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accountability, and excellence has begun. The Teacher Education Committee (our policy- and decision-making body for ed prep) is designing policies and procedures that carefully follow Kentucky regulations and are focused on student support. Faculty who instruct online courses must demonstrate specific technological and skills
Will your program prepare teachers in special education in 2016-17?
Yes
How many prospective teachers does your program plan to add in special education in 2016-17?
Provide any additional comments, exceptions and explanations below
We are recruiting from inside Kentucky in a "grow your own" effort and we are revising our traditional special ed program to be more current, relevant, and engaging. Our numbers have dropped due to our following KY regulations, as well as our own policies and procedures. Once everyone understands and supports the changes, the program should grow
Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative route to state credential program, and that enrolls students receiving Federal assistance under this Act, shall set annual quantifiable goals for increasing the number of prospective teachers trained in teacher shortage areas designated by the Secretary or by the state educational agency, including mathematics, science, special education, and instruction of limited English proficient students. (9205(a)(1)(A)(ii), 9206(a))
Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html.
Please provide the information below about your program's goals to increase the number of prospective teachers in instruction of limited English proficient students in each of three academic years.
Did your program prepare teachers in instruction of limited English proficient students in 2014-15?
No
How many prospective teachers did your program plan to add in instruction of limited English proficient students in 2014-15?
Did your program meet the goal for prospective teachers set in instruction of limited English proficient students in 2014-15? Data not reported
Description of strategies used to achieve goal, if applicable:
Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable.
Provide any additional comments, exceptions and explanations below:
Is your program preparing teachers in instruction of limited English proficient students in 2015-16?
No
How many prospective teachers did your program plan to add in instruction of limited English proficient students in 2015-16?
Provide any additional comments, exceptions and explanations below
Will your program prepare teachers in instruction of limited English proficient students in 2016-17?
No
How many prospective teachers does your program plan to add in instruction of limited English proficient students in 2016-17?
Provide any additional comments, exceptions and explanations below
Please certify that your institution is in compliance with the following assurances (5205(a)(1)(A)(iii), 5206(b)) Note. Be prepared to provide documentation and evidence for your responses, when requested, to support the following assurances.
Preparation responds to the identified needs of the local educational agencies or States where the program completers are likely to teach, based on past hiring and recruitment trends.
Yes
Preparation is closely linked with the needs of schools and the instructional decisions new teachers face in the classroom. Yes
Prospective special education teachers are prepared in core academic subjects and to instruct in core academic subjects.