Graduate Programs

• Education
• Music

Salem College offers three graduate degrees, and one graduate certificate, as outlined below. The graduate program is non-residential.

Education

Believing that young women as well as young men would profit from education, the early Moravians who settled in Salem, began a school for girls in 1772. This school evolved into a boarding school for girls and young women in 1802, Salem Female Academy in 1866 and a college for women in 1890. As early as the 1850s, Salem Academy was recognized as providing preparation for the teaching profession.

When formalized licensure practices were initiated in North Carolina, Salem College adapted its curriculum to meet the requirements of the state. The teacher education program of the College has been accredited by the state of North Carolina since 1964.

Today, Salem College continues its commitment to both liberal arts and the preparation of educators with two graduate degree programs: the Master of Arts in Teaching (MAT) and the Master of Education (MEd). These two graduate programs offer post-baccalaureate students the chance to prepare for or to enhance a career as teachers, school counselors, principals, or other school leaders. The MAT program is designed for the college graduate who seeks professional teaching licensure and a master’s degree. The MEd program is ideally suited for licensed teachers who want to enhance their professional practice as teachers and school leaders or for professionals who wish to become school counselors.

Salem College offers teacher education programs at the graduate level in the following areas.

• Academically and Intellectually Gifted (AIG), add-on initial licensure
• Art (K-12), MAT
• Elementary Education (K-6), MAT
• Second Languages (K-12 French and Spanish), MAT
• Middle Grades (6-9 Language Arts, Mathematics, Social Studies, Science), MAT
• School Counseling, MEd
• Educational Leadership, MEd
• Secondary (9-12 Comprehensive Science, English, Mathematics, Comprehensive Social Studies), MAT
• Special Education General Curriculum (K-12), MAT

All programs are designed to meet the North Carolina Professional Teaching Standards, the North Carolina Standards for Graduate Teacher Candidates, and the North Carolina Specialty Standards, which are described below.

North Carolina Professional Teaching Standards

The North Carolina Professional Teaching Standards are published on the website of the North Carolina Department of Public Instruction.

North Carolina Standards for Graduate Teacher Candidates

The North Carolina Graduate Teacher Candidate Standards are approved by the North Carolina State Board of Education.

1. Teacher Leadership
   Teacher leaders assume the roles and responsibilities of collaborative leaders in schools and communities. Teachers demonstrate leadership in their classrooms, schools and professional organizations; they advocate for students and effective educational practices and policies; and they are role models for ethical leadership.
2. Respectful Educational Environments
   Teacher leaders model leadership by establishing a positive and productive environment for a diverse population of students, their families, and the community. Teachers are knowledgeable about cultures and global issues and how they are contextualized locally. Teachers help colleagues develop effective strategies for students with special needs. They encourage positive, constructive relations among colleagues and students.
3. Content and Curriculum Expertise
   Teacher leaders have a deep knowledge of the subjects they teach and understanding of curriculum theory and development. They value collaboration and the interconnectedness of disciplines. They understand the importance of curriculum relevance in engaging students in content.
4. Student Learning
   Teacher leaders facilitate student learning through evidence-based practice informed by research. They understand and apply research in child and adolescent development, cognitive development, and general and specialized pedagogy. They encourage critical reading, writing and thinking in the learning process. They foster instructional and evaluation methods that embrace variety and authenticity. They promote student reflection and self-assessment. They encourage colleagues and students to take on leadership roles and work in teams.
5. Reflection
   Teacher leaders contribute to systematic, critical analysis of learning in their classrooms and beyond.

They are lifelong learners who model and support ongoing professional development. Teachers embrace critical thinking, problem solving, and innovation.

Goals of the Graduate Education Program at Salem College
Candidates for initial licensure at Salem College

1. Understand the nature of learning from a constructivist perspective
2. Believe all students can learn
3. Accept responsibility for creating the conditions of learning for all students
4. Model best constructivist practice in teaching, classroom management, assessment and use of technology
5. Reflect upon their teaching using higher-level cognitive processes
6. Develop appropriate professional relationships with all members of the learning community and model ethical behavior.

Candidates for the Master’s Competency licensure will be:

1. Informed consumers of educational research
2. Skilled action researchers in their classrooms
3. Effective leaders in their school settings.

North Carolina Specialty Area Standards

The North Carolina Specialty Area Standards are published on the website of the North Carolina Department of Public Instruction.

Conceptual Framework

Teacher education programs at Salem College are based upon our conceptual framework of Learning for All Students. We seek to help candidates demonstrate two basic dispositions: the belief that all students are learners and the belief that teachers are responsible for creating the conditions of learning for all students.

Licensure candidates at Salem College pursue the following educational goals and outcomes: 1) to understand the nature of learning (constructivism); 2) to believe that all students can learn (diversity); 3) to accept responsibility for creating the conditions of learning for all students; 4) to model best constructivist practices in teaching, class-room management, assessment and use of technology; 5) to reflect upon teaching, using higher-level cognitive processes; and 6) to demonstrate and promote professionalism.

Music

The Salem College School of Music focuses on developing the whole musician. Building on a centuries-old legacy of excellence, it offers a healthful, stimulating environment in which a diverse student body obtains a unique blend of outstanding professional and liberal arts training. Through rigorous, nurturing and personalized instruction, students are empowered to develop their unique talents to the fullest potential and to prepare themselves for the next step in their musical journey-graduate school, professional internships, international study, teaching and performing careers, or community leadership in the arts.

The School of Music also provides cultural leadership and educational opportunities for Salem Academy and College and for Winston-Salem and its surrounding areas. Through free concerts, workshops, audience building, and general music education, the School of Music seeks to contribute to the cultural vitality of our region and to secure a healthy future for the study and performance of music.

In addition to its college-level programs, the School of Music supports a variety of music education programs through the Community Music School (CMS). The CMS offers private instruction in music to children and adults. Music majors have the benefit of observing and participating in the CMS programs as part of their training.

Graduate music students should consult the School of Music Graduate Student Handbook for more detailed statements of mission, goals and objectives and for information on procedures. Students may also contact Dr. Barbara Lister-Sink, Director of the School of Music and of the graduate music program, for more information.