Doctor of Education D. Ed. in Curriculum and Instruction

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Doctor of Education (D. Ed.)in Curriculum and
Instruction

• Information Session and Orientation
• for 2008 and 2009

2
Agenda

• Presentation about the D. Ed. in Curriculum and
  Instruction
• Discussion of financial support and opportunities
  to teach and supervise student teachers at IUP
• Indicators of Program Quality
• Two Groups
• Information about the application process from
  the IUP School of Graduate Studies and Research
• Orientation for New Doctoral Students

3
Comments from a Survey of Cohort 2004

• Would you recommend the Doctoral Program in
  Curriculum and Instruction to a respected
  educator and friend? Why or why not?
• Yes, I already have. When considering getting my
  doctorate, I looked at other programs. For me, my
  initial reason for selecting IUP was the Saturday
  classes, so that I could maintain my teaching
  position. After starting the program, I began to
  really appreciate the cohort, courses and
  instructors. This is what I mention to others.

4

• What are the best features of the Doctoral
  Program in C I, the things we should not
  change?
• My favorite element has been the cohort. Our
  cohort has been very positive and supportive. I
  also enjoyed the courses and faculty. Having
  courses on writing and dissertation were
  helpful--I feel better prepared than my friends
  in other doctoral programs.

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Our D.Ed. Program Graduates Become

• 1. teacher educators
• 2. curriculum specialists
• 3. scholars who contribute to the field
• 4. ethical professionals

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Teacher Educators

• The doctoral program in C I prepares you for
  college-level teaching.

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• Teacher Educators

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Curriculum Developers

• The doctoral program in C I enables you to
  function as a curriculum specialist.

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The Supervisor of Curriculum and Instruction
Advanced Certificate

• Pennsylvania certified teachers who 1) hold a
  valid Instructional II, 2) are employed as PA
  teachers, 3) pass the Praxis Test Educational
  Leadership Administration and Supervision, and
  4) have the endorsement of the IUP intern
  supervisor are eligible to apply.
• You may use your 6 credits of internship to
  design a project and portfolio that meets PDE
  requirements.
• Students who are not eligible for the certificate
  may use their 6 credits of internship to pursue
  another type of professional development project
  approved by the IUP supervisor.

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Excerpt from an Internship Report

• Local Assessment

The assessment distribution plan for these
content areas is shown in Table Two. This
graphic delineates the measures being used by the
Conemaugh Township Area School District to
determine the degree to which students are
progressing in the Pennsylvania Academic
Standards. To ensure students have multiple
opportunities to demonstrate proficiency level in
the standards and to increase the validity and
reliability of district assessment, many
evaluative tools have been identified. The
district will use commercial products, the
Pennsylvania State System of Assessment (PSSA),
and locally developed assessments. The results
from this data collection will be triangulated
and used to design and revise curriculum, provide
formative information that can inform and direct
instruction in the classroom, give information to
parents, set learning goals, and identify
students who need additional learning
opportunities, remediation, enrichment, or
acceleration. A visual of the locally developed
district assessment in mathematics, writing, and
reading is seen at the left. Dr. Tracy
McNelly
Mathematics
Writing
Reading
Standards
Authentic Tasks/Prompts
Rubrics
Holistic Domain Scoring
Anchor Papers
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Scholars Who Contribute to the Field

• Productivity of program graduates

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• At the conclusion of their required courses in
  2004, the 19 members of Cohort 2002 had
• Published 31 professional journal articles
• Made 14 local, 17 state and 17 regional
  conference presentations
• Made 21 national, and 5 international conference
  presentations.

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• Ethical professionals with a commitment to equity
  and excellence in education

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Doctoral Program Completion Rates

• The national average for doctoral program
  completion is less than 50
• Cohort 2002
• 12/17 have completed the dissertation
• 70.5 completion rate thus far
• Cohort 2004
• 11/15 have completed the dissertation
• 73.3 completion rate thus far

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Overview of the Program

• Curriculum Requirements

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The D. Ed. is defined as 60 credits beyond the
masters degree.

• Cohort Portion (required courses completed as a
  group in 2.5 years)
• 6 credits in Fall, Spring, and Summer in
• Years 1 and 2.
• One course in Fall of 3rd year.
• 39 credits
• (Students who wish to be full time Year 1
  register
• for 3 credits of electives in addition to the
  required
• 6 credits for the cohort.)

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• Individual Portion (completed at own pace within
  the 7-year time limit)
• 6 credits of electives (may be transferred)
• 6 credits of doctoral internship (may be
  conducted at an off-campus site must register in
  summer)
• 9 credits of dissertation (individual research)
• 21 credits

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Program Delivery

• Each 3-credit course meets 5 times from 900 a.m.
  to 400 p.m.
• To complete 6 required credits in the Fall and
  Spring semesters, the cohort meets 10 full days
  in a 14-week semester on Saturdays.
• During the summer months, students vote on 5 all
  day Friday/Saturday weekend college dates during
  Presession and Summer Session I.

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Sequence of Required Courses
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YEAR ONE

• Fall
• CURR 905 Curriculum Evaluation
• CURR 925 Critical Analysis of Issues in
  Education
• Spring
• CURR 910 Advanced Topics in Human Development
  and Learning
• CURR 915 Writing for Professional Publication
• Summer
• CURR 920 Doctoral Seminar in Research Methods
• CURR 930 Analysis of Effective Instruction

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YEAR TWO

• Fall
• CURR 935 Education for Cultural Pluralism
• CURR 940 Technology in the Curriculum
• Spring
• CURR 945 Literacy Theory, Research, and
  Practice
• CURR 950 Issues and Processes in Curricular
  Change
• Summer
• CURR 955 Doctoral Seminar in Curriculum and
  Instruction
• CURR 982 Research Instrument Design

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YEAR THREE

• Fall
• CURR 983 Qualitative Research Methods in
  Education
• CURR 995 Dissertation (3 credits)
• Spring
• CURR 995 Dissertation (3-6 credits)
• Summer
• CURR 798 Supervised Doctoral Internship

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Financial Aid

• Sources of Support

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• Graduate Assistant Program
• 20 hour graduate assistants must be full-time
  students (9 credits in the fall, 9 credits in the
  spring). 10 hour graduate assistants must be
  enrolled in 6 credits in the fall and 6 credits
  in the spring. Application deadline is March
  15th.
• Fellowships and Grants
• The School of Graduate Studies and Research has
  several different mechanisms for financial
  support that are described in the Graduate
  Catalog and in the Doctoral Program Handbook.

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• Teaching Associate Program
• Outstanding doctoral candidates are hired as
  half-time faculty members to teach and supervise
  student teachers in the Professional Studies in
  Education Department at IUP.
• School District Support
• Prospective doctoral students should check into
  their school districts policies concerning
  tuition remission and sabbatical leave.

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Program Outcomes

• Indicators of Quality

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Fully Accredited by

• Pennsylvania Department of Education
• Three commendations during the last review in
  2003
• National Council for Accreditation of Teacher
  Education
• Middle States (Regional Accreditation)

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Evaluation of Program by Cohort 2002N19, 100
return rate4excellent, 3good, 2average, 1poor
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Cohort 2004n17, 100 return rate 4excellent,
3good, 2average, 1poor
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Value Added Cohort 2004 4excellent, 3good,
2average, 1poor
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ETS Alumni Data4Excellent, a model for others
3Satisfactory as is 2Could be improved
1needs substantial revision
Schlrshp Tchg Faculty Coord
Overall
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Application and Admission ProcessPaula Sandusky,
School of Graduate Studies and Research

• Orientation for New Students
• Mary Renck Jalongo, Ph.D.
• Program Coordinator