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GOALS AND OBJECTIVES

By the end of the program, successful graduates will be able to demonstrate:

• Expertise in literature and literacy instruction
• Knowledge of and planning for diverse learners
• Expertise in research
• Application of advanced knowledge and skills to their teaching of diverse learners
• Reflection on Personal, Intellectual, Pedagogical, and Professional Growth
  

I. Expertise in literature and literacy instruction by

1. gaining advanced knowledge of the expanded canon of American, British, and world literature through the study of special topics, figures, epochs
2. gaining advanced knowledge of scholars and scholarship on the expanded canon of American, British , and world literature
3. gaining advanced knowledge of the biographical, cultural, and economic factors which affect the production of literature
4. understanding various theoretical and critical approaches to literature and literacy instruction and assessment
5. understanding theories of composition and rhetoric, and research about writers and learning to write
6. understanding purposes, genres, and conventions of written, spoken, and media texts
7. understanding various theories of composition instruction and assessment
8. applying advanced knowledge of texts, scholarship, theory, and approaches to the design of curricula and assessment instruments for students with diverse needs <>

II. Knowledge of and planning for diverse learners by

1. understanding developmental, emotional, and cultural factors which affect adolescent learners
2. understanding exceptionalities and cultural differences which affect diverse learners
3. designing curricula and selecting methods which engage diverse learners and afford them opportunities for success
4. reflecting upon the design of curricula and selection of methods, evaluating their success with diverse learners and adjusting instruction accordingly <>

III. Expertise in research by

1. embracing critical inquiry and intellectual challenge
2. conducting their own research in the areas of literature, literacy, and composition
3. using library and electronic resources to retrieve information
4. designing procedures for collecting data
5. analyzing, interpreting, and judging their own and others' research
6. organizing and presenting research in papers and other means
7. employing computer technology to retrieve, organize, and present research
8. understanding procedures for selecting and administering tests and other measurement tools
9. monitoring and modifying instruction based upon student assessment <>

IV. Application of advanced knowledge and skills to their teaching of diverse learners by

1. planning curricula that reflect intellectual rigor and a superior understanding of NC Standard Course of study
2. using technology as appropriate to support students' learning
3. identifying and employing the best pedagogical practice for specific settings and diverse learners <>

V. Reflection on Personal, Intellectual, Pedagogical, and Professional Growth by

1. initiating inquiry and research which supports and improves curriculum and methodology in teaching of literature, literacy, and composition
2. participating in planning and evaluation of curricula and methodology as a constructive group member
3. mentoring beginning teachers and/or collaborating with colleagues
4. presenting research and practice at workshops, local, state and/or national professional meetings
5. improving curricula and practice in response to reflection as well as input from parents, students, and community leaders
6. reflecting upon personal growth <>

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