Master of Arts in Teaching (M.A.T.) Application Forms Packet

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1 Master of Arts in Teaching (M.A.T.) Application Forms Packet As a part of the application process for admission to the M.A.T. 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. Self Assessment of Dispositions 2. Disposition Assessment- This form should accompany letters of recommendation, and should be completed by the recommender in addition to the standard recommendation form found in the general Graduate Application Packet. 3. Statement of ability to perform essential teaching duties under the ADA 4. Technology Audit All four forms listed are enclosed in this packet. Also included is a chart showing the Unit Assessment Program utilized by the School of Education. It explains the five Unit Assessment Points and their characterizations, as well as the purpose behind the system. 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

2 School of Education, College of Charleston Candidate Disposition Assessment UAP1 M.A.T. Admissions Elements of teaching competency, the knowledge, skills, and dispositions that we believe effective teachers must hold and be able to use are grounded in our Vision, 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. To chart and assess this growth we have developed a unit wide plan. There are five Unit Assessment Points in the model: admission to the teacher education certification program, acceptance to clinical practice, recommendation for certification, teaching as an emerging master, and master teacher. 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 gathered at each point will be used for decision making about candidates and unit effectiveness. You are at Unit Assessment Point 1, seeking admissions to a teacher education program. The reflective form we are asking you to complete is essential in order for us to help you assess, chart and recognize your growth. Dispositions: The faculty and staff of the School of Education at the College of Charleston understand a disposition to be a value, a commitment, or an ethic that is internally held and externally demonstrated. Our dispositions influence our actions and our behavior towards students, families, and communities as well as towards our colleagues and our profession. As professional educators, we believe there is a set of dispositions, which our candidates and we must hold in order to make the teaching-learning connection a reality for all students. In our statement of dispositions, we make public the values and the character of our teacher education program. We believe that all students can learn. We value and respect individual difference. We value positive human interactions. We share an intellectual curiosity, enthusiasm about learning and willingness to learn new ideas. We are committed to inquiry, reflection, and self-assessment. We value collaborative and cooperative work. We are sensitive to community and cultural contexts. We demonstrate responsible and ethical practice. Please complete the enclosed M.A.T. Candidate Self-Assessment of Dispositions form and return it with your application.

3 School of Education Dispositions of Effective Teachers: Initial Certification M.A. T. Disposition Belief that all students can learn Value and respect for individual difference Value positive human interactions Intellectual curiosity, enthusiasm about learning and willingness to learn new ideas Commitment to inquiry, reflection, and self assessment Value collaborative, and cooperative work Novice expectations (admission to teacher education) UAP 1 Emerging competency expectations (application to clinical practice) UAP 2 Understands that teachers expectations impact student Avoids stereotyping and generalizing. learning. Uses language that indicates expectations of growth for Aware of effects of stereotyping and generalizing. all learners. Understands that people learn in many different ways. Plans for active engagement of all children. Accepts responsibility for helping all students to succeed. Uses professional language to describe individual Recognizes talents and strengths in individuals differences. Recognizes favoritism and disrespectful behavior. Refrains from labeling individuals. Refrains from applying generalizations to individuals. Communicate in ways that demonstrate respect for the feelings, ideas, and contributions of others. Demonstrates an ability to give and take in discussions and work with others. Reads and completes assignments adequately. Seeks new experiences that broaden knowledge. Attends intellectual events on and off campus. Asks questions derived from personal reflection and scholarly readings. Uses language of inquiry and discovery. Accepts divergent viewpoints as opportunities for personal and professional development. Participates actively with classmates and/or co-workers in a respectful and productive manner. Assumes fair share of responsibilities. Demonstrates quality of warmth, empathy and humor in interactions with peers and instructors. Demonstrates a willingness to learn and accept constructive feedback from instructors, peers, and students. Seeks out differing points of view. Investigates current ideas and concepts relevant to the teaching profession. Connects ideas and knowledge between and among courses. Participates in professional activities in addition to regular coursework. Develops a problem solving and experimental orientation through questioning and reflection. Connects theory with observed classroom practices. Reflects upon and then revises evolving personal and professional philosophy. Seeks to work cooperatively. Develops respectful and productive working relationships in cooperative endeavors. Competent expectations (recommendation for certification) UAP 3 Makes knowledge accessible to all students. Advocates for all students. Creates responsive and supportive classroom environments that nourish and promote each student s learning and development. Demonstrates equity in daily interactions. Actively seeks information about the beliefs, values, traditions, social and academic abilities of individuals Promotes cooperation and respect in and out of the classroom. Communicates in ways that demonstrate respect for the feelings, ideas and contributions of others. Responds non-judgmentally. Demonstrates the qualities of warmth, empathy, and humor with children/youth and caregivers. Stays current in the evolving nature of the profession. Engages in discussions about ideas. Brings a sense of wonder to work. Plans and engages in research based practice. Seeks out differing points of view. Adopts problem solving and experimental orientation. Thinks systematically about the relationships between theory and practice. Teaches from an evolving personal understanding of self, philosophy and practice. Establishes and fosters respectful productive relationships with professionals, agencies, community members, and caregivers while maintaining confidentiality. Sensitivity to community and cultural contexts Responsible and ethical practice Uses professional language to discuss characteristics of families, communities and cultures. Examines self as a culture bearer. Adheres to the statements governing academic integrity as published in the Student Handbook. Demonstrates punctual and reliable attendance. Completes assignments on time. Understands that laws and codes of ethics guide the teaching profession. Seeks information about the beliefs, values, traditions of self and others within family, community and cultural context. Refrains from labeling groups. Refrains from ascribing characteristics of an individual to a group. Demonstrates punctual and reliable attendance in college and field settings. Understands and exhibits appropriate professional appearance and behavior, and follows legal and ethical guidelines. Uses information about the beliefs, values, traditions of self and others with family, community and cultural contexts as a foundation for teaching. Upholds the laws and ethical codes governing the profession Meets professional responsibilities in a timely and positive manner.

4 M.A.T. Candidate Self-Assessment of Dispositions Unit Assessment Point 1 Name: ID Number: Instructions: Please check the box next to the statement that most closely describes you at this point in time. Provide an example of your behavior as evidence. Think first of your work with children and youth. Disposition #1: Belief that all students can learn Understands that teachers expectations impact student learning. Understands that people learn in many different ways. Avoids stereotyping and generalizing. Disposition #2: Value and respect for individual differences Uses professional language to describe individual differences Disposition #3: Value positive human interaction Communicates in ways that demonstrate respect for the feelings, ideas, and contributions of others. Demonstrates an ability to give and take in discussions and work with others. Disposition #4: Intellectual curiosity, enthusiasm about new 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.

5 Disposition #5: Commitment to inquiry, reflection, and self-assessment Asks questions derived from personal reflection and scholarly readings. Uses language of inquiry and discovery. Accepts divergent viewpoints as opportunities for personal and professional development Disposition #6: Value collaborative and cooperative work Participates actively with classmates and/or co-workers in a respectful and productive manner. Assumes fair share of responsibilities. Disposition #7: Sensitivity to community and cultural contexts Uses professional language to discuss characteristics of families, communities, and cultures. Examines self as a culture bearer. Disposition #8: Responsible and ethical practice Adheres to the statements governing academic integrity as published in the Student Handbook. Demonstrates punctual and reliable attendance. Completes assignments on time. Understands that laws and codes of ethics guide the teaching profession.

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7 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 Not Observed Seldom Unacceptable Usually Acceptable Always Target Novice Level Dispositions Not Observed Seldom Unacceptable Usually A cceptable 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.

8 Novice Level Dispositions Not Observed Seldom Unacceptable Usually Acceptable Always Target Novice Level Dispositions Not Observed Seldom Unacceptable Usually A cceptabl e 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

9 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. #

10 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 Word Processing: composing and editing sending and receiving Attaching files to Very Proficient Proficiency Level Somewhat Proficient Not Proficient 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

11 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 Reflection on ETC: Approved Reflection on ETC: Approved 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 Reflection on ETC: Approved Reflection on ETC: Approved 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 Survey of employer Analysis Survey of employer Passing scores on Praxis PLT Analysis UAP 5 Follow Up (up to 5 years) Master Survey of employer Analysis Survey of employer Analysis 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 Reflection on ETC: Approved Assessment of candidate dispositions developing competency level Technology Competency Reflection on ETC: Approved Assessment of candidate dispositions competent level Technology Competency Survey of employer Analysis Survey of employee Analysis Reformatted: 9/11/03

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