Rationale for the Change

Transcription

1 Revisioning Graduate Teacher Education in North Carolina Master of Arts in Middle Grades Education, with Licensure in Language Arts, Mathematics, Science, and Social Studies Appalachian State University A. Description of how the Proposed Program has been Revisioned to Reflect the Standards for Graduate Teacher Candidates and the 21 st Century Knowledge, Skills, and Dispositions Embedded in them and the Rationale for the Changes The primary purpose of graduate teacher education programs at Appalachian State University is to prepare candidates to become more effective teachers and to enable their students to become highly successful learners. It is well documented in research that effective instruction, along with strong instructionally-focused leadership and a rigorous curriculum, is a critical ingredient to improved student learning. Given that perspective, the rationale for the Master of Arts in Middle Grades Education and the development of the Product of Learning Evidence is to document and verify the competency of graduate candidates and is focused on how teachers transform their perspectives and practices of teaching as well as their ability to impact student learning and development in positive and sustainable ways. Improving their teaching and, subsequently, improving the learning outcomes for their students are the outcomes sought in the programs. Teachers granted the master s degree license are expected to be teacher leaders in their specialty area, to facilitate the creation of healthy educational environments, to have deep knowledge and skills in their content and curriculum, to use research in making decisions about effective practice for student learning, and to be continuous, reflective practitioners who model the values of lifelong learning, critical thinking, problem-solving, and innovation. Throughout the Master of Arts in Middle Grades Education Program, candidates will demonstrate that their work meets or exceeds state standards and reflects 21st Century knowledge, skills, and dispositions. Table A1. Specific Changes in the Program Specific Change A new course, CI 5xxx Middle Level Instruction and Assessment has been added to the required curriculum for the degree to replace CI 5055 Connecting Learners and Subject Matter. Rationale for the Change The new course, CI 5xxxx Middle Level Instruction and Assessment, has been designed to have a specific focus on middle grades instructional design and assessment. Middle grades faculty members, working with the Middle Grades Advisory Council, have made the course more explicitly focuses on the assessment of 21st Century knowledge and skills. Emphasis is placed on the examination of research regarding young adolescents as learners to better inform instructional decision making. Assignments for the course will demonstrate candidates proficiencies in using authentic performance measures focused on assessing students essential understandings of content through the development of learning and thinking skills (i.e. critical thinking, problem solving, communication skills, creativity and innovation skills, collaboration skills, contextual learning skills and information and information skills) as they use research to inform practice and conduct critical analysis of student performance data to plan future instruction that is rigorous, coherent and grounded in an identified theoretical and philosophical base. 1

2 Selected content of the courses CI 5750 Teaching Young Adolescents and CI 5045 Advanced Topics in Diversity has been combined into a new course that is required in the program. New content that was not part of the two existing courses was also added. The new course CI 5xxx Teaching Diverse Young Adolescents will be required in the re-visioned program. The content of CI 5850 Middle School Curriculum has been revised and the course renamed CI 5xxx Middle Level Curriculum. CI 5xxxx Teaching Diverse Young Adolescents was designed to better prepare students in the Middle Grades Graduate Program to establish positive, productive, and respectful classroom environments for increasingly diverse schools and communities. The recent demographic shifts in North Carolina have necessitated an increased attention to understanding the historically accumulated and culturally developed bodies of knowledge and skills that diverse students bring to classrooms. The changes made in developing this course reflect a stronger emphasis on the developmental needs of diverse young adolescents as well as the importance of gaining knowledge in order to advocate for policies and practices that respect and value the diverse knowledge and needs of all students. The new course purposefully attends to developmentally and culturally responsive instruction specific to middle grades education. Attention will be given to increasing student knowledge of world cultures, global issues, and 21st Century Skills. The assignments for the course will aide middle grades teacher candidates in fostering partnerships with families, schools, and communities as well as critically reflecting on the social factors that contribute to the continued marginalization of diverse young adolescents. The middle grades faculty determined that CI 5850 Middle School Curriculum needed revisions to ensure advanced candidates would be introduced to current curriculum models and theories, processes of design that ensure the development of rigorous curriculum, and mandates that impact every teacher at the middle grades level, regardless of school organization or grade configuration. This revised course reflects current innovations and research findings related to 21st Century content and skills, evidence-based instructional strategies, and the five assessments that measure core subjects, 21st Century content, learning and thinking skills, technology literacy, and life skills. A stronger emphasis on knowledge of content has been added to make certain candidates have an in-depth understanding of their teaching field(s). A major focus of this revised course includes valuing collaboration and the interconnectedness of the disciplines at the middle level. In all course assignments, candidates will refine their understandings of the importance of making curriculum relevant to young adolescent learners. In this revised course, all candidates will design a curriculum map that spans a content area across a specified grade level and will use a cross-section of this content map to produce an integrated, interdisciplinary, thematic unit. 2

3 CI 5525 Product of Learning has been substantially revisioned for candidates for the Master of Arts in Middle Grades Education Program. Candidates will take CI 5525 Product of Learning in the newly revised program. The major requirement for graduation and successful completion of this course is the development of an electronic Product of Learning. This assignment is introduced early in the sequence of coursework and is refined throughout the program. Upon completion of coursework, candidates deliver a presentation of their electronic Products of Learning to program faculty members and public school professionals. Artifacts for this product of learning must be aligned with the newly established North Carolina Teaching Standards and include assignments and rationale/reflections that support their mastery of the following: Teacher Leadership, Respectful Educational Environment, Content and Curriculum Expertise, Student Learning, and Reflection. Program assignments and assessments have been carefully crafted to align with these standards and to ensure candidates acquire the knowledge and skills to be effective teachers and advocates for young adolescents. The Product of Learning also includes a rigorous requirement that all middle grades candidates must successfully write a summative reflection that analyzes and synthesizes their professional growth while enrolled in the Middle Grades Program. This reflection includes the requirement that artifacts included in the Product of Learning reflect the standards and be tied together rather than being a collection of seemingly unrelated products. B. Describe how public school partners were involved in the re-visioning of the program and how they will be involved in the delivery and evaluation of the program. Public school partners have been authentically involved in the work of the Middle Grades Program since its inception over three decades ago. Members of the Middle Grades Advisory Council have been active partners in the re-visioning of the Master of Arts in Middle Grades Education Program. Middle grades faculty members received a Successful Application of Learning Technologies (SALT) Grant in the amount of $ 19,950 to support the work of the Middle Grades Advisory Council during the academic year. This grant proposal entitled PAC-LINKS: Development of an Authentic Partnership to Accomplish the DPI Re-Visioning Mandate provided funding to support Program Advisory Council (PAC) to work collaboratively with the program faculty to revision the graduate Middle Grades Program. Members of the PAC consisted of a retired middle school principal and a retired curriculum specialist who are currently serving as student teaching supervisors for ASU, and one language arts teacher, one science teacher, one social studies teacher, one math teacher, and one recent graduate of the program. Each of these individuals was provided a laptop computer, a portable printer, and web camera. Grant funding was used to pay for substitutes for each of the public school teachers to enable them to attend these sessions. The PAC met for three full days to accomplish multiple Re-Visioning tasks. Intermittent conversations and meetings were held via virtual meetings and electronic document sharing. Working collaboratively with PAC members and other stakeholders, the middle grades faculty has revised the curriculum of the Master of Arts in Middle Grades Program as evidenced in Section A of this document. Twenty-first Century Skills were incorporated more extensively in existing courses during the curriculum revision process. Additionally, two new courses, Middle Level Instruction and Assessment and Teaching Diverse Young Adolescents were created and added as degree requirements. PAC members continue to provide feedback on the changes being made and will be part of the continued implementation of the new curriculum. Middle grades faculty from institutions of higher education across the state met at the North Carolina Middle School Conference in March, 2010 to discuss the re-visioning requirements and to share strategies for ensuring that all candidates emerge with the knowledge and skills necessary to ensure quality learning for all young adolescents. Dr. Kathy Sullivan provided a presentation of the state s requirements for this re-visioning process for our faculty. 3

4 Following this presentation, the Middle Grades Advisory Board met to review our program revisions including planned course changes and common assessments for candidates. In addition to participation of the Middle Grades Advisory Council, various constituencies from the public school communities of practice have participated in the overall re-visioning process on a continuing basis. Program coordinators, through the Graduate Studies Committee, and other graduate faculty representing the 12 graduate teacher education programs at ASU undergoing the re-visioning process were engaged, with expanded involvement, in the process through the RCOE Graduate Studies Committee. Sub-groups focusing on the North Carolina Standards for Graduate Teacher Candidates, 21st Century knowledge and skills and the courses for meeting these standards provided input to the larger groups and to the development of graduate-level blueprints. Through program area advisory councils, public school partners have participated in reviewing and providing suggestions for relevance, practicability, and alignment to state and national standards, as well as 21st Century learning principles. Input and feedback gained from these meetings were incorporated into program re-visioning and were also used in the subsequent development of the blueprints. In the Fall 2010 semester, some select specialty areas/professors will pilot/use some of the assignments and/or projects identified as a part of the Product of Learning. Feedback and input will be solicited from the faculty teaching the courses, candidates taking the courses, and public school partners who work with our graduate level candidates in their respective practitioner settings. As is possible and feasible, faculty and practitioners will be expected to support and evaluate candidates efforts and then provide feedback back to the program areas about the feasibility, authenticity, and quality of the assignment/project, particularly as they have the potential to positively impact student learning and development. Public school partners will be also be involved in reviewing the assignments and assessment instruments/rubrics designated as a component of the POL. Feedback/input from faculty, candidates and practitioners will be reviewed and changes made as warranted for ongoing improvement of the course, assignments and assessment methods. Professional development will be provided for faculty and selected practitioners on the purpose and expectations for the POL and for its assessment. To assess reliability of the rubric, faculty, along with a sample of these master teachers, will evaluate the assignments for the POL and, as needed, the assignments/components to be presented in the POL. Evaluations will be compared with evaluations of the same projects by program faculty and practitioners. These comparisons and subsequent substantive conversations about the language of the rubric will be used to revise the rubric as warranted and develop further or ongoing training as needed for faculty, candidates, and practitioners. As possible or needed, other pilots will follow in Spring With this feedback from various stakeholders, the POL rubric will be revised as needed prior to Fall Communication of expectations for the re-visioned graduate programs will occur in Summer 2011 for our partner practitioners and for our candidates entering in Fall In addition, public school input for the overall revisioning process was sought through: (1) the ASU-Public School Partnership and its various constituents, (2) the University Teacher Education Council, consisting of faculty representatives from almost all teacher education programs on campus, and selected public school representatives, and (3) the Governing Board of the Partnership, consisting of 8 public school superintendents. The Partnership Coordinating Council, consisting of 25 central office personnel and teacher representatives from public schools as well as university faculty, will partner in an advisory capacity during the implementation of the revisioned programs. Additional feedback was secured from the results of previous surveys of graduates employed as teachers in North Carolina schools as well as separate survey results from their mentors and principals. By nature of candidates completing their respective Product of Learning, public school partners will be deeply involved on an on-going basis. The POL serves to encapsulate, in a summative manner, a synthesis of program-wide learning and development that demonstrate to the profession the increased knowledge and competencies the candidate acquired from the program, as well the candidate s capacity to apply the lessons from the POL to efforts in improving student learning and development in the public schools. The POL will be presented to a panel/committee of university faculty and professional practitioners who will evaluate whether or not the POL is a satisfactory demonstration of competency for a master teacher leader, as well as how well state standards and expectations are met. Candidates will develop a POL that demonstrates how their perspectives and practices of teaching have been transformed, based on their respective programs of study, key activities represented by artifacts developed in their programs of study, and reflections on their experiences in their graduate programs. 4

5 SECTION C SECTION C-I: Key Evidence(s) Name of Evidence Brief Description of Evidence Stan 1 Product of Learning The Product of Learning is a culminating project that demonstrates candidates competencies to meet standards for the Master of Arts in Middle Grades Education degree. The Product consists of a series of artifacts from signature assessments (common program assessments) that document how candidates have achieved the standards of the program. Middle grades candidates must write and present summative reflections analyzing and synthesizing their growth during the graduate program. They must demonstrate proficiency as middle level teacher leaders and advocates for research-verified middle level programs and practices for young adolescents. (1) T (2) R (3) Co (4) St (5) Re 5

6 SECTION C-2: Relationship of the Evidence to the Standards NORTH CAROLINA TEACHER STANDARD 1. TEACHERS LEADERSHIP KEY EVIDENCE FROM SECTION C-1 DEMONSTRATING THE STANDARDS Teacher leaders assume the roles and responsibilities of collaborative leaders in schools and communities. Teachers demonstrate leadership in their classrooms, schools and professional organizations; they advocate for students and effective educational practices and policies; and they are role models for ethical leadership. Teacher leaders will know and be able to: Evidence 1: Product of Learning Demonstrate effective ongoing communication, collaboration, and team-building among colleagues. Facilitate mentoring and coaching with novice teachers. Set goals and establish priorities while promoting educational initiatives that positively affect student learning. Participate in professional learning communities. 2. RESPECTFUL EDUCATIONAL ENVIRONMENT Teacher leaders model leadership by establishing a positive and productive environment for a diverse population of students, their families, and the community. Teachers are knowledgeable about cultures and global issues and how they are contextualized locally. Teachers help colleagues develop effective strategies for students with special needs. They encourage positive, constructive relations among colleagues and students. Teacher leaders: Evidence 1: Product of Learning Facilitate the development of inviting, respectful, supportive, inclusive, and flexible educational communities. Create collaborative partnerships with families, schools, and communities to promote a positive school culture. Facilitate and model caring and respectful treatment of individuals within the learning community. Demonstrate knowledge and understanding of diverse world cultures and global issues. Encourage high expectations for all students. Collaboratively design and implement curriculum and instruction that is responsive to learner differences. 3. CONTENT AND CURRICULUM EXPERTISE 6

7 NORTH CAROLINA TEACHER STANDARD Teacher leaders have a deep knowledge of the subjects they teach and understanding of curriculum theory and development. They value collaboration and the interconnectedness of disciplines. They understand the importance of curriculum relevance in engaging students in content. Teacher leaders: KEY EVIDENCE FROM SECTION C-1 DEMONSTRATING THE STANDARDS Evidence 1: Product of Learning Demonstrate in-depth knowledge of curriculum, instruction, and assessment. Model the integration of 21 st century content and skills into educational practices. Develop relevant, rigorous curriculum. 4. STUDENT LEARNING Teacher leaders facilitate student learning through evidence-based practice informed by research. They understand and apply research in child and adolescent development, cognitive development, and general and specialized pedagogy. They encourage critical reading, writing and thinking in the learning process. They foster instructional and evaluation methods that embrace variety and authenticity. They promote student reflection and self-assessment. They encourage colleagues and students to take on leadership roles and work in teams. Teacher leaders: Evidence 1: Product of Learning Seek out and use existing research to inform school practices. Design action research to investigate and improve student learning and school policies and practices. Model technology integration that supports student learning. Critically analyze student and school performance data to determine needs and plan instruction that is rigorous, coherent, and substantiated within a theoretical and philosophical base. 5. REFLECTION Teacher leaders contribute to systematic, critical analysis of learning in their classrooms and beyond. They are lifelong learners who model and support ongoing professional development. Teachers embrace critical thinking, problem solving, and innovation. Teacher leaders: Evidence 1: Product of Learning Promote an educational culture that values reflective practice. Model the development of meaningful professional goals. Model personal and professional reflection to extend student learning and school improvement 7

8 SECTION C-3: Detailed Description of Key Evidence(s) Name: Product of Learning Evidence #1 (Required) Specific Artifact(s): See the narrative below. Standard(s) Addressed by the Evidence: Standards 1-5 The specific artifact(s) that will be submitted by the candidates: Description of Evidence (and Artifacts) Stage One Learning Process to Support Developing the Evidence The process stage encompasses the work candidates do in their respective programs of study so that they can improve the effectiveness of their teaching and increase student learning. These assignments are completed in courses, assessed by professors, and reflect state standards. This work, collectively, serves as a series of supports for candidates to accomplish the larger purpose intended for the POL Evidence. Candidates will write detailed rationales about how the selected artifacts provide evidence for meeting the program goals, including evidence of how their teaching, classroom environment, and student learning have been transformed through the experiences of their program. Signature (common to program) assessments have been identified and are being developed to meet all program standards. Each assessment will be evaluated using a rubric that is aligned to program standards and current research. Examples of assignments include: Standard 1: Teacher Leadership. (CI 5585: Teacher Leadership and School Improvement /School Improvement Plan Assessment) This course is designed to help teachers develop an understanding of and skill in assuming leadership roles and responsibilities in their schools. Those aspects of school leadership seen as most appropriate and potentially beneficial for teacher involvement are emphasized. Candidates must successfully identify, plan and assess a school improvement project for a PK-12 school. Students are organized into teams representing a school level (i.e. elementary, middle or high school) or geographic area and identify an improvement project in a school. Teams collaborate with the school s administration to develop/collect data supporting the need for the project, develop a comprehensive plan for defining the problem, setting goals, planning for implementation, including attention to effective change processes and develop a plan for periodic assessment and evaluation of progress. This plan is about a school improvement project underway or to be underway at the candidate s school in which they are or will be playing a leadership role, or it may be a plan developed for presentation to the principal to address an issue at a school. Candidates will submit a written School Improvement Project plan and reflection, and present it to the class. They will be assessed on this project using a rubric aligned to program standards and current research. Criteria will include: 1. definition of the problem using appropriate data; 2. effective goal setting; 3. effective planning for implementation; 4. planning for data-driven ongoing evaluation of the plan s effectiveness, and 4. quality and comprehensiveness of presentation. This assignment, School Improvement Plan, includes the signature (common program) assessment. Standard 2: Respectful Educational Environment. (CI 5604: Teaching Diverse Young Adolescents/Funds of Knowledge Project Assessment). The course Teaching Diverse Young Adolescents was designed to better prepare students in the Middle Grades Graduate Program to establish positive, productive, and respectful classroom environments for increasingly diverse schools and communities. The recent demographic shifts in North Carolina have necessitated an increased attention to understanding the historically accumulated and culturally developed bodies of knowledge and skills that diverse students bring to classrooms. The changes made in developing this course reflect a stronger emphasis on the developmental needs of diverse young adolescents as well as the importance of gaining knowledge in order to advocate for policies and practices that respect and value the diverse 8

9 knowledge and needs of all students. Candidates must successfully complete a Funds of Knowledge Project (signature program assessment). They individually engage in a series of tasks that they will collectively reflect upon to understand the interconnected linguistic, cultural, economic, political, and social knowledge young adolescents bring to the classroom. The project includes a personal/teaching history, an observational experience, an immersion experience, an interview experience, and a research component. Candidates identify a demographic population with which they have had little experience and focus their project on maximizing their knowledge and understanding of issues surrounding and affecting that population. Candidates share their projects and deepened knowledge with peers. Critical reflection (i.e., self-exploration, increased awareness, young adolescent advocacy, and change) will be expected throughout all phases of the project. A rubric for this signature assessment is currently being designed. Standard 3: Content and Curriculum Expertise. (CI 5602: Middle Level Curriculum/Curriculum Map Development/ Integrated Unit Design Assessment) This course examines models of curriculum and processes of curriculum design that are responsive to the needs of young adolescents. Candidates examine major middle level curriculum theories, historical contexts of curriculum development, traditional and innovative middle level curriculum models, implications of 21st Century teaching and learning, and trends and issues that reflect research and successful practice. Candidates must successfully complete a Curriculum Mapping/Integrated Curriculum Project. Candidates are divided into small groups and design a curriculum map for either 6th, 7th, or 8th grade using an electronic platform. The map must include the core subjects, required electives, and exploration courses included for an academic year. Information regarding curriculum, instruction, and assessment must be noted across the map. Curriculum integration models must reflect the mapping process. A dominant theme will be determined from the curriculum map and will be used as the basis for the development of a two-week integrated unit of study. The unit includes goals and objectives, lesson planning, and assessment strategies. The unit must reflect 21 st century content areas that are critical to student success in the communities and future work places. Critical thinking and problem solving skills should be reflected across the integrated unit. This common program assignment has been identified to meet Standard 3 criteria and will be assessed with a rubric that reflects the targeted indicators within the standard. Standard 4: Student Learning. (CI 5603: Middle Level Instruction and Assessment/Impact on Student Learning Assessment) This new required course will provide an in-depth examination of assessment-driven instruction for young adolescents. Multiple forms and types of assessments that increase young adolescent learning will be investigated and applied. Evidences of young adolescent learning will be collected and analyzed to inform instructional decisions. Essential understandings grounded in young adolescents questions about the world will guide instructional design. Models of instructional design that teach for understanding, including instructional decision-making related to research-verified practices, will be emphasized. The Impact on Young Adolescent Learning Action Research assignment will be the signature assessment for this standard. This assignment/assessment includes the development of an assessment plan using authentic performance measures of core subjects, 21st century content, learning and thinking skills, ITC literacy and life skills. Essential understandings and questions of young adolescents as aligned with NCSCS, and conceptually congruent pre and post assessments are part of the process. Next, candidates engage in backwards instructional design focused on assessing students essential understandings of content in the classroom, through the development of learning and thinking skills (i.e. critical thinking, problem solving, communication skills, creativity and innovation skills, collaboration skills, contextual learning skills and information and information skills). Core subject content fields, ITC literacies and technology are integrated within the design as candidates use existing research to their inform practice. The implementation of the instructional design will cultivate student understanding and learning and thinking skills (using appropriate taxonomies such as Revised Bloom and SOLO taxonomy) in addition to content knowledge and application. Lastly, the candidates will develop a student learning analysis and action plan through conducting a critical analysis of student performance data to determine needs and plan future instruction that is rigorous, coherent and grounded in an identified theoretical and philosophical base. The analysis and plan are grounded in data evidencing student learning, as well as professional research. Implications for the candidate s own classroom, middle level education, school policies and practices and state/national agendas and contexts are included. Stage Two -- Product of Learning The Master of Arts in Middle Grades Education uses the Graduate Product of Learning (POL) as the evidence to demonstrate how graduate candidates have transformed their perspectives and practices of teaching and, 9

10 consequently, improved the conditions for student learning and development, and met the five professional teaching standards. The POL is constructed during the POL course that graduate candidates complete. In this capstone course, candidates will assemble a POL that represents their programs of study, key activities represented by artifacts, documentation of how they have met the five state standards, and reflections of how the experiences in the graduate Middle Grades Program have transformed their perspectives and teaching practices. The product of learning consists of a series of artifacts and reflections that document how candidates have achieved the program goals of becoming leaders in their educational settings. Teachers granted the master s degree license are expected to be teacher leaders in their specialty area, to facilitate the creation of healthy educational environments, to have deep knowledge and skills in their content and curriculum, to use research in making decisions about effective practice for student learning, and to be continuous, reflective practitioners who model the values of lifelong learning, critical thinking, problem-solving and innovation. Required courses in the Middle Grades Education Graduate Program require key learning activities that result in the construction of signature artifacts (common program assessments) that candidates select to include in their POL. These artifacts must document how the teaching standards were met and how the candidates teaching has been transformed. Candidates will write detailed rationales about how the artifacts provide evidence for meeting the program goals, including evidence of how the candidates teaching, classroom environment, and student learning has been transformed through the experiences of the program. The POL will be completed and assessed in the culminating Product of Learning course. The POL is a set of interconnected HTML files and documents saved in a single folder for each candidate. The HTML files contain links to the selected artifacts, rationale statements, and program of learning summary and synthesis reflection. As such, the POL will be stored on a server or downloaded onto a disc for easy access by reviewers. A reviewer will be able to view and evaluate all five standards from this one set of files. The home page of the POL contains the candidate s name, a summary of the program of study (courses taken), and a synthesis reflection of how the program transformed the teaching of the candidate (explained above). There are links to each standard cover page. On each standard cover page, the standard is identified and the artifact(s) named and described and context where it was created given. The name of the artifact(s) provides a link to the electronic version of the artifact, so that it may be opened and examined. At the bottom of the standard cover page is the written rationale (reflection) about how the standard is met by the artifact(s). When appropriate, part of this reflection will include how the teacher s classroom and instruction was changed by the experience represented by the artifact(s). There are five standard cover pages, and each one contains navigation bars for access to other pages. Stage Three Reflection Standard 5: Reflection. Candidates will write a summary description of their program of learning (courses taken) in the Middle Grades Education Master s Program, highlighting key concepts and experiences. They will write a comprehensive synthesis reflection explaining how experiences in the Middle Grades Education Graduate Program transformed their knowledge about each of the program standards. Data that support improved learning from their students will be included in this synthesis reflection. Where appropriate in the written reflections for each standard, candidates will describe how a key concept or activity learned in a graduate class was learned by candidates and used in their teaching. Examples of Guiding Questions for Summary Synthesis Reflection: 1. How has your program better prepared you to provide leadership in your professional practice? 2. How has what you have learned in your program improved your abilities to create respectful educational environments for middle grades students? Provide specific examples. 3. Based on what you have learned in your program, how do you meet the diverse levels and instructional needs of the young adolescents you teach? What kinds of support for struggling students do you try to build into your program? How do you foster understanding and respect for diverse cultures and ideas? 4. How has your program influenced your knowledge and skills for designing, implementing, and evaluating developmentally responsive middle grades curriculum and instruction? How have you modified your instruction to more effectively integrate 21 Century content? Provide specific examples. 5. Based on the knowledge you gained in your program, what kinds of materials, technologies, and media do you use in your teaching? For what purposes and how do you model the integration of 21 st Century content and skills into your teaching? 10

11 6. How has what you have learned in your program about young adolescent development and research-based teaching strategies improved your teaching? 7. Based on the knowledge you have gained in the program, how do you assess the impact of your teaching on student learning? Provide specific examples. Candidate Directions for Product of Learning and Synthesis Reflection At the orientation for new graduate students, the program coordinator will introduce the POL to students and explain how, as they journey through the experiences in the Middle Grades Education Master s Program, they need to save meaningful activities (artifacts) in electronic formats. They will be told that at the conclusion of the program, they will be asked to reflect on the program and their experiences in it, especially focusing on how the program impacts their teaching and their students learning. They will be introduced to the five graduate teaching standards and the identified key artifacts that address them, so that they understand the importance of those activities as they engage in them. They will be reminded in a course that houses a key artifact that they should think about the activity as one they may use as part of the POL. In the culminating course (CI 5525 Product of Learning), candidates will be directed in the construction of their POL. Its purpose and the standards that to be addressed will be reviewed in detail and explicit instructions on specific artifacts and reflections provided. The candidates will be given a template that they will use to construct the HTML pages. It will include a copy of the standards and indicators. Candidates will discuss each standard and indicator and brainstorm ideas about what key experiences address these standards. Candidates will also be given a list of the five standards with key activities (artifacts) identified and they will review completed POLs. Specifically, students will be provided the following instructions: Written Directions: You will create a POL based on the five standards we have discussed and listed in your template. Your main goal is to provide evidence that you have clearly met each of the standards. Further, it is imperative that you meet a variety of indicators under each standard. For each standard, you will provide a clearly stated rationale/reflection for how your selected artifact(s) demonstrate how you have met that standard. The home page of the POL will contain your name, a summary of your program of study (courses you took), and a synthesis reflection of how the program transformed your teaching. In this section, reflect on how the experiences in the Middle Grades Education Master s Program transformed your knowledge about teaching young adolescents. Data that support improved learning from your students should be included in this reflection. There are links to each standard cover page. On each standard cover page, the standard should be identified and the artifact(s) named and described and context where it was created given. The name of the artifact(s) provides a link to the electronic version of the artifact(s), so that it may be opened and examined. Copy the electronic version of the artifact(s) into the artifact folder and create a link to it from the standard cover page. At the bottom of the standard cover page write a rationale (reflection) about how the standard is met by the artifact(s). When appropriate, part of this rationale (reflection) should include how your classroom and instruction was changed by the experience represented by the artifact(s). Writing the Rationale-Reflection: A rationale is a thoughtful persuasive argument about how your artifact(s) demonstrate that you have met the five standards. After you have named and briefly described the artifact(s) for each standard, write a convincing exposition giving reasons why and how the artifact(s) demonstrates your competency of the standard. Be sure to explain how it shows your competence of some of the indicators. A reflection explains how the artifact(s) has changed or reinforced your knowledge, attitudes, and practices. A rationale-reflection then serves both functions: demonstrating how an artifact shows the candidate s proficiency in meeting the standard and how explaining how developing the artifact transformed the candidate s thinking and practice. Be sure that the text explicitly connects the standard and indicators. Do not use generalizations. Use language from the standard and specific references to the artifact(s). Synthesis Reflection: On the POL cover page, you will describe your program of study (list of courses you took) in the Master of Arts in Middle Grades Education Program. After this section, you will write a 11

12 synthesis reflection of the experiences you had in this graduate program. This reflection synthesizes your learning while enrolled in the master s program, and it should be comprehensive and include specific information from artifacts, experiences, readings, and classes. Your synthesis reflection should include examples where experiences in the Master of Arts in Middle Grades Education Program changed how you think about student learning and your teaching. We are most interested in this reflection to learn how the master s program transformed you as a middle grades teacher. Consider questions such as the following: What new beliefs do you have? Think in terms of philosophy and beliefs about schools, teachers, and learners. What new knowledge have you gained? What are some specific skills you have gained and/or strengthened? How have your teaching practices changed over the course of the program? Cite sources that gave you new ideas and guided your thinking. What instructional ideas from the graduate program have you appropriated into your own teaching? Discuss examples where you have seen changes in your students learning. What are some of the greatest influences on your development as a professional based on your experiences in the program? Describe. Be ready to cite specific readings, classes and experiences. Evaluation of the POL Program faculty and teachers (including graduates of our program) will evaluate the POLs. Evaluators will be able to access the HTML set of files for a candidate, allowing the reviewer to see each standard and the artifact(s) selected for that standard and the written rationale for how the standard is met by the artifact(s). There is an evaluation system created for recording the scores for each evaluation and saving the results into a searchable database. The POL will be evaluated with a common rubric that has been created that assesses candidates professional growth as well as their meeting standards. (Due to space limitation it will only be summarized here.) The rubric asks for identification of the reviewer and the candidate. How the Evidence meets each standard is scored on a three-point scale: 0 Does Not Meet Standard: Evidence does not have accompanying rationale-reflection that adequately addresses standard and/or evidence does not address standard adequately. 1 Meets Standard: Rationale-reflection adequately addresses standard by justifying how the evidence demonstrates standard. Evidence reflects standard sufficiently. 2 Target: Rationale-reflection provides insightful, in-depth support to justify the selection and value of evidence. Standard is clearly and thoroughly addressed and supported by the evidence, reflecting advanced teacher knowledge and performance. Program faculty will evaluate each candidate s Product of Learning which documents growth and meeting standards. Each candidate must score at least 1 for each standard, or the candidate will be asked to rework the POL until such passing scores are reached. With five standards being assessed, the passing scores range from 5 to 10, with 10 being considered outstanding. For each candidate the initial three faculty evaluations will be entered into the database (total score 0-10) creating three records for the candidate. Non-passing scores will also be recorded with a note that the candidate was asked to rework the POL; in these cases, another three faculty/practitioner scores will be entered when the POL is submitted again for review. We have a committee composed of teachers (some of whom are graduates from our program) and faculty members that meets at least once a semester for discussions of our curriculum and needs and issues in our area schools. This venue will serve as another place where POLs will be evaluated. Scores will be entered into the database, along with the initial scores. With this database we can search for individual s scores, aggregate scores for each candidate, calculate median scores, as well as frequencies of nonpass compared to pass scores. D. Timeline for implementation and transition plan. 12

13 1. October 2010 Submit proposal to Department of Public Instruction for review and anticipated approval and begin the formal process for seeking institutional approval for curriculum changes. 2. Fall, 2011 Semester Begin offering the new revisioned curriculum and requiring candidates to use the new assessment process. Decisions about candidates who began the degree programs in previous semesters will be made on an individual basis depending on how far they have progressed under their original degree requirements. 13