Introduction to the
Master Teacher Program
Master Teacher Program
• 21-month experience of progressive growth and professional
development• Once per month:
– Reading, Written Reflection, Discussion in small groups
(approx: 18-20 group sessions per month),
• Additional activities: classroom visitations, teaching philosophy,
• Classroom Research Project – capstone of the 21-month experience
• Participants who complete the program have demonstrated growth as
teachers and receive a certificate conferred by the Dean, Commandant,
and Superintendant
• 170+/- USMA faculty annually – an 85:1 student to teacher ratio (170
faculty: 2 CFE facilitators)
Spring 2014 –
West Point
Magazine Article
praising MTP
program
MTP Topics
No other institution has a Faculty Development
program so Robust, with such broad participation
Session 1 - Evaluating Teaching
Session 2 - Teaching Philosophy Statements
Readings and written reflection
Session 3 - Teaching Pedagogy
once per month on these topics
Session 4 - Motivation
Session 5 - Classroom Assessment
Session 6 - Learning Styles
Session 7 - Testing
Session 8 - Grading Practices, Academic Ethics and Honesty
Session 9 - Evaluating Teaching
Section 10 - The Ethics of Teaching
Session 11 - Course Design
Session 12 - Student Development
Session 13 - Questioning
Session 14 - Providing Feedback
Session 15 - Intelligence in the Classroom
Session 16 - The Nature of Learning
Consistently, 100
new faculty sign
up annually –
speaks to the
reputation of the
Program and
how we’re doing.
650 USMA faculty, 20% civ, 20%
perm mil, leaves 390 rotators,
about 130 new per year – MTP
is capturing about 100 of 130
new faculty every year
Master Teacher Program
MTP – Faculty Participant Comments
• I find the discussions with faculty from other departments and
professions most enlightening.
• MTP forces me to take several hours every month and reflect on
what I'm doing well and poorly in the classroom. I'm afraid of
what I would (or wouldn't) do if I didn't have that accountability.
• I received tremendous value from the MTP readings.
• The great strength of this program is that it allows instructors
from all disciplines to take a time out and listen to what other
people are doing. This interaction is healthy and helps me be a
better instructor.
Master Teacher Program
MTP – Faculty Participant Comments
• I entered the MTP with a lot of doubt about the value of the
activities … After four sessions, I think that this program is
amazing, and would recommend it to all incoming instructors.
• Why isn't this mandatory for all new faculty without teaching
experience?
• My understanding of how to become a better instructor is growing
much faster as a result of MTP.
• I think it's a great program -- I would recommend that everyone
sign up to attend the sessions.
A Few MTP Papers 2014
 Mindset and Motivation
 Improving Metacognition in the Classroom
345 MTP Papers on CFE
website and growing
 Evaluation of the Effectiveness of Augmenting Traditional Classroom Instruction with an
Asyncronous Learning Network
 Spaces, Gaps, Exchanges, and Student Engagement: A Review of Recent Trends in
Formative Feedback Scholarship
 Classroom Success Through Rapport Building
 Effects of teaching cues on student learning by raising self awareness with peer
interaction
 Exploring Cadet Factors That Enable Durable Learning of Geographic Concepts
 Classroom Crucible: Emotional-Social Intelligence and Student Participation
 Increasing Metacognition: An instructor designed method to help students become
more strategic, self-regulated learners
 Group Selection Methods and Contribution to the West Point Leadership Development
System (WPLDS)
 Encouraging Active Learning: Assessing the Effectiveness of Reading Journals and Daily
Quizzes
Apgar Award Nominees 2014
(8 of 12 were MTP papers!)
•
"West Point History of Warfare“, MAJ Anderson, CPT Bies, Dr. Frank, MAJ Jenemann, MAJ
Musick, LTC Musteen, Dr. Rogers, COL Seidule, Dr. Stapleton, Dr. Waddell, Dr. Watson, COL
Yoshitani (HIST)
•
"XH407 Critical Thought“, MAJ Brian Babcock-Lumish, MAJ Keith Benedict (SOC)
•
"War Council“, MAJ Matthew Cavanaugh (DSS/DMI)
•
"Learning through Concept Mapping“, MAJ Robert Chamberlain (SOC)
•
"Thayer 2.0“, MAJ Steven Chetcuti and MAJ Hans Thomas (CME)
•
"Employing the Scientific Method, Leader Application, and Reflection for Functional Critical
Thinking“, LTC Matthew Clark, MAJ Stephen Flanagan, CPT Jacquelynn Jordan (BSL)
•
"XH415 Genocide and Ethnic Cleansing“, Dr. David Frey (HIST)
•
"Civil Rights Staff Ride“, Dr. Robert Goldstein, MAJ Andrew Forney (LAW)
•
"Using Auditory Feedback to Enhance Student Learning“, LTC Remi Hajjar, LTC Eric McCoy, COL
Irving Smith III (BSL)
•
"LectureLess: A Mobile Cloud Computing Approach to Near Real-Time Teaching
•
"Assessment and Pedagogical Effectiveness to Improve the Classroom Experience“, LTC Steve
Henderson, Dr. Kenneth McDonald (SE)
•
"Encouraging Confidence and Creative Problem Solving in CS301“, Dr. Suzanne Matthews
(EECS)
Reflection Papers
In preparing to write reflection papers, participants
should ask themselves the following question about each reading:
What is its meaning for my practice?
What in this reading matches or reinforces what I already know or believe?
What challenges my ideas or surprises me?
What new information interests me?
What questions do the readings prompt?
What other reactions do I have to this reading?
Critical Thinking
Classroom Research Project
Classroom Research projects should focus on some aspect of
your teaching or some aspect of your interaction with cadets
that you think will increase learning or motivation in your class.
The focus of this paper should be on your activities as a
teacher.
Literature Review
Participants have the option of writing a literature review
addressing a teaching and learning topic, in lieu of the research
project.
Muddiest Point
• What’s unclear, or what details of the
Master Teacher Program do you still have
questions on?
Minute Paper
• Brainstorm - What activities might you do
to promote a Culture of Teaching
Excellence at home?
• Write out and share with your group
• Share with the whole room