State Program Report

for

Career and Technology Education

Master of Education Degree (M.Ed.)

Department of Technology

University of MarylandEastern Shore

August 2008

Table of Contents

Background Information 3

Section I: Contextual Information 4

Field Experiences 6 Admission, Retention and Exit from Program 9

Relationship with Conceptual Framework10

Assessment System11

Program of Study13

Candidate Information14

Faculty Information15

Section II: List of Assessments20

Section III: Relationship of Assessments to Standards22

Section IV: Evidence for Meeting Standards25

Assessment 1 Content Knowledge: Comp Exam26

Assessment 2 Content Knowledge: GPA27

Assessment 3 Ability to Plan Instruction: Lesson Plans28

Assessment 4 Application of Learning: Reflective Journals30

Assessment 5 Effect on Student Learning: Employer Survey32

Assessment 6 Conducting Research33

Assessment 7 Dispositions34

Assessment 8 Mission, Vision and Leadership Plan37

Section V: Use of Assessment Results to Improve Program38

Appendices

A – Rubrics and Scoring Guides41

B – Course Syllabi77

NCATE Program Report for Career and Technology Education

Master of Education Degree (M.Ed.)

1. Grade levelsfor which candidates are being prepared

Grades 6-12

2. Program Type

)Advanced Teaching

3. Degree or award level



Master of Education Degree

4. Is this program offered at more than one site?

Yes

5. If your answer is "yes" to above question, list the sites at which the program is offered.

UMES, MarylandCenter for Career and Technical Education Studies (Baltimore Museum of Industry), other regional sites.

6. Title of the state license for which candidates are prepared

Advanced Professional Teaching Certificate

7. Program report status

Re-certification Review

8. State Licensure requirement for national recognition

Candidates in this program must already be licensed and certified in Maryland.

9. Does your state require such a test?

Yes, PRAXIS I and II.

SECTION I – CONTEXT

1. Description of any state or institutional policies that may influence the application of Career and Technology Education standards.

The University of Maryland is part of the University System of Maryland (USM) and complies with the policies of USM, the Maryland Higher Education Commission (MHEC), and the Maryland State Department of Education (MSDE). It is MSDE that grants program approval for the 12 undergraduate programs and 4 master's degree programs in UMES' Professional Education Unit. Because Maryland is a partnership state with NCATE, both organizations send representatives to our joint accreditation/approval visits.

MHEC has established the requirements for graduation of higher education institutions in the State, and MSDE has outlined the essential components and procedures for approved undergraduate programs. According to MHEC, a college degree from a 4-year institution has three components: general education (40-46 credits), major program requirements, and electives. General education courses are in the areas of English composition (3 credit minimum), mathematics (3 credit minimum at or above the level of college algebra), arts and humanities (6 credit minimum from each of two disciplines that may include speech, foreign language, or composition and literature courses), social and behavioral sciences (6 credit minimum from two disciplines), biological and physical sciences (6 credit minimum that consist of 2 courses, from each of two disciplines), and interdisciplinary and emerging issues (optional with a maximum of 8 credits). General education courses should include the opportunity for students to demonstrate competence in written and oral communication, critical analysis and reasoning, scientific and quantitative reasoning, technology, information literacy, and global awareness. Further, MHEC has encouraged institutions to adhere to a 120 credit minimum for baccalaureate degrees with exceptions only for mitigating circumstances such as accreditation requirements.

In addition, the University System of Maryland (USM) has recently issued a policy (2006) that all students should have a minimum of 12 credits in alternative forms of instruction (e.g., distance learning, off-campus internships, study abroad, etc.). Both MHEC and USM have encouraged institutions to encourage students to complete their degrees in a four-year period.

The Maryland State Department of Education (MSDE) has also additional requirements that impact teacher education programs. As a result of a reform effort in 1995, The Redesign of Teacher Education, Maryland Institutional Performance Criteria were developed for teacher education programs to follow on an ongoing basis and to be used as the criteria for on-site institutional reviews. These are aligned to existing NCATE requirements.

The five components and requirements include:

  • Strong academic background (includes 80% pass rate on Praxis I and II)
  • Extensive internship (includes 100-day internship at ProfessionalDevelopmentSchool)
  • Performance assessment (includes use of INTASC and SPA standards)
  • Linkage with PreK-12 priorities (includes training in state assessments, MD Teacher Technology Standards (MTTS), 2 required reading courses, and training in inclusion and diversity)
  • State Approval/Accreditation (includes state program approval and NCATE accreditation)

The impact of the above policies on the application of the Career and Technology Education Standards has been positive as the master’s degree program has been strengthened by these initiatives. These policies have improved the quality of candidates who pursue graduate study.

As far as the Master of EducationDegree Program in Career and Technology Education, candidates must be certified in a Career and Technology Education field or related technical field. The program’s emphasis is on leadership and applying research to the instructional and leadership process. The program consists of 30 credits, 18 of which are required and 12 are elective. There are two required research courses which result in a major research paper. Students must also pass a comprehensive exam near the completion of their program.

The master’s program is governed by rules established by the UMES graduate school office. All candidates must be cleared for graduation by the graduate office.

2. Description of the field and clinical experiences required for the program, including the number of hours for field experiences and the number of hours/weeks for student teaching or internships.

Clinical experiences are opportunities for candidates to observe or visit an educational setting for very specific purposes. These may consist of activities such as interviewing an administrator, teacher or student, observing a meeting or a conference, visiting a community or school resource center, completing a case study, administering a test, or attending a conference or professional meeting. Clinical experiences generally require a limited amount of time working with students in a school or agency. Candidates are usually asked to submit a report or a reflective journal that documents the completion of the assignment. Guidelines for these assignments are provided by the course instructor.

Field experiences, on the other hand, always occur in a school setting and consist of 10 to 25 hours of visitation per course. The times vary based on the course requirement. Field experiences usually require a candidate to keep a reflective journal which is submitted as part of the final grade.

Clinical andField Experiences for CTE Master Degree Candidates

Most required courses in the master’s degree program have a clinical or field experience embedded in them. The required courses are CTED 600 – Content, Methods, and Strategies in Career and Technology Education (CTE) , CTED 602 – Instructional Organization and Management, EDUC 610 – Learning and Instruction Design, CTED 615 – Administration and Leadership, and CTED 640 and CTED 650 – Research in CTE I and II.

Assessment tools used in each course are rubrics and rating scales for each assignment. Scores on each rubric are analyzed to determine if candidates are mastering the necessary skills to be professional, reflective, innovative, value diversity, and effective.

In CTED 600 and EDUC 610, candidates develop lesson plans based on content standards, learning theories and different teaching strategies. Lesson plans generated by candidates in required courses are reviewed to reflect how teachers have met the diverse needs of students in their class. The lesson plan can follow the 5-E lesson plan format (engagement, exploration, explanation, extension, and evaluation) or the local county system’s or school’s lesson plan format. The candidates use these lesson plans with their classes and collect data on how well the lesson worked and if it improved student achievement. A rubric is used to evaluate the 5-E lesson plans or county/school lesson plan created in these courses.

In CTED 602, candidates develop ground rules and student responsibilities, a grading or student achievement system, an instructional effectiveness system or plan, and a safety plan. Candidates are expected to use all these systems or plans with their classes. In CTED 615, candidates interview a leader or administrator (principal, assistant principal, central office supervisor, etc.). In addition to collecting information and perspectives from the administrator, candidates develop a personal mission and vision statement, and a leadership development plan. They must also attend the annual professional development conference in their respective area.

In CTED 640 and 650, candidates write a research paper. A scoring rubric is used, which measures the following characteristics: overall quality, researchable problem statement, currency of content, critical analysis and reflection, research base, organization, accuracy, and initiative/independence in developing the paper. This research paper may involve a clinical experience if the candidates use their classes or other classes to examine a teaching technique, assessment method, Maryland Student Assessment (MSA) data, or other topic. They may collect data on student achievement or administrative, teacher and/or student perceptions in conducting their research.

Candidates spend approximately 25 hours in each required course implementing techniques, strategies, and systems learned in four required course (CTED 600, CTED 602, CTED 615, and EDUC 610) for a total of 100 hours. Additional hours could be encountered in CTED 640 and 650 if the research involves the candidate’s classes or other classes. As stated, graduate students are also highly encouraged to attend professional conferences, should as the Technology Education Association of Maryland’s Tech Expo and the International Technology Education Association, which amounts to approximately 8-25 additional hours per year.

The following is data collected on candidate performance by course, by semester for assignments requiring clinical and field experience. Rubrics use a 4 point scale, 4 being the highest (target) and 1 being the lowest (beginning):

CTED 600 / N / Average / Range
Spring 2007 / 5 / 3.6 / 2.0-4.0
Spring 2008 / 11 / 3.7 / 3.0-4.0
CTED 602 / N / Average / Range
Fall 2006 / 7 / 3.7 / 3.0-4.0
Fall 2007 / 9 / 3.7 / 3.0-4.0
EDUC 610 / N / Average / Range
Summer 2007 / 11 / 3.6 / 3.0-4.0
CTED 615 / N / Average / Range
Fall 2006 / 3 / 3.7 / 3.0-4.0
Fall 2007 / 12 / 3.6 / 2.0-4.0
CTED 650 / N / Average / Range
Spring 2007 / 10 / 3.8 / 3.0-4.0
Spring 2008 / 6 / 3.8 / 3.0-4.0

Who are your school partners for the field experiences?

ChesapeakeHigh School, AnneArundelCounty

South RiverHigh School, AnneArundelCounty

MeadeMiddle School, AnneArundelCounty

OldMillHigh School, AnneArundelCounty

CatonsvilleMiddle School, BaltimoreCounty

CatonsvilleHigh School, BaltimoreCounty

Eastern TechnicalHigh School, BaltimoreCounty

KenwoodHigh School, BaltimoreCounty

LansdowneHigh School, BaltimoreCounty

MilfordMillAcademy (HS), BaltimoreCounty

OverleaHigh School, BaltimoreCounty

TowsonHigh School, BaltimoreCounty

WoodlawnHigh School, BaltimoreCounty

NorthCarrollMiddle School, CarrollCounty

NorthCarrollHigh School, CarrollCounty

WestminsterHigh School, CarrollCounty

FrederickHigh School, FrederickCounty

HeatherRidgeMiddle School, FrederickCounty

AberdeenHigh School, HarfordCounty

EdgewoodHigh School, HarfordCounty

HarfordTechnicalHigh School, HarfordCounty

ClarksvilleMiddle School, HowardCounty

HammondMiddle School, HowardCounty

CharlesHerbertFlowersHigh School, Prince George’s County

CrisfieldHigh School, SomersetCounty

SomersetIntermediateSchool, SomersetCounty

Queen Anne’s CountyHigh School, Queen Anne’s County

SalisburyMiddle School, WicomicoCounty

How do the partners contribute to the design, delivery and evaluation of the field experiences?

School-level administrators (principals and assistant principals) observe our candidates once to four times a year, depending on how long the candidate has been teaching in the school system. These administrators critique the lessons presented using their local school system’s observation instrument. They provide feedback to the teachers, who in turn, provide feedback to the college instructors about how well the lessons have worked with their students. The techniques, strategies, and systems learned in CTED 600, CTED 602, and EDUC 610 are applied to lessons presented in the candidate’s classrooms. The research conducted CTED 640 and 650 may also affect classroom instruction and involve the input and assist of administrators at the school-building level and county-level. Administrators must give approval to candidates who conduct research in their classroom, school, school system, and across the State.

How do school partners share expertise to support candidates’ learning in field experiences?

Candidates receive expertise through administrative feedback on classroom observations and through school-level professional development that supports the implementation of high quality instruction for Career and TechnologyEducation students. Most LEAs also have county-wide in-service activities that focus on delivering high technology programs in CTE. Issues that are covered align with the NBPTS Standards for CTE, standards within each career cluster, and coursework in the CTE master’s program.

What is the number of clock hours for each field experience?

Candidates spend 25 hours in each required course implementing techniques, strategies, and systems learned in four required course (CTED 600, CTED 602, CTED 615, and EDUC 610) for a total of 100 hours.Additional hours may be encountered in CTED 640 and 650 if the research involves the candidate’s classes or other classes. Graduate students are also highly encouraged to attend professional conferences, since as the Technology Education Association of Maryland’s Tech Expo and the International Technology Education Association, which amounts to approximately 8-25 additional hours per year.

What are the criteria used in the selection of school- based clinical faculty?

The program does not have school-based faculty who actually go into the candidate’s school. Some college instructors do visit some of their candidate’s classroom but not on a regular and structured basis. College instructors must be appointed to the graduate adjunct faculty or regular graduate faculty.

3. Description of the criteria for admission, retention, and exit from the program, including required GPAs and minimum grade requirements for the content courses accepted by the program.

Admission requirements

Students who enter the M.Ed. program must possess an earned baccalaureate degree in oneof the areas of Career and Technology Education: agriculture, business education, family and consumer sciences, health occupations, technology education, or a related content area. Matriculating students must meet all requirements for regular admission to the graduate program. In some cases, provisional admission will be granted.

Applicants must fulfill the following for regular admission:

Complete the graduate school application for a degree program.

Possess an undergraduate cumulative grade point average (GPA) of at least 3.0, or possess a prior graduate degree.

May require a writing sample essay that focuses on current educational issues, as determined by the graduate faculty admissions committee.

Submit official transcripts from all higher education institutions attended.

Submit three letters of evaluation/recommendation that address:

1.Personal qualities, e.g. character and academic abilities, problem solving, conceptual thinking, and the writing and speaking skills needed to support a rigorous graduate program.

2.Personal determination and commitment needed to complete the program.

Candidates must have achieved passing scores which meet established MarylandState standards on the core battery of the PRAXIS teacher examinations.

Transcripts and academic credentials of all applicants will be reviewed by the graduate admissions committee. Individuals who lack appropriate coursework will be expected to complete the identified course content requirements prior to their enrollment in the capstone research portion of the program.

Retention and exit requirements

Candidates enrolled in the M.Ed. program complete a state-approved program of study that includes at least 30 semester hours of graduate credit with a cumulative “B” (3.0) or higher grade point average. Six (6) credits are required in a capstone research experience. The research courses are CTED 640 and CTED 650. Of the remaining 24 credits, twelve (12) credits will be in six (6) required courses: CTED 600 – Content, Methods and Strategies in CTE; CTED 602 – Instructional Organization and Management; CTED 615 – Administration and Leadership in CTE; and EDUC 610 – Learning and Instructional Design. Twelve (12) elective credits will be selected by the candidate, with the approval of the graduate advisor based on the candidate’s previous educational experience and career goals. Overall, eighteen (18) credits are required at the 600 level or higher and a maximum of twelve (12) credits can be completed at the 400 level. Candidates take a written comprehensive examination within the last six credits of their program,and complete a research paper upon completion of their program.

A maximum of six (6) graduate credits will be accepted for transfer into the program from non-USM institutions, provided these credits are directly related to the program and meet the criteria for transfer of credit. No more than six (6) credit hours of “C” grades will be acceptable in the program. Students who have completed 24 credits of coursework and have passed the comprehensive examination will be advanced to Master’s Candidacy.

Students must complete the program within three calendar years of advancement to Master’s Candidacy, but no later than their five-year admission period. Full-time candidates in the Career and Technology Education M.Ed. program will be expected to complete the program in one academic year including one summer. Part-time students, who attend uninterrupted, will be expected to complete the program in three years.

4. Description of the relationship of the program to the unit's conceptual framework.

The career and technology education master’s program directly supports the Professional Education Unit’s Conceptual Framework that embodies the five themes of PRIDE – professional, reflective, innovative, diverse, and effective.

The University of Maryland Eastern Shore’s Conceptual Framework continues to emerge as an important and integral piece of the Professional Education Unit’s preparation programs. At the core of the conceptual framework is Hawk PRIDE – candidates who are a dedicated professional, reflect upon their practice, are innovative in their teaching and leadership, value diversity, and are effective as teachers and leaders. As the Conceptual Framework continues to develop and emerge, it encompasses and supports the institution’s mission and Professional Education Unit’s mission. These aspects include, but are not limited to ethical, social, cultural, technological and educational interests as they relate to candidate preparation and the development of the candidate as a whole.