Education: Curriculum & Instruction (MA) · Education: Curriculum & Instruction (MA) Assessment...

California State University, Stanislaus

Education: Curriculum & Instruction (MA) Assessment Report

May 21, 2008

MISSION

The mission of the College of Education is to undertake the professional preparation of teachers and

school service professionals, as identified by state legislative and administrative law. The faculty of the

College is committed to meeting the rightful expectations of the public regarding the education of

effective and dedicated professionals and creating a student-centered learning paradigm. The College of

Education is also committed to broadening and deepening the pool of educators to reflect the diversity of

its school populations.

PROGRAM GOALS

The preparation of professionals who are:

Competent in their chosen areas

Able to integrate subject-matter content with pedagogy appropriate to their field of study

Culturally responsive and responsible, knowledgeable, and appreciative of the diversity among

learners, committed to self-assessment and reflection

Partners, educational advocates, and leaders at the school level and in the wider community

Users of technology that enhances teaching and learning

STUDENT LEARNING GOALS/OBJECTIVES

1. Values and beliefs: collaboration, cultural diversity, learning-focused, sense of purpose.

2. Knowledge and skills: student development, instructional enrichment, variation, academic

environment, technology

3. Performance and achievement: learning environment, integration across disciplines, accommodation,

responsive pedagogy

4. Assessment and reflection: awareness, lifelong learning

5. Advocacy and leadership: professionalism, communication, activism

Student Development. The educator recognizes how students develop and learn, and provides settings

that assist in their intellectual, social, physical, and individual development.

Instructional Enrichment. The educator recognizes the primary need for discipline, knowledge, and

pedagogical understanding, and constructs learning experiences that make these facets significant to

students’ comprehension and intellectual enrichment.

Technology. The educator integrates information and educational technology effectively into

professional practice.

Variation. The educator recognizes differences in knowledge bases and appreciates the diversity

among learners, creating appropriate learning opportunities.

Academic Environment. The educator understands the knowledge of the social, political,

philosophical, and cultural contexts in which education occurs, including ethical standards,

professional practice, and laws and regulations. (Grad Catalog)

HOW WILL DATA BE COLLECTED?

DIRECT

Thesis or project with oral examination

ad/posted mc 7/3/08 2

Certification by NCATE

INDIRECT

Institutional data: student enrollment and retention rates

HOW DID FACULTY USE THE DATA? WHEN DID FACULTY MEET TO DISCUSS FINDINGS?

Faculty meets on informal basis to discuss program improvement.

WHAT RECOMMENDATIONS FOR IMPROVING STUDENT LEARNING WERE MADE?

Elementary and Secondary emphases were revised in Fall of 2005 to add classes specifically for

Middle/Junior High School Studies to stand on its own.

Due to decreasing enrollment in Multilingual Program following new CTEL certification requirement for

California teachers, created online courses to address a larger area of interest; enrollment increased.

Were any changes made to the Assessment Plan? If so, what were they?

Revised application process last year because outdated, developed new flow-charts of student benchmark

classes/assignments for student use


Education: School Administration (MA) Assessment Report

February 2008

MISSION

California State University, Stanislaus offers a nationally recognized program in professional graduate

level study leading to the Master of Arts degree in Education with an emphasis in Administration and

Supervision. In addition, the course work required for a MA in Education with an emphasis in

Administration and Supervision leads to a Preliminary or Professional Administrative Services

Credential, which allows a graduate to serve in any administrative capacity in education.

School Administration faculty are committed to preparing wise, scholarly, compassionate, and ethical

educational leaders. Each course in the graduate School Administrative program at CSU, Stanislaus offers

not only practical and theoretical methods of school management, but also the highest ethical principles.

Graduates are expected to serve as models of leadership in the schools of the future. (from website)

PROGRAM GOALS / STUDENT LEARNING OBJECTIVES

CCTC California Professional Standards for Educational Leaders (CPSELS)

Inherent in these standards is a strong commitment to cultural diversity and the use of technology as a

powerful tool. A school administrator is an educational leader who promotes the success of all

students by:

1. Facilitating the development, articulation, implementation, and stewardship of a vision of learning

that is shared and supported by the school community.

2. Advocating, nurturing, and sustaining a school culture and instructional program conducive to

student learning and staff professional growth.

3. Ensuring management of the organization, operations, and resources for a safe, efficient, and

effective learning environment.

4. Collaborating with families and community members, responding to diverse community interests

and needs, and mobilizing community resources.

5. Modeling a personal code of ethics and developing professional leadership capacity.

6. Understanding, responding to, and influencing the larger political, social, economic, legal, and

cultural context.

Standards for Preliminary Administrative Services Credential

1. Program Rationale and Design

2. Program Coordination

3. Development of Professional Perspectives

4. Equity, Diversity, and Access

5. Role of Schooling in a Democratic Society

6. Opportunities to Learn Instructional Leadership

7. Nature of Field Experiences

8. Guidance, Assistance, and Feedback

9. Assessment of Candidate Competence

10. Vision of Learning

11. Student Learning and Professional Growth

12. Organizational Management for Student Learning

13. Working with Diverse Families and Communities

14. Personal Ethics and Leadership Capacity


15. Political, Social, Economic, Legal and Cultural Understanding


DIRECT

Grade Point Average (3.0 required)

Project or Thesis, required oral examination

Comprehensive exams at completion of EDAD courses

Exit exam for Preliminary Administrative Services Credential

Rubrics developed for assessing student learning in concentration-specific courses (EDAD 5801, 5802,

5803, 5804, 5805)

INDIRECT

Student surveys evaluating general core courses (EDGS 5510, 5600, 5610)

Graduate Student Program Evaluation Survey (Institutional Research)

Employer surveys, continual process of collaboration

HOW WILL DATA BE EVALUATED AND RECOMMENDATIONS MADE?

All faculty (full and part-time) meets in the fall, bringing rubric-scored samples of student work

o Discuss strengths/weaknesses of student learning in courses

o Discuss program-wide continuity, uniformity of student learning

Each semester, all instructors from each EDAD course choose two of the six essential questions to

evaluate, so all six evaluated over three semesters

Faculty continually consults with employers and advisory board to determine what skills are needed

in new administrators, working closely with all six counties


Program assessment of syllabi revealed that EDAD courses varied widely based on different

instructors

Fall semester program meetings, including all adjuncts, faculty bring rubric-scored samples of

student work for overall program assessment of strengths/weaknesses

Semi-annually, Faculty/Professional development workshops where all instructors from each course

meet to determine course objectives, syllabi, and rubrics


Common syllabi were developed for use in all EDAD program courses

Six essential questions for each EDAD course developed directly from Credential Standards,

designed as a group with adjuncts to determine key elements and maintain consistency

WERE ANY CHANGES MADE TO THE ASSESSMENT PLAN? IF SO, WHAT WERE THEY?

Common rubrics were developed for assessing student learning in all sections of the EDAD courses

The rubrics used in the EDGS courses, developed last year before data from the new EDGS student

surveys was collected, are continually being fine-tuned this year as a result of the data analysis.

School Administration Curriculum Map2/13/08

ad/posted mc 7/3/08ad/posted mc 7/3/08

6‐‐Opportunities to Learn Instructional Leadership 35 12 9 10 7 8

School Administration Graduate Courses

# of sub

categories

EDAD 5801: Vision of

Teaching

and

Learning

EDAD 5802: Hum

an and

Econ

omic Resou

rces

EDAD 5803:

Organizational

Managem

ent, Personal

Ethics

EDAD 5804: Legal

Fram

ework and Scho

ol

Governance

EDAD 5805: Diverse

Learning

Com

mun

ities

dsCred

entia

l Stand

ard

1‐‐Program Rationale and Design 8 8 8 8 8 8

2‐‐Program Coordination 5

3‐‐Development of Professional Perspectives 4 4 4 3 3 3

4‐‐Equity, Diversity, and Access 8 2 1 1 1 4

5‐‐Role of Schooling in a Democratic Society 7 0 1 1 2 3

6‐‐Opportunities to Learn Instructional Leadership 35 12 9 10 7 8

7‐‐Nature of Field Experiences 8 8 8 8 2 8

8‐‐Guidance, Assistance, and Feedback 4 4 4 4 0 4

9‐‐Assessment of Candidate Competence 9

10‐‐Vision of Learning 6 5 1 0 0 1

11‐‐Student Learning and Professional Growth 10 6 2 2 0 1

12‐‐Organizational Management for Student Learning 10 2 4 6 3 0

13‐‐Working with Diverse Families and Communities 7 0 0 2 0 5

14‐‐Personal Ethics and Leadership Capacity 11 2 2 6 1 1

15‐‐Political, Social, Economic, Legal, and Cultural Understanding 6 1 3 1 2 2


Advanced Studies in Education: Education Technology (MA) Assessment Report

March 13, 2008

MISSION The Master of Arts in Education, Concentration in Educational Technology program offers

participants an opportunity to take on leadership roles within educational environments. This

includes awareness of pedagogical methods designed to address both adults and children; being

culturally knowledgeable and appreciative of the diversity among learners; being committed to

self assessment and reflection; being partners, educational advocates, and learners at the school

level and in the wider community; and promoting and facilitating the use of technology that

enhances teaching and learning. In addition, it means understanding how to identify questions or

problems in education, having the skills to research the question or problem, and being

committed to sharing research-based knowledge to influence positive change.

PROGRAM GOALS / STUDENT OUTCOMES

Successful completion of the program will enable the students to accomplish the following:

1. Demonstrate a wide breadth and depth of knowledge, skills, and dispositions to design

effective learning environments, including those involving the use of technology. (GSSLG 1)

2. Demonstrate creative, analytical, and critical thinking. (GSSLG 2)

3. Interpret, evaluate, and report, using advanced oral and written communication skills,

published research related to the development and implementation of educational

technology. (GSSLG 6)

4. Design and conduct research that contributes to the discipline of educational technology.

(GSSLG 3)

5. Demonstrate knowledge of new and various methods and technologies that address teaching

and learning. (GSSLG 5)

6. Demonstrate relevant knowledge of the global perspectives appropriate to educational

technology. (GSSLG 4)


DIRECT

Culminating Experience: Thesis or project, graded using common rubric.

Individual group projects, graded using rubrics.

Embedded assessment

Fieldwork/internship

Locally developed exams

Performance evaluation

Student presentations

INDIRECT

Student evaluation of courses


Most formal assessment is done by the Education Graduate Program in evaluating the EDGS

core courses.

Assessment in the Education Technology is largely done on an informal basis.


HOW DID FACULTY USE THE DATA? WHEN DID FACULTY MEET TO DISCUSS

FINDINGS?

The two Education Technology faculty members meet regularly, albeit informally, to discuss

changes to the program.

Survey data for the EDGS core courses were collected in 2006-07. The Education Graduate

Committee met to discuss the data in the aggregate with names removed.

The Graduate Committee followed up this discussion in a meeting with all graduate faculty

members, where all shared information and observations and brainstormed. Survey data

was found to be very useful to see the program as a whole.


Three years ago, informal assessment by faculty revealed gaps in meeting program

objectives. In consequence, the Education Technology program added another faculty

member and revised courses.

At the same time, the Education Graduate Program determined and developed a formal

MOU that the EDGS core courses should only be taught by full-time tenure track faculty, no

adjuncts.

WERE ANY CHANGES MADE TO THE ASSESSMENT PLAN? IF SO, WHAT WERE THEY?

Common syllabi were developed for all sections of Education Technology courses.

Education Technology courses use shared rubrics, submitted electronically, including copies

of revisions for evaluation of student progress over time.

Due to the success of the EDGS survey and the faculty meetings for data analysis, this tool

will be used regularly in the future.


MASTER OF ARTS IN EDUCATION,

CONCENTRATION IN EDUCATIONAL TECHNOLOGY


Department of Advanced Studies in Education

Thesis Rubric

Table 1. Thesis Expectations

Expectations of High Quality for Content

Em

pir

ica

l a

nd

Th

eore

tica

l

Fra

mew

ork

- The study has a clear connection with current research. Background research is well developed,

explained, and focused.

- Writer analyzes and synthesizes research/theory/practice to develop new ideas and ways of

conceptualizing the topic.

- The theory that is applied or developed is appropriate; is logically interpreted; is well understood;

and aligns with the question at hand.

- The literature review is comprehensive and up to date, shows a strong command of the literature.

- The author shows comprehension of strengths and limitations of theories.

Met

ho

do

log

y a

nd

Da

ta

An

aly

sis

- The thesis is the product of systematic rigorous research on a significant educational issue.

- The methods applied or developed are appropriate, described in detail, and in alignment with the

question addressed and the theory used.

- The author demonstrates a thorough understanding of the methods’ advantages and disadvantages,

and how to use the methods.

- The analysis is appropriate, aligns with the question and hypotheses, shows sophistication, and is

iterative.

- The amount and quality of data or information is sufficient, well presented and intelligently

interpreted.

- The author cogently expresses the insights gained from the study and the study’s limitations.

Ori

gin

-ali

ty - The thesis reflects currency with respect to the problem addressed.

- The approach to the research topic is interesting.

- The reader’s interest is maintained throughout the entire paper.

Co

nte

nt

- The content is comprehensive, accurate, and persuasive.

- The thesis displays a significant understanding of relevant theory.

- The information is accurate and correctly attributed to credible sources.

- Most sources are of high quality and from well-respected refereed scholarly journals.

- Professional terms are used appropriately and effectively throughout.

- The problem addressed is interesting, meaningful, and relevant to education.

Sig

nif

ica

nce

/

Co

ntr

ibu

tio

ns

to F

ield

- The argument for significance of the study is compelling and comprehensively constructed;

includes identification of assumptions and refutation of all major counter-arguments.

- The study significantly contributes to the field by extending or challenging current theories.

- The study has definite potential to contribute to solutions of problems in education.

- The conclusion discusses implications and applications for the discipline, policy, and future

directions for research.


Rel

ati

on

ship

to

Pro

gra

m

Ou

tco

mes

- The thesis demonstrates that the candidate has met at least four of the six program outcomes.

o Demonstrate a wide breadth and depth of knowledge, skills, and values appropriate to the

discipline of educational technology.

o Demonstrate creative, analytical, and critical thinking.

o Interpret, evaluate, and report, using advanced oral and written communication skills,

published research appropriate to the discipline of educational technology from a myriad of

primary, print, and technological sources.

o Design and conduct research that contributes to the discipline of educational technology.

o Demonstrate knowledge of new and various methods and technologies appropriate to the


o Demonstrate relevant knowledge of the global perspectives appropriate to the discipline of

educational technology.

Expectations of High Quality for Structure of the Writing

Fo

cus

- The thesis remains focused on the research question(s) throughout.

- The text keeps the reader focused by indicating how all chapters are related to the research

question(s).

- The structure is clear, logical, and easy to follow. Conclusions/recommendations follow logically

from the data.

Qu

ali

ty o

f W

riti

ng

- It is clear that the thesis has been proofread and there are no grammatical and/or editing errors in

the text.

- Sentences are complete, clear, and concise.

- Sentences are well-constructed with consistently strong, varied structure

- Transitions between sentences/paragraphs /sections help maintain the flow of thought.

- Words are precise and unambiguous.

- The tone is appropriate to audience, content, and assignment.

- Use of APA guidelines is accurate.

Co

mp

lia

nce

wit

h

Th

esis

Gu

idel

ines

- The thesis includes all five required chapters as outlined in the Graduate School Thesis/Project

Preparation Guidelines.

- The format from the Preparation Guidelines has been carefully followed for each of the five

chapters.

- Each chapter includes all necessary information. The author meets expectations in terms of

thoroughness and attention to detail.

Table 2: Thesis Chapter Checklist

Front and End pages

1. Abstract provides a concise description of the study, brief statement of the problem, and exposition of methods

and procedures and includes a summary of findings and implications.

2. There is a Table of Contents as well as a separate list of tables, figures, graphics, and pictures.

3. The appendices include all research instruments, IRB approval, and permission forms.

4. All references are complete and in proper APA format.

Chapter 1

1. Introduction

a. Includes clear statement demonstrating that the focus of the study is on a significant problem that is

worthy of study and unique in focus.

b. Includes brief, well-articulated summary of research literature that substantiates the study, with

references to more detailed discussions in Chapter 2.

2. Problem Statement

c. Describes the issue or problem to be studied.


d. Situates the issue or problem in context.

e. Contains a purpose statement stating the specific objectives of the research.

f. In quantitative studies, concisely states what will be studied by describing at least two variables and a

conjectured relationship between them.

g. Describes the need for increased understanding about the issue to be studied

3. Nature of the Study

h. Specific Research Questions, Hypotheses, or Research Objectives (as appropriate for the study) are

briefly and clearly described. Reference is made to more detailed discussions in Chapter 3.

i. Purpose of the study is described in a logical, explicit manner.

j. The theoretical base, or in qualitative studies the conceptual framework, shows which ideas from the

literature ground the research being conducted.

4. The Theoretical Base or Conceptual Framework delineates the theoretical explanations or concepts that are being

applied to the issue or problem under investigation. The narrative:

a. Provides descriptions of the ideas or concepts and their relevance to the issue or problem chosen

for study.

b. Briefly links the descriptions to prior knowledge and research.

5. Operational Definitions

c. Technical terms, jargon, or special word uses are provided and defined.

6. Assumptions, Limitations, Scope and Delimitations

d. Identifies facts assumed to be true but not actually verified.

e. Identifies potential weaknesses of the study and the bounds of the study.

7. The Significance of the Study provides a rationale for the study. This can be described in terms of:

f. Application to the discipline of educational technology, and

g. Generation or extension of knowledge.

8. Conclusion

h. Ends with a Transition Statement that contains a summary of key points of the study and an

overview of the content of the remaining chapters in the study.

Chapter 2

1. There is an Introduction that describes

a. the content of the review,

b. the organization of the review, and

c. the strategy used for searching the literature

2. The review of research and literature is clearly related to the problem statement as expressed in

a. research questions and hypotheses, or

b. study questions and study objectives

3. The review of related research and literature includes

a. comparisons/contrasts of different points of view or different research outcomes,

b. the relationship of the study to previous research

4. The review contains concise summaries of scholarly works that help

a. define the most important aspects of the theory that will be examined or tested (for quantitative studies),

or

b. substantiate the rationale or conceptual framework for the study (for qualitative studies)

5. There is literature-based description of

a. the research variables (quantitative studies), or

b. potential themes and perceptions to be explored (qualitative studies).

6. The content of the review is drawn from acceptable peer-reviewed journals or there is a justification for using

other sources.

7. Literature related to the method(s) is reviewed.

8. Literature related to the use of differing methodologies to investigate the outcomes of interest is reviewed.


9. The review is an integrated, critical essay on the most relevant and current published knowledge on the topic.

The review is organized around major ideas or themes.

Chapter 3 – Qualitative Studies

1. Introduction describes how the research design derives logically from the problem or issue statement.

2. Design describes which qualitative tradition or paradigm will be used. The choice of paradigm is justified,

with explanations of why other likely choices would be less effective.

3. The Role of the Researcher in the data collection procedure is described.

4. Where appropriate, questions and sub questions make sense, are answerable, are few in number, are clearly

stated, and are open-ended. When it is proposed that questions will emerge from the study, initial objectives

are sufficiently focused.

5. The context for the study is described and justified. Procedures for gaining access to participants are described.

Methods of establishing a researcher-participant working relationship are appropriate.

6. Measures for ethical protection of participants are adequate.

7. Criteria for selecting participants are specified and are appropriate to the study. There is a justification for the

number of participants, which is balanced with depth of inquiry - the fewer the participants the deeper the

inquiry per individual.

8. Choices about which data to collect are justified. Data collected are appropriate to answer the questions posed in

relation to the qualitative paradigm chosen. How and when the data were collected and recorded is described.

9. How and when the data will be or were analyzed is articulated. Procedures for dealing with discrepant cases are

described. If a software program is used in the analysis, it is clearly described. The coding procedure for

reducing information into categories and themes is described.

10. If an exploratory study was conducted, its relation to the larger study is explained.

11. Measures taken for protection of participants’ rights are summarized.

Chapter 3 – Quantitative Studies

1. Introduction includes a clear outline of the major areas of the chapter.

2. Research Design and approach:

a. includes a description of the research design and approach,

b. provides justification for using the design and approach, and

c. derives logically from the problem or issue statement

3. Setting and Sample

a. describes the population from which the sample will be or was drawn,

b. describes and defends the sampling method including the sampling frame used,

c. describes and defends the sample size,

d. describes the eligibility criteria for study participants, and

e. describes the characteristics of the selected sample.

4. If a treatment is used, it is described clearly and in detail.

5. Instrumentation and Materials

a. presents descriptions of instrumentation or data collection tools to include name of instrument, type of

instrument, concepts measured by instrument, how scores are calculated and their meaning, processes for

assessment of reliability and validity of the instrument(s), processes needed to complete instruments by

participants, where raw data are or will be available (appendices, tables, or by request from the

researcher)


6. Data Collection and Analysis includes

a. an explanation of descriptive and/or inferential analyses used in the study, such as nature of the scale for

each variable, statements of hypotheses related to each research question, description of parametric,

nonparametric, or descriptive analytical tools used, description of data collection processes, and statistical

software used.

b. description of any pilot study results, if applicable.

7. Measures taken for protection of participants’ rights are summarized.


1. The process by which the data were generated, gathered, and recorded is clearly described.

2. The systems used for keeping track of data and emerging understandings (research logs, reflective journals,

cataloging systems) are clearly described.

3. The findings

a. build logically from the problem and the research design,

b. are presented using “thick description.”

c. are presented in a manner that addresses the research questions.

4. Discrepant cases and nonconfirming data are included in the findings.

5. Patterns, relationships, and themes described as findings are supported by the data. All salient data are

accounted for in the findings.

6. A discussion on Evidence of Quality shows how this study followed procedures to assure accuracy of the

data (e.g., trustworthiness, member checks, triangulation, etc.). Appropriate evidence occurs in the

appendices (sample transcripts, researcher logs, field notes, etc.). (May appear in chapter 5.)


1. Chapter 4 is structured around the research questions and/or hypotheses addressed in the study, reporting

findings related to each.

2. Research tools:

a. Data collection instruments have been used correctly.

b. Measures obtained are reported clearly, following standard procedures.

c. Adjustments or revisions to the use of standardized research instruments have been justified, and any

effects on the interpretation of findings are clearly described.

3. Overall, data analysis (presentation, interpretation, explanation) is consistent with the research questions or

hypotheses and underlying theoretical/conceptual framework of the study.

4. Data analyses

a. Logically and sequentially address all research questions or hypotheses.

b. Where appropriate, outcomes of hypothesis-testing procedures are clearly reported (e.g., findings support

or fail to support....).

c. Does not contain statistical errors.

5. Tables and Figures

a. Contribute to the presentation of findings.

b. Are as self-descriptive as possible, informative, and conform to standard thesis format.

c. Are directly related to and referred to within the narrative text included in the chapter.

d. Have immediately adjacent comments.

e. Are properly identified (titled or captioned).

f. Show copyright permission (if not in the public domain).

6. The comments on findings address observed consistencies and inconsistencies and discuss possible alternate

interpretations.

7. In a concluding section of Chapter 4, outcomes are logically and systematically summarized and interpreted

in relation to their importance to the research questions and hypotheses.


Chapter 5

1. The chapter begins with a brief Overview of why and how the study was done, reviewing the questions or

issues being addressed and a brief summary of the findings.

2. The Interpretation of Findings

a. includes conclusions that address all of the research questions,

b. contains references to outcomes in Chapter 4,

c. covers all the data,

d. is bounded by the evidence collected, and

e. relates the findings to a larger body of literature on the topic, including the conceptual/theoretical

framework.

3. Implications of the Findings are expressed in terms of tangible improvements to individuals, communities,

organizations, institutions, cultures, or societies.

4. Recommendations for Action

a. should flow logically from the conclusions and contain steps to useful action,

b. state who needs to pay attention to the results, and

c. indicate how the results might be disseminated.

5. Recommendations for Further Study point to topics that need closer examination and may generate a new round

of questions.

6. Qualitative studies include a reflection of the author's experience with the research process in which the author

discusses possible personal biases or preconceived ideas and values, the possible effects of the researcher on

the participants or the situation, and her/his changes in thinking as a result of the study.

7. The work closes with a strong concluding statement making the “take-home message” clear to the reader.

Writing and Format

1. The thesis

a. follows a standard form and has a professional, scholarly appearance,

b. is written with correct grammar, punctuation, and spelling,

c. includes citations for the following: direct quotations, paraphrasing, facts, and references to research

studies, and limits direct quotations,

d. does not have over-reliance on limited sources, and

e. fully references in-text citations in the reference list.

2. The thesis is written in scholarly language (accurate, balanced, objective, tentative). The writing is clear,

precise, and avoids redundancy. Statements are specific and topical sentences are established for paragraphs.

The flow of words is smooth and comprehensible. Bridges are established between ideas.

3. The thesis is logically and comprehensively organized. The chapters add up to an integrated “whole.”

4. Subheadings are used to identify the logic and movement of the thesis, and transitions between chapters

are smooth and coherent.


Project Rubric

Table 3. Project Expectations


Em

pir

ica

l a

nd

Th

eore

tica

l

Fra

mew

ork

- The project has a clear connection with current research. Background research is well developed,

explained, and focused.

- Writer analyzes and synthesizes research/theory/practice to develop new ideas and ways of

conceptualizing the topic

- The theory that is applied or developed is appropriate; is logically interpreted; is well understood;

and aligns with the problem or need at hand.

- The literature review is comprehensive and up to date, shows a strong command of the literature.

- The author shows comprehension of strengths and limitations of theories.

Met

ho

d-

olo

gy - The project is the product of rigorous research on a significant educational technology issue.

- The author clearly articulates the process under which the project was designed and created.

- The author cogently expresses the benefits of the project and its limitations.

Ori

gin

-ali

ty

- The project reflects currency with respect to the problem or need addressed.

- The reader’s interest is maintained throughout the entire paper.

Co

nte

nt

- The content is comprehensive, accurate, and persuasive.

- The project displays a significant understanding of relevant theory.

- The information is accurate and correctly attributed to credible sources.

- Most sources are of high quality and from well-respected scholarly journals.

- Professional terms are used appropriately and effectively throughout.

- The problem or need addressed is interesting, meaningful, and relevant to education.

Sig

nif

ica

nce

/

Co

ntr

ibu

tio

ns

to F

ield

- The argument for significance of the project is compelling and comprehensively constructed;

includes identification of assumptions and refutation of all major counter-arguments.

- The project significantly contributes to the field by extending or challenging current theories.

- The project has definite potential to contribute to solutions of educational problems or needs.

- The conclusion discusses implications and applications for the discipline, policy, and future

directions for other projects or research.

Rel

ati

on

ship

to

Pro

gra

m

Ou

tco

mes

- The project demonstrates that the candidate has met at least four of the six program outcomes.

o Demonstrate a wide breadth and depth of knowledge, skills, and values appropriate to the


o Demonstrate creative, analytical, and critical thinking.

o Interpret, evaluate, and report published research from a myriad of primary, print, and

technological sources.

o Design and conduct research that contributes to the discipline of educational technology.

o Demonstrate knowledge of new and various methods and technologies appropriate to

education.

o Demonstrate relevant knowledge of the global perspectives appropriate to the discipline of

education.


Expectations of High Quality for Structure of the Writing F

ocu

s

- The project remains focused on the identified problem(s) or need(s) throughout.

- The text keeps the reader focused by indicating how all chapters are related to the identified

problem(s) or need(s).

- The structure is clear, logical, and easy to follow. Conclusions/recommendations/implications

follow the main component of the project .

Qu

ali

ty o

f W

riti

ng

- It is clear that the project has been proofread and there are no grammatical and/or editing errors in

the text.

- Sentences are complete, clear, and concise.

- Sentences are well-constructed with consistently strong, varied structure

- Transitions between sentences/paragraphs /sections help maintain the flow of thought.

- Words are precise and unambiguous.

- The tone is appropriate to audience, content, and assignment.

- APA use is excellent.

Co

mp

lia

nce

wit

h

Pro

ject

Gu

idel

ines

- The project includes all five required chapters as outlined in the Graduate School Thesis/Project

Preparation Guidelines.

- The format from the Preparation Guidelines has been carefully followed for each of the five

chapters.

- Each chapter includes all necessary information. The author meets expectations in terms of

thoroughness and attention to detail.

Table 4: Project Chapter Checklist

Front and End pages

1. Abstract provides a concise description of the project, brief statement of the problem or need, and exposition of

methods and procedures involved in the design and creation of the project, and includes recommendations and

Implications.

2. There is a Table of Contents as well as a separate list of tables, figures, graphics, and pictures.

3. The appendices include all research instruments, IRB approval, and permission forms if applicable.

4. All references are complete and in proper APA format.

Chapter 1

1. Introduction

a. Includes clear statement demonstrating that the focus of the project addresses a significant and

worthy problem or need.

b. Includes brief, well-articulated summary of research literature that substantiates the project, with

references to more detailed discussions in Chapter 2.

2. Problem or Needs Statement

a. Describes the issue, problem, or need to be addressed.

b. Situates the issue or problem in context.

c. Contains a purpose statement stating the specific objectives of the project.

3. Nature of the Study

a. The theoretical base or the conceptual framework shows which ideas from the literature ground the

project being designed and created.

4. The Theoretical Base or Conceptual Framework delineates the theoretical explanations or concepts that are being

applied to the issue, problem, or need. The narrative:

a. Provides descriptions of the ideas or concepts and their relevance to the issue, problem, or need


being addressed.

b. Briefly links the descriptions to prior knowledge and research.

5. Operational Definitions

a. Technical terms, jargon, or special word uses are provided.

6. Assumptions, Limitations, Scope and Delimitations

a. Identifies facts assumed to be true but not actually verified.

b. Identifies potential weaknesses of the project and the bounds of the application or use.

7. The Significance of the Project provides a rationale for the project. This can be described in terms of:

a. Application to the discipline of educational technology, and

b. Addressing an identified problem or need.

8. Conclusion

a. Ends with a Transition Statement that contains a summary of key points of the study and an overview

of the content of the remaining chapters in the study.

Chapter 2

1. There is an Introduction that describes

b. the content of the review,

c. the organization of the review, and

d. the strategy used for searching the literature

2. The review of research and literature is clearly related to the problem/needs statement.

3. The review of related research and literature includes

e. comparisons/contrasts of different points of view or different research outcomes,

f. the relationship of the project to previous research

4. The review contains concise summaries of scholarly works that help define the most important aspects of the

Theory or conceptual framework that underpin the project.

5. There is literature-based description of the concepts being addressed in the project.

6. The content of the review is drawn from acceptable peer-reviewed journals or there is a justification for using

other sources.

7. Literature related to the method(s) is reviewed.

8. Literature related to the use of differing methodologies is reviewed.

9. The review is an integrated, critical essay on the most relevant and current published knowledge on the topic. The

Review is organized around major ideas or themes.

Chapter 3

1. Introduction describes how the project design derives logically from the problem or needs statement.

2. Design describes the form of the project and the detailed procedures involved in creating it.

Chapter 4

1. The chapter begins with a brief overview of why and how the project was done, reviewing the

issues/problems/needs being addressed.

2. Implications of the Project are expressed in terms of tangible improvements to individuals, communities,

organizations, institutions, cultures, or societies.


3.Recommendations for Action

a. should flow logically from the conclusions and contain steps to useful action,

b. state who needs to pay attention to the project, and

c. indicate how the project might be disseminated.

4. Recommendations for Further Study/Development point to topics that need closer examination and may generate

a new round of questions/identified problems/needs.

5. The project includes a reflection of the author's experience with the project development in which the author

discusses possible personal biases or preconceived ideas and values and how their possible effects on the final

product.

6. The work closes with a strong concluding statement making the “take-home message” clear to the reader.

Appendix

1. The project is developed professionally based on the described needs.

2. The content is substantive and scholarly.

3. The project is a significant contribution to the educational environment.

Writing and Format

1. The project

f. follows a standard form and has a professional, scholarly appearance,

g. is written with correct grammar, punctuation, and spelling,

h. includes citations for the following: direct quotations, paraphrasing, facts, and references to research

studies,

i. does not have over-reliance on limited sources, and

j. fully references in-text citations in the reference list.

2. The project is written in scholarly language (accurate, balanced, objective, tentative). The writing is clear,

precise, and avoids redundancy. Statements are specific and topical sentences are established for paragraphs. The

flow of words is smooth and comprehensible. Bridges are established between ideas.

3. The project is logically and comprehensively organized. The chapters add up to an integrated “whole.”

4. Subheadings are used to identify the logic and movement of the project, and transitions between chapters are

smooth and coherent.

Modified from California State University Fullerton’s Ed.D. Dissertation Assessment

Tool (2007) and the CSU Stanislaus Physical Education Department’s Master’s

Theses/Project Rubric (2008).


Thesis Scoring Sheet

Table 1. Thesis Expectations


Em

pir

ica

l a

nd

Th

eore

tica

l

Fra

mew

ork

1. Acceptable

2. Accomplished

3. Exemplary

Met

ho

do

log

y a

nd

Da

ta A

na

lysi

s

1. Acceptable

2. Accomplished

3. Exemplary

Ori

gin

ali

ty

1. Acceptable

2. Accomplished

3. Exemplary

Co

nte

nt

1. Acceptable

2. Accomplished

3. Exemplary

Sig

nif

ica

nce

/

Co

ntr

ibu

tio

ns

to F

ield

1. Acceptable

2. Accomplished

3. Exemplary

Rel

ati

on

ship

to P

rog

ram

Ou

tco

mes

1. Acceptable

2. Accomplished

3. Exemplary



ocu

s 1. Acceptable

2. Accomplished

3. Exemplary

Qu

ali

ty o

f

Wri

tin

g

1. Acceptable

2. Accomplished

3. Exemplary

Co

mp

lia

nce

wit

h

Th

esis

Gu

idel

ines

1. Acceptable

2. Accomplished

3. Exemplary

Table 2: Thesis Chapter Checklist

Front and End pages

1. Acceptable

2. Accomplished

3. Exemplary

Chapter 1

1. Acceptable

2. Accomplished

3. Exemplary

Chapter 2

1. Acceptable

2. Accomplished

3. Exemplary


1. Acceptable

2. Accomplished

3. Exemplary



1. Acceptable

2. Accomplished

3. Exemplary


1. Acceptable

2. Accomplished

3. Exemplary


1. Acceptable

2. Accomplished

3. Exemplary

Chapter 5

1. Acceptable

2. Accomplished

3. Exemplary

Writing and Format

1. Acceptable

2. Accomplished

3. Exemplary


Project Scoring Sheet

Table 3. Project Expectations


Em

pir

ica

l a

nd

Th

eore

tica

l

Fra

mew

ork

1. Acceptable

2. Accomplished

3. Exemplary

Met

ho

do

log

y

1. Acceptable

2. Accomplished

3. Exemplary

Ori

gin

ali

ty

1. Acceptable

2. Accomplished

3. Exemplary

Co

nte

nt

1. Acceptable

2. Accomplished

3. Exemplary

Sig

nif

ica

nce

/

Co

ntr

ibu

tio

ns

to F

ield

1. Acceptable

2. Accomplished

3. Exemplary

Rel

ati

on

ship

to P

rog

ram

Ou

tco

mes

1. Acceptable

2. Accomplished

3. Exemplary



ocu

s 1. Acceptable

2. Accomplished

3. Exemplary

Qu

ali

ty o

f

Wri

tin

g

1. Acceptable

2. Accomplished

3. Exemplary

Co

mp

lia

nce

wit

h

Pro

ject

Gu

idel

ines

1. Acceptable

2. Accomplished

3. Exemplary

Table 4: Project Chapter Checklist

Front and End pages

1. Acceptable

2. Accomplished

3. Exemplary

Chapter 1

1. Acceptable

2. Accomplished

3. Exemplary

Chapter 2

1. Acceptable

2. Accomplished

3. Exemplary

Chapter 3

1. Acceptable

2. Accomplished

3. Exemplary


Chapter 4

1. Acceptable

2. Accomplished

3. Exemplary

Chapter 5

1. Acceptable

2. Accomplished

3. Exemplary

Writing and Format

1. Acceptable

2. Accomplished

3. Exemplary

Education Technology Curriculum Map3/14/08

ad/posted mc 7/3/08ad/posted mc 7/3/08

H H M M M M H H H H H

Education Technology Graduate CoursesKey: H=High, M=Med, L=Low Indicate method used where applicable (e.g. rubric, essay)

EDIT 4710: Advanced Techno

logy

Integration Strategies

EDIT 4720: M

ultim

edia

Develop

men

t in Ed

ucation

EDIT 5100: Research Tren

ds in

Ed

ucational Techn

ology

EDIT 5200: Edu

catio

nal Techn

ology

Issues

EDIT 5300: The

Techn

ology

Coordinator

EDGS 5500: Fou

ndations in

Ed

ucation

EDGS 5510: Introdu

ction to

Educational Research

EDGS 5600: Q

ualitative Re

search

EDGS 5610: Q

uantita

tive Re

search

EDGS 5960: Project

EDGS 5990: The

sis

als

Gradu

ate Scho

ol Learning Goa

Advanced knowledge, skills, values H H H H H M H H H H H

Creative, analytical, critical hi kithinking

H H M M M M H H H H H

Individual and collaborative research in contributing scholarship

L L L L L M H H H H H

Global perspectives M M M H L H L L L M M

New and various methods and technologies

H H H M H M L M M L L

Oral and written communicatioinformation from myriad source

n, s

M M H H M H H H H H H


Education: Special Education (MA) Assessment Report

April 8, 2008

PROGRAM GOALS: The following goals are for the credential program only; they do not apply to the

MA degree program.

Preconditions for Internship Programs

Standard 1: Education Leadership. The education unit has effective leadership that articulates a

vision for the preparation of professional educators; fosters cohesiveness in unit management;

delegates responsibility and authority appropriately; resolves each credential program’s

administrative needs as promptly as feasible; consults with credential program faculty; and

represents their interests in the institution, the education profession, and the school community.

Standard 2: Resources. Sufficient resources are consistently allocated for the effective operation of

each credential preparation program, to enable it to be effective in coordination, admission, advising,

curriculum, instruction, and field experiences. Library and media resources, computer facilities, and

support personnel, among others, are adequate.

Standard 3: Faculty. Qualified persons are hired and assigned to teach all courses and supervise all

field experiences in each credential preparation program. Faculty reflect and are knowledgeable

about cultural, ethnic, and gender diversity. The institution provides support for faculty

development, and recognizes and rewards outstanding teaching. The institution regularly evaluates

the performance of course instructors and field supervisors, and retains in credential programs only

those individuals who are consistently effective.

Standard 4: Evaluation. The institution regularly involves program participants, graduates, and

local practitioners in a comprehensive evaluation of the quality of courses and field experiences,

which leads to substantive improvements in each credential preparation program, as needed.

Meaningful opportunities are provided for professional practitioners and diverse community

members to become involved in program design, development and evaluation activities.

Standard 5: Admission. In each credential preparation program, qualified candidates are admitted

on the basis of well-defined admission criteria and procedures that utilize multiple measures and

encourage the admission of students from under-represented groups through alternative criteria and

procedures. The institution determines that each admitted candidate has appropriate personal

characteristics, including sensitivity to California's diverse population, effective communication skills

and other basic skills, and prior experiences that suggest a strong potential for professional

effectiveness. Each candidate admitted to basic teaching credential programs (including emphasis

credentials) has attained an undergraduate grade point average (GPA) that is above the median GPA

for a comparable population of students at the institution. Each candidate admitted to advanced

credential programs meets institutional standards for graduate study.

Standard 6: Advice and Assistance. Qualified members of the institution's staff are assigned and

available to advise candidates about their academic, professional and personal development, as the

need arises, and to assist in their professional placement. Adequate information is readily available to

guide each candidate’s attainment of all program and credential requirements. The institution assists

candidates who need special assistance, and retains in each program only those candidates who are

suited for entry or advancement in the education profession.

Standard 7: School Collaboration. For each credential preparation program, the institution

collaborates with local school personnel in selecting suitable school sites and effective clinical


personnel for guiding candidates through a planned sequence of fieldwork/clinical experiences that is

based on a well developed rationale.

Standard 8: Field Supervisors. Each field experience supervisor is carefully selected, trained in

supervision, oriented to the supervisory role, and certified and experienced in either teaching the

subject(s) of the class or performing the services authorized by the credential. Supervisors and

supervisory activities are appropriately evaluated, recognized and rewarded by the institution.

STUDENT LEARNING GOALS/OBJECTIVES: The following goals are for the credential program

only; they do not apply to the MA degree program.

Core Standards for all Specialist and Services Credentials

Standard 9: Program Design, Rationale and Coordination. Each program of professional

preparation is coordinated effectively in accordance with a cohesive design that has a cogent

rationale.

Standard 10: Professional, Legal and Ethical Practices. Each candidate demonstrates knowledge of

the ethical standards, professional practices, and laws and regulations related to the provision of

services to individuals with disabilities and their families. Each candidate applies the highest

standards to his or her professional conduct.

Standard 11: Educational Policy and Perspectives. Each candidate develops a professional

perspective by examining educational policies and existing and emergent practices in relation to

fundamental issues, theories, and research in education. The program includes instruction in the

philosophy and history of education, relevant legal requirements, and the status of special education

services within society.

Standard 12: Educating Diverse Learners with Disabilities. Each candidate demonstrates an

understanding and acceptance of differences in culture, ethnicity, gender, age, religion, socio-

economic status, lifestyle orientation, language, abilities, disabilities and aspirations of individual

learners. The candidate demonstrates understanding of communication development and

communication differences, and uses strategies and techniques that are age appropriate to develop

communication skills. Each candidate applies principles of equity and analyzes the implementation

of those principles in curricular content, instructional practices, collaborative activities, and

interactions with families when working with diverse populations of learners with disabilities.

Standard 13: Special Education Field Experiences with Diverse Populations. The program

provides a sequence of field experiences involving a broad spectrum of interactions with diverse

populations. These experiences are age and/or grade appropriate to the areas of service authorized by

the credential. Each candidate participates in and reflects on a variety of activities representing

different roles of special educators, including interactions with parents. Each candidate assumes

other responsibilities of full-time teachers and service providers, and has at least one extended field

experience, including student teaching, in a public school.

Standard 14: Qualifications and Responsibilities of Supervisors and Selection of Field Sites. The

institution collaborates with school administrators and teachers in the selection of field sites and

supervisors for the placement of candidates in the program. Throughout the course of field

experience, each candidate is guided, assisted, and evaluated in relationship to each performance

standard by at least one field supervisor and at least one institutional supervisor. Each field-based

supervisor is (a) certified and experienced in the area of the credential; (b) trained in supervision; (c)

oriented to the supervisory role; (d) appropriately evaluated and recognized by the institution; and

(e) provides a model consistent with best practice. Supervisors provide complete, accurate, and

timely feedback to each candidate.


Standard 15: Managing Learning Environments. Each candidate demonstrates knowledge and

skills in managing learning environments for diverse learners that are safe and effective and that

facilitate positive self-esteem and self advocacy. The candidate demonstrates knowledge of behavior

management strategies, varying communication styles that impact learning, and laws and regulations

for promoting behavior that is positive and self-regulatory.

Standard 16: Effective Communication and Collaborative Partnerships. Each candidate

demonstrates the ability to collaborate and communicate effectively with: (1) individuals with

disabilities and their parents, other family members and primary caregivers, (2) school

administrators, general and special education teachers, specialists, paraprofessionals, and (3)

community agency and related service personnel. The candidate works in partnership to design,

implement, and evaluate integrated services that reflect transitional stages across the life span for all

learners.

Standard 17: Assessment, Curriculum and Instruction. Each candidate demonstrates knowledge of

basic principles and strategies of assessment, curriculum, and instruction that are appropriate for

individuals with diverse backgrounds, varying language and cognitive abilities, and special needs.

Each candidate demonstrates appropriate use of principles and strategies for planning,

recommending services, and implementing instruction, including the use of supplementary aids,

services, and technology for individuals with disabilities.

Standard 18: Determination of Candidate Competence. Each program designs and implements a

process for determining candidate competence which includes a system for determining each

candidate's ability to demonstrate knowledge and perform skills in field experience as reflected in

Categories I, II, and III. Prior to recommending each candidate for a Specialist or Services Credential,

one or more persons who are responsible for the program determine that the candidate has satisfied

each professional standard. The recommendation is based on thorough documentation and written

verification by at least one field supervisor or site administrator and one institutional supervisor. An

institutional representative assists the candidate in establishing direction for the individual Level II

professional credential induction plan.

Core Standards for Specialist Teaching Credentials

Standard 19: Knowledge and Skills of Assessment in General Education. Each candidate

demonstrates knowledge and skills necessary to assess general education students in a

comprehensive manner. Each candidate understands and uses multiple sources of information

regarding students' prior knowledge of curriculum, linguistic abilities, cultural characteristics, and

learning styles. Each candidate uses this information to evaluate students' needs and achievements,

and for the purpose of making ongoing program improvements.

Standard 20: Curricular and Instructional Skills in General Education. Each candidate

demonstrates the ability to develop, implement, and evaluate a variety of pedagogical approaches to

teaching basic academic skills and content areas, including unit and lesson plans that provide

equitable access to subjects that are commonly taught in the public school curriculum. The candidate

uses instructional strategies that are appropriate for individuals with diverse needs, interests and

learning styles in a variety of educational environments.

Standard 21: General Education Field Experiences. Each candidate has a variety of supervised field

experiences in general education that relate to the candidate's professional goals and intended

credential authorization, and that provide multiple opportunities to interrelate theories and practices

in general education settings.

Education Specialist Credential: Mild/Moderate Disabilities


Standard 22: Assessment and Evaluation of Students. Each candidate demonstrates knowledge

and skills related to using and communicating the results of a variety of individualized assessment

and evaluation approaches appropriate for students with mild/moderate/severe disabilities. Each

candidate is able to make appropriate educational decisions on the basis of a variety of non-biased

standardized and non-standardized techniques, instruments and processes that are functional,

curriculum referenced, performance-based, and appropriate to the diverse needs of individual

students. Candidates utilize these approaches to assess the developmental, academic, behavioral,

social, communication, vocational and community life skill needs of students, and the outcomes of

instruction.

Standard 23: Planning and Implementing Curriculum and Instruction. Each candidate

demonstrates knowledge and skills in selecting curricula and in using instructional strategies to meet

the diverse learning characteristics of students with mild/moderate/severe disabilities across an array

of environments and activities. Each candidate utilizes assessment data to collaboratively develop

IEP goals, objectives, adaptations and instructional plans. The instructional plans are responsive to

the unique needs of the student, general education settings and the core curriculum, and are

implemented and adjusted systematically to promote maximum learning and generalization.

Standard 24: Positive Behavior Support. Each candidate demonstrates competence in establishing

and maintaining an educational environment that is free from coercion and punishment and where

interventions are positive, proactive, and respectful of students. Each candidate demonstrates the

ability to design and implement positive behavioral support plans and interventions based on

functional analysis assessments.

Standard 25: Characteristics and Needs of Individuals with Mild to Moderate Disabilities. The

program provides opportunities for each candidate to identify the characteristics of students with

mild to moderate disabilities, including students identified as severely emotionally disturbed or

behavior disordered, and to determine the implications of these characteristics for service delivery.

Education Specialist Credential: Moderate/Severe Disabilities

Standard 22: Assessment and Evaluation of Students. Each candidate demonstrates knowledge

and skills related to using and communicating the results of a variety of individualized assessment

and evaluation approaches appropriate for students with mild/moderate/severe disabilities. Each

candidate is able to make appropriate educational decisions on the basis of a variety of non-biased

standardized and non-standardized techniques, instruments and processes that are functional,

curriculum referenced, performance-based, and appropriate to the diverse needs of individual

students. Candidates utilize these approaches to assess the developmental, academic, behavioral,

social, communication, vocational and community life skill needs of students, and the outcomes of

instruction.

Standard 23: Planning and Implementing Curriculum and Instruction. Each candidate

demonstrates knowledge and skills in selecting curricula and in using instructional strategies to meet

the diverse learning characteristics of students with mild/moderate/severe disabilities across an array

of environments and activities. Each candidate utilizes assessment data to collaboratively develop

IEP goals, objectives, adaptations and instructional plans. The instructional plans are responsive to

the unique needs of the student, general education settings and the core curriculum, and are

implemented and adjusted systematically to promote maximum learning and generalization.

Standard 24: Positive Behavior Support. Each candidate demonstrates competence in establishing

and maintaining an educational environment that is free from coercion and punishment and where

interventions are positive, proactive, and respectful of students. Each candidate demonstrates the

ability to design and implement positive behavioral support plans and interventions based on

functional analysis assessments.


Standard 25: Communication and Social Networks. Each candidate collaborates with others to

facilitate each student's ability to effectively communicate and increase the extent and variety of

social interactions to achieve meaningful social relationships. This includes assessment of verbal and

non-verbal communication abilities and needs, identification of effective intervention techniques,

development of needed augmentative systems, social skill instruction and creating opportunities for

interaction.

Standard 26: Curriculum. Each candidate demonstrates the ability to work with IEP teams to

develop Individualized Education Plans and to teach, adapt, modify and integrate the curriculum

within natural environments such as general education classrooms and schools, community, work

and recreation settings, to meet the specific needs of students with moderate to severe disabilities.

Standard 27: Movement, Mobility, Sensory and Specialized Health Care. Each candidate

demonstrates knowledge of and ability to support the movement, mobility, sensory and specialized

health care needs required for a learner to participate fully in classrooms, schools and the

community. The candidate uses appropriate and safe techniques, procedures, materials and adaptive

equipment, including the use of technology. Each candidate demonstrates knowledge of federal,

state, and local policies related to specialized health care in educational settings.


DIRECT

Culminating experience: thesis with oral defense (rubric)

Culminating experience: exit competency interview

Accreditation by NCATE, CCTC for Professional Level II Specialist Credential

Internship/fieldwork

Benchmark assignments

INDIRECT

Post-graduate survey about course sequence and content


Faculty meets on an informal basis because program is extremely small (recently expanded to three

faculty members).

At meetings, faculty examines aggregate data from rubrics and benchmark assignments. Discusses

effectiveness of assignments, determines changes to the curriculum, examines validity of assessment

measures. Developed rubric for thesis evaluation.


Education: School Counseling (MA) Assessment Report

2008

MISSION

The School Counseling Program, as an integral component of the CSU Stanislaus College of Education is

aligned with the conceptual framework of the college, and the faculty is committed to preparing

competent, knowledgeable professionals. The school counseling faculty believes that professional school

counselors are specialists in human behavior, development, interpersonal communication, consultation,

and coordination. Future school counselors need to be change agents knowledgeable of counseling

theory, developmental issues of children and adolescents, the changing role of the school counselor, and

comprehensive school counseling programs which lead to enhanced learning and success. (online

Handbook)

PROGRAM GOALS

Nine standards from California Commission on Teacher Credentialing

STANDARD 1: EDUCATIONAL LEADERSHIP. The institution and education unit create and

articulate a research-based vision for educator preparation that is responsive to California's adopted

standards and curriculum frameworks and provides direction for programs, courses, teaching,

candidate performance and experiences, scholarship, service and unit accountability. All professional

preparation programs are organized, governed, and coordinated with the active involvement of

program faculty and relevant stakeholders. Unit leadership, with institutional support, creates effective

strategies to achieve the needs of all programs and represents the interests of each program within the

institution or program sponsor. The education unit implements and monitors a credential

recommendation process that ensures that candidates recommended for a credential have met all

requirements.

STANDARD 2: UNIT AND PROGRAM EVALUATION SYSTEM. The education unit implements

an assessment system for ongoing program and unit evaluation and improvement. The system collects,

analyzes and utilizes data on candidate and program completer performance and unit operations.

Assessment in all programs includes ongoing and comprehensive data collection related to candidate

qualifications, proficiencies, competence, and program effectiveness. Data are analyzed to identify

patterns and trends that serve as the basis for programmatic and unit decision-making.

STANDARD 3: RESOURCES. The institution or program sponsor provides the unit with the

necessary budget, personnel, facilities and other resources to prepare candidates effectively to meet the

state-adopted standards for educator preparation. Sufficient resources are consistently allocated for

effective operation of each credential or certificate program for coordination, admission, advisement,

curriculum development, instruction, field and clinical supervision, and assessment management.

Library and digital media resources, information and communication technology resources, and

support personnel are sufficient to meet program and candidate needs. A process that is inclusive of all

programs is in place to determine resource needs.

STANDARD 4: FACULTY. Qualified persons are hired and assigned to teach and supervise all

courses and field experiences in each credential and certificate program. Faculty are knowledgeable in


the content they teach, understand the context of public schooling, and model best professional

practices in scholarship, service, teaching and learning. They are reflective of the diverse society and

knowledgeable about cultural, ethnic and gender diversity. They have a thorough grasp of the

academic standards, frameworks, and accountability systems that drive the curriculum of public

schools. Faculty collaborate regularly and systematically with colleagues in P-12 settings, faculty in

other college or university units, and members of the broader, professional community to improve

teaching, candidate learning, and educator preparation. The institution or program sponsor provides

support for faculty development and recognizes and rewards outstanding teaching, regularly evaluates

the performance of course instructors and field supervisors, and retains only those who are consistently

effective.

STANDARD 5: ADMISSIONS. In each professional preparation program, applicants are admitted on

the basis of well-defined admission criteria and procedures, including all Commission-adopted

requirements. Multiple measures are used in an admission process that encourages and supports

applicants from diverse populations. The unit determines that admitted candidates have appropriate

personal characteristics, including sensitivity to California's diverse population, effective

communication skills, basic academic skills, and prior experiences that suggest a strong potential for

professional effectiveness. Each individual has personal qualities and pre-professional experiences that

suggest a strong potential for professional success and effectiveness.

STANDARD 6: ADVICE AND ASSISTANCE. Qualified members of the unit are assigned and

available to advise applicants and candidates about their academic, professional and personal

development, and to assist in their professional placement. Appropriate information is accessible to

guide each candidate's attainment of all program requirements. The unit provides support to

candidates who need special assistance, and retains in each program only those candidates who are

suited for entry or advancement in the education profession. Evidence regarding candidate progress

and performance is consistently utilized to guide advisement and assistance efforts.

STANDARD 7: FIELD EXPERIENCES AND CLINICAL PRACTICE. The unit and its school partners

design, implement, and regularly evaluate a planned sequence of field and clinical experiences in order

for candidates to develop and demonstrate the knowledge and skills necessary to educate and support

all students effectively so that they meet state adopted academic standards. For each credential and

certificate program, the unit collaborates with its school partners regarding the criteria for selection of

school sites, effective clinical personnel and site-based supervising personnel. Fieldwork and clinical

experiences provide candidates opportunities to understand and address issues of diversity that affect

school climate, teaching and learning and develop strategies for improving student learning.

STANDARD 8: PROGRAM SPONSOR, DISTRICT AND UNIVERSITY FIELD EXPERIENCE

SUPERVISORS. Field supervisors provide systematic and continuing support for candidates. Based

on identified criteria, field experience supervisors are carefully selected, knowledgeable and supportive

of the academic content standards for students, trained in supervision, oriented to the supervisory role

and evaluated in a systematic manner. Supervisory activities are evaluated and recognized. District-

employed supervisors are certified and experienced in either teaching the specified content area(s) or

performing the services authorized by the credential or certificate.

STANDARD 9: ASSESSMENT OF CANDIDATE COMPETENCE. Candidates preparing to serve as

teachers and other professional school personnel know and demonstrate the professional knowledge


and skills necessary to educate and support effectively all students in meeting the state-adopted

academic standards. Assessments indicate that candidates meet the Commission-adopted competency

requirements, as specified in the program standards.

STUDENT LEARNING GOALS/OBJECTIVES

Pupil Personnel Services Specialization Standards

Standard 1: Program Design, Rationale and Coordination. The program is coordinated effectively in

accordance with a cohesive design that has a cogent rationale. Foundation and theoretical courses

precede and are designed to be taken prior to more specialized and advanced courses.

Standard 2: Growth and Development. The program provides candidates with opportunities and

experiences to acquire an understanding of typical and atypical growth and development, including

relevant theories, research, and other information related to pupils’ strengths and weaknesses that

affect learning in school, community and family environments. The program provides candidates with

an understanding of the effects of (a) health and developmental factors, (b) language, (c) cultural

variables, (d) diversity, (e) socioeconomic status, and (f) factors of resiliency on pupil development.

Standard 3: Socio-Cultural Competence. The program provides candidates with opportunities and

experiences to display an understanding of ways in which ethnic, cultural, socioeconomic, and

environmental factors influence pupil learning and achievement. Candidates will learn skills to work

effectively with pupils and their families from diverse backgrounds. The program provides candidates

with an understanding and appreciation for diversity. An understanding of the importance of

developing cultural competence is provided to candidates in order to effectively serve diverse and

changing communities. The program provides candidates with an understanding of the ways in which

educational policies, programs and practices can be developed, adapted, and modified to be culturally

congruent with the needs of pupils and their families.

Standard 4: Assessment. The program provides candidates with the knowledge of current theories

and methods of using assessment data to support data-based decision making for the purpose of

understanding, evaluating and promoting positive pupil performance, program outcomes, and school

climate. Candidates develop an understanding of the influence of multiple factors on pupil

achievement. The program requires candidates to analyze assessment information in a manner that

produces valid inferences when evaluating the needs of individual pupils and assessing the

effectiveness of educational programs.

Standard 5: Comprehensive Prevention and Early Intervention for Achievement. The program

provides candidates with opportunities and experiences to display an understanding of the factors that

contribute to successful learning. In order to help pupils attain high learning goals, the program

provides candidates with the knowledge to identify problems in their earliest stages and to implement

prevention and early intervention strategies for addressing these problems. The program requires

candidates to demonstrate knowledge of classroom, school, family, and community factors that support

pupil learning and to develop skills to assist pupils who experience learning difficulties.

Standard 6: Professional Ethics and Legal Mandates. The program provides candidates with

opportunities and experiences to display an understanding of professional codes of ethics and current

legal mandates, as well as an awareness of the range of legal issues, such as, statutory, regulatory, and


case law affecting the delivery of pupil services. The program requires candidates to demonstrate the

ability to access information about legal and ethical matters.

Standard 7: Family-School Collaboration. The program provides candidates with opportunities and

experiences to display an understanding of the ways in which pupil development, well being, and

learning are enhanced by family-school collaboration. The program requires candidates to work with

parents to foster respectful and productive family-school collaboration.

Standard 8: Self-esteem and Personal and Social Responsibility. The program provides candidates

with opportunities and experiences to assess their own self-esteem and to demonstrate an

understanding of principles associated with the building of (a) self-esteem, (b) personal and social

responsibility, and (c) their relationship to the life-long learning process.

Standard 9: School Safety and Violence Prevention. The program provides candidates with

opportunities and experiences to understand ways in which school environments can enhance the

safety and wellbeing of all pupils. The program provides candidates with the knowledge and models of

systematic school safety planning that include comprehensive school climate and crisis response plans

addressing elements of prevention, intervention, and treatment. The program provides candidates with

opportunities and experiences to demonstrate knowledge and skills to assist in the development and

implementation of a comprehensive program to reduce the incidence of school site violence. The

program provides candidates with knowledge and skills that address the needs of witnesses, victims

and perpetrators of violence as they relate to improved behavior and enhanced teaching and learning.

Standard 10: Consultation. The program provides candidates with opportunities and experiences to

demonstrate knowledge and application of theories, models, and processes of consultation. The

program provides candidates with opportunities and experiences to display the ability to use

communication, interpersonal, and problem-solving skills in consultation with teachers, administrators,

other school personnel, family members, community groups, and agencies. Candidates demonstrate

skills in using a decision-making process when consulting and collaborating with others to (a) identify

problem areas, (b) collect and analyze information to understand problems, (c) make decisions about

service delivery, and (d) evaluate the implementation and outcome of the service delivery plan.

Standard 11: Learning Theory and Educational Psychology. The program provides candidates with

opportunities and experiences to display an understanding of learning theories and factors influencing

learning and teaching such as cognition, memory, attention skills, perceptual-sensory processes,

emotional state, motivation, organizational skills, gender, cultural differences, and linguistic

differences. Candidates know how to evaluate the congruence between instructional strategies and

pupil learning assets and deficits.

Standard 12: Professional Leadership Development. The program provides candidates with

opportunities and experiences to display an understanding of the development, improvement and

evaluation of programs that support effective pupil learning. The program also provides candidates

with an understanding of the importance of leadership by the pupil personnel services provider in

operating as a systems change agent.

Standard 13: Collaboration and Coordination of Pupil Support Systems. The program provides

candidates with opportunities and experiences to collaborate effectively with community-based

organizations, agencies, and other professionals. Candidates demonstrate knowledge of programs and


services within a comprehensive model of support at the school site level designed to promote high

expectations and increase pupil learning and achievement.

Standard 14: Human Relations. The program provides candidates with opportunities and experiences

to demonstrate self-awareness, sensitivity to others, and skillfulness in relating to individuals and

groups. The program provides candidates with opportunities and experiences to understand the

importance of socio-psychological concepts of group formation, reference groups, inter-group and

intra-group relations and conflict. The program provides candidates with opportunities and

experiences to demonstrate an ability to facilitate group process and mediate conflict.

Standard 15: Technological Literacy. The program provides candidates with opportunities to

understand and demonstrate skills in current technology for communication and collecting, organizing,

distributing and analyzing data and resources in order to facilitate effective and appropriate outcomes

in program management and individual student achievement.

Standard 16: Supervision and Mentoring. The program provides candidates with opportunities and

experiences to demonstrate knowledge of models of supervision used to mentor preprofessionals in

practica and field experience placements. Candidates recognize the important role that field-site

supervisors play in pre-professional training of future pupil personnel service providers.

School Counselor Specialization Standards

Standard 17: Foundations of the School Counseling Profession. The program provides candidates

with knowledge and understanding of the core areas including history, philosophy and trends in

school counseling; state and national standards; models of comprehensive and developmental school

counseling and guidance programs; and the theoretical bases for counseling practices in schools.

Standard 18: Professionalism, Ethics and Legal Mandates. The program provides candidates with an

understanding of ways to develop a professional identity congruent with the knowledge of all aspects

of professional functions, professional development, and organizational representation. The program

provides candidates with knowledge of current legal mandates impacting school counselors and

pupils. The program provides candidates with knowledge of the ethical standards and practices of the

school counseling profession and how to apply these ethical standards to specific counseling situations.

Standard 19: Academic Development. The program provides candidates with an understanding of

the concepts, principles, strategies, programs and practices for enabling pupils to experience academic

success and achieve at high levels. Candidates are able to implement strategies and activities in the

school setting for maximizing learning, producing high-quality work and preparing pupils for a full

range of options and opportunities after high school, including the completion of a college and

university education.

Standard 20: Career Development. The program provides candidates with the knowledge of the

components of career development programs and provides them with opportunities to develop,

implement and evaluate such programs in schools.

Standard 21: Personal and Social Development. The program provides candidates with the

opportunity to apply knowledge and understanding to the theories, concepts, processes, skills and

practices required for successful personal and social development. Candidates are able to plan,

organize and implement programs that enable pupils to acquire knowledge, attitudes and interpersonal


skills that help them understand and respect themselves and others, make decisions, set goals and take

necessary action to achieve goals, and to understand and develop safety and survival skills.

Standard 22: Leadership. Candidates know the qualities, principles, and styles of effective leadership.

Candidates also possess the knowledge, skills and attitudes of effective leadership by acting as agents

of change in planning, organizing, implementing, managing and evaluating the outcomes of school

counseling and guidance programs that increase student learning and achievement.

Standard 23: Advocacy. Candidates demonstrate skills and attitudes essential for advocating for the

learning and academic success of all pupils. Candidates are able to identify institutional, systemic,

interpersonal and intrapersonal barriers to learning, and are able to plan and implement strategies to

eliminate those barriers and effectively support positive learning and achievement outcomes for all

pupils.

Standard 24: Learning, Achievement and Instruction. Candidates know appropriate classroom

management strategies and techniques for assisting teachers with classroom organization. Candidates

understand curriculum design, lesson plan development, and instructional strategies for teaching

counseling and guidance related material.

Standard 25: Individual Counseling. Candidates demonstrate knowledge of the theories of

counseling, the stages of the counseling relationship, and the elements of effective counseling,

particularly as they pertain to the three domains of school counseling. Candidates also know and

demonstrate skills in helping pupils cope with personal and interpersonal problems as well as skills in

crisis intervention in response to personal, school, and community crises. Candidates are able to design

and implement programs of wellness promotion, prevention, treatment and intervention services. In

addition, candidates understand and possess skill for evaluating counseling outcomes, including the

impact of individual and small group counseling on student learning and achievement. Candidates

know community-based mental health referral resources and effective referral practices.

Standard 26: Group Counseling and Facilitation. Candidates understand group dynamics and

possess skill in group work, including counseling, psycho-educational, task, and peer helping groups;

and facilitation of teams to enable pupils to overcome barriers and impediments to learning.

Standard 27: Collaboration, Coordination and Team Building. Candidates apply skills of effective

collaboration among school staff, parents, individuals, groups, and agencies in the community to meet

developmental needs along a continuum of preschool through adult pupils. In collaborative efforts,

candidates demonstrate competence in coordinating the services of community members, agency

personnel and parents within a comprehensive school counseling and guidance program as it relates to

the educational mission of the school. Candidates know and possess skills in building effective working

teams of school staff, parents and community members for eliminating personal, social, and

institutional barriers to learning and increasing student academic achievement and learning success.

Standard 28: Organizational Systems and Program Development. Candidates understand the

organization, structure, and cultural context of schools as educational systems and are able to plan,

develop, implement and evaluate systemic and comprehensive counseling and guidance programs that

are part of an overall school plan. Such programs include student outcomes that reflect the impact of

counseling and guidance programs on student learning and academic achievement.


Standard 29: Prevention Education and Training. Candidates know and have skill in the planning,

organizing and implementing educational programs designed to promote pupil learning and high

academic achievement. Candidates also have knowledge in preventing problems that pose barriers to

learning and achievement. Candidates develop knowledge and skills in working with school staffs,

parents, and family members to enable them to eliminate barriers to learning and achievement.

Standard 30: Research, Program Evaluation and Technology. Candidates are knowledgeable about

basic principles of research design, action research, and program evaluation. This includes traditional

experimental design as well as qualitative and single-subject designs. Candidates are able to

differentiate high quality from inadequate research, and understand measurement and statistics in

sufficient depth to evaluate published research and conduct evaluations of counseling and guidance

and other educational programs in terms of student outcomes. Candidates understand and utilize

computer technology and attendant technological applications for conducting program evaluation.

Standard 31: Field Experience. To develop competency in all areas of school counseling and guidance,

candidates have the opportunity to demonstrate knowledge and skills in applying the themes and

functions of school counseling in school settings designed and organized to support the training and

preparation of school counselors. Candidates demonstrate in field experience the knowledge of and

skills in working with pre-K through adult pupils in the areas identified in the standards for school

counseling.

Standard 32: Determination of Candidate Competence. Prior to recommending candidates for a

School Counseling Credential, one or more persons who are responsible for the program determine

that candidates have satisfied each professional standard. This determination is based on thorough

documentation and written verification by at least one district supervisor and one institutional

supervisor.

(http://www.ctc.ca.gov/educator-prep/standards/pps.pdf)


DIRECT

Culminating experience: Thesis or project, oral presentation required.

Student portfolios: assessed by course instructors

Embedded: Videotapes of counseling sessions evaluated by students and course faculty

Student competency feedback interview after 20 units of coursework completed, school counselors

discuss hypothetical situations and assess student responses

INDIRECT

Program-specific student exit interview conducted by Program Director

Fieldwork supervisor feedback

Program alumni questionnaire, administered one year after graduation

Employer surveys

Five-year survey of all practicing counselors in service area


Faculty meets regularly to assess written embedded assignments

Faculty is currently developing methods to collect physical evidence of assessment and program

changes

Program Director completed a curriculum map of courses to program standards, to ensure that

curriculum met all thirty-two student learning standards required by the CCTC.



Most faculty meetings held informally due to small department size. Faculty meets to discuss written

assignments with embedded assessment.

Education: Curriculum & Instruction (MA) · Education: Curriculum & Instruction (MA) Assessment...

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