Student outcomes for Graduate programs in Education, including specialization programs in Early Childhood Education, Educational Technology, Literacy Education and Special Education, re aligned with Michigan Standards for Teachers, standards from professional organizations, and ongoing review of current research and literature. Student learning is assessed and evaluated using student portfolios, course embedded assessments, performance during field experiences, and MTTC scores. Assessment data is used for ongoing reflection, critique, and development of programs of effective programs. As part of the larger Education Unit, we are in the process of developing and implementing assessments consistent with NCATE accreditation.
Early Childhood Education (MA)
Educational technology (MA, np)
Educational Technology MA and NP endorsement students are given a Common Assessment at four points in their program. The Common Assessment measures students’ ability to demonstrate essential skills and understanding of key principles in the field of Educational Technology. Data from this assessment suggests that a vast majority of Educational Technology MA students are meeting or exceeding expectations for skills and knowledge in their program.
Literacy Education (MA)
UM-Flint’s Literacy Education Master’s Program utilizes a comprehensive assessment plan and was nationally recognized without conditions by NCATE/CAEP and ILA in January 2015. NCATE/CAEP, ILA, and MDE all have stringent requirements that must be addressed and approved by either a desk audit or an on-site committee visit. In response to these requirements all course content and related course assessments must identify and effectively address state and national standards. During the 2016-2017 academic year program candidates met or those standards and had a 100% pass rate on the Michigan Department of Education State Licensure Test (MTTC Reading Specialist Exam).
Inclusive Education (MA)
The Master of Arts in Inclusive Education program prepares professionals to become knowledgeable of and skilled in applying best practices for teaching in an inclusive environment. It provides comprehensive and specific expertise about inclusion; collaboration; best practices for meeting the academic, social, and behavioral needs of all students; and an understanding of students with disabilities, students who are culturally and linguistically diverse, and students who are in poverty. Faculty in the MA in Inclusive Education program regularly complete an analysis of student learning outcomes through varied assessments including practical application of knowledge during field based projects, research projects, student reflections, and through the student’s culminating capstone project. Students acquire the necessary knowledge and skills in close collaboration with their peers and instructors. Faculty revisit the program’s outcomes and benchmarks on an annual basis and incorporate necessary improvements in an effort to continuously improve.
Mathematics Education for Elementary and Early Childhood Educators (MA)
The Master of Arts in Mathematics Education for Elementary and Early Childhood Educators is currently in its pilot year, with the first cohort (n=6) of students who are working teachers beginning in Summer 2017. In this first year have focused on course development. As there are no state licensing requirements for this program we are working to prepare the teachers in our program to improve the following core set of eight high-leverage Mathematics Teaching Practices* and essential teaching skills to promote deep learning of mathematics:
- Establish mathematics goals to focus learning;
- Implement tasks that promote reasoning and problem solving;
- Use and connect mathematical representations;
- Facilitate meaningful mathematical discourse;
- Pose purposeful questions;
- Build procedural fluency from conceptual understanding;
- Support productive struggle in learning mathematics;
- Elicit and use evidence of student thinking.
That said, our specific measurable objectives and assessment tools are:
Objective #1: Candidates will increase their mathematical knowledge for teaching which shall be measured by the Mathematical Knowledge for Teaching (MKT) assessment tool.
Objective #2: Candidates will increase their ability to analyze students’ mathematical thinking within a grade-specific content area in relation to research-based learning trajectories, and formulate effective instructional responses. This shall be measured by the Task Analysis of Student Knowledge (TASK) assessment tool.
Objective #3: Candidates will improve their classroom teaching practice with a particular focus on improving mathematical discourse in their classrooms. We are currently seeking a tool that will measure this.
Objective #4: Candidates will work to develop leadership skills in mathematics education, and a leadership project will be developed as part of their course work in the winter semester of the second year. Principal and candidate surveys will be the main ways of collecting this data.
*Reference: “Principles to Actions, Ensuring Mathematical Success for All,” National Council of Teachers of Mathematics, 2014.
Master of Arts in Secondary Education with Certification (MAC)
Assessments in the Master of Arts in Secondary Education with Certification program are designed to align with standards set by both the Michigan Department of Education (MDE) and our prior accrediting body, the National Council for the Accreditation of Teacher Education (NCATE). NCATE has subsequently been subsumed under a new national accrediting body known as the Council for Accreditation for Educator Preparation (CAEP).
This professional program prepares candidates to teach secondary-level students in any content area with a particular focus on teaching in urban high schools.
Program Goal and Objectives:
The goal of the Secondary MAC program is to prepare an urban educator like no other through the following educational objectives for each teacher candidate who demonstrates the following:
- Awareness of unique characteristics and needs of diverse student populations;
- Understanding of how principles and theories of adolescent development can inform educational practice;
- Awareness of educational and social issues that are unique to an urban high school context;
- Ability to develop and implement a variety of instructional strategies that are effective in urban high school settings;
- Understanding of the social, cultural, psychological, and emotional components of the adolescent (i.e., “teaching to the whole child”);
- Ability to work collaboratively in order to enhance school/community relationships;
- Enhanced knowledge of how to integrate new technologies into teaching and learning;
- Pedagogical-content knowledge necessary to make appropriate instructional decisions; and
- Exposure to current research and theory in education.
While preparing for our upcoming renewal of accreditation through CAEP, we are currently following NCATE’s framework for program level assessment. The six required assessments (followed by an optional seventh assessment) are each listed followed by a brief description of the assessment we conduct to meet the requirements.
- Licensure assessment, or other content-based assessment
- The SAT serves as an assessment of basic skills, as required by the state of Michigan
- The Michigan Tests for Teacher Certification (MTTC) serve as content-based assessments
- Assessment of content knowledge
The Interdisciplinary Project (occurring in EDS 530 & EDR 548) assesses the teacher candidate’s ability to plan instruction that incorporates content from the two key disciplines of literacy and mathematics in which urban students struggle to succeed.
- Assessment of candidate ability to plan instruction
The Ability to Plan Instruction assessment (occurring in EDS 698) measures the teacher candidate’s ability to plan a coherent, standards-based series of lesson within an instructional unit.
- Assessment of student teaching/field experiences
The Student Teaching Observation is a formal assessment conducted at four points during the student teaching year by a faculty member and the coaching teacher. The observation is formative in providing performance feedback and summative in determining the teacher candidate’s successful completion of student teaching.
- Assessment of candidate’s effect on student (P-12) learning
The Impact on Student Achievement is a performance-based assessment measuring teacher candidate’s ability to plan instruction, teach, conduct formative and summative assessment, collect student performance data, analyze performance data, modify instruction accordingly, and further refine future teaching.
- Additional assessment that addresses professional standards
The Professional dispositions assessment is administered at three points in the program to measure and provide formative feedback to the teacher candidate about his/her professionalism. This performance-based assessment is conducted by faculty, the coaching teacher, and as a self-assessment by the teacher candidate.
- Additional assessment that addresses professional standards (optional)
The Clinical Observation and Reflective Log is a weekly assessment throughout the two years of the program measuring the teacher candidate’s observational skills and reflective practice as it relates to the candidate’s developing understanding of teaching practices and self-knowledge in developing relationships with learners to ensure effective teaching and their academic success.
Education Specialist (Ed.S)
Doctor of Education (Ed.D)