MA Special Education. Program Information. Support for University and College Missions. Point of Contact Joyce Meikamp

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1 MA Special Education Program Information Point of Contact Joyce Meikamp Support for University and College Missions Marshall University is a multi-campus public university providing innovative undergraduate and graduate education that contributes to the development of society and the individual. The University actively facilitates learning through the preservation, discovery, synthesis, and dissemination of knowledge. University Mission Programs must state their Program Mission and specify how this mission supports both the University's Mission as well as any Mission that the College the Program is housed under happens to have. College Mission Consistent with the mission and goals of Marshall University, the Graduate School of Education and Professional Development provides an array of degree and professional development programs, continuing education opportunities and services designed to address the needs of adult learners. These programs and services are provided primarily for the convenience of fully employed students. Program Mission The Master Of Arts Degree in Special Education has as its primary mission the preparation of graduate candidates to teach pupils with special needs. Support for College Mission The GSEPD supports the MU mission by enabling fully employed adults to gain graduate degrees in areas that serve public schools and the society in general.

2 Support for University Mission The content of the advanced program in Special Education is consistent with Marshall University s Mission Statement which emphasizes the enhancement of graduate education, a commitment to expanding the body of human knowledge and achievement through research and creative arts activities, a commitment to society through public service and a commitment to assuring the integrity of the curriculum through the maintenance of credible standards and high expectations for candidate learning and performance. Additionally, this approach is consistent with the Marshall University Mission Statement, which includes providing direct services across non-traditional settings for, and with, non-traditional students. Goals For Special Education Program Goals for the Special Education Program include: Provide quality instruction which addresses best practice, current and established research, and adult learner characteristics; Provide master s degree and professional development programs designed to meet the graduate study needs of practicing professionals; Provide technical assistance as well as non-degree, continuing education, staff development, and personal development opportunities for adult learners; Collaborate with other institutions; agencies, and school systems to provide educational opportunities; Utilize innovative instructional models, service delivery, and support systems, integrating technology where applicable, which respond to the educational needs of the state; Provide leadership in identifying and addressing educational issues; Provide professional leadership and development opportunities for faculty; and, Demonstrate a commitment to cultural diversity and social justice.

3 Learning Outcomes Candidates will value and celebrate cultural and other types of diversity and provide learning experiences which are fair and designed to meet a variety of needs. Assessment Point 1 Embedded Assessment Expected Benchmark Level Program entry survey completed at time of admission to the program. Initial survey Capstone Assessment Point 2 Embedded Assessment Expected Benchmark Level Exit survey given during culminating field experiences: CISP 655 CIVI 602 CIDH 602 Exit survey in specified courses. Advanced

4 Candidates demonstrate their belief that all students can learn and create a learning environment in which students are treated equitably. Assessment Point 1 Embedded Assessment Expected Benchmark Level Program entry survey completed at time of admission to the program. Initial survey. Capstone Assessment Point 2 Embedded Assessment Expected Benchmark Level Exit survey given during culminating field experiences: CISP 655 CIVI 602 CIDH 602 Exit survey in specified courses. Advanced

5 Candidates will view student learning as the first priority and engage in on-going professional development and ethical behavior Assessment Point 1 Embedded Assessment Expected Benchmark Level Program entry survey completed at time of admission to the program. Initial survey Capstone Assessment Point 2 Embedded Assessment Expected Benchmark Level Exit survey given during culminating field experiences: CISP 655 CIVI 602 CIDH 602 Exit survey in specified courses. Advanced Candidates will integrate technology into professional and instructional practices to enhance the educational experience. Assessment Point 1 Embedded Assessment Expected Benchmark Level Program entry survey completed at time of admission to the program. Initial survey. Capstone Assessment Point 2 Embedded Assessment Expected Benchmark Level Exit survey given during culminating field experiences: CISP 655 CIVI 602 CIDH 602 Exit survey in specified courses. Advanced

6 Students will demonstrate commitment to the knowledge base, research and theoretical perspectives of the field. Assessment Point 1 Embedded Assessment Expected Benchmark Level Program entry survey at time of admission to program. Initial survey. Capstone Assessment Point 2 Embedded Assessment Expected Benchmark Level Content-specific assessments administered in coursework throughout the program. Exit survey given during culminating field experiences: CISP 655 CIVI 602 CIDH 602 Content-specific assessments and exit survey in specified courses. Advanced

7 Rubrics Candidates will value and celebrate cultural and other types of diversity and provide learning experiences which are fair and designed to meet a variety of needs. Trait Introductory Milestone Capstone Advanced Broad integrative knowledge. The candidate has knowledge of the social, cognitive and emotional development of individual learners and is beginning to use this information to inform professional decisions. The candidate synthesizes knowledge of the social, cognitive and emotional development of individual learners and consistently and effectively uses this knowledge to inform professional decisions.

8 Candidates demonstrate their belief that all students can learn and create a learning environment in which students are treated equitably. Trait Introductory Milestone Capstone Advanced Applied learning The candidate has knowledge of the social, cognitive and emotional development of individual learners and is beginning to use this information to inform professional decisions The candidate synthesizes knowledge of the social, cognitive and emotional development of individual learners and consistently and effectively uses this knowledge to inform professional decisions.

9 Candidates will view student learning as the first priority and engage in on-going professional development and ethical behavior Trait Introductory Milestone Capstone Advanced Applied learning Civic learning The candidate often prioritizes student learning as the basis for professional decisions, engages in some professional growth in the continued improvement of practice, and understands the need to base actions on professional ethical standards. The candidate often prioritizes student learning as the basis for professional decisions, engages in some professional growth in the continued improvement of practice, and understands the need to base actions on professional ethical standards. The candidate consistently prioritizes student learning as the basis for professional decisions, models professional growth in the continued improvement of practice, and evaluates and validates all actions on the basis of professional ethical standards. The candidate consistently prioritizes student learning as the basis for professional decisions, models professional growth in the continued improvement of practice, and evaluates and validates all actions on the basis of professional ethical standards. The candidate often prioritizes student learning as the basis for professional decisions, The candidate consistently prioritizes student learning as the basis for professional

10 Ethical practices professional decisions, engages in some professional growth in the continued improvement of practice, and understands the need to base actions on professional ethical standards. basis for professional decisions, models professional growth in the continued improvement of practice, and evaluates and validates all actions on the basis of professional ethical standards.

11 Candidates will integrate technology into professional and instructional practices to enhance the educational experience. Trait Introductory Milestone Capstone Advanced Intellectual skills Specialized knowledge The candidate understands the need to plan for the integration of technology in professional and instructional practice to produce the greatest educational outcomes for all students. The candidate understands the need to plan for the integration of technology in professional and instructional practice to produce the greatest educational outcomes for all students. The candidate models creativity and ability to plan for the integration of technology in professional and instructional practice to produce the greatest educational outcomes for all students. The candidate models creativity and ability to plan for the integration of technology in professional and instructional practice to produce the greatest educational outcomes for all students. Applied learning The candidate understands the need to plan for the integration of technology in professional and instructional practice to produce the greatest educational outcomes for all students. The candidate models creativity and ability to plan for the integration of technology in professional and instructional practice to produce the greatest educational outcomes for all students.

12 Students will demonstrate commitment to the knowledge base, research and theoretical perspectives of the field. Trait Introductory Milestone Capstone Advanced Specialized knowledge. The candidate provides sufficient evidence of knowledge of the field both in theoretical and practical terms and knowledge of research in the field. The candidate provides convincing evidence of the deep knowledge of the field both in theoretical and practical terms and of knowledge and application of research in the field.

13 Assessment Results, Analysis, and Planned Action Candidates will value and celebrate cultural and other types of diversity and provide learning experiences which are fair and designed to meet a variety of needs. Assessment Point 1 Broad integrative knowledge. 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (100.00%) 0 (0.00%) 1 (100.00%) Analysis & Planned Action: Insufficient data to allow analysis. Assessment Point 2 Broad integrative knowledge. 0 (NaN%) 0 (NaN%) 0 (NaN%) 0 (NaN%) 0 (NaN%) 0 (NaN%) Analysis & Planned Action: No data. Extra Commentary or Narrative:

14 Candidates demonstrate their belief that all students can learn and create a learning environment in which students are treated equitably. Assessment Point 1 Applied learning 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (100.00%) 0 (0.00%) 1 (100.00%) Analysis & Planned Action: Insufficient data to allow analysis. Assessment Point 2 Applied learning 0 (NaN%) 0 (NaN%) 0 (NaN%) 0 (NaN%) 0 (NaN%) 0 (NaN%) Analysis & Planned Action: No data. Extra Commentary or Narrative:

15 Candidates will view student learning as the first priority and engage in on-going professional development and ethical behavior Assessment Point 1 Applied learning 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (100.00%) 0 (0.00%) 1 (100.00%) Civic learning 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (100.00%) 0 (0.00%) 1 (100.00%) Ethical practices 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (100.00%) 0 (0.00%) 1 (100.00%) Analysis & Planned Action: Insufficient data to allow analysis. Assessment Point 2 Applied learning 0 (NaN%) 0 (NaN%) 0 (NaN%) 0 (NaN%) 0 (NaN%) 0 (NaN%) Civic learning 0 (NaN%) 0 (NaN%) 0 (NaN%) 0 (NaN%) 0 (NaN%) 0 (NaN%) Ethical practices 0 (NaN%) 0 (NaN%) 0 (NaN%) 0 (NaN%) 0 (NaN%) 0 (NaN%) Analysis & Planned Action: No data. Extra Commentary or Narrative:

16 Candidates will integrate technology into professional and instructional practices to enhance the educational experience. Assessment Point 1 Intellectual skills 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (100.00%) 0 (0.00%) 1 (100.00%) Specialized knowledge 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (100.00%) 0 (0.00%) 1 (100.00%) Applied learning 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (100.00%) 0 (0.00%) 1 (100.00%) Analysis & Planned Action: Insufficient data to allow analysis. Assessment Point 2 Intellectual skills 0 (NaN%) 0 (NaN%) 0 (NaN%) 0 (NaN%) 0 (NaN%) 0 (NaN%) Specialized knowledge 0 (NaN%) 0 (NaN%) 0 (NaN%) 0 (NaN%) 0 (NaN%) 0 (NaN%) Applied learning 0 (NaN%) 0 (NaN%) 0 (NaN%) 0 (NaN%) 0 (NaN%) 0 (NaN%) Analysis & Planned Action: No data. Extra Commentary or Narrative:

17 Students will demonstrate commitment to the knowledge base, research and theoretical perspectives of the field. Assessment Point 1 Specialized knowledge. 0 (NaN%) 0 (NaN%) 0 (NaN%) 0 (NaN%) 0 (NaN%) 0 (NaN%) Analysis & Planned Action: No data. Assessment Point 2 Specialized knowledge. 0 (NaN%) 0 (NaN%) 0 (NaN%) 0 (NaN%) 0 (NaN%) 0 (NaN%) Analysis & Planned Action: Extra Commentary or Narrative:

18 Summary and Additional Commentary With such insufficient data, no analysis or planned action can be done at this time.