Abstract:

A Master of Arts in Teaching (MAT) Program at a small Historically Black College University optionally sought National Recognition (NR) from selected specialty program associations (SPA). The program prepares career changers who earned a baccalaureate degree in an area other than education. The degrees include academic areas such as English, mathematics, science, social studies or others taught in secondary classrooms. Also, the program prepares candidates with baccalaureate degrees in other career areas. The program offers degrees in the above academic areas and others approved by the State’s Department of Education. Transcripts are analyzed to determine what additional courses are needed to fulfill the degree and certification to teach. Often, career changers may need to complete nine or more content course credits to meet such requirements. Applicants seeking the MAT degree must successfully complete 36 credits of graduate level courses. Eighteen of the required credit hours are core pedagogical courses. Also, candidates must complete courses related to teaching methodology, research and internship. The program’s rigor prepares candidates not only to meet MAT degree and certification requirements; but also to meet national standards. The program is accredited by national bodies and is an initial teacher licensing program. Recognition by specialty program associations is a uniqueness that some programs seek. Seeking such recognition clarifies any misunderstanding or mislabeling the program as an alternative route to teaching, it is not. It is a sound and comprehensive teacher preparation program. Because of a variety of degrees and career backgrounds that applicants bring, the MAT program uniquely facilitates candidates in obtaining certification eligibility for licensing and the master’s degree within two-four years. The program ensures that graduates qualify as ‘highly effective’ teachers.

Recognition by SPA can move the program to a level of excellence. However, it is preceded by a plethora of challenges for the coordinator, faculty and the college to optionally seek recognition. The initial challenge was selecting a recognition option. There were two options that were addressed. The first combined four academic areas (English, mathematics, science and social studies and others) in one report. It will be referred to as the new reporting process (nrp), which had its share of pros and cons. The second individually reported each of the selected academic areas separately. It will be referred to as the traditional reporting process (trp), and also had its share of pros and cons. Selecting the wrong option can result in a grueling experience of resubmissions.

The emphasis on lessons learned, questions asked and knowledge gained has great value. The greatest challenge was managing the E-Assessment system efficiently to collect, organize, process, retrieve and disaggregate data; and to report outcomes through measurable assessments for tracking candidates’ performances. However, It is the coordinator’s belief that the overall process leads to changed assessment practices that drive faculty instruction. Faculty working as teams with knowledge, skills and experience through collaborative decision making cannot be minimized for constructing and implementing appropriate assessment tools. Success means not only meeting the goal; but also reporting the results that make possible necessary programmatic changes that make recognition promising.

Keywords:

Specialty Program Associations, Accreditation, Assessment, Career Changers, Pedagogy, Curriculum, Licensing, Disaggregate.