MSEd Orientation

1. MSEd Orientation Introduction to the program

2. Administration & Faculty • Dean: John McCoy, Ed.D. • Interim Director of MSEd. Program: Krystal Bishop, Ed.D. • Graduate Enrollment Counselor: Mikhaile Spence, M.S. • Instructional Leadership/Inclusive Education: Sandra Doran, Ed.D. • Instructional Leadership/Administration: Freddy Fuentes, M.A. • Instructional Leadership/Content: TBD • Literacy Education: Krystal Bishop, Ed.D.

3. Mission • Southern Adventist University, as a learning community, nurtures Christlikeness and encourages the pursuit of truth, wholeness, and a life of service. • Our mission is to prepare all students to be effective professionals who demonstrate a commitment to the pursuit of truth, wholeness, and a life of service in a pluralistic society.

4. Education & Psychology Goal • The goal of the professional education unit is to facilitate the comprehensive development of school professionals as servant leaders in their communities.This goal is realized by providing opportunities for the candidate to become effective in the following roles: (a) a caring person, (b) an informed facilitator, (c) a reflective decision-maker, and (d) a committed professional. These then lay the foundation for professional excellence and constitute the core objectives of the professional unit.

5. Nurturing Affirming Relationships Collaboration Application Informed by Theory Quality Academic Rigor Impact on Student Learning Professional Leadership Core Values

6. Core Objectives and Expected Proficiencies • As a caring person, the candidate/school professional will demonstrate knowledge, skills, and dispositions by • Demonstrating an ideal of fairness and belief that all students can learn • Recognizing and respecting diversity, individual worth, and integrity • Considering the influence of community, school, and family context • Emulating the example of Christ-like service

7. As an informed facilitator of learning, the candidate/school professional will demonstrate knowledge, skills, and dispositions by • Providing nurturing environments, services, and programs • Demonstrating understanding of central concepts • Demonstrating understanding of how individuals develop • Meeting the needs of a diverse student population • Using technology to enhance communication and student learning

8. As a reflective decision-maker, the candidate/school professional will demonstrate knowledge, skills, and dispositions through • Demonstrating intellectual curiosity, critical thinking, and strategic decision-making • Using theory, based on scientific research, to enhance pedagogical and professional practice • Using formal and informal assessments to make informed professional decisions • Reflecting on professional practice

9. As a committed professional, the candidate/school professional will demonstrate knowledge, skills, and dispositions by • Collaborating with peers and consulting with professionals • Demonstrating professional, legal, and ethical responsibilities • Participating in opportunities to achieve professional excellence • Recognizing the value of health and a commitment to a lifestyle of wellness • Demonstrating appropriate communication skills

10. Assessments for Advanced Programs Initial • Undergraduate GPA • Writing Sample • Self-Assessment • Dispositions of Self-Assessment Exit • Graduate GPA • Field Work/Internship Grade • Portfolio • Position Paper • EDUC 531 Grade • Comprehensive Questions Candidacy • Graduate GPA • Portfolio • Advisor RecommendationSelf-Assessment • EDUC 592 Grade • Dispositions Score

11. CORE PROPOSITIONS National Board for Professional Teaching Standards • Teachers are committed to students and their learning • Teachers know the subjects they teach and how to teach the subjects to students • Teachers are responsible for managing and monitoringstudent learning • Teachers think systematically about their practice and learn from experience • Teachers are members of learning communities

12. Field Experiences Candidates in the MSEd programs are required to conduct research as a component of an internship or practicum. The proposal will typically be developed as part of the graduate research course. The results of the research study are to be made available as a resource for faculty and colleagues.Candidates engaged in a MSEd internship or practicum must document impact on student learning, typically evidenced through analysis and reflections on pre- and post-assessment results. Furthermore, all candidates involved in field experiences are to complete the Diversity Form, available from the School of Education and Psychology.

13. Graduate Portfolio Requirements The graduate portfolio is designed for the graduate student to provide documentation of the expected proficiencies that relate to the core pillars of the SEP’s Conceptual Framework and the standards mandated by the National Board for Professional Teaching Standards.The portfolio should be organized according to the core propositions of the National Board for Professional Teaching Standards. The portfolio will be presented for evaluation at admission to candidacy (evidences indicated by an asterisk) and exit (all evidences). A scoring guide is provided for assessing the professional quality of the portfolio.

14. Teachers Are Committed to Students and Their Learning • *Copy of Dispositions Assessment (Caring Person, Informed Facilitator, Committed Professional) • *Wellness Plan (Committed Professional) • Wellness Plan Reflection (Committed Professional) • *One Servant Leadership Description (Caring Person) • *One Evidence Chosen by Candidate (Reflective Decision-Maker)

15. Teachers Know the Subjects They Teach and How to Teach Those Subjects • Graduate Degree Audit (Informed Facilitator, Reflective Decision-Maker, Committed Professional) • Copy of Professional Evaluation (Informed Facilitator) • *Three Examples of Technology to Enhance Student Learning (Informed Facilitator) • *One Evidence Chosen by Candidate (Reflective Decision-Maker)

16. Teachers Are Responsible for Managing and Monitoring Student Learning • *Three Assessments/Reflections on Adaptations Provided for Students (Caring Person, Informed Facilitator, Reflective Decision-Maker) • *One Evidence Chosen by Candidate (Reflective Decision-Maker)

17. Teachers Think Systematically about Their Practice and Learn from Experience • Two Implementation Reports (Informed Facilitator, Reflective Decision-Maker) • *Self-Assessment (Caring Person, Reflective Decision-Maker) • *One Evidence Chosen by Candidate (Reflective Decision-Maker)

18. Teachers Are Members of Professional Learning Communities • *Resume/CV (Committed Professional) • *Professional Membership Certificate (Committed Professional) • List of Professional Activities Other Than Those Required for MSEd. (Committed Professional) • *One Evidence Chosen by Candidate (Reflective Decision-Maker)

19. Professional Organizations • Association for Supervision and Curriculum Development, ASCD • Association for Childhood Education International, ACEI • International Reading Association, IRA • National Association for the Education of Young Children, NAEYC • National Council for the Teaching of Mathematics, NCTM • National Council for Social Studies, NCSS • Council for Exceptional Education, CEC • American Association of School Administrators, AASA • American Educational Research Association, AERA • International Technology Education Association, ITEA • National Association of Gifted Children, NAGC • National Council for Teachers of English, NCTE • National Science Teachers Association, NSTA

20. Q&A