Assessment Handbook 2

0BLamar UniversityLamar UniversityCollege of Education and Human

Development

Assessment Handbook

The CONCEPTUAL FRAMEWORK of the Lamar University undergraduate and graduate educator preparation programs illuminates the vision of the faculty. The programs prepare educators for a changing world by requiring as outcomes general education, pedagogical content knowledge, content proficiency, pedagogical strategies, communication skills, values, and analytical abilities. Critical thinking is required for responding to the diverse needs of P-12 students in myriad and changing settings. Lamar University educator preparation candidates also develop dispositions and habits of mind needed for “self-learning” and lifelong learning”, that will equip them to encounter problems and change with confidence.

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Introduction

The Educator Preparation Program (EPP) is built around the idea that preparation of today’s educator is a collaborative effort between university faculty, field supervisors and EC-12 educators and leaders. Feedback from everyone is essential for preparing educators for a changing world. Careful consideration has been given to assure that candidates receive feedback from those professionals who have an opportunity to evaluate content and pedagogical knowledge, observe the skills and dispositions in both college classrooms and in field experiences.

Requirements for application and admission to each educator preparation program are designed to comply with state education agency and intuitional policies appropriate for each program.

The Lamar University Assessment System divides educator preparation into phases. Key Assessments and field experience requirements are strategically placed throughout the course of study. Data are collected and reviewed to ensure candidates make progress toward meeting program goals, and to ensure each program is monitored for continuous improvement.

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Assessment of Content to be Learned. Every instructional department of the university that offers one or more teaching certificate programs has constructed courses for its educator candidates. These courses reflect the standards of specialized learned societies or professional organizations, as well as SBEC and NCATE standards. Course syllabi reflect alignment of standards, instructional content and activities, and assessment of performance.

All programs, even those which do not include preparation for certification, address assessing standards, objectives, or outcomes clearly defined by the program and which addresses the goals of the unit.

COEHD Policies and Procedures for All Programs

The Educator Preparation Program of the College of Education and Human Development established policies and procedures to facilitate programs

In addition, each EPP program has developed policies, procedures, assessments, and field experiences unique to the content area, program, or mode of delivery.

Unit Assessments. Essential to the system are multiple assessments conducted over a span of time. Data from assessments lead to formative evaluation, guidance to candidates and faculty, and result in progress through the program. Summative evaluation at transition points is used for determining progress in meeting certification requirements.

Tk20 ePortfolio. Tk20 is the official electronic portfolio software of Lamar University College of Education and Human Development. Program required key assessments, projects, work samples, applications for field experience; professional testing and certification recommendations will be collected, processed or archived through the Tk20 secure portal.

It is the responsibility of each student pursuing any degree or certification as an educator to purchase an account to access and use Tk20. The account activation fee is considered a professional expense incurred as part of an educator preparation program. The user account may be utilized for seven years from the activation date.

Candidates are responsible to submit Key Assessments through the Tk20 ePortfolio. Faculty and mentors are responsible to evaluate Key Assessments though the Tk20 ePortfolio.

A link to Tk20 is found on the Lamar University College of Education and Human Development home page, or go to HU http://lamar.tk20.com UH to access Tk20 directly.

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http://lamar.tk20.com/

Professional staff to support programs, faculty and students with Tk20 may be contacted by phone, email or in person in the Office of Professional Services in the Education Building.

Candidate Review. Candidates are responsible to submit Key Assessments through the Tk20 ePortfolio. Faculty and mentors are responsible to evaluate Key Assessments though Tk20 ePortfolio.

Academic Advisors for online graduate programs review candidate GPA and academic progress prior to each course. Each program director is responsible to document faculty review of candidates for progression at each program phase/transition point. Each department chair is responsible to document faculty review of candidate progress at the completion of each phase/transition point.

Program Review for Continuous Improvement. Each program is responsible to establish policies and procedures for program review for continuous improvement. It is recommended that program Candidate Performance Review Committees share concerns or changes to rubrics or procedures to improve fairness, accuracy and consistency of candidate assessment.

University Institutional Effectiveness. In addition to faculty and phase committee review of candidate progress and program effectiveness, the university office of planning and assessment has established the University Institutional Effective Committee (UIEC) is responsible to guide program improvement for institutional accreditation. The UIEC includes representatives from each academic college of the university and administrative division of the institution. The committee develops policies, procedures and rubrics to guide program activities for program improvement.

Each academic year, programs identify learning objectives for review, set goals for improvement, establish measures to evaluate outcomes, and report findings. Department chairs are responsible to document program improvement activities in department faculty meeting minutes and in WEAVE Online, a portal based software adopted for program improvement assessment.

The university assessment director and staff utilize UIEC rubrics to assess and report the quality of departmental activities for program improvement.

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https://sacs.lamar.edu/assessment/assesscomm.php

http://sacs.lamar.edu/opa/


UIEC Program Improvement Review Schedule

When WhatFall Convocation Faculty review of previous year plan, data, and findings. Faculty

recommendations on Action Plan. Development of plan for upcoming year (recommended)

Sep 1 yearly Previous year final report due submitted in WEAVE OnlineOct 1 yearly Program Improvement PLAN due submitted through WEAVE

OnlineJan (recommended) Review Plan, report fall dataJune 15 yearly Draft Report Due with data, and initial findingsFall Convocation Faculty review of previous year plan, data, and findings. Faculty

recommendations on Action Plan. Development of plan for upcoming year (recommended)

Sep 1 yearly Previous year final report due submitted in WEAVE Online

WEAVE Online may be acceded through a link in myLamar or directly at https://app.weaveonline.com/lamar/login.aspx

Authorized users may login with their LEA and password.

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https://app.weaveonline.com/lamar/login.aspx

Assessment Review Schedule

The schedule which follows identifies the assessment and those responsible to for the ongoing and occasional collection and review of data for unit accountability and improvement.

Assessment Schedule of Review(s)

Responsible Person(s)

Assurance That….

Student Assessment:GPA Each semester Academic Advisor . . . students are

making expected progress in acquiring content and pedagogical knowledge.

300-Word Essay Each semester Faculty Committee . . . students are proficient in written language usage.

Key Assessment Performance Review

Each semester Candidate Performance Review Committees

. . . students are making adequate progress through the EPP.

Growth Reports Each semester Director of Field Experience

. . . students are progressing adequately in their student teaching placement.

Lamar Proficiency Tests

Each semester TExES and Testing Coordinator

. . . students have acquired sufficient content and pedagogical knowledge for success.

Certification Tests (TExES)

Each semester TExES and Testing Coordinator

. . . students have acquired sufficient content and pedagogical knowledge for success.

Survey of Graduates

Once every 2 years Associate Dean,Assessment Director

. . . graduates feel the EPP prepared them for their positions.

Survey of Regional Principals

Once every 2 years Associate Dean,Assessment Director

. . . principals are satisfied with the graduates they have employed.

Assessment Report of Standards-Based Assessments

Each semester Assessment Director

. . . candidates have achieved mastery on performance measures of knowledge, skills, and dispositions.

Faculty:

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Faculty Evaluations (F2.08)

Annual Department Chair, Dean

. . . faculty have satisfactory performance in the areas of teaching, scholarship, and service.

Candidate Evaluation of Teaching Effectiveness

Each semester Candidates . . . students feel they were provided opportunities to demonstrate knowledge, skills, and dispositions assigned to courses taken.

Review of Syllabi Each semester Department Chair . . . assigned standards are being covered in each course.

Assessment Report of Standards-Based Assessments

Each semester Candidate Performance Review Committees

. . . our curriculum and overall program is effective in preparing educators by delivering the requisite knowledge and skills.

State Board for Educator Certification (SBEC)

Yearly SBEC . . . the program has been effective in assuring that candidates have acquired the necessary knowledge and skills according to the state standards.

Unit:External Reviews (SPAs)

Every 5 years Associate Dean,Assessment Director

. . . programs are meeting the standards of the national associations.

Department of Education (Title II)

Annual Dean,Assessment Director

. . . the unit is successfully preparing candidates.

State Board for Educator Certification

Annual Dean,Assessment Director

. . . the unit meets the necessary guidelines for accreditation.

PEDS Parts A & B Annual Associate Dean,Assessment Director

. . . the unit is successfully preparing candidates.

PEDS Part C Annual Associate Dean,Assessment Director

. . . the unit is addressing continuous improvement.

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Schedule of Assessment Office Activities and Reporting

Trad Semester AP Terms Event AgencyAugustFall Sem

Fall 1 Faculty Meetings/Assmt RequiredTk20 Pending Task-setupWEAVE Review/PlanningBanner Field Updates

Unit/DeptAssmtUIECAssmt

September WEAVE Final ReportASEP SPA Program Report

UIECTEANCATE

October Fall 2 Tk20 Tasks-setupWEAVE PlanTitle IILBBAssmt Steering CommitteeEducator Preparation CouncilEPPAC

AssmtUIECFederalStateUnitUnitUnit/State

November Fall 3 Tk20 Tasks-setup AssmtDecember Candidate Rvu Comm Prog/UnitJanuarySpring Semester

Spring 1 Faculty Meetings/Assmt RequiredTk20 Tasks-setupBanner Field UpdatesWEAVE Data, Fall CollectionProgram Productivity Report

Unit/DeptAssmtAssmtUIECUnit/Chairs

February Spring 2 Tk20 Tasks-setup AssmtMarch SPA Program Report NCATEApril Spring 3 Tk20 Tasks-setup

Assmt Steering CommitteeEducator Preparation CouncilEPPACPEDS (due)PEDS Part C (due)Title II Annual Survey (due)

AssmtUnitUnitUnit/StateAACTENCATEUSDE

May Sum 1 Tk20 Tasks-setupCandidate Rvu CommWeave Data Spring Collection

AssmtUnitUIEC

June Banner Field UpdatesWEAVE Draft Report

AssmtUIEC

July Sum 2 Tk20 Tasks-setup AssmtAugust End of Year Data Review Assmt

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INITIAL EDUCATOR PREPARATION PROGRAMS

Undergraduate Initial Certification

The Department of Professional Pedagogy offers the Interdisciplinary Studies degree plan for the following EC-6, 4-8, and EC-12 degree plans leading to teacher certification.

Students desiring to certify in Secondary Education or All Levels earn a degree in a teaching discipline. For degree and certification advisement purposes, students should report to their major department and to the academic advisor for secondary certification in the Office of Professional Services, Room 201 in the Education Building. Twelve hours in the teaching discipline must be advanced (3000-4000 level).

Program Application, Admission, and Requirements

All students who plan to enter the Educator Preparation Program (EPP) will initiate the pre-admission process in PEDG 2310. Pre-admission requirements have been embedded in PEDG 2310, so that, with the successful completion of the course, those requirements should be fulfilled. Toward the end of the semester, students will be notified if they have been admitted pending completion of PEDG 2310.

Should you need additional information or assistance, see the Coordinator of Educator Admissions, 201-B Education Building.

A student is eligible to achieve admission status and enter Phase I (PEDG 3310/PEDG 3320) of the EPP only if the requirements listed below have been satisfied:

Completion of an application Successful completion of 45 semester hours, including PEDG 2310. Successful completion of PEDG 2310 with a grade of "C" or better. Successful completion of ENGL 1301 and ENGL 1302 or ENGL 1361 and

ENGL 1362 with a grade of "C" or better. Successful completion of 2 math courses required by the candidates

certification program with a grade of "C" or better. A minimum GPA overall and in the certificate field of 2.5 (on a 4.0 scale). Successful completion of all sections of an approved basic skills test. A passing score on a 300-word essay administered through the Department

of Professional Pedagogy. Attainment of 12th grade equivalency on Nelson-Denny reading test. Approval following a criminal history review. Filing a signed copy of the program's Professionalism Agreement TB skin test; and Payment of a one-time non-refundable application fee of $75.00 Proof of Tk20

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If you have a concern or question about whether or not you have met a particular requirement, or if any exceptions might be approved, request an appointment with the COEHD Academic Advisor, (409-880-8434) as soon as possible.

During PEDG 2310, you will be asked to review the curricula and select a certification for your degree plan. You should print and keep a copy of the SBEC standards and sub-standards which apply to your degree plan/certification area for your reference until you have completed the program.

A syllabus for each pedagogy course (prefixes PEDG, READ, EACH and SPED) is provided to each student at the beginning of each course, and may be available through a department or faculty information web site. Candidates are accountable for the assignments, meeting Texas Education Agency standards and sub - standards, and policies stated in the syllabus for each course.

When engaged in pedagogy courses, candidates may be directed to upload assignment artifacts (papers, lesson plans, statements, etc.) to an electronic portfolio. Education faculty may use these artifacts and the eportfolio to assess, evaluate, or monitor individual and aggregated candidate progress in mastering the knowledge and skills of the Educator Preparation Program.

Educator Preparation Program Requirements/Assignments

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Undergraduate Assessment Plan OverviewInstructors may, and are encouraged to set earlier deadlines to ensure all Key Assessment components are submitted prior to the first day of exams.NCATE key assessments are listed in RED.

Phase/Course Course Work Field Work

Submission TimelineAll student uploads should be

submitted before one week prior to the last class day.

All faculty TK20 assessments should be submitted by the last class day.

All supervisor assessments should be submitted by one week prior to the last

class day

All mentor assessments should be submitted by one week prior to the last

class day.Phase PEDG Course Student upload Faculty Supervisor Mentor

Intern I 3310 Self-disposition Diversity Report Field Experience

acknowledgement

Disposition Instructor acknowledge diversity report Acknowledgement of field hours

Acknowledgement of Field Visits

Disposition Acknowledgement

of field hours

Intern I 3320

Self-disposition Diversity Report Philosophy of Teaching

(student upload only) End of Course FE Reflection Field Experience

acknowledgement

Disposition Evaluation of Field Experience Instructor acknowledge diversity report Acknowledgement of field hours Acknowledgement

of Field Visits

Dispositions Acknowledgement

of field hours

Phase PEDG Course Student Upload Faculty Supervisor Mentor

Intern II 3350/3351/3380

Self-disposition Diversity Report Unit Plan End of Course FE Reflection Field Experience

acknowledgement

Unit Plan Rubric Disposition Evaluation of Field Experience Instructor acknowledge diversity report Acknowledgement of field hours

Teaching Lesson 3350/3351/3380 Rubric

Dispositions Teaching Lesson

Rubric Acknowledgemen

t of field hours

Intern II 4340/4380

Self-disposition Diversity Report Classroom Management Plan Philosophy of Teaching End of Course FE Reflection Field Experience

acknowledgement

Disposition Evaluation of Field Experience Classroom Management Plan Rubric

Philosophy of Teaching Rubric Instructor acknowledge diversity report Acknowledgement of field hours


4340/4380 Rubric


Rubric Acknowledgemen

t of field hours

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Phase PEDG Course Student Upload Faculty Supervisor Mentor

Phase III

Student Teaching

4620/4920/4630/4930/4650/4950

Unit Plan Unit Plan Assessment Report Resume Classroom Management Plan Diversity Report End of Course FE Reflection

Evaluation of Field Experience Student Teaching grade sheet

3 Teaching Lesson Rubrics

(Mentors for Student Teachers are also referred to as MaST teachers.) Dispositions Unit Plan Rubric Unit Assessment

Report Rubrics 5 Teaching

Lesson Rubrics Technology

Integration Rubric

Attendance Acknowledgment

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Phase I PEDG 3310: Child and Adolescent Development

A study of the psychological development of children from birth through adolescence with emphasis on physical, cognitive and social development processes.

o TExES PPR Standards: 1.1k, 2.1s, 2.21s, 3.1k, 3.3k, 3.3s, 4.4k, 4.6k, 4.9k, 4.10k, 4.12k, 4.14k, 4.15k, 4.18k, 4.7s, 4.8s, 4.14s

o Required Activities Students must sign Professionalism Agreement (if not previously

signed) Diversity Report – Student completes and submits for field

experience placement. DUE SUBMITTED in Tk20 no later than the one week before the last class day.

o NCATE Assessments

Dispositions Rubrics (Instructor)Due submitted through Tk20 no later than the last class day of the course.

PEDG 3320: Human Learning: Educational Application and AssessmentsLearning theories and the practical application of psychological principles to learning. Use of tests and assessments to improve instruction decisions. (Field-based)

o TExES PPR Standards: 1.2k-1.5k, 1.11k-1.14k, 1.19k, 1.25k-1.28k, 1.30k-1.31k, 2.1s, 2.21s, 3.2k, 3.7k-3.10k, 3.15k-3.16k, 4.4k, 4.17k, 4.7s-4.8s, 4.14s


signed) Reflection paper(s) on field experiences Philosophy of Teaching paper – Instructor provides feedback to

students, but score is not recorded for NCATE purposes Diversity Report – Student completes and submits for field

experience placement. DUE SUBMITTED in Tk20 no later than one week before the last class day.

o NCATE Assessments Dispositions Rubrics (Instructor, Mentor)

Forms must be submitted through Tk20 no later than the last class day of the course.

Evaluation of Field Experiences Rubrics (Instructor)Forms must be submitted through Tk20 office no later than the last class day of the course.

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Phase II PEDG 3350: Mathematics/Science Methods for Elementary School Teachers

This course for elementary teaching candidates includes instructional strategies, learning activities, lesson planning, diagnostic techniques, and methods of evaluation of mathematical and science learning. (Field-based)

o TExES PPR Standards: 1.6k-1.10k, 1.15k-1.18k, 1.20k-1.24k, 1.29k, 1.1s-1.6s, 1.9s-1.10s, 1.12s-1.22s, 1.24s, 1.26s-1.29s, 2.1s, 2.21s, 3.4k-3.6k, 3.11k-3.14k, 3.4s-3.15s, 4.3k-4.4k, 4.7s-4.8s, 4.14s


signed) Teaching Lesson Reflection paper(s) on field experiences Unit Plan: Students must upload the final version of the unit plan. Diversity Report – Student completes and submits for field


o NCATE Assessments Teaching Lesson Rubrics (Supervisor & Mentor)

Forms must be turned in to NCATE office no later than the last class day of the course. Please remind mentor teachers at least two weeks prior to this date.

Unit Plan (Instructor)Instructor should verify students upload the final version of unit plan to Tk20 before the last class day of the course.

Unit Plan Rubrics (Instructor)Due submitted through Tk20 no later than the last class day of the course.

Evaluation of Field Experiences Rubrics (Instructor)Due submitted through Tk20 office no later than the last class day of the course.

PEDG 3351: Language Arts and Social Studies Methods for Elementary School TeachersThis course includes instructional strategies, learning activities, lesson planning, and methods of evaluation for teaching social studies and language arts in the elementary schools. (Field-based)



signed) Teaching Lesson Reflection paper(s) on field experiences

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Unit Plan: Students must upload the final version of the unit plan. Diversity Report – Student completes and submits for field



Due submitted through Tk20 later than the last class day of the course. Please remind mentor teachers at least two weeks prior to this date.

Unit Plan (Instructor)Instructor should verify students upload the final version of unit plan to Tk20 before the last class day of the course.


Evaluation of Field Experiences Rubrics (Instructor)Forms must be turned in to NCATE office no later than the last class day of the course.

PEDG 3380: Secondary Curriculum and MethodologyThe structure and organization of the curriculum, materials, methods, and types of assessment used in secondary schools. (Field-based)



signed) Teaching Lesson Reflection paper(s) on field experiences Unit Plan: Students must upload the final version of the unit plan. Diversity Report – Student completes and submits for field



Due submitted through Tk20 no later than the last class day of the course. Please remind mentor teachers at least two weeks prior to this date.

Unit Plan (Instructor)Instructor should verify students upload the final version of unit plan before the last class day of the course.


Evaluation of Field Experiences Rubrics (Instructor)

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Due submitted through Tk20 no later than the last class day of the course.

PEDG 4340: Managing the Early Childhood/Elementary EnvironmentA course of study to explore through comparison, analysis, evaluation, and practice eclectic theories and diverse strategies related to effective classroom management. Factors that contribute to a total learning environment with emphasis on helping students become self-regulated learners are probed. (Field-based)

o TExES PPR Standards: 2.1k-2.23k, 2.1s-2.21s, 3.1s-3.2s, 4.4k, 4.16k, 4.7s-4.8s, 4.14s


signed) Classroom Management Teaching Lesson: Supervisor and Mentor

completes; for feedback only but can be used toward a course grade (not recorded for NCATE purposes).

Reflection paper(s) on field experiences Classroom Management Plan: Students must upload a copy of the

classroom management plan. Philosophy of Teaching paper: Students must upload the final

version to of the Philosophy of Teaching paper to Tk20. Diversity Report – Student completes and submits for field


o NCATE Assessments Dispositions Rubrics (Supervisor and Mentor)

Due submitted through Tk20 office no later than the last class day of the course.

Classroom Management Plan (Instructor)Instructor should verify students upload a copy of the Classroom Management Plan to Tk20 no later than the last class day of the course.

Classroom Management Plan Rubrics (Instructor)Due submitted through Tk20 no later than the last class day of the course.

Evaluation of Field Experiences Rubrics (Instructor)Due submitted through Tk20 no later than the last class day of the course.

Philosophy of Teaching paper (Instructor/PEDG Faculty)Instructor should verify students upload final version of Philosophy of Teaching to Tk20 no later than 4 weeks before last class day. If needed for committee review, copies may be printed from document upload.

PEDG 4380: Secondary Methodology and Classroom Management

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A course of study in exploring the theories and diverse strategies related to effective classroom management. Factors that contribute to a total learning environment with emphasis on helping students become self-regulated learners are probed. (Field-based)

o TExES PPR Standards: 2.1k-2.23k, 2.1s-2.21s, 3.1s-3.2s, 4.4k, 4.16k, 4.7s-4.8s, 4.14s


signed) Classroom Management Teaching Lesson: Supervisor and Mentor

completes; for feedback only but can be used toward a course grade (not recorded for NCATE purposes).

Reflection paper(s) on field experiences Classroom Management Plan: Students must upload a copy of the

classroom management plan to Tk20. Philosophy of Teaching paper: Students must upload the final

version of the Philosophy of Teaching paper to Tk20. Diversity Report – Student completes and submits for field


o NCATE Assessments Dispositions Rubrics (Instructor and Mentor)

Due submitted through Tk20 no later than the last class day of the course.

Classroom Management Plan (Instructor)Instructor should verify students upload a copy of the Classroom Management Plan to Tk20 no later than the last class day of the course.

Classroom Management Plan Rubrics (Instructor)Due submitted through Tk20 no later than the last class day of the course.

Evaluation of Field Experiences Rubrics (Instructor)Due submitted through Tk20 no later than the last class day of the course.

Philosophy of Teaching paper (Instructor/PEDG Faculty)Instructor should verify students upload final version of Philosophy of Teaching no later than 4 weeks before last class day. If needed for committee review, copies may be printed from document upload.

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Phase III

PEDG 4620/4920/4630/4930/4650/4950: Student TeachingSupervised observation and teaching in the P-12 school.

o TExES PPR Standards: 1.7s-1.8s, 1.11s, 1.23s, 1.25s, 2.1s, 2.21s, 3.16s-3.20s, 4.1k-4.2k, 4.4k-4.5k, 4.7k-4.8k, 4.11k, 4.13k, 4.1s-4.19s


signed) Teaching Lessons: Minimum of 5 from at least two different

evaluators Unit Plan Unit Assessment Report Technology Integration Portfolio (Student should upload) Diversity Report – Student completes and submits for field


o NCATE AssessmentsAll of the assessments below must be submitted through Tk20 office no later than Friday, before finals start.

Dispositions Rubrics (MaST Teacher) Unit Plan Rubrics (MaST Teacher) Unit Assessment Report Rubrics (MaST Teacher) Teaching Lessons Rubrics (MaST Teacher and at least one

additional evaluator) Technology Integration Rubrics (MaST Teacher)

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Field Experience. Detailed information concerning Field Experience and Student Teaching is published in the Field Experience Handbook.

Standards. The alignment of Candidate Proficiencies for program completers with state program standards, professional standards and unit goals is presented in the unit’s Conceptual Framework document. The alignment table may be accessed online.

Key Assessments. Key assessments for initial Educator Preparation programs are embedded in the course of study as assignments and projects.

Candidate Evaluation. As candidates complete PHASE I of the EPP (PEDG 3310 and PEDG 3320), all assessments for each candidate are reviewed by a Candidate Performance Review Committee composed of 3 or 4 faculty members. A Candidate Performance Review Committee is names for each Phase. For each candidate who has an "area of concern" indicated, the committee will determine a course of action. Decisions could include a letter indicating a concern by the committee, or in the case of multiple areas of concern indicated or concerns from multiple evaluators, a more serious consequence may be recommended such as probation or removal from the program. Every effort is made to work with the candidates and to follow their progress to ensure there is improvement in that area.

Candidates who successfully complete Phase I of the EPP transition into PHASE II and register for courses indicated in their degree plan. As candidates continue through PHASE II, the review process (described in the paragraph above) is followed each semester until all PHASE II coursework has been completed, and the candidate is ready to proceed to PHASE III (Student Teaching).

Educator Preparation Program Candidates must maintain a minimum of 2.5 grade point average overall and in certificate field(s). In pedagogy courses (courses with prefixes PEDG, READ, EACH and SPED), and in the candidate's certificate field(s), candidates must earn grades of “C” or better.

Candidates are eligible to enroll in additional courses required for certification. Unsuccessful applicants will be apprised of deficiencies and steps that should be taken if the applicant should desire to reapply for admission into the program.

The PHASE II Candidate Performance Review Committee will review the coursework and archived assessment artifacts to determine if a candidate will be considered for enrollment in Student Teaching after his/her application has been completed. Any candidates found with deficiencies will be informed of their ineligibility for student teaching and under what conditions re-application would be considered. To appeal any action by this Committee, the candidate may appeal to the Dean of the College of Education and Human Development.

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http://dept.lamar.edu/education/ncate-ir/data/AssessmentLinks.html

http://dept.lamar.edu/education/ncate-ir/data/CF-Tables.pdf

http://dept.lamar.edu/education/education/field_experiences/OFE_handbook_spr12.pdf

PHASE III - Admission to Student Teaching. In order to qualify for student teaching, the applicant must be recommended by a Teacher Education Committee and have met the following requirements:

Completion of course work specified by his/her degree/certificate plan;

A minimum grade point average of 2.5 on a 4.0 scale in: (a) all courses taken; (b)all courses taken in teaching fields or areas of specialization in interdisciplinary studies; and (c) all courses taken in Pedagogy, Reading, Early Childhood Education, and Special Education;

Grade of “C” or better in each pedagogy course;

Successful completion of all required field experience hours required in designated pedagogy courses beginning with PEDG 2310;

Successful completion of 15 hours of field experience during the semester prior to student teaching with the MaST teacher to whom the student has been assigned as a student teacher;

A passing score on the appropriate content and PPR proficiency exams;

While in required courses, computer files for artifacts such as unit and lesson plans, a classroom management plan, proposed assessment procedures, and technology strategies should be archived for a final electronic portfolio project. Assessments of knowledge, skills, and dispositions will continue in didactic and field courses, using rubrics, scores, and grades as appropriate. Instructors in pedagogical courses will certify as to students who have achieved the standards and sub-standards assigned to their courses. The Chair of each teaching field will verify that candidates completing certification requirements have met the standards and sub-standards of the specified courses.

With successful completion of student teaching and all required coursework, the PHASE III Candidate Performance Review Committee will provide oversight to a review of each candidate’s portfolio. This portfolio will include the assessment file from student teaching.

The assessment file will include evaluations of teaching effectiveness by the principal and teacher(s) supervising the candidate’s student teaching. The MaST Coordinator and teacher(s) will submit an evaluation of dispositions for the student, along with the course grade and artifacts. A certification of substantial mastery of standards and sub-standards stipulated for student teaching will be made by the supervising teacher(s) and the candidate.

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Texas Examination of Educator Skills (TExES). Before entering Student Teaching, candidates must demonstrate proficiency in both content and pedagogical knowledge and skill, and Pedagogy and Professional Responsibilities (professional development) by passing a locally administered Proficiency Test in each area. The test is a representative exam provided through Educational Testing Services (ETS). Additional information concerning eligibility, registration, and testing may found at the TExES Testing Administrator’s page at the state’s TExES home page.

Upon passing a Proficiency test, the candidate may apply for approval to register for the corresponding TExES exam required for certification. Although not required, many candidates pass all required certification exams prior to graduation.

Review for Certification. The candidate’s performance on the state-mandated TExES certification examination will be reviewed. Candidates who have achieved a passing score on this examination and who have been approved by the committee will be recommended to the state for certification. Candidates who may have met all requirements except the minimum score on the TExES will be counseled by the committee and referred for remediation. On re-taking the examination and earning an acceptable score, a candidate may be reconsidered for certification. Certification recommendation decisions by the committee may be appealed to the Dean of the College of Education and Human Development.


University Institutional Effectiveness. In addition to faculty and phase committee review of candidate progress and program effectiveness, the university office of planning and assessment has established the University Institutional Effective Committee (UIEC) is responsible to guide program improvement for institutional accreditation.

Each academic year, programs identify learning objectives for review, set goals for improvement, establish measures to evaluate outcomes, and report findings. Department chairs are responsible to document program improvement activities in department faculty meetings minutes and in WEAVE Online, a portal based software adopted for program improvement assessment.

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http://www.texes.ets.org/

http://dept.lamar.edu/education/education/texes_information/testing.htm


Post Baccalaureate Initial Educator Preparation

The Post Baccalaureate initial educator program and the Post Baccalaureate Alternative Certification Route (PACeR) serve those who hold a baccalaureate or higher and with to complete preparation for educator certification.

Application and Admission policies, procedures and forms are found at the program’s home page in the COEHD web space. Program policies and requirements are also found at the same web page.

Program Requirements and Key Assessments

The table on the next page provides a brief overview of the post baccalaureate Phases, course requirements, and key assessments.

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http://dept.lamar.edu/education/education/index.php?link=external&url=http://dept.lamar.edu/professionalservices/

http://dept.lamar.edu/education/education/index.php?link=external&url=http://dept.lamar.edu/professionalservices/

http://dept.lamar.edu/professionalservices/PACeR.htm

http://dept.lamar.edu/professionalservices/PACeR.htm

http://dept.lamar.edu/professionalservices/postbac.htm

Post-Bac Assessment PlanInstructors may and are encouraged to set earlier student submission deadlines to ensure student submissions are completed before the deadline.NCATE/SPA Key Assessment in red

Assessment Submission Timeline

Due submitted to Tk20 not later than 1 week before last

class day.Due submitted to Tk20 no later than last class day

Due submitted to Tk20 no later than 1 week before last class day.

Due submitted to Tk20 no later than 1 week before last class day.

PHASE COURSE STUDENT ACTIVITIES FACULTY FIELD SUPERVISOR MENTOR

Phase 1

PEDG 5330

Sign and Submit Professionalism Agreement

Upload Classroom Management Plan to Tk20

Upload Diversity Report for Field Experience Placement

Teaching Lesson (Plan)

Dispositions Rubric PB Classroom

Management Plan Rubric

PEDG 5350 Dispositions Evaluation of Field

Experience

Phase 2 PEDG 5345 Unit Plan Teaching Lesson Unit Assessment Plan

Unit Plan rubric Teaching Lesson Rubric Unit Assessment Rubric

Teaching Lesson Rubric

Phase 3 PEDG 5383or 46XX

Diversity Report Internship Portfolio or Student

Teaching Portfolio (due final semester of clinical experience)

Internship Portfolio Rubric

Field Supervisor Observation Report (x 3 by end of clinical experience)

Dispositions

Teaching Lesson Rubric (1 for every certification content area)

Dispositions Unit Assessment Rubric

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PHASE I PEDG 5330: Effective Teaching

In-depth study of effective elementary and secondary classroom practices.o TExES PPR Standards: 2.1k-2.23k, 2.1s-2.21s, 4.1k-4.2k, 4.1s-4.4so Required Activities

Students must sign Professionalism Agreement (if not previously signed)

Classroom Management Plan: Student must upload the classroom management plan to Tk20.

Teaching Lessono NCATE Assessments

Dispositions Rubrics (Instructor) Forms must be submitted through Tk20 no later than the last class

day of the course. Classroom Management Plan (Instructor)

Instructor should verify students upload a copy of the Classroom Management Plan no later than the last class day of the course.

Classroom Management Plan Rubrics (Instructor) Assessment must be submitted through Tk20 no later than the last

class day of the course. Teaching Lesson Rubrics (Instructor or P-12 School

Representative) Assessment must be submitted through Tk20 no later than the last

class day of the course.

PEDG 5350: The Learning ProcessTheories and systems of learning which have application to the classroom. Current research in pedagogy.

o TExES PPR Standards: 1.1k-1.6k, 1.11k-1.14k, 1.25k-1.31k, 3.8k-3.10k, 3.12k-3.16k


signed) Student must submit Filed Experience Log (30 hours)

Student should upload the Field Experience Log to Tk20 no later than one week before the last class day of the course.

Field Experiences – Reflection Paper(s) (Student)Student should upload the Field Experience Reflection(s) to Tk20 no later than one week before the last class day of the course.

o NCATE Assessments Diversity Report (Student)

Student must submit Field Experience Diversity Report through Tk20 for the campus at which the greatest number of Field Experience Log hours were completed.

Dispositions Rubrics (Instructor)

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Assessment must be submitted through Tk20 no later than the last class day of the course.

Evaluation of Field Experiences Rubrics (Instructor)Assessment must be submitted through Tk20 no later than the last class day of the course.

PHASE II PEDG 5345: Instructional Design and Assessment of Academic

AchievementThe structure and organization of the curriculum, materials and methods used, and types of evaluation in K-12 classrooms.

o TExES PPR Standards: 1.7k-1.11k, 1.15k-1.24k, 1.1s-1.29s, 3.1k-3.7k, 3.9k, 3.11k, 3.1s-3.20s


signed) Unit Plan: Students must upload a copy of the unit plan to Tk20. Teaching Lesson Unit Assessment Report: Students must upload the unit

assessment report to Tk20.o NCATE Assessments

Unit Plan (Instructor)Instructor should verify students upload a copy of the Unit Plan no later than the last class day of the course.

Unit Plan Rubrics (Instructor)Assessment must be submitted through Tk20 no later than the last class day of the course.

Teaching Lesson Rubrics (Instructor or P-12 School Representative)Assessment must be submitted through Tk20 no later than the last class day of the course.

Unit Assessment Report (Instructor)Instructor should verify students upload a copy of the Unit Assessment Report through Tk20 no later than the last class day of the course.

Unit Assessment Report Rubrics (Instructor)Assessment must be submitted through Tk20 no later than the last class day of the course.

PHASE III PEDG 5383: Internship or PEDG 46XX Student Teaching

NOTE: Internship/Student Teaching may begin before Phase I or Phase II are completed. Phase III assessments, activities, and portfolio review must be complete during the final semester of clinical experience.

o Required Activities Clinical Experience Portfolio (Student)

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Student should collect Field Supervisor Observation Reports/Teaching Lesson (3 per

semester required)Field Experience Observation Reports should be submitted through Tk20.

o NCATE Assessments Diversity Report (Student)

Student must submit Field Experience Diversity Report through Tk20 for the campus.

Dispositions Rubrics (Instructor)Assessment must be submitted through Tk20 no later than the last class day of the course.

Dispositions Rubrics (Mentor)Assessment must be submitted through Tk20 no later than the last class day of the course.

Teaching Lesson Rubric – At least 3 with 1 for each content area for the certification (Mentor)At least 3 Assessments must be submitted each semester through Tk20 no later than the last class day of the course.

Field Experience. Candidates following the post baccalaureate unveristy based alternative preparation track enroll and complete the undergraduate student teaching course. Detailed information concerning Student Teaching is published in the Field Experience Handbook.

Candidates following the PACeR track may begin their teaching career with a probationary certificate and receive monitoring for the first year of teaching.

Texas Examination of Educator Skills (TExES). Post baccalaureate candidates who complete Student Teaching must follow the policies and procedures established for undergraduate student teaching. Candidates must demonstrate proficiency in both content and pedagogical knowledge and skill, and Pedagogy and Professional Responsibilities (professional development) by passing a locally administered Proficiency Test in each area prior to entering Student Teaching.

The test is a representative exam provided through Educational Testing Services (ETS). Additional information concerning eligibility, registration, and testing may found at the TExES Testing Administrator’s home page at the state’s TExES home page.

Upon passing a Proficiency test, the candidate may apply for approval to register for the corresponding TExES exam required for certification.

Candidates in the PACeR program must pass the content TExES in their teaching area before applying for recommendation for Probationary Certification.

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http://www.texes.ets.org/




Review for Certification. With successful completion of student teaching or one full year of internship and all required coursework, and passing all required TExES certification exams, the post-bac candidate may apply for recommendation for a standard Texas Teacher’s Certificate. The Certification Officer will review the candidate’s transcript, clinical teaching and TExES exam scores to verify eligibility for recommendation.

Standards. The alignment of Candidate Proficiencies for program completers with state program standards, professional standards and unit goals is presented in the unit’s Conceptual Framework document. The alignment table may be accessed online.

Key Assessments. Key assessments for initial Educator Preparation programs are embedded in the course of study as assignments and projects.


The program academic advisor reviews candidate GPA and academic progress prior to each course. The program director is responsible to document faculty review of candidates for progression at each program phase/transition point. Each department chair is responsible to document faculty review of candidate progress at the completion of each phase/transition point.




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http://dept.lamar.edu/education/ncate-ir/data/AssessmentLinks.html

http://dept.lamar.edu/education/ncate-ir/data/CF-Tables.pdf

GRADUATE EDUCATOR PREPARATION PROGRAMS

Graduate educator preparation programs include those delivered on campus through traditional classroom format, and those delivered through distance education. Four of five programs offer master’s degrees that include certification preparation for other school professionals. Two programs offer certification preparation for candidates who hold a master’s in education.

Distance education courses are delivered though a secure internet portal based software. Students are required to obtain a license for Tk20 eportfolio. Courses are delivered in eight five-week sessions per year. Candidates may enroll in only one course per session. A degree can be completed in18 months, and a certification in 7-8 months.

Candidates may apply and are accepted throughout the year. They may begin and complete studies on a rolling basis throughout the year.

A few courses, typically the first two, midpoint internship, and last course in a program, are offered every session. Most courses are offered in rotation, one at a time, through the eight yearly sessions.

Application and Acceptance (All Graduate Programs)

The application and acceptance policies are similar for all graduate programs. Applicants may apply online though Hwww.applytexas.orgH. The Graduate Admissions office receives and process applications and required documentation, and the Academic Partnerships Student Services Director and Coordinator review applications for departmental acceptance or denial.

For applicants to educator preparation graduate programs in the College of Education and Human Development (online and on campus), students with a 3.0 GPA in their undergraduate work or 3.0 in their last 60 hours are admitted unconditionally. Those students who do not have the minimum GPA are then required to take the GRE. Students required to take the GRE must meet the institutional GRE and GPA standard according to the formula (GPA X 50) + GRE Verbal + GRE Quantitative =/or greater than 428. The GPA used in the formula may be either the overall or the last 60 semester hours, whichever is higher. Students not meeting the standard of 428 must retake the GRE and submit their scores for additional consideration. Appeals may not be processed without submitting the results of a second GRE attempt.

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http://www.applytexas.org/

Candidate Review

Academic Advisors for online graduate programs review candidate GPA and academic progress prior to each course.

Program Review for Continuous Improvement

Each program is responsible to establish policies and procedures for program review for continuous improvement. It is recommended that program Candidate Performance Review Committees share concerns or changes to rubrics or procedures to improve fairness, accuracy and consistency of candidate assessment.



Instructional Associate/Academic Coach.

Faculty who teach courses that utilize Instructional Associates or Academic Coaches (IA/Coach) are responsible to document evaluation of the IA/Coach for each course each academic year, or more often if appropriate.

Documentation of faculty evaluation IA/Coach evaluate should be recorded online at: http://survey.lamar.edu, select IA Evaluation. To document Faculty Student Contact, select Faculty-Student Contact Report

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http://survey.lamar.edu/




DEPARTMENT OF PROFESSIONAL PEDAGOGY

TEACHER LEADERSHIP

The distance education program for the Master’s of Education in Teacher Leadership prepares the classroom teacher to be more effective in their professional practice. This master’s degree does not offer prepare the candidate for advanced certification by the Texas Education Agency.

Candidates accepted to the Teacher Leadership program enroll in the course offered and complete 11 courses. Institutional policy allows candidates to complete up to nine credits (three courses) prior to acceptance in graduate studies.

Course of Study. The course of study is published in LU’s Online Catalog, and may be found at http://degree.lamar.edu/Programs/208/Master-Education-Teacher-Leadership/

The capstone course, PEDG 5376, is the last course, and is offered every session for candidates to complete their studies.

Field Experience. Candidates in the Teacher Leadership program are practicing classroom teachers. Course assignments such as those selected as Key Assessments include components which include interaction with other teachers (#3, In-Service Presentation Project) or other classrooms (#4, Equity Audit, and (#6, Item Analysis), and with parents and the community (#5 School-Community Partnership Project).

Relationship to Unit Goals. The Unit Goals-Program Standards and Assessment Matrix describes the relationship between Unit Goals to and program standards. This table also identifies key assessments mapped to each goal.

Phase/Transition PointsPhases

(Transition Points)Criteria Assessments

Admission to Graduate Studies in Teacher Leadership

Holds a baccalaureate degree. Holds a teaching certificate and a minimum of one year of

teaching experience

Phase 1 – Admitted Admitted to Graduate Studies for M.Ed. in Teacher Leadership.

GPA of 3.0 or higher with no grade lower than “C” on all coursework completed.

An overall score of Proficient (or higher) on each Key Assessment associated courses completed to date.

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http://dept.lamar.edu/education/ncate-ir/data/CF-Tables.pdf#page=12


http://degree.lamar.edu/Programs/208/Master-Education-Teacher-Leadership/

Phase 2 - Completion of 6th course (Committee review during 7th course).

GPA of 3.0 or higher with no grade lower than “C” on all coursework completed.

An overall score of Proficient (or higher) on each Key Assessment associated courses completed to date.

Phase 3 - Completion of capstone course,PEDG 5376

GPA of 3.0 on all coursework completed

An overall score of Proficient (or higher) on each Key Assessment associated with Phase 2 coursework

Completion Apply for Graduation and pay fees at Graduate Studies.

Key Assessments. Key assessments for the MEd in Teacher Leadership program are embedded in the course of study as assignments and projects.






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http://dept.lamar.edu/education/ncate-ir/data/AssessmentLinks.html#TL

DEPARTMENT OF COUNSELING AND SPECIAL POPULATIONS

MEd Special Education/Educational Diagnostician

The graduate program in special education with preparation for educational diagnostician certification has at its focus the development of the qualified educational diagnostician who is versed in state and federal policy and law which guides the educational programs for at-risk students, who is competent to assess students with disabilities, and recommends modifications to curriculum and instruction appropriate to the child’s educational needs.

The knowledge bases of effective educational diagnosticians are based on the standards of Council for Exceptional Children (CEC) Advanced Standards and the standards established by the SBEC (RULE §239.83)

Standards Required for the Educational Diagnostician Certificate).

Standard I. The educational diagnostician understands and applies knowledge of the purpose, philosophy, and legal foundations of evaluation and special education.

Standard II. The educational diagnostician understands and applies knowledge of ethical and professional practices, roles, and responsibilities.

Standard III. The educational diagnostician develops collaborative relationships with families, educators, the school, the community, outside agencies, and related service personnel.

Standard IV. The educational diagnostician understands and applies knowledge of student assessment and evaluation, program planning, and instructional decision making.

Standard V. The educational diagnostician knows eligibility criteria and procedures for identifying students with disabilities and determining the presence of an educational need.

Standard VI. The educational diagnostician selects, administers, and interprets appropriate formal and informal assessments and evaluations.

Standard VII. The educational diagnostician understands and applies knowledge of ethnic, linguistic, cultural, and socioeconomic diversity and the significance of student diversity for evaluation, planning, and instruction.

Standard VIII. The educational diagnostician knows and demonstrates skills necessary for scheduling, time management, and organization.

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Standard IX. The educational diagnostician addresses students’ behavioral and social interaction skills through appropriate assessment, evaluation, planning, and instructional strategies.

Standard X. The educational diagnostician knows and understands appropriate curricula and instructional strategies for individuals with disabilities.

Course of Study. The course of study for MEd Special education/Educational Diagnostician is published in the LU online catalog.

Internship/Practicum. Candidates must complete a supervised Practicum during PEDG 5363.


Phase/Transition Points

Phases(Transition Points)

Criteria Assessments

Admission to Educational Diagnostician/ Graduate Special Education Studies

Holds a baccalaureate degree. Minimum GPA of 2.5 overall or last 60 hours on

undergraduate coursework or graduate GPA of 3.0. Acceptable scores on the GRE. (Verbal and Quantitative are added to the GPA x 200 and must be a score at least:1350).

Admitted to Graduate Studies either as a student seeking a M.Ed. in School Administration or admitted under a Post Master's "Certification Only" plan

Holds a teaching certificate and a minimum of one year of teaching experience

Phase 1 – Completion of 2 core Special Education content courses.PEDG 5334PEDG 5361

Minimum GPA of 3.0 on all coursework completed.

Phase 2 - Completion of 6 core Educational Diagnostician content courses.PEDG 5321PEDG 5362PEDG 5364PEDG 5365PEDG 5366PEDG 5388

Minimum GPA of 3.0 on all coursework completed. An overall score of Proficient (or higher) on each Key Assessment associated with Phase 2 coursework

Phase 3 - Completion of practicum:PEDG 5363

Minimum GPA of 3.0 on all coursework completedAn overall score of Proficient (or higher) on each Key Assessment associated with Phase 2 coursework

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Recommendation for Certification(See TAC Rule 239.84)

Completion of all courses in courses of studyOverall GPA of 3.0 with not more than 1 course grade of “C”Hold an MEd Passing score on TExES #153Documentation of 2 years of creditable teaching experience in a TEA approved school, Completion of application to SBEC for Educational Diagnostician Standard Professional Services Certificate, andCompletion of application or LU Recommendation for certification.

Key Assessments. Key assessments for the MEd in Special Education/Education Diagnostician program are embedded in the course of study as assignments and projects.





Each academic year, programs identify learning objectives for review, set goals for improvement, establish measures to evaluate outcomes, and report findings. Department chairs are responsible to document program improvement activities in

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http://dept.lamar.edu/education/ncate-ir/data/AssessmentLinks.html#EdDiag

department faculty meetings minutes and in WEAVE Online, a portal based software adopted for program improvement assessment.

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MEd in Counseling and Development/School Counselor

The distance education program for the Master of Education (M.Ed.) in School Counseling is designed to prepare educators who have a strong desire to help students succeed academically and to promote their well-being. School counselors focus their work on positive student development, especially high expectations, achievement motivation, and school engagement. Counselors help to build a caring and positive school climate, promote resiliency, provide support and guidance to students, and involve parents in schooling.

Standards. The alignment of program courses with state and professional standards is published in the Course Standards Matrix.

Course of Study. The course of study is published in LU’s Online Catalog, and may be found at http://degree.lamar.edu/Programs/1015/Master-Education-School-Counseling/

Internship/Practicum. Candidates must complete a supervised internship described in the School Counselor Practicum Manual during CNDV 5390.


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http://dept.lamar.edu/education/ncate-ir/data/SchCoun_PracticumManual.pdf

http://degree.lamar.edu/Programs/1015/Master-Education-School-Counseling/

http://dept.lamar.edu/education/ncate-ir/data/CourseStandardsMatrix-Schcoun.pdf

Phases- Transitions

Transition Points Criteria/Assessments

Transition Point l: Entry

Provisional Admission to Graduate Program in Counseling either as a student seeking a M.Ed. in Counseling and Development or admitted under a Post Master’s “Certification Only” plan for those already holding a master’s degree.(Student may take 9 hours in this phase.)

Holds a baccalaureate degree Holds a teaching certificate (Exceptions

by approval) Minimum GPA of 2.5 overall or last 60

hours on undergraduate coursework or graduate GPA of 3.0 if holding a master’s degree.

Achievement of acceptable scores on the Graduate Record Examination. (Verbal GRE and Quantitative GRE are added to the (GPA X 200) and must be a score > 1350)..

Has completed a minimum of one year of teaching (Exceptions by approval)

Screening Essay

Transition Point 2: Full Admission .


Professional/Personal Dispositions: Professional Agreement

Professional Communication Skills Acceptable scores on assessments of

Professional Counseling Skills and Abilities (CNDV 5310 and 5312)

Assessment of Planning, Implementing, and Evaluating a Developmental Guidance Program to Promote Student Success (CNDV 5380)

Transition Point 3: Field Experiences

Assessment of content knowledge and skills: Qualifying Exam

Overall passing score on each of the following: Practicum Course Practicum Portfolio Site Supervisor’s Rating of Skills

and Dispositions. Two Case Studies of counseling K-12

students to impact student learning or improvement of academic, social, or psychological adjustment.

160 hours of delivery of school counseling services

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Transition Point 4: Program Completion

Assessment of content knowledge and skills: State Counseling Competencies

Exam (TExES)

Key Assessments. Key assessments for the school counselor program are embedded in the course of study as assignments and projects.






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http://dept.lamar.edu/education/ncate-ir/data/AssessmentLinks.html#SchCoun

DEPARTMENT OF EDUCATIONAL LEADERSHIP

MEd in Educational Technology Leadership

The Master of Education in Educational Technology Leadership (ETL) degree is designed to prepare educators to proficiently use technology and serve as leaders in integrating technology into the classroom. This curriculum can also accommodate the needs of corporate trainers and other educators outside the academic realm

The goal of the program is to train students in how people learn and how to best design instructional systems and materials that facilitate learning through technology. Educational technology leaders around the nation are viewed as important problem solvers.

Standards (ISTE Technology Facilitator). The program is guided by the ISTE Technology Facilitator Standards. These standards are:

1. Technology Facilitation Standard I. (TF-I)Technology Operations and Concepts. Educational technology facilitators demonstrate an in-depth understanding of technology operations and concepts.

2. Technology Facilitation Standard II. (TF-II)Planning and Designing Learning Environments and Experiences. Educational technology facilitators plan, design, and model effective learning environments and multiple experiences supported by technology. Educational

3. Technology Facilitation Standard III. (TF-III)Teaching, Learning, and the Curriculum. Educational technology facilitators apply and implement curriculum plans that include methods and strategies for utilizing technology to maximize student learning.

4. Technology Facilitation Standard IV. (TF-IV)Assessment and Evaluation. Educational technology facilitators apply technology to facilitate a variety of effective assessment and evaluation strategies.

5. Technology Facilitation Standard V. (TF-V)Productivity and Professional Practice. Educational technology facilitators apply technology to enhance and improve personal productivity and professional practice.

6. Technology Facilitation Standard VI. (TF-VI)Social, Ethical, Legal, and Human Issues. Educational technology facilitators understand the social, ethical, legal, and human issues surrounding the use of technology in P-12 schools and assist teachers in applying that understanding in their practice.

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7. Technology Facilitation Standard VII. (TF-VII)Procedures, Policies, Planning, and Budgeting for Technology Environments. Educational technology facilitators promote the development and implementation of technology infrastructure, procedures, policies, plans, and budgets for P-12 schools.

8. Technology Facilitation Standard VIII. (TF-VIII)Leadership and Vision. Educational technology facilitators will contribute to the shared vision for campus integration of technology and foster an environment and culture conducive to the realization of the vision.

The current course of study for educational technology leadership includes courses in leadership which fulfills the core requirements for principal certification preparation. These courses and the standards addressed are discussed in the section for principal.

Course of Study. The course of study is published in LU’s Online Catalog, and may be found at http://degree.lamar.edu/Programs/207/Master-Education-Technology/

Internship/Practicum. Candidates must complete a supervised internship during EDLD 5398. The Masters of Educational Technology Internship Handbook may be accessed online.


Phase/Transitions Points

Transition Points Criteria Assessments

Transition Point #1 – a) Admission to Graduate Program as a student seeking a M.Ed. in Educational Technology Leadership; and b) completion of the introductory course, EDLD 5306

Holds a baccalaureate degree. Minimum GPA of 2.5 overall or last 60 hours on undergraduate coursework or graduate GPA of 3.0. Acceptable scores on the GRE. (Verbal and Quantitative are added to the GPA X 200 and must be a score at least:1350). Holds a teaching certificate and a minimum of one year of teaching experiencePassing grade in EDLD 5306 and approved internship plan.

Transition Point #2 – Completion of the second required Research course, EDLD 5301

Minimum GP A of 2.5 on first two courses. Approved Action Research PlanMinimum of 30 hours of internship / field experience must be verified by instructor

Transition Point #: 3 – Completion of the Technology Core courses (4)EDLD 5363 Multimedia and Video Technology


Acceptable scores on the following assessments:

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https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxsdWVkbGVhZHxneDoyNGZkY2YwNzEwNzNkM2Qw

http://degree.lamar.edu/Programs/207/Master-Education-Technology/

EDLD 5364 Teaching with TechnologyELD 5366 Graphic Design and Desktop PublishingEDLD 5362 Information Systems

Team Video ProjectScenario Based Unit PlanDigital NewsletterModel Classroom Project

Transition Point # 4 - Completion of the seventh course, EDLD 5397 Internship for Supervision

Completion of 150 hours of internship / field experience verified by instructorAdequate progress on the Action Research ProjectUpdated internship plan and research plan

Transition Point #: 5 - Completion of the Leadership courses (4)EDLD 5344 School LawEDLD 5333 Leadership for Accountability.EDLD 5326 School Community RelationsEDLD 5345 Human Resource Management

Minimum GPA of 3.0 on all coursework completed

Transition Point #: 6 - Completion of the final course, EDLD 5370, Internship for Educational Technology

Successful completion of 300-hour internship. Minimum GPA of 3.0 overall on degree/certification

plan.

80% or better on the Comprehensive Exam

Proficient or higher on the Educational Technology Leadership Internship Supervisor Evaluation

Proficient or higher on the Final Intern Report Passing score on the Action Research Report

Key Assessments. Key assessments for the Educational Technology Leadership program are embedded in the course of study as assignments and projects.




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http://dept.lamar.edu/education/ncate-ir/data/AssessmentLinks.html#EdTech



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MEd in School Administration/Principal

The Master of Education in Educational Administration program is designed to develop leaders to build learning communities of continuous improvement for students from all backgrounds. The program provides relevant, research-based content based on the needs of today's educators and school districts.

Standards. The SBEC standards for the principal and superintendent programs are aligned with the Educational Leadership Constituent Council (ELCC) standards, which are integrated into the coursework of the leadership programs. For all advanced programs, integrated studies are formatted to provide candidates with meaningful and varied on-site experiences to blend theory with practice. Experiential learning is provided in each course. Internship experiences are developed in collaboration with public schools and community service organizations.

The ELCC standards have been integrated into the following domains:

Domain I: Community Leadership - This domain addresses visioning,

campus culture, communication and collaboration between and among teachers, parents, community representatives, and actions which display integrity, fairness, and ethical behavior.

Domain II: Instructional Leadership - This domain focuses on facilitating the design and implementation of curricula, assessment systems, accountability, teacher evaluation and development, data-driven decision making, and the alignment of resources to support and improve learning and the learning environment.

Domain III: Administrative Leadership - This area involves learning related to school law, personnel issues, financial management, managing the physical plant, providing a safe and effective learning environment.

Course of Study. The course of study is published in LU’s Online Catalog, and may be found at http://degree.lamar.edu/Programs/206/Master-Education-Leadership/

Internship/Practicum. Candidates must complete a supervised internship during EDLD 5398. The Masters of School Administration Certification and Internship Handbook may be accessed online.

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https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxsdWVkbGVhZHxneDoxZDI4YzZjZmJhMmU2YmUw

http://degree.lamar.edu/Programs/206/Master-Education-Leadership/


Phases/ Transition Points


Transition Point #1 – a) Admission to Graduate Program either as a student seeking a M.Ed. in School Administration or admitted under a Post Master's "Certification Only" plan; and b) completion of the introductory course, EDLD 5311




Transition Point #: 3 – Completion of the Administrative Core courses (4)EDLD 5326 School Community RelationsEDLD 5333 Leadership for AccountabilityELD 5344 School LawEDLD 5345 School Human Resources


Acceptable scores on the following assessments: School Community Project Plan School Action Plan



Transition Point #: 5 - Completion of the Administrative Specialization courses (4)EDLD 5335 Curriculum ManagementEDLD 5339 Organization & Behavior Mgmt.EDLD 5352 Instructional LeadershipEDLD 5388 Diverse Learners


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Transition Point #: 6 - Completion of the final course, EDLD 5398, Principal Internship


plan.

80% or better on the Lamar Comprehensive Exam

Proficient or higher on the Principal Intern Supervisor Evaluation


Key Assessments. Key assessments for the MEd in School Administration program are embedded in the course of study as assignments and projects.






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http://dept.lamar.edu/education/ncate-ir/data/AssessmentLinks.html#Prin

Principal Certification

The Preparation Program for Principal Certification is available to applicants with a Master of Education degree. Applicants must have two years of practical teaching experience in an accredited school. Principal certification allows teachers to expand their professional development to include school leadership and administrative skills.

Standards. The SBEC standards for the principal and superintendent programs are aligned with the Educational Leadership Constituent Council (ELCC) standards, which are integrated into the coursework of the leadership programs. For all advanced programs, integrated studies are formatted to provide candidates with meaningful and varied on-site experiences to blend theory with practice. Experiential learning is provided in each course. Internship experiences are developed in collaboration with public schools and community service organizations.

The ELCC standards have been integrated into the following domains:

Domain I: Community Leadership - This domain addresses visioning,

campus culture, communication and collaboration between and among teachers, parents, community representatives, and actions which display integrity, fairness, and ethical behavior.

Domain II: Instructional Leadership - This domain focuses on facilitating the design and implementation of curricula, assessment systems, accountability, teacher evaluation and development, data-driven decision making, and the alignment of resources to support and improve learning and the learning environment.

Domain III: Administrative Leadership - This area involves learning related to school law, personnel issues, financial management, managing the physical plant, providing a safe and effective learning environment.

Course of Study. The course of study is published in LU’s Online Catalog, and may be found at http://degree.lamar.edu/Programs/1004/Principal-Certification

Internship/Practicum. Candidates must complete a supervised internship during EDLD 5398. The Principal Certification and Internship Handbook may be accessed online.

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https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxsdWVkbGVhZHxneDo3MDY3MDNiNWQxNzQ0M2E2

http://degree.lamar.edu/Programs/1004/Principal-Certification




Transition Point #1 – a) Admission to Graduate Program either as a student seeking a M.Ed. in School Administration or admitted under a Post Master's "Certification Only" plan; and b) completion of the introductory course, EDLD 5311




Transition Point #: 3 – Completion of the Administrative Core courses (4)EDLD 5326 School Community RelationsEDLD 5333 Leadership for AccountabilityELD 5344 School LawEDLD 5345 School Human Resources


Acceptable scores on the following assessments: School Community Project Plan School Action Plan



Transition Point #: 5 - Completion of the Administrative Specialization courses (4)EDLD 5335 Curriculum ManagementEDLD 5339 Organization & Behavior Mgmt.EDLD 5352 Instructional LeadershipEDLD 5388 Diverse Learners


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Transition Point #: 6 - Completion of the final course, EDLD 5398, Principal Internship


plan.

80% or better on the Lamar Comprehensive Exam

Proficient or higher on the Principal Intern Supervisor Evaluation


Key Assessments. Key assessments for the principal certification program are embedded in the course of study as assignments and projects.






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http://dept.lamar.edu/education/ncate-ir/data/AssessmentLinks.html#Prin

Superintendent Certification

The Preparation Program for Superintendent Certification is available to applicants with a Principal (or Mid-Management) Certification and one year of practical administrative experience. Students are required to complete 18 hours of coursework as outlined in their degree plan.

Each course includes field-based experiences, problem based learning and action research. Professors are educators with superintendent experience and instruction is based on best practices in online education, is highly interactive and maximizes opportunities for productive participation.

Standards. The SBEC standards are reflected in competencies, which are aligned with the ELCC standards and sub-standards. The ELCC standards have been integrated into the following domains:

Domain I: Leadership of the Educational Community - This domain addresses promoting high standards, shaping the district culture on school improvement and academic achievement, advocating for all students and the importance of education, establishing community partnerships, promoting appreciation of diversity in the educational community, acting with high ethical standards, integrity, and fairness, and responding to political, economic, and social aspects of the district.

Domain II: Instructional Leadership- This area focuses on strategic planning for teaching and learning, ensuring alignment of curriculum, assessment, resources, and delivery systems to produce instructional quality across the district, and use of research-based practices and data based decisions, and developing a learning organization that is conducive to student learning and professional development for teachers.

Domain III: Administrative Leadership - This domain has an emphasis on leadership and management of finances, budget, personnel, physical plant, technology support, the organization as well as work with all stakeholder groups to facilitate positive change and improve student learning.

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Course of Study. The course of study is published in LU’s Online Catalog, and may be found at http://degree.lamar.edu/Programs/1005/Superintendent-Certification

Internship/Practicum. Candidates must complete a supervised internship during EDLD 5399. The Superintendent Certification and Internship Handbook may be accessed online.



Transition Points Criteria/AssessmentsTransition Point #1: - Entry Admission to Superintendent's Program

Holds a Master's degree and Principal or Mid-Management certification.

Has a minimum of one year's service in an administrative position.

Completed the following courses or course/content equivalents: EDLD 5326 School Community Relations and EDLD 5344 School Law

Transition Point # 2: - Successful completion of EDLD 5396 Introduction to Superintendent Internship

Has completed District Internship Plan Has submitted a signed Internship

Agreement with the SuperintendentTransition Point #: 3A Completion of 6 hours of core courses: EDLD 5371 and 5387

Minimum GPA of3.0 on all core courses. Assessments:

Data-Mining Case Study School District Community Relations

Improvement Plan Passing score of 80% on the Lamar

Superintendent Competency Exam

Transition Point #: 3B Completion of District Internship with successful passing of EDLD 5399 Superintendent Internship

Internship Portfolio and Comprehensive Final Report

Submission of the Superintendent Internship Summative Evaluation

Score 80% or better on the Lamar Superintendent Competency Exam if not already passed in Transition Point 3A

Transition Point #: 4 Recommendation for certification

Minimum GPA of3.0 Pass the State Superintendent Certification

examination (TExES)

Key Assessments. Key assessments for the superintendent program are embedded in the course of study as assignments and projects.

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http://dept.lamar.edu/education/ncate-ir/data/AssessmentLinks.html#Supt



https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxsdWVkbGVhZHxneDpmNThlYTUwZmIzODBkY2E

http://degree.lamar.edu/Programs/1005/Superintendent-Certification






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DOCTORAL STUDIES

Doctor of Education in Educational Leadership

The doctoral degree in educational leadership (Ed.D.) is in the College of Education and Human development. All four departments of the college are involved in delivering program content: Professional Pedagogy, Health and Kinesiology, Educational Leadership, and Family and Consumer Sciences. Students in the doctoral program may select from the following cognates on which to focus studies– Effective Schools, Diversity and Multiculturalism, and Higher Education.

Doctoral students are educators who want to be effective leaders in diverse settings where the primary emphasis is on student learning and quality teaching. Students in the program engage in field-based research with schools or other organizations. Through reflective practices and questioning strategies, doctoral students create educational study teams to develop the leadership capacity of educational communities and enable them to sustain promising reforms.

Standards..The Ed. D. program addresses 12 objectives designed to prepare educational leaders:

Candidates will be able to understand change and integrate technology;

Candidates will be able to shape and align organizational values to promote the learning of all students;

Candidates will be able to implement and sustain reform efforts in education-related organizations;

Candidates will be able to put into practice standards-based curriculum and performance-based assessment to ensure high achievement for all students;

Candidates will be able to create caring educational organizations where leaders collaborate and develop collegial connections to address equity, opportunity, and excellence;

Candidates will be able to work together to create positive lasting change for effective education;

Candidates will be able to use all resources: people, time and money, to support educational reform;

Candidates will be able to utilize data-driven decision making;

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Candidates will be able to cultivate democratic learning communities with visionary leadership;

Candidates will be able to increase equity and opportunity in diverse student populations;

Candidates will be able to conduct independent research to contribute and expand existing knowledge base in the field of leadership; and

Candidates will be able to write in a scholarly writing culminating in a dissertation.

Course of Study. The course of study is published in LU’s Online Catalog, and may also be found at: http://dept.lamar.edu/leadership/doctoral/Content/OverviewContent.html

Internship/Practicum. Candidates must complete an Action Research Project during EDUD 6316, Internship I.


Phases/Transition Points

Phases(Transition Points)

Criteria Assessments

Phase 1-Admission to Doctoral Studies in Educational LeadershipCompletion of an Admissions Rubric that scores candidates on the following areas:

1. Evidence of a completed master’s degree from an accredited university in an area related to the proposed studies, with a minimum grade point average of 3.5 on a 4.0 scale for courses applied toward a graduate degree.2. Commitment and demonstration of interest in education as a career and commitment to the advancement of education through professional leadership; as indicated by: * Prior and current involvement in leadership activities (memberships, scholarly writing, presentations, awards, etc.) * An essay of approximately 500 words on the applicant’s background, professional career goal, and reason for pursuing a doctorate degree. * An interview with program faculty. 3. Academic Record- Regular admission will be based on the following formula: [GPA (last 60 hours of overall GPA) x 200] + (GRE V+Q)= or >1400.4. References- 3 completed Reference Rating forms addressing the applicant’s professional and academic background.

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http://dept.lamar.edu/leadership/doctoral/Content/OverviewContent.html

The student becomes a doctoral student and progresses into the doctoral program upon the successful completion of the admissions rubric and their obtained score falls within an acceptable number for each cohort. Doctoral faculty agree on candidates after all paperwork and interviews have been conducted.

Phase 2 – Completion of Pre-Prospectus Paper

Student’s dissertation committee (usually three to four faculty members) meets to discuss the pre-prospectus paper presented by the candidate. Discussion of the research topic includes: what is the rational for the study; what is the main question, what are possible research questions?; what is the theoretical grounding for the study; brief outline of the literature review; how is the student going to go about answering the questions, what methodology will be used; what do you expect your study to contribute to the field of leadership?

The student progresses into Phase 3 upon completion of the pre-prospectus paper and a successful presentation to the student’s committee. The committee must agree on the study and sign form F-2 in Dissertation Handbook. The student begins work on Chapters 1-3 of the formal dissertation.

Phase 3 - Completion of Synthesis Rubric and Oral Rubric

A student proficiency assessment comprises the course content for EDUD 6353 Synthesis Seminar consisting of two components: synthesis portfolio and oral synthesis presentation.

Written Exam: Portfolio. The student submits an individual graduate portfolio limited to 1 inch which documents learning experiences throughout the coursework. The portfolio synthesizes knowledge and learning from coursework in personal and professional practice for leadership.

Oral Exam: Oral Synthesis Presentation. The student presents an oral synthesis to the cohort in a 10-12 minute presentation which is videotaped. Presentation of key aspects of student growth as a scholar-practitioner is supported by citing authors to support main points in a professionally delivered presentation. This is organized through development of 3-4 themes that characterize the student’s work.

The professor of record for EDUD 6353 assigns a grade to the portfolio synthesis and the oral presentation. Successful completion of these components in EDUD 6353 allows the student to apply for Advancement to Candidacy (Form D-4a) and move to Phase 4.

Phase 4 – Completion of Dissertation Doctoral student convenes dissertation committee and

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Proposal Defense defends dissertation proposal that adheres to the following guidelines:

Title Page, Table of Contents, Chapters 1-3, Placeholders for pages such as Dedication, Abstract, etc., References, and Appendices.

The proposal defense hearing will focus on the following questions:

Will this study contribute to the knowledge base?

Is the proposed study feasible?

Is the methodology appropriate?

Is the study grounded in the literature?Successful completion of these components allows the student to the Advancement of Candidacy stage (Form D4c) and move to Phase 5.After a successful proposal defense, the student submits paperwork for Institutional Review Board (IRB) approval. When the IRB grants approval, the student begins collecting data and developing Chapters 4-5 of the dissertation.

Phase 5- Completion of the Dissertation Defense

When the dissertation committee chair and other committee members are satisfied that the work is complete or nearly complete, the student will be invited to schedule the dissertation defense.

Key Assessments. Key assessments for the EdD program are embedded in the course of study as assignments and projects.




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http://dept.lamar.edu/education/ncate-ir/data/AssessmentLinks.html#EdD



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