The Masters of Education Program required the completion of three concentration classes. Reflect on the three courses you have taken to complete your concentration degree requirements and explain the value of each course for your career or learning goals.
Next, assess your preparation, experience, and/or professional practice accomplishments related to each of the concentration learning outcomes.
It is recommended that you structure your paper using this outline:
- Introduction (1/2 page)
- Brief summary of your current professional background
- Brief summary of why the selected concentration is appropriate to your work or professional goals
- Career Goals (or Learning Goals if you do not currently work in education) (1/2 page)
- Describe how each concentration course has contributed to your career goal(s)
- Preparation, Experience and Accomplishments (2 – 3 pages)
- Concentration Learning Outcomes will vary by program, refer to the University Catalog to locate outcomes (https://www.trident.edu/catalog/)
- You must address all concentration learning outcomes
- Conclusion (1 page)
- Provide a practical example of how your concentration coursework contributed to your understanding of the role of educator/leader in your profession.
- How does your experience in the program prepare you to effect change in educational settings? Explain.
- Are you better equipped to effect change in your professional practice? Or, effect change in educational policy? Explain.
MAED Case Grading Rubric
Assignment-Driven Criteria (23 points): Demonstrates mastery covering all key elements of the assignment in a substantive way.
Critical Thinking (9 points): Demonstrates mastery conceptualizing the problem. Viewpoints and assumptions of experts are analyzed, synthesized, and evaluated. Conclusions are logically presented with appropriate rationale.
Scholarly Writing (4 points): Demonstrates mastery and proficiency in scholarly written communication to an appropriately specialized audience.
Quality of References and Assignment Organization (6 points): Demonstrates mastery using relevant and quality sources and uses appropriate, relevant, and compelling content to support ideas, convey understanding of the topic and shape the whole work.
Citing Sources (3 points): Demonstrates mastery using in-text citations of sources and properly format full source information in the reference list (bibliography).
Timeliness (5 points): Assignment submitted on time or collaborated with professor for an approved extension before the module due date.
Module 3 – Background
Professional Practice and Policy
Masandu, N. (2016 July 13) How to Write Actionable Policy Recommendations. Retrieved from http://www.researchtoaction.org/2013/07/how-to-wri…
Conclusions and Recommendations. Retrieved from https://www.papermasters.com/conclusions_recommend…
Chapter 1: On Constructing a Framework for Policy Analysis in the Global Era
Bruner, J., & Tatto, M. T. (2012). Learning and Doing Policy Analysis in Education: Examining Diverse Approaches to Increasing Educational Access. Rotterdam: Sense Publishers.
Chapter 1: Three Models of Policy Learning and Policy-Making in 14 – 19 Education
Raffe, D., Stasz, C., Lumby, J., Tuck, R., Yeomans, D., Wright, S., & … Hodgson. (2012). Policy-making and Policy Learning in 14-19 Education. London: Institute of Education Press.
Part I: Practitioner Research and School Practices
Khine, M. S., & Saleh, I. M. (2011). Practitioner Research in Teacher Education: Theory and Best Practices. Frankfurt am Main: Peter Lang AG
Chapter 5: Smart Sentencing
Sword, H. (2012). Stylish Academic Writing. Cambridge: Harvard University Press.
Part 3: Developing Arguments in Your Writing
Fairbairn, G., & Winch, C. (2011). Reading, Writing, and Reasoning: A Guide for Students. Maidenhead, England: McGraw-Hill Education.