COMPILED STANDARDS
1/30/14
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STANDARD 1: Content and Pedagogical Knowledge
The provider ensures that candidates develop a deep understanding of the critical concepts and
principles of their discipline and, by completion, are able to use discipline-specific practices
flexibly to advance the learning of all students toward attainment of college and careerreadiness standards.
The evidence-based practices and procedures for the four departments of the College of
Education are documented by multiple means, according to the specific needs of the program
and its specialized professional association.
Each element (substandard) of Standard 1 is listed, followed by the evidence-based practices and
data indicating how the element was met for each program. All COE initial licensure programs
are addressed within each of the elements. Professional school counseling has also been
included, even though that program is separately accredited through CACREP. The inclusion is
intentional, since all COE faculty were charged with the work of creating this standards report
and the Department of Counseling and Human Services is a critical and integral part of the
College of Education.
1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate
progression level(s)[i] in the following categories: the learner and learning; content;
instructional practice; and professional responsibility.
The State of Colorado developed The Colorado Teacher Quality Standards (CTQS) in 2011 and
the reader will see this document referenced frequently throughout the Self Study. The State
Council for Educatory Effectiveness, a state committee tasked with creating the new standards,
compared Performance-Based Standards for Colorado Teachers; Charlotte Danielson’s
Framework for Teaching; the Council of Chief State School Officers (CCSSO) INTASC
Standards, and Teacher Standards for North Carolina and Delaware before determining the new
guidelines. UCCS’s COE educator preparation programs are aligned to the newly implemented
standards. The six “Quality Standards” listed in CTQS include:
1. Teachers demonstrate mastery of and pedagogical expertise in the content they teach.
2 Teachers establish a safe, inclusive and respectful learning environment for a diverse
population of students.
3 Teachers plan and deliver effective instruction and create an environment that
facilitates learning for their students.
4 Teachers reflect on their practice.
5 Teachers demonstrate leadership.
6 Teachers take responsibility for student academic growth.
The quality standards incorporate the four categories listed in Standard 1.1: The Learner and
Learning (QS2, 3); Content (QS1); Instructional Practice (QS 1, 2, 3, 4, 6); and Professional
Responsibility (QS 2, 5, 6).
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TEACHER EDUCATION LICENSURE PROGRAM (TELP)
Learner and Learning: The TELP program meets the content standards of a variety of
accreditation bodies. The 10 InTASC standards are cross-walked in all course syllabi with
Colorado Teacher Quality Standards (CTQS); NCATE; the College of Education Candidate
Learning Outcomes; along with national requirements of various content area SPA’s. Alignment
is most commonly documented in (SPA reports).
Prior to formal acceptance in TELP, candidates interested in becoming teachers are taught about
and assessed for their understanding of the learner and learning through College of Education
CORE courses. These courses are designed to build awareness of the diversity of the public
school student population and help candidates develop an initial understanding of classroom
factors related to ability; race and culture; socio-economic status; exceptionality; gender; and
language. (include CORE course syllabi):
• CURR 4800/5800: Schools, Society, & Diversity
• T ED 3010: Early Diverse School Experience
• T ED 4520/5520: Educational Psychology
• SPED 3001/5001: Introduction to Special Education
• T ED 4800/5800: ESL for Educators (Note: this course not required for undergrads)
Indicators include completion of signature assignments and final course grades.
Upon completion of CORE courses, the candidate may apply to the College of Education
Teacher Education and Licensure (TELP) Program in which they complete applicable content
area methods courses. Additionally, all TELP candidates complete an intensive year-long field
experience (outlined in CAEP Standard 2). Throughout the year-long TELP field experience, a
university site professor, clinical teacher, and site-based coordinator share coaching and
supervisory responsibility of candidates as they work directly with individuals, instructional
groups, and whole student groups within the school to provide authentic experience related to the
learner and learning.
Content Knowledge: This is assessed through multiple measures as a candidate completes an
LAS content area major (meeting requirements of NCLB and State of Colorado content
endorsement for a highly qualified teacher) including review of each candidate’s GPA as part of
the TELP admission process. For TELP admission, a minimum GPA of 2.5 is required of
undergraduate applicants and 2.75 for post baccalaureate candidates (applicant GPA data???).
Additionally, for teacher licensure in Colorado, per the Colorado Department of Education,
TELP candidates must pass PLACE or Praxis II as required by the endorsement being sought.
The PLACE exam is a Colorado subject matter exam and Praxis II is a nationally normed exam.
The exam must be passed prior to participation in student teaching. The past year, data was
collected related to candidate performance on PLACE or Praxis II (attach this data), and this
data-point will be maintained moving forward.
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Instructional Practice: Throughout TELP, all teacher candidates are ranked relative to gaining
proficiency in the six Colorado Teacher Quality Standards (CTQS) and 27 indicators. Potential
rankings are: Not Yet Evident; Partially Proficient; Proficient (Meets State Standard); and
Accomplished with demonstrated ratings of Proficient required in each indicator by the end of
TELP for the candidate to be recommended for licensure. (Colorado Teacher Quality Standards
and Indicators)
To develop and refine instructional practice, all TELP candidates complete an intensive yearlong field experience (outlined in Standard 2). Throughout the year-long TELP field experience
a university site professor; clinical teacher; and site-based coordinator conduct independent
observations of lessons taught by teacher candidates. During TELP, a minimum of 14 lessons
are observed. Following each lesson, teacher candidates are rated in terms of progress toward
meeting proficiency in each of the Colorado Teacher Quality Standards (CTQS). Progress data
for each teacher candidate, monitoring movement toward proficiency of elements of CTQS, is
documented on TaskStream. (TELP candidate proficiency meeting CTQS)
As documentation of developing instructional practice, teacher candidates maintain a Portfolio
showing both personal understanding and application of CTQS standards during the TELP year.
(TELP candidate portfolio ratings meeting CTQS)
As a benchmark of developed instructional practice, TELP candidates have completed a
signature assignment of a Teacher Work Sample (TWS) which includes a number of indicators
documenting a candidate’s knowledge of the learner and learning (TELP candidate portfolio
ratings meeting CTQS). Beginning in 2013 - 14, each elementary and secondary teacher
candidate will be required to complete EdTPA* and submit the assignment for a national score.
(*EdTPA has been developed by Stanford University and the American Association of Colleges
for Teacher Education. It was formerly the Teacher Performance Assessment. For the first time,
edTPA will give teacher preparation programs access to a multiple-measure assessment system
aligned to state and national standards – including Common Core State Standards and the
Interstate Teacher Assessment and Support Consortium (InTASC) – that can guide the
development of curriculum and practice around the common goal of making sure new teachers
are able to teach each student effectively and improve student achievement.
(http://edtpa.aacte.org/about-edtpa).
Professional Responsibility: Throughout the TELP year, each candidate is ranked quarterly on
elements of professionalism using the TELP Professional Disposition form. In addition to
periodic self-assessment, candidates are rated by the site professor, clinical teacher, and site
coordinator. (2010 – 13 TELP candidate disposition ratings)
CERTIFICATE ONLY: IT
Technology-based unit plan (CURR 5170); Web-based Resources Unit Plan (CURR 5171) and
Multimedia Project (CURR 5172) all address this standard
ENDORSEMENT ONLY: TESOL
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Field assignments, research papers, lesson plans, unit plans, teaching demonstrations,
reflections, journals, quizzes/exams, presentations of content
ENDORSEMENT ONLY: GIFTED TALENTED
Candidates are interviewed prior to admission into the program. This is also evident in the
candidate’s assignments, which are all submitted and stored in Blackboard. The candidate also
works closely with their instructor/supervisor for their Practicum course, which is the last class
of the program. At the completion of the endorsement program (UCCS coursework), candidates
must take and pass the Colorado Place Exam: Gifted & Talented Specialist.
MASTER OF ARTS: CURRICULUM & INSTRUCTION
CURR 5000:
-Course completers will analyze and discuss the impact of educational policies and standards on
curriculum and instruction orientations, as well as current research trends as evidenced by the
Discussion in Blackboard, Course Capstone Activity
CURR 5002
1. Analyze current issues in
curriculum, analyze exemplars of curriculum models, and evaluate strategies to address diverse
perspectives by responding to questions about current and emerging curriculum issues and
models in the Discussion Forum.
2. Demonstrate in-depth
knowledge of the aligned curriculum model that includes the written, taught and assessed
dimension as measured by the Final Evaluation.
Research Project (Curr 5090) Course Objectives,Course Expectations, and Grading Rubric are
specifically targeted to 10 InTASC standards.
SPECIAL EDUCATION – GENERALIST LICENSURE & ADDED ENDORSEMENT
The Special Education Generalist Licensure program meets the standards of a variety of
accreditation bodies. National standards from the Council for Exceptional Children, and
Colorado Education Generalist and the Performance Based Standards for Colorado Teachers are
cross-walked in all course syllabi.
Special Education candidates must successfully pass the PLACE Generalist exam of content
knowledge in order to continue in their programs. Beginning in the 2014-2015 academic year,
candidates will also be assessed using the CLASSROOM Assessment Scoring System (CLASS),
an observational tool focused on classroom interactions, providing data across three fieldwork
placements (SPED 5030, 5025, 5031). Also beginning in the 2014-15 academic year candidates
will also be assessed by University Supervisors and Cooperating teachers across the three
fieldwork placements using a Planning and Implementation form, which augments the CLASS
with specific linkages to professional behavior and best practices associated with high-quality
integrated/inclusive programs for students with disabilities.
Learner and Learning
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Candidates in the Special Education Generalist program are assessed for their understanding of
the learning and learning through key assignments and course grades throughout the licensure
program, in addition to scored requirements in the three fieldwork placements.
• SPED 5001 (Introduction to Special Education); the Eligibility Category assignment
addresses candidates’ knowledge about learning characteristics associated with federallyguided disability categories that qualify students for special education services in K-12
schools and additional teaching/learning decisions that may need to be addressed in
consideration of these characteristics.
• SPED 5004 (Self-determination and Transition); candidates develop a transition-related
training (see Professional Responsibility below) that needs to explicitly address and
incorporate and address characteristics of being a self-determined individual.
• SPED 5010 (MSLE); candidates conduct pre-post assessments and develop and videotape an associated literacy lesson plan for students in K-12 grades (see Content
Knowledge and Instructional Practice below).
• SPED 5020 (Significant Support Needs); in this course candidates demonstrate
understanding about learning and communication needs associated with students who
have significan support needs. Specifically, assignments related to IEP goal development
and the development of alternative/augmentative communication (AAC) plans address
this area. Additionally, formative assessment measures in SPED 5020 address the
principles of Universal Design for Learning (UDL) (see Instructional Practice below).
• SPED 5021 (Positive Classroom Climates); candidates are required to demonstrate
proficiency in the development of Functional Behavior Assessment and Positive
Behavior Intervention Supports.
• CURR 4570 (Elementary Literacy Methods); candidates gain knowledge about effective
instruction, curriculum design, and evaluation of student learning associated with literacy
the elementary grades (see Content Knowledge and Instructional Practice below).
• CURR 5304 (Math and Cognition); candidates gain knowledge regarding the learning of
mathematics content from childhood to adulthood. Error analysis assignments assess
candidates’ knowledge of content, ability to understand individual learners, and
subsequently adjust/pace instruction (see Content Knowledge and Instructional Practice
below).
Content Knowledge
This is assessed through multiple measures. The PLACE Generalist exam XYZ. Additionally,
candidates are assessed for their understanding of content knowledge through key assignments
and course grades throughout the licensure program, in addition to scored requirements in the
three fieldwork placements.
• CURR 4570 (Elementary Literacy Methods); candidates gain knowledge about effective
instruction, curriculum design, and evaluation of student learning associated with literacy
the elementary grades (see Learner and Learning and Instructional Practice).
• CURR 5170 (Education Technology); candidates gain skills necessary to use technology
to enhance and develop both pedagogical and content knowledge (see Intstructional
Practice below).
• CURR 5304 (Math and Cognition); candidates gain knowledge regarding the learning of
mathematics content from childhood to adulthood. Error analysis assignments assess
candidates’ knowledge of content, ability to understand individual learners, and
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•
•
subsequently adjust/pace instruction (see Learner and Learning and Instructional
Practice).
SPED 5000 (Disability Studies in Education); candidates develop a lesson plan that
embeds disability-related curriculum into grade-level, Common Core standards.
SPED 5010 (MSLE); candidates conduct pre-post assessments and develop and videotape an associated literacy lesson plan (see Learner and Learning and Instructional
Practice).
Instructional Practice
Candidates are assessed on instructional practice in methods courses and across three fieldwork
placements. Fieldwork requirements and associated scoring rubrics are described in detail in the
Special Education Generalist Handbook.
• SPED 5010 (MSLE); candidates conduct pre-post assessments and develop and videotape and associate literacy lesson plan (see Content Knowledge and Learner and
Learning above).
• CURR 5170 (Education Technology); candidates gain skills necessary to use technology
to enhance and develop both pedagogical and content knowledge (see Content
Knowledge above).
• SPED 5020 (Significant Support Needs); in this course candidates demonstrate
understanding about learning and communication needs associated with students who
have significant support needs. Specifically, assignments related to IEP goal development
and the development of alternative/augmentative communication (AAC) plans address
this area. Additionally, formative assessment measures in SPED 5020 address the
principles of Universal Design for Learning (UDL) (see Learner and Learning above).
• CURR 5304 (Math and Cognition); candidates gain knowledge regarding the learning of
mathematics content from childhood to adulthood. Error analysis assignments assess
candidates’ knowledge of content, ability to understand individual learners, and
subsequently adjust/pace instruction (see Learner and Learning and Instructional
Practice).
Professional Responsibility
• SPED 5004 (Self-determination and Transition); candidates develop a transition-related
training present to individuals with disabilities, their families, and/or education
professionals.
•
• SPED 5022 (Consultation and Collaboration); candidates reflect on the experiences of
families of students with disabilities, analyze the collaborative practices of an IEP team
and develop a plan for enhancement/improvement, and also develop a plan for
instructional aide/paraprofessional support and information-sharing
UCCSTeach – SECONDARY MATH & SCIENCE TEACHER PREPARATION PROGRAM
Knowing and Learning Course syllabus. PBI course syllabus, C&I course syllabus, UCCSTeach
guide describing field based experiences, professional practice for reflection built into each
course, Teacher Reading in the Content area covers this as well.
PRINCIPAL AND ADMINISTRATOR LICENSURE
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The Department of Leadership, Research and Foundations has licensure programs for principals
and for superintendents. Assignments that serve as evidence for mastery of Substandard 1.1
include the LEAD 6820 Portfolio: Field Mentor Evaluation which is used following the
conclusion of the 300 hours of field work; Educational Platform and the Professional Growth
Plan. Other assignments expected of principal candidates include
. Portfolio narratives
and artifacts specific to CDE Principal Standards and ELCC Building Leadership Standards
The Department of Leadership, Research and Foundations provides licensure programs for
Principals and Superintendents. Assignments that serve as evidence for mastery of Substandard
1.1 include the LEAD 6820 Portfolio: Field Mentor Evaluation which is used following the
conclusion of the 300 hours of field work; the Educational Platform and the Professional Growth
Plan.
The LEAD 6820 Portfolio: Field Mentor Evaluation is completed by the site supervisor
representing the transference of theory and content-based knowledge to the generalization and
application of skills to the field during their internship field experience. The instrument used by
field supervisors to evaluate candidates includes performance competencies drawn from the state
standards. As such, all candidates are evaluated by field supervisors on their performance in all
of the competencies represented on the instrument. The Field Mentor Evaluation addresses
leadership skills in the areas of assessment, data analysis, instructional supervision, curricular
development, program evaluation, professional development, vision building, communication
and collaboration with all stakeholders, technology, safety and school climate, respecting and
fostering diversity, budget development and personnel management, interpersonal skills and
ethical behaviors. The Field Mentor Evaluation scores range from 2.57 – 2.91 with an average
score of 2.75 on a 3.0 scale.
The Professional Growth Plan requirements include the inclusion of four or more professional
objectives with strategies for accomplishing them, an evaluation plan, and a reflective analysis of
each based upon appropriate performance indicators listed in the Colorado Standards for
Principals and the ELCC Building Leadership standards. The Educational Platform
demonstrates a well-articulated personal vision and values, a strong motivation to involve
members of the school community in achieving a collaboratively developed vision, a rich
description of a student-centered school, and a commitment to developing a school culture that
fosters success for all students within a diverse, multicultural, democratic society.
Examples of portfolio narratives and artifacts specific to CDE Principal standards and ELCC
Building Leadership standards include reflections related to submitted artifacts and experiences,
specific assignments related to budget development, personnel management, vision building,
instructional supervision, etc. The CDE Principal Standards can be found at:
http://www.unco.edu/cebs/elps/principal/forms/colo_princ_standards.pdf
The ELCC Building Leadership standards can be found at:
http://npbea.org/2012/06/2011-elcc-building-level-standards/
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PROFESSIONAL SCHOOL COUNSELING
Co interview, 504s, Sch Ethics
Co panels, Crisis plan, Consultation
Credits review, Sp Ed, Bibliotherapy, DHS
Standards, Domains,, Competencies, Foundations, Philosophy of Ed, Mission Statement
1.2 Providers ensure that completers use research and evidence to develop an understanding of
the teaching profession and use both to measure their P-12 students’ progress and their own
professional practice.
TEACHER EDUCATION LICENSURE PROGRAM
In spring, 2011, upon the recommendation of the State Council for Educator Effectiveness, the
Colorado State Board of Education adopted the Colorado Teacher Quality Standards (CQTS).
(www.cde.state.co.us/EducatorEffectiveness/Partner-S)
These six research-based standards and 27 indicators supplanted the existing Performance Based
Standards for Colorado Teachers (PBSCT) and were adopted by the TELP program to ensure
that our teacher candidates are prepared for the standards by which they will be evaluated when
they begin their careers as Colorado Teachers. These standards and indicators are based on
research-based best practice and are considered essential skills for all teachers to promote highlevels of student achievement. We have cross walked and aligned CTQS with InTASC, ACEI,
NCATE, and the College of Education Candidate Learning Outcomes. (see ACEI SPA report for
crosswalk)
Primary means to ensure that program completers use research and evidence to develop an
understanding of the teaching profession in TELP are:
•
•
•
Observations and ratings of lessons taught (2010 – 13 observation performance data);
Portfolio reflection and artifacts (2010 – 13 portfolio performance data);
Completion and scoring of the Teacher Work Sample (TWS)* (*2013 – 14 EdTPA
replaces Teacher Work Sample) (2010 – 13 Teacher Work Sample performance data).
SPECIAL EDUCATION
Primary means to ensure that program completers use research and evidence to develop an
understanding of the teaching profession in the Special Education Generalist licensure are:
• Portfolio artifacts and rubric scores across three, fieldwork placements (SPED 5030,
5025, 5031)
• Observation and evaluation scores across three, fieldwork placements (SPED 5030, 5025,
5031)
• Pre/post intervention assessments (SPED 5010)
• IEP goal development assignment (SPED 5020)
• FBA/PBIS plans (SPED 5021)
• Reflection on collaborative practices (SPED 5022)
• Error analysis assignment (CURR 5304)
• Literacy instructional plan (CURR 4570)
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PRINCIPAL AND ADMINISTRATOR LICENSURE
Principal Licensure:
LEAD 5700
• Common assignment/assessment for all sections of this course.
LEAD 5220
• Action Research Plan:
o The development of a proposal that is comprehensive and adheres to ethical
standards of research
• Program Evaluation Proposal
o This assignment includes the development of a Purpose Statement, Research
Questions, Identification of Participants, Data Collection, Evaluation Procedures,
Data Analysis and Evaluation Reporting.
Superintendent Licensure:
Research of Leadership Topic:
• Topic areas are chosen by the instructor guided by standards and aligned with importance
to district leadership and contemporary relevance. Broadly, areas researched by students
include personnel evaluation and professional development (standard 2), school finance
(standard 3), board relations (standard 6), legislation and public policy (standard 6), and
systemic instructional leadership (standard 2). Professional Development Plan:
• At a minimum, candidates are expected to demonstrate a fundamental knowledge of a
need for a vision (standard 1), collaboration toward positive student outcomes (standard
4), and recognition of the diverse needs of students within a multicultural, democratic
society (standard 5). However, to demonstrate proficiency, candidates’ philosophy
statements must also demonstrate a motivation to involve members of the school
community in achieving a collaboratively developed vision (standards 1 and 4), a
description of a safe, effective, positive, and well-functioning school district (standards 2
and 3), and a desire to develop a culture that fosters success for all students within a
diverse, multicultural, democratic society (standard 5). UCCSTeach
Research Methods Inquiry II, CI Class Detail, PBI Unit Plan, PBI Assessment, K&L Issue
Reflections, Teacher Work Sample
PROFESSIONAL SCHOOL COUNSELING
Students in the School Counseling program must demonstrate knowledge of the professional
practice, as indicated by successfully passing the PLACE Exam for school counselors in the
state of Colorado, and by successfully passing the Comprehensive Exams provided by the
Department of Counseling and Human Services. The Comprehensive Exam process is a
combination of the CPCE Exam and a content area-specific exam that is offered to those
candidates that have successfully passed their internship course and completed all other course
requirements for the program. This exam process if offered every year in the spring. If a
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candidate does not successfully complete the exam process, they are provided the appropriate
resources and support from the faculty and given another opportunity to take and successfully
pass the comprehensive review process.
1.3 Providers ensure that completers apply content and pedagogical knowledge as reflected in
outcome assessments in response to standards of Specialized Professional Associations (SPA),
the National Board for Professional Teaching Standards (NBPTS), states, or other accrediting
bodies (e.g., National Association of Schools of Music – NASM).
TEACHER EDUCATION LICENSURE PROGRAM
An emphasis of TELP training is helping candidates learn to teach Colorado’s P – 12 Academic
Standards. Based on the Common Core, these standards were recently adopted by the Colorado
Board of Education and are in the process of being implemented statewide. While each of the
six CTQS standards relate to the ability of the teacher to develop commitment to all P – 12
students’ access to rigorous college and career-ready standards, Standard 6—Teachers take
responsibility for student academic growth—best exemplifies the spirit of CAEP 1.3.
Additionally, in Colorado, SB 191 requires 50% of a teacher’s annual performance rating be
based on student achievement growth metrics. (lesson observation and portfolio data showing
candidate ratings related to implementation of Standard 6)
SPECIAL EDUCATION
Key assignments from 1.1; Inclusive Practices Checklist (data on indicators over time)
UCCSTeach
CI Detail (Pat, do you have some ideas?), Lesson Plans, SPA reports for Math and Science,
Successful Completion of Praxis or PLACE in content area. Reading in the content area has
students complete several assignments based on National Reading Panel research/findings as
well as alignment to Common Core Literacy standard requirements.
PRINCIPAL AND ADMINISTRATOR LICENSURE
PLACE Test
1.4 Providers ensure that completers demonstrate skills and commitment that afford all P-12
students access to rigorous college- and career-ready standards (e.g., Next Generation Science
Standards, National Career Readiness Certificate, Common Core State Standards).
TEACHER EDUCATION LICENSURE PROGRAM
The candidate’s ability to integrate technology to engage learners relates most closely to CTQS
3.2; 3.3; and 3.4. It must be noted that, locally, availability of technology to support student
learning is district, school, and classroom dependent with wide ranges present. Generally,
related to use of technology to support CTQS 3.2 (teacher’s ability to utilize data to drive
instruction), all districts require utilization of measures such as DIBELS to promote data driven
instructional models. CTQS 3.3 requires teachers’ ability to use technology to present
information in auditory, visual, or kinesthetic formats; use of technology to sequence instruction;
and use of technology to help students establish and monitor learning goals. CTQS 3.4 requires
teachers to be able to utilize technology to extend student learning to higher levels of cognition.
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These abilities are introduced to candidates via seminars in T ED 3010; required of candidates
during various CORE and methods courses; and are dependent on available school-based
systems as candidates gain experience during TELP classroom placements. (candidate ratings
related to implementation of CTQS 3.2 – 3.4 indicators in both lessons and the portfolio)
SPECIAL EDUCATION
Portfolio development across all three FW placements (5030, 5025, 5021); CLASS observation
data across 3 FW placements (5030, 5025, 5031);
UCCSTeach
??
PRINCIPAL AND ADMINISTRATOR LICENSURE
LEAD 6140
• Observation Cycle C Assessment
o The assessment involves completing a six step process with a volunteer teacher:
preconference, classroom observation, analysis and interpretation of gathered
data; post observation conference with teacher to review findings, design of a
professional growth plan, and reflection on the process.
LEAD 5170
• Culturally Responsive Inquiry Assessment
o Students complete an assessment of their schools that addresses the following
areas within the context of culturally responsive practices: leadership, planning,
decision-making, professionalism, responsibility, standards, curriculum,
instruction, expectations, learning opportunities, grouping, tracking, labeling,
parent involvement, and support services for students.
LEAD 5230
•
•
Students analyze case study curricula using Marzano’s “guaranteed and viable curriculum” process Students analyze the Common Core Standards and the application of these standards in schools. Superintendent Licensure Program
Professional Platform/Leadership Philosophy
• The leadership philosophy is expanded from a traditional philosophy of teaching to
integrate concepts of leadership, including at the district level.
Portfolio:
• Candidates build a portfolio that demonstrates competency in the Colorado Standards for
Administrators and, by extension, ELCC standards. Proficiency is exhibited through a
combination of narrative, artifacts, and evaluation instruments. PROFESSIONAL SCHOOL COUNSELING
(THESE ARE MADE UP)
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Interview admin, Play therapy
Post secondary prep,
Bullying, Gay and Les youth/urban league
Current Research
PTSD Grieving and Loss, CO Educator Panels
PROFESSIONAL SCHOOL COUNSELING
The Practicum and Internship Site Supervisor Evaluations and the student videos are the two
primary key assessments used to demonstrate that school counseling candidates have the
appropriate knowledge and skills to meet the standards (in addition to the comprehensive review
process at the conclusion of their programs). On the Site Supervisor Evaluations, candidates are
rated on a scale of “Exceeds expectations” through “Does not meet expectations.” Through the
collection of these data, we are able to indicate that candidates are able to demonstrate the
counseling skills necessary to meet or exceed the standards, as indicated by their school-based
supervisors (mentors) ratings at a minimum level of “Meets expectations.”
The Student Video key assessment is used to provide evidence that the candidates have met or
exceeded the minimum requirement necessary to be deemed competent in relation to the
standards. Candidates submit videos of themselves counseling real clients during their
practicum and internship courses in which they must demonstrate competency in each of the
six program outcomes or standards. The videos are assessed by program faculty and
candidates are rated as having met or not met each standard. One program outcome or
standard, “create positive therapeutic environments for all clients,” specifically relates to
creating positive environments for student learning. All students must receive a minimum
rating of “Meets expectations,” in order to pass the course. If a student does not meet this
requirement to successfully pass the practicum course, she/he will not be approved for
internship and must repeat the course and earn a minimum of “Meets expectations” in order to
be approved for internship. If a student does not meet this requirement to pass internship, that
student will not be approved to sit for comprehensive exams until the course is repeated and
the standards are met successfully.
1.5 Providers ensure that completers model and apply technology standards as they design,
implement and assess learning experiences to engage students and improve learning; and
enrich professional practice.
TELP??
Portfolio: evidence showing that meet CTQS Standard 3d
Student Teaching Observations, Science Methods Unit Plan , TWS
Student Teaching Observations, Social Studies Methods Unit Plan , TWS, 5 Content Lesson
Plans
SPECIAL EDUCATION
Key assignments from CURR 5170 (Ed Tech) and Augmented Communication plan assignment
from SPED 5020 (SSN); Associated fieldwork requirements in SPED 5030 (Internship)
UCCSTeach
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Observation Documents from Apprentice Teaching, Lesson Plans, Other key assingments from
courses (STEP II) Reading in the Content area interdisciplinary WebQuest assignment
PRINCIPAL AND ADMINISTRATOR LICENSURE
LEAD 5700
• Students utilize SPSS software to conduct data analysis regarding the components of
instruction, behavior, curricular options and offerings and other educational aspects
affecting the performance of students, teachers, administrators and/or the influence of
stakeholders.
LEAD 5220
• Action Research Plan:
o The development of a proposal that is comprehensive and adheres to ethical
standards of research
• Program Evaluation Proposal
o This assignment includes the development of a Purpose Statement, Research
Questions, Identification of Participants, Data Collection, Evaluation Procedures,
Data Analysis and Evaluation Reporting.
LEAD 5230
•
•
Excel Action Lab o Students learn and apply the various methods of data analysis using Excel to
determine instructional progress toward student success. School View Data and Accountability o Students analyze student performance data at the state level Superintendent Licensure Program
Portfolio:
• Candidates build a portfolio that demonstrates competency in the Colorado Standards for
Administrators and, by extension, ELCC standards. Proficiency is exhibited through a
combination of narrative, artifacts, and evaluation instruments. PROFESSIONAL SCHOOL COUNSELING
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Standard 2 Clinical Practice and Partnerships
The evidence-based practices and procedures for the four departments of the College of
Education are implemented in collaboration with school and community partners in order to
create high- quality field experiences for all candidates. The sources of data and analytic capacity
for clinical experiences are described for each program along with a description of the
candidate's experience of progressively greater responsibilities during the clinical preparation.
Also included are indicators of the developing candidate's proficiencies, and multiple measures
of proficiencies required to meet the standards for successful completion of the program.
To meet CAEP Standard 2, each element of the standard is included, followed by the evidencebased practices and data indicating how the element was met for each program.
Partnerships for Clinical Preparation
2.1 Partners co-construct mutually beneficial P-12 school and community arrangements for
clinical preparation, including technology-based collaborations, and share responsibility for
continuous improvement of candidate preparation. Partnerships for clinical preparation can
follow a range of forms, participants, and functions. They establish mutually agreeable
expectations for candidate entry, preparation and exit; ensure that theory and practice are
linked; maintain coherence across clinical and academic components of preparation, and share
accountability for candidate outcomes.
Each program in the College of Education meets the Standard 2 elements in accordance with the
methods most appropriate to the professional and state requirements and situational
circumstances of its program.
TEACHER EDUCATION LICENSURE PROGRAM (TELP)
In the UCCS CORE education courses—prior to acceptance in the Teacher Education and
Licensure Program (TELP) which leads to licensure for elementary, and secondary English,
Social Studies, and Spanish, students have three placements with classroom partners. As an early
CORE course, students take TED 3010 Early School Practicum to gain experience working with
students in a classroom environment as a means of determining potential career suitability. In
this course, students are expected to volunteer in a public school classroom for 30 clock hours
per credit, or 90 clock-hour total upon completion of the required 3 course credits. Elementary
students typically volunteer in both primary and intermediate classrooms. Secondary students
typically volunteer in their content areas in middle and high school classrooms. All students are
required to complete 1 credit in a qualifying low-SES school. Prior to beginning placements,
students are oriented regarding the purpose of the course and classroom? expectations. During
the course, a background check is established and recorded by the Colorado Department of
Education. A description of the setting is completed, log forms are maintained, mandatory
seminars covering general education topics are presented, and a reference from the cooperating
teacher is secured.
Of particular importance is the quality of the field placement and the student’s performance
within the placement. Due to the number of students in this early field experience, students select
and arrange their own placements in public school classrooms. A list of field placement sites
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used in the past three semesters is provided, and students may arrange placements at other sites.
Students are not asked to rate teachers or sites as this is not the purpose of nor appropriate in
TED 3010 field placement and volunteerism. Cooperating teachers do rate student performance
by completing a College of Education reference form. This document becomes a record in the
student’s TELP program application folder.
Upon completion of an academic major and CORE education course, a student completes the
application process seeking admission to the TELP program. Application includes references
from TED 3010, a Career Goal Statement, an interview with two faculty members, and written
response to a prompt.
As outlined in the TELP Handbook for Teacher Candidates and Clinical Teachers, during the
final professional year of TELP, a Professional Development Site (PDS) model is utilized with
teacher candidates being assigned as cohort groups in partner schools within the Pikes Peak
region. A number of schools are utilized across the Pikes Peak region with the criteria for
selection being:
• Quality of the school’s academic program—as measured by the Colorado Department of
Education’s School Growth Model so partner schools rank high in quality and performance;
• Diversity of the school’s student population—selected schools represent our region’s
demographic and socioeconomic conditions providing a range of school environments and
training opportunities;
• Ability of staff/school to establish a collegial and team relationship with the UCCS cohort
group in order to welcome our students into the life of the school, to include our students in
staff activities, and to provide training opportunities;
• Willingness of staff members to mentor UCCS teacher candidates—to provide the
opportunity and guidance required for teacher candidates to develop professional skills,
aptitude and attitude.
A three-year commitment agreement is signed by a school representative and the Director of
Teacher Education and Licensure with a university site professor being assigned to each PDS
site. The school designates a site coordinator who works cooperatively with the site professor to
place candidates with qualified clinical teachers. During the first semester, elementary candidates
will work in both primary and intermediate placements. Secondary candidates will work in a
middle school placement and a high school placement.
At the end of the program year, candidates complete a survey rating both school placements, the
clinical teachers, site coordinators, and site professors who have supervised them. (See TELP
Candidate Evaluation of Program 2010 – 13; TELP Candidate Evaluation of Site Professor 2010
– 13; TELP Candidate Evaluation of Professional Development Site & Clinical Teacher. Data
reflects multiple positive perceptions of PDS sites; Clinical Teachers; and Site Professors
implementing our program model.)
If candidate feedback on site placements is positive, and site professors and coordinators agree,
the site may renew the partnership for an additional three year period. Summary tables are
provided that report on candidate evaluation of the PDS and Clinical Teacher, indicating that in
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2013, over 15% of clinical teachers had 4-7 years experience, nearly 52% had 8-15 years, and
33% had over 15 years of experience.
Other data obtained from candidate site placement surveys indicate that in 2013, nearly 64% of
clinical teachers had at least a Master’s degree; that 31% of schools had at least 50% of its
students receiving free and reduced hot lunch (low SES); while 34 ½% were classified as Middle
or High SES (25-49% and 24% or less free and reduced hot lunch respectively).
School diversity data is also included in survey feedback, and table indicates that in 2013, 19%
of schools used for the TELP program were considered Very Diverse (less than 50% white);
43% were Somewhat Diverse (at least 25% other than white); and the remaining 38% were Not
Very Diverse (primarily white).
Candidates were also asked about their experience at their sites. 2013 results indicate that, on a
five-point scale*, candidates felt that:
The PDS site provided a supportive environment throughout the years
4.78
The principal is committed to working with teacher candidates.
4.54
The faculty and staff are committed to working with UCCS teacher candidates.
4.7
*(1= never, 5= consistently)
SPECIAL EDUCATION
The UCCS Special Education Generalist Initial Undergraduate and Graduate Initial Licensure
Programs and the Added Endorsement Licensure Program were approved by Colorado
Department of Education in 2005. For the academic year 2013-2014, the programs and many of
the clinical practices are being revised, based on research and program data. The 2005-2013
Generalist initial license programs consisted of 12 classes with field experiences, a 16-week
student teaching experience, and a shorter internship in which teacher candidates complete 800
hours in the field with both elementary and secondary students and with students who have a
variety of skills and disabilities. In student teaching and internship, teacher candidates apply the
knowledge and skills learned in previous courses to demonstrate proficiency in fifteen
competencies aligned with state and national standards to improve student outcomes. Added
endorsement teacher candidates complete 7 classes and one clinical experience usually within
their teaching assignment. SPED 5030/31 Syllabus/Handbook, SPED 4030/31
Syllabus/Handbook pp. _______.
The revised initial licensure and added endorsement programs are in response to the needs
identified through review of data, feedback from the field, and current research. The programs
have been redesigned to offer a cohort model, which creates a structured program to assist
students with efficient completion and an increased number of clinical experiences more closely
aligned with knowledge, skills and dispositions taught in the coursework. Revisions were
discussed at multiple department and advisory panel meetings and with the dean and associate
dean. The program re-design meets all of the state and national standards for licensure as a
Special Education Generalist. Revised Special Ed Programs Advising Grids
The faculty in the Special Education Department collaborate with local school districts in a
variety of ways to ensure clinical experiences are beneficial to both the teacher candidates and
the schools and result in teacher candidates who have a positive impact on student learning. The
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faculty members conduct advisory panel meetings, attend area special education directors’
meetings, and work closely with partner schools to prepare and evaluate teacher candidates in
clinical experiences.
By attending special education directors’ meetings faculty learn about district areas of focus and
issues related to teaching, establish relationships and connect with directors to facilitate mutually
beneficial clinical placements, and obtain information about the needs in schools that the
licensure programs can provide. For example, surveying the directors established the need for
teachers with endorsements in both early childhood and early childhood special education, which
contributed to the development of the new degree in Inclusive Early Childhood Sample Pikes
Peak Area Special Education Directors’ meeting notes
The special education advisory panel meets annually. The purpose is to communicate with area
school districts and community partners and jointly decide on candidates’ entry, preparation, and
exit expectations. The panel consists of representatives from most of the area’s 10 school
districts from a variety of district positions, community organizations serving individuals with
disabilities, and community college personnel. Through the years, advisory panel members have
reviewed and provided feedback on program design and content and student teaching and
internship procedures. Most recently in the May 2013 meeting the panel reviewed the revised
Special Education Licensure programs. Panel members were enthusiastic about the redesign
including the early clinical practice aligned with classes. Advisory Panel Minutes Spring 13
For entry into student teaching and internship teacher candidates must provide evidence of
meeting the fingerprinting and background check, pass two content area test, complete
designated coursework successfully, and maintain at 3.0 GPA. Table __, Unit Assessments.
Placement for clinical experiences are decided through communication with district special
education directors, human resource personnel, principals, and cooperating teachers (clinical
educators) and is a process of matching the teacher candidates’ clinical experience needs to the
schools'. Once confirmed, all parties sign a placement agreement. Student Teaching Agreement
Letter. To jointly establish expectations for preparation and exit and share in accountability the
faculty members discuss the expectations with the school personnel at placement. The university
supervisor assigned to that school meets with the cooperating teacher, principal and teacher
candidate in the beginning, middle and end of the experience to discuss how the teacher
candidate is demonstrating the competencies and contributing to the school. The cooperating
teacher completes three formative evaluations, a summative evaluation and a professional
disposition evaluation on the teacher candidate. The principal completes one observation and
evaluation. The university supervisor observes at a minimum 3 observations in each experience.
The university supervisor and the cooperating teacher collaborate to mentor the teacher candidate
when areas of need are identified. These evaluations and performance reports contribute to
decisions about the teacher candidate’s second clinical experience placement. The cooperating
teacher, principal and university supervisor decide whether or not the teacher candidate has
demonstrated the requirements at a proficient level and can be recommended for licensure. See
Competency List Syllabus/Handbook pg 13, and Licensure Recommendation Form, pg 80.
In addition to partnerships during the clinical practice, the Special Education Program faculty
and the local schools district work together to meet schools’ teacher needs. School districts
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contact the faculty for recommendations of recent graduates for teaching positions in the
districts. Occasionally districts seek to hire teacher candidates on the basis of Temporary
Teaching Eligibility to fill district special education teacher vacancies and allow the teacher
candidates to complete the student teaching experience on the job. Another example of the
College of Education collaborating with districts to meet staffing needs is exemplified by
Colorado Springs School District 11. D11 has partnered with the UCCS College of Education in
a “Grow Your Own” program to prepare high school students enrolled in their honors Teacher
Cadet Program for careers in teaching. The Teacher Cadets may concurrently enroll in the UCCS
Educational Psychology class. TED ____ Educational Psychology Syllabus. The district has
provided financial support for Teacher Cadets to attend UCCS teacher preparation programs in
areas of need, such as special education, with the intent to hire them upon graduation. Four
former Teacher Cadets have completed the Special Education Licensure Program and are highly
regarded teachers in their districts.
In the revised programs there are three supervised clinical experiences. The
Elementary/Secondary Internship SPED 4030/SPED 5030 is aligned with the first three courses
of the program and the two courses taken concurrently. The second field experience, Fieldwork
in the Inclusive Classroom SPED 4025/5025, occurs in the summer and provides an opportunity
to continue to practice the skills from the first 5 courses in addition to the specific assignment of
the co-requisite course, Designing Positive Classroom Environments SPED 4021/5021.
Elementary/Secondary Student Teaching, SPED 4031/5031 occurs the following spring after the
teacher candidates have finished three additional courses and taken concurrently with
Consultation and Collaboration SPED 4022/5022. The close alignment of the course work and
the clinical experiences ensures teacher candidates apply the research and theory from the
courses. Between the three experiences teacher candidates will have the opportunity to teach
elementary and secondary students with a full range of skills and support needs. Considering
program data and research, faculty realized teacher candidates benefit from earlier supervised
clinical experiences. The faculty work closely with area school districts to develop the clinical
experience to ensure there is alignment between the knowledge, skills, and dispositions taught in
program and present in the placement sites. A committee of the advisory panel works closely
with the faculty in the development and implementation of the revised program. To ensure
continuous improvement, focus groups of clinical educators will provide feedback and
suggestions on a regular basis. Evidence- list of committee members? Professional development
is provided for schools that want to serve as a placement site and revise their service delivery to
meet the program’s criteria. For example if a school or district has been moving towards
inclusion of students with disabilities, this would be an opportunity for faculty, teacher
candidates and clinical educators to work together to provide needed professional development.
During field experiences, a university supervisor works collaboratively with the mentor teacher
in the supervision and evaluation of the teacher candidate. The specific requirements and
evaluations are in development. See NEW SPED 5030 and 4030 syllabus and observation
evaluations
UCCSTEACH
The UCCSTeach program has established mutually beneficial partnerships with three local
school districts in Colorado Springs: Harrison District 2, Colorado Springs District 11, and
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Falcon District 49. Within these districts, the UCCSTeach program works with several different
elementary, middle and high school sites.
UCCSTeach program staff work closely with local administrators and principals to ensure
UCCSTeach students are paired with high quality mentor teachers. Prior to placing any student
in a field experience, the UCCSTeach program staff review and interview any potential mentor
teacher. This process includes reviewing their previous classroom teaching evaluations and
asking questions about their mentoring experience. During these preliminary meetings,
UCCSTeach faculty also strive to provide mentor teachers with as much information about the
UCCSTeach program AND the expectations. This includes a “UCCSTeach Overview.pdf”, a
“UCCSTeach Mentor Training Handbook.pdf”, and a “UCCSTeach Mentor Teacher
Agreement.pdf”. Building level principals are also provided with this information, to make sure
the leadership of each field site is aware of the mentoring expectations. Prior to officially serving
as a mentor, all teachers must also attend a mandatory one-hour mentor training workshop. At
this training the UCCSTeach observation forms and mentoring expectations are thoroughly
discussed.
PRINCIPAL AND ADMINISTRATOR LICENSURE
The Principal and Administrator Licensure programs have established mutually beneficial
partnerships with school districts across Colorado to ensure strong practicum (clinical)
experiences for Licensure candidates. School district partnerships have occurred, and are
occurring in many of the 178 school districts in Colorado. Within these districts, the program
works with elementary, middle and high school sites. Practica occur formally through LEAD
6820: Practicum in School Leadership: The Principalship, and LEAD 6880: Practicum in
Colorado Leadership and the Superintendency where candidates complete a minimum of 300
clock hours. Principal candidates engage in building-level leadership at the elementary and
secondary levels and administrator candidates participate in district-level leadership in central
office administration activities, both under the supervision of a site mentor. Candidates select a
mentor in consultation with the course instructor; they are expected to take a leadership role in
planning and implementing their practica to ensure a successful partnership for their own
leadership development and growth. They are encouraged to choose a mentor who will help
provide building-/district-level experiences appropriate to their leadership needs and that of the
needs of the school/district.
During the practicum, site mentors rate the candidates on each of the competencies outlined in
the Colorado Standards for School Principals (CDE competencies) and Educational Leadership
Constituent Council Standards (ELCC standards) through formative (mid-term) and summative
(end-term) field mentor evaluations. The evaluations also allow mentors to comment on
candidate strengths and areas for improvement. Additionally, candidates are required to produce
a log/reflective journal of their practicum experiences to include in their professional portfolio
due upon program completion (or as a culminating assignment for their program). To ensure
expectations are understood in advance of the practicum, UCCS faculty offer an orientation and
share requirements in the first class of each program, LEAD 5020: Vision, Ethics, and
Leadership in a Democratic Society and LEAD 6860: Superintendent as Transformational
Leader. Additionally, intentional scaffolding of coursework and field experiences are designed to
prepare candidates for their practica where they have the opportunity to connect theory and
20
practice. Course assignments and projects involve analysis of theory-to-practice links and
provide specific opportunities for self-reflection. Further, campus class time is devoted to
working through the opportunities and challenges presented by the practicum experiences. It is
believed the high level of success in the practicum of the Principal and Administrator Licensure
programs is based upon strong site mentor oversight, continuous coaching by the LEAD 6820
and LEAD 6880 instructors, and programmatic responses to the assessment data gathered.
PROFESSIONAL SCHOOL COUNSELING
The Professional School Counseling program has established mutually beneficial partnerships
with school districts across Colorado to ensure strong practicum and internship experiences for
Licensure candidates. School district partnerships have occurred, and are occurring in many of
the 178 school districts in Colorado. Within these districts, the program works with elementary,
middle and high school sites. Practicums and internships occur formally through COUN5120
Counseling Practicum and COUN 5700 Internship in School Counseling where counselors in
training complete a minimum of 700 clock hours over three semesters. Counselors in training
collaboratively select a supervisor in consultation with the course instructor; they are expected to
take a leadership role in planning and implementing their practicum or internship to ensure a
successful partnership for their own counseling development and growth. They are encouraged
to choose a supervisor who will help provide building-/district-level experiences appropriate to
their counseling needs and that of the needs of the school/district.
During the practicum or internship, site supervisors rate the counselor in training on each of the
competencies outlined in the CACREP standards for professional school counselors through
formative (mid-term) and summative (end-term) field supervision evaluations. The evaluations
also allow supervisors to comment on counselors in training strengths and areas for
improvement. Additionally counselors in training are required to produce a log/reflective journal
of their practicum and internship to include in their professional portfolio due upon program
completion. Counselors in training are required to record an interaction with a student and get
supervision from the university supervisor. To ensure expectations are understood in advance of
the practicum and internship, UCCS faculty require an orientation and share requirements in the
semester before each program. Candidates are evaluated by the entire counseling department
faculty for their knowledge, skills and professional growth before obtaining approval to move on
to fieldwork. Additionally, intentional scaffolding of coursework and field experiences is
designed to prepare counselors in training for their fieldwork where they have the opportunity to
connect theory and practice. Course assignments and projects involve analysis of theory-topractice links and provide specific opportunities for self-reflection. Further, campus weekly class
time is devoted to working through the opportunities and challenges presented by the fieldwork
experiences. It is believed the high level of success in the fieldwork programs is based upon
strong site and university supervision and programmatic responses to the assessment data
gathered.
Clinical Educators
2.2 Partners co-select, prepare, evaluate, support and retain high quality clinical educators who
demonstrate a positive impact on candidates’ development and P-12 student learning. In
collaboration with their partners, providers use multiple indicators and appropriate technology21
based applications to establish, maintain and refine criteria for selection, professional
development, performance evaluation, continuous improvement and retention of clinical
educators in all clinical placement settings.
TELP
As outlined in the Site Professor Handbook, the UCCS site professor serves as the link with each
Professional Development Site (PDS). The site professor is typically an educator or College of
Education faculty member, with most having experience as a master teacher, principal, or
curriculum specialist. The site professor is present at the school site one day a week when school
is in session. The site professor works with school leadership to determine placements with highquality clinical teachers who are willing to coach, mentor, and supervise teacher candidates.
Initial training for clinical teachers includes review of the UCCS TELP Mentor Handbook and
Colorado Teacher Quality Standards. Site professors remain in contact with clinical teachers on a
weekly basis while school is in session, collaborating, clarifying, and articulating program
expectations. Site meetings occur as necessary to maintain a well-articulated program.
The effectiveness of clinical teachers who partner with the UCCS TELP Program is determined
in an informal manner, annually, by the site professor in collaboration with the site coordinator.
Strong clinical teachers are asked to renew their mentoring commitment—weak clinical teachers
are not invited to participate in subsequent years. In addition, teacher candidates rate their
experience in their PDS through the TELP Candidate Evaluation of PDS and Clinical Teacher.
This provides general data related to the experience of teacher candidates across sites. Data
indicate teacher candidates feel well-supported by their clinical teachers. Many effective clinical
teachers continue in their role in subsequent years, further indicating professional and personal
satisfaction.
Using a five-point scale, with 5=consistently and 1=never, candidates rate their clinical teachers
on 18 items, including statements like: “The Clincal Teacher met with me weekly to plan; The
Clincial Teacher was fair in the analysis of my teaching; Overall, the Clincial Teacher was a
positive factor in my student teaching experience. The 2013 average for student ratings ranged
from 4.54-4.81. Also included in the same survey were questions about the PDS site and the
principal. Similarly average scores ranged from 4.54-4.7.
Candidates were given a similar 18-item survey used to rate their Site Professors. For 2013, there
was an 87% response rate. Using the same 5-point scale, results ranged from 4.57 (The Site
Professor maintained effective communication with my clinical teacher(s).) to 4.88 (The Site
Professor met with me and discussed the observation with me as soon as possible).
SPECIAL EDUCATION
Teacher candidates are mentored and evaluated by provider-based university supervisors and
school-based cooperating teachers. University supervisors must have special education or related
endorsement and experience. The Special Education Department faculty members provide
training for the university supervisors, including conducting school meetings and observations
together (see University Supervisor Info Handbook). University supervisors meet once or twice a
year to receive updates from the faculty on theory and practices taught in classes, to provide
feedback from their school sites, and discuss issues. University Supervisor Meeting 5.9.13 The
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student teaching/internship instructor works closely with the university supervisors throughout
the semester to support the university supervisor, the cooperating teacher and teacher candidate.
To ensure selection of high quality clinical educators, the cooperating teachers must have a
special education endorsement with at least three years of teaching experience in special
education and be recommended by the school district special education director or supervisor
and building principal. Recommendations are made based on cooperating teacher’s effectiveness
with students and their teacher evaluations. The student teacher/internship instructor and the
district special education director match the teacher candidates’ needs with the cooperating
teacher’s mentoring style and traits. To prepare and support the clinical educators, the
cooperating teacher and the teacher candidate attend an orientation to discuss the requirements,
evaluations, and the needs in the school. The university supervisor checks in with the
cooperating teacher during each site observation and in the regularly scheduled meetings during
the semester. See Cooperating Teacher Orientation Notes. See Cooperating Teacher and
Principal Packets. See Mid-experience Meeting. The university supervisors assist and support the
cooperating teachers in their mentoring as needed. This may be in person, on the phone or email.
At the end of the semester, teacher candidates complete an evaluation of the placement sites, the
cooperating teachers and the university supervisors. In addition to the teacher candidates’
evaluation of the cooperating teacher, the university supervisors provide feedback on the
cooperating teachers’ performance and make recommendations. These data are used for
decisions about future placements. Cooperating Teacher Evaluation Sample and Field
Experience Site Evaluation Sample – data needed, have? The teacher candidates evaluations of
the university supervisors are shared with the university supervisors to discuss areas of strength
and areas in which teacher candidates indicated improvements were needed. University
Supervisor Evaluation Sample data needed - have??
In the revised programs, cooperating teachers and placement sites will be determined based on a
set of criteria delineating the practices that need to be in place in the site. These will be reviewed
with potential schools. If the criteria aren’t met but the school and cooperating teacher are
interested in making changes, the special education faculty will provide professional
development and support to make the changes. Special education faculty will work closely with
the university supervisors and the cooperating teachers to provide training and support in their
initial experience to ensure consistency in practice and evaluation. There will be weekly
schedules delineating what needs to be accomplished. At the middle and the end of the semester
faculty will debrief with the school personnel, university supervisors and teacher candidates to
identify the areas that worked well and changes that need to be made. Site practices evaluation
UCCSTEACH
The UCCSTeach Program faculty work closely with mentor teachers to evaluate the quality of
student teachers in all field-based courses. Specific evaluation occurs in the following courses:
Step I, Step II, Classroom Interactions, Project-Based Instruction and Apprentice Teaching . (see
Table 1 below for field course overview). Key assessment data are collected across these courses
and include: (1) S]), (2) Student Unit Plans from UTED 4710 – Project-Based Instruction, (3)
Teacher Work Sample, and (4) Student Portfolio. The document “CAEP Standard 2 Key
23
Assessments UCCSTeach.docx” reports this information for all UCCSTeach Program
Completers.
PRINCIPAL AND ADMINISTRATOR LICENSURE
Once a site mentor has been identified, the course instructor communicates with the mentor
about the Principal and Administrator Licensure programs and the practicum expectations. A
formal Principal Mentor Guidance Letter and Administrator Mentor Guidance Letter is used to
ensure clear communication about mentor responsibilities. Periodic contact, through email and
face-to-face communications, is also made with mentors during the practicum, as necessary, to
ensure candidates are fully supported and developing appropriate knowledge, skills, and
dispositions as outlined by the CDE competencies and/or? ELCC standards. Candidates work
directly with their experienced, certified building-/district-level administrators to plan leadership
activities and to schedule regular meetings throughout the practicum. Site mentor meetings are
devoted to monitoring candidate progress, discussing accomplishments, and addressing emerging
concerns. Candidates are regularly observed during their practica and receive documented
feedback from site mentors through the Principal Field Mentor Evaluation and/or the
Administrator Field Mentor Evaluation.
Site mentors involved in the Principal and Administrator Licensure programs hold a Principal or
Administrator License granted by the Colorado Department of Education. All licensed principals
and administrators in Colorado are required to have successfully completed a supervision class
and with on-going support from the course instructor can evaluate their candidate mentees.
Additionally, Colorado has just implemented a new evaluation process for principals and
teachers (SB-191), thus all current Colorado principals and administrators have been provided
training and experience that is easily generalizable to administer the evaluation instruments.
Candidate Performance Data on the Principal Field Mentor Evaluations indicate candidates
demonstrate at least proficiency in all CDE competencies/ELCC standards. The highest scores
were achieved on competencies most aligned with Standard 5 (ethical and democratic leadership)
and comparably lower scores are those aligned with Standard 4 (collaborating with and
mobilizing the community) (also see Exemplar Principal Field Mentor Evaluations).
Candidate Performance Data on the Administrator Field Mentor Evaluations indicate candidates
demonstrated at least proficiency in all CDE competencies/ELCC standards with specific high
levels of skill and knowledge in leading student learning and content knowledge (see Exemplar
Administrator Field Mentor Evaluations). The highest scores were achieved on competencies
most closely aligned with Standard 5 of ELCC Standards for Building Level Administrators
(ethical and democratic leadership). This is particularly encouraging, as this has received
dedicated attention in the program in recent years. In prior years, students expressed a need for
greater instruction about and emphasis on ethical leadership behavior and the Department
responded accordingly. There were comparably lower scores on competencies aligned with
Standard 4 (collaborating with and mobilizing the community), although still proficient. These
findings indicate a need for greater programmatic emphasis in this area; this is not surprising,
given that candidates may not have had much experience with this prior to entrance into these
programs. Consequently, this means the department will need to facilitate greater opportunities
for direct interaction with the wider-school community as necessitated in Standard 4.
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PROFESSIONAL SCHOOL COUNSELING
Once a site supervisor has been identified, the course instructor communicates with the
supervisor about the practicum or internship expectations. A formal School Counseling
Practicum or Internship Contract with the sites Agreement of Projected
(explanation/clarification?) is used to ensure clear communication about supervisor
responsibilities. Periodic contact, through email and face-to-face communication, is also made
with supervisors during the practicum or internship, as necessary, to ensure counselors in
training are fully supported and developing appropriate knowledge, skills, and dispositions. The
supervisor is required to meet with the counselor in training at least one hour per week for
supervision. Site supervisor meetings are devoted to monitoring counselor in training progress,
discussing accomplishments, and addressing emerging concerns. Counselors in training are
regularly observed during their practicum and receive documented feedback through video
recording that was mentioned earlier and the School Counselor Practicum or Internship Site
Supervisor Evaluation of Student, Practicum or Intern Evaluation of Site, and the Final Hour
Logs with reflections.
Clinical Experiences
2.3 The provider works with partners to design clinical experiences of sufficient depth, breadth,
diversity, coherence and duration to ensure that candidates demonstrate their developing
effectiveness and positive impact on all students’ learning. Clinical experiences, including
technology-based applications, are structured to demonstrate candidates’ development of the
knowledge, skills, and dispositions that are associated with a positive impact on P-12 student
learning.
TEACHER EDUCATION LICENSURE PROGRAM
During the fall semester, teacher candidates complete an internship by working alongside clinical
teachers for approximately 320 hours. During the spring semester, teacher candidates team teach
in assigned classrooms for approximately 640 hours and complete a minimum of three weeks of
independent or “solo teaching.” Expectations for teacher candidates, clinical teachers, site
professors and site coordinators are outlined in the TELP Handbook.
Clinical Teachers rate students, at least quarterly, on progress toward attainment mastery? of
Colorado Teacher Quality Standards (CTQS) and Professional Dispositions? with record being
maintained on TaskStream. Clinical Teachers, Site Professors and Site Coordinators observe
Teacher Candidate performance along with formal observation of lessons taught (minimum of 6
per semester). Student reflection and introspection is an integral part of formal lesson
observation. Other significant features of the UCCS TELP clinical experience are:
The field experiences and learning that takes place in teacher candidates’ content-specific and
education courses are not mutually exclusive, working in concert to connect theory and practice.
Running concurrently with the fall field experience are methods courses. Most methods and
field-based courses in the TELP Program are also taught by the same master teachers who serve
the role of site professors. Therefore, master teachers are able to build relationships with their
students both on and off campus and throughout their entire program. Course assignments and
projects involve analysis of student field experiences and specific opportunities for selfreflection. Further, class time on campus is devoted to lesson preparation and practice teaching.
25
Teacher candidates implement lessons in classroom settings. The complexity and intensity of the
field experience builds over time as well. Teacher candidates typically begin in the fall by
implementing short lessons with small student groups. As students continue in the program, they
progress to implementing increasingly complex, multi-day lessons entirely of their own design,
eventually culminating with designing and teaching instructional units as demonstrated in the
Teacher Work Sample (TWS) [now Ed-TPA]. Additionally, each student maintains an electronic
portfolio demonstrating understanding of and maintaining artifacts which document familiarity
with (or master of) each of the Colorado Teacher Quality Standards.
During the second semester, Teacher Candidates are involved in all duties of a teacher including
before/after school tutoring, attending parent-teacher conferences, RTI meetings, or sponsoring a
student program or athletic event, etc.
Artifacts related to student progress toward attaining Colorado Teacher Quality Standards at a
proficient level are maintained in the Electronic Portfolio on TaskStream. Additionally, each
Teacher Candidate maintains a Parent Contact Log form, an updated Philosophy of Education,
Professional Ethics Statement, Classroom Management Plan, and Professional Résumé on
TaskStream.
In analyzing survey patterns, some students express concern related to alignment of content in
some specific university-based methods courses with practice; with the transfer of certain
methods practices to the “real world of the classroom;” with the amount of rigor or lack of rigor
demanded within some methods courses; and/or the workload required in the overall program.
While this concern may be common in teacher education programs, survey findings are reviewed
by the Director of Teacher Education and the Curriculum and Instruction Chair. As appropriate,
both formal and informal findings, celebrations, and concerns are shared during monthly Site
Professor Meetings with discussion, resultant changes, and maintenance of continual program
improvement as a goal.
Summary data for the candidates’ End-of-Program Rating of Instructional Elements includes
results for three years (2010, 2012, 2013) and reference areas such as professional interactions
with teacher and staff; lesson planning; unit planning; pupil evaluation/assessment; use of
instructional media; classroom management and organization; discipline; use of group processes
and student collaboration; parent-teacher relationships; effective decision-making; creating a
positive learning environment; etc.
Considerable detail is also included on tables assessing candidate preparation and readiness in
classroom management; assessment; standards; lesson planning; etc. Additionally, site personnel
are asked to rate the effectiveness of the UCCS Teacher Education and Licensure Program,
including the site model used; site professor; site coordinator; methods courses; and professional
year experience.
SPECIAL EDUCATION
The faculty strive to place students in high performing schools with diverse populations. See
Table Clinical Experience Sites and Demographics. Because teacher candidates will receive a K26
12 teaching license, they complete field experiences at both elementary and secondary schools.
After the first experience the special education department faculty consult with the teacher
candidate and the university supervisor to ensure that in the subsequent placement the teacher
candidate has the opportunity to teach and support students with different types of strengths and
needs than the students they served in the first experience. List of placements per candidate for
last two years needed?. Added Endorsement teacher candidates complete one clinical experience
to show proficiency in the special education practices and standards. They usually complete the
experience in their teaching jobs as long as they are teaching students with IEPs. They work
closely with the special education teacher in their school, who serves as their cooperating
teacher. Approval is required from the principal, school district’s Special Education and Human
Resources departments.
Teacher candidates are evaluated on multiple performance-based assessments throughout the
program. During student teaching and internship the cooperating teachers observe and evaluate
the teacher candidates 3 times in each clinical experience in the areas of classroom management,
data based assessment and instructional management, consultation skills and professional
relationships, IEP development and implementation, conducting lessons and personal
development. The principal completes an observation and similar evaluation midway through the
experience. The cooperating teacher, university supervisor, and the teacher candidate evaluate
the teacher candidates’ professional dispositions. Teacher candidates create a portfolio
demonstrating their knowledge and skills related to the fifteen competencies, aligned with the
standards. The competencies are similar to key assignments in the program coursework. Sample
portfolio In many of the competencies, teacher candidates are required to deliver or support
instruction. Teacher candidates collect a minimum of 4 weeks of data to ensure the students are
making the desired progress. They analyze and reflect on the students’ performance and adjust
instruction accordingly. They are evaluated on lesson observations by the university supervisor
for each area. Assessment Data Student Teaching2011-12_2012-13, Assessment
Data_Internship2011-12_2012-13 Graphs needed Teacher candidates graph a target student’s
progress and analyze the results. Progress_Monitoring_Table_&_Graph -Sample. Teacher
candidates participate in a seminar throughout the clinical experience to reflect on the experience
and receive support from the instructor, other teacher candidates, and invited speakers.
Throughout the program the faculty provide technology-based learning experiences. Coursework
is housed in Blackboard and in both online and face-to-face classes faculty use technology such
as video demonstrations and lesson critiques, discussion groups, blogs, and Blackboard
Collaborate. In the clinical experiences teacher candidates create an electronic portfolio, learn to
use the districts’ electronic IEPs, and collect and present data electronically. Technology use is
observed in lessons that incorporate the use of iPads, internet videos, assistive augmentative
communication and SmartBoards. Teacher candidates reflect on the use of technology in
portfolio for activities not observed by the university supervisor, such as computer assisted
instruction and computer-based assessments.
In reviewing the data for teacher candidates for academic years 2011-2012 and 2012-2013, the
average scores for the school-based clinical educators, the university supervisors and the
portfolio evaluation are in the advanced range for teacher candidates in all programs. This
suggests that most teacher candidates are performing at a high level in their clinical practice as a
27
result of the learning experiences in the programs. In the revised programs most of the content
courses will maintain much of the current content but will embed a greater focus on inclusion
and assessment procedures that will be integrated across courses as opposed to a stand-alone
course. A new technology course is added to provide more in depth instruction on assistive and
educational technology. In the final clinical experiences faculty and cooperating teachers will
use similar types of performance-based assessments, though the tools will be updated to reflect
current research, more inclusive practices and the analysis of data from the current programs.
One significant change is the more structured and supervised clinical experiences with close
alignment to course work that will occur earlier in a candidate’s program. In the last year, several
teacher candidates’ performance fell below the proficiency level. Factors contributing to this
were that, though the teacher candidates’ completed the coursework, they had difficulty
functioning effectively in the final clinical experiences, partially due to their professional
behavior and partially due to poor application of content knowledge and skills. Having either a
less than effective cooperating teacher or a cooperating teacher who didn’t provide corrective
feedback until the end of the experience were contributing factors. Earlier, focused field
experiences will provide a closer alignment of theory and application. Receiving feedback from
faculty and clinical educators early in the program will allow teacher candidates to respond to
feedback and improve or make a decision not to continue. The experiences will be more
structured and university supervisors will work more closely with the cooperating teachers to
ensure best practices are modeled and appropriate feedback is provided. In the current program
the “non-proficient” teacher candidates received an incomplete for the course, developed a
remediation plan with the university supervisors and faculty, and given the opportunity to
complete the requirements in a new placement. While some teacher candidates successfully
completed the experience by demonstrating effective practices with students and colleagues, the
new program allows this process to occur in a more timely manner. See assessment plan and
faculty action. Assessment for first internship. Syllabus for 4030/5030. Handbook and or
cooperating teacher packet.
UTEACH
The new UCCSTeach Program offers extensive field experiences for all secondary mathematics
and science teacher candidates. Over the course of the UCCSTeach Program, teacher candidates
complete a minimum of 800 field contact hours. An underlying philosophy of the UTeach
Program (and subsequently in the UCCSTeach Program) is to provide teacher candidates with
extensive, individualized, and on-going coaching that is paired with a sequential set of five field
experiences. These experiences serve as a vehicle to help UCCSTeach teacher candidates
develop teaching skills at an accelerated rate. The following Table provides an overview of the
five field-based courses required in the UCCSTeach Program:
Table 1. Overview of UCCSTeach Field Experience Hours
UCCSTeach Field Experience Hours
Course Title
Grade Observations Teaching
Level
Events
Step 1 – Inquiry Approaches to Teaching
K-5
2
3
Step 2 – Inquiry-Based Lesson Design
6-8
2
3
Classroom Interactions
9-12
6
3
Project-Based Instruction
6-12
10
5
Field Contact
Hours
15
20
50
75
28
Apprentice Teaching
6-12
N/A
Varies
Total Number of Contact Hours in UCCSTeach Program
640
800
Field teaching begins with the very first course that students take (Step 1: Inquiry
Approaches to Teaching) and is a component of half the UCCSTeach courses required of all
students. Throughout the program, UCCSTeach teacher candidates will work in a minimum of 5
different schools. This includes required field experience hours at the elementary level (Step I),
middle school level (Step II), high school level (Classroom Interactions), and then additional
experiences at the middle OR high school level (Project-Based Instruction and Apprentice
Teaching). Further, teacher candidates complete a subset of their hours in high need schools so
that their classroom field experiences prepare them for the teaching environments and student
populations that they may encounter as future educators.
One of the top priorities for all teacher candidate field hours is that they are purposeful and fully
supported by experienced UCCSTeach faculty and mentor teachers. In the UCCSTeach model,
100% of field observations are conducted by full-time faculty and staff within the program. This
means that all faculty observers are highly qualified math or science teachers with a minimum of
5 years of teaching experience (in the UTeach model these faculty are called master teachers).
Observation of classroom teaching always involves some form of directed candidate reflection.
Master teachers from UCCSTeach work closely with UCCS faculty and local school districts to
determine field placements and support candidate’ lesson development, implementation, analysis
and reflection. Mentor teachers from the K-12 schools receive targeted training, detailed
expectations, and ongoing coaching from UCCSTeach staff to ensure that they are providing
teacher candidates with opportunities to grow. Candidates receive feedback from course
instructors, master teachers, mentor teachers and their peers on their lessons as they are
developed and shared during on-campus practice sessions. Candidates are only allowed to teach
lessons once they have been reviewed and approved. Candidates are regularly observed during
field teaching and continually receive documented feedback from mentor teachers, master
teachers, and instructors who use carefully constructed and validated observation instruments.
The field experiences and learning that takes place in teacher candidates’ content-specific and
education courses are not mutually exclusive, working in concert to connect theory and practice.
All field-based courses in the UCCSTeach Program are also taught by the same master teachers
who perform the field-based observations. Therefore, master teachers are able to build
relationships with their candidates both on and off campus and throughout their entire program.
Course assignments and projects involve analysis of candidate field experiences and specific
opportunities for self-reflection. Further, class time on campus is devoted to lesson preparation
and practice teaching.
Teacher candidates progress from implementing lessons in elementary to middle and high school
settings. The complexity and intensity of the field experience builds over time as well. Teacher
candidates begin in Step I by implementing short lessons built around pre-designed, wellestablished inquiry-based mathematics or science topics. As candidates continue in the program,
they progress to implementing increasingly complex, multi-day lessons entirely of their own
design (Classroom Interactions), eventually culminating in a week-long project that occurs
29
during Project-Based Instruction. These carefully scaffolded field experiences prior to
Apprentice Teacher help to prepare teacher candidates for the full time student teaching, a
responsibility which they undertake for a 4-6 week period during their final semester in the
program.
During Apprentice Teaching, UCCSTeach teacher candidates must also complete a minimum of
15 “alternative contact” hours. Alternative contact hours may include, but are not limited to:
before/after school tutoring, attending parent-teacher conferences, RTI meetings, or sponsoring a
student program or athletic event, etc. Alternative contact hours are designed to give teacher
candidates an opportunity to experience the life of a teacher beyond the traditional classroom.
Teacher candidates are responsible for documenting their alternative field hours and must have
their clinical teacher and university supervisor sign off on these hours at the conclusion of their
Apprentice Teaching experience.
PRINCIPAL AND ADMINISTRATOR LICENSUREThe practicum serves as the summative
coursework and field experience of the Principal and Administrator Licensure programs as it
provides candidates the opportunity to engage in authentic leadership roles and take
responsibility for complex projects. Emphasis is placed on the candidate leading and supporting
a school and district community that is focused on learning. Candidates are encouraged to gain
experience and interact with building and district leaders from varied settings that allow for
experiences with culturally diverse and exceptional populations and in communities with varied
socioeconomic levels. Additionally, candidates are expected to choose a school and/or district
setting that will provide them with experiences that complement their professional background.
These opportunities are intended to provide both intensive and extensive field experiences.
Candidates are required to interact with school and district leaders, staff members, students,
parents, and community leaders in elementary and secondary school settings. They are highly
encouraged to also complete alternative contact hours during their practica to give candidates the
opportunity to experience the breadth and depth of the principal and superintendent roles.
The practicum serves as the primary vehicle in ensuring Principal and Administrator Licensure
candidates develop leadership skills at an accelerated rate, thus, candidate feedback is critical.
They receive extensive, individualized, and on-going coaching about their progress throughout
the practicum by the site mentor, as well as the course instructor. Due to limited release time
available to candidates, they may spend much of their practicum in the building/district where
they work. Both the principal and administrator portfolios require successful performance of
CDE competencies and ELCC Standards that are documented through field mentor assessments.
A successful evaluation of their electronic professional portfolio, as assessed by the course
instructor, is required for formal completion of the practicum experience. Candidates document
their practicum by providing detailed information on the Date, Hours, and Activities led, along
with a Reflection on the specific learning outcomes of the activities. The log/reflective journal is
included in the professional portfolio due upon [program completion], and graded as pass/fail by
a UCCS faculty department member. All candidates must pass this component of the portfolio to
be eligible for graduation (see Exemplar Principal Candidate Log/Reflective Journals and
Exemplar Administrator Candidate Log/Reflective Journals).
PROFESSIONAL SCHOOL COUNSELING
30
The internship serves as the summative coursework and field experience of the Professional
School Counseling programs as it provides counselors in training the opportunity to engage in
authentic school counseling roles and take responsibility for complex projects. Emphasis is
placed on the counselor in training leading and supporting a school and district community that
is focused on learning. Counselors in training are encouraged to gain experience and interact
with building and district leaders from varied settings that allow for experiences with culturally
diverse and exceptional populations and in communities with varied socioeconomic levels.
Additionally, counselors in training are expected to choose a school and/or district setting that
will provide them with experiences that complement their professional background. These
opportunities are intended to provide both intensive and extensive field experiences. Counselors
in training are required to interact with school and district leaders, staff members, students,
parents, and community leaders in elementary and secondary school settings.
The practicum or internship serves as the primary vehicle in ensuring Professional School
Counselors candidates develop counseling skills at an accelerated rate, thus, counselor in training
feedback is critical. They receive extensive, individualized, and on-going weekly supervision
about their progress throughout the practicum or internship by the site supervisor, as well as the
course instructor. The site supervisors’ evaluations and successful evaluations of their electronic
professional portfolios assessed by the course instructors, is required for formal completion of
the practicum or internship experience. Counselors in training document their practicum or
internship by providing detailed information in a monthly log on the Date, Hours, and Activities
led, along with a Reflection on the specific learning outcomes of the activities. The log/reflective
journal is included in the professional portfolio due upon program completion, this assessment is
graded as pass/fail fashion by Counselor Education faculty . All candidates must pass this
component of the portfolio to be eligible for graduation.
Summary for Standard 2
Based upon evidence-based practices, procedures and multi-measures described by the four
departments in the College of Education in collaboration with school and community partners,
we have co-constructed effective partnerships and high-quality clinical practice for the for the
development of the candidates knowledge, skills and professional dispositions. This
demonstrates a positive impact on clients and students' learning and development, and meets
CAEP Standard 2 and the elements for Partnerships for Clinical preparation (2.1), Clinical
Educators (2.2), and Clinical Experiences (2.3)
31
Standard 3: Candidate Quality, Recruitment and Selectivity
The provider demonstrates that the quality of candidates is a continuing and purposeful part of its
responsibility from recruitment, at admission, through the progression of courses and clinical
experiences, and to decisions that completers are prepared to teach effectively and are
recommended for certification. The provider demonstrates that development of candidate quality
is the goal of educator preparation in all phases of the program. This process is ultimately
determined by a program’s meeting of Standard 4.
Plan for Recruitment of Diverse Candidates who Meet Employment Needs
3.1 The provider presents plans and goals to recruit and support completion of high-quality
candidates from a broad range of backgrounds and diverse populations to accomplish their
mission. The admitted pool of candidates reflects the diversity of America’s P-12 students. The
provider demonstrates efforts to know and address community, state, national, regional, or local
needs for hard-to-staff schools and shortage fields, currently, STEM, English-language
learning, and students with disabilities.
It is the mission of UCCS, established by state statute, to serve Southern Colorado. This part of
the state is diverse along multiple dimensions. The college of education recruits extensively
from this diverse population, which reflects the P-12 student makeup.
TEACHER EDUCATION LICENSURE PROGRAM (TELP) & MA: TESOL
MA-TESOL: Spreading the word with International students, advertising/having booths at
conferences, local ESL directors let teachers know about our endorsement and MA program in
TESOL.
UCCSTeach
UCCSTeach recruits from the campus enrollment in the fields of math and science. Our Step 1
and Step 2 one credit introductory classes are used as a recruiting tool, giving students an
opportunity to try teaching before committing to a program. This ensures higher quality
candidates continuing with UCCSTeach.
The program also reaches out to rural high school communities and a wide variety of local
school districts; promote the program to career changers/military retirees and graduate students
to bring in as diverse a population as possible.
The current demographics of the UCCSTeach program ranges in age: 18-50+; gender split is
55% female – 45% male; 5 ethnic groups are represented. By having the UCCSTeach program at
the University, we meet the need of shortage fields (STEM) within K-12 education.
PRINCIPAL AND ADMINISTRATOR LICENSURE
The department’s plans and goals dovetail with those of the college. We recruit high quality
candidates from the campus service are, which by statute is southern Colorado. We also recruit
and serve students from throughout the state, nation and internationally. Our student body
reflects this diversity.
32
We also work with individual school districts and consortia of school districts to build cohorts of
students in partnership with school districts. These cohorts reflect the diversity of the partnering
school districts and address community, state, national, regional, or local needs for hard-to-staff
schools and shortage fields, currently, STEM, English-language learning, and students with
disabilities.
PROFESSIONAL SCHOOL COUNSELING
The Department of Counseling and Human Services has a CACREP accredited School
Counseling and Clinical Mental Health program. As a result of this accreditation and because of
the values of the faculty in the department, we engage in various activities to recruit and support
quality candidates from diverse backgrounds. For example, each year members of the department
go to Colorado State University in Pueblo to meet collectively and individually with students
who are interested in graduate study in counseling. CSU – Pueblo has a more diverse
undergraduate student body than our current institution. Additionally, we recruit undergraduate
students at UCCS and target student clubs and organizations that are comprised of diverse
students to make them aware of our graduate programs. We also routinely attend undergraduate
major/minor fairs and Graduate School Open Houses to provide prospective students with the
opportunity to have their questions addressed by current faculty. The department continually
updates its website with the latest department and program information to make sure that
prospective students are aware of the philosophy, mission and accomplishments of the
Department of Counseling and Human Services. All students are required to attend new student
orientation where they learn about the department requirements and standards including selfawareness/personal development, academic knowledge and counseling skills. Students also learn
about the faculty advising program and how to access support when they are struggling. All first
year students are required to meet with their advisor to review their scores on a departmental
Developmental Assessment Matrix which assesses self-awareness/personal development,
academic knowledge and counseling skills. These meetings are an effort to provide students with
ongoing feedback regarding their development and to offer support for students as they navigate
their respective programs. Finally, advanced students (second year and third year) are invited to
attend various department functions designed for first year students (e.g. New Student
Orientation, Experiential Day, Chi Sigma Iota meetings, Chi Sigma Iota social events, etc.) to
promote communication and mentoring between advanced and first year students.
Admission Standards Indicate That Candidates Have High Academic Achievement And Ability
3.2 The provider sets admissions requirements, including CAEP minimum criteria or the
state’s minimum criteria, whichever are higher, and gathers data to monitor applicants and the
selected pool of candidates. The provider ensures that the average grade point average of its
accepted cohort of candidates meets or exceeds the CAEP minimum of 3.0, and the group
average performance on nationally normed ability/achievement assessments such as ACT, SAT,
or GRE:
• is in the top 50 percent from 2016-2017;
• is in the top 40 percent of the distribution from 2018-2019; and
• is in the top 33 percent of the distribution by 2020.[i]
TEACHER EDUCATION LICENSURE PROGRAM & MA: TESOL
33
Hold a Baccalaureate degree from a regionally accredited, 4 - year institution of higher education
with a preference given to students who have successful documentation of high quality
undergraduate work in the liberal arts and sciences and in a teaching field and who hold a
teaching license.
Document, through official transcripts, a minimum GPA of 2.75 for completed undergraduate
work and 3.0 for graduate work.
Demonstrate professional dispositions through development of a personal goal statement
(minimum 2 - page, double spaced, word processed)
Participate in Professional Interview with Department Chair or Department faculty.
Schedule an advising appointment (interview and appointment can be done simultaneously) with
Department Chair or Department faculty – bring all official transcripts of conferred degrees,
course work, and copy of teaching license, if applicable)
Submit three letters of recommendation (one academic, two professional) from professionals
with whom you have worked or studied under.
MA candidates may request (to Department Chair) to transfer in up to 9 semester credits of
graduate course work from a regionally accredited, 4 - year institution of higher education if the
course work is deemed to be appropriate for the MA in Curriculum & Instruction. All transfer
requests must officially document grades of 3.0 or higher in order to be transferred. MA
candidates must supply course catalog descriptions and course syllabi for all requested transfer
course work.
TELP (undergrad) admissions criteria:
To be eligible for admission to TELP, students should have:
• Selected an appropriate major for content and level
• Attended an advising session with the College of Education Advisor and complete a
Preparation Plan listing course work still needed to complete the undergraduate degree
content and prerequisite courses. Included in this plan is a timeline of dates and a list of
the Teacher Education core courses still needing to be completed.
• Earned a cumulative GPA of 2.5 or better
• Completed or currently enrolled in CURR 4800/5800 and T ED 3010 (including a
background check with the Colorado Department of Education)
TELP (grad) admissions requirements:
Application Criteria
• A Career Goals Statement (describe motivation, interest, and personal qualities)
• Interview with College of Education Faculty Interview Panel
• Complete listing of classroom experience with children or youth
• Three letters of recommendation
• Completed or enrolled in core classes
• A cumulative GPA of 2.5 or better
• Receipt for $50.00 application fee paid to the Bursar’s Office
• Submit application packet to COE Student Resource Office, Columbine Hall Room 3010
no later than February 1 to begin the Professional Year at the end of May.
MA:TESOL
• Baccalaureate degree
34
•
•
•
•
•
•
Undergraduate GPA of at least 2.75
Demonstrated language proficiency if non-native speaker of English (TOEFL score
submission or ACT Compass test--offered at UCCS)
Goals Statement
Experience with ELLs form
References – academic and/or professional
Interview
UCCSTeach
UCCSTeach has a 2.5 GPA requirement for application to the UCCSTeach program. Students
admitted to the program must maintain 2.75 GPA in all education classes. We follow the various
department guidelines for content GPA’s which are set at “C” or better for math, chemistry,
physics and “C-“ or better for biology.
We do not follow a cohort model, but application to the program occurs during the third course
in our sequence of courses, which could constitute a cohort or application pool, one each
semester. However, moving forward, that same group of students do not take all the same
UCCSTeach coursework. We can report for academic year to keep data aligned with the TELP
model of one cohort per year. (Fall 2013 semester application pool has average cumulative
GPA of 3.43)
PRINCIPAL AND ADMINISTRATOR LICENSURE
Students are admitted to LRF programs based on a matrix of data that include: Grade point
average (GPA) of at least 2.75; Letters of recommendation from academic or professional
sources; Résumé; Personal interview; Preference is given to students who have a sound program
of undergraduate work in the liberal arts and sciences or teaching field and who hold a teaching
license.
PROFESSIONAL SCHOOL COUNSELING
The Department of Counseling and Human Services is CACREP accredited and meets all of the
core and program requirements. As a result, we base our admissions on different criteria other
than undergraduate GPA alone. We examine the following areas:
1. GPA
2. Standardized test scores
3. Letters of recommendation
4. Two faculty interviews (one informal and the other formal).
5. Students career goal statement and fit for the counseling profession.
Beginning in the fall of 2013, the department is moving to a more rigorous interview process.
Students will complete an individual interview and three group interview activities (e.g.
experiential, moral dilemma and interviews with students who are advanced in the program). We
have also instituted an Early Admissions program where by students may be accepted into the
department in December prior to the summer start. Cohort models are used for both programs.
Additional Selectivity Factors
35
3.3 Educator preparation providers establish and monitor attributes and dispositions beyond
academic ability that candidates must demonstrate at admissions and during the program. The
provider selects criteria, describes the measures used and evidence of the reliability and validity
of those measures, and reports data that show how the academic and non-academic factors
predict candidate performance in the program and effective teaching.
TEACHER EDUCATION LICENSURE PROGRAM
Interviews and letters of recommendation are required for admission into the program. Once
admitted and throughout the process of the professional year, disposition forms are filled out on
all teacher candidates by 3 different people each quarter: the UCCS Site Professor, School Site
Coordinator, and the Clinical Teacher.
(Not sure about data that predicts candidate performance and effective teaching)
MATESOL: Interviews are required for admission to the program. Their dispositions are
monitored during their practicum experience via observations by a university professor, which
happens towards the end of the program.
All lesson plans and unit plans are required to incorporate 3 sets of standards: Colorado Teacher
Quality Standards, Colorado Academic Standards, and SPA standards (ACTFL, TESOL, etc.)
Multiple forms of evidence: lesson plans, unit plans, edTPA, standards portfolio, methods course
work. Technology is infused without and is one of the Colorado Teacher Quality Standards that
must be met.
TELP teacher candidates are observed at least 12 times during their professional year by 4
different people.
UCCSTeach
UCCSTeach requires an application package that includes submission of, a career goals
statement, transcript review, 3 references, and a formal interview. After being admitted to the
program UCCSTeach students are required to complete field hours (not related to their teaching
experiences) to further enhance their effectiveness as an educator. Our students are given
opportunities to work with community outreach – serving a diverse population of students; they
are given opportunities to participate in campus sponsored programs that support local K-12
education, specifically STEM. Data will be tracked as students move through pre-service to inservice teachers.
PRINCIPAL AND ADMINISTRATOR LICENSURE
The LRF department follows COE and University standards regarding dispositions and attributes
of students:
• Student Ethics -Students are expected to adhere to the highest codes of personal and
professional ethics, as set forth by the Honor Code of the University of Colorado at
Colorado Springs, which appears each semester in the Schedule of Classes. Students who
do not meet these standards may be dismissed from the Graduate School by the Graduate
Dean upon recommendation of the chair of the Department of Leadership, Research, and
Foundations (LRF).
36
•
•
Academic Probation - A non-provisionally admitted student who has completed nine or
more semester hours in a MA or Licensure program in LRF and who has received a grade
of “F” in any course will be placed on a one-year probation until the course has been
repeated and a minimum grade of B minus has been earned. Under extenuating
circumstances, student may petition the Department Chair for an extension of the
probationary time period. A provisionally admitted student who receives a grade of “F”
during the provisional time period will be dismissed from the program.
Dismissal from Program - Any student who fails to earn the minimum required grade for
a repeated course that was previously taken unsuccessfully (that is, with a grade lower
than a B minus) will be dismissed from the program. A dismissed student is eligible to
reapply for admission after one year. Approval or rejection of this application rests with
the Department Chair. Military Student Policy If you are a military student with the
potential of being called to military service and /or training during the course of the
semester, you are encouraged to contact your UCCS course instructor no later than the
first week of class to discuss the class attendance policy.
PROFESSIONAL SCHOOL COUNSELING
Currently, the department is working on a variety of evaluation activities. One activity includes
monitoring student progress in CACREP accredited programs by assessing personal, academic
and counseling skill development throughout their graduate program. In the fall of 2010, the
department implemented a new Developmental Assessment Matrix (DCHS Student Handbook,
pages 28-30) to assist students and faculty with clearly identifying specific, developmental
expectations for student growth in the areas of personal growth/self-awareness, academics and
counseling skills. This matrix is discussed during new student orientation and all students are
provided a copy of the form by receipt of the DCHS Student Handbook. During the academic
year, the department meets weekly and discusses student progress and concerns. Using the
Developmental Assessment Matrix, the department collectively assigns scores to each student
during designated department meetings. The scores are recorded for each student in all three
areas.
First year students meet with their advisor after their first semester (summer), toward the end of
their second semester (November), and at the end of their third semester (spring) to specifically
review and discuss students’ Developmental Matrix scores. These are required advising sessions
for all first year students in CACREP accredited programs. Students who receive lower scores on
the Developmental Assessment Matrix may be required to participate in any or all of the
following activities: (1) meet weekly or biweekly with their advisor for coaching, (2) follow a
specific remediation plan designed for student success, (3) enroll in the three year program to
extend their time in graduate school and delay their first fieldwork experience, (4) seek personal
counseling, etc. Second year students also receive scores; however, they are not required to meet
with their advisors as often.
Using the Developmental Assessment Matrix to measure student success has worked well and
resulted in students receiving the additional support they need to be successful. This approach to
assessment has also served as an effective gatekeeping tool for students who need to be
counseled out of their respective programs. For example during the 2012-2013 academic year,
the completion rate was 76.9% for Community Counseling/Clinical Mental Health Students. We
37
had a total of six students leave the program. Of these six students, one was dismissed for
academic reasons, three were dismissed for dispositional challenges after failure to comply with
a remediation plan and/or ability to adjust to the expectations of their program, one was
dismissed due to violating the ethical parameters of her fieldwork experience and one student left
prior to the implementation of a remediation plan (i.e. he knew that he would not be not released
for fieldwork). Therefore, four students were counseled out of the program as a result of using
the Developmental Assessment Matrix process and the communication and decision making that
is possible as a result of doing so. Additionally, this tool and process has helped department
faculty become more consistent and cohesive in how they monitor student success, provide and
document feedback and support students.
Selectivity During Preparation
3.4 The provider creates criteria for program progression and monitors candidates’
advancement from admissions through completion. All candidates demonstrate the ability to
teach to college- and career-ready standards. Providers present multiple forms of evidence to
indicate candidates’ developing content knowledge, pedagogical content knowledge,
pedagogical skills, and the integration of technology in all of these domains.[ii]
TEACHER EDUCATION LICENSURE PROGRAM/MA: TESOL
All lesson plans and unit plans are required to incorporate 3 sets of standards: Colorado Teacher
Quality Standards, Colorado Academic Standards, and SPA standards (ACTFL, TESOL, etc.)
Multiple forms of evidence: lesson plans, unit plans, edTPA, standards portfolio, methods course
work. Technology is infused without and is one of the Colorado Teacher Quality Standards that
must be met. TELP teacher candidates are observed at least 12 times during their professional
year by 4 different people.
UCCSTeach
A Fitness to Teach document has been drafted and will be implemented in Spring 2014 semester
to meet this sub-standard.
In addition, we have a “key assignment” or “benchmark” document that tracks and provides
evidence of pedagogical skills within each course of our program.
PRINCIPAL AND ADMINISTRATOR LICENSURE
Criteria for program progression and monitoring candidates’ advancement from admissions
through completion. All candidates demonstrate the ability to teach and lead to college- and
career-ready standards. LRF uses multiple forms of evidence to indicate candidates’ developing
content knowledge, pedagogical content knowledge, pedagogical skills, and the integration of
technology in all of these domains.
Selection At Completion
3.5 Before the provider recommends any completing candidate for licensure or certification, it
documents that the candidate has reached a high standard for content knowledge in the fields
where certification is sought and can teach effectively with positive impacts on P-12 student
learning and development.
TELP
38
All students in the program are required to earn a B- or better in all program-related coursework.
They must have successfully completed their professional year to include course work,
dispositions, and demonstrated effective teaching. In addition, they must successfully complete
the edTPA (teacher performance assessment), which is nationally scored, and a standards
portfolio created by CDE and dual-scored by 2 different university site professors.
UCCSTeach
All teacher candidates must take content exams (Praxis or PLACE) to demonstrate content
knowledge.
During the Apprentice teaching semester teacher candidates provide evidence of ability and
readiness to teach, by creating an electronic portfolio relating to the Colorado Teacher Quality
Standards, students also develop a unit that is created and analyzed through edTPA.
PRINCIPAL AND ADMINISTRATOR LICENSURE
The course, Practicum in School Leadership: The Principalship builds upon field work
experiences required in previous coursework. Students are required to log a minimum of 300
clock hours in school administrative activities at the elementary, middle, and high school levels
supervised by site mentors in varied setting with educationally, culturally, and
socioeconomically diverse populations. Professional portfolio documents competencies are
required for program completion.
Alignment with standards: The instrument used by field supervisors to evaluate candidates
includes performance competencies drawn from the state standards. As such, all candidates are
evaluated by field supervisors on their performance in all of the competencies represented on the
instrument. The course and standards matrix indicates the alignment of the state competencies
with the ELCC standards. All standards are addressed in LEAD 6820. The matrix is attached as
a separate document for this assessment.
PROFESSIONAL SCHOOL COUNSELING
The department continues to monitor how our students perform on outcome based assessments.
This includes the CPCE (Counselor Preparation Comprehensive Examination) and NCE
(National Counselor Exam). When reviewing our students’ CPCE and NCE exam scores, we
noticed that they routinely score above the national mean in all core content areas. Additionally,
dating back to 2008, students at UCCS have had a 90% and above pass rate when sitting for the
exam the first time. Despite these successful results, the department continually discusses how
and where the 2009 CACREP standards are addressed in the curriculum as well as how best to
prepare our students for their licensing exams. School Counseling students take the PLACE
Exam for School Counseling Certification in Colorado. Our pass rate has consistently been
between 95 – 100% on all administrations.
3.6 Before the provider recommends any completing candidate for licensure or certification, it
documents that the candidate understands the expectations of the profession, including codes of
ethics, professional standards of practice, and relevant laws and policies. CAEP monitors the
development of measures that assess candidates’ success and revises standards in light of new
results.
39
TELP
Required as part of the teacher candidates successful completion of their professional year is a
written code of ethics and philosophy of education. They must reflect on each standard and how
they met it. Relevant laws and policies are addressed within their course work.
UCCSTeach
Apprentice teaching seminar
edTPA
Electronic portfolio that is evidence of candidate’s knowledge of Colorado Teacher Quality
Standards.
PRINCIPAL AND ADMINSTRATOR LICENSURE
The PLACE test covers all state principal standards. Further, all state standards align with ELCC
standards. Therefore, the state’s assessment provides coverage of all ELCC standards. The
overall average pass rate for the PLACE test is 88.6% which is higher than the department’s goal
of an 85% pass rate as noted in the SAAC institutional data reports for UCCS. Also, the data
indicates that the overall passing scores have increased over the last three years. According to the
Colorado Place Test guidelines, the minimum passing score for each test is 220. Therefore,
students in the Principal Licensure program have consistently scored above 220 with an average
passing score of 241 from 2011-2013
PROFESSIONAL SCHOOL COUNSELING
Students in the Department of Counseling and Human Services take a specific course during
their second semester to orient them to their respective profession (e.g. Roles and Functions of
the School Counselor). All students also take a course entitled “Issues, Ethics, and Trends in
Professional Counseling” which addresses professional ethical standards and relevant laws and
policies. Students must earn a B or better in each course to advance in their program.
In conclusion, students take a three part comprehensive exam as part of the requirements for
graduation. One section of this exam covers professional practice and assesses professional
orientation and knowledge of ethics, relevant laws and the highest standards for practice.
See appendix A for test results from program completers.
40
Standard 4: Program Impact
The provider demonstrates the impact of its completers on P-12 student learning and
development, classroom instruction, and schools, and the satisfaction of its completers with the
relevance and effectiveness of their preparation.
Introduction
Impact on P-12 Student Learning
4.1 The provider documents, using value-added measures where available, other statesupported P-12 impact measures, and any other measures constructed by the provider, that
program completers contribute to an expected level of P-12 student growth.
TEACHER EDUCATION LICENSURE PROGRAM (TELP)
With the implementation of Senate Bill, our program completers will be linked with student test
scores. The plan to follow the teachers’ performance over the course of 3 years will provide us
with a systematic means for measuring impact on student learning. With the implementation of
the new SB, we will have a systematic process in the state to track our program completers’
impact on student learning. We will gather this data at the conclusion of each year to update
how our graduates are doing in the field.
SPECIAL EDUCATION
We collect informal data (e.g., written student comments and emails) as well as qualitative
information from graduate alumni surveys.
With the implementation of the new SB, we will have a systematic process in the state to track
our program completers’ impact on student learning. We will gather this data at the conclusion
of each year to update how our graduates are doing in the field.
PRINCIPAL AND ADMINISTRATOR LICENSURE
We collect informal data (e.g., written student comments and emails) as well as qualitative
information from graduate alumni surveys. Additional data will be collected through school and
district reports of locations program completers are employed.
With the implementation of the new SB, we will have a systematic process in the state to track
our program completers’ impact on student learning. We will gather this data at the conclusion
of each year to update how our graduates are doing in the field.
PROFESSIONAL SCHOOL COUNSELING
We collect informal data (e.g., written student comments and emails) as well as qualitative
information from graduate alumni surveys.
Interpretation of Collected Data
Special Education
The following excerpt from an unsolicited e-mail (May 7, 2013) written by a student teacher
exemplifies the impact on P-12 student growth.
41
I wanted to share the growth a student in kindergarten has made in phoneme segmentation
during my student teaching experience this spring. This boy is a kindergartner who I had in a
small Tier 3 group for 35 minutes each day. The benchmark goal for the end of kindergarten is
35 sounds on Phoneme Segmentation Fluency. J. reached that goal before spring break, on
March 22! (When I started working with him at the end of January he had previously scored a 0
on all classroom progress monitoring checks. J. came to me not knowing how to rhyme or give
initial sounds in words.) He can now decode CVC words and sound spell words up to four
sounds. The other students in my intervention also made significant improvement. J. has also
benchmarked on almost all other areas for reading (such as letter naming fluency and letter
sound fluency), and he is getting close to the end of the year benchmark for nonsense word
fluency. I really wanted to share his growth with you because I could not have done this
intervention for such needy students without your classes and knowledge. One of the greatest
gifts you gave to me was to figure out exactly where a student's skill level was through error
analysis and to make sure they reach mastery before providing the next challenge for the student.
I am very excited about this student's growth! (JR, May 7, 2013)
TELP
The following statements from our partner letters show how our program completers have
impacted student growth:
Meridian Ranch International School, March 12, 2013
Aimee Crespin, Assistant Principal
Student achievement at MRIS [Meridian Ranch International School] has increased thanks to
the UCCS PDS program and the scheduling and human resource options that the student
teachers and/or clinical teachers provide with intervention and enrichment support for
individual students and small groups.
The in-depth PDS program also provides administration an entire school year to analyze future
MRIS teacher applicants. Come see Stephanie Bradshaw, a UCCS PDS alumni in action, while
she positively impacts soon-to-be MRIS graduates!
Woodman Hills Elementary, March 18, 2013
Kelly Warren, Principal
The primary result of our involvement as a PDS site and the exemplary work of Wendy Crist (site
professor) has been the hiring of numerous PDS candidates each year in District 49. These
candidates have proven to be excellently prepared as fine teachers and professionals in our
classrooms. My experience is that teachers who have been supervised by Wendy Crist perform
at a level equal to or higher than many experiences teachers.
Carson Middle School, March 5, 2013
Steve Jerman, Principal
As the principal of Carson Middle School, I count three staff members that successfully
completed this program. Interestingly, all have ascended to leadership positions in the building
as either department chairs or team leaders. They were able to do this in a very short time
because of the intensive and focused TELP program.
42
As a result of the success of these teachers, I exclusively try to hire UCCS TELP candidates
before I consider other university or college graduates with similar subject expertise. IN
compassion to other local and regional or college teacher programs, the UCCS program is the
model. I have shared these sentiments with other universities who have tried to place student
teachers and ask for feedback on their program. Hands down, UCCS is the best.
This spring, I look forward to interviewing and hiring your graduates who can elevate the
instruction at Carson Middle School.
PRINCIPAL AND ADMINISTRATOR LICENSURE
Data indicate the percentage of students at proficient/advanced on the state test, for each of the
content areas for the year indicated, at schools where our recent graduates have become
administrators.
We currently do not have specific data directly linking our principal and superintendent
graduates to K-12 student performance data. The information below is the only information
available that links our students to student performance; however, it cannot be assumed that our
graduates’ presence resulted in the data reported.
Level
Elementary School
High School
Junior-Senior High School
Elementary School
Elementary School
Middle School
Elementary School
Elementary School
Junior-Senior High School
Elementary-Middle School
2012 Percent
Proficient/
Advanced
Writing
50.91
61.54
73.20
61.22
59.74
40.82
35.66
57.58
44.62
46.59
2011 Percent
Proficient/
Advanced
Reading
68.69
67.65
76.33
85.42
76.90
60.50
53.80
83.33
65.79
71.76
2011 Percent
Proficient/
Advanced
Math
69.70
26.47
52.07
83.16
74.76
36.64
55.70
85.19
44.16
38.37
2011 Percent
Proficient/
Advanced
Writing
58.88
50.00
74.56
66.74
63.96
42.27
42.31
68.82
46.05
48.24
Indicators of Teaching Effectiveness
4.2 The provider demonstrates, through structured and validated observation instruments and
student surveys, which completers effectively apply the professional knowledge, skills and
dispositions that the preparation experiences were designed to achieve.
TEACHER EDUCATIONLICENSURE PROGRAM
In the TELP programs, we gather several types of data that indicate that our teachers are
effective. First, we ask our partners to rate the program completers in several areas: classroom
management, assessment, standards, lesson planning, differentiation, evidenced-based
instructional strategies, proficiency in content areas, professionalism, use of technology, working
with second language learners, working with students who have special needs, collaborating with
parents, and keeping high levels of student engagement. See Appendix 6.
43
Second, we have a systematic process for conducting formal observations. Over the course of
the professional year, our teacher candidates are observed numerous times by their clinical
teacher, site coordinator, and site professor. During their final semester of student teaching, they
are observed six times (two observations each from the clinical teacher, the site coordinator, and
the site professor/supervisor). See Appendix 6.
Third, we collect dispositions data on our candidates throughout the program. As is indicated in
Appendix 6, the majority of our Teacher Candidates (TCs) were scored Adequately Prepared or
better in all areas of the survey. In the case of their ratings on lesson planning, standards, use of
technology, content area proficiency, and professionalism, our TCs were scored as Well
Prepared or Very Well Prepared. In some cases, particularly differentiation and assessment, we
would like to see the ratings move from Adequately to Well or Very Well Prepared.
SPECIAL EDUCATION
We collect various forms of data to gauge our effectiveness in preparing competent and
successful teachers. First, formative and summative evaluations and observations by the
cooperating teacher and principal are shared with the candidate throughout the placement.
Cooperating teachers complete at least three observations and formative evaluations and one
summative evaluation on the student teacher’s teaching, lesson planning, assessment, and
collaboration skills. These evaluations are submitted to the university supervisor according to a
prearranged schedule. The building principal completes or provides feedback on one of the
formative or the summative evaluations. Student teachers and interns must receive an average
score of 3.2 on the final formative and the summative evaluation to pass student teaching or the
internship. Attached is a chart summarizing the formative and summative evaluations for student
teachers and interns (Appendix 1).
Second, student teachers and interns must demonstrate, through performance and written
documentation, program competencies that relate to all standards. Student teachers and interns
compile and document in a portfolio work in each competency area. The portfolio is reviewed by
the cooperating teacher and university supervisor throughout the semester. The cooperating
teacher evaluates performance on each competency and signs off when the standard has been
met. The university supervisor grades the portfolio—including reviewing formative and
summative assessments from the cooperating teacher and school-based administrator. Student
teachers and interns must score at least an 80% or 3.2 on each of the competency areas to pass
the student teaching or internship courses. A competency area in which a score less than 80%
must be revised and resubmitted. Competency areas for the Department of Special Education
include:
•
Develop and implement reading instruction.
•
Develop and implement math or content area instruction.
•
Participate in School-wide General Education Assessment (TCAP).
•
Participate in Progress Monitoring in general education curriculum.
•
Structure and schedule activities to maximize students' engaged time and employ
proactive discipline and appropriate behavior management procedures.
•
Develop and implement instruction for social skills.
•
Analyze a Functional Behavior Assessment and Behavior Intervention Plan.
44
•
•
•
•
•
•
•
Implement AAC or AT for a student with significant support needs.
Demonstrate proficiency in the IEP process.
Employ range of teaching techniques and assist in design and modification of instruction
to meet student needs including students from diverse cultures, with exceptional learning
needs, and English-language learners.
Communicate in an effective, professional manner and work collaboratively with parents,
staff, administrators, students, and related service personnel.
Use technology to enhance student learning including instructional technology, assistive
technology, student technology use, technology use for student assessment,
communication, and managing education plans.
Model, and develop in students, professional dispositions, democratic ideals, appropriate
behaviors, and community involvement.
Self-evaluate performance and participate in professional development.
Appendix 2 presents a chart to summarize data collected since 2010.
Thirdly, both university supervisors and school cooperating teachers complete a professional
dispositions form on all completers. A summary of that data is found in Appendix 3. The high
scores for all three indicators – formative and summative evaluations, completer teaching
competencies, and professional dispositions – suggest that completers are being well-prepared.
PRINCIPAL AND ADMINISTRATOR LICENSURE
The PLACE test (the state assessment required to earn Colorado Principal licensure) covers all
state principal standards. Further, all state standards align with ELCC standards. Therefore, the
state’s assessment provides coverage of all ELCC standards. However, because we do not have
access to the specific content of the state assessment, we cannot provide specific alignment
between test modules and ELCC standards. (However, assessment 4 below includes alignment of
state and ELCC standards.
Data findings:
PLACE Test
2011
2012
2013
234
243
246
Percentage passing
91
89
86
Foundations of Leadership
2.9
3.2
3.5
Promoting School Improvement
2.8
2.3
2.6
Leading Instructional Program
3.5
3.4
3.4
Managing School Organization
2.6
3.3
3.0
Number of students
11
9
22
Overall Score
Final Capstone for LEAD 7000 Master’s Research Lab
Description: Investigate current issues and trends relative to program assessment; design
(or refine) an action research project; review research literature related to selected
45
project; implement selected action research project; evaluate selected action research
project; write a research analysis paper relative to the project ; integrate methods of
assessment and program evaluation into a developing competency base; develop further
skill in leading the school community in the adoption of challenging student performance
standards and the development of fair and accurate assessment methods; develop
competency in the use of data to analyze student learning; apply methods of assessing
learning and achievement and of program evaluation; demonstrate competency in the use
of telecommunications and technology; and demonstrate competency in the use of library
research, technical writing, and the appropriate conventions of writing research report.
Data:
ID
Year
1
3
4
5
6
7
8
9
12
13
14
15
16
17
18
19
22
26
Score
2011
2011
2011
2011
2011
2011
2011
2011
2012
2012
2012
2012
2012
2012
2012
2012
2013
2013
92
91
91
97
93
88
76
90
86
93
92.5
98
95
83
91
92
94.5
80
Superintendents Program Final Project: Portfolio
Description: Candidates build a portfolio that demonstrates competency in the Colorado
Standards for Administrators and, by extension, ELCC standards. Proficiency is exhibited
through a combination of narrative, artifacts, and evaluation instruments. Candidates consistently
achieve proficiency and very frequently achieve advanced scores on this assessment. In 2011 and
2012, 80% of candidates demonstrated advanced achievement in the portfolios. The remaining
20% showed proficiency. The data for 2013 includes a single student’s score, which was at the
level of proficient.
The overall average pass rate for the PLACE test is 88.6% which is a higher than the
department’s goal of an 85% pass rate as noted in the SAAC institutional data reports for UCCS.
Also, the data indicate that the overall passing scores have increased over the last three years.
According to the Colorado Place Test guidelines, the minimum passing score for each test is 220.
46
Therefore, students in the Principal Licensure program have consistently scored above 220 with
an average passing score of 241 from 2011-2013. In the Foundations of Leadership category of
the PLACE test, scores continue to increase from an average score of 2.9 – 3.5. In the Promoting
School Improvement category of the PLACE test, scores represent a slight decrease from 2.8 2.3 – 2.6 with an average score of 2.6. This data indicates a need for further curricular
improvements in this category. A new course (LEAD 5230 Instructional Leadership) has been
added to the program to provide additional content regarding school improvement strategies
utilizing various forms of data analysis as prescribed by school and state standards and mandates.
Also, two courses were collapsed to create LEAD 6120 (Educational Politics and Collaborative
Communities) to address the intersection between collaboration strategies, the political elements
of the educational field and the communication processes that enhance school improvement. The
scores for the Leading Instructional Programs category of the PLACE test remain strong at 3.43.5. The Managing School Organization category indicates an increase in test scores from 2.6 –
3.3 – 3.0 with an overall average of 3.0.
Final Capstone for LEAD 7000 Master’s Research Lab
Although candidate average annual scores on this assessment vary slightly from year to year, on
the whole candidates demonstrate at least proficient and sometimes even advanced performance
in their abilities to plan and execute action research/program evaluations through the collection
and analysis of original data (standard 1.2). Because the students are required to implement these
projects on existing programs in their schools, they demonstrate the capacity to evaluate
instructional programs (standard 2.2). Part of that evaluation requires candidates to recommend
how the school should or could revise its plans based on the results of their research (standards
1.2 and 1.4). The 2011 to 2013 average score of 90 (out of 100) indicates candidates are
equipped to meet these standards as they seek to understand and advocate on behalf of students
and other stakeholders (standard 6.1).
Superintendents Program Final Project: Portfolio
To achieve at least proficiency on this standard, candidates must include in the portfolio artifacts
that demonstrate competency in all six of the state administrator standards. As the table above
indicates, because all of the ELCC standards are aligned with the state standards, candidates are
then demonstrating competency in each of the ELCC standards. Therefore, all candidates in all
three years of data demonstrate at least proficiency on ELCC standards, and most achieved
scores in the range of advanced.
PROFESSIONAL SCHOOL COUNSELOR
4.3-Satisfaction of Employers
The provider demonstrates, using measures that result in valid and reliable data, and including
employment milestones such as promotion and retention, that employers are satisfied with the
completers’ preparation for their assigned responsibilities in working with P-12 students.
SPECIAL EDUCATION
47
First, we collect data from employer surveys. The topics, with results, that we ask of our
graduates’ employers are listed in Appendix 4 and are rated according to the following scale: 1 =
unacceptable, 2 = below standard, 3 = meets standard, 4 = above standard, 5 = exceeds standard.
On the Employer Survey, the mean score of 3.9 (meets standard), with a maximum of 4.4 (above
standard) and a minimum of 3.7 (meets standard) suggests that, overall, employers are satisfied
with the graduates of the SELP program.
Current Data Collection Process
Special Education
Finally, we also collect written letters from employers of our graduates,
exemplified by the following excerpt (September 12, 2012):
As an administrator, I am responsible for the special education staff at a K-­‐12
charter school. I employ 23 service providers which includes six resource
teachers. In the past two years, I have hired three new resource teachers. All of
them are UCCS graduates. One of the primary reasons I look to UCCS for quality
teachers is because of [the two multisensory reading] courses. I know without a
doubt students graduating from the UCCS Master of Arts program in special
education do so prepared to teach students to read. Since literacy is the gateway
to future learning, I place enormous value in a teacher’s skill to teach reading.
This year, I hired a UCCS graduate to work not only with our K-2 special
education students but also with our K-2 lowest performing readers with one of
the goals being to get a head start on the READ Act requirements. I made the hire
based upon my trust in the instructional value of [the two multisensory reading]
courses. (NL, Director, Student Support Services, The Classical Academy &
College Pathways, District 20.)
TELP
See Appendix 11
Counseling
See Appendix 13
Leadership
Interpretation of Collected Data
Special Education
TELP
See Appendix 11
Counseling
See Appendix 13
Leadership
Anticipated Changes to Improve Data Collection Process
Special Education.
We will collect this data annually.
TELP
48
See Appendix 11
Counseling
See Appendix 13
Leadership
4.4-Satisfaction of Completers
The provider demonstrates, using measures that result in valid and reliable data, that program
completers perceive their preparation was relevant to the responsibilities they confront on the
job and that the preparation was effective.
Current Data Collection Process
TEACHER EDUCATION LICENSURE PROGRAM
See Appendices7-10
SPECIAL EDUCATION
The SELP collects and analyzes results from graduate alumni surveys. Data from these surveys
have been used to make program changes over the years. As a whole, the COE uses data on an
ongoing basis to make programmatic changes in an effort to better meet the needs of our students
and our community using assistive technology with students with significant support needs.
Results are summarized in Appendix 5, ordered by the most important / essential skill for the
position.
Data from the graduate survey suggest that the three most important skills for their current
positions are IEP development, use of analysis of informal assessments, and communicating with
families of students.
PRINCIPAL AND ADMINISTRATOR LICENSURE
See Appendix 12
PROFESSIONAL SCHOOL COUNSELOR
See Appendix 14
Anticipated Changes to Improve Data Collection Process
Special Education
We will collect data annually.
TELP
See Appendices7-10
Counseling
See Appendix 14
Leadership
See Appendix 12
49
Standard 5: Provider Quality Assurance and Continuous Improvement
The provider maintains a quality assurance system comprised of valid data from multiple
measures, including evidence of candidates’ and completers’ positive impact on P-12 student
learning and development. The provider supports continuous improvement that is sustained and
evidence-based, and that evaluates the effectiveness of its completers. The provider uses the
results of inquiry and data collection to establish priorities, enhance program elements and
capacity, and test innovations to improve completers’ impact on P-12 student learning and
development.
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.
[NOTE: if we keep the transition point discussion, there is a nice graphic in the old IR.]
In the College of Education, the departments and programs share a set of transition points that
enable the monitoring of candidate progress and completer achievements.
Transition Point 1: Admissions
For all programs, admissions measures ensure that highly qualified students enter our programs.
Applicant qualifications are assessed using multiple measures including transcript analyses,
writing samples, various standardized tests (required test depends on program), interviews, and
letters of recommendation.
Transition Point 2: Completion of Core Courses/Entry into Field Experience
Transition Point 2, for the entire unit, is defined as successful completion of core courses and
entry into a professional field experience. All candidates across all programs are required to
maintain a minimum grade point average of 3.0 with no single education course falling below a
B-. These grade point averages and minimum course grade expectations ensure that candidates
have the academic knowledge and skills needed to be successful in a professional field
experience.
Transition Point 3: Mid-point of Field Experience
All candidates are evaluated at the midpoint of their internship, professional field-experience, or
student teaching. All measures used in field experiences are aligned with the professional and
state standards for each respective program, and multiple formal observations are conducted by
qualified personnel. Professional dispositions are also measured.
Transition Point 4: Completion of Field Experience
At this point in their programs, candidates have been formatively evaluated at every step of the
process, ensuring that their final field experience is successful. Many of the processes described
above at Transition Point 3 are duplicated during the time leading up to Transition Point 4.
Candidates are measured at numerous points throughout their field experience. Various
professionals observe candidates and provide them with feedback. Candidates are measured on
professional dispositions and are provided opportunities to engage in self-reflection. Candidates
also complete and submit their final portfolios, documenting their mastery of standards-based
instruction, counseling, or school leadership. Moreover, initial candidates are evaluated on the
quality of their Teacher Work Sample, while some advanced programs require a comprehensive
exam.
Transition Point 5: Post Graduation Success
Programs collect information about their graduates upon program completion. Most often,
surveys are used to determine how well our graduates have been prepared. At the university
50
level, the Office of Institutional Research conducts an annual graduate alumni survey. The
survey provides alumni an opportunity to share what they believe to be strengths and areas for
improvement of the program.
Each of the transition points outlined above offers an opportunity to review how candidates are
performing and allows ‘quality control’ to ensure readiness for the next level of preparation.
While details have been provided for other standards in this report, below is a summary of how
the various programs monitor their candidates’ progress.
TEACHER EDUCATION LICENSURE PROGRAM
The Teacher Education and Licensure Program (TELP) employs a system of transition points (as
described above) to monitor candidate progress. There are a series of indicators for each
transition point that determine whether students are prepared for the next portion of the program.
These indicators include an application process, GPA, a goal statement, references from
classroom teachers with whom they have worked, and an interview are required for admittance; a
minimum grade point average of 2.9 in methods courses and Level 1 field experience, a passing
score on the content test (Praxis II or PLACE) and successful completion of signature or key
assignments are required for student teaching. Students must meet all SPA and state standards
through observations, the completion of a performance based exit assessment (TWS until Spring
2013 and edTPA beginning Spring 2014) and an electronic performance portfolio.
In the Master of Arts in Curriculum & Instruction, similar admissions requirements are in place,
including admissions requirements for GPA, interview, goals statement, and recommendations.
Successful coursework completion reflects content knowledge mastery, and a capstone project
(CURR 5090—Research Project) demonstrates students’ understanding of research and statistics
and how these methodologies are applicable to teaching and learning.
UCCSTeach
UCCSTeach also uses a system of transition points for the program. There are a series of
indicators that determine whether the students are prepared for the next step within the program.
These indicators include: application, key assignments, GPA, goal statement, references,
program interview, and Praxis scores. A program data sheet is kept for each individual student
and weekly meetings are held, which includes student discussions.
SPECIAL EDUCATION
The programs in Special Education are organized around transition points as well. Initial
admissions decisions are based on GPA, a scored interview, a scored statement of purpose, and a
passing score on the PLACE elementary general content knowledge or PRAXIS exam. The
second transition point involves review of major assignments and successful completion of core
courses. The third transition point includes fieldwork and review of successful completion of
key courses, and the fourth transition point reflects successful completion of student teaching,
passing of the appropriate Special Education content test, and successful completion of a
portfolio.
PRINCIPAL AND ADMINISTRATOR LICENSURE
The MA and Principal Licensure programs have four transition points of data collection to
determine eligibility for the programs and to assess continuous progress throughout these
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programs. For the Principal Licensure program, students are required to complete a portfolio
that consists of 300 hours of fieldwork, submission of various artifacts that represent designated
standards and a mid-term and final field evaluation from their mentors. The portfolio
requirements meet all CAEP standards. For the MA program, students are required to complete
a capstone project that reflects their understanding of research and statistics and how these
methodologies are applicable to program analysis and evaluation.
PROFESSIONAL SCHOOL COUNSELOR
Admissions to the CHS program require two interviews with two different faculty members with
a third faculty evaluating the entire application package. Candidate progress is measured through
our Developmental Assessment Measurement (DAM). The candidates are evaluated through the
DAM scores after their first semester in the program. They are evaluated again in the middle of
the second semester so students can be “released” for their practicum. The students then receive
a third DAM score prior to their release for internship.
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.
Programs within the departments in the College of Education have measures in place that have
worked well not only to identify successful program completers but also to allow the
identification of individuals who are not well suited to the profession of teaching, leadership, or
counseling. The systematic measures in place at the transition points outlined above enable
faculty to monitor and identify how well students are progressing. Each department addresses
more specifically its system below.
TEACHER EDUCATION LICENSURE PROGRAM
Data are kept for all TELP students in order to assure quality. Multiple sources of information,
including course grades, formal observations, professional dispositions, state content test scores,
work sample scores, and portfolio evaluations provide information about how well our
candidates are performing. Measures are aligned with the Colorado Teacher Quality Standards
as well as SPA standards. In the case of students who do not meet standards or who score low
on professional dispositions, a protocol for documenting student concerns is in place that results
in an remediation plan for the student. If expectations are not met, then the student is dismissed
from the program. Every effort is made to ensure that our program completers are well prepared
in terms of content knowledge, pedagogy, and professional behaviors.
In advanced programs in Curriculum & Instruction, students must meet course requirements and
earn satisfactory grades (B average) or better in order to graduate. Their performance is
reviewed prior to being recommended for graduation.
SPECIAL EDUCATION
Similar to the Teacher Education & Licensure Program, data are reviewed for students in order
to assure quality. Sources include course grades, formal observations, professional dispositions,
state content test scores, work sample scores, and portfolio evaluations. All measures are aligned
with standards.
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UCCSTeach
A variety of data for UCCSTeach students is kept to ensure the quality of students within the
program. After taking two introductory education courses, students are invited to officially apply
into the UCCSTeach program. Using data collected in the application process, professional
dispositions and completion of a program interview, student files are scored with a rubric to
determine admissions to the UCCSTeach secondary licensure program. Continued quality
assurance relies on key assignments that are aligned with CTQS and standards of the field
(NSTA and NCTM). Student information is kept and updated each semester in order to
determine the consistency of progress of these students. In addition, a Fitness to Teach
document has been implemented in order to quantify factors of teaching intangibles. Fitness to
Teach will be introduced to UCCSTeach applicants beginning with the Fall 2013 applicant pool.
PRINCIPAL AND ADMINISTRATOR LICENSURE
The data obtained from the portfolio as well as the MA capstone project provides evidence for
meeting this sub-standard. Student work and performance are reviewed to determine successful
completion.
PROFESSIONAL SCHOOL COUNSELOR
The 3 DAM evaluations that are required for students to matriculate through the program, are
based on the CACREP national standards of knowledge, skills, and professional growth. If a
student is not performing up to expectations, an individual meeting with the advisor is the first
step. If necessary changes are not met, this may progress into a meeting with the faculty which
culminates in a remediation plan that must be carried out by the student before they are released
to any field work.
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.
The College of Education faculty meet quarterly to discuss college programs, changes,
innovations, and efforts. In recent years, the faculty decided to revisit its Conceptual
Framework, and this effort resulted in numerous cross-discipline and cross-program discussions.
A small taskforce with representatives from all programs met over the course of several months
to draft the college Candidate Learning Outcomes (CLOs) that guide our work around Equity,
Inquiry, and Innovation.
With the newly revised goals for our College, departments reviewed programs and syllabi to
embed the CLOs along with appropriate national and state standards into the courses. Key
assignments were reviewed as were field experiences.
These changes in place, the College of Education Assessment and Accreditation Committee
worked to identify common transition points and procedures for systematically assessing our
programs. Below, various departments report on the specific ways they manage their programs.
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CURRICULUM AND INSTRUCTION
TELP monitors teacher candidates’ progress through successful completion of key or signature
assignments, maintained grade point average, professional dispositional ratings, observations,
work sample, and portfolio. The dispositions, observations, work sample, and portfolio have
multiple raters to ensure reliability. These measures are used as evidence to determine if
standards have been met and the candidates are eligible for licensure. In addition, all of our
teacher candidates must take and pass the required content test in order to student teach.
An important component of our monitoring system involves the individuals who serve as
university site professors. These individuals are in the partner schools every week, and they
work directly with clinical teachers and teacher candidates. The group as a whole meets with the
Director on a monthly basis. Part of the agenda for these meetings is dedicated to discussion of
student progress, concerns, and program consistency.
At the advanced program level, concerns are raised to the faculty in department meetings. The
C&I faculty meet monthly to address programmatic changes. Minutes reflect decisions made
and actions taken.
SPECIAL EDUCATION
Like the Teacher Education & Licensing Program, SELP monitors teacher candidates’ progress
through successful completion of key or signature assignments, maintained grade point average,
professional dispositional ratings, observations, work sample, and portfolio.
UCCSTeach
The UCCSTeach program has developed a model of Key Assignments for each course. This
enables our program to systematically ensure all Colorado Teacher Quality Standards and CAEP
standards are being met. We discuss these key assignments, the relevance to students and the
program, and use the information to determine whether students are progressing within the
UCCSTeach program. Four transition points have been established and students are held
accountable at these stages for continuation. Our goal within this process is to better enhance the
program and give the students the best possible opportunities.
LEADERSHIP, FOUNDATIONS AND RESEARCH
This substandard is addressed through the first four transition points of data analysis. Changes
have been made in course offerings for both programs based on this data analysis.
COUNSELING AND HUMAN SERVICES
The weekly meetings of the CHS department faculty allow for extensive and ongoing program
performance evaluation. Documentation of these program changes based on the data input are
noted in our meeting minutes.
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 decisionmaking related to programs, resource allocation, and future direction.
NOTE: TELP is working on an employer survey to send out no later than Jan.
[Grant, do we have data from the exit survey?]
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Program completer impact is currently assessed using surveys and by querying partners.
However, in the near future, with the implementation of Senate Bill 10-36, our program
completers will be given an educator number and an institutional number. These numbers will
be linked with student test scores and performance ratings based on the new Colorado Teacher
Quality Standards and the new Colorado Teacher Effectiveness Rubric (Senate Bill 191). Data
on the effectiveness of our program completers will be reported to us for the first three years of
teaching and will provide us with a systematic means for measuring impact on student learning.
In the past, the College of Education has given an exit survey in the past as well as an employer
survey. [do we have anything college-wide?] Various programs work with the larger community
to determine how well graduates are impacting student learning in the schools. Specific practices
are described below.
COUNSELING& HUMAN SERVICES
A perception survey from CHS alumni provides program suggestions and assists in program
modifications. Current changes in the evaluation process for professional counselor have been
implemented through the Department of Education. The focus of training for the counseling
program will accommodate the Department of Education changes.
CURRICULUM & INSTRUCTION
TELP uses an extensive exit survey for program completers each year, which allows teacher
candidates to evaluate the program, the partner school sites, the site professors, and the clinical
teachers. This information is compiled and reviewed to make program changes. [do we need to
report on actual results here? We report on the exit survey in Standard 4.]
The advanced programs rely on Faculty Course Questionnaires to determine course and program
effectiveness.
SPECIAL EDUCATION
The Special Education Department uses an exit survey administered at Transition Point 4. In
addition, an employer survey is administered one year after graduation and an alumni survey is
administered at the same time.
UCCSTeach
**UCCSTeach is a relatively new program to the UCCS Campus. Our first completers graduated
in the Fall of 2013. As part of our completer capstone, UCCSTeach teachers ……Not sure what
else to put here
LEADERSHIP, FOUNDATIONS AND RESEARCH
??[NEED TO CHECK AND SEE IF ANY SURVEY INFO IS COLLECTED]
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.
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The College of Education has an Advisory Board that represents our stakeholders.
Representatives from counseling, the public schools, special education, and English as a Second
Language are invited to meet monthly to discuss COE programs and initiatives.
In addition to the larger Advisory Board, the various programs also have more specialized
advisory groups.
CURRICULUM & INSTRUCTION
TELP gathers information from stakeholders through surveys. Partners have also provided input
in letter format. In the surveys, the partner schools respond to questions about how well our
teachers are prepared. We also survey our graduates to ask about their preparation and
experiences with the program. [NOTE: we reported this info in CAEP 4…need to report here
again?] [Add info from DU study]
Another forum for wider discussion includes the monthly meetings with site professors. Because
the site professors have a consistent presence in the schools, they bring to the table the
perspectives of the schools, teachers, and administration. This interaction is continually used to
inform and improve the program.
SPECIAL EDUCATION
The Special Education Department has an advisory board that meets regularly to discuss
program changes, improvements, and innovations.
UCCSTeach
UCCSTeach has established an advisory board that includes: district stakeholders, regional
educators, business partners, and other valuable members of the community. The purpose is to
gather information about current needs in education, present detail about the current program and
cement a direction for UCCSTeach. Our advisory board meets quarterly. In addition,
UCCSTeach also has a steering committee, which includes the department chairs and Deans of
colleges within UCCS. The focal point of these meetings is to keep a strong system of awareness
within the campus, listen to improvement options, and identify strategies that are currently
working well. Our steering committee meets once each semester or as needed.
LEADERSHIP
Superintendents and principals in the districts that comprise the Colorado Springs area were
consulted on an individual basis to determine the impact of the continuous changes in school
mandates at the federal, state and local levels. From this information, it was determined that
graduates of the MA and/or Principal Licensure program needed to acquire more comprehensive
skills in the area of data collection, analysis and evidence-based decision making. The course
Instructional Leadership was developed and approved by the COE Curriculum Committee in
Spring 2013.
COUNSELING
The Counseling program advisory board encompasses stakeholders, alumni, employers and
practitioners. This advisory board assists in the evaluation of the program and makes suggestion
for program improvement.
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