ALHOSN University Catalogue Global Knowledge with Local Vision ...

FACULTY OF ARTS AND SOCIAL SCIENCES –
Graduate Programs
Master of Education (M Ed)
Overview
The Master of Education program was developed as a non-traditional teacher education program using
high quality standards that have proven over the years to be the best in the field. The program has
been aligned with the Core Propositions of the National Board of Professional Teaching Standards
(NBPTS).
Program development included the following main tasks: (1) developing Faculty Vision, Mission and
Conceptual Framework; (2) identifying the credit hours to be assigned to each of the four components of
teacher education programs; (3) developing program goals and learning outcomes; (4) mapping
program outcomes to courses; developing curriculum and study plan; developing admission,
continuation and graduation requirements, (7) developing course description, and (8) developing course
syllabi.
Goals
1. Teachers are committed to students and their learning.
2. Teachers know the subjects they teach and how to teach those subjects to students.
3. Teachers are responsible for managing and monitoring student learning.
4. Teachers think systematically about their practice and learn from experience.
5. Teachers are members of learning communities.
Objectives
1. Teachers are committed to students and their learning.
a. Accomplished teachers recognize individual differences in their students and adjust
their practice accordingly.
b. Accomplished teachers understand how students develop and learn.
c. Accomplished teachers treat students equitably.
d. Accomplished teachers’ missions extend beyond developing the cognitive capacity of
their students.
2. Teachers know the subjects they teach and how to teach those subjects to students.
a. Accomplished teachers appreciate how knowledge in their subjects is created, organized,
and linked to other disciplines.
b. Accomplished teachers command specialized knowledge of how to convey and reveal
subject matter to students.
c. Accomplished teachers’ instructional repertoire allows them to create multiple paths to
the subjects they teach, and are adept at teaching students how to pose and solve their own
problems.
3. Teachers are responsible for managing and monitoring student learning.
a. Accomplished teachers call on multiple methods to meet their goals.
b. Accomplished teachers orchestrate learning in group settings.
c. Accomplished teachers place a premium on student engagement.
d. Accomplished teachers regularly assess student progress.
e. Accomplished teachers are mindful of their principal objectives.
4. Teachers think systematically about their practice and learn from experience.
a. Accomplished teachers are continually making difficult choices that test their judgment.
b. Accomplished teachers seek the advice of others and draw on educational research
and scholarship to improve practice.
5. Teachers are members of learning communities.
a. Accomplished teachers contribute to the effectiveness of the school by working
collaboratively with other professionals on instructional policy, curriculum development
and staff development.
b. Accomplished teachers work collaboratively with parents.
c. Accomplished teachers take advantage of community resources.
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