2016-2017 graduate studies in education handbook · 2016-2017 graduate studies in education...
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College of Education and Human Sciences Department of Education
321 Education and Human Sciences Building
520 11th Street South/PO Box MUW-1637
Columbus, MS 39701
http://www.muw.edu/edhs/ed/graduate
662-329-7365
662-241-7869
gse@muw.edu
*FOR OTHER INFORMATION AND MORE DETAILED INFOMRATION CONCERNING GRADUATE STUDIES AT MUW VISIT http://catalog.muw.acalog.com/index.php 2016-2017 GRADUATE CATALOG/BULLETIN.
MUW Education Department
2016-2017
Graduate Studies in
Education Handbook
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TABLE OF CONTENTS
Graduate Studies in Education Mission Statement ……………………………………… 4
Conceptual Framework …………………………………………………………………...5
Policies for Dismissal, Probation, and Expulsion ………………………………………...11
State Board Code of Ethics and Standards of Conduct …………………………………..12
Degree Program Descriptions …………………………………………………………….18
Educational Leadership …………………………………………………………...19
Gifted Studies ……………………………………………………………………..23
Gifted Certification ……………………………………………………………….28
Master of Arts in Teaching ……………………………………………………….29
Reading/Literacy …………………………………………………………………34
Reading/Literacy Certification …………………………………………………...38
Applying for Licensure …………………………………………………………………..39
Graduate Portfolio Requirements ………………………………………………………...42
Rubrics for Portfolios …………………………………………………………………….45
Graduate Portfolio Rubric (EDL) ………………………………………………………..46
Graduate Portfolio Rubric (GFT) ………………………………………………………..48
Graduate Portfolio Rubric (MAT) ……………………………………………………….52
Graduate Portfolio Rubric (R/L) …………………………………………………………54
Guidelines for Comprehensive Exams …………………………………………………...63
Written Standards for Failure to Pass Comprehensive Exams …………………………..64
Rubrics for Comprehensive Exams ……………………………………………………...65
Graduate Comprehensive Exam Rubric (EDL) ………………………………………….66
Graduate Comprehensive Exam Rubric (GFT) ………………………………………….69
Graduate Comprehensive Exam Rubric (MAT) …………………………………………77
Graduate Comprehensive Exam Rubric (R/L) …………………………………………...78
Research Project Guidelines ……………………………………………………………..87
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Teacher Dispositions …………………………………………………………………….88
Teacher Candidate Licensure Advisory …………………………………………………92
Checklist for Graduate Students …………………………………………………………94
IVP Form for Licensure ………………………………………………………………….95
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MUW GRADUATE STUDIES IN EDUCATION
MISSION STATEMENT
Mississippi University for Women offers graduate programs that provide students who have received a
baccalaureate degree with opportunities to learn research-based content beyond that of their undergraduate
programs while refining their skills as practicing professionals. The mission of Graduate Studies follows the
University’s Strategic Plan: (1) promoting academic excellence through programs that result in individuals who
are masters in their profession, (2) maintaining a rigorous system of admissions and monitoring, (3) developing
leadership and research skills, and (4) fostering community service as well as participation in state, regional,
national, and international organizations. Graduate faculty, administration, and staff at Mississippi University
for Women are committed to providing a quality environment with resources for excellence.
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MUW Graduate Programs in Education Conceptual Framework
The Mississippi University for Women Conceptual Framework is based upon the Educator as
Reflective Decision Maker and represents the foundational professional beliefs and practices guiding
the development of educator candidates within the Mississippi University for Women Educator
Preparation Program. The current model and framework were developed a number of years ago as a
collaborative process involving the MUW faculty and constituency, and the unit has continued to find
the framework relevant over time. Reviews and modifications have been used to update it and ensure
continued viability.
The elements of the conceptual framework represent:
Diverse Educator Candidate Population (Foundation)
The foundation for the conceptual frameworks is the diverse educator
candidate population. The faculty and administration of the university
are committed to recruitment of a diverse educator candidate
population. The challenges and responsibilities of the Mississippi
University for Women Educator Preparation Program Unit are to
nurture all candidates’ individual differences while providing them
with development of appropriate depth and breadth in their
understanding and experiences related to content, pedagogy,
content pedagogy, and professionalism as educators. The faculty
seeks to develop within each candidate acquisition of knowledge,
self-understanding, skills and dispositions to practice appropriate professional reflective decision
making.
Educator Preparation Program Knowledge Base (Next Pedestal of Support)
When undergraduate educator candidates initially enter Mississippi University for Women, they are
introduced to a strong general knowledge base in core subject content areas through the required
university general education curriculum. After admission to the Teacher Education Program, teacher
candidates continue their studies in their professional education courses and are guided to develop
knowledge, skills, and dispositions to be successful educators who practice reflectively. The curricula
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for all preparation programs within the unit, including both content specific and professional education
coursework, are based ono well-founded theories and current research.
The knowledge base is delivered through an integration of experiences in both theory and practice for
candidates. The pillars of the model represent all aspects of learning – knowledge, self-understanding,
skills, and dispositions. For undergraduate educator candidates, a carefully articulated progression of
clinical experiences begins in (ED 302) The Art and Science of Teaching course and concludes with
the full-time internship (ED 406, 407, 409) during the final professional education semester. For
graduate candidates, theory and practical experiences, including internships, are integrated and
embedded in required courses. Educator candidates are encouraged and guided in using
metacognition and reflection to develop self-understanding. Their knowledge, skills, and dispositions
are assessed at levels throughout the program, and feedback is provided to foster growth.
Knowledge Base, Self-Understanding, Skills, and Dispositions (Pillars of the Model) Educator
candidates in the Mississippi University for Women Educator Preparation Program Unit are
expected to develop and demonstrate professional competency in the areas represented in the pillars
on the model: (a) applying knowledge that is related to content, pedagogy, and content pedagogy; (b)
developing self-understanding through guided reflection upon their own practices, beliefs, and skills
development; (c) practicing appropriate teaching, leadership, and professional skills that support
positive impact on K-12 student learning; and (d) acquiring and/or refining dispositions that foster
learning and positive human relationships, reflect appropriate work and professional ethics, and
demonstrate reflection upon their own values and decision making. The knowledge base is delivered
through the programs of study for each degree program. The unit practices strategies to ensure that
the professional education courses are delivered with continuity and purpose. The Education
Department has at least two retreats a year, and curriculum mapping is an ongoing topic of their work.
In addition, instructors in multiple sections of courses collaborate so that syllabi and expectations are
consistent. Any adjunct faculty are expected to adhere to the established syllabi and delivery.
Common texts are used in multiple sections and text books are chosen by the faculty in collaboration
with the department chair. MUW does not accept any transfer of professional education courses from
other institutions. The progression of study through the undergraduate programs require minimum
grade of “C” in professional education courses, specific content courses, and other specific courses
identified in program materials. Professional education courses are defined by the unit as those which
provide components in theory in teaching and learning, pedagogy, or content pedagogy.
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Reflective Decision Making (Entablature resting on the Pillars in the model)
The anticipated outcome for both graduate and undergraduate Educator Candidates is an ability to
utilize reflective decision making in all aspects of professional practice. Candidates are guided in
developing these skills through experiences in all aspects of the progression through their programs of
study. Toward the accomplishment of this aim, the Mississippi University for Women Educator
Preparation Program has adopted the principles of the Interstate New Teacher Assessment and
Support Consortium (INTASC) and the standards of the National Board of Professional Teaching
Standards as goals for aspiring teacher candidates. Experiences are aligned with these standards.
For aspiring administrators, the alignment is with the Interstate School Leaders Licensure Consortium
Standards, Educational Leadership Constituents Council, and the National Board of Professional
Standards for Administrators. The Mississippi Curriculum Frameworks for K-12 Learners (MDE
Website: http://www.mde.k12.ms.us/) is also used by teacher candidates. During the 2011-2012
academic year, the MUW faculty engaged in Common Core training with the anticipation that an
alignment with Common Core Standards will be used as the Mississippi Curriculum Frameworks for K-
12 Learners.
Continued Growth (Pediment above the Entablature)
Educator candidates are guided and encouraged throughout their programs of study to continue to
develop professional skills throughout their careers and to pursue lifelong learning and professional
growth. The pediment at the top of the figure represents this goal for graduates of the programs. The
university faculty are also expected to model these behaviors themselves in their own continued growth
and professional behavior.
Graduate Studies also incorporated The Five Core Propositions for the National Board for Professional
Teaching Standards/Administrative Standards into the Conceptual Framework.
1. Teachers are committed to students and their learning.
Accomplished teachers are dedicated to making knowledge accessible to all students. They act on the
belief that all students can learn. They treat students equitably, recognizing the individual differences
that distinguish one student from another and taking account of these differences in their practice.
They adjust their practice based on observation and knowledge of their students’ interests, abilities,
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skills, knowledge, family circumstances and peer relationships. Accomplished teachers understand
how students develop and learn. They incorporate the prevailing theories of cognition and intelligence
in their practice. They are aware of the influence of context and culture on behavior. They develop
students’ cognitive capacity and their respect for learning. Equally important, they foster students’ self-
esteem, motivation, character, civic responsibility and their respect for individual, cultural, religious and
racial differences.
2. Teachers know the subjects they teach and how to teach those subjects to students.
Accomplished teachers have a rich understanding of the subject(s) they teach and appreciate how
knowledge in their subject is created, organized, linked to other disciplines and applied to real-world
settings. While faithfully representing the collective wisdom of our culture and upholding the value of
disciplinary knowledge, they also develop the critical and analytical capacities of their students.
Accomplished teachers command specialized knowledge of how to convey and reveal subject matter to
students. They are aware of the preconceptions and background knowledge that students typically
bring to each subject and of strategies and instructional materials that can be of assistance. They
understand where difficulties are likely to arise and modify their practice accordingly. Their instructional
repertoire allows them to create multiple paths to the subjects they teach, and they are adept at
teaching students how to pose and solve their own problems.
3. Teachers are responsible for managing and monitoring student learning.
Accomplished teachers create, enrich, maintain and alter instructional settings to capture and sustain
the interest of their students and to make the most effective use of time. They also are adept at
engaging students and adults to assist their teaching and at enlisting their colleagues’ knowledge and
expertise to complement their own. Accomplished teachers command a range of generic instructional
techniques, know when each is appropriate and can implement them as needed. They are as aware of
ineffectual or damaging practice as they are devoted to elegant practice. They know how to engage
groups of students to ensure a disciplined learning environment, and how to organize instruction to
allow the schools’ goals for students to be met. They are adept at setting norms for social interaction
among students and between students and teachers. They understand how to motivate students to
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learn and how to maintain their interest even in the face of temporary failure. Accomplished teachers
can assess the progress of individual students as well as that of the class as a whole. They employ
multiple methods for measuring student growth and understanding and can clearly explain student
performance to parents.
4. Teachers think systematically about their practice and learn from experience.
Accomplished teachers are models of educated persons, exemplifying the virtues they seek to inspire
in students – curiosity, tolerance, honesty, fairness, respect for diversity and appreciation of cultural
differences – and the capacities that are prerequisites for intellectual growth: the ability to reason and
take multiple perspectives to be creative and take risks, and to adopt an experimental and problem
solving orientation. Accomplished teachers draw on their knowledge of human development, subject
matter and instruction, and their understanding of their students to make principled judgements about
sound practice. Their decisions are not only grounded in the literature, but also in their experience.
They engage in lifelong learning which they seek to encourage in their students. Striving to strengthen
their teaching, accomplished teachers critically examine their practice, seek to expand their repertoire,
deepen their knowledge, sharpen their judgement and adapt their teaching to new findings, ideas, and
theories.
5. Teachers are members of learning communities.
Accomplished teachers contribute to the effectiveness of the school by working collaboratively with
other professionals on instructional policy, curriculum development and staff development. They can
evaluate school progress and the allocation of school resources in light of their understanding of state
and local educational objectives. They are knowledgeable about specialized school and community
resources that can be engaged for their students’ benefit, and are skilled at employing such resources
as needed. Accomplished teachers find ways to work collaboratively and creatively with parents,
engaging them productively in the work of the school.
Graduate Studies in Education also adhere to Professional Standards where available for each
program (EDL – Interstate School Leaders Licensure Consortium Standards, Gifted Studies – National
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Association for Gifted Children Standards, and Reading/Literacy – International Reading Association
Standards). Further, as well as the National Board for Professional Teaching or Administration
Standards.
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Policies and Procedures for
Dismissal, Probation, and Expulsion
Dismissal from Graduate Program
Unsafe, unethical, illegal, or unprofessional conduct, as well as academic dishonesty, is cause for
denying admission to graduate studies or for dismissal from graduate studies. A student dismissed for
these reasons will not be eligible for readmission to any graduate program at MUW. If a graduate
program denies admission to or dismisses a student for unsafe, unethical, illegal, or unprofessional
conduct the student may appeal the decision by following the procedure outlined below under
Academic Grievances. If the Academic Standards Board denies admission to or dismisses a student
for academic dishonesty, the student m ay appeal the decision to the President, as outlined below
under the Academic Dishonesty Policy. MUW educator preparation programs adheres to and upholds
the State Board Policy for Mississippi Code of Ethics.
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State Board Policy Mississippi Educator Code of Ethics and Standards of Conduct
Code 1717 ADOPTION: April 17, 1998
REVISION: January 20, 2011 http://home.mde.k12.ms.us/mississippi-board-of-education/mississippi-educator-
code-of-ethics-and-standards-of-conduct
Each educator, upon entering the teaching profession, assumes a number of obligations, one of which
is to adhere to a set of principles which defines professional conduct. These principles are reflected in
the following code of ethics which sets forth to the education profession and the public it serves
standards of professional conduct and procedures for implementation.
This code shall apply to all persons licensed according to the rules established by the Mississippi
State Board of Education and protects the health, safety and general welfare of students and
educators.
Ethical conduct is any conduct which promotes the health, safety, welfare, discipline and morals of
students and colleagues.
Unethical conduct is any conduct that impairs the license holder’s ability to function in his/her
employment position or a pattern of behavior that is detrimental to the health, safety, welfare,
discipline, or morals of students and colleagues.
Any educator or administrator license may be revoked or suspended for engaging in unethical
conduct relating to an educator/student relationship (Standard 4). Superintendents shall
report to the Mississippi Department of Education license holders who engage in unethical
conduct relating to an educator/student relationship (Standard 4).
Standard 1: Professional Conduct An educator should demonstrate conduct that follows generally recognized professional standards. 1.1 Ethical conduct includes, but is not limited to, the following:
1. Encouraging and supporting colleagues in developing and maintaining high standards
2. Respecting fellow educators and participating in the development of a professional teaching
environment
3. Engaging in a variety of individual and collaborative learning experiences essential to
professional development designed to promote student learning
4. Providing professional educational services in a nondiscriminatory manner
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5. Maintaining competence regarding skills, knowledge, and dispositions relating to his/her
organizational position, subject matter, and pedagogical practices.
6. Maintaining a professional relationship with parents of students and establish appropriate
communication related to the welfare of their children
1.2 Unethical conduct includes, but is not limited to, the following:
1. Harassment of colleagues
2. Misuse or mismanagement of tests or test materials
3. Inappropriate language on school grounds or any school-related activity
4. Physical altercations
5. Failure to provide appropriate supervision of students and reasonable disciplinary actions.
Standard 2: Trustworthiness An educator should exemplify honesty and integrity in the course of professional practice and does not knowingly engage in deceptive practices regarding official policies of the school district or educational institution. 2.1 Ethical conduct includes, but is not limited to, the following:
1. Properly representing facts concerning an educational manner in direct or indirect public
expression
2. Advocating for fair and equitable opportunities for all children
3. Embodying for students the characteristics of honesty, diplomacy, tact and fairness.
2.2 Unethical conduct includes, but is not limited to, the following:
1. Falsifying, misrepresenting, omitting, or erroneously reporting any of the following:
Employment history, professional qualifications, criminal history,
certification/recertification
Information submitted to local, state, federal, and/or other governmental agencies
Information regarding the evaluation of students and/or personnel
Reasons for absences or leave
Information submitted in the course of an official inquiry or investigation
Falsifying records or directing or coercing others to do so
Standard 3: Unlawful Acts An educator shall abide by federal, state, and local laws and statutes and local school board policies.
Unethical conduct includes, but is not limited to, the commission or conviction of a felony or sexual
offense. As used herein, conviction includes a finding or verdict of guilty, or a plea of nolo contendere,
regardless of whether an appeal of the conviction has been sought or situation where first offender
treatment without adjudication of guilt pursuant to the charge was granted.
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Standard 4: Educator/Student Relationship
An educator should always maintain a professional relationship with all students, both in and outside the classroom. 4.1 Ethical conduct includes, but is not limited to, the following:
1. Fulfilling the roles of mentor and advocate for students in a professional relationship. A
professional relationship is one where the educator maintains a position of teacher/student
authority while expressing concern, empathy, and encouragement for students
2. Nurturing the intellectual, physical, emotional, social and civic potential of all students
3. Providing an environment that does not needlessly expose students to unnecessary
embarrassment or disparagement
4. Creating, supporting, and maintaining a challenging
4.2 Unethical conduct includes, but is not limited to, the following:
1. Committing any act of child abuse
2. Committing any act of cruelty to children or any act of child endangerment
3. Committing or soliciting any unlawful sexual act
4. Engaging in harassing behavior on the basis of race, gender, national origin, religion or
disability
5. Furnishing tobacco, alcohol, or illegal/unauthorized drugs to any student or allowing a
student to consume alcohol or illegal/unauthorized drugs
6. Soliciting, encouraging, participating or initiating inappropriate written, verbal, electronic,
physical or romantic relationship with a student
Standard 5: Educator Collegial Relationships An educator should always maintain a professional relationship with colleagues, both in and outside the classroom. 5 Unethical conduct includes, but is not limited to, the following:
1. Revealing confidential health or personnel information concerning colleagues unless
disclosure serves lawful professional purposes or is required by law
2. Harming others by knowingly making false statements about a colleague or the school
system
3. Interfering with a colleague’s exercise of political, professional, or citizenship rights and
responsibilities
4. Discriminating against or coercing a colleague on the basis of race, religion, national origin,
age, sex, disability, or family status
5. Using coercive means or promise of special treatment in order to influence professional
decisions of colleagues
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Standard 6: Alcohol, Drug and Tobacco Use or Possession An educator should refrain from the use of alcohol and/or tobacco during the course of professional practice and should never use illegal or unauthorized drugs 6.1 Ethical conduct includes, but is not limited to, the following:
1. Factually representing the dangers of alcohol, tobacco an illegal drug use and abuse to
students during the course of professional practice
6.2 Unethical conduct includes, but is not limited to, the following:
1. Being under the influence of, possessing, using, or consuming illegal or unauthorized drugs
2. Being on school premises or at a school-related activity involving students while documented
as being under the influence of, possessing, or consuming alcoholic beverages. A school-
related activity includes but is not limited to, any activity that is sponsored by a school or a
school system or any activity designed to enhance the school curriculum such as club trips,
etc. which involve students.
3. Being on school premises or at a school-related activity involving students while documented
using tobacco.
Standard 7: Public Funds and Property An educator shall not knowingly misappropriate divert, or use funds, personnel, property, or equipment committed to his or her charge for personal gain or advantage. 7.1 Ethical conduct includes, but is not limited to, the following:
1. Maximizing the positive effect of school funds through judicious use of said funds
2. Modeling for students and colleagues the responsible use of public property
7.2 Unethical conduct includes, but is not limited to, the following:
1. Knowingly misappropriating, diverting or using funds, personnel, property or equipment
committed to his or her charge for personal gain
2. Failing to account for funds collected from students, parents or any school-related function
3. Submitting fraudulent requests for reimbursement of expenses or for pay
4. Co-mingling public or school-related funds with personal funds or checking accounts
5. Using school property without the approval of the local board of education/governing body
Standard 8: Remunerative Conduct An educator should maintain integrity with students, colleagues, parents, patrons, or businesses when accepting gifts, gratuities, favors, and additional compensation. 8.1 Ethical conduct includes, but is not limited to, the following:
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1. Insuring that institutional privileges are not used for personal gain
2. Insuring that school policies or procedures are not impacted by gifts or gratuities from any
person or organization
8.2 Unethical conduct includes, but is not limited to, the following:
1. Soliciting students or parents of students to purchase equipment, supplies, or services from
the educator or to participate in activities that financially benefit the educator unless
approved by the local governing body
2. Tutoring students assigned to the educator for remuneration unless approved by the local
school board
3. The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional
judgement or to obtain special advantage. (This standard shall not restrict the acceptance of
gifts or tokens offered and accepted openly from students, parents, or other persons or
organizations in recognition or appreciation of service)
Standard 9: Maintenance of Confidentiality An educator shall comply with state and federal laws and local school board policies relating to confidentiality of student and personnel records, standardized test material, and other information covered by confidentially agreements. 9.1 Ethical conduct includes, but is not limited to, the following:
1. Keeping in confidence information about students that has been obtained in the course of
professional service unless disclosure serves a legitimate purpose or is required by law
2. Maintaining diligently the security of standardized test supplies and resources
9.2 Unethical conduct includes, but is not limited to, the following:
1. Sharing confidential information concerning student academic and disciplinary records,
health and medical information, family status/income and assessment/testing results unless
disclosure is required or permitted by law
2. Violating confidentiality agreements related to standardized testing including copying or
teaching identified test items, publishing or distributing test items or answers, discussing test
items, and violating local school board or state directions for the use of tests
3. Violating other confidentiality agreements required by state or local policy
Standard 10: Breach of Contract or Abandonment of Employment An educator should fulfill all of the terms and obligations detailed in the contract with the local school board or educational agency for the duration of the contract. 10. Unethical conduct includes, but is not limited to, the following:
1. Abandoning the contract for professional services without prior release from the contract by
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the school board
2. Refusing to perform services required by the contract
Academic Probation and Expulsion from Graduate Programs A graduate student who does not maintain a 3.0 MUW cumulative GPA (including grades of I) will be
placed on probation. If the student on probation fails to earn a 3.0 MUW cumulative GPA (excluding
grades of I) at the end of the probationary semester, the student will be removed from the graduate
program and will not be allowed to enroll in any graduate program at MUW. If the student on probation
earns a 3.0 MUW cumulative GPA (excluding grades of I) at the end of the probationary semester, the
student may continue in good standing unless the student earned a grade of I during the probationary
semester, in which case the student may continue on probation.
A student who makes more than two grades of C, a grade of D, or a grade of F will be removed from
the graduate program and will not be allowed to enroll in any graduate program at MUW.
A student who is removed from the graduate program may appeal that decision to the Graduate
Student Scholastic Appeals Committee. A graduate student may appeal to this committee only once
during his or her graduate-student career. The student’s appeal shall consist of a letter, in her/his own
words, addressed to the Committee in care of the Director of Graduate Studies. It should contain
salient information detailing possible reasons and explanations for sub-standard academic
performance, any extenuating circumstances, etc. In addition to the student’s own letter, any letters of
support for the student from outside parties should also accompany the letter. The Director of
Graduate Studies shall forward the appeal information to the Chair of the Graduate Student Scholastic
Appeals Committee. The deadline for receiving appeals shall be the working day prior to the published
registration date for the semester for which the student intends to register. Neither the student, nor any
other parties, shall be granted the privilege of a personal appearance or hearing before the Committee.
The Committee shall reserve the right to seek any relevant academic information pertaining to the
student, such as class attendance records and transcripts, before rendering a final decision on the
expulsion of the student. The Committee shall have the right to impose certain academic requirements
or conditions on any student it readmits to the university. These may include, but are not limited to,
prescribing certain courses, determining semester course load, requiring specified level of scholastic
performance, and requiring academic counseling. A written statement concerning the actions of the
Committee on each student’s appeal shall be forwarded to the Director of Graduate Studies, who will
then notify the student in writing of the Committee’s action with copies to the Registrar and the
student’s Academic Department. The Graduate Student Scholastic Appeals Committee represents the
highest performance review board to which the student may appeal an academic expulsion. The
decisions of the committee are not subject to review or change by any other university authority.
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DEGREE
PROGRAM
DESCRIPTIONS
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Master of Education in Educational Leadership
Philosophy
The Master of Education degree in Educational Leadership is designed to prepare graduates for
Mississippi K-12 AA Certification in School Administration. The degree objective is to prepare future school
leaders to effectively lead and respond to the changing needs of educational communities of the 21st century.
The curriculum is aligned with the Interstate School Leaders Licensure Consortium Standards, and the
Educational Leadership Constituent Council’s requirements, and complies with current National Council for
Accreditation of Teacher Education (NCATE)/ Council for the Accreditation of Educator Preparation (CAEP)
standards. Emphases in the degree program include: diversity, with particular emphasis on gender; ethical
decision making; instructional supervision; and the integration of theory with practice through intensive
internships.
The 39-hour degree program is cohort based, with a new cohort beginning study each summer.
Candidates must have a minimum of three years of teaching experience. Intensive internships are a requirement
of the degree program.
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MISSISSIPPI UNIVERSITY FOR WOMEN
Master of Education in Educational Leadership
DEGREE REQUIREMENTS:
The 39-hour degree program requires the following:
CORE EDUCATION COURSES: (8 credit hours)
ED 600 & ED 600L – Leadership through Action Research for School Improvement
ED 614 & ED 614L – Leadership through Building a Culture of Professionalism
Educational Leadership Courses: (28 credit hours)
ED 620 & ED 620L – Leadership through Developing a Vision to Build a Collaborative Learning Community
& Foster School Improvement
ED 630 & ED 630L – Leadership through Instructional Supervision
ED 638 & ED 638L – Leadership through Supporting Diverse Learners
ED 640 & ED 640L – Leadership through School Management
ED 652 & ED 652L – Leadership through Curriculum Development & Supervision
ED 680 & ED 680L – Leadership through Legal & Ethical Decision Making
ED 699 - Ethical Leadership Capstone Internship: Practicing Professional Behaviors and Growth
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Graduate Studies Mississippi University for Women
Application for Admission to Candidacy for Degree
Name ID #
Local Address Phone
Permanent
Address Email
Graduate of
Graduation Date Undergrad Major
Graduate Degree Desired MED Major/Specialization EDL
PROPOSED PROGRAM FOR EDUCATIONAL LEADERSHIP
Course Number
Elective Major
Course Title Term Credit Grade
ED 600/600L Leadership through Action Research for School Improvement
4
ED 614/614L Leadership through Building a Culture of Professionalism
4
ED 620/620L Leadership through Developing a Vision to Build a Collaborative Learning Community & Foster
School Improvement
4
ED 630/630L Leadership through Instructional Supervision 4
ED 638/638L Leadership through Supporting Diverse Learners 4
ED 640/640L Leadership through School Management 4
ED 652/652L Leadership through Curriculum Development & Supervision
4
ED 680/680L Leadership through Legal & Ethical Decision Making
4
ED 699 Ethical Leadership Capstone Internship: Practicing Professional Behaviors and Growth
1 - 6
TOTAL CREDITS 36
Graduate comprehensive exam has been successfully completed. Yes No
Graduate portfolio has been successfully completed. Yes No
Earned MS passing score on SLLA exam. Yes No
SIGNATURE OF ADVISOR \
SIGNATURE OF STUDENT \
DATE
DATE
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Review for Candidacy Graduate Studies
(NAME OF STUDENT)
has completed sufficient
hours and has the appropriate QPA to be considered for candidacy. The record and program of studies have
been reviewed and the student
is recommended for candidacy.
is not recommended for candidacy because
COORDINATOR OF GRADUATE STUDIES IN EDUCATION DATE
EDUCATION DEPARTMENT CHAIR DATE
DEAN OF THE COLLEGE DATE
DIRECTOR OF GRADUATE STUDIES DATE
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Master of Education in Gifted Studies
Philosophy
The philosophy for the graduate program in gifted studies is based upon the belief that educators who work
specifically with gifted/talented students should hold a master’s degree in the field and should develop a variety of
special competencies for teaching this population. The professional standards jointly agreed upon by the two
national governing bodies of education, The National Association for Gifted Children (NAGC) and The
Association for the Gifted (TAG), state that degree programs with a major emphasis in gifted education should be
offered only at the graduate level.
The graduate program in Gifted Studies builds on the knowledge and skills that are obtained in
professional education training at the baccalaureate level. The program is designed for licensed teachers who
wish to attain certification in Gifted Studies. Attainment of advanced knowledge and skills necessary to
appropriately recognize and meet the unique cognitive and affective needs of students occurs throughout the
process of extended research and training through the graduate program.
Graduate students in Gifted Studies must take courses in the following areas: Core courses, Studies of the
Gifted, and Electives/Content Area Studies. The Core Courses include research methods in education. Graduates
are prepared to conduct research and promote the use of research findings. Curriculum Development is also
included in the core courses. Graduate students develop the theoretical bases and practical applications for
curriculum work with the gifted. Procedures to follow and concepts to consider in creating curriculum
experiences are also developed.
Studies of the Gifted focus on advanced knowledge and skills necessary for the specialized role of
teacher/coordinator of gifted programs. A teaching internship is included in the studies of the gifted which
involved university-supervised instruction of gifted students geared to the anticipated master teacher position.
~ 24 ~
Elective/Content Area Studies are designed to develop a specialization appropriate to the level of teaching
or the professional role of the individual. The faculty believes that professionals working with gifted students
should have a strong content area emphasis in their background.
The master’s degree in Gifted Studies provides special advanced training and leadership experiences for
professionals who are committed to more purposeful and comprehensive programming for gifted students. The
faculty of the graduate program also believe that information concerning gifted students is beneficial to all
teachers, administrators, parents, counselors, and other interested persons.
~ 25 ~
MISSISSIPPI UNIVERSITY FOR WOMEN
Master of Education in Gifted Studies
DEGREE REQUIREMENTS:
The 36-hour degree program requires the following:
CORE EDUCATION COURSES: (12 credit hours)
ED 500 – Educational Research
ED 514 – Professional Role of the Teacher
ED 520 – Foundations of Education or ED 504 – Advanced Educational Psychology
*ED 522 – Curriculum Development
STUDIES OF THE GIFTED: (18 credit hours)
*ED 516 – Understanding Gifted Populations
*ED 517 – Methods, Materials, and Resources for the Gifted
ED 530 – Counseling the Gifted or ED 530 – Atypical Populations of the Gifted
*ED 595 – Program Development and Evaluation
ED 596 – Trends and Issues in Gifted Education
*ED 598 – Internship in Education
ELECTIVES: (6 credit hours)
ED 594 – Atypical Populations of the Gifted or ED 530 – Counseling the Gifted
ED 532 – Literature for the Child and Adolescent
ED 503 – Instructional Technology
Any course in R/L
*Courses required for Gifted Licensure
**Two years of teaching experience is required for certification in gifted studies.
~ 26 ~
Graduate Studies Mississippi University for Women
Application for Admission to Candidacy for Degree
Name ID #
Local Address Phone
Permanent
Address Email
Graduate of
Date of
Graduation
Undergraduate
Major
Graduate Degree Desired MED Major/Specialization Gifted Studies
PROPOSED PROGRAM FOR GIFTED STUDIES
Course Number
Elective Major
Course Title
Term
Credit
Grade
ED 500 Educational Research 3 ED 514 The Professional Role of Educators 3 ED 520 or ED 504
Foundations of Education or Advanced Educational Psychology
3
* ED 552 Curriculum Development 3
* ED 516 Understanding Gifted Populations 3 * ED 517 Methods, Materials, and Resources for Teaching the Gifted 3
ED 530 or
ED 594
Counseling the Gifted Student
Atypical Populations of the Gifted 3
* ED 595 Program Development & Evaluation 3 ED 596 Capstone: Trends and Issues in Gifted Studies 3
* ED 598 Internship in Education 3 6 Hours of electives.
Suggested Elective: ED 594 or ED 530, ED 532, ED 503, or any course in DI or R/L
3
3
* Required for certification. TOTAL CREDITS 36
Graduate comprehensive exam has been successfully completed. Yes No
Graduate portfolio has been successfully completed. Yes No
SIGNATURE OF ADVISOR DATE SIGNATURE OF STUDENT DATE
REVISED 2/2010
~ 27 ~
Review for Candidacy Graduate Studies
_________________________________________________ has completed sufficient
(NAME OF STUDENT)
hours and has the appropriate QPA to be considered for candidacy. The record and program of
studies have been reviewed and the student
is recommended for candidacy.
is not recommended for candidacy because
___________________________________________________________________________
COORDINATOR OF GRADUATE STUDIES IN EDUCATION DATE
EDUCATION DEPARTMENT CHAIR DATE
DEAN OF THE COLLEGE DATE
DIRECTOR OF GRADUATE STUDIES DATE
~ 28 ~
Mississippi University for Women
Gifted Certification Online
College of Education & Human Sciences
Graduate Studies in Education
Department of Education
1100 College Street, MUW-1637, Columbus, MS 39701-5800
Tel: (662) 329-7365 Fax: (662) 329-7365
Start in Summer – End in Spring!
For licensed teachers only.
Enrollment limited to 25 students.
Course Rotation:
Summer
ED 516 – Understanding Gifted Populations
Fall
ED 517 – Methods, Materials, & Resources for Teaching the Gifted
ED 552 - Curriculum Development
Spring
ED 595 – Program Development and Evaluation
ED 595 – Internship in Education
For more information contact Dr. Royal Toy
retoy@muw.edu or 662-241-7628
Candidates must be fully admitted into MUW
Gifted Studies Certification Program
Rev. 09/2014
~ 29 ~
Master of Arts in Teaching
MAT
The Master of Arts in Teaching degree provides college students with:
an alternative opportunity to teach in Mississippi secondary schools (7-12);
mentoring and support for those who wish to teach in Mississippi secondary schools; and
the course work, knowledge base, and field experiences needed to be licensed, successful
secondary teachers.
Twelve hours of MUW course work are required for a class A certificate. Twenty-one hours of
undergraduate or graduate credit are required in the content area of licensure (must have grades
of C or above). See your advisor for specific coursework requirements. Thirty-six hours are
required for a Master of Arts in Teaching degree. MAT students must have been employed by a
school district within a 40- mile radius of MUW for 1 year prior to completion of the twelve
hour, 5-year licensure requirements.
~ 30 ~
MISSISSIPPI UNIVERSITY FOR WOMEN
Master of Arts in Teaching
Degree Requirements:
The 36-hour degree program requires the following:
RECOMMENDED COURSE ROTATION – Pre-Teaching Required Courses
(taught the summer before the Internship)
Summer:
ED 549: Instructional Assessment Practices and Procedures 3
ED 551: Managing the Instructional Environment 3
ED 538: Understanding Individual Learning Differences 3
Total Rotation 9
Upon completion of the above courses (ED 549 & ED 551), candidates will be eligible for a special Mississippi
alternate route license which is good for three years.
INTERNSHIP PHASE
To complete the Internship Phase (6 hours), candidates must hold a teaching position. If a teaching position is not
obtained, candidates may not continue in the graduate program.
ED 548: Methods and Materials for Teaching Diverse Learners 3
ED 566: Internship 6
Total Rotation 9
Upon completion of the 12 hours including at least 6 of internship, candidates will be eligible for a class A
standard alternate route Mississippi license.
OTHER COURSES FOR AA LICENSURE AND COMPLETION OF DEGREE
ED 500: Educational Research 3
ED 503: Instructional Technology 3
ED 514: The Professional Role of the Teachers 3
ED 520: Foundations of Education or ED 504: Adv. Educational Psychology 3
ED 527: Content Area Literacy 3
*ED 552: Curriculum Development 3
Total additional Courses for AA Licensure 18
Upon completion of all the above courses (36 hours), candidates will be eligible for a Class AA standard alternate
route Mississippi license.
The following are areas in which MAT Certification can be obtained:
Art Education English Marketing Physics Technology Education
Biology French Mathematics Social Studies
Business Education German Music Education Speech Communications
Chemistry Home Economics Physical Education Spanish
Visit www.mde.k12.ms.us/ed_licensure/praxis_test.html for testing codes.
*Must have completed ED 538 & ED 548.
~ 31 ~
MASTER OF ARTS IN TEACHING
STATEMENT OF UNDERSTANDING
The Mississippi Department of Education requires the successful completion of the Internship
before candidate are eligible for a five-year teaching license. In order to satisfy this
requirement, and to enroll in the Internship class, the candidate in the MAT program must:
a. Be employed full-time in a 7-12 school setting.
b. Teach in his or her area of certification – a successfully completed content
knowledge area of Praxis II that is included in one of the following MAT subject
areas:
Art Education Mathematics
Biology Music Education
Business Education Physical Education
Chemistry Physics
English Social Studies
French Spanish
German Speech Communications
Home Economics Technology Education
Marketing
Internships are 3 credit hours, and two internships are required in separate semesters. This
results in a full year of employment prior to a 5-year license eligibility.
Candidates who are not able to find employment after completing the requirements for the
initial three-year alternate-route licensure will not be permitted to continue in the program. A
degree cannot be earned until an internship has been successfully completed. This is a
requirement for all MAT students.
MAT students will be required to sign the Statement of Understanding during the first six
hours of enrollment.
Signature ________________________________________________________________
Name Printed ____________________________________________________________
Date ____________________________________________________________________
Advisor Signature ________________________________ Date __________________
Revised 09/2015
~ 32 ~
Graduate Studies Mississippi University for Women
Application for Admission to Candidacy for Degree
Name __________________________________________ ID# ____________________
Local Address ___________________________________ Phone __________________
Permanent
Address ________________________________________ Email ___________________
Graduate of ______________________________________________________________
Date of Undergraduate
Graduation ___________________________ Major _________________________
Graduate Degree Desired MAT Major Specialization ___________________
Proposed Program for Master of Arts in Teaching
Course Number
Elective Major
Course Title
Term
Credit
Grade
ED 549 Instructional Assessment Practices & Procedures 3 ED 551 Managing the Instructional Environment 3 ED 538 Understanding Individual Learning Differences 3
ED 548 Methods & Materials for Teaching Diverse
Learners 3
ED 566 Internship (2=6) 3 ” ” 3
ED 500 Educational Research 3 ED 503 Instructional Technology 3 ED 514 The Professional Role of the Teacher 3 ED 520
or ED 504 Foundations of Education or Advanced Educational Psychology
3
ED 527 Content Area Literacy 3 * ED 552 Curriculum Development 3
* Must have completed ED 538 & ED 548 TOTAL CREDITS 36 Graduate comprehensive exam has been successfully completed. Yes No
Graduate portfolio has been successfully completed. Cc Yes No
_____________________________ _________ _____________________________________ _________
SIGNATURE OF ADVISOR DATE SIGNATURE OF STUDENT DATE
REVISED 09/2014
~ 33 ~
REVIEW FOR CANDIDACY GRADUATE STUDIES
__________________________________________________ has completed sufficient
(NAME OF STUDENT)
hours and has the appropriate QPA to be considered for candidacy. The record and program of
studies have been reviewed and the student
is recommended for candidacy.
is not recommended for candidacy because
COORDINATOR OF GRADUATE STUDIES IN EDUCAITON DATE
____________________________________________________________________________________________
EDUCATION DEPARTMENT CHAIR DATE
____________________________________________________________________________________________
DEAN OF COLLEGE DATE
_____________________________________________________________________________
DIRECTOR OF GRADUATE STUDIES DATE
~ 34 ~
Master of Education in Reading Literacy
Philosophy
Literacy (reading, writing, listening, speaking, and viewing) is essential for success in
our society. Literacy is highly valued and important for economic and social advancement even
in the face of change in America. With the publication of Becoming a Nation of Readers in
1985 (Anderson, Hiebert, Scott, & Wilkinson), the nation’s attention was focused on literacy
instruction and best practices. The Governor’s conference, held in Charlottesville, VA in 1995,
called for all children to become readers by the end of third grade. Two large scale studies were
subsequently conducted, the National Research Council’s Preventing Reading Difficulties in
Young Children (Snow, 1998) and The National Reading Panel’s Teaching Children to Read:
An Evidence-Based Assessment of the Scientific Research Literature of Reading and Its
Implications for Reading Instruction (National Institute of Child Health and Human
Development, 2000). Both reports emphasize the need for knowledgeable and excellent
teachers of reading/literacy.
The Master of Education in Reading/Literacy focuses on the integrated connections
among all the literacies (reading, writing, speaking, listening, and more recently, viewing and
technology). This program is based upon International Reading Association (2013) Standards
for Reading Professionals. The program is designed for licensed teachers who wish to enhance
their professional preparation in the field of reading/literacy in preparation for becoming a
reading specialist at the master’s level. The conceptual framework for this graduate program is
based on the five core propositions of the National Board for Professional Teaching Standards,
as well as the IRA standards. Candidates who complete this program will earn AA licensure in
Remedial Reading, grades K-12.
~ 35 ~
Mississippi University for Women
Master of Education in Reading/Literacy
Degree Requirements:
The 36-hour degree program requires the following:
Core Courses (Required): 12 Hours
ED 500: Educational Research
ED 514: Professional Role of the Teacher
ED 520 or ED 504: Foundations of Education or Advanced Educational Psychology
ED 552: Curriculum Development
Studies in Reading/Literacy (Required): 24 Hours
ED 523: Early Literacy Development (Pre-K-3)
ED 524: Expanding Literacy Development (4-12)
ED 527: Content Area Literacy
ED 531: Capstone: Effective Reading Programs
ED 532: Literature for the Child and Adolescent
ED 564: Effective Literacy Assessment and Intervention
ED 599: Internship in Reading Literacy (2=6 Hours)
~ 36 ~
Yes No
Graduate Studies Mississippi University for Women
Application for Admission to Candidacy for Degree
Name ______________________________________________ ID # ___________________
Local Address _______________________________________ Phone __________________
Permanent
Address ____________________________________________ Email ___________________
Graduate of
___________________________________________________________________
Date of Undergraduate
Graduation ___________________ Major
_____________________________
Graduate Degree Desired MED Major/Specialization R/L
Proposed Program for Reading/Literacy Course
Number
Elective
Major
Course Title Term Credit Grade
ED 500 Educational Research 3
ED 514 Professional Role of Educators 3
ED 520 or
ED 504
Foundations of Education or
Advanced Educational Psychology
3
ED 552 Curriculum Development 3
ED 523 Early Reading Literacy Development (Pre-K-3) 3
ED 524 Expanding Reading Literacy Development (Grades 4-12)
ED 527 Content Area Literacy 3
ED 531 Capstone: Effective Reading Literacy Programs 3
ED 532 Children’s Literature in the Elementary Classroom (Pre-K-6) 3
ED 564 Effective Literacy Assessment and Intervention 3
ED 599 Internship in Reading Literacy (2 = 6) 3
“ “ 3
TOTAL CREDITS 36
Graduate comprehensive exam has been successfully completed.
Graduate portfolio has been successfully completed. Yes No
_______________________________ ____________ _____________________________ ______________ SIGNATURE OF ADVISOR DATE SIGNATURE OF STUDENT DATE
Revised 09/2014
Review for Candidacy Graduate Studies
~ 37 ~
________________________________________ has completed sufficient
(NAME OF STUDENT)
hours and has the appropriate QPA to be considered for candidacy. The record and program of
studies have been reviewed and the student
is recommended for candidacy.
is not recommended for candidacy because
COORDINATOR OF GRADUTATE STUDIES IN EDUCATION DATE
EDUCATION DEPARTMENT CHAIR
DEAN OF THE COLLEGE
DIRECTOR OF GRADUATE STUDIES
Mississippi University for Women
~ 38 ~
Reading/Literacy Certification Online
College of Education & Human Sciences
Graduate Studies in Education
Department of Education
1100 College Street, MUW-1637, Columbus, MS 39701-5800
Tel: (662) 329-7365 Fax: (662) 329-7365
Start in Summer – End in Spring!
For licensed teachers only.
Enrollment limited to 25 students.
Course Rotation:
Summer
ED 523 – Early Literacy Development (Pre-K-3)
Fall
ED 527 – Content Area Literacy
ED 564 - Effective Literacy Assessment and Interventions
Spring
ED 524 – Expanding Literacy Development (4-12)
ED 599 – Internship in Reading/Literacy
For more information contact Dr. Monica Riley,
mhriley@muw.edu or 662-329-7365
Candidates must be fully admitted into MUW
Reading/Literacy Certification Program
Rev. 09/2014
~ 39 ~
Applying for Licensure
Notice Regarding Licensure:
Requirements governing licensure in the State of Mississippi are continually revised. As a result,
requirements for degrees leading to licensure are subject to change from those published in the MUW
Bulletin. The student is advised to secure a correct current curriculum guide from the College of Education
and Human Sciences office to insure that both degree requirements and license requirements are met.
MAT and certification students (Gifted and Reading/Literacy) must apply for licensure at
http://www.mde.k12.ms.us/teacher-center and complete the MUW IVP form on the net page for verification
of course work. The IVP form should be returned to gse@muw.edu or shbock@muw.edu with an unofficial
transcript. You can print an unofficial transcript from your Banner Web. To save your unofficial transcript as
a pdf file and attach it to an e-mail, go to your transcript on Banner Web, select FILE – PRINT, and hit the
down arrow beside printers, select adobe pdf as your printer.
To complete the process for licensure, you must request your official transcript be sent to the Office of
Licensure at MDE. You can do this online at http://www.muw.edu/registrar/transcript_ordering.html.
SEND THE OFFICIAL TRANSCRIPT TO THE FOLLOWING ADDRESS:
Mississippi Department of Education
Office of Educator Licensure, Ste 201
P.O. Box 771
Jackson, MS 39205-0771
~ 40 ~
Mississippi Educator licensure Management System (ELMS)
Graduate Recommendation Request
Part A-Identifying Information
Full Name:
Social Security
Number:
I Date of Birth:
I
BANNER ID:
Part 8-Contact Information
Mailing Address:
P.O. Box or Strllflt Address
City State Zip Code
Phone:
Cellular Phone Number Home Phone Number
Email Address:
Email Address
Part C-Licensure Information
Master of Arts in Teaching (MAT) Program
3-Year Alternate Route License
X Course Grade Praxis Test Area
ED 549 ED 551 5-Year Alternate Route License
X Course Grade Praxis Test Area
ED 566 (3 hrs.)
Semester
ED 566 (3 hrs.)
Semester
Institutional Add-on for Gifted Education
X Course Grade
ED 516 ED 517 ED 552 ED 595 ED 598 Institutional Add-on for Reading Literacy
X Course Grade
ED 523 ED 524 ED 564 ED 599 ED 531
Office of Graduate Studies in Education Verification
The above named student has met all of the licensure requirements as indicated above and should receive Institutional Verification of Program.
Coordinator of Graduate Studies in Education Date
~ 41 ~
Graduate Bulletin
For information concerning entrance requirements, tuition and expenses, academic policies and procedures, please see the Graduate Bulletin. http://bulletin.muw.edu/index.php?catoid=21
The following pages include graduation requirements specific to graduate programs in the Department of Education.
~ 42 ~
Graduate Portfolio Requirements
Purpose: The graduate portfolio is a compilation of graduate work and reflections on personal
and professional growth as a result of work in the graduate program.
1. Graduate students are required to select a minimum of eight pieces of work completed in
graduate classes. This should include at least three pieces of work or artifacts submitted
from core classes (ED 500, 514, 520, and 552) and at least five pieces of work from the
primary area of study. Artifacts should represent work from multiple classes.
(Reading/Literacy, EDL, and Gifted majors may provide all artifacts from courses in the
primary area of study).
2. All National Board core propositions should be addressed. (See Graduate Handbook
pages 2-3). In addition, Reading/Literacy students should use all International Reading
Association Standards (IRA). (See Standards for Reading Professionals 2010).
Educational Leadership students should use ISLLC standards and Gifted Students should
use NAGC standards.
3. A narrative should accompany each artifact. Each narrative should have a heading which
includes the course name and number in which the artifact was completed, the instructor
of the course, and the core propositions, and/or IRA, ISLLC, NAGC Standards which
will be addressed in the narrative. The narrative should include three main sections: a
description, an analysis which clearly defines the relationship between the artifact and
core propositions, IRA, ISLLC, or NAGD Standards, and a reflection.
4. All professional portfolios must be submitted electronically or in a three-ring notebook.
Artifacts that are too large to be presented in their entirety must be submitted as a picture
and/or a representative sample of the artifact should be included.
5. Students graduating in August must submit the portfolio to the Coordinator of Graduate
Studies in Education on the 1st day of the second summer session. Students graduating
in May or December must submit the portfolio to the Coordinator of Graduate Programs
in Education 1 month prior to graduation. Students should keep a copy of all portfolio
artifacts.
6. Five percent per day will be deducted for late submission.
~ 43 ~
Portfolio Format:
I. Cover Sheet
II. Table of Contents
III. Vita
IV. Educational Platform
V. Professional Goals
VI. Descriptions, Analyses, and Reflections from the core course with Artifacts
VII. Descriptions, Analyses, and Reflections from non-core courses with Artifacts
VIII. Overall assessment of your growth in the graduate program
IX. Other Comments (Optional)
Before submitting the professional portfolio, students should verify the following:
____ All sections from above are included;
____ All tabs are visible and accurately labeled;
____ Portfolio is presented in a logical manner that is easy to follow;
____ All pages are numbered and match table of contents;
____ All artifacts include a heading with the appropriate course name and number, the course
instructor, and the core propositions/IRA standards being addressed;
____ All attributes identified in the rubric on the following pages are included.
~ 44 ~
GUIDELINES ELECTRONIC PORTFOLIOS
1. Candidates may elect to submit an electronic portfolio in lieu of a standard portfolio.
2. Electronic portfolios will be scored using the same rubric by which standard portfolios
are scored.
3. ALL directions and guidelines for portfolios in the Graduate Program Handbook must be
adhered to.
4. Titles and headings of links must be consistent with Graduate Program Handbook
directions and instructions.
5. Candidates must submit electronic portfolio URL address to gse@muw.edu by the posted
deadline. Late submission will result in the same grade reduction as for a standard
portfolio.
6. It is the candidate’s responsibility to make sure all links are working links. This will be
considered a part of the score for Notebook Display, as indicated on the graduate
portfolio rubric. Work that is not accessible cannot and will not be graded.
7. All work should be submitted in Microsoft word or PDF format.
8. Initial links for artifacts should be clearly labeled and have the Description, Analysis, and
Reflection (DAR) first. Format is as follows:
Artifact 1
ED 564
Analytical Reading Inventory
9. The accompanying artifact for each DAR should either be placed immediately after the
DAR, within the original link, or have a clearly labeled link immediately after the
Reflection component of the DAR. In any event, the DAR is or primary importance and
should be labeled clearly and be located within any link BEFORE the artifact.
10. Artifacts should be candidate generated work and not cut and paste activities or website
information.
11. Fonts, headings, and other posted material should be consistent in form. Advisors reserve
the right to ask candidates to change font or format if documents are illegible or difficult
to read.
~ 45 ~
Rubrics for Professional Portfolio
~ 46 ~
Mississippi University for Women
Educational Leadership Graduate Portfolio Scoring Rubric
Exit Portfolio: ______________________ Student ___________________________ Evaluator _____________________ Date ________________
Attributes Not Acceptable Below Standard At Standard Above Standard Attribute Pts. Earned
1. Portfolio
Presentation
Meets none of the requirements
Meets few of the
requirements
Meets requirements Meets all requirements and is
presented in a creative &
innovation way, exceeding
expectations
0 1 2 3 (3)
2. Description of
Artifacts
Few or none of the
descriptions are
detailed and clearly
comprehensible to
all audiences
Most descriptions
are detailed and
clearly
comprehensible to
all audiences
All descriptions are
detailed and clearly
comprehensible to
all audiences
All descriptions are detailed
and clearly comprehensible to
all audiences & are connected
to key concepts of the courses,
relevant to best practice
0-3 4-6 7-10 11-12 (12)
3. Analysis of Artifact
as related to ISLLC
Few or no artifacts are analyzed and
clearly connected to
the 6 ISLLC
Standards.
Most artifacts are
analyzed and clearly
connected to the 6
ISLLC Standards.
Artifacts are analyzed and
clearly connected
to all 6 ISLLC
Standards.
Artifacts are analyzed and clearly connected to the 6
ISLLC Standards. Analysis
demonstrates depth of
understanding.
0-3 4-6 7-10 11-12 (12)
4. Reflection on
Artifacts
Little to no interpretation of the
meaning of the
artifacts to his/her
professional growth
and learning.
Some interpretation
of the meaning of
the artifacts to
his/her professional
growth and learning.
Sufficient interpretation of the
meaning of the
artifacts to his/her
professional growth
and learning.
Clear and detailed interpretation of the meaning
of the artifacts to his/her
professional growth and
learning.
0-3 4-6 7-10 11-12 (12)
5.
Educational/Supervisory
Platform, Professional
Code of Ethics,
Professional Goals
Not provided or not
connected to best
practice
Provided, but weak connection to
research and best
practice
Provided, and
connected to best
practice.
Provided, connected to best practice, and evidences a
clearly defined sense of his/her
own professional role.
0-3 4-6 7-10 11-12 (12)
6. Overall assessment of Little to no Provided discussion, Provided Provided clear discussion, &
~ 47 ~
growth expression of growth
but showed little depth or did not
demonstrate clear
understanding of
field of leadership
discussion, &
demonstrated clear
understanding of
field of leadership
demonstrated a clear, well
defined understanding of field
of leadership & their own role.
0 1 2 3 (3)
Total Points Earned /54
Pass = 41
Evaluator’s comments:
~ 48 ~
Professional Portfolio Rubric
Gifted Studies
Date: _____________________________ Student: ________________________ ID# _______________________
NAGC –CEC
Standard
Element
(indicator)
unacceptable Below Standard At Standard Above Standard Score:
0 1 2 3
Element 1 is not
aligned to a NAGC –
CEC Standard
1. Notebook Display Professional
Portfolio meets
none of the
requirements
found in the
Graduate
Handbook. (0)
Professional
Portfolio meets
few requirements
found in the
Graduate
Handbook. (1)
Professional
Portfolio meets
most requirements
found in the
Graduate
Handbook. (2)
Professional Portfolio
meets all requirements
found in the Graduate
Handbook and is
presented in a creative
and innovative way and
exceeds expectations.
(3)
Comments on Element (indicator) 1:
Element 2 aligns with
NAGC – CEC
Standard 1:
Foundations K2
Key philosophies, theories, models, and research supporting gifted and talented
2. Description of Artifact
(NAGC – CEC & NBPTS
Standards)
NBPTS 1
NAGC/CEC 2
Few or none of
the descriptions
are detailed,
directly
referencing the
standard
addressed by
Most descriptions
are detailed,
directly
referencing the
standard
addressed by the
artifact, and
All descriptions
are detailed,
directly
referencing the
standard
addressed by the
artifact, and
All descriptions are
detailed, directly
referencing the standard
addressed by the
artifact, and clearly
comprehensible to all
audiences and are
~ 49 ~
education.
NBPTS 2
NAGC/CEC 4 NBPTS 3 NAGC/CEC 7
NBPTS 4 NAGC/CEC 9
NBPTS 5
NAGC/CEC 10
the artifact, and
clearly
comprehensible
to all audiences.
(0-3)
clearly
comprehensible
to all audiences.
(4-6)
clearly
comprehensible to
all audiences.
(7-9)
connected to key
concepts of the course,
and are relevant to
current research.
(10-11)
Comments on Element 2:
NAGC –CEC
Standard
Element
(indicator)
unacceptable Below Standard At Standard Above Standard Score:
0 1 2 3
Element 3 aligns with
NAGC – CEC
Standard 9:
Professional and
Ethical Practice S1
Assess personal skills
and limitations in
teaching individuals
with exceptional
learning needs
3. Analysis of Artifact to NAGC – CEC Standards
NBPTS 1
NAGC/CEC 2 NBPTS 2
NAGC/CEC 4
NBPTS 3 NAGC/CEC 7
Few or none of
the artifacts are
analyzed and
clearly
connected to all
five NAGC –
CEC Standards
and NBPTS
core
propositions. (0-
Most artifacts are
analyzed and
clearly connected
to all five NAGC
– CEC Standards
and NBPTS core
propositions.
(4-6)
Artifacts are
analyzed and
clearly connected
to all five NAGC –
CEC Standards
and NBPTS core
propositions.
(7-9)
Artifacts are analyzed
and clearly connected to
all five NAGC – CEC
Standards and NBPTS
core propositions, and
each is connected to all
applicable standards or
core propositions.
(10-11)
~ 50 ~
NBPTS 4 NAGC/CEC 9 NBPTS 5
NAGC/CEC 10
3)
Comments on Element (indicator) 3:
Element 4 aligns with
NAGC – CEC
Standard 9:
Professional and
Ethical Practice S7
Reflect on personal
practice to improve
teaching and guide
professional growth in
gifted and talented
education.
4. Description of Artifact
(NAGC – CEC & NBPTS
Standards)
NBPTS 1
NAGC/CEC 2
NBPTS 2
NAGC/CEC 4 NBPTS 3 NAGC/CEC 7
NBPTS 4 NAGC/CEC 9
NBPTS 5
NAGC/CEC 10
Few or none of
the descriptions
are detailed,
directly
referencing the
standard
addressed by
the artifact, and
clearly
comprehensible
to all audiences.
(0-3)
Most descriptions
are detailed,
directly
referencing the
standard
addressed by the
artifact, and
clearly
comprehensible
to all audiences.
(4-6)
All descriptions
are detailed,
directly
referencing the
standard
addressed by the
artifact, and
clearly
comprehensible to
all audiences.
(7-9)
All descriptions are
detailed, directly
referencing the standard
addressed by the
artifact, and clearly
comprehensible to all
audiences and are
connected to key
concepts of the course,
and are relevant to
current research.
(10-11)
Comments on Element 4:
~ 51 ~
NAGC –CEC
Standard
Element
(indicator)
unacceptable Below Standard At Standard Above Standard Score:
0 1 2 3
Element 5 is not
aligned to a NAGC –
CEC Standard
5. Grammar & Mechanics Major Errors (0) Minor Errors (1) No Substantive
Errors (2)
Exemplary with no
errors. (3)
Comments on Element (indicator) 5:
Element 6 aligns with
NAGC – CEC
Standard 9:
Professional and
Ethical Practice K1
Personal and cultural
frames of reference
that affect one’s
teaching of individuals
with gifts and talents,
including biases about
individuals from
diverse backgrounds.
6. Overall assessment of growth
in the graduate program
Candidate finds
it difficult to
relate
personal/profess
ional growth in
the graduate
program.
(0-1)
Candidate relates
minimal growth in
the graduate
program and, or
lacks reference to
personal bias.
(2-3)
Candidate
effectively relates
growth in the
graduate program
and references
personal frames of
reference that
affect teaching.
(4-5)
In addition to at standard
the candidate includes
supporting evidence and
experiences to illustrate
growth in the program.
(6)
Comments on Element 6:
Total Points:
/45 (Pass = 34 or above) 5 % per day will be deducted for late submission
~ 52 ~
Professional Portfolio Rubric
(MAT)
Date: _________________________ Student: ___________________________ ID #____________________________
Attributes Not Acceptable Below Standard At Standard Above Standard Attribute Points
Earned
Notebook
Display
Professional Portfolio meets
none of the requirements
found in the Graduate
Handbook
Professional Portfolio meets
few requirements found in the
Graduate Handbook
Professional Portfolio meets
most requirements found in
the Graduate Handbook.
Professional Portfolio meets all
requirements found in the Graduate
Handbook and is presented in a
creative and innovative way and
exceeds expectations.
0 1 2 3
Description of
Artifact
(NBPTS)
Few or none of the
descriptions are detailed and
clearly comprehendible to
all audiences.
Most descriptions are detailed
and clearly comprehensible to
all audiences.
All descriptions are detailed
and clearly comprehensible
to all audiences.
All descriptions are detailed and
clearly comprehensible to all
audiences and are connected to key
concepts of the course, and are
relevant to current research.
0-3 4-6 7-10 11-12
Analysis of
Entry to
National Board
for Professional
Standards
(NBPTS) and/or
International
Reading
Association
Standards
Few or none of the artifacts
are analyzed and clearly
connected to all five NBPTS
core propositions.
Most artifacts are analyzed
and clearly connected to all
five NBPTS core propositions.
Artifacts are analyzed and
clearly connected to all five
NBPTS core propositions.
Artifacts are analyzed and clearly
connected to all five NBPTS core
propositions and/or IRA standards,
and each is connected to all
applicable core propositions or
standards.
~ 53 ~
0-3
4-6
7-10
11-12
Reflection of
Entry and
Relationship to
Professional
Growth and
Affect on
Student
Learning
(NBPTS)
Candidate finds it difficult
to interpret the meaning of
the entries in regard to
personal/professional
growth and student learning.
Candidate can minimally
relate how the entries may
affect his/her teaching in
regard to personal/professional
growth and student learning.
Candidate identifies the
literal meanings of the
entries and is able to derive
application of meaning from
the entry (how it may affect
his/her teaching, and student
learning).
Candidate forms clear hypotheses
about the meanings of the entries and
is able to support this with evidence
from the artifact (how it affects
his/her teaching and student
learning).
0-3
4-6
7-10
11-12
Grammar &
Mechanics
Major Errors Minor Errors There are no substantive
errors.
The writing is exemplary with no
errors.
0-1
2-3
4-5
6
Total Points
Earned
/45
Pass = 27 or above
5% per day will be deducted for late submission.
Instructor’s Comment:
__________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________
~ 54 ~
Mississippi University for Women
Reading Literacy Portfolio Rubric
Student ID# _________________________________________ Date ______________________________
Critical Elements IRA 2010 Standards
Minimal 1-2
Acceptable 3-4
Target 5
IRA Standard 1.1 Candidates understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading–writing connections.
Answer does not
demonstrates
understanding of
major theories as
stated in IRA standard
1.1
Answer adequately
demonstrates
understanding of major
theories as stated in IRA
standard 1.1
Answer clearly
demonstrates
understanding of major
theories as stated in IRA
standard 1.1
Evidences:
Interpret major theories of reading.
Analyze classroom environment quality.
Demonstrate a critical stance toward scholarship.
Read and understand literature and research
Demonstrate an understanding of major theories of reading and writing processes, components, and development.
Comments: ______________________________________________________________________________
Evidences:
Interpret and summarize shared knowledge that addresses needs of readers.
Inform educators and others about historically shared knowledge base.
Comments:______________________________________________________________________________________________
IRA Standard 1.2
Candidates understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.
Answer does not
demonstrate candidates
understanding of historically
shared knowledge of the
profession as indicated in the
IRA standard.
Answer adequately
demonstrates candidates
understanding of historically
shared knowledge of the
profession as indicated in the
IRA standard.
Answer fully demonstrates
candidates understanding of
historically shared
knowledge of the profession
as indicated in the IRA
standard.
~ 55 ~
IRA Standard 1.3
Candidates understand the
role of professional judgment
and practical knowledge for
improving all students’
reading development and
achievement.
Answer does not clearly
demonstrate candidate
understating of the role of
professional judgment as
stated in IRA standard 1.3
Answer adequately
demonstrates candidate
understating of the role of
professional judgment as
stated in IRA standard 1.3
Answer clearly demonstrates
candidate understating of
the role of professional
judgment as stated in IRA
standard 1.3
Evidences:
Model fair-mindedness, empathy, and ethical behavior
Communicate the importance of the above in instruction and professional behavior.
Comments: _______________________________________________________________________________________
Evidences:
Demonstrate understanding of research & literature that undergirds the reading/writing curriculum instruction.
Develop and implement curriculum to student’s needs.
Support personnel in design, implementation, & evaluation of curriculum.
Work with personnel in developing curriculum with alignment across pre-K to 12th
Comments: ___________________________________________________________________________________
IRA: Standard 2.2
Candidates use appropriate and varied
instructional approaches, including those that
develop word recognition, language
comprehension, strategic knowledge, and
reading–writing connections.
Answer does not
demonstrate use of
appropriate and varied
instructional approaches as
indicated in IRA standard 2.2
Answer adequately
demonstrates use of
appropriate and varied
instructional approaches as
indicated in IRA standard
2.2
Answer fully
demonstrates use of
appropriate and varied
instructional
approaches as
indicated in IRA
standard 2.2
Evidences:
Use instructional approaches supported by literature and research.
Provide appropriate instruction for all readers and writers.
Support personnel to implement instructional approaches for all students.
Adapt to meet the needs of students who struggle to learn to read and write.
Comments: ______________________________________________________________________________________
IRA Standard 2.1
Candidates use foundational
knowledge to design or
implement an integrated,
comprehensive, and
balanced curriculum.
Answer does not
demonstrate candidates use
of foundation knowledge as
indicated in IRA standard 2.1
Answer adequately
demonstrates candidates
use of foundation knowledge
as indicated in IRA standard
2.1
Answer clearly demonstrates
candidates use of foundation
knowledge as indicated in
IRA standard 2.1
~ 56 ~
IRA Standard 2.3
Candidates use a wide range
of texts (e.g., narrative,
expository, and poetry) from
traditional print, digital, and
online resources.
Answer does not
demonstrate use of a wide
range of texts as indicated in
IRA Standard 2.3
Answer adequately
demonstrates use of a wide
range of texts as indicated in
IRA Standard 2.3
Answer fully demonstrates
use of a wide range of texts
as indicated in IRA Standard
2.3
Evidences:
Demonstrate knowledge of a wide variety of resources.
Support personnel in the building of accessible classroom library for learners.
Lead school efforts to evaluate, select, and use a variety of instructional materials.
Comments: ______________________________________________________________________________________
IRA Standard 3.1
Candidates understand types
of assessments and their
purposes, strengths, and
limitations.
Answer does not
demonstrate understanding
of types of assessments as
stated in IRA standard 3.1
Answer adequately
demonstrates understanding
of types of assessments as
stated in IRA standard 3.1
Answer fully demonstrates
understanding of types of
assessments as stated in IRA
standard 3.1
Evidences:
Demonstrate understanding of different assessments – their uses and misuses.
Understand purpose for assessing performance of all readers.
Recognize technical adequacy of assessments – reliability, content & validity.
Explain district & state assessment frameworks, proficiency standards, and student benchmarks
Comments: ______________________________________________________________________________________
IRA Standard 3.2
Candidates select, develop,
administer, and interpret
assessments, both traditional
print and electronic, for
specific purposes.
Answer does not
demonstrate candidates
ability to select, develop and
administer and interpret
assessments as stated in IRA
standard 3.2
Answer adequately
demonstrates candidates
ability to select, develop and
administer and interpret
assessments as stated in IRA
standard 3.2
Answer clearly demonstrates
candidates ability to select,
develop and administer and
interpret assessments as
stated in IRA standard 3.2
Evidences:
Administer & interpret appropriate assessments for students.
Collaborate and support teachers in the analysis of data.
Lead school wide analysis to select assessment tools.
Comments: _______________________________________________________________________________________
~ 57 ~
IRA Standard 3.3
Candidates use assessment information to plan and evaluate instruction.
Answer does not demonstrate use of assessment information to plan and evaluate instruction.
Answer adequately demonstrates use of assessment information to plan and evaluate instruction.
Answer clearly demonstrates use of assessment information to plan and evaluate instruction.
Evidences:
Use multiple data sources for analysis and planning.
Use assessment data to examine the effectiveness of practices and responses.
Lead teachers in using assessment data to make decisions.
Plan and evaluate professional development using data
Comments: _______________________________________________________________________________________
IRA Standard 3.4
Candidates communicate assessment results and implications to a variety of audiences.
Answer does not demonstrate the ability to communicate assessment information to various audiences.
Answer adequately demonstrates the ability to communicate assessment information to various audiences.
Answer fully demonstrates the ability to communicate assessment information to various audiences.
Evidences:
Analyze and report assessment results to appropriate audiences.
Communicate results of assessment to various audiences.
Comments: _______________________________________________________________________________________
IRA Standard 4.1
Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.
Answer does not demonstrate candidates recognize, understand, and value diversity as stated in IRA standard 4.1.
Answer adequately demonstrates the ability to communicate assessment information to various audiences.
Answer fully demonstrates the ability to communicate assessment information to various audiences.
Evidences:
Demonstrate understanding of diversity and how it influences reading and writing development.
Assist in developing instruction responsive to diversity.
Understand the relationship between first and second language acquisition and literacy development.
Engage community in conversations about research on diversity and its impact.
Comments: _______________________________________________________________________________________
~ 58 ~
IRA Standard 4.2
Candidates use a literacy
curriculum and engage in
instructional practices that
positively impact students’
knowledge, beliefs, and
engagement with the features of
diversity.
Answer does not
demonstrate use of a
literacy curriculum and
engagement in
instructional practices as
indicated in IRA standard
4.2
Answer adequately
demonstrates use of a
literacy curriculum and
engagement in
instructional practices as
indicated in IRA standard
4.2
Answer clearly
demonstrates use of a
literacy curriculum and
engagement in
instructional practices
as indicated in IRA
standard 4.2
Evidences:
Provide differentiated instruction and materials to meet diversity needs.
Support teachers in providing differentiated instruction and developing students.
Lead other educators in recognizing cultures and diverse backgrounds.
Collaborate to build strong home-to-school and school-to-home connections.
Provide support and leadership to others in valuing contributions of diverse learners.
Comments: _______________________________________________________________________________________
IRA Standard 4.3
Candidates develop and
implement strategies to advocate
for equity.
Answer does not
demonstrate development
and implementation of
strategies that advocate for
equity as indicated in IRA
standard 4.3
Answer adequately
demonstrates
development and
implementation of
strategies that advocate
for equity as indicated in
IRA standard 4.3
Answer clearly
demonstrates
development and
implementation of
strategies that
advocate for equity as
indicated in IRA
standard 4.3
Evidences:
Provide linguistic, academic, and cultural experiences linking communities with schools.
Advocate for change in biased or prejudiced societal practices and institutional structures.
Demonstrate how issues of inequity and opportunities for social justice activism can be incorporated into the
curriculum.
Implement policies and instructional practices that promote equity.
Comments: _______________________________________________________________________________________
~ 59 ~
IRA Standard 5.1
Candidates design the
physical environment to
optimize students’ use of
traditional print, digital, and
online resources in reading
and writing instruction.
Answer does not
demonstrate ability to design
the physical environment as
stated in IRA standard 5.1.
Answer adequately
demonstrates ability to
design the physical
environment as stated in IRA
standard 5.1.
Answer clearly demonstrates
ability to design the physical
environment as stated in IRA
standard 5.1.
Evidences:
Provide easy access to books and other materials for a variety of activities.
Modify the arrangements to accommodate changing needs.
Comments: ________________________________________________________________________________
IRA Standard 5.2
Candidates design a social
environment that is low risk
and includes choice,
motivation, and scaffolded
support to optimize students’
opportunities for learning to
read and write.
Answer does not
demonstrate candidates
ability to design a social
environment that is low risk
as stated in IRA standard 5.2
Answer adequately
demonstrates candidates
ability to design a social
environment that is low risk
as stated in IRA standard 5.2
Answer clearly demonstrates
candidates ability to design a
social environment that is
low risk as stated in IRA
standard 5.2
Evidences:
Create supportive social environments for students
Model for other professionals in doing the same for all students
Create supportive social environments for students.
Comments: _____________________________________________________________________________________
IRA Standard 5.3
Candidates use routines to support
reading and writing instruction
(e.g., time allocation, transitions
from one activity to another,
discussions, and peer feedback).
Answer does not
demonstrate use of
routines to support
reading and writing
Answer adequately
demonstrates use of
routines to support
reading and writing
Answer clearly
demonstrates use of
routines to support
reading and writing
Evidences:
Understand the role of routine in creating positive learning environments.
Create effective routines for all students.
Support teachers in doing the same.
Comments: _______________________________________________________________________________________
~ 60 ~
IRA Standard 5.4 Candidates use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.
Answer does not
demonstrate use of a
variety of classroom
configurations to
differentiate instruction.
Answer adequately
demonstrates use of a
variety of classroom
configurations to
differentiate instruction.
Answer clearly
demonstrates use of a
variety of classroom
configurations to
differentiate instruction.
Evidences:
Use evidence-based grouping practices.
Support teachers in doing the same.
Comments: _______________________________________________________________________________________
IRA Standard 6.1 Candidates demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture.
Answer does not
demonstrate foundational
knowledge of adult
learning theories
Answer adequately
demonstrates
foundational knowledge of
adult learning theories
Answer clearly
demonstrates
foundational knowledge of
adult learning theories
Evidences:
Use literature and research findings in working with other professionals.
Build effective professional development programs.
Comments: _______________________________________________________________________________________
IRA Standard 6.2 Candidates display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors.
Answer does not
demonstrate ability to
display positive
dispositions related to
their own reading and
writing and the teaching of
reading and writing as
stated in IRA standard 6.2
Answer adequately
demonstrates ability to
display positive
dispositions related to
their own reading and
writing and the teaching of
reading and writing as
stated in IRA standard 6.2
Answer clearly
demonstrates ability to
display positive
dispositions related to
their own reading and
writing and the teaching of
reading and writing as
stated in IRA standard 6.2
Evidences:
Articulate the research base.
Promote the value of reading and writing in and out of school.
Participate in professional literacy organizations and such.
Demonstrate effective personal skills.
Demonstrate effective use of technology.
Comments: ____________________________________________________________________________________
~ 61 ~
IRA Standard 6.3
Candidates participate in,
design, facilitate, lead, and
evaluate effective and
differentiated professional
development programs.
Answer does not
demonstrate ability to
participate in, design,
facilitate, lead and
evaluate effective
professional development.
Answer adequately
demonstrates ability to
participate in, design,
facilitate, lead and
evaluate effective
professional development.
Answer clearly
demonstrates ability to
participate in, design,
facilitate, lead and
evaluate effective
professional development.
Evidences:
Collaborate in professional development activities for individuals and groups of teachers
Hold effective conversations with co-workers.
Support teachers in technology efforts.
Comments: _____________________________________________________________________________________
IRA Standard 6.4
Candidates understand and
influence local, state, or
national policy decisions.
Answer does not
demonstrate understands
and influences local, state or
national policy decisions.
Answer adequately
demonstrates understands
and influences local, state or
national policy decisions.
Answer clearly demonstrates
understands and influences
local, state or national policy
decisions.
Evidences:
Demonstrate an understanding of policies that affect reading and writing instruction
Assist in proposals that enable schools to obtain additional funding to support literacy efforts.
Promote communication among stakeholders, policymakers, and community members.
Advocate with groups for needed changes that affect literacy instruction.
Comments: _____________________________________________________________________________________
Research &
Supporting
Information
Referenced research
and supporting
information is not
appropriate, does not
answer question, or is
not present.
References to research and
supporting information
appropriately support the
response to the question. A
minimum of 5 citations are
used appropriately.
References to research and supporting
information appropriately support the
response to the question. A minimum of 6
citations are used appropriately. In addition,
the writer effectively integrates supportive
citations or references into his/her in-depth
discussion. It is clear that the writer has clear
understanding of the cited theorists
perspectives and has integrated these into
his/her own perspective.
Evidences: ______________________________________________________________________________________
~ 62 ~
Theory & Practice Response has no practical
value to instruction,
leadership, &/or professional
development & organization.
The relationship between
theory and practice is
unclear
Some responses have
practical value to instruction,
leadership, &/or professional
development & organization.
The writer makes an
appropriate link between
theory and practice.
The link between theory and
practice is clearly evident.
The response has practical
value to instruction,
leadership, &/or professional
development & organization.
Evidences: _______________________________________________________________________________________
Organization/
Mechanics
Many organizational or
mechanics issues are
present. The writer fails to
demonstrate logical
sequencing of ideas or
provide transitions that
enhance organization.
Many errors in spelling and
grammar are noted.
Few, if any, organizational or
mechanics issues are present.
The writer demonstrates logical
sequencing of ideas or provide
transitions that enhance
organization. Few errors in
spelling and grammar are
noted
The writer demonstrates logical, subtle
sequencing of ideas through well-
developed paragraphs & transitions that
enhance organization. The writer
conveys the ideas with authority. The
response also is free of spelling and
grammar errors and has a strong
introduction and conclusion
Evidences: _______________________________________________________________________________________
Passing = 72 or above Grade ________/120
~ 63 ~
MUW GUIDELINE GRADUATE PROGRAMS
COMPREHENSIVE EXAMS
1. Comprehensive exams should be taken either during the last semester of coursework or directly
following the last semester of coursework.
2. Notify, in writing, the department of graduate studies in education at gse@muw.edu and your
academic advisor at the beginning of the semester that you plan to take the exam. Include in
the correspondence your name, contact information, degree program and the semester you plan
to sit for the exam.
3. You will receive a confirmation email with the date and location of the exam along with
important notes about the exam.
4. All materials needed to take the exam will be provided on the day of the exam including paper
and pencil for prewriting. All personal belongings will be stored prior to the beginning of the
exam.
~ 64 ~
WRITTEN STANDARDS FOR FAILURE TO PASS
WRITTEN COMPREHENSIVE EXAMINATION
1. PURPOSE
1.1 The purpose of this statement is to establish written standards for the consequences of failure to
pass written comprehensive examinations. This standard is to ensure Mississippi University for
Women’s commitment to excellence.
1.2 Established written standards are necessary to provide legal protection for the student, the
faculty, and the University.
2. REVIEW
2.1 The Graduate Council and the Director of Graduate Studies shall review these standards as
needed. Any changes will be submitted to the appropriate Administrator of the University.
3. CRITERIA
3.1 Each graduate program will have an evaluative process in place which identifies content area,
number of questions, and what constitutes failure for comprehensive examinations.
3.2 Students who fail the written comprehensive exam on the first write will have:
1. Opportunity to repeat the written comprehensive on content/questions identified by
faculty.
2. Time and date of the repeat examination as determined by the program director.
3.3 In the event the student fails the second comprehensive examination the consequences are:
1. Failure to graduate on the original date.
2. Register for and successfully complete a Special Topics Course (2 hrs) to be designed as a
review course for comprehensive examination. This course must be taken during the
semester following the semester in which failure occurred.
3. Enrollment in at least one hour course within the University each semester until the
completion of degree.
4. Pass a comprehensive exam within one year after the first failure.
3.4 Failure to pass the third comprehensive exam will result in exclusion from the graduate
program.
~ 65 ~
Rubrics for Comprehensive Exams
~ 66 ~
Master’s Degree in Educational Leadership
Rubric for Graduate Comprehensive Examination in Educational Leadership
Date ________________________________________________ Student’s Name/ID Number _________________________________________________________
Minimal (1) Adequate (3) Exemplary (5) Score and Comments
Research & Supporting
information
Referenced research and
supporting information
is not appropriate, does
not answer question, or
is not present.
References to research
and supporting
information
appropriately support
the response to the
question. A minimum of
5 citations are used
appropriately.
References to research and
supporting information
appropriately support the
response to the question. A
minimum of 6 citations are
used appropriately. In
addition, the writer effectively
integrates supportive citations
or references into his/her in-
depth discussion. It is clear
that the writer has clear
understanding of the cited
theorists perspectives and has
integrated these into his/her
~ 67 ~
own perspective.
Content Responses rely only on
experience or on topics
not related to the
program.
Responses refer to some
content covered through
classes & external
readings, projects,
internship experiences,
in synthesis with
experiences. The answer
follows a logical
sequence and is
supported in the
discussion.
Responses refer to content
covered across classes, through
external readings, projects,
internship experiences, in
synthesis with leadership
experiences. The writer builds
a strong, logical, and
comprehensive rationale.
ISLLC Standards Responses show only
minimal evidence of
alignment or
understanding of
ISLLC Standards
Responses show a
logical alignment with
& understanding of
ISLLC Standards.
Responses show strong
alignment with &
understanding of ISLLC
Standards. ISLLC Standards
are referenced appropriately
Theory & Practice Response has no
practical value to
instruction, leadership,
&/or professional
development &
organization. The
relationship between
Some responses have
practical value to
instruction, leadership,
&/or professional
development &
organization. The writer
makes an appropriate
The link between theory and
practice is clearly evident. The
response has practical value to
instruction, leadership, &/or
professional development &
organization.
~ 68 ~
theory and practice is
unclear.
link between theory and
practice.
Organization/Mechanics Many organizational or
mechanics issues are
present. The writer
fails to demonstrate
logical sequencing of
ideas or provide
transitions that
enhance organization.
Many errors in spelling
and grammar are
noted.
Few, if any,
organizational or
mechanics issues are
present. The writer
demonstrates logical
sequencing of ideas or
provide transitions that
enhance organization.
Few errors in spelling
and grammar are noted.
The writer demonstrates
logical, subtle sequencing of
ideas through well-
developed paragraphs &
transitions that enhance
organization. The writer
conveys the ideas with
authority. The response also
is free of spelling and
grammar errors and has a
strong introduction and
conclusion.
Completion Did not answer all parts
of question.
Answered all parts of
question.
Answered all parts of question
with appropriate detail.
Overall Score /30
Scoring: PASS 18 or above FAIL 17 or below
~ 69 ~
GIFTED COMPREHENSIVE EXAM RUBRIC
Date: _______________________ Student: _______________________________________ ID#: _______________________
NAGC –CEC Standard Element (indicator)
Unacceptable Below Average
Competency Average
Competency
Excellent
Point Value: 5 X0.0 X.6 X.8 X1.0
Element 1 aligns with: NAGC – CEC Standard 1: Foundations
Educators of the gifted understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues. These perspectives continue to influence the field of gifted education and the education and treatment of individuals with gifts and talents both in school and society. They recognize how foundational influences affect professional practice, including assessment, instructional planning, delivery, and program evaluation. They further understand how issues of human diversity impact families, cultures, and schools, and how these complex human issues can interact in the delivery of gifted and talented education services.
Element 1: K1: Historical foundations of gifted and talented education including points of view and contributions of individuals from diverse backgrounds.
K2: Key philosophies, theories, models, and research that supports gifted and talented education.
K3: Local, state/provincial and federal laws and policies related to gifted and talented education.
K4: Issues in conceptions, definitions, and identification of individuals with gifts and talents, including those of individuals from diverse backgrounds.
K5: Impact of the dominant culture’s role in shaping schools and the differences in values, languages, and customs between school and home.
K6: Societal, cultural, and economic factors, including anti-intellectualism and equity vs. excellence, enhancing or inhibiting the development of gifts and talents.
K7: Key issues and trends, including diversity and inclusion that connect general, special, and gifted and talented education.
Foundational information was not present
Foundational information was limited.
Foundational information was tied to at least three applicable Knowledge-level standards (e.g. Historical foundations, key philosophies, laws or policies related to gifted, issues and trends, etc.), or the information was provided with depth.
Information is tied to more than 3 standards and the information is meaningful and relevant to current practice, or is connected to fewer standards, but information has thick rich description.
Comments on Element (indicator) 1:
Score for Element 1: 5 x ( )
~ 70 ~
NAGC –CEC Standard Element (indicator)
Unacceptable Below Average
Competency Average
Competency
Excellent
Point Value: 5 X0.0 X.6 X.8 X1.0
Element 2 aligns with NAGC – CEC
Standard 2: Development & Characteristics of Learners
Educators of the gifted know and demonstrate respect for their students as unique human beings. They understand variations in characteristics and development between and among individuals with and without exceptional learning needs and capacities. Educators of the gifted can express how different characteristics interact with the domains of human development and use this knowledge to describe the varying abilities and behaviors of individuals with gifts and talents. Educators of the gifted also understand how families and communities contribute to the development of individuals with gifts and talents.
Element 2.
K1: Cognitive and affective characteristics of individuals with gifts and talents, including those from diverse backgrounds, in intellectual, academic, creative, leadership, and artistic domains.
K2: Characteristics and effects of culture and environment on the development of individuals with gifts and talents.
K3: Role of families and communities in supporting the development of individuals with gifts and talents.
K4: Advanced developmental milestones of individuals with gifts and talents from early childhood through adolescence.
K5: Similarities and differences within the group of individuals with gifts and talents as compared to the general population.
Response has no connection to characteristics.
Response is limited to peripheral information, or is not directly used to answer the question.
Response has a strong connection to at least one appropriate knowledge level standard and includes information from at least one additional standard.
In addition to Adequate, the information is relevant to current practice and contains thick rich description.
Comments on Element (indicator) 2
Score for Element 2: 5 x ( )
~ 71 ~
NAGC –CEC Standard Element
(indicator)
Unacceptable Below Average
Competency Average
Competency
Excellent
Point Value: 5 X0.0 X.6 X.8 X1.0
Element 3 aligns with NAGC – CEC
Standard 3: Individual Learning Differences
Educators of the gifted understand the effects that gifts and talents can have on an individual’s learning in school and throughout life. Moreover, educators of the gifted are active and resourceful in seeking to understand how language, culture, and family background interact with an individual’s predispositions to impact academic and social behavior, attitudes, values, and interests. The understanding of these learning differences and their interactions provides the foundation upon which educators of the gifted plan instruction to provide meaningful and challenging learning.
Element 3 K1: Influences of diversity factors on individuals with gifts and talents.
K2: Academic and affective characteristics and learning needs of individuals with gifts, talents, and disabilities.
K3: Idiosyncratic learning patterns of individuals with gifts and talents, including those from diverse backgrounds.
K4: Influences of different beliefs, traditions, and values across and within diverse groups on relationships among individuals with gifts and talents, their families, schools and communities.
Response does not address learning differences.
Response is presented with limited information/ application
Response addresses diversity and incorporates at least one appropriate standard.
In addition to Adequate, the information is relevant to current practice and contains thick rich description.
Comments on Element (indicator) 3
Score for Element 3: 5 x ( )
~ 72 ~
NAGC –CEC Standard Element
(indicator)
Unacceptable Below Average
Competency Average
Competency
Excellent
Point Value: 5 X0.0 X.6 X.8 X1.0
Element 4 aligns with NAGC – CEC Standard 5: Learning Environments and Social Interactions Educators of the gifted actively create learning environments for individuals with gifts and talents that foster cultural understanding, safety and emotional well-being, positive social interactions, and active engagement. In addition, educators of the gifted foster environments in which diversity is valued and individuals are taught to live harmoniously and productively in a culturally diverse world. Educators of the gifted shape environments to encourage independence, motivation, and self-advocacy of individuals with gifts and talents.
Element 4
K1: Ways in which groups are stereotyped and experience historical and current discrimination and implications for gifted and talented education. K2: Influence of social and emotional development on interpersonal relationships and learning of individuals with gifts and talents.
Response does not address socio-emotional development, or stereotypes
Response has limited connection to socio-emotional development, or stereotypes.
Response includes a strong connection to socio-emotional needs/development and may also include stereotypes, discrimination, and/or implications.
In addition to Adequate, the information is relevant to current practice and contains thick rich description.
Comments on Element (indicator) 4:
Score for Element 4: 5 x ( )
~ 73 ~
NAGC –CEC Standard Element (indicator)
Unacceptable Below Average
Competency Average
Competency
Excellent
Point Value: 5 X0.0 X.6 X.8 X1.0
* Element 5 aligns with NAGC – CEC Standard 7: Instructional Planning
Curriculum and instructional planning is at the center of gifted and talented education. Educators of the gifted develop long-range plans anchored in both general and special curricula. They systematically translate shorter-range goals and objectives that take into consideration an individual’s abilities and needs, the learning environment, and cultural and linguistic factors. Understanding of these factors, as well as the implications of being gifted and talented, guides the educator’s selection, adaptation, and creation of materials, and use of differentiated instructional strategies. Learning plans are modified based on ongoing assessment of the individual’s progress. Moreover, educators of the gifted facilitate these actions in a collaborative context that includes individuals with gifts and talents, families, professional colleagues, and personnel from other agencies as appropriate. Educators of the gifted are comfortable using technologies to support instructional planning and individualized instruction.
Element 5 K1: Theories and research models that form the basis of curriculum development and instructional practice for individuals with gifts and talents.
K2: Features that distinguish differentiated curriculum from general curricula for individuals with exceptional learning needs.
K3: Curriculum emphases for individuals with gifts and talents within cognitive, affective, aesthetic, social, and linguistic domains.
Response has no connection to planning.
Response has limited connection to planning.
Response is appropriate to question and includes emphasis in at least two domains (e.g. affective and cognitive). Response also includes features that distinguish regular curriculum from GT curriculum.
In addition to Adequate, the information includes research models and is relevant to current practice and contains thick rich description.
Comments on Element (indicator) 5:
Score for Element 5: 5 x ( )
*Standard may not be applicable to all questions.
~ 74 ~
NAGC –CEC Standard Element (indicator) Unacceptable
Below Average
Competency
Average Competency
Excellent
Point Value: 5 X0.0 X.6 X.8 X1.0
* Element 6 aligns with NAGC – CEC Standard 8: Assessment
Assessment is integral to the decision-making and teaching of educators of the gifted as multiple types of assessment information are required for both identification and learning progress decisions. Educators of the gifted use the results of such assessments to adjust instruction and to enhance ongoing learning progress. Educators of the gifted understand the process of identification, legal policies, and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with gifts and talents, including those from culturally and linguistically diverse backgrounds. They understand measurement theory and practices for addressing the interpretation of assessment results. In addition, educators of the gifted understand the appropriate use and limitations of various types of assessments. To ensure the use of nonbiased and equitable identification and learning progress models, educators of the gifted employ alternative assessments such as performance-based assessment, portfolios, and computer simulations.
Element 6 K1: Processes and procedures for the identification of individuals with gifts and talents.
K2: Uses, limitations, and interpretation of multiple assessments in different domains for identifying individuals with exceptional learning needs, including those from diverse backgrounds.
K3: Uses and limitations of assessments documenting academic growth of individuals with gifts and talents.
Response does not address assessment,
Response addresses assessment in a limited fashion, or is peripheral to the question.
Response is appropriate to question and includes at least one knowledge level standard.
In addition to Adequate, the information is relevant to current practice and contains thick rich description.
Comments on Element (indicator) 6:
Score for Element 6: 5 x ( )
*Standard may not be applicable to all questions.
~ 75 ~
NAGC –CEC Standard Element (indicator)
Unacceptable Below Average
Competency Average
Competency
Excellent
Point Value: 5 X0.0 X.6 X.8 X1.0
Element 7 aligns with NAGC – CEC Standard 9: Professional and Ethical Practice
Educators of the gifted are guided by the profession’s ethical and professional practice standards. They practice in multiple roles and complex situations across wide age and developmental ranges. Their practice requires ongoing attention to professional and ethical considerations. They engage in professional activities that promote growth in individuals with gifts and talents and update themselves on evidence-based best practices. Educators of the gifted view themselves as lifelong learners and regularly reflect on and adjust their practice. They are aware of how attitudes, behaviors, and ways of communicating can influence their practice. Educators of the gifted understand that culture and language interact with gifts and talents and are sensitive to the many aspects of the diversity of individuals with gifts and talents and their families.
Element 7 K1: Personal and cultural frames of reference that affect one’s teaching of individuals with gifts and talents, including biases about individuals from diverse backgrounds.
K2: Organizations and publications relevant to the field of gifted and talented education.
Information relating to professional or ethical practice was not included
Information relating to professional or ethical practice was limited and peripheral to the response.
Personal or Cultural frames of reference were addressed in the response and at least one organization that relates to gifted and talented was mentioned.
Personal & Cultural frames of reference were addressed including biases about individuals from diverse backgrounds. Organizations and publications were specifically relevant to the question response and were thoughtfully included.
Comments on Element (indicator) 7:
Score for Element 7: 5 x ( )
Element (indicator) Unacceptable Below Average Competency Average Competency Excellent
Point Value: 5 X0.0 X.6 X.8 X1.0
Element 8 Research/Supporting Information
Research/support ing information was not present.
Research/supporting information is not appropriate and/or does not answer question
Research/supporting information answers the question. Three to five citations are used and formatted correctly. Ex. According to Betts, Toy, & Vasquez (2006),…
Research/supporting information offers in-depth analysis by providing supportive citations of authorities or other supporting information. At least 6 citations per question are included and formatted correctly. Ex. (Renzulli, 1985)
Comments on Element (indicator) 8:
Score for Element 8: 5 x ( )
~ 76 ~
Element (indicator) Unacceptable Average Competency Excellent
Point Value: 2 X0.0 X.5 X1.0
Element 9: Organization/ Mechanics
Many organizational or mechanics issues that fail to demonstrate logical sequencing of ideas or transitions that enhance organization. Many errors in spelling & grammar.
Few organizational or mechanics issues that fail to demonstrate logical sequencing of ideas or transitions that enhance organization. Few errors in spelling & grammar.
Demonstrates logical, subtle sequencing of ideas through well-developed paragraphs; transitions that enhance organization; error-free spelling & grammar; strong introduction & conclusion.
Comments on Element (indicator) 9:
Score for Element 9: 2 x ( )
Element (indicator) Unacceptable Average Competency Excellent
Point Value: 2 X0.0 X.5 X1.0
Element 10: Completion
Did not answer all parts of question.
Answered all parts of question.
Answered all parts of question in detail.
Comments on Element (indicator) 10:
Score for Element 10: 2 x ( )
Pass 30 or greater Fail: Less than 30 Total Score: /44
Other Comments: ___________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________
~ 77 ~
Mississippi University for Women
Rubric for Graduate Comprehensive Exams (MAT)
Date: ________________ Student: ___________________________________ ID#: _____________
Minimal (1) Adequate (3) Exemplary (5)
Research/Supporting Information
Research/supporting
information is not
appropriate, does not
answer question, or was
not present .
Research/supporting
information answers the
question. Three to five
citations are used
correctly. (e.g. according
to Glasser)
Research/supporting
information offers in-
dept analysis by
providing supportive
citations of authorities
or other supporting
information. 6 or more citations.
Content Answers rely on
experience or on topics
not related to the
program.
Answers refer to some
content covered through
classes & external
readings & projects, in
synthesis with
experience.
Answers refer to
content covered across
classes & external
readings & projects, in
synthesis with
experience.
Application Response has no
practical value to
instruction, leadership
&/or professional development &
organization.
Some responses have
practical value to
instruction, leadership,
&/or professional development &
organization.
Response has practical
value to instruction,
leadership, &/or
professional development &
organization.
Organization/
Mechanics
Many organizational or mechanics issues that
fail to demonstrate
logical sequencing of
ideas or transitions that
enhance organization.
Many errors in spelling
& grammar.
Few organizational or mechanics issues that fail
to demonstrate logical
sequencing of ideas or
transitions that enhance
organization. Few errors
in spelling & grammar.
Demonstrates logical, subtle sequencing of ideas through well-
developed paragraphs;
transitions that enhance
organization; error-free
spelling & grammar;
strong introduction &
conclusion.
Completion Did not answer all parts
of question.
Answered all parts of
question.
Answered all parts of
question in detail.
Scoring: PASS 15 or above FAIL 14 or less
Total Score: /25
~ 78 ~
Mississippi University for Women
Reading Literacy Comprehensive Exam Rubric
Student ID# ____________________________________________ Date _________________________
Critical Elements IRA 2010 Standards
Minimal 1-2
Acceptable 3-4
Target 5
IRA Standard 1.1
Candidates understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading–writing connections.
Answer does not demonstrates understanding of major theories as stated in IRA standard 1.1
Answer adequately demonstrates understanding of major theories as stated in IRA standard 1.1
Answer clearly demonstrates understanding of major theories as stated in IRA standard 1.1
Evidences:
Interpret major theories of reading.
Analyze classroom environment quality.
Demonstrate a critical stance toward scholarship.
Read and understand literature and research
Demonstrate an understanding of major theories of reading and writing processes, components, and development.
Comments: ______________________________________________________________________________
Evidences:
Interpret and summarize shared knowledge that addresses needs of readers.
Inform educators and others about historically shared knowledge base.
Comments: ________________________________________________________________________________________
IRA Standard 1.2
Candidates understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.
Answer does not demonstrate
candidates understanding of
historically shared knowledge
of the profession as indicated
in the IRA standard.
Answer adequately
demonstrates candidates
understanding of historically
shared knowledge of the
profession as indicated in the
IRA standard.
Answer fully demonstrates
candidates understanding of
historically shared knowledge
of the profession as indicated
in the IRA standard.
~ 79 ~
IRA Standard 1.3
Candidates understand the
role of professional
judgment and practical
knowledge for improving all
students’ reading
development and
achievement.
Answer does not clearly
demonstrate candidate
understating of the role of
professional judgment as
stated in IRA standard 1.3
Answer adequately
demonstrates candidate
understating of the role of
professional judgment as
stated in IRA standard 1.3
Answer clearly
demonstrates candidate
understating of the role of
professional judgment as
stated in IRA standard 1.3
Evidences:
Model fair-mindedness, empathy, and ethical behavior
Communicate the importance of the above in instruction and professional behavior.
Comments: _______________________________________________________________________________________
Evidences:
Demonstrate understanding of research & literature that undergirds the reading/writing curriculum instruction.
Develop and implement curriculum to student’s needs.
Support personnel in design, implementation, & evaluation of curriculum.
Work with personnel in developing curriculum with alignment across pre-K to 12th
Comments: ___________________________________________________________________________________
IRA: Standard 2.2
Candidates use appropriate and varied
instructional approaches, including those that
develop word recognition, language
comprehension, strategic knowledge, and
reading–writing connections.
Answer does not
demonstrate use of
appropriate and varied
instructional approaches as
indicated in IRA standard 2.2
Answer adequately
demonstrates use of
appropriate and varied
instructional approaches as
indicated in IRA standard
2.2
Answer fully
demonstrates use of
appropriate and varied
instructional
approaches as
indicated in IRA
standard 2.2
Evidences:
Use instructional approaches supported by literature and research.
Provide appropriate instruction for all readers and writers.
Support personnel to implement instructional approaches for all students.
Adapt to meet the needs of students who struggle to learn to read and write.
IRA Standard 2.1
Candidates use foundational
knowledge to design or
implement an integrated,
comprehensive, and balanced
curriculum.
Answer does not demonstrate
candidates use of foundation
knowledge as indicated in IRA
standard 2.1
Answer adequately
demonstrates candidates use
of foundation knowledge as
indicated in IRA standard 2.1
Answer clearly demonstrates
candidates use of foundation
knowledge as indicated in IRA
standard 2.1
~ 80 ~
Comments: ______________________________________________________________________________________
IRA Standard 2.3
Candidates use a wide
range of texts (e.g.,
narrative, expository, and
poetry) from traditional
print, digital, and online
resources.
Answer does not
demonstrate use of a wide
range of texts as indicated
in IRA Standard 2.3
Answer adequately
demonstrates use of a wide
range of texts as indicated
in IRA Standard 2.3
Answer fully demonstrates
use of a wide range of texts
as indicated in IRA Standard
2.3
Evidences:
Demonstrate knowledge of a wide variety of resources.
Support personnel in the building of accessible classroom library for learners.
Lead school efforts to evaluate, select, and use a variety of instructional materials.
Comments: ______________________________________________________________________________________
IRA Standard 3.1
Candidates understand types of
assessments and their
purposes, strengths, and
limitations.
Answer does not demonstrate
understanding of types of
assessments as stated in IRA
standard 3.1
Answer adequately
demonstrates understanding of
types of assessments as stated
in IRA standard 3.1
Answer fully demonstrates
understanding of types of
assessments as stated in IRA
standard 3.1
Evidences:
Demonstrate understanding of different assessments – their uses and misuses.
Understand purpose for assessing performance of all readers.
Recognize technical adequacy of assessments – reliability, content & validity.
Explain district & state assessment frameworks, proficiency standards, and student benchmarks
Comments: _______________________________________________________________________________________
IRA Standard 3.2
Candidates select, develop,
administer, and interpret
assessments, both traditional
print and electronic, for specific
purposes.
Answer does not demonstrate
candidates ability to select,
develop and administer and
interpret assessments as
stated in IRA standard 3.2
Answer adequately
demonstrates candidates
ability to select, develop and
administer and interpret
assessments as stated in IRA
standard 3.2
Answer clearly demonstrates
candidates ability to select,
develop and administer and
interpret assessments as
stated in IRA standard 3.2
Evidences:
Administer & interpret appropriate assessments for students.
Collaborate and support teachers in the analysis of data.
~ 81 ~
Lead school wide analysis to select assessment tools.
Comments: _______________________________________________________________________________________
IRA Standard 3.3
Candidates use
assessment information
to plan and evaluate
instruction.
Answer does not demonstrate
use of assessment information
to plan and evaluate
instruction.
Answer adequately
demonstrates use of
assessment information to
plan and evaluate
instruction.
Answer clearly
demonstrates use of
assessment information to
plan and evaluate
instruction.
Evidences:
Use multiple data sources for analysis and planning.
Use assessment data to examine the effectiveness of practices and responses.
Lead teachers in using assessment data to make decisions
Plan and evaluate professional development using data
Comments: _______________________________________________________________________________________
.
IRA Standard 3.4
Candidates communicate
assessment results and
implications to a variety of
audiences.
Answer does not demonstrate
the ability to communicate
assessment information to a
various audiences.
Answer adequately
demonstrates the ability to
communicate assessment
information to various
audiences.
Answer fully demonstrates
the ability to
communicate assessment
information to various
audiences.
Evidences:
Analyze and report assessment results to appropriate audiences.
Communicate results of assessment to various audiences.
Comments: _____________________________________________________________________________________
IRA Standard 4.1
Candidates recognize,
understand, and value the
forms of diversity that exist in
society and their importance in
learning to read and write.
Answer does not demonstrate
candidates recognize,
understand, and value diversity
as stated in IRA standard 4.1.
Answer adequately
demonstrates candidates
recognize, understand, and
value diversity as stated in IRA
standard 4.1
Answer fully demonstrates
candidates recognize,
understand, and value diversity
as stated in IRA standard 4.1.
Evidences:
Demonstrate understanding of diversity and how it influences reading and writing development.
Assist in developing instruction responsive to diversity.
~ 82 ~
Understand the relationship between first and second language acquisition and literacy development.
Engage community in conversations about research on diversity and its impact.
Comments: _______________________________________________________________________________________
IRA Standard 4.2
Candidates use a literacy
curriculum and engage in
instructional practices that
positively impact students’
knowledge, beliefs, and
engagement with the features of
diversity.
Answer does not
demonstrate use of a
literacy curriculum and
engagement in
instructional practices as
indicated in IRA standard
4.2
Answer adequately
demonstrates use of a
literacy curriculum and
engagement in
instructional practices as
indicated in IRA standard
4.2
Answer clearly
demonstrates use of a
literacy curriculum
and engagement in
instructional practices
as indicated in IRA
standard 4.2
Evidences:
Provide differentiated instruction and materials to meet diversity needs.
Support teachers in providing differentiated instruction and developing students.
Lead other educators in recognizing cultures and diverse backgrounds.
Collaborate to build strong home-to-school and school-to-home connections.
Provide support and leadership to others in valuing contributions of diverse learners.
Comments: _______________________________________________________________________________________
IRA Standard 4.3
Candidates develop and implement
strategies to advocate for equity.
Answer does not
demonstrate development
and implementation of
strategies that advocate for
equity as indicated in IRA
standard 4.3
Answer adequately
demonstrates development
and implementation of
strategies that advocate for
equity as indicated in IRA
standard 4.3
Answer clearly
demonstrates
development and
implementation of
strategies that advocate
for equity as indicated
in IRA standard 4.3
Evidences:
Provide linguistic, academic, and cultural experiences linking communities with schools.
Advocate for change in biased or prejudiced societal practices and institutional structures.
Demonstrate how issues of inequity and opportunities for social justice activism can be incorporated into the curriculum.
Implement policies and instructional practices that promote equity.
Comments: _______________________________________________________________________________________
~ 83 ~
IRA Standard 5.1
Candidates design the
physical environment to
optimize students’ use of
traditional print, digital,
and online resources in
reading and writing
instruction.
Answer does not
demonstrate ability to
design the physical
environment as stated in
IRA standard 5.1.
Answer adequately
demonstrates ability to
design the physical
environment as stated in
IRA standard 5.1.
Answer clearly
demonstrates ability to
design the physical
environment as stated in
IRA standard 5.1.
Evidences:
Provide easy access to books and other materials for a variety of activities.
Modify the arrangements to accommodate changing needs.
Comments: ________________________________________________________________________________
IRA Standard 5.2
Candidates design a social
environment that is low risk
and includes choice,
motivation, and scaffold
support to optimize students’
opportunities for learning to
read and write.
Answer does not demonstrate
candidates ability to design a
social environment that is low
risk as stated in IRA standard
5.2
Answer adequately
demonstrates candidates
ability to design a social
environment that is low risk as
stated in IRA standard 5.2
Answer clearly demonstrates
candidates ability to design a
social environment that is low
risk as stated in IRA standard
5.2
Evidences:
Create supportive social environments for students
Model for other professionals in doing the same for all students
Create supportive social environments for students.
Comments: ______________________________________________________________________________________
IRA Standard 5.3
Candidates use routines to support
reading and writing instruction (e.g.,
time allocation, transitions from one
activity to another, discussions, and
peer feedback).
Answer does not
demonstrate use of routines
to support reading and
writing
Answer adequately
demonstrates use of
routines to support reading
and writing
Answer clearly demonstrates
use of routines to support
reading and writing
Evidences:
Understand the role of routine in creating positive learning environments.
Create effective routines for all students.
~ 84 ~
Support teachers in doing the same.
Comments: _______________________________________________________________________________________
IRA Standard 5.4
Candidates use a variety of
classroom configurations
(i.e., whole class, small group,
and individual) to
differentiate instruction.
Answer does not
demonstrate use of a
variety of classroom
configurations to
differentiate instruction.
Answer adequately
demonstrates use of a
variety of classroom
configurations to
differentiate instruction.
Answer clearly
demonstrates use of a
variety of classroom
configurations to
differentiate instruction.
Evidences:
Use evidence-based grouping practices.
Support teachers in doing the same.
Comments: _______________________________________________________________________________________
IRA Standard 6.1
Candidates demonstrate
foundational knowledge of
adult learning theories and
related research about
organizational change,
professional development,
and school culture.
Answer does not
demonstrate foundational
knowledge of adult learning
theories
Answer adequately
demonstrates foundational
knowledge of adult learning
theories
Answer clearly demonstrates
foundational knowledge of
adult learning theories
Evidences:
Use literature and research findings in working with other professionals.
Build effective professional development programs.
Comments: _______________________________________________________________________________________
IRA Standard 6.2
Candidates display positive
dispositions related to their own
reading and writing and the
teaching of reading and writing,
and pursue the development of
individual professional
knowledge and behaviors.
Answer does not
demonstrate ability to
display positive dispositions
related to their own reading
and writing and the teaching
of reading and writing as
stated in IRA standard 6.2
Answer adequately
demonstrates ability to
display positive dispositions
related to their own reading
and writing and the teaching
of reading and writing as
stated in IRA standard 6.2
Answer clearly demonstrates
ability to display positive
dispositions related to their
own reading and writing and
the teaching of reading and
writing as stated in IRA
standard 6.2
Evidences:
Articulate the research base.
Promote the value of reading and writing in and out of school.
Participate in professional literacy organizations and such.
Demonstrate effective personal skills.
~ 85 ~
Demonstrate effective use of technology.
Comments: ____________________________________________________________________________________
IRA Standard 6.3
Candidates participate in,
design, facilitate, lead,
and evaluate effective
and differentiated
professional development
programs.
Answer does not
demonstrate ability to
participate in, design,
facilitate, lead and
evaluate effective
professional
development.
Answer adequately
demonstrates ability to
participate in, design,
facilitate, lead and
evaluate effective
professional
development.
Answer clearly
demonstrates ability to
participate in, design,
facilitate, lead and
evaluate effective
professional
development.
Evidences:
Collaborate in professional development activities for individuals and groups of teachers
Hold effective conversations with co-workers.
Support teachers in technology efforts.
Comments: _____________________________________________________________________________________
IRA Standard 6.4
Candidates understand and
influence local, state, or
national policy decisions.
Answer does not demonstrate
understands and influences
local, state or national policy
decisions.
Answer adequately
demonstrates understands and
influences local, state or
national policy decisions.
Answer clearly demonstrates
understands and influences
local, state or national policy
decisions.
Evidences:
Demonstrate an understanding of policies that affect reading and writing instruction
Assist in proposals that enable schools to obtain additional funding to support literacy efforts.
Promote communication among stakeholders, policymakers, and community members.
Advocate with groups for needed changes that affect literacy instruction.
Comments: _____________________________________________________________________________________
Research &
Supporting
Information
Referenced research and
supporting information is
not appropriate, does not
answer question, or is not
present.
References to research and
supporting information
appropriately support the
response to the question. A
minimum of 5 citations are
used appropriately.
References to research and supporting information
appropriately support the response to the
question. A minimum of 6 citations are used
appropriately. In addition, the writer effectively
integrates supportive citations or references into
his/her in-depth discussion. It is clear that the
writer has clear understanding of the cited
theorists perspectives and has integrated these
into his/her own perspective.
~ 86 ~
Evidences: ______________________________________________________________________________________
Theory & Practice Response has no practical
value to instruction,
leadership, &/or
professional development &
organization. The
relationship between theory
and practice is unclear
Some responses have
practical value to
instruction, leadership, &/or
professional development &
organization. The writer
makes an appropriate link
between theory and
practice.
The link between theory and
practice is clearly evident.
The response has practical
value to instruction,
leadership, &/or
professional development &
organization.
Evidences: _______________________________________________________________________________________
Organization/
Mechanics
Many organizational or
mechanics issues are present.
The writer fails to
demonstrate logical
sequencing of ideas or provide
transitions that enhance
organization. Many errors in
spelling and grammar are
noted.
Few, if any, organizational or
mechanics issues are present.
The writer demonstrates logical
sequencing of ideas or provide
transitions that enhance
organization. Few errors in
spelling and grammar are noted
The writer demonstrates logical, subtle
sequencing of ideas through well-developed
paragraphs & transitions that enhance
organization. The writer conveys the ideas
with authority. The response also is free of
spelling and grammar errors and has a
strong introduction and conclusion
Evidences: _______________________________________________________________________________________
Passing = 72 or above Grade ________/120
~ 87 ~
Mississippi University for Women
Research Project Guidelines Graduate Programs in Education
Students choosing to complete a research project to fulfill part of the requirements for the Graduate Program
will work closely with his/her advisor. The advisor will discuss the guidelines for completing the project.
The project should include, but is not limited to: (a) a research proposal, (b) permission to conduct research
from the Committee on the Use of Human Subjects, (c) data collection, (d) data analysis and interpretation
(e) limitations of the study, and (f) results. All submissions should be in APA format. The student will be
expected to meet weekly with his/her advisor in order to have an opportunity to obtain regular feedback. The
student will also meet regularly with a four-person Graduate Committee. This committee will be responsible
for grading the project for satisfactory completion.
~ 88 ~
Mississippi University for Women
Teacher Professional Development Rubric
A teacher professional disposition is the tendency to act in a certain manner aligned with the field of professional
education. The dispositions below are aligned with the Mississippi Educator Code of Ethics and Standards of Conduct Code
1717 (http://www.mde.k12.ms.us/SBE_policymanual/1717.htm).
NOTE: The indicators listed below do not include skills related to curriculum, instruction, assessment, and classroom
management. These skills are evaluated using the Teacher Internship Assessment Instrument (TIAI).
Directions: Circle the proficiency level that best describes the candidate for each indicator. Include notes that
justify the proficiency level selected. This rubric should be introduced in ED 300 Education as a Profession, and
students should sign the Statement of Commitment to be retained in their Teacher Education file. All
professional education courses should integrate the teaching of professional dispositions into the coursework,
particularly the field experience courses. Students should use this rubric as a self-evaluation tool. This rubric is
used in the Teacher Internship to determine the dispositions portion of the final grade.
Student’s Name: Course:
Evaluator: Semester: Overall Score:
General Standards for Conduct
Indicator
Unacceptable
0
Meets
Expectations
1
Exceeds
Expectations
2
NOTES
SCORE
Timeliness
INTASC
Standard: 5
Frequently late
and/or leaves
early
Arrives on time
and remains as
expected
Consistently arrives prior to
designated time and remains as
needed until task is complete
Attendance
INTASC
Standard: 5
Does not attend as scheduled;
may or may not notify teacher;
not dependable
Attends regularly as scheduled;
makes up time
missed
Consistently attends regularly;
volunteers to attend beyond required
time
Appearance
and Dress
INTASC
Standard: 5
Dresses
inappropriately
for the school
environment and
is poorly
groomed
Generally
dresses
appropriately for
the school
environment and
is generally
well-groomed
Consistently dresses in a
professional manner, is well-
groomed and demonstrates an understanding of
appropriate dress
Confidentiality
INTASC
Standard: 9
Talks
inappropriately
to others
concerning
students and
school; lacks
respect for confidential
matters
When necessary, talks
appropriately
with other
professionals
concerning
students; maintains
confidentiality
on school matters
Consistently keeps
all school matters
confidential and
refrains from
discussing with
anyone outside of
school; holds high regard for
confidentiality
~ 89 ~
Comments:
Autonomy
Indicator
Unacceptable 0
Meets
Expectations 1
Above
Expectations 2
Notes
SCORE
Poise/
Attitude
INTASC
Standard: 6
Shows little self- confidence; displays a
critical or
negative
attitude;
demonstrates inappropriate
behaviors
Generally self-
confident,
courteous;
displays attitude
that is positive
and agreeable
Consistently
demonstrates self-
assured behaviors; always displays
appropriate
behavior; willing attitude at all times
Initiative
INTASC
Standard: 5
Exhibits little
energy or
enthusiasm;
seldom
volunteers for
tasks
Demonstrates enthusiasm for
students,
curriculum, and teaching;
volunteers for tasks; asks questions
Consistently demonstrates an
eagerness to
participate; makes suggestions and is
inquisitive; takes on added
responsibility
Language INTASC
Standard: 6
Speaks in inaudible
language; writes
illegibly;
displays
inappropriate grammar or
syntax; errors in
spoken or
written
language; uses
incorrect, vague, or inappropriate
vocabulary
Speaks in clear
and correct
language; writes
legibly; uses
correct grammar
and vocabulary
Consistently
demonstrates
appropriate
expressive
language and
vocabulary;
demonstrates
superior
understanding of
grammar and
syntax
Rapport
INTASC
Standard: 5, 6, 10
Exhibits little respect when
communicating
or interacting
with students,
faculty, and/or
staff; relates
with others in a
negative,
demeaning, or
sarcastic manner
Demonstrates an
ability to
communicate
and interact
effectively and professionally
with students,
faculty, and staff
Consistently
communicates and
interacts effectively
and professionally
with students,
faculty, and staff;
establishes a
positive rapport;
exhibits caring and
respect
Comments:
~ 91 ~
Decision Making
Indicator
Unacceptable 0
Meets Expectations
1
Above Expectations
2
Notes
SCORE
Cooperation INTASC
Standards: 5, 9, 10
Demonstrates an unwillingness
for compromise and
collaboration
when working with colleagues and community
Demonstrates an
ability and
willingness to
work
cooperatively
with colleagues
and community
Consistently works cooperatively with
colleagues and community to
create an optimal
learning environment for
students
Responsive to
Feedback INTASC Standards:
7, 9
Rejects or
ignores
constructive
feedback
Accepts constructive feedback and
responds
appropriately
Consistently solicits feedback
about performance and consistently
refines practice
Organization INTASC Standards:
4, 7, 8
Neglects to
follow plans;
gets off topic
Uses time effectively;
preplans
assignments; prepares
materials in advance
Consistently
presents thorough
and efficient assignments
Flexibility
INTASC
Standards: 3, 5, 7
Fails to adjust lesson, address
time factors and/or
unexpected
events
Adapts to the
situation
Consistently
demonstrates
flexibility to meet
time and content
concerns
Sensitivity to
Diversity INTASC
Standards: 3, 6, 7
Appears unaware of student and
colleague differences;
relates to some students and
colleagues in a negative,
demeaning or sarcastic
manner; shows favoritism
Displays sensitivity and
acceptance of
diverse
backgrounds and
abilities of all
students and
colleagues
Consistently displays sensitivity
and acceptance of
diverse
backgrounds and
abilities of all
students and
colleagues
Comments:
~ 92 ~
Teacher Candidate Licensure Advisory
The information provided within this document is to advise you of current licensure requirements. This
document and licensure guidelines may change without notice. It is the responsibility of the applicant to
remain abreast of licensure requirements.
1. Traditional Baccalaureate Teacher Education Program Candidate: A five year educator license is granted to applicants meeting all licensing requirements and
completing a state approved or National Council for Accreditation of Teacher Education (NCATE)
approved teacher education program from a regionally/nationally accredited institution of
higher learning.
Minimum licensure requirements are as follows:
Educational courses
A full semester of Teacher Internship
Praxis II Principles of Learning and Teaching Test
Praxis II Specialty Area Test in Degree Area
Please visit the following link to identify specific test codes for assessments that have been
validated for the state of Mississippi: http://www.mde.k12.ms.us/ed_licensure/pdf/Praxis_test.pdf
Praxis tests are administered by the Educational Testing Services (ETS). You may register by
telephone at 1-800-772-9476 or www.ets.org/praxis.
Supplemental endorsements may be added to a valid three-year alternate route or five-year
traditional Mississippi License.
Endorsements with 18 or 21 Hours
Teachers who wish to add endorsements for most major subject areas may take the Praxis II test or have
18-21 hours of coursework.
*18 hrs are required if all coursework was completed prior to 9/1/04.
*21 hrs are required if any portion of the coursework was completed after
9/1/04
***Grades must be C or higher.
Endorsements with Approved Programs
Some supplemental endorsements require an approved program of study. The programs are different at
each college and for each endorsement. The Dean of Education or designee shall advise the teacher of the
required coursework, and an institutional recommendation must be signed by the Dean or Institutional
Certification Officer in order to add the endorsement to the license.
Please visit the following website for information regarding the requirements for adding specific
supplemental endorsements:
http://www.mde.k12.ms.us/ed_licensure/pdf/SUPPLEMENTAL_ENDORSEMENTS.pdf
~ 93 ~
2.. Licensed Teacher Completing Master’s Degree: If a licensed teacher completes a master’s degree in a specific subject area endorsed by the
Mississippi Department of Education, the individual will receive a Class AA license in that specific
area.
If a licensed teacher completes a master’s degree in a general area of education such as,
secondary education or curriculum and instruction, the individual will receive a Class AA license in the
area of their bachelor level degree earned if it is in a subject area endorsed by the Mississippi Department
of Education.
This does not include special licenses such as educational leadership, school
counseling, and other support services provided to students.
Please visit the following website for information regarding the subject area endorsements:
http://www.mde.k12.ms.us/ed_licensure/pdf/SUPPLEMENTAL_ENDORSEMENTS.pdf
3. Basic Application Procedures for Licensure:
Individuals may apply for an educator license in the state of Mississippi by going to the
following Web site:
Electronic Licensure Management System (ELMS)
https://sso.mde.ms.gov/Login/Login.aspx
Individuals must also complete the MUW IVP form on page 82 for verification of course work. The
IVP form should be returned to gse@muw.edu or shbock@muw.edu with an unofficial transcript. You
can print an unofficial transcript from your Banner Web. To save your unofficial transcript as a pdf file
and attach it to an e-mail, select FILE – PRINT on Banner Web, and hit the down arrow, select adobe
pdf as your printer. It should be at the top of the list of printers under your normal printer.
To complete the process for licensure, you must request your official transcript be sent to the Office of
Licensure at MDE. You can do this online at http://www.muw.edu/registrar/transcript_ordering.html.
SEND THE OFFICIAL TRANSCRIPT TO THE FOLLOWING ADDRESS:
Mississippi Department of Education
Office of Educator Licensure, Ste 201
PO Box 771
Jackson, MS 39205-0771
Notice Regarding Licensure: Requirements governing licensure in the State of Mississippi are continually revised. As a result, requirements for degrees leading to licensure are subject to change from those published in the MUW Bulletin. The student is
advised to secure a correct current curriculum guide from the College of Education and Human Sciences office
to insure that both degree requirements and license requirements are met.
~ 94 ~
MISSISSIPPI UNIVERSITY FOR WOMEN
Checklist for Graduate Students in Education
1. Formal application submitted for admission to Graduate Studies with $25 application fee, official
transcripts of all undergraduate and graduate work, GRE scores, 3 letters of recommendation, and proof of
immunization. (MAT Applicants need passing scores on Praxis I and II [content area]).
2. Received letter of admission.
3. An advisor is assigned. My advisor is
Phone numbers are (o)_
4. Meeting with advisor to plan program of study.
5. Candidacy form (program of study) filled out and signed by student and advisor after the first 6
semester hours of course work is completed at MUW with a minimum of 3.0 GPA on course work.
6. Turn in professional portfolio at the 1 month prior to expected graduation date.
7. Written request to take comprehensive exams submitted to the Coordinator of Graduate Studies in
Education and the administrative assistant for Graduate Studies at the beginning of final semester of course
work. 8. Take comprehensive exam. (All dates, times, and locations should be confirmed.)
(Room 211, ED/HS Building, 9:00 a.m. to 1:00 p.m.
Schedule for the 2015-2016 year: December 5, 2015
April 30, 2016
June 17, 2016
9. Passed comprehensive exam.
10. MAT and certification students (Gifted and Reading Literacy) must apply for licensure at
http://www.mde.k12.ms.us/teacher-center and complete the MUW IVP form on page 82 for verification of
course work. The IVP form should be returned to gse@muw.edu or shbock@muw.edu with an unofficial
transcript. 11. Apply for graduation with Registrar’s Office. (See current, published deadlines for applying for
graduation. Generally, you will need to apply for graduation at the beginning of the semester BEFORE
you plan to graduate.)
NOTE: All of the items on this check list are important and must be completed
prior to graduation.
~ 95 ~
Mississippi Educator Licensure Management System (ELMS)
Graduate Recommendation Request
Part A-Identifying Information
Full Name:
Social Security
Number: I Date of Birth:
I
BANNER ID:
Part B-Contact Information
Mailing Address:
P.O. Box or Street Address
City Stat• Zip Cod•
Phone:
Cellular Phone Number Home Phone Number
Email Address:
Email/Address
Part C-Licensure Information
Master of Arts in Teaching (MAT Program)
3-Year Alternate Route License
X Course Grade Praxis Test Area
ED 549 ED 551 5-Year Alternate Route License
X Course Grade Praxis Test Area
ED 566 (3 hrs.)
Semester
ED 566 (3 hrs.)
Semester
Institutional Add-on for Gifted Education
X Course Grade
ED 516 ED 517 ED 552 ED 595 ED 598 Institutional Add-on for Reading/Literacy
X Course Grade
ED 523 ED 524 ED 564 ED 599 ED 531
Office of Graduate Studies in Education Verification
The above named student has met all of the licensure requirements as indicated above and should receive Institutional Verification of Program.
Coordinator of Graduate Studies in Education Date
~ 95 ~
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