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            "text": "Chart Analysis:",
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            "text": "From 2016-2020, the EPP exceeded the benchmark of [p18.2.1]3.0, three out of the four years. In 2016, the EPP placed an importance on student candidates exercising personal management behaviors. Thus, leading to an increase in student performance every year after. In the Fall of 2019, the EPP placed an emphasis on ethical norms and professional practice, during All Majors Meetings. The student candidates met or scored above the benchmark of [p18.2.2]3.0, on 4 out of 8 areas of the assessment. The EPP also placed an emphasis on exposing candidates to professional ethics professional practice strategies during courses via discussions, video presentations, and modeling appropriate professional ethics and instructional practices. All programs represented in the TEP met the benchmark of [p18.2.3]3, from 2016-2019. Since 2016, student responses on the Disposition assessment have increase each year, which is a reflection of the changes implemented within the EPP.",
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                    "text": "≥",
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                    "text": "≥",
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            "text": "Instructional Assessment",
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            "text": "The assessment assesses the student teacher’s ability to develop an assessment (Formal or Informal) that allows the student to display their overall knowledge. The exam will determine the overall effectiveness of instruction taking place over a day or week through the unit & lesson plans. The exam includes a rubric that enables the students to visually understand the expectations of performance on the exam. The assessment addresses student teacher’s ability to plan and prepare lessons, construct and maintain the classroom environment, develop and implement instruction, use technology as a basis for acquisition, differentiate lessons and questions, construct rigorous questions to determine the acquisition skills of the student, and create an assessment that allows for future growth in content presented."
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            "text": "Graduate Exit Survey",
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            "text": "The assessment assesses student teachers overall experience at the university, and within the EPP. The exit survey is seeking guidance in improving the EPP, through the lenses of the student. The areas described in the survey to improve the EPP are; development, content knowledge, assessment and instructional planning, instructional strategies, professional learning and ethical practice, ability to collaborate with peers, classroom management, implementing technology in the classroom, and admittance and exit process."
        },
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            "text": "The data analysis of the assessment concluded that student's on average rated their overall academic experience at the university as accomplished, rated their development throughout the EPP as accomplished, rated their ability to apply content knowledge of subject area as developing, rated their instructional practices as developing, rated their professional learning and ethical practice skills as exemplary, rated their ability to lead and collaborate as accomplished, rated their ability to create a positive classroom environment as accomplished, rated their ability to implement technology as developing, and rated their overall admittance and exit experience as accomplished. Even though, the sample size of data was low, the data retrieved from the exit survey is essential in the continued growth of the EPP for short and long term gains. To increase student participation, the EPP is requiring all graduates to complete the survey before the graduation date to increase student participation. The survey is also conducted the last week of class before finals, to increase student participation. In"
        }
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