candidacy based on the successful completion of the following: 

1. Complete the Entry Survey, a self-assessment measure on the Institutional Outcomes.

2. Maintain a 3.0 cumulative grade point average in any four out of the five required courses:

  • EDUC 502 Technology for Literacy, Leadership and Learning (3 credits)
    (Taken as first course in the M.S. in Curriculum and Instruction program)
  • EDUC 577 Introduction to Educational Research (3 credits)
  • EDUC 581 Research-based Teaching, Learning and Assessment (3 credits)
  • EDUC 582 Educational Philosophy in a Diverse Society (3 credits)

3. Complete performance activities in these four courses at an acceptable level.

4. Submit completed Degree Candidacy Form signed by academic adviser, program director and dean of the Graduate School.

Phase II - Midpoint Transition 

Candidates enrolled in the M.S. in Curriculum and Instruction degree program will be advanced to Phase III (Intensive Collaborative Practice) based on the successful completion of the following Phase II requirements: 

1. Sucessfully complete the remaining Core Curriculum courses.

2. Maintain a 3.0 cumulative grade point average in the required foundation and content courses identified in each concentration area and submit acceptable performance activities in these courses.

Phase III - Intensive Collaborative Practice 

Candidates enrolled in the M.S. in Curriculum and Instruction degree program in Phase III must successfully meet the following requirements: 

1. Maintain a 3.0 cumulative grade point average in the capstone course: EDUC 597 Action Research.

2. Complete acceptable performance activities as part of the collaborative practice component in EDUC 597.

3. Successful evaluation of a yearlong action research project.

4. Complete the Exit Survey, a self-assessment measure on the Institutional Outcomes.

Program Follow Up 

Program completers in the Curriculum and Instruction program will complete the following activities: 

1. Program Evaluation Survey at the completion of the action research course.

2. Program Survey one year after program completion.

3. Program Survey three years after program completion.

4. Program Survey five years after program completion.

Elementary Education Concentration

This 36-credit hour program is designed primarily for classroom teachers in early childhood or elementary education who want to gain additional knowledge and skills. Content focuses upon the areas of curriculum and advanced methodology, as well as theory and support courses. This program does not lead to initial teaching certification.

Requirements 

Foundation Courses (four): In addition to the five professional education core courses for the M.S. degree, students must complete four elementary education foundation courses (12 credits):

  • EDUC 533 Effective Home-School Interaction: Research and Practice
  • EDUC 534 Current Issues in Early Childhood and Elementary Education
  • EDUC 561 Teaching Diverse Learners in an Inclusive Setting
  • EDUC 583 Principles of Curriculum Development and Appraisal

Content Electives (three):In addition to the professional education core and foundation courses, the candidate must select three elective courses from different curriculum areas. One must be taken in reading. (9 credits)

Reading 

  • EDUC 511 Children’s Literature
  • EDUC 517 Materials for Teaching Reading: Instruction and Methods
  • EDUC 518 Reading Instruction: Elementary
  • EDUC 520 Reading Diagnosis
  • EDUC 521 Contemporary Issues in the Teaching of Reading
  • EDUC535 Integrating the Elementary Curriculum through Language Arts

Mathematics 

  • EDUC 545 Modern Mathematics Methods
  • EDUC 546 The Teaching of Numbers, Operations and Algebraic Thinking in Elementary and Middle School
  • EDUC 547 The Teaching of Geometry and Measurement in Elementary and Middle School

Special Education 

  • EDUC 574 Curriculum and Methods in Special Education: Reading, Language Arts and Social Studies
  • EDUC 576 Curriculum and Methods in Special Education: Mathematics and Science

Elementary School Science and Mathematics Concentration

The purpose of this 36-credit hour program is to provide teachers with current, innovative and accurate elementary science and mathematics methods and topics. Emphasis is placed upon the understanding, development and application of constructivist curricula, materials, methods and activities that are applicable within the elementary classroom. This program does not lead to initial teaching certification. 

Requirements 

Foundation Courses (four): In addition to the five professional education core courses for the M.S. degree, the candidate must complete four elementary school science and mathematics foundation courses (12 credits):

  • EDUC 540 Modern Science Methods
  • EDUC 545 Modern Mathematics Methods
  • EDUC 576 Curriculum and Methods in Special Education: Mathematics and Science
  • EDUC 583 Principles of Curriculum Development and Appraisal

Content Electives (three): In addition to the professional education and foundation courses, the candidate must select three courses from different content and topic areas, either from the science or mathematics disciplines with the approval of the adviser, or from the following education courses:

  • EDUC 542 Topics in Elementary and Middle School Physical Science
  • EDUC 544 Topics in Elementary and Middle School Biological Science
  • EDUC 546 The Teaching of Numbers, Operations and Algebraic Thinking in Elementary and Middle School
  • EDUC 547 The Teaching of Geometry and Measurement in Elementary and Middle School

Secondary Education Concentration

This 36-credit program is intended for students who currently hold certification within a secondary teaching area. It is also intended as a master’s degree option for individuals in the post-baccalaureate secondary education certification program. This program may provide courses toward the advanced professional certificate but does not lead to certification in other areas. This program does not lead to initial teaching certification. 

Requirements 

Foundation Courses (three):In addition to the five professional education core courses for the M.S. degree, students must select three secondary foundation courses (6 credits):

  • EDUC 561 Teaching Diverse Learners in an Inclusive Setting: Secondary Education
  • EDUC 565 Classroom Organization and Management in Special Education
  • EDUC 583 Principles of Curriculum Development and Appraisal

Content Electives (four): In addition to the professional education and foundation courses, candidates must select four courses from professional and content areas that form a coherent unit of study within the secondary teaching areas. These 500-level courses may be selected from offerings by the various departments at Hood, including the Education Department, and must be approved by the adviser. Students may select from the following listing of content areas, provided that they have met course prerequisites and any subject matter departmental requirements. Check with your adviser for course availability and additional courses that may become available:

  • Art
  • Biomedical Science (see BMS 511, 512, 523 and 524)
  • Chemistry
  • Computer Science
  • Economics
  • Education
  • English
  • Environmental Biology (see ENV 501, 502, 503 and 507)
  • French
  • German
  • History
  • Mathematics (500, 501, 502, 505, 507, 509, 546, 547) Some of these courses may be applied toward the Mathematics Department’s Certificate in Secondary Mathematics Education program. This certificate does not lead to initial teacher certification.
  • Mathematics Education (EDUC 551, 552, 595, 596)
  • Political Science
  • Psychology
  • Sociology
  • Spanish

Special Education Concentration

This program is designed primarily for special education, early childhood, elementary or secondary education classroom teachers. It seeks to prepare them to deal with students with disabilities in general or in special education classrooms. Emphasis is placed on providing a balance of theoretical background and methodology appropriate for the needs of exceptional children and youth. This program does not lead to initial teaching certification. 

The special education program reflects state of Maryland education certification areas: generic (mild and moderate disabilities), noncategorical education for students with disabilities at a designated age-grade level. Students without any teacher certification who are seeking initial certification in Special Education (Grades 1-8) are referred to Initial Teaching Certification. Hood does not offer an approved program for currently-certified teachers who wish to obtain additional certification in special education.

Requirements 

Foundation Courses (three): In addition to the five professional education core courses for the M.S. degree, all candidates in the Special Education Concentration must complete three courses in special education content coursework for 9 credits:

  • EDUC 565 Classroom Organization and Management in Special Education
  • EDUC 571 Historical, Philosophical and Legal Foundations of Special Education
    (Waived if student has taken special education survey or mainstreaming course at the undergraduate or graduate level within five years and obtained a grade of “B.” An elective may then be selected by the student.
  • EDUC 583 Principles of Curriculum Development and Appraisal

Content Electives (four): In addition to the professional education core and foundation courses, the candidate must select four elective courses. One must be taken in reading (12 credits) 

  • EDUC 573 Assessment, Diagnosis and Prescription in Special Education
  • EDUC 574 Curriculum and Methods in Special Education: Reading, Language Arts and Social Studies
  • EDUC 576 Curriculum and Methods in Special Education: Mathematics and Science

Reading 

  • EDUC 511 Children’s Literature
  • EDUC 517 Materials for Teaching Reading: Instruction and Methods
  • EDUC 518 Reading Instruction: Elementary
  • EDUC 520 Reading Diagnosis
  • EDUC 521 Contemporary Issues in the Teaching of Reading
  • EDUC535 Integrating the Elementary Curriculum through Language Arts