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					  College of Education
Continuous Assessment Plan




         August 2008


              0
                                               Table of Contents

Murray State University Mission Statement and Goals ................................. 2
College of Education Mission Statement........................................................ 2
Conceptual Framework ................................................................................... 2
Assessment Matrix of the Conceptual Framework ......................................... 5
Assessment System and Unit Evaluation........................................................ 8
Continuous Assessment System – Initial Certification ................................ 11
Continuous Assessment System – Continuing Professional Preparation ..... 15
Technology Used to Support Continuous Assessment ................................. 22


Appendix A ................................................................................................... 23
Example of Continuous Assessment Plan
Appendix B ................................................................................................... 33
Initial Certification Programs and Alignment of Professional and Kentucky Standards
Appendix C ................................................................................................... 37
Continuing Professional Preparation and Program Alignment of Professional and Kentucky
Standards
Appendix D ................................................................................................... 41
Sample of Evaluation Instruments Used to Monitor Standards, Content Knowledge,
and Dispositions for Initial Programs
Appendix E ................................................................................................... 47
Sample of Evaluation Instruments Used to Monitor Standards, Content Knowledge,
and Dispositions for Continuing Professional Programs




                                                          1
                                MURRAY STATE UNIVERSITY
                                Mission Statement and Goals
       Murray State University serves as a residential, regional university offering core
programs in the liberal arts, humanities, sciences and selected high-quality professional
programs. At Murray State University, instructional enhancement is based on continuous
program review and assessment of individual student knowledge and performance. Fostering
student-centered learning and development is the primary goal of faculty and staff. Through
honors programs, international education, cooperative education/intern experiences, co-curricular
activities, and projects that demonstrate reactivity, research skills, and technical mastery, the
university offers students a challenging academic environment.


                                   COLLEGE OF EDUCATION
                                       Mission Statement
       The Mission of the Murray State University College of Education is to build partnerships
to provide leadership, service, and research at regional, state, and national levels and to create
community to foster excellence in teachers and other education professionals to prepare them to
make significant contributions in a diverse, global society.


                                   COLLEGE OF EDUCATION
                                   Conceptual Framework
       The goal of the College of Education preparation program is to produce candidates who
demonstrate the characteristics of a Murray State graduate, the proficiencies delineated by the
Kentucky New and Experienced Teacher Standards, Interstate School Leaders Licensure
Consortium Standards, Kentucky Standards for Guidance Counselor Programs, Interdisciplinary
Early Childhood Education Standards and the indicators articulated by the learned societies of
each discipline. The candidate will also demonstrate the Dispositions of a Murray State
candidate – thereby, practicing as a Reflective Decision-Maker, the Theme of our College. The
Continuous Assessment Plan integrates with and supports the Conceptual Framework by basing
candidate and program decisions on standards, dispositions, and the knowledge base that
comprise the Conceptual Framework.
       The mission frames the overarching goal of the unit and the COE Conceptual Framework
flows from the mission and makes it operational by expressing the standards, dispositions, and
                                                2
the knowledgebase selected by the program faculty to support the development of ―exemplary
teachers and other human service professionals‖. Standards provide the behavioral outcomes for
the candidates, the COE dispositions express the values, commitments, and attitudes that guide
candidates‘ behavior, and accordingly, the knowledge base describes techniques used by
program faculty to accomplish the candidates‘ behavioral and dispositional outcomes.
Reflection is the means by which candidates integrate professional standards and disposition into
their own values, beliefs and lived experiences. Candidates write many reflections to document
progress as they internalization the standards and dispositions that meet the expectations of the
unit as expressed by the COE Conceptual Framework.
       Candidate dispositions are derived from the Conceptual Framework, and are based on the
educational philosophy of John Dewey. The Murray State University undergraduate candidate
will become an educator who is:
      Tolerant – Considers new ideas, alternative possibilities, different perspectives, and people representing a
       variety of differences without prejudice or bigotry.
      Responsible – Considers consequences and makes decisions in a rational and thoughtful manner for the
       welfare of others; acts with integrity to pursue an objective with thoroughness and consistency.
      Enthusiastic – Is eager and passionately interested in tasks that relate to beliefs about education.
      Caring – Demonstrates devotion, compassion, and regard for the welfare of others.
      Confident – Exhibits certainty about possessing the ability, judgment, and internal resources needed to
       succeed as a teacher.
      Ethical – Conforms to accepted professional standards of conduct by making decisions based on standards
       and principles established by the education profession.


       The Murray State University graduate candidate sustains the undergraduate
dispositions, but with maturing expertise embraces the disposition of leadership defined as
‗ethical change agent‘ to influence classrooms, schools, districts, communities and the global
society.
       Standards and dispositions are integrated throughout programs and monitored at
checkpoints. Candidate data is collected for program evaluation and to provide feedback to
candidates of individual progress in meeting the standards and dispositions necessary for
becoming a reflective decision maker. A matrix demonstrating how the unit assesses the
Conceptual Framework for undergraduate and graduate programs is presented on the next pages.
The headings of the matrix list the elements of the COE Conceptual Framework, which is a
detailed expression of the Unit Mission. In a review of the COE Conceptual Framework, the
Mission is the overarching goal of the Unit, the COE Conceptual Framework flows from that
general Mission and includes the standards, dispositions and the elements of the Conceptual
Framework – philosophy, knowledge base and pedagogy. Reflective decision maker is the theme

                                                      3
of the Unit. A reflective decision maker is an educator who uses reflection to improve practices
at all levels – during and after a lesson to improve instruction, through professional activities to
improve overall understanding and integration of theory to classroom practices, and to work to
improve the education profession in a leadership role through professional and civic activism.
Reflection acts a ‗verb‘ for the other elements of the Conceptual Framework. The reflection
included in courses and program activities allows the candidate to integrate the Conceptual
Framework into the actions and beliefs and to fulfill the Mission of the Unit, which is to
significant contributions by building partnerships, creating community and fostering excellence.




                                                4
                    Assessment Matrix of the Conceptual Framework for Initial Programs
                                        Mission of the College of Education
Reflection is integrated across programs as the means to produce the ‗reflective decision makers‘ and to foster
excellence in teachers and other education professionals to prepare them to make significant contributions and to
build partnerships and create community in the region and beyond. Elements of the Conceptual Framework in the
headings of matrix were selected by the faculty to support the development of individuals to become exemplary
teachers and human service professionals.
Courses and        Standards        Dispositions      Philosophy      Reflection         Content      Pedagogy
Activities                                                                              Knowledge
Check Point One: PreAdmission
Orientation to                     KY Code of
Teacher                            Ethics (signed)
Education
EDU 103 Intro     NTS 2            Self evaluation   Philosophy      On school
to Education      IECE 2           - awareness       of education    observations
[MUS 123/CTE      Philosophy of
200/AED 380]
                  Education
EDU 303           NTS 1            Flag Reports                      On teaching                    Lessons
Strategies        IECE 1           can be issued                     lesson                         designed to
MUS 301-4/ENG     KTIP lesson      for any student                                                  meet the needs
329/HIS
                  plan             with lapses in                                                   of students
361/CHEM 303/
AED 583/MAT                        dispositions
550/ART 341/CTE
503
EPD 260           NTS 2            Flag Reports      Revision of     On CHAMPS                      Content to
Development       IECE 2           can be issued     Philosophy      classroom                      understand
                  CHAMPS           for any student   to add          plan                           child and
                  Classroom        with lapses in    theorists                                      adolescent
                  Plan             dispositions                                                     development
SED 300           NTS 6            Flag Reports      Philosophy      On Mock                        Content to
Special needs     IECE 6           can be issued     of special      ARC                            understand
                  Mock ARC         for any student   education                                      student
                                   with lapses in                                                   differences
                                   dispositions
University        NTS 8                                                                Maintain
Studies courses                                                                        GPA of
                                                                                       2.45
Check Point Two: Admission to Teacher Education
Admission                                                                              GPA of
Application                                                                            2.45/GAP
                                                                                       Score
Interview         NTS 1-9          All COE                           Discusses and
Portfolio         IECE 1-9         Dispositions &                    defends
Review                             Kentucky                          educational
                                   Code of Ethics                    ideas
Field             NTS 1-9          All COE                           On field                       Observation of
Experiences       IECE 1-9         Dispositions                      experiences                    & evaluation
                  Field            Field                                                            completed on
                  Evaluation       Evaluation                                                       teaching rated
                  Form             Form                                                             @ 3 levels
                                   Flag Reports
                                   can be issued
                                   for any student
                                   with lapses in
                                   Dispositions
EDU 403           NTS 2,5          Flag Reports                      On view of
Foundations       IECE 2,5         for any student                   self as teacher

                                                       5
                 Philosophical   with lapses in
                 Essay           dispositions
EDU 405          NTS 4,5         Flag Reports      Assessment     On role of
Evaluation       IECE 4,5        can be issued     Project        teacher in the
[CTE 503,        Assessment      for any student                  assessment
SED 400/HPE      Projects        with lapses in                   cycle
409/ELE 439]                     dispositions
Methods          NTS 1-9         All COE                          On teaching                    Content
Courses          IECE 1-9        Dispositions                     in field                       Pedagogy and
                                 in those                         experience                     Lessons
                                 courses with                                                    designed to
                                 field                                                           meet student
                                 experiences                                                     needs
Majors/Areas     NTS 8                                                             Maintain
                                                                                   GPA of 2.45
Check Point Three: Admission to Student Teaching
Orientation to                   KY Code of
Student                          Ethics (signed)
Teaching
Student          NTS 1-9    COE
Teaching         IECE 1-9   Dispositions,
Interview                   KY Code of
                            Ethics
                            discussed
Check Point Four: Program Completion
Portfolio        NTS 1-9                           Philosophy     On all 10
                 IECE 1-9                          of education   NTS
Evaluation       NTS 1-9         All COE                                                         Teaching &
form             IECE 1-9        Dispositions                                                    other
by university                                                                                    classroom
coordinator                                                                                      behaviors rated
and                                                                                              @ 3 levels
cooperating
teacher
Four Teaching    NTS 1-9                                          Impact and                     Teaching &
Observations     IECE 1-9                                         Refinement                     other
                                                                  on Teaching                    classroom
                                                                                                 behaviors rated
                                                                                                 @ 3 levels
PRAXIS PLT                                                                                       Pass exam
PRAXIS II                                                                          Pass exam
Content Exams
Student          NTS 1-9         All COE                          Reflection
Teaching         IECE 1-9        Dispositions                     Item
Survey
EPSB Survey      NTS 1-9                                          Reflection
                 IECE 1-9                                         Item
Check Point Five: Beyond Graduation
KTIP Teaching    NTS 1-9                                          Impact and                     TPA and
Observation      IECE 1-9                                         refinement of                  Portfolio
                                                                  lessons
EPSB Survey      Items for                                        Reflection       Content       Pedagogy
                 NTS 1-9                                          Item             Knowledge     Items
                                                                                   Items


                                                    6
 Assessment Matrix of the Conceptual Framework for Continuing Preparation and Other School Personnel
Courses and      Standards       Dispositions  Philosophy    Reflection      Content     Pedagogy
Activities                                                                  Knowledge
Check Point One: Admission
Admission          Planned                                                           GPA 3.0,       Degree/
Application        Program of                                                        Degree,        Certification
Process            Studies                                                            GRE
Check Point Two:   Continuation
Advancement to                                                                      GPA Check/
Candidacy                                                                          3.0 or higher
Course             Projects/work   Projects/work    Philosophy     Portfolio,      Exams,           Lesson plans,
Competency         embedded        embedded         of Reading,    Assignments     competency       unit plans,
Assignments        assignments,    assignments to   Professional   include         projects,        assessment
                   practicum       measure          Vision         reflections     action           plans, case
                                   disposition of   Statement of   on the          research         studies,
                                   leadership,      Library        quality of      projects, case   planned
                                   professional     Media,         work,           studies          tutoring
                                   development      Theory of      meeting                          sessions,
                                   plans, CTE       Teaching,      standards                        Research on
                                   study of         Philosophy     and                              instructional
                                   administrative   of the         dispositions,                    strategies,
                                   project          Young                                           analysis of
                                                    Child,                                          student data
                                                    Philosophy                                      for assessment
                                                    of CTE                                          and diagnosis,
                                                                                                    school safety
                                                                                                    walk through
Practicum/         ETS, KY    Able to                              On teaching,    Supervisor       Lesson plans,
Internship         IECE       accomplish                           experiences     Evaluation       unit plans,
                   ALA/AASL   assignments                          in schools,                      assessment
                   CEC/NAGC   and interact in                      activities,                      plans, IEP
                   ISLLC, TSSA,
                   IRA, NAAEE
                              schools                              content                          monitoring
                              appropriately,                       knowledge,
                              professionally,                      theories of
                              ethically                            learning
Check Point Three: Program Completion
Portfolio          Course          Self analysis                   On own           Artifacts
                   artifacts w/                                    teaching,       demonstrate
                   ETS, KY                                         learning,         content
                   IECE                                            standards,      competency
                   ALA/AASL                                        dispositions
                   CEC/NAGC
                   ISLLC, TSSA,
                   IRA, NAAEE
PRAXIS II                                                                           Pass exam
Thesis                                                             On quality       Completed        Completed
                                                                   of study           study             study
Comprehensive                                                                       Pass exam       Pass exam
Exam
Exit Measures                                                                      GPA Check        Verification of
                                                                                   3.0 or higher    Program of
                                                                                                    Studies
                                                                                                    (coursework)
Check Point Four: Beyond Graduation
Survey of                      Dispositions                                        Content          Pedagogy
graduates and                  Items                                               Knowledge        Items
employers                                                                          Items

                                                    7
                     ASSESSMENT SYSTEM AND UNIT EVALUATION
                                           Rationale
       The unit recognizes the importance of assessing a candidate‘s progress according to
Kentucky and national program standards and unit dispositions. The unit has developed and
maintains an assessment system that collects and analyzes data on applicant qualifications,
candidate and graduate performance, and unit operations to evaluate and improve the unit and its
programs. The unit‘s assessment system was developed collaboratively with the professional
community over a number of years and reflects the unit‘s conceptual framework with an
integrated set of evaluation tools that are used to monitor candidate‘s performance and manage
and improve program outcomes and unit operations. Multiple indicators are used, along with
multiple checkpoints, to assure the identification of candidates with the potential to become
successful professionals.
                    Fairness, Accuracy and Consistency of Assessment Instruments
       Throughout the process of continuous assessment, multiple measures and other strategies
are used to ensure fair, accurate, and consistent assessments. As examples, for fairness,
undergraduate candidates are informed during orientation sessions, in writing, and on advising
sheets the requirements for admission to teacher education, student teaching, exit and other
qualifying exams. Graduate candidates plan a program with an academic advisor using
curriculum guidesheets that provide all needed information about course, assessment and exit
requirement. For accuracy, the evaluation for admission to teacher education and for
qualification to be recommended for certification, are national standardized and validated exams
– the ACT, GRE, PPST, SAT and PRAXIS exams. The standards used to determine program
mastery were developed by state (EPSB) and by professional societies and approved by NCATE.
The use of state and national standards allows the unit to take advantage of research and
development of those groups that operate on a much broader scale. For consistency, the scoring
of the student teaching eligibility portfolio (a capstone assessment) is conducted by two
independent scorers, who are trained every semester. Also, both the university coordinator and
the cooperating teacher evaluate candidate progress twice during the student teaching experience
and the university coordinator observes and evaluates teaching four times using the KTIP lesson
plan and evaluation form.
       To improve programs, continuous assessment provides feedback for continuous renewal
and program evaluation. For faculty, continuous assessment provides evidence for course and

                                               8
program revisions. For the candidate, continuous assessment provides regular feedback of
progress and maintains a record of growth through the preparation process and produces end
products, such as portfolios, which are evidence that candidates have met the prescribed
standards at initial and advanced preparation levels. For certification, continuous assessment
provides documentation of the candidate‘s eligibility for teaching beyond a transcript of courses
and completion of a degree. Candidate‘s data is tracked through the COESIS database and the
LiveText web-based system. An example of a yearly CAP form is included in Appendix A and
five years of program CAPs (http://coekate.murraystate.edu/ncate/cap/default.htm) are posted on
the COE website.
                                Impact of Instruction on Student Learning
       In an era of high accountability and in order to prepare teachers and other education
professionals to assess the impact of their teaching on student learning, the unit provides
program activities and experiences that develop an understanding of the role of the teacher in the
assessment cycle. This role is to collect, analyze, and reflect upon student data in order to design
instruction that improves student learning. Activities that model and encourage the learning of
this process include the impact and refinement section of the KTIP lesson plan, developing and
analyzing student case studies, and use of pre and post data for instructional improvement in an
assignment for the EDU 405 assessment course, action research in ADM 630 to determine the
effectiveness of an instructional package, diagnosis of reading problems in REA 638, diagnosis
of behavior problems in SED 552. To more thoroughly address the issue, the program faculty at
this time, are developing and piloting the KTIP TPA model as a new undergraduate portfolio.
The implementation of the TPA model will take place in the 2007-2008 academic year.
       The table on the next page describes the assessment process and feedback loop that guide
candidate and program decision-making.




       The following table describes the COE feedback loop for program improvement.
                        Continuous Assessment System Feedback Loop
                                               Step 1
                                               9
Each fall, at the COE Retreat, all faculty receive candidate data. Data may include GPAs, PRAXIS
scores, ISLLIC scores, course embedded data, survey data, flags, ACT scores, field experience
evaluations, student teaching evaluations, focus groups, reflective statements, and other qualitative and
quantitative data.

                                                  Step 2
With the data assembled, the program coordinator, program faculty in consultation and, advisory council
discuss and analyze data to determine the strengths and weaknesses of the program and the type of
program change, if any, are needed to address areas of concern.

                                                     Step 3
Resulting from that analysis, the program faculty collaboratively design an Continuous Assessment Plan
(CAP) for program improvement based on the tenets of COE Conceptual Framework with respect to state
and national standards, COE dispositions, the theme of Educator as Reflective Decision-Maker and
research, theory, philosophy, and practice. This CAP includes data collection instruments, standards,
evaluation criteria, assessment results, a plan for program improvement and a description of the
committee responsible for decision-making and approval of the plan.

                                                  Step 4
Depending on the nature of the proposed change, the CAP is submitted to the appropriate department,
college, and university decision-making and approval bodies. Program faculty and the department chair
approve minor changes such as changes in textbooks, course activities, assignments and evaluation
methods. More substantial changes such as addition/deletion/ revision of program courses, field
experiences, and admission criteria are submitted to the Policy and Review Committee and/or other
governing bodies of the College and the University. Finally, each CAP is submitted to the College
Administrative Council and the Dean to become a part of the COE‘s and University‘s Strategic Plan. All
Assessment Plans are posted to the COE website each year (see plans at
http://coekate.murraystate.edu/ncate/cap/default.htm).

                                                  Step 5
Repeat the process each year.



The continuous assessment plans on the next pages present detail about program plan including
the types of assessments and checkpoints for standards and dispositions that are used to inform
candidate and program decision-making.




                   Continuous Assessment Plan - Initial Certification
Check Point One: PreAdmission
      New Teacher Standards 1,2,6,8; IECE Teacher Standards 1,2,6;
                                                  10
      Dispositions 1-6 (Candidates become aware of and receptive to dispositions)
              Establish portfolio
              Self evaluation of dispositions
              EDU 103/Philosophy of education
              EDU 303/KTIP lesson plan
              EDP 260 Classroom management plan,
              SED 300 Mock ARC
              Flagging Forms (if required)
Check Point Two: Admission to Teacher Education
      New Teacher Standards 1-9; IECE Teacher Standards 1-9;
      Dispositions 1-6 (Candidates become aware of and receptive to dispositions)
              General Academic Proficiency (GAP – 21 on ACT or alternative)
              Written and Oral Communication
              Completion of Introductory Education Course
              Overall Grade Point Average (GPA – 2.45)
              Committee Review and Recommendation
              Completion of MAT 117 or Higher Math Course
              Interview with Advisor and Portfolio Check
              Flagging Forms (if required)
Check Point Three: Admission to Student Teaching
      New Teacher Standards 1-9; IECE Teacher Standards 1-9;
      Dispositions 1-6 (Candidates value and internalize dispositions)
              Overall GPA – 2.45
              GPA in Professional Preparation – 2.45
              GPA in Major and/or Area – 2.45
              Establish Eligibility Portfolio
              Demonstration of Computer/Technology Skills
              Completion of Field Hours and Field Evaluations
              Committee Review and Recommendation
              Attend Student Teaching Orientation
              Student Teaching Interview
              EDU 403 Philosophical Essay, EDU 405 Assessment Project,
              Flagging Forms (if required),
Check Point Four: Program Completion
      New Teacher Standards 1-9; IECE Teacher Standards, 1-9;
      Dispositions; 1-6 (Candidates demonstrate dispositions during teaching and classroom
      interactions)
              Successful Completion of Student Teaching, including satisfactory
              Eligibility Portfolio, student study, evaluations, and observations of teaching
              Confirmation of Degree/Completion of Program
              PRAXIS II Specialty Exams
              PRAXIS Principles of Learning and Teaching Exams
Check Point Five: Beyond Graduation
      New Teacher Standards 1-9; IECE Teacher Standards, 1-9;
              EPSB Survey of Student Teachers, Cooperating Teachers, Interns, Resource
              Teachers, Kentucky Teacher Internship Program and Teacher Performance
              Assessment (TPA) with observations of teaching

                                        Uses of Data

                                           11
Unit data is collected and maintained using the COESIS and Livetext database systems. This data
is used for admission to the Teacher Education Program, for admission to student teaching, for
graduation and to track overall trends in the unit.

Admission to Teacher Education
              Data used for admission to Teacher Education includes results of General
              Academic Proficiency and written and oral communication, including course
              grades in basic mathematics and English courses, and overall grade point
              averages. Determinations of dispositions and standards for teaching include
              individual interviews and the scores of key assignments in core courses.
              Dispositions exercises and instruments for defining and recognizing teaching
              dispositions are provided for candidate self awareness and self-evaluation. Data
              is used for monitoring candidate progress and for preventing candidates from
              taking upper level education coursework until the admission process is completed.
              This data is also reviewed by each college‘s Teacher Education Admission
              Committee where a determination is made whether the candidate is eligible for
              admission to the teacher education program. Candidates and their academic
              advisors are informed by letter of admission or progress toward admission, and
              are informed of deficiencies. If a candidate demonstrates deficiencies or
              problems with coursework, particularly field experiences, faculty may issue a
              Flag Form describing the deficiencies, and a Professional Growth Plan (PGP) may
              be required to remedy the issue. An Admission Committee reviews the Flags and
              PGP as part of the decision making process for admission.

Admission to Student Teaching
              Data used for admission to student teaching include candidates‘ overall
              GPA, major GPA and or/area, GPA in professional education courses, and
              progress toward approved program completion (transcript review).
              Technology skills are judged by grades in basic computer courses or by scores on
              computer literacy examinations. Determinations of dispositions and standards for
              teaching include candidate scores in key assignments in core courses, evaluation
              during field experiences, and placement interview. These data are reviewed by
              each college‘s Teacher Education Admission Committee, and a determination is
              made whether the candidate is eligible for admission to student teaching.
              Candidates and academic advisors are informed of progress by checking on
              COESIS, with respect to admission and deficiencies. If a candidate demonstrates
              deficiencies or problems with coursework, particularly field experiences, faculty
              may issue a Flag Form describing the deficiencies, and a Professional Growth
              Plan (PGP) written with the advisor may be required to remedy the issue. A COE
              Admission Committee reviews the Flags and PGP as part of the admission
              process.



Recommendation for Teacher Certification
            Data used to determine qualification for teacher certification include a successful
            student teaching experience, Praxis II specialty area and Principles of Learning
            scores. Evidence for determining attainment of dispositions and standards include


                                            12
              eligibility portfolio, student teaching evaluation, student teaching observations,
              student study assignment, and observations of teachers.

Additional Program Data
              The EPSB provides survey data on program quality collected from student
              teachers, cooperating teachers, interns, and resource teachers. PRAXIS pass rates,
              course data for standards, field and student teaching evaluation reports and Flag
              reports are provided to the COE faculty and program advisory council as part of
              program assessment. Committees examine these data for trends in strengths and
              weaknesses of program and report each year to the College Administrative
              Council (CAC) in the form of program CAPs.

On the following pages, flow charts taken from the Teacher Education Sourcebook provided to
every candidate at orientation, describes the process of admission and admission requirements
throughout the Teacher Education program, to exit from the program, graduation and
certification. Program checkpoints and continuous assessment planning are noted elements of
the process. In the event that a candidate requests a waiver of an admission requirement such as
the ACT or other GAP requirement, a faculty committee reviews and makes a recommendation
to the appropriate Admission Committee.




                                             13
  FLOWCHART 1: OVERVIEW OF TEACHER PREPARATION AND CERTIFICATION
                   MURRAY STATE UNIVERSITY, 7/07
       ADMISSION TO THE TEACHER CERTIFICATION PROGRAM: REQUIREMENTS,
       STANDARDS AND CONTINUOUS ASSESSMENT PROCEDURES.
        Requirements:                   Standards:
        1. Attend an Admissions Orientation                   1.   GAP test skills (21 composite score on ACT)
        2. Register with Teacher Education Services                or other approved test*
                                                              2.   Writing communication skills (‗‗B‖ or better
        3. Submit one of the passing GAP test scores
                                                                   in College English Composition Course)
        4. Provide a current transcript verifying an               Oral communications skills (―C‖ in Public
I.         overall undergraduate GPA of 2.45
                                                              3.
                                                                   Speaking Course)
        5. Meet all applicable admission standards            4.   A ―C‖ or better in MAT 117 or higher math
           and continuous assessment checks                   5.   Successful Individual Interview with
        6. Submit completed application packet to                  Academic Advisor
           Teacher Education Services                         6.   Knowledge of Current Trends in Public
        7. Formal Admission to Teacher Education                   Education as verified by completion of
           by appropriate college admission                        approved Introduction to Education course
           committee                                          7.   No criminal or ethics violation background

                                                                   *In order to be eligible to take the PPST, a student
        Continuous Assessment:                                must have obtained a composite score of 19 on the ACT.
        1. Adherence to Code of Ethics                        Absent extenuation circumstances approved by Teacher
        2. Evidence of academic skills and attitudes          Education in writing, a student may attempt to obtain the
        3. Success in field experiences                       passing score on each section (Reading, Writing, and
        4. Academic proficiency as demonstrated by a          Mathematics) a maximum of three (3) times.
            2.45 minimum GPA in all required areas



                TEACHER CERTIFICATION: FORMAL PROGRAM REQUIREMENTS

              The University Studies   The Subject Matter Preparation             The Teacher Preparation
                    Program                       Program                                Program
         1.    Mathematics and         1. Certifiable Major                      1.   College of Education Core
II.            Communications Skills                 or                               Courses
         2.    Fine Arts &             2. Certifiable Academic Area              2.   Specialized Methods and
               Humanities                                                             Practicum courses for each
         3.    Physical & Biological                                                  certificate program
               laboratory sciences
         4.    Social Sciences
                                                                                 3.   Computer Literacy &
                                                                                      Technology Proficiency
                BACHELOR‘S DEGREE FROM A REGIONALLY                              4.   Student Teaching
                 ACCREDITED INSTITUTION, SUCH AS MSU.


        CONTINUOUS ASSESSMENT:
        1. Progress toward meeting the Kentucky New Teacher Standards (including development of portfolio)
        2. Continued success in field & clinical aspects of program and KERA-oriented Pedagogical Skills and
III.       Attitudes
        3. Continued academic success in the University Studies Program, major/area, and professional
           education courses.

                      ADMISSION TO STUDENT                              PROGRAM COMPLETION AND KENTUCKY
                         TEACHING STATUS                                   CERTIFICATE RECOMMENDATION
        1.    File Approved Program Forms                          1.    Full & Complete Admission to Teacher
        2.    Demonstrate 2.45 minimum GPA‘s                             Education & Student Teaching status
        3.    File Application Packet for Admission to             2.    Successful Student Teaching
IV.           Student Teaching                                     3.    Attainment of Bachelor‘s Degree
        4.    Demonstration of Computer/Tech. Skills               4.    Passes required PRAXIS II/PLT/             V.
        5.                                                               Specialty Exams
              Formal Admission to Student Teaching by    13        5.    Filed Application for KY Certificate
              committee action
         ADMISSION TO TEACHER EDUCATION REQUIREMENTS, STANDARDS AND
                       CONTINUOUS ASSESSMENT PROCEDURES.
                         EDU-103
    REGISTER
      WITH
                         Orientation
    TEACHER              SessionOR
   EDUCATION             TES Orientation
                         Session                        Student Completes Checklist
    SERVICES
                                                                  Activities
                                                    1. Demonstrate General Academic
                                                       Proficiency Test Requirement
                      Computer File Established
                                                    2. Demonstrate written
      2+2            Education Advisor Assigned        communication
   Registration        GPA/GAP TEST Search          3. Demonstrate Oral Communication
    Process if        Conducted Welcome Letter      4. Demonstrate Math Skills
    student at                 Generated            5. Take Intro to Education Course
   MCC, HCC,                                        6. Check-in Visit with Education
                      Student Receives Welcome
  WKCTC, HeCC                   Letter                  Advisor
                                                   7. Advisor, or Letter from Advisor
                                                   8. Current Transcript
                   Student Delivers Completed      9. Complete eligibility for certification
                   Application Materials to             questions/declaration form
                   Teacher Education Services     10. Complete Formal Application/
                                                        Admission to Teacher Education

                      Teacher Education Services Audit               STANDARDS CHECK
Deficiencies Noted    1. All Materials Complete?           1.    ACT Composite score - min. 21, or
in Welcome Letter     2. Current Transcript on File?             PPST, CPPST*, or GRE, or SAT
                      3. Application for Admission         2.    B or higher in college composition
                          complete?                              class
                                                           3.    Oral Communications skills
                                                                 demonstrated (C or higher)
                                                           4.    Mathematics skills demonstrated
  Continuous          Continuous Assessment                      (C or higher)
  Assessment          Process Check (if failed,            5.   EDU 103 complete (C or higher)
                                                           6.   Individual Interview with, or Letter
1. Field/Clinic       remediation plan)                          from, Academic Advisor on file
   al Hours                                                7.    Evidence of criminal background
   complete?          Student Folder Prepared for                or professional certificate problems
2. Flags raised       Committee Review                           identified
   by clinical                                             8.    Overall UG GPA at least 2.45
   professors                                                   *In order to be eligible to take the PPST, a
                                                                student must have obtained a composite
   or staff?                                                    score of 19 on the ACT. Absent
3. Problems            Committee Meetings Take                  extenuation circumstances approved by
                                Place                           Teacher Education in writing, a student
   indicated by                                                 may attempt to obtain the passing score
   professors                                                   on each section (Reading, Writing, and
                     Result of Committee Meetings               Mathematics) a maximum of three (3)
   or advisors?
                     Processed and Copies of                    times.
                     Admission Documents sent 1)
                     to student, 2) to advisors
   Special                                                   Following Admission to Teacher
   Review, if                                                Education, Student Continues in
   indicated                                                            Program.
                                                           Continuous Assessment Results filed
                                                             with Teacher Education Services
                                                   14
Continuous Assessment Plans – Continuing Professional Preparation
Continuing professional preparation programs specify different admission and exit requirements.
Each program is designed to meet the needs of advanced candidates and is supervised by
program faculty. The continuous assessment plan and data collected to meet standards,
dispositions, and program requirements are described for each program:

Program: Educational Administration
Check Point One: Admission to Program or Continued Certification
              Grade Point Average (GPA) 3.0 or higher
              Required Undergraduate Degree and Teacher Certification
              Graduate Record Examination (GRE) 800 or higher for masters; 700 or higher for Rank II
              Filing of Candidate‘s Program of Studies
Check Point Two: Continuation in Degree Program or Continued Certification
      Candidates develop and refine disposition of Leadership for continuous growth and
      development as a professional; Candidates work to master ISLLC Standards as
      determined by course competency assignments
              Advancement to Candidacy (after nine credit hours)
              Course Competency Assignments ADM 600 (I, II, III, IV, V, VI), ADM 624 (I, II, III, IV, V, VI)
              ADM 645 (I, II, III, IV, V, VI), ADM 650 (I, II, III, IV, V, VI)
              Disposition (Leadership growth plan, school profile, reflection on leadership after assignments)
Check Point Three: Recommendation for Degree and/or Continuing Certification
      Candidates present refined disposition of Leadership and mastery ISLLC Standards as
      evaluated by a portfolio, comprehensive exam, PRAXIS exam and School Leader exam
              Portfolio/Practicum – ADM 668 (I, II, III, IV, V, VI)
              Comprehensive Exam
              PRAXIS School Leaders Licensure Assessment Test
              Kentucky Principal Test
              Completion of coursework with a GPA of 3.0 or higher
              Verification of Program of Study
Check Point Four: Beyond Graduation
              Survey of Graduates and Employers
Use of Data for Program Improvement:
       Aggregated candidate data is presented by the program coordinator to program faculty
       and advisory council consisting of local administrators who meet twice a year for
       program review and feedback. See minutes of most recent meeting.

Program: School Guidance and Counseling
Check Point One: Admission to Program or Continued Certification
              Grade Point Average (GPA) 3.0 or higher
              Required Undergraduate Degree
              Filing of Candidate‘s Program of Studies
Check Point Two: Continuation in Degree Program or Continued Certification
      and Candidates Demonstrate the Dispositions to be a Counselor and to Master all
      Kentucky Standards for Guidance Counselor (KSGC) Standards as Determined by
      Course Competency Assignments
              Advancement to Candidacy (after nine credit hours) 3.0 or higher
              Course Competency Assignments in GUI 619 (KSGC C,D)
              Disposition (Practicum evaluations, skills tape review, ASCA model)
Check Point Three: Recommendation for Degree and/or Continuing Certification
 Candidates present refined disposition of leadership and demonstrate mastery of all KSGC
Standards as presented in a portfolio and evaluated by a comprehensive exam
              Portfolio (KSGC A,B,C,D, 1-8)(KSGC C)

                                                  15
              Practicum – GUI 620 (KSGC 2,3,4,5,6,7)
              Internship for Rank I – GUI 679 (KSGC C)
              Completion of coursework with a GPA of 3.0 or higher
              Verification of Program of Study
Check Point Four: Beyond Graduation
              Survey of Graduates and Employers
Use of Data for Program Improvement:
       The program coordinator meets with advisory council consisting of local school once a
       year for program review and feedback. See minutes of most recent meeting.

Program: School Psychology
Check Point One: Admission to Program or Continued Certification
              Grade Point Average (GPA) 3.0 or higher
              Required Masters Degree
              Graduate Record Examination (GRE) 800 or higher
              Filing of Candidate‘s Program of Studies
Check Point Two: Continuation in Degree Program or Continued Certification
      Candidates and develop and refine disposition of Leadership for continuous growth and
      development as a professional; Candidates work to master National Association of
      School Psychologists’ (NASPS) standards as demonstrated by course competency
      assignments.
              Advancement to Candidacy (after nine credit hours) 3.0 or higher
              Course Competency Assignments in GUI 677 (NASP 1,2,3,10,11), GUI 683 (NASP 2,3,4,7), GUI
              689 (NASP 1,3,4,5,6,8,10), GUI 690 (NASP 1,3,4,5,6,10)
              Disposition (Practicum rating form, internship rating form, ethics of consultation
Check Point Three: Recommendation for Degree and/or Continuing Certification
      Candidates present refined disposition of Leadership and master Kentucky School
      Counseling and NASPS Standards as determined by field evaluations and PRAXIS exam
              Supervisor‘s Evaluation Practicum – GUI 622 (NASP 1,3,4,5)
              Completion of coursework with a GPA of 3.0 or higher
              PRAXIS Specialty Exam
              Verification of Program of Study
Check Point Four: Beyond Graduation
              Survey of Graduates and Employers
              Supervisor‘s Evaluation Internship – GUI 792, GUI 793 (for final certification)
Use of Data for Program Improvement:
       The program coordinator meets with advisory council consisting of three regional school
       psychologists at the end of the spring semester for program review and feedback. See
       minutes of most recent meeting.

Program: Elementary, Middle and Secondary Teacher Education
Check Point One: Admission to Program or Continued Certification
              Grade Point Average (GPA) 3.0 or higher
              Required Undergraduate Degree and Teacher Certification
              Filing of Candidate‘s Program of Studies
Check Point Two: Continuation in Degree Program or Continued Certification
      Candidates develop and refine disposition of Leadership for continuous growth and
      development as a professional; Candidates work to master Kentucky Experienced
      Teacher Standards as demonstrated by course competency assignments.
              Advancement to Candidacy (after nine credit hours) 3.0 or higher
              Course Competency Assignments in ADM 630 (ETS4,5), EDU 631 (ETS 2,3,4,7,8), EDU 633
              (ETS 1,3,4,5 6,7,9), EDU 645 (ETS 2,7), ELE 647 (ETS 2,3,4,8,10) EDU 620 (ETS 1,2,4,5) EDP
              675 (ETS 1,2,3,4,5,7)
              Disposition (Professional growth plan, action research project, case study)
                                                  16
Check Point Three: Recommendation for Degree and/or Continuing Certification
      Candidates present refined disposition of Leadership and mastery Kentucky Experienced
      Teacher Standards
              Comprehensive Exam or Thesis (ETS 2)
              Completion of coursework with a GPA of 3.0 or higher
              Verification of Program of Study
Check Point Four: Beyond Graduation
              Survey of Graduates and Employers
Use of Data for Program Improvement:
       The elementary program coordinator meets with advisory council consisting of 16
       regional teachers at a fall meeting for program review and feedback. See minutes of
       most recent meeting.

       The middle program coordinator meets with a 16 member advisory council consisting of
       regional teachers, MSU arts and sciences faculty, COE faculty at a spring meeting for
       program review and feedback. See minutes of most recent meeting.

       The secondary program coordinator meets with a 17 member advisory council consisting
       of arts and sciences faculty and COE faculty at meetings each semester to discuss
       program changes and teacher certification issues. See minutes of most recent meeting.

Program: Interdisciplinary Early Childhood
Check Point One: Admission to Degree Program or Continued Certification
              Grade Point Average (GPA) 3.0 or higher
              Required Undergraduate Degree and Teacher Certification (if no previous certification)
              Filing of Student‘s Program of Studies (beginning of program)
Check Point Two: Continuation in Degree Program or Continued Certification
      Candidates develop and refine disposition of Leadership for continuous growth and
      development as a professional; Candidates work to master IECE Teacher Standards as
      demonstrated by course competency assignments.
              Advancement to Candidacy (after nine credit hours) 3.0 or higher
              Course Competency Assignments in FCS 525 (IECE III, IV, V, VI)
              Disposition (
       Check Point Three: Recommendation for Degree and/or Continuing Certification
       Candidates present refined disposition of Leadership and mastery of IECE Teacher
       Standards as determined by practicum evaluation, portfolio, and IECE exam.
              Practicum – SED 640 (IECE I, II, III, IV, VI, VIII)
              Portfolio (IECE I, II, III, IV, VI, VIII)
              IECE Exam (when reinstated)
              Completion of courses with a GPA of 3.0 or higher
              Verification of Program of Study
Check Point Four: Beyond Graduation
              Survey of Graduates and Employers

       Use of Data for Program Improvement:
       The program coordinator and IECE faculty meet annually with advisory council made up
       of Head Start administrator, preschool coordinators, preschool principal, early
       childhood teachers, and IECE students. Suggestions are made about the program and
       these are used to make program changes. See minutes of most recent meeting.




                                                  17
Program: Reading and Writing
Check Point One: Admission to Degree Program or Continued Certification
              Grade Point Average (GPA) 3.0 or higher
              Required Undergraduate Degree and Teacher Certification
              Filing of Student‘s Program of Studies (beginning of program)
Check Point Two: Continuation in Degree Program or Continued Certification
      Candidates develop and refine disposition of Leadership for continuous growth and
      development as a professional; Candidates work to mastery Experienced Teacher
      Standards 1-10 as demonstrated by course competency assignments
              Advancement to Candidacy (after nine credit hours) 3.0 or higher
              Course Competency Assignments in REA 612 (ETS 1,2,3,4,5,6,7,9,10, IRA 1-5) REA 628 (ETS
              2,6, IRA 10), REA 638 (ETS 2-7, IRA 2-4)
              Course Capstone Experiences
              Practicum
              Disposition (Designing a workshop, writing and publishing professional paper, leadership project)
Check Point Three: Recommendation for Degree and/or Continuing Certification
      Candidates present refined disposition of Leadership and mastery of Experienced
      Teacher Standards 1-10 and IRA Standards for Reading Professionals
              Portfolio (ETS 1-10, IRA 1-10)
              Thesis
              Completion of courses with a GPA of 3.0 or higher
              Verification of Program of Study
Check Point Four: Beyond Graduation
              Survey of Graduates and Employers
Use of Data for Program Improvement:
       The reading program coordinator meets annually with advisory council made up of local
       teachers, reading specialists, principals, and former reading and writing graduate
       students students. Members are asked to submit suggestions for program review and
       evaluation. Feedback collected via e-mail

Program: Special Education
Check Point One: Admission to Degree Program or Continued Certification
              Grade Point Average (GPA) 3.0 or higher
              Required Degree and Certification
              Filing of Student‘s Program of Studies (beginning of program)

Check Point Two: Continuation in Degree Program or Continued Certification
      Candidates develop and refine disposition of Leadership for continuous growth and
      development as a professional; Experienced Teacher Standards 1-10; Council for
      Exceptional Children Standards (CEC)
              Advancement to Candidacy (after nine credit hours) 3.0 or higher
              Course Competency Assignments – SED 615 (ETS 1-8)
              Disposition (Presentation to board, observations of teachers)
Check Point Three: Recommendation for Degree and/or Continuing Certification
      Candidates present refined disposition of Leadership and mastery of Experienced
      Teacher Standards 1-10 and Counsel for Exceptional Children Standards (CEC)
              Portfolio – SED 690 (ETS 2, 7, 8, 9, 10)
              PRAXIS Specialty Test (if obtaining a new certification)
              Completion of courses with a GPA of 3.0 or higher
              Verification of Program of Study
Check Point Four: Beyond Graduation
              Survey of Graduates and Employers



                                                  18
Use of Data for Program Improvement:
       The special education program coordinator meets annually with a 15 member advisory
       council made up of local special education teachers, faculty, students and school district
       directors of special education, and building principals. The program is discussed and
       suggested are used to make program changes. See minutes of most recent meeting.

Program: Library Media
Check Point One: Admission to Certification Program
               Grade Point Average (GPA) 3.0 or higher
               Master‘s Degree and Teacher Certification Required
               Filing of Student‘s Program of Studies (beginning of program)
Check Point Two: Continuation in Certification Program
      Candidates develop and refine disposition of Leadership for continuous growth and
      development as a professional; Experienced Teacher Standards 1-10; American Library
      Association & American Association of School Librarians Standards (ALA/AASL)
               Supervised Practicum – LIB 621 (ETS 1-10; ALA 1-4) or LIB 626 (ETS 1-10; ALA 1-4), 636
               (ETS 1-10; ALA 1-4), LIB 646 (ETS 1-10; ALA 1-4) (including 150 hours of work experience in
               a library)
               Disposition (Creates a cataloging policy and procedures manual, technology project, vision
               statement)
Check Point Three: Recommendation for Certification
      Candidates present refined disposition of Leadership and mastery of Experienced
      Teacher Standards 1-10 and American Library Association & American Association of
      School Librarians Standards (ALA/AASL)
               Portfolio (ETS 1-10; ALA 1-4)
               PRAXIS Specialty Test
               Completion of courses with a GPA of 3.0 or higher
               Verification of Program of Study
Check Point Four: Beyond Graduation
               Survey of Graduates and Employers
Use of Data for Program Improvement:
       The library media coordinator meets each spring with a 5 member advisory council made
       up of 3 school librarians and two faculty members. The program is discussed and
       suggested are used to make program changes. See minutes of most recent meeting.

Program: Gifted and Talented Endorsement
Check Point One: Admission to Degree Program or Continued Certification
               Grade Point Average (GPA) 3.0 or higher
               Required Degree and Certification
               Filing of Student‘s Program of Studies (beginning of program
Check Point Two: Continuation in Degree Program or Continued Certification
Candidates develop and refine disposition of Leadership for continuous growth and development
as a professional; Experienced Teacher Standards 1-10 and Council of Exceptional Children
(CEC) and National Association for Gifted Children (NAGC) standards.
               Course Competencies: Evaluation of EDU 691, GPA or higher, Evaluation of EDU 691,
               Portfolio Artifacts from EDU 691 and 692
               Disposition (teaches GT curriculum at Super Saturday or own classroom)
Check Point Three: Recommendation for Degree and/or Continuing Certification
Candidates present refined disposition of Leadership and mastery of Experienced Teacher
Standards 1-10 and Council of Exceptional Children (CEC) and National Association for Gifted
Children (NAGC) standards.
               Summative Portfolio
               Practicum – EDU 694 (ETS 1,2,3,4,5,6,7,10)
                                                   19
              Completion of courses with a GPA of 3.0 or higher
              Verification of Program of Study
              GT Program Survey
Check Point Four: Beyond Graduation
              Survey of Graduates and Employers
Use of Data for Program Improvement:
       The gifted and talented program coordinator meets each fall with a 5 member advisory
       council made up of 4 G/T district coordinators and two faculty members. The program is
       discussed and suggested are used to make program changes. See minutes of most recent
       meeting.

Program: Environmental Education Endorsement
Check Point One: Admission to Degree Program or Continued Certification
              Grade Point Average (GPA) 3.0 or higher
              Required Degree and Certification
              Filing of Student‘s Program of Studies (beginning of program)
Check Point Two: Continuation in Degree Program or Continued Certification
Candidates develop and refine disposition of Leadership for continuous growth and development
as a professional; Experienced Teacher Standards 1-10 and North American Association for
Environmental Education Standards (NAAEE)
              Course Competency Assignments: Milestone evaluation is completed
              in every class using interviews, conferences, and performances on
              skills-based activities and simulations
Check Point Three: Recommendation for Degree and/or Continuing Certification
      Experienced Teacher Standards 1-9; Interstate School Leader Licensure Standards;
      Counselor Standards; School Psychology Standards; IECE Teacher Standards;
      Dispositions 1-6 (Candidates continue to develop and refine dispositions for continuous
      growth and development as a professional.)
              Individual project or unit of study
              Conferences/interviews with individuals
              Conferences/interviews with groups
              Post Instrument
              Completion of courses with a GPA of 3.0 or higher
              Verification of Program of Study
Check Point Four: Beyond Graduation
              Survey of Graduates and Employers
Use of Data for Program Improvement:
       The West Kentucky Environmental Education Consortium an 11 member group meets
       annually to provide program feedback and discover ways the program can help support
       environmental education within the their programs.




                                                  20
                           Flow Chart of Continuous Assessment Checkpoints for Graduate Programs
                                                       Check Point One – Admission*
                                Admission Application sent to Program and Graduate Coordinators for review
                                                        Transcript of Previous Degree
                                                          GPA from Previous Degree
   If admission denied,                              Teacher Certification (if required)**
   letter sent to candidate.                               GRE Score, (if required)                            Form returned by candidate
                                    Graduate Coordinator makes final recommendation and assigns advisor        and approved by advisor,
                                                              Program of Studies                               chair, graduate coordinator,
                                               Candidate sent: 1. Admission letter from registrar              dean, provost.
2. Letter stating admission conditions, curriculum guidesheets, missing forms or scores, program of studies form, assigned advisor from COE


                                                  Check Point Two - Formative Assessment                               Form returned by
                                        Advancement to Candidacy form sent after 9 hours                               candidate, GPA is
   For new certification, if                                                                                           checked and form
   course competencies or                        Course Competency/Performance Standards
                                                                                                                       approved by advisor and
   dispositions are not met,                               Disposition of Leadership                                   graduate coordinator.
   candidate is counseled                              Practicum Evaluation (if required)
   out of program.

                                                                                                                                    Dean‘s office informs
                                                     Check Point Three - Summative Assessment                                       registrar of pass/fail
                                               Portfolio/Standards/Dispositions Completed (if required)                             status for comps and
   Final check of content                                  Internship Evaluation (if required)                                      portfolios.
   knowledge, competencies,                                    Comps Passed (if required)
   and standards. Candidates
   not meeting each                                        PRAXIS Test Passed (if required)                         Candidate is informed
   requirement are denied.                                            GPA Check                                     via e-mail of impending
                                                          Verification of Program of Studies                        degree/certification.
                                                        Graduation/Certification/Rank Change                        Deficiencies, if present,
                                                                                                                    are noted.
                                                          Check Point Four: Beyond Graduation
                                                           Survey of Graduates and Employers

                              *Initial certification at the graduate level is subject to undergraduate admission process and requirements.
    **Regarding the ―if required‖ designation, since programs vary in requirements, check individual program continuous assessment plans for program specifics


                                                                               21
                Technology Used to Support Continuous Assessment

In order to facilitate the sharing and tracking of candidate data, the unit has worked with
members of the professional community to develop a high-end relational database student
information system (SIS). The unit has also used the LiveText web-based system to design
portfolios and other assessments designed to collect candidate data. A number of professional
groups were involved in the design and development of the system including Murray State
University Information Systems, the Murray State Registrar‘s Office, the Education Professions
Standards Board (EPSB), unit faculty and unit leadership. Necessary collaboration has included
identification and implementation of strategies to address current needs including long-term data
goals and immediate data needs for the unit and the university. The collaborative process has
resulted in the establishment of a system that ensures that data elements (for example, ACT and
GPA from the Registrar‘s Office and Entrance and Exit data from the COE) are exported from
the group initially responsible for loading the element into the data system and imported to the
appropriate data system such as the Education Professions Standards Board. COESIS houses
elements of data imported from the university mainframe database and exported to the Education
Professions Standards Board databases as well as data elements that originates in the COE. In
addition, the system includes databases to collect program survey information, employment
information, and evaluation data using scantron forms from partner teachers for field placements
and student teaching. The SIS allows the COE to generate reports and student information for
the data-driven decisions required to continuously assess, support, refine, and implement the
unit‘s programs. The reports include web-based access to information for candidates and
advisers that track candidate performance and for faculty to make candidate and program
decisions. The technology used to maintain the system includes SQL Server, Cold Fusion, and
Crystal Reporting and hardware to address current needs and to expand for future data needs. In
addition, the web-based database LiveText is used to collect program imbedded data such as
course assignments, rubrics, reflective writing, portfolios, and other candidate data that is aligned
to Kentucky Standards and COE Dispositions. Program faculty use LiveText data to aggregate
student data from course competency assessments in order to make immediate candidate and
long-range program decisions. The University is beginning implementation of a five-year plan
for a new mainframe system (Banner) to allow the integration of student information across
campus.


                                                 22
                    Appendix A
    Example Continuous Assessment Plan
                  For all plans see:
http://coekate.murraystate.edu/ncate/cap/default.htm




                         23
                                                         Continuous Assessment Plan
             Program: Elementary Education                        Level: Undergraduate                              CIP Number: 13.1202
College of Education                                    Assessment Year: 2007-2008                  Student Data: 2006-2007
  General Academic Proficiency (GAP)                                                                                Elem. Ed.
                                                        Undergraduate, 13.1202
     Mission and Goal              Data Collection
                                     Instruments           Evaluation Criteria      Assessment Results             Program Improvement
         Statement
                                 Stds. & Dispositions
MSU Mission: Murray State       ACT                       Composite 21           Average 23                      Faculty teaching EDU 103,
University serves as a                                                           (remained same since 2004)      EDU 303, ELE 306, REA 306,
residential, regional                                                                                            and ELE 307 will continue to
university offering core                                                         All undergraduate advising      encourage students to meet
programs in the liberal arts,                                                    forms now emphasize that        with their faculty advisors to
humanities, sciences and                                                         students cannot take more       develop professional
selected high quality                                                            than 12 hours of                development plans to meet the
professional programs.                                                           professional education          GAP. Activities might include:
Murray State shall offer a                                                       coursework until they have      attending ACT workshops,
limited number of master’s                                                       the GAP in place.               accessing ACT prep texts and
degrees as well as the                                                                                           software, taking additional
specialist program in                                                            CAC adopted GAP policies:       content area courses in areas of
education.                                                                       Students must have ACT 19       need, and seeking assistance
                                                                                 before taking PPST tests up     through MSU student support
                                                                                 to three times. They must       services. Students with ACT
                                                                                 take the ACT at least once      < 19 may be counseled to
                                                                                 before taking the Praxis        consider another profession.
                                                                                 #0014.
                                                                                                                 Extended campus sites will
                                                                                 Dr. Lee Kem conducted 7         hold firm to advising policy.
                                                                                 ACT preparatory workshops       Students are required to meet
                                                                                 to assist candidates’ efforts   the GAP before taking more
                                                                                 to raise their scores. 25       than 12 hours of MSU
                                                                                 students attended these         professional coursework.
                                                                                 workshops.
                                                                                                                 Extended campus site
                                                                                                                 coordinators work with
                                                                                                                 community colleges to offer
                                                                                                                 ACT prep sessions.


                                                                         24
    General Academic Proficiency (GAP)                                                                                       Elem. Ed.
                                                            Undergraduate, 13.1202
     Mission and Goal                Data Collection
                                       Instruments              Evaluation Criteria      Assessment Results         Program Improvement
         Statement
                                   Stds. & Dispositions
MSU Mission: Murray State       GPA in Major and/or            2.45 or higher          Checkpoint One: 3.28       Advisors develop
University serves as a          Area of Academic                                       ( increase from 2005-06     Academic Restoration
residential, regional                                                                    average of 3.27)          (ARP) and Professional
                                Emphasis; Professional
university offering core                                                               Checkpoint Two: 3.47       Development (PDP) plans
programs in the liberal arts,   Education                                               (increase from 2005-06
                                                                                                                   with advisees who have
humanities, sciences and                                                                average of 3.40)
                                                                                                                   not met this requirement.
selected high quality                                                                  Checkpoint Three: 3.75
professional programs.                                                                  (increase from 2005-06     Activities include: referral
Murray State shall offer a                                                              average of 3.71)           for special services,
limited number of master’s                                                                                         additional content-area
degrees as well as the                                                                                             coursework, tutoring, and
specialist program in                                                                                              retaking classes.
education.                      ENG 101/102 (written)          B or better            TES Committee verifies       No improvement needed at
                                COM 161 (spoken)               C or better            criteria have been met       this time.
                                MAT 117                        C or better            during the admission to
                                (or other approved higher                             teacher education process.
                                level math)




                                                                                25
    Middle Point Check for Standards and Dispositions                                                                               Elem. Ed.
                                                       Undergraduate, 13.1202
     Mission and Goal             Data Collection
                                    Instruments         Evaluation Criteria            Assessment Results                   Program Improvement
         Statement
                                Stds. & Dispositions
MSU Mission: Murray State       EDU 103                Evaluation rubrics           EDU 103: 99% (fall), 93%           Identify and address reasons
University serves as a            (Phil-NTS 2)                                       (spring) achieved adequate or      for decreased scores in EDU
                                                       with established              exceptional progress. This is an
residential, regional                                                                                                   405, EDU 303, and EDP
university offering core        EDU 303                threshold scores.             increase from 2005-06.
                                                       Scores analyzed using        EDU 303: 86% (fall), 90%           260 (spring). Adjust
programs in the liberal arts,     (Lesson- NTS 1)                                    (spring). Decrease from 05-06      instructional activities and
humanities, sciences and                               Live Text.                   EDP 260: 95% (fall)- above 05-06
selected high quality           EDP 260                                                                                 assignments as needed.
                                                                                     scores; 78% (spring) achieved
professional programs.            (Class- NTS 2)                                     adequate/exceptional progress—
Murray State shall offer a                                                           below 80% threshold.
limited number of master’s      SED 300                                             SED 300: 98% (fall), 96%
degrees as well as the            (ARC-NTS 6)                                        (spring) achieved
specialist program in                                                                adequate/exceptional progress.
                                EDU 403                                              This is an increase from 05-06.
education.                                                                          EDU 403: 93% (spring), 100%
                                  (Phil-NTS 2,5)
                                                                                     (summer). First year data
                                EDU 405                                              collection.
                                                                                    EDU 405: 86% (fall), 90%
                                  (Asst Proj- NTS 4)                                 (spring). Decrease from 05-06.
                                Admission              Yes- 2nd Interview- No    TES Committee verifies criteria        No improvement needed at
                                Interview by                                     have been met during the               this time.
                                Advisor (D 1-6)                                  admission to teacher education
                                                                                 process.
                                Field Experience/      Satisfactory              Ratings by instructors and/or              Annually update forms.
                                                       Performance/              cooperating teachers. All scores are        Consider including items to
                                Practicum Evals.                                 rounded percentages (F06/S07).              assess NTS 5 & 6.
                                (NTS 1-9;D 1-6)        Not Satisfactory          NTS 1/D1: OP 66/67 ;SP 33/33               Currently printed as bar
                                                       Performance/              NTS 2/ D1,2,4,5: OP 62/64; SP 37/36         graphs. Seek way to
                                                       Not Observed              NTS 3: OP 61/62 ; SP 38/37                  aggregate data to ease
                                                                                 NTS 4: OP 51/55; SP 44/43                   analysis
                                                                                 NTS 7/ D6: OP 73/71; SP 26/29              Seek options for integrating
                                                                                 NTS 8: OP 54/65; SP 35/35                   more technology into field
                                                                                 NTS 9/ D3: OP 32/35; SP 33/25; NA           experiences.
                                                                                 35/40




                                                                            26
    Middle Point Check for Standards and Dispositions                                                                               Elem. Ed.
                                                       Undergraduate, 13.1202
     Mission and Goal             Data Collection
                                    Instruments         Evaluation Criteria              Assessment Results               Program Improvement
         Statement
                                Stds. & Dispositions
MSU Mission: Murray State       Flagging System        Positive or negative        20 positive flags                      Inform students of flagging
University serves as a          (NTS 1-9; D 1-6)       by instructor               4 negative flags                        system in each course.
residential, regional                                                              (increase from 6 positive flags in     Integrate disposition
university offering core                                                           2005-06; decrease from 6 negative       assessment throughout
programs in the liberal arts,                          Flags filed in TES          flags in 2005-06). Concerns             coursework.
humanities, sciences and                               student folders.            included: incomplete/late              Explore ways to assist
selected high quality                                  Reviewed at                 submission of assignments,              students in addressing
professional programs.                                 Checkpoints 1 and 2.        professional level writing,             deficit areas.
Murray State shall offer a                                                         punctuality, and effort to maintain    Encourage faculty to use
limited number of master’s                                                         contact with instructor.                flagging system.
degrees as well as the          Committee Review       Yes or No                   TES Committee verifies criteria         Develop strategy to
specialist program in           of Candidates                                      have been met. 71 candidates were         quickly identify the
education.                                                                         admitted in F06; 78 candidates            number of students who
                                                                                   were admitted in S07.                     did not gain admittance
                                                                                                                             due to flags.
                                                                                                                           Work with advisors to
                                                                                                                             develop professional
                                                                                                                             growth plans for students
                                                                                                                             who do not gain
                                                                                                                             admittance.
                                Approved Program       Yes or No                    Advisors and advisees reference     Once the new MSU
                                Form                                                 the program form during             Undergraduate Studies
                                                                                     advising sessions each fall and     coursework has been
                                                                                     spring semester.                    approved, revisit and revise
                                                                                    All advising forms were updated     program guidesheets.
                                                                                     during 2006-07.
                                                                                    Forms are posted on a link to the
                                                                                     COE homepage.




                                                                              27
    General Academic Proficiency (GAP)                                                                                       Elem. Ed.
                                                            Undergraduate, 13.1202
     Mission and Goal                Data Collection
                                       Instruments              Evaluation Criteria      Assessment Results         Program Improvement
         Statement
                                   Stds. & Dispositions
MSU Mission: Murray State       GPA in Major and/or            2.45 or higher          Checkpoint One: 3.28       Advisors develop
University serves as a          Area of Academic                                       ( increase from 2005-06     Academic Restoration
residential, regional                                                                    average of 3.27)          (ARP) and Professional
                                Emphasis; Professional
university offering core                                                               Checkpoint Two: 3.47       Development (PDP) plans
programs in the liberal arts,   Education                                               (increase from 2005-06
                                                                                                                   with advisees who have
humanities, sciences and                                                                average of 3.40)
                                                                                                                   not met this requirement.
selected high quality                                                                  Checkpoint Three: 3.75
professional programs.                                                                  (increase from 2005-06     Activities include: referral
Murray State shall offer a                                                              average of 3.71)           for special services,
limited number of master’s                                                                                         additional content-area
degrees as well as the                                                                                             coursework, tutoring, and
specialist program in                                                                                              retaking classes.
education.                      ENG 101/102 (written)          B or better            TES Committee verifies       No improvement needed at
                                COM 161 (spoken)               C or better            criteria have been met       this time.
                                MAT 117                        C or better            during the admission to
                                (or other approved higher                             teacher education process.
                                level math)




                                                                                28
    Middle Point Check for Standards and Dispositions                                                                               Elem. Ed.
                                                       Undergraduate, 13.1202
     Mission and Goal             Data Collection
                                    Instruments         Evaluation Criteria            Assessment Results                   Program Improvement
         Statement
                                Stds. & Dispositions
MSU Mission: Murray State       EDU 103                Evaluation rubrics           EDU 103: 99% (fall), 93%           Identify and address reasons
University serves as a            (Phil-NTS 2)                                       (spring) achieved adequate or      for decreased scores in EDU
                                                       with established              exceptional progress. This is an
residential, regional                                                                                                   405, EDU 303, and EDP
university offering core        EDU 303                threshold scores.             increase from 2005-06.
                                                       Scores analyzed using        EDU 303: 86% (fall), 90%           260 (spring). Adjust
programs in the liberal arts,     (Lesson- NTS 1)                                    (spring). Decrease from 05-06      instructional activities and
humanities, sciences and                               Live Text.                   EDP 260: 95% (fall)- above 05-06
selected high quality           EDP 260                                                                                 assignments as needed.
                                                                                     scores; 78% (spring) achieved
professional programs.            (Class- NTS 2)                                     adequate/exceptional progress—
Murray State shall offer a                                                           below 80% threshold.
limited number of master’s      SED 300                                             SED 300: 98% (fall), 96%
degrees as well as the            (ARC-NTS 6)                                        (spring) achieved
specialist program in                                                                adequate/exceptional progress.
                                EDU 403                                              This is an increase from 05-06.
education.                                                                          EDU 403: 93% (spring), 100%
                                  (Phil-NTS 2,5)
                                                                                     (summer). First year data
                                EDU 405                                              collection.
                                                                                    EDU 405: 86% (fall), 90%
                                  (Asst Proj- NTS 4)                                 (spring). Decrease from 05-06.
                                Admission              Yes- 2nd Interview- No    TES Committee verifies criteria        No improvement needed at
                                Interview by                                     have been met during the               this time.
                                Advisor (D 1-6)                                  admission to teacher education
                                                                                 process.
                                Field Experience/      Satisfactory              Ratings by instructors and/or              Annually update forms.
                                                       Performance/              cooperating teachers. All scores are        Consider including items to
                                Practicum Evals.                                 rounded percentages (F06/S07).              assess NTS 5 & 6.
                                (NTS 1-9;D 1-6)        Not Satisfactory          NTS 1/D1: OP 66/67 ;SP 33/33               Currently printed as bar
                                                       Performance/              NTS 2/ D1,2,4,5: OP 62/64; SP 37/36         graphs. Seek way to
                                                       Not Observed              NTS 3: OP 61/62 ; SP 38/37                  aggregate data to ease
                                                                                 NTS 4: OP 51/55; SP 44/43                   analysis
                                                                                 NTS 7/ D6: OP 73/71; SP 26/29              Seek options for integrating
                                                                                 NTS 8: OP 54/65; SP 35/35                   more technology into field
                                                                                 NTS 9/ D3: OP 32/35; SP 33/25; NA           experiences.
                                                                                 35/40




                                                                            29
    Middle Point Check for Standards and Dispositions                                                                               Elem. Ed.
                                                       Undergraduate, 13.1202
     Mission and Goal             Data Collection
                                    Instruments         Evaluation Criteria              Assessment Results               Program Improvement
         Statement
                                Stds. & Dispositions
MSU Mission: Murray State       Flagging System        Positive or negative        20 positive flags                      Inform students of flagging
University serves as a          (NTS 1-9; D 1-6)       by instructor               4 negative flags                        system in each course.
residential, regional                                                              (increase from 6 positive flags in     Integrate disposition
university offering core                                                           2005-06; decrease from 6 negative       assessment throughout
programs in the liberal arts,                          Flags filed in TES          flags in 2005-06). Concerns             coursework.
humanities, sciences and                               student folders.            included: incomplete/late              Explore ways to assist
selected high quality                                  Reviewed at                 submission of assignments,              students in addressing
professional programs.                                 Checkpoints 1 and 2.        professional level writing,             deficit areas.
Murray State shall offer a                                                         punctuality, and effort to maintain    Encourage faculty to use
limited number of master’s                                                         contact with instructor.                flagging system.
degrees as well as the          Committee Review       Yes or No                   TES Committee verifies criteria         Develop strategy to
specialist program in           of Candidates                                      have been met. 71 candidates were         quickly identify the
education.                                                                         admitted in F06; 78 candidates            number of students who
                                                                                   were admitted in S07.                     did not gain admittance
                                                                                                                             due to flags.
                                                                                                                           Work with advisors to
                                                                                                                             develop professional
                                                                                                                             growth plans for students
                                                                                                                             who do not gain
                                                                                                                             admittance.
                                Approved Program       Yes or No                    Advisors and advisees reference     Once the new MSU
                                Form                                                 the program form during             Undergraduate Studies
                                                                                     advising sessions each fall and     coursework has been
                                                                                     spring semester.                    approved, revisit and revise
                                                                                    All advising forms were updated     program guidesheets.
                                                                                     during 2006-07.
                                                                                    Forms are posted on a link to the
                                                                                     COE homepage.




                                                                              30
    Summative Evaluation of Teacher Candidates                                                                                 Elem. Ed.
                                                         Undergraduate, 13.1202
    Mission and Goal                Data Collection
                                      Instruments            Evaluation Criteria         Assessment Results           Program Improvement
        Statement
                                  Stds. & Dispositions
MSU Mission: Murray            Student Teacher            Outstanding Performance/    Ratings by University          Annually update forms.
State University serves as a                              Satisfactory Performance/   Coordinators and Supervising    Consider including items
                               7/8 Week Evaluation                                    Teachers. All scores are
residential, regional          (NTS 1-9; D 1-6)           Making Progress/                                            to assess NTS 7 and D 6.
                                                                                      percentages (UT/ST).
university offering core                                  Not Making Progress/                                       Monitor ratings; strive to
                                                                                      NTS 1: OP 62.4/59.7
programs in the liberal                                   Not Applicable                      SP 45.2/35.0            improve.
arts, humanities, sciences     Final Evaluation of
and selected high quality      Student Teachers                                       NTS 2: OP 74.2/71.8            Continue analysis of data
                                                                                              SP 25.7/24.9
professional programs.         (NTS 1-9; D 1-6)                                       NTS 3: OP 66.5/65.8
                                                                                                                      via Live Text.
Murray State shall offer a                                                                    SP 39.4/28.7           Currently printed as bar
limited number of                                                                     NTS 4: OP 57.4/61.8             graphs. Seek way to
master’s degrees as well as                                                                   SP 41.9/30.0            aggregate data to ease
the specialist program in                                                             NTS 5: OP 72.6/74.8             analysis.
                                                                                              SP 27.0/23.1
education.                                                                            NTS 6: OP 74.6/71.7
                                                                                              SP 24.4/26.8
                                                                                      NTS 8: OP 59.1/62.8
                                                                                              SP 40.7/35.5
                                                                                      NTS 9: OP 67.9/63.8
                                                                                              SP 30.7/35.5
                                                                                      Appearance: OP 72.9/75.7
                                                                                              SP 27.1/23.7
                                                                                      D1: OP 55.5/56.8
                                                                                          SP 43.0/25.6
                                                                                      D2: OP 74.5/48.6
                                                                                          SP 22.9/21.8
                                                                                      D3: OP 75.0/70.1
                                                                                          SP 22.9/26.6
                                                                                      D4: OP 74.4/72.3
                                                                                          SP 24.4/24.9
                                                                                      D5: OP 62.1/67.2
                                                                                          SP 34.3/29.4




                                                                             31
    Summative Evaluation of Teacher Candidates                                                                                             Elem. Ed.
                                                             Undergraduate, 13.1202
    Mission and Goal              Data Collection
                                    Instruments                  Evaluation Criteria           Assessment Results                Program Improvement
       Statement
                                Stds. & Dispositions
MSU Mission: Murray          Eligibility Portfolio           Satisfactory Performance/     The Director of Student               Pilot then finalize TPA e-
State University serves as   (NTS 1-9; D 1-6)                Making Progress/              Teaching verified that all student     portfolio.
a residential, regional                                      Not Making Progress           teachers met the eligibility          Integrate TPA-style tables
                                                                                           portfolio requirement with
university offering core                                                                                                          and activities into various
                                                                                           ratings of making progress or
programs in the liberal      Initially constructed on Live                                 satisfactory performance. This
                                                                                                                                  coursework
arts, humanities, sciences   Text in EDU 103.                                              information is entered on             Train candidates, university
and selected high quality    Candidates‘ progress                                          COESIS, but there is no                coordinators, second
professional programs.       evaluated at checkpoints 2                                    systematic procedure in place to       readers, and adjuncts to use
Murray State shall offer a   and 3.                                                        analyze the data. In Fall 2007         LiveText at all sites.
limited number of                                                                          university coordinators and          Use LiveText for scoring
master’s degrees as well                                                                   second readers scored online.          portfolios. Analyze data.
as the specialist program                                                                  Therefore, data will be available
                                                                                           for analysis in the future.
in education.
                             Weekly Reflections              Satisfactory Performance/     University Coordinators               Annually update forms.
                             Professional Growth Plans       Making Progress/              verify that all student               Consider integrating case
                             Remediation Plan (if            Not Making Progress           teachers complete the                  study into TPA-style e-
                             needed)                                                       required weekly reflections,           portfolio.
                             (NTS 5,7)                                                     case study, and teaching
                                                             Pass or Fail                  observations during their
                             Case Study                                                    clinical experiences.
                             (NTS 2; D 2)
                                                                                           University Coordinators and
                             Teaching Observations           Satisfactory/Unsatisfactory   cooperating teachers work
                                                             6 observations recorded       with struggling candidates to
                                                                                           complete professional
                                                                                           growth plans and/or
                                                                                           remediation plans as needed.




                                                                                  32
    Summative Evaluation of Teacher Candidates                                                                               Elem. Ed.
                                                      Undergraduate, 13.1202
    Mission and Goal             Data Collection
                                   Instruments            Evaluation Criteria           Assessment Results         Program Improvement
       Statement
                               Stds. & Dispositions
MSU Mission: Murray          Recent Graduate Survey   Various Responses            Targeted items with < 80%       Work with Roads Scholars
State University serves as   (MSU Sr. Exit Survey)                                 combined rating in top three     and TQI FEA programs to
a residential, regional                                                            levels of satisfaction.          encourage culturally diverse
university offering core                                                                                            students to enter ELE
programs in the liberal                                                               127 ELE respondents          program
arts, humanities, sciences                                                            96 % Caucasian              Encourage students to seek
and selected high quality                                                             55% < 22 years old           financial aid and support for
professional programs.                                                                58% first BS in family       being first in families to
Murray State shall offer a                                                            54% transfer from CC         earn BS.
limited number of                                                                     29% worked 11-20+ hrs.      Work closely with
master’s degrees as well                                                                                            community colleges and
as the specialist program                                                                                           extended campus sites.
in education.                                                                                                     Continue building program
                                                                                                                    offerings at 2 + 2 sites.
                             Student Teaching         5-point Likert scale         These data are being             Develop online system to
                             Exit Survey                                           analyzed at the time of            analyze results instantly.
                                                      Rated the degree to which    this writing.                    Continue conversations
                                                                                                                      with targeted course
                                                      the elementary program                                          instructors, university
                                                      coursework prepared them                                        coordinators, and advisory
                                                      for their student teaching                                      council members to
                                                      and future career.                                              encourage alignment of
                                                                                                                      course activities with
                                                                                                                      PLT/Praxis topics and the
                                                                                                                      standards of learned
                                                                                                                      societies and ELE
                                                                                                                      program goals.




                                                                        33
     Summative Evaluation of Teacher Candidates                                                                            Elem. Ed.
                                                      Undergraduate, 13.1202
    Mission and Goal             Data Collection
                                   Instruments            Evaluation Criteria          Assessment Results         Program Improvement
       Statement
                               Stds. & Dispositions
MSU Mission: Murray          EPSB KTIP Survey         Excellent (4)/ Good (3)/      EPSB 06-07 results           Survey faculty to see how
State University serves as                            Fair (2)/ Poor (1)            indicated a need for          they are teaching students to
a residential, regional                                                             interns to become better      teach students with special
university offering core                              Target areas with ratings <   prepared in working with      needs through quality
programs in the liberal                                                             students with special
                                                                                                                  assessment and differentiated
arts, humanities, sciences                            3.0.                                                        instruction.
and selected high quality                                                           needs (2.92-3.07). The       Incorporate information about
professional programs.                                 25 item survey              ratings have improved         RTI and ARC in methods
Murray State shall offer a                             4-pt. Likert scale          since 05-06, however          courses.
limited number of                                                                   (2.81-3.01). Classroom       Align program syllabi with
master’s degrees as well                                                            management ratings have       NCATE themes of diversity,
                                                       Student teacher n= 123
as the specialist program                                                           also improved (3.01-3.20)     literacy, and addressing the
in education.                                          Intern n = 79                                             achievement gap.
                                                                                    since 05-06 (3.00-3.12.).
                                                       Coop. teacher n = 158       Both ratings have            An improvement in the
                                                       Resource teacher n = 100                                  classroom management
                                                                                    improved since 04-05.
                                                                                                                  ratings indicate efforts are
                                                                                                                  having a positive impact.
                                                                                                                  Continued implementation of
                                                                                                                  CHAMPs program modules
                                                                                                                  into designated courses.
                                                                                                                 Consider designing classroom
                                                                                                                  management artifact to
                                                                                                                  include in TPA e-portfolio.




                                                                         34
    PRAXIS Specialty Examinations                                                                                          Elem. Ed.
                                                        Undergraduate, 13.1202
     Mission and Goal             Data Collection
                                    Instruments         Evaluation Criteria           Assessment Results          Program Improvement
         Statement
                                Stds. & Dispositions
MSU Mission: Murray State       Praxis Specialty       Pass or Fail             4 students took the Praxis #0011  Encourage students to
University serves as a          Exams #11/#14                                   exam; 3 passed.                    attend Dr. Kem‘s ACT
residential, regional           Elementary Education   Praxis #0011: 163        158 students took the Praxis
university offering core                                                                                           preparatory workshops
                                (P-5)                                           #0014 exam. 154 passed.            because both tests
programs in the liberal arts,   (NTS 8)                Praxis #0014: 158
humanities, sciences and                                                                                          address similar content.
                                                                                Altogether, 162 students took a
selected high quality
                                                                                Praxis exam; 96.9% passed.       Continue series of
professional programs.                                                                                            PRAXIS #0014
Murray State shall offer a                                                      This is an increase from the
limited number of master’s                                                      previous years:                   workshops to prepare
degrees as well as the                                                               2005-06: 89.8%              students at all sites.
specialist program in                                                                2004-05: 91.4%             Survey faculty to see
education.                                                                           2003-04: 90.7%              who is integrating
                                                                                     2002-03: 93.8%              sample Praxis questions
                                                                                                                  within existing
                                                                                Ensured Praxis prep materials     coursework.
                                                                                were available at all sites      Encourage juniors to
                                                                                                                    take Praxis #0014
                                                                                Dr. Edington led Praxis
                                                                                                                    upon completion of
                                                                                workshops on 11-3-06 (Murray)
                                                                                and 8-01-06 (Murray/
                                                                                                                    university studies.
                                                                                Madisonville). Praxis Prep       Analyzed Praxis
                                                                                workshop available on               results. Identified
                                                                                Blackboard as well.                 Math and Social
                                                                                                                    Studies as areas of
                                                                                CAC decided to accept a passing     need. Explore ways to
                                                                                score on Praxis #0014 as            meet those needs.
                                                                                evidence of GAP content
                                                                                knowledge with the condition
                                                                                that students must try the ACT
                                                                                first.



                                                                           35
     Summative Evaluation of Teacher Candidates                                                                            Elem. Ed.
                                                      Undergraduate, 13.1202
    Mission and Goal             Data Collection
                                   Instruments            Evaluation Criteria          Assessment Results         Program Improvement
       Statement
                               Stds. & Dispositions
MSU Mission: Murray          EPSB KTIP Survey         Excellent (4)/ Good (3)/      EPSB 06-07 results           Survey faculty to see how
State University serves as                            Fair (2)/ Poor (1)            indicated a need for          they are teaching students to
a residential, regional                                                             interns to become better      teach students with special
university offering core                              Target areas with ratings <   prepared in working with      needs through quality
programs in the liberal                                                             students with special
                                                                                                                  assessment and differentiated
arts, humanities, sciences                            3.0.                                                        instruction.
and selected high quality                                                           needs (2.92-3.07). The       Incorporate information about
professional programs.                                 25 item survey              ratings have improved         RTI and ARC in methods
Murray State shall offer a                             4-pt. Likert scale          since 05-06, however          courses.
limited number of                                                                   (2.81-3.01). Classroom       Align program syllabi with
master’s degrees as well                                                            management ratings have       NCATE themes of diversity,
                                                       Student teacher n= 123
as the specialist program                                                           also improved (3.01-3.20)     literacy, and addressing the
in education.                                          Intern n = 79                                             achievement gap.
                                                                                    since 05-06 (3.00-3.12.).
                                                       Coop. teacher n = 158       Both ratings have            An improvement in the
                                                       Resource teacher n = 100                                  classroom management
                                                                                    improved since 04-05.
                                                                                                                  ratings indicate efforts are
                                                                                                                  having a positive impact.
                                                                                                                  Continued implementation of
                                                                                                                  CHAMPs program modules
                                                                                                                  into designated courses.
                                                                                                                 Consider designing classroom
                                                                                                                  management artifact to
                                                                                                                  include in TPA e-portfolio.




                                                                         36
    PRAXIS Specialty Examinations                                                                                          Elem. Ed.
                                                        Undergraduate, 13.1202
     Mission and Goal             Data Collection
                                    Instruments         Evaluation Criteria           Assessment Results          Program Improvement
         Statement
                                Stds. & Dispositions
MSU Mission: Murray State       Praxis Specialty       Pass or Fail             4 students took the Praxis #0011  Encourage students to
University serves as a          Exams #11/#14                                   exam; 3 passed.                    attend Dr. Kem‘s ACT
residential, regional           Elementary Education   Praxis #0011: 163        158 students took the Praxis
university offering core                                                                                           preparatory workshops
                                (P-5)                                           #0014 exam. 154 passed.            because both tests
programs in the liberal arts,   (NTS 8)                Praxis #0014: 158
humanities, sciences and                                                                                          address similar content.
                                                                                Altogether, 162 students took a
selected high quality
                                                                                Praxis exam; 96.9% passed.       Continue series of
professional programs.                                                                                            PRAXIS #0014
Murray State shall offer a                                                      This is an increase from the
limited number of master’s                                                      previous years:                   workshops to prepare
degrees as well as the                                                               2005-06: 89.8%              students at all sites.
specialist program in                                                                2004-05: 91.4%             Survey faculty to see
education.                                                                           2003-04: 90.7%              who is integrating
                                                                                     2002-03: 93.8%              sample Praxis questions
                                                                                                                  within existing
                                                                                Ensured Praxis prep materials     coursework.
                                                                                were available at all sites      Encourage juniors to
                                                                                                                    take Praxis #0014
                                                                                Dr. Edington led Praxis
                                                                                                                    upon completion of
                                                                                workshops on 11-3-06 (Murray)
                                                                                and 8-01-06 (Murray/
                                                                                                                    university studies.
                                                                                Madisonville). Praxis Prep       Analyzed Praxis
                                                                                workshop available on               results. Identified
                                                                                Blackboard as well.                 Math and Social
                                                                                                                    Studies as areas of
                                                                                CAC decided to accept a passing     need. Explore ways to
                                                                                score on Praxis #0014 as            meet those needs.
                                                                                evidence of GAP content
                                                                                knowledge with the condition
                                                                                that students must try the ACT
                                                                                first.



                                                                           37
    PRAXIS Specialty Examinations                                                                                      Elem. Ed.
                                                       Undergraduate, 13.1202
     Mission and Goal             Data Collection
                                    Instruments         Evaluation Criteria           Assessment Results      Program Improvement
         Statement
                                Stds. & Dispositions
MSU Mission: Murray State       Principles of          Pass or Fail            159 students took the exam.    Create a series of PLT
University serves as a          Learning and                                   157 passed (98.7%). This        #0052 workshops to
residential, regional
university offering core        Teaching Exam          Cut Score:161           was an increase from the        prepare students at all
programs in the liberal arts,   # 0052                                         previous year.                  sites.
humanities, sciences and        (NTS 1-8)                                                                     Encourage faculty to
selected high quality                                                                 2005-06: 97.5%          integrate sample PLT
professional programs.                                                                2004-05: 97.9%          questions within
Murray State shall offer a                                                            2003-04: 90.2%
limited number of master’s                                                                                     existing coursework.
degrees as well as the
specialist program in
education.




                                                                          38
                                              Elem. Ed. Undergraduate, 13.1202
                                  Suggestions for Program Improvement: Fall, 2005
    People Making
                                      Suggestions: Fall, 2006                                        Update: Fall, 2007
      Suggestions
Department Chair and           Create position of Extended Campus Coordinator     Position created. Coordinator has visited the sites multiple
Elementary Program              to facilitate communication between all sites.      times, served as a liaison between all sites, worked with
                               Work with regional schools to keep up to date.      coordinators to revise extended campus advising form,
Coordinator
                               Vary grade levels during field experiences.         organized/facilitated adjunct training sessions each semester,
                               Embed assessment strategies throughout              and helped with advising at a site.
                                coursework. Professors model teaching in public    COE graduate faculty interviewed regional faculty to glean
                                schools. Give students more options in graduate     information for the MA reorganization efforts.
                                class scheduling. Conduct voluntary meeting for    COE designed scantron forms to track candidates‘ placements
                                seniors about MA programs.                          and evaluations by course instructors and cooperating teachers.
                                                                                   Last item under consideration.
Suggestions for Program Improvement: Fall, 2007
Dean, Department Chair, and    Host receptions at each site to thank and inform cooperating teachers for field and clinical experiences.
Elementary Program             Review and revise elementary program coursework once university studies course list is in place. Submit for
Coordinator                     inclusion in the MSU Undergraduate Bulletin.
                               Revisit field experiences associated with elementary methods coursework.
                               Consider creation of math practicum to increase seniors‘ proficiency in teaching math students.
                               Once the new Kentucky standards have been officially adopted, review and align all common course syllabi
                                with new Kentucky Teacher Standards and NCATE themes.




                                                                           39
Advisory Council Met December 3, 2007
Decision-Making Committee ELE Faculty
                          Elementary Advisory Council members who had opportunity for input:

                             Dr. Jo Robertson (ECE Department Chair)
                             Dr. Jacqueline Hansen (elementary program coordinator)
                             Arlene Alexander (Henderson site coordinator)
                             Susan Edington (Madisonville site coordinator)
                             Mary Ann Lander (Hopkinsville site coordinator)
                             Pam Matlock (Paducah site coordinator)
                             Dr. Joyce Shatzer (assistant professor)
                             Donna Hawkins (distinguished practitioner)
                             Janet Caldwell (Murray Elementary principal)
                             Denise Whitaker (Farmington Elementary principal)
                             Stan Lafferty (Morgan Elementary principal)
                             Gavin Thompson (South Marshall Elementary principal)
                             Holly Bloodworth (Murray elementary teacher; adjunct)
                             Lisa Armstrong (Calloway County elementary teacher; graduate student)
                             Veronica Russell (Hopkinsville elementary teacher; BS/MA/Rank I graduate; adjunct)
                             Hannah Stark (Title I teacher; BS/MA graduate)
                             Holly Cook (graduate student)
                             Elias Mesh (BS/MA student; graduate assistant)
                             Geco Ross (undergraduate senior)
                             Hallie Denstorff (undergraduate senior)
                             Ashley Grant (undergraduate senior)
                             Pamela Gerard (undergraduate junior (nontraditional)
                             Krista Muilkens (undergraduate junior)
                             Nathan Cave (undergraduate junior; COE undergraduate studies committee member)
                             Keturah Hulit (undergraduate junior)


                                                                 40
41
                        Appendix B

Initial Certification Programs and Alignment of Professional
                    and Kentucky Standards




                             33
 The following table describes the content standards and required exams according to program

Programs                                                  PRAXIS             Standards
                                                          Exams
I. E. C. E. (Birth-Primary)                               KY IECE Exam*     I. E. C. E. NTS
                                                                            National
                                                          *suspended        Association for the
                                                                            Education of Young
                                                                            Children; Division
                                                                            of Early Childhood
Elementary Education (P-5)                                PRAXIS 0014       KY NTS
                                                          PRAXIS PLT 0522   Association of
                                                                            Childhood
                                                                            Education
                                                                            International
Middle School Education (5-8)
   English                                                PRAXIS 0049       KY NTS
                                                          PRAXIS PLT 0523   National Council of
                                                                            Teachers of English
                                                                            National Middle
                                                                            School Association
   Mathematics                                            PRAXIS 0069       KY NTS
                                                          PRAXIS PLT 0523   National Council of
                                                                            Teachers of
                                                                            Mathematics
                                                                            National Middle
                                                                            School Association
   Social Studies                                         PRAXIS 0089       KY NTS
                                                          PRAXIS PLT 0523   National Council
                                                                            for Social Studies
                                                                            National Middle
                                                                            School Association
   Science                                                PRAXIS 0439       KY NTS
                                                          PRAXIS PLT 0523   National Science
                                                                            Teachers
                                                                            Association
                                                                            National Middle
                                                                            School Association
Special Education (P-12)
  Communication Disorders                                 PRAXIS 0330       KY NTS
                                                          PRAXIS 0353       American Speech-
                                                                            Language-Hearing
                                                                            Association
Learning Behavior Disorder                                PRAXIS 0542       KY NTS
                                                          PRAXIS 0353       Council of
  Elementary                                                                Exceptional Children
                                                          PRAXIS 0014
  Middle School English, Math, Social Studies, Science    PRAXIS 0049
                                                          PRAXIS 0069
                                                          PRAXIS 0089
                                                          PRAXIS 0439
Moderate and Severe Disabilities                          PRAXIS 0321       KY NTS
                                                          PRAXIS 0352       Council of
                                                                            Exceptional Children
Art (P-12)                                                PRAXIS 0133       KY NTS
                                                          PRAXIS 0131       National Visual
                                                          PRAXIS PLT 0522   Arts Standards
                                                          PRAXIS PLT 0523

                                           34
                                      PRAXIS PLT 0524

Modern Languages
  French                              PRAXIS 0173       KY NTS
                                      PRAXIS PLT 0522   American Council
                                      PRAXIS PLT 0523   on the Teaching of
                                      PRAXIS PLT 0524   Foreign Languages
  German                              PRAXIS 0181       KY NTS
                                      PRAXIS PLT 0522   American Council
                                      PRAXIS PLT 0523   on the Teaching of
                                      PRAXIS PLT 0524   Foreign Languages
  Spanish                             PRAXIS 0191       KY NTS
                                      PRAXIS PLT 0522   American Council
                                      PRAXIS PLT 0523   on the Teaching of
                                      PRAXIS PLT 0524   Foreign Languages
Health/Physical Education             PRAXIS 0550       KY NTS
                                      PRAXIS 0091       American
                                      PRAXIS 0092       Association for
                                      PRAXIS PLT 0522   Health Education,
                                      PRAXIS PLT 0523   National
                                      PRAXIS PLT 0524   Association for
                                                        Sport and Physical
                                                        Education
Music                                 PRAXIS 0111       KY NTS
                                      PRAXIS 0113       National Standards
                                      PRAXIS PLT 0522   in Arts Education
                                      PRAXIS PLT 0523   (music)
                                      PRAXIS PLT 0524
Career and Technical Education
  Business and Marketing              PRAXIS 0100       KY NTS
                                      PRAXIS PLT 0523   American
                                      PRAXIS PLT 0524   Association for
                                                        Business Teacher
                                                        Education
  Family and Consumer Science         PRAXIS 0120       KY NTS
                                      PRAXIS PLT 0523   National
                                      PRAXIS PLT 0524   Association of State
                                                        Administrators for
                                                        Family and
                                                        Consumer Sciences
   Industrial Education                                 KY NTS
                                                        Association of
                                                        Industrial and
                                                        Technical Teacher
                                                        Educators
                                                        Standards of
                                                        Quality for the
                                                        Preparation of and
                                                        Certification of
                                                        Trade and Industrial
                                                        Education Teachers
Technology Education                  PRAXIS 0050       KY NTS
                                      PRAXIS PLT 0523   International Technology
                                                        Educational Association/
                                      PRAXIS PLT 0524
                                                        Council on Technology
                                                        Teacher Education
Agriculture                           PRAXIS 0700       American
                                      PRAXIS PLT 0523   Association for
                                      PRAXIS PLT 0524   Agricultural
                                 35
                                                             Education
Biology                                    PRAXIS 0235       KY NTS
                                           PRAXIS PLT 0524   National Science
                                                             Education
                                                             Standards
English                                    PRAXIS 0041       KY NTS
                                           PRAXIS 0042       National Council
                                           PRAXIS PLT 0524   for Teachers of
                                                             English
History                                    PRAXIS 0081       KY NTS
                                           PRAXIS 0083       National Council
                                           PRAXIS PLT 0524   for the Social
                                                             Studies
Mathematics                                PRAXIS 0061       KY NTS
                                           PRAXIS 0063       National Council
                                           PRAXIS PLT 0524   for Teachers of
                                                             Mathematics
Chemistry                                  PRAXIS 0245       KY NTS
                                           PRAXIS PLT 0524   National Science
                                                             Education
                                                             Standards
Earth Science (Physical/Geoscience)        PRAXIS 0571       KY NTS
                                           PRAXIS PLT 0524   National Science
                                                             Education
                                                             Standards
Physics                                    PRAXIS 0265       KY NTS
                                           PRAXIS PLT 0524   National Science
                                                             Education
                                                             Standards




                                      36
                               Appendix C

Continuing Professional Preparation Programs and Alignment of Professional
                         and Kentucky Standards




                                  37
 The following table describes the content standards and required exams according to program

Programs                                                    PRAXIS Exams         Standards
Endorsement for English as a Second Language              PRAXIS 0360           NCTE
                                                                                National
                                                                                Council of
                                                                                Teachers of
                                                                                English
Endorsement for Gifted Education                                                KY ETS
                                                                                National
                                                                                Association for
                                                                                Gifted
                                                                                Children,
                                                                                Standards for
                                                                                Graduate
                                                                                Programs in
                                                                                Gifted
                                                                                Education
Endorsement for Individual Intellectual Assessment                              Kentucky
                                                                                School
                                                                                Counselor
                                                                                Standards
Endorsement for Reading & Writing                                               KY ETS,
                                                                                International
                                                                                Reading
                                                                                Association,
                                                                                National
                                                                                Council of
                                                                                Teachers of
                                                                                English
Endorsement for Environmental Education                                         NAAEE
                                                                                National
                                                                                Standards of the
                                                                                North American
                                                                                Association for
                                                                                Environmental
                                                                                Education
Endorsement for Instructional Computer Technology                               KY ETS,
                                                                                ISTE
                                                                                International
                                                                                Society for
                                                                                Technology in
                                                                                Education
Endorsement for School Safety                                                   KY ETS,
                                                                                New School
                                                                                Counselor
                                                                                Standards,
                                                                                Interstate
                                                                                School Leaders
                                                                                Licensure
                                                                                Consortium
                                                                                Standards
Master of Arts in Elementary Education                                          KY ETS
Master of Arts in Middle School Education                                       KY ETS
Master of Arts in Secondary Education                                           KY ETS
Master of Arts in Teaching – Math                                               KY ETS,
                                                                                NCTM
                                            38
                                                                                    National
                                                                                    Council of
                                                                                    Teachers of
                                                                                    Mathematics
Master of Arts/Rank I in Learning & Behavioral Disorders                            KY NTS &
/w Initial Certification                                                            ETS,
                                                                                    CEC
                                                                                    Council for
                                                                                    Exceptional
                                                                                    Children
Master of Music Education                                                           KY ETS,
                                                                                    National
                                                                                    Standards in
                                                                                    Arts Education
                                                                                    (Music)

Advanced Studies in Learning and Behavior Disorders
                                                                                    KY ETS,
(M.A. and Rank I)                                                                   CEC
                                                                                    Council for
                                                                                    Exceptional
                                                                                    Children
Moderate to Severe Disabilities (M.A. and Rank I)           PRAXIS 0353             KY ETS,
                                                            and 0321 OR 0544        CEC
                                                            beginning Sept.1,2008   Council for
                                                            0353 & 0554             Exceptional
                                                                                    Children
Master of Arts in Interdisciplinary Early Childhood         KY IECE Exam*           KY IECE
Education /w Initial Certification                                                  Teacher
                                                                                    Standards,
                                                                                    National
                                                            *suspended              Association for
                                                                                    the Education
                                                                                    of Young
                                                                                    Children,
                                                                                    Division of
                                                                                    Early
                                                                                    Childhood
Master of Science in Agriculture /w Initial Certification                           KY NTS &
                                                                                    ETS,
                                                                                    AAAE
                                                                                    American
                                                                                    Association for
                                                                                    Agricultural
                                                                                    Education
Master of Science in Industrial Education/Vocational                                KY ETS,
Principal & Supervision and Coordination                                            NAITTE
                                                                                    National
                                                                                    Association of
                                                                                    Industrial and
                                                                                    Technical
                                                                                    Teacher
                                                                                    Educators
Master of Science in Career and Technical Education                                 American
                                                                                    Association for
                                                                                    Agriculture
                                                                                    Education,
                                                                                    National
                                                                                    Association for
                                              39
                                                                            Business
                                                                            Teacher
                                                                            Education,
                                                                            NASAFACS
                                                                            Family and
                                                                            Consumer
                                                                            Sciences
                                                                            Education,
                                                                            Standards for
                                                                            Technological
                                                                            Literacy
                                                                            National
                                                                            Association of
                                                                            Industrial and
                                                                            Technical
                                                                            Teacher
                                                                            Educators
                                                                            Standards
5th Year Non-Degree in Elementary Education                                 KY ETS
5th Year Non-Degree in Middle School Education                              KY ETS
5th Year Non-Degree in Secondary Education                                  KY ETS
Rank I in Elementary Education                                              KY ETS
Rank I in Middle School Education                                           KY ETS
Rank I in Secondary Education                                               KY ETS
Rank I in Interdisciplinary Early Childhood Education   KY IECE Exam*       KY IECE
                                                                            Teacher
                                                                            Standards,
                                                                            National
                                                                            Association for
                                                        *suspended          the Education
                                                                            of Young
                                                                            Children,
                                                                            Division of
                                                                            Early
                                                                            Childhood
Director of Pupil Personnel                                                 Interstate
                                                                            School Leaders
                                                                            Licensure
                                                                            Consortium
                                                                            Standards,
                                                                            Education
                                                                            Leaders
                                                                            Constituent
                                                                            Council
Director of Special Education                                               Interstate
                                                                            School Leaders
                                                                            Licensure
                                                                            Consortium
                                                                            Standards,
                                                                            Education
                                                                            Leaders
                                                                            Constituent
                                                                            Council
School Principal                                        KY Principal Test   Interstate
                                                        PRAXIS 1010         School Leaders
                                                                            Licensure
                                                                            Consortium
                                                                            Standards,
                                            40
                                                                             Education
                                                                             Leaders
                                                                             Constituent
                                                                             Council
School Superintendent                                                        Interstate
                                                                             School Leaders
                                                                             Licensure
                                                                             Consortium
                                                                             Standards,
                                                                             Education
                                                                             Leaders
                                                                             Constituent
                                                                             Council
Supervisor of Instruction                                                    Interstate
                                                                             School Leaders
                                                                             Licensure
                                                                             Consortium
                                                                             Standards,
                                                                             Education
                                                                             Leaders
                                                                             Constituent
                                                                             Council
Masters of Arts in Education in Guidance & Counseling   National Certified   Kentucky
                                                        Counselors Exam      Beginning and
                                                        (optional)           Experienced
                                                                             School
                                                                             Counselor
                                                                             Standards,
                                                                             American
                                                                             School
                                                                             Counselor
                                                                             Association
School Counseling (Rank I)                              National Certified   Kentucky
                                                        Counselors Exam      Beginning and
                                                        (optional)           Experienced
                                                                             School
                                                                             Counselor
                                                                             Standards,
                                                                             American
                                                                             School
                                                                             Counselor
                                                                             Association
School Psychology (Rank I)                              PRAXIS 0400          Kentucky State
                                                                             Curriculum
                                                                             Standards for
                                                                             School
                                                                             Psychologists,
                                                                             National
                                                                             Association of
                                                                             School
                                                                             Psychologists
School Media Librarian (Rank I)                         PRAXIS 0310          KY ETS
                                                                             American
                                                                             Library
                                                                             Association/
                                                                             American
                                                                             Association of
                                                                             School
                                                                             Librarians
                                           41
              Appendix D
Sample of Evaluation Instruments Used to
  Monitor Standards and Dispositions

          Initial Certification




                   41
                            M    U    R   R    A   Y        S   T    A   T   E       U    N    I    V   E    R   S   I   T   Y

                                ELIGIBILITY PORTFOLIO EVALUATION RUBRIC
Please print:                                                                   Check for the following requirements:

Student’s name ___________________________________                              ______ Demographic information
                                                                                ______ Table of contents
Scorer’s name_______________________________                                     _____ Professional Resume
                                                                                 _____ Artifact for each of the nine teacher standards
_________________________________________                                        _____ Reflective statement for each artifact
                                                                                 _____ Signed affidavit/release form
Area of certification
____________________________________________________________________________________________________________

The eligibility portfolio is evaluated on the criteria listed below by using the following scale:

3 Outstanding             Quality better than expected of a teacher candidate; thorough and noteworthy work.
2 Satisfactory            Quality as expected; competent work; conveying confidence in the teacher candidate.
1 Unsatisfactory          Quality lower than expected for teacher candidate due to lack of completeness or care; must be revised to meet criteria
                          for satisfactory rating.
CRITERIA                                                             ARTIFACT     REFLECTION    COMMENTS
Standard      1. The teacher designs/plans instruction.



Standard      2. The teacher creates a learning environment.



Standard 3. The teacher introduces/implements/manages
instruction.


Standard      4. The teacher assesses learning.



Standard      5. The teacher reflects.



Standard      6. The teacher collaborates.


Standard 7. The teacher evaluates his/her overall
performance and implements a professional development
plan.

Standard 8. The teacher demonstrates content area
knowledge.

Standard      9. The teacher uses technology.



Does the portfolio meet all nine Kentucky New Teacher Standards?                    YES                     NO


Signed     Name                                                          Department _________________________________ Date




                                                                          42
                           “FLAGS” FOR EVALUATION OF STUDENT PERFORMANCE IN
                         PROFESSIONAL EDUCATION COURSEWORK/FIELD EXPERIENCE
STUDENT:_____________________________________ SS:___________________________

COURSE:_____________________________________ SECTION:_______ SEM/YR:_______

PROFESSOR:___________________________________________________
         I. I perceive this student demonstrating particular problems in this course that potentially could interfere with success as a
teacher in Kentucky classrooms. Entries that are checked indicate observed problems with Kentucky New Teacher Standards, MSU
Dispositions or Professional Behaviors. Additional information or needed explanation can be recorded on back or attached to this
form.

Kentucky New Teacher Standards
____ 1.   Designs/plans instruction and learning climates;
____ 2.   Creates/maintains learning climates;
____ 3.   Implements/manages instruction;
____ 4.   Assesses/communicates learning results;
____ 5.   Reflects/evaluates teaching and learning;
____ 6.   Collaborates with colleagues, peers, students, and others;
____ 7.   Engages in professional development;
____ 8.   Demonstrate knowledge;
____ 9.   Utilize technology.

College of Education Dispositions
____ 1. Tolerant – Considers new ideas, alternative possibilities, different perspectives, and people representing a variety of
         differences without prejudice or bigotry.
____ 2. Responsible – Considers consequences and makes decisions in a rational and thoughtful manner for the welfare of others; acts
         with integrity to pursue an objective with thoroughness and consistency.
____ 3. Enthusiastic – Is eager and passionately interested in tasks that relate to beliefs about education.
____ 4. Caring – Demonstrates devotion, compassion, and regard for the welfare of others.
____ 5. Confident – Exhibits certainty about possessing the ability, judgment, and internal resources needed to succeed as a teacher.
____ 6. Ethical – Conforms to accepted professional standards of conduct by making decisions based on standards and principles
         established by the education profession.
____ 7. Demonstrates becoming a reflective decision-maker.

Professional Behaviors
____ 1. Attends class
____ 2. Is punctual for class
____ 3. Is prepared for class
____ 4. Participates and demonstrates effort in class
____ 5. Uses appropriate (standard) writing in professional settings
____ 6. Uses appropriate (standard) spoken grammar in professional settings
____ 7. Uses courteous, appropriate and professional modes of communication
____ 8. Dresses appropriately in professional settings
____ 9. Maintains personal hygiene
____ 10. Other – Explain _____________________________________________________

         II. I perceive this student demonstrating particular problems in field experience that potentially could interfere with success
as a teacher in Kentucky classrooms (attach copy of Observation Instrument Assessing Standards and Dispositions).

        III. Rather than perceiving problems with this student, I have identified an unusually high level of effort or ability in
coursework for this student. Include comments on back, if desired.

I HAVE DISCUSSED THESE MATTERS WITH THIS STUDENT – Date: _______________

Professor Signature:_______________________________________ Date:_________________

Student Signature:________________________________________ Date:_________________
____

                                                                       43
                                                                                                                                                                 SIDE 1

                            INDIVIDUAL INTERVIEW WITH THE ACADEMIC ADVISOR (Rev 08/07)
                                                           Admission to Teacher Education Process:
                            Teacher Education Services, 2101 Alexander Hall, MSU, Murray KY 42071 Phone 270/809-2054

                                                                           TO THE ADVISOR:
         This interview is intended to serve three purposes: 1) to guarantee that all students have an opportunity to reflect upon their decision and dispositions to
seek teacher certification prior to applying for admission to the teacher preparation program and 2) to conduct a formative review of the formative eligibility
portfolio, and 3) to provide the student‘s department with a mechanism for direct input into the admission process.
         The interview is in three parts. The first part involves the advisor asking the student a series of questions organized around teaching in Kentucky. A
series of suggested questions is included on the other side of this form. The second part is a formative review and feedback to the student about their progress in
the development of their eligibility portfolio. The advisor can use this opportunity to provide feed back on artifacts and make suggestions for additional artifacts
to continue to develop the portfolio. The advisor can also comment on the quality of and make suggestions about the student‘s reflective writing. The third part
provides the advisor an opportunity to comment on the student‘s responses, to rate the student‘s dispositions with respect to becoming a teacher in the interview,
and to make a recommendation to the College Admission to Teacher Education Committee about whether the student ought to be admitted to the teacher
education program.
         The student will have had an opportunity to study this interview form prior to the interview, and also will have taken (or be taking) the introduction to
education course which has made him/her aware of trends and realities in American public education. He/she has also had an orientation to the admission to
teacher education process.
         When you have completed the interview, please return the form with your comments, ratings and recommendations to:
                              Director, Teacher Education Services, 2101A Alexander Hall, Murray State University, Murray KY 4207



 THE KENTUCKY TEACHER STANDARDS                                                         COE Dispositions and Theme of Reflective Decision Maker
                                                                           1.     Tolerant – Considers new ideas, alternative possibilities, different perspectives,
     1. Designs/plans instruction and learning climates;                          and people representing a variety of differences without prejudice or bigotry.
      2. Creates/maintains learning climates;                              2.     Responsible – Considers consequences and makes decisions in a rational and
      3. Implements/manages instruction;                                          thoughtful manner for the welfare of others; acts with integrity to pursue an
                                                                                  objective with thoroughness and consistency.
      4. Assesses/communicates learning results;                           3.     Enthusiastic – Shows eager and passionate interest; focuses on tasks that relate to
      5. Reflects/evaluates teaching and learning;                                beliefs.
      6. Collaborates with colleagues, parents/others;                     4.     Caring – Demonstrates devotion, compassion, and regard for the welfare of
      7. Engages in professional development;                                     others.
      8. Demonstrates knowledge;                                           5.     Confident – Exhibits certainty about possessing the ability, judgment, and internal
                                                                                  resources needed to succeed as a teacher.
      9. Utilizes technology; and
                                                                           6.     Ethical – Conforms to accepted professional standards of conduct by making
     10. Provides professional leadership within                                  decisions based on knowledge of moral principles and inner convictions.
          school, community and profession.                                7.     Leadership – Defined as ethical change agent (for graduate students).

                                      KENTUCKY’S CODE OF ETHICS FOR EDUCATION PERSONNEL
                                                      Adopted by the Education Professional Standards Board
                                       The Students                                                                       The Parents
1.        Shall provide students with professional education services in a non-           1.   Shall make reasonable effort to communicate to parents information
          discriminatory manner and in consonance with accepted best practice                  which should be revealed in the interest of the student
          known to the educator                                                           2.   Shall endeavor to understand community cultures and diverse home
2.        Shall respect the constitutional rights of all students                              environments of students
3.        Shall take reasonable measures to protect the health, safety, and emotional     3.   Shall not knowingly distort or misrepresent facts concerning
          well-being of students                                                               educational issues.
4.        Shall not use professional relationships or authority with students for
                                                                                          4.   Shall distinguish between personal views and the views of the
          personal advantage
5.        Shall keep in confidence information about students which has been
                                                                                               employing educational agency
          obtained in the course of professional service, unless disclosure serves        5.   Shall not interfere in the exercise of political and citizenship rights
          professional purposes or is required by law                                          and responsibilities of others
6.        Shall not knowingly make false or malicious statements about students or        6.   Shall not use institutional privileges for private gain, for the
          colleagues                                                                           promotion of political candidates, or partisan political activities
7.        Shall refrain from subjecting students to embarrassment or disparagement        7.   Shall not accept gratuities, gifts, or favors that might impair or
8.        Shall not engage in any sexually related behavior with a student with or             appear to impair professional judgment, nor offer any such to obtain
          without consent, but shall maintain a professional approach with students.           special advantage
          Sexually related behavior shall include such behaviors as sexual jokes;
          sexual remarks; sexual kidding or teasing; sexual innuendo; pressure for
          dates or sexual favors; inappropriate physical touching, kissing, or
          grabbing; rape, threats of physical harm; and sexual assault.


                                                                     Education Profession
     1.     Shall exemplify behaviors which maintain the dignity and integrity of the profession
     2.     Shall accord just and equitable treatment to all members of the profession in the exercise of their professional rights and responsibilities
     3.     Shall keep in confidence information acquired about colleagues in the course of employment, unless disclosure serves professional purposes or
            is required by law
     4.     Shall not use coercive means or give special treatment in order to influence professional decisions
     5.                                                                         44
            Shall apply for, accept, offer, or assign a position or responsibility only on the basis of professional preparation and legal qualifications
                                                                                                                                                          SEE SIDE 2
     6.     Shall not knowingly falsify or misrepresent records of facts relating to his/her own qualifications or those of other professionals
                                                                                                                                                           SIDE 2
                                                                                                                                                  SIDE 1
Student Name                                                                     ID#                                                     Date

     SAMPLE QUESTIONS
     1. How should the COE conceptual framework, which includes teacher depositions, affect your teaching in Kentucky schools?
     2. Describe the kinds of skills, dispositions and knowledge you should develop or acquire while a student in the MSU teacher
        preparation program to enable you to meet the new teacher standards.
     3. What are your responsibilities as a student (and later a teacher) within the Kentucky Code of Ethics for Educational Personnel?
     4. Describe the role of reflection in instructional decision making.
     5. What are your strengths and areas for improvement regarding the COE dispositions and Kentucky teacher standards?

     DIRECTIONS: To review the electronic portfolio, the advisor may:
     Ask the student to open the portfolio and scroll through it to see if artifacts have been added.
     Ask the student to bring artifacts and reflections to the interview to review and discuss.
     Ask the student if he/she has created the electronic portfolio and if artifacts have been added.
     The purpose is to check that the student has begun a portfolio, assess program progress, and determine adequacy of writing and speaking
     skills.
     If the student has not begun a portfolio they should be immediately directed to an education advisor.

     A review of the student’s formative eligibility portfolio was addressed during the interview.

Interviewer: Please place one check next to the response for each item which you feel best                               Interviewers Comments:
represents what the student demonstrated during this interview and during the time that he/she has
been your advisee. Ratings are in comparison with other students entering teacher education.


1.     Effectively and correctly communicates ideas and reasoning
       Outstanding            Satisfactory           Weak              Serious Problem
2.     Uses supporting ideas and reasoning for reflective decision making
       Outstanding            Satisfactory           Weak              Serious Problem
3.     Demonstrates ethical thinking when describing the need to act according to professional standards of behavior
       Outstanding            Satisfactory           Weak              Serious Problem
4.     Shows responsibility by considering the consequences of own behavior and pursuing tasks with thoroughness and consistency
       Outstanding            Satisfactory           Weak              Serious Problem
5.     Demonstrates caring by showing devotion, compassion, and regard for the welfare of others
       Outstanding            Satisfactory            Weak             Serious Problem
6.     Communicates tolerance by respecting different perspectives and people with a variety of differences and views
       Outstanding            Satisfactory            Weak             Serious Problem
7.     Expresses enthusiasm for teaching by a passionate interest in students and learning
       Outstanding            Satisfactory            Weak             Serious Problem
8.     Shows confidence about possessing the ability, judgment, and internal resources to be a successful teacher
       Outstanding       Satisfactory       Weak           Serious Problem

Interviewer Recommendation                                                                                         Interviewers Comments:
Based this interview, I recommend: (check one)
       APPROVAL of the student as appropriate for training in
  the teaching profession.
       A SECOND INTERVIEW with another interviewer or
   the College Admissions Committee.
       REJECTION of the student for teacher training at this time


Interviewer‘s Name                               Department                                                                              Phone
Number
_____________________________________________________________
Interviewer‘s Signature         Date                                                                 Please return completed interview form to:
                                                                                                     Director, Teacher Education Services
                                                                                                     2101 Alexander Hall
                                                                            45
                                                                                                                         SIDE 1
Murray State University Observation Instrument Assessing Candidate’s Standards and Dispositions
                                                     -Cooperating Teacher-
Student‘s Name _______________________________________________________ Date ________________
University Course Number _______________ ___________________________________
Please evaluate the observed student to the best of your professional ability on this form. Use N/A for items not observed or
appropriate for observation. Additional comments and suggestions for improvement can be made on the back.
Thank you for your assistance in the important task of evaluating new teachers.
Legend: OP-Outstanding Performance      SP-Satisfactory Performance       NP-Not Satisfactory Performance     NA-Not Observed
1. Planning Indicators (NTS 1/Disp 1)                                  OP  SP         NP                NA
      • objectives and activities were appropriate for the level of the student
      • objectives and activities related to Kentucky Core Content and/or other learning goals
      • activities challenged and engaged learners at high levels
      • activities addressed diverse and exceptional students

2. Learning Climate Indicators (NTS 2/Disp 1,2,4,5)                         OP               SP        NP        NA
      • established rapport with students/showed interest in students
      • demonstrated enthusiasm/involvement in the lesson
      • demonstrated appropriate classroom management skills
      • demonstrated appropriate classroom discipline skills
      • respected and exhibited sensitivity to diverse learners
      • showed flexibility in modifying the classroom environment as needed
      • used appropriate responses to correct inappropriate student behavior
      • presented a confident, positive, capable teaching demeanor

3. Implements/Manages Instruction Indicators (NTS 3)                                OP       SP        NP        NA
     • made effective use of classroom time
     • demonstrated appropriate communication skills
     • communicated high standards and expectations to all students
     • linked new information to prior knowledge
     • utilized questioning techniques
     • used a variety of lesson activities
     • demonstrated strategies to motivate and encourage students

4. Assessment Indicators (NTS 4)                                                    OP       SP        NP        NA
     • supported learning objectives
     • used a variety of formative and summative methods
     • provided opportunities for student self assessment
     • communicated progress to students

5. Knowledge of Content Indicators (NTS 8)                        OP  SP                      NP        NA
     • demonstrated an appropriate level of knowledge for a novice teacher

6. Professionalism Indicators (NTS 7/Disp 3,6)                        OP  SP                  NP        NA
     • collaborated with cooperating teachers and others
     • showed promptness, dependability, appropriate language, dress, hygiene
     • interacted with students, peers, and others in a confidential, ethical manner

7. Technology Indicators (NTS 9/Disp 3)                                    OP       SP        NP        NA
     • used technology to support instruction
Number of Absences:_____________________________ Number of Made Up Absences:_________________________
Cooperating Teacher _______________________________________________________________________
Cooperating School __________________________________ Class or Grade Level ____________________
Please return this form to Audrey Brown, Teacher Education Services, MSU, 2101 Alexander Hall, Murray, KY 42071-3318.
                                                             46
                                                                            SIDE 1
Phone 270-762-2594                                              Rev. 6/04



                                   Appendix E
                     Sample of Evaluation Instruments Used to
                       Monitor Standards and Dispositions


                       Continuing Professional Preparation




                                      47
                                                                                                  SIDE 1


                           Final School Psychology/IIA Endorsement
                                 Practicum Student Evaluation
Students Name:

Please respond to the questions below. Feel free to elaborate on any item.

1. For the semester, approximately how many hours of face-to-face supervision have been provided?

2. Approximately how many hours of informal supervision have been provided? (e.g., phone, email)

3. Approximately how many cases (i.e., initial, re-eval, consultation) has your supervisee been involved
with?

4. Approximately how many ARC/parent/teacher meetings have you and your supervisee attended
together?

5. What is your judgment of the supervisee‘s interpersonal skills in interacting with . . .

                       (1 = Poor; 10 = Excellent)

Parents?

1      2       3       4       5      6       7         8     9       10

Teachers?

1      2       3       4       5      6       7         8     9       10

Students?

1      2       3       4       5      6       7         8     9       10

Supervisors?

1      2       3       4       5      6       7         8     9       10

6. How ―receptive‖ was the supervisee in receiving and benefiting from constructive criticism?

(1 = unreceptive; 10 = extremely receptive

1      2       3       4       5      6       7         8     9       10

7. How timely is your supervisee in completing and returning reports?

(1 = Unusually Slow; 10 = Unusually Fast)

1      2       3       4       5      6       7         8     9       10


                                                   48
                                                                                                    SIDE 1



8. Approximately what percentage of the ARC referral and evaluation process does your supervisee
understand at this point?          What areas need further development in this regard?


9. Assuming that your supervisee would be beginning their internship or working as an IIA endorsed
counselor in the fall 2007, what areas would need the most work or supervision?


10. Is this individual ready for an internship (if in school psychology) or independent functioning as an
IIA endorsed counselor? Why or why not?




Additional comments are welcome




                                                  49
                                                                                                                          SIDE 1



Form B: Evaluation of Masters Portfolio                                Student Name_____________________
Kentucky Experienced Teacher Standards and                    Scores: 3 = exceptional; 2 = acceptable; 1 = unacceptable
 suggested IRA Standards for Reading Professionals
http://www.reading.org/resources/issues/reports/professional_standards.html
                                                              Score              Comments
Ky. Experienced Teacher Standard 1:
Demonstrates Professional Leadership
Required: one artifact & reflection
IRA 5.2

Ky. Experienced Teacher Standard 2:
Demonstrates Knowledge of Content
Required: Two artifacts & reflections showing
mastery of a) IRA,1.1 or 1.2 and of b) IRA 1.3 or 1.4

Ky. Experienced Teacher Standard 3:
Designs/Plans Instruction
Required: Two artifacts & reflections.
IRA 2.2 and 2.3

Ky. Experienced Teacher Standard 4:
Creates/Maintains Learning Climate
Required: one artifact & reflections.
IRA 4.1-4.4

Ky. Experienced Teacher Standard 5:
 Implements/Manages Instruction
Required: one artifact & reflections.
IRA 2.1

Ky. Experienced Teacher Standard 6:
 Assesses and Communicates Learning Results
Required: one artifact & reflections.
IRA 3.1-3.4

Ky. Experienced Teacher Standard 7:
Reflects/Evaluates Teaching/Learning
Required: one artifact & reflections.

Ky. Experienced Teacher Standard 8:
Collaborates with Colleagues/Parents/Others
Required: one artifact & reflections.
IRA 5.1

Ky. Experienced Teacher Standard 9:
Engages in Professional Development
Required: one artifact & reflections.
IRA 5.2

Ky. Experienced Teacher Standard 10:
Demonstrates Implementation of Technology
Required: one artifact & reflections.
IRA 2.2

Reflection on the MSU candidate dispositions


NOTE: Candidate must receive a 2 or better in all areas above from all reviewers to pass.
                                               This portfolio DOES/DOES NOT pass.
_________________________________________                         _________________________
Faculty Signature                                                 Date

________________________________________                          _________________________
Student Signature                                                 Date

Resubmission Date (if needed): _______________
CIRCLE ONE: THIS IS                      FIRST SUBMISSION SECOND SUBMISSIO
                                                         50
                                                                                                             SIDE 1

Name:                                                                                                Date:
                          ADM 630 – School Research Paper Rubric
Organization and Technical Features
1. Problem Statement (20 points)
Is the problem stated clearly? Does it lead naturally to the succeeding steps in the research?
Does it guide the organization and content of the literature review and research design?

2. History of the Problem (10 points)
Is the reasoning for conducting the research clear? Is the context of the research site presented?
Is the need and the purpose of the research clear and resulting from the context?

3. Review of Literature (70 points)
Includes the fifteen required citations or they can be located in other sections of the paper.
Is there evidence that the review supports and provides adequate background information
about the problem? Does the review successfully identify and draw upon appropriate outside
sources. Is the information presented logically and clearly using quotes/paraphrases that are
neither too much nor too little? Are both sides of the issue addressed?

4. Method of Investigation (20 points)
Does the methodology include adequate information about the subjects/participants
and how the sample was derived? Is the setting described? Are all data collection methods
including instruments explained along with their validity and reliability or trustworthiness?
Are safeguards or methods for triangulation of data included?

5. Analysis of Data (10 points)
Are the methods used for data analysis clear? Are tables, graphs, or charts presented in
a self-explanatory manner? Are qualitative narrative material and verbatim statements
used to support findings?

6. Interpretation of Findings (10 points)
Are the statistical results correctly interpreted? Are the finding examined from several
angles and are limitations of the research recognized? Are the researcher‘s conclusions
appropriate and justified?

7. References (20 points)
Are all 15 citations included both on the reference page and in the narrative?
Are all citations correctly formatted according to the APA style?

Writing Technique (20 points)
Grammar
Spelling
Verb tense
Sentence structure
Vocabulary selection
Overall Quality of Writing (20 points)
Clear organization of ideas
Coherence of discussion
Control in use of voice
Appropriate address of audience
                                                                         Total Possible Points: 200
This assignment addresses:
ETS 1,2,9 & Themes Diversity, Assessment, Literacy, Closing Gap
                                                            51
                                                                                                SIDE 1


       ADM 668 END OF COURSE ASSESSMENT FALL 2007
                                           Assessment
                                             PURPOSE
                                         DEMOGRAPHICS
                                  Demographics
                                                 Satisfactory Needs Improvement
            Student Information
           Professional Leadership
               Mentor Letters
            Resume/Cover Letter
                 Activity Log
                  Activities
              TSSA Standards
          Professional Development
            Reflection Standard 1
            Reflection Standard 2
            Reflection Standard 3
            Reflection Standard 4
            Reflection Standard 5
            Reflection Standard 6
             Program of Studies
              Websites/Articles
            Standard 1 Artifacts
            Standard 2 Artifacts
            Standard 3 Artifacts
            Standard 4 Artifacts
            Standard 5 Artifacts
            Standard 6 Artifacts
                                             PURPOSE

The purpose of this end of the course assessment is to give the student feedback concerning the
Interstate School Leaders Licensure Consortium (ISLLC) and Technology Standards for School
Administrators (TSSA) standards as they relate to the portfolio. Your portfolio should reflect your
understanding and growth using the administrator standards. As you complete your portfolio, your will
be assessed according to Acceptable, Some or Limited Development for each of the 6 standards for both
entities.



            PERFORMANCE ASSESSMENT FOR EDUCATIONAL ADMINISTRATION
                       Performance Assessment for Educational Administration
                                               52
                                                                                                  SIDE 1
                 Acceptable Development         Some Development (1 pt)       Limited Development
                            (2 pts)
 Standard 1   Acceptable Development            Some Development is         Limited Development is
  ISLLC.1     performance is evidenced by       evidenced by progress in    evidenced by progress in
              progress in standard 1.           standard 1.                 standard 1.
 Standard 2   Acceptable Development            Some Development is         Limited Development is
  ISLLC.2     performance is evidenced by       evidenced by progress in    evidenced by progress in
              progress in standard 2.           standard 2.                 standard 2.
 Standard 3   Acceptable Development            Some Development is         Limited Development is
  ISLLC.3     performance is evidenced by       evidenced by progress in    evidenced by progress in
              progress in standard 3.           standard 3.                 standard 3.
 Standard 4   Acceptable Development            Some Development is         Limited Development is
  ISLLC.4     performance is evidenced by       evidenced by progress in    evidenced by progress in
              progress in standard 4.           standard 4.                 standard 4.
 Standard 5   Acceptable Development            Some Development is         Limited Development is
  ISLLC.5     performance is evidenced by       evidenced by progress in    evidenced by progress in
              progress in standard 5.           standard 5.                 standard 5.
 Standard 6   Acceptable Development            Some Development is         Limited Development is
  ISLLC.6     performance is evidenced by       evidenced by progress in    evidenced by progress in
              progress in standard 6.           standard 6.                 standard 6.
   TSSA       Acceptable Development            Some Development is         Limited Development is
 Standard 1   performance is evidenced by       evidenced by progress in    evidenced by progress in
 NETS-A.1     progress in standard 1.           standard 1.                 standard 1.
   TSSA       Acceptable Development            Some Development is         Limited Development is
 Standard 2   performance is evidenced by       evidenced by progress in    evidenced by progress in
 NETS-A.2     progress in standard 2.           standard 2.                 standard 2.
   TSSA       Acceptable Development            Some Development is         Limited Development is
 Standard 3   performance is evidenced by       evidenced by progress in    evidenced by progress in
 NETS-A.3     progress in standard 3.           standard 3.                 standard 3.
   TSSA       Acceptable Development            Some Development is         Limited Development is
 Standard 4   performance is evidenced by       evidenced by progress in    evidenced by progress in
 NETS-A.4     progress in standard 4.           standard 4.                 standard 4.
   TSSA       Acceptable Development            Some Development is         Limited Development is
 Standard 5   performance is evidenced by       evidenced by progress in    evidenced by progress in
 NETS-A.5     progress in standard 5.           standard 5.                 standard 5.
   TSSA       Acceptable Development            Some Development is         Limited Development is
 Standard 6   performance is evidenced by       evidenced by progress in    evidenced by progress in
 NETS-A.6     progress in standard 6.           standard 6.                 standard 6.




                                            STANDARDS
          STANDARD: 1) A school administrator is an educational leader who promotes the success
ISLLC.1   of all students by facilitating the development, articulation, implementation, and stewardship
          of a vision of learning that is shared and supported by the school community.
                                                53
                                                                                                    SIDE 1
          STANDARD: 2) A school administrator is an educational leader who promotes the success
ISLLC.2   of all students by advocating, nurturing, and sustaining a school culture and instructional
          program conducive to student learning and staff professional growth.
          STANDARD: 3) A school administrator is an educational leader who promotes the success
ISLLC.3   of all students by ensuring management of the organization, operations, and resources for a
          safe, efficient, and effective learning environment.
          STANDARD: 4) A school administrator is an educational leader who promotes the success
ISLLC.4   of all students by collaborating with families and community members, responding to
          diverse community interests and needs, and mobilizing community resources.
          STANDARD: 5) A school administrator is an educational leader who promotes the success
ISLLC.5
          of all students by acting with integrity, fairness, and in an ethical manner.
          STANDARD: 6) A school administrator is an educational leader who promotes the success
ISLLC.6   of all students by understanding, responding to, and influencing the larger political, social,
          economic, legal, and cultural context.
          STANDARD: LEADERSHIP AND VISION: inspire a shared vision for comprehensive
NETS-
          integration of technology and foster an environment and culture conducive to the realization
A.1
          of that vision
          STANDARD: LEARNING AND TEACHING: ensure that curricular design, instructional
NETS-
          strategies, and learning environments integrate appropriate technologies to maximize
A.2
          learning and teaching
NETS-     STANDARD: PRODUCTIVITY AND PROFESSIONAL PRACTICE: apply technology to
A.3       enhance their professional practice and to increase their own productivity and that of others
NETS-     STANDARD: SUPPORT, MANAGEMENT, AND OPERATIONS: ensure the integration
A.4       of technology to support productive systems for learning and administration
NETS-     STANDARD: ASSESSMENT AND EVALUATION: use technology to plan and implement
A.5       comprehensive systems of effective assessment and evaluation
          STANDARD: SOCIAL, LEGAL, AND ETHICAL ISSUES: understand the social, legal,
NETS-
          and ethical issues related to technology and model responsible decision-making related to
A.6
          these issues


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