Education Specialist (EdS) with a specialization in. Personalized and Competency-Based Instruction

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1 Education Specialist (EdS) with a specialization in Personalized and Competency-Based Instruction Effective January 8, 2018

2 Education Specialist (EdS) with a specialization in Personalized and Competency-Based Instruction This specialization is part of Capella University s Education Preparation Provider (EPP) unit, which is accredited based on the National Council for Accreditation of Teacher Education (NCATE) standards for a period of 8 years, from 10/22/2010 to 12/31/2018. Capella University s EPP is eligible for and will seek accreditation based on the Council for the Accreditation of Educator Preparation (CAEP) Standards during fall 2017/spring CAEP is the single specialized accreditor for educator preparation, and administers NCATE accreditation. Learners in the EdS in the Personalized and Competency-Based Instruction specialization develop and demonstrate the research-based knowledge, skills, and attitudes necessary for effective classroom, building, district-, university-, and corporate-level leadership in the areas of personalized and competency-based learning and curriculum design. Learners focus on current theory and research in curriculum design, competency-based learning and personalized instructional models, and assessment strategies focused in increasing student achievement as supported by current research and technology. Learners participate in course discussions and activities that provide practical experiences and projects that demonstrate innovative and timely theory, research, and practice. This specialization is offered in the GuidedPath delivery model. 2 This guide is intended to provide an overview of the specialization and is subject to change. Your enrollment counselor can provide updates, details, and Capella s official University Catalog that specifies your program requirements.

3 Capella s Career Center proactively assists learners and alumni in developing and implementing their unique career management goals. The Career Center staff is committed to helping you move forward in your career. Career Information RELATED EMPLOYMENT SETTINGS TO EXPLORE P 12 public schools P 12 private schools RELATED JOB TITLES TO EXPLORE* Personalized learning manager P 12 virtual schools P 12 teacher School district Education consultant SPECIALIZATION OUTCOMES Leverage technology to design instructional plans using standards, outcomes, and competencies Use research and theory to inform competencybased teaching using standards-based curriculum Use research and theory to inform instructional design that engages all learners in real world concepts and skills Use technology to gather and analyze data to inform instructional design and delivery to increase student engagement Use structures, systems, and technology to provide opportunities for collaborative learning and culture-building Apply theoretical and research-based leadership principles in designing, evaluating, and delivering competency based curriculum Communicate effectively with all stakeholders Engage in critical reflection, analysis, and problem solving that leads to continuous professional growth and improvement Use research-based assessment strategies to inform personalized learning curriculum design to meet the needs of all learners Conduct action based research to inform curriculum and instruction for continuous learning growth and engagement 3 * These are examples intended to serve as a general guide. Because many factors determine what position an individual may attain, Capella cannot guarantee that a graduate will secure any specific job title. Capella University cannot guarantee licensure, certification, or endorsement. State regulations vary regarding professional licensure and salary benefits. It is the learners responsibility to understand and comply with requirements for their states.

4 ADMISSION REQUIREMENTS Master s degree from an institution accredited by a U.S. Department of Education-recognized accrediting agency or an internationally recognized institution Grade point average of 3.0 or higher on a 4.0 scale Curriculum 9 required courses Total program credits: 52 quarter credits REQUIRED COURSES All courses taken in a prescribed sequence. EDD8000 Advanced Studies in Education: Theory, Practice, and Purpose...4 quarter credits EDD8402* Leadership Principles in Technology Integration, Innovation and School Improvement...6 quarter credits EDD8404* Action Research for School Practitioners...6 quarter credits EDD8406* Developing a Collaborative Culture in the Digital Age...6 quarter credits EDD8408* Using Technology for Instructional Improvement: Research, Data, and Best Practices...6 quarter credits EDD8430* Advanced Theories and Concepts in Competency-Based Learning...6 quarter credits EDD8432* Advanced Theories and Concepts in Personalized Learning. 6 quarter credits EDD8434* Implementing a Competency-Based and Personalized Learning Curriculum...6 quarter credits EDD8436* Evaluating and Assessing Personalized and Competency-Based Curriculum...6 quarter credits * Denotes courses that have prerequisite(s). Refer to the course descriptions for further details. 4 This specialization does not lead to license, endorsement, or other professional credential. For more information, see the Licensure section for this program on Capella s website ( Teachers are advised to contact their school district to determine whether a program may qualify for salary advancement. This specialization has not been reviewed or approved by the Kentucky Education Professional Standards Board (EPSB); KY residents are not eligible for certification, endorsement, rank change, licensure, renewal, etc. by the EPSB. The courses in this program may require live web conferencing activities and/or learner audio/video recordings. Learners who require assistive technology or alternative communication methods to participate in these activities should contact Disability Services to request accommodations.

5 Course Descriptions EDD8000 Advanced Studies in Education: Theory, Practice, and Purpose 4 QUARTER CREDITS This is the introductory course for learners pursuing doctoral, education specialists, and post masters certification within the School of Education. Learners in this course focus on critical thinking and scholarly writing requisite skills for graduate study and professional practice. This course provides opportunities for learners to acquire and practice skills necessary to succeed in online learning. In keeping with Capella University s focus on the scholarpractitioner model, learners also critically examine and apply relevant educational theory to their practice. Finally, learners articulate and examine their professional purpose and how it aligns with their chosen degree program and professional career aspirations. Must be taken during the learner s first quarter. Cannot be fulfilled by transfer. EDD8402 Leadership Principles in Technology Integration, Innovation, and School Improvement Learners in this course examine and demonstrate their understanding of theory and research on leading school change and improvement initiatives and explore research-based principles and platforms for leading technology integration in a district, school, and classroom setting. Learners develop a technology integration plan that incorporates theoretical and researchbased best practice approaches for supporting learning and engagement within a district, school, or classroom. For EdD and EdS Personalized and Competency-Based Instruction and EdD and EdS Teacher Leader in Digital Transformation learners only. Prerequisite(s): EDD8000. Cannot be fulfilled by transfer. EDD8404 Action Research for School Practitioners In this course, learners gather and analyze data to inform classroom, school, or organizational decision making and/or practice. Learners use local data and empirical research to investigate and identify a problem. Learners then develop a plan to collect valid and reliable data, and evaluate and interpret the data to generate findings to inform decision making and/or practice in a local setting. Learners also design a plan to share information with stakeholders to bring about change. For EdD and EdS Personalized and Competency- Based Instruction, EdD Teacher Leader in K 12 Studies, and EdD and EdS Teacher Leader in Digital Transformation learners only. Prerequisite(s): EDD8402 or EDD8310. Cannot be fulfilled by transfer. EDD8406 Developing a Collaborative Culture in the Digital Age Learners in this course focus on strengthening their understanding of the importance of developing a collaborative culture for personal and professional growth, as well as teaching, learning, and assessment in the digital age. Learners also demonstrate their skill using digital course room tools so as to collaborate with their classmates, instructor or facilitator, and members of their communities, and participate in collaborative communities of practice to develop their skills as effective communicators, teachers, and leaders. For EdD and EdS Personalized and Competency-Based Instruction and EdD and EdS Teacher Leader in Digital Transformation learners only. This course requires access to an educational institution, students, and/or classroom practitioners. Prerequisite(s): EDD8404. Cannot be fulfilled by transfer. EDD8408 Using Technology for Instructional Improvement: Research, Data, and Best Practices In this course, learners develop and demonstrate the skills needed to effectively use technology to promote and support instructional improvement. Learners research instruction and curriculum development and student and educator performance, and demonstrate effective data management while promoting best practices in learning, assessment and instructional improvement in their classrooms, schools, and communities. For EdD and EdS Personalized and Competency-Based Instruction and EdD and EdS Teacher Leader in Digital Transformation and EdD and EdS Teacher Leader in K 12 Studies learners only. Prerequisite(s): EDD8404 or EDD8406. Cannot be fulfilled by transfer. 5

6 EDD8430 Advanced Theories and Concepts in Competency-Based Learning In this course, learners develop and demonstrate the skills necessary to effectively to use technology to promote and support instructional improvement. Learners research instruction and curriculum development as well as student and educator performance. Learners also analyze effective data management while promoting best practices in learning, assessment and instructional improvement in their classrooms, schools, and communities. For EdD and EdS Personalized and Competency-Based Instruction learners only. Prerequisite(s): EDD8408. Cannot be fulfilled by transfer. EDD8432 Advanced Theories and Concepts in Personalized Learning Curriculum In this course, learners examine the current research and theories as related to the curriculum development, planning, standards, assessments and outcomes associated with the personalized-learning curriculum. Learners evaluate current and foundation theories and concepts, reflect on their role in the educational process and utilize select concepts in the development of a personalized learning plan for a group of their students or a group of adult learners. For EdD and EdS Personalized and Competency-Based Instruction learners only. Prerequisite(s): EDD8430. Cannot be fulfilled by transfer. EDD8434 Implementing a Competency-Based and Personalized Learning Curriculum In this course, learners develop and demonstrate the skills necessary to develop and implement both a competency-based curriculum and a personalized-learning curriculum. Throughout the course, learners develop instructional plans, create activities that utilize technology, promote thinking and reflection, and collect learning data in both competencybased and personalized-learning curriculums using standards, outcomes, research-based assessment strategies to inform practice. For EdD and EdS Personalized and Competency- Based Instruction learners only. Prerequisite(s): EDD8432. Cannot be fulfilled by transfer. EDD8436 Evaluating and Assessing Personalized and Competency-Based Curriculum In this course, learners use standards, outcomes, competencies, and research-based assessment practices to evaluate personalized and competency-based curriculum and instructional practices. Learners consider independent professional activities related to these topics through the creation of four different project descriptions: an action research monograph, a program evaluation, a curriculum product, and/or a change management plan. Learners also select a specialization-aligned topic and create a proposal for one independent professional activity aimed at expanding knowledge and informing practice through scholarly inquiry and critical analysis. Finally, learners organize their Professional Showcase Portfolio and reflect on their understanding through a critical analysis of program outcomes. For EdD and EdS Personalized and Competency-Based Instruction learners only. Prerequisite(s): EDD8434. Cannot be fulfilled by transfer. 6

7 Course Sequence Learners enrolled in this EdS specialization are required to take the courses in a prescribed sequence. YEAR 1 COURSES Q1 EDD8000 Advanced Studies in Education: Theory, Practice, and Purpose Q2 EDD8402 Leadership Principles in Technology Integration, Innovation and School Improvement Q3 EDD8404 Action Research for School Practitioners Q4 EDD8406 Developing a Collaborative Culture in the Digital Age YEAR 2 COURSES Q5 EDD8408 Using Technology for Instructional Improvement: Research, Data, and Best Practices Q6 EDD8430 Advanced Theories and Concepts in Competency Based Learning Q7 EDD8432 Advanced Theories and Concepts in Personalized Learning Q8 EDD8434 Implementing a Competency Based and Personalized Learning Curriculum YEAR 3 COURSES Q9 EDD8436 Evaluating and Assessing Personalized and Competency Based Curriculum 7

8 Digital course materials covered by the quarterly resource kit fee offer advantages such as immediate mobile access to books; fast, easy full-text search of materials; digital note-taking; and peer collaboration through note sharing. Tuition and Fees This tuition estimate is effective July 10, 2017, and is subject to change. For current pricing, visit the Capella University website at TUITION/FEE Tuition per credit $707 Resource kit per quarter $175 There are many financial aid options available to help you offset tuition costs. Contact an enrollment counselor at CAPELLA ( ) to discuss your financial aid opportunities. Financial Aid Capella University offers assistance to learners who qualify and would like to secure educational funding to help finance their academic program. A number of options are available, given the diverse needs and backgrounds of prospective learners. Options include: Federal Direct Stafford Loan Program Federal Direct PLUS Loan Program Non-federal loans through preferred lenders and financial institutions Capella scholarships External scholarships Veterans educational benefits and U.S. armed forces discounts Corporate and higher education alliances Employer tuition reimbursement Regarding loan programs, interest rates for Stafford student loans are low compared to other types of consumer loans, and repayment can be deferred until after graduation. In compliance with federal and state laws, Capella University has established policies for all learners regarding satisfactory academic progress, which is necessary for financial aid eligibility. 8

9 Academic Leadership Amy Smith, PhD Dean Dr. Amy Smith serves as dean for the School of Education. In her 25-year career in education, she has held leadership positions in both public and private P 12 education, beginning as a high school English teacher, increasing leadership roles as department chair and principal, and eventually leading teams in building charter schools. Dr. Smith s higher education experience began as a professor of education at Kent State University and Western Oregon University. She continued expanding her leadership as a department chair at Concordia University Chicago and a dean at the University of Phoenix. Her service includes authoring sections of the national teacher preparation standards for the National Council Teachers of English and serving as an assistant editor for the Journal of Curriculum and Pedagogy, a member of a charter school network Board of Directors, and a columnist for a trade publication where she provided softskills career advice for multiple magazines and audiences. Dr. Smith holds a PhD in Educational Leadership: Curriculum and Instruction from the University of Denver, an MEd in administration and supervision from National-Louis University in Chicago, an MA in secondary education from the University of Akron, and a BA in English from the University of Colorado. 9 Jason Mixon, EdD Associate Dean Dr. Mixon serves as associate dean of the School of Education. He was previously an associate professor and director of doctoral programs at the Center for Doctoral Studies in Educational Leadership at Lamar University in Texas. Prior to that position, he was a visiting professor of educational leadership and policy at the University of Texas at Tyler. In addition, he has an extensive background in public education. Dr. Mixon was a high school teacher, athletic coach, middle school assistant principal, and high school principal in Texas. As a scholar, Dr. Mixon has co-authored several books in the areas of intercultural responsiveness in English language learning, education leadership, and leadership for principals and superintendents. Additionally, he has authored or presented scholarly work on educational and interculturally responsive leadership in the role principals and superintendents play in school and district culture and community. Dr. Mixon currently serves as a board member on the National Council of Professional Educational Administrators (NCPEA) and is on the editorial review board of The Journal of Teacher Development. Dr. Mixon holds an EdD in Educational Leadership from Sam Houston State University, as well as an ME in Educational Leadership and a BS in Political Science and History from the University of Texas at Tyler. Lori Maxfield, PhD, MEd Faculty Chair Dr. Lori R. Maxfield serves as faculty chair for the P 12 teaching and learning programs. As a career educator, her experience includes teaching and leadership positions in K 12 education and higher education. Before joining Capella University, she served as the Scholar in Residence at Carlow University (Pittsburgh, PA) where she facilitated the development of quality learning experiences and curriculum in STEM Education (Science, Technology, Engineering, Mathematics) by working with classroom teachers and higher education faculty. Before joining Carlow University, Dr. Maxfield worked at St. Catherine University (St. Paul, MN) in multiple roles. Among the key roles, she co-facilitated the university s involvement as a GLOBE Partner (Global Learning and Observations to Benefit the Environment); served as the associate dean, program director for initial licensure programs, STEM minor coordinator, and social studies coordinator; and taught a variety of courses at the undergraduate and graduate levels. As a K 12 educator, Dr. Maxfield taught grades 6 8 for five years and coordinated K 12 gifted programs for two years. Dr. Maxfield holds a PhD in Educational Psychology with an area of concentration in Gifted and Talented Education from the University of Connecticut, as well as an MEd in Curriculum and Instruction and a BS in Elementary Education from the University of Nebraska-Lincoln.

10 Move Forward with Capella University Important Information about the educational debt, earnings, and completion rates of students who attended this program: includes/gainfulemployment/ cta/ge/ge15/eds/ed_spec_ Personalized_CBE_Gedt.html. WORKING SCHOLARS Capella provides an online, flexible learning environment for working adults who are also determined scholars. That connection between academic and professional work infuses the entire Capella experience from the faculty we recruit to the course projects you complete. The theories discussed in the courseroom are designed to develop working knowledge for everyday situations. AN ACCREDITED UNIVERSITY Our accreditation* is an assurance to students, employers, and the public that Capella University meets established standards for quality of faculty, curriculum, and learner services. It is also an important factor in the ability to transfer credits among higher education institutions. Regional accreditation, the type held by Capella, is the most common type for major public, state, and private institutions in the United States. VALUING YOUR KNOWLEDGE AND EXPERIENCE Adults bring a wealth of experience and learning to their education. Capella courses are designed to bring out your perspectives just as you gain from others ideas. Your knowledge can also be worth time and money: An enrollment counselor can help you estimate how much of your prior learning may apply toward your Capella degree program. Capella Tower 225 South Sixth Street, Ninth Floor Minneapolis, MN CAPELLA ( ) *ACCREDITATION Capella University is accredited by the Higher Learning Commission. HIGHER LEARNING COMMISSION Capella University. All rights reserved.