EPSB - University of the Cumberlands

Kentucky Teacher Internship Program (KTIP), and over half have completed a course insupervision.Full-time and part-time faculty in supervisory roles have relevant and contemporary experiencesin P-12 schools. These experiences include serving as practitioners, administrators, supervisors,and counselors in a variety of P-12 settings, and working collaboratively with P-12 partners on avariety of initiatives (e.g., workshops and collaborative grant projects).5b. Modeling Best Professional Practices in TeachingModeling Best Professional Practices in Teaching – InitialTeacher PreparationModeling Best Professional Practices in Teaching – AdvancedPreparationAcceptableAcceptableSummary of Findings:Course syllabi, exhibits, and interviews with faculty and candidates in initial and advancedprograms indicate that unit faculty model best pedagogical practices. These practices areconsistent with the conceptual framework in that candidates are required to reflect continuouslyon their teaching and to engage in collaborative inquiry and active learning throughout theirprogram. Candidates report that faculty use a variety of assessment practices, including lessonplans, portfolios, case studies, and a number of formative assessments (“quick writes,” “bellringers,” etc.) to determine candidate learning. These data support information in Table 5b.1.a,which shows that unit faculty uses a variety of instructional methods that reflect the conceptualframework.Technology is incorporated into professional courses in a variety of ways, e.g., electronicportfolios, media, You-Tube videos, electronic communication, web-based forums, electronicdatabases, and Smart boards. All graduate programs are on-line; therefore, faculty and studentsuse a variety of communication formats, such as chats, discussion boards, teams, breakoutrooms, and interactive conferencing.On-site evidence confirms that many unit faculty provide candidates with intentional diversityexperiences through the use of videos, discussions, guest speakers, and field trips to variousclinical sites. Candidates in all programs are required to document and reflect on theirexperiences working with diverse student populations. They are also required to considerstudents’ cultural backgrounds and unique learning needs in lesson planning and delivery.Faculty self-evaluation is part of the annual faculty review process. Recently, faculty in the unithave begun to implement a system of peer review using the ten Kentucky Teacher Standards asan evaluative framework. Faculty use information from this peer review process in developingplans for enhancing their pedagogical practices.24