measures to assess the programs impact on student development, and relations with stakeholders. The assessments were analyzed and tested for effectiveness, and data gathering purposes. The data retrieved from the assessments was disaggregated to provide the EPP with essential evidence on the programs impact on race, gender, and program development.
R- Student candidate's assessment scores increased over time. Student candidates were more prepared to become educators and develop lesson and unit plans that engaged P-12 students on all levels, and increased their ability to learn on high levels. Student candidates were able to effectively communicate their strengths and weaknesses with the university supervisor and Director of Field and Clinical Experience. The EPP was also prepared to conduct initial evaluation of the programs for accreditation (CAEP) purposes, and the impact on students, and meet the expectations of school districts for entry level teachers. The assessments also scored above the benchmark for effectiveness (≥3-Accomplished), which provided the EPP with validity and reliability scores above the benchmark of ≥3, essential to the functioning of an educator.
4. C- Student graduation and retention rates were declining over time
A- The EPP through the TEC (stakeholder involvement) and SEHD committees, reviewed and analyzed GPA and graduation rates data that was disaggregated to provide the EPP with a clearer analysis of the areas within program that needed immediate change. The EPP placed an intentional effort into providing students with professional development, mentoring, and academic opportunities for student development. The EPP also adjusted the presentation of content, and reviewed the goals of the EPP to make sure they were obtainable, and measurable for program growth. The EPP also took the lead in advising student candidates before they entered the EPP, to ensure the students were on track to graduate. The EPP increased communication between EPP partner districts and student candidates during the field experience benchmark in the program. The EPP also adjusted the required field hours for field experiences, to give students the opportunity to receive the appropriate amount of leadership before clinical experiences.
R- Student candidate's graduating from the program has slightly increased over time, and the retention of student candidates increased significantly from year to year.
5. C- EPP literature and material was outdated and not organized for reporting purposes
A- The EPP through the TEC (stakeholder involvement) and SEHD committees, reviewed and analyzed all materials across every program for consistency and accuracy purposes. The EPP edited and created up to date documents and handbooks that are easy to review and retrieve pertinent information about the practices, processes and operations of the EPP. The EPP also adjusted curriculum ladders and student contracts to provide student candidates with clearly defined snapshot of the EPP process, through benchmarks (undergraduate) and checkpoints (graduate). The EPP also communicated the information across campus to decrease communication mishaps, and increase student enrollment in the program.
R- Communication lines across the EPP and campus were consistent when it came to what the EPP was offering student candidates, and the processes of the program. The EPP was able to pull together important documents and information about the processes, and operations for accreditation purposes. The EPP was able to effectively communicate with students, stakeholders, and parents on what the EPP