We regularly assess our performance. For initial preparation programs, KSU EPP has identified ten key assessments to assure quality of our program. The key assessments areas and name for our quality assurance system are listed below.
As a program we regularly and systematically assess performance in various ways. Our EPP meets regularly to look at the quality assurance system and how each component of the system is being impacted by the policies and procedures in place. During these EPP meetings we are able to disaggregate data and suggest and make improvements. In addition, the director of institutional effectiveness monitors progress throughout the academic year. At the end of each semester we look at data and are required to make the necessary adjustments for improvement. In addition we use our program learning outcomes and student learning outcomes.
Below is our quality assurance system. Each semester our EPP reviews each of the 10 areas within our quality assurance system. One area of difficulty at this time is the numbers within each of our programs. We do hope in the future that our program numbers are robust enough that we will have enough students to adequately assess how our programs are doing. With have collected the data from the small number of students we have and will continue to make improvements using the data.
We enhance the way in which we allow students to prepare for the Praxis exam. Throughout the course of the year we have a total of eight practice test for the practice one. In addition we offered multiple training and practice test for the principles of learning and teaching in the practice to. In addition in order to enhance the way the teacher candidates demonstrate effective pedagogy in the elementary school we have workshops for how to develop a unit plan. Previously we used our all majors meetings as an opportunity to disseminate information. However, as we look at the disposition and values of the characters of our students we begin to use our all majors meeting as a time to offer professional development for the majority of the time we were together.
One way in which we explicitly investigated selection criteria used for standard three was the enhancement of the way we use the assessment of professional disposition, values, and behaviors questionnaire. We took course time in EDU 202 to walk through students through each criteria on the rubric and gave them explicit Examples on what it meant to be exemplary in each of the areas. Afterwards, we allowed students to access themselves and then gave peer to peer feedback as well as faculty to peer feedback. Our desire is that students have a better understanding of what, “ineffective”, “developing”, “accomplished”, and “exemplary” are as it relates to their dispositions.
The school of education and human development are in an ongoing relationship on how to enhance our systems of assessment and performance. We continue to work with the office of institutional research to create the type of systems we need in order to track and disaggregate the data for improvement of our program. Once the systems are in place we will be able to monitor for improvement for the EPP, our candidates, and our P 12 students.
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