School of Education & Human Development Dr. Phillip H. Clay Jr.
Student Success and Outcomes
1. C- Undergraduate students were struggling to pass the Praxis I (Core) exam in the areas of writing and math. Graduate student candidates were struggling to pass the Praxis I (Core) exam to meet admission guidelines, in the areas of math and writing.
A- The SEHD program created two Praxis I practice courses that students could take (EDU 206- Math & EDU 207- Writing), and gathered practice materials from the library (Hard copy and online) that are placed on the programs website, and within the resources area for EPP students.
R- Increase in undergraduate students passing the Praxis I (Core) exam to enter the student teaching benchmark of the program. An increase of graduate students meeting the admission requirements, and readmitting past graduate students that were affected by the change in admission regulations instituted by the state in 2012.
2. C- EPP (Educator Preparation Program) stakeholders and district school partners complaining of student candidates not being prepared to teach, and a lack of respect for the profession.
A- The EPP reestablished positive relationships with stakeholders and district partners, through intentional communication, and engagement. The EPP began hosting “All Majors Meetings”, to provide undergraduate student candidates essential information and professional development, that will lead to success in the field. The EPP also created a position (Director of Field and Clinical Experiences), whose sole responsibility is to provide guidance and mentoring during field and clinical experiences.
R- EPP stakeholders and district partners are pleased with overall turnaround of student candidates in the field. Student candidates are meeting program expectations (consistency, timely, professional appearance, communication, intentional leadership qualities, and preparing lesson plans that meet the needs of all students, through standard based objectives). District partners becoming more engaged in TEC (Teacher Education Committee) meetings and processes. In addition, student candidates are more equipped to lead the classroom, and motivate students to learn.
3. C- Program assessments were outdated and not capable of providing the EPP with essential data needed to improve student performance and the program overall
A- The EPP through the TEC (stakeholder involvement) and SEHD committees, reviewed and edited the Quality Assurance System to have the capability to create and analyze key assessments that will examine student performance in the field, and provide the program with data for change purposes. The EPP also reviewed and edited the Continuous Assessment Plan, which will provide the EPP with the appropriate