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Dallas Baptist University College of Education Graduate Programs

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1 Dallas Baptist University College of Education Graduate Programs
DEFENSE OF DEGREE WORKSHOP Dallas Baptist University College of Education Graduate Programs

2 Why a Defense of Degree? Capstone collection of signature assessments and artifacts with reflections that demonstrate a candidate’s personal growth, development, and acquisition of knowledge, skills, and dispositions.

3 Why a Defense of Degree? Desire for meaningful and authentic assessment Candidates’ evidence of growth through the reflection/explanation of designated standards Allows candidates to present information about themselves as learners and to document growth over time

4 Defense Of Degree Objectives
The College of Education program directors, faculty, and Educator Preparation Board members have determined three competencies in which candidates will demonstrate their knowledge, skills, and dispositions. Candidate demonstrates expertise/experience in three competencies: (1) College of Education – Diversity (2) Program Specific – (see program director) (3) Candidate Choice – (refer to Standards)

5 Objectives Candidates:
take an active role in shaping their learning process reflect on their learning process and become evaluators of their own work and performance set goals for their progress and feel comfortable in taking risks in achieving those goals

6 Objectives CONTINUED Candidates have the opportunity to actively engage in an exchange of ideas and feedback with their peers and advisors as a collaborative team Candidates takes a role in setting the standards for accountability Candidates incorporate service learning into the defense that enhances student learning, fosters civic responsibility, and develops servant leaders

7 Competencies Contact your program director regarding competencies that need to be addressed in your defense of degree.

8 Defense of Degree Development
Initial Advising Session--defense of degree guidelines and components will be discussed and disseminated by program director. Workshop Sessions (offered during Fall, Spring and Summer)--includes an overview of defense of degree/development/presentation Ongoing Evaluation—candidates are responsible for making appointment(s) with their designated Program Director to discuss progress. Pre-presentation Evaluation—candidates are responsible for scheduling a meeting with their Program Director at least two weeks before the final presentation for feedback and approval Final Evaluation—candidates will present their defense of degree to the Educator Preparation Board for final approval during their last semester of program of study. ATOMIC LEARNING – available on Blackboard for assistance on how to use various presentation types for digital presentation.

9 Defense of Degree Process
Candidates will utilize their choice of technology in presenting their defense of degree Candidates may choose to select an organized thematic portfolio that reflects what was written in personal philosophy. Candidates will write a comprehensively developed philosophy in relation to program of study. Show originality; do not create an assemblage of packaged materials. Plagiarized work automatically disqualifies your portfolio.

10 Philosophy of Education
3 to 5 page paper describing “Who are you as a professional educator in your program of study?” Include: What you think is important Beliefs and/or theories which guide your professional practice Goals for what you want to accomplish On-going piece of work

11 Service Learning Service Learning is a teaching and learning strategy that integrates academic instruction, community service, and guided reflection from a Christ-centered, faith-based perspective: Goal 1: Enhance Student Learning Goal 2: Foster Civic Responsibility Goal 3: Develop Servant Leaders

12 Service Learning How have you incorporated service learning in your program of study that fostered civic responsibility, enhanced your learning, and enhanced your servant leadership skills?

13 What is an artifact? Tangible evidence of knowledge that is gained, skills that are mastered, values that are clarified, or dispositions and attitudes that are characteristic of you.

14 Artifacts Anecdotal records Article summaries Assessments Awards
Bulletin Board Ideas Case Studies Classroom Management Philosophy Essays/ Book Review Evaluations Floor Plans Goal Statements Individualized Plans Conferences Presentations or Attendance Journals Letters

15 Artifacts Management Strategies Media Experiences Workshop Agendas
Observation Reports Pictures Planning Documents Professional Development Activities Staff Development Plans/ Activities Professional Organizations Projects Research Papers Rules and Procedures Schedules Self-Assessment Instruments Developed materials

16 What are reflections? Artifacts, that reflect the modeling of the individual’s Personal Philosophy of Education throughout their graduate program. This can be in the form of a “Reflective Journal” or “Reflections” within the portfolio.

17 Digital Format Utilize technology for talking points to enhance presentation Refer to defense of degree rubric Show growth and transformation Justify why degree should be awarded COLLECTION REFLECTION SELECTION PRESENTATION EVALUATION

18 Short reflective essay
Closing Statement Short reflective essay Describes growth Self-assessment Draws conclusions Makes inferences Analyzes learning

19 Defense of Degree Presentation
Arrive approximately 30 minutes prior to your designated presentation time. Be familiar and comfortable with the components of your defense- this is your story Dress professionally The formal defense will take place on the main campus at a date set by the College of Education and approved by the University. Present to a selected committee of members of the Educator Preparation Board Allow 30 minutes (presentation minutes, questions-5 minutes)

20 Evaluative Criteria Mission Statement
Personal Philosophy of Education (focus, ideas, organization) Diversity Awareness Director selected competency (program specific) Candidate selected competency (contribution to discipline) Evidence of service learning

21 Evaluative Criteria Artifacts with explanations and reflections
Effectiveness in explaining contents Quality and design Effective use of technology Professionalism Goals for the future Closing Statement

Upon completion of the candidates defense, the EPB committee will collaborate and the committee chair will submit the final score to program director. Please complete the following evaluation by circling the appropriate number: 4 = Exceeds expectations; 3 = Proficient; 2 = Below Expectations; 1 = Unsatisfactory Requirements (Refer to Defense of Degree Rubric) Personal Philosophy of Education 4 3 2 1 Diversity Awareness Director Selected Competency Candidate Selected Competency Evidence of Service Learning Technology Goals for the Future Professionalism Communication Closing

CANDIDATE’S FINAL SCORE: __________ 40-36 = Exceeds expectations 30-35 = Proficient 00-29 = Resubmit Approval: Yes No Resubmit: ________ If a resubmission is required, candidate will have the opportunity to present within 5 calendar days to a committee of COE full time faculty for final review as scheduled by program director. EDUCATOR PREPARATION BOARD COMMITTEE REVIEW: Chairperson Signature: _________________________________________________________________ Comments are encouraged. A written explanation is required if final score is 30 or below. Comments: __________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Based upon the candidate’s presentation, EPB committee members will utilize a defense of degree rubric stating the candidate’s status of approval and/or if a resubmission is required. In the event of a resubmission, candidate will have the opportunity to present their defense at the next scheduled EPB meeting. Educator Preparation Board meets three times a year: fall, spring, and summer.


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