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Secondary Education - Unique Program

Overview: 
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UA South offers 3 pathways to a Master of Education in Secondary Education degree which gives students with a Bachelor's Degree an opportunity to meet middle or secondary school teacher certification standards while earning an M.Ed.

The student's personalized pathway to their Master's Degree may be chosen from 3 options: Fast Track, Alternative Path to Secondary Certification or Transition to Teaching. The Fast Track allows students to complete their program of study in 15 months. The Alternative Path to Secondary Certification is an intern program that allows students to begin teaching on an intern certificate as they complete their work for the program. Transition to Teaching is a nationally-recognized program for students wishing to teach in a STEM field, this program provides a $5000.00 fellowship and requires a 3 year commitment to teach in a Title One school.

This degree program provides growth and development for qualified candidates by relating educational theory and methodology to pre-service practice. Classes are offered online with occasional face-to-face meetings. No thesis is required for this degree, but students must complete a participant-action research project designed to develop an inquiry stance to carry forward into a teaching career.


 

Expected Learning Outcomes: 

TUA South College Level Learning Outcomes

The faculty adopted three college-wide learning outcomes in addition to a 4th discipline specific outcome:

1. Effective Communication

2. Critical Thinking

3. Cultural Competency

4. Discipline Specific 

Students who graduate from the program will demonstrate competency based on the Interstate Teacher Assessment and Support Consortium (InTASC) standards:

 

Principle #1 The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects

Principle #2 The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.

Principle #3 The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.  

Principle #4 The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

Principle #5 The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Principle #6 The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Principle #7 The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Principle #8 The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Principle #9 The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Principle #10 The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and wellbeing. 

Assessment Findings: 

The Title II of the Higher Education Act of 1965 requires states to report annually on key elements of their teacher preparation programs and requirements for initial teacher certification, kindergarten through twelfth grade. Colleges and universities with state approved teacher preparation programs, whether traditional or alternative route programs, must annually collect and submit information to the U.S. Department of Education through their state departments of education. The purpose of the data is to provide Congress, aspiring teachers, the education community, researchers and policymakers, and the public with information that Congress has identified as important to a basic understanding of teacher preparation in the United States. The most recent national report is available on the Title II website.

 

The Title II Report submitted by UA South to the Arizona Department of Education for the M.Ed. in Secondary Education Alternative Path Program provides information on admission requirements, number of prospective teachers enrolled, demographic composition of enrollees, number of enrollees who successfully completed the program, certification assessment passing rates, enrollment trends, and narrative on program elements.

 

Title II – University of Arizona South Alternative, IHE-Based Program Complete Report Card (2017)

Link only viewable by University of Arizona

 

 

Title II – University of Arizona South Traditional Program Complete Report Card (2017)

Link only viewable by University of Arizona

 

Updated date: Mon, 10/30/2017 - 15:48