School of Education

Master's Program UAS

Assessment Student Usage Program Usage

Benchmark One: Acceptance into the program
Timeframe: Before starting summer courses

Candidates submit an application portfolio that contains pertinent information for graduate study. This includes:

  • Minimum of a Bachelor’s degree from an accredited institution
  • Completed application for graduate study
  • Letters of professional recommendation
  • Documentation of professional dispositions.
  • Professional objectives statement explaining reasons to pursue graduate study in education.
  • Personal Interview

To make a decision whether the candidates application materials are consistent with the requirements of the M.S. program.

  • Application materials are evaluated using an existing rubric for the graduate program.

Candidate is:

  • accepted unconditionally
  • conditionally
  • deferred, or denied. This rubric is attached.

All four decision steps:

  • Identify patterns
  • Redesign individual courses or make program changes as needed
  • Identify remediation resources
  • Tracking growth regarding understanding and integration of School Themes/ NBPTS Core Propositions
  • Any student who has failed to achieve grade or culminating research requirements will be permanently removed from the program

Benchmark Two: Completion of Best Practice Academy
Timeframe: By conclusion of academic year following summer coursework

Candidates complete the first 15 hours of the Best Practice Academy and completes an action research project. This project is a focused inquiry into some aspect of the candidates teaching. This inquiry is broken down into constituent parts that are a precursor to the format of the culminating research project.

To make a decision whether the student produces work of adequate academic rigor for the requirements of the graduate program.

Benchmark Three: Requirements for Retention Following Completion of Best Practice Academy and at the conclusion of each semester.

To make a decision whether the student's work meets the standards of the graduate program.

  • This is assessed through the requirement that candidates maintain a minimum 3.0 cumulative GPA throughout the program.

Benchmark Four: Completion of Culminating Research Project
Timeframe: At Conclusion of Coursework and Prior to Graduation

Candidates complete a graduate research project under the guidance of their research chair or the Director of Graduate Programs in Education. Following the completion of this research, the candidates participates in a Culminating Research Validation Conference with their committee. Following the successful completion of this conference, the candidate is awarded a degree.

To determine whether the student has:

  • Engaged in scholarly inquiry of the sort that is relevant to the profession and to their teaching.
  • The ability to produce a work of sufficient academic rigor that they contribute to the research base.

In addition to the above benchmarks, the School of Education administers two sets of surveys at three different points in the program:

Reflective Surveys

  • Following completion of the Best Practice Academy
  • Immediately following graduation
  • Two years after graduation

Dispositional Surveys

  • Beginning of Best Practice Academy
  • Conclusion of Best Practice Academy
  • Conclusion of Culminating Research Project

The purpose for these surveys is to gather greater insight into the utility of the methods covered through the graduate coursework as it relates to teacher effectiveness in the classroom.

Additional Information

In addition to the above benchmarks, the School of Education administers surveys at three different points in the program (following best practice academy, immediately following graduation, and two years after graduation). The purpose of this survey gathers greater insight into the utility of the methods covered through the graduate coursework as it relates to teacher effectiveness in the classroom. A copy of a sample survey is attached.

All graduate courses are listed on a master UAS chart that is maintained by the School of Education. Each course lists the ways in which it meets the core propositions that the Master’s degree is structured around. This chart is reviewed periodically and updated as it is appropriate.

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