1.2

1.2 Areas for Improvement Cited in the Action Report from the Previous Accreditation Review

Summarize activities, processes, and outcomes in addressing each of the AFIs cited for the initial
and/or advanced program levels under this standard.

The following citation was given as an Area for Improvement: "The unit's representation of the evidence
does not clearly delineate between initial and advanced programs to ensure that all candidates have the
knowledge, skills and dispositions to help students learn."

Eastern EPP has made several concerted efforts and changes to the initial and advanced programs to
distinguish the two and to emphasize assessment of candidate learning.

1. EPP is developing a new Advanced program that will replace many of the existing programs, except
for Educational Technology, and Reading and Language Arts. This program will include distinctly new
courses that build on the content knowledge background and experience of in-service teachers. The
Advanced program will be comprised of core courses, electives and concentrations of 9 credits that will
allow eligible candidates to individualize the program to their interests and needs. Integrated within this
program will be distinct assessments geared to measure their knowledge, skills and dispositions at
admission, midpoint and at exit.

2. Distinct set of assessments have been developed for the Advanced programs. These include the Case
Study, Consultancy Protocol, Learning from Student Work and Action Research.

3. The EPP has developed a set of assessments that are geared to measure initial candidates' developing
knowledge and professionalism. These Core I, II, III, and IV portfolios are only completed by initial
candidates. These portfolios consist of a collection of assignments that develop candidates' ability to
collect classroom/school learning data, reflect on data and planning and practice, enhance their
classroom management skills, and to advance their instructional acumen across diverse setting. These
EPP assessments occur alongside data collected by trained university supervisors (US) during clinical
observations. As with the COREs themselves, each portfolio is designed to demonstrate progress and
development of the teacher candidate. In Core IV, during student teaching candidates demonstrate
evidence for all thirty student teaching competencies assessed by the University Supervisor during
observations (already in effect). In addition, candidates will demonstrate evidence of actualizing goals
for professional growth self-determined in previous cores (pilot spring 2018). Initial candidates also
complete the data-based instructional planning and assessment project, Student Impact Portfolio or
edTPA, which was initially piloted spring 2016 as part of a state-wide initiative.

4. In this narrative, by focusing on pre-student teaching and student teaching evaluation data for
Standard 1 for initial candidates, the EPP has striven to distinguish the initial candidates from advanced
(who do not have student teaching evaluations).

Return to Standard 1 Main Page

Return to Institutional Report Main Page