EPSB - University of the Cumberlands

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1c.3. Exit Portfolio Rationale, Leadership, KD, Sp091d.1. Task C1d.1. Task H1d.1. Task J1d.1. Table 1d.2.1. – Mean Scores for KTS 5 from Key Assessments1d.1. Table 1d.2.2. – Mean Scores for KTS 7 from Key Assessments1d.1. Task C, MAT, SP, F081d.1. Task C, MAT, LPS, F091d.1. Task H, MAT, ET, Sp091d.1. Task I, MAT, ET, Sp091d.1. Task J, MAT, KT, F081d.1. Student Teaching Blog, JA, Sp101d.1. Leadership Plan, MAT, SJ, F091d.1. Professional Growth Plan, Option 6, CM, F091d.2. Exit Portfolio Rationale, KD, S091d.2. REOL 632 assessment1d.2. Effective Planning and Teaching, MAOL 5321d.2. Special Education Evaluation, SPOL 6311d.3. Table 1d.2.3. KTS Indicators Related to Helping All Children Learn, Undergraduate1d.3. Table 1d.2.4. KTS Indicators Related to Helping All Children Learn, Initial Graduate and Advanced1e.1. Table 1e.1.1. Other School Professionals State Licensure Exam Scores and Pass Rate1e.2. Table 1e.2.1. GPA at Entrance and Exit for Other School Professionals1e.2. Rubric for School Counselor Portfolio Assessment (Pillar V)1e.2. Table 1e.2.2. Targeted Course Grades by Program, Other School Professionals1e.2. Table 1e.2.3. Targeted Course Grades by Program, 2007-20101e.2. Table 1e.2.4. Portfolio/Comprehensive Exam Mean Scores, 2007-20101e.2. Mentor Evaluation1e.2. Table 1e.2.5. External Evaluation by Program, 2007-20101e.2. Rubric for School Counselor Exit Portfolio (Pillar VI)1f.1. Table 1e.2.6. External Evaluation by Program, 2009-20101g.1. Dispositions Survey1g.2. Table 1g.1.1. Mean Score, Key Assessments for Dispositions, Initial Undergraduate1g.2. Table 1g.1.2. Aggregate Means from Key Assessments for Diversity Indicators1g.2. Table 1g.1.3. Mean Score from Key Assessments for Dispositions, Initial Graduate Program1g.2. Table 1g.1.4. Mean Score from Key Assessments for Dispositions, Advanced Program1g.2. Table 1g.1.5. Mean Score from Key Assessments for Dispositions, Other School Professionals1g.2. KTIP-IPR1g.2. Unit reflection1g.2. Portfolio Reflection, Undergraduate1g.2. Summative Evaluation1g.2. Dispositions Reporting Form1g.2. Recommendation for Graduate Program1g.2. KTIP-IPR1g.2. Summative Evaluation1g.2. Dispositions Survey1g.2. Old Portfolio Rubric1g.2. Capstone Rubric1g.2. Graduate Recommendation Form1g.3. KTIP-IPR1g.3. Graduate Satisfaction Survey1g.3. Employer Survey2a.1. Conceptual Framework2a.1. Continuous Assessment Plan2a.1. Table 2a.1.4. Assessment Alignment and Processing at Transition Points – Initial Undergraduate Programs2a.1. Table 2a.1.5. Key Assessments Alignment for Initial Graduate Programs (MAT Alternative, Option 6)2a.1. Table 2a.1.6. Key Assessments Alignment for Advanced Programs36
2a.1. Table 2a.1.7. Key Assessments Alignment for Other School Professionals Programs2a.1. Table 2a.1.1. Alignment of Initial Undergraduate Professional Education Courses with State and UniversityStandards, and Departmental Knowledge Strands2a.1. Table 2a.1.2. Alignment of Initial Graduate Professional Education Courses with State and UniversityStandards, and Departmental Knowledge Strands2a.1. Table 2a.1.3. Alignment of Advanced Courses with Professional, State and University Standards, andDepartmental Knowledge Strands2a.1. Table 6.1. System for Initial Undergraduate Programs: Transition Point Requirements and Key Assessments2a.1. Table 6.2. Unit Assessment System for Initial Graduate Programs: Transition Point Requirements and KeyAssessments2a.1. Table 6.3. Unit Assessment System for Advanced Programs: Transition Point Requirements and KeyAssessments2a.1. Comprehensive Exam Sample 12a.1. Comprehensive Exam Sample 22a.1. ISLLC Standard 2 Case Study2a.1. Option 6 Summative Evaluation2a.1. Option 6 KTIP-IPR2a.1. Standards-based course artifact (Case Study)2a.2. Individual Action Plan Policy2a.2. Individual Action Plan Template2a.2. KTIP-IPR2a.2. Summative Evaluation2a.2. Graduate Satisfaction Survey2a.2. EPSB New Teacher Survey Results (09-10)2a.2. Employer Survey2a.2. Continuous Assessment Plan2a.2. Individual Action Plan Template2a.2. Tables, 6.1; 6.2; 6.32a.3. 2006-07 Annual Assessment Report2a.3. 2007-08 Annual Assessment Report2a.3. 2008-09 Annual Assessment Report2a.3. Conceptual Framework2a.3. Continuous Assessment Plan2a.3. Table 2c.1.1. Selected Summary of Graduate Education Committee Assessment Actions2a.3. Unit Action Plan, May 2010 Assessment Retreat (Incorrect Link – correct document in folder)2a.3. Figure 2b.1.1. Flow of Assessment Data through the Unit2a.4. Fairness Table for Reliable Instrumentation - Department Forms and Rubrics - Initial Graduate2a.4. Undergraduate E-portfolio handbook2a.4. Graduate Handbook2a.4. Undergraduate Teacher Education handbook2a.4. Undergraduate Student Teaching Handbook2a.4. Graduate Student Teaching/Practicum Handbook2a.4. Mentor Handbook2a.4. School Counseling Practicum/Internship Handbook2a.4. School Counseling Site Supervisor Handbook2a.4. Undergraduate Supervising Teacher Handbook, and Graduate Supervising Teacher Handbook2a.4. External Evaluation Rubric2a.4. Table 2a.4.1. Inter-Rater Reliability Scores for External Evaluation P-12 Faculty and University Faculty2a.4. Table 2a.4.2. Triangulation of Assessments – Initial Undergraduate Programs2a.4. Table 2a.4.3. Inter-Rater Reliability for Capstone Evaluation: External P-12 Faculty and University Faculty2a.4. Table 2a.4.4. Triangulation of Assessments – Initial Graduate2a.4. Graduate Admissions Writing Sample Rubric2a.4. Summative Evaluations2a.4. KTIP-IPR2a.4. Comprehensive Exam Sample 12a.4. Comprehensive Exam Sample 237
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 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: 1b.3. Employer Survey1b.3. Table 1a
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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