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 Core and PLT practice opportunities for students, 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 program has consistently performed well on passing the Praxis II exam, at a rate above 80%. On the first attempt, the EPP has also included the use of 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 is in planning to create model classrooms that mirror current K-12 classrooms, of which includes the latest learning technology to give students a head start on becoming knowledged able and efficient practitioners of the learning equipment. The model classrooms will allow 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 will allow students to become creative thinkers with the ability to assess student performance using technological and research based methods.
1.2 Would the provider be willing to share highlights, new initiatives, assessments, research, scholarship, or other activities during a CAEP Conference or in other CAEP Communications? Yes ☑ No 1.3 Optional Comments A.1.1 Candidate Knowledge, Skills, and Professional Dispositions A.1.2 Provider Responsibilities R1.1 The Learner and Learning R1.2 Content R1.3 Instructional Practice R1.4 Professional Responsibility
Upload data results or documentation of data-driven changes. Kentucky_State_University_EPP_assessment_State_data_20162019.docx