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

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) 953-5613. For questions regarding the application

process, please contact the Graduate School Office at

gradsch@cofc.edu

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

School of Education, College of Charleston

UAP1

Candidate Disposition Assessment

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.

School of Education Dispositions of Effective Teachers: Initial Certification M.A. T.

Disposition

Novice expectations

(admission to teacher education) UAP 1

Emerging competency expectations (application to

clinical practice) UAP 2

Competent expectations (recommendation for

certification) UAP 3

Belief that all students can learn

• Understands that teachers’ expectations impact student learning. • • • • • • • Aware of effects of stereotyping and generalizing.

Understands that people learn in many different ways.

• Avoids stereotyping and generalizing.

Uses language that indicates expectations of growth for all learners.

Plans for active engagement of all children.

Accepts responsibility for helping all students to succeed.

• 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.

Value and respect for individual difference • • • • • • • Uses professional language to describe individual

differences.

Recognizes talents and strengths in individuals Recognizes favoritism and disrespectful behavior. Refrains from labeling individuals.

Refrains from applying generalizations to individuals.

Demonstrates equity in daily interactions.

Actively seeks information about the beliefs, values, traditions, social and academic abilities of individuals

Value positive human interactions • • • • • • • • 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.

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.

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.

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.

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.

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.

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.

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.

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.

Value collaborative, and cooperative work • • • • •

Participates actively with classmates and/or co-workers in a respectful and productive manner.

Assumes fair share of responsibilities.

Seeks to work cooperatively.

Develops respectful and productive working relationships in cooperative endeavors.

Establishes and fosters respectful productive relationships with professionals, agencies, community members, and caregivers while maintaining confidentiality.

Sensitivity to community and cultural contexts • • • • • • Uses professional language to discuss characteristics of

families, communities and cultures. Examines self as a culture bearer.

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.

Uses information about the beliefs, values, traditions of self and others with family, community and cultural contexts as a foundation for teaching.

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.

Demonstrates punctual and reliable attendance in college and field settings.

Understands and exhibits appropriate professional appearance and behavior, and follows legal and ethical guidelines.

Upholds the laws and ethical codes governing the profession

Meets professional responsibilities in a timely and positive manner.

M.A.T.

Candidate

Name:

Self-Assessment of Dispositions

Unit Assessment Point 1

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

Seldom

Usually

Always

Understands that teachers’ expectations impact student learning.

Evidence:

Understands that people learn in many different ways.

Evidence:

Avoids stereotyping and generalizing.

Evidence:

Disposition #2: Value and respect for individual differences

Seldom

Usually

Always

Uses professional language to describe individual differences

Evidence:

Disposition #3: Value positive human interaction

Seldom

Usually

Always

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

of others.

Evidence:

Demonstrates an ability to give and take in discussions and work with others.

Evidence:

Disposition #4: Intellectual curiosity, enthusiasm about new learning, and willingness to learn new ideas

Seldom

Usually

Always

Reads and completes assignments adequately.

Evidence:

Seeks new experiences that broaden knowledge.

Evidence:

Attends intellectual events on and off campus.

Evidence:

Disposition #5: Commitment to inquiry, reflection, and self-assessment

Seldom

Usually

Always

Asks questions derived from personal reflection and scholarly readings.

Evidence:

Uses language of inquiry and discovery.

Evidence:

Accepts divergent viewpoints as opportunities for personal and professional development

Evidence:

Disposition #6: Value collaborative and cooperative work

Seldom

Usually

Always

Participates actively with classmates and/or co-workers in a respectful and productive

manner.

Evidence:

Assumes fair share of responsibilities.

Evidence:

Disposition #7: Sensitivity to community and cultural contexts

Seldom

Usually

Always

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

cultures.

Evidence:

Examines self as a culture bearer.

Evidence:

Disposition #8: Responsible and ethical practice

Seldom

Usually

Always

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

Handbook.

Evidence:

Demonstrates punctual and reliable attendance.

Evidence:

Completes assignments on time.

Evidence:

Understands that laws and codes of ethics guide the teaching profession.

Evidence:

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

Not

Observed

Seldom

Usua

lly

A

lw

ay

s

Novice Level Dispositions

Not

Observed

Seldom

Usua

lly

Always

• 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

Novice Level Dispositions

Not

_Observed

Seldom

Usua

lly

A

lw

ay

s

Novice Level Dispositions

Not

_Observed

Seldom

Usua

lly

Always

• 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

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. # ____________________________________

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

Proficient

Not

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)

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

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

• Reflection on ETC: Approved

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

• Reflection on ETC: Approved program portfolio

• 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 program portfolio

• 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

• Reflection on ETC: Approved program portfolio

• Assessment of candidate dispositions – developing competency level

• Technology Competency

• Reflection on ETC: Approved program portfolio

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