University of Arkansas :: Alyssa Lemon Professional Portfolio

ABOUT THE M.A.T. PROGRAM

The University of Arkansas-Fayetteville seeks to prepare knowledgeable, skillful, caring, and professional educators. Partnering with faculty, community, and teacher candidates, we desire to prepare educators who are able to meet the needs of all learners in diverse settings. The College of Education & Health Professions offers a five-year program leading to teaching licensure in elementary education (K-6). Students who obtain a B.S.E. in Childhood Education from the university will have completed the prerequisite course requirements for entry into the Master of Arts in Teaching licensure degree program. The M.A.T. is a 33 hour, one-year program that prepares teacher candidates for elementary teaching positions in public school settings.

Because elementary school teachers are typically responsible for the entire curriculum, the program at the University of Arkansas prepares teachers to teach language arts, reading, writing, math, science, and social studies using the Arkansas Academic Standards. University of Arkansas teacher candidates are continually engaged in field experiences throughout their programs of study. Teacher candidates progress from observational field placements to practicum placements, and eventually to a full-time, yearlong internship experience. Field experiences take place in public school classrooms with districts who engage in UA partnerships. The program focuses on an intentional balance between learning educational theory in campus coursework and applying these practices in local school sites. We believe that high-quality clinical practice (field experiences and internships) is CENTRAL to preparation for becoming a highly effective teacher.

Students enrolled in the Elementary Education M.A.T. must choose from four concentration areas:

English for Speakers of other Languages (K-12 Endorsement)
Gifted and Talented Education (K-12 Endorsement)
Dyslexia (K-12 Endorsement)
STEM Education (K-6 Graduate Certificate)

The college is accredited by the Arkansas State Board of Education, the Council for the Accreditation of Educator Preparation (CAEP), the Higher Learning Commission and the North Central Association. The M.A.T. program at the University of Arkansas has been recognized for excellence in teacher preparation by the American Association of Teacher Educators.

University of Arkansas, College of Education & Health Professions

Conceptual Framework

The Conceptual Framework for the University of Arkansas, a provider for Educator Preparation Programs (EPP), is derived from the mission of the University, the College of Education and Health Professions (COEHP), and from professional literature. The Framework represents the views of numerous constituencies, including EPP faculty, public school teachers, administrators, and candidates. The Conceptual Framework serves to establish a "shared vision for ... efforts in preparing educators to work effectively in P-12 schools." In so doing, it provides guidance regarding factors "likely to have the strongest effects" on outcomes for students (U. S. Department of Education, 2013, p. 12).

The vision for the UA Educator Preparation Programs is to develop educational professionals who are leaders in the areas of essential knowledge, evolving technology, research findings, and reflective practice in a diverse and dynamic global society. The overarching goal of the EPP is to offer effective and academically rigorous preparatory programs for future educators, as scholar-practitioners, who advocate for the learning of all children. The scholar-practitioner reflects a professional who is knowledgeable about subject matter and pedagogy; skillful in teaching and managing classrooms and schools; caring of students, families, school staff and the community; and a professional who continues to learn and who embodies ethical behavior.

The Scholar-Practitioner Model forms the basis for preparing school professionals. This preparation occurs at the basic and advanced levels and ties directly into the COEHP mission of enhancing the quality of life for citizens in Arkansas and the nation. Teachers, administrators, counselors, and other school professionals play a significant role in the quality of life for all citizens.

Educator Preparation Program (EPP) faculty at the University of Arkansas believe in the nature of continuous improvement. It is through the cycle of assessment that all professional programs can evaluate their impact on teacher candidates. This culture of assessment extends to the manner in which candidates are prepared through their professional learning experiences.

Graduates from the University of Arkansas are expected to be scholar-practitioners who advocate for the learning of all children in diverse settings. Proficiencies reflect the knowledge, skills, and dispositions identified by specialized professional associations (SPAs), CAEP, INTASC, and criteria found in the Arkansas Department of Elementary and Secondary Education Teacher Excellence & Support System (TESS), based on research from Charlotte Danielson's Framework for Teaching. Scholar-practitioners are teachers, administrators, counselors, and other school professionals who value theory and research, understand that theory and practice are complementary and mutually reinforcing, and are committed to the enhancement of teaching, learning, and professional practice. The outcomes of the University of Arkansas EPP focus on the preparation of professional educators who will be scholar-practitioners and assume leadership roles in education which will enable them to enhance the quality of life for citizens in Arkansas, our nation and the world.

KNOWLEDGEABLE

Professional educators must possess general knowledge, content knowledge, pedagogical knowledge, and professional knowledge to be effective. They must know how to access, use and generate knowledge. In order to be current, they must be inquiring and up to date on new knowledge in their content, pedagogy, and school systems. Throughout my yearlong internship, I was able to acquire knowledge of effective teaching strategies, how to use assessment as instruction, for instruction, and of instruction. Through an Action Research project, the knowledge of Arkansas Academic Standards and use of assessment became essential in seeing student academic growth.

SKILLFUL

This includes the pedagogy required to be an effective teacher, administrator, or other school professional. Aspects of a skillful teacher are planning, implementing, and modeling best practices including best technology practices. Throughout my internship experience, I was able to work skillfully and collaboratively with teams, PLCs, colleagues, and co-teachers to create effective learning environments for my students.

PROFESSIONAL

As scholars, candidates are expected to continue to inquire and seek to improve their practice. Candidates also participate in professional communities. This involves staying current with educational research and working with appropriate professional organizations to better the professions. The professional candidates demonstrates ethical behavior in all aspects of their multi-faceted career. Maintaining professionalisms has allowed me further my knowledge of effective teaching practices and gain confidence in my ability to provide the best learning experiences for my students.

CARING

Creating a caring learning environment for all students and communicating that the educator is there to support student learning is another vital aspect of our graduates. This includes being caring, supportive, and responsive to the diverse backgrounds our students bring to the classroom and school. The ability to communicate and collaborate with groups of colleagues and others who contribute to the student's education such as families and communities is also essential. By creating a caring and safe environment, I was able to develop meaningful and intentional relationships with my students. This allowed students and parents to work collaboratively as a team all throughout my internship.