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EDUC 508

Integrative Project

Guidelines for Completion of the MAT Portfolio

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Table of Contents

Integrated Project Protocol …….…………………………………………………………………………………… 3 To-do list for completion of the portfolio Written Project Guidelines ………………………………………………………………………………………….. 4 Tips for a Successful Integrated Project ……………………………………………………………………… 6 Sample Title Page ……………………………………………………………………………………………………… 8 Add your information and include with your final portfolio Sample Table of Contents ……….………………………………………………………………………………… 9 Add your information and include with your final portfolio Sample Introductory Statement ….…………………………………………………………………………… 10 Add your information and include with your final portfolio Sample Goal Statement …….……………………………………………………………………………………… 11 Use as a guide for how your statements should look Oral Presentation Guidelines …………………………………………………………………………………… 14 Grade Criteria: Written ……...…………………………………………………………………………………… 15 For your information only Grade Criteria: Oral ………………………………………………………………………………………………… 16 For your information only

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Integrative Project Protocol To complete the Integrative Project, the following steps are to be taken in sequence. The Role of the Student

Address the Five National Board Professional Teaching Standards in narrative form.

Each statement must include discussion of a minimum of 2 MAT courses, 2 exhibits, and

2 theories.

Organize the Integrative Project in the form of an electronic portfolio.

Use Times New Roman 12 point font style, 1” margins, and accepted standards of

grammar, punctuation, and American English according to the APA Manual, 6th Edition.

Give a draft of each goal statement to the course instructor for 1st reading. Grading

criteria is included in this handbook.

Schedule a day and time for the oral presentation. The presentation should take about

25-35 minutes.

Develop the oral presentation using PowerPoint. The oral presentation should be an

articulation of the written work.

Complete the written MAT Program Evaluation after the presentation. This form is

included in the Content area of the D2L course site.

The Role of the Committee

The instructor serves as the committee chair and will review the portfolio and

determine if it is acceptable and ready to be passed along to the other member of the

committee. Unless otherwise specified, the committee member will be Ann Forsee, an

adjunct instructor in the Education Department on the Main campus who has been

designated to serve in this role.

The committee member will grade the portfolio and communicate the results to the

committee chair. Grading criteria is included in this Handbook.

The committee will attend and grade the oral presentation. Grading criteria is included

in this Handbook.

The chair will supervise any necessary changes, additions, deletions, etc.

The student’s final grade will be determined by the committee.

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Written Project Guidelines

Please keep in mind the following guidelines and instructions:

A sample of Goal III is provided for you, starting on page 11, to use as a guide for the length, style, and depth necessary for a successful goal statement.

Your final submission should include a title page identical to the one on page 8, with your name and the date filled in.

Your table of contents should follow the format of the sample on page 9, with a complete list of all your exhibits by letter and by name.

Your final project should include the introductory statement provided in the sample on page 10. You do not need to write your own introduction.

Use the Evaluation Criteria for Written Project included at the end of this document as a guide as you complete your project. Specifically, keep in mind that your discussions of your courses, your theories, and your exhibits are all worth the same number of points. This means they should all receive equal attention in your discussion.

Some simple dos and don’ts:

o DO include the number and full course title when you mention a course for the first time in one of your goal statements, e.g., EDUC 560 Theories of Learning. After that just use the course number, e.g., EDUC 560.

o DO NOT put any punctuation between your course numbers and titles.

o DO include a wrap-up/concluding paragraph at the end of each of your goal statements.

o DO set Microsoft Word to All Markup on the Review tab to enable you to see your instructor’s feedback.

Comments will show up in bubbles in the right margins, and edits that should appear underlined in a different color.

After you have reviewed the comments and edits and made any necessary changes, you can click Accept, choose Accept All Changes, and the edits will automatically correct. See the next page for further clarification.

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To accept edits, click on the dropdown arrow under Accept and choose Accept All Changes.

To delete comments, click on the dropdown arrow under Delete and choose Delete All Comments.

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Tips for a Successful Integrative Project

1. Complete your first goal statement and submit it for feedback before you begin working on any of your other statements. The feedback you receive on that first statement will potentially save you a great deal of time and energy on your remaining statements.

Note that your instructor will review each of your goal statement drafts, edit your writing, and let you know when you need to add additional discussion, revise your discussion, etc. You are expected to make these edits and revisions in your final project, but you may also be asked to revise and resubmit your goal statements along the way, particularly the first one.

2. A good rule of thumb is to begin your paragraphs with the course (“In EDUC 560 Theories of Learning I…”), mention a specific theorist (“According to Piaget…”), and include an exhibit to illustrate (“In EDUC 560 I wrote my Personal Learning Theory (Exhibit A)…”).

3. Remember you need to discuss at least two courses, theories/theorists, and exhibits in each of your goal statements. You should discuss each of these as though your reader is not familiar with them. Do not assume prior knowledge, no matter how confident you are that your instructor and committee member know what you’re talking about.

a. Do not feel compelled to exceed the minimum requirements. There are no “bonus

points” for discussing more than two courses, theories, or exhibits per goal.

b. Be mindful of repetition. You should not discuss any of your courses, theories, or exhibits more than once throughout your project.

c. Keep in mind as you write that not only do each of your MAT courses need to be mentioned at least once (including EDUC 508! it fits very nicely with Goal 4), but since there are 12 courses (36 credit hours) and only 5 statements, a couple of your statements will need to discuss more than two courses. NOTE: if you took EDUC 698 Graduate Student Teaching, because it is worth 9 credit hours you may actually have fewer than 12 courses. That’s ok! But that is the only scenario in which it’s ok to discuss fewer than 12 courses.

d. For your theories, don’t just name-drop. State the theory or theorist, and include at least a few lines describing that theory so it’s clear you understand it before you then apply it.

e. Submit your exhibits with the drafts of your goal statements, as they are relevant, and label them “Exhibit A [Title of Document],” “Exhibit B [Title of Document],” and so on, as they are mentioned in your goal statements. Do not copy and paste your exhibits into your goal statements; they should be submitted as separate documents. Be very specific about your exhibits as well. Clearly state what each exhibit is, and then do not let the exhibit speak for itself. Provide some description of it and how it supports the goal statement.

4. Pay close attention to the rubrics. Use them as a guide for what is expected of you.

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5. Students often struggle with Goal 5. Any collaboration you do in your job is relevant to this goal, including working with parents and colleagues, mentoring student teachers, and so on. Membership in professional organizations is also relevant, as is anything you do within the community that is connected to your job (e.g., working with Partners in Education). And of course you and your fellow MAT students are your own learning community! But all of this collaborative stuff needs to be tied to the MAT, so discussion of how your coursework has enhanced your work at this level is what you’re after. Social learning theory (Vygotsky, Bandura, etc.) speaks well to this goal, and DuFour’s professional learning communities are very relevant. EDUC 546 has the highest connection, but students have made great arguments for EDUC 504, 582, and even 500. As long as you can tie a course, theorist, and exhibit to learning communities and collaboration, you’re good to go.

6. Remember, this project is about you! Discuss your experiences specifically, tying in how your coursework contributed to your understanding of what you’re discussing. Avoid speaking in generalities.

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FINAL REVIEW FOR *student’s name*

_____________

Submitted: *date*

In Partial Fulfillment of the Requirements for

The Master of Arts in Teaching

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Contents

Introduction ……………………………………………………………………………………….3

Goal I ……………………………………………………………………………………………...4

Goal II …………………………………………………………………………………………….7

Goal III …………………………………………………………………………………………..10

Goal IV ………………………………………………………………………………..................13

Goal V ……………………………………………………………………………………………16

Exhibits

A. Research Paper – Jerome Bruner

B. Creative Problem Solving Project

C. Plessy v. Ferguson Lesson Plan

D. Review of Teaching Beyond the Book by Tomlinson & Jarvis

E. Curriculum Management Plan

F. Reflection Paper

G. EDUC 563 Midterm Exam

H. Performance Assessment

I. Test Blueprint

…and so on (list all your exhibits here)

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Final Review Portfolio for (name)

For the Master of Arts in Teaching, the education faculty and the faculty of the college have

endorsed national certification of teachers and have adopted the core proposals of the National

Board for Professional Teaching Standards as the goals of the program that each candidate must

meet to graduate. When conducting best practices:

I. Teachers are committed to students and their learning;

II. Teachers know the subjects they teach and how to teach those subjects to students;

III. Teachers are responsible for managing and monitoring student learning;

IV. Teachers think systematically about their practice and learn from experience, and

V. Teachers are members of learning communities.

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Goal 3: Teachers are responsible for managing and monitoring student learning.

Perhaps one of the most difficult parts of the education profession is how to manage and

monitor student learning. The management aspect stretches from proactive classroom behavior

expectations to the proper establishment of routines while the monitoring side includes proper

assessment tools and awareness of student understanding. My classes at Columbia College

during the Master of Arts in Teaching program gave me the tools to do both in my classroom as

well as the philosophical reasons behind them.

In EDUC 563 Management of the Classroom Environment, I learned that successful

learning begins with successful classroom management. In Exhibit G, a written midterm from

EDUC 563, I utilized our textbook to draw out key points in classroom management theory that

would be applicable to my own classroom. Our text, citing learning theorist Kounin, emphasized

a “withit” attitude toward classroom management where the teacher is proactive in identifying

and dealing with potential behavior issues before they are allowed to spiral into a disruption of

the learning process. By knowing how to manage space, time, transitions and the students in my

classroom, I am able to also manage successful learning.

While EDUC 563 equipped me with the tools to provide a ripe educational environment,

several other classes introduced me to methods to monitor student learning through authentic and

effective assessment. In EDUC 580 Methods of Effective Academic Evaluation, for example, I

learned that assessments should be used as a tool for furthering student learning by making them

relevant to the leaner and integrated into the curriculum. Our text, An Introduction to Student-

Involved Assessment FOR Learning by Rick Stiggins, gave a comprehensive approach to using

assessments in an entirely different way than the traditional test or exam. Stiggins uses

assessments as a part of the learning process, not as a culmination or ending of the learning

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process. Instead of giving multiple choice exams at the end of every unit, Stiggins suggests

teachers use many forms of performance assessment throughout units to ensure students are

meeting objectives and progressing in their learning.

I applied these concepts to the creation of my own authentic performance assessment in

EDUC 580 (Exhibit H). In my assessment, I required students to choose a conflict post 1918 and

trace its roots back to World War I using tools of the historical trade and being creative.

Important to this assessment was the application of Stiggins’ procedures: allow students to enjoy

decision making power and use a rubric. Giving students control over their own learning

involves them in the process and gives them a stake in their progression. Solid rubrics eliminate

gray areas and show student exactly what I am looking for in the assessment. Without those two

vital parts of the assessment, the authenticity and effectiveness of the tool would be negated.

Also in EDUC 580, I created a blueprint along with an assessment from the blueprint that

ensured I knew how to monitor student learning through careful consideration of a written exam

(Exhibit I). Using Bloom’s Taxonomy, I created objectives, and then derived questions from

them that either fell in the knowledge, comprehension, application, analysis, synthesis, or

evaluation areas of Bloom’s cognitive domains. Bloom’s research demonstrated that traditional

objective exam items frequently remain on the lower half of the cognitive domains, knowledge

and comprehension. And while those do have merit, our objective as teachers is to bring

students into the upper domains where critical thinking and long term learning take place.

I know from my experiences at Columbia College that I want my students operating at

higher levels of thinking, and it is my job to successfully monitor where they are and create

evaluative tools that help me get there. I also know, though, that in order for that to occur, I must

provide an environment where students are able to be successful. It is my obligation to

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effectively manage my time and space while keeping a proactive response to burgeoning

problem behaviors. When the environment is steady and students are involved in monitoring

their learning, the classroom can be a fruitful place.

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Oral Presentation Guidelines The following are important guidelines for your oral presentation.

Your oral presentation will be completed during Weeks 7 or 8.

The presentation is your opportunity to talk the committee through your project. You

should not simply read your written project, nor should you read from notecards. It

is okay to have notecards should you wish to use them, you just must not read from them.

Although this is a formal presentation, you will be most successful if you speak

conversationally.

Note that this is indeed a presentation. You should not expect that the committee will ask

you questions. On the contrary, the committee is typically very quiet during your

presentation.

In addition, this is not a defense of your project. The committee is not there to challenge

you, grill you, or in any other way make you feel nervous or put on the spot. The committee

is there to support you and cheer you on.

Use the Evaluation Criteria for Oral Presentation included at the end of this document as a

guide for your presentation. Specifically, as with your written project, keep in mind that

your discussions of your courses, your theories, and your exhibits are all worth the

same number of points. This means they should all receive equal attention in your

discussion.

The presentation should be 25-35 minutes. Your grade will be impacted should your

presentation not fall within this timeframe.

A sample PowerPoint presentation can be found in the Content area of the online course

site. You are welcome to set up your presentation however you like but do be sure that

each of the elements included in the sample are also included in your presentation. This

helps your committee to keep track of the courses, theories, and exhibits you’re discussing,

and also helps you to be sure you discuss each and every one of them.

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Evaluation Criteria for Written Project

Each of your goal statement drafts, including any revised drafts, as well as the statements you submit in your final project, will be evaluated according to the following rubric. This means that points lost on your first draft can be earned back if you choose to revise and resubmit.

The written portfolio will also receive a holistic evaluation. Your final grade on the portfolio will be based on the combination of the scores for each of the goal statements (5 x 18) and the overall project score (10) = 100 points.

Criteria Level 1 Level 2 Level 3

Overall Project

Each goal statement included all required elements as evidenced in the statement checklists. All 12 courses taken are mentioned. Portfolio overall shows exceptional professionalism, reflection, and synthesis, and is reflective of a master teacher.

Only 11 courses taken are mentioned. Portfolio overall shows adequate professionalism, reflection, and synthesis, and shows evidence that the candidate is working towards becoming a master teacher.

10 or fewer courses taken are mentioned. Portfolio overall lacks professionalism, reflection, and synthesis, and indicates that this candidate is not yet working towards becoming a master teacher.

Criteria

Level 1 Level 2 Level 3

Coursework

Coursework is highly relevant to the proposition, and the connection is described in-depth and is clear.

Coursework is relevant to the proposition but description of

the connection lacks depth and/or clarity. Less than 2

courses are mentioned.

Coursework is not relevant to the proposition and/or

description of the connection is missing and/or highly lacking.

Less than 2 courses are mentioned.

Theory

Theory is highly relevant to the proposition and is described accurately and in-depth. If a theory or theorist is not well-known, a citation is provided in correct APA format.

Theory is relevant to the proposition but description lacks depth and/or accuracy. If a theory or theorist is not well-known, a citation is provided but not in correct APA format. Less than 2 theories are mentioned.

Theory is not relevant to the proposition, and/or description is inaccurate and/or shallow. A citation is not provided for theory or theorists that are not well-known. Less than 2 theories are mentioned.

Exhibits

Exhibits are highly relevant to the proposition, each artifact is described with adequate depth, and the connection to the proposition is described in-depth and is clear.

Exhibits are relevant to the proposition, but the description

of one or more artifacts is lacking in depth, and/or the

connection to the proposition lacks depth or clarity. Less than

2 exhibits are mentioned.

Exhibits are not relevant to the proposition, and/or the

description of one or more artifacts is missing, and/or the

connection to the proposition is missing or unclear. Less than 2

exhibits are mentioned.

Articulation and Writing

Statement is well-written, organized, clear, easy to read, and is generally engaging and appealing. Statement has 0-2 grammatical and /or structure errors and shows exceptional professionalism.

Statement is relatively easy to read but could be better organized, and/or engaging, and/or flow more smoothly. Statement has 2-5 grammatical and /or structure errors, and/or lacks some level of professionalism.

Statement lacks organization, and/or readability, and/or an easy flow. Minimal appeal. Statement has more than 5 grammatical and/or structure errors and/or awkward phrasing. Minimal professionalism.

Evaluated by Instructor Only

Student made all revisions and corrections pointed out in the

goal statement draft(s).

Student made some or most of the revisions and corrections

pointed out in the goal statement draft(s).

Student made very few, if any, of the revisions and corrections

pointed out in the goal statement draft(s).

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Evaluation Criteria for Oral Presentation Your oral presentation of each of your goal statements will be evaluated according to the following rubric. The committee member will score your work on the first 4 criteria; your instructor will score all 5 criteria.

The complete presentation will also receive a time evaluation and a holistic evaluation. Your final grade on the presentation will be based on the combination of the scores for each of the goal statements (5 x 16), the presentation time (10), and the overall project score (10) = 100 points.

Criteria Level 1 Level 2 Level 3

Use of Time

Presentation is 25-35 minutes. Presentation is 20-24 minutes or 36-40 minutes.

Presentation is less than 20 minutes or more than 40 minutes.

Criteria Level 1 Level 2 Level 3

Overall Project

Each goal statement included all required elements as evidenced in the statement checklists. All 12 courses taken are mentioned. Presentation overall shows exceptional professionalism, reflection, and synthesis, and is reflective of a master teacher.

Only 11 courses taken are mentioned. Presentation overall shows adequate professionalism, reflection, and synthesis overall, and shows evidence that the candidate is working towards becoming a master teacher.

10 or fewer courses taken are mentioned. Presentation overall lacks professionalism, reflection, and synthesis overall, and indicates that this candidate is not yet working towards becoming a master teacher.

Criteria Level 1 Level 2 Level 3

Coursework

Coursework is highly relevant to the proposition, and the connection is described in-depth and is clear.

Coursework is relevant to the proposition but description of the connection lacks depth and/or clarity. Less than 2 courses are mentioned.

Coursework is not relevant to the proposition and/or description of the connection is missing and/or highly lacking. Less than 2 courses are mentioned.

Theory

Theory is highly relevant to the proposition and is described accurately and in-depth.

Theory is relevant to the proposition but description lacks depth and/or accuracy. Less than 2 theories are mentioned.

Theory is not relevant to the proposition, and/or description is inaccurate and/or shallow. Less than 2 theories are mentioned.

Exhibits

Exhibits are highly relevant to the proposition, each artifact is described with adequate depth, and the connection to the proposition is described in-depth and is clear.

Exhibits are relevant to the proposition, but the description of one or more artifacts is lacking in depth, and/or the connection to the proposition lacks depth or clarity. Less than 2 exhibits are mentioned.

Exhibits are not relevant to the proposition, and/or the description of one or more artifacts is missing, and/or the connection to the proposition is missing or unclear. Less than 2 exhibits are mentioned.

Articulation and

Presentation

PowerPoint presentation is well-written, organized, clear, easy to read, and is generally engaging and appealing. Presentation has 0-2 grammatical and/or structure errors and shows exceptional professionalism. Student speaks clearly and articulately, shows a high level preparedness, and behaves as a professional.

PowerPoint presentation is relatively easy to read but could be better organized and/or engaging, and/or flow more smoothly. Presentation has 2-5 grammatical and/or structure errors, and/or lacks some level of professionalism. Student could speak more clearly and/or more articulately. Student could be better prepared, and could be more professional in behavior.

PowerPoint lacks organization, and/or readability, and/or an easy flow. Minimal appeal. Presentation has more than 5 grammatical and/or structure errors and/or awkward phrasing. Student does not speak clearly or articulately. Student appears unprepared, and behaves unprofessionally.