Delta state university


Master of Arts in Teaching Degree Program



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Master of Arts in Teaching Degree Program


TABLE I.D – Student Learning Outcomes


A. Learner Outcome

What should a graduate in the
Master of Arts in Teaching
major know, value, or be able to do at graduation and beyond?

B. Data Collection & Analysis

1. What assessment tools and/or methods will you use to determine achievement of the learning outcome? 2. Describe how the data from these tools and/or methods will be/have been collected.

3.Explain the procedure to analyze the data.

C. Results of Evaluation

What were the findings of the analysis?

D. Use of Evaluation Results

1.List any specific recommendations.

2. Describe changes in curriculum, courses, or procedures that are proposed or were made/ are being made as a result of the program learning outcome assessment process.

#1 Demonstrate proficiency in basic pre-professional and content knowledge the Mississippi Department of Education requires for Alternate - Route Teacher Education candidates through the Master of Arts in Teaching Degree Program.

1. a & 2.a Data will be collected prior to program admission through scores on PRAXIS I Pre-Professional Skills Assessment (PPST), a measure of basic skills in reading, writing, and mathematics, and PRAXIS II: Subject Assessments, measures of specific subjects that K-12 educators will teach, as well as general and subject-specific teaching skills and knowledge.

3.a. Applications to the MAT Program will be reviewed. All applicants must provide documentation of passing scores on PRAXIS I and II in order to be considered for admission.
1.b. & 2.b. All MAT teacher candidates will be required to pass an essay-type comprehensive examination. The examination focuses on the planning, implementation, and assessment of teaching and learning. The examination will be administered during the spring semester of each academic year. Teacher candidates who do not pass all portions of the examination will be provided with study recommendations and will retake fall portions during the Summer I term of each academic year.


All teacher candidates admitted to the MAT Program met or exceeded the Mississippi Department of Education minimum requirements. Passing scores on the PRAXIS I and II are requirements for admission to the program.

100% of Cohort IV candidates passed a comprehensive examination during the spring 2009 semester. The former MAT Coordinator did not provide any diagnostic information reflecting strengths or weaknesses. This was the first year for the MAT program to require a comprehensive exam.




1.a. & 2.a. None at this time.

1.b. For future administrations the results of the comprehensive exam to be analyzed by question to determine the strengths and weaknesses of the candidates and the program.




#2 Demonstrate the ability to plan and implement instruction that meets the needs of diverse learners in the classroom setting.

1. During the CEL/CUR 650* candidates will be evaluated on their ability to plan instruction using Domain I: Planning and Preparation of the Student Teacher Assessment Instrument (STAI). The STAI is an instrument used statewide to measure teacher candidates’ abilities.

2. A 4-point rubric is used to assess STAI indicators.
3. TaskStream reports provide descriptive statistical analyses. (See Appendix A, Instrument 1 for the STAI.)


Data were collected in fall 2009. The Student Teacher Assessment Instrument (STAI) administered to the candidates resulted in 100% of them scoring at the Acceptable or Outstanding level on all three of the STAI evaluations. Data show growth in the area of Ability to Plan: Planning and Preparation from the first to the third evaluation administered.
Although 100% of the candidates scored at the Acceptable or Outstanding level, the data show that some students had lower scores on “incorporates multiculturalism and diversity in lessons”. Overall, the candidates demonstrated planning and preparation skills of highly qualified teachers.


1. Although no trend was identified, continue to track candidate ability to incorporate multicultural and diversity into lessons.
2. In fall 2010, the STAI will be replaced with a new state of Mississippi instrument, the Teacher Intern Assessment Instrument (TIAI).


#3 Demonstrate the ability to complete a successful internship.

1. & 2. The MAT Program includes a year-long internship in the field. During the CEL/CUR 650* fall and spring courses candidates will be evaluated three times each semester by a university supervisor using the STAI Indicators 9 – 42. The following domains will be used to assess the internship: communication and interaction, teaching and learning, managing the learning environment, assessment of student learning.

3. Descriptive statistics will be calculated in TaskStream. (See Appendix A, Instrument 1 for the STAI.)


Data were collected in fall 2009. The STAI administered to the candidates resulted in 100% of them scoring at the Acceptable or Outstanding level on two of the three STAI evaluations. Data show growth in all areas from the first to the third evaluation administered. The candidates demonstrated effective practice in the classroom in all four domains.
The data show their weaknesses to be “Incorporates technology and resources”, “uses higher-order questions”, and “uses community resources”. Most of the districts represented in this cohort are poor districts with little or no technology and/or community resources. All three weak areas fall under the domain of teaching for learning.


1. Community resources and available technology for the classroom is out of the control of the candidate sometimes, therefore, being creative in developing lessons should be the focus.
2. The MAT coordinator will provide more opportunities in class with the candidates to discuss higher order questioning techniques and strategies.


#4 Demonstrate the ability to measure student achievement, employ classroom management, and adjust instruction for maximum impact on student learning.

1. & 2. During CEL/CUR 650*, MAT candidates complete a Teacher Work Sample (TWS) containing the following components: Contextual Factors, Learning Goals, Assessment Plan, Design for Instruction, Instructional Decision-Making, Analysis of Student Learning, Reflection and Self-Evaluation, Design for Instruction in Elementary/Secondary Education, and Research-Based Practice.

3. Descriptive statistics will be calculated in TaskStream. (See Appendix B, Scoring Guide/Rubric 2 for the TWS.)


In the fall 2009 semester, Cohort V candidates used the components of the TWS to analyze research-based strategies from professional literature, discuss how they would use those strategies in their classrooms, and link the research to the National Board for Professional Teaching Standards. The TWS folio will be completed during the spring 2010 semester and summative data will be collected at that time.
(Note: In the previous MAT cohorts, candidates were expected to complete the 7 day teaching unit and the Teacher Work Sample during the fall semester. Based on discussions with previous cohorts and results of previous data, CEL/CUR 650* was restructured so the candidates would have two semesters of TWS assignments versus one semester. In the fall the candidates completed formative TWS assignments and the 7 day teaching unit; in the spring semester the candidates will complete the entire TWS folio based on the unit developed in the fall. The spring TWS will provide summative performance data.

Cohort IV candidates completed the TWS folio in fall 2008; these data were reported in the previous Annual Report.)




1. None at this time.

2. As indicated in column 3, summative data from the TWS will now be collected each spring semester. The candidates are now being required to respond to at least two of their classmates for each TWS component. This will require them to think about their response and justify how they are going to implement the research-based teaching strategy in their own classroom.



#5 Demonstrate the ability to identify and develop the professional dispositions of an effective educator.



1. & 2. The graduate version of the Dispositions Rating Scale (DRS) will be used to assess candidates’ professional dispositions. The rating scale during fall 2009 was based on six indicators: fairness, the belief that all children can learn, professionalism, resourcefulness, dependability, and commitment to inquiry.
3. TaskStream reports provided descriptive statistical analyses. (See Appendix A, Instrument 4 for the Dispositions Rating Scale).

In fall 2009 self-assessments, candidates met or exceeded expectations on all indicators except commitment to inquiry. Six out of nine candidates did not feel adequate in exploring and using professional literature, implementing research-based strategies, or using data to make decisions concerning their students.
Candidates felt that their strongest dispositions were dependability and fairness. The data show that they believe it is important to attend expected classes and meetings, to participate meaningfully in classes, in being punctual, and fulfilling their responsibilities.

The results of this indicator are the main difference found when comparing the fall 2009 data to the data from the fall 2008 cohort. Also, the fall 2009 cohort felt stronger about striving to meet the needs of their students and treating students, families, community members and colleagues with respect and dignity.



1. None at this time.
2. Internship (CEL/CUR 650*) was restructured for the fall and spring semesters to provide more opportunities for the candidates to experience professional literature discussions and practice in implementing research-based strategies in their classrooms.




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