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Advanced Program Handbook

Welcome to the Advanced Program Handbook. This resource provides students, faculty, and staff with information and documents designed to assist in the successful completion of advanced programs. You will find information, instructions, and required forms related to program requirements.

ADMIN Interview Videos

MAED/ADM v20

The Master of Arts in Education/Administration and Supervision (MAED/ADM) program prepares candidates for principal licensure. The standards-based program is designed to provide principal candidates with the knowledge, skills, and dispositions necessary to be successful school leaders who can apply theory to practice. The program encompasses instructional leadership, organizational management, technology management, and data-driven decision-making. An administrative internship is an integral component of the program, providing candidates with a field-based experience in the various aspects of school administration and supervision.

The MAED/ADM is a graduate program intended to prepare candidates for K–12 school principal licensure. As outlined in program policy, candidates for this program have already earned a bachelor’s degree and are required to hold a current teaching certification with a minimum of 3 instructional years (18 months for admissions into the program) of experience in a P-12 setting. The program includes a clinical component requiring field experiences and an administrative internship; both of which are completed in addition to program coursework. Licensure requirements vary by state. To learn more about your state’s licensure requirements, please visit our Principal Licensure page. UOPX’s Master of Arts in Education/Administration and Supervision program, which leads to certification, is approved in select states. If at any point in the program you move to another state, your ability to continue in the program could be impacted. You must immediately update your current address with the University whenever a change occurs. You must also contact your Academic Advisor to ascertain the effect upon your program. You are encouraged to contact your Academic Advisor upon contemplating an address change to understand the effect of the change upon your ability to progress in the program.

Select the Course Sequence and Elective Courses buttons below to learn more about this program.

Requirements and Prerequisites:

You’ll need 38 credits to complete this program, which may be earned from a combination of required and elected courses. However, required courses may vary based on previous experience, training or transferable credits.

  • ADMIN/500: Orientation to Administration and Supervision
  • COM/516: Professional Communications
  • ADMIN/518: Leadership and Collaborative Processes
  • ADMIN/570: Equity, Diversity, and Access in Education
  • ADMIN/555: School Policy and Law for Principals
  • ADMIN/524: Supervision of Curriculum, Instruction, and Assessment
  • ADMIN/591A: Principal Internship Part I: Instructional Leadership
  • ADMIN/528: Administration of Special Programs
  • ADMIN/536: School Finance and Facilities Management
  • ADMIN/560: Human Resources Leadership and Management
  • ADMIN/591B: Principal Internship Part II: Organizational Management
  • ADMIN/575: Family, Community, and Media Relations
  • CUR/535: Research for Improved Practice
  • ADMIN/565: School Improvement Process
  • ADMIN/591C: Administrative Internship Part III: Professional Practice

  • AET/560: Facilitating Change
  • AET/562: Social Media for Professional Learning
  • CUR/550: Engaging in Communities of Practice
  • CUR/555: Professional Learning for Continuous Improvement


Conceptual Framework

The University of Phoenix College of Education Conceptual Framework provides a structure for all of our education programs. It is the guiding structure for the design, implementation, and evaluation of our programs, and sets expectations for teaching and learning by our faculty and candidates. It focuses on the elements shared by quality educational professionals.

College of Education Conceptual Framework Summary Document

Conceptual Framework is the basis for all coursework in College of Education programs.

Supplemental Standards and Professional Standards

In addition to being subject to the Student Code of Conduct, candidates are also expected to follow the Supplemental and Professional Standards for their respective program, as both address a candidate’s affective attributes and disposition to be in the selected chosen profession. Adherence to these standards includes off-site activities and locations when the candidate’s behavior affects the reputation of the University and/or the integrity of the program.

A candidate’s ability to satisfactorily meet the Standards is a matter of ongoing academic judgment made by the respective College. Additionally, University of Phoenix faculty members have a legal, ethical, and academic responsibility to ensure candidates refrain from unsafe or unprofessional practices.

 Supplemental Standards

  1. The candidate is sensitive to community and cultural norms that pertain to the University classroom and off-site activities and locations.
  2. The candidate contributes to a positive climate in the University classroom and all off-site activities and locations.
  3. The candidate adheres to College, clinical, and agency site policies and procedures.
  4. The candidate participates in off-site activities consistent with their respective professional practice, including satisfactory performance of all required skills specified.
  5. The candidate meets all state-mandated requirements for certification and/or licensure.
  6. The candidate only engages in practice for which they have been authorized or for which they have been educated/validated.
  7. The candidate appreciates and values human diversity and shows respect for others’ varied talents and perspectives.
  1. The candidate values the development of critical thinking, independent problem solving, and performance capabilities in themself and those with whom they interact.
  2. The candidate demonstrates mastery of written and spoken language for self-expression, as well as for effective interaction in all settings.
  3. The candidate is committed to reflection and assessment and is open to receiving feedback.
  4. The candidate is willing to give and receive help.
  5. The candidate is a thoughtful and responsive listener.
  6. The candidate maintains a pattern of meeting requirements in courses and external placements.
  7. The candidate demonstrates a commitment to keeping abreast of new technology, ideas and understanding in their chosen field.
  8. The candidate demonstrates a level of responsibility and ethical judgment appropriate for a professional in their field.
  9. The candidate is responsible for personal transportation to and from off-site activities.
  10. The candidate maintains professionalism and confidentiality in all settings, including virtual settings.
  11. The candidate is committed to establishing a safe and supportive environment.

Administration and Supervision

Candidates in a program leading to certification or licensure as school administrators interact with students, parents, and the school community and participate in internships as part of their academic program and are required to adhere to the following:

  1. The candidate is committed to assessment and learning as an ongoing process.
  2. The candidate believes that all students can learn and is adaptable to differentiated instruction.
  3. The candidate is committed to high-quality standards, expectations, and performances from self, staff, students, and others.
  4. The candidate believes in involving stakeholders in order to work toward common goals.
  5. The candidate values and is committed to timely communication to inform the community and public.
  6. The candidate believes that diversity benefits the school and is committed to working effectively with people from all backgrounds.
  7. The candidate believes in and is committed to continual school innovation and improvement.
  8. The candidate is committed to motivating others to enhance professional development, organizational growth, and student achievement.

Upon notice that a candidate may not be meeting one or more of the Standards, the College will review the information, the candidate’s history, and any additional information that will assist in appropriately addressing the issue(s) presented. If the respective College determines that a candidate may not be meeting one or more of the Standards, they may file a Referral.

Referrals provide the College the opportunity to review the candidate’s behavior and determine whether counseling, remediation, or withdrawal from the program is appropriate. The process is designed to be remedial in nature, as the goal is for candidates to understand what is expected of them to be successful in their profession.

If at any time during the process the candidate fails to meaningfully participate, the College may recommend the student be withdrawn from the program. Program withdrawals must be approved by the College Dean.

Candidates are not permitted to have representation by an attorney or any other third party at any time during the process.

This process is separate from the Student Code of Conduct disciplinary process, but they may run concurrently. Candidates charged with violating the Student Code of Conduct are subject to the policies, procedures, and sanctions under that policy in addition to these standards.

A Student Code of Conduct charge may be the basis for a Referral if the underlying incident indicates these Standards have not been met. Similarly, a Referral may be the basis for a Student Code of Conduct charge.

Candidates are not subject to expulsion for a Standards violation, only for a violation of the Student Code of Conduct if found responsible.

A detailed outline of the Supplemental and Professional Standards Referral Process & Procedures can be found in the Academic Catalog (starting on page 118).

Professional Standards

Candidates in a program leading to certification or licensure as school administrators interact with students, parents, and the school community and participate in internships as part of their academic program and are required to adhere to the following:

  1. The candidate is committed to assessment and learning as an ongoing process.
  2. The candidate believes that all students can learn and is adaptable to differentiated instruction.
  3. The candidate is committed to high-quality standards, expectations, and performances from self, staff, students, and others.
  4. The candidate believes in involving stakeholders in order to work toward common goals.
  5. The candidate values and is committed to timely communication to inform the community and public.
  6. The candidate believes that diversity benefits the school and is committed to working effectively with people from all backgrounds.
  7. The candidate believes in and is committed to continual school innovation and improvement.
  8. The candidate is committed to motivating others to enhance professional development, organizational growth, and student achievement.

Related Resources:

Professional Dispositions Rubric

Academic Progressions

Program Standards and Signature Assignments

The included matrices identify the Signature Assignments that are aligned to national standards and programmatic student learning outcomes. Signature Assignments provide critical information to help the university ensure students have mastered learning outcomes necessary to be effective practitioners and to assist in the university’s programmatic assessment process. Students will use the knowledge and skills learned throughout the program to complete these assignments. Signature Assignments are required and cannot be changed or deleted.

Clinical Experience/Field Experience

Purpose of Clinical Experience:

Clinical experience is designed to provide you with the opportunity to observe and interact with experienced administrators, teachers, P-12 students, and support staff in diverse school environments and to participate in professional development activities.

Requirements:

You are required to complete 30-40 hours of field work by the end of the MAED/ADM program. These hours are outside of and in addition to the hours required for the administrative internship. The clinical/field experiences and administrative internship are designed to provide you with the opportunity to observe experienced administrators in the field and to participate in professional development activities. In addition, specific courses in the MAED/ADM program will provide opportunities for you to interact in real principal settings.

My Time Log:

My Time Log is a web tool for logging, reviewing, and approving clinical experience hours. It replaces the paper Field Experience Record (FER) and the use of TaskStream for submitting hours. This tool provides an enhanced experience for you, faculty, and staff and allows for better data tracking. Review the following materials to learn more about My Time Log. Contact your Education Program Specialist if you have any questions.

Internship

Administrative Internship

Each candidate in the MAED/Administration and Supervision program is required to complete a minimum of 240 hours or more as required by state of residency (please refer to your state’s licensure requirements) internship in an approved school setting. To be a suitable setting, the internship must take place at a traditional K-12 public school or an accredited private school with a minimum of 150 students in attendance. A suitable onsite mentor must be a current principal or assistance principal, who holds a current principal licensure, a master’s degree, and a minimum of 3 years principal role experience. Interns will be under the supervision of a Practicum Faculty Supervisor and a licensed school administrator who will act as their mentor throughout their internship activities.

Roles and Responsibilities:

Click each button below to learn about the roles and responsibilities of the intern, the mentor, the Practicum Faculty Supervisor, and the school district.

The intern will:

  1. Arrange for a suitable internship site(s) and obtain site approval from the designated school and the Practicum Faculty Supervisor. Internship cannot begin without the official approval from the appropriate university personnel. For more information please contact your Education Program Specialist (See the Site Placement Request.)
  2. Attend an internship orientation at the University prior to the start of the internship.
  3. Contact the mentor prior to beginning the internship to discuss initial plans for the internship.
  4. Understand all University of Phoenix, district, and state requirements for interns.
  5. Comply with all legal and ethical procedures that apply to the practice of school administration.
  6. Take an active role in planning and implementing the Learning Plan.
  7. Be proactive and assertive in arranging time for conversations, direction, feedback, and coaching from the mentor and Practicum Faculty Supervisor.
  8. Document progress toward meeting standards and competencies.
  9. Seek support and advice.
  10. Be professional, efficient, and dependable.
  11. Be responsible for completing internship activities and notifying appropriate people of any obstacles that they cannot overcome alone.
  12. Be a reflective practitioner and keep a journal of reflections that is aligned to the standards and competencies.
  13. Maintain the electronic portfolio.

The mentor is licensed school administrator who will be responsible for providing systematic and intensive on-site supervision of the administrative intern. The internship will provide an opportunity for the intern to perform administrative projects/tasks that relate to their administrative career goals.

Assigned tasks will allow the intern to initiate and organize projects and see them through to completion, provide opportunities to explore and analyze the administrative structure, apply problem solving and critical thinking skills, and strengthen leadership skills.

Mentors attend an orientation to provide information and share expectations regarding their role. The mentor is required to complete the following:

  1. Participate in an internship orientation.
  2. Welcome intern to the school and socialize the intern to the community and school culture. Help intern form relationships with people in the school.
  3. Help intern decide on the sequence of developmental activities most appropriate for the internship (creating the Learning Plan), given the intern’s and the school’s needs.
  4. Work with the intern to develop a schedule of responsibilities and provide the intern with opportunities to participate in a variety of meaningful administrative projects/activities.
  5. Provide coaching for skill development.
  6. Engage in conversations about activities and daily events; promote self-reflection and problem solving.
  7. Allocate time for frequent, regular contacts with the intern. Establish time to talk with the intern about their activities, impressions, reflections, suggestions for goals, and areas of improvement. Assist candidate in maintaining the Meeting Log.
  8. Provide emotional support to the intern. Listen to intern with sympathy without necessarily condoning or condemning what may seem to be ineffective or inappropriate actions.
  9. Model leadership competencies and make one’s leadership choices explicit.
  10. Track intern’s progress in meeting standards and competencies.
  11. Consult with the Practicum Faculty Supervisor to assist the intern in developing identified skills and knowledge deficiencies throughout the internship.
  12. Immediately inform the Practicum Faculty Supervisor of any concerns regarding the intern. The Practicum Faculty Supervisor can be reached directly and will provide contact information and times of availability.
  13. Conduct formal mid-term and final evaluations of the intern in cooperation with the Practicum Faculty Supervisor.

Both the mentors and Practicum Faculty Supervisor are trained in the use of evaluation instruments and standard observation, feedback, and coaching strategies to assist interns in developing their leadership and management skills. The Practicum Faculty Supervisor and the mentor jointly will determine if the intern has met all competencies specified for the administrator license.

One of the roles of the Practicum Faculty Supervisor is to work collaboratively with the intern and mentor to provide a quality internship experience. The Practicum Faculty Supervisor is critical to the successful completion of the internship. The goal of the internship is to assist the intern in developing skills that will have an impact on student learning. The experience will provide the intern with opportunities to perform administrative tasks under the direct supervision of a mentor and under the tutelage of a Practicum Faculty Supervisor.

It is important that the Practicum Faculty Supervisor maintain regular contact with the intern and the mentor. Leadership advice and guidance is of great value to the intern and will enhance the extent to which the intern will master the required outcomes. The responsibilities of the Practicum Faculty Supervisor are to:

  1. Meet with the intern prior to the internship to identify needs, contemplate appropriate placement, explain internship procedures, and set expectations.
  2. Help the intern decide on the sequence of developmental activities most appropriate for the internship (creating the Learning Plan), given the intern’s and the school’s needs.
  3. Assist the intern in maintaining the Practicum Faculty Supervisor Meeting Log, documenting all contacts of any form with the intern, the mentor, or other school personnel involved in the internship.
  4. Provide the intern with ongoing feedback and written formative/summative evaluations. Assign internship grade, with input from mentor.
  5. Communicate clearly and directly with the intern at all times. If the Practicum Faculty Supervisor has concerns about the performance of the intern at any point in the experience, they should immediately report these concerns to the University designee.
  6. Provide emotional support to the intern. Listen to intern with sympathy without necessarily condoning or condemning what may seem to be ineffective or inappropriate actions.
  7. Track intern’s progress in meeting standards and competencies.
  8. Communicate positive accomplishments and comments by school personnel about the intern to University of Phoenix designee.
  9. Provide the intern and mentor with contact information and times of availability.
  10. Conduct initial, mid-term, and final visits with the intern and mentor in collaboration with the Practicum Faculty Supervisor. The evaluations occur during the internship courses: the mid-term evaluation of two projects during ADMIN/591B for a minimum of 120 completed hours and the final evaluation of the remaining two projects during ADMIN/591C for a minimum of 240 completed hours. Some state require more than 240 hour internship (please refer to your state’s licensure requirements).

The school or district will:

  1. Welcome intern to the district.
  2. Provide a formal entrance to and exit from the program.
  3. Help the intern form relationships with people in the district.
  4. Provide mentor training and support.
  5. Recruit and select mentors.
  6. Assist in matching mentors and interns.
  7. Ensure mentor and intern have time allocated to complete internship responsibilities.
  8. Ensure that intern’s Learning Plan makes sense within the district’s overall professional development plan.
  9. Evaluate internship program effectiveness.


Site Approval:

Candidates will submit a Site Approval Form to field placement personnel. Final placement is dependent on the university’s assessment of the site and the mentor’s qualifications. All internship sites and supervising mentors must meet University of Phoenix standards and requirements. Once the site mentor and placement is approved, a local Practicum Faculty Supervisor is assigned. Note: Candidates do not have approval to begin logging hours or entering the internship courses until the Practicum Faculty Supervisor has been assigned. The Practicum Faculty Supervisor will conduct an initial meeting prior to the start of the internship for the intern and, the mentor. This meeting will introduce the mentor to the University of Phoenix and will help ensure that all parties have a clear understanding of the university’s program and requirements for successful completion of the internship.

Supervision

Supervisory responsibilities for the internship are assigned to the Practicum Faculty Supervisor and to the mentor. The Practicum Faculty Supervisor will represent the University of Phoenix and will hold associate faculty status. The mentor will represent the school district where the internship is conducted. It is the role of both the Practicum Faculty Supervisor and the mentor to assess and provide feedback to the intern on a continual basis.

The Practicum Faculty Supervisor serves as an ongoing resource for the mentor, and monitors and evaluates the intern’s progress. Practicum Faculty Supervisors meet regularly and maintain weekly communication via telephone or email with interns under their direction to problem-solve and share best practices. The Practicum Faculty Supervisor must have a master or a doctoral degree, hold the applicable state administrative license, and have supervisory experience. Click on the buttons below to learn more about the role of the Practicum Faculty Supervisor and the mentor, as well as information about evaluations.

All Practicum Faculty Supervisors must be University of Phoenix associate faculty members who have gone through the faculty assessment process. Selection will be based on the faculty member’s degree of knowledge, experience, and expertise possessed, and on the basis of recent and noteworthy leadership experience brought to their field of study. An interview screening process and evidence of relevant work in this area will determine the faculty member’s appropriateness.

The mentor is a licensed school administrator who is also an integral part of the internship. The experience and knowledge that the mentor shares with the intern is essential to the success of the internship. The mentor needs to be available to oversee, evaluate, and provide feedback to the intern on a consistent basis and without conflict of interest involving other district-assigned duties and responsibilities. The mentor must have the applicable state license for their current assignment, possess a master’s degree, and have at least three years of administration and supervision experience.

The mentor is responsible for providing systematic and intensive on-site supervision of the intern’s performance. The internship will provide an opportunity for the intern to perform administrative projects and tasks that relate to their career goals. Assigned tasks will allow the intern to initiate and organize projects and see them through to completion, gain practical experience, apply problem solving and critical thinking skills, and strengthen leadership skills.

Interns will be evaluated on a grading scale of A-F for the internship. In order to complete the program successfully, interns must obtain a “B” or better in the internship. If an intern fails to attain the expected level of competency or does not fulfill all of the required assignments, they will be given one more opportunity to repeat the internship and demonstrate the deficient competencies and/or required assignments at the expected level of performance. If, after repeating the internship, an intern still is unable to demonstrate the required competencies or complete the required assignments at the expected level, they will not receive a passing grade for the internship course and will not be recommended for licensure. Interns are evaluated during the internship by the Practicum Faculty Supervisor and the mentor. Both the Practicum Faculty Supervisor and the mentor are required to complete a formal evaluation of the intern at the mid-point and end of the internship.

Note: All evaluation forms can be found in the Internship Handbook.

  • Mid-Term Evaluation of Intern by Mentor and by Practicum Faculty Supervisor
  • Final Evaluation of Intern by Mentor and Practicum Faculty Supervisor
  • Evaluation of Mentor by Intern
  • Evaluation of Practicum Faculty Supervisor by Intern
  • Internship Handbook


Internship Resources

Expand each section below to access internship resources.


FAQS

1. How do I get my site and mentor approved for internship?

    • To apply for site approval, submit the site approval documents to Matt Ackert, the assigned Education Program Specialist or CEP.Progressions@phoenix.edu.
    • Required documents:
      1. Site Agreement Form
      2. Mentor Work History Form
    • The internship site and mentor must meet the following requirements:
      1. Site Requirements:
        • Accredited P-12 institution
        • Student population of 100+
      2. Mentor Requirements:
        • Masters Degree
        • Current administrator certification
        • 3+ years of experience as an administrator
    • Please be advised that your administrative internship cannot begin until your site and mentor are approved by the University. Your Education Program Specialist will notify you once your site and mentor are approved.

2. How do I change my site or mentor during my internship?

      • If your mentor or site changes during your internship, you must obtain a new administrative internship site approval. Please contact your assigned Education Program Specialist, Matt Ackert for the site approval paperwork that you will need to fill out and send in for site/mentor approval.

3. What is the recommended schedule for the administrative internship?

    • Administrative Interns must complete a minimum of 240 internship hours during the administrative internship (some states require more hours for to be eligible for principal licensure. Visit here for more specifics for more specifics about your state). Students may begin accruing hours upon university site approval. Students should complete approximately half the required hours by the time they begin the second internship seminar course (Seminar B). Students must have all the required hours completed prior to beginning the final internship seminar course (Seminar C).
    • Interns please read your handbook carefully as hours need to be accompanied by specialized projects (Two completed at Midterm and another two by Final).

4. How will I be evaluated during the administrative internship?

    • All evaluations for the internship process will be submitted via TK20.  The evaluations are completed by the approved mentor and UOPX Faculty Supervisor.  The grade form is a collaborative effort, but is submitted only by the UOPX Faculty Supervisor.
    • Please also see the sections above titled Intern Documentation and Supervision for more specifics.

5. How will I evaluate my administrative internship intern?

6. When will I receive the TK20 email?

    • You should receive a link to the TK20 student binder at least two weeks prior to the first scheduled evaluation date for your administrative intern.

7. What do I do if I do not get the email? 

    • Please check your spam since sometimes it goes there. The subject will say “field assessment.” If you still don’t see it, please contact matt.ackert@phoenix.edu

8. What forms am I required to complete as an administrative mentor?

The College of Education has made a determination as to whether program requirements in your home state meets, or does not has made no such determination. Please regularly check your home state as listed to review our determination of your state’s requirements through this link,  www.phoenix.edu/state-licensure-requirements/principal.

MAED/AET

The Master of Arts/Adult Education and Training (MAED/AET) program is designed for individuals interested in working with adult learners in areas such as corporate training, non-profit and community-based organizations, government, postsecondary education, and human services agencies. The MAED/AET is a graduate degree program intended for students interested in working with adult learners in an educational or training environment. The MAED/AET does not prepare students for any type of professional certification or state licensure as a school teacher or school principal. The program is only intended as an advanced degree.

Students develop competencies and expertise necessary to align education and training with strategic objectives and human services foundations across an enterprise with culturally diverse populations. Students expand their knowledge in andragogical theory, instructional design and strategies, assessment of learning, delivering online learning, management and marketing, and technology integration. In addition, students engage in practice through collaborative learning, social media, and community-based learning. Graduates will be able to serve adult learners, colleagues, industries, and communities as expert educators and trainers.

Requirements and Prerequisites

You’ll need 34 credits to complete this program, which may be earned from a combination of required and elected courses. However, required courses may vary based on previous experience, training or transferable credits.

  • COM/520: Organizational Communication for Adult Education & Training
  • AET/500: Foundations of Adult Learning Theory
  • AET/508: Community-Based Education
  • CUR/516: Curriculum Theory and Instructional Design
  • CUR/518: Multicultural Strategies for the Adult Learner
  • CUR/528: Assessment of Learning
  • CUR/532: Facilitating Online Learning
  • AET/552: Marketing Adult Education
  • AET/560: Facilitating Change
  • AET/562: Social Media for Professional Learning
  • AET/570: Program Development in Adult Education


Professional Expectations

As a student in the Master of Arts/Adult Education and Training (MAED/AET) program, you are expected to represent the University as a professional and to adhere to the University’s Student Code of Conduct.

Programmatic Student Learning Outcomes

By the time you complete your Master of Arts in Education/Adult Education and Training (MAED/AET) program, you should be able to perform these learning outcomes.

  • Students will be able to design and implement instructional practices to produce a positive impact on adult learning.
  • Students will be able to understand the process of organizational change and how to communicate effectively to stakeholders.
  • Students will be able to evaluate the educational and training needs of an organization.
  • Students will be able to create innovative strategies and incorporate technology in adult education and training programs.

Signature Assignments

The included matrices identify the Signature Assignments required in the program. Signature Assignments are aligned to program student learning outcomes and provide critical information to help the university ensure students have mastered learning outcomes necessary to be effective practitioners and to assist in the university’s programmatic assessment process. Students will use the knowledge and skills learned throughout the program to complete these assignments. Signature Assignments are required and cannot be changed or deleted.

SA Matrix for MAED/AET

Professional Portfolio

In the Master of Arts in Education/Adult Education and Training (MAED/AET) program, you will be responsible for creating a professional portfolio to showcase your work.

Master of Arts in Education/Adult Education and Training Professional Portfolio Requirements

The following steps will guide you in building your professional portfolio for the program:

StepInstructions
Step One:Select a web tool, such as Weebly, to create a professional website. You may use other free web portfolio tools as long as you are able to e-mail or share access to the site with your instructor.

Access the College of Education Resources Technology Resource Library link in the resources section of the course.

Click on Web Tools to review the resources available to you as a student in this program.
Step Two:Select a web tool, such as Weebly, to create a professional website. You may use other free web portfolio tools as long as you are able to e-mail or share access to the site with your instructor.

If this is your first time accessing one of the free sites, you might be asked to complete a user profile, log in, and agree to the terms and conditions of the site.
Step Three:Use your selected web tool to create a digital record for your MAED/AET program. Include the signature assignments from the following courses in your record as you continue with the program:

Résumé or CV
CUR/516
CUR/528
CUR/532
AET/560
AET/562
AET/570
Additional assignments from your coursework that demonstrate your progress in the program.
Step Four:At the end of your program, you will share your completed digital record with your instructor in AET/570.


MAED/CI

The Master of Arts in Education/Curriculum and Instruction (MAED/CI) is intended to afford P–12 educators the opportunity to enhance their curriculum, instruction, and leadership repertoire by expanding their knowledge of assessment, instructional strategies, integration of technology, professional development, data-driven decision making, and mentoring and coaching. The MAED/CI is a graduate degree program intended to provide educators with advanced knowledge and skills in curriculum and instruction. The MAED/CI does not prepare students for any type of professional certification or state licensure as a schoolteacher or school principal. The program is only intended as an advanced degree.

Educators will develop teacher leadership skills by exploring the latest research, trends, and strategies. Graduates will be able to effectively collaborate with all stakeholders and serve their students, colleagues, and communities as ethical leaders committed to excellence.

Requirements and Prerequisites:

You’ll need 35 credits to complete this program, which may be earned from a combination of required and elected courses. However, required courses may vary based on previous experience, training or transferable credits.

  • COM/516: Professional Communications
  • CUR/505: Social and Global Perspectives of Teacher Leadership
  • CUR/506: Theories and Best Practices of Curriculum and Instruction
  • CUR/515: Critical Thinking and Innovative Skills
  • CUR/520: Advocating for Learning
  • CUR/525: Ethical Issues in Education
  • CUR/530: Assessment and Evaluation Models
  • CUR/535: Research for Improved Practice (EDD/581: Action Research and Evaluation)
  • CUR/540: Methods of Coaching in the Instructional Setting
  • CUR/545: Using Technology for Teaching and Learning
  • CUR/550: Engaging in Communities of Practice
  • CUR/555: Professional Learning for Continuous Improvement

Purpose: The field experiences are designed to provide you with the opportunity to experience a variety of instruction and curricular strategies, interview educators, and collect, analyze, and use data to make instructional and curricular decisions. Field experiences may be conducted within your own or different classroom, school, or alternative educational setting.

Requirements: Although this program does not have a prescribed number of field experience hours, You are expected to participate in field experience opportunities in order to complete programmatic signature assignments, broaden your knowledge base, and apply new curriculum and instruction concepts throughout the program.

You are responsible for researching and adhering to the verification requirements of the school or district of your field experience placement site. Note: some schools/districts may have additional requirements, such as background checks, fingerprint clearance cards, confidentiality or non-disclosure agreements, insurance waivers, vaccine requirements, etc. If you are unable to complete the required field experience activities at a school site, you may find and complete the field experience at another site, such as a facility that offers afterschool programs.

Professionalism: Always remember that you must conduct yourself in a professional and ethical manner while visiting a school or alternative educational setting. Dress appropriately and professionally; treat your hosts with courtesy and respect; and do not share personal information that you may learn about staff, faculty, or students. For further information, consult “Guidelines for Classroom Field Experiences” available in the Program Handbook.

Note: If you are not currently in a P-12 educational environment, consult your faculty regarding appropriate alternative educational environments. For example, this might include military, community college classrooms, GED programs, community/country educational outreach programs, home-schooling cohorts or other applicable educational settings.


Conceptual Framework

The University of Phoenix College of Education Conceptual Framework provides a structure for all our education programs. It is the guiding structure for the design, implementation, and evaluation of our programs, and sets expectations for teaching and learning by our faculty and candidates. It focuses on the elements shared by quality educational professionals.

Conceptual Framework is the basis for all coursework in College of Education programs.

InTASC Standards

The Master of Arts in Education/Curriculum and Instruction Program is aligned to the InTASC Standards. Please visit the link to learn more about these standards.

InTASC Model Core Teaching Standards

Signature Assignments

The included matrices identify the Signature Assignments required in the program. Signature Assignments are aligned to program student learning outcomes and provide critical information to help the university ensure students have mastered learning outcomes necessary to be effective practitioners and to assist in the university’s programmatic assessment process. Students will use the knowledge and skills learned throughout the program to complete these assignments. Signature Assignments are required and cannot be changed or deleted.

Signature Assignment Matrix MAED/Curriculum and Instruction