VCU Bulletins

Teaching, Master of (M.T.)

Christenbury, Dr. Leila
Chair, Department of Teaching and Learning
lchriste@vcu.edu
(804) 828-1305

Acevedo, Dr. Edmund O.
Chair, Department of Health and Human Performance
eoacevedo@vcu.edu
(804) 828-1948

Admission requirements summary

Teaching, Master of (M.T.)
Indicate specialization: early and elementary education, health and physical education, or secondary education, 6-12
Degree:

M.T.
Semester(s)
of entry:

Fall
Spring
Summer
Deadline
dates:

Mar 15
Nov 1
Mar 15
Test
requirements:

GRE or MAT

The Master of Teaching curricula are designed to incorporate eligibility for initial teaching licensure in Virginia in early and elementary, secondary education (biology, chemistry, earth science, English, history, history and social studies, mathematics, physics) or health and physical education.

The approved curricula include undergraduate qualifying courses as well. Individuals pursuing the extended program are awarded undergraduate and graduate degrees simultaneously; baccalaureate degree recipients who meet the admission criteria also may pursue the Master of Teaching degree program, including the qualifying courses. The combined baccalaureate and Master of Teaching program requires a minimum of 153/154 hours, at least 33 of which must be at the graduate level.

There are several tests that students must pass for admission to teacher preparation, admission to student teaching and licensure in Virginia. Students should consult the Student Services Center section on the School of Education website for current testing requirements.

Student learning outcomes

Early and elementary education

  1. Candidates will master content knowledge. Candidates demonstrate content knowledge in the disciplines to be taught in an elementary classroom as evidenced by performance on Praxis II and the liberal arts equivalency GPA.
  2. Candidates demonstrate ability to plan instruction. Candidates demonstrate that they can effectively plan classroom-based instruction as evidenced by the Read Aloud Lesson Plan.
  3. Measure candidate performance in internship. Candidates demonstrate application of knowledge, skills and dispositions in practice as evidenced by the clinical evaluation continuum.
  4. Assess candidate effect on student learning. Assess candidate`s effect on student learning as evidenced by success on the Practicum B Lesson Plans in Math, Science and Social Studies.
  5. Assess candidate success on developmental project. Candidates will demonstrate competence in developing unit lesson plans as evidenced by the TEDU 414 unit plan.
  6. Assess candidate success on activity project. Candidates will demonstrate competence in developing student activity plans by success on the Health and PE Movement Experience Activity project.
  7. Assess ability to integrate the arts in lesson. Demonstrate that candidates know, understand and use basic communication in the arts, can analyze art from structural, historical and cultural perspectives, and has an informed acquaintance with art from varied cultural and historical periods, and further demonstrate that candidates are able to integrate art in a basic content lesson by success on the Learning Center Notebook project.

Health and physical education:
The health and physical education concentration of the Master of Teaching program will be closed upon completion of the teach out plan for students enrolled in the Bachelor of Science in Health, Physical Education and Exercise Science general health and physical education concentration, which will suspend admissions effective spring 2014.

Secondary education, 6-12
English education

  1. Candidates demonstrate content knowledge in English. Candidates demonstrate content knowledge in the English language arts as evidenced by Praxis II scores and the undergraduate transcript analysis.
  2. Candidates demonstrate ability to plan instruction. Candidates demonstrate that they can effectively plan classroom-based instructions evidenced by the lesson plan assessment, lesson plan portion of the portfolio, and the Clinical Evaluation Continuum.
  3. Measure candidate performance in internship. Candidates demonstrate that knowledge, skills and dispositions are applied effectively in practice as evidenced by the Clinical Evaluation Continuum.
  4. Assess candidate effect on student learning. Candidates demonstrate effect on student learning as evidenced by success on the lesson plan portion of the portfolio.
  5. Candidates demonstrate NCTE standards proficiency. Candidates further demonstrate proficiency on NCTE competencies as evidenced by the Dispositions Assessment.

History education

  1. Demonstrate content knowledge in social studies. Candidates demonstrate content knowledge in social studies as evidenced by the Praxis II scores unit plan assessment in TEDU 547.
  2. Can effectively plan classroom-based instruction. Candidates demonstrate that they can effectively plan classroom-based instruction as evidenced by the lesson plan assessments in TEDU 547 and TEDU 681.
  3. Student teaching: Effectively apply knowledge, skills and dispositions. Candidates demonstrate that knowledge, skills and dispositions are applied effectively in practice as evidenced by clinical evaluations.
  4. Demonstrate effects on student learning. Candidates demonstrate effects on student learning as evidenced by the portfolio: student work, reflections, case study and rubric for student teaching.
  5. Candidates demonstrate NCSS standards proficiency. Candidates further demonstrate proficiency on NCSS competencies as evidenced by the unit plan assessment in TEDU 547. This objective addresses NCATE Standard 1: “Candidate Knowledge, Skills and Dispositions.”

Mathematics education

  1. Demonstrate content knowledge in mathematics. Candidates demonstrate content knowledge in mathematics as evidenced by the Praxis II scores and undergraduate mathematics GPAs. This objective addresses NCATE Standard 1: “Candidate Knowledge, Skills and Dispositions.”
  2. Can effectively plan classroom-based instruction. Candidates demonstrate that they can effectively plan classroom-based instruction as evidenced by the unit lesson plans, student handouts, assessments and video tape portions of the portfolio assessment.
  3. Student teaching: Effectively apply knowledge, skills and dispositions. Candidates demonstrate that knowledge, skills and dispositions are applied effectively in practice as evidenced by clinical evaluations.
  4. Demonstrate effects on student learning. Candidates demonstrate effects on student learning as evidenced by lesson plan portion of the portfolio assessment and the clinical evaluation continuum.
  5. Candidates demonstrate NCTM standards proficiency. Candidates further demonstrate proficiency on NCTM competencies as evidenced by the technology lesson plans and the problem-solving lesson plans.

Science education

  1. Demonstrate content knowledge in science. Candidates demonstrate content knowledge in science as evidenced by the Praxis II scores.
  2. Demonstrate conceptual content knowledge. Candidates gain knowledge of the conceptual science and related fields, and are well prepared in the breadth of knowledge needed to teach in their fields of licensure as evidenced by GPA in major courses.
  3. Can effectively plan classroom-based instruction. Candidates demonstrate the ability to plan effective classroom-based instruction and design assessments consistent with goals of the National Science Education Standards as evidenced by the unit plan assessment.
  4. Student teaching: Effectively apply knowledge, skills and dispositions. Candidates demonstrate knowledge, skills and dispositions are applied effectively in practice as evidenced by the clinical evaluation.
  5. Demonstrate effects on student learning. Candidates demonstrate positive effects on student learning of major concepts, principles, theories and laws; the unifying concepts of science; the nature of science; the practice of inquiry (including student engagement in inquiry); analysis of issues related to science and technology and the impact of science on themselves and their community as evidenced by the “Assessing Student Learning” portion of the clinical evaluation.
  6. Preparation for legal, ethical and safety issues. Candidates demonstrate preparation in legal issues, safety and ethical treatment of living things as evidenced by the safety module assessment.
  7. Knowledge of research and investigation in science. Candidates demonstrate knowledge of research and investigation in science and understand multiple forms of scientific inquiry; can design, conduct and report research in their field; and can use mathematics and appropriate technology to collect, process and explain data as evidenced by the student-generated research assessment.
  8. Knowledge of the contextual content of science. Candidates demonstrate knowledge of the contextual content of science and have a strong understanding of the socially relevant issues, social context, history, philosophy and applications of science as evidenced by the Nature of Science Reflection assignment.

 

 

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Last update: 9/13/2013

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