Department/Program Name

College of ______

Mission Statement

The ______Department is committed to the education of students interested in pursuing the….

Faculty(designated teacher educators)

National Specialized Professional Association (SPA) Standards

The ____Education program utilizes the _____Standards as the content and SPA-specific performance-based outcome standards for its teacher education curriculum. Please see enclosed matrix of SPA Standards and required courses.

****As with the 2000 and 2007 accreditations, syllabi must identify the standards addressed in each required course; sample syllabi from the 2007 accreditation are available, showing the linkages between content, assessments and standards.

National Professional Performance Outcome Standards

The ____Education program utilizes the 2011 Interstate Teacher Assessment and Support Consortium (InTASC) Standards as the national performance-based outcome standards for its teacher education curriculum.Please see enclosed matrix of InTASC Standards and required courses.

**As with the 2000 and 2007 accreditations, syllabi must identify the standards addressed in each required course; sample syllabi from the 2007 accreditation are available showing the linkages between content, assessments and standards.

Maryland State Department of Education Institutional Performance Criteria Based on the Redesign: Diversity

The ____Education program fully addresses the Redesign’s Institutional Performance Criteria: Diversity. Please see enclosed matrix of Institutional Performance Criteria: Diversity and required courses.

**This is a new section for the folioette, but mirrors the information shared and requested previously on several previous occasions. Syllabi are to identify the standards addressed in each required course

Requirements for the Major

The ______is a screened major. To meet both the University and Maryland State certification requirements, the student must complete a minimum of __ hours in the arts and sciences, including University Core Curriculum requirements. The required professional education courses in ______Education total __ hours, including ___ hours, or ___MSDE approved courses, in the teaching of reading. Students must have a “C” or better in all courses in their major.

(Please see Department ____Education Checklist of Degree Requirements. (Provides list of courses by title and number, organized by academic year, for a typical course of study.)

Alignment with Assessment System

The ____Education program is aligned with the Unit Assessment System, and reflects the InTASC Principles and the standards of the (SPA). The Unit Assessment System identifies performance assessments at five key transition points for teacher candidates: Admission to the Program,Preclinical Coursework; Admission to the Clinical Experience; Exit from the Clinical Experience; and In-Service Performance/ Postgraduate Feedback. Data gathered at each transition point are used by all programs to evaluate candidates, as well as program and unit performance.
The Unit Assessment Plan provides for common assessment of all candidates’ knowledge, skills and dispositions. During the internship experience, candidates are evaluated by university supervisors as well as by mentor teachers using the InTASC standards, appropriate program content standards, and Towson University’s Essential Dispositions for Educators. All candidates in the Unit are expected to demonstrate their understanding of the Essential Dispositions for Educators at the acceptable level by the conclusion of the internship. In addition, positive impact on student learning is evaluated through the requirement of a common artifact in the final portfolio evaluation. Praxis II data document mastery of content knowledge and pedagogical skills, and surveys of graduates and employers provide data on in-service performance of knowledge, skills and dispositions.
Assessments required of all candidates and unique to the ____Education program are documented in Section 2 of the SPA report, and are also identified below: (COPY and PASTE SPA Section 2 below).
CHECKLIST OF DEGREE REQUIREMENTS
(provide list of courses by title and number, organized by academic year, for a typicalcourse of study.)
MATRIX: 2011 InTASC/REQUIRED PROFESSIONAL EDUCATION COURSES
(Example below; identify required courses that address each InTASC Standard; denote those w/ primary emphasis with a capital X, those with “lesser” emphasis with a small x; add rows/columns as needed)
InTASC Standard / Req.
Course # / Req.
Course # / Req.
Course #
1 / X / x / x
2 / X / x
3 / X / X
4 / X / X / X
5 / X / x
6 / X
7 / X
8 / X / X
9 / x / x
10 / x / x
11/Unit Technology
Standard / X / X

MATRIX: SPA/REQUIRED PROFESSIONAL EDUCATION COURSES

(Example below; identify required courses that address each SPA Standard; denote those w/ primary emphasis with a capital X, those with “lesser” emphasis with a small x; add rows/columns as needed)

SPA
Name / Req.Course
# / Req.Course
#
Standard 1 / X / X
Standard 2
Standard 3 / X
X
X
X
X / X

MATRIX: MSDE INSTITUTIONAL PERFORMANCE CRITERIA: DIVERSITY/

REQUIRED PROFESSIONAL EDUCATION COURSES

(Example below; identify required courses that provide instruction to teacher candidates on how to address each criterion; denote those w/ primary emphasis with a capital X, those with “lesser” emphasis with a small x; add rows/columns as needed)

Diversity Performance Criterion / Req.Course
# / Req.Course
#
1. Differentiate instruction and work effectively with students from diverse backgrounds (ex., socio-economic, racial, ethnic). / X / X
2. Differentiate instruction and work effectively with learners with special needs. / x / X
3. Differentiate instruction and work effectively with English Language Learners (ELL). / x / X
4. Differentiate instruction and work effectively with gifted and talented learners. / x
5. Collaboratively plan and/or teach with specialized resource personnel (ex., guidance counselor, resource teacher, special educator, reading specialist, media specialist, speech pathologist). / X