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Campbellsville University
School of Education
Excerpts from the Continuous Assessment Plan
NCATE Exhibit 2.3.a
Introduction: An Assessment System with Monitoring Checkpoints
The continuous assessment plan of the School of Education at Campbellsville University is the system by
which candidates at the initial and continuing levels, all preparation programs and the unit are evaluated.
The continuous assessment plan is comprised of candidate assessment points (CAPs) that are data
collection points for monitoring student progress in the program. There are four CAPs (1, 2, 3, 4) at the
initial level of certification (undergraduate level) and three CAPs (5, 6, 7) for initial certification at the
graduate level and for the advanced level (continuing certification).
The continuous assessment plan of the unit consists of three major strands: candidate performance,
program quality and unit performance. Section I: Candidate Performance is concerned with candidate
performance while program quality and unit performance are described in more detail in Section II.
Section I: Description of Candidate Requirements and Key Assessments
The curricular experiences of each respective program consist of multiple and varied
combinations of formative and summative assessments aligned with the national and Kentucky
Teacher Standards (or KTS/IECE). The continuous assessment plan involves multiple assessments as
evidenced at each candidate assessment point. To demonstrate effectiveness and consistent improvement
in the quality of experiences designed for candidates at Campbellsville University, the unit has designed
an extensive plan for on-going assessment. The plan includes collection of data related to student growth,
adherence and success in implementing the Kentucky Teacher Standards (or KTS/IECE), faculty
development and improvement and programmatic assessment.
Multiple Assessments. Throughout their coursework, candidates’ knowledge, skills and dispositions are
evaluated through a wide variety of assessments including traditional and nontraditional, performancebased measures. The educator preparation programs include assessment of candidates through exams,
research papers, traditional and electronic presentations, peer instruction, lessons taught during field
experiences, overall field experiences, unit and lesson plan design and delivery and projects related to
coursework, among others. In addition, candidates’ knowledge, skills and dispositions are monitored
through the candidate assessment points.
Checkpoints: Candidate Assessment Points. The candidate assessment points (CAPs) at the
undergraduate and graduate levels are checkpoints at which candidates are assessed for meeting the
multiple criteria designated at each CAP. Criteria assessed at these points provide pertinent data about
the progress of candidates’ performances as they acquire the knowledge, skills and dispositions to impact
positively student learning, including professional portfolios for specified programs and levels.
These official checkpoints, “Candidate Assessment Points,” or CAPs, enable the unit and candidates to
assess strengths and to identify growth areas. Candidates submit an application for each CAP when they
meet all requirements. However, candidates may appeal to the Dean of the School of Education for
permission to take courses prior to meeting early CAP requirements. At the same time, such students
must commit to an action plan to meet CAP requirements in a timely manner. Eligibility for CAP 3,
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student teaching and CAP 4, exit from the program, require candidates to meet all requirements. The CAP
forms for the traditional undergraduate programs (CAP 1-4) are included in the Continuous Assessment
System Appendix.
Continuous Assessment Plan at the Undergraduate Level
Four Candidate Assessment Points (CAPs)
Table 2
CAP 1
CAP 2
CAP 3
CAP 4
Intent to Enter Teacher
Admission to Teacher
Admission to Student
Completion/Exit from
Education
Education
Teaching
Teacher Education
GPA: Cumulative 2.75
GPA: Cumulative 2.75
Major
2.75
Professional 2.75
GPA: Cumulative 2.75
Major
2.75
Professional 2.75
Praxis II:
Specialty & PLT
Praxis II:
Specialty & PLT
Curriculum Guidesheet
Graduation Application
Curriculum Guidesheet
Graduation Application
TC 1 Completed
Field/PPD Hours:
120 field; 30 PPD/
Type & Diversity of Field
Experiences
Dispositions Evaluations (4)
Successful Student Teaching:
Evaluations by
Cooperating Teachers
Supervising Teachers
Video & Analysis
Dispositions Evaluations (3-4)
Pre-Professional Self
Assessment/Growth Plan
Pre-Professional Self
Assessment/Growth Plan
Pre-Professional Self
Assessment/Growth Plan
KY Code of Ethics OR
KY Code of Ethics &
KY Code of Ethics &
Professional: no grade
lower than a C.
Academic Competency:
ACT-21 or
PPST- 518 Total
R (173)
M (no minimum)
W (no minimum)
SAT-1470
Curriculum Guidesheet
BA or BS degree
Curriculum Guidesheet
Written Communication:
ENG 111 (C or above)
ENG 112 (C or above)
Impromptu Writing
Evaluation
Oral Communication:
MAC 120/ 140
(C or above)
Signed Disposition Assessment
Policy
Dispositions Evaluations (3)
Major Department/Area
Recommendation
Autobiography
KY Code of Ethics/IECE
3
Confidentiality Statement
& Ethical Use of Technology
NAEYC Code of Ethical
Conduct, CEC Code of
Conduct and First Steps
Provider Code of Ethical
Conduct for IECE
& Ethical Use of Technology
Ethical Use of Technology
ED 450 Seminars
Clinical experiences:
Type of field experience&
Diversity
Required Checks:
State Criminal Check/
TB wellness check
Medical/Federal Criminal
Check /TB test/Liability
Insurance
CAN check for IECE
Diversity Survey
CAP 3 Portfolio: KTS/IECE
CAP 2 Admission Interviews:
SOE Faculty and
representative from major
Ethical Use of Technology
CAP 4 Portfolio: KTS or
IECE/TS
CAP 4 Exit Interview:
NB certified teachers,
administrators
CAP 1: During the initial course, ED 102, Introduction to Education, candidates submit CAP 1—Intent
to Enter the Teacher Education program. This CAP requires students to commit to the KY Code of Ethics
for Teachers (or confidentiality statement for IECE majors), complete a TB wellness and state criminal
checks, diversity survey and sign off on the unit’s attendance and disposition assessment policies. Many
of these CAP 1 requirements are deemed necessary for participation in field related experiences in P-12
schools. Also, candidates set up their professional portfolio according to the Kentucky Teacher Standards
(or IECE/KTS), in anticipation of collecting artifacts for each standard as they progress through the
program. During the fall of 2011, with the transition to LiveText, this process will include introduction to
e-portfolio format.
CAP 2: CAP 2 requires candidates to present evidence of meeting the requirements for admission to the
educator preparation program: a cumulative grade point average of 2.75; successful completion of one of
three examinations of competency in basic knowledge and skills (ACT, SAT, or PPST) or a BA or BS
degree; three disposition recommendations; recommendation from the students’ major/area; a PreProfessional Growth Plan (based on a self-assessment on standards and dispositions); a “C” or better in a
speech class and two freshman composition classes; commitment to the Kentucky Code of Ethics or
NAEYC code of Ethical Conduct, CEC Code of Conduct and First Steps Provider Code of Ethical
Conduct for IECE majors; and, an autobiography which details the candidate’s background, mentors who
impacted the professional career choice and experiences with diversity; and, a writing sample.
CAP 2 applications are submitted during ED 300, with faculty reviewing the application and arranging
admission interviews with that consist of one or two School of Education faculty and a representative of
the candidate’s major. During the interviews, each candidate gives an initial presentation using life
histories or detailed descriptions relating his or her experiences in working with children. The committee
members complete a CAP 2 interview evaluation form that lists strengths and growth areas evidenced
through both the oral interview and the submitted documentation. The student then reflects on this
evaluation and identifies some personal goals to add to the initial professional growth plan. After
satisfactory completion of the interview, the candidate’s name is submitted to the School of Education
faculty for final recommendation. If approved for admission, the candidate receives an official letter
confirming admission to the teacher education program. If not approved, the candidate is informed and
asked to make an appointment to discuss the decision.
CAP 3: CAP 3 applications are submitted during ED 411, ED 416 or IECE 480 and provide an
opportunity for candidates to apply for admission to the student teaching semester. Occurring during the
semester prior to student teaching, CAP 3 involves an assessment of the cumulative, major and
professional grade point averages of 2.75. Also, it requires a final score of either 2 or 3 on the
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candidates’ professional portfolios; completion of all appropriate PRAXIS II examinations; disposition
recommendations from faculty peers, self and field representatives; a federal criminal check;
recommitment to the Kentucky Code of Ethics; medical examination, TB skin test; evidence of liability
insurance; Child Abuse and Neglect check (CAN, for IECE candidates only); and, a report of field and
pre-professional development experiences (at least150 hours). CAP 3 portfolios are evaluated by School
of Education faculty using a rubric based on Kentucky Teacher Standards. The candidate receives an
official letter stating that he or she has been approved for CAP 3, admission to student teaching.
With the university’s adoption of LiveText, critical assessments for each education course have been
identified to begin the process of compiling electronic portfolios for CAP 3, fall 2011. As candidates
matriculate through the program, they will submit course embedded critical performance assessments
documenting they meet standards prior to student teaching. Respective course faculty members evaluate
the assessments using the appropriate standards-based rubrics.
CAP 4: CAP 4 applications are submitted near the end of student teaching and provide an opportunity for
candidates to complete and exit the educator preparation program. Candidates are required to meet
overall, major and professional grade point averages of 2.75; to have taken all appropriate PRAXIS II
examinations; to secure evaluations from cooperating and supervising teachers and disposition
assessments from faculty, peers and self; review of curriculum contract, graduation application; to
compete a TC 1 application; a video and analysis of instruction; and, to present an exit portfolio with
evidence of meeting all ten Kentucky Teaching Standards (or KTS/IECE) based on the student teaching
experience. The CAP 4 exit interview is scheduled during the final student teaching seminar. The
candidate uses his/her student teaching portfolio to reflect and present his/her experiences and abilities
relative to the standards. The exit interview is conducted by a team of public school practitioners from the
region (typically, an administrator and a National Board Certified Teacher). Prior to the interview, the
team members evaluate the candidates’ portfolios using a rubric based on the Kentucky Teacher
Standards. This insures consistency, fairness and lack of bias. Protocols for presenting and questioning
are established and used by all groups. The “CAP 4 Exit Event” is conducted as a “real world”
culminating activity. After the interviews, all candidates have the opportunity to meet the administrators
and NBCT teachers during a mini’ Job Fair and to share their resumes.
In addition to the continuous assessment plan, many certifiable majors have other assessment
requirements built into their programs. As candidates matriculate through their collegiate experience,
they will ultimately exit the programs and graduate; therefore, graduation caps have been selected to
represent the candidate assessment points (CAPs). However, the ultimate goal is a teacher who is
empowered to help all students learn optimally and who has demonstrated the knowledge, skills and
dispositions necessary to impact positively student learning. Metaphorically, the diverse colored CAPs at
the undergraduate level represent degrees of progress towards this goal: buff for initial interest in
teaching; yellow for admission to the teacher education program and nearing completion of foundation
courses; green for having acquired the content and pedagogy to student teach; and blue for completion of
the program and readiness for entering the world of practice.
Continuous Assessment Plan at Advanced Levels
Three Candidate Assessment Points (CAPs)
Initial Certification – Master of Arts in Special Education – P-12, Learning Behavior
Disorders (LBD)
The unit has two “TRACs” for candidates. TRACs 3 and 4 are for candidates who have degrees and are
seeking initial certification in LBD. Although these candidates are graduate level, they are seeking initial
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certification and are assessed through CAPs similar to those for other initial certification programs.
Candidates in TRAC 3 do not have teaching positions for special education while those in TRAC 4 do
have teaching positions, based on a temporary provisional certificate. The continuous assessment plan
consists of three candidate assessment points (CAPs) for both TRAC 3-4 though the performance
expectations vary slightly. The three CAPs include the following: CAP 5: admission; CAP 6:
continuation; CAP 7: completion/exit. CAP forms are available in Appendix E.
Following is a table that provides further information regarding data collected at each CAP.
Table 3
MASE: TRACs 3 & 4
CAP 5
CAP 6
CAP 7
Admission
Continuation in Program
Completion/Exit
Application to Graduate Program:
Application
Official Transcript
GPA: 2.75, cumulative
Praxis/GRE scores
Transcript Review:
GPA: 3.0
Transcript:
GPA: 3.0
Disposition Evaluation (2)
Professor, Self
KTS Portfolio
Field Experiences Review
Field Experience Review: 122 hours
Pre-professional Development: 30 hours
Disposition Evaluations: 2 professors; self;
KTIP or Cooperating Teacher and university
supervisor (if applicable)
Oral/Written Communication
One-page essay on rationale for graduate
study
Curriculum Guide sheet
Updated
KY Code of Ethics, signed
Professional Growth Plan & Self Assessment
Pass PRAXIS II (required for LBD
Certification)
Professional Growth Plan & self evaluation
Curriculum Guidesheet
If student teaching (TRAC 3): Graduate
Application & TC1
Professional Growth Plan
Professional Growth Self Assessment
3 Letters of Recommendation
TB Skin Test or Wellness Check
Criminal Background Check
Oral Presentation
Entrance Interview
Diversity Survey
Curriculum Guidesheet
Curriculum Guide sheet Updated
Successful completion of KTIP
(TRAC 4)
CAP 5: admission to the program, requires the TRACs 3 & 4 candidates complete an application for
admission to Campbellsville University graduate studies and meet entrance requirements for the M.A.S.E.
program (official transcripts, 2.75 grade point average; passing Praxis examination, GRE; three letters of
recommendation; one-page essay on the rationale for pursuing graduate studies; oral presentation and an
entrance interview. Candidates must also include TB Skin Test or wellness survey and a Criminal
Background check. They must also assess their mastery of the KTS and develop a Professional Growth
Plan based on a self-assessment of the KTSs and their professional dispositions. Candidates also complete
a diversity survey.
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Supporting documentation must be included with the application. Faculty reviews the applicants, assess
dispositions and make recommendations for approval to the University Graduate Council. After approval
from that body, the candidate is cleared for admission to the program. The candidate advisor completes
the M.A.S.E. curriculum guidesheet.
CAP 6: is a mid-point check in the program. It requires a 3.0 grade point average, disposition
assessments, updated professional growth plan (using the self assessment) and review of field
experiences. All candidates’ transcripts are reviewed by the Special Education Coordinator’s office to
determine CAP 6 status. Those meeting the criteria receive a letter of continuation in the program.
CAP 7: program completion/exit, requires the student to complete an application form with appropriate
supporting documentation. For program completion/ exit, candidates must have a minimum 3.0 grade
point average, submit disposition assessments from two graduate professors’, one self-evaluation, one
from the KTIP or cooperating teacher and from the university supervisor if applicable. They must also
update the professional growth plan self-assessment, a professional growth plan and pass the requisite
Praxis II examinations. Candidates must submit all program specific field experience forms, and TC-1
application to the university certification office.
Teacher Leader Master of Arts in Education
The continuous assessment plan for the Teacher Leader M.A.E. (TL-MAE) program consists of three
candidate assessment points (CAPs): CAP 5:admission to the Program; CAP 6:degree candidacy; CAP
7:Completion/Exit. CAP forms for the TL-MAE are available in Appendix F.
Table 4
TL-M.A.E. Candidate
CAP 5
CAP 6
CAP 7
Admission
Candidacy
Completion/Exit
Application
Transcripts:
GPA: 2.75, cumulative
Passing Praxis II or GRE scores
Academic Competency
GPA: 3.0
Academic Competency
GPA: 3.0
License
Teaching Certificate or Statement of
Eligibility
Oral/Written Communication
One-page essay on rationale for
graduate study
3 Disposition Recommendations
Transcript
15 hours completed
Transcript
30 hours completed
Curriculum Guidesheet
Updated
Curriculum Guidesheet
Updated
Diversity Survey
Commitment to KY Code of Ethics
State Criminal Background Check
Leadership Professional Growth Plan
Assessment Design Project
Master’s Action Research Project
Oral presentation of MARP
2 Disposition Recommendations:
Faculty & Self
TC-1 Form Completed
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Graduation Application
CAP 5, admission to the program, requires the student to complete an application for admission to
Campbellsville University graduate studies and meet entrance requirements for the Teacher Leader
M.A.E. program (official transcripts, 2.75 grade point average; copy of valid teacher certification of letter
of eligibility; passing Praxis II or GRE scores; three disposition recommendations; one-page essay on the
rationale for pursuing graduate studies, diversity survey, signed KY Code of Ethics, state criminal
background check). Supporting documentation must be included with the application. Faculty reviews
the applications, dispositions, and make recommendations for approval to the University Graduate
Council. After approval from that body, the candidate is cleared for admission to the program. The
candidate meets with the Teacher Leader MAE program coordinator to complete the curriculum
guidesheet.
CAP 6 is a mid-point check in the program. It requires the completion of 15 hours of graduate level work
and an academic standard of a 3.0 grade point average. Candidates’ transcripts are reviewed by the
program coordinator to determine CAP 6 status. Those meeting the criteria receive a letter of candidacy
for the Teacher Leader M.A.E. degree.
CAP 7, program completion/exit, requires the student to complete an application form with appropriate
supporting documentation. For program completion/ exit, candidates must have a minimum 3.0 grade
point average, submit a Master’s Action Research Project that meets program standards, successfully
present the project to graduate faculty and peers, complete a leadership professional growth plan and an
assessment design project along with two disposition recommendations—a faculty member and a selfevaluation. Candidates also submit a TC-1 application to the University Certification Officer for rank
change.
Teacher Leader Masters in Special Education (LBD)
The unit has two “TRACs” (teacher route to alternative certification) for candidates. TRAC 5 and 6
candidates already have current certification upon application to the program and are experienced
teachers. TRAC 5 candidates do not have a current teaching position in LBD, whereas TRAC 6
candidates do have teaching positions in LBD classrooms and are, therefore, considered as candidates in
an alternative program (teaching on a temporary provisional certificate). The three candidate assessment
points (CAPs) for TRACs 5-6 are CAP 5:
admission; CAP 6:
continuation in
program; and, CAP 7:
program completion/exit. CAP forms for these two TRACs are available
in Appendix G.
Table 5
TL-MASE: TRACs 5 & 6
CAP 5
CAP 6
CAP 7
Admission
Candidacy
Completion/Exit
Application
Academic Competency
Transcript: GPA: 2.75, cumulative
Academic Competency
Transcript Evaluation : GPA: 3.0
Academic Competency
Transcript Evaluation: GPA: 3.0
Praxis II examination taken.
PRAXIS II passed for LBD Certification
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Praxis or GRE scores
Transcript Evaluation
Teaching Certificate or Statement of
Eligibility
Leadership Growth Plan
Teacher Leader Action Research Project/Oral
Presentation
Behavior Intervention Plan
Oral/Written Communication
One-page essay on rationale for
graduate study
Curriculum Guide sheet
Updated
Curriculum Guide sheet
Updated
Disposition Evaluations: supervisor,
colleague & self
Disposition Evaluations: a professor and
Self Evaluation
Disposition Evaluations: professor and self
Review of Field Experience Hours
Criminal Background Check
TB Skin Test/Wellness Check
CAP 5: admission to the program, requires the student to complete an application for admission to
Campbellsville University graduate studies and meet entrance requirements for the Teacher Leader
M.A.S.E. program (official transcripts, 2.75 grade point average; copy of valid teacher certification or
letter of eligibility; passing Praxis scores or GRE; three disposition evaluations; one-page essay on the
rationale for pursuing graduate studies and commitment to the KY Code of Ethics). Candidates must also
include TB Skin Test (or wellness check) and a Criminal Background check. Supporting documentation
must be included with the application. Graduate faculty reviews the applicants, assess dispositions and
make recommendations for approval to the University Graduate Council. After approval from that body,
the candidate is cleared for admission to the program. The candidate advisor will complete the M.A.S.E.
curriculum guidesheet.
CAP 6: is a mid-point check in the program. It requires the completion of at least 12 hours of graduate
work. An academic standard of a 3.0 grade point average is required. This CAP requires a review of the
curriculum guidesheet, field hours and two disposition evaluations, one from graduate professor and a self
evaluation. Candidates receive a letter declaring their candidacy for a masters degree, if all CAP 6
requirements are met.
CAP 7: program completion/exit, requires candidates to complete an application form with appropriate
supporting documentation. For program completion/ exit, candidates must have a minimum 3.0 grade
point average, submit dispositions i.e., two graduate professors’ evaluations and one self-evaluation,
submit and present their Master Action Research project successfully, develop a Leadership professional
growth plan and a behavior intervention plan. Candidates must submit all program specific field
experience forms, and TC-1 application to the university certification office.
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Rank 1 Program
The continuous assessment plan for the Rank 1 program consists of three candidate assessment points
(CAPs), CAP 5: admission; CAP 6: Rank 1 candidacy; CAP 7: Program Completion/Exit. CAP forms
are available in Appendix H.
Rank 1
Table 6
CAP 5
Admission
Application for Admission
CAP 6
Candidacy
Academic Competency
GPA: 3.0
Valid Teacher Certificate
CAP 7
Completion/Exit
CAP 7 Application
Academic Competency
GPA: 3.0
TC-1 Form Completed
Official Transcript
Academic Competency
GPA: 2.75, cumulative
Code of Ethics, Signed
Transcript
Current, professional growth plan
Transcript
30 hours completed
15 hours completed
Disposition Self-Assessment
Diversity Survey
Culminating Project/ presentation
Self Disposition Assessment
Faculty Disposition Assessment
CAP 5, admission to the program, requires the student to submit three documents to the Campbellsville
University Graduate Office - an application of admission; a valid teacher certificate; and, official
transcript with a required 2.75 grade point average. After the Graduate Office has accepted the student
into the Graduate School, those documents are forwarded to the Rank 1 coordinator. In addition to the
above mentioned documents the following is required: a copy of the candidate’s current professional
growth plan, the disposition self-assessment form, a completed diversity survey, the signed Code of
Ethics and a selected specialty option). Faculty members review the complete application and make
recommendations for approval to the Campbellsville University Graduate Council. After approval from
that body, the candidate is cleared for admission to the program. The candidate and the Rank 1 program
coordinator prepare a curriculum guidesheet.
CAP 6, a mid-point check in the program. It requires the completion of 15 hours of graduate level work
and an academic standard of a 3.0 grade point average. Candidates’ transcripts are reviewed by the
program coordinator to determine CAP 6 status. Those meeting the criteria receive a letter of admission to
candidacy for the Rank 1.
CAP 7, program completion/exit, requires the student to complete a CAP 7 application form with
appropriate supporting documentation. For program completion/exit, candidates must have a minimum
3.0 grade point average; submit a Culminating Project that meets program standards; make an oral
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presentation of the project to graduate faculty and peers; complete a self disposition assessment; have a
disposition form submitted by a faculty member, and a TC-1 form ready to be sent to the University’s
Certification Officer.
Candidates in the Rank 1 program may select an endorsement in Gifted/Talented Education (Appendix
I), English as a Second Language, Environmental Education, or a certificate as Director of Special
Education, or an individualized selection of content courses. The continuous assessment plan for these
specialties is infused with CAPs 5-7 for the Rank 1. If candidates seek these endorsements or certificate
independently of the Rank 1, then there are some basic CAP forms for those specialties. Following is a
table illustrating the assessment plan for candidates who are seeking a DOSE independently of a Rank I.
The appendices include the plan for the gifted/talented endorsement.
Director of Special Education (DOSE)
CAP forms for the Director of Special Education are available in Appendix J.
DOSE
Table 7
CAP 5
Admission
Application for Admission
CAP 6
Continuation
Academic Competency
GPA: 3.0
Valid Teacher Certificate
Official Transcript
Academic Competency
GPA: 2.75, cumulative
Transcript
Masters Degree or Planned 5th Year
Current, professional growth plan
Disposition Self-Assessment
One letter of recommendation
Documentation of 3 years experience
as a Special Education teacher OR
one year as a special educator and two
as a school psychologist OR
3 years experience as a master’s level
speech language pathologist
Diversity Survey
Code of Ethics, Signed
Use of Candidate Performance Data
CAP 7
Completion/Exit
CAP 7 Application
Transcript verifying 18 hours
Academic Competency
GPA: 3.0
DOSE Portfolio
TC-1 Form Completed
Self Disposition Assessment
Faculty Disposition Assessment
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In addition to these assessment checkpoints, all majors, content emphases and fields have assessment
strategies built into the program design. Advising takes place on a regular basis, during which progress
through the CAP system, GPA, and other traditional appraisals occur. As noted, candidate assessment
data are regularly and systematically collected, compiled, aggregated, summarized, and analyzed to
improve candidate performance, program quality, and unit operations.
The unit disaggregates assessment data when candidates are in off-campus, and distance learning
programs. The only alternative program that results in certification is the blended, online LBD program in
special education. There are two programs that include a combination of face-to-face and a few online
courses at off-campus sites. The Interdisciplinary Early Childhood program is offered at four sites—main
campus, Somerset, Elizabethtown and Louisville. The Rank 1 is offered on the main campus and at the
Campbellsville University Louisville Center.
All online classes offered by Campbellsville University School of Education are offered through Learning
House. The special education courses are offered primarily online with one exception. Special education
candidates working on initial certification are required to be on campus during one summer for the
foundation courses. Other programs that include online components are the Teacher Leader Masters in
Education and the Rank I. Endorsements offered online include the Gifted/Talented education and
English as a Second Language.
Data from all programs are regularly entered into the unit’s database for analysis as a whole for program
quality and disaggregated by program, location, alternate route, off-campus and distance learning for
further analysis. Unit performance is determined during each retreat when summary data from the key
assessments are analyzed. Typically, the faculty identifies a growth plan for the upcoming year based on
unit data. In previous years, the growth plans focused on 1-3 different identified needs, such as
technology or assessment.
See Exhibit 2.3.e for summaries of results on key candidate assessments disaggregated by program,
alternate route, off-campus and distance learning programs.
Assessment of Candidate Dispositions
One of the critical elements of empowerment is self-efficacy; therefore, one of the unit’s goals is the
preparation of candidates with the knowledge, skills and dispositions necessary to positively impact
learning of diverse student populations. Prior to 2002, dispositions of candidates were evaluated through
letters of recommendation occurring at both entry to and exit from the program and, informally, during
courses in the educator preparation program.
With the program reform that began in 2002, a more formalized and specific evaluation of dispositions
was launched based on critical dispositions listed in the SPAS and the NCATE standards. The initial list
consisted of over 24 dispositions necessitating evaluation and refinement by the unit faculty. After much
deliberation, the unit identified the ten dispositions they felt most reflected the unit’s vision, mission, and
the ultimate goal of student learning. Consequently, during the 2002-2003 academic year, the School of
Education piloted the first “Dispositions Recommendation” form that was completed at each of the four
assessment points of the program’s continuous assessment system, at the undergraduate level. During the
Teacher Education Committee meetings and the School of Education meetings throughout the 2002-2003
year, the recommendation forms and results were presented and discussed.
The original ten dispositions selected for evaluation of candidates were: caring, respect for others
acceptance of individual differences, fairness, honesty, responsible behavior, punctuality
professional dress, ethical conduct, positive impact on student learning. Over time, the ten
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dispositions were narrowed to five for initial certification, with related dispositions combined. These five
categories of dispositions were/are considered as critical for positively impacting student learning. In
2010, a new disposition form with descriptors and critical indicators from the KTS for each disposition
was adopted. A rubric was added with a Likert scale from 1-5 with lines added for comments. The five
disposition categories, descriptors and related KTS indicators follow:
1. Caring
 accommodates individual students’ personal & emotional needs;
 shows concern for students (listening, investing time & resources)
o
KTS 3.1 Communicates expectations
o
KTS 3.3 Values diversity and individual needs
o
KTS 3.5 Provides safe environment
o
KTS 4.2 Implements instruction based on diverse needs
o
KTS 8.1 Identifies students whose learning could be enhanced by collaboration.
o
KTS 8.3 Implements planned activities that enhance learning
2. Respects Others
 honors others’ rights, time and opinion
 demonstrates consideration & courtesy in interaction with others
o KTS 3.2 Establishes positive learning environment
o KTS 3.4 Fosters mutual respect
o KTS 4.3 Uses time effectively
o KTS 8.3 Implements planned activities that enhance learning
3. Values Individual Differences
 demonstrates sensitivity for needs of diverse students
 demonstrates differentiation through instructional planning
 demonstrates belief that all students can learn
o KTS 1.3 Demonstrates strategies appropriate for content/student learning
o KTS 2.5 Instructional strategies that facilitate multiple levels of learning
o KTS 3.3 Values diversity and individual needs
o KTS 4.1 Uses strategies that align with objectives and engage students
o KTS 4.2 Instruction based on diverse needs and assessment data
o KTS 5.4 Describes/analyzes/evaluates student performance data
o KTS 8.1 Identifies students whose learning could be enhanced by collaboration
4. Is Honest & Ethical in Conduct
 conducts self with high degree of integrity;
 demonstrates fairness & ethical behaviors (abides by policy on
plagiarism & cheating)
o KTS 1.5 Identifies/addresses students’ misconception of content
o KTS 3.2 Establishes positive learning environment
o KTS 3.4 Fosters mutual respect
o KTS 6.5 Demonstrates ethical use of technology
5. Demonstrates Professional Responsibilities
 punctual; consistent attendance
 appropriate professional appearance;
 models collaboration and problem solving;
 receptive of constructive critical examination.
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o
o
o
o
o
o
KTS 3.2 Establishes positive learning environment
KTS 4.3 Uses time effectively
KTS 7.3 Uses data to reflect on/identify areas for professional growth
KTS 8.2 Designs plan to enhance student learning/includes all parties in
collaborative effort
KTS 9.2 Identifies priorities for professional development based on self
assessment/student performance/colleague feedback
KTS 10.1 Identifies leadership opportunities that enhance student learning
After introduction to the disposition policy in the first education course, dispositions are formally
assessed at three checkpoints (2, 3, 4) at the undergraduate level and also at most checkpoints at the
graduate level for those seeking initial certification. Additionally, all education faculty complete
disposition recommendation forms for all students in their classes each semester/term.
Also, when CAP applications require a Pre-Professional Growth Plan, candidates are asked to evaluate
their performance on the Kentucky Teacher Standards (or KTS/IECE) and their dispositions. Their action
plans then involve both the standards and expected dispositions.
When candidates review the disposition policy in the first education course, ED 102, they are asked to
sign off on a form to document their review and understanding of the process. Included in the new
disposition policy is a ‘Due Process’ explanation and description of ‘Incident Reports’.
At any time during the candidate’s experience in the Campbellsville University educator preparation
program, disposition assessment may be evaluated and questioned. Any candidate who: (a) is
consistently evaluated 1or 2 on the Disposition Recommendation Forms; (b) receives an unfavorable
recommendation at CAP 2 from their major area or from teachers/administrators in field experience
placements; or, (c) receives a referral through the Disposition Incident Report will be asked to meet with
the appropriate university professor and/or Associate Dean. One of several outcomes will result from this
meeting: (a) warning about the candidate behavior; (b) deferral from being admitted to, or continuing in,
the education program; or, (c) removal from the program.
Section II: Unit and Program Quality
Program/unit accountability occurs through multiple venues. Data on candidate performance at the
Candidate Assessment Points (CAPs) on internal and external assessments serve as primary evaluations
of the teacher preparation program. Several sources of data on candidate performance serve as
accountability measures providing considerable longitudinal feedback regarding assessment of the
program. Performance data, from external sources (e.g., PRAXIS II scores) are used to assess overall
program effectiveness and to address identified weaknesses. A second major source of external data is
derived from the follow-up of graduates, interns and 3rd year graduates available through the EPSB
database.
The unit has begun utilizing data reports generated by the continuous assessment plan for annual retreats
to calculate an Empowerment Index of candidate performance at program exit to determine unit and
program quality. The Empowerment Index consists of the average Kentucky Teacher Standards (KTS)
scores of candidates on critical program assessments, according to the three major components of the
empowerment theme—content, process and self-efficacy. The critical assessments selected for the
Empowerment Index at the undergraduate level consist of performance observation evaluations by the
cooperating and supervising teachers during student teaching and KTS scores on the exit portfolio, as
illustrated in the following table. Although the initial calculations are based on these two major program
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assessments, it is anticipated that the Empowerment Index will evolve to include other major
assessments, such as Praxis II scores. Similar calculations are underway for programs at the advanced
levels.
Empowerment
Theme
Content
Process
Self-Efficacy
KTS
Average
Performance
KTS 1, 5, 6
KTS 2, 3, 4
KTS 7, 8, 9, 10
Overall Average of Empowerment
Component
Overall
Empowerment
Index
KTS 1 +KTS 5 + KTS 6=Content Index
KTS 2 + KTS 3 +KTS 4=Process Index
KTS 7 +KTS 8 + KTS 9 + KTS 10=Self
Efficacy Index
Average of
Content, Process
and SelfEfficacy Indices
Use of P-12 Student Performance Data
The unit’s plan for collecting P-12 student impact data has for many years been implemented through a
variety of modes. These include experiences with the program curricula designed to develop the
knowledge base required for instruction and analysis of student learning. Field based experiences provide
a continuum of experiences designed to further candidate’s knowledge about linking theory and practice
in the classroom. Candidates acquire an increasingly complex level of involvement in the classrooms
with students that allow them to further their analysis of student learning from several vantage points.
Many of these field-based experiences provide opportunities for candidates to teach lessons to individual
students, small groups or the entire class. Candidates then reflect on their instruction by analyzing the
formative and summative assessments built into each lesson, which are differentiated for diverse learners
in the classroom.
Additionally, candidates take a course/s that is/are directed specifically at assessment and the analysis of
student learning based on a variety of assessments developed in those courses. Some of the assessments
developed within the courses are used in either field experiences or mock situations to generate data for
analysis.
The unit utilizes Tasks from the Kentucky Teacher Internship Program, which have been adapted for
initial certification. Many of the tasks focus on student learning; for instance, Tasks C, J1 and J2 all
involve analysis of student learning and gap analysis.
The professional portfolios at CAPs 3, CAP 4, and at CAP 7 (TRAC 3 & 4) require candidates to
demonstrate the impact of learning throughout the standards. The portfolios require evidence of student
learning based on instruction by the candidates through field experiences prior to student teaching and
through the student teaching experience. Candidates are required to maintain samples of student work,
analyze the results of learning per individual student and per the entire group or class. Kentucky Teacher
Standard 5, Assessment, requires candidates to demonstrate they meet the standard that includes analysis
of student learning. At the advanced level, candidates implement a project in their classes to determine
impact on student learning. Data are collected and presented in chapters 4 and 5 of their Master’s action
research project for the TL-MAE, TL MASE, or the culminating project for the Rank 1 The following
lists illustrate a sample of program experiences for candidates seeking initial certification. All of the
requirements ultimately focus on student learning.
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Kentucky Teacher Standard 1, Content Knowledge Candidates develop at least two lesson
plans in their content area during two foundation courses—ED 310 and ED 325—which are
actually taught in the field. These lesson plans include Tasks A1, A2 and C that includes the context
for the lesson-unit, grade, student characteristics, a description of how this lesson demonstrates
their command of subject knowledge within discipline, a description of how they guided students to
understand content from various perspectives, how they demonstrated a repertoire of discipline
specific instructional strategies, how they connected content to real life situations and other
disciplines and how they identified and addressed misconceptions related to content. Task C
requires the candidate to analyze student learning per the lesson objective/s.
Kentucky Teacher Standard 2: Planning for Instruction: In various courses in the program
and certainly during student teaching, candidates develop unit/s that include/s formative and
summative assessments that target learning objectives, address the achievement levels and the
cultural attributes of all students in the class, connect instruction to real-life situations and other
disciplines, integrate media and technology into instruction, and include multiple level and higher
order thinking tasks. As a result of teaching a unit during student teaching, candidates must reflect
on student learning as they complete Tasks J1 and J2.
Kentucky Teacher Standard 3, Classroom Climate: During the capstone courses for
the undergraduate program (ED 411, 416 and IECE 480), candidates develop classroom
management plans that communicate high expectations for all students, supports student diversity
and addresses individual needs, uses positive classroom management techniques that foster selfcontrol and self-discipline to create and sustain a climate that motivates students to learn, facilitates
mutual respect among class members through cooperative and independent learning activities,
employs creative and flexible use of instructional time and materials, supports instruction through
the creative, flexible, and safe use of physical space. When candidates teach lessons during
coursework, their instruction is evaluated using the Classroom Observation rubric by the classroom
teacher and/or education faculty member.
Kentucky Teacher Standard 4, Implement Instruction: A reflective piece based on a
lesson/unit actually taught-preferably in a public school setting with actual students. However, peer
teaching is an option. It also includes a thoughtful reflection on the lesson which considers
feedback from professors and peers. Candidates need to be able to answer the question: Did the
students learn the lesson objective/s? How do they know? What evidence do they have that
students met the lesson objective? The lesson and reflection should address the following:
the context in which instruction occurred including grade level; characteristics of students and other
pertinent information; use of appropriate strategies to engage students in learning content that is
aligned with national and state curricular standards for assessment; use of both formative and
summative assessments to guide instruction; explanation for how instruction addressed the abilities
and the cultural attributes of all students in the class; explanation for how instruction facilitated the
engagement of students in a variety of tasks that reflected real-life situations; explanation for how
they integrated media and technology into instruction; description of how students were engaged in
thinking and problem solving tasks.
Kentucky Standard 5, Assessment of Learning: This standard requires the development of a
variety of assessments that align with the Kentucky’s adopted curricular guidelines, that provide
evidence that candidates used/developed multiple assessments and sources of data, that they
use/development of formative and summative assessments to monitor the progress of all students,
that they provided for assessments that address the diverse learning needs of all students
(adaptations and appropriateness), that they explained how they conducted individual and group
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analysis of learning, that they explained how they will or did communicate the analysis of learning
results to students or parents, and how the assessments provide opportunity for students to self
assess.
Kentucky Standard 6, Technology: Candidates must demonstrate how they use media and
technology to support student learning. They must describe how they selected appropriate
technology to enhance instruction, how they integrated student use of technology, how they
addressed special learning needs through technology and how they promoted the ethical and legal
use of technology disciplines. During the educational technology course, students develop a website
for students and parents. They also teach a lesson during field experiences that effectively use
technology.
Kentucky Standard 7, Reflection: For this standard, candidates are asked to describe how
their reflection focuses on student learning. If they taught a TPA lesson, then they must include
Task C which requires candidates to focus on student learning. They must discuss the impact of
instruction, collaboration, and technology on student learning. They must address how the
instruction provided data about student learning. They must describe a plan for improving
instructional practice, to improve important parts of the instruction such as objectives, activities,
assessments, collaborative efforts and to describe how this will improve student learning. They
must describe a plan for advancing student learning and to identify the practices needed to
effectively implement plans for improving student learning. They must also describe how they
identified and planned for professional growth needs based on the above. Questions they must
consider: What do you need to improve in your instructional practice to improve student learning?
Identify your strengths and growth areas which reflect the documentation of student learning and
instructional effectiveness and plans to change practices to impact student learning. If they taught
an entire unit, particularly during student teaching, then they must includes Tasks J1 and J2, both of
which are reflective tasks.
Additional course/program requirements at the advanced levels require candidates in specific
programs to develop action research projects over a period of time in their classrooms. The
culminating event related to this project is a presentation before a group of faculty and other
members of the professional community. During this presentation, candidates present the impact
on student learning with pre/post test scores and other performance measures.
Kentucky Teacher Standard 8: Collaboration Candidates must provide evidence that they
identified situations when and where collaboration would enhance student learning, develop a plan
for collaboration, describe how they engaged in collaboration to improve student learning and how
they analyzed the results of collaborative efforts. Various collaborative experiences occur during
courses, but during student teaching, candidates must identify a students who would benefit from
collaboration and develop a plan for that student. This ultimately becomes an artifact in their exit
portfolios.
Kentucky Teacher Standard 9: Professional Growth For this standard, candidates develop a
PPGP (Pre-Professional Growth Plan) based on a thoughtful analysis of strengths and growth areas
as a result of their assessment of the mastery of the KTS, dispositions and feedback, either
professor or peers, from their teaching performance.
Candidates must describe the process of assessing their professional performance level regarding
standards and dispositions. They identify strengths and growth areas by standard, explaining why
they have selected each one. Then they must describe at least three priority needs by standards and
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at least one for dispositions for professional growth which will positively impact student learning.
They must also develop an action plan to address these professional growth needs. The action plan
identifies reasonable, strategic actions to address each priority area and should also describe
specific evidence that will document the impact on classroom performance and student learning.
Kentucky Teacher Standard 10: Leadership At CAP 3, candidates collaborate with one of
their student teaching cooperating teachers to design a leadership plan which they implement during
their student teaching semester for CAP 4.
Input and Feedback from Candidates and Graduates
Candidates provide additional data on the performance of the unit. During regular coursework, candidates
evaluate courses on an annual basis through an electronic instrument provided by the Vice-president for
Academic Affairs. Evaluations are also included in the final lesson for online classes. These evaluations
are compiled and provided to individual faculty and the Dean as they consider revisions of courses and
teaching practices. Mid-term student evaluations of courses are used for revision of instructional goals
and approaches. This feedback also provides information for determining students’ understanding of the
courses.
After completing the student teaching experience each semester, candidates participate in an on-going
practice of completing an anonymous exit evaluation. It contains a combination of open-ended questions
and Likert-type scales regarding their experiences and their perceived strengths and shortcomings after
completing the educator preparation program at Campbellsville University. This information is compiled
as a summary of responses to each question and given to the unit faculty to utilize in planning, designing,
modifying, or reinforcing the program. This information has been entered into the database and analyzed
as well.
In addition, the unit surveys program graduates. Results are used to identify issues for consideration of
possible changes in the teacher preparation program. With the implementation of LiveText, the graduate
surveys have been conducted through that medium.
Information from Candidate Complaints
The unit has a system for dealing with complaints from candidates and/or others in the professional
community. If issues cannot be resolved at the individual faculty level, then candidates consult with
either the Dean of the School of Education or the respective coordinator of the particular aspect of the
program involved in the issues such as the Student Teaching Coordinator. Complaints are handled on an
individual basis in consultation with all involved parties and a plan developed for resolving the plan. The
Dean’s office keeps a record of all such incidents on file.
Information from Faculty Performance
Faculty self-evaluations and performance reviews are utilized in assisting the faculty in setting
professional goals for the academic year and identifying faculty development needs. Based on these
sources, faculty members develop annual, individual Growth Plans identifying areas for which they need
further knowledge or experience. Progress toward meeting these plans is included in annual performance
reviews/conferences by the Dean.
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