EPSB - University of the Cumberlands

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practice. This belief was confirmed through interviews with P-12 practitioners. Principalsshared that they were very pleased with the quality of the program completers. Onesuperintendent summed up the practitioners’ remarks by stating that he had high expectations ofquality and UC graduates continue to meet his expectations.1e. Knowledge and Skills for Other School ProfessionalsKnowledge and Skills for Other School ProfessionalsAcceptableSummary of Findings:There are seven programs in the category of other school professionals: Superintendent, Directorof Special Education, Supervisor of Instruction, Director of Pupil Personnel and Principal,School Counselor, and Reading and Writing Specialist. All programs are based on theappropriate professional standards. These include but are not limited to the Kentucky TeacherStandards (KTS), the Interstate School Leaders Licensure Consortium (ISLLC) Standards, theKentucky School Counselor (KSC) Standards, and the Technology Standards for SchoolAdministrators (TSSA). With the exception of the Reading and Writing Specialist program,candidates are assessed using the appropriate professional standards.Pass rate on professional licensure exams is 89.3%. Table 1e.2.1 shows entrance/exit GPAs forall 7 programs for the past 3 years. In each case except one, the GPA increases, indicating a gainin professional knowledge.Table 1e.2.5 compares data from external evaluation assessments in 2009-10 with practicumgrades from the previous years for each of the administrative licensure programs. Mean scoresranged from 2.87 to 2.96 on a 3.00 scale. The unit is moving to replace the use of course gradesas a means of assessing standards to a system based on case studies.1f. Student Learning for Other School ProfessionalsStudent Learning for Other School ProfessionalsAcceptableSummary of Findings:Review of case studies, performance tasks, and other course work indicates that candidates havethe knowledge to create positive environments for student learning. Employers report thatprogram completers are highly competent educators who foster the construction of qualitylearning experiences.1g. Professional Dispositions for All CandidatesProfessional Dispositions for All Candidates – Initial TeacherPreparationProfessional Dispositions for All Candidates – AdvancedTeacher PreparationAcceptableAcceptable10
Professional Dispositions for All Candidates – Other SchoolProfessionalsAcceptableSummary of Findings for Initial Teacher Preparation:The unit has identified four dispositions that permeate its programs- Strong Work Ethic; Caring;Critical and Creative Thinking; and Excellence and Professional Integrity. Demonstrations ofthese can be found as candidates develop, teach, and evaluate their lessons. As candidates cometo realize that all children can learn, their movement toward disposition acquisition increases.The e-portfolio contains artifacts accumulated over the course of the candidate’s preparation.Monitoring these shows a maturation of disposition development.Summary of Findings for Advanced Teacher Preparation:The measure of an advanced candidate’s dispositions begins with three favorablerecommendation forms. As coursework progresses, the candidate seeks two professors tocomplete a disposition survey. Two additional surveys are required at exit. Dispositions aremeasured on the comprehensive exam. The mean score from the surveys is 3.98 out of 4.00.The mean score from the comprehensive exams is 2.98 out of 3.00.Summary of Findings for the Preparation of Other School Professionals:Administrative candidates are expected to have the same recommendation forms as the advancedcandidates do. School counselors complete an e-portfolio that measures standards, twodisposition surveys during the practicum, and they undergo two observations during theinternship that include dispositions. Provided data show that other school professionalsconsistently score very near the 3.00 range (2.98 to 3.00).Overall Assessment of Standard:The unit provides a rich educational experience for its candidates. Faculty model the desireddispositions as they work tirelessly to ensure the candidates possess and demonstrate theknowledge necessary to help all students learn. Candidates exit the various programs with thecapacity for success and the confidence to become outstanding educators.Areas for Improvement and Rationales:AFIs from last visit: Corrected - NoneAFIs from last visit: Continued - NoneNew AFIs - NoneRecommendation for Standard 1Initial Teacher PreparationMet11
Page 1 and 2: BOARD OF EXAMINERSReportBoard of Ex
Page 3 and 4: SUMMARY FOR PROFESSIONAL EDUCATION
Page 5 and 6: UC, graduate study prepares profess
Page 7 and 8: 1b. Pedagogical Content Knowledge a
Page 9: Table 1c.1.2 provides assessment re
Page 13 and 14: Data Collection, Analysis, and Eval
Page 15 and 16: in the Reading Specialist program a
Page 17 and 18: directors of student teaching or MA
Page 19 and 20: AFIs from last visit: Continued - N
Page 21 and 22: Summary of Findings for Initial Tea
Page 23 and 24: Recommendation for Standard 4Initia
Page 25 and 26: 5c. Modeling Best Professional Prac
Page 27 and 28: professional development experience
Page 29 and 30: of the minutes and other documentat
Page 31 and 32: was hired. This position maintains
Page 33 and 34: IV.SOURCES OF EVIDENCEDocuments rev
Page 35 and 36: 1b.3. Employer Survey1b.3. Table 1a
Page 37 and 38: 2a.1. Table 2a.1.7. Key Assessments
Page 39 and 40: 2c.2. Department Minutes, 10/29/082
Page 41 and 42: 3b.2. Table 3b.2.1 Field Experience
Page 43 and 44: 3c.4. Table 6.3 Unit Assessment Sys
Page 45 and 46: 4b.2. Table 4b.3.1 Faculty Demograp
Page 47 and 48: 6c.6. Faculty Development Funds6d.1
Page 49 and 50: Christopher LeskiwJames ManningJenn
Page 51 and 52: Russell Weedman, ArtAdjunct Faculty
Page 53 and 54: Recent GraduatesDana HaleSteven Mos
Page 55 and 56: 5.1, 5.2, 5.3, 5.4 field experience
Page 57: certification), and Rank I, Ed.S. a

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