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
- Teachers are committed to students and their learning.
- Teachers know the subjects they teach and how to teach those subjects to students.
- Teachers are responsible for managing and monitoring student learning.
- Teachers think systematically about their practice and learn from their experience.
- Teachers are members of learning communities.
Rowan Program Principles
- Teachers account for the needs of culturally, linguistically, and cognitively diverse learners.
- Teachers are change agents, teacher leaders, and partners with colleagues.
- Teachers use technology to facilitate student learning and their own professional development.
Admission Requirements
- Completed Online Graduate Application
- $50 application fee
- Statement of Objectives
- Two Letters of Recommendation
- A minimum undergraduate GPA of 2.5
- Original Transcript showing your highest degree conferred
- Must already be a teacher with one of the following: State Teaching Certificate, State Provisional
Certificate, State Certificate of Eligibility with Advanced Standing, or Certificate of Eligibility
(Include a copy of teacher certification with application materials).
- Must be actively teaching.
Application Deadline
Applications are accepted and reviewed on a rolling basis up until 14 business
days prior to the start of the next module. Applications must be complete by this deadline in order to
receive a decision before the module begins.
Program Requirements
• Total semester hours required for program completion: 18 s.h.
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.
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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