MATE 6400 Course Overview
The Capstone course is designed to be a culminating experience, where the student has the
goal of demonstrating mastery of core course components. The capstone experience will
culminate in the construction of an action research project and a teacher leadership project. The
graduate student will be able to show knowledge of and skills in the use of appropriate materials,
pedagogy, and technology in the construction of these two projects
Action Research Project: The student will plan, execute, and report a small-scale research
study. A problem will be identified. Evidence will be gathered and considered, and
conclusions and recommendations made.
Teacher Leadership Project: The student will do a self-assessment on standard 1 of the NC
professional teaching standards and identify sub-standards that they believe are areas of
strengths and sub-standards they believe are areas of weakness and then design a
purposefully directed teacher leadership growth plan to address these weaknesses.
Action Research Project for MATE 6400
Capstone Project in Mathematics Education
The action research project has three parts:
 Conducting an original piece of research on a selected topic.
 Writing of an original paper, adequate to demonstrate mastery of technical writing.
 Presentation of an oral report on the project, adequate to demonstrate mastery of public
speaking.
In judging whether these three deliverables demonstrate adequate mastery, the supervisory panel
shall consider whether the depth of technical knowledge and level of skill demonstrated by the
student are consistent with the expectations for professional employment.
While requirements for various projects will vary, certain elements are common to all projects.
The following is an outline for a project. However, because of the uniqueness of projects, this
outline is only a guideline and should be adapted as necessary.
Project Content:
 Introduction to the project
 purpose of the project
 scope (description) of the project
 significance of the project
 limitations of the project
 definition of terms
 Review of related literature
 Methodology
 Results
 Recommendations / Implications
 summary
 conclusions
 Appendices
 References
Research Project Guidelines
1. The master's action research project is a requirement of the MAEd program. The project
will provide master candidates with an opportunity to explore in depth a subject in
education of their own choice. It is expected that the master's research project is an
original contribution to knowledge resulting from the systematic study of a significant
problem or issue.
2. The scope and difficulty of the project should be greater than that of a term project for a
course. The technical depth should be appropriate for the capstone of a graduate degree.
In particular, it should require study beyond what is covered by the required graduate and
undergraduate courses.
3. A panel shall be formed consisting of the instructor, a Mathematics Education faculty
member and a professional mathematics teacher. The research will be presented to the
panel at the end of the semester. The participant's instructor is particularly important in
helping the candidate to complete a master's project by providing advice on project's
requirements, helping to define the topic and develop a research plan, reading drafts of
the project to provide advice on revisions, and administering processes for approval of
the project.
4. The work submitted for the research project is required to be the individual work of the
student. The student is allowed and encouraged to solicit review and comments, including
editorial suggestions, especially from the capstone instructor and panel members.
However, the student and advisor should keep in mind that by awarding a master's degree
the department is certifying that the student has mastered technical English writing to a
level that is acceptable for a mathematics education professional. Further, if the master's
project is part of a larger project the organization of the larger project must allow the
master's student a high degree of autonomy and individual responsibility for a well
defined and clearly partitioned segment of the project, from the inception to completion
of the segment.
5. The project document shall always include a description of the project adequate to inform
the panel members of the motivation, objectives, scope, methods, and results. This
project description shall have the form of a technical report.
Rubric for Evaluating Action Research Project
Item
Title Page including Name and Date, Table of content;
Figures; Tables
Rationale and/or Background
The student explicitly states why they decided to undertake this
study and has writings to support why such a study would
contribute to the field of mathematics education
Connection to state and National Standards
The student explicitly states the connection between their study
and the requirements in both the National and State standards
Literature Review that pertains to the subject discussed
The student identifies the different themes to be addressed.
Addresses these themes and shows how deficiency in those
themes in light of available research suggest a need for this
study
Methods and analysis
The student highlights the participants, the methods for
collecting, storing and analyzing data.
Integration of teaching and research
The student documents the study’s results, discussion and
conclusion section based on the results and its implications for
teachers, for teaching, for school systems, etc… and for
further research
Clarity of work
Reflections
The student reflects on the overall process of the research
project and the capstone experience
Overall Grade for Capstone
1-F, 3-C, 4-B, 5-A
Scale 1(poor) –
5(excellent)
Justification
Teacher Leadership Growth Project for MATE 6400
Capstone Project in Mathematics Education
The teacher leadership growth project has six major parts:
Part I. Rationale for project
1. NC expectations for teachers granted master’s degree license.
2. Professional Standards this expectation is based on: NC Standards for Graduate Teacher
Candidates; 21st Century Skills; North Carolina Professional Teaching Standards.
Part II. Self-assessment based on North Carolina Professional Teaching Standard I: Teachers
demonstrate leadership
1. Identify two areas of strength in teacher leadership.
2. Identify two areas that need to be strengthened.
Part III. Teacher Leadership Self-Assessment Organizational Chart
1. Create and complete a chart that identifies and organizes chosen standards.
2. Identify professional level of development; reveal evidences; outcomes and intended
outcomes.
Part IV. Teacher Leadership Growth Project
1. Focus for project
2. Rationale for project
3. Goal(s) for project
4. Objective(s) for project
5. Action Plan for project
6. Research relevant information related to leadership topics relevant to project.
7. Write a scholarly paper that summarizes and organizes the findings of research on
teacher leadership as it relates to growth project.
Part IV. Products
1. A minimum of three products will be designed, created, and produced from Teacher
Leadership Growth Project.
2. Products are expected to be implemented with appropriate audience(s) in the teaching
profession.
3. Products need to have measurable objective(s) that can assess its impact on student
growth.
Part V. Communication and Collaboration
1. Within designated groups, share your Teacher Leadership Growth Plan.
2. Provide specific feedback to your group members’ growth plans.
Part VI. Reflection
Each of these parts will be graded by the course instructor and then submitted into task stream.
Rubric for Evaluating Teacher Leadership Growth Project
Below proficient
There was neither
implicit, nor explicit
identification of
appropriate Teacher
Leadership standards.
Proficient
Candidate selected
appropriate Teacher
Leadership standards for
self-assessment. The
areas of Teacher
Leadership standards
selected are introduced
and demonstrate an
adequate understanding
of the scope and
significance of the topic.
Teacher
Leadership
Growth Project
Plan
Major sections of
pertinent content related
to area of Teacher
Leadership standards
selected have been
omitted. Chart is
unorganized and
contains non-relevant
information.
Plan contains all required
elements.
Research
Paper/Literature
Review:
Paper contains little
information about the
focus area.
Content
Less than 6 academic
references are cited.
Self-Assessment
Strengths/growth
areas based on
professional
standards
relevant to NC
Public School
Teachers
Plan for Teacher
Leadership Growth
Project is satisfactory.
Plan contains a focus, an
adequate rationale, goal
with short-term vision,
adequate objective and a
timeline.
Paper has clear
focus/thesis. Academic
references support the
focus of the paper.
Above proficient
Candidate selected
appropriate Teacher
Leadership standards for
self-assessment. Student
grasps the conceptual
basis, scope, and
significance of the areas
in the Teacher
Leadership standards
selected as it relates to
the teachers leading in
the profession.
Plan for Teacher
Leadership Growth
Project is exemplary.
Plan contains a sharp
focus, relevant rationale,
long-term vision goal,
measurable objective and
a specific timeline.
Author has synthesized
the findings/literature
about the focus area.
Themes are identified
and supported with with
academic references.
Between 6-10 academic
references are cited.
Research
Paper/Literature
Review:
Writing contains
grammar/spelling errors
that interfere with the
meaning of the text.
Mechanics
Paper was not prepared
in APA format.
Teacher
Leadership
Growth Plan:
Peer Review
Teacher
Leadership
Growth Plan:
Reflection
Writing is generally clear
and contains correct
grammar/spelling.
Paper was prepared in
APA format with a few
minor formatting errors.
Feedback was missing or
insignificant.
Feedback contained
general comments.
Seeks to understand
concepts of Teacher
Leadership at a minimal
level. Fails to connect
concepts of teacher
Seeks to understand
concepts of Teacher
Leadership based on
Growth Plan by
examining experiences
More than 10 academic
references are cited.
Writing is clear, and
succinct. The writer
incorporates the active
voice when appropriate.
The use of pronouns,
modifiers, parallel
construction, and nonsexist language are
appropriate. Student has
exemplary use of
grammar.
Paper was prepared in
APA format with no
errors.
Feedback contained
constructive criticism of
plan with specific
questions/suggestions.
Seeks to understand
concepts of Teacher
Leadership based on
Growth Plan based
through self-assessment
Score/Level
Directed
Questions
Below proficient
leadership to growth
plan. Self-analysis tends
to be superficial and
factual, without selfreflection.
Proficient
of the process as it
relates to the growth
plan. Contains questions
about self and process
and responds objectively.
Above proficient
and willingness to
demonstrate teacher
leadership skills. Is able
to self-reflect in an open
and non-defensive
manner. Self-appraisal
contains a discussion of
both growth and
frustrations as
experienced while
developing Teacher
Leadership Growth Plan.
Contains probing
questions that are
relevant about self and
the process and responds
objectively.
Score/Level