Master s in Education - Literacy Assessment Plan

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1 Woodring College of Education Preparing thoughtful, knowledgeable, and effective educators for a diverse society Master s in Education - Literacy Assessment Plan Consistent with the Mission Statement of the Woodring College of Education, the M.Ed. Literacy program has designed an assessment plan. The purposes of this plan are to ensure that graduates are meeting the high knowledge and skill standards and to provide information which will help us engage in program evaluation and continuous improvement. This small program is only in its second cycle, and is therefore only beginning to track program level data. Guided by our program assessment plan, we collect and analyze evidence of applicant qualification, candidate continuation, and program completion. What follows is a table that presents the evaluation questions, possible outcomes, and sources of evidence for each decision point as well as a description of assessment strategies to track student learning outcomes. Program Level Decisions and Sources of Evidence Program Decision Questions Possible Outcomes Sources of Evidence Admission Is the applicant qualified to enter the Applicant is admitted Minimum 3.0 GPA program? Applicant is given a provisional GRE or MAT Scores Are the goals of the applicant admission Bachelor s Degree compatible with the goals of the program? Applicant may need to clarify goals/areas of concern in a personal interview Letters of Reference Resume / Teaching Experience Statement of Purpose Continuation Has the candidate completed a plan of study? Is the candidate demonstrating appropriate levels of scholarly written work and classroom engagement? Is the candidate able to maintain a 3.0 or better GPA? Applicant is denied admission Candidate continues with the program at advanced levels Candidate must meet with a graduate advisor to develop a plan before registering for additional coursework. Candidate works with the graduate advisors to develop a plan of improvement (e.g., use of the writing center, additional coursework). A case conference is held with the candidate and the candidate is put on probationary status Plan of Study Advancement to Degree Candidacy Course performance, including key assessments Quarterly GPA

2 Program Decision Questions Possible Outcomes Sources of Evidence Program Completion Has the candidate successfully completed course requirements for the program and plan of study? Has the candidate submitted a quality master s project and successfully completed the oral examination/defense? Candidate is recommended for graduation. Candidate works with graduate advisors to revise the plan of study. Master s project team meets with candidate to discuss revisions and requirements needed to reach standards. Candidate is not recommended for graduation. Cumulative GPA Plan of study and transcript Master s Project manuscript and faculty review notes Exit Survey (Cohort 2) Post Program Completion One Year Follow-up Survey Career Services Employment Survey Program Mission and Goals The mission of the M.Ed. Literacy program is to prepare graduate students and educational professionals with An opportunity to develop deep knowledge of and skill in effective literacy instruction for all students, A standards and research-based context in which to examine and improve literacy teaching, And a supportive context to explore and extend capacity for leadership in the field. The program is aligned the Woodring College of Education conceptual framework as well as key standards in the field, including: the National Board for Professional Teaching Standards for Language Arts and Literacy, the International Reading Association s Standards for, and the Washington State Reading. Program Outcomes and Assessment Alignment NBPTS: Knowledge of Learners Use students interests, reading abilities, and backgrounds as foundations for the reading and writing program Knowledge of how diversity among learners can positively influence language and literacy development Consider students interests, reading skills, and backgrounds in planning Thoughtful educators appreciate and value human diversity and show respect for students varied talents and perspectives. Effective practice is characterized by a variety of formal and informal assessments to enhance knowledge of students. in Literacy Unit 2

3 Knowledge of the Field Knowledge of psychological, sociological, and linguistic foundations Knowledge of reading research and histories of reading Demonstrate knowledge of language development and reading acquisition and the variations related to cultural and linguistic diversity Major theories Reading and writing developmental processes Knowledge of linguistics Reading research and history Role of metacognition Interrelationship between first and second language and literacy acquisition Knowledgeable educators understand the central concepts, tools of inquiry, and structure of subject matter to create learning experiences that make subject matter meaningful to students. Reading Endorsement WEST- E Scores Master s Project and Exam Rubric Equity, Fairness, Diversity Understand the importance of respecting diversity in the teaching process. Thoughtful educators appreciate/value human diversity and show respect for students varied talents and perspectives. They have high expectations for all. Effective educators have a positive impact on the learning of all students. ELED 691 Master s Project Unit 3

4 Learning Environment Motivate learners to be lifelong readers Model reading and writing enthusiastically as valued lifelong activities Display positive dispositions related to reading and the teaching of reading Knowledge of contextual factors in schools that influence student learning and reading Understanding that creating a literate environment fosters interest and growth including student choice Provide students with opportunity to become independent learners and to self-advocate Thoughtful educators create educational communities in which all students learn through active, collaborative inquiry. Effective educators create a learning environment that encourages students to develop positive selfmotivation and social interaction skills while engaged in learning. Unit Opportunities for creative and personal responses to literature Instructional Decision- Making Use instructional grouping options as appropriate for accomplishing given purposes Use a wide range of instructional practices, approaches and methods Model reading and writing as a valued life-long activity to motivate learners Knowledge of a wide range of instructional strategies, practices, approaches, and methods for diverse learners Process of and purpose for modeling, think-alouds, and readalouds Apply results of scientifically based research Align assessment, goals, and instruction Gradual release of responsibility to scaffold independence Thoughtful educators adapt instruction to meet student needs as they respond meaningfully to student contributions. Effective educators use strategies to obtain information about student progress and to modify teaching and learning strategies. Unit Reading Endorsement WEST- E Scores 538 Final Exam Knowledge of instructional grouping options 4

5 Integration Reading Knowledge of the major components of reading and how they are integrated in fluent reading Interrelationships of reading, writing, listening, and speaking Provide opportunities for inquiry and language study Knowledge of the nature and multiple causes of reading difficulties Knowledge of how to plan systematic, explicit instruction in essential components of reading Knowledgeable educators understand the central concepts, tools of inquiry, and structure of subject matter to create learning experiences that make subject matter meaningful to students. Text forms and features, their purposes, and how to teach them Writing Listening/ Speaking Unit Unit 538 Final Exam Reading Endorsement WEST- E Scores Unit Unit Viewing Unit Collaboration with Families/ Communities Importance of including families as partners; Collaborate with family members Effective educators establish respectful and collaborative relations with families and other professionals to support student learning and wellbeing. 5

6 Teacher as Learner Continue to pursue the development of professional knowledge and dispositions Understand the importance of keeping current in the knowledge of the field Thoughtful educators reflect on the impact of their professional practice and recognize when instruction needs to be diversified, augmented, or simply changed. Master s Project and Exam Rubric Professional Responsibility Work with colleagues to observe, evaluate, and provide feedback on each other s practice Participate in, initiate, implement, and evaluate professional development programs Understand the importance of collegiality through observation and discussion Thoughtful educators possess dispositions that support the learning and well-being of all students. Knowledgeable educators understand concepts related to professional ethics, legal and policy issues, and the roles and responsibilities of the profession. ELED 691 Master s Project Additional evidence of M.Ed. - Literacy program candidates knowledge and skills will be gathered from an exit survey and one-year follow-up. In addition, employment placement surveys are conducted by the Western Washington University Career Services Center, three to six months after program completion. The data gathered via these surveys will provide important information relative to program effectiveness, and in conjunction with candidate performance data during the program, is intended for decisions regarding program improvement. 6

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