1. George Mason university Graduate School of education Advanced studies in teaching and learning academic program coordinator, astl: dr. Rebecca k. fox outreach coordinator, astl: Terrence j. Jenkins degree; M.Ed., curriculum and instruction homepage:
Congratulations and welcome to the Advanced Studies in Teaching and Learning programs in College of Education and Human Development! The purpose of this orientation video is to provide an overview of your academic program, academic policies, and degree completion.

2. AGENDA Program Overview:
Mission, Core Values, Program Outcomes & Professional Dispositions
Program Structure
Course Sequence & Admission Information
Final Reminders

3. George Mason University
College of Education and Human Development
Graduate School of Education
Division of Advanced Professional Teacher Development and International Education
Advanced Studies in Teaching and Learning

4. ASTL Mission
To develop the content, pedagogical content knowledge, leadership skills, and research capacity of practicing teachers who want to take an inquiry stance on their educational practice and lead from the classroom as they contribute to on-going school improvement and educational change.

5. The ASTL Curriculum is Grounded in the Five Core Propositions of the National Board for Professional Teaching Standards

6. ASTL Core Values are aligned with The core values of George mason’s college of education

7. ASTl’s role in teachers’ ongoing professional career development
Current
Teacher Preparation
In-School PD
Classroom Experience
ASTL MEd
Advanced Pedagogical Knowledge
Advanced Content Knowledge
Future
Curriculum Specialist
School Leader
Earn National Board Certification

8. ASTL Program Learning Outcomes: What Teachers Should Know and Be Able to Do
Teachers are committed to students and their learning.
Teachers know the subjects they teach and how to teach those subjects to students.
Teachers are responsible for managing and monitoring student learning.
Teachers think systematically about their practice and learn from experience.
Teachers are members of learning communities.
The Five Core Propositions of the National Board for Professional Teaching Standards

9. ASTL Program Learning Outcomes: Additional three Principles and Outcomes
Teachers account for the needs of culturally, linguistically, and cognitively diverse learners.
Teachers are change agents, teacher leaders, and partners with colleagues.
Teachers use technology to
facilitate student learning
and their own professional
development.

10. Features of astl:
Face-to-face and Distance Learning formats available for Core course and some Concentrations
Tuition Discount for Virginia Educators with 15% discount for PK-12 credit course (for information and to apply for discount go to cehd.gmu.edu/teachva)
Tuition Discount for out-of-state students with 45% discount on out- studentaccounts.gmu.edu/tuition-fees

11. ASTL Program Structure
Two Major Components
Concentration Classes focus on a specific content area
Core Classes focus on research and pedagogy
Some concentrations offer flexibility in sequencing Concentration and Core courses.
Specialty Concentration
18-21 Credits
ASTL Core
12 Credits
Concentration Classes focus on a specific content area and increase teachers’ expertise in that specialization
Core Classes focus on research and pedagogy, allowing teachers to use their classrooms as laboratories to implement ASTL’s learning outcomes and principles
Some concentrations offer flexibility in sequencing Concentration and Core courses. Talk to your advisor.

12. Advanced Studies in Teaching and Learning 30 or 33
Advanced Studies in Teaching and Learning or 33* Credit Master’s Degree +
Education Core (12 Credits)
Inquiry into Practice (2)
How Students Learn (3)
Designing and Assessing Teaching and Learning (2)
Education and Culture (3)
Educational Change (2)
Areas of Concentration
(18 or 21 credits)
Early Childhood Education
Foreign Languages (Span & French)
History
International Baccalaureate
Literacy: K-12 Reading Specialist*
Literacy: PK-12 Classrooms
Mathematics—Elementary K-6
Mathematics—Middle & Secondary
Science
Special Education
Teacher Leadership
Individualized Concentration
Designing Digital Learning in Schools
Gifted Child Education
Physical Education (cohort only)

13. ASTL Concentration (18-21 credits)
Completion Options
Concentration completed in their entirety before CORE classes
Some concentrations allow to take concentration and CORE classes together
Scheduling of Core and Concentration Classes
Most classes in Fairfax campus in the evening
Contact concentration advisor
Consult the Program of Study and Advising Form for suggested course sequence
Course substitutions may be made with preapproval of concentration advisor
Some Concentrations are now fully or partially online: International Baccalaureate (fully), Special Education (majority), Mathematics (partially)
Concentration classes can be completed in their entirety before participating in CORE classes
For some concentrations, it is possible to take concentration and CORE classes together as long as prerequisites are met. See an advisor for details.
Most classes offered on the Fairfax campus at 4:30 or 7:20 in the evening unless you are in a specific cohort (Example: Literacy)
Your concentration advisor is your first contact for scheduling/availability
Consult the Program of Study and Advising Form for suggested course sequence
Course substitutions may be made with preapproval of concentration advisor

14. ASTL CORE Through the Education “Core,”
ASTL focuses on teachers using their classrooms
As a “laboratory” for studying and understanding:
How students learn
How to design instruction that meets the needs of all learners
How to assess student learning through multiple approaches
How cultural and linguistic factors affect student learning and school climate
How to become change agents in their schools by cultivating their leadership skills

15. ASTL Core Coursework EDUC 612--Inquiry into Practice
Experience using research skills and critical reflective practice for inquiry into classroom practice
EDUC 613--How Students Learn
Advanced course using research and developmental and learning theories to understand how students learn
EDUC 614--Designing and assessing Teaching and Learning
Advanced work in the design and development of curricular, pedagogical and assessment strategies to meet the diverse needs and interests of all students
EDUC 606--Education and Culture
Use of the Cultural Inquiry Process (CIP) to help teachers conduct culturally- focused classroom inquiry and to help teachers acquire multiple perspectives, analyze settings, and expand culturally responsive pedagogy and teaching strategies for use in today’s increasingly diverse classroom
EDUC 615--Educational Change—Capstone Course
Explores influences on educational change at the classroom, school, community, state, and national levels; emphasizes the role of teachers as leaders

16. Year-Long Curricular Format: Education Core Schedule
George Mason University – Graduate School of Education M.Ed.: Advanced Studies in Teaching and Learning
Year-Long Curricular Format: Education Core Schedule
Summer
Fall
Spring
Courses J A S O N D F M
EDUC 612 Inquiry into Practice (2 credits) F2F
EDUC 613 How Students Learn (3 credits) F2F/Online
EDUC 614 Designing & Assessing Teaching & Learning (2 credits) F2F/Online
EDUC 606 Education and Culture (3 credits) F2F/Online
EDUC 615 Educational Change (2 credits) F2F/Online
*** NOTES: Must begin Core coursework with EDUC 612 – Summer F2F ONLY;
EDUC 613 follows (Fall); EDUC 615 in Final Spring of Program w/ Portfolio Presentation

17. Prerequisite (completed before)
ASTL CORE Classes
Class
Term offered
Format
Prerequisite (completed before)
EDUC 612
(2 credits)
Summer only
Face to Face only
Admission to ASTL Program
(late June –late July)
EDUC 613
(3 credits)
Fall only
Online or Face to Face
EDUC 612 (pre-req)
EDUC 614
EDUC 613 (pre-req, may be taken concurrently)
EDUC 606
Spring only
EDUC 612 & EDUC 613 (pre-req)
EDUC 615
EDUC 612, EDUC 613, EDUC 614 (pre-req)
EDUC 606 (pre-req, may be taken concurrently)

18. ASTL Advising
Each student is assigned a concentration advisor specific to your specialty area and has a professional academic advisor.
Your concentration advisor
Questions regarding specific concentration class requirements
Concentration course scheduling
Substituting a given concentration class for another
Your professional academic advisor
Graduation and degree progress
Registration details for Core courses
Paperwork for re-enrollment or course transfers
In the Division of Advanced Professional Teacher Development and International Education, we have a dual approach to the advising process. You will work with a both a professional academic advisor and a faculty mentor in order to successfully complete your academic program and meet your career goals. The name and contact information for your advisors can be found in your acceptance packet from the CEHD Admissions Office. When you have questions regarding course registration and planning, completing paperwork like re-enrollment forms or removing your provisional admissions status, or tracking your progress toward graduation, you should get in touch with your professional academic advisor. Your faculty mentor is a full time instructional faculty member in your specific field of study, so they are the best contact for career advising, information on professional organizations and other types of development, and discussing your research interests.

19. Program planning Submit to Dr. Fox rfox@gmu.edu
Advisor and Marie Champagne
The ASTL Program of Study and Advising Form should be completed with the help of your advisor and submitted to our office electronically:

20. ASTL ADMISSIONS PROCESS:
Attend an info
session
Apply online
Part I
Part II
Online application
Goal statement
Transcripts **
Three letters of Recommendation
Thanks!

21. Admissions Process
Completed graduate application--available on line at:
Includes an Expanded Goals Statement on the application
then scroll down to Department Form and download to complete
Official transcripts from all post-secondary institutions
A minimum undergraduate GPA of 3.0 in the last 60 hours
Three letters of recommendation describing the applicant’s potential for success in the program, one of which must be from a direct supervisor
$75 application fee online
** There are additional requirements for international students

22. Application deadlines:
ASTL has some limited flexibility regarding admissions deadlines, the following dates should be followed to ensure timely receipt of required materials Spring Start – November 1 Fall or Summer Start – March 1 Priority, but will accept later (through 1 May for summer) Final Deadline for Fall start – July 30 (For both Summer coursework activation and Fall admission)

23. What Students Say…
“Because of my ASTL research, I plan on being a positive change agent in my field.”
“ASTL helped broaden
my understanding of
how students learn
holistically.”

24. Astl faculty & staff in our division
Faculty: Dr. Rebecca K. Fox,-ASTL, Academic Program Coordinator Dr. Stephanie Dodman Dr. Nancy Holincheck Dr. Anastasia Samaras Professional Staff: Marie Champagne-Coordinator of Student Services Cheryl Medina- Administrative Support Manager Terrence J. Jenkins- Outreach Coordinator Andreina Sanchez- APTDIE Administrative Coordinator

25. ASTL Contact Information
General Information
Dr. Rebecca K. Fox Academic Program Coordinator, ASTL
Terrence J. Jenkins ASTL Program Outreach
Marie Champagne ASTL Student Advising