Accreditation and Program Review

Middle States Commission on Higher Education of Colleges and Schools (MSCHE)

Rochester Institute of Technology is chartered by the New York State Legislature and accredited by the Middle States Commission on Higher Education of Colleges and Schools and New York State Education Department's Office of College and University Evaluation. Students wishing to review RIT's (MSCHE) accreditation information should visit: rit.edu/academicaffairs/outcomes/regional-msche. For any questions related to RIT's accreditation, contact: Academic Program and Curriculum Management at: programmgmt@rit.edu.

Council for the Education of Educator Preparation (CAEP)

The Council for the Accreditation of Educator Preparation (CAEP) became fully operational as the sole accrediting body for educator preparation providers on July 1, 2013. Its mission is to advance equity and excellence in educator preparation through evidence-based accreditation that assures quality and supports continuous improvement to strengthen PK-12 student learning. CAEP has replaced the former Teacher Education Accreditation Council (TEAC) accreditation body, which had accredited the Master of Science (MST) Visual Arts-All Grades teacher education program in 2011.  The Accreditation Council of CAEP met on April 26, 2021, and after reviewing a self-study report and site visit report, granted Accreditation at the Initial-licensure level to the MST program.  The next review will be in the Fall of 2028.

The MST CAEP accreditation is a seal of approval that assures quality in our educator preparation. It includes a peer review of six standards that are grounded in the benchmarks that graduate of the program are prepared to know their subjects, their students, and have the clinical training that allows them to enter the classroom ready to teach effectively. Accreditation also provides a framework for our MST program’s continuous improvement, helping to ensure that our graduates are successful artist-teachers and have a positive impact of PK-12 learners.

Contact information for CAEP is:

1140 19th Street, NW | Suite the 400
Washington, DC 20036
202.223.0077

For more information about CAEP visit: caepnet.org.

The Master of Science for Teachers (MST) Program at RIT reports annually on the following revised accountability measures required by CAEP: 1.) completer impact and effectiveness; 2.) employer satisfaction and stakeholder involvement; 3.) candidate competency at the time of program completion; and 4.) ability of completers to be hired in positions for which they were prepared.

Measure 1: Completer Impact and Effectiveness (Component 4.1)

New York State Department of Education APPR Data

Teacher performance in New York State is measured through the Annual Professional Performance Review (APPR) program. The following link provides general APPR information and current statistics for New York State teacher performance: NYSED Educator Evaluation Data.

Indicators of Teaching Effectiveness (Component 4.2)

Teacher Performance Assessment (TPA)

Since the July 2022 New York State Board of Regents’ decision allowing individual programs to develop a Teacher Performance Assessment following state-provided guidance and requirements, the MST program measures teacher performance, impact and effectiveness during clinical practice through a Teacher Performance Assessment (TPA). Candidates integrate what they have learned about effective teaching throughout their program and demonstrate their skillful application of best practice in their approach to planning, implementing, and evaluating instruction for students through a Teacher Work Sample (TWS). The TWS, quite literally, is a "sample of the work of a teacher." This requirement is replacing the Teacher Performance Assessment (edTPA) and is a new performance assessment required for certification by The New York State Education Department (NYSED). The TPA aligns with The MST accrediting body Council for the Accreditation of Educator Preparation (CAEP) Standards.

Rating is: “Exemplary” = 3; “Acceptable" = 2, and “Unacceptable” = 1. MST candidates must average a minimum of “2” to successfully complete the TPA. Criteria includes: Preparation and Planning for Student Success, Instructional Delivery, Assessment and Reflection Practices. 100% of the 2023 MST completers completed a Teacher Work Sample (TWS) for summative program evaluation of their professional planning, teaching, assessment, and reflection practices. 100% of completer Teacher Work Samples were scored between 2 (Acceptable) and 3 (Exemplary). The cohort average score was 2.73 out of a possible 3.

Professional Educator Dispositions

MST candidates, RIT clinical college supervisors and clinical cooperating teachers complete an MST Student Teacher Disposition Survey. MST candidates complete this survey at start and completion of clinical practice to measure growth.  College supervisors and cooperating teachers complete the survey at the end of the student teaching experience. Criteria and measured competencies of the MST Disposition Survey template are regularly evaluated by cooperating teachers (content experts), college supervisors/faculty and the MST program director to ensure relevancy and validity of performance measures and the impact on PK-12 students. Using multiple observers and this standardized instrument, at the same time period each placement, and delivered electronically and consistently since 2019 is additional proof of reliability. The competencies assessed in the MST disposition surveys are aligned with Interstate New Teacher Assessment and Support Consortium (INTASC) Standards, Danielson’s Professional Practices: Four Domains and National Board of Professional Teaching Standards (NBPTS). The Linkert ratings are: 5 - Excellent or Highly Effective, 4 - Very Good or Above Average, 3 - Good or Average/Effective, 2 - Fair or Below Average/Developing, 1 - Unsatisfactory/Ineffective. The criterion are: Thinking Skills, Human Relations, Assessment, Communications, Methods/Technology, Professionalism and Leadership. 100% of MST 2023 completers demonstrated strong professional dispositions by the end of the program. MST Candidates scored average, above average or excellent on all criterion.  The average for aggregated scores was 4.7. Completers demonstrated the most growth in their dispositions in the areas of: Knowledge and Implementation of Multicultural Issues, Assessment Skills and Knowledge of Students. Areas of strength for this group also included Professionalism Attitude and Leadership and collaboration.

Self-reported APPR Scores

To gather additional data regarding teacher effectiveness and impact on PK-12 learners, the MST program requested all eleven completers share Annual Professional Performance (APPR) reports from their first-year teaching. The APPR process is governed by NYSED and aligns with teaching standards. Each school district develops its own evaluation plan within NYSED guidelines. Districts' APPR plans are often different, so APPR scores from all districts cannot be compared in all cases. More information about the evaluation process can be found on the NYSED website. Five completers from the MST 2023 cohort shared formative and summative reviews (APPR). Four of the five completer’s districts used similar Danielson’s Framework for Teachers assessment tools, one private school used a narrative format focused on teaching impact and goals. All five completers (100%) received an overall rating of Highly Effective, or Effective or in one case a narrative indicating a positive teaching review and impact on PK-12 students.

Measure 2: Employers and Stakeholders

Satisfaction of Employers and Employment Milestones

Satisfaction of Employers (Component 4.1)

The MST program gathers data annually from a Qualtrics distributed to employers of MST alumni teaching in their respective P-12 schools or birth -21 service positions, after the first academic year of employment. The survey contains a Likert Scale and narrative questions which ask administrators to rate teachers' effectiveness and competencies. The competencies assessed in the MST Employer include: Planning and Preparation, Classroom Environment/Management, Instruction/Technology, Professional Responsibilities/The Linkert ratings are: 5 - Excellent or Highly Effective, 4 - Very Good or Above Average, 3 - Good or Average/Effective, 2 - Fair or Below Average/Developing, 1 - Unsatisfactory/Ineffective. The criterion: are: Planning and Preparation, Classroom Environment/Management, Instruction, Professional Responsibilities, Retainment and Leadership.  Six of eleven employers surveyed responded. The MST 2023 employer survey shows 100% overall satisfaction. All six respondents rated candidates good, very good or excellent in all categories. 

Satisfaction of Completers (Component 4.2)

The MST program gathers data annually from a Qualtrics distributed MST alumni teaching in their respective P-12 schools or birth-21 service positions, after the first academic year of employment. The survey contains a Likert Scale and narrative questions which ask administrators to rate teachers' effectiveness and competencies. The competencies assessed in the MST Employer include: Planning and Preparation, Classroom Environment/Management, Instruction/Technology, Professional Responsibilities/The Linkert ratings are: 5 - Excellent, 4 - Very Good, 3 - Good, 2 - Satisfactory, 1 - Unsatisfactory. The criterion: are: Planning and Preparation, Classroom Environment/Management, Instruction, Professional Responsibilities, Retainment and Leadership. Nine of eleven alumni surveyed responded. The MST 2023 alumni survey shows 100% overall satisfaction. Responses all ranged from Satisfactory to Excellent in all categories. 

Memorandum of Understanding

The MST Program has a Memo of Understanding (MOU) shared with all school districts that host observations, practicums and student teaching. The purpose of the MOU is to clearly identify the roles and responsibilities of all parties as they relate to a collaborative partnership between Rochester Institute of Technology, and stakeholders. 

Recognizing the importance of strong collaboration and clinical partnerships as critical components of the professional preparation of teacher candidates, this collaboration is intended to promote a mutually beneficial arrangement focused on developing the knowledge, skills and dispositions required for the professional preparation of teacher and leadership candidates through clinical practice and continued improvement of PK-12 students’ learning and development. Clinical partnership goals outlined in the MOU include:

• Establishing, maintaining, and reviewing a meaningful partnership centered on clinical experiences that works towards improving the preparation of teachers and the teaching and learning for all involved in the collaboration.
• Collaboration on the selection and placement of MST candidates as well as the training of cooperating teachers and field supervisors for various levels of clinical practice.
• Engaging MST candidates in a full range of teaching, community, and professional development opportunities in schools with school personnel.
• Providing opportunities for district faculty to guide MST candidates’ reflection on the planning, instruction, and assessment strategies utilized in their classrooms and/or buildings.
• Providing opportunities for higher education and district faculty to co-construct course curriculum, classroom activities, projects and assessments in both P-12 settings and higher education.

Selected Testimonials

Dr. Michele Agosto ’94
Role: Supervisor of Art Education, Director of Fine Arts, Buffalo Public Schools

MST’s role in success: “Most instrumental were the discussions we had in our seminars. They were reflective and often eye-opening.”

Gretchen Ettlie ’04
Role: Intro to 2D design adjunct professor at RIT after serving 11 years as Fine Arts Director and Art Teacher at School of the Nations in Macau, China.

MST’s role in success: “The Methods and Materials class was great because we created actual lessons. We presented them to our classmates and got feedback. We also got to see and hear all of their ideas!”

Rhiannon Tobeck ’13
Role: Director and Elementary Art Teacher, Renaissance Academy Charter School of the Arts in Greece, N.Y.

MST’s role in success: “The professors emphasized teaching art through making interdisciplinary connections — a skill that I utilize every day.”

Mandi Antonucci ’04
Role: Art Teacher, Batavia High School, Lead Art Teacher and Chair of Visual Arts

MST’s role in success: “I most appreciated the way in which the MST program focused on us as artists, not just teachers. This enabled me to concentrate on becoming an artist that is good at teaching, not just a teacher who likes art.

Heather Leck-Leonard Potwin ’11
Role: Art Teacher (2014-18), Hong Kong called Po Leung Kuk Choi Kai Yau School | currently: The Walworth Barbour American International School in Israel

MST’s role in success: “I am so thankful I was able to student-teach across literally all grades (while enrolled in MST) because my classroom management and academic strategies are now more fluid and I feel better able to handle situations as they come up. I gained a remarkable amount of experience and knowledge from talented professors who encouraged us to push past what we perceived to be our limits. I cannot imagine completing my master’s degree anywhere else.”

Victoria Maria Savka ’18
Role: Art Teacher, Diocese of Rochester - St. Agnes School, Avon and St. Louis School, Pittsford

MST’s role in success: "I learned through the program to maintain enthusiasm for my students, especially those who seem to have none. I have been told by my colleagues that some students have told them that they actually enjoy going to art class now. I learned through the MST program to lead my students with firm enthusiasm and respectful optimism. I believe as teachers we are constantly assessing, but through the MST program my assessments have grown — especially during my student teaching I found new ways of approaching student assessment (and self-assessment!). During my time in the program there was a great emphasis of introduction to new ideas for our students. In my classes I create projects that allow my students to compare and consider the newly presented information to their own lives.”

Jordyn Wolcott ’18
Role: Art Teacher, Churchville Chili High School, Chile, N.Y.

MST’s role in success: “The program director met with both my mother and I in the very early stages of applying to the MST program. It was during that meeting that I knew I had to be a part of this program. The program director talked so highly of her previous students and talked about their success getting jobs after the program. I left the first 'meeting' feeling very confident in that I would be offered a job in art education. Fast forward a year through the program, I received a job in May right before graduation. The program director and the whole MST staff are dedicated and so passionate about teaching and guiding their students in obtaining their goals in becoming artist-teachers. I can honestly say I would not be the art teacher I am today without this program and the beautiful MST journey.”

Kelly Ryan '18
Role: Art Teacher, Aurora, Colorado

MST's role in success: “I think this program is amazing and I always will recommend aspiring educators to head to RIT for their MST. I feel that the cooperating teachers were so knowledgeable and that the professors were always eager to help you in any way. The assignments had a purpose and they were beneficial in my professional practice. I really am appreciative for the help and understanding the professors gave even after graduation. I only wish I lived and worked locally so I could be a future cooperating teacher to pay it forward. Lauren Ramich was the first person I spoke to and her warm demeanor and honest regard for the program sold me. I knew it was going to be a challenge but she helped so much along the way! I even went in during the summer and she helped me plan for my summer teaching job at Sidwell Friends School. I continue to work here and she absolutely made it easier and feel more prepared for my first job. I found that when I was applying for positions that the portfolio gave me the impression I was looking for and helped me in the interview process. The activity when the other teachers came in and offered their time to interview us was very critical in the interview process. I found many schools wanted an example video and/or website portfolio to look at as well. Overall the RIT staff has been amazing to work with and I am very proud to be alumni of this amazing program!”

Misti Roe ’18
Role: Adjunct Professor, NTID/RIT and Nazareth College

MST Role in success: "It was while I prepared for my initial semester of teaching art students that I realized how confident and knowledgeable I had become. As a recent graduate of the MST program and a proud RIT alumna, I had my close-knitted program experience led by engaged and knowledgeable instructors to thank for the level of preparedness I felt as a new art teacher. The comprehensive experience-based curriculum prepared me to enter the classroom with abilities to enthusiastically teach art and connect with my students in meaningful ways."

Brittany Arnold ’19
Role: Art Teacher, Minerva Deland High School, Fairport, N.Y.

MST Role in success: "The MST program has prepared me for a career as an artist-educator by placing me with carefully selected cooperating teachers for my student-teaching experiences. These successful and established teachers have pushed me to be a better educator."

Theresa Dunlavey ’19
Role: Elementary Art Teacher, Long Ridge Elementary School, Greece, N.Y.

MST Role in success: “The MST curriculum is constantly evolving; it teaches us relevant topics, issues and standards in education. It’s able to do this because the instructors are either still working in, or are involved in some fashion in the public school system. In addition, the instructors fully support the MST students by cultivating an environment of deep respect. They have extremely high standards, hold us accountable and push us to do the very best work possible.”

Becky Miller ’22
Role: Greece Central School District Middle School Artist Teacher

MST Role in success: "The MST program guides and prepares you for all of the successes and challenges of being an artist teacher. Through real-world experiences, thorough investigation, and thoughtful reflection, the MST program gave me all the knowledge and insight needed to become a culturally-responsive and artistically versatile teacher."

Adam Spector ’22
Role: Victor School District Senior High School Artist Teacher

MST Role in success: “The MST program helped me feel prepared to step into the classroom. I learned to develop high quality lessons that engage students and to deliver them with confidence. It was an amazing learning experience that I will never forget.”

Measure 3: Candidate Competency at Program Completion

Student Teaching Evaluation Results, MST Advisory Council Capstone Reviews and Grades

The MST program works with clinical partners and stakeholders to provide rich and meaningful experiential learning for candidates and assessment of competency. This includes cooperating teachers, college supervisors, MST candidates, community partners, and an MST Advisory Council. 

Clinical Evaluations

The MST program created and implemented formative and summative assessments for the evaluation of teacher candidates during student teaching practice. All cooperating teachers, from two student teaching placements, per each MST candidate, complete assessment rubrics aligned with national visual arts teaching standards, New York State visual arts teaching standards and InTASC teaching standards. Both cooperating teachers and MST college supervisors complete the evaluation at the midpoint and end of each student teaching placement. All MST candidates complete a formative and summative self-evaluation as well for both of their student teaching placements. Proficiency level attributes are defined in actionable, performance-based, or observable behavior terms using a Linkert scale ranging from 5 - excellent to 1 - unsatisfactory. Specific attributes correspond to InTASC standards for ten categories. All eleven 2023 completers (100%) were evaluated as Proficient (3) or better (4-5) on final clinical evaluations. The cohort aggregated average across all competencies was a 4.7 out of 5.

MST Advisory Council Capstone Reviews

The MST program partners with an MST Advisory Council, which is comprised of alumni, College of Art and Design faculty and administration, and regional PK-12 art educators to conduct annual interviews reviews of all MST candidates’ capstone materials to measure competency. Capstone includes teaching websites, portfolios, teaching philosophy statements, resumes, collateral, lesson and unit plans, assessments and examples of MST candidates’ student teaching PK-12 student work. Interviews and evaluations are designed with input from the Advisory Council and are delivered at exit. All MST candidates meet with Advisory Council members to present and defend their capstone work. The candidates also co-curate a public event showcasing their PK-12 students artwork completed during their student teaching placements. Three to four MST Advisory Council members review MST the candidates’ capstone material and interview the MST candidates. The MST Council completes an evaluation based on InTASC standards. The survey contains a Likert Scale and narrative questions which ask administrators to rate MST candidates’ effectiveness and competencies. The competencies assessed include: teaching skills, pedagogical knowledge, qualification to teach, adequate knowledge of subject matter, adequate knowledge of technology, adequate knowledge of pedagogy & best practices and evidence of critical reflection on student teaching experience. The Linkert ratings are: 5 – strongly agree, 4 - agree, 3 -neutral, 2 - disagree, 1 - strongly disagree. 100% of MST 2023 candidates were rated overall with a passing score of 3 or higher aggregated score. The mean average score for Capstone Criterion was 4.44 (down slightly from last year’s rating of 4.54). The average score for portfolio criteria was 4.20 (down from last year’s rating of 4.58). These ratings meet the program benchmark that 100% of candidates receive an overall passing score on the evaluations.

Grades/GPA

Data provided by Institutional Research, Data & Analytics Finance & Administration, Rochester Institute of Technology confirms 100% of all eleven MST 2023 completers received a B or higher on all final course grades. The mean Grade Point Average (GPA) for MST 2023 completers was a 3.92.

Measure 4: Ability of Completers to be Hired

State Licensure Examinations

RIT reports the number of teacher candidates who complete New York State Department of Education (NYSED) required certification tests for NYSED Initial/Professional Visual Arts, All Grades certification. Data and test scores are reported by NYSED. The MST program director collects self-reported data from completers who are certified out of state. Our program completers consistently meet or exceed the required 80% pass rate on the New York State Teacher Certification Exams (NYSTCE)

Certification Exams include:

• The Visual Arts Content Specialty Test (167)

• The Educating All Students Test

NYSED Certification Rates

Eight of eleven 2023 completers initiated the NYSED licensure process. Eight of 2023 completers successfully received Initial/Professional Visual Arts, All Grades NYSED teaching certification. Two 2023 completers received out of state certification in Vermont and Washington.

Ability to be Hired

100% of 2023 MST completers were hired in educational positions full time. Data is collected through annual completer (alumni) surveys and RIT's Office of Career Services and Cooperative Education (first destination within six months of graduation report).

Additional university-level graduation, retention and consumer information can be found at: rit.edu/fa/compliance

Other consumer information about the university can be found at: rit.edu/about-rit

The Master of Science for Teachers (MST) in Visual Arts-All Grades program completed a self-study report in conjunction with the National Technical Institute for the Deaf’s Master of Science in Secondary Education (MSSE) program. The self-study report was submitted for a fall 2020 CAEP Site Team visit. The self-study report gathered evidence that each program met the five CAEP standards listed below. The evidence and corresponding analysis was also used for continuous program improvement. Three MST assessment cycles (academic years 2016-2017, 2017-2018 and 2018-2019) was included in the self-study report. The self-study report also included two cross-cutting themes of diversity and technology. A glossary of CAEP terms and acronyms used can be found at caepnet.org/glossary.

STANDARD 1: Content and Pedagogical Knowledge

The provider ensures that candidates develop a deep understanding of the critical concepts and principles of their discipline and, by completion, are able to use discipline-specific practices flexibly to advance the learning of all students toward attainment of college- and career- readiness standards.

STANDARD 2: Clinical Partnerships and Practice

The provider ensures that effective partnerships and high-quality clinical practice are central to preparation so that candidates develop the knowledge, skills, and professional dispositions necessary to demonstrate positive impact on all P-12 students’ learning and development.

STANDARD 3: Candidate Quality, Recruitment and Selectivity

The provider demonstrates that the quality of candidates is a continuing and purposeful part of its responsibility from recruitment, at admission, through the progression of courses and clinical experiences, and to decisions that completers are prepared to teach effectively and are recommended for certification. The provider demonstrates that development of candidate quality is the goal of educator preparation in all phases of the program. This process is ultimately determined by a program’s meeting of Standard 4.

STANDARD 4: Program Impact  

The provider demonstrates the impact of its completers on P-12 student learning and development, classroom instruction and schools, and the satisfaction of its completers with the relevance and effectiveness of their preparation.

STANDARD 5: Provider Quality Assurance and Continuous Improvement

The provider maintains a quality assurance system comprised of valid data from multiple measures, including evidence of candidates’ and completers’ positive impact on P- 12 student learning and development. The provider supports continuous improvement that is sustained and evidence-based, and that evaluates the effectiveness of its completers. The provider uses the results of inquiry and data collection to establish priorities, enhance program elements and capacity, and test innovations to improve completers' impact on P-12 student learning and development.

Detailed information about CAEP standards and components for each standard can be found at: caepnet.org.

Cross-cutting Theme of Diversity

RIT, through its policies and practices, is responsible for building an inclusive environment where membership in the community allows for faculty, staff and students to reach their fullest potential, both professionally and personally. RIT is committed to the development, administration and interpretation of policies and procedures in a way that is consistent with our commitment to diversity and is in compliance with federal, state and local laws. RIT’s policies and procedures are administered in a way that supports fair treatment for all faculty, staff, students and the RIT community at large: rit.edu/academicaffairs/policiesmanual/p050. The model for Inclusive Excellence at RIT has four dimensions: 1.) Access and Success; 2.) Campus Climate and Intergroup Relations; 3.) Education and Scholarship; 4.) Institutional Infrastructure. The dimensions create a framework that helps the institution monitor the progress of diversity and inclusion efforts: rit.edu/diversity/vision-mission. The MST program aligns goals, best practices and commitment to inclusive practices and diversity in teacher education preparation with the four domains of RIT’s model for Inclusive Excellence. The MST program’s commitment to diversity and inclusion begins at recruitment and continues through candidate selection, coursework and curriculum, community outreach, fieldwork, clinical experiences and partnerships with key stakeholders. MST candidates are well-prepared for teaching all P-12 learners, leadership in all of America’s P-12 classrooms and are positioned have a positive impact on all P-12 student learning. 

The MST candidate dispositions data, the clinical performance outcomes data (including those sub categories specifically related to diversity) and exit interview surveys, at multiple points in program progression produce empirical evidence of candidates’ ability to teach all P-12 students with cultural responsiveness and cultural respect leading to a positive impact on learning. The partnerships established, specifically with fieldwork, practicums and student teaching placements in Title I and high needs schools, urban and rural districts and special education programs such as Gem in the Rochester City School District, demonstrates the MST program’s commitment to preparing candidates to meet the needs of all P-12 learners while having a positive impact and partnership with under-serviced, diverse and culturally rich populations. MST curricula ensures the infusion of diversity through the study of inclusion, social justice and cultural differences. Candidates' coursework grades in Inclusion, Multicultural Issues in Art Education, Child Development, Professional Practices and Student Teaching indicates candidate competency. MST candidates also participate in community outreach programs that are directly designed to meet the needs of under-serviced students and their families from the City of Rochester, the Seneca people and Compeer of Rochester clients and their mentors. MST candidates are also exposed to a diverse cross-section of practitioners who participate in the monthly MST Distinguished Guest Speaker Series. Topics  for these lectures include but are not limited to Restorative Teaching Practices, Trauma Informed Teaching, Youth Mental Health First Aide: Suicide Prevention, Teaching Art internationally, LGBTQ + Identities and Teaching Students with Multiple Disabilities. Employer and alumni surveys (including those sub categories specifically related to diversity) data are also evidence of MST completers’ ability to meet the needs of all P-12 students, how the program prepares candidates to be proficient in their ability to differentiate, teach culturally responsive and responsibly and develop professional dispositions.

Cross-cutting Theme of Technology

RIT provides a state-of-the-art infrastructure and multiple information and technology services (ITS), training and support for all students, including EPP candidates, faculty and staff: rit.edu/its/servicelisting. ITS service supports candidates’ admissions, enrollment, registration, orientation, financial aid, student accounts, collections, advising and career through the Student Information System which is an Oracle PeopleSoft application: rit.edu/its/servicelisting/main.html?student-information-systems.

The MST program draws upon the university’s vast resources to provide multiple experiences integrating technology and support and tools for candidates to become proficient in applications of digital media and technological capabilities. Through online use of databases, training embedded in curricula, online platforms, technology-based applications with clinical partners and research-based practices using technology, the MST program ensures candidates’ development and abilities to positively impact their students’ learning outcomes and overall engagement. Experiences throughout the academic year allow candidates to develop and demonstrate their skills in guiding their P-12 students to understand, choose and use digital content, social media and technology platforms in appropriate ways as tools for engagement in learning. The MST program also prepares candidates to incorporate technology to improve the effectiveness of school and district functions, enhance instruction and manage student and assessment data, while engaging students in the applications of technology connecting to learning experiences. 

The MST program uses:

• technology-based collaborations with PK-12 partners and stakeholders to provide candidates with pragmatic experience, and to assess student performance outcomes during clinical experiences at multiple key points, specifically related to candidates’ development of technology knowledge, instructional delivery and assessment practices.  
• multiple measures to monitor and evaluate candidates’ developing content knowledge, pedagogical content knowledge, pedagogical skills and the integration of technology in all of these domains. 
• technology-based tools to collect and analyze program and completers' impact on PK-12 student learning and development, and the satisfaction of completers and employers in terms of the effectiveness of their preparation. 
• from recruitment and admissions through exit to collect, organize and analyze data. 

The MST curricula embeds training and the development of candidates’ proficiency integrating technology in their teaching through assigned research, coursework and the use of digital media, tools and electronic platforms. Candidates in Methods coursework create lesson plans, which address the integration of technology into planning, differentiation, instruction and assessment. In Inclusive Issues, candidates learn about assistive technology tools. Candidates demonstrate theory to practice, using technology, as they complete practicum experiences in early childhood and special education settings. In Seminar, MST candidates work with faculty, active and highly qualified practitioners with extensive technology experience, focusing on developing their ability to integrate technology into their clinical placements and teach their own students how to use technology, digital media and tools with thoughtful and appropriate methodology. Candidates work in state-of-the-art computer labs developing their content knowledge and abilities to integrate technology in their teaching and develop capstone materials using Adobe Suite. Starting in Spring 2020, as part of continuous program improvement, MST candidates also developed their own teaching website in Seminar.   

The MST program also utilizes and provides faculty and candidates’ access to Taskstream, MyCourses, LinkedIn Learning, Myshares, RIT’s Talent Roadmap (online tutorials and professional development classes), webinars, TED: Ideas Worth Spreading, Qualtrics Surveys and library info guides to integrate technology in a diverse cross-section of learning and instructional platforms.