MSTER OF RTS IN EDUCTION griculture; rt; Biology; Business and Marketing Education; Dance; English; Family and Consumer Science Education; French; Industrial Education; Mathematic - Computer Science; Mathematics - Mathematics, Statistics and Computer Science; Music (Integrated Music); Spanish; Physical Education; the Physical Sciences Chemistry, Earth Science and Physics; School Health (Health); Social Studies- History; Technology Education; and Theater 5 12, 8 12, P - 12 16 KR 1:020 Professional code of ethics for Kentucky school certified personnel 16 KR 2:010 Kentucky Teaching Certificates 16 KR 6:010 Written examination prerequisites for teacher Graduate Catalog: http://www.gradschool.eku.edu/gradcatalog/ September 2008 EKU Graduate Program Review Documents: MED 5-12, 8 12, P 12 Programs Page 1
TBLE OF CONTENTS PROGRM EXPERIENCES Relationship to Unit Conceptual Framework Relationship to Kentucky Teacher Standards Relationship to Eastern Kentucky University Goals. Content Standards B. KER Initiatives C. EPSB Themes D. Program Faculty E. Syllabi F. Curriculum Contract/Guide sheet EKU Graduate Program Review Documents: MED 5-12, 8 12, P 12 Programs Page 2
PROGRM EXPERIENCES Curriculum Requirements The Department of Curriculum and Instruction offers a Master of rts in Education. The Master of rts 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). Specialization Subject Matter course work is selected in the areas of. The specialization option areas are as follows: griculture; rt; Biology; Business and Marketing Education; Dance; English; Family and Consumer Science Education; French; Industrial Education; Mathematic Computer Science; Mathematics- Mathematics, Statistics and Computer Science; Music (Integrated Music); Spanish; Physical Education; the Physical Sciences Chemistry, Earth Science and Physics; School Health (Health); Social Studies- History; Technology Education; and Theater. The options of Industrial Education, Dance, French, and Spanish are not available at this time at the graduate level. Special accommodations are made for these options if requested. The Professional Education Core provides courses to advance candidate knowledge in curriculum (ELE 810, EMG 810, or ESE 863), human development and learning (EPY 839), research education (EPY 869), a course in literacy or special populations (ESE 774, EMG 806, EPY 816 or SED 800) as well as a core elective (EMS 818, 830, 842, 855, 880 or EPY 854). The core elective courses include information to the diverse needs of students, families, schools and/or communities. Candidates are asked to take a curriculum course during the first 6 hours of their programs as the program portfolio and the disposition reflection process is started in that course. Candidates are also asked to take the research course within the first nine hours of their program. In the area of Specialization Subject Matter for each option listed above, candidates (with the consultation from their advisors) select 12 semester hours of course work from a list of courses compiled from and in collaboration with the Colleges of rts and Sciences, Business and Technology, Education, and Health Sciences. Specialization Subject Matter course list is developed for each option with the program advisor and/or college representative and listed on each program plan form. This collaboration effort is made to ensure that the candidates are able to choose 12 hours of specialization course work that best meets their needs or goals. 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 dvanced Level, the Conceptual Framework Elements of knowledge, pedagogy skills, dispositions, technology, diversity, and assessment. ssessment and Monitoring of Candidate EKU Graduate Program Review Documents: MED 5-12, 8 12, P 12 Programs Page 3
dvanced candidates progress through a continuous Key ssessment 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 throughout their program. Transition points are: dmission (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. fter 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 CRES report, and communications from the university s Graduate School, the advisor monitors the candidate s progress and assists as needed. s per program policy, candidates follow their programs of study and confer with advisors to help them monitor their own progress. fter 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, GP 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, bove verage, verage, or Below verage. 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, a Resume, the Disposition Reflection and a professional growth Reflection. lso, all EKU Graduate Program Review Documents: MED 5-12, 8 12, P 12 Programs Page 4
Kentucky Teacher Standards dvanced level must be met at an cceptable or Target level. lthough 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 dvanced Program Dispositions. The candidate must be assessed as reaching the cceptable or Target level to be given a rating of satisfaction. In summation, candidates in the Master of rts in Education must pass through a series of multiple Key ssessments throughout the program to ensure that they have acquired the necessary skills and experiences to become effective educators as defined by the listed goals, framework, standards and themes. t 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. t Transition Six, a Mid-Point check is performed to assess the candidate s program progress. The Key ssessments at Transition Seven include the following: a program Portfolio review, a professional growth Reflection, the Program GP, the Research course grade, a Disposition Reflection (candidate knowledge and application of the Kentucky Professional Code of Ethics are assessed in this process) and the Comprehensive Exam. ll Key ssessments at Transition Seven must be met to recommend candidate degree completion. Details of the assessment system are contained in the Professional Education Continuous ssessment Plan (PECP). lignment 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 via 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 dvanced Level. The Program Portfolio review assesses knowledge, pedagogical skills, professional dispositions, the Kentucky Professional Code of Ethics, technology and all other Kentucky EKU Graduate Program Review Documents: MED 5-12, 8 12, P 12 Programs Page 5
Teacher Standards dvanced 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 dvanced 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 rts in 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. t 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. t Transition Six, a Mid-Point check is performed to assess the candidate s program progress. The Key ssessments at Transition Seven include the following: a program Portfolio review, a professional growth Reflection, the Program GP, the Research course grade, a Disposition Reflection (candidate knowledge and application of the Kentucky Professional Code of Ethics are assessed in this process), and the Comprehensive Exam. ll 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. lso, 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 dvanced 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 MED in 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. dditionally, this program addresses standards established by the Kentucky Education Professional Standards Board. This is reflected in common course syllabi as well as the tables that follow. Relationship to the Conceptual Framework CONCEPTUL FRMEWORK ELEMENTS CF1: Knowledge Element - Enables candidates to construct understanding of the complexity and EKU Graduate Program Review Documents: MED 5-12, 8 12, P 12 Programs Page 6
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, - pplication, P- Portfolio rtifact, K 1, 2, 3, 4, 5, 6- Key ssessments COURSES CF1 CF2 CF3 CF4 CF5 Professional EPY 839,K-2 - - - - EPY 869,K-2 - - K K-2D ELE 810 K K,P,K5C K K EMG 810 K, P, P K ESE 863 K., P K K ESE 774 K EMG 806, P, P,P EPY 816,K-2 - - SED 800 K1 K K K K EMS 818 - K - - EMS 830 - - - EMS 842 - EMS 855 K - K - K EMS 880 - - K EPY 854 - - - - - Relationship to Kentucky Teacher Standards dvanced TECHER STNDRDS (February 2008) Look at the online document for Initial and dvanced Level information http://www.kyepsb.net/ EKU Graduate Program Review Documents: MED 5-12, 8 12, P 12 Programs Page 7
STNDRD 1: THE TECHER DEMONSTRTES PPLIED CONTENT KNOWLEDGE STNDRD 2: THE TECHER DESIGNS ND PLNS INSTRUCTION STNDRD 3: THE TECHER CRETES ND MINTINS LERNING CLIMTE STNDRD 4: THE TECHER IMPLEMENTS ND MNGES INSTRUCTION STNDRD 5: THE TECHER SSESSES ND COMMUNICTES LERNING RESULTS STNDRD 6: THE TECHER DEMONSTRTES THE IMPLEMENTTION OF TECHNOLOGY STNDRD 7: REFLECTS ON ND EVLUTES TECHING ND LERNING STNDRD 8: COLLBORTES WITH COLLEGUES/PRENTS/OTHERS STNDRD 9: EVLUTES TECHING ND IMPLEMENTS PROFESSIONL DEVELOPMENT STNDRD 10: PROVIDES LEDERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSION K- Knowledge, - pplication, P- Portfolio rtifact, K 1, 2, 3, 4, 5, 6- Key ssessments COURSES TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8 TS9 TS10 Professional EPY 839 - - - - - - - - - - EPY 869 - - - - - - - - - - ELE 810 K K K - - K,P,K6 - EMG 810, P K ESE 863 K K, P K ESE 774 - - - - EMG 806,P,P,P K,P*,P*,P K K EPY 816 SED 800 EMS 818 K K K K K - - - - EMS 830 K - - - - - - - EMS 842 K - K K - - - - EMS 855 K K K K K - - - K - EMS 880 K K EPY 854 - - - - - - - - - - *Summer sections do not allow for application of Standards 4 & 5, however, candidates may use artifacts in their program portfolio or provide examples in the oral comprehensive examination. Relationship to EKU Goals EKU Graduate Program Review Documents: MED 5-12, 8 12, P 12 Programs Page 8
EKU GOLS 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-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 EPY 839 - - - - - EPY 869 - - - - - ELE 810 - - - - - EMG 810 X - X X - ESE 863 X - X - - ESE 774 EMG 806 X - X X - EPY 816 - - - - - SED 800 X - X X X EMS 818 - - - - - EMS 830 - - - - - EMS 842 - - X - - EMS 855 X - X X - EMS 880 - - X - - EPY 854 - - - - -. Content Standards SP information for this advanced program is not required. EPY 839 EPY 869 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. Research in Education. Fundamental principles of educational research. Required of all candidates for the Master of rts in Education degree who do EKU Graduate Program Review Documents: MED 5-12, 8 12, P 12 Programs Page 9
not prepare a thesis. Should be taken early in the graduate program. ELE 810 Elementary School Curriculum. Study in depth of principles, materials, and procedures in current curriculum development and revision in the elementary school. EMG 810 Curriculum in the Middle School. study of the physical, social, emotional, and intellectual needs unique to the middle grade student and their implications for courses of study, the learning environment, and teacher characteristics. ESE 863 Secondary School Curriculum. ims of the public secondary schools; plans for evaluating curriculum procedures; qualities of good teaching; procedures of evaluating and improving classroom teaching; methods of making the school a more effective agency. ESE 774 Teaching Reading in the Secondary School. Emphasis on developmental and content area reading skills, appraisal of reading abilities, appropriate materials, assessment, and organization of secondary reading program. EMG 806 Reading Instruction in the Middle School. Comprehensive study of materials and strategies for teaching reading in the middle grades with special emphasis on reading in the content areas. EPY 816 Tests and Measurement. Study of concepts, principles and methods involved in the use of current tests and inventories. Emphasis on measurement theory underlying construction, use and interpretation. 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. EMS 818 Effective Instructional Models. course designed to help candidates examine, evaluate, and apply recent research findings related to effective instruction and schools. 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. 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. EMS 855 Gifted and Talented Youth. Survey of the unique characteristics of gifted and talented youth, methods of identification, and educational needs. EMS 880 Organization and Supervision of Student Teaching. For school and college personnel concerned with improving student teaching experiences. EPY 854 Mental Health and Personal djustment. Study of the personal and social factors related to the development of individual mental health and mental illness. B. KER Initiatives EKU Graduate Program Review Documents: MED 5-12, 8 12, P 12 Programs Page 10
COURSES Learner Goals/cademic Expectations Program of Studies: Understandings Program of Studies: Skills & Concepts Core Content Professional EPY 839 - - - - EPY 869 - - - - ELE 810 EMG 810 ESE 863 ll Elementary P-5 ll 5-9 areas as ll 9-12 areas as ll Elementary P-5 ll 5-9 areas as ll 9-12 areas as ll Elementary P-5 ll 5-9 areas as ll 9-12 areas as ll Elementary P-5 ll 5-9 areas as ll 9-12 areas as ESE 774 - - - - EMG 806 E, M, & H E, M, & H.E.1.1, 1.2, 1.3, Reading & Reading & 1.4 Writing Writing E, M, & H Reading & Writing EPY 816 - - - - SED 800 - - - - EMS 818 - - - - EMS 830 E2.16 SS-P-CS-U-1 through 5 SS-04-CS-U 1 through 5 SS-5-GC-U-1 through 5 SS-P-CS-S-1 through 4 SS-4-CS-S-1 through 4 SS-5-GC-S-1 through 4 SS-EP-2.1.1 SS-EP-2.1.2 SS-EP-2.3.1 SS- 04-2.1.1 SS-04-2.1.2 SS-04-2.3.1 SS- 05-2.1.1 SS-05-2.1.2 SS-05-2.3.1 EMS 842 - - - - EMS 855 - - - - EMS 880 ll at candidate s level of ll at candidate s level of ll at candidate s level of ll at candidate s level of EPY 854 - - - - C. EPSB Themes: K- Knowledge, - pplication, P- Portfolio rtifact, K 1, 2, 3, 4, 5, 6- Key ssessments COURSES Diversity Technology Literacy Code of Ethics Professional Leadership EKU Graduate Program Review Documents: MED 5-12, 8 12, P 12 Programs Page 11
EPY 839 K - K - - EPY 869 K - - - ELE 810,K2C,K2,K5C - EMG 810, P K ESE 863 K -, P K ESE 774, P K EMG 806 K,P - EPY 816 - - - - SED 800 - - K - EMS 818 - K K - EMS 830 - - - - EMS 842 - - - EMS 855 K - - - K EMS 880 K K K EPY 854 K - - - - EKU Graduate Program Review Documents: MED 5-12, 8 12, P 12 Programs Page 12
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. 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. dmission 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 DDITIONL REFERENCES Professional Education Continuous ssessment Plan Conceptual Framework Key ssessments http://coeaccreditation.eku.edu/ncate/standard2/exhibits See PECP under ssessment System http://coeaccreditation.eku.edu/ncate/conceptualframework http://coeaccreditation.eku.edu/datadashboard/index/key-ssessments-index EKU Graduate Program Review Documents: MED 5-12, 8 12, P 12 Programs Page 13