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M.S. in Curriculum and Instruction

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 five areas of education: early childhood education, elementary education, elementary school science and mathematics, secondary education and special education. Special education offers the choice of three areas of specialization: early childhood special education, elementary/ middle special education and secondary 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 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 

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

  • EDUC 502 Using Technology to Design, Manage and Assess 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 583 Principles of Curriculum Development and Appraisal** (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, three of the four 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. Maintain a 3.0 cumulative grade point average in any four out of the five required courses:

  • EDUC 502 Using Technology to Design, Manage and Assess 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)
  • EDUC 583 Principles of Curriculum Development and Appraisal (3 credits)

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

3. 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 an Exit Folio to demonstrate content knowledge at an acceptable level.

Program Completion 

Candidates in the M.S. in Curriculum and Instruction must develop and submit an electronic Exit Folio with selected artifacts to demonstrate content knowledge in each concentration area.

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.

Early Childhood Education Concentration

This 36-credit hour program is designed primarily for classroom teachers in early childhood or elementary education who wish 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 (three): In addition to the six professional education courses for the M.S. degree, students must complete three ECE foundation courses (9 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

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
  • EDUC 535 Integrating the Elementary Curriculum through Language Arts

Mathematics 

  • EDUC 545 Modern Mathematics Methods

Special Education 

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

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 (three): In addition to the six professional education core courses for the M.S. degree, students must complete three elementary education foundation courses (9 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

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 Topics in Elementary School Mathematics
  • Special Education 

  • EDUC 574A Curriculum and Methods in Special Education: Reading, Language Arts and Social Studies
  • EDUC 576A 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 (three): In addition to the six professional education core courses for the M.S. degree, the candidate must complete three elementary school science and mathematics foundation courses (9 credits):

  • EDUC 540 Modern Science Methods
  • EDUC 545 Modern Mathematics Methods
  • EDUC 576A Curriculum and Methods in Special Education: Mathematics and Science

Content Elective Courses (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 Topics in Elementary and Middle School Mathematics
  • EDUC 551 The Teaching of Geometry
  • EDUC 552 The Teaching of Algebra
  • EDUC 595 The Teaching of Statistics and Probability
  • EDUC 596 The Teaching of Mathematical Modeling

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

  • EDUC 565 Classroom Organization and Management in Special Education
  • EDUC 569 Teaching Diverse Learners in an Inclusive Setting: Secondary Education
  • EDUC 584 Systemic Change Processes for School Improvement

Content Courses (three): In addition to the professional education and foundation courses, candidates must select three 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) 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
  • One elective may be chosen from among many graduate courses including those listed above (3 credits). It is recommended that a reading class be considered as an elective.

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. Three areas of specialization are offered. 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 

Content Courses (three): In addition to the six 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. Secondary teachers who are certified in Maryland are exempt from taking EDUC 569 and must take EDUC 571 instead).

Assessment Course: 

Choose one:

  • EDUC 573A Assessment, Diagnosis and Prescription in Special Education: Elementary/Middle School
  • EDUC 573B Assessment, Diagnosis and Prescription in Special Education: Secondary/ Adult
  • EDUC 591 Assessment, Diagnosis and Prescription for Children with Disabilities: Early Childhood

Specialization in Early Childhood Special Education 

This 36-credit program is intended for individuals who already have initial teaching certification in general elementary/early childhood education or special education at the elementary/middle age-grade level. This concentration includes courses that may lead to certification in special education at the early childhood level, ages 3-8. This program does not lead to initial teaching certification. 

Requirements 

Foundation Courses-Early Childhood Special Education (three): In addition to the professional education core and special education content courses, the candidate must complete three early childhood special education foundation courses (9 credits):

  • EDUC 592 Curriculum Methods in Early Childhood Special Education Reading Any two graduate reading courses for 6 credits:
  • 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
  • EDUC 535 Integrating the Early Childhood Curriculum through Language Arts

Specialization in Elementary/Middle School Special Education 

This 36-credit hour program is designed primarily for certified 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-Elementary/Middle Special Education (three): In addition to the six professional education courses for the M.S. degree, and the special education content courses, the candidate must complete three elementary/middle special education content courses (9 credits):

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

Reading** Any one graduate reading courses for 3 credits: 

  • 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
  • EDUC 535 Integrating the Early Childhood Curriculum through Language Arts

**Certified special education teachers who teach in the middle school who have had a reading course to meet certification requirements may take a graduate course in the content area that they teach instead of a reading course. 

Specialization in Secondary Special Education 

This 36-credit program is intended for individuals already having initial teaching certification in general elementary or secondary education. This concentration includes courses that may lead to certification in special education at the secondary and adult age-grade level. This program does not lead to initial teaching certification. 

Requirements 

Foundation Courses-Secondary Special Education (three): In addition to the six professional education core courses and special education content courses, the candidate must complete three secondary special education foundation courses (9 credits):

  • EDUC 574B Curriculum and Methods in Special Education: Reading, Language Arts and Social Studies (3 credits)
  • EDUC 576B Curriculum and Methods in Special Education: Mathematics and Science (3 credits)

Reading** Any one graduate reading courses for 3 credits: 

  • EDUC 515 Processes and Acquisition of Reading
  • EDUC 517 Materials for Teaching Reading: Instruction and Methods
  • EDUC 519 Reading Instruction: Secondary
  • EDUC 520 Reading Diagnosis
  • EDUC 521 Contemporary Issues in the Teaching of Reading

**Certified special education teachers who teach in the secondary school who have had a reading course to meet certification requirements may take a graduate course in the content area that they teach instead of a reading course.