Transcript MAT Orientation - 2010 - Missouri State University

Missouri State University
Missouri Southern State University
Missouri State University at West Plains
June 2010
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Welcome and Introductions (E. Sawyer)
Field Experiences and Clinical Practice (Peggy Preston/Julie Bandy)
Advisor Approved Program of Study (E. Sawyer
SFR 797 (E. Sawyer)
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Section assignments by content area and instructor
Subject area methods assignments and locations
PRAXIS II/Transcript Analysis (E. Sawyer))
Review of course sequence (E. Sawyer)
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PSY 710 for PSY 703
ART 783
MID 725
Must remove all incompletes from subject area and MAT courses before graduating
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MS ED Admin (E. Sawyer)
SURVEYS (E. Sawyer)
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Portfolio (B. Sawyer/E. Sawyer)
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Pre-Assessment
General Overview
Research (E. Sawyer)
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TWS
Seminar paper or Thesis
Autoethnography
Ozarks Writing Project w/ Dr. Keri Franklin
Previous research completed in another master’s program
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Advisement (E. Sawyer)
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Other
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Certification v. Graduate
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Welcome
Introductions
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Lisa Monkres, Administrative Specialist,
MAT/SEACT/VI/TCO (836-4206)
Jennifer Jensen & Cindy Thieman, TCO Advisors (8368772)
Peggy Preston, Coordinator of Educational Field
Experiences (836-5253)
Julie Bandy, Assistant Coordinator of Educational Field
Experiences (836-5253)
Rebecca Sawyer, Instructor, SFR 797, (773-8700)
Dr. Steve Hinch, Director, MAT (836-3170)
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Field Experiences and Clinical
Practice
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Peggy Preston & Julie Bandy
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•AAPS
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Official Graduate
Program Document
Changes to AAPS
• Approved by Director
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Issues
• Certification
• Graduate Degree
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SFR 797
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Section Assignments
Dr. Jones
Dr. Sheffield
Dr. Hinch/ Mrs.
Sawyer
Pummill 308
Pummill 309
Greenwood 406
Art
English
Social Studies
Sciences/Ag
Foreign Languages
Business
Mathematics
Tech Education
FACS
Music
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Speech/Theatre
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Subject Area Methods
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Handout Only
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PRAXIS II & Transcript Analysis
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Deadline: Fall semester preceding enrollment in
SFR 797
Candidates may not student teach until earning a
passing score on the appropriate subject area test
Codes
 Be sure to take the correct test
 Be sure to enter MSU code for distribution of results
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Review of Course Sequence
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MAT Courses
 PSY 710 for PSY 703/705
 ART 783
 Must remove incompletes in order to graduate
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Subject Area Courses
 Defined by MAT Transcript Analysis
 Must remove incompletes in order to graduate
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Middle School Certification
 MID 725
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Grades
 No more than 9 credit hours of C grades
 Incompletes must be removed within one calendar year
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What if I want to be a school administrator?
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Surveys
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Pre-Survey for SFR 797
Post-Survey for SFR 797
Summer Evaluation
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Portfolio Overview
Completed by the end of SFR 784 and prior to SFR 785
 Electronic filing cabinet
 Candidate demonstrates competencies required by DESE
for certification
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 MoSTEP Quality Indicators
 1.2.1 – 1.2.11
 http://www.dese.mo.gov/schoollaw/rulesregs/documents/
MoSTEP_10-06.pdf
 PEU Conceptual Framework: General Learning Outcomes
 Subject Area Standards
 http://www.dese.mo.gov/divteachqual/teached/competencies/
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Example: DESE MoSTEP Standard, 1.2
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1.2 Professional Competencies for Teacher Preparation (Initial)
Candidates for teacher certification have completed a program of content,
professional, pedagogical, and integrative studies.
Quality Indicators:
1.2.1 The preservice teacher understands the central concepts, tools of inquiry and structures of the
discipline(s) within the context of a global society and creates learning experiences that make
these aspects of subject matter meaningful for students.
Performance Indicators: The preservice teacher
1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject
Competencies for Beginning Teachers in Missouri;
1.2.1.2 presents the subject matter in multiple ways;
1.2.1.3 uses students' prior knowledge when identifying learning objectives and choosing
instructional strategies;
1.2.1.4 engages students in the methods of inquiry used in the discipline;
1.2.1.5 creates interdisciplinary learning.
1.2.2 The preservice teacher understands how students learn and develop, and provides learning
opportunities that support the intellectual, social, and personal development of all students.
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1.2 Professional Competencies for Teacher Preparation (Initial)
Candidates for teacher certification have completed a program of content, professional, pedagogical, and integrative
studies.
Quality Indicators:
1.2.1 The preservice teacher understands the central concepts, tools of inquiry and structures of the discipline(s) within
the context of a global society and creates learning experiences that make these aspects of subject matter meaningful for
students.
1.2.2 The preservice teacher understands how students learn and develop, and provides learning opportunities that
support the intellectual, social, and personal development of all students.
1.2.3 The preservice teacher understands how students differ in their approaches to learning and creates instructional
opportunities that are adapted to diverse learners.
1.2.4 The preservice teacher recognizes the importance of long-range planning and curriculum development and
develops, implements, and evaluates curriculum based upon student, district, and state performance standards.
Performance Indicators: The preservice teacher
1.2.5 The preservice teacher uses a variety of instructional strategies to encourage students' development of critical
thinking, problem solving, and performance skills.
1.2.6 The preservice teacher uses an understanding of individual and group motivation and behavior to create a learning
environment that encourages positive social interaction, active engagement in learning, and self-motivation.
1.2.7 The preservice teacher models effective verbal, nonverbal, and media communication techniques to foster active
inquiry, collaboration, and supportive interaction in the classroom.
1.2.8 The preservice teacher understands and uses formal and informal assessment strategies to evaluate and ensure the
continuous intellectual, social, and physical development of the learner.
1.2.9 The preservice teacher is a reflective practitioner who applies the ethical practices of the profession
and continually assesses the effects of his/her choices and actions on others. This reflective practitioner actively seeks out
opportunities to grow professionally and utilizes the assessment and professional growth to generate more learning for
more students.
1.2.10 The preservice teacher fosters relationships with school colleagues, parents, and educational partners in the larger
community to support student learning and well-being.
1.2.11 The preservice teacher understands theories and applications of technology in educational settings and has
adequate technological skills to create meaningful learning opportunities for all students.
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PEU Conceptual Framework: General Learning Outcomes
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The curricula of professional education programs at Missouri State University reflect our commitment to these
beliefs. Further, they reflect and are aligned with the professional standards specified by state, national, and
professional accreditation organizations. Our initial and advanced programs are designed to develop candidate
knowledge, skills, and dispositions associated with successful professional educational practice.
Missouri State professional education graduates will demonstrate competence in:
1. Foundations: knowledge of the historical development of the profession, and foundational issues and
arguments underlying its practices, as well as understanding of the importance of integrated learning across
disciplines.
2. Subject Matter: knowledge of subject matter discipline content and the ability to integrate content with
pedagogy appropriate to the candidate’s field of study.
3. Learning and Development: knowledge of human development and motivation, theories of learning,
pedagogy and assessment.
4. Reflective skills: communication skills, critical and creative thinking abilities and other skills crucial to
reflective decision-making.
5. Technology: knowledge and skills in the use of technology appropriate to the candidate’s field of study.
6. Professional Skills: the practical abilities to implement the skills, techniques, and strategies associated with
student learning and development in the educational context in which they practice.
7. Assessment Skills: the skills to conduct valid and reliable assessments of their students’ learning, and use that
assessment to improve learning and development for their students.
8. Dispositions: the intellectual, social, ethical, and other personal attributes and beliefs previously ascribed to
reflective decision-makers in a variety of professional settings, including a commitment to their own lifelong
learning and professional development.
9. Diversity: the ability to skillfully facilitate and promote the learning of all students, including those from
diverse cultural, racial and economic backgrounds, and those with disabilities.
10. Collaboration and Leadership: the ability and skills to foster and maintain collaborative, empowering
relationships with other professionals within schools and the community.
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Research Component
 Courses
 SFR 780
 EDC 786
 TWS
 Types of Research
 Action
 Quantitative
 Qualitative
 Autoethnography
 Seminar Paper or Thesis
 Research from a Previous Graduate Degree
 Ozarks Writing Project
 Dr. Keri Franklin
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Autoetnography
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“A reflective examination by an individual set within his
or her cultural context” (Gay, et al., 2006).
Examples
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Lotz, J. (2010). Reading but not understanding: One teacher’s
story of working with struggling high school readers.
Oakes, J. (2010). A case study: Music facilities in Neosho
secondary schools.
Goswick, J. (2010). The development and implementation of an
intake assessment tool for English language learners.
Snow, L. (2010). Engaging connections from art to literature to life
inspiring critical connections through and interdisciplinary
approach.
Kaiser, B. (2010). An investigation into the teaching of soft skills
fro the 21st century in a rural high school in located in southwest
Missouri.
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Advisement
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Certification
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Graduate
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Cohort 10
In 2001, the MAT program began with eight students on
the Springfield campus. Since that time, an agreement was
signed between MSU and MSSU in 2005, and students
began taking courses in Joplin. In 2008, a cohort was added
at the MSU West Plains campus. From its humble
beginnings, the MAT has grown to be the second largest
graduate program at MSU with students teaching in schools
across Missouri, other states such as South Dakota and
Pennsylvania and foreign countries such as Poland. From 8
students in Cohort 1 in 2001, to 81 students in three locations
in 2010, the MAT is providing highly qualified teachers
who can impact student learning in a high stakes
educational environment.
Congratulations on being a member of Cohort 10!
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