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"text": "Total number of teacher preparation programs: 10",
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],
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"text": "https://title2.ed.gov/Secured/DataCollection/Institution/PrintReport.aspx?Year=2016",
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"text": "22111.2 22111211",
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"text": "Indicate when students are formally admitted into your initial teacher certification program. Sophomore year 42 hrs: C or above in req courses. 25 field hrs.",
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"text": "Does your initial teacher certification program conditionally admit students? No",
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"text": "Provide a link to your website where additional information about admissions requirements can be found http://kystu.edu/academics/college-of-professional-studies/school-of-education/teacher-education/",
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"text": "Please provide any additional comments about or exceptions to the admissions information provided above:",
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"text": "o complete, electronic application packet for the appropriate EPP:",
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"text": "0 minimum of 42 semester credit hours.",
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"text": "o grade point average (GPA) of either 2.75 cumulative or 3.0 for the most recent 30 hours",
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{
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"text": "a minimum grade of C in EDU 202",
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"text": "a minimum grade of C in EDU 203 or MUE 203 (Music Education only).",
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"text": "o minimum of 25 held experience hours, with all data posted in Kentucky Field Tracking System (KFETS) and time verified through documentation signed by mentor teachers, and",
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"text": "o introductory. Phase I electronic portfolio, with artifacts that address Kentucky Teacher Standards",
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"text": "a minimum grade of C in ENG 101 and ENG 102 and",
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"text": "a minimum passing scores on the computerized ETS Prakis exam. Core Academic Skills for Educators (CASE) including Reading (5712) 156, Writing (5722) 162, and Mathematics (5732) 150",
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"text": "• Demonstrate beginning-level skills in written and oral communication as well as the 21st Century Skills of critical thinking, communication, collaboration, and creativity (http://www.nea.org/home/34888.htm) through",
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{
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"text": "Provide completed assessments from two educational professionals, such as the academic advisor, a university instructor with whom the applicant has completed a course, or a P-12 teacher with whom the applicant has completed field experiences",
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"text": "Please provide the following information about your teacher preparation program's entry and exit requirements (§205(a)(1)(C)(i))",
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"text": "Are there initial teacher certification programs at the undergraduate level?",
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"text": "If yes, for each element listed below, indicate if it is required for admission into or exit from any of your teacher preparation program(s) at the Undergraduate level.",
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"text": "Minimum ACT score",
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"text": "No",
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"text": "No",
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"text": "Minimum SAT score",
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{
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"text": "Provide the number of students in the teacher preparation program in the following categories. Note that you must report on the number of students by ethnicity and race separately. Individuals who are non-Hispanic/Latino will be reported in one of the race categories. Also note that individuals can belong to one or more racial groups, so the sum of the members of each racial category may not necessarily add up to the total number of students enrolled.",
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{
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{
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{
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{
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"text": "Please provide the information below about your program's goals to increase the number of prospective teachers in science in each of three academic years.\nAcademic year 2014-15\nDid your program prepare teachers in science in 2014-15?\nHow many prospective teachers did your program plan to add in science in 2014-15?\nDid your program meet the goal for prospective teachers set in science in 2014-15?\nDescription of strategies used to achieve goal, if applicable\nDescription of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable",
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"text": "One of the two Ed Core courses required for admission to our EPPs is an introductory course in technology. Students begin their electronic portfolios ( LiveText ) in this course and continue them until they graduate. All courses are housed in Blackboard and hatmark course assessments are housed in and analyzed via LiveText Meetings and classes are taught using a variety of techniques, including Smart boards, Power Point presentations, and YouTube videos. Candidates gain real-world practice in using apps, campus portals, and many other types of technology in P-12, as they complete 200 hours of field experiences and 70 days of student teaching.",
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"text": "Provide the following information about your teacher preparation program Please note that choosing 'yes' indicates that your teacher preparation program would be able to provide evidence upon request.",
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"text": "Provide a description of the evidence your program uses to show that it prepares general education teachers to teach students with disabilities effectively, including training related to participation as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act and to effectively teach students who are limited English proficient. Include planning activities and a timeline if any of the three elements listed above are not currently in place.",
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"text": "Each course in our online special ed program requires field experiences designed to provide teach candidates to support and teach students with 504 plans, IEPs, IBPs, and IFPs effectively. Students participate in ARC meetings as part of this field work and during their clinical practice. Learning about students with limited English proficiency is not as methodical and depends on the candidates' location. This is an area in which we need more focus.",
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"text": "Please use this space to provide any additional information that describes your teacher preparation program(s). You may also attach information to this report card. The U.S. Department of Education is especially interested in any evaluation plans or interim or final reports that may be available.",
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"text": "Kentucky State University began as a college for teachers in 1886. For 130 years, KSU has continued its proud tradition of preparing teachers to meet the needs of students, families, schools, districts, and the Commonwealth of Kentucky. KSU's Educator Preparation Programs equip candidates for careers as certified teachers. Graduates demonstrate the knowledge base, pedagogical skills, professional dispositions, and cultural competence needed to foster students' academic and personal growth and to guide them as they become responsible and productive citizens, in their chosen communities. Educational initiatives create innovative partnerships between schools and KSU's School of Education to support effective teaching and learning. Cultural Competence understanding, respecting, and connecting with all individuals. Teacher Leader Excellence Center: elevating teacher expertise to improve schools' Educational Pathways. Associate degree for high school students. Mentorship-individuated support for teacher candidates.",
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