EPSB - University of the Cumberlands

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2c. Use of Data for Program ImprovementUse of Data for Program Improvement – Initial TeacherPreparationUse of Data for Program Improvement – Advanced PreparationAcceptableAcceptableSummary of Findings:The unit has an assessment system that collects and assists with the analyses of data that are usedto improve candidate performance, programs, and the unit. The unit and program have made aseries of changes based on review of data. Input is sought from candidates, P-12 partners,program faculty, external assessments, program performance measures, and other sources.Examples of changes based on data, such as a review of Praxis scores, include 1) an additionalliterature course in the English Education program and 2) revised history content in severalcourses. The sub scores of the Praxis PLT indicated lower performance on case study items.Thus more analyses of case studies were added within several education courses.A review of the New Teacher Survey reports indicated a lower ranking of UC’s student teachersand interns on addressing the needs of students with social, emotional, and learning difficulties.Thus special seminars on special education topics and targeted field experiences wereimplemented to address these identified needs.Input is sought from P-12 partners through such activities as scoring of student teaching unitportfolios and the semi–annual external evaluations. From this input has come an increase in thefocus on phonics instruction in literacy courses and changes in the requirements during specialeducation placements.Summary of Strengths: The unit has made significant progress in the creation andimplementation of a comprehensive assessment system. The development of the new EDUCANdatabase now provides the unit with the capacity to assess and monitor student progress and allprograms. Stakeholders from across the university and from the P-12 community havedemonstrated commitment to participate in the assessment process.Areas for Improvement and RationalesAFIs from last visit: Corrected - NoneAFIs from last visit: Continued - NoneNew AFIsAFI Number & Text(Advanced) The assessments being usedAFI RationaleNo evidence was found to indicate any14
in the Reading Specialist program arenot anchored in the specialtyprofessional association (IRA) and theKentucky Teacher Standards (KTS).relationship between the assessments being usedin the Reading Specialist program and the IRAand KTS.Recommendation for Standard 2Initial Teacher PreparationAdvanced PreparationMetMetCorrections to the Institutional ReportNoneStandard 3: Field Experiences and Clinical PracticeThe unit and its school partners design, implement, and evaluate field experiences and clinical practiceso that teacher candidates and other school professionals develop and demonstrate the knowledge, skills,and professional dispositions necessary to help all students learn.Information reported in the Institutional Report for Standard 3 was validated in the exhibits andinterviews. (If not, provide an explanation.)X Yes□ No3a. Collaboration between Unit and School PartnersCollaboration between Unit and School Partners – InitialTeacher PreparationCollaboration between Unit and School Partners – AdvancedPreparationAcceptableAcceptableSummary of Findings for Initial Teacher Preparation:The unit has a good relationship within the university and with P-12 school partners. Schoolpartners include administrators and teachers who accept candidates into their classrooms. Thepartners participate in the TEAC to review and design policy, govern admission and retentionstandards, and evaluate programmatic needs. The TEAC has representation from P-12 partners,education and content area faculty. Any concerns by TEAC are communicated by email prior toregular meetings (interviews). Evidence of meeting minutes and supervising teacher surveys forimprovement reflect that members have participated to increase and more evenly distribute fieldhours to 133 in elementary, 153 in elementary with special education, 130 in middle grades, 150in middle grades with special education, and 120 in secondary education. There are 22certificates offered at the initial undergraduate level.15
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 and 10: Table 1c.1.2 provides assessment re
Page 11 and 12: Professional Dispositions for All C
Page 13: Data Collection, Analysis, and Eval
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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