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Completion of the Assessment Plan requires only the first 5 columns Due September 15. Although not all Program Outcomes or Learning Competencies must be assessed each AY, data should still be collected. For ease of data tracking and collection, please include all Learning Competencies and the information for the first 5 columns.
At the end of the AY in the Assessment Report Due May 15, all Program Outcomes and Learning Competencies should have results and analysis, but only those being assessed will have information in the last 5 columns. The Timeline below will indicate the when use of results for improvement should be included. Each Learning Competencies that is NOT MET should be assessed in subsequent cycles, rather than on the next rotation in the timeline. All others should be assessed at least twice over five years.
Planning and Assessment of Program Outcomes and Learning Competencies
College of [Arts and Sciences] School of [Education, Human Development, and Consumer Sciences] [Elementary, Secondary, Music, PE & Health, MASPE] July 1, 2024- June 30, 2029
Mission Statement: As the first public institution of higher education to prepare African American teachers in Kentucky, the School of Education and Human Development is grounded in history, theory, and research. Building on our proud legacy, we now form a diverse, supportive community that promotes cultural competence, provides access to resources, creates opportunities for meaningful learning, engages in effective problem solving, and activates positive system change for all.
Vision Statement: The School of Education and Human Development collaborates with partners to offer educational opportunities through which individuals from myriad cultures learn together in community and grow into culturally competent, highly skilled, professional leaders in a global society.
Program Outcomes: Reflect the services the program provides OR outline specific student achievement areas of the program (e.g., retention, graduation rates, etc.). Goal 1: Collaborate with partners to create and implement a dynamic strategic plan to transition School of Education programs into programs of distinction.
Goal 2: Collaborate with partners to improve student recruitment and enrollment.
Goal 3: Collaborate with partners to increase student retention and graduation
Goal 4: Collaborate with partners to improve academic excellence, career readiness, and successful employment
Goal 5: Strengthen alumni relations
Goal 6: Serve as a learning development resource
*If you have more than one outcome for a goal, additional rows may be added
**Timeline- Y1=20-21; Y2=21-22; Y3=22-23; Y4=23-24; Y5=24-25
ASSESSMENT PLAN ASSESSMENT REPORT
University Strategic Plan Link Timeline** Measurement Tool(s) Criteria for Success / Performance Target(s) Results and Analysis Met or Not Met Use of Results for Improvement Action Plan Reflection on Action Plan
Y1 24-25 Y2 25-26 Y3 26-27 Y4 27-28 Y5 28-29
Strategic Priority#1 Strategic Priority#2 PO 1 X X X PLT, Dispositions, CAO See Below 25-26 The results will be used to strengthen both student and program outcomes to identify; *Target student support *Improve curriculum and instruction *Clinical practice alignment *Identify candidate strengths and Gaps * Support continuous program improvement
Rubric scores will be analyzed by area to identify strengths and gaps, inform instructional and clinical support adjustments, and guide continuous 25-26 Increase PLT pass rates and strengthen candidate readiness by using PLT performance data to drive targeted student support and continuous program improvement. These aforementioned goals will be derived from (Understanding student performance patterns, provide focused preparation sessions, adjusting task and experiences to reinforce PLT competencies, Modify student support systems
*If you have more than one outcome for a goal, additional rows may be added **Timeline- Y1= 20-21; Y2= 21-22; Y3= 22-23; Y4= 23-24; Y5= 24-25
program improvement.
Strategic Priority#1 Strategic Priority#3 PO 3 X X X X X Praxis I, PLT Dispositions, Unit Plan, Dispositions, CAO See Below 50% of the students taking Praxis I exam passed all three exams on the first try (Readin Not Met 24-25 The results will be used to prepare future and current students. The results will be used to strategically recruit students that have the ability to pass the Praxis exam 24-25 To evaluate and prepare students for the exam during their freshman year, allowing the students to take the exam before their second semester of their sophomore year. 24-25 The goal is for all students taking the Praxis I exam to pass all three
*If you have more than one outcome for a goal, additional rows may be added
**Timeline- Y1=20-21; Y2=21-22; Y3=22-23; Y4=23-24; Y5=24-25**
Strategic Priority#1 Strategic Priority#3 PO 2 X X Praxis I, CAO See Below 50% of the students taking Praxis I exam passed all three exams on the first try (Reading, Math and Writing Not Met 24-25 The results will be used to prepare future and current students. The results will be used to strategically recruit students that have the ability to pass the Praxis exam and successfully engage themselves throughout the program 24-25 To evaluate and prepare students for the exam during their freshman year, allowing the students to take the exam before their second semester of their sophomore year. The program will re-institute the Praxis courses EDU 206 & 207 for preparation and development purposes. The program will use testing data as a recruiting resource for retention of freshman and first-generation students 24-25 The goal is for all students taking the Praxis I exam to pass all three portions of the exam on the first try at 80% accuracy
g, Math and Writing and successfully engage themselves throughout the program 25-26 The results will be used to strengthen both student and program outcomes to identify; *Target student support *Improve curriculum and instruction *Clinical practice alignment *Identify candidate strengths and Gaps * Support continuous program improvement The program will re-institute the Praxis courses EDU 206 & 207 for preparation and development purposes 25-26 Increase PLT pass rates and strengthen candidate readiness by using PLT performance data to drive targeted student support and continuous program improvement. These aforementioned goals will be derived from (Understanding student performance patterns, provide focused preparation sessions, adjusting task and experiences to reinforce PLT competencies, Modify student support systems portions of the exam on the first try at 80% accuracy
Strategic Priority#3 Strategic Priority#4 PO 4 X X X PLT, Dispositions, CAO See Below 25-26 The results will be used to strengthen both student and 25-26 Increase PLT pass rates and strengthen candidate
*If you have more than one outcome for a goal, additional rows may be added
**Timeline- Y1=20-21; Y2=21-22; Y3=22-23; Y4=23-24; Y5=24-25**
program outcomes to identify; *Target student support *Improve curriculum and instruction *Clinical practice alignment *Identify candidate strengths and Gaps * Support continuous program improvement readiness by using PLT performance data to drive targeted student support and continuous program improvement. These aforementioned goals will be derived from (Understanding student performance patterns, provide focused preparation sessions, adjusting task and experiences to reinforce PLT competencies, Modify student support systems
Strategic Priority#2 Strategic Priority#4 PO 5 X X X PLT, Dispositions, CAO See Below 25-26 The results will be used to strengthen both student and program outcomes to identify; *Target student support *Improve curriculum and instruction *Clinical practice alignment *Identify candidate strengths and Gaps * Support continuous program improvement 25-26 Increase PLT pass rates and strengthen candidate readiness by using PLT performance data to drive targeted student support and continuous program improvement. These aforementioned goals will be derived from (Understanding student performance patterns, provide focused preparation sessions, adjusting task and experiences to reinforce PLT competencies, Modify student support systems
*If you have more than one outcome for a goal, additional rows may be added
**Timeline- Y1= 20-21; Y2= 21-22; Y3= 22-23; Y4= 23-24; Y5= 24-25**
performance patterns, provide focused preparation sessions, adjusting task and experiences to reinforce PLT competencies, Modify student support systems
Strategic Priority#1 Strategic Priority#3 Strategic Priority#4 PO 6 X X X X X Praxis I, PLT Dispositions, Unit Plan, Dispositions, CAO, Portfolio See Below 50% of the students taking Praxis I exam passed all three exams on the first try (Reading, Math and Writing Not Met 24-25 The results will be used to prepare future and current students. The results will be used to strategically recruit students that have the ability to pass the Praxis exam and successfully engage themselves throughout the program. 25-26 PLT The results will be used to strengthen both student and program outcomes to identify; *Target student support *Improve curriculum and instruction *Clinical practice alignment *Identify candidate strengths and Gaps 24-25 To evaluate and prepare students for the exam during their freshman year, allowing the students to take the exam before their second semester of their sophomore year. The program will re-institute the Praxis courses EDU 206 & 207 for preparation and development purposes 25-26 Increase PLT pass rates and strengthen candidate readiness by using PLT performance data to drive targeted student support and continuous program 24-25 The goal is for all students taking the Praxis I exam to pass all three portions of the exam on the first try at 80% accuracy
*If you have more than one outcome for a goal, additional rows may be added
**Timeline- Y1= 20-21; Y2= 21-22; Y3= 22-23; Y4= 23-24; Y5= 24-25**
* Support continuous program improvementPortfolioRubric scores will be analyzed by area to identify strengths and gaps, inform instructional and clinical support adjustments, and guide continuous program improvement improvement.These aforementioned goals will be derived from (Understanding student performance patterns, provide focused preparation sessions, adjusting task and experiences to reinforce PLT competencies, Modify student support systems
Learning Competency (Reflect the knowledge, skills, abilities, or competencies that graduates are expected to acquire as a result of being in the program.) Learning Competency 1: (Content Knowledge)- Student candidates possess content knowledge to provide instruction and guidance to students.
Learning Competency 2: (Assessment/Community & Leadership)- Student candidates possess content knowledge in assessment, professional development, leadership, community, and analysis of instructional scenarios to provide instruction and guidance to students.
Learning Competency 3: (Development)- Student candidates demonstrate effective pedagogy in their prospective area of learning to enhance acquisition of content, through their understanding of methods implemented within the classroom to create learning opportunities that support the development of all students.
Learning Competency 4: (Pursuit of Knowledge)- Student candidates will demonstrate the following eight dispositions: 1) Committed to the pursuit of knowledge, 2) committed to diversity as a cardinal principle of equitable education, 3) demonstrate respect and enthusiasm for the practice and profession of teaching, 4) respect the accepted legal and ethical norms and values of education, 5) actively collaborate with colleagues, parents, and students, 6) exercise personal management behaviors, 7) practice reflective thinking for continuous professional and personal improvement, and 8) demonstrate effective communication skills to promote personal and educational learning outcomes for consistency, and growth purposes.
Learning Competency 5: (Teaching Effectiveness)- Student candidates demonstrate teaching effectiveness based on Kentucky's Framework for Teaching (KFT), and the five domains: 1) planning and preparation, 2) classroom environment, 3) instruction, 4) professional responsibilities, 5) Cultural Responsiveness and 6) technology.
ASSESSMENT PLAN ASSESSMENT REPORT
Timeline Measurement Tool(s) Criteria for Success Performance Target(s) Results & Analysis Met or Not Met Use of Results for Improvement Action Plan Reflection on Action Plan
Program Outcomes Link Y1 24-25 Y2 25-26 Y3 26-27 Y4 27-28 Y528-29
*If you have more than one outcome for a goal, additional rows may be added
**Timeline- Y1=20-21; Y2=21-22; Y3=22-23; Y4=23-24; Y5=24-25**
#2, #3, #6 LC1 X Praxis I 80 % of teacher candidates pass the test on first attempt 50% of the students taking Praxis I exam passed all three exams on the first try (Reading, Math and Writing. Not Met 24-25 The results will be used to prepare future and current students. To evaluate and prepare students for the exam during their freshman year, allowing the students to take the exam before their The goal is for all students taking the Praxis I exam to pass all three portions of the exam on the first try
The results will be used to strategically recruit students that have the ability to pass the Praxis exam and successfully engage themselves throughout the program The program will re-institute the Praxis courses EDU 206 & 207 for preparation and development purposes The program will use university tutoring services and outside organizations to assist students with Praxis I prep. at 80% accuracy
#1, #3, #4, #5, #6 LC2 X PLT (Principles of Learning and Teaching) Portfolio 80% of teacher candidates pass the test on first attempt 85% of the candidates will score at the accomplished level or higher across all rubric areas 25-26 The results will be used to strengthen both student and program outcomes to identify; *Target student support *Improve curriculum and instruction *Clinical practice alignment Increase PLT pass rates and strengthen candidate readiness by using PLT performance data to drive targeted student support and continuous program improvement. These aforementioned goals will be derived from (Understanding student 25-26 The results will be used to strengthen both student and program outcomes to identify and improve. These{|@1, @2, @3, @4, @5, @6}}
*If you have more than one outcome for a goal, additional rows may be added**Timeline- Y1= 20-21; Y2= 21-22; Y3= 22-23; Y4= 23-24; Y5= 24-25
*Identify candidate strengths and Gaps* Support continuous program improvement performance patterns, provide focused preparation sessions, adjusting task and experiences to reinforce PLT competencies, Modify student support systems)
*If you have more than one outcome for a goal, additional rows may be added
**Timeline- Y1= 20-21; Y2= 21-22; Y3= 22-23; Y4= 23-24; Y5= 24-25**
Rubric scores will be analyzed by area to identify strengths and gaps, inform instructional and clinical support adjustments, and guide continuous program improvement. To systematically collect, analyze, and apply data for (Improve program quality and alignment, Strengthen candidate readiness and outcomes, Support accreditation and accountability, Inform curriculum, instruction, and clinical practice decisions)
| #3, #6 | LC3 | X | Unit Plan (Teacher Work Sample)UG- EDU 454G- ESP 574, ESP 575 and Option 6) | 80% of teacher candidates score at least 80% on the CAO after being observed from the unit plan | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| #1, #3, #4, #5, #6 | LC4 | X | Dispositions & Values & Behavior AssessmentUG- EDU 454G- ESP 574, ESP 575 and Option 6) | 90% of teacher candidates score,"accomplished" on the rating scale | |||||||||
| #1, #2, #3, #4, #5, #6 | LC5 | X | Candidate Assessment and Objectives (CAO)-UG-(EDU 454)G-(ESP 574 and ESP 575) | 90% of teacher candidates score,"accomplished" on the rating scale. |
*If you have more than one outcome for a goal, additional rows may be added
**Timeline- Y1= 20-21; Y2= 21-22; Y3= 22-23; Y4= 23-24; Y5= 24-25**
and Option 6)
Describe your assessment process from the planning phase through using the results for improvement (closing the loop). Indicate when the program faculty met to discuss the planning and assessment for continuous improvement.
The Assessments are analyzed within the School of Education Meetings and validated within the Teacher Education Committee (TEC), for accuracy, accountability and data driven purposes. The assessment feedback is discussed within the SEHDCS and TEC meetings to improve the EPP and develop solutions to improve student and faculty performance. The assessments are validated on an annual basis.
Overall Action Plan
To make sure the assessments meet the initial needs of the school & programs. In addition, to make sure each assessment effectively analyzes each student/student teacher for development and growth purposes. The school will continue to engage faculty and value stakeholders to improve and grow each program for continued success, based on retention, graduation and employment. The school will continue to engage all involved parties on the immediate and future growth of the school and programs.
*If you have more than one outcome for a goal, additional rows may be added.
*If you have more than one outcome for a goal, additional rows may be added**Timeline- Y1= 20-21; Y2= 21-22; Y3= 22-23; Y4= 23-24; Y5= 24-25
Overall Reflection on the Action Plan
The Assessment Plan and Report shall be signed off by the Program Chair and the Dean indicating the program engaged in planning and assessment activities for continuous improvement.
Chairperson/Unit Lead (Print Name): Dr. Phillip H. Clay Jr. Signature: Dr. PHCl Jr. Date: 10/28/2024
Dean/VP/Director Name: Signature: Date: