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College of Education - Department of Teacher Education

Certificate of Graduate Study in Teaching and Learning

Robin McBee, Ph.D.
Program Advisor
(856) 256-4500 x3093
mcbee@rowan.edu

Program Description
The Teaching and Learning COGS is designed for teachers who desire to develop and hone their leadership skills and who wish to remain in the classroom. The program approaches leadership from the perspectives of exemplary teaching, continuous learning for all, a need to balance change with stability and the importance of peaceful existence in a diverse community of learners. This COGS serves as the Core of the M.Ed. in Teacher Leadership.
The following Five Core Propositions of the National Board for Professional Teaching Standards (NBPTS) and three additional Principles identified by College of Education faculty provide the focus for the master's program:

NBPTS Propositions

  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 their experience.
  5. Teachers are members of learning communities.

Rowan Program Principles

  1. Teachers account for the needs of culturally, linguistically, and cognitively diverse learners.
  2. Teachers are change agents, teacher leaders, and partners with colleagues.
  3. Teachers use technology to facilitate student learning and their own professional development.

Admission Requirements

• CGCE Graduate Application Form (pdf)
• $65 (U.S.) non-refundable application fee
• Bachelor's degree (or its equivalent) from an accredited institution of higher learning
• Official transcripts from all colleges attended (regardless of number of credits earned)
• Current professional resume
• Statement of Professional objectives (including your definition of a teacher leader) Two letters of recommendation
• This program requires regular access to a classroom for course assignments and is designed for practicing teachers
who are currently teaching and have at least one full academic year of teaching experience before beginning the program
• Please include with your application materials a signed

Application Deadline
Please visit CGCE Website for information about application deadline.

This program is only offered online through the College of Graduate and Continuing Education (CGCE). Please click HERE for more information.

Gina Gondos
Academic Advisor for Teaching and Learning COGS
Education Hall
(856) 256-4792
gondos@rowan.edu

Program Requirements
• Total semester hours required for program completion: 18 s.h.

Useful Links

Coursework

LDTC 18.510 Applied Theories of Learning 3 S.H.
ELEM 02.511 Learning Community Classrooms 3 S.H.
EDST 24.566 Researching Classroom Practice 3 S.H.
ELEM 02.550 Analysis of Classroom Teacher Behavior 3 S.H.
EDST 24.624 Educational Change 3 S.H.
CURR 29.580 Fundamentals of Curriculum Development 3 S.H.
Program Total 18 S.H.

Thesis Requirement
none

Additional Information
If students hold National Board certification, two courses in the Teaching and Learning COGS will be waived.

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Course Descriptions

LDTC 18510: Applied Theories of Learning - 3 S.H.
Educators will develop and articulate their own theories of learning after examining carefully and critically the prevalently existing and competing theories of learning. The study of motivation and its effect on learning including the use of rewards and incentives will be covered as well.

ELEM 02511: Learning Community Classrooms - 3 S.H.
This course focuses on identifying the characteristics of a learning community classroom, the propensities of learning community teachers, and the stages of group development in establishing a learning community. Course activities include study of personal planning, implementing, and reflecting strategies for establishing a learning community classroom.

READ 30566: Researching Classroom Practice - 3 S.H.
This course will provide opportunities for students to read and analyze various types of research for the purposes of improving practice. Students will focus on action research by designing a project that includes selecting the issue, determining the data to be collected, data analysis and interpretation, and change of teaching and learning behavior.

ELEM 02550: Analysis of Classroom Teacher Behavior - 3 S.H.
Through a review of the literature and self-analysis, students will examine relationships between teacher personality characteristics, classroom processes, and pupil achievement. All students will have opportunities to identify variables which research reveals as significantly correlated with pupil growth.
Ample opportunity will be provided for students to develop expertise in the use of a low-inference, relatively objective, and highly reliable system of analyzing classroom interaction. This course may not be offered annually.

EDST 24624: Educational Change - 3 S.H.
To assume leadership roles and to become change agents in their respective schools, teachers will analyze the influences, trends, social and political forces that generate and impact educational change at varying levels, i.e., at the classroom, school, community, state and national levels. They will develop knowledge of the stages of systemic educational change and strategies to achieve and sustain momentum for change. Various field work components will be integrated throughout this course.

CURR 29580: Fundamentals of Curriculum Development - 3 S.H.
This course provides background in goals, objectives, assumptions, values, issues, and theory related to modern curriculum. Topics include learning and curriculum, the nature and structure of knowledge and curriculum design, criteria for staff, lay advisers, committees, and consultants for the purpose of curriculum planning. This is a basic course which is a prerequisite for further study in curriculum.

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