EPSB - University of the Cumberlands

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1.8 Demonstrates professional,courteous behaviors in all aspects ofthe course, including developingoriginal products, eschewingplagiarism, adhering to copyrightguidelines, maintaining student &colleague confidentiality, and usingappropriate language use in oral andwritten communications.KTS 1, 6, 7, 11, 12,IRA/NCTE 1, 3, 4, 5, 6, 7, 8, 9,11, 126.1, 6.2, 6.3Cooperative Chats, Chatpresentations, Discussionpostings, written reflections,6-day unit*, field experienceobservations & interviewsThe second area for improvement was cited in Standard 4: Diversity:(Initial and Advanced) Evidence does not indicate that all candidates interact withdiverse faculty members.The unit is committed to ensuring that at least one course in each program is taught or co-taughtsolely by diverse faculty. While we have not yet achieved that goal, we are gradually focusingthe work of diverse faculty members toward it. The following chart shows the courses whichhave at least 50% of their sections taught by diverse faculty.Course Taught by DiverseFaculty member(s) 2011-2012ADOL 634Programs in Which the Course is LocatedInstructional Leadership, Superintendent, Directorof Special EducationELMS 335 Initial Licensure Undergraduate Middle School 100%EDOL 639 All MAT Programs, Rank I Teacher 75%ADOL 637 Director of Special Education, Superintendent 50%EDOL 643 MAED Teacher Leader, Rank I Teacher 100%EDOL 562 MAED Teacher Leader 100%ADOL 632Instructional Leadership, Director of PupilPersonnel, Director of Special Education, Supervisorof InstructionEDOL 537 MAED Middle School, MAT Middle School 100%EDOL 547 Rank I Teacher 100%EDOL 542 MAED Teacher Leader, Rank I Teacher 100%Percentage of Sections ofthe Course Taught ByDiverse Faculty 2011-201267%75%From the above, it can be seen that current candidates in some programs cannot complete theprogram without interactions with one or more diverse faculty members. These include theMAED Teacher Leader program, Rank I Teacher programs, MAED and MAT Middle Schoolprograms, and the Undergraduate Middle School program. In several other programs 50% ormore of the sections of at least one required course are currently taught by diverse faculty. Theseinclude all MAT programs, the Instructional Leadership – Principal programs (MAED and56
certification), and Rank I, Ed.S. and certification programs for Superintendent, Director ofSpecial Education, Director of Pupil Personnel, and Supervisor of Instruction.We have yet to make as much headway in ensuring that candidates in the following programshave interactions with diverse faculty: Undergraduate elementary and secondary programs, theschool counseling program, Rank I Special Education program, and the Reading and WritingMAED program. In addition to seeking additional qualified faculty applicants with diversebackgrounds, we are identifying professionals in P-12 schools and districts with diversitycharacteristics who might serve as “co-teachers” in some of the classes of these programs inorder to ensure that all candidates enjoy positive interactions with diverse faculty.57
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BOARD OF EXAMINERSReportBoard of Ex
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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 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: 5.1, 5.2, 5.3, 5.4 field experience
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