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MSU Teacher Education Unit (TEU)

B. Program Design/Education core and concentrations

ED Core

C. State Program Assessment Report for educational core of the M.Ed. program

9.5.1 Advanced program courses are designed to result in advanced knowledge, skills, and dispositions. The program reflects consideration of the standards for advanced study of the National Board for Professional Teaching Standards (NBPTS), and the National Council for Accreditation for Teacher Education (NCATE).

Alignment of the M.Ed. program to NBPTS standards and NCATE standards is discussed in detail under Standard 9.5.7. The objectives of the M.Ed. program are to develop skills of scholarship and research, to increase professional competence in theories and models of learning; to increase professional competence in instructional strategies and curriculum development, and to develop perceptions of the characteristics and unique needs of students in P-12 schools. These objectives are addressed in the education core as well as in the concentration courses in all areas of specialization. ED 501 Designing and Interpreting Educational Research and ED 598 Project and Report focus primarily on developing the knowledge, skills and dispositions necessary for candidates to become effective in the areas of scholarship and research. ED 535 focuses on the knowledge, skills and dispositions implicit in understanding and applying one’s knowledge concerning models of teaching and learning. Instructional strategies and curriculum development are also discussed in ED 535, although the primary focus for this program objective lies within each concentration. ED 519 Diversity in a Global Perspective and ED 535 Models of Teaching and Learning both contribute to developing the knowledge, skills and dispositions necessary to understanding the needs of unique students and ensuring that all children learn.

ED 520 Supervision and Mentoring of Preservice and New Teachers is a core course addressing key issues, methods, background, and techniques for working with and providing supervision and mentoring for preservice teachers and new teachers. Study in this course requires advanced knowledge acquisition, development of specific skills, and application of mature, professional dispositions. Outcomes for the course include:

* Worked collaboratively and cooperatively with peers and instructor
* Acquired a working knowledge of mentoring and supervisory methods * Studied both classic and current literature in the areas of mentoring,
supervision, and teacher development
* Compared and contrasted in service mentoring and pre service supervision * Utilized technology to respond to hypothetical situations and actual case studies involving mentoring and supervision issues
* Accessed electronic study and research materials through Olson Library * Created and compiled a resource manual for working in the field with
student teachers
* Attended to and actively participated in discussions of
mentoring/supervision issues

Sample performance assessments:
ED 520:

* Each candidate is expected to write a paper (APA format) in which: 1) the developmental needs of first year teachers are compared to those of student teachers; and 2) the roles of mentor and supervisor are compared and contrasted.

* Each candidate is expected to electronically access professional research materials through Olson Library, locate and read articles relevant to mentoring and supervision, and write two formal abstracts of the articles, to demonstrate understanding of mentoring and supervision issues. Candidates then are expected to participate in open class discussion of these issues.

* Each candidate is expected to create and/or compile a resource manual for supervising a student teacher, as a demonstration of his/her understanding of the variety of developmental needs exhibited by student teachers of all ages, stages and levels of professional development.

*An exhaustive list of performance assessments for all courses can be found in course folders in the evidence room. Detailed descriptions of the performance assessments listed above can be found in the course folders as well.

9.5.2 The program requires candidates to develop the ability to apply research and research methods relevant to the advanced field of study. The program uses a variety of performance assessments of candidates’ understanding and ability to apply that knowledge.

The M.Ed. program primarily utilizes two courses, ED 501 and ED 598, to teach and assess candidate’s ability to apply relevant research and research methods. In addition, ED 535, as well as other courses in the various concentrations, requires candidates to apply their understandings of research through the evaluation of current research in relevant fields.

In ED 501, candidates learn the methodology and procedures of educational research, including types of research and strengths and weaknesses of each. Candidates also learn to use the Publication Manual of the American Psychological Association (the accepted format for graduate writing at Minot State University).

In ED 598, candidates learn more about the methodology and procedures of educational research with a more detailed focus on action research. In this course, students are expected to polish the first two chapters of their action research project and complete their chapter three, methodology. The final paper for this course is expected to be ready for a prospectus defense.

Sample Performance Assessments:
ED 501: Chapter tests; written reviews of relevant research and synthesis of research; final paper, a draft of the first two chapters of a thesis or action research project.
ED 598: Final action research project submitted to a full graduate committee for review. *An exhaustive list of performance assessments for all courses can be found in course folders in the evidence room. Detailed descriptions of the performance assessments listed above can be found in the course folders as well.

.5.3 The program requires study of the role of the schools in society and the development of positive relationships with families and the larger community. The program uses varied performance assessments of candidates’ understanding and abilities to apply that knowledge.

ED 519 Diversity in a Global Perspective requires M.Ed. candidates to demonstrate the ability to collaborate effectively with other professionals, parents and other community entities. Based on the assumption that all children can learn, this course develops knowledge, skills and dispositions that enable M.Ed. candidates to give substance to this belief in their respective classrooms. The use of case scenarios in ED 535 Models of Teaching and Learning is another way in which the role of schools in society and relationships between professional educators and the community are stressed within the program.

Sample Performance Assessments:
ED 519: Diversity and Strategy Research Projects; Action Plan project
ED 535: Study and report on current literature; case scenario assignments
*An exhaustive list of performance assessments for all courses can be found in course folders in the evidence room. Detailed descriptions of the performance assessments listed above can be found in the course folders as well.

9.5.4 The program requires study of advanced teaching strategies and models of teaching relevant to the advanced field of study. The program uses a variety of performance assessments of candidates’ understanding and ability to apply that knowledge.

In ED 535 ­ Models of Teaching and Learning, candidates study a variety of learning theories and effective teaching strategies selected from the research literature. There is also a focus on the broad range and diversity of models of teaching and learning, e.g., Information Processing theory, Psychosocial development theory, Cognitive development theory, Moral Development theory, Motivational theory, Progressivism, Constructivism, Realism, Idealism, and Existentialism. Outcomes for the course include:

* Worked cooperatively with peers
* Acquired a working knowledge of learning and instructional theories
* Studied and reported on current literature in teaching and learning
* Reflected on and articulated a brief personal philosophy of teaching and learning
* Surveyed colleagues in the field regarding their philosophies of teaching and learning * Utilized technology to respond to hypothetical situations and case studies involving t teaching and learning
* Presented findings from teaching/learning surveys to classmates and the instructor * Attended to and actively participated in discussions of teaching/learning issues as presented by guest speakers and/or videotapes

Sample performance assessments:
ED 535:

* Candidates in this course are required to research current professional literature in their respective fields, select articles that clearly reflect specific models of teaching and learning, read the articles, reflect on them, and then write formal abstracts (APA style) to demonstrate their understanding of the teaching and learning issues involved. * Additionally, candidates are required to articulate brief (concise) personal philosophies of teaching and learning that reflect both their understanding and level(s) of adherence to a specific model or models.
* Candidates are required to log on to the ED 535 course page (Electronic Reserves) at least twice during the course and respond to items on the discussion board posted by the instructor and/or classmates. Postings involve teaching and learning issues.
*An exhaustive list of performance assessments for all courses can be found in course folders in the evidence room. Detailed descriptions of the performance assessments listed above can be found in the course folders as well.

9.5.5 The program requires the use of current, appropriate, instructional technologies. The program uses varied performance assessments of candidates’ understanding and abilities to apply that knowledge.

ED521 Integrating Technology into Teaching and Learning is the core course for the M.Ed. that focuses on the appropriate use of current instructional technologies. In this course, candidates examine Internet resources, educational software, and technology tools that can be used to engage learners through motivating and meaningful learning environments. Candidates also explore trends in teaching, learning, and technology including online resources, technology-rich multimedia software, and digital portfolios. Candidates create interdisciplinary, thematic, web-based units that address common standards and benchmarks.

Sample Performance Assessments:
ED 521: Multimedia Project, Web-Project, Digital Portfolio Project, Software Review Project, and Reflections/Online Journaling.

*An exhaustive list of performance assessments for all courses can be found in course folders in the evidence room. Detailed descriptions of the performance assessments listed above can be found in the course folders as well.

9.5.6 The program requires a field experience related to the area of advanced study. At least a portion of the practicum experience is designed to demonstrate potential impact on P-12 student learning. The program uses varied assessments of practicum performance.

The M.Ed. program is not designed to lead to licensure or certification in any area. A primary focus of the M.Ed. program, throughout the core and all available concentrations, is on enhancing the real life classroom skills of practicing teachers. Admission to the M.Ed. program requires two years of successful teaching experience or experience in a related area. Many assignments, throughout the core and the available concentrations, focus on application to classroom settings. The culminating project, in all concentrations, is an action research project designed specifically to demonstrate impact of an instructional approach or program on P-12 learning. Candidates who are not currently employed in a school setting are allowed to complete a thesis as the culminating project for the degree, but the thesis must still be designed to investigate impact on P-12 student learning.