2016-2017 Graduate Studies in Education Handbook · 2016-2017 Graduate Studies in Education...

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College of Education and Human Sciences Department of Education

321 Education and Human Sciences Building

520 11th Street South/PO Box MUW-1637

Columbus, MS 39701

http://www.muw.edu/edhs/ed/graduate

662-329-7365

662-241-7869

[email protected]

*FOR OTHER INFORMATION AND MORE DETAILED INFOMRATION CONCERNING GRADUATE STUDIES AT MUW VISIT http://catalog.muw.acalog.com/index.php 2016-2017 GRADUATE CATALOG/BULLETIN.

MUW Education Department

2016-2017

Graduate Studies in

Education Handbook

http://www.muw.edu/edhs/ed/graduate

mailto:[email protected]

http://catalog.muw.acalog.com/index.php%202015-2016

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TABLE OF CONTENTS

Graduate Studies in Education Mission Statement ……………………………………… 4

Conceptual Framework …………………………………………………………………...5

Policies for Dismissal, Probation, and Expulsion ………………………………………...11

State Board Code of Ethics and Standards of Conduct …………………………………..12

Degree Program Descriptions …………………………………………………………….18

Educational Leadership …………………………………………………………...19

Gifted Studies ……………………………………………………………………..23

Gifted Certification ……………………………………………………………….28

Master of Arts in Teaching ……………………………………………………….29

Reading/Literacy …………………………………………………………………34

Reading/Literacy Certification …………………………………………………...38

Applying for Licensure …………………………………………………………………..39

Graduate Portfolio Requirements ………………………………………………………...42

Rubrics for Portfolios …………………………………………………………………….45

Graduate Portfolio Rubric (EDL) ………………………………………………………..46

Graduate Portfolio Rubric (GFT) ………………………………………………………..48

Graduate Portfolio Rubric (MAT) ……………………………………………………….52

Graduate Portfolio Rubric (R/L) …………………………………………………………54

Guidelines for Comprehensive Exams …………………………………………………...63

Written Standards for Failure to Pass Comprehensive Exams …………………………..64

Rubrics for Comprehensive Exams ……………………………………………………...65

Graduate Comprehensive Exam Rubric (EDL) ………………………………………….66

Graduate Comprehensive Exam Rubric (GFT) ………………………………………….69

Graduate Comprehensive Exam Rubric (MAT) …………………………………………77

Graduate Comprehensive Exam Rubric (R/L) …………………………………………...78

Research Project Guidelines ……………………………………………………………..87

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Teacher Dispositions …………………………………………………………………….88

Teacher Candidate Licensure Advisory …………………………………………………92

Checklist for Graduate Students …………………………………………………………94

IVP Form for Licensure ………………………………………………………………….95

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MUW GRADUATE STUDIES IN EDUCATION

MISSION STATEMENT

Mississippi University for Women offers graduate programs that provide students who have received a

baccalaureate degree with opportunities to learn research-based content beyond that of their undergraduate

programs while refining their skills as practicing professionals. The mission of Graduate Studies follows the

University’s Strategic Plan: (1) promoting academic excellence through programs that result in individuals who

are masters in their profession, (2) maintaining a rigorous system of admissions and monitoring, (3) developing

leadership and research skills, and (4) fostering community service as well as participation in state, regional,

national, and international organizations. Graduate faculty, administration, and staff at Mississippi University

for Women are committed to providing a quality environment with resources for excellence.

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MUW Graduate Programs in Education Conceptual Framework

The Mississippi University for Women Conceptual Framework is based upon the Educator as

Reflective Decision Maker and represents the foundational professional beliefs and practices guiding

the development of educator candidates within the Mississippi University for Women Educator

Preparation Program. The current model and framework were developed a number of years ago as a

collaborative process involving the MUW faculty and constituency, and the unit has continued to find

the framework relevant over time. Reviews and modifications have been used to update it and ensure

continued viability.

The elements of the conceptual framework represent:

Diverse Educator Candidate Population (Foundation)

The foundation for the conceptual frameworks is the diverse educator

candidate population. The faculty and administration of the university

are committed to recruitment of a diverse educator candidate

population. The challenges and responsibilities of the Mississippi

University for Women Educator Preparation Program Unit are to

nurture all candidates’ individual differences while providing them

with development of appropriate depth and breadth in their

understanding and experiences related to content, pedagogy,

content pedagogy, and professionalism as educators. The faculty

seeks to develop within each candidate acquisition of knowledge,

self-understanding, skills and dispositions to practice appropriate professional reflective decision

making.

Educator Preparation Program Knowledge Base (Next Pedestal of Support)

When undergraduate educator candidates initially enter Mississippi University for Women, they are

introduced to a strong general knowledge base in core subject content areas through the required

university general education curriculum. After admission to the Teacher Education Program, teacher

candidates continue their studies in their professional education courses and are guided to develop

knowledge, skills, and dispositions to be successful educators who practice reflectively. The curricula

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for all preparation programs within the unit, including both content specific and professional education

coursework, are based ono well-founded theories and current research.

The knowledge base is delivered through an integration of experiences in both theory and practice for

candidates. The pillars of the model represent all aspects of learning – knowledge, self-understanding,

skills, and dispositions. For undergraduate educator candidates, a carefully articulated progression of

clinical experiences begins in (ED 302) The Art and Science of Teaching course and concludes with

the full-time internship (ED 406, 407, 409) during the final professional education semester. For

graduate candidates, theory and practical experiences, including internships, are integrated and

embedded in required courses. Educator candidates are encouraged and guided in using

metacognition and reflection to develop self-understanding. Their knowledge, skills, and dispositions

are assessed at levels throughout the program, and feedback is provided to foster growth.

Knowledge Base, Self-Understanding, Skills, and Dispositions (Pillars of the Model) Educator

candidates in the Mississippi University for Women Educator Preparation Program Unit are

expected to develop and demonstrate professional competency in the areas represented in the pillars

on the model: (a) applying knowledge that is related to content, pedagogy, and content pedagogy; (b)

developing self-understanding through guided reflection upon their own practices, beliefs, and skills

development; (c) practicing appropriate teaching, leadership, and professional skills that support

positive impact on K-12 student learning; and (d) acquiring and/or refining dispositions that foster

learning and positive human relationships, reflect appropriate work and professional ethics, and

demonstrate reflection upon their own values and decision making. The knowledge base is delivered

through the programs of study for each degree program. The unit practices strategies to ensure that

the professional education courses are delivered with continuity and purpose. The Education

Department has at least two retreats a year, and curriculum mapping is an ongoing topic of their work.

In addition, instructors in multiple sections of courses collaborate so that syllabi and expectations are

consistent. Any adjunct faculty are expected to adhere to the established syllabi and delivery.

Common texts are used in multiple sections and text books are chosen by the faculty in collaboration

with the department chair. MUW does not accept any transfer of professional education courses from

other institutions. The progression of study through the undergraduate programs require minimum

grade of “C” in professional education courses, specific content courses, and other specific courses

identified in program materials. Professional education courses are defined by the unit as those which

provide components in theory in teaching and learning, pedagogy, or content pedagogy.

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Reflective Decision Making (Entablature resting on the Pillars in the model)

The anticipated outcome for both graduate and undergraduate Educator Candidates is an ability to

utilize reflective decision making in all aspects of professional practice. Candidates are guided in

developing these skills through experiences in all aspects of the progression through their programs of

study. Toward the accomplishment of this aim, the Mississippi University for Women Educator

Preparation Program has adopted the principles of the Interstate New Teacher Assessment and

Support Consortium (INTASC) and the standards of the National Board of Professional Teaching

Standards as goals for aspiring teacher candidates. Experiences are aligned with these standards.

For aspiring administrators, the alignment is with the Interstate School Leaders Licensure Consortium

Standards, Educational Leadership Constituents Council, and the National Board of Professional

Standards for Administrators. The Mississippi Curriculum Frameworks for K-12 Learners (MDE

Website: http://www.mde.k12.ms.us/) is also used by teacher candidates. During the 2011-2012

academic year, the MUW faculty engaged in Common Core training with the anticipation that an

alignment with Common Core Standards will be used as the Mississippi Curriculum Frameworks for K-

12 Learners.

Continued Growth (Pediment above the Entablature)

Educator candidates are guided and encouraged throughout their programs of study to continue to

develop professional skills throughout their careers and to pursue lifelong learning and professional

growth. The pediment at the top of the figure represents this goal for graduates of the programs. The

university faculty are also expected to model these behaviors themselves in their own continued growth

and professional behavior.

Graduate Studies also incorporated The Five Core Propositions for the National Board for Professional

Teaching Standards/Administrative Standards into the Conceptual Framework.

1. Teachers are committed to students and their learning.

Accomplished teachers are dedicated to making knowledge accessible to all students. They act on the

belief that all students can learn. They treat students equitably, recognizing the individual differences

that distinguish one student from another and taking account of these differences in their practice.

They adjust their practice based on observation and knowledge of their students’ interests, abilities,

http://www.mde.k12.ms.us/

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skills, knowledge, family circumstances and peer relationships. Accomplished teachers understand

how students develop and learn. They incorporate the prevailing theories of cognition and intelligence

in their practice. They are aware of the influence of context and culture on behavior. They develop

students’ cognitive capacity and their respect for learning. Equally important, they foster students’ self-

esteem, motivation, character, civic responsibility and their respect for individual, cultural, religious and

racial differences.

2. Teachers know the subjects they teach and how to teach those subjects to students.

Accomplished teachers have a rich understanding of the subject(s) they teach and appreciate how

knowledge in their subject is created, organized, linked to other disciplines and applied to real-world

settings. While faithfully representing the collective wisdom of our culture and upholding the value of

disciplinary knowledge, they also develop the critical and analytical capacities of their students.

Accomplished teachers command specialized knowledge of how to convey and reveal subject matter to

students. They are aware of the preconceptions and background knowledge that students typically

bring to each subject and of strategies and instructional materials that can be of assistance. They

understand where difficulties are likely to arise and modify their practice accordingly. Their instructional

repertoire allows them to create multiple paths to the subjects they teach, and they are adept at

teaching students how to pose and solve their own problems.

3. Teachers are responsible for managing and monitoring student learning.

Accomplished teachers create, enrich, maintain and alter instructional settings to capture and sustain

the interest of their students and to make the most effective use of time. They also are adept at

engaging students and adults to assist their teaching and at enlisting their colleagues’ knowledge and

expertise to complement their own. Accomplished teachers command a range of generic instructional

techniques, know when each is appropriate and can implement them as needed. They are as aware of

ineffectual or damaging practice as they are devoted to elegant practice. They know how to engage

groups of students to ensure a disciplined learning environment, and how to organize instruction to

allow the schools’ goals for students to be met. They are adept at setting norms for social interaction

among students and between students and teachers. They understand how to motivate students to

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learn and how to maintain their interest even in the face of temporary failure. Accomplished teachers

can assess the progress of individual students as well as that of the class as a whole. They employ

multiple methods for measuring student growth and understanding and can clearly explain student

performance to parents.

4. Teachers think systematically about their practice and learn from experience.

Accomplished teachers are models of educated persons, exemplifying the virtues they seek to inspire

in students – curiosity, tolerance, honesty, fairness, respect for diversity and appreciation of cultural

differences – and the capacities that are prerequisites for intellectual growth: the ability to reason and

take multiple perspectives to be creative and take risks, and to adopt an experimental and problem

solving orientation. Accomplished teachers draw on their knowledge of human development, subject

matter and instruction, and their understanding of their students to make principled judgements about

sound practice. Their decisions are not only grounded in the literature, but also in their experience.

They engage in lifelong learning which they seek to encourage in their students. Striving to strengthen

their teaching, accomplished teachers critically examine their practice, seek to expand their repertoire,

deepen their knowledge, sharpen their judgement and adapt their teaching to new findings, ideas, and

theories.

5. Teachers are members of learning communities.

Accomplished teachers contribute to the effectiveness of the school by working collaboratively with

other professionals on instructional policy, curriculum development and staff development. They can

evaluate school progress and the allocation of school resources in light of their understanding of state

and local educational objectives. They are knowledgeable about specialized school and community

resources that can be engaged for their students’ benefit, and are skilled at employing such resources

as needed. Accomplished teachers find ways to work collaboratively and creatively with parents,

engaging them productively in the work of the school.

Graduate Studies in Education also adhere to Professional Standards where available for each

program (EDL – Interstate School Leaders Licensure Consortium Standards, Gifted Studies – National

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Association for Gifted Children Standards, and Reading/Literacy – International Reading Association

Standards). Further, as well as the National Board for Professional Teaching or Administration

Standards.

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Policies and Procedures for

Dismissal, Probation, and Expulsion

Dismissal from Graduate Program

Unsafe, unethical, illegal, or unprofessional conduct, as well as academic dishonesty, is cause for

denying admission to graduate studies or for dismissal from graduate studies. A student dismissed for

these reasons will not be eligible for readmission to any graduate program at MUW. If a graduate

program denies admission to or dismisses a student for unsafe, unethical, illegal, or unprofessional

conduct the student may appeal the decision by following the procedure outlined below under

Academic Grievances. If the Academic Standards Board denies admission to or dismisses a student

for academic dishonesty, the student m ay appeal the decision to the President, as outlined below

under the Academic Dishonesty Policy. MUW educator preparation programs adheres to and upholds

the State Board Policy for Mississippi Code of Ethics.

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State Board Policy Mississippi Educator Code of Ethics and Standards of Conduct

Code 1717 ADOPTION: April 17, 1998

REVISION: January 20, 2011 http://home.mde.k12.ms.us/mississippi-board-of-education/mississippi-educator-

code-of-ethics-and-standards-of-conduct

Each educator, upon entering the teaching profession, assumes a number of obligations, one of which

is to adhere to a set of principles which defines professional conduct. These principles are reflected in

the following code of ethics which sets forth to the education profession and the public it serves

standards of professional conduct and procedures for implementation.

This code shall apply to all persons licensed according to the rules established by the Mississippi

State Board of Education and protects the health, safety and general welfare of students and

educators.

Ethical conduct is any conduct which promotes the health, safety, welfare, discipline and morals of

students and colleagues.

Unethical conduct is any conduct that impairs the license holder’s ability to function in his/her

employment position or a pattern of behavior that is detrimental to the health, safety, welfare,

discipline, or morals of students and colleagues.

Any educator or administrator license may be revoked or suspended for engaging in unethical

conduct relating to an educator/student relationship (Standard 4). Superintendents shall

report to the Mississippi Department of Education license holders who engage in unethical

conduct relating to an educator/student relationship (Standard 4).

Standard 1: Professional Conduct An educator should demonstrate conduct that follows generally recognized professional standards. 1.1 Ethical conduct includes, but is not limited to, the following:

1. Encouraging and supporting colleagues in developing and maintaining high standards

2. Respecting fellow educators and participating in the development of a professional teaching

environment

3. Engaging in a variety of individual and collaborative learning experiences essential to

professional development designed to promote student learning

4. Providing professional educational services in a nondiscriminatory manner

http://home.mde.k12.ms.us/mississippi-board-of-education/mississippi-educator-code-of-ethics-and-standards-of-conduct

http://home.mde.k12.ms.us/mississippi-board-of-education/mississippi-educator-code-of-ethics-and-standards-of-conduct

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5. Maintaining competence regarding skills, knowledge, and dispositions relating to his/her

organizational position, subject matter, and pedagogical practices.

6. Maintaining a professional relationship with parents of students and establish appropriate

communication related to the welfare of their children

1.2 Unethical conduct includes, but is not limited to, the following:

1. Harassment of colleagues

2. Misuse or mismanagement of tests or test materials

3. Inappropriate language on school grounds or any school-related activity

4. Physical altercations

5. Failure to provide appropriate supervision of students and reasonable disciplinary actions.

Standard 2: Trustworthiness An educator should exemplify honesty and integrity in the course of professional practice and does not knowingly engage in deceptive practices regarding official policies of the school district or educational institution. 2.1 Ethical conduct includes, but is not limited to, the following:

1. Properly representing facts concerning an educational manner in direct or indirect public

expression

2. Advocating for fair and equitable opportunities for all children

3. Embodying for students the characteristics of honesty, diplomacy, tact and fairness.


1. Falsifying, misrepresenting, omitting, or erroneously reporting any of the following:

Employment history, professional qualifications, criminal history,

certification/recertification

Information submitted to local, state, federal, and/or other governmental agencies

Information regarding the evaluation of students and/or personnel

Reasons for absences or leave

Information submitted in the course of an official inquiry or investigation

Falsifying records or directing or coercing others to do so

Standard 3: Unlawful Acts An educator shall abide by federal, state, and local laws and statutes and local school board policies.

Unethical conduct includes, but is not limited to, the commission or conviction of a felony or sexual

offense. As used herein, conviction includes a finding or verdict of guilty, or a plea of nolo contendere,

regardless of whether an appeal of the conviction has been sought or situation where first offender

treatment without adjudication of guilt pursuant to the charge was granted.

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Standard 4: Educator/Student Relationship

An educator should always maintain a professional relationship with all students, both in and outside the classroom. 4.1 Ethical conduct includes, but is not limited to, the following:

1. Fulfilling the roles of mentor and advocate for students in a professional relationship. A

professional relationship is one where the educator maintains a position of teacher/student

authority while expressing concern, empathy, and encouragement for students

2. Nurturing the intellectual, physical, emotional, social and civic potential of all students

3. Providing an environment that does not needlessly expose students to unnecessary

embarrassment or disparagement

4. Creating, supporting, and maintaining a challenging


1. Committing any act of child abuse

2. Committing any act of cruelty to children or any act of child endangerment

3. Committing or soliciting any unlawful sexual act

4. Engaging in harassing behavior on the basis of race, gender, national origin, religion or

disability

5. Furnishing tobacco, alcohol, or illegal/unauthorized drugs to any student or allowing a

student to consume alcohol or illegal/unauthorized drugs

6. Soliciting, encouraging, participating or initiating inappropriate written, verbal, electronic,

physical or romantic relationship with a student

Standard 5: Educator Collegial Relationships An educator should always maintain a professional relationship with colleagues, both in and outside the classroom. 5 Unethical conduct includes, but is not limited to, the following:

1. Revealing confidential health or personnel information concerning colleagues unless

disclosure serves lawful professional purposes or is required by law

2. Harming others by knowingly making false statements about a colleague or the school

system

3. Interfering with a colleague’s exercise of political, professional, or citizenship rights and

responsibilities

4. Discriminating against or coercing a colleague on the basis of race, religion, national origin,

age, sex, disability, or family status

5. Using coercive means or promise of special treatment in order to influence professional

decisions of colleagues

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Standard 6: Alcohol, Drug and Tobacco Use or Possession An educator should refrain from the use of alcohol and/or tobacco during the course of professional practice and should never use illegal or unauthorized drugs 6.1 Ethical conduct includes, but is not limited to, the following:

1. Factually representing the dangers of alcohol, tobacco an illegal drug use and abuse to

students during the course of professional practice


1. Being under the influence of, possessing, using, or consuming illegal or unauthorized drugs

2. Being on school premises or at a school-related activity involving students while documented

as being under the influence of, possessing, or consuming alcoholic beverages. A school-

related activity includes but is not limited to, any activity that is sponsored by a school or a

school system or any activity designed to enhance the school curriculum such as club trips,

etc. which involve students.

3. Being on school premises or at a school-related activity involving students while documented

using tobacco.

Standard 7: Public Funds and Property An educator shall not knowingly misappropriate divert, or use funds, personnel, property, or equipment committed to his or her charge for personal gain or advantage. 7.1 Ethical conduct includes, but is not limited to, the following:

1. Maximizing the positive effect of school funds through judicious use of said funds

2. Modeling for students and colleagues the responsible use of public property


1. Knowingly misappropriating, diverting or using funds, personnel, property or equipment

committed to his or her charge for personal gain

2. Failing to account for funds collected from students, parents or any school-related function

3. Submitting fraudulent requests for reimbursement of expenses or for pay

4. Co-mingling public or school-related funds with personal funds or checking accounts

5. Using school property without the approval of the local board of education/governing body

Standard 8: Remunerative Conduct An educator should maintain integrity with students, colleagues, parents, patrons, or businesses when accepting gifts, gratuities, favors, and additional compensation. 8.1 Ethical conduct includes, but is not limited to, the following:

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1. Insuring that institutional privileges are not used for personal gain

2. Insuring that school policies or procedures are not impacted by gifts or gratuities from any

person or organization


1. Soliciting students or parents of students to purchase equipment, supplies, or services from

the educator or to participate in activities that financially benefit the educator unless

approved by the local governing body

2. Tutoring students assigned to the educator for remuneration unless approved by the local

school board

3. The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional

judgement or to obtain special advantage. (This standard shall not restrict the acceptance of

gifts or tokens offered and accepted openly from students, parents, or other persons or

organizations in recognition or appreciation of service)

Standard 9: Maintenance of Confidentiality An educator shall comply with state and federal laws and local school board policies relating to confidentiality of student and personnel records, standardized test material, and other information covered by confidentially agreements. 9.1 Ethical conduct includes, but is not limited to, the following:

1. Keeping in confidence information about students that has been obtained in the course of

professional service unless disclosure serves a legitimate purpose or is required by law

2. Maintaining diligently the security of standardized test supplies and resources


1. Sharing confidential information concerning student academic and disciplinary records,

health and medical information, family status/income and assessment/testing results unless

disclosure is required or permitted by law

2. Violating confidentiality agreements related to standardized testing including copying or

teaching identified test items, publishing or distributing test items or answers, discussing test

items, and violating local school board or state directions for the use of tests

3. Violating other confidentiality agreements required by state or local policy

Standard 10: Breach of Contract or Abandonment of Employment An educator should fulfill all of the terms and obligations detailed in the contract with the local school board or educational agency for the duration of the contract. 10. Unethical conduct includes, but is not limited to, the following:

1. Abandoning the contract for professional services without prior release from the contract by

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the school board

2. Refusing to perform services required by the contract

Academic Probation and Expulsion from Graduate Programs A graduate student who does not maintain a 3.0 MUW cumulative GPA (including grades of I) will be

placed on probation. If the student on probation fails to earn a 3.0 MUW cumulative GPA (excluding

grades of I) at the end of the probationary semester, the student will be removed from the graduate

program and will not be allowed to enroll in any graduate program at MUW. If the student on probation

earns a 3.0 MUW cumulative GPA (excluding grades of I) at the end of the probationary semester, the

student may continue in good standing unless the student earned a grade of I during the probationary

semester, in which case the student may continue on probation.

A student who makes more than two grades of C, a grade of D, or a grade of F will be removed from

the graduate program and will not be allowed to enroll in any graduate program at MUW.

A student who is removed from the graduate program may appeal that decision to the Graduate

Student Scholastic Appeals Committee. A graduate student may appeal to this committee only once

during his or her graduate-student career. The student’s appeal shall consist of a letter, in her/his own

words, addressed to the Committee in care of the Director of Graduate Studies. It should contain

salient information detailing possible reasons and explanations for sub-standard academic

performance, any extenuating circumstances, etc. In addition to the student’s own letter, any letters of

support for the student from outside parties should also accompany the letter. The Director of

Graduate Studies shall forward the appeal information to the Chair of the Graduate Student Scholastic

Appeals Committee. The deadline for receiving appeals shall be the working day prior to the published

registration date for the semester for which the student intends to register. Neither the student, nor any

other parties, shall be granted the privilege of a personal appearance or hearing before the Committee.

The Committee shall reserve the right to seek any relevant academic information pertaining to the

student, such as class attendance records and transcripts, before rendering a final decision on the

expulsion of the student. The Committee shall have the right to impose certain academic requirements

or conditions on any student it readmits to the university. These may include, but are not limited to,

prescribing certain courses, determining semester course load, requiring specified level of scholastic

performance, and requiring academic counseling. A written statement concerning the actions of the

Committee on each student’s appeal shall be forwarded to the Director of Graduate Studies, who will

then notify the student in writing of the Committee’s action with copies to the Registrar and the

student’s Academic Department. The Graduate Student Scholastic Appeals Committee represents the

highest performance review board to which the student may appeal an academic expulsion. The

decisions of the committee are not subject to review or change by any other university authority.

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DEGREE

PROGRAM

DESCRIPTIONS

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Master of Education in Educational Leadership

Philosophy

The Master of Education degree in Educational Leadership is designed to prepare graduates for

Mississippi K-12 AA Certification in School Administration. The degree objective is to prepare future school

leaders to effectively lead and respond to the changing needs of educational communities of the 21st century.

The curriculum is aligned with the Interstate School Leaders Licensure Consortium Standards, and the

Educational Leadership Constituent Council’s requirements, and complies with current National Council for

Accreditation of Teacher Education (NCATE)/ Council for the Accreditation of Educator Preparation (CAEP)

standards. Emphases in the degree program include: diversity, with particular emphasis on gender; ethical

decision making; instructional supervision; and the integration of theory with practice through intensive

internships.

The 39-hour degree program is cohort based, with a new cohort beginning study each summer.

Candidates must have a minimum of three years of teaching experience. Intensive internships are a requirement

of the degree program.

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MISSISSIPPI UNIVERSITY FOR WOMEN

Master of Education in Educational Leadership

DEGREE REQUIREMENTS:

The 39-hour degree program requires the following:

CORE EDUCATION COURSES: (8 credit hours)

ED 600 & ED 600L – Leadership through Action Research for School Improvement

ED 614 & ED 614L – Leadership through Building a Culture of Professionalism

Educational Leadership Courses: (28 credit hours)

ED 620 & ED 620L – Leadership through Developing a Vision to Build a Collaborative Learning Community

& Foster School Improvement

ED 630 & ED 630L – Leadership through Instructional Supervision

ED 638 & ED 638L – Leadership through Supporting Diverse Learners

ED 640 & ED 640L – Leadership through School Management

ED 652 & ED 652L – Leadership through Curriculum Development & Supervision

ED 680 & ED 680L – Leadership through Legal & Ethical Decision Making

ED 699 - Ethical Leadership Capstone Internship: Practicing Professional Behaviors and Growth

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Graduate Studies Mississippi University for Women

Application for Admission to Candidacy for Degree

Name ID #

Local Address Phone

Permanent

Address Email

Graduate of

Graduation Date Undergrad Major

Graduate Degree Desired MED Major/Specialization EDL

PROPOSED PROGRAM FOR EDUCATIONAL LEADERSHIP

Course Number

Elective Major

Course Title Term Credit Grade

ED 600/600L Leadership through Action Research for School Improvement

4

ED 614/614L Leadership through Building a Culture of Professionalism

4

ED 620/620L Leadership through Developing a Vision to Build a Collaborative Learning Community & Foster

School Improvement

4

ED 630/630L Leadership through Instructional Supervision 4

ED 638/638L Leadership through Supporting Diverse Learners 4

ED 640/640L Leadership through School Management 4

ED 652/652L Leadership through Curriculum Development & Supervision

4

ED 680/680L Leadership through Legal & Ethical Decision Making

4

ED 699 Ethical Leadership Capstone Internship: Practicing Professional Behaviors and Growth

1 - 6

TOTAL CREDITS 36

Graduate comprehensive exam has been successfully completed. Yes No

Graduate portfolio has been successfully completed. Yes No

Earned MS passing score on SLLA exam. Yes No

SIGNATURE OF ADVISOR \

SIGNATURE OF STUDENT \

DATE

DATE

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Review for Candidacy Graduate Studies

(NAME OF STUDENT)

has completed sufficient

hours and has the appropriate QPA to be considered for candidacy. The record and program of studies have

been reviewed and the student

is recommended for candidacy.

is not recommended for candidacy because

COORDINATOR OF GRADUATE STUDIES IN EDUCATION DATE

EDUCATION DEPARTMENT CHAIR DATE

DEAN OF THE COLLEGE DATE

DIRECTOR OF GRADUATE STUDIES DATE

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Master of Education in Gifted Studies

Philosophy

The philosophy for the graduate program in gifted studies is based upon the belief that educators who work

specifically with gifted/talented students should hold a master’s degree in the field and should develop a variety of

special competencies for teaching this population. The professional standards jointly agreed upon by the two

national governing bodies of education, The National Association for Gifted Children (NAGC) and The

Association for the Gifted (TAG), state that degree programs with a major emphasis in gifted education should be

offered only at the graduate level.

The graduate program in Gifted Studies builds on the knowledge and skills that are obtained in

professional education training at the baccalaureate level. The program is designed for licensed teachers who

wish to attain certification in Gifted Studies. Attainment of advanced knowledge and skills necessary to

appropriately recognize and meet the unique cognitive and affective needs of students occurs throughout the

process of extended research and training through the graduate program.

Graduate students in Gifted Studies must take courses in the following areas: Core courses, Studies of the

Gifted, and Electives/Content Area Studies. The Core Courses include research methods in education. Graduates

are prepared to conduct research and promote the use of research findings. Curriculum Development is also

included in the core courses. Graduate students develop the theoretical bases and practical applications for

curriculum work with the gifted. Procedures to follow and concepts to consider in creating curriculum

experiences are also developed.

Studies of the Gifted focus on advanced knowledge and skills necessary for the specialized role of

teacher/coordinator of gifted programs. A teaching internship is included in the studies of the gifted which

involved university-supervised instruction of gifted students geared to the anticipated master teacher position.

~ 24 ~

Elective/Content Area Studies are designed to develop a specialization appropriate to the level of teaching

or the professional role of the individual. The faculty believes that professionals working with gifted students

should have a strong content area emphasis in their background.

The master’s degree in Gifted Studies provides special advanced training and leadership experiences for

professionals who are committed to more purposeful and comprehensive programming for gifted students. The

faculty of the graduate program also believe that information concerning gifted students is beneficial to all

teachers, administrators, parents, counselors, and other interested persons.

~ 25 ~


Master of Education in Gifted Studies

DEGREE REQUIREMENTS:


CORE EDUCATION COURSES: (12 credit hours)

ED 500 – Educational Research

ED 514 – Professional Role of the Teacher

ED 520 – Foundations of Education or ED 504 – Advanced Educational Psychology

*ED 522 – Curriculum Development

STUDIES OF THE GIFTED: (18 credit hours)

*ED 516 – Understanding Gifted Populations

*ED 517 – Methods, Materials, and Resources for the Gifted

ED 530 – Counseling the Gifted or ED 530 – Atypical Populations of the Gifted

*ED 595 – Program Development and Evaluation

ED 596 – Trends and Issues in Gifted Education

*ED 598 – Internship in Education

ELECTIVES: (6 credit hours)

ED 594 – Atypical Populations of the Gifted or ED 530 – Counseling the Gifted

ED 532 – Literature for the Child and Adolescent

ED 503 – Instructional Technology

Any course in R/L

*Courses required for Gifted Licensure

**Two years of teaching experience is required for certification in gifted studies.

~ 26 ~



Name ID #

Local Address Phone

Permanent

Address Email

Graduate of

Date of

Graduation

Undergraduate

Major

Graduate Degree Desired MED Major/Specialization Gifted Studies

PROPOSED PROGRAM FOR GIFTED STUDIES

Course Number

Elective Major

Course Title

Term

Credit

Grade

ED 500 Educational Research 3 ED 514 The Professional Role of Educators 3 ED 520 or ED 504

Foundations of Education or Advanced Educational Psychology

3

* ED 552 Curriculum Development 3

* ED 516 Understanding Gifted Populations 3 * ED 517 Methods, Materials, and Resources for Teaching the Gifted 3

ED 530 or

ED 594

Counseling the Gifted Student

Atypical Populations of the Gifted 3

* ED 595 Program Development & Evaluation 3 ED 596 Capstone: Trends and Issues in Gifted Studies 3

* ED 598 Internship in Education 3 6 Hours of electives.

Suggested Elective: ED 594 or ED 530, ED 532, ED 503, or any course in DI or R/L

3

3

* Required for certification. TOTAL CREDITS 36

Graduate comprehensive exam has been successfully completed. Yes No


SIGNATURE OF ADVISOR DATE SIGNATURE OF STUDENT DATE

REVISED 2/2010

~ 27 ~


_________________________________________________ has completed sufficient

(NAME OF STUDENT)

hours and has the appropriate QPA to be considered for candidacy. The record and program of

studies have been reviewed and the student



___________________________________________________________________________

COORDINATOR OF GRADUATE STUDIES IN EDUCATION DATE


DEAN OF THE COLLEGE DATE


~ 28 ~

Mississippi University for Women

Gifted Certification Online

College of Education & Human Sciences

Graduate Studies in Education

Department of Education

1100 College Street, MUW-1637, Columbus, MS 39701-5800

Tel: (662) 329-7365 Fax: (662) 329-7365

Start in Summer – End in Spring!

For licensed teachers only.

Enrollment limited to 25 students.

Course Rotation:

Summer

ED 516 – Understanding Gifted Populations

Fall

ED 517 – Methods, Materials, & Resources for Teaching the Gifted

ED 552 - Curriculum Development

Spring

ED 595 – Program Development and Evaluation

ED 595 – Internship in Education

For more information contact Dr. Royal Toy

[email protected] or 662-241-7628

Candidates must be fully admitted into MUW

Gifted Studies Certification Program

Rev. 09/2014


~ 29 ~

Master of Arts in Teaching

MAT

The Master of Arts in Teaching degree provides college students with:

an alternative opportunity to teach in Mississippi secondary schools (7-12);

mentoring and support for those who wish to teach in Mississippi secondary schools; and

the course work, knowledge base, and field experiences needed to be licensed, successful

secondary teachers.

Twelve hours of MUW course work are required for a class A certificate. Twenty-one hours of

undergraduate or graduate credit are required in the content area of licensure (must have grades

of C or above). See your advisor for specific coursework requirements. Thirty-six hours are

required for a Master of Arts in Teaching degree. MAT students must have been employed by a

school district within a 40- mile radius of MUW for 1 year prior to completion of the twelve

hour, 5-year licensure requirements.

~ 30 ~


Master of Arts in Teaching

Degree Requirements:


RECOMMENDED COURSE ROTATION – Pre-Teaching Required Courses

(taught the summer before the Internship)

Summer:

ED 549: Instructional Assessment Practices and Procedures 3

ED 551: Managing the Instructional Environment 3

ED 538: Understanding Individual Learning Differences 3

Total Rotation 9

Upon completion of the above courses (ED 549 & ED 551), candidates will be eligible for a special Mississippi

alternate route license which is good for three years.

INTERNSHIP PHASE

To complete the Internship Phase (6 hours), candidates must hold a teaching position. If a teaching position is not

obtained, candidates may not continue in the graduate program.

ED 548: Methods and Materials for Teaching Diverse Learners 3

ED 566: Internship 6

Total Rotation 9

Upon completion of the 12 hours including at least 6 of internship, candidates will be eligible for a class A

standard alternate route Mississippi license.

OTHER COURSES FOR AA LICENSURE AND COMPLETION OF DEGREE

ED 500: Educational Research 3

ED 503: Instructional Technology 3

ED 514: The Professional Role of the Teachers 3

ED 520: Foundations of Education or ED 504: Adv. Educational Psychology 3

ED 527: Content Area Literacy 3

*ED 552: Curriculum Development 3

Total additional Courses for AA Licensure 18

Upon completion of all the above courses (36 hours), candidates will be eligible for a Class AA standard alternate

route Mississippi license.

The following are areas in which MAT Certification can be obtained:

Art Education English Marketing Physics Technology Education

Biology French Mathematics Social Studies

Business Education German Music Education Speech Communications

Chemistry Home Economics Physical Education Spanish

Visit www.mde.k12.ms.us/ed_licensure/praxis_test.html for testing codes.

*Must have completed ED 538 & ED 548.

http://www.mde.k12.ms.us/ed_licensure/praxis_test.html

~ 31 ~

MASTER OF ARTS IN TEACHING

STATEMENT OF UNDERSTANDING

The Mississippi Department of Education requires the successful completion of the Internship

before candidate are eligible for a five-year teaching license. In order to satisfy this

requirement, and to enroll in the Internship class, the candidate in the MAT program must:

a. Be employed full-time in a 7-12 school setting.

b. Teach in his or her area of certification – a successfully completed content

knowledge area of Praxis II that is included in one of the following MAT subject

areas:

Art Education Mathematics

Biology Music Education

Business Education Physical Education

Chemistry Physics

English Social Studies

French Spanish

German Speech Communications

Home Economics Technology Education

Marketing

Internships are 3 credit hours, and two internships are required in separate semesters. This

results in a full year of employment prior to a 5-year license eligibility.

Candidates who are not able to find employment after completing the requirements for the

initial three-year alternate-route licensure will not be permitted to continue in the program. A

degree cannot be earned until an internship has been successfully completed. This is a

requirement for all MAT students.

MAT students will be required to sign the Statement of Understanding during the first six

hours of enrollment.

Signature ________________________________________________________________

Name Printed ____________________________________________________________

Date ____________________________________________________________________

Advisor Signature ________________________________ Date __________________

Revised 09/2015

~ 32 ~



Name __________________________________________ ID# ____________________

Local Address ___________________________________ Phone __________________

Permanent

Address ________________________________________ Email ___________________

Graduate of ______________________________________________________________

Date of Undergraduate

Graduation ___________________________ Major _________________________

Graduate Degree Desired MAT Major Specialization ___________________

Proposed Program for Master of Arts in Teaching

Course Number

Elective Major

Course Title

Term

Credit

Grade

ED 549 Instructional Assessment Practices & Procedures 3 ED 551 Managing the Instructional Environment 3 ED 538 Understanding Individual Learning Differences 3

ED 548 Methods & Materials for Teaching Diverse

Learners 3

ED 566 Internship (2=6) 3 ” ” 3

ED 500 Educational Research 3 ED 503 Instructional Technology 3 ED 514 The Professional Role of the Teacher 3 ED 520

or ED 504 Foundations of Education or Advanced Educational Psychology

3

ED 527 Content Area Literacy 3 * ED 552 Curriculum Development 3

* Must have completed ED 538 & ED 548 TOTAL CREDITS 36 Graduate comprehensive exam has been successfully completed. Yes No

Graduate portfolio has been successfully completed. Cc Yes No

_____________________________ _________ _____________________________________ _________

SIGNATURE OF ADVISOR DATE SIGNATURE OF STUDENT DATE

REVISED 09/2014

~ 33 ~

REVIEW FOR CANDIDACY GRADUATE STUDIES

__________________________________________________ has completed sufficient

(NAME OF STUDENT)





COORDINATOR OF GRADUATE STUDIES IN EDUCAITON DATE

____________________________________________________________________________________________


____________________________________________________________________________________________

DEAN OF COLLEGE DATE

_____________________________________________________________________________


~ 34 ~

Master of Education in Reading Literacy

Philosophy

Literacy (reading, writing, listening, speaking, and viewing) is essential for success in

our society. Literacy is highly valued and important for economic and social advancement even

in the face of change in America. With the publication of Becoming a Nation of Readers in

1985 (Anderson, Hiebert, Scott, & Wilkinson), the nation’s attention was focused on literacy

instruction and best practices. The Governor’s conference, held in Charlottesville, VA in 1995,

called for all children to become readers by the end of third grade. Two large scale studies were

subsequently conducted, the National Research Council’s Preventing Reading Difficulties in

Young Children (Snow, 1998) and The National Reading Panel’s Teaching Children to Read:

An Evidence-Based Assessment of the Scientific Research Literature of Reading and Its

Implications for Reading Instruction (National Institute of Child Health and Human

Development, 2000). Both reports emphasize the need for knowledgeable and excellent

teachers of reading/literacy.

The Master of Education in Reading/Literacy focuses on the integrated connections

among all the literacies (reading, writing, speaking, listening, and more recently, viewing and

technology). This program is based upon International Reading Association (2013) Standards

for Reading Professionals. The program is designed for licensed teachers who wish to enhance

their professional preparation in the field of reading/literacy in preparation for becoming a

reading specialist at the master’s level. The conceptual framework for this graduate program is

based on the five core propositions of the National Board for Professional Teaching Standards,

as well as the IRA standards. Candidates who complete this program will earn AA licensure in

Remedial Reading, grades K-12.

~ 35 ~


Master of Education in Reading/Literacy

Degree Requirements:


Core Courses (Required): 12 Hours

ED 500: Educational Research

ED 514: Professional Role of the Teacher

ED 520 or ED 504: Foundations of Education or Advanced Educational Psychology

ED 552: Curriculum Development

Studies in Reading/Literacy (Required): 24 Hours

ED 523: Early Literacy Development (Pre-K-3)

ED 524: Expanding Literacy Development (4-12)

ED 527: Content Area Literacy

ED 531: Capstone: Effective Reading Programs

ED 532: Literature for the Child and Adolescent

ED 564: Effective Literacy Assessment and Intervention

ED 599: Internship in Reading Literacy (2=6 Hours)

~ 36 ~

Yes No



Name ______________________________________________ ID # ___________________

Local Address _______________________________________ Phone __________________

Permanent

Address ____________________________________________ Email ___________________

Graduate of

___________________________________________________________________

Date of Undergraduate

Graduation ___________________ Major

_____________________________

Graduate Degree Desired MED Major/Specialization R/L

Proposed Program for Reading/Literacy Course

Number

Elective

Major

Course Title Term Credit Grade

ED 500 Educational Research 3

ED 514 Professional Role of Educators 3

ED 520 or

ED 504

Foundations of Education or

Advanced Educational Psychology

3

ED 552 Curriculum Development 3

ED 523 Early Reading Literacy Development (Pre-K-3) 3

ED 524 Expanding Reading Literacy Development (Grades 4-12)

ED 527 Content Area Literacy 3

ED 531 Capstone: Effective Reading Literacy Programs 3

ED 532 Children’s Literature in the Elementary Classroom (Pre-K-6) 3

ED 564 Effective Literacy Assessment and Intervention 3

ED 599 Internship in Reading Literacy (2 = 6) 3

“ “ 3

TOTAL CREDITS 36

Graduate comprehensive exam has been successfully completed.


_______________________________ ____________ _____________________________ ______________ SIGNATURE OF ADVISOR DATE SIGNATURE OF STUDENT DATE

Revised 09/2014


~ 37 ~

________________________________________ has completed sufficient

(NAME OF STUDENT)





COORDINATOR OF GRADUTATE STUDIES IN EDUCATION DATE

EDUCATION DEPARTMENT CHAIR

DEAN OF THE COLLEGE

DIRECTOR OF GRADUATE STUDIES


~ 38 ~

Reading/Literacy Certification Online

College of Education & Human Sciences

Graduate Studies in Education

Department of Education

1100 College Street, MUW-1637, Columbus, MS 39701-5800

Tel: (662) 329-7365 Fax: (662) 329-7365

Start in Summer – End in Spring!

For licensed teachers only.

Enrollment limited to 25 students.

Course Rotation:

Summer

ED 523 – Early Literacy Development (Pre-K-3)

Fall

ED 527 – Content Area Literacy

ED 564 - Effective Literacy Assessment and Interventions

Spring

ED 524 – Expanding Literacy Development (4-12)

ED 599 – Internship in Reading/Literacy

For more information contact Dr. Monica Riley,

[email protected] or 662-329-7365

Candidates must be fully admitted into MUW

Reading/Literacy Certification Program

Rev. 09/2014


~ 39 ~

Applying for Licensure

Notice Regarding Licensure:

Requirements governing licensure in the State of Mississippi are continually revised. As a result,

requirements for degrees leading to licensure are subject to change from those published in the MUW

Bulletin. The student is advised to secure a correct current curriculum guide from the College of Education

and Human Sciences office to insure that both degree requirements and license requirements are met.

MAT and certification students (Gifted and Reading/Literacy) must apply for licensure at

http://www.mde.k12.ms.us/teacher-center and complete the MUW IVP form on the net page for verification

of course work. The IVP form should be returned to [email protected] or [email protected] with an unofficial

transcript. You can print an unofficial transcript from your Banner Web. To save your unofficial transcript as

a pdf file and attach it to an e-mail, go to your transcript on Banner Web, select FILE – PRINT, and hit the

down arrow beside printers, select adobe pdf as your printer.

To complete the process for licensure, you must request your official transcript be sent to the Office of

Licensure at MDE. You can do this online at http://www.muw.edu/registrar/transcript_ordering.html.

SEND THE OFFICIAL TRANSCRIPT TO THE FOLLOWING ADDRESS:

Mississippi Department of Education

Office of Educator Licensure, Ste 201

P.O. Box 771

Jackson, MS 39205-0771

http://www.mde.k12.ms.us/teacher-center



http://www.muw.edu/registrar/transcript_ordering.html

~ 40 ~

Mississippi Educator licensure Management System (ELMS)

Graduate Recommendation Request

Part A-Identifying Information

Full Name:

Social Security

Number:

I Date of Birth:

I

BANNER ID:

Part 8-Contact Information

Mailing Address:

P.O. Box or Strllflt Address

City State Zip Code

Phone:

Cellular Phone Number Home Phone Number

Email Address:

Email Address

Part C-Licensure Information

Master of Arts in Teaching (MAT) Program

3-Year Alternate Route License

X Course Grade Praxis Test Area

ED 549 ED 551 5-Year Alternate Route License


ED 566 (3 hrs.)

Semester

ED 566 (3 hrs.)

Semester

Institutional Add-on for Gifted Education

X Course Grade

ED 516 ED 517 ED 552 ED 595 ED 598 Institutional Add-on for Reading Literacy

X Course Grade

ED 523 ED 524 ED 564 ED 599 ED 531

Office of Graduate Studies in Education Verification

The above named student has met all of the licensure requirements as indicated above and should receive Institutional Verification of Program.

Coordinator of Graduate Studies in Education Date

~ 41 ~

Graduate Bulletin

For information concerning entrance requirements, tuition and expenses, academic policies and procedures, please see the Graduate Bulletin. http://bulletin.muw.edu/index.php?catoid=21

The following pages include graduation requirements specific to graduate programs in the Department of Education.

http://bulletin.muw.edu/index.php?catoid=21

~ 42 ~

Graduate Portfolio Requirements

Purpose: The graduate portfolio is a compilation of graduate work and reflections on personal

and professional growth as a result of work in the graduate program.

1. Graduate students are required to select a minimum of eight pieces of work completed in

graduate classes. This should include at least three pieces of work or artifacts submitted

from core classes (ED 500, 514, 520, and 552) and at least five pieces of work from the

primary area of study. Artifacts should represent work from multiple classes.

(Reading/Literacy, EDL, and Gifted majors may provide all artifacts from courses in the

primary area of study).

2. All National Board core propositions should be addressed. (See Graduate Handbook

pages 2-3). In addition, Reading/Literacy students should use all International Reading

Association Standards (IRA). (See Standards for Reading Professionals 2010).

Educational Leadership students should use ISLLC standards and Gifted Students should

use NAGC standards.

3. A narrative should accompany each artifact. Each narrative should have a heading which

includes the course name and number in which the artifact was completed, the instructor

of the course, and the core propositions, and/or IRA, ISLLC, NAGC Standards which

will be addressed in the narrative. The narrative should include three main sections: a

description, an analysis which clearly defines the relationship between the artifact and

core propositions, IRA, ISLLC, or NAGD Standards, and a reflection.

4. All professional portfolios must be submitted electronically or in a three-ring notebook.

Artifacts that are too large to be presented in their entirety must be submitted as a picture

and/or a representative sample of the artifact should be included.

5. Students graduating in August must submit the portfolio to the Coordinator of Graduate

Studies in Education on the 1st day of the second summer session. Students graduating

in May or December must submit the portfolio to the Coordinator of Graduate Programs

in Education 1 month prior to graduation. Students should keep a copy of all portfolio

artifacts.

6. Five percent per day will be deducted for late submission.

~ 43 ~

Portfolio Format:

I. Cover Sheet

II. Table of Contents

III. Vita

IV. Educational Platform

V. Professional Goals

VI. Descriptions, Analyses, and Reflections from the core course with Artifacts

VII. Descriptions, Analyses, and Reflections from non-core courses with Artifacts

VIII. Overall assessment of your growth in the graduate program

IX. Other Comments (Optional)

Before submitting the professional portfolio, students should verify the following:

____ All sections from above are included;

____ All tabs are visible and accurately labeled;

____ Portfolio is presented in a logical manner that is easy to follow;

____ All pages are numbered and match table of contents;

____ All artifacts include a heading with the appropriate course name and number, the course

instructor, and the core propositions/IRA standards being addressed;

____ All attributes identified in the rubric on the following pages are included.

~ 44 ~

GUIDELINES ELECTRONIC PORTFOLIOS

1. Candidates may elect to submit an electronic portfolio in lieu of a standard portfolio.

2. Electronic portfolios will be scored using the same rubric by which standard portfolios

are scored.

3. ALL directions and guidelines for portfolios in the Graduate Program Handbook must be

adhered to.

4. Titles and headings of links must be consistent with Graduate Program Handbook

directions and instructions.

5. Candidates must submit electronic portfolio URL address to [email protected] by the posted

deadline. Late submission will result in the same grade reduction as for a standard

portfolio.

6. It is the candidate’s responsibility to make sure all links are working links. This will be

considered a part of the score for Notebook Display, as indicated on the graduate

portfolio rubric. Work that is not accessible cannot and will not be graded.

7. All work should be submitted in Microsoft word or PDF format.

8. Initial links for artifacts should be clearly labeled and have the Description, Analysis, and

Reflection (DAR) first. Format is as follows:

Artifact 1

ED 564

Analytical Reading Inventory

9. The accompanying artifact for each DAR should either be placed immediately after the

DAR, within the original link, or have a clearly labeled link immediately after the

Reflection component of the DAR. In any event, the DAR is or primary importance and

should be labeled clearly and be located within any link BEFORE the artifact.

10. Artifacts should be candidate generated work and not cut and paste activities or website

information.

11. Fonts, headings, and other posted material should be consistent in form. Advisors reserve

the right to ask candidates to change font or format if documents are illegible or difficult

to read.


~ 45 ~

Rubrics for Professional Portfolio

~ 46 ~


Educational Leadership Graduate Portfolio Scoring Rubric

Exit Portfolio: ______________________ Student ___________________________ Evaluator _____________________ Date ________________

Attributes Not Acceptable Below Standard At Standard Above Standard Attribute Pts. Earned

1. Portfolio

Presentation

Meets none of the requirements

Meets few of the

requirements

Meets requirements Meets all requirements and is

presented in a creative &

innovation way, exceeding

expectations

0 1 2 3 (3)

2. Description of

Artifacts

Few or none of the

descriptions are

detailed and clearly

comprehensible to

all audiences

Most descriptions

are detailed and

clearly

comprehensible to

all audiences

All descriptions are

detailed and clearly

comprehensible to

all audiences

All descriptions are detailed

and clearly comprehensible to

all audiences & are connected

to key concepts of the courses,

relevant to best practice

0-3 4-6 7-10 11-12 (12)

3. Analysis of Artifact

as related to ISLLC

Few or no artifacts are analyzed and

clearly connected to

the 6 ISLLC

Standards.

Most artifacts are

analyzed and clearly

connected to the 6

ISLLC Standards.

Artifacts are analyzed and

clearly connected

to all 6 ISLLC

Standards.

Artifacts are analyzed and clearly connected to the 6

ISLLC Standards. Analysis

demonstrates depth of

understanding.

0-3 4-6 7-10 11-12 (12)

4. Reflection on

Artifacts

Little to no interpretation of the

meaning of the

artifacts to his/her

professional growth

and learning.

Some interpretation

of the meaning of

the artifacts to

his/her professional

growth and learning.

Sufficient interpretation of the

meaning of the

artifacts to his/her

professional growth

and learning.

Clear and detailed interpretation of the meaning

of the artifacts to his/her

professional growth and

learning.

0-3 4-6 7-10 11-12 (12)

5.

Educational/Supervisory

Platform, Professional

Code of Ethics,

Professional Goals

Not provided or not

connected to best

practice

Provided, but weak connection to

research and best

practice

Provided, and

connected to best

practice.

Provided, connected to best practice, and evidences a

clearly defined sense of his/her

own professional role.

0-3 4-6 7-10 11-12 (12)

6. Overall assessment of Little to no Provided discussion, Provided Provided clear discussion, &

~ 47 ~

growth expression of growth

but showed little depth or did not

demonstrate clear

understanding of

field of leadership

discussion, &

demonstrated clear

understanding of

field of leadership

demonstrated a clear, well

defined understanding of field

of leadership & their own role.

0 1 2 3 (3)

Total Points Earned /54

Pass = 41

Evaluator’s comments:

~ 48 ~

Professional Portfolio Rubric

Gifted Studies

Date: _____________________________ Student: ________________________ ID# _______________________

NAGC –CEC

Standard

Element

(indicator)

unacceptable Below Standard At Standard Above Standard Score:

0 1 2 3

Element 1 is not

aligned to a NAGC –

CEC Standard

1. Notebook Display Professional

Portfolio meets

none of the

requirements

found in the

Graduate

Handbook. (0)

Professional

Portfolio meets

few requirements

found in the

Graduate

Handbook. (1)

Professional

Portfolio meets

most requirements

found in the

Graduate

Handbook. (2)

Professional Portfolio

meets all requirements

found in the Graduate

Handbook and is

presented in a creative

and innovative way and

exceeds expectations.

(3)

Comments on Element (indicator) 1:

Element 2 aligns with

NAGC – CEC

Standard 1:

Foundations K2

Key philosophies, theories, models, and research supporting gifted and talented

2. Description of Artifact

(NAGC – CEC & NBPTS

Standards)

NBPTS 1

NAGC/CEC 2

Few or none of

the descriptions

are detailed,

directly

referencing the

standard

addressed by

Most descriptions

are detailed,

directly

referencing the

standard

addressed by the

artifact, and

All descriptions

are detailed,

directly

referencing the

standard

addressed by the

artifact, and


detailed, directly

referencing the standard

addressed by the

artifact, and clearly

comprehensible to all

audiences and are

~ 49 ~

education.

NBPTS 2

NAGC/CEC 4 NBPTS 3 NAGC/CEC 7

NBPTS 4 NAGC/CEC 9

NBPTS 5

NAGC/CEC 10

the artifact, and

clearly

comprehensible

to all audiences.

(0-3)

clearly

comprehensible

to all audiences.

(4-6)

clearly

comprehensible to

all audiences.

(7-9)

connected to key

concepts of the course,

and are relevant to

current research.

(10-11)

Comments on Element 2:

NAGC –CEC

Standard

Element

(indicator)


0 1 2 3


NAGC – CEC

Standard 9:

Professional and

Ethical Practice S1

Assess personal skills

and limitations in

teaching individuals

with exceptional

learning needs

3. Analysis of Artifact to NAGC – CEC Standards

NBPTS 1

NAGC/CEC 2 NBPTS 2

NAGC/CEC 4

NBPTS 3 NAGC/CEC 7

Few or none of

the artifacts are

analyzed and

clearly

connected to all

five NAGC –

CEC Standards

and NBPTS

core

propositions. (0-

Most artifacts are

analyzed and

clearly connected

to all five NAGC

– CEC Standards

and NBPTS core

propositions.

(4-6)

Artifacts are

analyzed and

clearly connected

to all five NAGC –

CEC Standards

and NBPTS core

propositions.

(7-9)

Artifacts are analyzed

and clearly connected to

all five NAGC – CEC

Standards and NBPTS

core propositions, and

each is connected to all

applicable standards or

core propositions.

(10-11)

~ 50 ~

NBPTS 4 NAGC/CEC 9 NBPTS 5

NAGC/CEC 10

3)



NAGC – CEC

Standard 9:

Professional and

Ethical Practice S7

Reflect on personal

practice to improve

teaching and guide

professional growth in

gifted and talented

education.

4. Description of Artifact

(NAGC – CEC & NBPTS

Standards)

NBPTS 1

NAGC/CEC 2

NBPTS 2

NAGC/CEC 4 NBPTS 3 NAGC/CEC 7

NBPTS 4 NAGC/CEC 9

NBPTS 5

NAGC/CEC 10

Few or none of

the descriptions

are detailed,

directly

referencing the

standard

addressed by

the artifact, and

clearly

comprehensible

to all audiences.

(0-3)

Most descriptions

are detailed,

directly

referencing the

standard

addressed by the

artifact, and

clearly

comprehensible

to all audiences.

(4-6)

All descriptions

are detailed,

directly

referencing the

standard

addressed by the

artifact, and

clearly

comprehensible to

all audiences.

(7-9)


detailed, directly

referencing the standard

addressed by the

artifact, and clearly

comprehensible to all

audiences and are

connected to key

concepts of the course,

and are relevant to

current research.

(10-11)


~ 51 ~

NAGC –CEC

Standard

Element

(indicator)


0 1 2 3

Element 5 is not

aligned to a NAGC –

CEC Standard

5. Grammar & Mechanics Major Errors (0) Minor Errors (1) No Substantive

Errors (2)

Exemplary with no

errors. (3)



NAGC – CEC

Standard 9:

Professional and

Ethical Practice K1

Personal and cultural

frames of reference

that affect one’s

teaching of individuals

with gifts and talents,

including biases about

individuals from

diverse backgrounds.

6. Overall assessment of growth

in the graduate program

Candidate finds

it difficult to

relate

personal/profess

ional growth in

the graduate

program.

(0-1)

Candidate relates

minimal growth in

the graduate

program and, or

lacks reference to

personal bias.

(2-3)

Candidate

effectively relates

growth in the

graduate program

and references

personal frames of

reference that

affect teaching.

(4-5)

In addition to at standard

the candidate includes

supporting evidence and

experiences to illustrate

growth in the program.

(6)


Total Points:

/45 (Pass = 34 or above) 5 % per day will be deducted for late submission

~ 52 ~

Professional Portfolio Rubric

(MAT)

Date: _________________________ Student: ___________________________ ID #____________________________

Attributes Not Acceptable Below Standard At Standard Above Standard Attribute Points

Earned

Notebook

Display

Professional Portfolio meets

none of the requirements

found in the Graduate

Handbook


few requirements found in the

Graduate Handbook


most requirements found in

the Graduate Handbook.

Professional Portfolio meets all

requirements found in the Graduate

Handbook and is presented in a

creative and innovative way and

exceeds expectations.

0 1 2 3

Description of

Artifact

(NBPTS)

Few or none of the

descriptions are detailed and

clearly comprehendible to

all audiences.

Most descriptions are detailed

and clearly comprehensible to

all audiences.

All descriptions are detailed

and clearly comprehensible

to all audiences.

All descriptions are detailed and

clearly comprehensible to all

audiences and are connected to key

concepts of the course, and are

relevant to current research.

0-3 4-6 7-10 11-12

Analysis of

Entry to

National Board

for Professional

Standards

(NBPTS) and/or

International

Reading

Association

Standards

Few or none of the artifacts

are analyzed and clearly

connected to all five NBPTS

core propositions.

Most artifacts are analyzed

and clearly connected to all

five NBPTS core propositions.

Artifacts are analyzed and

clearly connected to all five

NBPTS core propositions.

Artifacts are analyzed and clearly

connected to all five NBPTS core

propositions and/or IRA standards,

and each is connected to all

applicable core propositions or

standards.

~ 53 ~

0-3

4-6

7-10

11-12

Reflection of

Entry and

Relationship to

Professional

Growth and

Affect on

Student

Learning

(NBPTS)

Candidate finds it difficult

to interpret the meaning of

the entries in regard to

personal/professional

growth and student learning.

Candidate can minimally

relate how the entries may

affect his/her teaching in

regard to personal/professional

growth and student learning.

Candidate identifies the

literal meanings of the

entries and is able to derive

application of meaning from

the entry (how it may affect

his/her teaching, and student

learning).

Candidate forms clear hypotheses

about the meanings of the entries and

is able to support this with evidence

from the artifact (how it affects

his/her teaching and student

learning).

0-3

4-6

7-10

11-12

Grammar &

Mechanics

Major Errors Minor Errors There are no substantive

errors.

The writing is exemplary with no

errors.

0-1

2-3

4-5

6

Total Points

Earned

/45

Pass = 27 or above

5% per day will be deducted for late submission.

Instructor’s Comment:

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

~ 54 ~


Reading Literacy Portfolio Rubric

Student ID# _________________________________________ Date ______________________________

Critical Elements IRA 2010 Standards

Minimal 1-2

Acceptable 3-4

Target 5

IRA Standard 1.1 Candidates understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading–writing connections.

Answer does not

demonstrates

understanding of

major theories as

stated in IRA standard

1.1

Answer adequately

demonstrates

understanding of major

theories as stated in IRA

standard 1.1

Answer clearly

demonstrates

understanding of major

theories as stated in IRA

standard 1.1

Evidences:

Interpret major theories of reading.

Analyze classroom environment quality.

Demonstrate a critical stance toward scholarship.

Read and understand literature and research

Demonstrate an understanding of major theories of reading and writing processes, components, and development.

Comments: ______________________________________________________________________________

Evidences:

Interpret and summarize shared knowledge that addresses needs of readers.

Inform educators and others about historically shared knowledge base.

Comments:______________________________________________________________________________________________

IRA Standard 1.2

Candidates understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.

Answer does not

demonstrate candidates

understanding of historically

shared knowledge of the

profession as indicated in the

IRA standard.

Answer adequately

demonstrates candidates




IRA standard.

Answer fully demonstrates

candidates understanding of

historically shared

knowledge of the profession

as indicated in the IRA

standard.

~ 55 ~

IRA Standard 1.3

Candidates understand the

role of professional judgment

and practical knowledge for

improving all students’

reading development and

achievement.

Answer does not clearly

demonstrate candidate

understating of the role of

professional judgment as

stated in IRA standard 1.3

Answer adequately

demonstrates candidate




Answer clearly demonstrates

candidate understating of

the role of professional

judgment as stated in IRA

standard 1.3

Evidences:

Model fair-mindedness, empathy, and ethical behavior

Communicate the importance of the above in instruction and professional behavior.

Comments: _______________________________________________________________________________________

Evidences:

Demonstrate understanding of research & literature that undergirds the reading/writing curriculum instruction.

Develop and implement curriculum to student’s needs.

Support personnel in design, implementation, & evaluation of curriculum.

Work with personnel in developing curriculum with alignment across pre-K to 12th

Comments: ___________________________________________________________________________________

IRA: Standard 2.2

Candidates use appropriate and varied

instructional approaches, including those that

develop word recognition, language

comprehension, strategic knowledge, and

reading–writing connections.

Answer does not

demonstrate use of

appropriate and varied

instructional approaches as

indicated in IRA standard 2.2

Answer adequately

demonstrates use of



indicated in IRA standard

2.2

Answer fully

demonstrates use of


instructional

approaches as

indicated in IRA

standard 2.2

Evidences:

Use instructional approaches supported by literature and research.

Provide appropriate instruction for all readers and writers.

Support personnel to implement instructional approaches for all students.

Adapt to meet the needs of students who struggle to learn to read and write.

Comments: ______________________________________________________________________________________

IRA Standard 2.1

Candidates use foundational

knowledge to design or

implement an integrated,

comprehensive, and

balanced curriculum.

Answer does not

demonstrate candidates use

of foundation knowledge as


Answer adequately


use of foundation knowledge

as indicated in IRA standard

2.1


candidates use of foundation

knowledge as indicated in

IRA standard 2.1

~ 56 ~

IRA Standard 2.3

Candidates use a wide range

of texts (e.g., narrative,

expository, and poetry) from

traditional print, digital, and

online resources.

Answer does not

demonstrate use of a wide

range of texts as indicated in

IRA Standard 2.3

Answer adequately

demonstrates use of a wide

range of texts as indicated in

IRA Standard 2.3


use of a wide range of texts

as indicated in IRA Standard

2.3

Evidences:

Demonstrate knowledge of a wide variety of resources.

Support personnel in the building of accessible classroom library for learners.

Lead school efforts to evaluate, select, and use a variety of instructional materials.

Comments: ______________________________________________________________________________________

IRA Standard 3.1

Candidates understand types

of assessments and their

purposes, strengths, and

limitations.

Answer does not

demonstrate understanding

of types of assessments as


Answer adequately

demonstrates understanding

of types of assessments as



understanding of types of

assessments as stated in IRA

standard 3.1

Evidences:

Demonstrate understanding of different assessments – their uses and misuses.

Understand purpose for assessing performance of all readers.

Recognize technical adequacy of assessments – reliability, content & validity.

Explain district & state assessment frameworks, proficiency standards, and student benchmarks

Comments: ______________________________________________________________________________________

IRA Standard 3.2

Candidates select, develop,

administer, and interpret

assessments, both traditional

print and electronic, for

specific purposes.

Answer does not


ability to select, develop and

administer and interpret


standard 3.2

Answer adequately





standard 3.2


candidates ability to select,

develop and administer and

interpret assessments as


Evidences:

Administer & interpret appropriate assessments for students.

Collaborate and support teachers in the analysis of data.

Lead school wide analysis to select assessment tools.

Comments: _______________________________________________________________________________________

~ 57 ~

IRA Standard 3.3

Candidates use assessment information to plan and evaluate instruction.

Answer does not demonstrate use of assessment information to plan and evaluate instruction.

Answer adequately demonstrates use of assessment information to plan and evaluate instruction.

Answer clearly demonstrates use of assessment information to plan and evaluate instruction.

Evidences:

Use multiple data sources for analysis and planning.

Use assessment data to examine the effectiveness of practices and responses.

Lead teachers in using assessment data to make decisions.

Plan and evaluate professional development using data

Comments: _______________________________________________________________________________________

IRA Standard 3.4

Candidates communicate assessment results and implications to a variety of audiences.

Answer does not demonstrate the ability to communicate assessment information to various audiences.

Answer adequately demonstrates the ability to communicate assessment information to various audiences.

Answer fully demonstrates the ability to communicate assessment information to various audiences.

Evidences:

Analyze and report assessment results to appropriate audiences.

Communicate results of assessment to various audiences.

Comments: _______________________________________________________________________________________

IRA Standard 4.1

Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.

Answer does not demonstrate candidates recognize, understand, and value diversity as stated in IRA standard 4.1.

Answer adequately demonstrates the ability to communicate assessment information to various audiences.

Answer fully demonstrates the ability to communicate assessment information to various audiences.

Evidences:

Demonstrate understanding of diversity and how it influences reading and writing development.

Assist in developing instruction responsive to diversity.

Understand the relationship between first and second language acquisition and literacy development.

Engage community in conversations about research on diversity and its impact.

Comments: _______________________________________________________________________________________

~ 58 ~

IRA Standard 4.2

Candidates use a literacy

curriculum and engage in

instructional practices that

positively impact students’

knowledge, beliefs, and

engagement with the features of

diversity.

Answer does not

demonstrate use of a

literacy curriculum and

engagement in

instructional practices as


4.2

Answer adequately

demonstrates use of a


engagement in



4.2

Answer clearly



engagement in

instructional practices

as indicated in IRA

standard 4.2

Evidences:

Provide differentiated instruction and materials to meet diversity needs.

Support teachers in providing differentiated instruction and developing students.

Lead other educators in recognizing cultures and diverse backgrounds.

Collaborate to build strong home-to-school and school-to-home connections.

Provide support and leadership to others in valuing contributions of diverse learners.

Comments: _______________________________________________________________________________________

IRA Standard 4.3

Candidates develop and

implement strategies to advocate

for equity.

Answer does not

demonstrate development

and implementation of

strategies that advocate for

equity as indicated in IRA

standard 4.3

Answer adequately

demonstrates

development and

implementation of

strategies that advocate

for equity as indicated in

IRA standard 4.3

Answer clearly

demonstrates

development and

implementation of

strategies that

advocate for equity as

indicated in IRA

standard 4.3

Evidences:

Provide linguistic, academic, and cultural experiences linking communities with schools.

Advocate for change in biased or prejudiced societal practices and institutional structures.

Demonstrate how issues of inequity and opportunities for social justice activism can be incorporated into the

curriculum.

Implement policies and instructional practices that promote equity.

Comments: _______________________________________________________________________________________

~ 59 ~

IRA Standard 5.1

Candidates design the

physical environment to

optimize students’ use of

traditional print, digital, and

online resources in reading

and writing instruction.

Answer does not

demonstrate ability to design

the physical environment as

stated in IRA standard 5.1.

Answer adequately

demonstrates ability to

design the physical

environment as stated in IRA

standard 5.1.


ability to design the physical

environment as stated in IRA

standard 5.1.

Evidences:

Provide easy access to books and other materials for a variety of activities.

Modify the arrangements to accommodate changing needs.

Comments: ________________________________________________________________________________

IRA Standard 5.2

Candidates design a social

environment that is low risk

and includes choice,

motivation, and scaffolded

support to optimize students’

opportunities for learning to

read and write.

Answer does not


ability to design a social


as stated in IRA standard 5.2

Answer adequately




as stated in IRA standard 5.2


candidates ability to design a

social environment that is

low risk as stated in IRA

standard 5.2

Evidences:

Create supportive social environments for students

Model for other professionals in doing the same for all students

Create supportive social environments for students.

Comments: _____________________________________________________________________________________

IRA Standard 5.3

Candidates use routines to support

reading and writing instruction

(e.g., time allocation, transitions

from one activity to another,

discussions, and peer feedback).

Answer does not

demonstrate use of

routines to support

reading and writing

Answer adequately

demonstrates use of

routines to support

reading and writing

Answer clearly

demonstrates use of

routines to support

reading and writing

Evidences:

Understand the role of routine in creating positive learning environments.

Create effective routines for all students.

Support teachers in doing the same.

Comments: _______________________________________________________________________________________

~ 60 ~

IRA Standard 5.4 Candidates use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.

Answer does not


variety of classroom

configurations to

differentiate instruction.

Answer adequately



configurations to


Answer clearly



configurations to


Evidences:

Use evidence-based grouping practices.


Comments: _______________________________________________________________________________________

IRA Standard 6.1 Candidates demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture.

Answer does not

demonstrate foundational

knowledge of adult

learning theories

Answer adequately

demonstrates

foundational knowledge of

adult learning theories

Answer clearly

demonstrates



Evidences:

Use literature and research findings in working with other professionals.

Build effective professional development programs.

Comments: _______________________________________________________________________________________

IRA Standard 6.2 Candidates display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors.

Answer does not

demonstrate ability to

display positive

dispositions related to

their own reading and

writing and the teaching of

reading and writing as


Answer adequately


display positive






Answer clearly


display positive






Evidences:

Articulate the research base.

Promote the value of reading and writing in and out of school.

Participate in professional literacy organizations and such.

Demonstrate effective personal skills.

Demonstrate effective use of technology.

Comments: ____________________________________________________________________________________

~ 61 ~

IRA Standard 6.3

Candidates participate in,

design, facilitate, lead, and

evaluate effective and

differentiated professional

development programs.

Answer does not


participate in, design,

facilitate, lead and

evaluate effective

professional development.

Answer adequately




evaluate effective


Answer clearly




evaluate effective


Evidences:

Collaborate in professional development activities for individuals and groups of teachers

Hold effective conversations with co-workers.

Support teachers in technology efforts.

Comments: _____________________________________________________________________________________

IRA Standard 6.4

Candidates understand and

influence local, state, or

national policy decisions.

Answer does not

demonstrate understands

and influences local, state or


Answer adequately

demonstrates understands

and influences local, state or



understands and influences

local, state or national policy

decisions.

Evidences:

Demonstrate an understanding of policies that affect reading and writing instruction

Assist in proposals that enable schools to obtain additional funding to support literacy efforts.

Promote communication among stakeholders, policymakers, and community members.

Advocate with groups for needed changes that affect literacy instruction.

Comments: _____________________________________________________________________________________

Research &

Supporting

Information

Referenced research

and supporting

information is not

appropriate, does not

answer question, or is

not present.

References to research and

supporting information

appropriately support the

response to the question. A

minimum of 5 citations are

used appropriately.

References to research and supporting

information appropriately support the

response to the question. A minimum of 6

citations are used appropriately. In addition,

the writer effectively integrates supportive

citations or references into his/her in-depth

discussion. It is clear that the writer has clear

understanding of the cited theorists

perspectives and has integrated these into

his/her own perspective.

Evidences: ______________________________________________________________________________________

~ 62 ~

Theory & Practice Response has no practical

value to instruction,

leadership, &/or professional

development & organization.

The relationship between

theory and practice is

unclear

Some responses have

practical value to instruction,



The writer makes an

appropriate link between

theory and practice.

The link between theory and

practice is clearly evident.

The response has practical




Evidences: _______________________________________________________________________________________

Organization/

Mechanics

Many organizational or

mechanics issues are

present. The writer fails to

demonstrate logical

sequencing of ideas or

provide transitions that

enhance organization.

Many errors in spelling and

grammar are noted.

Few, if any, organizational or

mechanics issues are present.

The writer demonstrates logical

sequencing of ideas or provide

transitions that enhance

organization. Few errors in

spelling and grammar are

noted

The writer demonstrates logical, subtle

sequencing of ideas through well-

developed paragraphs & transitions that

enhance organization. The writer

conveys the ideas with authority. The

response also is free of spelling and

grammar errors and has a strong

introduction and conclusion

Evidences: _______________________________________________________________________________________

Passing = 72 or above Grade ________/120

~ 63 ~

MUW GUIDELINE GRADUATE PROGRAMS

COMPREHENSIVE EXAMS

1. Comprehensive exams should be taken either during the last semester of coursework or directly

following the last semester of coursework.

2. Notify, in writing, the department of graduate studies in education at [email protected] and your

academic advisor at the beginning of the semester that you plan to take the exam. Include in

the correspondence your name, contact information, degree program and the semester you plan

to sit for the exam.

3. You will receive a confirmation email with the date and location of the exam along with

important notes about the exam.

4. All materials needed to take the exam will be provided on the day of the exam including paper

and pencil for prewriting. All personal belongings will be stored prior to the beginning of the

exam.


~ 64 ~

WRITTEN STANDARDS FOR FAILURE TO PASS

WRITTEN COMPREHENSIVE EXAMINATION

1. PURPOSE

1.1 The purpose of this statement is to establish written standards for the consequences of failure to

pass written comprehensive examinations. This standard is to ensure Mississippi University for

Women’s commitment to excellence.

1.2 Established written standards are necessary to provide legal protection for the student, the

faculty, and the University.

2. REVIEW

2.1 The Graduate Council and the Director of Graduate Studies shall review these standards as

needed. Any changes will be submitted to the appropriate Administrator of the University.

3. CRITERIA

3.1 Each graduate program will have an evaluative process in place which identifies content area,

number of questions, and what constitutes failure for comprehensive examinations.

3.2 Students who fail the written comprehensive exam on the first write will have:

1. Opportunity to repeat the written comprehensive on content/questions identified by

faculty.

2. Time and date of the repeat examination as determined by the program director.

3.3 In the event the student fails the second comprehensive examination the consequences are:

1. Failure to graduate on the original date.

2. Register for and successfully complete a Special Topics Course (2 hrs) to be designed as a

review course for comprehensive examination. This course must be taken during the

semester following the semester in which failure occurred.

3. Enrollment in at least one hour course within the University each semester until the

completion of degree.

4. Pass a comprehensive exam within one year after the first failure.

3.4 Failure to pass the third comprehensive exam will result in exclusion from the graduate

program.

~ 65 ~

Rubrics for Comprehensive Exams

~ 66 ~

Master’s Degree in Educational Leadership

Rubric for Graduate Comprehensive Examination in Educational Leadership

Date ________________________________________________ Student’s Name/ID Number _________________________________________________________

Minimal (1) Adequate (3) Exemplary (5) Score and Comments

Research & Supporting

information

Referenced research and


is not appropriate, does

not answer question, or

is not present.

References to research

and supporting

information

appropriately support

the response to the

question. A minimum of

5 citations are used

appropriately.






used appropriately. In

addition, the writer effectively

integrates supportive citations

or references into his/her in-

depth discussion. It is clear

that the writer has clear

understanding of the cited

theorists perspectives and has

integrated these into his/her

~ 67 ~

own perspective.

Content Responses rely only on

experience or on topics

not related to the

program.

Responses refer to some

content covered through

classes & external

readings, projects,

internship experiences,

in synthesis with

experiences. The answer

follows a logical

sequence and is

supported in the

discussion.

Responses refer to content

covered across classes, through

external readings, projects,

internship experiences, in

synthesis with leadership

experiences. The writer builds

a strong, logical, and

comprehensive rationale.

ISLLC Standards Responses show only

minimal evidence of

alignment or

understanding of

ISLLC Standards

Responses show a

logical alignment with

& understanding of

ISLLC Standards.

Responses show strong

alignment with &

understanding of ISLLC

Standards. ISLLC Standards

are referenced appropriately

Theory & Practice Response has no

practical value to

instruction, leadership,

&/or professional

development &

organization. The

relationship between

Some responses have

practical value to


&/or professional

development &

organization. The writer

makes an appropriate


practice is clearly evident. The

response has practical value to

instruction, leadership, &/or

professional development &

organization.

~ 68 ~

theory and practice is

unclear.

link between theory and

practice.

Organization/Mechanics Many organizational or


present. The writer

fails to demonstrate

logical sequencing of

ideas or provide

transitions that


Many errors in spelling

and grammar are

noted.

Few, if any,

organizational or


present. The writer

demonstrates logical


provide transitions that


Few errors in spelling

and grammar are noted.

The writer demonstrates

logical, subtle sequencing of

ideas through well-

developed paragraphs &



conveys the ideas with

authority. The response also

is free of spelling and

grammar errors and has a

strong introduction and

conclusion.

Completion Did not answer all parts

of question.

Answered all parts of

question.

Answered all parts of question

with appropriate detail.

Overall Score /30

Scoring: PASS 18 or above FAIL 17 or below

~ 69 ~

GIFTED COMPREHENSIVE EXAM RUBRIC

Date: _______________________ Student: _______________________________________ ID#: _______________________

NAGC –CEC Standard Element (indicator)

Unacceptable Below Average

Competency Average

Competency

Excellent

Point Value: 5 X0.0 X.6 X.8 X1.0

Element 1 aligns with: NAGC – CEC Standard 1: Foundations

Educators of the gifted understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues. These perspectives continue to influence the field of gifted education and the education and treatment of individuals with gifts and talents both in school and society. They recognize how foundational influences affect professional practice, including assessment, instructional planning, delivery, and program evaluation. They further understand how issues of human diversity impact families, cultures, and schools, and how these complex human issues can interact in the delivery of gifted and talented education services.

Element 1: K1: Historical foundations of gifted and talented education including points of view and contributions of individuals from diverse backgrounds.

K2: Key philosophies, theories, models, and research that supports gifted and talented education.

K3: Local, state/provincial and federal laws and policies related to gifted and talented education.

K4: Issues in conceptions, definitions, and identification of individuals with gifts and talents, including those of individuals from diverse backgrounds.

K5: Impact of the dominant culture’s role in shaping schools and the differences in values, languages, and customs between school and home.

K6: Societal, cultural, and economic factors, including anti-intellectualism and equity vs. excellence, enhancing or inhibiting the development of gifts and talents.

K7: Key issues and trends, including diversity and inclusion that connect general, special, and gifted and talented education.

Foundational information was not present

Foundational information was limited.

Foundational information was tied to at least three applicable Knowledge-level standards (e.g. Historical foundations, key philosophies, laws or policies related to gifted, issues and trends, etc.), or the information was provided with depth.

Information is tied to more than 3 standards and the information is meaningful and relevant to current practice, or is connected to fewer standards, but information has thick rich description.


Score for Element 1: 5 x ( )

~ 70 ~



Competency Average

Competency

Excellent


Element 2 aligns with NAGC – CEC

Standard 2: Development & Characteristics of Learners

Educators of the gifted know and demonstrate respect for their students as unique human beings. They understand variations in characteristics and development between and among individuals with and without exceptional learning needs and capacities. Educators of the gifted can express how different characteristics interact with the domains of human development and use this knowledge to describe the varying abilities and behaviors of individuals with gifts and talents. Educators of the gifted also understand how families and communities contribute to the development of individuals with gifts and talents.

Element 2.

K1: Cognitive and affective characteristics of individuals with gifts and talents, including those from diverse backgrounds, in intellectual, academic, creative, leadership, and artistic domains.

K2: Characteristics and effects of culture and environment on the development of individuals with gifts and talents.

K3: Role of families and communities in supporting the development of individuals with gifts and talents.

K4: Advanced developmental milestones of individuals with gifts and talents from early childhood through adolescence.

K5: Similarities and differences within the group of individuals with gifts and talents as compared to the general population.

Response has no connection to characteristics.

Response is limited to peripheral information, or is not directly used to answer the question.

Response has a strong connection to at least one appropriate knowledge level standard and includes information from at least one additional standard.

In addition to Adequate, the information is relevant to current practice and contains thick rich description.

Comments on Element (indicator) 2


~ 71 ~

NAGC –CEC Standard Element

(indicator)


Competency Average

Competency

Excellent


Element 3 aligns with NAGC – CEC

Standard 3: Individual Learning Differences

Educators of the gifted understand the effects that gifts and talents can have on an individual’s learning in school and throughout life. Moreover, educators of the gifted are active and resourceful in seeking to understand how language, culture, and family background interact with an individual’s predispositions to impact academic and social behavior, attitudes, values, and interests. The understanding of these learning differences and their interactions provides the foundation upon which educators of the gifted plan instruction to provide meaningful and challenging learning.

Element 3 K1: Influences of diversity factors on individuals with gifts and talents.

K2: Academic and affective characteristics and learning needs of individuals with gifts, talents, and disabilities.

K3: Idiosyncratic learning patterns of individuals with gifts and talents, including those from diverse backgrounds.

K4: Influences of different beliefs, traditions, and values across and within diverse groups on relationships among individuals with gifts and talents, their families, schools and communities.

Response does not address learning differences.

Response is presented with limited information/ application

Response addresses diversity and incorporates at least one appropriate standard.


Comments on Element (indicator) 3


~ 72 ~

NAGC –CEC Standard Element

(indicator)


Competency Average

Competency

Excellent


Element 4 aligns with NAGC – CEC Standard 5: Learning Environments and Social Interactions Educators of the gifted actively create learning environments for individuals with gifts and talents that foster cultural understanding, safety and emotional well-being, positive social interactions, and active engagement. In addition, educators of the gifted foster environments in which diversity is valued and individuals are taught to live harmoniously and productively in a culturally diverse world. Educators of the gifted shape environments to encourage independence, motivation, and self-advocacy of individuals with gifts and talents.

Element 4

K1: Ways in which groups are stereotyped and experience historical and current discrimination and implications for gifted and talented education. K2: Influence of social and emotional development on interpersonal relationships and learning of individuals with gifts and talents.

Response does not address socio-emotional development, or stereotypes

Response has limited connection to socio-emotional development, or stereotypes.

Response includes a strong connection to socio-emotional needs/development and may also include stereotypes, discrimination, and/or implications.




~ 73 ~



Competency Average

Competency

Excellent


* Element 5 aligns with NAGC – CEC Standard 7: Instructional Planning

Curriculum and instructional planning is at the center of gifted and talented education. Educators of the gifted develop long-range plans anchored in both general and special curricula. They systematically translate shorter-range goals and objectives that take into consideration an individual’s abilities and needs, the learning environment, and cultural and linguistic factors. Understanding of these factors, as well as the implications of being gifted and talented, guides the educator’s selection, adaptation, and creation of materials, and use of differentiated instructional strategies. Learning plans are modified based on ongoing assessment of the individual’s progress. Moreover, educators of the gifted facilitate these actions in a collaborative context that includes individuals with gifts and talents, families, professional colleagues, and personnel from other agencies as appropriate. Educators of the gifted are comfortable using technologies to support instructional planning and individualized instruction.

Element 5 K1: Theories and research models that form the basis of curriculum development and instructional practice for individuals with gifts and talents.

K2: Features that distinguish differentiated curriculum from general curricula for individuals with exceptional learning needs.

K3: Curriculum emphases for individuals with gifts and talents within cognitive, affective, aesthetic, social, and linguistic domains.

Response has no connection to planning.

Response has limited connection to planning.

Response is appropriate to question and includes emphasis in at least two domains (e.g. affective and cognitive). Response also includes features that distinguish regular curriculum from GT curriculum.

In addition to Adequate, the information includes research models and is relevant to current practice and contains thick rich description.



*Standard may not be applicable to all questions.

~ 74 ~

NAGC –CEC Standard Element (indicator) Unacceptable

Below Average

Competency

Average Competency

Excellent


* Element 6 aligns with NAGC – CEC Standard 8: Assessment

Assessment is integral to the decision-making and teaching of educators of the gifted as multiple types of assessment information are required for both identification and learning progress decisions. Educators of the gifted use the results of such assessments to adjust instruction and to enhance ongoing learning progress. Educators of the gifted understand the process of identification, legal policies, and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with gifts and talents, including those from culturally and linguistically diverse backgrounds. They understand measurement theory and practices for addressing the interpretation of assessment results. In addition, educators of the gifted understand the appropriate use and limitations of various types of assessments. To ensure the use of nonbiased and equitable identification and learning progress models, educators of the gifted employ alternative assessments such as performance-based assessment, portfolios, and computer simulations.

Element 6 K1: Processes and procedures for the identification of individuals with gifts and talents.

K2: Uses, limitations, and interpretation of multiple assessments in different domains for identifying individuals with exceptional learning needs, including those from diverse backgrounds.

K3: Uses and limitations of assessments documenting academic growth of individuals with gifts and talents.

Response does not address assessment,

Response addresses assessment in a limited fashion, or is peripheral to the question.

Response is appropriate to question and includes at least one knowledge level standard.




*Standard may not be applicable to all questions.

~ 75 ~



Competency Average

Competency

Excellent


Element 7 aligns with NAGC – CEC Standard 9: Professional and Ethical Practice

Educators of the gifted are guided by the profession’s ethical and professional practice standards. They practice in multiple roles and complex situations across wide age and developmental ranges. Their practice requires ongoing attention to professional and ethical considerations. They engage in professional activities that promote growth in individuals with gifts and talents and update themselves on evidence-based best practices. Educators of the gifted view themselves as lifelong learners and regularly reflect on and adjust their practice. They are aware of how attitudes, behaviors, and ways of communicating can influence their practice. Educators of the gifted understand that culture and language interact with gifts and talents and are sensitive to the many aspects of the diversity of individuals with gifts and talents and their families.

Element 7 K1: Personal and cultural frames of reference that affect one’s teaching of individuals with gifts and talents, including biases about individuals from diverse backgrounds.

K2: Organizations and publications relevant to the field of gifted and talented education.

Information relating to professional or ethical practice was not included

Information relating to professional or ethical practice was limited and peripheral to the response.

Personal or Cultural frames of reference were addressed in the response and at least one organization that relates to gifted and talented was mentioned.

Personal & Cultural frames of reference were addressed including biases about individuals from diverse backgrounds. Organizations and publications were specifically relevant to the question response and were thoughtfully included.



Element (indicator) Unacceptable Below Average Competency Average Competency Excellent


Element 8 Research/Supporting Information

Research/support ing information was not present.

Research/supporting information is not appropriate and/or does not answer question

Research/supporting information answers the question. Three to five citations are used and formatted correctly. Ex. According to Betts, Toy, & Vasquez (2006),…

Research/supporting information offers in-depth analysis by providing supportive citations of authorities or other supporting information. At least 6 citations per question are included and formatted correctly. Ex. (Renzulli, 1985)



~ 76 ~

Element (indicator) Unacceptable Average Competency Excellent

Point Value: 2 X0.0 X.5 X1.0

Element 9: Organization/ Mechanics

Many organizational or mechanics issues that fail to demonstrate logical sequencing of ideas or transitions that enhance organization. Many errors in spelling & grammar.

Few organizational or mechanics issues that fail to demonstrate logical sequencing of ideas or transitions that enhance organization. Few errors in spelling & grammar.

Demonstrates logical, subtle sequencing of ideas through well-developed paragraphs; transitions that enhance organization; error-free spelling & grammar; strong introduction & conclusion.



Element (indicator) Unacceptable Average Competency Excellent

Point Value: 2 X0.0 X.5 X1.0

Element 10: Completion

Did not answer all parts of question.

Answered all parts of question.

Answered all parts of question in detail.



Pass 30 or greater Fail: Less than 30 Total Score: /44

Other Comments: ___________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

~ 77 ~


Rubric for Graduate Comprehensive Exams (MAT)

Date: ________________ Student: ___________________________________ ID#: _____________

Minimal (1) Adequate (3) Exemplary (5)

Research/Supporting Information

Research/supporting

information is not

appropriate, does not

answer question, or was

not present .

Research/supporting

information answers the

question. Three to five

citations are used

correctly. (e.g. according

to Glasser)

Research/supporting

information offers in-

dept analysis by

providing supportive

citations of authorities

or other supporting

information. 6 or more citations.

Content Answers rely on

experience or on topics

not related to the

program.

Answers refer to some

content covered through

classes & external

readings & projects, in

synthesis with

experience.

Answers refer to

content covered across

classes & external

readings & projects, in

synthesis with

experience.

Application Response has no

practical value to

instruction, leadership

&/or professional development &

organization.

Some responses have

practical value to


&/or professional development &

organization.

Response has practical


leadership, &/or


organization.

Organization/

Mechanics

Many organizational or mechanics issues that

fail to demonstrate

logical sequencing of

ideas or transitions that


Many errors in spelling

& grammar.

Few organizational or mechanics issues that fail

to demonstrate logical



organization. Few errors

in spelling & grammar.

Demonstrates logical, subtle sequencing of ideas through well-

developed paragraphs;


organization; error-free

spelling & grammar;

strong introduction &

conclusion.

Completion Did not answer all parts

of question.


question.


question in detail.

Scoring: PASS 15 or above FAIL 14 or less

Total Score: /25

~ 78 ~


Reading Literacy Comprehensive Exam Rubric

Student ID# ____________________________________________ Date _________________________

Critical Elements IRA 2010 Standards

Minimal 1-2

Acceptable 3-4

Target 5

IRA Standard 1.1

Candidates understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading–writing connections.

Answer does not demonstrates understanding of major theories as stated in IRA standard 1.1

Answer adequately demonstrates understanding of major theories as stated in IRA standard 1.1

Answer clearly demonstrates understanding of major theories as stated in IRA standard 1.1

Evidences:

Interpret major theories of reading.

Analyze classroom environment quality.

Demonstrate a critical stance toward scholarship.

Read and understand literature and research

Demonstrate an understanding of major theories of reading and writing processes, components, and development.

Comments: ______________________________________________________________________________

Evidences:

Interpret and summarize shared knowledge that addresses needs of readers.

Inform educators and others about historically shared knowledge base.

Comments: ________________________________________________________________________________________

IRA Standard 1.2

Candidates understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.

Answer does not demonstrate


historically shared knowledge

of the profession as indicated

in the IRA standard.

Answer adequately





IRA standard.



historically shared knowledge

of the profession as indicated

in the IRA standard.

~ 79 ~

IRA Standard 1.3

Candidates understand the

role of professional

judgment and practical

knowledge for improving all

students’ reading

development and

achievement.

Answer does not clearly

demonstrate candidate




Answer adequately





Answer clearly





Evidences:

Model fair-mindedness, empathy, and ethical behavior

Communicate the importance of the above in instruction and professional behavior.

Comments: _______________________________________________________________________________________

Evidences:

Demonstrate understanding of research & literature that undergirds the reading/writing curriculum instruction.

Develop and implement curriculum to student’s needs.

Support personnel in design, implementation, & evaluation of curriculum.

Work with personnel in developing curriculum with alignment across pre-K to 12th

Comments: ___________________________________________________________________________________

IRA: Standard 2.2

Candidates use appropriate and varied

instructional approaches, including those that

develop word recognition, language

comprehension, strategic knowledge, and

reading–writing connections.

Answer does not

demonstrate use of




Answer adequately

demonstrates use of




2.2

Answer fully

demonstrates use of


instructional

approaches as

indicated in IRA

standard 2.2

Evidences:

Use instructional approaches supported by literature and research.

Provide appropriate instruction for all readers and writers.

Support personnel to implement instructional approaches for all students.

Adapt to meet the needs of students who struggle to learn to read and write.

IRA Standard 2.1

Candidates use foundational

knowledge to design or

implement an integrated,

comprehensive, and balanced

curriculum.



knowledge as indicated in IRA

standard 2.1

Answer adequately

demonstrates candidates use

of foundation knowledge as




knowledge as indicated in IRA

standard 2.1

~ 80 ~

Comments: ______________________________________________________________________________________

IRA Standard 2.3

Candidates use a wide

range of texts (e.g.,

narrative, expository, and

poetry) from traditional

print, digital, and online

resources.

Answer does not

demonstrate use of a wide

range of texts as indicated

in IRA Standard 2.3

Answer adequately

demonstrates use of a wide

range of texts as indicated

in IRA Standard 2.3


use of a wide range of texts

as indicated in IRA Standard

2.3

Evidences:

Demonstrate knowledge of a wide variety of resources.

Support personnel in the building of accessible classroom library for learners.

Lead school efforts to evaluate, select, and use a variety of instructional materials.

Comments: ______________________________________________________________________________________

IRA Standard 3.1

Candidates understand types of

assessments and their

purposes, strengths, and

limitations.




standard 3.1

Answer adequately

demonstrates understanding of

types of assessments as stated

in IRA standard 3.1




standard 3.1

Evidences:

Demonstrate understanding of different assessments – their uses and misuses.

Understand purpose for assessing performance of all readers.

Recognize technical adequacy of assessments – reliability, content & validity.

Explain district & state assessment frameworks, proficiency standards, and student benchmarks

Comments: _______________________________________________________________________________________

IRA Standard 3.2

Candidates select, develop,

administer, and interpret

assessments, both traditional

print and electronic, for specific

purposes.






Answer adequately





standard 3.2






Evidences:

Administer & interpret appropriate assessments for students.

Collaborate and support teachers in the analysis of data.

~ 81 ~

Lead school wide analysis to select assessment tools.

Comments: _______________________________________________________________________________________

IRA Standard 3.3

Candidates use

assessment information

to plan and evaluate

instruction.


use of assessment information

to plan and evaluate

instruction.

Answer adequately

demonstrates use of

assessment information to

plan and evaluate

instruction.

Answer clearly

demonstrates use of

assessment information to

plan and evaluate

instruction.

Evidences:

Use multiple data sources for analysis and planning.

Use assessment data to examine the effectiveness of practices and responses.

Lead teachers in using assessment data to make decisions

Plan and evaluate professional development using data

Comments: _______________________________________________________________________________________

.

IRA Standard 3.4

Candidates communicate

assessment results and

implications to a variety of

audiences.


the ability to communicate

assessment information to a

various audiences.

Answer adequately

demonstrates the ability to

communicate assessment

information to various

audiences.


the ability to

communicate assessment

information to various

audiences.

Evidences:

Analyze and report assessment results to appropriate audiences.

Communicate results of assessment to various audiences.

Comments: _____________________________________________________________________________________

IRA Standard 4.1

Candidates recognize,

understand, and value the

forms of diversity that exist in

society and their importance in

learning to read and write.


candidates recognize,

understand, and value diversity

as stated in IRA standard 4.1.

Answer adequately


recognize, understand, and

value diversity as stated in IRA

standard 4.1


candidates recognize,

understand, and value diversity

as stated in IRA standard 4.1.

Evidences:

Demonstrate understanding of diversity and how it influences reading and writing development.

Assist in developing instruction responsive to diversity.

~ 82 ~

Understand the relationship between first and second language acquisition and literacy development.

Engage community in conversations about research on diversity and its impact.

Comments: _______________________________________________________________________________________

IRA Standard 4.2

Candidates use a literacy

curriculum and engage in

instructional practices that

positively impact students’

knowledge, beliefs, and

engagement with the features of

diversity.

Answer does not



engagement in



4.2

Answer adequately



engagement in



4.2

Answer clearly


literacy curriculum

and engagement in

instructional practices

as indicated in IRA

standard 4.2

Evidences:

Provide differentiated instruction and materials to meet diversity needs.

Support teachers in providing differentiated instruction and developing students.

Lead other educators in recognizing cultures and diverse backgrounds.

Collaborate to build strong home-to-school and school-to-home connections.

Provide support and leadership to others in valuing contributions of diverse learners.

Comments: _______________________________________________________________________________________

IRA Standard 4.3

Candidates develop and implement

strategies to advocate for equity.

Answer does not

demonstrate development




standard 4.3

Answer adequately

demonstrates development




standard 4.3

Answer clearly

demonstrates

development and

implementation of

strategies that advocate

for equity as indicated

in IRA standard 4.3

Evidences:

Provide linguistic, academic, and cultural experiences linking communities with schools.

Advocate for change in biased or prejudiced societal practices and institutional structures.

Demonstrate how issues of inequity and opportunities for social justice activism can be incorporated into the curriculum.

Implement policies and instructional practices that promote equity.

Comments: _______________________________________________________________________________________

~ 83 ~

IRA Standard 5.1

Candidates design the

physical environment to

optimize students’ use of

traditional print, digital,

and online resources in

reading and writing

instruction.

Answer does not


design the physical

environment as stated in

IRA standard 5.1.

Answer adequately


design the physical


IRA standard 5.1.

Answer clearly


design the physical


IRA standard 5.1.

Evidences:

Provide easy access to books and other materials for a variety of activities.

Modify the arrangements to accommodate changing needs.

Comments: ________________________________________________________________________________

IRA Standard 5.2

Candidates design a social


and includes choice,

motivation, and scaffold

support to optimize students’

opportunities for learning to

read and write.



social environment that is low

risk as stated in IRA standard

5.2

Answer adequately



environment that is low risk as




social environment that is low

risk as stated in IRA standard

5.2

Evidences:

Create supportive social environments for students

Model for other professionals in doing the same for all students

Create supportive social environments for students.

Comments: ______________________________________________________________________________________

IRA Standard 5.3

Candidates use routines to support

reading and writing instruction (e.g.,

time allocation, transitions from one

activity to another, discussions, and

peer feedback).

Answer does not

demonstrate use of routines

to support reading and

writing

Answer adequately

demonstrates use of

routines to support reading

and writing


use of routines to support

reading and writing

Evidences:

Understand the role of routine in creating positive learning environments.

Create effective routines for all students.

~ 84 ~


Comments: _______________________________________________________________________________________

IRA Standard 5.4

Candidates use a variety of

classroom configurations

(i.e., whole class, small group,

and individual) to


Answer does not



configurations to


Answer adequately



configurations to


Answer clearly



configurations to


Evidences:

Use evidence-based grouping practices.


Comments: _______________________________________________________________________________________

IRA Standard 6.1

Candidates demonstrate


adult learning theories and

related research about

organizational change,

professional development,

and school culture.

Answer does not

demonstrate foundational

knowledge of adult learning

theories

Answer adequately

demonstrates foundational

knowledge of adult learning

theories




Evidences:

Use literature and research findings in working with other professionals.

Build effective professional development programs.

Comments: _______________________________________________________________________________________

IRA Standard 6.2

Candidates display positive

dispositions related to their own

reading and writing and the

teaching of reading and writing,

and pursue the development of

individual professional

knowledge and behaviors.

Answer does not


display positive dispositions

related to their own reading

and writing and the teaching

of reading and writing as


Answer adequately


display positive dispositions

related to their own reading

and writing and the teaching

of reading and writing as



ability to display positive

dispositions related to their

own reading and writing and

the teaching of reading and

writing as stated in IRA

standard 6.2

Evidences:

Articulate the research base.

Promote the value of reading and writing in and out of school.

Participate in professional literacy organizations and such.

Demonstrate effective personal skills.

~ 85 ~

Demonstrate effective use of technology.

Comments: ____________________________________________________________________________________

IRA Standard 6.3

Candidates participate in,

design, facilitate, lead,

and evaluate effective

and differentiated

professional development

programs.

Answer does not




evaluate effective

professional

development.

Answer adequately




evaluate effective

professional

development.

Answer clearly




evaluate effective

professional

development.

Evidences:

Collaborate in professional development activities for individuals and groups of teachers

Hold effective conversations with co-workers.

Support teachers in technology efforts.

Comments: _____________________________________________________________________________________

IRA Standard 6.4

Candidates understand and

influence local, state, or





decisions.

Answer adequately

demonstrates understands and

influences local, state or





decisions.

Evidences:

Demonstrate an understanding of policies that affect reading and writing instruction

Assist in proposals that enable schools to obtain additional funding to support literacy efforts.

Promote communication among stakeholders, policymakers, and community members.

Advocate with groups for needed changes that affect literacy instruction.

Comments: _____________________________________________________________________________________

Research &

Supporting

Information

Referenced research and

supporting information is

not appropriate, does not

answer question, or is not

present.






used appropriately.

References to research and supporting information

appropriately support the response to the

question. A minimum of 6 citations are used

appropriately. In addition, the writer effectively

integrates supportive citations or references into

his/her in-depth discussion. It is clear that the

writer has clear understanding of the cited

theorists perspectives and has integrated these

into his/her own perspective.

~ 86 ~

Evidences: ______________________________________________________________________________________

Theory & Practice Response has no practical


leadership, &/or


organization. The

relationship between theory

and practice is unclear

Some responses have

practical value to

instruction, leadership, &/or



makes an appropriate link

between theory and

practice.


practice is clearly evident.

The response has practical


leadership, &/or


organization.

Evidences: _______________________________________________________________________________________

Organization/

Mechanics

Many organizational or


The writer fails to

demonstrate logical



organization. Many errors in

spelling and grammar are

noted.

Few, if any, organizational or


The writer demonstrates logical



organization. Few errors in

spelling and grammar are noted

The writer demonstrates logical, subtle

sequencing of ideas through well-developed

paragraphs & transitions that enhance

organization. The writer conveys the ideas

with authority. The response also is free of

spelling and grammar errors and has a

strong introduction and conclusion

Evidences: _______________________________________________________________________________________

Passing = 72 or above Grade ________/120

~ 87 ~


Research Project Guidelines Graduate Programs in Education

Students choosing to complete a research project to fulfill part of the requirements for the Graduate Program

will work closely with his/her advisor. The advisor will discuss the guidelines for completing the project.

The project should include, but is not limited to: (a) a research proposal, (b) permission to conduct research

from the Committee on the Use of Human Subjects, (c) data collection, (d) data analysis and interpretation

(e) limitations of the study, and (f) results. All submissions should be in APA format. The student will be

expected to meet weekly with his/her advisor in order to have an opportunity to obtain regular feedback. The

student will also meet regularly with a four-person Graduate Committee. This committee will be responsible

for grading the project for satisfactory completion.

~ 88 ~


Teacher Professional Development Rubric

A teacher professional disposition is the tendency to act in a certain manner aligned with the field of professional

education. The dispositions below are aligned with the Mississippi Educator Code of Ethics and Standards of Conduct Code

1717 (http://www.mde.k12.ms.us/SBE_policymanual/1717.htm).

NOTE: The indicators listed below do not include skills related to curriculum, instruction, assessment, and classroom

management. These skills are evaluated using the Teacher Internship Assessment Instrument (TIAI).

Directions: Circle the proficiency level that best describes the candidate for each indicator. Include notes that

justify the proficiency level selected. This rubric should be introduced in ED 300 Education as a Profession, and

students should sign the Statement of Commitment to be retained in their Teacher Education file. All

professional education courses should integrate the teaching of professional dispositions into the coursework,

particularly the field experience courses. Students should use this rubric as a self-evaluation tool. This rubric is

used in the Teacher Internship to determine the dispositions portion of the final grade.

Student’s Name: Course:

Evaluator: Semester: Overall Score:

General Standards for Conduct

Indicator

Unacceptable

0

Meets

Expectations

1

Exceeds

Expectations

2

NOTES

SCORE

Timeliness

INTASC

Standard: 5

Frequently late

and/or leaves

early

Arrives on time

and remains as

expected

Consistently arrives prior to

designated time and remains as

needed until task is complete

Attendance

INTASC

Standard: 5

Does not attend as scheduled;

may or may not notify teacher;

not dependable

Attends regularly as scheduled;

makes up time

missed

Consistently attends regularly;

volunteers to attend beyond required

time

Appearance

and Dress

INTASC

Standard: 5

Dresses

inappropriately

for the school

environment and

is poorly

groomed

Generally

dresses

appropriately for

the school

environment and

is generally

well-groomed

Consistently dresses in a

professional manner, is well-

groomed and demonstrates an understanding of

appropriate dress

Confidentiality

INTASC

Standard: 9

Talks

inappropriately

to others

concerning

students and

school; lacks

respect for confidential

matters

When necessary, talks

appropriately

with other

professionals

concerning

students; maintains

confidentiality

on school matters

Consistently keeps

all school matters

confidential and

refrains from

discussing with

anyone outside of

school; holds high regard for

confidentiality

http://www.mde.k12.ms.us/SBE_policymanual/1717.htm)

http://www.mde.k12.ms.us/SBE_policymanual/1717.htm)

~ 89 ~

Comments:

Autonomy

Indicator

Unacceptable 0

Meets

Expectations 1

Above

Expectations 2

Notes

SCORE

Poise/

Attitude

INTASC

Standard: 6

Shows little self- confidence; displays a

critical or

negative

attitude;

demonstrates inappropriate

behaviors

Generally self-

confident,

courteous;

displays attitude

that is positive

and agreeable

Consistently

demonstrates self-

assured behaviors; always displays

appropriate

behavior; willing attitude at all times

Initiative

INTASC

Standard: 5

Exhibits little

energy or

enthusiasm;

seldom

volunteers for

tasks

Demonstrates enthusiasm for

students,

curriculum, and teaching;

volunteers for tasks; asks questions

Consistently demonstrates an

eagerness to

participate; makes suggestions and is

inquisitive; takes on added

responsibility

Language INTASC

Standard: 6

Speaks in inaudible

language; writes

illegibly;

displays

inappropriate grammar or

syntax; errors in

spoken or

written

language; uses

incorrect, vague, or inappropriate

vocabulary

Speaks in clear

and correct

language; writes

legibly; uses

correct grammar

and vocabulary

Consistently

demonstrates

appropriate

expressive

language and

vocabulary;

demonstrates

superior

understanding of

grammar and

syntax

Rapport

INTASC

Standard: 5, 6, 10

Exhibits little respect when

communicating

or interacting

with students,

faculty, and/or

staff; relates

with others in a

negative,

demeaning, or

sarcastic manner

Demonstrates an

ability to

communicate

and interact

effectively and professionally

with students,

faculty, and staff

Consistently

communicates and

interacts effectively

and professionally

with students,

faculty, and staff;

establishes a

positive rapport;

exhibits caring and

respect

Comments:

~ 91 ~

Decision Making

Indicator

Unacceptable 0

Meets Expectations

1

Above Expectations

2

Notes

SCORE

Cooperation INTASC

Standards: 5, 9, 10

Demonstrates an unwillingness

for compromise and

collaboration

when working with colleagues and community

Demonstrates an

ability and

willingness to

work

cooperatively

with colleagues

and community

Consistently works cooperatively with

colleagues and community to

create an optimal

learning environment for

students

Responsive to

Feedback INTASC Standards:

7, 9

Rejects or

ignores

constructive

feedback

Accepts constructive feedback and

responds

appropriately

Consistently solicits feedback

about performance and consistently

refines practice

Organization INTASC Standards:

4, 7, 8

Neglects to

follow plans;

gets off topic

Uses time effectively;

preplans

assignments; prepares

materials in advance

Consistently

presents thorough

and efficient assignments

Flexibility

INTASC

Standards: 3, 5, 7

Fails to adjust lesson, address

time factors and/or

unexpected

events

Adapts to the

situation

Consistently

demonstrates

flexibility to meet

time and content

concerns

Sensitivity to

Diversity INTASC

Standards: 3, 6, 7

Appears unaware of student and

colleague differences;

relates to some students and

colleagues in a negative,

demeaning or sarcastic

manner; shows favoritism

Displays sensitivity and

acceptance of

diverse

backgrounds and

abilities of all

students and

colleagues

Consistently displays sensitivity

and acceptance of

diverse

backgrounds and

abilities of all

students and

colleagues

Comments:

~ 92 ~

Teacher Candidate Licensure Advisory

The information provided within this document is to advise you of current licensure requirements. This

document and licensure guidelines may change without notice. It is the responsibility of the applicant to

remain abreast of licensure requirements.

1. Traditional Baccalaureate Teacher Education Program Candidate: A five year educator license is granted to applicants meeting all licensing requirements and

completing a state approved or National Council for Accreditation of Teacher Education (NCATE)

approved teacher education program from a regionally/nationally accredited institution of

higher learning.

Minimum licensure requirements are as follows:

Educational courses

A full semester of Teacher Internship

Praxis II Principles of Learning and Teaching Test

Praxis II Specialty Area Test in Degree Area

Please visit the following link to identify specific test codes for assessments that have been

validated for the state of Mississippi: http://www.mde.k12.ms.us/ed_licensure/pdf/Praxis_test.pdf

Praxis tests are administered by the Educational Testing Services (ETS). You may register by

telephone at 1-800-772-9476 or www.ets.org/praxis.

Supplemental endorsements may be added to a valid three-year alternate route or five-year

traditional Mississippi License.

Endorsements with 18 or 21 Hours

Teachers who wish to add endorsements for most major subject areas may take the Praxis II test or have

18-21 hours of coursework.

*18 hrs are required if all coursework was completed prior to 9/1/04.

*21 hrs are required if any portion of the coursework was completed after

9/1/04

***Grades must be C or higher.

Endorsements with Approved Programs

Some supplemental endorsements require an approved program of study. The programs are different at

each college and for each endorsement. The Dean of Education or designee shall advise the teacher of the

required coursework, and an institutional recommendation must be signed by the Dean or Institutional

Certification Officer in order to add the endorsement to the license.

Please visit the following website for information regarding the requirements for adding specific

supplemental endorsements:

http://www.mde.k12.ms.us/ed_licensure/pdf/SUPPLEMENTAL_ENDORSEMENTS.pdf

http://www.mde.k12.ms.us/ed_licensure/pdf/Praxis_test.pdf

http://www.ets.org/praxis


~ 93 ~

2.. Licensed Teacher Completing Master’s Degree: If a licensed teacher completes a master’s degree in a specific subject area endorsed by the

Mississippi Department of Education, the individual will receive a Class AA license in that specific

area.

If a licensed teacher completes a master’s degree in a general area of education such as,

secondary education or curriculum and instruction, the individual will receive a Class AA license in the

area of their bachelor level degree earned if it is in a subject area endorsed by the Mississippi Department

of Education.

This does not include special licenses such as educational leadership, school

counseling, and other support services provided to students.

Please visit the following website for information regarding the subject area endorsements:


3. Basic Application Procedures for Licensure:

Individuals may apply for an educator license in the state of Mississippi by going to the

following Web site:

Electronic Licensure Management System (ELMS)

https://sso.mde.ms.gov/Login/Login.aspx

Individuals must also complete the MUW IVP form on page 82 for verification of course work. The

IVP form should be returned to [email protected] or [email protected] with an unofficial transcript. You

can print an unofficial transcript from your Banner Web. To save your unofficial transcript as a pdf file

and attach it to an e-mail, select FILE – PRINT on Banner Web, and hit the down arrow, select adobe

pdf as your printer. It should be at the top of the list of printers under your normal printer.

To complete the process for licensure, you must request your official transcript be sent to the Office of

Licensure at MDE. You can do this online at http://www.muw.edu/registrar/transcript_ordering.html.

SEND THE OFFICIAL TRANSCRIPT TO THE FOLLOWING ADDRESS:

Mississippi Department of Education

Office of Educator Licensure, Ste 201

PO Box 771

Jackson, MS 39205-0771

Notice Regarding Licensure: Requirements governing licensure in the State of Mississippi are continually revised. As a result, requirements for degrees leading to licensure are subject to change from those published in the MUW Bulletin. The student is

advised to secure a correct current curriculum guide from the College of Education and Human Sciences office

to insure that both degree requirements and license requirements are met.




http://www.muw.edu/registrar/transcript_ordering.html

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Checklist for Graduate Students in Education

1. Formal application submitted for admission to Graduate Studies with $25 application fee, official

transcripts of all undergraduate and graduate work, GRE scores, 3 letters of recommendation, and proof of

immunization. (MAT Applicants need passing scores on Praxis I and II [content area]).

2. Received letter of admission.

3. An advisor is assigned. My advisor is

Phone numbers are (o)_

4. Meeting with advisor to plan program of study.

5. Candidacy form (program of study) filled out and signed by student and advisor after the first 6

semester hours of course work is completed at MUW with a minimum of 3.0 GPA on course work.

6. Turn in professional portfolio at the 1 month prior to expected graduation date.

7. Written request to take comprehensive exams submitted to the Coordinator of Graduate Studies in

Education and the administrative assistant for Graduate Studies at the beginning of final semester of course

work. 8. Take comprehensive exam. (All dates, times, and locations should be confirmed.)

(Room 211, ED/HS Building, 9:00 a.m. to 1:00 p.m.

Schedule for the 2015-2016 year: December 5, 2015

April 30, 2016

June 17, 2016

9. Passed comprehensive exam.

10. MAT and certification students (Gifted and Reading Literacy) must apply for licensure at

http://www.mde.k12.ms.us/teacher-center and complete the MUW IVP form on page 82 for verification of

course work. The IVP form should be returned to [email protected] or [email protected] with an unofficial

transcript. 11. Apply for graduation with Registrar’s Office. (See current, published deadlines for applying for

graduation. Generally, you will need to apply for graduation at the beginning of the semester BEFORE

you plan to graduate.)

NOTE: All of the items on this check list are important and must be completed

prior to graduation.

http://www.mde.k12.ms.us/teacher-center



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Mississippi Educator Licensure Management System (ELMS)

Graduate Recommendation Request

Part A-Identifying Information

Full Name:

Social Security

Number: I Date of Birth:

I

BANNER ID:

Part B-Contact Information

Mailing Address:

P.O. Box or Street Address

City Stat• Zip Cod•

Phone:

Cellular Phone Number Home Phone Number

Email Address:

Email/Address

Part C-Licensure Information

Master of Arts in Teaching (MAT Program)

3-Year Alternate Route License


ED 549 ED 551 5-Year Alternate Route License


ED 566 (3 hrs.)

Semester

ED 566 (3 hrs.)

Semester

Institutional Add-on for Gifted Education

X Course Grade

ED 516 ED 517 ED 552 ED 595 ED 598 Institutional Add-on for Reading/Literacy

X Course Grade

ED 523 ED 524 ED 564 ED 599 ED 531

Office of Graduate Studies in Education Verification

The above named student has met all of the licensure requirements as indicated above and should receive Institutional Verification of Program.

Coordinator of Graduate Studies in Education Date

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2016-2017 Graduate Studies in Education Handbook · 2016-2017 Graduate Studies in Education...

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