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NCATE Links

 

Exhibits

TI

Body

Ready2Teach Transformation Initiative Proposal

 

APSU Ready2Teach Committees

Problem Based Learning Module

Suggestions for Improvement of TPA

Contextual Assignment  

TI.4.a

Evidence of TI progress

Ready2Teach Transformation Initiative Proposal

Year One Implementation Plan

Ready2Teach Year One Accomplishments and Year Two Plans

Ready2Teach Year Two Accomplishments and Year Three Plans

Ready2Teach Year Three Accomplishments and Year Four Plans

APSU Annual Report - 2013

TI.4.b

Rationale for and evidence of changes in implementation

These changes are occurring at the TBR level, not at the institution level.

I.4.a

 

Conceptual Framework

1.4

Body

 

Alternative Programs 

School Counseling Internship

Standards Review 

Key Assessment for Standard One  

Bryns Darden

Byrns Darden NCATE Data 2011-2012

1.4.a

Evidence of TI-related changes to candidate content knowledge, pedagogical content knowledge, and professional knowledge and skills, if TI is related to this standard.

Teacher Performance Assessment Handbook

1.4.b

Evidence to support correction of areas for improvement, if any.

 

There were no areas of improvement for Standard One.

1.4.c 

State program review documents and state findings from the most recent visit(s) (For program information NOT already available in AIMS)

State Approval of Licensure Programs from NCATE Review, 2007

State Approval of Educational Leadership Program

State Approval of PreK-3 Program

1.4.d

Key assessments and scoring guides used for assessing candidate learning and dispositions against standards and proficiencies identified in the unit’s conceptual framework (For program information NOT already available in AIMS 

Alignment of Standards and Key Assessments

Assessment System Data Collection

Unit and Lesson Plan Rubric

Clinical Teaching Evaluation

Milestone II Interview Rubric

1.4.e

Data and summaries of results on key assessments, including proficiencies identified in the unit’s conceptual framework disaggregated by program, and for off-campus, distance learning, and alternative route programs, as appropriate

Data Retreat 2007- 2013

Assessment System 

1.4.f

Examples of candidates’ assessment and analysis of P-12 student learning.

Documents on Impact on Student Learning

1.4.g

Follow-up studies of graduates and summaries of the results.

Follow up survey of teachers in first five years of teaching

Follow up survey of graduate students

Follow up studies of impact on learning

Alumni Surveys

NSSE Surveys 

1.4.h

Employer feedback on graduates and summaries of the results.

Employer Feedback on Graduates

1.4.i

Data collected by state and/or national agencies on performance of educator preparation programs and the effectiveness of their graduates in classrooms and schools including student achievement data, when available.

State Report Card 2009

State Report Card 2010

State Report Card 2011

State Report Card 2012

State Report Card 2013

1.4.j

Findings of other national accreditation associations related to the preparation of education professionals (e.g., ASHA, NASM, APA, CACREP)

Music Education Program Accreditation Documentation

Art Program Accreditation Documentation 

2.4

Body

Standards Review  (Also in Standard One)

 

Approved Assessments for Ready2Teach

2.4.a

Evidence of TI-related changes to the unit’s assessment system including the requirements and key assessments used at transition points, if TI is related to this standard.

Approved Assessments for Ready2Teach

TPA Assessment Spring 2011- Fall 2013

2.4.b

Evidence to support correction of areas for improvement, if any

There were no areas of improvement for Standard Two 

2.4.c

Procedures for ensuring fairness, accuracy, consistency, and freedom of bias for key assessments of candidate performance and evaluations of program quality and unit operations.

Policy on Fairness, Accuracy, Consistency, and Freedom of Bias

2.4.d

Policies and procedures for data use that demonstrate how data are regularly collected, compiled, aggregated, summarized, analyzed, and  used to make improvements. 

All policies and procedures are outlined in the Austin Peay State University Teacher Education Unit Assessment Handbook

2.4.e

Examples of significant changes made to courses, programs, and the unit in response to data gathered from the assessment system

Table on Data Driven Decisions

3.4  Body

Powerpoint on Partnerships

Memorandums of Understanding

Request for Placement

Field Experiences and Clinical Teaching Ready2Teach

Field Experiences and Clinical Teaching M.A.T. Program

Field Experiences for Advanced Programs

Sped 3000 syllabus

Educ 4160 syllabus

Generic Field Experience Form

Job-Description Master Clinician

Plan for Full Implementation of Residency Year

University Mentor Job Description

University Mentor Training

Mentor Teacher Training

Residency I Pilot

Suggestions for Improvement of TPA 

Contextual Assignment

3.4.a

Evidence of TI-related changes to field experiences and clinical practices, if TI is related to this standard.

Teacher Performance Assessment Handbook

Job-Description Master Clinician

Plan for Full Implementation of Residency Year

University Mentor Job Description

University Mentor Training

Mentor Teacher Training

Residency I Pilot

edTPA

3.4.b

Evidence to support correction of areas for improvement, if any

There were no areas for improvement for this standard.

3.4.c

Criteria for the selection of clinical faculty, which includes both higher education and P–12 school faculty

State policy for selection of clinical faculty (page 48-3-4)

Clinical Teaching Handbook, p. 20-21.

Mentor Teacher Application

University Mentor Job Description

Master Clinician Job Description

3.4.d

Documentation of the preparation of clinical faculty for their roles (e.g., orientation and other meetings/trainings)

Residency I Meeting Agendas

Mentor Teacher Training PowerPoint

University Mentor Training Agenda

University Mentor Training Dates

University Supervisor Training

Clinical Teaching Handbook, p. 20, 23 & 25.

3.4.e

Descriptions of requirements for field experiences and clinical practice in programs for initial and advanced teacher candidates and other school professionals

Field Experiences and Clinical Teaching 2007 – 2011

Field Experiences and Clinical Teaching Ready2Teach

Field Experiences and Clinical Teaching M.A.T. Program

Field Experiences for Advanced Programs

3.4.f

Guidelines for student teaching and internships (e.g., handbooks)

Educ 2100 Syllabus

Educ 3070 Syllabus

Educ 5500 Syllabus

Educ 5501 Syllabus

Educ 4080 Syllabus

Educ 5080 Syllabus

Sped 3000 Syllabus

Educ 4160 Syllabus

Clinical Teaching Handbook 

Clinical Teaching Syllabus

Educational Leadership Internship Requirements

School Counseling Internship Handbook

Reading Specialist Field Experience Requirements

3.4.g

Assessments and scoring rubrics/criteria used in field experiences and clinical practice for initial and advanced teacher candidates and other school professionals (Cross reference as appropriate from assessment available in AIMS or submitted as exhibits in Standard 1)

Milestone Four Portfolios 2007-2013

Clinical Teaching Evaluations 2007 – 2013

TPA Assessments 2011- 2013

Sample Field Study

School Internship Evaluation Summary

Summary Capstone  Project Advanced Studies 2008- 2013

Sample Project Math 5090

Supervisor Evaluation of School Counseling Internship

4.4

Body

Integration of Diversity and Technology  into Curriculum

Summary for Key Assessment for 4160 

Diversity Questions from Exit Survey of Clinical Teachers

Diversity Questions from Clinical Teaching Evaluation

Diversity Questions from Teachers in First Five Years of Teaching

Diversity Questions from Employers – Initial Licensure

Diversity Questions from Employers – Other Professional Personnel

Appendix A

Appendix B

Appendix C

Contextual Piece

Planning Commentary

Assessment Student Work

Assessment Commentary

Providing Feedback

Educ 2100 Key Assessment  (Field Experience)

Student Academic Success Initiative  (SASI) grant

SASI grant Civil Rights

4.4.a

Evidence of TI-related changes in the area of diversity, if TI is related to this standard.

Contextual Piece

Planning Commentary

Assessment Student Work

Assessment Commentary

Providing Feedback

Educ 2100 Key Assessment  (Field Experience)

4.4.b

Evidence to support correction of areas for improvement, if any

The unit had no areas of improvement for this standard.

4.4.c

Changes in curriculum components and experiences that address diversity proficiencies , if any

Educ 4160 Revisions

Rdg 4890 Revisions

Rdg 4050 Revisions

Rdg 4040 Revisions

Byrns Darden Project 

4.4.d

Assessment instruments, scoring guides, and data related to candidates meeting diversity proficiencies, including impact on student learning (These assessments may be included in program review documents or the exhibits for Standard 1. Cross reference as appropriate.)

Diversity Questions from Exit Survey of Clinical Teachers

Diversity Questions from Clinical Teaching Evaluation

Diversity Questions from Teachers in First Five Years of Teaching

Diversity Questions from Employers – Initial Licensure

Diversity Questions from Employers – Other Professional Personnel

Initial Licensure Dispositions

Graduate Dispositions

4.4.e

Data table on faculty demographics.  If not available through PEDS report, see Appendix A for an example.

Appendix A

4.4.f

Data table on candidates demographics. If not available through PEDS report, see Appendix B for an example.

Appendix B

4.4.g

Data table on demographics of P-12 students in schools used for clinical practice. See Appendix C for an example.

Appendix C

Diversity of Placements

Diversity of Placements for Advanced Programs

5.4

Body

Appendix D

Table of University Supervisor Expertise

Review of Mentor Teacher Credentials

On Ground Evaluation for Educational Specialties

On Ground Evaluation for Teaching and Learning

List of Major Awards by Professional Faculty

Ready2Teach Committees

Master Clinician Job Description

Qualifications of Adjunct Faculty 2011-2013

Integration of Diversity and Technology Into the Curriculum

5.4.a

Evidence of TI-related changes in the area of faculty qualifications, if TI is related to this standard.

Ready2Teach Committees

Master Clinician Job Description

5.4.b

Evidence to support correction of areas for improvement, if any

There were no areas of improvement for Standard Five

5.4.c

Data table on faculty qualifications (This table can be compiled in the online template from data submitted for national program reviews or compiled in Excel, Word, or another format and uploaded as an exhibit. See Appendix D for an example.)

Appendix D

5.4.d

Licensure information on school/  clinical faculty (e.g., cooperating/mentor teachers, internships supervisors, etc.) practice) 

State policy for selection of clinical faculty (page 48-3-4)

Mentor Teacher Training

Review of 500 Mentor Teachers 

Licensure Information on University Supervisors

5.4.e

Samples of faculty scholarly activities

Faculty Accomplishments 2007 – 2008

Faculty Accomplishments 2008 – 2009

Faculty Accomplishments 2009 - 2010

Faculty Accomplishments 2010 – 2011

Faculty Accomplishments 2011-2012

Faculty Accomplishments 2012-2013

The Resource File by Dr. Don Luck

Effective Classroom Management:  Strategies and Models for Today’s Teachers by Dr. Carlette Hardin

Examining and Facilitating Reflection to Improve Professional Practice by Dr. Ann Harris, Dr. Benita Bruster, Dr. Barbara Peterson, and Dr. Tammy Shutt

Capturing Change by Dr. Anne Wall, Dr. Carlette Hardin, and Dr. Ann Harris

Civic Education Attitudinal Trends of High School Students Post 9-11 by Dr. Bettie Barrett and Dr. Margaret Dietrich

Using Student Achievement Data in Teacher and Principal Evaluations:  A Policy Study by Dr. Tammy Shutt and Dr. Jody Piro.

Teachers’ Attitudes, Behaviors, and Opinions Related to Social Media Use by Dr. Jeannine Hirtle.

English Teaching:  Practice and Critique by Ms. Tara Alvey 

5.4.f

Sample forms for faculty evaluation and summaries of the results

On Ground Evaluation for Educational Specialties

On Ground Evaluation for Teaching and Learning

Online Evaluation for Educational Specialties

Online Evaluation for Teaching and Learning

Sample On Ground Evaluation Form

Sample Online Evaluation Form 

Sample Reflection of Faculty

5.4.g

Description of opportunities for professional development

Faculty Leadership Program

New Faculty Orientation Workshops

Center for Teaching and Learning Workshops

Problem-Based Learning Workshop

Center for Extended Education Workshops

5.4.h

APSU Teacher Education Recruitment Plan

Recruitment Flyer – Advanced Programs

College of Education Budgets 2007-2013

Ready2Teach Budget

Delaware Cost Study Comparison Information

Supervisory Loads for University Mentors

Picture – Claxton

First Floor of Claxton

Second Floor of Claxton

6.4

Body

6.4.a


Qualifications of Adjunct Faculty 2011-2013

Evidence of TI-related changes in the area of unit leadership and resources, if TI is related to this standard.

Ready2Teach Budget 

6.4.b

Evidence to support correction of areas for improvement, if any

Faculty load 2007- 2008

Faculty load 2008 -2009

Faculty load 2009 - 2010

Faculty load 2010 – 2011

Faculty load 2011 – 2012

Faculty Loads 2012-2013

Faculty Loads Fall 2013

Faculty Accomplishments 2007 – 2008

Faculty Accomplishments 2008 – 2009

Faculty Accomplishments 2009 - 2010

Faculty Accomplishments 2010 - 2011

Faculty Accomplishments 2011-2012

Faculty Accomplishments 2012-2013

6.4.c

Organizational chart and/or description of the unit governance structure

University Organizational Chart

College of Education Organizational Chart

Teacher Education Council 

6.4.d

Candidate recruitment and admission policies

APSU Teacher Education Recruitment Plan

APSU Initial Licensure Milestone Review

APSU Graduate Milestone Review 

6.4.e

Unit budget, with provisions for assessment, technology, and professional development and in comparison to units with clinical components on campus or similar units at other campuses.

College of Education Budgets 2007-2013

Delaware Cost Study Comparison Information 

6.4.f

Faculty workload policies  and summaries of faculty workloads

University Faculty Instructional Workload Policy

Faculty load 2007- 2008

Faculty load 2008 -2009

Faculty load 2009 - 2010

Faculty load 2010 – 2011

Faculty load 2011 – 2012

Faculty Loads 2012- 2013

Faculty Loads 2013

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