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Master of Arts in Teaching Application Forms Packet

Special Education

As a part of the application process for admission to the M.A.T. Special Education 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. Disposition Assessment - This form should accompany letters of recommendation, and

should be completed by your references in place of the standard recommendation form

found in the general Graduate Application Packet.

2. Statement of ability to perform essential teaching duties under the ADA

3. Technology Audit

All of these forms listed are enclosed in this packet. For specific questions regarding the

completion of these forms, please call the School of Education at (843) 953-5613. For questions

regarding the application process, please contact the Graduate School Office at

[email protected]

or by phone at (843) 953-5614.

Best wishes for success with your application!

The Graduate School of the College of Charleston

66 George Street

Randolph Hall – Suite 310

Charleston, SC 29424-0001

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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 candidate and 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

No

t

Obser

v

ed

Seldom

_Una ccep tab le

Usua

lly

Acceptable

Al

w

ays

Ta rg et

Novice Level Dispositions

No

t

Obser

v

ed

Seldom

Usua

lly

Acceptable

Al

w

ays

Ta rg et

• Believes that all students can learn

• Values positive human interactions

Understands that teachers’ expectations impact student learning

Communicates in ways that demonstrate respect for the feelings, ideas, and contributions of others

Avoids stereotyping and generalizing Contributes to class discussions by being prepared

and sharing ideas Understands that people learn in many different

ways

Demonstrates an ability to give and take during discussions and work with others

• Values and respects individual differences

• Exhibits intellectual curiosity, enthusiasm about learning, and willingness to

learn new ideas

Uses professional language to discuss and

describe individual differences 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 co-workers 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

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Novice Level Dispositions

No

t

Obser

v

ed

Seldom

Usua

lly

Acceptable

Al

w

ays

Ta rg et

Novice Level Dispositions

No

t

Obser

v

ed

Seldom

Usua

lly

Acceptable

Al

w

ays

Ta rg et

• Exhibits sensitivity to community and cultural contexts

• Demonstrates responsible and ethical practice

Uses professional language to discuss characteristics of families, communities and cultures

Adheres to the statements governing academic integrity as published in the Student Handbook

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.

_____I do not authorize this evaluation to be placed in my file until I have reviewed it and authorize its inclusion.

À À À Student Sign Here: À À À 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 29424

Approved by the SOE Faculty 9/20/02 Revised 9/11/03

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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

http://www.eeoc.gov/federal/digest/xi-3-2.html

). We request that you thoughtfully consider whether you can perform

the essential tasks of teaching as outlined in our Teaching and Learning Standards

(

http://www.cofc.edu/SchoolofEducation/

). Further information regarding the American with Disabilities Act is available

at

http://www.eeoc.gov/

.

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. # ____________________________________

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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

Proficiency Level

Very

Proficient

Somewhat

Proficient

Not

Proficient

Word Processing:

composing and editing

E-mail:

sending and receiving

Attaching files to e-mail

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)

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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)

Relation to Teaching & Learning Standards & Dispositions UAP 1 Acceptance to Teacher Education Certification Programs UAP 2

Acceptance to Clinical Practice

UAP 3

Recommendation for Certification (Completion of Clinical Practice)

UAP 4 Follow Up (first 2 years) UAP 5 Follow Up (up to 5 years)

Novice Developing Competency Competent Developing

Master Master

Understand and value the learner

T & L Standards I. Development of the Learner

• Reflection on Elements of Teacher Competency (ETC): Graded essay

• Reflection on ETC: Approved program portfolio

• Reflection on ETC: Approved program portfolio • Survey of candidate and employer • Analysis • Survey of candidate and employer • Analysis

Know what and how to teach and assess and how to create an environment in which learning occurs.

T & L Standards II. Content & Pedagogical Content Knowledge III. Pedagogical Knowledge VI. Continuous nature of assessment • 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

• 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

• 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

• Survey of candidate and employer • Passing scores on Praxis – PLT • Analysis • Survey of candidate and 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

• Assessment of candidate dispositions – developing competency level

• Technology Competency

• Assessment of candidate dispositions – competent level • Technology Competency • Survey of candidate and employer • Analysis • Survey of candidate and employee • Analysis Reformatted: 9/11/03

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