EPSB - University of the Cumberlands

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