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Provide the following information about the use of technology in your teacher preparation program. Please note that choosing 'yes' indicates that your teacher preparation program would be able to provide evidence upon request.
Does your program prepare teachers to:
Provide a description of the evidence that your program uses to show that it prepares teachers to integrate technology effectively into curricula and instruction, and to use technology effectively to collect, manage, and analyze data in order to improve teaching and learning for the purpose of increasing student academic achievement. Include a description of the evidence your program uses to show that it prepares teachers to use the principles of universal design for learning, as applicable. Include planning activities and a timeline if any of the four elements listed above are not currently in place.
Candidates are assessed using rubrics throughout their program in the use of basic and assistive technology. Candidates are evaluated by content area teachers, university and field supervisors. Data from Live Text show KYSU candidate scores range from 3.1 - 3.58 indicating they "Meet or Exceed" the standard. Data gleaned from Live Text is reviewed annually for program improvement. Candidates in methods courses must develop daily, unit and supplemental plans as part of their content courses. The principles of UbD and the states' required lesson plan template are integrated to determine candidate proficiency. Through the use of key assessment (Hallmark Assignments), rubrics are used to determine their skill level. The assignments are also included in their portfolios and are assessed by external evaluators. Lessons are also evaluated during field and clinical experiences by the university supervisor, supervising teachers and principals. Data are then disaggregated by each program to determine proficiency. Program completers scores ranged from 3.3 to 3.6 indicating they are "Meeting the Standard in curriculum and planning."
Beginning in Education 2003, students must show proficiency in using Excel and Access to gather data. Specific activities are aligned with technology standards and unit goals. In the Educational Assessment class, candidates must complete directed activities that include test item analysis, test construction and summarizing data to plan appropriate student learning outcomes (including appropriate outcomes for special populations). Data are collected in Live Text and can be aggregated and disaggregated at multiple levels.
Provide the following information about your teacher preparation program. Please note that choosing 'yes' indicates that your teacher preparation program would be able to provide evidence upon request.
Does your program prepare general education teachers to:
* teach students with disabilities effectively Yes
participate as a member of individualized education program teams Yes
teach students who are limited English proficient effectively
Provide a description of the evidence your program uses to show that it prepares general education teachers to teach students with disabilities effectively, including training related to participation as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act, and to effectively teach students who are limited English proficient. Include planning activities and a timeline if any of the three elements listed above are not currently in place.
At the graduate level, candidates engage in field experiences during their coursework and the culminating practicum. During these experiences, candidates' assignments in assessment, IEP, FBA and required assessments are correlated with coursework. Candidates, under the supervision of the cooperating teacher, must carry out such assessments and use this data to write assessment reports. From this data, they must analyze and develop appropriate programs, giving appropriate researched bata to support their decisions. Candidates are also required to develop a professional development seminar for general education teachers to demonstrate how to engage in collaborative-team teaching. In specific courses (methods) they are required to plan lessons and units with regular education teachers and demonstrate via narrative how these lessons will be taught collaboratively. Through the Special Education Law course, Introduction to Special Education and Methods courses, they are engaged in activities, discussion boards an
Does your program prepare special education teachers to:
teach students with disabilities effectively Yes
participate as a member of individualized education program teams Yes
teach students who are limited English proficient effectively Yes
Provide a description of the evidence your program uses to show that it prepares special education teachers to teach students with disabilities effectively, including training related to participation as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act, and to effectively teach students who are limited English proficient. Include planning activities and a timeline if any of the three elements listed above are not currently in place.