Western Carolina University
Program Assessment Plan
MAT in Comprehensive Education
Art, Biology, Chemistry, English, Mathematics, Music, Social Sciences, TESOL
Education and Allied Professions/Arts and Sciences
Assessment Plan for 2006- 2011
Primary Contact Name/Info:
Mary Jean Herzog, MAT Coordinator; Erin Tapley, Art, Patricia Hembree, Biology and Chemistry;
James Addison, English; Kathy Ivey, Mathematics; Mary Kay Bauer, Music; Elizabeth McRae,
Social Sciences; Chandrika Rogers, TESOL
Department Mission Statement
The MAT in Comprehensive Education is designed for persons with a baccalaureate degree who
want to obtain an initial teaching license at the graduate level concurrent with earning a master’s
degree.
Statement on Alignment of Program Mission w/ University and College Mission
The mission of the MAT in Comprehensive Education is congruent with the University mission and
the mission of the two colleges involved – Arts and Sciences and Education and Allied Professions
- to prepare P-12 professional educators
Program Goals/Objectives
The MAT in Comprehensive Education seeks to prepare persons with a baccalaureate degree who
want to obtain an initial teaching license at the graduate level concurrent with earning a master’s
degree to develop Initial Level North Carolina State Board of Education Core, Diversity,
Technology and Specialty Area Standards and advanced knowledge and skills in the following
areas:
1. Instructional Expertise
2. Knowledge of Learners
3. Research Expertise
4. Connecting Subject Matter and Learners
5. Professional Development and Leadership
Intended Learning Outcome
What will students know or be able to do upon completion of the
program?
Initial Level Standards in Core, Diversity, Technology and Specialty Area
Standards
Instructional Expertise: Applies the theoretical, philosophical, and research
bases for educational practice in elementary, middle, and secondary school
classrooms to improve student learning. Plans, implements, and evaluates
instruction that is rigorous, coherent, and consistent with a well-developed
theoretical and philosophical stance and with best practices emerging from
educational research.
Curricular and/or CoCurricular Experiences
Where will students acquire the
skills and/or knowledge
identified in the outcome?
Students will acquire the skills and
knowledge throughout the MAT in
Comprehensive curriculum as
stated in the current catalog.
Method(s) of Assessment
How will you determine that the students know or can do what you
expect?
Students will submit the MAEd/MAT Comprehensive Portfolio to his/her
advisor as a graduation requirement. The MAEd/MAT Comprehensive
Portfolio must demonstrate the program objectives and intended learning
outcomes. At least two faculty members must evaluate the portfolio
according to an attached rubric.
The program coordinator will collect evaluations and keep a record. The
Director of Field Experiences will supply the evaluation from the Beginning
Teacher Assessment System and the Addendum of Advanced
Competencies from the required internship.
Knowledge of Learners: Incorporates knowledge of the nature of the learner,
learning processes, variations in learning abilities and learning styles, and
strategies for evaluating learning. Plans, implements, and evaluates
instruction that is responsive to wide variations in students' learning needs
and learning styles.
Annually, the program coordinator will share results of portfolio evaluations
for that year with the MAT advisory group chaired by the MAT coordinator to
analyze results. If no portfolios were evaluated that year, no report for that
program is required. The MAT advisory group is composed of the MAT
coordinator, program coordinator from each program, and others as
needed.
Research Expertise: Understands and employs methods of research to
examine and improve instructional effectiveness and student achievement.
The MAT advisory group will prepare one MAT assessment report with a
section for each separate program. The MAT coordinator is responsible for
the overall report and program coordinators are responsible for their own
sections.
Connecting Subject Matter and Learners: Understands and links subject
matter and students' developmental and diverse needs in the context of
school settings. Plans, implements, and evaluates instruction that reflects
intellectual rigor and depth of knowledge in both subject matter disciplines
and students' diverse learning needs.
Professional Development and Leadership: Demonstrates self-directed, selfreflective professional behavior and provides leadership to colleagues and
communities through collaboration.
Due May 31, 2006