The outcomes of the Drury University M.Ed. and MAT degrees are stated as abilities that students will exhibit when they complete their program of study. These outcome abilities are directly related to the mission and goals of Drury University. The outcome abilities represent a combination of skills, behaviors, knowledge, values, attitudes, motives or dispositions and self-perceptions. The outcome abilities are developmental, or teachable, and can be defined in increasing levels of complex elements or processes for learning and assessing performance. The outcome abilities are transferable in that they prepare students for the many roles and settings in which they perform.
The School of Education and Child Development's (SECD) graduate programs are taken from the National Board for Professional Teaching Standards (NBPTS). They include:
In concert, these five general outcome abilities developed in the master in education degree program enable the graduate to demonstrate active wisdom, the ability to distinguish relevant from non-relevant issues and employ knowledge to add value to the experience of living.
1. Teachers are committed to students and their learning.
2. Teachers know the subjects they teach and how to teach those subjects to students.
3. Teachers are responsible for managing and monitoring student learning.
4. Teachers think systematically about their practice and learn from experience.
5. Teachers are members of learning communities.
The outcome abilities of the Drury University master in education degree graduates are assessed in multiple settings within a variety of contexts. As a part of the Entry Assessment and Advising completed during SCI 620: Technology in the Classroom (M.Ed. and MAT students) or EDUC 649: Introduction to Cross Categorical Disabilities (DATSE students), the student completes a self-assessment of professional dispositions, requests approval of transfer course work, receives academic advising regarding professional goals and the graduate degree program, and is provided guidance in selecting a possible topic/project for EDUC 700: Capstone Seminar. This information is used to help design the remainder of the student's program of study and becomes a portfolio record of the student's development over time.
During the master in education program of study, students submit items for inclusion in a content portfolio in BlackBoard and/or FolioTek such as: Teacher Work Sample, case studies, disposition self-evaluation forms, documentation of work with colleagues in the profession, lesson plans with samples of children's work, selected research papers from graduate classes, videotape of the teacher working with children, reflection papers regarding student work, collaborative research projects, a statement of professional ethics, and a community development project. The student and their instructor assess the work and reflect on the student's developmental goals for the remainder of the program. Most of the entries into the student's portfolio represent work the student is responsible for selecting as best representing their development related to the five outcome abilities of the program.
In order to make the five general outcome abilities function as an organizing framework for the master in education degree program of study, a matrix of assessment strategies is provided (a matrix may be obtained from the Graduate Programs Office). Assessments are conducted during SCI 620: Technology in the Classroom (M.Ed. and MAT students) or EDUC 649: Introduction to Cross Categorical Disabilities (DATSE students) and at the conclusion of the graduate program in a specified course. The assessment strategies are designed to:
The most valid assessment process of the master in education degree program is one that engages graduate students in the activities of teaching, requires the display and use of teaching knowledge and skills, and that allows teachers the opportunity to explain their decision making process. The assessment of the activities of teaching includes documentation, evaluation and examination.