EPSB - University of the Cumberlands

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The GEC oversees the graduate programs of the unit. Members of the GEC include many P-12school partners who host initial graduates in their schools. Interviews demonstrate that partnersoften call or email the MAT Director, or other Unit faculty, for assistance in improving programrequirements. The initial graduate level (Master of Arts in Teaching and Option 6) offers 18certificates. There are 120 participating Kentucky school districts and 54 independents, and morethan 63 districts in Tennessee, Alaska, Arizona, California, Arkansas, Georgia, Illinois, NorthCarolina, South Carolina, Alabama, Indiana, and Ohio. Through interviews and evidence ofteacher mentor, candidate, and unit feedback on performance and programs, all stakeholdershave an opportunity to provide recommendations for changes to the program.A database system (EDUCAN) is in the initial stages of implementation. It is systematicallycataloging a) the kinds of diversity experiences, b) programmatic and Kentucky standards, c)schools and teachers used in the field experiences.Summary of Findings for Advanced Teacher Preparation and/or the Preparation of OtherSchool Professionals:A database system (EDUCAN) for systematically cataloging the kinds of diversity experiences,programmatic and Kentucky standards, schools, and teachers, is in the initial stages ofimplementation.3b. Design, Implementation, and Evaluation of Field Experiences and Clinical PracticeDesign, Implementation, and Evaluation of Field Experiencesand Clinical Practice – Initial Teacher PreparationDesign, Implementation, and Evaluation of Field Experiencesand Clinical Practice – Advanced PreparationAcceptableAcceptableSummary of Findings for Initial Teacher Preparation:The Director of Field Placement arranges field experiences for initial candidates in Pillars I andII. The Director of Undergraduate Programs/Director of Student Teaching coordinates clinicalexperiences at the undergraduate level. The Director of MAT Programs coordinates clinicalexperiences in the initial certification graduate program. Candidates and principals may requestplacements with schools and /or teachers, but these offices make final placement. Fieldexperiences are distributed among schools based on diversity, type of experience, and size ofschool. The Director of Field Placement is not identified in the staff directory but was identifiedthrough interviews.There are multiple assessments of candidate performance at the initial undergraduate andgraduate levels. At the initial level, Pillars I, II, IV, and V candidates must complete a FieldExperience Reporting/Timesheet for all field experiences. This form is delivered to the directorsof field placement and MAT. The form identifies the specific nature of the field experience andactions taken by the candidate. Candidates are evaluated by course instructors on dispositionsand standards throughout Pillar II. Supervising teachers, content area specialists, and the16
directors of student teaching or MAT also evaluate the candidates in the clinical semester. Thecandidates self-reflect throughout the field and clinical experiences.The MAT director receives requests for clinical placement. The form includes minimumrequirements for student teacher placement. Placement is determined based on availability ofsupervising teacher and district mentor. Option 6 candidates are employed in Kentucky schools.They also complete a school request, and placement is dependent on availability of a qualifiedsupervising teacher. The staff directory does not identify the name of the MAT director andOption 6 Director. Through interviews, the directors were identified.A database system (EDUCAN) for systematically cataloging the kinds of diversity experiences,programmatic and Kentucky standards, schools, and teachers, is in the initial stages ofimplementation.Summary of Findings for Advanced Teacher Preparation and/or the Preparation of OtherSchool Professionals:Field experiences are coordinated through individual course professors. Those field experiencesare recorded and delivered to the course professor. The instructor delivers to the DatabaseManager the completed field experience hours, rubric, and instructor evaluation. For certificateprograms, the certification officer also maintains files and reviews cases for regulationscompliance. The program director (through the Course Managers), except in the case of MAED,evaluates the syllabus, field experiences, key assessments, and any exceptions or changes to aMaster Syllabus.A database system (EDUCAN) for regularly cataloging the kinds of diversity experiences,programmatic and Kentucky standards, schools, and teachers, is in the initial stages ofimplementation.3c. Candidates' Development and Demonstration of Knowledge, Skills, and ProfessionalDispositions to Help All Students LearnCandidates’ Development and Demonstration of Knowledge,Skills, and Professional Dispositions to Help All Students Learn– Initial Teacher PreparationCandidates’ Development and Demonstration of Knowledge,Skills, and Professional Dispositions to Help All Students Learn– Advanced PreparationAcceptableAcceptableSummary of Findings for Initial Teacher Preparation:Field experiences prior to the clinical semester are evaluated using the Field ExperienceReporting/Timesheet and the KTIP/IPR. At the initial level in clinical settings, bothundergraduate and graduate candidates are evaluated for demonstration of the Kentucky TeacherStandards, Unit Standards, Professional Content Knowledge, and Dispositions. There is regularand systematic contact between candidates and the Directors of Student Teaching, MAT (or17
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 and 14: Data Collection, Analysis, and Eval
Page 15: in the Reading Specialist program a
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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