☰ In This Section

International Baccalaureate Concentration

Master of Arts

With our International Baccalaureate concentration, you'll deepen your knowledge of the curriculum, pedagogy, assessment, and implementation of IB programs at the elementary, middle, and high school levels.

Online

Fully Online

You'll complete 100% of your coursework online.

Location: Online

Start Dates: Summer 2022

Total Credits

33

Finish in as Few as

18 months (plus thesis)

Courses

  • Curriculum Processes (EDUC771)

    Exploration of the International Baccalaureate’s (IB) origin, mission, and philosophy. Analysis of the teaching and learning approaches in curriculum design that are used as a construct for the four programmes of the IB. Application of the pedagogical frameworks established in IB.

    3 credits

  • Assessment and Learning (EDUC772)

    Design and implementation of inclusive assessments including tasks and rubrics that support the needs of Primary Years Programme (PYP), Middle Years Programme (MYP), Diploma Programme (DP), and Career-related Programme (CP) for the IB teacher. Consideration of one’s personal beliefs and their potential impact on assessments in IB.

    3 credits

  • Teaching and Learning (EDUC773)

    Design and application of teaching and learning activities, based on analysis of learning theories and teaching strategies, that meet the needs of all students in achievement of the Primary Years Programme (PYP), Middle Years Programme (MYP), Diploma Programme (DP), and Career-related Programme (CP). Evaluation of personal beliefs that support the International Baccalaureate mission and philosophy.

    3 credits

  • Capstone (EDUC774)

    Synthesis of the International Baccalaureate’s pedagogical frameworks and assessment processes. Incorporation of personal education philosophy including both mission and approach to teaching and learning with consideration of one’s own worldview.

    1 credits

  • Teacher as Leader (TEAC606)

    Analysis of the critical impact of the teacher in the educational process. Examination of a variety of information and formal ways in which teachers are leaders. Provision of a framework for thoughtful interaction with the changing image of teachers and the challenges of teacher leadership. Development of reflective practice and goals for leadership and professional growth are addressed.

    3 credits

  • Content Research in Practice (TEAC610)

    Use of evidence based research to inform instructional practice is a critical skill for practicing teachers. The ability to locate, curate, analyze and apply educational research will be mastered. Creation of unique applications of research from specific k-12 content is the primary focus of this course.

    2 credits

  • Improving Instruction (TEAC616)

    Examination of a variety of theories, approaches and instructional strategies that build on the experience of practicing teachers. 21st century skills and the study of model schools known for their innovative practices based on strong rationales and underlying theories. Intention of the course is to renew teachers’ current knowledge base, craft of teaching, and new models of “doing school.”

    3 credits

  • Applied Classroom Assessment (TEAC635)

    Examination of the core principles of how assessment can accelerate student learning when applied systematically. Development of thinking habits that lead to consistent and purposeful implementation of practices that motivate, inspire, and empower students to take ownership of their learning.

    3 credits

  • Introduction to Differentiation and Responsive Teaching (TEAC730)

    Overview of the theory and research of differentiated instruction as a model for acquiring content, processing ideas and developing products to effectively address varying student needs in the K-12 classroom. Focus is on instructional strategies and the practical application of differentiation in the teacher-learner's classroom. Attention to the needs of students with disabilities will be emphasized.

    3 credits

  • Responsive Pedagogy for English Language Learners (TEAC731)

    An overview of second language acquisition theories as the foundation for understanding learning processes of a second language learner. Focus is on differentiation for language proficiency levels and levels of former schooling while keeping the rigor of the grade-level content. Strategies for intentional academic language teaching within each content area will drive the lesson planning approach in this course. Crucial factors that influence the acquisition of the second language such as linguistic and cultural identity negotiation will also be addressed.

    3 credits

  • Culturally Responsive Instruction (TEAC732)

    Examination of multicultural research, theory and practice as a foundation to cultural understanding in the classroom. Exploration of their role as teacher in a culturally changing learning environment as they develop instructional strategies based on research‑based best practice to continually improve as culturally responsive practitioners.

    3 credits

  • Preparing to Write the Thesis (TEAC756)

    Preparation for the process of designing and writing a master's level thesis or conducting action research. Exploration of the selection and refinement of a research topic; the nature and scope of master's thesis/action research project; APA style; and preparation for the oral examination process.

    1 credits

  • Thesis Writing Studio (TEAC790)

    Exploration of a significant educational issue relevant to the student’s professional involvement through an independent, step by step, individually supervised process to develop a thesis or project. Defense of student’s thesis or project following collaboration with thesis advisor to ensure guidelines have been followed and requirements have been met as noted in the Bethel University Graduate Education Thesis Handbook.

    3 credits