Question 1

Question 1



Standard 1:  Candidate Knowledge, Skills, and Professional Dispositions

Candidates preparing to work in schools as teachers or other school professionals know and demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn.  Assessments indicate that candidates meet professional, state, and institutional standards.


1.1  What do candidate assessment data tell the unit about candidates’ meeting professional, state, and institutional standards and their impact on P-12 student learning?  For programs not nationally/state reviewed, summarize data from key assessments and discuss these results.

The School of Education (SOE) at Campbellsville University offers a total of 24 educator preparation programs at the initial and advanced levels. The SOE is committed to the preparation of educators by providing outstanding programs that are aligned with professional, state, and institutional standards. The knowledge base for all programs is guided by the conceptual framework theme of Empowerment for Learning where candidates are provided the opportunity to establish an in-depth foundation of knowledge, skills and professional dispositions through a comprehensive curriculum comprised of sequenced coursework and field and clinical experiences. All 24 programs, were reviewed by the Kentucky Education Professional Standards Board (EPSB) and approved in February 2012. EPSB is the regulating agency for educator preparation in the state of Kentucky.

Initial Teacher Preparation. Knowledge, skills, and professional dispositions are assessed through a series of common key assessments which include maintenance of a minimum 2.75 GPA; Praxis II licensure examinations; disposition assessment; portfolio assessments aligned with the Kentucky Teacher Standards (KTS) and KTS for Interdisciplinary Early Childhood Education (KTS/IECE); observations during field and clinical practice; and admission/exit interviews for all candidates. The unit's continuous assessment plan identifies four candidate assessment points (CAPs) to monitor progress  and assess candidate strengths and growth areas.  CAP 1 is intent to enter teacher education, CAP 2 is admission, CAP 3 is approval for student teaching and CAP 4 is exit from the undergraduate program. Three CAPs monitor graduate candidates seeking initial certification. CAP 5 is admission, CAP 6 is degree candidacy, and CAP 7 program exit. Details about the specific CAP process, criteria and forms are included in the continuous assessment plan.

Candidates demonstrate the ability to affect student learning, which is the focus of their work. Such affect is assessed internally through interviews and portfolio artifacts at CAP 4 based on Kentucky Teacher Internship Program (KTIP) tasks. During clinical practice, student teachers are assessed using KTS-based observation forms (scale of 1 = unsatisfactory to 3 = satisfactory) for the student teacher video requirement and classroom teaching. Student teacher observation data clearly demonstrate that candidates perform at high levels (rubric data ranging from 2.79 to 2.97) on KTS standards 1-6, therefore manifesting a positive impact on P-12 student learning.  New Teacher Surveys (conducted by the EPSB), follow-up surveys of graduates, employer feedback of graduates, advisory meetings with district/regional practitioners (Teacher Education Advisory Council-TEAC) and assessment events involving school district partners contribute to evidence of candidate effectiveness in the P-12 classroom.

To be recommended for initial certification, candidates must successfully complete CAP 4/CAP 7 requirements and pass all requisite Praxis II examinations according to the unit’s Praxis II Policy.  Praxis II results for the 2010-2011 academic year show evidence of candidates’ preparation related to content, professional and pedagogical knowledge. Title II reports reflect pass rates on Praxis II content licensure exams along with percentages for program completers in the educator preparation programs. The overall pass rate for all program completers for 2009-10 was 90%. The pass rate for 2010-11 was 94%. Praxis II trend data at the unit level indicate that pass rates exceed the 80 percent threshold for each year with some programs having higher pass rates than others. In the content knowledge areas for 2010-2011, all programs (IECE, P-12, elementary education, middle grades, LBD, and secondary education) had a pass rate between 92 and100 percent. Candidates demonstrate a broad knowledge of instructional strategies and skills to help all students learn through successful performance on the Principles of Learning and Teaching (PLT) examination. 2010-2011 data show that candidates taking the 7-12 grades and K-6 grades PLT exam had a 100% pass rate. Though not included in Title II reports, endorsement program completers must pass requisite Praxis II exams in order to add the endorsement to a Kentucky Teaching Certificate.

Results on the Praxis examinations are supported by candidate performance on critical assessments embedded in methods courses that contribute to professional and pedagogical knowledge and skills for teacher candidates. A major assessment at the initial level is the capstone portfolio required at CAP 3 and CAP 4 for the undergraduate level and CAP 7 at the graduate level for initial certification. Faculty assess the portfolio artifacts using the KTIP-based rubric adapted from Kentucky's Teacher Internship Program and provide feedback and ratings (scale of 1 = unsatisfactory to 3 = satisfactory) to candidates. CAP 3 and  CAP 4 portfolio data (and IECE data) show that candidates at the initial level demonstrate all KTS and KTS/IECE standards at high levels of proficiency. Aggregate data range from 2.33 to 3.0 on CAPS 3 and 4/7 portfolios for all programs. 

Data show that candidates perform well in the areas of responding to diverse learners and experiencing more diverse environments (KTS diversity proficiencies data); using student data to demonstrate that their instructional practice has a positive impact on student learning (KTIP Tasks G, C, J1, J2); improving in their ability to reflect on the processes and outcomes of teaching and learning (KTS 7 data); and contextual factors and their effect on instruction and planning as demonstrated in KTIP Tasks A-1 and A-2 (KTS 2). Candidates use multiple formative and summative assessments to analyze and assess student learning while making appropriate adjustments to instruction and monitoring student progress (Tasks H/I). CAP 3 and 4 portfolio data clearly demonstrate the ability of candidates to create and maintain learning climates for students, communicate high expectations, and to provide a safe environment for learning. Data illustrating the pass rates from KTIP and the New Teacher Survey further demonstrate their overall impact on P-12 student learning.

Professional dispositions are assessed both formally and informally throughout the program. Candidates are assessed at the time of CAP 2 admission, CAP 3, CAP 4 (disposition data disaggregated by CAP and program: IECE disposition data by location) and in every  education course using the unit’s disposition recommendation form. Admission interviews at CAP 2 and exit interviews by regional practitioners at CAP 4 also contribute to dispositional data collected and reviewed. The unit’s disposition policy is shared in all foundation classes and all candidates must discuss and sign the document signifying their commitment to dispositions expected of professional educators. Candidates also recognize when their own professional dispositions need to be adjusted by listing strengths and growth areas related to professional dispositions in their Pre-Professional Growth Plan (PPGP). They develop a plan for implementing changes that will indicate growth.

Advanced Educator Preparation Program, Initial Certification. Campbellsville University offers both a traditional and alternative track initial certification program in special education, Learning Behavior Disorders. The Master of Arts in Special Education (MASE) program is a blended online teacher preparation program (blended online courses may require face-to-face meetings). Content, professional and pedagogical knowledge, skills and dispositions are assessed through the professional portfolio. Candidates submit artifacts that demonstrate proficiency on the Kentucky Teacher Standards (CAP 7 portfolio data).  Candidates dispositions are assessed at three points in the program; CAP 5 (admission), CAP 6 (admission to candidacy), and CAP 7 (program exit). The teacher candidate uses the information in his or her professional growth plan to document growth.

If hired to teach in a Learning Behavior Disorders teaching position, candidates are eligible for recommendation to the Kentucky EPSB for a Temporary Provisional Certificate. This certificate allows the candidate three years to complete the alternative initial certification track, to pass the required Praxis II exam and to successfully complete KTIP. For candidates not employed with this certificate, student teaching is a requirement. Candidates that student teach must abide by the same requirements as those in the traditional program. Through program development and state governing regulations, candidates successfully completing this program must obtain passing scores on the required Praxis II exam. Title II reports for 2010-2011 show a 100% pass rate. Praxis II pass rates along with New Teacher and employer feedback surveys indicate that candidates in the alternative certification program perform as well as candidates in the traditional certification program.

Advanced Educator Preparation Programs. Candidates in advanced programs meet admission requirements to ensure content knowledge for admission to the University and advanced programs (curriculum guide sheets delineate requirements). Data demonstrating advanced candidate knowledge, skills and dispositions are drawn from a range of assessments. Candidates in advanced programs have established a foundation of professional and pedagogical knowledge and skills through coursework aligned with advanced-level KTS and professional standards. Assessments empower candidates through more advanced learning experiences in the application of critical professional and pedagogical knowledge and skills that are demonstrated by meeting KTS standards on major projects required per program: Action Research Project (TL/MAE, TL/MASE); culminating project (Rank 1); portfolio (DOSE); Gifted Student Services Plan (GSSP) and unit with accommodations (GTE Endorsement); and professional portfolio (ESL, Environmental Education Endorsement). Graduate assessment data demonstrate that candidates meet or exceed performance expectations in advanced programs. Endorsement program candidates must pass requisite Praxis II exams demonstrating content and pedagogical knowledge. Praxis II pass rate for the Gifted and Talented Endorsement is 100% for all candidates who have taken the exam since 2009.

Candidate dispositions for advanced candidates are assessed at three points; admission (CAP 5), mid-point (CAP 6 – admission to candidacy) and at exit point (CAP 7) (CAP 5-CAP 7 MAE/RANK 1 Disposition Data: CAP 5-CAP 7 Distance Learning/Alternative Route Disposition Data).

The Director of Special Education (DOSE), at Rank I level, is the only administrative certification program currently offered. The curriculum contract delineates the levels to the program, identifying the credit hours required at each level. Candidates in the DOSE program are assessed on their skills and knowledge by the completion of a professional portfolio that allows candidates to reflect on their work within the context of student learning. The portfolio assessment of candidates’ knowledge and skills for other school professionals is related to Council for Exceptional Children (CEC) Standards for Special Education Administrators and Interstate School Leaders Licensure Consortium (ISLLC) Standards for School Leaders.