Master of Arts in Education. Elementary Education P-5

Master of Arts in Education Elementary Education P-5 16 KAR 1:020 Professional code of ethics for Kentucky school certified personnel 16 KAR 2:010 Kentucky Teaching Certificates 16 KAR 6:010 Written examination prerequisites for teacher certification Graduate Catalog: http://www.gradschool.eku.edu/gradcatalog/ September 2008 EKU Graduate Program Review Documents: MAED Elementary Education Page 1

TABLE OF CONTENTS PROGRAM EXPERIENCES Relationship to Unit Conceptual Framework Relationship to Kentucky Teacher Standards Relationship to Eastern Kentucky University Goals A. Content Standards B. KERA Initiatives C. EPSB Themes D. Program Faculty E. Syllabi F. Curriculum Contract/Guide sheet EKU Graduate Program Review Documents: MAED Elementary Education Page 2

PROGRAM EXPERIENCES The Department of Curriculum and Instruction offers a Master of Arts in Education Elementary Education. The Master of Arts in Education degree program fulfills course requirements for a Rank II classification. This 30 semester hour program contains the following types of course requirements: Professional Education Core (15 hours), Specialization (Subject Matter 12 hours) and Electives (3 hours). Curriculum Requirements The Professional Education Core provides courses to advance candidate knowledge in curriculum, literacy, human development and learning, research education, as well as a pedagogical elective. In the Professional Education Core candidates are asked to take the curriculum course (ELE810) during the first 6 hours of their programs as the program portfolio and the disposition reflection process are started in that course. Candidates are also asked to take the research course (EPY896) within the first nine hours of their program. Other Professional Education courses include: Human Development and Learning (EPY 839), Literacy Programs P-5 (ELE871), and a choice of one course from a list of courses that includes information concerning the diverse needs of students, families, schools and/or communities (EMS 818, EMS830, EMS842, EMS 855, EMS 880 OR SED 800). In the area of Specialization Subject Matter, each candidate, with the consultation from their advisor, selects 12 semester hours of course work from a list of 66 courses compiled from and in collaboration with the Colleges of Arts and Sciences, Business and Technology, Education, and Health Sciences. A list of suggested Elective courses is also provided to each candidate to choose three hours of course work. Courses are offered each semester in a variety of delivery formats: face-to-face, on-line, webassisted, short term, independent study and at extended campus sites. Extended campus sites may include: Corbin, Danville, Manchester, or Somerset. This program is designed to offer the advanced program candidate a variety of experiences that help them enhance their development in the Teacher Standards Advanced Level and the Conceptual Framework Elements of knowledge, pedagogy skills, dispositions, technology, diversity and assessment. Assessment and Monitoring of Candidate Progress Details of the assessment system are contained in the Professional Education Continuous Assessment Plan (PECAP). Advanced candidates progress through a continuous Key Assessment procedure that includes three transition points. This procedure was designed to ensure that they have acquired the necessary pedagogical skills, content knowledge, research skills and dispositions experiences EKU Graduate Program Review Documents: MAED Elementary Education Page 3

throughout their program. Transition points are: Admission (Transition Five), a Mid-Point Check (Transition Six) and Program Completion (Transition Seven). In order to pass through to Transition Five, each program candidate is required to apply for the program via the Eastern Kentucky University Graduate School. They must meet all admission requirements for Clear admission by the second registration. Each candidate must also meet all department program requirements to become admitted into this program. To help advance program candidates obtain information about department and university procedures, a Graduate Programs Orientation Handbook is provided to all candidates via the department graduate program web site. After admission into the program, candidates are asked to contact the assigned program advisor. The program advisor provides assistance to help the candidate s progression throughout the program and to help each candidate make course selections that will best meet her/his goals and needs. The process is formalized by requiring the candidate and advisor to sign a program plan which is submitted to the dean s office and the Graduate School. With information provided via the university s student information system, the graduate CARES report and communications from the university s Graduate School, the advisor monitors the candidate s progress and assists as needed. As per program policy, candidates follow their programs of study and confer with advisors to help them monitor their own progress. After the candidate completes 12-15 hours, the program advisor performs a Mid-Point check. This check is completed before the candidate passes through to Transition Six. The program assessment check provides information to the advisor and the candidate concerning: admission status, course completion, portfolio progress, program clarification. If this process finds an area that must be addressed, the candidate is informed and remedial action is requested. To reach Transition Seven and upon completion of the program, each candidate must meet all program course requirements, GPA requirements and complete a Comprehensive Examination and Program Portfolio Review at satisfactory levels. Results of the Comprehensive Examination are sent to the Eastern Kentucky University Graduate School classified as one of the following: Excellent, Above Average, Average, or Below Average. The EKU Graduate School collects all candidate program information and determines if the candidate is eligible for graduation. If the Comprehensive Examination is reported as failed, the Comprehensive Examination committee writes comments to specify the requirements for examination retake. The candidate is given one opportunity to follow remediation action as suggested by the committee and retake the examination after a review period of no less than 60 days and no longer than one year. Candidates must also receive a satisfactory rating on the Program Portfolio Review. Each of the following portfolio components must receive a satisfactory rating: a Professional Improvement Plan (PIP), a Resume, the Disposition Reflection and a professional growth Reflection. Also, all Kentucky Teacher Standards Advanced level must be met at an Acceptable or Target level. EKU Graduate Program Review Documents: MAED Elementary Education Page 4

Although dispositions have been included in the program portfolio review or Comprehensive Examination, a more formalized and direct method (the Disposition Reflection process) has been developed and will be initiated in the fall, 2008 semester. During this process the candidates are asked to submit portfolio artifacts to demonstrate understanding and application of the Kentucky Professional Code of Ethics and Advanced Program Dispositions. The candidate must be assessed as reaching the Acceptable or Target level to be given a rating of satisfaction. Alignment to Standards In this program, each candidate progresses through a series of courses that include study in the areas of curriculum, research, human development/learning and literacy. With the help of their advisor, they also select a choice of one course from a list of courses that includes information concerning the diverse needs of students, families, schools and/or communities. Each candidate completes 12 semester hours of course work to increase her/his Specialization Subject matter knowledge. Plus, each candidate selects three hours of Elective work to supplement subject matter, pedagogical skills, disposition, diversity or other needed skill areas. To ensure that the advanced program candidate builds on and expands previous course knowledge and classroom experiences, candidates acquire information from course work and program activities to present for assessment via a Program Portfolio review and to present for assessment during the Comprehensive Exam. These classroom based experiences must reflect course information as actualized into a job embedded environment. They must also address all elements of the EKU Conceptual Framework and the Kentucky Teacher Standards Advanced Level. The Program Portfolio review assesses knowledge, pedagogical skills, professional dispositions, the Kentucky Professional Code of Ethics, technology and all other Kentucky Teacher Standards Advanced Level. The Comprehensive Examination assesses knowledge, human development and learning comprehension, research skills, pedagogical skills, professional dispositions and diversity. The candidate must demonstrate in-depth knowledge and job embedded application of the elements of the EKU Conceptual Framework (knowledge, pedagogical skills, dispositions, technology and diversity) and all of the Kentucky Teacher Standards Advanced Level. Candidates must meet advanced program standards to be assessed as satisfactory. Each candidate must receive a satisfactory rating on the program Portfolio and a pass rating on the Comprehensive Examination to be able to exit the program. Candidates in the Master of Arts in Elementary Education must pass through a series of multiple Key Assessments throughout the program to ensure that they have acquired the necessary skills and experiences to become effective educators as defined by the below listed goals, framework, standards and themes. At Transition Five, the candidate must meet all admission requirements of the Eastern Kentucky University s Graduate School as well as all of the department admission requirements. At Transition Six, a Mid-Point check is performed to assess the candidate s program progress. The Key Assessments at Transition Seven include the following: a program Portfolio review, a professional growth Reflection, the Program GPA, the Research course grade, EKU Graduate Program Review Documents: MAED Elementary Education Page 5

a Disposition Reflection (candidate knowledge and application of the Kentucky Professional Code of Ethics are assessed in this process), and the Comprehensive Exam. All key assessments at Transition Seven must be met to recommend candidate degree completion. These alignments are reflected in common course syllabi as reflected in the tables that follow. Also, all program requirements and course content are aligned with the Eastern Kentucky University s Goals, College of Education s Conceptual Framework, the Kentucky Education Professional Standard Board s Teacher Standards Advanced Level and the Kentucky Education Professional Standards Board Themes. This alignment is also reflected in common course syllabi as reflected in the tables that follow. In summary, the graduate program in the MAED in Elementary Education, provides teachers with the opportunity to continue their growth and development as professional educators. The graduate program allows teachers to evaluate their current classroom practices and provides opportunities to continuously improve their professional practices. Additionally, this program addresses standards established by the Kentucky Education Professional Standards Board and by national learned societies/professional organizations. This is reflected in common course syllabi as well as the tables that follow. Relationship to the Conceptual Framework CONCEPTUAL FRAMEWORK ELEMENTS CF1: Knowledge Element - Enables candidates to construct understanding of the complexity and richness of the teaching/learning process. CF2: Pedagogical Skills - Enables the professional educator to facilitate learning for all students. CF3: Dispositions - Includes the professional attitudes, values and beliefs that support student learning and development. CF4: Technology - Focuses on preparing candidates who are able to use educational technology to help all students learn. CF5: Diversity - Reflects the Unit s commitment to preparing candidates to support learning for all students K- Knowledge, A- Application, *PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments COURSES CF1 CF2 CF3 CF4 CF5 Professional ELE 810 K, A, KA3 K, A, KA3 K,A,PA,KA5C K, A K, A ELE 871 K,A,PA K,A,PA K,A K,A K,A EPY 839 - - K, A - K, A EPY 869 - - - - - One From EMS 818 - K, A K - - EMS 830 - K,A - - K,A EMS 842 K, A - K, A K, A K, A EMS 855 K - K - K EMS 880 K, A K, A - - K SED 800 K, A K K K K EKU Graduate Program Review Documents: MAED Elementary Education Page 6

*Portfolio artifacts may also originate in Specialization (Subject Matter 12 hours) and Elective (3 hours) course work. TEACHER STANDARDS (February 2008) Look at the online document for Initial and Advanced Level information http://www.kyepsb.net/ STANDARD 1: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE STANDARD 2: THE TEACHER DESIGNS AND PLANS INSTRUCTION STANDARD 3: THE TEACHER CREATES AND MAINTAINS LEARNING CLIMATE STANDARD 4: THE TEACHER IMPLEMENTS AND MANAGES INSTRUCTION STANDARD 5: THE TEACHER ASSESSES AND COMMUNICATES LEARNING RESULTS STANDARD 6: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY STANDARD 7: REFLECTS ON AND EVALUATES TEACHING AND LEARNING STANDARD 8: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS STANDARD 9: EVALUATES TEACHING AND IMPLEMENTS PROFESSIONAL DEVELOPMENT STANDARD 10: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSION Relationship to Kentucky Teacher Standards Advanced K- Knowledge, A- Application,* PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments COURSES TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8 TS9 TS10 Professional ELE 810 K,A K,A K,A - K,A - K,A K, A K,A,PA,KA6 - ELE 871 K,A K,A, K,A, K,A, K,A, K,A, K,A, PA PA PA PA PA PA K,A K,A - EPY 839 - - - - - - - - - - EPY 869 - - - - - - - - - - One From EMS 818 K, A K, A K, A K, A K, A K, A K, A - K, A - EMS 830 K K,A K,A - - - - - - - EMS 842 K - K K - K, A - K, A - - EMS 855 K K K K K - - - K - EMS 880 K K, A K, A K, A K, A K, A K, A K, A K K, A SED 800 K,A K K K,A K K K K,A - - *Portfolio artifacts may also originate in Specialization (Subject Matter 12 hours) and Elective (3 hours) course work. Relationship to EKU Goals EKU GOALS EKU-G1. To promote and support an inclusive climate that respects and celebrates diversity by attracting, developing and educating a diverse student, faculty, and staff population. EKU-G2. To continuously assess and improve the services and infrastructure of the University to support and maintain high quality programs. EKU-G 3. To promote learning through high quality programs, research, and support services. EKU Graduate Program Review Documents: MAED Elementary Education Page 7

EKU-G4. To develop and enhance an environment facilitating intellectual curiosity, cultural opportunities and problem-solving abilities for members of the University community. EKU-G5. To increase and enhance external and internal constituency engagement, while maintaining a connection with the southeastern region of Kentucky. COURSES EKU-G1 EKU G2 EKU-G3 EKU-G4 EKU-G5 Professional ELE 810 X - X X X ELE 871 X - X X X EPY 839 X - X X X EPY 869 X - X X X One From EMS 818 - - - - - EMS 830 - - - - - EMS 842 - - X - - EMS 855 X - X X - EMS 880 - - X - - SED 800 X - X X X A. Content Standards: Association for Childhood Education International Development, Learning and Motivation 1.0 Curriculum: 2.1 through 2.7 Instruction: 3.1 through 3.5 Assessment: 4.0 Professionalism: 5.1 and 5.2 Course P/N ELE 810 Description Elementary School Curriculum. Study in depth of principles, materials, and procedures in current curriculum development and revision in the elementary school. Curriculum: 2.1 Instruction: 3.1 through 3.5 Assessment: 4.0 ELE 871 Literacy Programs. Intensive study of methods and materials appropriate for developing emergent, primary, and transitional literacy in grades P-5. EKU Graduate Program Review Documents: MAED Elementary Education Page 8

Development, Learning and Motivation 1.0 EPY 839 Human Development and Learning. The study of various theories of human behavior, development, and learning. Emphasis is placed on current research and theories with special emphasis on different ethnic, cultural and social backgrounds and physical and mental exceptionality of children and youth. Development, Learning and Motivation 1.0 Professionalism: 5.1 EPY 869 Research in Education. Fundamental principles of educational research. Required of all candidates for the Master of Arts in Education degree who do not prepare a thesis. Should be taken early in the graduate program. Development, Learning and Motivation 1.0 Instruction: 3.1 through 3.5 Assessment: 4.0 EMS 818 Effective Instructional Models and Practices. A course designed to help students examine, evaluate, and apply recent research findings related to effective instruction and schools. Professionalism: 5.1 and 5.2 EMS 830 Multicultural Populations and School Curriculum. Exploration of ethnic and family backgrounds, class structure, patterns of living, language characteristics, and teacher-pupil attitudes as they relate to the school experience. Development, Learning and Motivation 1.0 Professionalism: 5.1 and 5.2 EMS 842 Discipline and Classroom Management. Knowledge and skills necessary for establishing and maintaining positive relationships in the classroom; disciplinary concerns of teachers. Theoretical and tested knowledge in personal behavior and communication skills systems examined for practical and effective application. Development, Learning and Motivation 1.0 EMS 855 Gifted and Talented Youth. Survey of the unique characteristics of gifted and talented youth, methods EKU Graduate Program Review Documents: MAED Elementary Education Page 9

Assessment: 4.0 Development, Learning and Motivation 1.0 Instruction: 3.1 through 3.5 Professionalism: 5.1 and 5.2 EMS 880 of identification, and educational needs. Organization and Supervision of Student Teaching. For school and college personnel concerned with improving student teaching experiences. Development, Learning and Motivation 1.0 Professionalism: 5.1 and 5.2 SED 800 Exceptional Learners in the Regular Classroom. Characteristics of mainstreamed students, identification procedures, and instructional strategies. Salient features of PL94-142, IEP, roles and responsibilities of regular educators. B. KERA Initiatives COURSES Professional ELE 810 Learner Goals/Academic Expectations Program of Studies: Understandings Program of Studies: Skills & Concepts Core Content All Elementary P-5 All Elementary P-5 All Elementary P-5 ELE 871 All Elementary All Elementary All Elementary P-5 Reading and P-5 Reading and P-5 Reading and Writing Writing Writing EPY 839 - - - - EPY 869 - - - - One From EMS 818 - - - - EMS 830 - - - - EMS 842 - - - - EMS 855 - - - - EMS 880 All at candidates level of certification All at candidates level of certification All at candidates level of certification All Elementary P-5 All Elementary P-5 Reading and Writing All at candidates level of certification SED 800 - - - - C. EPSB Themes: EKU Graduate Program Review Documents: MAED Elementary Education Page 10

K- Knowledge, A- Application, *PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments COURSES Diversity Technology Literacy Code of Leadership Ethics Professional ELE 810 K, A K, A,KA2 K, A, KA2 K, A, KA5 K ELE 871 K, A, PA K, A K, A, KA2 K, A EPY 839 - - - K, A - EPY 869 - - - K, A - One From EMS 818 - K K K, A - EMS 830 K, A - - - - EMS 842 K, A - K, A K, A K, A EMS 855 K - - - K EMS 880 K K K K. A K, A SED 800 K, A - - K - *Portfolio artifacts may also originate in Specialization (Subject Matter 12 hours) and Elective (3 hours) course work. EKU Graduate Program Review Documents: MAED Elementary Education Page 11

D. Program Faculty information may be accessed at: http://coeaccreditation.eku.edu/data-dashboard/index/table-11-index E. Syllabi may be accessed at: http://coeaccreditation.eku.edu/data-dashboard/index/syllabi-index F. Curriculum Contract/Guidesheet: DegreeWorks matches candidates academic and course history against the degree requirements as defined in the Undergraduate or Graduate Catalog. It is a Web-based tool for students to monitor their academic progress toward degree completion. DegreeWorks also allows candidates and their advisors to plan future academic coursework. A DegreeWorks audit is a review of past, current and "planned" coursework that provides information on completed and outstanding requirements necessary to complete a degree/major/minor/concentration. The information in DegreeWorks is refreshed each night. Admission and Exit criteria are maintained in University Catalogs. Portfolio requirements are distributed during initial education classes and are reinforced throughout the program. The sample at this link is a snap-shot of the DegreeWorks electronic web-based tool provided for re-accreditation purposes only. The University does not endorse or maintain a hard copy degree planned program. http://coeaccreditation.eku.edu/data-dashboard/index/planned-programs-index ADDITIONAL REFERENCES Professional Education Continuous Assessment Plan Conceptual Framework Key Assessments http://coeaccreditation.eku.edu/ncate/standard2/exhibits See PECAP under Assessment System http://coeaccreditation.eku.edu/ncate/conceptualframework http://coeaccreditation.eku.edu/datadashboard/index/key-assessments-index EKU Graduate Program Review Documents: MAED Elementary Education Page 12