Continuous Assessment Plan
Career and Technical Education Supervision and Coordination
Advanced Preparation Program: Other School Personnel
Professional Education Unit
University of Kentucky
Fall 2006
Program prerequisites for admission to the program leading to certification in Career and Technical Education Supervision
and Coordination include a bachelor's degree from an accredited institution, a 2.75 undergraduate GPA and a 3.0 graduate
GPA on a 4.0 scale, a minimum of three years teaching experience in career and technical education, official scores on the
GRE, four professional references, two writing samples for master’s degree candidates or three writing samples for
candidates pursuing the specialist degree as they complete certification requirements, and approval of the Director of
Graduate Studies and/or designated faculty members. Program requirements for Career and Technical Education
Supervision and Coordination include satisfactory completion of all coursework and an overall 3.0 GPA. Candidates who
already hold the master’s degree and wish to pursue certification only must complete 24 semester credit hours which are
described in the program document. These candidates may choose to complete the certification requirements within the
context of an educational specialist degree. Candidates who do not hold the master’s degree must complete the same
required courses (24 credit hours) and one additional course from each of Area I and Area III as identified in the program
document (for a total of 6 credit hours). These candidates must successfully complete all requirements for a master’s
degree.
A. Integration of Program Continuous Assessment with Unit Assessment System
The advanced program in Career and Technical Education Supervision and Coordination uses a continuous assessment plan
designed to assess candidate proficiency and program effectiveness. Continuous assessment of candidates involves a
developmental approach to educator preparation in which candidates are expected to progress toward mastery of standards
as they practice and gain competence with increasingly complex pedagogical and professional tasks. The Program Faculty
uses candidate data to measure the progress of individual candidates throughout the program and then uses aggregated
candidate data in the process of determining the effectiveness of the program. Selected data items collected on candidate
proficiency and program effectiveness are also fed into the unit assessment system. For example, all programs collect
candidate data using the Continuous Assessment Record (CAR). The CAR is used at program admission, retention, and exit
transition points to record candidate performance on the appropriate Kentucky-adopted educator proficiency standards, the
Unit Functional Skills and Dispositions, and the Unit Technology Standards. The analysis of candidates’ performance on
standards also informs the unit assessment system. These data are reviewed by the Program Faculty, audited and monitored
at the unit level, and fed into the unit’s comprehensive data system. These data sets constitute important information for
program development and unit operations.
The assessment of candidate proficiencies occurs at entry to the program, in individual courses, and at retention and exit
transition points. The continuous assessment plan includes assessment by individual faculty during course work, while
faculty teams review candidate progress at the admission, retention, and exit points.
B. Integration of Standards in Program Continuous Assessment
The Continuous Assessment Plan for candidates from the Department of Educational Leadership Studies includes the
Interstate School Leaders Licensure Consortium Standards (ISLLC), the Technology Standards for School Administrators,
the Unit Functional Skills and Dispositions, and the Unit Technology Standards.
C. Assessment System Monitoring Checkpoints
The continuous assessment plan monitors candidate progress at program admission, during coursework, and at program exit.
Faculty members assess candidates in their respective courses. Faculty assign at least one field-based project to candidates
in each of the courses in the program. These projects are potential entries into a portfolio subdivided into the six ISLLC
Standards.
1
Multiple assessments are used at program admission, retention, and exit for candidates in the Career and Technical
Education Supervision and Coordination Preparation Program. The criteria required at each checkpoint are identified as
follows:
Admission to Program:







Bachelor’s degree from an accredited institution
A minimum of three years of teaching experience in career and technical education
Official scores on the Graduate Record Examination (verbal, quantitative, and analytic writing)
Using a 4.0 scale, candidates are to have a 2.75 GPA for all undergraduate course work and a 3.0 GPA for all
graduate course work
Four professional references
Two writing samples for a candidate for the M.Ed., topics include a Leadership Statement and an Autobiographical
and Goal Statement; candidates supply three writing samples for the Ed.S., topics include a Leadership Statement,
an Autobiographical and Goal Statement, and a perspectives statement on an issue in education
Candidates are assessed on the ISLLC and Technology Standards for School Administrators and the Unit
Functional Skills and Dispositions.
Retention in the Program:
Candidates are assessed through course-embedded projects. These projects will become entries for a portfolio. The
candidates receive the following instructions to develop their portfolios, which are also posted on the department web-page:





How to organize the portfolio
How to prepare a portfolio entry
How to prepare a portfolio reflection cover sheet
The rubric to evaluate the portfolio
The instructor’s expectations for the project.
In addition, the Graduate School monitors candidates’ progress to determine that a 3.0 GPA is maintained during the
program. If a candidate fails to maintain a 3.0 GPA, the candidate and department are notified so appropriate actions may
be taken. Further, the Graduate School requires that any course work in which candidates receive an “I” grade must be
completed within a year’s time.
Exit from the Program:
The exit criteria include the following:



An overall 3.0 GPA
Successfully passing all course work
Successfully passing the portfolio review.
D. Dispositions and Modes of Assessment
The Unit Functional Skills and Dispositions are assessed at the application, retention and exit checkpoints of the program.
At the application stage, candidates are assessed on the ISLLC Standards and the Unit Functional Skills and Dispositions
through the written statements which include a Leadership Statement and an Autobiographical and Goal Statement. In
addition, the candidates indicate their involvement in leadership activities, such as serving on school council committees, on
the application form. Finally, the recommendation forms enable referents to indicate the leadership skills and the
dispositions candidates demonstrate in their educational roles.
E. Plan for Collecting P-12 Student Impact Data
The field-related projects assigned during the course work phase of the program offer insights into how candidates will
develop environments that support student learning. For example, candidates complete projects on the learning
2
environment that are related to improving student achievement, analyzing data for problem solving, developing a safe
learning environment, and program improvement. Candidates are required to conduct a community analysis of the school in
which they work. The purpose of the community analysis project is to make candidates aware of the SES, racial, and ethnic
composition of the students they teach.
The completed projects are then compiled in a portfolio based on the ISLLC Standards for review by a faculty committee.
Entries are assessed on the ISLLC standards, Technology Standard for School Administrators, the Unit Functional Skills
and Dispositions, and the Unit Technology Standards.
F. Feedback Loops for Candidates and Program
The candidates are provided feedback on the assessment of the portfolio at the midpoint and completion stage of the
program. Candidates also receive feedback on assignments and projects in each course. Program faculty use candidate data
to identify needed instructional and curricular changes.
G. Evidence of the Use of Technology
The department maintains a data base that contains, among other variables, GRE scores and grade point averages. In
addition, the portfolio assessments are entered into a separate data base.
The College of Education is developing a data base that will contain the admission, retention, and exit data on candidates in
the teacher and leadership programs. This data base will be accessible by departments for analysis of candidate test results.
3
Curriculum Contract
College of Education
University of Kentucky
Lexington, Kentucky
CERTIFICATION FOR CAREER AND TECHNICAL EDUCATION SUPERVISION AND COORDINATION
PROGRAM CONTRACT FOR STUDENT COMPLETION
Name______________________________________
Date___________________________
Address______________________________________________________________________
School__________________________________________ Phone________________________
PROGRAM REQUIREMENTS:
Admission Requirements:
Bachelor's degree from an accredited institution
A minimum of three years teaching experience in career and technical education
An overall 2.75 GPA on a 4.0 scale for undergraduate course work and a 3.0 GPA for graduate course work
Official scores on the Graduate Record Exam (verbal, quantitative, and analytic writing)
Four professional references
Two writing samples, leadership statement and autobiographical and goal statement, for master’s degree candidates;
three writing samples for candidates pursuing the Ed.S., topics include a leadership statement, an autobiographical
and goal statement, and a perspectives statement on an issue in education
Approval of the Director of Graduate Studies and/or designated faculty members
Continuous Assessment Requirements:
Satisfactory completion of each course (Grade of “C” or above)
Overall 3.0 GPA
Verification of progress based on a portfolio documenting satisfactory mastery of the ISLLC Standards, Technology
Standards, and Unit Functional Skills and Dispositions
Exit Requirements:
Overall 3.0 GPA
Three years of full-time teaching experience in career and technical education
Successful completion of 24 credit hours of required coursework from an approved program of study for candidates
who already hold the master’s degree and are pursuing certification only (candidates may complete this coursework
as partial requirements for the educational specialist degree)
Successful completion of 30 credit hours from an approved program of study for candidates pursuing the master’s
degree; successful completion of master’s examination and all other requirements for a master’s degree
Successful completion of portfolio documenting mastery of the ISLLC Standards, Technology Standards, and Unit
Functional Skills and Dispositions
_________________________________________________Date_________________________
Candidate Signature
________________________________________________ Date ________________________
Program Advisor
4
College of Education
University of Kentucky, Lexington, Kentucky
REQUIREMENTS FOR CERTIFICATION FOR CAREER AND TECHNICAL EDUCATION SUPERVISION
AND COORDINATION
Candidates who already hold a master’s degree and wish to pursue certification only must complete 24 semester credit hours
of required coursework as identified below. Candidates who wish to pursue the master’s degree and certification must
complete the same 24 semester credit hours and at least one additional course from each Area I and Area III identified
below.
Area I:
Organization and Philosophy of Career and Technical Education
Course Number
Course Title
AED/FCS 535
AED/FCS/EDL 694
AED/FCS 779
Principles and Philosophy of Career and Technical Education
Administration of Career and Technical Education
Seminar in Career and Technical Education
Area II:
Administration and Supervision of Educational Personnel
Course Number
Course Title
EDL 601
EDL 610
EDL 634
EDL 650
AED/FCS 693
EDL 627
EDS 613
EDL 628
3
3 Required
3
Credit Hrs.
Introduction to School Leadership and Administration
School Leadership Practicurn
(Practicum experience to be in a career and technical education setting)
Leadership for Human Resource Development in Schools
Leadership for School Program Improvement
Supervision in Career and Technical Education
School Finance and Support Services
Legal and Parental Issues in School Administration
School Law and Ethics
Area III:
Program Planning, Research, and Evaluation
Course Number
Course Title
AED/FCS 695
AED/FCS 686
EDL 625
EDL 669
EDP 557
EDP 656
EPE 620
Credit Hrs.
Special Problems in Career and Technical Education
Evaluation in Career and Technical Education
School Safety and Discipline Leadership
Leadership for School Problem Solving
Educational Statistics
Methodology in Educational Research
Topics and Methods of Evaluation
5
3
3
3
3
3
3
3
3
Required
Required
Required
Required
Required
Required
Credit Hrs.
3
3
3 Required
3
3
3
3
Certification for Career and Technical Education Supervision and Coordination
Record of Course Work Completed
Course No.
Course Title
Hours
Date Completed
Area 1: Organization and Philosophy of Career and Technical Education
AED/FCS 535
Principles and Philosophy of Career and Technical Education
3
AED/FCS/EDL 694 Administration of Career and Technical Education (Required) 3
AED/FCS 779
Seminar in Career and Technical Education
3
Area II: Administration and Supervision of Educational Personnel
EDL 601
Introduction to School Leadership and Administration
3
EDL 610-612
School Leadership Practicum I-III
3
EDL 634
Leadership for Human Resources Development in
Schools (Required)
3
EDL 650
Leadership for School Program Improvement (Required)
3
AED/FCS 693
Supervision in Career and Technical Education (Required)
3
EDL 627
School Finance and Support Services (Required)
3
________________
EDS 613
Legal and Parental Issues in School Administration (Required) 3
________________
EDL 628
School Law and Ethics (Required)
________________
3
Area III: Program Planning, Research, and Evaluation
AED/FCS 695
Special Problems in Career and Technical Education
3
AED/FCS 686
Evaluation in Career and Technical Education
3
EDL 625
School Safety and Discipline Leadership (Required)
3
EDL 669
Leadership for School Problem Solving
3
EDP 557
Educational Statistics
3
EDP 656
Methodology in Educational Research
3
EPE 620
Topics and Methods of Evaluation
3
Note: Candidates who already hold a master’s degree must complete the courses identified as required above. Candidates
pursuing the master’s degree and certification complete the same required courses plus one additional course each from
Areas I and III.
6
VERIFICATION OF SATISFACTORY COMPLETION OF PROGRAM REQUIREMENTS FOR CAREER AND
TECHNICAL EDUCATION SUPERVISION AND COORDINATION:
Completion of required coursework
_________________
Overall 3.0 GPA
_________________
Portfolio assessment
_________________
Three years of full-time teaching experience in career and technical education
_________________
Successful completion of master’s exam and master’s degree
_________________
_____________________________________________
Candidate Signature
Date ____________________
_____________________________________________
Program Advisor
Date ____________________
Kentucky educator certification requirements are subject to change. Before registering for the test(s), please check the Education
Professional Standards Board website at www.kyepsb.net for current test requirements and current cut scores. You may also
contact Ms. Jaime Rice at 502-564-4606 or toll free at 888-598-7667. To receive a UK recommendation that you are eligible for a
state educator certificate, you must have taken the Kentucky EPSB required examinations and met the Kentucky EPSB cut score
requirements.
7