Please share any continuous improvement initiatives at the EPP, AND (if applicable) provide CAEP with an update on the EPP's progress on its advanced level phase-in plans and/or initial level transition plans.
This is an opportunity to share targeted continuous improvement efforts your EPP is proud of. Focus on one to two major efforts the EPP made and the relationship among data examined, changes, and studying the results of those changes.
Due to low percentages of students passing the Praxis I, and PLT, the EPP has implemented Praxis review opportunities coordinated by the KEA-SP President and executive committee, of which takes place in reserved areas by the school library. In addition, the library ordered Praxis testing resources to further prepare students to pass the exams. The consistent servicing of students through the KEA-SP and library study opportunities, the EPP has seen an increase in students taking and passing the exams. The EPP continues to provide students, Praxis Core and PLT practice opportunities of which occurs in our foundational courses. These courses are taken by students before they are admitted into the EPP by the TEC (Teacher Education Committee). Each course reviews and covers specific content from the
Praxis I and PLT. After examining undergraduate student praxis data, the initial implementation of the practice opportunities displayed a steady increase in student performance over the course of two semesters. The graduate students continue to consistently perform well on the Praxis II exam, at a passing rate above 90%. On the first attempt, the EPP continues to use online resources to assist students during the preparation phase. The resources are located on the EPP's website, and mentioned/discussed during monthly All Majors Meetings (Student meeting). In addition, the EPP created a model classroom that mirrored current K-12 classrooms, of which includes the latest learning technology to give students a head start on becoming knowledgeable and efficient practitioners of the learning equipment/environment. The model classrooms has allowed students and instructors to be creative and develop out of the box hands-on projects to engage students on multiple levels with high rigor. The innovation has allowed students to become creative thinkers with the ability to assess student performance using technological and research based methods. To further assist students the EPP has created a plethora of programming and events to provide students more insight and skills to be effective educators, and community partners.
The EPP webpage is publicly assessable and all information provided on the webpage is public information. The EPP is currently using the public data to move the EPP forward, and is reviewed by the TEC (Teacher Education Committee) on a semester basis.
A.1.2 Provider Responsibilities
A.3.2 Candidates Demonstrate Academic Achievement and Ability to Complete Preparation Successfully
A.4.1 Satisfaction of Employers
A.5.3 Continuous Improvement
R1.1 The Learner and Learning
R1.2 Content
R1.3 Instructional Practice
R1.4 Professional Responsibility
R2.1 Partnerships for Clinical Preparation
R2.3 Clinical Experiences
Upload data results or documentation of progress on phase-in/transition plans if applicable (This is optional and for the EPP's records as it prepares for the next CAEP review).
Kentucky_State_University_EPP_assessment_State_data_20162022.docx