EPSB - University of the Cumberlands

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3b.6. KTIP-IPR: Modified for EDOL 698 and EDOL 6993b.6. Capstone Rubric Fall 20103b.6. EDOL 698: Supervised Student Teaching for MAT3b.6. EDOL 699: Practicum for Option 63b.6. Graduate Handbook3b.6. Agreement: Clinical Supervisor – Administrative Practicum Agreement3b.6. Supervising Counselor Handbook3b.6. Agreement: School Counselor Site Supervisor Agreement3b.7. Formative Evaluation3b.7. Standards Based Unit: Preplanning Document3b.7. Standards Based Unit: Evaluation3b.7. Supervising Teacher Handbook3b.7. Summative Evaluation3b.7. KTIP-IPR3b.7. Four Formative Evaluations: Option 63b.7. Course Website: Graduate Director3b.7. Blog: Graduate Director3b.7. Results: Option 6 Alternative Certification Program3b.8. Table 3b.8.1: Counseling Assessment Assignments3b.8. Evidence of Diverse Population3c.1. Table 3c.1.1 Completion Rate of Candidates Eligible for Clinical Practice3c.1. Task E: Professional Growth Plan3c.1. Self and Peer Evaluations: Video Guide Sheet3c.1. Formative Evaluations3c.1. Summative Evaluations3c.1. Evaluation of the Standard-based Unit3c.1. Seminars: Student Teaching Seminar Schedule3c.1. KTIP-IPR3c.1. Formative Assessment: Option 6 P-12 Faculty3c.1. Summative Assessment: Option 6 P-12 Faculty3c.1. 15 Hours: School-based Faculty Document3c.1. Task E: Professional Growth Plan3c.1. Self-evaluation: Video Guide Sheet3c.1. Formative Evaluation3c.1. Summative Evaluation3c.1. Evaluates: Administrative Practicum – Mentor’s Evaluation of Student Form3c.1. Rubric: Field Experience Reflection Rubric – Pillar V3c.1. Practicum Conference: ADOL 665, 667, 668, 669 Tentative Practicum Conference Agenda3c.3. Table 3c.3.1: Table of Reflection Experiences3c.3. Field Evaluation Form 1: Reflective Teaching Field Lesson Individual Evaluation3c.3. Field Evaluation Form 2: Project C Lesson Plan3c.3. Video Taped Lessons: Video Guide Sheet3c.3. Interaction Map: Student Teacher’s Interaction with Students3c.3. Professional Growth Plan: MODIFIED TPA TASK E3c.3. KTIP-IPR3c.3. Table 1b.1.1. Mean Score for KTS 2, 3, 4, and 6 from Key Assessments3c.3. Capstone Project: MAT Capstone Rationale Template & Rubric3c.3. Table 3c.3.2 Reflection and Component Analysis in Field and Clinical Courses in Advanced Programs3c.3. Table 3b.3.1 Initial Undergraduate Program – Assessment of Conceptual Framework3c.3. Table 3b.8.1 Counseling Assessment Assignments3c.4. Initial Undergrad Table 6.1: System for Initial Undergraduate Programs3c.4. Initial Grad Table 6.2: Unit Assessment System for Initial Graduate Programs3c.4. Advanced/Other Table 6.3: Unit Assessment System for Advanced Program3c.4. Table 6.1 System for Initial Undergraduate Programs3c.4. Table 6.2 Unit Assessment System for Initial Graduate Programs3c.4. Table 6.3 Unit Assessment System for Advanced Program42
3c.4. Table 6.3 Unit Assessment System for Advanced Program3c.5. Task C: Lesson Analysis and Reflection3c.5. Pillar III Rubric and Artifacts: Exit from Student Teaching3c.5. Counselor Portfolio Rubric Pillar V3c.5. Counselor Portfolio Rubric Pillar VI3c.5. ADOL 669: Lesson Plan - School Practicum: Administrative – Superintendent3c.5. ADOL 664: Practicum Experiences: Lesson plan from Syllabus3c.5. Practicum Experiences: ADOL 6643c.6. Table 3c.6.1 Required Field and Clinical Experiences3c.6. Table 3c.6.1 Required Field and Clinical Experiences3c.6. Table 3c.6.1 Field Hours3c.6. Timesheet: Field Experience3c.6. Table 3c.6.1 - Documented Experiences in Each Category (racial/ethnic, socioeconomic, linguistic,exceptionalities)3c.6. Table 4a.0.1 Overview of Systematic Approach to Diversity3c.6. Table 4a.2.4 Diversity Components in Core Courses in Advanced Programs3c.6. Courses that Require Field Hours – Table 4a.2.43c.6. Field Experience Time Sheet: Counseling4a. Table 4a.0.1 Overview of Systematic Approach to Diversity4a.1. Table 4a.2.2 Diversity Components in Core Courses in Initial Graduate Programs Supporting KnowledgeStrands4a.1. Table 4a.2.3 Diversity Components in Core Courses in Advanced Programs for Enhanced TeachingCredentials4a.1. Table 4a.1.0 Candidate Mastery of Diversity Proficiencies4a.1. Table 4a.1.1 Crosswalk for Kentucky Teacher, ISLLC/TSSA, and KCS Targeting Diversity CompetenciesAligned with the Conceptual Framework4a.1. Table 4a.1.2 Alignment of Initial Undergraduate Professionals Education Courses with DiversityProficiencies4a.1. Table 4a.1.3 Alignment of Initial Graduate and Advanced Courses with Unit’s Diversity Proficiencies4a.2. Table 4a.1.2 Alignment of Initial Undergraduate Professionals Education Courses with DiversityProficiencies Associated with KTS and UC Standards4a.2. Table 4a.1.3 Alignment of Initial Graduate and Advanced Courses* with Unit’s Diversity Proficiencies*Programs: IG = Initial Graduate, A = Advanced, OPS = Other School Professionals4a.2. Table 4a.2.1 Diversity Components in Core Courses in Initial Undergraduate Programs SupportingKnowledge4a.2. Table 4a.2.2 Diversity Components in Core Courses in Initial Graduate Programs Supporting KnowledgeStrands4a.2. Table 4a.2.3 Diversity Components in Core Courses in Advanced Programs for Enhanced TeachingCredentials4a.2. Table 4a.2.4 Diversity Components in Core Courses in Advanced Programs for Administrators and OtherSchool Professionals Supporting Knowledge Strands4a.2. Table 4a.3.1 Key Assessment Alignment with Diversity Proficiencies – Initial Undergraduate Programs4a.2. Table 4a.3.2 Key Assessment Alignment with Diversity Proficiencies – Initial Graduate Programs4a.2. Table 4a.3.3 Key Assessment Alignment with Diversity Proficiencies – Advanced Programs4a.2. Table 4a.3.4 Key Assessment Alignment with Diversity Proficiencies – Other School Professionals4a.2. Unit Diversity Plan4a.2. Table 4a.2.1 Diversity Components in Core Courses in Initial Undergraduate Programs SupportingKnowledge Strands – CP-Conceptual, S-Strategic, E-Evaluative, CM-Communicative4a.2. Table 4a.2.2 Diversity Components in Core Courses in Initial Graduate Programs Supporting KnowledgeStrands4a.2. Table 4a.2.1 Diversity Components in Core Courses in Initial Undergraduate Programs SupportingKnowledge Strands – CP-Conceptual, S-Strategic, E-Evaluative, CM-Communicative4a.2. Table 4a.2.2 Diversity Components in Core Courses in Initial Graduate Programs Supporting KnowledgeStrands4a.2. Table 4a.2.3 Diversity Components in Core Courses in Advanced Programs for Enhanced TeachingCredentials43
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 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: 3b.2. Table 3b.2.1 Field Experience
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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