Master of Arts in Teaching Application Forms Packet Special Education

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1 Master of Arts in Teaching Application Forms Packet Special Education As a part of the application process for admission to the M.A.T. Special Education program at the Graduate School of the College of Charleston, we request that the following forms be completed and returned to the Graduate School Office. 1. Disposition Assessment - This form should accompany letters of recommendation, and should be completed by your references in place of the standard recommendation form found in the general Graduate Application Packet. 2. Statement of ability to perform essential teaching duties under the ADA 3. Technology Audit All of these forms listed are enclosed in this packet. For specific questions regarding the completion of these forms, please call the School of Education at (843) For questions regarding the application process, please contact the Graduate School Office at or by phone at (843) Best wishes for success with your application! The Graduate School of the College of Charleston 66 George Street Randolph Hall Suite 310 Charleston, SC

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3 Candidate please check one and complete back side: 1.a. Recommendation 1 1.b. Recommendation 2 MAKING THE TEACHING- LEARNING CONNECTION School of Education Teacher Education Program College of Charleston Admission to Professional Programs Disposition Assessment: Novice Level Unit Assessment Point 1 M.A.T. is a candidate for admission to the Teacher Education Program. Effective teachers possess a set of dispositions that guide their actions inside and outside of the classroom. This form evaluates the dispositions of a candidate at the novice level. The ideal novice candidate will score at the target level on each disposition. Scores in the acceptable range will indicate to a to us areas for growth but will not exclude a candidate. A not observed score does not penalize a candidate. Thank you for taking the time to rate this candidate on all of the dispositions and for providing us with your comments. Novice Level Dispositions Observed Seldom Unacceptable Usually Acceptable Always Target Novice Level Dispositions Observed Seldom Unacceptable Usually Acceptable Always Target Believes that all students can learn Values positive human interactions Understands that teachers expectations impact student learning Avoids stereotyping and generalizing Understands that people learn in many different ways Communicates in ways that demonstrate respect for the feelings, ideas, and contributions of others Contributes to class discussions by being prepared and sharing ideas Demonstrates an ability to give and take during discussions and work with others Values and respects individual differences Uses professional language to discuss and describe individual differences Exhibits intellectual curiosity, enthusiasm about learning, and willingness to learn new ideas Reads and completes assignments adequately Seeks new experiences that broaden knowledge Attends intellectual events on and off campus Commits to inquiry, reflection, and self assessment Values collaborative, and cooperative work Asks questions derived from personal reflection and scholarly readings Participates actively with classmates and/or coworkers in a respectful and productive manner Uses language of inquiry and discovery Assumes fair share of responsibility within a group Accepts divergent viewpoints as opportunities for personal and professional development Please continue on the other side.

4 Novice Level Dispositions Observed Seldom Unacceptable Usually Acceptable Always Target Novice Level Dispositions Observed Seldom Unacceptable Usually Acceptable Always Target Exhibits sensitivity to community and cultural contexts Demonstrates responsible and ethical practice Uses professional language to discuss Adheres to the statements governing academic characteristics of families, communities and integrity as published in the Student Handbook cultures Examines self as culture bearer Demonstrates punctual and reliable attendance Completes assignments on time Understands that laws and codes of ethics guide the teaching profession Please use this space to describe how you have come to know this person illuminating those dispositions that have begun to develop. Discuss those dispositions that may be of concern to you. Reviewers Name and Affiliation: Signature Date TO BE COMPLETED BY THE CANDIDATE (student): Check one or the other, sign and put your ID number. I hereby authorize release of requested information directly to the School of Education. I desire an objective evaluation to be given. Student Sign Here: I do not authorize this evaluation to be placed in my file until I have reviewed it and authorize its inclusion. Student ID number: Please return this form in a sealed envelope to: The Graduate School of the College of Charleston 66 George Street Charleston, SC Approved by the SOE Faculty 9/20/02 Revised 9/11/03

5 School of Education, College of Charleston Unit Assessment Point 1 (undergraduate and M.A.T.) Unit Assessment Point 3 (M.Ed.) Statement of Ability to Perform Essential Teaching Duties under the ADA Although a person has a disability, the courts have held that he or she must be able to perform the essential tasks of a job (See We request that you thoughtfully consider whether you can perform the essential tasks of teaching as outlined in our Teaching and Learning Standards ( Further information regarding the American with Disabilities Act is available at Please sign and return this document with your application. I attest that I am able to perform the essential tasks of teaching as outlined in the School of Education Teaching and Learning Standards. Signature: Date: I.D. #

6 Technology Audit All School of Education Candidates Name: Program Entering: Instructions: This audit is to give us some indication of the skill levels of our candidates. Please indicate your level of proficiency in each of these skills. Do not overestimate your competence. Skill Proficiency Level Very Proficient Somewhat Proficient Proficient Word Processing: composing and editing sending and receiving Attaching files to Information search and retrieval on WWW On line registration and degree audits (i.e. Cougar Trail) Presentation Software (i.e. Power Point, transparencies) Spreadsheets, graphing, data base construction List Serves Web Page authoring and editing Class network via computer (i.e. Web CT, Blackboard) Electronic Portfolios

7 Unit Assessment System: School of Education, College of Charleston 9/11/03 The knowledge, skills, and dispositions that we believe effective teachers must hold and be able to use are grounded in our Mission Statement, Teaching and Learning Standards and our beliefs. It is our goal that our students will show growth over time as they develop towards becoming Master Teachers who can make the Teaching / Learning Connection for all students. There are five Unit Assessment Points in the model: admission to the teacher certification program, acceptance to clinical practice, recommendation for certification, short-term follow up, and long-term follow up. The purposes of the Unit Assessment System are three fold: 1) to inform the candidate of the SOE s expectations and his or her progress, 2) to inform the Unit as to candidates progress, and 3) to inform the Unit s evaluation refinement process. Data gather at each point will be used for decision making about candidates and unit effectiveness. Elements of Teacher Competency (ETC) Understand and value the learner Know what and how to teach and assess and how to create an environment in which learning occurs. Relation to Teaching & Learning Standards & Dispositions T & L Standards I. Development of the Learner T & L Standards II. Content & Pedagogical Content Knowledge III. Pedagogical Knowledge VI. Continuous nature of assessment UAP 1 Acceptance to Teacher Education Certification Programs UAP 2 Acceptance to Clinical Practice UAP 3 Recommendation for Certification (Completion of Clinical Practice) Novice Developing Competency Competent Reflection on Elements of Teacher Competency (ETC): Graded essay Reflection on ETC: Graded essay GPA of 2.5 in general education courses C or higher in EDFS 201 Program specified general education completed Passing scores on 3 sections of Praxis I GPA of 2.5 in general education courses GPA of 3.0 in education courses Program specified courses and general education courses completed Acceptable or better field experiences evaluated through rubric based on ADEPT criteria GPA of 2.5 in general education courses GPA of 3.0 in education courses All course work completed, Passing grade in clinical practice Acceptable or better assessment of performance using ADEPT Passing scores on Praxis II UAP 4 Follow Up (first 2 years) Developing Master Passing scores on Praxis PLT UAP 5 Follow Up (up to 5 years) Master Understand self as a professional T & L Standards IV. Personal & shared decision-making V. Communication VII. Response to Diversity & Systems Dispositions Belief that all students can learn Value & respect for difference Value of positive human interaction Intellectual curiosity & willingness to learn new knowledge Commitment to inquiry, reflection, & self-assessment Value of responsible, collaborative, & cooperative work Sensitivity to community & cultural context Responsible & ethical practice Reflection on ETC: Graded essay Assessment of candidate dispositions novice level Qualification for program based on ADA Technology Competency Assessment of candidate dispositions developing competency level Technology Competency Assessment of candidate dispositions competent level Technology Competency employee Reformatted: 9/11/03

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