The University of Wisconsin-Superior offers a graduate program which leads to the Master of Science in Education (M.S.E.) Degree in Instruction with two formats: the M.S.E.-Instruction with a concentration in a selected field and the M.S.E.-Instruction with a specialization in a selected field. The faculty contact person for this program is Dr. Susan D. Heide, Associate Professor of Education, McCaskill 104-A (715-394-8585).

Master of Science in Education - Instruction
The M.S.E.-Instruction reflects the philosophy and standards of INTASC and of the National Board for Professional Teaching Standards. See listing of the Propositions of the National Board below.

The M.S.E.-Instruction is based on the needs of the professional classroom teacher. The first of these needs deals with the nature of the profession. This area includes an in-depth understanding of the theoretical bases of education and the research that supports these theoretical bases. A second major area contributes to a thorough understanding of the processes and practices of learning and assessment of learning. Since there are no major fields of study that remain static, a third major component consists of strengthening and updating individual content areas. Even the best-prepared baccalaureate degree-holders soon find their knowledge and understanding in need of renewal.

To provide teachers holding baccalaureate degrees and a variety of certifications, or potential for certification, the opportunity:

1. To strengthen their knowledge in the area of contemporary instructional practice.

2. To engage in reflective thinking about their profession (its origins, methodologies and assumptions).

3. To strengthen competencies in their individual fields.

4. To develop instructional and curriculum development leadership abilities in their school systems.

5. To develop a substantial knowledge of contemporary research on effective instruction and apply that research in appropriate ways.

Admission Requirements
Admission to the M.S.E.-Instruction degree will be limited to the people holding a baccalaureate degree and who are currently engaged in classroom teaching or who hold the necessary credentials to hold a position as a classroom teacher, either in the K-12 public schools or in nonpublic educational settings.

Applicants must meet requirements for admission to Graduate Studies as prescribed in the university catalog.

A student may not apply more than eight semester hours of graduate work taken prior to admission to the M.S.E.-Instruction toward the completion of this degree.

Upon admission to the M.S.E.-Instruction Program the student will be assigned a program advisor in the Teacher Education Department. The student and this faculty program advisor will develop a plan for the completion of the student's degree.

Degree Requirements
The specific coursework leading to the M.S.E.-Instruction differs according to the strand chosen:

Strand A is designed to emphasize the pedagogical aspects of teaching. In addition to those components listed above, it addresses the application of the elements of instruction, the use of technology and materials, an understanding of the development of curriculum, and a systems approach to instructional design.

Coursework for Strand A:

TED 734 Learning and Instructional Practice 3 credits
TED 741 Measurement and Evaluation 3 credits
TED 744 Instructional Systems Design 3 credits
TED 745 Elements of Instruction 3 credits
TED 750 Research Foundations of Education 3 credits
TED 751 Making Educational Decisions 3 credits
TED 752 Educational Research Project 2-3 credits
EDAD 757 Curriculum Management and Development K-12 3 credits

In consultation with the advisor, the student will complete electives in an area of concentration to complete a total of 30 credits.

Concentration electives in Strand A could reflect the student's teaching field or be within an area of instruction and/or learning that will enhance the student's teaching. It will be developed with the advice and approval of the student's program advisor.

Strand B of the M.S.E.-Instruction is designed to emphasize greater competence in a particular content area such as science, writing, mathematics, etc.

Coursework for Strand B:

TED 734 Learning and Instructional Practice 3 credits
TED 741 Measurement and Evaluation 3 credits
TED 750 Research Foundations of Education 3 credits
TED 751 Making Educational Decisions 3 credits
TED 752 Educational Research Project 2-3 credits

In consultation with the faculty advisor, the student will complete an area of specialization to total 30 credits.

For Strand B the specific plan will be developed with the advice and approval of the student's program advisor and a faculty consultant from the selected content field.

In either strand it is advisable to enter the research course (TED 750) with an idea about an issue you wish to pursue; TED 734 and TED 745 can help you generate research foci. In TED 750 the student researches and describes in detail the independent project to be pursued during enrollment in TED 752 with a selected research advisor.

Exit Requirements
The student must:

1. Complete the prescribed course work with an overall grade point average of at least 3.00 (four-point scale).

2. Develop, execute and submit a research project under the direction of his/her research advisor.

3. Successfully present his or her research project to students/faculty.

4. Complete a minimum of 30 graduate credits.

Course Offerings
Consult the Course Descriptions section of this catalog.

If National Board Certification is sought, students need to indicate their intent to their advisors early in their progress.

Propositions of the National Board for Professional Teaching Standards

1. Teachers are committed to students and their learning:

A. Teachers recognize individual differences in their students and adjust their practice accordingly.

B. Teachers have an understanding of how students develop and learn.

C. Teachers treat students equitably.

D. Teachers' mission extends beyond understanding the cognitive capacity of their students.

2. Teachers know the subjects they teach and how to teach those subjects to students:
A. Teachers appreciate how knowledge in their subjects is created, organized, and linked to other disciplines.

B. Teachers command specialized knowledge of how to convey a subject to students.

C. Teachers generate multiple paths to knowledge.

3. Teachers are responsible for managing and monitoring student learning:
A. Teachers call on multiple methods to meet their goals.

B. Teachers orchestrate learning in group settings.

C. Teachers place a premium on student engagement.

D. Teachers regularly assess student progress.

E. Teachers are mindful of their principal objectives.

4. Teachers think systematically about their practice and learn from experiences:
A. Teachers are continually making difficult choices that test their judgment.

B. Teachers seek the advice of others and draw on education research and scholarship to improve their practice.

5. Teachers are members of learning communities:
A. Teachers contribute to school effectiveness by collaborating with other professionals.

B. Teachers work collaboratively with parents.

C. Teachers take advantage of community resources.