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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 citations were given for Standard 6 as Areas for Improvement:
1. The unit lacks structure to effectively manage and communicate within the unit and its programs.
2. The unit does not effectively manage or coordinate all programs so that it can demonstrate candidates
meet standards.
The EPP has made significant progress since our last visit in two vectors: Unit operations and
administration and use of EPP-wide assessments.
The EPP Assessment Committee, along with the newly developed adhoc Assessment Committee guide
EPP-wide assessment programming and data management for continuous improvement. All
accreditation activities are reported to the CAEP committee, on which the Dean sits. This committee
serves as a resource for professional development and advises the EPP on matters of accreditation. The
CAEP committee met regularly during this past academic year to revise assessment schedules and EPP
reporting of continuous improvement. One product of this committee has been the Unit Assessment
Data Collection Plan.
The adhoc assessment committee has been charged with developing assessment prototypes and piloting
theses on a cycle laid out by the EPP. These are mainly conceptualized as the CORE I, CORE, II, and
CORE III portfolios. The revised assessment schema was approved by the EPP in Spring 2015 and was
recorded in the AFI report and shared with state level colleagues and regional school district
administrators. The AFI report was well received by our external partners/collaborators, leading to
continuous program approval of EPP programs at the state level. Additionally, regional school district
administrators supported the plan citing the need for EPP provided professional development for
cooperating teachers to support the newly developed CORE portfolios, namely co-teaching.
Next Steps:
The EPP continues to improve in this area. In the fall of 2016, the new assessment reporting cycle will
commence, triggering the timely release of EPP data from TK20 (i.e., CORE I, II, and III observational
data) to be analyzed by the Assessment Coordinator in conjunction with the Assessment Committee.
The Office of Educational and Clinical Experiences will prepare virtual training modules to inform
clinical and EPP full-time faculty on CORE portfolios' content and implementation procedures.
Specifically, the modules will prepare all faculty on providing feedback to candidates on each of their
CORE portfolios assignments. The modules will be required for all clinical faculty and will be updated,
as needed.
The EPP revised its employer survey (Summer 2016) to align with the new Candidate Learning
Outcomes. This survey will be administered on a three-year cycle, and more frequently, as needed.
Results will be discussed at EPP retreats.
All EPP committee meetings will be recorded following a template developed by the CAEP committee
(Spring 2016). This action is to ensure consistency of reporting and all minutes will be archived by the
CAEP Committee and will manage the schedule for data reporting by various committees and EPP
activities. In order to ensure consistent communication regarding logistics and the resources needed,
additional members will be added to the current committee to include the TK20 administrator and the
Accreditation, Certification, and Recruitment officer.
Lastly, and informed by the data reporting demands of accreditation along with the EPP's commitment to
evidence-based, continuous improvement, the Dean has proposed a new annual report format for the
University. This format (see exhibit) will be used beginning Fall 2016 by the EPP. Members of the EPP
and other Departments within the School have provided feedback on its design. The design is currently
being adapted for use at the University level.
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