TO: FROM: DATE: SUBJECT: Elementary Master of Arts in ... Materialds - Oakland City... ·...

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TO: Indiana State Board of Education FROM: Scott Bogan, Higher Education Preparation Specialist DATE: March 27, 2017 SUBJECT: New Master of Arts Teaching and Elementary Transition to Teaching Program The Oakland City University School of Education is seeking final approval to offer a Master of Arts in Teaching (MAT): Elementary Education program with an embedded Elementary Transition to Teaching (T2T) initial licensure program. The MAT program includes 33 credit hours of graduate-level courses, 24 of which comprise the T2T portion of the program. Candidates may complete the 24 credits for initial licensure prior to completing the degree portion of the program. It is the recommendation of the IDOE that the Indiana State Board of Education approve the following proposal from Oakland City University: Elementary Master of Arts in Teaching and Elementary Transition to Teaching Program The IDOE will continue to monitor the progress of the above program(s) by reviewing all annual reports required of Oakland City University, including candidate performance data submitted to the Council for the Accreditation of Educator Preparation (CAEP) and the IDOE.

Transcript of TO: FROM: DATE: SUBJECT: Elementary Master of Arts in ... Materialds - Oakland City... ·...

TO: Indiana State Board of Education FROM: Scott Bogan, Higher Education Preparation Specialist DATE: March 27, 2017 SUBJECT: New Master of Arts – Teaching and Elementary Transition to Teaching Program The Oakland City University School of Education is seeking final approval to offer a Master of Arts in Teaching (MAT): Elementary Education program with an embedded Elementary Transition to Teaching (T2T) initial licensure program. The MAT program includes 33 credit hours of graduate-level courses, 24 of which comprise the T2T portion of the program. Candidates may complete the 24 credits for initial licensure prior to completing the degree portion of the program. It is the recommendation of the IDOE that the Indiana State Board of Education approve the following proposal from Oakland City University: Elementary Master of Arts in Teaching and Elementary Transition to Teaching Program The IDOE will continue to monitor the progress of the above program(s) by reviewing all annual reports required of Oakland City University, including candidate performance data submitted to the Council for the Accreditation of Educator Preparation (CAEP) and the IDOE.

1 January 2017

DRAFT!

INDIANA DEPARTMENT OF EDUCATION New Program Application

A: INSTRUCTIONS

A. Carefully review each of the following sections and submit responses and additional evidence or documents (Word documents, pdf materials, etc.) electronically to [email protected]. Please do not mail materials. You are welcome to develop your own format but it must include all of the information required below.

B: INFORMATION 1. Name of Institution or Entity:

2. Address:

3. Name of Proposed Program:

4. Type of Program:

☐ Educator Preparation Program

☐ Initial Licensure Program

☐ Advanced Licensure Program

5. Method of Delivery:

☐ Onsite only

☐ Online only

☐ Hybrid

6. List any other site, if any, where program will be offered:

7. Date or semester of implementation, if approved:

8. Program Contact Name:

Contact Phone Number:

Contact Email Address:

C: REQUIRED INFORMATION/DOCUMENTATION

Provide a description and/or response for each of the following items. You may insert information within this document, attach as part of submission, and/or a combination of both (no character limits).

1. Provide a description of the clinical experiences required within this program. Include duration and timing of both field experiences and student teaching or internships/practicums.

2. Provide a program of study (below or attached) that includes a listing of the courses and experiences required for candidates to complete the program. Please include course titles and numbers and syllabi for all content and pedagogy courses required in the program.

3. Provide the following information for each EPP faculty member responsible for professional coursework, clinical supervision, or administration. Include any educator(s) directly involved in teaching the content area education portion of the licensure program.

A. Faculty Member Name;

B. Highest Degree Earned;

C. Assignment or role of the faculty member (faculty, clinical supervisor, department chair, administrator, etc.);

D. Faculty Rank (professor, assistant professor, adjunct professor, instructor, etc.);

E. One example of professional work or leadership within the past three (3) years and related to content area;

F. Describe recent experience in P-12 schools (clinical supervision, teaching, professional service, etc.) and include discipline, grade level of the assignment(s). Include P-12 licensure and certification held and whether valid or expired, as well as name of issuing state(s).

Oakland City University

138 Lucetia St. Oakland City, IN 47660

Master of Arts in Teaching and Transition toTeach for Elementary

X

X

Oakland City University Plainfield Center

Summer 2017

Dr. Karen Bevis or Dr. Nancy Miller317-838-8215 812-749-1378

[email protected] [email protected]

The Intro to the Profession course requires no less than four hours of observation using specific observation forms. The Reading courses require micro-teachingapproximately 2 hours in duration. The Internship is a full 15 weeks with prescribed take over and co-teaching expectations.

All syllabi with assignments and rubrics are attached to this application

SEE ATTACHED

2 January 2017

DRAFT!

4. Describe the process by which you and your partners will select clinical educators at both the EPP and school-based (P-12) settings and how you will ensure each will demonstrate a positive impact on candidate preparation? Be sure to include a summary of the selection process to be used in selecting high quality clinical educators and the evaluation process that follows.

5. Indicate the name of the content and pedagogy/developmental assessments required in this program. When will successful completion of both assessments be required?

6. Include below at least four (4) additional assessments that will be required of all candidates in this program. Provide name, type, and of assessment. A course grade may be accepted for no more than one assessment. Include (attachment) a copy or description of the assessment and scoring guide/rubric.

Assessment Type and Focus Name of Assessment

Type of Assessment

When Administered and/or Required

1. Content knowledge

2. Assessment demonstrating candidate can effectively plan classroom- based instruction

3. Assessment demonstrating candidate knowledge (professional/pedagogy and content), skills, and dispositions are applied in practice.

4. Assessment demonstrating candidate impact on student (P-12) learning.

5. Additional assessment addressing state or national standards of this program (example: REPA/REPA 3 Educator Standards http://www.doe.in.gov/licensing/repa-educator-standards)

Assessment Type and Focus Name of Assessment

Type of Assessment

When Administered and/or Required

1. Content knowledge

2. Assessment demonstrating candidate can effectively plan classroom- based instruction

3. Assessment demonstrating candidate knowledge (professional/pedagogy and content), skills, and dispositions are applied in practice.

4. Assessment demonstrating candidate impact on student (P-12) learning.

5. Additional assessment addressing state or national standards of this program (example: REPA/REPA 3 Educator Standards http://www.doe.in.gov/licensing/repa-educator-standards)

7. How will your candidates in this program introduced to the REPA/REPA 3 Educator Standards? How will you ensure your candidates are

aware of the standards during each phase of the program?

8. How will you support candidates who are struggling or having difficulty passing a required assessment (state or EPP)? What are your intervention strategies?

9. Diversity and technology are both important cross-cutting themes in educator preparation. Describe how both will integrated within this program.

D: Submission of Materials

Submit the above and all related to documents to Scott Bogan, Higher Education Preparation Specialist, at [email protected].

DO NOT MAIL!

An email message will be sent to the preparer verifying receipt of materials. If email message not received within 48 hours, then please call 317-232-9178.

Instructions regarding onsite presentation will be provided in follow-up email message.

New programs will require at least three (3) months of review following onsite presentation of proposal.

As an EPP we must adhere to the guidleines ofand ensure that the credentials of those teaching are within those guidelines. We also look for practioners to teach as adjuncts. The richness of theirexperinces bring theory to practice. School-based may depend on the canddiate, as many of them are already working or in a classroom as an aide. A veteraneducator with a Masters is preferrred.

HLC

Test 005, Elementary Pedagogy; 060, 061, 062, 063 Elementary Generalist

Integrated Unit Plan EDUC 507Culminating assessment/KeyAssessment

Portfolio Standards basedculminating Internship EDUC 596e

Portfolio Pre & Post testing and data analysis

EDUC 596e

Research-CulturallyResponsiveness

Paper EDUC 610

Language Arts portfolio

Culminating assess-ment for Readning and LA

EDUC 572

InREPA. Students will be expected to print standards and reference REPA thorughout the program. These stadanrds are the premise of the assessments, so being able to fulfill these throughout the program will be evident. Since REPA is aligned to InTASC and ACEI, all rubrics proivde notations as to what InTASC and ACEI are assessed; hence state REPA are assessed.

As a small institution, one of the benefits is that classes are small enough that students and profesors maintain a rapport. Professors are quick to notewhen a student may be struggling and will reach out to assist the student.. On or off campus, students have access to student services. The 504 Coordinator has an office at both sites andcan be available. Both locations have study materials for all tests. Each site has flashcards and study guides/practices tests for students to check out and assist in test preparaiton.

EDUC 610, The Culturally Responsive Classroom is a course where candidates explore their own assumptions about race, class, and clutural; and learn strategiesfor creating classrooms that are culturally inviting to all. ISTE standards are addressed in various courses and applied as needed to coursework. The candidtaes are encouraged throughout their work to also include technology in their own planning of lessons and units. These areas are also in the rubric alignment.

tro to the Profession, EDUC 500 provides the introduction. Many of the assingments can be aligned to

Oakland City University Elementary Education MAT and Transition to Teach standard and course/assignment alignment

InTASC Indiana Elementary Generalist

Indiana Developmental

ACEI Course(s) and Assignment alignment

(KA=Key Assessment)

Standard One – Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard 1: Foundations of Scientifically Based Reading Instruction Standard 2: Components of Scientifically Based Reading Instruction Standard 3: English Language Arts Standard 4: Mathematics Standard 5: Science Standard 6: Social Studies Standard 7: Fine Arts Standard 8: Health, Wellness, and Physical Education

Standard 1: Student Development and Diversity Standard 2: Learning Processes

1.0 Development, Learning, and Motivation

3.2 Adaptation to diverse students 3.4 Active engagement in learning

EDUC 500 (Intro) (Chp. 10) EDUC 610 (Annotated Bib. ,Reflective paper (KA)and lesson plans) EDUC 596 (Portfolio KA)

EDUC 630 (Research)

EDUC 631 (Thesis (KA))

EDUC 650 (Language Arts

Portfolio KA)

EDUC 510 (Inclusion Plan)

Standard Two – Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard 1: Foundations of Scientifically Based Reading Instruction Standard 2: Components of Scientifically Based Reading Instruction Standard 3: English Language Arts Standard 4: Mathematics Standard 5: Science Standard 6: Social Studies Standard 7: Fine Arts Standard 8: Health, Wellness, and Physical Education

Standard 1: Student Development and Diversity Standard 2: Learning Processes

3.2 Adaptation to diverse students

EDUC 500 (Intro) (Chps. 2, 3, & 4) EDUC 610 (Reflective paper (KA) diversity articles) EDUC 596 (Portfolio KA)

EDUC 631 (Thesis KA)

650 (Language Arts Portfolio

KA)

EDUC 507 (Integrated Unit

KA)

EDUC 510 (Lesson Plan)

Standard Three – Learning Environments The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

Standard 1: Foundations of Scientifically Based Reading Instruction Standard 2: Components of Scientifically Based Reading Instruction Standard 3: English Language Arts Standard 4: Mathematics Standard 5: Science

Standard 5: Learning Environment

3.4 Active engagement in learning

EDUC 5XX (Intro) (Chps. 10 & 11) EDUC 596 (Portfolio KA)

EDUC 630 (Research)

EDUC 631 (Thesis KA)

EDUC 650 (Language Arts

Portfolio KA)

EDUC 5XX CM

(Management Plan)

Oakland City University Elementary Education MAT and Transition to Teach standard and course/assignment alignment

Standard 6: Social Studies Standard 7: Fine Arts Standard 8: Health, Wellness, and Physical Education

EDUC 510 (Lesson Plan &

Inclusion Plan)

Standard Four – Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

Standard 1: Foundations of Scientifically Based Reading Instruction Standard 2: Components of Scientifically Based Reading Instruction Standard 3: English Language Art Standard 4: Mathematics Standard 5: Science Standard 6: Social Studies Standard 7: Fine Arts Standard 8: Health, Wellness, and Physical Education

2.1 Reading, Writing, and Oral Language 2.2 Science 2.3 Mathematics 2.4 Social studies 2.5 The arts 2.6 Health education 2.7 Physical education 3.1 Integrating and applying knowledge for instruction 3.2 Adaptation to diverse students

EDUC 596 (Portfolio KA) EDUC 631 (Thesis KA) EDUC 506 (Curriculum Web, Lesson Plan) EDUC 507 (Curriculum Map KA Integrated Unit KA) EDUC 572 (Microteaching) EDUC 510 (Lesson Plan)

Standard Five – Application of Content The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Standard 1: Foundations of Scientifically Based Reading Instruction Standard 2: Components of Scientifically Based Reading Instruction Standard 3: English Language Arts Standard 4: Mathematics Standard 5: Science Standard 6: Social Studies Standard 7: Fine Arts Standard 8: Health, Wellness, and Physical Education

3.2 Adaptation to diverse students 3.5 Communication to foster collaboration

EDUC 610 (Annotated Bib., Reflective paper KA)) EDUC 596 (Portfolio KA) EDUC 631 (Thesis KA) EDUC 506 (Lesson plan) EDUC 507 (Curriculum Map KA Integrated Unit KA) EDUC 572 (Microteaching)

Standard Six - Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making

Standard 1: Foundations of Scientifically Based Reading Instruction Standard 2: Components of Scientifically Based Reading Instruction Standard 3: English Language Arts Standard 4: Mathematics

Standard 4: Assessment 4.0 Assessment for instruction EDUC 596 (Portfolio KA) EDUC 630 (Research) EDUC 631 (Thesis KA) EDUC 507 (Curriculum Map KA Integrated Unit KA) EDUC 510 (Inclusion Plan)

Oakland City University Elementary Education MAT and Transition to Teach standard and course/assignment alignment

Standard 5: Science Standard 6: Social Studies Standard 7: Fine Arts Standard 8: Health, Wellness, and Physical Education

Standard Seven – Planning for Instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard 1: Foundations of Scientifically Based Reading Instruction Standard 2: Components of Scientifically Based Reading Instruction Standard 3: English Language Art Standard 4: Mathematics Standard 5: Science Standard 6: Social Studies Standard 7: Fine Arts Standard 8: Health, Wellness, and Physical Education

Standard 3: Instructional Planning and Delivery

1.0 Development, Learning, and Motivation

3.1 Integrating and applying knowledge for instruction

EDUC 500 (Intro) (Chp. 9) EDUC 610 (case studies and lesson planning) EDUC 596 (Portfolio KA) EDUC 631 (Thesis KA) EDUC 650 (Language Arts Portfolio KA) EDUC 506 (Lesson plan) EDUC 507 (Curriculum Map KA Integrated Unit KA) EDUC 510 (Lesson Plan & Inclusion Plan)

Standard Eight – Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Standard 1: Foundations of Scientifically Based Reading Instruction Standard 2: Components of Scientifically Based Reading Instruction Standard 3: English Language Art Standard 4: Mathematics Standard 5: Science Standard 6: Social Studies Standard 7: Fine Arts Standard 8: Health, Wellness, and Physical Education

Standard 3: Instructional Planning and Delivery

3.3 Development of critical thinking and problem solving—

EDUC 500 (Intro) (Chp. 11) EDUC 596 (Portfolio KA) EDUC 631 (Thesis KA) EDUC 506 (Lesson plan, Research) EDUC 610 (Cultural Response paper, Annotated Bibliography) 6XX SFC (Partnership Plan) EDUC 510 (Lesson Plan & Inclusion Plan)

Standard Nine – Professional Learning and Ethical Practice The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects

Standard 6: The Professional Environment

5.1 Professional growth, reflection, and evaluation

EDUC 500 (Intro) (Chps. 1, 5, 7, 8, 12, 13) EDUC 610 (Case Studies, Reflective Paper) EDUC 596 (Portfolio KA) EDUC 630 (Research)

Oakland City University Elementary Education MAT and Transition to Teach standard and course/assignment alignment

of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

EDUC 631 (Thesis KA) EDUC 510 (Lesson Plan & Inclusion Plan)

Standard Ten – Leadership and Collaboration The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Standard 6: The Professional Environment

5.2 Collaboration with families, colleagues, and community agencies

EDUC 500(Intro) (Chp.8) EDUC 630 (Research) EDUC 596 (Portfolio KA) EDUC 631 (Thesis KA) 5XX CM (Management Plan) XXX SFC (Partnership Plan) EDUC 510 (Inclusion Plan)

ISTE Standard Course(s) and Assignment alignment

Standard 1: Facilitate and inspire student learning and creativity

EDUC 596 (Portfolio KA) EDUC 507 (Curriculum Map KA Integrated Unit KA) EDUC 572 (Tutoring and Case Study)

Standards 2: Design and develop age learning experiences and assessment

EDUC 596 (Portfolio KA) EDUC 507 (Curriculum Map KA Integrated Unit KA) EDUC 650 (Portfolio)

Standard 3: Model digital age work and learning

EDUC 500 (Intro) (Chp. 5) EDUC 596 (Portfolio KA) EDUC 507 (Curriculum Map KA Integrated Unit KA)

Standard 4: Promote and model digital citizenship and responsibility

EDUC 500 (Intro) (Chp. 5) EDUC 596 (Portfolio KA) EDUC 507 (Curriculum Map KA Integrated Unit KA)

Standard 5: Engage in professional growth and leadership

EDUC 596 (Portfolio KA)

Current Résumé: _____

CASA / ACT / SAT Score: _______

GPA: _______

GPA: _______

GPA: _______

GPA: _______

Dept # Hours Grade Transfer/Term

EDUC 500 3

EDUC 506 2

EDUC 507* 2

EDUC 510 3

EDUC 572 3

EDUC 596e* 3

EDUC 610* 3

EDUC 650* 3

EDUC 557e 2

*key assessment course

Date: ___________

Student Contact Information:

Email: _______________________________

Phone: ______________________________

Course Title

Hrs. Transferred: ______ OCU Hours Needed: ______ Evaluator: ___________________________

Intro to the Profession

Integrated Elementary Curriculum I

Integrated Elementary Curriculum II

Inclusive Classroom

Teaching and Remediation of Reading

Internship

Culturally Responsive Instruction in the 21st

Century

Advanced Reading and Language Arts

Elementary Classroom Management

License ONLY - 24 Hours

Catalog YR: _________

Revised: ___/____/_____

Name: ________________________________________________________ ID #: ______________________

Application / Fee ($35): _____ Concentration Declaration: _____

Transcripts: ____________________________________________

____________________________________________

____________________________________________

____________________________________________

Transition to Teach -ELEMENTARY EDUCATION

Background check received_________Date__________

GPA: _______

GPA: _______

GPA: _______

GPA: _______

Dept # Hours Grade Transfer/Term

EDUC 500 3

EDUC 506 2

EDUC 507* 2

EDUC 510 3

EDUC 572 3

EDUC 596e* 3

EDUC 610* 3

EDUC 650* 3

EDUC 630 3

EDUC 631* 3

EDUC 611 3

EDUC 557e 2

*Key Assessment Courses

Date: ___________

Student Contact Information:

Email: _____________________________________

Phone: ____________________________________

Research Methods

Master's Thesis

Schools, Families, and Communities

Hrs. Transferred: ______ OCU Hours Needed: ______ Evaluator: ___________________________

_________________________________________

Culturally Responsive Classroom Instruction in the

21st Century

2) ______________________________

Master of Arts in Teaching - Elementary Education

33 Hours

Course Title

Intro to the Profession

Integrated Elementary Curriculum I

Integrated Elementary Curriculum II

Inclusive Classroom

Teaching and Remediation of Reading

Internship

Background check received_______________Date_____________

Advanced Reading and Language Arts

Elementary Classroom Management

Character References: 1) _________________________________

Catalog YR: _________

Revised: __/___/___

Name: ______________________________________________________________________ ID #: ______________________

Application / Fee: _____ Concentration Declaration: _____ Current Résumé: _____ CASA/ACT/SAT Score: _____

Writing Sample _____

Transcripts: _________________________________________

_________________________________________

_________________________________________