Collaborative Learning & Teaching

M.Ed. in Collaborative Learning and Teaching

Designed to promote the professional development of practicing teachers at all grade levels and in all subject areas, teachers work collaboratively in cohort groups to improve their classroom practice. 

Program topics, learning experiences, and outcomes are based on the five core propositions of the National Board for Professional Teaching Standards (NBPTS). This unique program uses technology to bring people together in an educational environment. It is offered in either an online or campus-based format. Course Descriptions are provided below.

Program Benefits

  • Relevant: Practice research based strategies designed for your students
  • Convenient: Study at home or school 
  • Timely: Focus on authentic and educative assessment
  • Valuable: Use this fully accredited degree for career advancement
  • Enjoyable: View video (DVD) of master teachers applying course content in real classrooms
  • Rewarding: Apply what you have learned to help all your students succeed
  • Collaborative: Share the excitement of learning with your faculty mentor and colleagues


Unique Features

  • A collaborative cohort field based learning application
  • Connections between coursework and classroom practice
  • Opportunities to align classroom practice with National Standards


Program Delivery


Collaborative Learning and Teaching is offered both online and as a campus-based program. Campus locations include: Cedar Rapids, Iowa; Des Moines, Iowa; and Independence, Missouri. During a two-year period, a cohort of teachers participate in 30 term hours of continuously sequenced course work. Of the 30 hours of course work, six hours are special topic courses, 15 hours are study seminars, based on the National Board for Professional Teaching Standards Core Propositions, and six hours focus on action research. Students will present an action research project and a presentation to their peers.



Course Descriptions

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3 Sisters

Sisters, who completed the CLT program together state, "The courses are practical and apply to what we are doing with our own students. Graceland's program is family-friendly and flexible."

Read Cedar Rapids Fall 2009 Newsletter

Students have said:

"As students, we are continually required to move, explore and explain. I get it! . . . and I don't think I would have fared as well in a 'traditional' program."

"I look forward to each class and every event . . . we have learned to work together collaboratively. I have a better understanding of national standards and a deeper appreciation for the benefits of teamwork."

Questions? Please Contact Us:
866.893.6881
distancelearning@graceland.edu

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Edmund J. Glazer School of Education
Gleazer School of Education - 1 University Place - Lamoni, IA 50140 - 641.784.5000 | Online Programs - distancelearning@graceland.edu - 800.833.0524
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  • EDUC5100 Strategies for Collaboration 3 s.h.
    This class lays a foundation for the degree program. Participants discover how to take ownership for their own learning through shared readings and reflections in a social learning context. Participants begin to clarify procedures for doing systematic inquiry and reflection in future learning. Through self assessment, a personal professional development plan is constructed.

  • EDUC5310 Core Proposition I 3 s.h.
    Teachers demonstrate commitment to students and their learning. Topics include: students' prior knowldedge, learning styles, skills and readiness when selecting materials, and creating learning experiences.

  • EDUC5320 Core Proposition II 3 s.h.
    Teachers expand the knowledge base for the subjects they teach and critique how to teach those subjects to students. They develop appreciation for how knowledge in their subject is created, organized, and linked to other disciplines.

  • EDUC5330 Core Proposition III 3 s.h.
    Teachers develop professional skills for managing and monitoring student learning.

  • EDUC5340 Core Proposition IV 3 s.h.
    Teachers think systematically about their practice and learn from experience. Use reflective practice to engage in action research.

  • EDUC5350 Core Proposition V 3 s.h.
    Teachers develop skills to be members of learning communities. Contributions are made to school effectiveness by collaborating and establishing positive interpersonal relationships with other professionals.

  • EDUC5900 Topics in Education 1-3 s.h.
    Content may vary and will be announced at the time of offering. May be repeated for credit when topics vary.

  • EDUC6100 Classroom Inquiry and Action Research 3 s.h.
    Participants begin to clarify and explore lines of inquiry based upon concerns about what is going on in their own classrooms. Action research methods are studied. Inquiry goals and strategies are developed for implementation of action research.
  • EDUC6110 Classroom Inquiry and Action Research Practicum 3 s.h.
    Students engage in an inquiry process related to their own teaching practice. They implement an action research plan, gathering data and reflecting upon their process in an ongoing way.

  • EDUC6200 Professional Conference Presentation 0 s.h.
    Students present their action research projects, approved by the Graduate Education Committee, at a professional conference. (The Graceland University Master’s Degree Program will create an annual conference to assist students with meeting this requirement.)

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