School of Education

Graduate Programs

School of Education


Graduate Programs

Programs lead to additional licensure, *with exception

Objectives

The School of Education offers a Master of Arts Program designed to prepare graduate students for advanced roles in the field of School or Community Counseling. This program includes theory, research, and an intense supervised practicum and internship. In the electives, graduate students may choose additional depth in the counseling areas of either research or practice.

Prerequisites

  1. Meet all University requirements stated under Academic Regulations, including a score of 900 or better on the Graduate Record Exam and a minimum of 3.00 undergraduate GPA.
  2. Write a statement of accomplishments, interests, and goals relating to counselor education. This statement will be submitted to the program Faculty who will then conduct an admissions interview. Entry into the program is contingent on passing this interview. The Counseling Program trains students to work with children and adults in both public and private settings. Because they deal with very sensitive personal issues, it is crucial that those who are admitted and graduated from this program have integrity, competency and uphold the ethical codes of the American Counseling Association and the American Psychological Association. For this reason, the M.A. Counseling Program faculty will conduct an admissions interview.

Continuing Requirements

  1. Annual student performance evaluations of competency to continue throughout the program.
  2. Maintain minimum of 3.00 GPA for all coursework in the program. Graduate courses with grades less than a B require written program faculty and administration approval to continue in the program.

Course Requirements

Core Courses (6 credits)

  • ED600 Issues and Philosophies in Culturally Diverse Schools (3)
  • ED601 Introduction to Research Methods (3) or
  • PY413G Research Methodology in the Behavioral Sciences (3)

Area of Specialization (33 credits minimum)

  • ED619 Introduction to Counseling (3)
  • ED620 Counseling Process: Theory (3)
  • ED621 Counseling Process: Individual Practice (3)
  • ED622 Group Counseling (3)
  • ED623 Dynamics of Individual Behavior (3)
  • ED624 Individual and Group Assessment (3)
  • ED625 Multicultural Counseling (3)
  • ED677 Ethical and Legal Issues in Counseling (3)
  • ED692 Practicum in Counseling (3)
  • ED698 Internship in Counseling (3/3)
    • NOTE: ED698 can be taken twice over one semester for 6 credits or over two semesters.
  • Comprehensive Written Examination. Annual Performance Review.

Electives (3 credits)

  • Any 1 elective selected from the catalog list

Special Project/Thesis Option (6 credits)

  • ED690 Special Projects in Counseling or
  • ED695 Thesis

Professional Option in School or Community Counseling (6 credits)

  • School Counseling:
    • ED627 Career Counseling (3)
    • ED678 Organization and Administration of School Counseling Programs (3)
  • Community Counseling:
    • ED679 Introduction to Community Counseling (3)
    • ED688 Personality and Mental Health (3)

Electives

  1. Practice:
    • ED626 Prevention and Outreach (3)
    • ED627 Career Counseling (3)
    • ED628 Family Counseling (3)
    • ED629 Psychological Testing (3)
    • ED674 Lifespan Transition Counseling (3)
    • ED675 Group Counseling Practicum (3)
    • ED699 Special Topics in Counselor Education (3)
  2. Research:
    • ED602 Qualitative Inquiry in Education (3)
    • ED603 Quantitative Analysis (3)
    • ED699 Special Topics in Counselor Education (3) or
    • Any graduate course from either emphasis track, or advisor-approved related program.

Total: 48 credit hours

Outcomes

The School of Education offers a Masters of Arts in Teaching (MAT) Program designed to prepare graduate students as certified elementary or secondary classroom teachers.  This program includes theory, pedagogy, research, and an intense practicum and internship. Students may be admitted as a cohort each Fall semester with applications accepted until September 01.

Prerequisites

  1. Meet all University requirements stated under Academic Regulations.
  2. A degree in a field outside of Education and a completed Transcript Analysis Form. For Secondary Education: Fifteen (15) units of coursework (6 of which must be upper division credits) in the content area in which certification is being sought. Content areas include: Language Arts, Math, Science, Social Studies, Health/PE, World Language, Business, and Consumer Family Science.
  3. Praxis Core scores of Reading 156, Writing 162, and Math 150. Additionally required:  Praxis Subject Assessment scores that meet GCEC score requirements in the specified content area.
  4. Two letters of recommendation that speak to the applicant’s scholarly knowledge in the content area and aptitude to work with youth.
  5. A written statement of accomplishments, interests, and goals relating to teaching.
  6. Admission interview.  Entry into the program is contingent on passing this interview with the MAT chair.  The MAT Program trains students to work in either the elementary or middle and high school public and private settings.  Because participants will teach minors in very sensitive settings, it is crucial that those who are admitted and graduated from this program have integrity and competency.

Continuing Requirements

  1. Maintain a cumulative minimum GPA of 3.00 for all coursework in the program.  Graduate courses with grades less than a B require written program faculty and administration approval to continue in the program.
  2. Maintain an electronic teaching portfolio aligned with the SOE Conceptual Framework, INTASC, and GTPS standards to be reviewed each semester by the student’s committee. The portfolio will be used as a basis for assessment and advisement throughout the graduate studies experience and will be closely monitored at major decision points such as admission to candidacy, midpoint, and exit.
  3. Praxis, Principles of Learning and Teaching (PLT) scores which meet Guam Teacher Certification requirements after the completion of 24 credits and at least one semester before graduation. This is the Comprehensive examination for the degree. REQUIRED BEFORE INTERNSHIP.

Course Requirements

Professional Knowledge:
Course Course Title Credits
ED605 Foundations of Secondary Education 3
ED607 Learning Theories 3
ED608 Classroom Assessment 3
ED655 Principles and Practices in Special Education 3
ED683 Classroom Management 3
ED699 Special Topics in Research 1/1/1
  Subtotal 18
Choose Between
Elementary Education or Secondary Education
Pedagogical Knowledge
ED618  Instructional Strategies  2
ED639  Integrated Literacy & SS  3
ED648  Health and PE  1
ED659  Integrated Math & Science  3
  Subtotal  9
 
Pedagogical Knowledge
ED606 Child/Adol Development 3
ED609  Inst. Technology 3
ED616   Sec. Teaching Methods 3
     
  Subtotal  9
Practice and Research
ED698 Internship 6
ED617 Action Research 3
ED690 Special Project 3
Subtotal 12

 

Professional Knowledge 18
Pedagogical Knowledge 9
Practice & Research 12
Total Credits 39
 
 

Schedule Format

Courses are taught in terms with the length of each term. The first year of the program (Certification courses) mixes theory and practice with both philosophical foundations and field experiences in secondary classrooms. Coursework begins with three eight-week terms (October-May) and two four-week terms during the summer (June-August). Students must complete a ten-hour field experience requirement each term that is aligned with the courses each term. In addition, all courses are a blend of face-to-face and online interaction. The second year of the program follows the traditional UOG calendar for Fall and Spring semesters, which focuses on the final Teaching Internship with the MAT student employed as a teacher with a University faculty supervising the classroom instruction periodically throughout the term. Sound and ethical research practices are also introduced this term.

Faculty

The Master of Education degree includes specialization areas in Administration and Supervision, Secondary Education Reading, Teaching English as a Second Language (TESOL), and Special Education. The M.Ed. degree is designed for certified teachers seeking advanced knowledge of teaching and learning in a specific area. Students seeking teacher certification should obtain a Guam Commission on Educator Certification (GCEC) teacher certification evaluation before developing a program of study. Students completing the Administration and Supervision degree will be able to apply for certification in that field from the GCEC.

Students should contact an advisor for information about the program in which they are interested.

Objectives

The School of Education offers a Master of Education program with five (5) areas of specialization, all of which are designed to prepare students for advanced roles in the field of Education:

  1. Administration and Supervision (36 credits)
  2. Reading (36 credits or 45 credits thesis/special project option)
  3. Secondary Education (36 credits)
  4. Special Education (36 credits)
  5. Teaching English to Speakers of Other Languages (TESOL) (36 credits):
    • Option A: Thesis / Special Project
    • Option B: Non-Thesis

Prerequisite for Admission and Continuing Requirements for the School of Education

Applicants must meet all University requirements stated in the Academic regulations of this catalog, including:

  1. Take the Graduate Record Examination (GRE) with a score of 900 or higher or the Millers Analogy Test (MAT) and pass with a score of 400 or higher.
  2. A minimum 3.0 cumulative undergraduate GPA or 3.0 graduate cumulative GPA based on a minimum of 9 graduate credit hours
  3. Submit an Electronic Portfolio on LiveText to the Admission Committee to include the following:
    1. An essay, between 300 and 500 words, of accomplishments, interests, and goals relating to education.
    2. Three School of Education disposition rubrics to be completed by two School of Education faculty and one current/former employer or school site administrator or master teacher.
  4. A completed Form-A

Continuing Requirements

Maintain 3.0 GPA for all coursework in the M.Ed. program. The School of Education is responsible for the academic advisement of its graduate students. Candidates are required to maintain an online, electronic portfolio. The portfolio will be used as a basis for assessment and advisement throughout the graduate studies experience and will be closely monitored at major decision points such as admission to candidacy, midpoint, and exit. All candidates must pass the PRAXIS II in their content area with a passing score approved for licensure on Guam. Current requirements (May 11, 2010) may be found at the Guam Commission for Educator Certification website.

The M.Ed. is divided into five parts:

  1. Core Courses:
    • ED600 Issues and Philosophies in Culturally Diverse Schools
    • ED601 Introduction to Research Methods (and one of the following upon advisor's approval at thesis or special project stages)
    • ED602 Qualitative Inquiry in Education or
    • ED603 Quantitative Analysis
  2. Elective Courses
  3. Specialization Courses
  4. PRAXIS II in content area
  5. Thesis or Special Project (for students completing the thesis/special project, this includes overview, thesis or special project credits, and oral examination)

The total number of credits for the M.Ed. Program is a minimum of 36 credit hours.

Graduate Double Majors in Education

Students wishing to complete a Double Major in two areas of Education may do so by completing the following requirements:

  1. Core Courses: 6 or 9 credits
  2. Two areas of specialization coursework (note: elective courses may be taken in second area of specialization)
  3. PRAXIS II covering both areas of specialization.
  4. Thesis or Special Project option (6 credits) to include both areas.

Students electing to Double Major will receive one degree with both areas of study listed on the transcript.

Thesis and Special Project Descriptions

Definitions and descriptions of the scope and format for Special Project and Thesis requirements appear in the Degree Requirements of this Bulletin. A student in consultation with his or her advisor will decide upon which requirement will best meet student and program goals.

Objectives

The specialization is designed to prepare professionals to meet the following objectives:

  • Students will gain the knowledge and ability to promote success among his or her students.
  • Students will have the knowledge and ability to organize school operations and resources that promote a safe, efficient, and effective learning environment.
  • Students will respond to diverse community interests, needs, and the ability to mobilize community resources.
  • Students will have the knowledge to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural venues.

After the completion of this program, graduates find gainful employment as school principals in Guam, US mainland, and international P-12 school settings.

Specific Prerequisite

Students who wish to be admitted to this specialization must have an undergraduate degree in Professional Education, or its equivalent as approved by the School of Education

Requirements

Core Courses (9 credits)

  • ED600 Issues and Philosophies in Culturally Diverse Schools (3)
  • ED601 Introduction to Research Methods (3)
  • ED602 Qualitative Inquiry in Education (3) or
  • ED603 Quantitative Analysis (3)

Electives (6 credits)

Graduate level course from any college with the approval of program faculty is an option for electives.

Areas of Specialization (15 credits)

  • ED610 School Leadership and Administration (3)
  • ED611 School Personnel Management (3)
  • ED612 School Law (3)
  • ED613 School Financial Management (3)
  • ED698 Internship (3)

Thesis or Special Project (6 credits)

  • ED691 Overview Seminar (3)
  • ED690 Special Project (3) or
  • ED695 Thesis (3)

Capstone Portfolio and PRAXIS II with a score approved for licensure on Guam. Current requirements may be found at the Guam Commission for Educator Certification website (required for all students).

Total: 36 credit hours

The Master of Education with specialization in Reading is the University of Guam's first online program. Contact Dr. Catherine Stoicovy at cstoicovy@triton.uog.edu to apply

The M.Ed. in Reading online program is ideal for working professionals from Guam or the region who are interested in becoming specialists in reading and language arts. The program was approved in August 2011 by the Senior Commission of the Western Association of Schools and Colleges.

The program offers the same rigor and academic quality as a traditional face-to-face degree program, yet offers the convenience of online learning that fits the schedule of a busy professional. Our online program allows you to learn from the comfort of your own home or nearby school or library at a time that is convenient for you. We believe students will find the program both engaging and meaningful.

Download the program brochure here.

Objectives

The specialization in Reading is designed to prepare professionals in the field of reading/literacy who are interested in becoming highly effective teachers and specialists in reading and language arts. A thesis or special project is recommended for students who anticipate further study at the doctoral level. Language and Literacy faculty will conduct an admissions interview as an entry level assessment for new applicants.

This Program prepares professionals for the following roles:

  • To develop students' literacy (reading and writing) in language arts and across the curriculum, with an emphasis on pre-school, elementary and secondary years.
  • To assess and instruct students with diverse literacy needs in regular classrooms, as well as specialized settings (developmental or basic classes, ESL classes, special education classes, adult literacy centers, etc.).
  • To participate as a member of a professional learning community, reflecting on practice and contributing to the improvement of instructional programs, advancement of knowledge and practice of colleagues.

Graduates find diverse professional positions, with the majority serving in schools as classroom teachers, reading/language arts resource teachers, special education teachers, and school consultants. Some become diagnosticians and reading specialists in clinical settings or private practice, and some go on to doctoral study.

Admission Requirements

Maximum enrollment for the cohort is 15 students.

Admission Requirements for Graduate Status

Students must be admitted to graduate status in order to take graduate courses for credit.

To be admitted to Graduate status, the applicant must have earned a recognized bachelor's degree from a U.S. accredited or foreign equivalent 4 year university with a minimum GPA of 2.50 (C+) on a 4.00 grading system (or the equivalent GPA on the basis of another grading system). Apply online at www.uog.edu/admissions/apply-online or file an application form with the Office of Graduate Studies or Registrar's Office, University of Guam, UOG Station, Mangilao, Guam 96923. A non-refundable application fee of $49 must accompany the application form.

Prerequisites for Admission Requirements and Continuing Requirements for the School of Education

Applicants must meet all University requirements stated in the Academic regulations of this catalog, including:

  1. Bachelor's degree in Education or a related field (e.g. psychology, English, linguistics, etc.)
  2. A minimum 3.0 cumulative undergraduate GPA or 3.0 graduate cumulative GPA based on a minimum of 9 graduate credit hours
  3. Submit an Electronic Portfolio on LiveText to the Admission Committee to include the following:
    1. An essay, between 300-500 words, of accomplishments, interests, and goals relating to education.
    2. Three School of Education dispositions rubrics to be completed by two School of Education faculty and one current/former employer or school site administrator or master teacher.
  4. A completed Form-A.

Prerequisites for Admission into the Reading Program

Teaching experience of one or more years in K-12 schools. Note that a teaching certificate is required for those wishing to teach at the elementary or secondary levels in the Guam Public School System.

Exemption Clause: Program Chair has the right of waiver in lieu of of other regional requirements, conditions, and qualifications for teacher education.

Start Dates and Courses

Students enrolled in the program must take the two courses listed during each semester below.

Summer 2016

  • ED642 Seminar in Literature for Children and Young Adults (3 credits)
  • ED647 Issues and Research in Literacy Education (3 credits)

Fall 2016

  • ED649 Capstone Seminar in Language and Literacy (3 credits)
  • ED601 Introduction to Research Methods (3 credits)

Course Descriptions

ED484/G THE ART AND CRAFT OF TEACHING WRITING (3)

This course draws on current perspectives in language and literacy acquisition to help teachers set up a process-centered reading and writing classroom. Emphasis will be on the Authoring Cycle as a conceptual framework for a reading/writing curriculum in PK-l2 classrooms. In addition, teachers will learn how to use the authoring cycle to construct meaning across the sign systems.

ED601 INTRODUCTION TO RESEARCH METHODS (3)

This course introduces students to quantitative and qualitative methods common in educational research. Students examine and evaluate research methods and design research programs.

ED638 TEACHING WITH THE INTERNET (3)

This course focuses on how to use the Internet for teaching and learning. It helps students develop skills and strategies in integrating the Internet as an essential resource into the curriculum. Prerequisite: ED452 equivalent.

ED640 LANGUAGE AND LITERACY DEVELOPMENT (3)

This course explores the theory and practice of literacy development and instruction across the K-12 school years as well as adults. Topics include models of reading and writing processes, emergent literacy, reading and writing instruction for diverse learners, assessment, and adult literacy. Students will be introduced to the theoretical and research base for various models of literacy development, reading and writing processes and instructional practices. The field has moved from viewing literacy as a process of skills acquisition to viewing literacy as a psycholinguistic process that is socially based and constructivist in nature. This course will help teachers apply current views of how children and adolescents develop as readers and writers to their own teaching situations.

ED641 MIDDLE/SECONDARY READING AND WRITING IN CONTENT AREAS (3)

Educators will learn how to support the needs of adolescent and young adults, helping them develop into confident and independent readers and writers. Focus will be on the improvement of literacy skills through meaningful, constructive engagements in reading and writing.

ED642 SEMINAR IN LITERATURE FOR CHILDREN AND YOUNG ADULTS (3)

Increasingly, teachers are using literature in the language arts classroom and across the curriculum. In this course, students read and critically evaluate a wide range of books for pre-schoolers to young adults, considering such issues as developmental needs, linguistic complexity, genre, aesthetics, interest and cultural diversity. Reader response theory, among others, provides a framework for exploring how readers respond to texts through talk, drawing, writing, dramatic play, etc.

ED643 PRACTICUM: LITERACY ASSESSMENT (3)

Students will learn how to use a range of formal and informal assessment tools and methods to diagnose and assess individual learners' reading and writing development, to guide instruction, and to involve the learner in self-assessment. The emphasis is on using assessment in the service of instruction in the classroom and clinical settings. This course is an advanced practicum focusing on the PK- 12 grade levels. Supervised clinical practice is provided at the School of Education Literacy Center. Prerequisite: Consent of Advisor.

ED644 PRACTICUM: LITERACY INSTRUCTIONAL LAB (3)

Building on students' experience in ED643: Literacy Assessment, this course focuses on reading and writing instruction for children and adolescents with diverse learning needs. Students observe, diagnose, and instruct children at the School of Education Literacy Center. They will deepen their understanding of reading/writing processes and strengthen their skills in designing and implementing instruction that is responsive to the current knowledge, skills, interests, motivation and needs of individual learners. Students will also extend their knowledge of how to assess students, synthesize measurement data (both formal and informal) and present findings to parents and professionals in the form of a case report. This course is an advanced practicum focusing on the PK-12 grade levels. Supervised clinical practice is provided at the School of Education Literacy Center. Prerequisite: ED643

ED645 ADVANCED METHODS IN PK-12 SCHOOL LITERACY (3)

This course draws on the constructive nature of literacy development to teach PK- 12 students. Emphasis will be placed on ways to motivate and engage students in literacy learning. Teachers will explore models of literacy learning and how they relate to literacy instruction. Literacy methods and strategies will be responsive to the sociocultural contexts of learning in diverse classroom populations. The ultimate goal is to foster students' willing engagement in reading and writing.

ED646 THE ORGANIZATION AND SUPERVISION OF READING PROGRAMS (3)

Introduces students to organization, administration, and supervision of school reading programs (K-12). Students examine roles of reading personnel, evaluate major reading programs and develop, implement, and evaluate a reading program at the classroom and school level. Prerequisite: ED640, ED64lor ED645, or consent of advisor.

ED647 ISSUES AND RESEARCH IN LITERACY EDUCATION (3)

Students conduct a critical examination of current issues in literacy, including extensive reading of recent research literature relevant to those issues. The course is also intended as an opportunity to examine one significant issue in depth and develop a well-synthesized review of research - to use multiple expert informational resources, to read extensively, to write and present for a professional audience.

ED649 CAPSTONE SEMINAR IN LANGUAGE AND LITERACY (3)

This seminar is designed as a final, integrative experience for students completing the master's degree program in language and literacy. Candidates create an Electronic Capstone Portfolio to showcase their growth in mastery of competencies identified by program goals, objectives and standards, their synthesis of graduate course work and experience, and the professionalism expected of an educator. Prerequisites: A candidate's Capstone Experience occurs during his/her last fall or spring semester of course work.

ED690 SPECIAL PROJECT (In lieu of Thesis only) (3-6)

ED695 THESIS (3-6)

Getting Started

  • Apply for graduate status at here
  • Applicants - If interested in this program, please e-mail Dr. Catherine Stoicovy at cstoicovy@triton.uog.edu. Include the following information:
    • Name, address, phone number, email address
  • Register for a Moodle Account
  • Ensure that your computer has these settings and software
  • Enroll in "Moodle101" to help you navigate the online learning environment. The course is a requirement for enrollment in the online courses and admission into the program.
  • Purchase a Student Livetext Account

Objectives

The School of Education offers a Masters Degree specialization in Secondary Education. This specialization is designed for teachers in the secondary schools on Guam or in a multicultural environment.

Requirements

Core Courses (9 credits)

  • ED600 Issues and Philosophies in Culturally Diverse Schools (3)
  • ED601 Introduction to Research Methods (3)
  • ED602 Qualitative Inquiry in Education (3) or
  • ED603 Quantitative Analysis (3)

Elective Courses in Education (6 credits)

  • ED612 School Law (3)
  • ED641 Middle/Secondary Reading and Writing in Content Areas (3)
  • ED670 Effective Middle Schools (3)
  • ED671 Critical Issues in Secondary Schools (3)
  • ED672 Philosophy of Education (3)
  • Graduate Level course from any college with the approval of program faculty

Specialization Courses (15 credits)

Courses in this area would be those in a student's teaching content area and would be approved and selected in conjunction with the academic advisors in the appropriate content areas (SOE and CLASS or CNAS or SBPA). For example, in the content area of social studies, the student should select courses in the M.A. program in Micronesian Studies or graduate level courses in history, political science, anthropology, etc.

PRAXIS II with a passing score approved for licensure on Guam. Current requirements (May 11, 2010) may be found at the Guam Commission for Educator Certification website (required for all students) and Oral Examination.

Thesis or Special Project (6 credits)

  • ED691 Overview Seminar (3)
  • ED690 Special Project (3) or
  • ED695 Thesis (3)

Total: 36 credit hours

Introduction

The School of Education offers a Masters Degree in Special Education specifically for those professional educators working or plan to work in the field of Special Education.

The M.Ed. - Special Education uses a non-traditional one-year program, where students attend one 8-week summer session and weekends for the fall and spring semesters. Students may complete the Masters Degree and Special Education Certification in 12 months. There are 2 Cohorts of 15 teachers and administrators each year, beginning in the Fall or Spring Semesters. Students must meet all requirements of admission before the start of the sought after Cohort program.

Admission Requirements

Students wishing to be admitted to the program must have:

  • An earned baccalaureate degree. The program coordinator must approve the program of study
  • Passing GRE score of a minimum of 900
  • A current teaching certificate in Early Childhood, Elementary, or Secondary Education
  • Passing PRAXIS I scores as determined by Guam Commission on Educator Certification
  • Passing PRAXIS II scores Early Childhood, Elementary, or Secondary Education content area and PLT at appropriate level as determined by the Guam Commission on Educator Certification
  • Minimum of 1 year teaching experience

All students who hold a current teaching certificate in the field of Special Education must take the Research Track.

Applications with supporting documents should be submitted to the UOG Graduate Office, School of Nursing Building.

Research Track (Thesis/Special Project)

Core Course (9 credits)

  • ED600 Issues and Philosophies in Culturally Diverse Schools (3)
  • ED601 Introduction to Research Methods (3)
  • ED602 Qualitative Inquiry in Education (3) or
  • ED603 Quantitative Analysis (3)

Electives (6 credits)

Graduate-Level course from any college with the approval of program faculty

Area of Specialization (15 credits)

Students will develop their area of specialization as they develop their Form-A with the approval of program coordinator

Thesis or Special Project (6 credits)

  • ED691 Overview Seminar (3)
  • ED690 Special Project (3) or
  • ED695 Thesis (3)

Professional Track (Certification)

Core Course (6 credits)

  • ED600 Issues and Philosophies in Culturally Diverse Schools (3) or
  • ED654 Multicultural Special Education (3)
  • ED601 Introduction to Research (3)

Electives (6 credits)

Any 2 graduate courses with approval of the Program Coordinator.

Area of Specialization (24 credits)

Eight Special Education courses as determined by the student with the approval of the Program Coordinator, including Internship in Special Education (ED698) and Overview Seminar (Capstone Seminar) (ED691)

TOTAL: 36 CREDIT HOURS

Objectives

The School of Education offers a Master’s Degree specialization in TESOL.  The objectives of this program of study are to maintain a balance between theory and practice, and to fulfill a threefold purpose:

1.    To train practitioners to enter the ESL classroom as professionals,
2.    To provide a theoretical base which would enrich the formation of ESL classroom teachers and enable those who wish to further their studies at the doctoral level, and
3.    To serve as a resource for other teachers to function as ESL trainers.

SPECIFIC PROGRAM PREREQUISITES:

In order to be admitted to this specialization, prospective student must have the prerequisites as currently stated in the catalog plus:

1.    Native speaker of English or a score of 550 on the TOEFL.
2.    A Bachelor's Degree with a major in English, Education, a foreign language, or a related field.
3.    A teaching certificate for those wishing to teach at the elementary or secondary levels.

Please note: The M.Ed. TESOL degree does not lead to initial certification to teach in the Guam (or other US) school system.  Endorsement to teach ESL in the Guam school system will only be granted to teachers currently certified.  Non-certified candidates are welcomed to apply to the M.Ed. TESOL program if they are not seeking endorsement or certification.

PROGRAM LEARNING OUTCOMES (TESOL STANDARDS):

Domain 1 – Language
Standard 1.a. Language as a System.  Candidates demonstrate understanding of language as a system, including phonology, morphology, syntax, pragmatics and semantics, and support ELLs as they acquire English language and literacy in order to achieve in the content areas.

Standard 1.b. Language Acquisition and Development.  Candidates understand and apply theories and research in language acquisition and development to support their ELLs’ English language and literacy learning and content-area achievement.

Domain 2 – Culture
Standard 2. Culture as it Affects Student Learning.  Candidates know, understand and use major theories and research related to the nature and role of culture in their institution.  They demonstrate understanding of how cultural groups and individual cultural identities affect language learning and school achievement.

Domain 3 – Instruction
Standard 3.a. Planning for Standards-Based ESL and Content Instruction.  Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ELLs.  They plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum.

Standard 3.b. Implementing and Managing Standards-Based ESL and Content Instruction.  Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing.  Candidates support ELLs’ access to the core curriculum by teaching language through academic content.

Standard 3.c. Using Resources and Technology Effectively in ESL and Content Instruction.  Candidates are familiar with a wide range of standards-based materials, resources, and technologies, and choose, adapt, and use them in effective ESL and content instruction.

Domain 4 – Assessment
Standard 4.a. Issues of Assessment for English Language Learners.  Candidates demonstrate understanding of various assessment issues as they affect ELLs, such as accountability, bias, special education testing, language proficiency, and accommodations in formal testing situations.

Standard 4.b. Language Proficiency Assessment.  Candidates know and use a variety of standards-based language proficiency instruments to show language growth and to inform their instruction.  They demonstrate understanding of their uses for identification, placement, and reclassification of ELLs.

Standard 4.c. Classroom-Based Assessment for ESL. Candidates know and use a variety of performance-based assessment tools and techniques to inform instruction in the classroom.
Domain 5 – Professionalism.  

Standard 5.a. ESL Research and History.  Candidates demonstrate knowledge of history, research, and educational public policy, and current practice in the field of ESL teaching and apply this knowledge to improve teaching and learning.

Standard 5.b. Professional Development, Partnerships and Advocacy.  Candidates take advantage of professional growth opportunities and demonstrate the ability to build partnerships with colleagues and students’ families, serve as community resources, and advocate for ELLs.

REQUIREMENTS:

The M.Ed. TESOL program runs on a cohort system, and all students take two courses each semester (including the summers) together as a group.  33 credits are required for graduation.

Course Course Title Credits
ED582  Foundations of TESOL 3
ED661 Second Language Curriculum Theory and Development 3
ED660 Applied Linguistics 3
ED585  English Grammar 3
ED583 Second Language Materials Evaluation and Design 3
ED601 Introduction to Research Methods 3
ED602  Qualitative Analysis 3
ED603 Quantitative Analysis 3
ED584 English Phonetics 3
ED662 Second Language Testing and Evaluation 3


A summer practicum is required, and is part of the coursework.    


Thesis: (3 credit hours)

Course    Course Title    Credits
ED695    Thesis: TESOL     3

*A capstone Portfolio and PRAXIS II English to Speakers of Other Languages (ESOL) examination with a passing score approved for licensure on Guam is required for candidates who are already certified to teach and who are seeking endorsement in teaching ESL (K-12).  Current requirements (May 11, 2010) may be found at the Guam Commission for Educator Certification website http://www.gcec.guam.gov.  In lieu of the PRAXIS II ESOL examination, candidates not seeking endorsement to teach ESL in the Guam school system will be required to take a written comprehensive examination at the end of their studies.