Weber State University Master of Education in Curriculum and Instruction Candidate Assessment Plan.
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Weber State University Master of Education in Curriculum and Instruction Candidate Assessment Plan
Program Mission The mission of the Master of Education in Curriculum and Instruction (MEd) program is to extend the professional knowledge, skills, and dispositions of educators in schools, business, industry, and higher education through advancing the theoretical and practical applications of curriculum and instruction.
Conceptual Framework As part of the Moyes College of Education NCATE Unit, the MEd program adheres to the same working model for teacher development: Student Achievement: Teachers, Students, and Communities Working Together.
Conceptual Framework The purposes and outcomes are enhanced by candidates reflecting, engaging, and collaborating. These components serve as a framework for organizing course work and program development.
Program Goals Reflect an emphasis on preparing master teachers: who are reflective of their own educational practices and their impact on students; who engage students through a variety of strategies to ensure growth in knowledge and learning processes that they might become independent lifetime learners;
Program Goals (con’t) who collaborate with peers and students in learning communities; who are knowledgeable and current in their chosen areas; who engage in research to improve educational practices and those of peers
Nine Core Program Outcomes MEd Policy Committee carefully examined and created the outcomes for the core courses at the time of semester conversion (1998). Although the program was focused on curriculum and instruction, there was not a core course that directly addressed the subject of instruction. Therefore, a 3 hour course was designed. Several semesters later, the conversation about students struggling to develop their project proposals was explored. The proposal writing course was developed. The credit hour was taken from instructional strategies.
Nine Core Program Outcomes Assessment outcomes are identified for the core courses: 6000 Fundamentals of Graduate Study 6010 Advanced Historical Foundations 6020 Diversity in Education 6030 Advanced Educational Psychology 6050 Curriculum Design, Evaluation & Assessment 6060 Instructional Strategies 6080 Conducting Educational Research 6085 Developing a Master’s Proposal 6090 Master's Project
Outcome One Candidates demonstrate the ability to use writing, research skills, oral presentation skills and reflective and questioning skills to meet scholarly and professional goals. Primary in 6000, 6010, 6080, 6085, 6090 Secondary in 6020, 6030, 6050, 6060
Outcome Two Candidates demonstrate knowledge of the history and philosophy of education and schooling through the application of research skills, oral presentation skills and reflective and questioning skills. Primary in 6010, 6020 Secondary in 6030, 6050
Outcome Three Candidates demonstrate understanding of the issues related to culture, language, exceptionalities, and gender as they impact teaching and learning. Primary in 6020 Secondary in 6010, 6050
Outcome Four Candidates demonstrate knowledge of important theories of learning and development that have their roots in philosophy and psychology, and the implications for modern schooling. Primary in 6030 Secondary in 6020, 6060
Outcome Five Candidates demonstrate knowledge of principles of curriculum development and the current issues in measurement and evaluation. Primary in 6050 Secondary in 6020, 6080, 6085, 6090
Outcome Six Candidates demonstrate knowledge of current teaching techniques including alternative instructional strategies and practices that facilitate effective learning. Primary in 6060 Secondary in 6010, 6020, 6050, 6080, 6085, 6090
Outcome Seven Candidates demonstrate the ability to analyze and critique educational research, and to apply research principles in the design of research projects to find solutions to educational problems. Primary in 6080, 6085, 6090 Secondary in 6000, 6030, 6050, 6060
Outcome Eight Candidates demonstrate the ability to find and report on a significant educational question that has usefulness and applicability through the development of a written culminating project. Primary in 6000, 6080, 6085, 6090 Secondary 6050, 6060
Outcome Nine Candidates demonstrate the ability to synthesize personal and professional experience in the graduate program through the development of the project and the portfolio. Primary in 6090, 6091 Secondary 6085
Evaluation of Program Outcomes Candidate self evaluation of nine outcomes completed during Graduate Synthesis, 6091 Program Evaluation completed in first and third years after graduation Student satisfaction survey completed in 6091 and second year after graduation
Results of Outcomes Assessment: Results are self reported by candidates in graduate synthesis Percentages represent those who reported outcomes fully or mostly met
Program Statistics 2000-2004 2000/012001/022002/032003/04 Active admitted208212211287 Admitted to program6069112*67 Declined admission15** Graduates43312733
MESH Grant Federal grant sponsored through Office of English Language Acquisition Provides ESL and elective courses to teachers in Davis School District Teachers must still be admitted to MEd program to take core and complete master’s degree
Ogden/Ben Lomond MEd Cohort Northern Utah Curriculum Consortium (NUCC) is providing monies to assist teachers at Ogden and Ben Lomond High Schools to complete master’s degree. Participants must meet all program admission requirements Core courses mounted for cohort group through NUCC
Tooele MEd Cohort NUCC is providing monies for teachers in Toole who are completing their Reading Endorsements to complete core courses needed for master’s degree. Core courses taught in Tooele Fall and Spring and at Davis Center in Summer Participants must meet all program admission requirements