The staff of the M.A.T. program assumes the advisory role for each cohort. From the initial orientation through student teaching, each candidate is assigned an advisor with whom they maintain a close relationship throughout the program. This personalization of the advisory role has been expressly valued by the candidates.
In addition to ongoing communications via phone and email in response to candidates’ questions or problems which may arise, the advisory continuum is as follows-
At the beginning of the program, advisors:
After completion of the first term, advisors:
During second term, advisors:
After the third term, advisors:
During pre-student teaching and practicum, advisors:
During student teaching/capstone development, advisors:
While candidates are assigned specific advisors, the staff at the M.A.T. program works as an advisory team. If an advisor is not available at any given time, any of the other advisors can step into the role of advisor for any candidate. The advisory team meets on a regular basis to ensure the uniformity and consistency of message to candidates.
In the Johnson & Wales Master of Arts in Teaching program, teacher candidates work together as a cohort. A set curriculum is followed, eventually leading to the M.A.T. in one of the following concentrations:
Good assessment practices and high academic standards are vital components of the M.A.T. program. Assessment of candidates’ work is a continuous process to ensure that all teacher candidates are fully prepared for student teaching. A wide range of criteria or “transition points” defines the candidates’ responsibilities and the assessment process throughout the program (see Transition Points document below).
Assessment Philosophy: The Teacher Education Program recognizes a variety of instructional delivery models. For purposes of evaluation, we adhere to a performance-based assessment philosophy.
Guiding Principles of Assessment: When evaluating candidate performance, the faculty is guided by the following principles of assessment:
Johnson & Wales Teacher Education Program Course Assessment Policies:
1. All major course assignments are assessed according to rubrics specific to the assignment.
2. For monitoring the purposes of meeting teaching standards, professors also assess their final project in Taskstream with the Major Course Assessment Rubrics below.
3. Course assignments are due on deadlines as determined by professors.
An essential quality for any teacher is the ability to interact effectively with students, colleagues, administrators, parents, support staff, and all other constituents who comprise the broader school community. In the M.A.T. Program, candidates who possess this ability are identified as having the appropriate “disposition for teaching.” Disposition encompasses a wide range of personal traits including one’s temperament or emotional makeup, moral and ethical qualities, professionalism, self-discipline, respect for and ability to work well with others, sense of responsibility, patience, flexibility, and other inherent qualities which define our identities and govern our actions.
These traits cannot be easily measured by a single test, course, or assignment. Rather they emerge and are recognized over the entire course of the program. For this reason, disposition is assessed throughout the program by professors according to the Disposition Rubric. Graduate student disposition is also assessed by the advisory team, clinical educators, university supervisors, and the candidate's own self-assessments.
If during the course of the program, a candidate demonstrates that they may be deficient in any of the dispositional qualities described above, the candidate’s advisor will be notified. The advisor will request a conference with the candidate to determine whether a serious problem exists and, if so, explore possible resolutions. Such conferences will be documented, and if the problem persists, it may be necessary to counsel the candidate out of the M.A.T. Program.