Alverno College Master of Arts in Educa6on Handbook · 2020-06-12 · Alverno College Master of Arts Program Professionalism Rubric 15 Extension of Program Completion 17 Independent

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� AlvernoCollegeMasterofArtsinEduca6onHandbookupdated2016-2017

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TableofContentsIntroduction to the MA Handbook 5

Mission/Purposes of the School of Education: 5The Mission of the Master of Arts in Education 5Contacting us 6Education Advanced Abilities 7Standards to Guide the MA Programs 7IOL, Academic Evaluations and Course Offerings 8Assessment Plan 9Exit Portfolios 9Reading Portfolio Orientation 9Absences from Courses 10Academic Honesty 11Advising 14Credit for Transfer Courses/Permit to Take a Course Elsewhere 14Criteria for Academic Performance 15Expectations for Professionals 15Alverno College Master of Arts Program Professionalism Rubric 15Extension of Program Completion 17Independent Study 18

APPENDIX A: A DEVELOPMENTAL MODEL OF TEACHER COMPETENCE 19Appendix B: Wisconsin Standards for Teacher Development and Licensure

21Appendix C: Specialization in Administrative Leadership 23

Wisconsin Administrator Standards 23Practicum: Principal/Director of Instruction AL 751-752 24

The Professional Development Plan 25Criteria: Professional Portfolio/Development Plan AL 751 – 752 26

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Portfolio: 26Professional Development Plan: 26

Appendix D: Specialization in Alternative Education 28Master of Arts in Education Specialization in Alternative Education 28The Exit Portfolio 28Portfolio Structure 28The Professional Development Plan – Alternative Education 29Exit Portfolio for Alternative Education Criteria: Professional Portfolio/Development Plan 30

Appendix E: Specialization in Instructional Leadership 31Alverno College Master of Arts in Education Specialization in Instructional Leadership

31The Exit Portfolio 31The Professional Development Plan – Director of Instruction 32Criteria: Professional Portfolio/Development Plan 33Portfolio: 33Professional Development Plan: 33

Appendix F: Reading Teacher/ Reading Specialist Licensure 34Reading Teacher/Reading Specialist Licensure Program Professional Exit Portfolio 34International Reading Association Standards 34The Portfolio Process: 35Portfolio Checklist: Portfolio: 35Development Plan with Goals 35

Appendix G: Application for Independent Study Guidelines 37Overview 37Completing the Application Form 37How many credits? 37What do I call it? 37Who should the external professional be? 37What are my learning goals? 38How does my study address the five education abilities, which guide the work of all MA students? 38

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What should be in my “697” plan? 38Signatures and Approvals 38Application for Independent Study 38

Appendix H: Criteria for Effective Speaking/ Media 40CRITERIA FOR EFFECTIVE SPEAKING/MEDIA (Adapted for Entering Graduate Students, 6/08) 40

Appendix I: Criteria for Effective Writing 43CRITERIA FOR EFFECTIVE WRITING (Adapted for Entering Graduate Students, 2008) 43

Appendix J: Criteria for Effective Social Interaction 45CRITERIA FOR EFFECTIVE SOCIAL INTERACTION Group Facilitation Skills, Graduate Level Task Orientation & Interpersonal Models Combined Alverno College 451. Shaping and Working with a Task 452. Using Task Oriented Behaviors Appropriate to the Task 453. Using Interpersonal Behaviors Appropriate to a Situation 464. Using Reflection for Personal Growth in Task Oriented and Interpersonal Behaviors

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Introduc)ontotheMAHandbookThishandbookisasupplementtotheAlvernoCollegeStudentHandbook,BuildingaCommunityofLearners:ACommunityGuideandStudentHandbook.Thecollegehandbookincludesthepoliciesthatapplytoallundergraduateandgraduatestudents.TheMAStudentHandbookprovidesaddi6onalinforma6on,policies,andproceduresspecifictotheMAinEduca6onprogram.Inthespiritofcon6nuousimprovement,theAlvernoeduca6onfacultyinviteyoutocontacttheMAprogramdirectorwithyoursugges6onsforchangestothehandbook.AllstudenthandbooksareavailableonlineathEp://www.alverno.edu/current_students/stu_handbooks.html

Mission/PurposesoftheSchoolofEduca)on:Mission:TheSchoolofEduca6onatAlvernoCollegepreparesprofessionalscommiEedtodevelopingtheabili6esofalllearners,tobuildingcommunityasacontextandsupportforlearning,andtocon6nuingtheirownongoinggrowththroughthoughJulreflec6on.Purposes:Thefollowingmajorpurposesprovidedirec6oninpursuitofourmission;thesefourpurposesthatguidetheins6tu6onalmissionaretailoredhertoexpressthemissionoftheSchoolofEduca6on.

• Crea)ngaCurriculum:ThecurriculumforprogramsintheSchoolofEduca6onisdesignedbyfacultytobe• Ability-basedandfocusedonstudentoutcomes• Developmental,leadingthroughmoreandmorecomplexexperiences,tofullprofessionalprac6ce• Integra6ve,consciouslybuildingconnec6onsacrossframeworksandareasofstudy• Focusedonfosteringleadershipinthelearningcommuni6esofprac6ceinbothinformalandformalroles

• Crea)ngaCommunityofLearning:ThedevelopmentofschoolprofessionalsandadulteducatorsrequiresthattheSchoolofEduca6oncreateanenvironmentthatmodelsthecommunityoflearningthrough• Respectfordiversebackgroundsandperspec6ves• Collabora6veandsuppor6veinterac6on• Clearexpecta6ons• Ac6veandreflec6veprac6ceofselfinrela6ontocommunity

• Crea)ngTiestotheCommunity:Insupportofitsmission,facultyandstaffintheSchoolofEduca6ondeveloppartnershipswithdistricts,schools,businesses,andcommunity-basedorganiza6onsinorderto• Developappropriatefieldexperienceandinternshipsites• AssisttheSchoolofEduca6ontounderstandandrespondtocurrentneedsindiverseworkseWngs• AssistpartnersinworkseWngstounderstandandvaluethecontribu6onsoftheSchoolofEduca6on

• Crea)ngRela)onshipswithHigherEduca)on:Ascolleagueswitheduca6onprofessionalslocally,regionally,andna6onally,Alvernofacultyandstaffholdthemselvesresponsibletocontributetothedevelopmentofteachereduca6onandadulteduca6onthrough• Ac6velycontribu6ngtoprofessionalorganiza6ons• Engaginginscholarshipandthecri6queofscholarship• Servingontaskforces,planninggroups,etc.,informalandinformalleadershiproles• Sharingandbuildingupononeanother’sprac6ce

TheMissionoftheMasterofArtsinEduca)onTheMasterofArtsinEduca6onProgramsatAlvernoCollegeprepareeducatorsforK-12schoolsandadultlearningseWngs:

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whoarecommiEedtodevelopingtheabili6esofalllearners,whoareeffec6veinplanningandimplemen6ngdevelopmentallyappropriateinstruc6onandassessments,andwhounderstandandvaluediversity.

Webelievethatthefutureofeffec6veteaching,learningandassessment,acrossseWngsthatworkwithlearnersofallages,dependsuponeducatorswhoareknowledgeable,commiEedtothesuccessofeachandeverylearner,abletoactonthatcommitment,andcourageousenoughtodoso.Therefore,theAlvernoCollegeMasterofArtsinEduca6onProgramsaredesignedtoprepareeducatorswhowillgoforthwiththeknowledge,skills,andbehaviorstomeetthechallengesoftodayandtomorrow,crea6ngschoolsandotherorganiza6onsthatareflexibleandresponsivetothechallengesofthe6mes.

Contac)ngus

• DeanoftheSchoolofEduca6on:PatriciaLuebke,[email protected]• AssociateDeanforGraduateEduca6onPrograms:DesireePointerMace,[email protected]

• SchoolofEduca6onOffice:CO108/AcademicAdministra6veAssistant,KathiDanes,414-382-6213;E-mail:[email protected]

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mailto:[email protected]

Educa)onAdvancedAbili)esTheMAprogramandboththeK-12andAdultEduca6onspecializa6onsareguidedbythesefiveabili6es:

• Conceptualiza)on:Theabilitytointegrateknowledgeofadisciplinewitheduca6onalframeworksandabroadlybasedunderstandingoftheliberalarts.Asteachersexercisethisability,theyeffec6velymatchstrategieswithsitua6ons,drawinglearnerstonewstagesofgrowth.Theyevaluatetheirteachingplansinrela6onshiptooutcomesinasystema6candongoingway.

• Diagnosis:Theabilityofdiagnosisfocusesonteachinginrela6onshiptotheneedsofindividualstudentsandstudentsasagroup.Theeffec6veteacherrelatesobservedbehaviortorelevantframeworksinordertodetermineandimplementplansthatwillmeetstudents’needsandleadthemtothenextlevelofdevelopment.

• Coordina)on:Asimilarlyimportantcomponentofeffec6veteaching,coordina6onisthemanagementofresourcestosupportlearninggoals.Teachersdeveloptheabilitytostructureenvironmentsforlearning,makeeffec6veuseoftheins6tu6onandthecommunityasalearningresource,anddesignappropriatelearningexperiencesandassessmentprocedures.

• Communica)on:Attheheartofeffec6veteaching,communica6onisacentralskillfortheteacher.Clarityinpresenta6ons,feedback,direc6onoflearningandgoalseWng,allcontributetotheteacher’sabilitytostructureandreinforcelearning.Aneffec6veteachercommunicatesenthusiasmtolearners,bothaboutthesubjectandtheactofteaching/learning.

• Integra)veInterac)on:Effec6veteachingisstudent-oriented,drawingstudents’experiences,ideas,andopinionsintotheclassrooms.Throughinterac6on,teachersrecognizeandrespondtoindividualdifferencesamongstudents,andusepersonalresources,including6meandabili6es,topromotethegrowthofstudents.

SeeAppendixAformapsthatshowthedevelopmentofthesefiveadvancedabili6esover6me,frombeginningteacherthroughexperiencedprofessionalprac66oner.SeeAppendixBfortheWisconsinTeachingStandards,whichareappliedineveryprogramthatpreparespersonnelforWisconsinschools.

StandardstoGuidetheMAProgramsProgramsfortheprepara6onofschoolpersonnelareguidedbystateandna6onalstandards,aswellasbytheframeworkofAlverno’sadvancededuca6onabili6es.Eachprogram’sstandards,porJoliodesign,andprofessionaldevelopmentplanisavailableinaseparateappendixforyourconvenience.TheporJolioandprofessionaldevelopmentplanisrequiredforanynewlicenseintheStateofWisconsin.AppendixC:Administra6veLeadership:WisconsinTeachingStandards;WisconsinAdministra6veStandardsAppendixD:Alterna6veEduca6on:WisconsinTeachingStandardsAppendixE:Instruc6onalLeadership:WisconsinTeachingStandards;WisconsinAdministra6veStandardsAppendixF:Reading:IRA/NCTEStandards

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IOL,AcademicEvalua)onsandCourseOfferingshEps://iol.alverno.edu

Interac6veOnline(IOL)maybeusedtofindanup-to-dateacademicevalua6onforgraduateprograms,showingcoursescompletedandthoseyettotake.Studentsmayusetheacademicevalua6ontoconsiderchangingmajors,querying“WhatifIchangedmyprogramto?”

IOLmayalsobeusedtosearchforwhenthecoursesforapar6cularprogramareoffered,byusing“SearchforClasses.”Notethatclassesmaybeclosedforlackofenrollmentduringanygivensemester.Timelyregistra6onbygraduatestudentshelpstoensurethatneededcourseswillbeheld.

Graduateprogramadvisorsmayanswerques6onsaboutpar6cularcoursesandhelpstudentsplantheirprogramofstudy.

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https://iol.alverno.edu

AssessmentPlanStudentsintheMAProgramareassessedbothincoursesandthroughexternalassessments.Allassessmentprocessesareintended,firstofall,forindividualdiagnos6c,forma6vepurposes.Somearealsousedtoexaminelargerques6onsthatcanimpacttheprogramasawhole;datafromthelaEerareaggregatedandanalyzedonaregularbasis

Allstudentscompleteanentryassessment,baseduponaphilosophyandgoalsstatementandasetofcommunica6onsamplesfromtheirworksite.Theypar6cipateinasetofexternalassessmentstailoredtotheirprograms.

ExitPorMoliosForlicensureprograms,exitporJoliosarerequiredbytheWisconsinDepartmentofPublicInstruc6onandarealignedwithpar6cularlicensurestandards.

ReadingPortfolioOrientationReadingTeacherPorJolio(requiredforthosecomple6ngthe#316readingteacherlicense)TakenconcurrentlywithlastcourseReadingSpecialistPorJolio(requiredforthosewhoarecomple6ngthe#317license)TakenconcurrentlywithlastcourseReadingTeacher/SpecialistPorJolio(forthosecomple6ngtheMAinreading,includingboth#316and317licenses)TakenconcurrentlywithED751

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AbsencesfromCourses

StudentsareexpectedtoaEendallclassesandpar6cipateinalllearningac6vi6es.If,duetoillnessorunavoidablepersonal/professionalcommitments,youmustmissaclass,youshouldconsultwiththefacultymemberinvolvedand/ortheMAprogramdirector,assoonaspossibleinadvanceoftheclass,todevelopanalterna6veplantomeettheobjec6vesofthemissedclass.Absencefrommorethanonesessionofacoursewillgenerallyrequirethestudenttorepeatthecourse.Consistentlatenessmaybeconsideredanabsence.

Dependinguponthesitua6on,yourprofessorortheMAprogramdirectormayadviseyoutodropacourseormaydecidethatyouareineligibletocon6nueaEendingacourseifaEendancehasnotbeenregularorifyouhavemissedthefirstclassmee6ng.Inallinstances,ifyouchoosetodropacourse,itisyourresponsibilitytoofficiallydropthecoursebycontac6ngtheRegistrar’sOffice.Youarealwaysencouragedtocommunicatewithyouradvisorifyouareconsideringdroppingacourse.

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AcademicHonestyThroughoutyourstudiesatAlvernoCollege,youwillbeexposedtoavarietyoflearningstylesandexperiences.Insomeclassesfacultyrequirestudentstocompleteassignmentsinsmall-groupworksessionswhileothersmayrequirestudentstocompleteworkonanindependentbasis.Bothexperiencescanbes6mula6ngandrewarding.EachacademicexperienceatAlvernorequiresthatyouasthestudenttakeresponsibilityforyourownworkinaccordancewiththeinstruc6onsoftheirprofessorandwithsoundacademicprinciples.Eachstudentisexpectedtoconducttheirwork,bothinsideoftheclassroomandintheirindependentresearchinwaysthatareacademicallyhonest.

AcademichonestyisabasicrequirementoftheMasterofArtsinEduca6onprogram.Failuretocomplywithproceduresthatareacademicallyhonestaregroundsforfailingaclass,beingdismissedfromapar6cularprogramorbeingdismissedfromthecollege.Thefollowingisanon-exhaus6velistofexpecta6onsforacademichonesty.Allstudentsarerequiredtocomplywiththeseexpecta6ons.

1. “GIVECREDITWHERECREDITISDUE”—AVOIDPLAGIARISM.2.Learningtheappropriateacademicproceduresforci6ngsourceswillnotonlyhelpyouinwri6ngyourpaperswithintheacademicseWng,itwillalsohelpyoutobeaccurateaboutthesourcesofideasinwri6ngandspeakingwithinyourworkseWng.Givingotherscreditfortheirideasisabasicwri6ngguideline.Suchprac6cekeepsyouhonest,byallowingyoutoreflectontheideasofanotherandtoaddorintegrateyourownthoughtswiththedeliberatesupportofotherauthors.Ci6ngsourcescorrectlyalsohelpsyourreadertofollowyourownthinkingandtounderstandtheevidencethatsupportsyourthoughts.Youtoomayfindthatbeingabletofindareferencebasedonhowsomeoneelsetalkedabouttheminanar6cleorpaperisaveryhelpfulprocess.Thesameguidelinesapplytogivingaspeech,poster-project,orotherformofpresenta6on.PowerPoint,slides,postersandothervisualmaterialsneedtobeproperlyreferenced,andyourthinkingneedstobedis6nguishedfromthethoughtsandideasofothers.

Plagiarismis,inessence,thetakingofsomeoneelse’sthoughtsandwordsandrepresen6ngthemasyourown.Itisseenasanoffensetoboththeoriginalauthorofthosethoughtsandwordsaswellasanoffensetoyourreader,whopoten6allycouldconfusethethoughtsoftheoriginalauthorwiththoseofsomeonerepresen6ngthosethoughtsastheirown.

Therefore,wewillbeverypickyaboutplagiarism.Ifyouusesomeoneelse’swords,youmustusetheproperquota6onformat.Forshortquota6ons,thatmeansquota6onmarksandareferencewithpagenumber.Forlongerquota6ons,thatmeansahangingindent,andareferencewithpagenumber.Don’tdothisincorrectlyevenonadrar–it’splagiarismifyoudo.We’llstopreadingdrarswhenwefindplagiarism–there’snopointinourassessingthewri6ngofanalreadypublishedwork.Yourbestbetistoavoidusingquotesasmuchaspossible.

ConsultyourAPAManualforwaystoparaphraseanauthor’sideasandhowtoproperlygivecreditforthatidea,evenwhenyouareparaphrasingit.(Rememberwhenyouparaphrase,yougivetheauthor’snameanddateofthepublica6on.Whenyouquote,youmustalsoincludethequota6onmarksandthepagenumberwhereyoufoundthequote.)

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Ifyouhaveaques6onabouttheformatofaspecificcita6on,firstconsultyourAPAManual,SixthEdi6on.Ifarerconsiderableeffortintryingtoresolveyourques6onyouares6llinneedofassistance,bringyourques6ontoyourinstructororadvisor,alongwithyourspecificworkwiththeAPAManualandshowthemexactlywhereyourconfusionlies.Theywillhelpyouaddressyourspecificconcern.Intheendhowever,youwillbeheldresponsibleforrepresen6ngyourselfandothersinanappropriatemanner.

2.“TELLITLIKEITIS”—AVOIDMISREPRESENTATIONWhenyouareworkingwithanotherauthor’sideas,itisimpera6vethatyourepresentthoseideasaccuratelyandthatyougivecredittotheauthorforthoseideas.If,forexample,anauthorispresen6ngseveralalterna6vestoapar6culardilemma,itisimportantthatyouindicatetherangeofalterna6vesthattheauthoroffers,ratherthansimplypickingtheonethatyoulikethebestandpresen6ngitasifitweretheauthor’sonlyidea.Tosingleoutasentenceorparagraphthatsuitsyourownpurposesbutdoesnotrepresenttheauthor’strainofthoughtisconsideredmisrepresenta6on.

3.“TALKYOUROWNTALK”—AVOIDPLAGIARIZINGANOTHERSTUDENT’SWORK.

Astudentmaybedismissedfromtheprogramifhe/sheusestheworkofanotherstudentasher/hisown.Thisincludesusingpapersthathavebeenpublishedontheinternet,wriEenbyastudentinthisoranothercollegeoruniversity,orwriEenbyaformerstudent.

4.“BEDISCREETABOUTREPEAT”—AVOIDSELF-PLAGIARISM

Self-plagiarismistheprac6ceofusingapaperthatiswriEeninoneclasstocompletetherequirementsforadifferentclassorproject.IfyouareplanningtouseapartofapaperthatyouhavealreadywriEeninanotherclass,firstconsultyourinstructortoseeifthepartofthepaperissuitablematerialfortheclassyouarepresentlytaking.Ifyoudonotobtainappropriatepermissionforbuildingonworkfromanotherclass,orifyouhandinaduplicatepaperfromanotherclasstomeetanassessmentrequirement,youmayfailtheproject,theassessmentandjeopardizeyourstandingintheprogram.

5.“WALKTHEWALKINORDERTOTALKTHETALK”—MAINTAINRESPONSIBILITYFORYOURWORKWITHINGROUPS

StudentsareexpectedtobeappropriatelyresponsiblefortheirworkwithinagroupprojectseWng.ThisincludesaEendingmutuallyagreed-upongroupmee6ngs,comple6ngmutually-agreeduponassignmentsandcarryingyourweightinthewri6ngofagrouppaperortheimplementa6onofagrouppresenta6on.Ifyoufailtomaintainyourresponsibili6esasagroupmember,youmayfailthegroupprojectassignmentandyoumaybedismissedfromtheclass.

ResourcesConsultedSmith,P.(2001).Policyonplagiarismforallpsychology&MAcourses.AlvernoCollegeMasterofArtsinEduca6onpolicyonacademichonesty.Unpublisheddocument.Milwaukee,WI:AlvernoCollege.UniversityofMassachuseEs:Policies:AcademicHonesty.RetrievedAugust2002fromhEp://www.umass.edu/umhome/policies/honesty.htmlUniversityofOregon:AvoidingPlagiarism.RetrievedAugust2002fromhEp://www.cs.orst.edu/~watsog/cs151/honesty.htmUniversityofVermontPoliciesonAcademicHonesty.RetrievedAugust2002fromhEp://www.uvm.edu/~judicial/ah.html?Page=faculty.html&SM=ahmenu.html

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_________________

Thisformiscompletedaspartoftheorienta6ontotheMAprogram.

OfficialAcknowledgementoftheAcademicHonestyPolicy

TheMasterofArtsinEduca6onProgramatAlvernotakesAcademicHonestyveryseriously.ArerreadingtheAcademicHonestyPolicydocument,youareaskedtoreadandsignthestatementbelow.

IfthereisanypartoftheAcademicHonestyPolicyofthisstatementthatyoudon’tunderstand,askaboutitimmediately.I_______________________________________________________understandthat:(printyournameandstudentnumber) • Usingthewordsofanotherpersonwithoutenclosingtheminquota6onmarks(oriden6fyingformat)andprovidingacita6on,andlis6ngthesourceinthereferencelistisplagiarism.

• IfIparaphraseanotherauthor,Imustdomorethanchangeawordortwoinasentence.Imustrestatetheinforma6onoropinioninmyownwords.Imustalsoprovideacita6onandlistthesourceinmyreferences.Otherwisetheparaphraseisplagiarism.

• IamobligatedtoaccuratelyrepresentthethoughtsandideasofanauthorIamparaphrasingandci6ng.Iunderstandthatitisunethicaltotakeafewofanauthor’swordsandusethemtosupportanideathatisnotcompa6blewiththeauthor’sstance.

• IfIhaveanyques6onsaboutcita6ons,references,quota6on,orparaphrasing,Iwillaskmyinstructorbeforeturninginmywork.Iunderstandthatthepenal6esforplagiarismcanbesevere.__________________________________________________________________ •

SignatureDateDONOTSIGNTHISUNTILYOUUNDERSTANDIT.

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AdvisingWhenyouareadmiEedtotheMAprogramyouareassignedtheMAprogramdirectorasyouracademicadvisor.TheprogramdirectorservesasaresourcetoeachstudentduringtheirfirstsemesterwithregardtoacademicmaEers,policiesandprocedures,andregistra6on.Inthesecondsemester,studentsmaybeassignedotherfacultyadvisors/mentors,dependingupontheirspecializa6onsintheprogram.

CreditforTransferCourses/PermittoTakeaCourseElsewherePreviousgraduatecourseworkisevaluatedatthe6meofadmission.Generally,amaximumofninecreditswillbeacceptedintransfer.Onceintheprogram,studentswhowishtotakeacourseelsewhereneedtocompleteapermit,outliningthereasonfortakingacourseatanotherins6tu6on.Thepermitissubjecttoapprovalbythedirectoroftheprogram.

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CriteriaforAcademicPerformanceMasterofArtsinEduca6onstudentsatAlvernoCollegeareexpectedtodevelopandconsistentlydemonstratestrongcommunica6onandsocialinterac6on,alongwithcri6calthinkingandproblemsolving.Threedevelopmentalrubrics,usedacrossgraduateprogramsatAlvernohelpguidethestudentsinintegra6ngtheseskillsintotheirperformanceinacademicandclinicalseWngs.SeeAppendixJfortheSpeakingCriteria,AppendixKfortheWri6ngCriteria,andAppendixLfortheSocialInterac6onCriteria

Expecta)onsforProfessionals

AllAlvernoMAstudentsareheldtohighstandardsofprac6ce.TheProfessionalismRubric(seethenextpage)isareminderofthesehighstandardsofprac6ce.Itisusedbyfacultytodocumentstudentperformance.Shouldconcernsregardingprofessionalbehaviorbenoted,theformwillbesubmiEedtothedirectoroftheMAprogram,alongwithdocumenta6onofmee6ngsorcommunica6onwiththestudentregardingthebehavior,includingconsequencesasappropriate.

AlvernoCollegeMasterofArtsProgramProfessionalismRubricName:______________________ Course:_____________________Semester:___________________

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Studenteffec6velydemonstratesdisciplineandresponsibilityforaEendingallclasssessionsandforbeingpresentatthestartofeachclass

___Met___Concerns*

Studentfinishesandturnsinonthedatesrequestedassignmentsthatarecompleteandhavebeenproofread

___Met___Concerns*

Studenttakestheini6a6vetocommunicatewiththeinstructorifthereareaEendanceorassignmentconcerns

___Met___Concerns*

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Studentconsistentlyusesappropriatelanguage,interactsinaprofessionalmannerandshowsrespectforothers

___Met___Concerns*

Studentacceptsequalresponsibilityforgroupassignmentsandsupportsothersindoingso

___Met___Concerns*

Studenthonorsprofessionalethics,includingappropriateuseofquota6ons,recogni6on/cita6onofsources,respectforconfiden6alityandprivacy,etc.

___Met___Concerns*

*Ifconcernsarenoted,facultymembersareaskedtoaEachdocumenta6onofmee6ngsorcommunica6onwiththestudentregardinghis/herbehavior,includingconsequencesrelatedtothebehavior.

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ExtensionofProgramComple)on

CourseworkistobecompletedwithinsevenyearsofentryintotheMAprogram.Ifyouarenotabletocompletetheprogramwithinthis6meframe,youmustsubmitaleEertotheMAprogramdirectorreques6nganextension.YourleEershouldexplainwhyanextensionisrequiredanddescribeyourplanand6melineforprogramcomple6on.Theprogramdirectorwillreviewtherequestandrespondinwri6ng.ThedeadlineforsubmiWngarequesttoextendyourprogramcomple6onisthebeginningofyoursixthyearintheprogram.

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IndependentStudyStudentswhowanttodevelopacoursethatisnotavailableatAlvernocandosousingtheIndependentStudyproposalform,availableinAppendixI.Proposalsmustindicatethelearninggoalstobepursued,howtheindependentstudyaddressesthefiveadvancededuca6onabili6es,andadetailedplanfortheindependentstudy,includinghowitwillbeassessed.Independentstudycoursesmayrangefrom1to3credits.EitheranAlvernofacultymemberoranexternalprofessionalmaybeiden6fiedastheinstructorforthecourse.

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APPENDIXA:ADEVELOPMENTALMODELOFTEACHERCOMPETENCEIn1979,theEduca6onDepartment,incollabora6onwiththeOfficeofResearchandEvalua6onandselectedfacultyacrossthediscipline,begantoworktowardthedevelopmentofamodelofthegenericabili6esoftheeducator.Areviewoftheliteratureineduca6oncompetencewascompletedinthefallof1979.

TheEduca6onReconceptualiza6onGroup'saimwastoiden6fythebroadcompetencesoftheeducator,acrossgradelevelsandcontentareasandincludingeduca6ngininformalseWngs(e.g.asprac6cedbyanurseormanager,aswellasbyaclassroomteacher).BecausetheAlvernono6onsofcompetencesasdevelopableabiliFesofthepersoncontrastswithno6onsinmuchoftheresearchofcompetencesasdiscretebehaviors,theGroupbeganwithwide-rangingdiscussionprobingtheirexperiencesaseducatorsandwithothereducators.Arerfouryearsofdiscussionandrefiningwork,adevelopmentalmodelofteachercompetencewascapturedinfive"maps"showingtheaspectsofeachabilityasittypicallydevelopsfrombeginningtodevelopingtoadvancedperformance.

TheAlvernoconceptualiza6onwasusedinthedevelopmentofthebeginningteacherstandardsbytheInterstateNewTeacherAssessmentandSupportConsor6um(INTASC)intheearly1990s.TheINTASCstandards,inturn,becamethebasisfordevelopmentoftheWisconsinTeachingStandardsinthelate1990s.TheAlvernoabili6eshavebeenreviewedandupdatedperiodicallybytheEduca6onDivision,drawingupontheNa6onalBoardforProfessionalTeachingStandardswork,amongotherresources.Thefiveabili6esareiden6fiedasgenericteachingskills:

• Conceptualiza6on:Integra6ngdisciplinaryknowledgewitheduca6onalframeworksandabroadunderstandingofhumandevelopmentinordertoplanandimplementlearningprocesses.

• Diagnosis:Rela6ngobserva6onsofbehaviorandsitua6onsusingframeworksinordertofosterlearning.

• Coordina6on:Managingresourceseffec6velytosupportlearninggoals.

• Communica6on:Usingoral,wriEenandmediamodesofcommunica6ontostructureandreinforcelearningprocesses.

• Integra6veInterac6on:Demonstra6ngprofessionalresponsibilityinthelearningenvironment.The"maps"foreachabilityfollow.Theexpecta6onsoftheBeginningTeachercharacterizetheexpectedperformanceofateacherenteringthefield.Becausethedynamiccompetencesarefurtherrefinedthroughexperienceandreflec6ononthatexperience,theexpecta6onsoftheDevelopingTeachercharacterizeastageofprofessionaldevelopmentusuallydemonstratedbyteacherswithseveralyearsof

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teachingexperience.Theexpecta6onsoftheExperiencedProfessionalTeacherarethemarkofamaster,demonstra6ngprofessionaldepthanddevelopment.

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AppendixB:WisconsinStandardsforTeacherDevelopmentandLicensure

Standard1:

Theteacherunderstandsthecentralconcepts,toolsofinquiry,andstructuresofthediscipline(s)heorsheteachesandcancreatelearningexperiencesthatmaketheseaspectsofsubjectmaEermeaningfulforpupils.

Standard2:

Theteacherunderstandshowchildrenwithbroadrangesofabilitylearnandprovidesinstruc6onthatsupportstheirintellectual,social,andpersonaldevelopment.

Standard3:

Theteacherunderstandshowpupilsdifferintheirapproachestolearningandthebarriersthatimpedelearningandcanadaptinstruc6ontomeetthediverseneedsofpupils,includingthosewithdisabili6esandexcep6onali6es

Standard4:

Theteacherunderstandsandusesavarietyofinstruc6onalstrategies,includingtheuseoftechnologytoencouragechildren’sdevelopmentofcri6calthinking,problemsolving,andperformanceskills.

Standard5:

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Theteacherusesanunderstandingofindividualandgroupmo6va6onandbehaviortocreatealearningenvironmentthatencouragesposi6vesocialinterac6on,ac6veengagementinlearning,andself-mo6va6on.

Standard6:

Theteacheruseseffec6veverbalandnonverbalcommunica6ontechniquesaswellasinstruc6onalmediaandtechnologytofosterac6veinquiry,collabora6on,andsuppor6veinterac6onintheclassroom.

Standard7:

Theteacherorganizesandplanssystema6cinstruc6onbaseduponknowledgeofsubjectmaEer,pupils,thecommunity,andcurriculumgoals.

Standard8:

Theteacherunderstandsandusesformalandinformalassessmentstrategiestoevaluateandensurethecon6nuousintellectual,social,andphysicaldevelopmentofthepupil.

Standard9:

Theteacherisareflec6veprac66onerwhocon6nuallyevaluatestheeffectsofhis/herchoicesandac6onsonpupils,parents,professionalsinthelearningcommunityandothersandwhoac6velyseeksoutopportuni6estogrowprofessionally.

Standard10:

Theteacherfostersrela6onshipswithschoolcolleagues,parents,andagenciesinthelargercommunitytosupportpupillearningandwell-beingandwhoactswithintegrity,fairness,andinanethicalmanner.

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AppendixC:Specializa)oninAdministra)veLeadershipWisconsinAdministratorStandards

Standard1.

Theadministratorhasanunderstandingofanddemonstratescompetenceintheteacherstandardsunders.PI34.02.(SeeAppendixBforthesestandards.)

Standard2.

Theadministratorleadsbyfacilita6ngthedevelopment,ar6cula6on,implementa6on,andstewardshipofavisionoflearningthatissharedbytheschoolcommunity. Standard3. Theadministratormanagesbyadvoca6ng,nurturingandsustainingaschoolcultureandinstruc6onalprogramconducivetopupillearningandstaffprofessionalgrowth. Standard4. Theadministratorensuresmanagementoftheorganiza6on,opera6ons,finances,andresourcesforasafe,efficient,andeffec6velearningenvironment. Standard5. Theadministratormodelscollabora6ngwithfamiliesandcommunitymembers,respondingtodiversecommunityinterestsandneeds,andmobilizingcommunityresources.

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Standard6. Theadministratoractswithintegrity,fairness,andinanethicalmanner.Standard7. Theadministratorunderstands,respondsto,andinteractswiththelargerpoli6cal,social,economic,legal,andculturalcontextthataffectsschooling.

Prac)cum:Principal/DirectorofInstruc)onAL751-752

YourcourseworkandexperiencesinteacherleadershiphavepreparedyoutodemonstratethesestandardsandyourporJolioisthevehiclethroughwhichyouprovideevidenceofyourcompetence,reflectonyourstrengthsandareastodevelop,andsetgoalsforyourprofessionaldevelopmentplan.

WhileeachporJolioisconstructedtoreflecttheindividualexperiencesandstrengthsofthecandidate,yourfacultysuggeststhatyouapproachthedevelopmentoftheporJoliointhisway:1. Provideareflec6vestatementofyourphilosophyofeduca6onandleadership,seWngforthyour

beliefsabouttherolesofPrincipal/DirectorofInstruc6on.Drawinguponyourcourseworkandotherreading,providethekeytheore6calperspec6vesthatguideyourworkintheseroles.YouwilluseboththeWisconsinAdministratorStandardsandframeworksfromthereflec6vestatementtoanalyzetheevidenceinyourporJolio.Atthecloseofthisreflec6on,provideastatementofpurposeforyourporJolio

2. Provideyourresume,incorpora6ngthekeyexperiencesthatyouhavehadineduca6on.3. Organizear6factsinawaythatallowsyoutoshowyourstrengthsrelatedtothetasksofthe

principal,totheadministra6vestandards,andtoyourownreflec6vestatement.Youmaywantstartyourorganiza6onbystandardasafirstdrartohelpyoumakeslinkages,andthenselect5-8piecesofyourbestworkthatcutacrossmul6plestandards.YourfinalporJolioshouldbesamplesofyourbestworkthatcutacrossstandards.Clearlyexplainwhyyouchosethear6factsthatyouselect;andfortasksthatyoucompletedwithothers,indicateyourcontribu6onsclearly.Akeypartofyouranalysisshouldbeiden6fyingareasforfurtherdevelopment.Theseareaswillbecomepartofyourprofessionaldevelopmentplan.

4. UsethefollowingcriteriatoselfassessyourporJolio1. Haveyouclearlyalignedyourevidencewiththestandards,combiningand

integra6ngstandardsifappropriate?2. Haveyouclearlyexplainedhowtheevidencereflectsyourphilosophyof

educa6onaswellascri6caleduca6onalframeworksthatguideyourwork?3. Haveyouprovidedsufficientevidencetodemonstratebeginning

administratorlevelsofknowledge,skillsanddisposi6ons?4. Haveyoumaintainedappropriateconfiden6alityinusingar6factsfrom

yourschoolsite?5. HaveyoupresentedaporJoliothatreflectstheprofessionalismofa

schoolleader?(YoushouldmeetAlverno’sgraduatelevelwri6ngcriteriathroughout.)

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6. Doesyourlevelofanalysisandreflec6onmakeacompellingcaseforyourreadinesstotakeontheroleofPrincipal/DirectorofInstruc6on?TheProfessionalDevelopmentPlan

Yourpersonalprofessionaldevelopmentplanisintendedtoguideyouinthenextfiveyears.Itshouldbuildonyourreflec6onintheporJolioandprovideasetofconcretegoalsforgrowth,alongwithstrategiestoachievethegoalsandindicatorsofgrowthbywhichyourprogresscanbeevaluated.

Format:Youcaneitheruseaformprovidedbyyourschooldistrict,theDepartmentofPublicInstruc6on,ortheWisconsinEduca6onAssocia6onCouncil(WEAC),oryoucanusethefollowingguideprovidedbyyourfacultyatAlverno.

Whileyourprofessionaldevelopmentplanisintendedtoguideyourpersonalgrowth,yourfacultysuggeststhatyouusethefollowingasaguidetoitsprepara6on.

1. Writeaclearintroductoryparagraphthatsummarizesthestrengthsuponwhichyouarebuildingthisprofessionaldevelopmentplanandiden6fiesyourprofessionalgoals,especiallyinrela6onshiptotheadministra6vestandards.Youshouldiden6fybothshortandlongtermgoalsforyourpersonalprofessionalgrowth.Makesurethattheyarerealis6cgoalsthatcanbeachievedwithinthenextthreeorfouryears

2. Foreachprofessionalgoal1. Giveara6onalethatdescribesthegoalandlinksittoyourself-reflec6on,

yourschool’simprovementplans,yourdistrictgoals/situa6on,andthestandards.

2. Outlinestrategiesyouwillusetoachievethegoal,baseduponandreflec6ngtheeffec6veuseofyourareasofstrengthandspecificaspectsoftheknowledge,disposi6ons,andperformanceslistedinthefulltextofthestandards.

3. Provideareasonable6melinethatwillguideandassistyoutoachieveyourgoals.4. Includeassessmentproceduresandproductsforyourplan,includingindicatorsofgrowth,ways

toshowthatmee6ngthegoalsimprovedyourprofessionalknowledge/performance,waystoshowhowmee6ngthegoalsimprovestudents’learning,andafinalreflec6vecommentarythatdescribeswhatwasaccomplished.(Note:Youmaywanttodevelopacharttodisplaytheseaspectsofyourplan)

3. Iden6fyateamofcolleagueswhowillserveasyourprofessionaldevelopmentteamtoprovidethoughJulcri6ques,helpiden6fyresourcesandstrategies,givefeedback,andmakerevisionstoyourplan.Ifyourdistricthasdevelopedproceduresandguidelinesforadministratorprofessionaldevelopmentplans,besuretofollowthoseintheiden6fica6onofyourteamandthedevelopmentofa6melineformee6ngsoftheteamandreviewofassessmentproducts.

4. Finally,notethatyouwillbeexpectedtopresentyourporJolio/professionaldevelopmentplaninafireen-minuteoralreporttotheprac6cumseminar.Knowyourplanwellenoughtobeabletoexplainitclearlyinthatbrief6me.

5. Usethefollowingcriteriatoselfassessyourprofessionaldevelopmentplan1. Haveyousetmeaningfulgoalsthataddressareasofgrowthlinkedbothtotheadministrator

standards,yourschool/districtneeds,andyourownneedareas?

2. Haveyouclearlyalignedyourgoalswithstandards,combiningandintegra6ngstandardsifappropriate?

3. Haveyouclearlysetforthareasonableplanforachievingyourgoals?

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4. Haveyoudevelopedmeaningfulandappropriateassessmentproceduresandproductsthatcanbeusedtogaugeyourprogress?

5. Haveyoupresentedaprofessionaldevelopmentplanthatreflectstheprofessionalismofaschoolleader?(YoushouldmeetAlverno’sgraduatelevelwri6ngcriteriathroughout.)

Criteria:ProfessionalPorMolio/DevelopmentPlanAL751–752

Portfolio:

•Evidenceisclearlyalignedwithstatestandards

•Evidencereflectsa‘bestofshow’presenta6on

•Evidencereflectsyourphilosophyofeduca6onaswellasthecri6caleduca6onalframeworksthatguideyourwork,includingyourstrengths

•Evidenceissufficientinbreadthanddepthtodemonstratebeginningleveladministra6veleadershipskills,knowledgeanddisposi6ons

•Evidencemaintainsappropriateconfiden6alityinusingar6factsfromyourschoolsite

•PorJolioreflectstheprofessionalismofaschoolleader

•Analysisandreflec6onmakesacompellingcaseforyourreadinesstotakeontheroleofPrincipal

ProfessionalDevelopmentPlan:

•Ra6onaledescribesthegoalandlinksittoyourself-reflec6on,yourschools’improvementplan,yourdistrictgoals/situa6on,andthestandards

•Outlinesstrategiesyouwillusetoachievethegoal,baseduponandreflec6ngtheeffec6veuseofyourareasofstrengthandspecificaspectsoftheknowledge,disposi6onsandperformanceslistedinthefulltextofthestandards

•Providesareasonable6melinethatwillguideandassistyoutoachieveyourgoals

•Includesassessmentproceduresandproductsforyourplan,includingindicatorsofgrowth,waystoshowthatmee6ngthegoalsimprovedyourprofessionalknowledge/performance,waystoshowhowmee6ngthegoalsimprovestudents’learning,andafinalreflec6vecommentarythatdescribeswhatwasaccomplished

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AppendixD:Specializa)oninAlterna)veEduca)on

MasterofArtsinEduca)onSpecializa)oninAlterna)veEduca)on

ThePrac6cumfortheAlterna6veEduca6onlicenseiscompletedinthecandidate’sownclassroom,inanalterna6veschool.ListedbelowaretherequirementsfortheProfessionalPorJolioandProfessionalDevelopmentPlan

TheExitPorMolioTheprogramforAlterna6veEduca6onrequiresthatyouputtogetheraporJoliolinkingyourprac6ceinanalterna6veeduca6onalseWngtothetenWisconsinteachingstandards.It’sanopportunityforyoutoreflectonyourstrengthsandareastodevelopinworkwithstudentswhohavenotbeensuccessfulintradi6onalschoolseWngs.Basedonthatreflec6on,youcanthensetgoalsforyourprofessionaldevelopmentplanasateacherinanalterna6veschool.WhileeachporJolioisconstructedtoreflecttheindividualexperiencesandstrengthsofthecandidate,yourfacultysuggeststhatyouapproachthedevelopmentoftheporJoliointhisway:

PortfolioStructure1. Provideanintroductoryreflec6vestatementofyourphilosophyofeduca6on,especiallyin

rela6onshiptotheneedsofstudentswhohavenotbeensuccessfulintradi6onalschoolseWngs.Drawinguponyourexperience,courseworkandreading,providethebeliefsandkeytheore6calperspec6vesthatguideyourworkinalterna6veschoolseWngs.

2. OrganizetheporJoliobystandard.Foreachstandard1. Writeareflec6onaboutyourworkwithlearnersinalterna6veschool

seWngsthatdescribeshowyouaddressthestandard.Usethefullstatementoftheknowledge,disposi6ons,andperformancesrelatedtoeachstandard.

2. Includear6factsthatprovideevidenceforyourapplica6onofselectedknowledge,disposi6ons,andperformances.Somear6factsmaybeapplicabletomorethanonestandard.Inthatcase,incorporatethephysicalar6factwithonestandardandreferenceitwhenreflec6ngontheotherstandard(s).

3. Clearlyexplainwhyyouchosethear6factsthatyouselect4. Aspartofyourreflec6on,alsoiden6fyareasforfurtherdevelopment.

Theseareaswillbecomepartofyourprofessionaldevelopmentplan.3. UsethefollowingcriteriatoselfassessyourporJolio

1. Haveyouclearlyprovidedevidenceofhowyourteachinginalterna6veschoolseWngsaddressesthetenstandards?

2. Haveyoumadeclearconnec6onsbetweenar6factsfromyourschoolsiteandyourbeliefsaboutteachingandlearning?

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3. HaveyoupresentedaporJoliothatreflectstheprofessionalismexpectedofateacher?(YoushouldmeetAlverno’sgraduatelevelwri6ngcriteriathroughout.)

4. Doesyourlevelofanalysisandreflec6onmakeacompellingcaseforyoureffec6venessinworkingwithlearnersinalterna6veschoolseWngs?

TheProfessionalDevelopmentPlan–AlternativeEducationYourpersonalprofessionaldevelopmentplanisintendedtoguideyouinthenextfiveyears.Itshouldbuildonyourreflec6onintheporJolioandprovideasetofconcretegoalsforgrowth,alongwithstrategiestoachievethegoalsandindicatorsofgrowthbywhichyourprogresscanbeevaluated.



1. Writeaclearintroductoryparagraphthatsummarizesthestrengthsuponwhichyouarebuildingthroughthisprofessionaldevelopmentplanandiden6fiesyourprofessionalgoals,especiallyinrela6onshiptotheWisconsinteachingstandards.Youcaniden6fybothshortandlongtermgoalsforyourpersonalprofessionalgrowth.Makesurethattheyarerealis6cgoalsthatcanbeachievedwithinthenextthreeorfouryears.


yourschool’simprovementplans,yourdistrictgoals(asappropriate),and thestandards.



toshowthatmee6ngthegoalsimprovedyourprofessionalknowledge/performance,waystoshowhowmee6ngthegoalsimprovedstudents’learning,andafinalreflec6vecommentarythatdescribeswhatwasaccomplished.(Note:Youmaywanttodevelopacharttodisplaytheseaspectsofyourplan)

3. Iden6fyateamofcolleagueswhowillserveasyourprofessionaldevelopmentteamtoprovidethoughJulcri6ques,helpiden6fyresourcesandstrategies,givefeedback,andmakerevisionstoyourplan.Ifyourdistricthasdevelopedproceduresandguidelinesforprofessionaldevelopmentplans,besuretofollowthoseintheiden6fica6onofyourteamandthedevelopmentofa6melineformee6ngsoftheteamandreviewofassessmentproducts.

4. Usethefollowingcriteriatoselfassessyourprofessionaldevelopmentplan1. Haveyousetmeaningfulgoalsthataddressareasofgrowthlinkedbothto

theteachingstandards,yourschool/districtneeds,andyourownneedareas?


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3. Haveyouclearlysetforthareasonableplanforachievingyourgoals?4. Haveyoudevelopedmeaningfulandappropriateassessmentprocedures

andproductsthatcanbeusedtogaugeyourprogress?5. Haveyoupresentedaprofessionaldevelopmentplanthatreflectsthe

professionalismexpectedofateacher?(YoushouldmeetAlverno’sgraduatelevelwri6ngcriteriathroughout.)

ExitPorMolioforAlterna)veEduca)onCriteria:ProfessionalPorMolio/DevelopmentPlan� PorMolio:1. Providesevidenceofhowownteachinginalterna6veschoolseWngsaddressesthetenstandards2. Makesclearconnec6onsbetweenar6factsfromschoolsiteandbeliefsaboutteachingandlearning3. Reflectstheprofessionalismexpectedofateacher/Meetsgraduatewri6ngcriteria.4. Levelofanalysisandreflec6onmakesacompellingcaseforeffec6venessinworkingwithlearnersin

alterna6veschoolseWngs


1. Setsmeaningfulgoalsthataddressareasofgrowthlinkedtotheteachingstandards,school/districtneeds,andpersonalneedareas

2. Goalsareclearlyalignedwithstandards,combiningandintegra6ngstandardsifappropriate3. Planforachievinggoalsisreasonable4. Includesmeaningfulandappropriateassessmentproceduresandproductsthatcanbeusedtogauge

progress5. Reflectstheprofessionalismexpectedofateacher/Meetsgraduatewri6ngcriteria

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AppendixE:Specializa)oninInstruc)onalLeadershipAlvernoCollegeMasterofArtsinEduca)onSpecializa)oninInstruc)onalLeadership

ThePrac6cumfortheDirectorofInstruc6onlicensetakesplaceacrossthecoursework,asstudentsdevelopandprac6cetheskillsappropriatetothelicense;itmayalsobecompletedinconjunc6onwiththeAdministra6veLeadershipPrac6cum.ListedbelowaretherequirementsfortheProfessionalPorJolioandProfessionalDevelopmentPlan.

TheExitPorMolioYourcourseworkandexperiencesinteacherleadershiphavepreparedyoutodemonstratethesestandardsandyourporJolioisthevehiclethroughwhichyouprovideevidenceofyourcompetence,reflectonyourstrengthsandareastodevelop,andsetgoalsforyourprofessionaldevelopmentplan.



1. Provideareflec6vestatementofyourphilosophyofeduca6onandleadership,seWngforthyourbeliefsabouttherolesofdirectorofinstruc6on/curriculumleader/teaching,learning,andassessmentleader.Drawinguponyourcourseworkandotherreading,providethekeytheore6calperspec6vesthatguideyourworkintheseroles.YouwilluseboththeWisconsinAdministratorStandardsandframeworksfromthereflec6vestatementtoanalyzetheevidenceinyourporJolio.Atthecloseofthisreflec6on,provideastatementofpurposeforyourporJolio.

2. Provideyourresume,incorpora6ngthekeyexperiencesthatyouhavehadineduca6on.3. Organizear6factsinawaythatallowsyoutoshowyourstrengthsrelatedtothetasksofthedirector

ofinstruc6on,totheadministra6vestandards,andtoyourownreflec6vestatement.Forexample,youmightorganizebytasks(e.g.,curriculumdevelopment,staffdevelopment,assessmentdesign,specialprogramorganiza6on,programplanningandevalua6on,grantwri6ng,etc.),makeexplicitlinkstostandards,andprovideananalysisofeachtaskusingframeworksfromyourreflec6vestatement.Oryoumightorganizebystandards,illustra6ngyourworkwithtasksrelatedtoeachstandardandanalyzingeachtaskusingframeworksfromyourreflec6vestatement.Clearlyexplainwhyyouchosethear6factsthatyouselect;andfortasksthatyoucompletedwithothers,indicateyourcontribu6onsclearly. Akeypartofyouranalysisshouldbeiden6fyingareasforfurtherdevelopment.Theseareaswillbecomepartofyourprofessionaldevelopmentplan.

4. UsethefollowingcriteriatoselfassessyourporJolio

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1. Haveyouclearlyalignedyourevidencewitheachstandard,combiningandintegra6ngstandardsifappropriate?

2. Haveyouclearlyexplainedhowtheevidencereflectsyourphilosophyofeduca6onaswellascri6caleduca6onalframeworksthatguideyourwork?

3. Haveyoumaintainedappropriateconfiden6alityinusingar6factsfromyourschoolsite?4. HaveyoupresentedaporJoliothatreflectstheprofessionalismofaschoolleader?(Youshould

meetAlverno’sgraduatelevelwri6ngcriteriathroughout.)5. Doesyourlevelofanalysisandreflec6onmakeacompellingcaseforyourreadinesstotakeon

theroleofDirectorofInstruc6on?

TheProfessionalDevelopmentPlan–DirectorofInstruc)on

Yourpersonalprofessionaldevelopmentplanisintendedtoguideyouinthenextfiveyears.Itshouldbuildonyourreflec6onintheporJolioandprovideasetofconcretegoalsforgrowth,alongwithstrategiestoachievethegoalsandindicatorsofgrowthbywhichyourprogresscanbeevaluated.

1. Whileyourprofessionaldevelopmentplanisintendedtoguideyourpersonalgrowth,yourfacultysuggeststhatyouusethefollowingasaguidetoitsprepara6on.Writeaclearintroductoryparagraphthatsummarizesthestrengthsuponwhichyouarebuildingthroughthisprofessionaldevelopmentplanandiden6fiesyourprofessionalgoals,especiallyinrela6onshiptotheadministra6vestandards.Youcaniden6fybothshortandlongtermgoalsforyourpersonalprofessionalgrowth.Makesurethattheyarerealis6cgoalsthatcanbeachievedwithinthenextthreeorfouryears.


yourschool’simprovementplans,yourdistrictgoals/situa6on,andthestandards.



toshowthatmee6ngthegoalsimprovedyourprofessionalknowledge/performance,waystoshowhowmee6ngthegoalsimprovedstudents’learning,andafinalreflec6vecommentarythatdescribeswhatwasaccomplished.(Note:Youmaywanttodevelopacharttodisplaytheseaspectsofyourplan)

3. Iden6fyateamofcolleagueswhowillserveasyourprofessionaldevelopmentteamtoprovidethoughJulcri6ques,helpiden6fyresourcesandstrategies,givefeedback,andmakerevisionstoyourplan.Ifyourdistricthasdevelopedproceduresandguidelinesforadministratorprofessionaldevelopmentplans,besuretofollowthoseintheiden6fica6onofyourteamandthedevelopmentofa6melineformee6ngsoftheteamandreviewofassessmentproducts.

4. Finally,notethatyouwillbeexpectedtopresentyourprofessionaldevelopmentplaninaten-minuteoralreporttotheprac6cumseminar.Knowyourplanwellenoughtobeabletoexplainitclearlyinthatbrief6me.

5. Usethefollowingcriteriatoselfassessyourprofessionaldevelopmentplan1. Haveyousetmeaningfulgoalsthataddressareasofgrowthlinkedbothtotheadministrator

standards,yourschool/districtneeds,andyourownneedareas?

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3. Haveyouclearlysetforthareasonableplanforachievingyourgoals?4. Haveyoudevelopedmeaningfulandappropriateassessmentprocedures

andproductsthatcanbeusedtogaugeyourprogress?5. Haveyoupresentedaprofessionaldevelopmentplanthatreflectsthe

professionalismofaschoolleader?(YoushouldmeetAlverno’sgraduatelevelwri6ngcriteriathroughout.)

Criteria:ProfessionalPorMolio/DevelopmentPlan� �

Portfolio:• Evidenceisclearlyalignedwitheachstandard,combiningandintegra6ngstandardsifappropriate• Providesclearexplana6onabouthowtheevidencereflectsownphilosophyofeduca6onaswellascri6caleduca6onalframeworksthatguidework

• Makesclearconnec6onsbetweenar6factsfromyourschoolsiteandyourbeliefsaboutteachingandlearning

• Reflectstheprofessionalismexpectedofaschoolleader/Meetsgraduatewri6ngcriteria.• Levelofanalysisandreflec6onmakesacompellingcaseforyourreadinesstotakeontheroleofDirectorofInstruc6on


• Setsmeaningfulgoalsthataddressareasofgrowthlinkedtotheadministratorstandards,school/districtneeds,andpersonalneedareas

• Goalsareclearlyalignedwithstandards,combiningandintegra6ngstandardsifappropriate• Planforachievinggoalsisreasonable• Includesmeaningfulandappropriateassessmentproceduresandproductsthatcanbeusedtogaugeprogress

• Reflectstheprofessionalismexpectedofaschoolleader/Meetsgraduatewri6ngcriteria

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AppendixF:ReadingTeacher/ReadingSpecialistLicensureReadingTeacher/ReadingSpecialistLicensureProgramProfessionalExitPorMolio

AspartoftheReadingTeacher,ReadingSpecialistand/orMasterofArtsinReadingprograms,eachstudent/candidatewilldevelopaporJoliotodemonstrateher/hisgrowingknowledgeandprofessionaldevelopmentinliteracylearningbasedontheIRA/NCATEStandardsforReading.Thecompletelis6ngofstandardsandelementscanbefoundonthefollowingwebsite:www.reading.orgYourfinalandcompletedprofessionalporJoliomustaddressall5IRA/NCATEstandardsandevidencefromyourcourseworkandteachingthatdemonstratethestandards.Itmustalsoaddresstheadministratorstandards(seep.44,62)forED754andED755. Duringthesemesterofyourlastcourse,youwillregisterfora0creditexternalassessmentwhereyouwillpresentyourporJoliotoatleastonereadingprofessional fromAlvernoCollegeand/oraprofessionalinthefield.

Interna)onalReadingAssocia)onStandards

Standard1:Founda6onalKnowledge:Candidateshaveknowledgeofthefounda6onsofreadingandwri6ngprocessesandinstruc6on.Standard2:Instruc6onalStrategiesandCurriculum:Candidatesuseawiderangeofinstruc6onalprac6ces,approaches,methodsandcurriculummaterialstosupportreadingandwri6nginstruc6on.Standard3:Assessment,DiagnosisandEvalua6on:Candidatesuseavarietyofassessmenttoolsandprac6cestoplanandevaluateeffec6vereadinginstruc6on.Standard4:Crea6ngaLiterateEnvironment:Candidatescreatealiterateenvironmentthatfostersreadingandwri6ngbyintegra6ngfounda6onalknowledge,useofinstruc6onalprac6ces,approachesandmethods,curriculummaterials,andtheappropriateuseofassessments.Standard5:ProfessionalDevelopment:Candidatesviewprofessionaldevelopmentasacareer-longeffortandresponsibility.

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ThePorMolioProcess:TheDepartmentofPublicInstruc6onrequiresthatyouputtogetheraporJoliolinkingyourprac6ceinreadingtothefiveIRA/NCATEReadingTeacher/SpecialistStandards.Basedonyourreflec6on,youcanthensetgoalsforyourprofessionaldevelopmentplanintheareaofreading.WhileeachporJolioisconstructedtoreflecttheindividualexperiencesandstrengthsofthecandidate,yourfacultysuggeststhatyouapproachthedevelopmentoftheporJoliointhefollowingformat:

WriteabriefintroductoryleEertothereaderofyourporJoliodetailinginforma6onaboutyourselfandyourteachingexperience.Includeastatementreflec6nguponyourliteracyphilosophyasitrelatestoyourlearning.Providedetailsabouttheprogram(s)youarecomple6ng.SelectporJoliopiecesfromyourindividualcoursesandteachingthatdemonstrateallfiveIRA/NCATEStandardsforReadingProfessionalsattheappropriatecandidacylevel.(i.e.316licensecandidates=“ClassroomTeacherCandidates”level,317licensecandidates=“ReadingSpecialist/LiteracyCoachCandidates”level)

Writeara6onaleforeachstandard.Detailhowyourselectedpiece(s)ofevidenceprovidesupporttoyouroverallabilityinthestandardandelement(s).Thiswillbetheintroductorypagetotheiden6fiedIRA/NCATEstandard/piecesofevidence.

Writeabriefreflec6onthatprojectsyourgoalsforfuturedevelopmentinrela6ontothefiveIRA/NCATEstandardsandhowwhatyouhavelearnedinyourprogramwillassistyouwithyourfuturecareer.

CompleteaProfessionalDevelopmentPlantodetailfutureplansrelatedtothehighlightedstandards.Setgoalsfordevelopmentinatleasttwootherstandardselementsinfuturecourseworkandyourteaching.

SubmityourcompletedProfessionalPorJoliototheCoordinatoroftheReadingProgramnolaterthan4weekspriortotheendofyourfinalcourse.

PorMolioChecklist:PorMolio:___IntroductoryleEerincludesphilosophystatement___Strongra6onaleisprovidedforchoiceofstandards. ___Standardelementsselectedarerelatedtocourseoutcomesand/orteachingperformance(minimumof2elementsperstandard)___Evidenceclearlyandlogicallysupportsabilityinthestandard

DevelopmentPlanwithGoals___Strongra6onaleforchoiceofarea(s)todevelopisclearlyar6culated ___Implementa6onofplanisspecificinsta6nghowdevelopmentwilloccur___Ar6cula6onofownlearningexperienceshowsappropriatelevelofreflec6on___Planincludesappropriatefutureplans(coursework,fieldwork,teaching,etc.)___Goalssolidlyaddressdevelopmentofstatedstandard

UsethefollowingcriteriatoselfassessyourporJolio:• Demonstratesasolidknowledgeandcompetentapplica6onofeachoftheIRA/NCATEStandardsforReadingProfessionals

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• Providesconciseandconvincingevidenceofabilityineachstandardandselectedelements• Demonstratesanunderstandingofone’sownlevelofliteracyunderstandingandappliesthisunderstandingtogoalsintheprofessionaldevelopmentplan

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AppendixG:Applica)onforIndependentStudyGuidelines

OverviewIfyouhavealearningneed,whichclearlycannotbemetthroughtheregularcoursesequenceofrequirementsandelec6vesinyourfocusarea,youmaymeetitbypursuinganIndependentStudyforuptothreegraduatecredits.Youregisterfora“697”course,eitherEDorIDoranotherprefixthatindicatestheareaofyourstudy,dependinguponyourfocusarea.Any“697”coursemustfitthedescrip6onforanindependentstudycourseasdescribedintheM.A.Bulle6n.Pleasereadthecoursedescrip6oncarefullybeforeproceedingwithanapplica6on.Youshouldmeetwithyouradvisorveryearlyinyourproposalplanningprocesstodiscussyourideaandtoascertainwhetheryourfuturerequiredcourseswillorwillnotinfactdealwithyourlearningneed.Ifyoudecidetogoaheadwithdevelopinga“697”course,beawarethatyoumusttaketheini6a6vetogenerateaproposalandiden6fythenecessaryspecificresources–namelyfacultyandlearningac6vi6es.Inordertoundertakeanindependentstudyyouneedtohavecompletedyourplanningbythemiddleofthesemesterpriortoregisteringforthecourse.

Comple)ngtheApplica)onFormAEachedisanApplica6onforIndependentStudy,whichyouneedtosubmittoyouradvisoratleastoneweekpriortoregistra6onforthesemesterinwhichyouintendtocarryoutyourplan.Followingaresomeguidelinestoconsiderincomple6ngtheapplica6on.

Howmanycredits?Keepinmindthateachcreditassumesatleast3hoursofstudyac6vityperweekpercreditoverthelengthofthecourse.Thus,forexample,athree-creditcourseassumesaminimumofninehoursperweek.

WhatdoIcallit?Yourindependentstudymusthaveaspecific,substan6ve6tlethatwillindicatetoareaderofyourtranscriptexactlywhatyourstudydealtwith.The6tlecancontainupto35characters,includingblankspaces.Youmayusereasonableabbrevia6ons.

Whoshouldtheexternalprofessionalbe?Theterm“external”isusedtorefertoyourlearningmentor,whoeverthatmaybe,becausesheorheis“external”toyourregulargraduatecourseprogram.ItcouldbeafacultyorstaffmemberfromAlverno,oritcouldbefromanotherins6tu6on.Thepersonmusthavetheexper6seyouneedplustheabilityto

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effec6velyassessyourlearningatagraduatelevelofperformance.IftheexternalprofessionalisnotfromAlverno,sheorhereceivesasmallhonorarium;theamountdependsupontheresponsibili6esinvolvedbutgenerallywillnotexceed$250.

Whataremylearninggoals?Beasspecificaspossiblehere,takingcaretoexplainhowyoucan’tmeetthemthroughanestablishedcourseinyourprogram.Ifyouareusing“697”toimproveyoursubstan6veknowledgeinacontentareabyincorpora6ngworkfromanundergraduatecourse,youmustexplainhowyourworkwillbegraduatelevel.Thismeansyouwillneedtointegrategraduate-levellearningexperiencesandassessmentintowhatevercourserequirementstheremightbe.

Howdoesmystudyaddressthefiveeducationabilities,whichguidetheworkofallMAstudents?Reviewthedefini6onsofthesefiveabili6esanddiscussthemwithyouradvisor.Your“697”projectshouldaddressatleastseveralofthem,butitwon’tnecessarilyaddressthemall.

Whatshouldbeinmy“697”plan?Specifywhatyouwillbedoing,where,withwhom,andwhen.YoushoulddiscusswithyourproposedexternalprofessionalandincludeinyourplanbothhowyourlearningwillbeassessedandhowtheresultsofthatassessmentwillbecommunicatedbacktoAlvernoandyouradvisor.

SignaturesandApprovalsNotethatyourIndependentStudyProposalmustbesignedbyyouandyourexternalprofessional;itmustthenbeapprovedbybothyouradvisorandtheDirectoroftheAlvernoGraduateProgram.Again,thedeadlineforsubmissiontoyouradvisorisoneweekpriortoregistra6onforthesemesterinwhichyouhopetoundertakethestudy.

Applica)onforIndependentStudyDirec)ons:Providecompleteresponsesforeachques6on.Forfurtherdescrip6onsoftheindependentstudyprocessandtheeduca6onabili6es,seetheMasterofArtsBulle6n.Completedapplica6onisduetoyourM.A.programadvisoratleastoneweekbeforetheregistra6onweekendforthefollowingsemester.

StudentName:Program:Proposedsemesterofstudy:Proposednumberofcredits(usuallylimitedto3):Titleandbriefdescrip6onofstudy:

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Proposedexternalprofessional:Name:Organiza6on:Address:Phone:

AEachseparatepageforresponsestoques6ons1-3(seepage2)1. Whatareyourlearninggoalsforthisindependentstudy?Includeabriefexplana6onof

whythesegoalscouldnotbemetinanexis6ngM.A.course.2. Howwillyourindependentstudyaddressthefollowingfiveeduca6onabili6es?

• Conceptualiza6on• Diagnosis• Coordina6on• Communica6on• Integra6veInterac6on

3. Describehowyouwillmeetyourlearninggoalsbyprovidingadetailedplanforyourindependentstudy,includinghowyourgoalswillbeachievedandhowlearningwillbeassessed.

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AppendixH:CriteriaforEffec)veSpeaking/MediaAlvernoCollegeCommunica6onDepartment

CRITERIAFOREFFECTIVESPEAKING/MEDIA(AdaptedforEnteringGraduateStudents,6/08)

Inagivenspeech,thestudentshouldshowthefollowingabili6estothelevelindicated:Preliminary:Followsdirec6ons:yes___no___

1. ConnectswithaudiencethroughSPEAKINGONONE’SFEET• L1 SpeakstoanaudienceforatleastaminutewithliElerelianceonscriptedormemorizedinput• L2Communicatestoanaudience,longenoughtosuggestthespeakerhasinternalizedhis/hermessage,withliElerelianceonscriptedormemorizedinput

• L3Communicateswiththeaudience,givingtheimpressionofboththinkingandspeakingspontaneouslywithoutrelianceonscriptedormemorizedinput

• L4Givesaconsistentimpressionofcommunica6ngwiththeaudiencewithoutrelianceonscriptedormemorizedinput

• GraduateLevel:Asaprofessional,givesaconsistentimpressionofcommunica6ngwiththeaudiencewithoutrelianceonscriptedormemorizedinputinavarietyofjobrelatedcontexts.

2. ConnectswithaudiencethroughESTABLISHINGANDMAINTAININGCONTEXT(clarifying,inamannerappropriatetoaspecifiedaudience,limitsofthesitua6onandsourcesofthinking)

• L1Givesaudiencesomesenseoffocusandpurpose(WhatamItellingwhomandwhy?)• L2Givesaudiencefullsenseofpurposeandfocus,dis6nguishinghis/herownthoughtsfromthoseofothers

• L3Takesresponsibilityforownideasanddis6nguishesthemfromthoseofothers.• L4Clearlyar6culatesrela6onshipsbetweenideas/conceptsoutofanacademicFramework/theoryandthoseoutofhis/herownthinking

• GraduateLevel:Asaprofessional,• Showsexplicitawarenessofone’sownideasasclaimsratherthantruthsinthecontextofdisciplinary/professionaldiscourse.

• Whereappropriate,showsawarenessofhistoricalprecedent

3. ConnectswithaudiencethroughVERBALEXPRESSION(wordchoice/style/tone—reflec6ngawarenessoftheaudience’sdegreeofknowledge,values,needforclarity,righttonopinion,andexpecta6onofinterest)

• L1Useslanguagethatshowssomeawarenessofappropriatewordchoice/style/tone• L2Useslanguagethatshowsgeneralawarenessofappropriatewordchoice/style/tone—avoidingvague,empty,andcondescendingexpression

• L3Useslanguagethatconsistentlyshowsawarenessofappropriatewordchoice/style/tone• L4Useslanguagethatreflectsarefinedawarenessoftheaudience

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• GraduateLevel:Asaprofessional,• Effec6velyincorporateswordchoice/style/toneuniquetoapar6culardisciplineorprofession• Showsexplicitawarenessofambiguity,e.g.,thatwords/conceptsmayhavedifferentmeaningsfordifferentaudiences

• Maintainstheindividualityofthespeaker• Communicatesasenseofongoingdialogue,commonground,andopennesstootherperspec6ves

4. ConnectswithaudiencethroughEFFECTIVEDELIVERY(speakingwithcredibilitydemonstratedthroughadequatevolumeandvoiceprojec6on,clearar6cula6on,vocalvariety,useofgestures/bodylanguage,eyecontact,andprojec6onofinterestintopicandaudience)• L1Speakswithsomeelementsofeffec6vedelivery• L2Speakswithmostelementsofeffec6vedelivery• L3Speaksconsistentlywithelementsofeffec6vedelivery• L4Speakswitharefinedrepertoryofeffec6vedeliverytechniques• GraduateLevel:Asaprofessional,meetsthedeliveryrequirementsofagivendisciplineorprofession

5. ConnectswithaudiencethroughuseofAPPROPRIATECONVENTIONS(usage,pronuncia6on,andsentencestructure)• L1Generallyfollowsappropriateconven6ons• L2Consistentlyfollowsappropriateconven6ons• L3Adaptsappropriateconven6onstotheexpressionofcomplexrela6onships• L4Showsarefinedsenseofappropriateconven6ons• GraduateLevel:Asaprofessional,meetsthestylis6crequirementsofagivendisciplineorprofession

6. ConnectswithaudiencethroughPURPOSEFULSTRUCTURE(senseofintroduc6on/development/ conclusion;focusingbymainpointmake;major/minorconnec6ons)• L1Presentsamessagewithrecognizableintroduc6on,development,andconclusion• L2Establishesandmaintainsfocusonaclearpurpose,providingtransi6onstoclarifyrela6onshipsbetweenmostpointsofdevelopment

• L3Withoutdigressionfromthefocusofthespeech,consistentlyar6culatesrela6onshipsbetweenpointsofdevelopment

• L4Maintainsarefinedsenseofstructureinrela6ontoanacademicframeworkGraduateLevel:Asaprofessional,maintainsarefinedsenseofstructureinrela6ontoanacademicframeworkintegratedintothatofaprofession

7. ConnectswithaudiencethroughSUPPORTFORAPOSITION/DEVELOPMENTOFANIDEA• L1Showsabilitytouseexamplesand/orevidencemeaningfultoaudience• L2Supportsmostgeneraliza6onswithexamplesand/orevidencemeaningfultoaudience• L3Consistentlydevelopsideasthroughappropriateuseofgeneraliza6ons,examples,and/orevidence

• L4Developsideaswithappropriatedepth,varietyandsufficientinteresttoengageaudience• GraduateLevel:Asaprofessional,explicitlyacknowledgescontradictoryorconflic6ngevidence

8. ConnectswithaudiencethroughCREATIONandUSEOFMEDIA• L1Incorporatesavisualthatislegible,understandable,andappropriatetotopicandaudience• L2Computer-generateseye-appealingvisuals,usingthempurposefullytoenhancepresenta6on

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• L3Smoothlyincorporateshigh-qualityanddiversemediawhosemessagesreflectthecoreconceptsofapresenta6on

• L4Incorporatesprofessional-qualitymediawithinaspecificcontexttoaidinclarifyingacademicframeworks

• GraduateLevel:Asaprofessional,meetsexpecta6onsformediaqualityforagivenprofession

9. ConnectswithaudiencethroughAPPROPRIATECONTENT(criteriamaybefurthercontextualizedbyinstructorindiscipline)• L1Ar6culatesideasaccurately• L2Demonstratesappropriateapplica6onofdesignatedorselectedideas• L3Iden6fieskeyelementsthatindicateunderstandingofframeworks/theories• L4Ar6culatesoriginalapplica6ons,syntheses,and/orevalua6onsofacademicframeworks/theories,valida6ngthemwithsubstan6althinkingandappropriatelyusingvalidsources

• GraduateLevel:Asaprofessional,• Effec6velyintegratesacademicframeworks/theoriesintothecontextoftheprofession•ThoughJullychallengesexis6ngframeworksand/orapproaches

10. SELFASSESSMENT• L1Showsawarenessofafewstrengthsandweaknessesinapresenta6on,basedonspecificallydesignatedcriteria

• L2Showssomeunderstandingofdevelopmentinspeakingability,basedonthesamecriteria• L3Ar6culates,providingevidence,arealis6csenseofperformanceinallcriteriaareas• L4ShowsarefinedsenseofstrengthsandweaknessesinallcriteriaareasGraduateLevel:Asaprofessional,• Showsarefinedsenseofone’sownstrengthsandweaknessesinallcriteriaareas,par6cularlyinprofessionalcontexts

• Iden6fiesreasonableplansforimprovementrelatedtoone’sownareasofweakness• Showsexplicitawarenessofthedevelopmentofone’sownunderstandingofone’sownmentalmodels

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AppendixI:CriteriaforEffec)veWri)ng

CRITERIAFOREFFECTIVEWRITING(AdaptedforEnteringGraduateStudents,2008)(Note:Eachlevelincorporatesthepreviousone(s).)Inagivenpieceofwri6ng,thestudentshouldshowthefollowingabili6estothelevelindicated:

1. ConnectswithaudiencethroughESTABLISHINGANDMAINTAININGCONTEXT(clarifying,inamannerappropriatetoaspecifiedaudience,limitsofthesitua6onandsourcesofthinking)• L1Givesaudiencesomesenseoffocusandpurpose(WhatIamtellingwhomandwhy?)• L2Throughoutthewri6ng,providesandmaintainsasenseoffocusandpurpose• L3Takesresponsibilityforownideasanddis6nguishesthemfromthoseofothers• L4Clearlyar6culatesrela6onshipsbetweenideas/conceptsoutofanacademicframework/theoryandthoseoutofherownthinking

• GraduateLevel:Asaprofessional,Showsexplicitawarenessofone’sownideasasclaimsratherthantruthsinthecontextofdisciplinary/professionaldiscourse/Whereappropriate:Showsawarenessofhistoricalprecedent

2. ConnectswithaudiencethroughVERBALEXPRESSION(wordchoice/style/tone—reflec6ngawarenessoftheaudience’sdegreeofknowledge,values,needforclarity,righttoanopinion,andexpecta6onofinterest)

• L1Useslanguagethatshowssomeawarenessofappropriatestyle/toneandvariedwordchoice• L2Useslanguagethatshowsgeneralawarenessofappropriatestyle/toneandvariedwordchoice—avoidingvague,empty,andcondescendingexpression

• L3Useslanguagethatshowsconsistentawarenessofappropriatestyle/toneandvariedwordchoice• L4Useslanguagethatreflectsarefinedawarenessoftheaudience• GraduateLevel:Asaprofessional,Effec)velyincorporateswordchoice/style/toneuniquetoapar)culardisciplineorprofession/Showsexplicitawarenessofambiguity,e.g.,thatwords/conceptsmayhavedifferentmeaningsfordifferentaudiences/Maintainstheindividualityofthewriter/Communicatesasenseofongoingdialogue,commonground,andopennesstootherperspec)ves

3. ConnectswithaudiencethroughAPPROPRIATECONVENTIONS(usage,spelling,punctua6on,capitaliza6on,sentencestructure,format,ci6nganddocumen6ngsources)

• L1Generallyfollowsappropriateconven6ons• L2Consistentlyfollowsappropriateconven6ons• L3Appliesappropriateconven6onstotheexpressionofcomplexrela6onships• L4Showsarefinedsenseofappropriateconven6ons

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• GraduateLevel:Asaprofessional,meetsthestylis)crequirementsofagivendisciplineorprofession

4. ConnectswithaudiencethroughPURPOSEFULSTRUCTURE(senseofintroduc6on/ development/conclusion;focusingbymainpointmade;major/minorconnec6ons)

• L1Presentsamessagewithrecognizableintroduc6on,development,andconclusion• L2Establishesandmaintainsfocusonaclearpurpose,providingtransi6onstoclarifyrela6onshipsbetweenmostpointsofdevelopment

• L3Withoutdigressionfromthefocusofthework,consistentlyar6culatesrela6onshipsbetweenpointsofdevelopment

• L4Maintainsarefinedsenseofstructureappropriatetodisciplinaryand/orprofessionalcontexts

• GraduateLevel:Asaprofessional,maintainsarefinedsenseofstructureinrela)ontoanacademicframeworkintegratedintothatofaprofession

5. ConnectswithaudiencethroughSUPPORTFORAPOSITION/DEVELOPMENTOFANIDEA• L1Showsabilitytouseexamplesand/orevidencemeaningfultoaudience• L2Supportsmostgeneraliza6onswithexamplesand/orevidencemeaningfultoaudience• L3Consistentlydevelopsideasthroughappropriateuseofgeneraliza6ons,examples,and/orevidence

• L4Developsideaswithappropriatedepth,variety,andsufficientinteresttoengageaudience• GraduateLevel:Asaprofessional,Explicitlyacknowledgescontradictoryorconflic)ngevidencewhenrelevant/Relatesanyofownrelevantworkthatshe/hehasdone

6. ConnectswithaudiencethroughORIGINALANDAPPROPRIATECONTENT(criteriamaybefurthercontextualizedbyinstructorindiscipline)

• L1Ar6culatesideasaccurately• L2Demonstratesappropriateapplica6onofdesignatedorselectedideas• L3Iden6fieskeyelementsthatindicateunderstandingofframeworks/theories• L4Ar6culatesoriginalapplica6ons,syntheses,and/orevalua6onsofacademicframeworks/theories,valida6ngthemwithsubstan6atedthinkingandappropriatelyusingvalidsources

• GraduateLevel:Asaprofessional,Effec)velyintegratesacademicframeworks/theoriesintothecontextoftheprofession/ThoughMullychallengesexis)ngframeworksand/orapproaches

8.SELFASSESSMENT• L1ShowsawarenessofafewstrengthsandweaknessesinawriEenwork,basedonCollegecriteria• L2Showssomeunderstandingofdevelopmentinwri6ngability,basedonCollegecriteria• L3Ar6culates,providingevidence,arealis6csenseofwri6ngperformanceinallcriteriaareas• L4Showsarefinedsenseofstrengthsandweaknessesinallcriteriaareas• GraduateLevel:Asaprofessional,Showsarefinedsenseofone’sownstrengthsandweaknessesinallcriteriaareas,par6cularlyinprofessionalcontexts/Iden6fiesreasonableplansforimprovementrelatedtoone’sownareasofweakness/Showsexplicitawarenessofthedevelopmentofone’sownunderstandingofone’sownmentalmodels

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Appendix J: Criteria for Effective Social Interaction CRITERIA FOR EFFECTIVE SOCIAL INTERACTION Group Facilitation Skills, Graduate LevelTask Orientation & Interpersonal Models Combined Alverno College

1. Shaping and Working with a Task • Clearlydefinesaproblemiden6fica6onprocess

• Accuratelyverbalizesarepresenta6onoftheproblem

• Clearlydefinesadecisionmakingprocess

2. Using Task Oriented Behaviors Appropriate to the Task • Effec6velyexhibitstaskorientedgroupbehaviorssuchasleading,reinforcing,seekinginforma6on,etc.

• Listensanaly6callyandaffec6vely,tryingtounderstandaspeaker’sframeofreference

• Providesappropriateinforma6onbefore,duringandfollowingmee6ngs

• ThoughJullyincludesmul6pleviewpointsinadiscussion

• Effec6velydemonstratesplanningandimplementa6onstrategiesfordecisions

• Effec6velyusesstrategiestoexploreawiderangeofpossibili6es,thusavoiding‘groupthink’

• ThoughJullyu6lizesgrouptechniquestopromoteeffec6vedecision-making

• Effec6velydemonstratesconsensusbuildingskills

• Reflec6velydrawsuponanunderstandingofpowerdynamicstoeffec6velyleadandpar6cipateingroups

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• Effec6velyusesconflictmanagementstrategiestocreatewin-winresults

3. Using Interpersonal Behaviors Appropriate to a Situation • Effec6velyexhibitsinterpersonalbehaviorssuchasusing‘I’statements,verbalizingfeelings,etc.

• Useseffec6verepertoireofnon-verbalbodylanguagetocommunicateposi6vely

• Effec6velycreatesaphysicalenvironmentconducivetothegroupsneeds

• Consistentlybehavesproac6vely

• ConsistentlycreatespaEernsofdialoguethatarehealthyforgrouppar6cipants

4. Using Reflection for Personal Growth in Task Oriented and Interpersonal Behaviors • ThoughJullyusesfeedbacktootherstoimprovegroupskills

• Accuratelyselfassessesownperformancerelatedtobothtaskandinterpersonalbehaviors

• Consistentlyviewsfeedbackasameansofstrengtheningrela6onshipsand/oraccomplishingthetask

• ThoughJullyreflectsonstagesofgroupdevelopmenttoanalyzeimpactofownandothers’behavior

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Documents

Alverno College Master of Arts in Educa6on Handbook · 2020-06-12 · Alverno College Master of Arts Program Professionalism Rubric 15 Extension of Program Completion 17 Independent