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5.1 The provider’s quality assurance system is comprised of multiple measures that can monitor
candidate progress, completer achievements, and provider operational effectiveness.
Evidence demonstrates that the provider satisfies all CAEP standards. DEVELOPED
The Education Studies Program (EDS) at Berea College has a coordinated and comprehensive system in
place to ensure that teacher preparation graduates candidates who are compassionate, effective, and
dedicated to children and youth. While the most significant elements of this system are formalized, some
of the aspects are still in the design stage and will be implemented before the 2017/2018 Academic Year.
Measures for Candidate Progress
The Quality Assurance System tracks candidate progress from pre-admission through completion and are
outlined in Table 1. A guide for candidates is found in Table 2 that provides information regarding all
EPP-wide assessments, their purpose, when they occur, and what is being evaluated. Candidates must
satisfy all criteria in one stage to progress to the following stage. In instances where candidates are found
to have insufficient performance on a criterion, college faculty support candidates via a Teacher
Candidate Support Team (see Teacher Candidate Support Team Policy) to provide remediation where
available. The Teacher Candidate Support Team (TCST) sets specific goals and time frames for
improvement that a candidate must meet in order to remain in their program. Candidates are free to not
proceed with a TCST and leave the teacher education program. Candidates choosing to proceed in a
remediation process with the TCST must satisfy the identified goals within the timeline set forth. In cases
where candidates do not meet the identified goals, the TCST will recommend to the Teacher Education
Committee (TEC) that the candidate be removed from the Teacher Education Program. All Teacher
Candidate Support Team referrals will be tracked as data points for EPP improvement.
Pre-Admission
Candidates must successfully pass the two foundational courses with the grades specified in Table 1. An
initial statewide criminal background check is completed with candidates’ consent. Coursework includes
visits to area schools and required clinical field experiences. Candidates are evaluated on their beginning
professionalism and dispositions related to the clinical experiences. Candidates complete a signature
assignment where they reflect on their clinical experiences, what they have learned about the profession,
and if they see themselves as a future educator.
Application to Teacher Education Program (TEP)
Candidates typically apply to a teacher education program during the second semester of their sophomore
year. For admission to teacher education, candidates must have an overall grade point average (GPA) of
2.75 or 3.0 in the last 30 credits earned. A pre-determined grade in the first two EDS courses must be
earned. Prior to admission, candidates must have taken and passed the Praxis I exam as determined by the
Kentucky Education Professional Standards Board. They write an essay to present their arguments as to
why they want to become a teacher. They give evidence that teaching is the best profession to use their
talents, to have a meaningful life, and to engage their passions. In reading the essays, the Education
faculty are reading in part to learn if candidates have a beginning, but realistic understanding of the many
challenges, yet deep rewards of the profession. Candidates submit two recommendations from faculty
outside of Education Studies. Candidates are also interviewed by several members of the Teacher
Education Committee (TEC). Candidates commit themselves to abide by the Kentucky Code of Ethics.
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Program Progression Upon formal admission to a teacher education program, candidates collaborate with their Education
advisor to draw up a formal Professional Growth Plan I (PGP I). This plan, written with and
supervised/approved by the advisor, is a tool to launch the candidate on independent and lifelong
professional growth and development after the end of formal education. The PGP I considers Danielson’s
Framework for Teaching and the four domains: Planning & Preparation, Classroom Environment,
Instruction, and Professional Responsibilities. The candidate and the advisor map out a plan for the
candidate to take charge of learning and preparation for becoming an effective teacher, thereby laying a
foundation for planning future growth and career development as a professional educator.
While in the program, candidates continue to take courses that present the Kentucky Core Academic
Standards, the Specialized Professional Associations (SPA) Standards, and the Common Core Standards
interwoven into content and pedagogy. Candidates are challenged to increase their knowledge base, to
develop/practice skills in the classroom and in the clinical field setting. EPP courses have signature
assignments linked to Education Studies Learning Outcomes. Candidates learn to assess student learning,
and reflect on their own learning, while learning about the profession of education. Additionally,
candidates are asked to remain cognizant of their dispositions in the college classroom as well as in the
clinical field setting. Candidates are evaluated by college and clinical faculty on academic performance,
professionalism, skill development, application of theory in practice, and dispositions
Candidates review and discuss professionalism, confidentiality, and the Code of Ethics in all classes
containing clinical field experiences. Kentucky Education Professional Standards Board requires all
candidates to complete 200 hours of clinical field experiences prior to student teaching. The clinical work
is embedded into the content and methods courses and evaluated by the clinical faculty and the classroom
instructor. Candidates are expected to write reflections on clinical experiences and time is allotted for in
class debriefings. When time permits, candidates talk with classroom teachers during planning periods
about the teacher’s philosophy, methods, techniques and approaches to classroom practices. Both
candidates and college supervisors complete surveys on selected clinical experiences to gain critical
feedback on both placement sites and mentor teachers.
Application to Student Teaching
To be considered for student teaching, candidates must maintain 2.75 GPA in course work and 2.5 in
major, specialization, collateral and EDS courses. At this point a federal background check is completed.
Candidates submit a philosophy statement demonstrating their developed prospective on the field of
teaching. Candidates plan and teach two contiguous lessons, which are observed by Education Studies
faculty members. The mentor teacher evaluates the candidate’s readiness for Student Teaching. The
candidate must also submit faculty recommendations that indicate they have the requisite content
knowledge to enter student teaching. At Application to Student Teaching the candidate must formally
defend that they have made satisfactory progress on their PGP I and then prepare a revised Professional
Growth Plan (PGP II) for continued focused and intensive learning/work during the student teaching
semester. The advisor will work with the candidate to prepare the PGP II and the candidate will work
with the Cooperating Teacher to monitor success during that semester of student teaching.
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Student Teaching
Student Teachers are evaluated by both their Cooperating Teachers and College Supervisor using the
Kentucky Framework for Teaching. The Cooperating Teacher evaluates the candidate at the mid-point
and end of the placement. The College Supervisor evaluates the candidate at the end of the student
teaching experience. Candidates must receive a score of 2 or better in all areas to complete student
teaching. Upon completion of the student teaching experience candidates submit a comprehensive
portfolio of their work including 1) a Teacher Work Sample, 2) a personal statement detailing the
philosophy of teaching and 3) a revised Professional Growth Plan for the candidates’ first year of
teaching. Additionally, both the candidate and college supervisor complete surveys on each placement
that provide detailed feedback on the quality of the clinical instructor and the placement at large. These
surveys inform retention and recruitment of clinical instructors and sites, as well as professional
development opportunities for K-12 teachers in support of high quality clinical placements.
Induction
Once completers are in the field as in-service teachers, the EDS Program sends out surveys to both
completers and their employers. The Completer Satisfaction Survey is meant to gauge how the completer
perceives the quality of preparation received at Berea College. The purpose of the Employer Survey is to
gauge how well employers feel Berea College prepared candidates to be quality teachers in the context of
their own schools and school districts. Completer case studies will be used to determine the impact of the
Berea College Teacher Education Program on the P-12 students of program completers.
Table 1: Berea College Education Program Quality Assurance System
Stages of Program Criteria
Pre-Admission 1. Candidates enroll in two courses prior to formal admission to a
program:
a. EDS 150 Introduction to Education, and
b. EDS 227 Child Development and School Structure (P-5), or
EDS 228 Adolescent Development and School Structure
(Middle Grades and Secondary Programs), and
c. equivalent in Music / Health and Human Performance
2. Statewide criminal background check is completed
3. Clinical field experience evaluation
4. Signature assignment, reflection on early clinical field experiences
5. Candidates sign a statement that they will abide by the Kentucky
Education Professional Standards Board's Code of Ethics for
Kentucky Educators
Application to
Teacher Education
Program (TEP)
1. Overall GPA of 2.75 (or 3.0 in last 30 credits)
2. Earned C or better in EDS 150
3. Earned B- or better in EDS 227/228 (equivalent)
4. Praxis I: Core Academic Skill for Educators Exam
a. Reading score – 156
b. Writing score – 162
c. Mathematics score – 150
5. “Why I Want to Teach” essay
6. Submit two college faculty recommendations (outside of Education
Studies)
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7. Interviewed by the members of Teacher Education Committee
Program Progression 1. Candidate develops the Professional Growth Plan I (PGP I)
a. Based on Danielson’s Framework for Teaching
b. Education advisor approves plan
c. Candidate demonstrates progress on this PGP I prior to
Student Teaching.
d. To be reviewed at Application to Student Teaching
2. Candidate completes the teacher preparation curriculum
a. Curriculum meets Kentucky Core Academic Standards
b. Curriculum meets Specialized Professional Associations
Standards
c. Curriculum meets Common Core Standards
3. Signature assignments linked to EDS Learning Outcomes
a. For example: lesson and unit planning
4. Candidate surveys on clinical experience.
5. Supervising faculty surveys on clinical experiences.
6. Candidate completes 200 hours of clinical field experiences
a. Candidates review Kentucky Code of Ethics
b. Candidates reflect on clinical experiences
c. Candidates are evaluated on their clinical field experiences
Application to
Student Teaching
1. Candidate must maintain 2.75 GPA in course work and 2.5 in major,
specialization, collateral and EDS courses.
2. Candidate undergoes a federal background check.
3. Candidate writes a philosophy statement.
4. Candidate updates their professional resume.
5. Candidate plans and teaches two contiguous lessons that
are observed by Educations Studies faculty in their final clinical field
placement
6. Candidate submits faculty recommendations from college faculty,
Education Studies faculty and content area program faculty.
7. Review and assess success of PGP I
a. Review and assert success of PGP I.
b. Reviewed with the advisor c. Prepare PGP II for Student Teaching semester.
8. Prepare PGP II for Student Teaching semester, reviewed with the
advisor
Student Teaching 1. Cooperating Teacher observation evaluation
2. Faculty observation evaluation
3. Teacher Work Sample
4. Philosophy Statement
5. PGP III
6. Candidate surveys on clinical experience.
7. Supervising faculty surveys on clinical experiences.
Induction 1. Completer satisfaction survey
2. Employer survey
3. Completer case studies, including
o P-12 student voice surveys on the completer
4. Evidence of student growth, gathered by the completer.
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Note: On all rubrics, a score of 2 or better in all areas is required for satisfactory completion.
Table 2: Berea College Teacher Education Programs Key Assessments: Candidate Guide
Teacher Certification Program Assessments Key Assessment When does this
occur? What is
involved? What does this
evaluate? Why is this used?
Key 1: Praxis I
3rd Term. After
completing practice
tests, sign up for
tutoring if needed to
prepare for Praxis I.
Standardized national
test from Educational
Testing Service.
Students often travel
to Lexington to take a
computerized test in a
secure testing facility.
Very similar to the
ACT/SAT tests.
Basic knowledge that
was learned in high
school as required by
Kentucky Education
Professional Standards
Board (EPSB).
Required by the state
of Kentucky. EDS
faculty believes that
good teachers come
from a wide range of
academic
backgrounds.
Key 2: Application to
Teacher
Education
Program (TEP)
4th Term. After
completing EDS 150
Intro to Education and
EDS 227/228 Child &
Adolescent
Development
(or equivalents in
MUS and HHP).
“Why I want to teach
essay”
Professional Resume
Face to face interview
with Teacher
Education Committee
(TEC) members
Recommendations
Note:
A criminal
background check is
conducted
Required GPA 2.75 or
3.0 in last two years of
coursework
Establishes a baseline
of candidate’s
knowledge and
understanding in the
field of education and
their desire to become
an educator. Areas of
strengths and areas for
growth are identified
and a professional
growth plan is
established with EDS
advisor.
Provides a reflective
process for candidates
to deeply consider if
teaching is a good fit
for them. Allows the
EDS faculty to
identify candidates
who might need
additional support to
achieve their goal to
become a competent
educator.
Key 3:
Professional
Growth Plan I
(PGP I) Progress Review
6th Term. Candidate
meets with EDS
advisor to review
Professional Growth
Plan I to assess
progress.
Candidate and advisor
engage in a face to
face meeting to review
PGP I and overall
progress. If there are
any concerns, a
Candidate Support
Team referral is
indicated.
Progress of the
Professional Growth
Plan I and teacher
dispositions. Also, a
formal check that the
teacher candidate has
the support needed to
be successful and that
there are no referrals
pending.
Formal check that the
candidate is in good
standing, that progress
is being made in all
areas, that the student
is progressing, and
that no candidate is
overlooked.
Key 4: Clinical Practice
Review
7th or 8th Term.
Candidate meets with
faculty in EDS 330
Extended School
Experience, EDS 479
Methods III: Learning
& Assessment, or
EDS 440 Integrated
Curriculum III to
review all clinical
experiences.
Candidate and faculty
engage in a face to
face meeting to assess
strengths and areas for
growth during
intensive pre-
professional term.
There is also an
emphasis on
dispositions, and
professional
behaviors.
Progress over time of
candidate’s growth in
the classroom of skill
in instruction,
pedagogy, and display
of teacher
dispositions.
To ensure that the
candidate enters the
pre-professional term
with focused goals for
learning. The pre-
professional term is an
important incremental
step in the candidate
gaining confidence in
taking on the
responsibility for
whole class
instruction.
Key 5: Praxis II
8th Term. Prior to the
start of student
teaching. Must be
completed soon after
Again, a standardized
national test from
Educational Testing
Service. Students
Content and pedagogy
knowledge learned
from course work and
clinical field
Required by
Kentucky. Candidates
have gained this
knowledge from
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the conclusion of
student teaching. often travel to
Lexington to take a
computerized test in a
secure testing facility.
Very similar to the
ACT/SAT tests.
Allows for reciprocal
state licensure.
experiences. As well
as professional
knowledge including
leadership, inclusion,
adaption, and ethical
behaviors and
educational theories.
multiple sources,
including self-study. It
is important that
candidates take
individual
responsibility for
learning what they
will need to know to
teach well.
Key 6:
Application to
Student Teaching
8th Term. During the
pre-professional term.
Candidates are
engaged in an
intensive clinical field
experience during this
term.
Two Lesson Plans
(observed)
Professional Growth
Plan II
Recommendations
Note:
A federal background
check is conducted
Required GPA 2.5 in
EDS coursework
Candidate’s ability to
plan, to integrate
content, to assess
student learning, their
understanding of goals
and standards.
To ensure that
candidates are
evaluated from
multiple perspectives.
Allows the candidate
to demonstrate
readiness for student
teaching by providing
evidence from
multiple sources.
Key 7: Student
Teaching
Evaluation
9th Term. During
student teaching.
Candidates are given a
mid-term and a final
evaluation by the
Cooperating Teacher
that factors into their
final course grade.
Candidate is evaluated by
the Cooperating Teacher at
the student teaching
placement location. Most
supervisors will sit down
with the candidate and talk
over the evaluation to help
the candidate to grow and
improve over the span of
time.
Candidates overall
content knowledge,
instructional skill, and
professional
dispositions to teach.
Candidates
demonstrate they are
ready to work in a
school environment,
and they demonstrate
maturity to handle the
multiple demands of
the profession.
At a crucial point, the
perspective of a
practicing teacher who
has spent a significant
amount of time
working with the
candidate provides a
professional opinion if
the candidate is ready
to become a teacher.
Key 8: Exit
Portfolio
9th Term. At the
conclusion of student
teaching. The Exit
Portfolio is evaluated
by the college faculty
and is factored into
their Seminar grade.
Philosophy Statement
Resume
Teacher Work Sample
(TWS)
Note:
For the TWS the candidate
collects students’ work and
analyzes student learning.
Teacher Work Sample
Research (TWS)
Project. The TWS
demonstrates the
candidates’ skill and
ability to alter lessons
based on data
collected from own
instruction.
Prepares the candidate
to move on to the next
stage of their career,
employment. The
TWS, allows the
candidate to
demonstrate they are
knowledgeable about
how to evaluate
student learning.
5.2 The provider’s quality assurance system relies on relevant, verifiable, representative,
cumulative and actionable measures, and produces empirical evidence that interpretations of
data are valid and consistent. UNDEVELOPED
All assessments in the Quality Assurance System have been completely rewritten in the last two years or
are under revision in the 16/17 academic year. We are therefore in the beginning stages of establishing
validity and reliability on our assessments. Thus far we have conducted a preliminary Q sort with our
Community of Teachers faculty to establish assessment items relevant to constructs we are attempting to
measure. We anticipate future studies in the 16/17 and 17/18 academic years to provide further evidence
of validity.
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Furthermore, the faculty have begun calibration sessions in an attempt to improve interrater reliability on
all assessments. These sessions involve faculty and clinical teachers independently scoring a common
artifact. In areas where significant disagreement is found, the faculty discuss discrepancies in order to
converge on a shared understanding of how to use each rubric. This process will be repeated until
satisfactory interrater reliability is reached.
5.3 The provider regularly and systematically assesses performance against its goals and
relevant standards, tracks results over time, tests innovations and the effects of selection
criteria on subsequent progress and completion, and uses results to improve program
elements and processes. IN DEVELOPMENT
The EDS program assesses candidate performance against its goals and relevant standards throughout the
program in the stages outlined in Table 1.
The EDS program assesses all program goals, student learning outcomes (see Appendix A), and relevant
standards embedded within EPP assessments as delineated by Table 1 (Table 2 makes the same
information accessible to teacher candidates). Data from each assessment is housed in the EDS Data
Dashboard and reviewed by EDS faculty, the Community of Teachers (COT), and the Teacher Education
Committee (TEC) to determine program revisions, innovations, and direction. Following is a description
of both the COT and the TEC:
Community of Teachers (COT):
This community is a collaboration between EDS faculty and teachers and administrators in partner K-12
schools. It’s purpose it to ensure that the Education Studies Program provides relevant curriculum and
assessments to measure candidate progress and its impact on students. Most specifically, the COT is
meant to help bridge the gap between the Educator Preparation Provider (EPP) and the school. This
community is made up of well-qualified teachers throughout the region who:
Are recognized as good teachers in their school;
Are comfortable in their own teaching practice;
Are able to reflect upon Berea College’s mission and the Education Studies Program
philosophical framework; and who
Are willing to collaborate with other professionals to create and deliver a curriculum of
foundational teaching skills.
The Community of Teachers’ primary charges are:
To assist the unit in developing and refining valid and reliable assessments that measure
candidate quality.
To review assessment data and make subsequent recommendations for curricular improvements.
To co-construct mutually beneficial clinical partnerships and experiences, per CAEP standard 2.1
and 2.3.
To determine and refine criteria for the recruitment, retention and professional development of
clinical faculty per CAEP standard 2.2
Teacher Education Committee (TEC):
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The Teacher Education Committee engages in curriculum development, selects students for the Teacher
Education Program, and provides a liaison between that program and the rest of the campus. Departments
involved in teacher preparation submit curricular proposals affecting teacher education to the Committee,
which reviews and refines them in light of institutional circumstances and certification requirements of
Kentucky’s Education Professional Standards Board. Proposals approved by the Committee are
forwarded to the Academic Program Council for consideration and action. The Committee, assisted by
representatives of programs with teacher preparation curricula, also screens students applying to Student
Teaching.
Composition of the Committee is designed to meet institutional needs and expectations of the Education
Professional Standards Board. Thirteen members make up the Committee: four members of the College
Faculty Assembly from programs with teacher education curricula (excluding the Education Studies
Program) to be elected by the College Faculty Assembly; the Chair of the Education Studies Program; a
second member of the Education Studies Program appointed by the Chair of the Education Studies
Program; the Dean of Curriculum and Student Learning; a school administrator selected by TEC; three
school teachers representing elementary, middle, and high school grades selected by TEC; a student of
elementary education; and a student of secondary education. When meeting to select teacher education
candidates, the Committee must invite attendance of appropriate representatives of those programs with
teacher education curricula which do not also have direct representation on the Teacher Education
Committee. Faculty members elected to the Teacher Education Committee serve three-year terms.
We have begun to include campus faculty in providing feedback on teacher candidate dispositions
demonstrated outside of teacher education courses. Beginning in the 2015/2016 academic year,
candidates must interview with members of the TEC as a requirement for admission to the TEP.
Data exist (or are expected to exist) for the time spans listed in the table below. For all assessments, a
single data cycle is one academic year. In the case where data are collected each semester, data are
aggregated across academic year to provide sufficient sample sizes.
Table 3: Assessment Cycles
Assessment First data cycle
Early Clinical Work
Observation Assessment 2017/2018
Observation Reflection 2017/2018
Application to Teacher Education Program
Why I want to Teach Essay 2015/2016
Resume 2015/2016
Interview 2015/2016
Faculty Recommendations 2015/2016
GPA 2010/2011
Praxis CASE 2014/2015
Professional Growth Plan I 2016/2017
Intermediate Clinical Work
Lesson Plan signature assignment *2014/2015
Observation Assessment 2017/2018
Application to Student Teaching
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Unit Plan 2016/2017
Philosophy Statement 2016/2017
Professional Growth Plan II 2016/2017
Faculty Recommendations 2016/2017
Resume 2016/2017
Exit from Student Teaching
Teacher Work Sample 2016/2017
Professional Growth Plan III 2016/2017
Updated Philosophy Statement 2016/2017
Updated Resume 2016/2017
* This assessment was put on hiatus until its full revision and will be implemented again in 2017/2018.
5.4 Measures of completer impact, including available outcome data on P-12 student growth,
are summarized, externally benchmarked, analyzed, shared widely, and acted upon in
decision-making related to programs, resource allocation, and future direction.
UNDEVELOPED
Per state law, Berea College does not have access to K-12 student performance data from standardized
tests. However, we do plan to design via case studies that would allow us to get a better picture of the
impact that our teacher candidates have on P-12 student growth. We will seek out benchmark institutions
to gauge what they are doing so that we can work to ensure higher program quality. Once we have the
results of this work, we will work with our stakeholders to develop a way to track, evaluate, and report the
impact candidates have on P-12 student academic achievement.
5.5 The provider assures that appropriate stakeholders, including alumni, employers,
practitioners, school and community partners, and others defined by the provider, are involved
in program evaluation, improvement, and identification of models of excellence.
IN DEVELOPMENT
As mentioned previously, the COT and the TEC are integral partners in the work that we do in curriculum
development, data review, and program improvement. The stakeholders involved in this process include
Arts and Sciences faculty, clinical faculty, administrators in the field, current students, and EDS faculty
members. The Stakeholder Work Flow functions as follows (see also Figure 1):
Stakeholders Review/Give Input on Current Curriculum and Assessments.
Data from Assessments are Analyzed by all Stakeholders
Stakeholders Review Data and Make Decisions about Program Improvement
The EDS program assesses all program goals, student learning outcomes, and relevant standards
embedded within EPP assessments as delineated by Table 1 (Table 2 makes the same information
accessible to teacher candidates). Data from each assessment is housed in the EDS Data Dashboard and
reviewed by EDS faculty, the Community of Teachers (COT), and the Teacher Education Committee
(TEC) to determine program revisions, innovations, and direction.
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Figure 1: Stakeholder Work Flow
Standard 1: Content and Pedagogical Knowledge
a) Assessments aligned with performance standards (SPA, KTS, InTASC, etc.
IN DEVELOPMENT
All assessments in the Quality Assurance System have been developed or adopted to align with all
relevant standards. Valid standards alignment is established on EPP developed assessments using a Q sort
and Lawshee methodology in collaboration with our Community of Teachers.
Because all of our assessment instruments are shared across all programs, additional instrumentation is
required to assess candidates' achievement in SPA standards. To address this, each program will
incorporate a rubric specific to their SPA standards to ensure candidates are sufficiently progressing in
their content area.
b) Monitoring/Assessing at appropriate progression levels as defined by InTASC
IN DEVELOPMENT
All assessments have been tagged with all relevant standards to include KTS, Charlotte Danielson’s
Framework for Teaching Standards, and InTASC Standards. Criteria for entry, progression and exit are
outlined in Table 1, and the Teacher Candidate Support Team Policy.
At the end of each academic year, the faculty from the Teacher Education Program and members of the
Community of Teachers will convene a multi-day retreat to assess the impact of the program on our
candidates and the K-12 students they serve. One of the agenda items of this retreat will be to examine
how our candidates perform against the SPA, InTASC and KTS standards. From this inquiry, actions for
Stakeholders Review/Give
Input on Current Curriculum and
Assessments
Data from Assessments are Analyzed by all Stakeholders
Stakeholders Review Data and Make Decisions about Program Improvement
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improvement will be implemented which could include changes to curriculum, clinical placements, or
policy for admission, progression and exit.
Standard 2: Clinical Partnerships and Practice
a) Process/Procedures are defined to demonstrate the co-construction of clinical experiences
IN DEVELOPMENT
The COT will collaborate with Education Studies and content area faculty to create and refine quality
clinical experiences. The COT will consider data from numerous assessments originating from
candidates, clinical faculty and supervising faculty. These assessments will include:
candidate observation from both supervising faculty and clinical faculty
candidate surveys on clinical experiences
clinical faculty surveys
Supervising faculty surveys
These assessments will be used to determine the quality of clinical placements as well as shape decisions
surrounding the improvement of placements and retention of clinical partners. The COT will consider
placement assessment data as well as input from its members in shaping professional development
opportunities aimed at providing high quality clinical placements for candidates.
The COT and Teacher Education faculty will identify appropriate experiences and expectations for
clinical experiences at each level of candidate progress in each program. This will ensure that candidates
encounter developmentally appropriate experiences, numerous methodologies (including technology
based) and a diversity of K-12 students. Through the progression of a program, placements will
progressively grow in duration, candidate responsibility and depth of K-12 student interaction.
Observation based assessments based on the Charlotte Danielson Framework will be conducted at regular
key points of a candidate’s progression. The COT will collaborate with the TEP to determine minimally
acceptable performance expectations at each of these points and shape policy on how low achieving
candidates are remediated and retained.
b) Identified expectations for entry, preparation, and exit DEVELOPED
All expectations for entry, preparation and exit are outlined in Table 1.
c) Process with multiple indicators (including technology-based applications) that establishes,
maintains, and refines criteria for clinical educators (selection, PD, evaluation, continuous
improvement, retention) DEVELOPED
The Community of Teachers, in collaboration with the Teacher Education Program faculty, determine
criteria for clinical educators which include:
For Cooperating Teachers, the criteria stipulated in 16 KAR 5:040.
For Mentor Teachers: must possess or demonstrate the following:
o A valid teaching certificate or license for each grade and subject taught
o State-required trainings
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o Effective classroom management techniques that promote an environment conducive to
learning;
o Best practices for the delivery of instruction;
o Mastery of the content knowledge or subject matter being taught;
o Aptitude and ability to contribute to the mentoring and development of a preservice
educator;
o Usage of multiple forms of assessment to inform instruction; and
o Creation of learning communities that value and build upon students’ diverse backgrounds.
Each year, the COT reviews the above criteria, candidate performance data, and surveys from candidates
and college supervisors to make recommendation for changes to improve quality clinical placements. The
EDS Data Dashboard will house all data on clinical placements, educators and sites as well as related
surveys from candidates and college faculty.
d) Experiences structured to include sufficient depth, breadth, diversity, coherence, and duration and
technology-enhanced learning opportunities. Experiences include multiple performance
assessments at key points to demonstrate candidate development that are associated with a
positive impact on P-12 learning and development. UNDEVELOPED
Experiences on campus and in the field are meant to provide teacher candidates with a variety of practices
that allow candidates to explore specific methods, strategies, and techniques. These experiences are
designed to build upon one another contiguously so that breadth and coherence are addressed in an
authentic and purposeful way. The diversity of experiences is reflected in geographical locations, grade
levels, and students with whom candidates work. One of the most diverse experiences takes place during
the internship course that occurs during the summer and in a location unfamiliar to the candidate. The
internship is an eight week experience and is designed for candidates to fully immerse themselves by both
living and working with the community they serve. In addition, we are in the beginning stages of adding
an Educational Technology course to all our certification programs so that teacher candidates explore the
use of technology in a consistent manner.
Per state law, Berea College does not have access to K-12 student performance data from standardized
tests. Considering this, we will conduct case studies of recent completers to allow us to track completer
impact of P-12 student growth. We will seek out benchmark institutions to gauge what they are doing so
that we can work to ensure higher program quality. Once we have the results of this work, we will work
with our stakeholders to develop a way to track, evaluate, and report the impact candidates have on P-12
student academic achievement.
Standard 3: Candidate Quality, Recruitment, and Selectivity
a) Identifies plans and goals to recruit and support high-quality candidates from a range of
backgrounds and diverse populations. IN DEVELOPMENT
Recruitment Off Campus Plan:
The EDS Program will work more closely with our admissions office to ensure that we are on track with
planning recruitment around admissions cycles and territories. We will also review the materials used by
the admissions office that are used to recruit prospective teacher candidates. We have gone through a
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review of video materials used to recruit and are now working on brochures. In addition, we will work
with marketing for the college to design specific recruitment materials that admissions can use specific to
demographic groups. Someone in the admissions office will be designated as a point person for
Education who can answer questions about teacher certification in the state of Kentucky as well as
reciprocity for licensure in other states.
On Campus Plan:
Students who are already admitted to Berea College go through an orientation in the fall for all incoming
freshmen to introduce them to teacher education on the Berea College campus. The orientation events are
held in the fall before students must go through the process of declaring a major. In addition, we plan to
begin sending Teacher Education ambassadors (juniors and seniors who are teacher candidates) to all of
the required freshmen writing classes. We will also post student-made Public Service Announcements
(PSAs) on our internal campus-wide TV Channel. Information tables in high traffic areas will be posted
with information at the beginning of each semester.
Building partnerships with content area faculty on campus with purpose and thoughtful action toward
recruiting high quality teachers will be a new focus. We are working with on-campus faculty to
review/refresh curricula while also reviewing specialty standards to create contracts that ensure the EDS
and the content areas are monitoring the content and pedagogical knowledge of all teacher candidates
particularly in P-12 and secondary programs.
Community Recruitment:
We will work with Future Educators of America (FEA) clubs at local schools in Madison County. We
will contribute teachers to our region and strengthen our commonwealth by allowing students to come to
our school, sit in our classes, meet with professors, and spend time with current students.
b) Identifies admission requirements (in compliance with EPSB regulations); gathers data to monitor
applicants and candidates (2.75 GPA for all; 3.0 GPA for cohort); group average performance on
CASE/GRE. IN DEVELOPMENT
Berea College identifies and makes public admission requirements that adhere to EPSB regulations. Data
relevant to admissions requirements are gathered and housed in the EDS Data Dashboard. Data from the
Dashboard are gathered in order to compute and report the information on admission requirements and
group average performance on the CASE. Data will be used beginning spring of 2017 to track cohorts of
candidates to ensure that each cohort meets the 3.0 required GPA.
c) Identifies and monitors attributes and dispositions beyond academic ability at admission and
during the program; ensures reliability and validity of measures for these attributes and
dispositions; reports data to show academic and non-academic factors which predict candidate
performance as a teacher. IN DEVELOPMENT
The EDS Program has a dispositions repository that delineates all dispositions measured at various points
in a teacher candidate’s progression through their certification program. These dispositions are derived
from the InTASC standards.
The EDS Program measures dispositions and at various stages of the program (Application to TEP,
Application to Student Teaching, and exit from the program):
Application to Teacher Education Program
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At Application to the TEP, dispositions are measured through an interview with the TEC and two faculty
recommendations. Those dispositions and all other materials are reviewed initially by two faculty
members who make a recommendation for admission. Once the recommendation is made, the TEC
reviews dispositions and all materials and can render one of four decisions:
1. Admission to the TEP;
2. Admission to the TEP with concerns;
3. Rejection to the TEP with the possibility of reapplication;
4. Rejection to the TEP without the possibility of reapplication based on serious dispositional
concerns.
In the case of outcomes 2, concerns about the candidate are forwarded to the candidate’s advisor. The
advisor then assembles a Teacher Candidate Support Team (TCST) to address these concerns (see Policy
on the TCST in Appendix B). Additionally, a Professional Growth Plan (PGP) Level I (see Tables 1 and
2) is created in conjunction with a faculty advisor. This plan allows candidates to identify areas for
improvement that must be made to become successful teachers. Candidates must declare areas of growth
from the four domains in Charlotte Danielson’s Framework for Teaching (2011)
Domain 1: Planning and Preparation
Domain 2: The Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
Application to Student Teaching
At Application to Student Teaching, dispositions are measured through two faculty recommendations and
a Professional Growth Plan Level II (see Tables 1 and 2). At this level, the PGP focuses on more concrete
delineations of professional practice in the classroom that are also based on Charlotte Danielson’s
Framework for Teaching (2011). In addition, the candidate must demonstrate that they have addressed the
Level I PGP goals successfully.
d) Criteria for program progression identified IN DEVELOPMENT
All criteria for program admission, progression and completion are delineated in Table 1.
e) Assessments demonstrate candidate ability to teach CCR standards IN DEVELOPMENT
All of the EPP-wide and course signature assessments in the EDS Program at Berea College are linked to
the InTASC standards which are directly correlated to the Kentucky Teacher college and career ready
standards. The EPP-wide and course signature assessments that are designed to ensure that candidates
can teach CCR standards as they relate to the InTASC standards include: 1) Contiguous lessons in the
Application to Student Teaching, 2) the Teacher Work Sample within the Exit Portfolio, 3) Student
Teaching Evaluation, and 4) Lesson and Unit Plans that are course signature assignments.
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f) Documentation of high standard for candidates’ content knowledge, pedagogical knowledge and
skills for positive impact on P-12 learning IN DEVELOPMENT
EDS candidates demonstrate a high standard for content knowledge, pedagogical knowledge and skills for
positive impact on P-12 learning in several ways. Candidates must demonstrate content knowledge and
pedagogical knowledge by developing lesson and unit planning in various required courses. Additionally,
passing the appropriate Praxis content area exams is required for demonstrating content knowledge in
respective content areas. Finally, candidates are required to provide evidence of positive impact in P-12
contexts in post-instructional assessment data analysis and results in various teaching opportunities during
required methods courses and student teaching. The student teaching experience includes the
development and implementation of a Teacher Work Sample (TWS), which demonstrates positive impact
for P-12 learners over a minimum time period of two weeks. Should data analysis of student work in the
TWS demonstrate a lesson than positive impact candidates must reteach and reanalyze student work until
positive impact is demonstrated. All EDS assessment rubrics align with InTASC and the Charlotte
Danielson framework.
g) Ensures candidate understanding of profession, code of ethics and professional standards,
relevant laws and policies. UNDEVELOPED
The EDS Program plans to include curriculum and assessment of candidate understanding of the teaching
profession, ethical conduct within the teaching profession along with professional standards as well as
relevant laws and policies surrounding the teaching practice. At the Elementary, Middle Grades and
Secondary levels, this standard will be addressed in Methods I, II, and III courses for each respective
program.
Standard 4: Program Impact
a) Plan for/Evidence collected that demonstrates impact on P-12 student learning: includes
multiple measures IN DEVELOPMENT
The EDS Program demonstrates evidence of P-12 student learning impact via case studies that will be
conducted with recent completers. The COT will collaborate with EDS faculty to design these case
studies, identify completers to participate, analyze and report results, and refine methodology based on
initial findings. In addition, we will be conducting P-12 student surveys to gather some of this evidence.
(We will follow an IRB process to accomplish this)
b) Identified indicators of teaching effectiveness: includes observation instruments
UNDEVELOPED
The EDS Program will request that completers submit their K-TIP evaluations.
c) Identified evidence of Satisfaction: includes methods for obtaining student feedback,
completer feedback, and employer feedback IN DEVELOPMENT
The following instruments will be used to assess evidence of satisfaction in recent completer
progression:
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1. Completer satisfaction survey, measuring how well EDS prepared the completer for their first
year of teaching.
2. Employer satisfaction survey, measuring the same.
3. Completer case studies, including:
P-12 student voice surveys on the completer and how they affect the P-12 student’s growth.
Evidence of student growth, gathered by the completer.
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Appendix A: Education Studies Program Goals and Learning Outcomes
Learning Goal 1: Effective teacher candidates have high expectations for all learners and implement
developmentally appropriate, challenging learning experiences by differentiating instruction to meet
student needs.
Learning Outcome 1.1: Teacher candidates demonstrate professional knowledge of human
development (i.e. cognitive, linguistic, social, emotional, and physical development) to
understand how learning occurs and implement appropriate instructional practices.
Learning Outcome 1.2: Teacher candidates demonstrate in planning and implementation that
learners are individuals who bring differing personal and family backgrounds, skills, abilities,
perspectives, talents and interests.
Learning Goal 2: Effective teacher candidates have a deep and flexible understanding of their content
areas and are able to draw upon content knowledge as they work with learners to access information,
apply knowledge in real world settings, and address meaningful issues to assure learner mastery of the
content.
Learning Outcome 2.1: Teacher candidates demonstrate the ability to make content knowledge
accessible to learners by using multiple instructional strategies and techniques including cross-
disciplinary skills (e.g., content area literacy) and varied means of communication (e.g., reading,
writing, speaking and listening).
Learning Outcome 2.2: Teacher candidates demonstrate the ability to make content knowledge
relevant (democratic practices and multiple perspectives) to learners by connecting it to local,
state, national, and global issues.
Learning Goal 3: Effective teacher candidates understand how to integrate planning, instructional
strategies, and assessment to address diverse ways of learning, as well as incorporate new technologies to
individualize instruction
Learning Outcome 3.1: Effective teacher candidates demonstrate the ability to plan, implement
and modify instruction, which includes creating and implementing a range of formative and
summative assessments.
Learning Outcome 3.2: Effective teacher candidates demonstrate the ability to interpret
assessment data to provide immediate feedback for student learning, modify instruction, and
differentiate instruction accordingly.
Learning Outcome 3.3: Effective teacher candidates have a working knowledge of existing and
emerging technologies which are incorporated in instruction for student use to support learning.
Learning Goal 4. Effective teacher candidates engage in a cycle of continuous self-improvement through
meaningful and intensive professional learning and self-renewal by regularly examining practice.
Learning Outcome 4.1: Effective teacher candidates are reflective practitioners (e.g. reading
professional literature, collaborating with colleagues, self-study, and developing new skills) who
also use and engage in meaningful research on educational issues and policies.
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Learning Goal 5: Effective teacher candidates demonstrate leadership by modeling ethical behavior,
contributing to positive changes in practice and advancing their profession.
Learning Outcome 5.1: Effective teacher candidates demonstrate a deep knowledge of ethical
behavior (Kentucky Code of Ethics) as an education professional and model responsible
professional behaviors (e.g. honoring commitments, working with integrity, timely and effective
communication).
Learning Outcome 5.2: Effective teacher candidates are stewards of their profession by sharing
their experience, knowledge and research and demonstrating leadership through participation in
governance and advocacy.
Adapted from InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1.0 Developed by Council of Chief State School
Officer’s Interstate Teacher Assessment and Support Consortium (InTASC), April 2013. Revised for used by Berea College Education Studies
Program December 1, 2016.
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Appendix B: Teacher Candidate Support Policy
Teaching is a demanding profession. It requires a complex set of skills, knowledge, and dispositions.
People come to the profession from all walks of life. While many people have the desire to become a
teacher, some are ready before others. Given this, it is important for us to have a process in place that
helps support candidates who are ready to go into the teaching field as well as those who may need to
choose another path. This may mean delaying certification until after completing a bachelors program or
perhaps choosing another path entirely. Our role as EDS faculty is not to determine this for candidates,
but to ensure that we have a process in place that is fair and supportive.
Process
There will be a Teacher Candidate Support Team (TCST) assembled to address and follow-through on all
issues, whether they are initiated by an instructor, student, or advisor. The process outlined below should
be utilized of an issue is initiated. Should a student wish to initiate a concern/issue, they must first notify
an instructor, advisor, and/or EDS Program Chair.
1. Issue of concern is identified in the EDS Data Dashboard (a candidate may request that this be
initiated).
A. An email will be sent to all members of the TCST
1. Program Chair
2. Advisor
3. Instructor
4. Major advisor
2. TCST must meet within three business days to discuss the issue that was documented in the
dashboard.
3. The individual responsible for submitting the issue to the dashboard, is also the individual
responsible for tracking the concern to include documenting meetings, action items, and closing
the case.
If the TCST identifies an issue that requires an action plan in order for the student to be successful in the
Teacher Education Program (TEP) the professional growth plan (PGP) will be revised to reflect the issue
at hand. This will involve laying out strategies for how the PGP will address the concern and how
success will be evidenced. This portion of the PGP will be reported directly to the TCST. This revision
must be reflected in the PGP within two weeks. The TCST will meet within two weeks to review the
revised PGP. The PGP will be reviewed every semester at a minimum by the TCST until the student
progresses on the PGP, completes the PGP, or wishes to no longer proceed with teacher certification.