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University of the Cumberlands

Graduate Education HandbookGuidelines & Requirements

July 2010

University of the Cumberlands Graduate Education Handbook 5/20/2023

Table of ContentsIntroduction......................................................................................................................................3Welcome..........................................................................................................................................6Program Assessment........................................................................................................................7Field Experience..............................................................................................................................7Program Checklists........................................................................................................................13

Master of Arts in Education Checklist.......................................................................................15Master of Arts in Teaching Checklist........................................................................................16Administrative Certification and Rank I Programs Checklist....................................................17Educational Specialist Degree (Ed.S) Checklist........................................................................18Master of Arts in Education School Counselor Checklist.........................................................19

Timeline for Documents................................................................................................................20Program Information.....................................................................................................................21Praxis Test & Internship Program.................................................................................................23Candidate Grievance......................................................................................................................24Corrective Action Plan..................................................................................................................25Appendix – Forms & Standards....................................................................................................26

Interstate School Leader’s Licensure Consortium Standards for School Leaders.....................27TSSA..........................................................................................................................................28Kentucky Teacher Standards......................................................................................................29University of the Cumberlands Standards..................................................................................34American School Counselors’ Association (ASCA).................................................................35Kentucky Standards for Guidance Counseling Programs..........................................................39Rubric for School Counselor Portfolio Assessment...................................................................44Dispositions Survey...................................................................................................................46Dispositions Reporting...............................................................................................................47Corrective Action Plan...............................................................................................................48Permission Form for Field Placement........................................................................................49MAT Student Teaching/Practicum Application.........................................................................50Application for Administrative Practicum.................................................................................52Administrative Practicum Agreement........................................................................................53Application for Comprehensive Exam.......................................................................................54Professional Code of Ethics for Kentucky School Personnel....................................................55Field Experience Reporting/Timesheet......................................................................................56Field Experience Evaluation......................................................................................................58ADOL 665,667,668,669 Practicum Log....................................................................................59MAT Lesson Plan Format “KTIP PLUS”................................................................................60Advanced Program Graduate Survey.........................................................................................62Multicultural/Diversity Experiences Summary Form................................................................63Graduation Application..............................................................................................................64Faculty Contact Information......................................................................................................65

Reflective Constructors of Quality Learning Experiences through Critical Thinking of 69


Introduction

The Graduate Education Program at University of the Cumberlands is dedicated to preparing initial and advanced certification teachers, counselors, and administrative leaders with the knowledge, skills, and dispositions necessary to positively impact learning of all students and to close the achievement gaps existing in today’s schools. The following information from the Conceptual Framework explains the dedication of the Unit (Education Department).

The University Mission states:University of the Cumberlands has historically served students primarily, but not exclusively, from the beautiful mountain regions of Kentucky, Tennessee, West Virginia, Virginia, Georgia, North Carolina, South Carolina, Ohio and Alabama which have traditionally been described as Appalachia. The University's impact can be seen in the achievements of its graduates who have assumed roles of leadership in this region and throughout the nation.

While located in the resort like area of Appalachia, with emphasis primarily on serving the beautiful mountain area, the University now reaches into every state and around the world through its student body and alumni.

UC continues to offer promising students of all backgrounds a broad-based liberal arts program enriched with Christian values. The University strives for excellence in all of its endeavors and expects from students a similar dedication to this pursuit. Its commitment to a strong academic program is joined with a commitment to a strong work ethic. UC encourages students to think critically and creatively so that they may better prepare themselves for lives of responsible service and leadership. This focus of its undergraduate programs is extended and extrapolated into its graduate programs. These programs prepare professionals to be servant-leaders in their disciplines and communities, linking research with practice and knowledge with ethical decision-making in the pursuit of the life-more-abundant for both the individual and society.

The Unit (Education Department) supports the University’s goal to provide learning experiences that enable graduates to become leaders in ethical deliberation and to use their reflective-critical thinking and problem-solving skills to become productive members of a democratic society. Both the undergraduate and graduate programs are based on best practices, and are designed to prepare candidates to be Reflective Constructors of Quality Learning Experiences through Critical Thinking. This is the motto from the Conceptual Framework that guides all Unit processes.

Reflective- basing reflections on student assessment data Constructors- designing lessons based on students’ existing knowledge and skills; basing instruction on contextual information; actively engaging students in the learning process; enabling students to connect learning to their own lives Quality- consistently improving instruction based on student assessment data, feedback from peers and supervisors, and self evaluations Critical Thinking- demonstrating the higher level cognitive processes in the planning, implementation, and evaluation processes; providing students with opportunities to think at higher levels (Depth of Knowledge levels 2,3,4)

The Education Department’s Mission from the Conceptual Framework states:The Unit will provide strong initial and advanced academic programs to teacher candidates and other school personnel that instill in them a commitment to a strong work ethic and prepare them for lives committed to excellence, professional integrity, and leadership that will impact student learning. By being Reflective Constructors of Quality Learning Experiences through Critical Thinking, graduates will possess the knowledge, skills, dispositions and spiritual values that will serve the needs of a diverse learning community.

The Education Department’s Vision from the Conceptual Framework states:The Unit will prepare teacher candidates and other school personnel to be Reflective Constructors of Quality Learning Experiences through Critical Thinking and subsequently provide them with academic and practical experiences. Graduates will possess well-developed philosophies that will reflect conceptual, strategic, evaluative,

University of the Cumberlands Graduate Education Handbook 5/20/2023and communicative knowledge as well as an understanding of technology that will help them meet the needs of diverse populations.

During coursework and assessments, candidates are required to demonstrate their conceptual, strategic, evaluative, and communicative knowledge. Conceptual Knowledge is foundational in nature and emphasizes the necessary planning and pedagogy that will assist candidates in becoming effective educators. Strategic Knowledge is gained when candidates learn content and integrate this content knowledge into instruction and supervision. Strategic Knowledge can be referred to as intentional actions selected to achieve specific goals. Evaluative Knowledge concentrates on the further integration of knowledge as well as reflection and assessment. Lastly, Communicative Knowledge represents a culmination of previous knowledge into actual instruction. Thus, candidates communicate what they have learned in the form of effective classroom instruction or supervision.

DispositionsDispositions are a teacher’s beliefs and attitudes that influence behaviors and interactions with students, parents, colleagues, and others. The Unit has chosen critical dispositions of caring, a strong work ethic, critical and creative thinking, and a commitment to excellence and professional integrity as those to be exemplified in University of the Cumberlands candidates. Each of the four dispositions are assessed as candidates demonstrate the following habits and behaviors at each program checkpoint.

Strong Work Ethic Critical & Creative ThinkingHas high expectations for self Is flexibleIs dependable Provides for all learnersIs timely in completing responsibilities Expresses thoughts and ideas clearlyIs a self starter; takes initiative Demonstrates ability to problem solve

Caring Commitment to Excellence/KY Code of EthicsHas a positive attitude Has a professional appearanceIs cooperative Uses technology effectivelyIs respectful of others Demonstrates leadership abilitiesEstablishes rapport with diverse populations Uses appropriate spoken & written English

The consistent evidence of the dispositions and the Professional Code of Ethics (see Appendix) is paramount to successfully completing University of the Cumberlands’ education program. Embedded in these dispositions is the candidate’s ability to treat students, colleagues, and others fairly, and through their actions, exhibit the strong belief that all students can learn.

EPSB Themes Literacy, diversity, technology, and closing the achievement gap are themes that the Education Professional Standards Board (EPSB) of Kentucky has determined as important for all teachers to address. Throughout coursework, candidates study best practices related to each theme. Additionally, candidates create, teach, assess, and analyze student work from lessons that emphasize the themes. All candidates are required to use technology as a tool for teaching and learning. Both teacher use and student use of technology must serve as the vehicle for meeting the needs of a diverse student population.

AccreditationThe Commission on Colleges of the Southern Association of Colleges and Schools (SACS) has accred-ited University of the Cumberlands to award the Bachelor of General Studies, Bachelor of Science, Bachelor of Arts, Bachelor of Music, Master of Arts in Teaching, and the Master of Education Degrees.


Additionally, the Kentucky Education Professional Standards Board for Teacher Education and Certifi-cation has approved all aforementioned degree programs, and has certified that these degree programs may lead to appropriate teacher licenses based on the National Council of Accreditation for Teacher Ed-ucation (NCATE) standards.

University of the Cumberlands complies with all applicable federal and state non-discrimination statutes, and does not engage in prohibited discrimination on the basis of race, color, nationality, ethnic origin, sex, age, or disability. The University may distinguish on the basis of religion in any position of employment in order to fulfill its purpose.

The word "candidate" in any official University of the Cumberlands publication is defined to be a person enrolled full- or part-time in any educator preparation course or program. Candidates are distinguished from “students” in P-12 schools. As much as possible, this distinction is made throughout this document.

Although University of the Cumberlands makes every effort to maintain current information, Univer-sity of the Cumberlands reserves the right to make any necessary changes without prior notice.

All programs are subject to changes as mandated by the Kentucky Education Professional Standards Board.

Failure to read this handbook does not excuse candidates from the requirements and regulations de-scribed herein.

Descriptions of Programs contained in this booklet do not necessarily show specific courses required for academic emphases or specialization components. That information can be found in the Graduate Cata-log. Candidates should maintain regular contact with the Graduate Advising Office and their advisors to ensure a timely graduation.


Welcome

Welcome to the graduate education program at University of the Cumberlands. This packet of information is an overview of the different programs we offer, and provides instructions to help you, the candidate, to successfully complete your program. It is also designed to give you answers to questions about admission procedures, continuous assessment requirements and exit criteria. Once you have been admitted to University of the Cumberlands and have enrolled in your first course, you are eligible to enroll yourself in future course offerings. By using your SunGuard user name and password, you can log on to SunGuard through MyUC and proceed with registration. If you have problems and/or questions, please contact the Graduate Advising Center or your advisor. The doctoral level Ed.D. program has its own handbook, which can be found on the Graduate Education Website.

Upon admission to the University, MAT candidates will be directed to purchase an account to LiveText, a portfolio and data management system. At your initial enrollment, you will be directed through email about how to do this, and how to proceed to start uploading necessary documents. One of the most important documents you will follow is the planned program. This document outlines the courses you must take and the assessments you will complete through the three Pillars of the program. If you would like to review other courses that University of the Cumberlands offers, check the Graduate Catalog and Graduate Schedule of Classes on the website. We recommend no more than six (6) credit hours per session for a total of twelve (12) per semester. Plan to take the Research course within the first 15 hours. Overloads must be approved by the Vice President for Academic Affairs prior to enrollment of over twelve (12) credit hours. For non-certified MAT candidates, all courses must be completed prior to the Practicum / Student Teaching semester (Pillar VI).

Once you have been fully admitted (fulfilling all requirements of Pillar IV), you are recommended for entrance into the Teacher Education Program to the Graduate Committee. Upon the committee’s approval you will receive a welcome letter from the Education Department Chair and be officially enrolled in the program of your choice. You will have from three to ten years (depending upon program) to complete the degree.

Courses are conducted through Angel. You will have to take some training in order to use the system. In some cases, instructors will e-mail you before the class begins with further clarification and/or directions. Each on-line course includes a MANDATORY chat one night per week. These chats are designed to provide you with clarifications, additions, and instructions about course requirements. This is a guaranteed time to discuss issues with your instructor, interact with other candidates, and receive feedback on assignments, quizzes, test, papers, etc. Because most on-line courses at University of the Cumberlands are only eight (8) weeks, you are only allowed two missed (or signing in late) chat sessions without penalty. Attendance is taken each session. You are responsible for all material(s) covered or assigned during the missed chat session. Not all professors use Angel exclusively. It is the responsibility of the candidate to communicate with the professor before beginning a class.

Non-certified MAT Candidates who will be taking EDOL 698 or EDOL 699 must be prepared to provide (in the classroom where they will be teaching) technology capability of observing from long-distance using Elluminate, SKYPE or other means. The technology needed would include a webcam, a computer, a broadband Internet connection, and possible technical assistance from the school technology staff. Be sure to check on availability of technology before you choose your school.

You will find, in this document, a checklist of documents that you must have from the beginning of your program to its completion, a timeline of when these documents are to be received by University of the Cumberlands, a list of requirements for portfolios and/or comprehensive exams, and copies of standards


you are to meet for various programs. You will also find applications for student teaching and/or practicum for the Master of Arts in Teaching degree, for administrative practicum, for school counseling practicum and internship, and an application for the comprehensive exam or Capstone.

Program Assessment

Multiple measures are used to assess both effectiveness of programs and candidates’ progress towards meeting standards. Assessment data are compiled and reviewed by faculty at various checkpoints. These checkpoints, which review candidates’ preparation for continuation through the educator preparation program, are called Pillars. Pillars I, II, and III are for undergraduate candidates; Pillars IV, V, and VI are for graduate candidates.

An Individual Action Plan (page 50) is created for candidates who have problems in progressing from one Pillar to another, either due to GPA, exam scores, or dispositions assessments.

Table 1. Assessments at Each Pillar for Graduate Programs (see planned programs for individual program requirements)Pillar IV - Admission to the Program Pillar V - Continuous Assessment

(Program Experiences)Pillar VI - Graduation from Program

GPA 2.5, 2.75 or 3.0 (depending upon program)

Assessment of entry level writing assignment

Three letters of recommendation with favorable dispositions (use form)

Praxis II Content Knowledge appropriate to area of certification (with a minimum of 24-27 hrs) OR

GRE (675) or Miller Analogies Test (400)

Valid Teaching License for some programs

3 years of teaching experience for administration programs

Signed KY Code of Ethics

GPA 3.0 Two favorable Disposition Surveys Praxis II PLT scores Praxis II Content Knowledge

passing scores (some programs) Standards-based assessments

embedded in coursework (grades now, possible portfolio later)

KTIP-IPR and Summative Evaluation (Option 6)

School Leader/Principal – KY Specialty Test & School Leader Licensure Assessment

Completion of Field experience hours

Comprehensive exam based on all coursework (Counseling)

Applications sent for Student Teaching or Practicums

GPA 3.0 Capstone Project (Standards-

based), OR Comprehensive Exam Disposition Survey Diversity experiences requirement Graduate Survey KTIP-IPR and Summative

Evaluation (MAT) Passing grade in EDOL 698 or

EDOL 699 (MAT) Passing grade for administrators in

Practicum Passing grade for Counselors in

Practicum and Internship TC-1 or TC-TP Completed Six (6) year time limit not

exceeded

Field Experience

In order to fully experience the Education Department’s motto - “Reflector Constructors of Quality Learning Experiences through Critical Thinking” - teacher candidates are required to complete field experience hours in certain courses. During these hours, candidates will observe, reflect, critique, interview, design instruction, and teach (O=Observe; P=Participate; I=Interact).

Prior to entering the schools, candidates must have on file a TB test, medical exam, and criminal background check.

Candidates should use the Permission Form when requesting to do observation in a school for the first time; University of the Cumberlands must also have this on file. (See page 51, or download from website.) This form should be returned to [email protected].

Once in the school, documentation of each observation is required using the Field Experience Timesheet (page 59). Certain courses have required field experience hours. Other courses may have field

mailto:[email protected]


experience hours built into the course by individual instructors. If field experience hours are not completed as specified, a grade of “F” will be issued for the course.

All forms are to be sent to the Course Instructors, who will subsequently send them to the Unit Database Manger. ([email protected])

The following list includes University of the Cumberlands courses that have required field hours.



MAT MAED Rank I / Administration / Endorsements

Cou

rses

Elem MS

Sec

P-12

SPED

Elem

/MS/

HS

SPED

R/W

Prin

cipa

l

Sch.

Cou

nsel

ing

SPED

Elem

/MS/

HS

Dir.

Pup

il Pe

rson

-ne

l

Supe

rinte

nden

t

Supe

rvis

or

Dir.

SPE

D

Prin

cipa

l

R/W

End

orse

.

The Modern Ele-mentary School, Middle School,

Secondary School EDOL 539, 538, 537

5 5 5 5 5 5 5

Classroom Man-agement, EDOL

635

5 5 5 5 5

Issues & Trends, SPOL 530

5 5 5 5 5 5 5 5 5

Creating the Ef-fective Inclusive

Classroom, EDOL 544

? ? ?

Practicum, Stu-dent Teaching, EDOL 698, 699

70 full days – 1 semester

Administrative Practicum,

ADOL 665, 667, 668, 669

100 100 100 100

Administrative Practicum, ADOL 664

75 75

Methods Teach-ing English ENOL 532

5 5 5 5 5

Methods Teach-ing SS HIOL

530

5 5 5 5

Methods Teach-ing Math,

5 5 5 5


MAT MAED Rank I / Administration / EndorsementsC

ours

es

Elem MS

Sec

P-12

SPED

Elem

/MS/

HS

SPED

R/W

Prin

cipa

l

Sch.

Cou

nsel

ing

SPED

Elem

/MS/

HS

Dir.

Pup

il Pe

rson

-ne

l

Supe

rinte

nden

t

Supe

rvis

or

Dir.

SPE

D

Prin

cipa

l

R/W

End

orse

.

MAOL 532Methods Teach-

ing Science, SCOL 530

5 5 5 5

Methods of Teaching Sec-

ondary Science, SCOL 531

5 5

Methods Teach-ing Music, MUOL 533

5 5

Methods Teach-ing Art, ART

531

5 5

Methods Teach-ing Health, HEOL 530

5 5

Methods Teach-ing PE, PEOL

530

5 5

Methods Teach-ing Business, BUOL 531

5 5

Consultation & Collaboration,

SPOL 632

5 5 5 5

Classroom Be-havior Manage-ment, SPOL 635

5 5 5 5

Middle & Sec-ondary School,

SPED 533

5 5

Methods Lan-guage Arts,

5



ours

es

Elem MS

Sec

P-12

SPED

Elem

/MS/

HS

SPED

R/W

Prin

cipa

l

Sch.

Cou

nsel

ing

SPED

Elem

/MS/

HS

Dir.

Pup

il Pe

rson

-ne

l

Supe

rinte

nden

t

Supe

rvis

or

Dir.

SPE

D

Prin

cipa

l

R/W

End

orse

.

REOL 535Diagnostic Pro-cedures, REOL

631

5

Human Resource Management, ADOL 632

5 5 5 5 5

School Superin-tendency, ADOL

640

5

Introduction to School Counsel-

ing, COU/OL 530

5

Counseling Indi-viduals with Di-

verse Needs, COU/OL 538

5

Career Develop-ment, COU/OL

539

5

Introduction to Drug/Alcohol Counseling,

COU/OL 630

5

Group Counsel-ing in Public

Schools, COU/OL 634

5

Counseling Practicum,

COU/OL 637

*100

Counseling In-ternship, COU/

*600



ours

es

Elem MS

Sec

P-12

SPED

Elem

/MS/

HS

SPED

R/W

Prin

cipa

l

Sch.

Cou

nsel

ing

SPED

Elem

/MS/

HS

Dir.

Pup

il Pe

rson

-ne

l

Supe

rinte

nden

t

Supe

rvis

or

Dir.

SPE

D

Prin

cipa

l

R/W

End

orse

.

OL 638TOTALS 35* 20-

25*20* 20* 20* 10+ 20 20 80 730 105 110 105 105

Courses / Time (requirements for each course are 5 hours unless otherwise specified either here or by instructor)


For non-certified MAT candidates who take EDOL 698 Supervised Student Teaching, a placement or placements with a state-accredited school must be found that lasts for the whole semester (16 weeks) with an exemplary teacher. Candidates will suggest school(s) for placement on the application for Student Teaching. Prior to EDOL 698, placement will be jointly made with the school, university and candidate. Much more information about these placements can be found in the Graduate Student Teaching/Practicum Handbook.

During EDOL 699 Practicum, Option 6 candidates (those MAT candidates who are working as teacher of record under a Temporary Provisional License) complete the 16 week course at the state-accredited school where they are employed. If a candidate is employed beginning the same semester they would normally do Practicum, then Practicum must be pushed forward to the next semester in order to com-plete the 15-hour mentoring semester that is required by the state of Kentucky. See more information about the Alternative Route, Option 6, and the mentoring semester in the Mentoring Handbook.

A 100-hour practicum is completed in the courses ADOL 665, 667, 668, 669; a 75-hour practicum is completed in ADOL 664 – these take place at schools selected by the candidate and approved by the Course Instructor.

The Counseling Practicum, COU/OL 637, is 100 hours, and the Counseling Internship, COU/OL 638, is 600 hours.

Multicultural/Diversity Experiences Summary GuidelinesPart of the accreditation process for the Education Department is determining how well teacher candidates have been supported in their abilities to provide for diverse populations through opportunities to observe, participate in, and interact with diverse P-12 students and faculty in the program. The Field Experience Timesheet (page 59) is used to provide documentation for diversity experiences during courses with required field experiences.

Every effort must be made to get experience interacting with children who are of two different races/ethnicities, who have exceptionalities (disability, gifted, special education, etc.), who speak English as a second language, and who are of differing socio-economic levels. This is to be documented on the Field Experience Timesheet (page 59). (Found at: http://www.ucumberlands.edu/academics/education/faculty/mgibson/forms/Field_Experience_Timesheet_2010.doc)

At exit, candidates will complete a one to two-page, word-processed reflection of work with diverse populations that describes (1) the populations, (2) the candidate role in working with these populations (both P-12 students and P-12 faculty), (3) an analysis of the teaching-learning process related to standards, and (4) significant lessons learned.

Program Checklists The following are checklists of program requirements that candidates must complete for graduation or exit. Please take time to review the list appropriate to your program of study. You should keep course documents after completing classes. These documents may provide useful information to help you successfully complete your comprehensive exam or Capstone Project. Also, please note that the requirements for programs vary. The best recommendation is to keep all of your course-related work and be able to use anything you complete to show competency in the Kentucky Teacher Standards/ ISLLC/TSSA Standards at exit.

http://www.ucumberlands.edu/academics/education/faculty/mgibson/forms/Field_Experience_Timesheet_2010.doc


Additionally, University of the Cumberlands is required to contribute to the candidate’s competencies reflecting many National Standards (SPAs – Specialized Professional Associations). Table 5 shows the Standards that candidates should be able to meet for each program.

Table 5. Standards by ProgramProgram SPAMAT, MAED Elementary ACEIMAT, MAED Middle School NCTM, NCTE, NCSS, NSTA, MAT, MAED Secondary ISTE, NMSA, NSTA, CEC, NCTM, NCTE, NCSS, NSBEMAT, MAED SPED CECMAT P-12 ACEI, NSAE, NASM, AAHPERD/NASPEMAED School Counseling American School Counselors’ Association (ASCA)Reading & Writing NCTE/IRAAdministration ISLLC, TSSA, SISI, CEC

NOTICE: Before any candidate may engage in field experience, a valid and current medical examination with a Tuberculosis test and an FBI criminal background check must be completed. This is best done through the school district where you plan to observe/teach.

When candidates apply for EDUC/EDOL 698 or EDUC/EDOL 699, appropriate PRAXIS II Content Exam passing scores must be attached to the application. Praxis II Principles of Learning & Teaching (PLT) scores should also be attached, OR verification of registration to take the PLT during the first month of student teaching/practicum should be attached to the application. These rules must be followed to ensure timely placement in the clinical semester courses, EDOL 698/699.

Each item in the appropriate following checklists is to be successfully completed and documented in a timely manner. Completion and documentation is solely the candidate’s responsibility. Questions about items on this list can be answered by the candidate’s advisor.

Information about the Praxis Tests and scores required for Kentucky can be found at http://www.ets.org/portal/site/ets/menuitem.1488512ecfd5b8849a77b13bc3921509/?vgnextoid=c8a31b5a5d568110VgnVCM10000022f95190RCRD&vgnextchannel=63501b5a5d568110VgnVCM10000022f95190RCRD

http://www.ets.org/portal/site/ets/menuitem.1488512ecfd5b8849a77b13bc3921509/?vgnextoid=c8a31b5a5d568110VgnVCM10000022f95190RCRD&vgnextchannel=63501b5a5d568110VgnVCM10000022f95190RCRD




Master of Arts in Education ChecklistPillar IV

_____1. Application to graduate program at University of the Cumberlands_____2. Official Transcripts received by University of the Cumberlands_____3. Valid Teaching License_____4. GPA 2.5 or higher_____5. Kentucky Code of Ethics Signed_____6. Scored writing sample_____7. 3 Letters of Recommendation with favorable candidate Dispositions _____8. Planned Program – Signed and received by University of the Cumberlands _____9. Valid and current medical exam form with TB test received by UC (For field experience)_____10. FBI criminal background check (For field experience)_____11. Admission Letter sent by Graduate Committee, Education Department

Pillar V_____12. Midpoint Check by Advisor_____13. GPA 3.0 or above_____14. Field Experience Logs for appropriate courses (See page 8)_____15. EDOL 630 taken within first 15 hours_____16. Instructor Assessment of Dispositions_____17. Application for Comprehensive Exam / Capstone Project_____18. Application for Graduation Form (see Graduate Website)

Pillar VI_____19. Six-year time limit not exceeded _____20. GPA 3.0 or above_____21. Fifteen hours of 600 level coursework_____22. Twenty-one hours completed at University of the Cumberlands_____23. Two favorable Dispositions at exit_____24. Graduate Survey Form_____25. Review Committee Evaluation of Candidate Dispositions_____26. Capstone Project / Comprehensive Exam / Thesis passing score _____27. Kentucky Code of Ethics Signed_____28. Graduate Review (from Registrar)_____29. Survey and Alumni Form (from Registrar)_____30. TC-1 Completed and on file with Teacher Certification Officer_____31. Official Transcripts for Master’s degree requested

The Planned Program for Master of Arts Programs may be downloaded at http://www.ucumberlands.edu/academics/graduate/courses/

The Recommendation Form may be downloaded at http://www.ucumberlands.edu/academics/graduate/downloads/recommendation.pdf

http://www.ucumberlands.edu/academics/graduate/downloads/recommendation.pdf

http://www.ucumberlands.edu/academics/graduate/courses/


Master of Arts in Teaching ChecklistPillar IV

_____1. Application to Graduate Program at University of the Cumberlands_____2. Official Transcripts received by University of the Cumberlands_____3. Bachelor’s Degree from accredited Institution of Higher Education_____4. GPA 2.5 or above

a. Includes a Major in Content area or required number of hours (see planned program)_____5. Kentucky Code of Ethics Signed_____6. Scored writing sample_____7. Official GRE/ Miller’s Analogy/Praxis II Content passing scores received by University of the

Cumberlands (depending upon program)_____8. 3 Letters of Recommendation with favorable rating of candidate Dispositions _____9. Planned Program – Signed and received by University of the Cumberlands _____10. Valid and current medical exam form with TB test received by UC (For field experience)_____11. FBI criminal background check (For field experience)_____12. Admission Letter sent by Graduate Committee, Education Department

Pillar V_____13. Midpoint Check by Advisor_____14. GPA 3.0 or above_____15. Mentor Agreement completed received by UC (if Option 6)_____16. Field Experience Timesheets for appropriate courses (See Table 4)_____17. EDOL 630 taken within first 15 hours_____12. Instructor Assessment of Dispositions (two)_____13. Application for Student Teaching or Practicum (EDUC/EDOL 698/699) with attached:

a. Official copies of all PRAXIS II Content passing scores b. Verification of PLT PRAXIS II scores or admission ticket to take the exam during 1st

month of EDUC/EDOL 698/699 (or attach a copy of PLT scores)_____14. Application for Comprehensive Exam (for certified candidates)_____15. Application for Capstone Project (for non-certified candidates)_____16. Graduation Application form completed

Pillar VI_____17. Six-year time limit not exceeded_____18. GPA 3.0 or above_____19. Fifteen hours of 600 level coursework_____20. Twenty-one hours completed at University of the Cumberlands_____21. Capstone Project & Scoring Rubric (passing score)_____22. Kentucky Code of Ethics Signed_____23. Two favorable Dispositions_____24. Review Committee Evaluation of Candidate Dispositions_____25. Graduate Survey Form_____26. Graduate Review (from Registrar)_____27. Survey and Alumni Form (from Registrar)_____28. TC-1/TC-TP Completed and on file with Teacher Certification Officer_____29. Official Transcripts for Master’s degree requested

The Planned Program for MAT Programs may be downloaded at http://www.ucumberlands.edu/academics/graduate/courses/





Administrative Certification and Rank I Programs Checklist

Pillar IV_____1. Application to Graduate Program at University of the Cumberlands_____2. Official Transcripts received by University of the Cumberlands _____3. Valid Teaching License_____4. GPA 3.0 or above_____5. Masters degree from accredited Institution of Higher Education_____6. KTIP successfully completed OR two years successful out-of-state teaching experience_____7. Three years of successful teaching experience (principalship)_____8. Kentucky Code of Ethics Signed _____9. Scored writing sample_____10. Official GRE or Miller’s Analogy passing scores received by University of the

Cumberlands (Alternative Certification only)_____11. 3 Letters of Recommendation with rating of candidate Dispositions _____12. Planned Program – Signed and received by University of the Cumberlands_____13. Admission Letter sent by Graduate Committee, Education Department

Pillar V_____14. Midpoint Check by Advisor_____15. GPA 3.0 or above_____16. Valid and current medical exam form with TB test received by UC (For field experience)_____17. FBI criminal background check (For field experience)_____18. Field Experience Logs for appropriate courses (See Table 4)_____19. Instructor Assessment of Dispositions from appropriate courses _____20. Kentucky Code of Ethics Signed (between 12 and 15 hours of coursework)_____21. Application for Practicum (ADOL 665, 667, 668, 669, 664)_____22. Application for Comprehensive Exam (Not applicable for R/W endorsement)_____23. Application for Graduation

Pillar VI_____24. Six-year time limit not exceeded _____25. GPA 3.0 or above_____26. Fifteen hours of 600 level coursework_____27. Twenty-one hours completed at University of the Cumberlands_____28. Self-assessment of Dispositions at exit_____29. Passing scores on Comprehensive Exam / Thesis_____30. Kentucky Specialty Test of Instructional and Administration Practice Scores sent to

University of the Cumberlands_____31. School Leader Licensure Assessment (SLLA) scores send to University of the

Cumberlands_____32. Review Committee Evaluation of Candidate Dispositions_____33. Kentucky Code of Ethics Signed_____34. Survey and Alumni Form (from Registrar)_____35. TC-1 Completed and on file with Teacher Certification Officer _____36. Official Transcripts for Certification program or Rank I requested

The Planned Program for Administration Certification and Rank I programs may be downloaded at http://www.ucumberlands.edu/academics/graduate/courses/. The Recommendation Form may be downloaded at http://www.ucumberlands.edu/academics/graduate/downloads/recommendation.pdf




Educational Specialist Degree (Ed.S) Checklist

Pillar IV_____1. Application to Graduate Program at University of the Cumberlands_____2. Masters Degree from accredited Institution of Higher Education_____3. Official Transcripts received by University of the Cumberlands _____4. Valid Teaching License_____5. GPA 3.0 or above_____6. KTIP successfully completed OR two years successful out-of-state teaching experience_____7. Three years teaching experience_____8. Kentucky Code of Ethics Signed _____9. Scored writing sample_____10. Official GRE or Miller’s Analogy passing scores received by University of the

Cumberlands_____11. 3 Letters of Recommendation with rating of candidate Dispositions _____12. Planned Program – Signed and received by University of the Cumberlands_____13. Admission Letter sent by Graduate Committee, Education Department

Pillar V_____14. Midpoint Check by Advisor_____15. GPA 3.0 or above_____16. Valid and current medical exam form with TB test received by UC (For field experience)_____17. FBI criminal background check (For field experience)_____18. Field Experience Logs for appropriate courses (See Table 4)_____19. Instructor Assessment of Dispositions from appropriate courses _____20. Kentucky Code of Ethics Signed (between 12 and 15 hours of coursework)_____21. Evaluation of School Improvement Plan and Professional Development Plan by the

candidate’s advisor. _____22. Application for Practicum _____23. Application for Comprehensive Exam _____24. Application for Graduation

Pillar VI_____25. Five-year time limit not exceeded _____26. GPA 3.0 or above_____27. Twenty-one hours of 600 level coursework_____28. Twenty-one hours completed at University of the Cumberlands_____29. Passing scores on Comprehensive Exam and Oral defense_____30. Kentucky Code of Ethics Signed_____31. Survey and Alumni Form (from Registrar)_____32. TC-1 Completed and on file with Teacher Certification Officer _____33. Official Transcripts for Certification program or Rank I requested

The Planned Program for Administration Certification and Rank I programs may be downloaded at http://www.ucumberlands.edu/academics/graduate/courses/





Master of Arts in Education School Counselor Checklist

Pillar IV_____1. Application to Graduate Program at University of the Cumberlands_____2. Bachelor’s Degree from an accredited Institution of Higher Education_____3. Official Transcripts received by University of the Cumberlands_____4. GPA 2.75 or above_____5. Official GRE or Miller’s Analogy passing scores received by University of the

Cumberlands_____6. Scored writing sample_____7. Kentucky Professional Code of Ethics signed by Candidate_____8. 3 Letters of Recommendation with rating of candidate Dispositions _____9. Planned Program – Signed by Candidate and sent to University of the Cumberlands_____10. Criminal background check – FBI_____11. Valid and current medical exam form with TB test_____12. Admission Letter sent by Graduate Committee, Education Department

Pillar V_____13. Midpoint Check by Advisor_____14. GPA 3.0 or above_____15. Field Experience Logs for appropriate courses (See Table 4)_____16. Instructor Assessment of Dispositions (2) from coursework as needed (SPED/SPOL 530,

COU/OL 637, COU/OL 638)_____17. Kentucky Professional Code of Ethics signed by Candidate_____18. Official copies of PRAXIS II #0420 passing scores (before COU/OL 637/638)_____19. Application for Comprehensive Exam (must pass before COU/OL 637 and 638)_____20. Passing scores on Comprehensive Exam / Oral defense_____21. Application for Practicum (COU/OL 637)_____22. Application for Internship (COU/OL 638)

Pillar VI_____23. Six-year time limit not exceeded _____24. GPA 3.0 or above_____25. Thirty-three (33) hours completed at University of the Cumberlands_____26. Successful completion of COU/OL 637 Counseling Practicum and COU/OL 638

Counseling Internship_____27. Self-assessment of Dispositions at exit _____28. Completion of Counselor Portfolio_____29. Review Committee Evaluation of Candidate Dispositions_____30. Graduation Application form completed_____31. Kentucky Code of Ethics Signed by Candidate_____32. Graduate Review (from Registrar)_____33. Survey and Alumni Form (from Registrar)_____34. TC-1 Completed and on file with Teacher Certification Officer _____35. Official Transcripts for Master’s degree requested

The Planned Program for School Counseling may be downloaded at http://www.ucumberlands.edu/academics/graduate/courses/ The Recommendation Form may be downloaded at http://www.ucumberlands.edu/academics/graduate/downloads/recommendation.pdf




Timeline for Documents It is important to submit program documents on time in order to move smoothly through the program.

All admission requirements Beginning of program Planned program - signed Beginning of program Medical Exam, TB test, Criminal Background Check

Beginning of program

District-Based Mentor Agreement (Option 6 only)

Upon application for Temporary Provisional License

Field Experience Timesheets With appropriate courses (see Table 4) Instructor disposition assessments Two in Pillar V and Two in Pillar VI Self-assessment of Dispositions End of program w/capstone or examSigned Kentucky Code of Ethics forms At Entrance and at ExitPRAXIS II exams

PRAXIS II exams, through Educational Testing Service (ETS) are only given seven (7) times per year. In most cases specialty areas require two (2) content area exams, and they are usually not available for the candidate to take on the same day. Scores are not available until approximately four (4) weeks after the test is taken. PLAN AHEAD!

NOTE: The PRAXIS tests and cut scores required at University of the Cumberlands are based on licensure requirements for Kentucky. Other state licensure exams and cut scores may vary. Please contact your state licensure department for the appropriate exams and scores in your area of study. University of the Cumberlands is not responsible for providing information about other states’ licensure requirements. Requirements for Kentucky MUST be met.

Depending upon program: MAT – admission requirement except LBD P-12 MAT LBD P-12 – passing scores must be

attached to the application for EDOL 698/699 PRAXIS II PLT Exam – scores OR verification of

admission to take test during first month of EDOL 698/699 must be attached to application for EDOL 698/699

All required PRAXIS II scores must be submitted to UC before graduation

Passing scores for all required PRAXIS II exams must be on file at UC prior to recommendation for certification

MAT Option 6 candidates must successfully pass ALL required PRAXIS II exams prior to graduation

Option 6 candidates who have NOT successfully completed KTIP must provide passing scores for all required PRAXIS II exams prior to recommendation for the 3rd year of the Temporary Provisional License

Application for Comprehensive Exam / Capstone

Semester Previous (i.e., if taking in summer, submit the fall semester before)

Application to Student Teaching/Practicum (EDOL 698/699)

Semester previous (Oct. 30 / Apr. 15)

Graduation Application form Beginning of last semester (1st week)Comprehensive Exam Taken at the end of last semester (dates will be given)Capstone Project Beginning of clinical semester (EDOL 698/699)Official Transcripts for Master’s Degree requested

End of last semester

Survey and Alumni Form (from Registrar) End of last semester Graduate Survey End of last semesterDiversity Experiences Summary End of last semesterTC-1 Completed and on file with Teacher End of last semester


Certification Officer

Other very important information for the Graduate candidate, such as Academic Probation, Grade Appeals, Finance, etc., can be found online in the Graduate Catalog.

Program InformationMore information about the graduate programs can be found in the Graduate Catalog, online at http://www.ucumberlands.edu/academics/catalog/

Master of Arts in TeachingThe Master of Arts in Teaching degree prepares a candidate to become certified to teach in a particular content area (i.e., Elementary, Middle School English, High School Biology, Special Education P-12, etc.). During coursework, candidates will complete assignments and field experiences that help them to gain the knowledge, skills, and dispositions to teach students, work in schools, and master appropriate pedagogy. Non-certified candidates will complete either EDOL 698 Supervised Student Teaching or EDOL 699 Practicum as the last semester of coursework. Student/Practicum Teachers must download the Graduate Student Teaching/Practicum Handbook from the Graduate Education Website. This handbook contains all the information needed during the final semester, from finding a placement to completing the Capstone Project and other exit requirements.

MAT candidates who are teaching under Provisional Licensure (Option 6) are closely followed by both a University Mentor and a District-Based Mentor (DBM) for a minimum of 15 observation hours during the entire program. According to 16 KAR 9:080, the mentors will follow a mentoring plan that is created with the input of the candidate’s employing school’s administration at the beginning of the candidate’s coursework. The mentoring plan must be completed before the candidate may participate in the Kentucky Teacher Internship Program (KTIP) and should be completed prior to the course, EDOL 699 Practicum. The bulk of the mentoring is provided by the DBM, who observes the candidate’s teaching performance using the Kentucky Teacher Intern Program Intern Performance Record (KTIP IPR), and discusses results. Mentoring by the University Mentor involves observation and on-going support through phone, email, video, or face-to-face communication. The mentors maintain regular communications so that the institution and employing school may assist the candidate as needed and address identified areas of improvement. The goal of all mentors is to help the candidate become the best teacher possible, possessing the knowledge, skills, and dispositions to help all students learn and work successfully in schools. More information about the Mentoring Program, along with the necessary forms and guidelines, will be found in the Mentoring Handbook, online at the Graduate Education website.

During the final semester, non-certified MAT candidates will complete either Supervised Student Teaching (EDOL 698) or Practicum (EDOL 699). These courses run for an entire semester. The Practicum is for candidates who are currently employed in a school system under a Temporary Provisional license (Option 6). The application form for these courses is found in the Appendix and in the Graduate Student Teaching/Practicum Handbook. More information about the clinical semester is found in the Graduate Student Teaching/Practicum Handbook.

Administrative Practicum for Supervisor of Instruction (ADOL 665), Director of Pupil Personnel (ADOL 667), Director of Special Education (ADOL 668), Superintendent (ADOL 669, and Principal (EDOL 664)

http://www.ucumberlands.edu/academics/catalog/


During the administration courses, candidates must document at least 100 hours (75 hours for Principal) working on projects, observing, and completing other field experiences conducted under the supervision of at least two mentors who have been selected by the candidate. Usually, candidates will do the bulk of the time with a person in their own district who is serving in the capacity of the position for which the candidate is seeking licensure. The lesser amount of time may be spent with a mentor in a neighboring district. Candidates spend time with the mentors watching what they do and hearing explanations of procedures and operations of the position, either after school or on non-school work days. Candidates complete projects and assignments that provide immersion in work of the position that are of genuine value to the mentors and districts. Candidates in the practicum have assigned readings in a text on leadership and periodic online chats with the instructor and the others enrolled in the course. The instructor makes at least one visit to talk with each practicum candidate and one or both mentors during the semester. Practicum Forms in the AppendixThe Practicum Application form is to be completed and faxed to the Teacher Certification Officer at 606-539-4014 the semester before registration opens for the term in which the practicum is to be taken. Once the application is received and eligibility for the Practicum is verified, the Teacher Certification Officer will register candidates for the Practicum.

Both mentors must complete the Practicum Agreement form and fax or mail the form to the course instructor.

The Practicum Log Form is used to record field experiences. Toward the end of practicum candidates will refer to these experiences in a reflective assignment. Copies of this form signed by mentors are to be faxed to the course instructor at the conclusion of Practicum.

Master of Arts in Education – School Counselor The M.A.Ed. degree in School Counseling emphasizes competencies identified in the Interstate School Leader’s Licensure Consortium (ISLLC) standards for school leaders and the American School Counselor Association Standards (see pg. 37). Susan, want a blurb here that gives a narrative about the program – and then, for more information, see the Handbook?

Educational Specialist Degree

The Educational Specialist Degree (Ed. S.) is also known as a sixth year degree. The Ed. S. provides candidates with administrative licensure as a Supervisor and as a School Superintendent. For admission, the 45-hour program requires a candidate to have a Master's Degree, three years of teaching experience and have completed Level II of either the School Principal certification or Supervisor certification.

Exit CriteriaDuring all coursework and exit requirements, graduate candidates are expected to demonstrate professional writing and oral communication competencies, using formal English, and reflecting the strands of Conceptual, Strategic, Evaluative, and Communicative Knowledge and Skills. Numerous and distracting typographical and grammar errors may result in assignments, capstone projects, or exams being rejected or may result in revisions before acceptance as passing for the exit assessment.

Master of Arts in Education The comprehensive exam for the M.A.Ed degree is this different now – are we requiring everyone to take one? is comprised of a minimum of six (6) questions that are devised by the candidate’s advisor and


the graduate faculty of University of the Cumberlands. The exam covers material presented in coursework. The exam will also include an emphasis on either the Interstate School Leader’s Licensure Consortium (ISLLC – see pg. 26) standards for school leaders, the (TSSA) for administrators or the Kentucky Teacher Standards (see pg. 28). Candidates must send the application form for the comprehensive exam by the semester previous to graduation (end of Sept./Jan.).

Candidates must either take the exam at University of the Cumberlands or must be supervised by an approved proctor (school administrator) at an off-campus site. The site must be a secure location, where the candidate can type the exam using a word processor, without the use of notes, books, Internet access, jump drives or any other external storage, email, etc. The exam is submitted to the proctor of the exam, who then emails the exam to the candidate’s advisor within the time frame allotted.

Attached to the exam, candidates will complete the Multicultural/Diversity Summary, the Dispositions Self-Assessment, the Graduate Survey, and sign the Kentucky Code of Ethics – all which the proctor will email to the candidate’s advisor. (Forms are found in the Appendix.)

Master of Arts in Teaching (MAT) Guidelines Certified MAT candidates will complete the Comprehensive Exam in the same manner as MAED candidates. Non-certified MAT candidates will complete a Capstone Project in the form of an electronic portfolio, presentation, and interview during the Student Teaching/Practicum course (EDOL 698 or 699). The items in the portfolio must demonstrate candidate competency in the Kentucky Teacher Standards and University of the Cumberlands standards. The Capstone Project is assessed by the Instructor of EDOL698/699 and one P-12 External Evaluator. Beginning Fall 2010, candidates will purchase an account on LiveText and use that for EDOL 698, 699, and Capstone documents. See the Graduate Student Teaching/Practicum Handbook for more exit information.

Master of Arts in Education – School Counselor The comprehensive exam for the M.A.Ed. degree in School Counseling is comprised of a passing score on the School Counselor Praxis along with a minimum of six (6) questions that constitute the Comprehensive Exam devised by the candidate’s advisor and the graduate faculty of University of the Cumberlands. The exam covers material presented in coursework, and emphasizes competencies identified in the Interstate School Leader’s Licensure Consortium (ISLLC) standards for school leaders and the American School Counselor Association Standards (see pg. 37). The exam is a written assessment that must be typed and submitted to the candidate’s advisor within the specified time frame. Candidates must send the form for intent to sit for the exam by the semester previous to graduation (end of Sept./Jan.). School Counselor candidates are also required to maintain and ultimately complete an electronic portfolio throughout the program coursework. Items in the portfolio provide evidence of the candidate’s competencies related to the American School Counselor Association Standards and University of the Cumberlands standards. Susan, want to mention your handbooks here – and location?

Praxis Test & Internship ProgramInitial certification of all new teachers requires the successful completion of appropriate written exami-nations (PRAXIS II). The Education Professional Standards Board (EPSB) selects the tests and deter-mines the minimum acceptable level of achievement for each. Acquisition and application of concepts, ideas, and facts, which are taught in teacher education programs are assessed through the PRAXIS ex-ams. Upon completion of the tests and the approved teacher preparation program, a provisional certifi-cate valid for one (1) year may be issued (Letter of Eligibility).

Passing PRAXIS II Content Exams scores are required for entry into all MAT Programs with the excep-tion of the Special Education, Learning Behavior and Disabilities Program. For that program, passing


PRAXIS II Content Exams are required when a candidate makes application for student teaching. School Counseling also requires the PRAXIS II Content exam in Pillar V.

PRAXIS II Principles of Learning and Teaching (PLT) Exam scores or the admissions ticket should be attached to the student teaching application. If a candidate has not successfully completed the PLT prior to graduation, an Individual Action Plan identifying appropriate remedial suggestions is completed.

The Education Department provides for confidentiality of the individual assessment results. Scores will be available only to the candidate and to the education officials who are responsible for determining whether established certification standards have been met.

All new teachers and out-of-state teachers with less than two (2) years of successful teaching experience who are seeking initial certification in Kentucky shall serve a one-year internship (KTIP). The teacher shall be a full-time employee with supervision, assistance, and assessment during the one-year intern-ship.

Candidate GrievanceRecords of formal candidate complaints concerning academic and program policy issues are maintained by the Chair of the Education Department and, when appropriate, by the Vice President for Academic Affairs. In addition, records concerning formal appeals concerning academic standing, sexual harassment, social grievances or other issues are maintained by other university offices as defined by the University’s policies concerning Appeals and Grievances. Candidates can find this information in the Undergraduate Student Handbook at http://www.ucumberlands.edu/currentstudents/StudentHandbook.pdf

Complaints concerning policies should first be directed by candidates toward the appropriate faculty member. If these complaints cannot be resolved informally at this level, candidates may choose to pursue their concerns with the appropriate program director. If these informal efforts still yield no resolution, the Department Chair may be consulted. At this stage, should the candidate’s concerns become a formal written complaint or appeal, appropriate records are maintained by Department Chair.

For policy issues, should the Chair be unable to resolve the situation, the Teacher Education/Admission Committee or the Graduate Education Committee may be asked to render a judgment on program policy, and any deliberation or action concerning the complaint or appeal is recorded in committee minutes. If a formal academic complaint or appeal cannot be resolved within the unit, the candidate may appeal in writing to the Vice President for Academic Affairs, with appropriate records of the appeal then maintained by the Academic Affairs Office.

For complaints or appeals concerning grades, if discussions with the course instructor, program director or department chair do not lead to a satisfactory conclusion, students may file a formal written appeal with the Vice President for Academic Affairs, who will forward the appeal to the chair of the Academic Appeals Committee. This formal written appeal must be filed by the end of the 4th week of classes in the next regular term following the term in which the course in question was taken. The Academic Appeals Committee then gathers information from the student, the instructor, and any other relevant parties. The Committee will deliver its recommendation on the complaint to the Vice President for Academic Affairs. After reviewing this recommendation and concurring or amending it, the Vice President for Academic Affairs will inform the student and instructor of the disposition of the complaint no later than the last day of classes of the term in which the complaint was filed. Records of all actions regarding academic grade appeals, including their final disposition, are maintained by the Vice President for Academic Affairs and the Academic Appeals Committee.

http://www.ucumberlands.edu/currentstudents/StudentHandbook.pdf


Corrective Action PlanThe Education Department faculty at University of the Cumberlands is committed to helping all candidates learn. Faculty are prepared to offer assistance and guidance to candidates who may struggle to meet the established standards for content knowledge, pedagogical skills, and professional dispositions. However, if a candidate demonstrates a significant need for growth in any or all of these areas, a Corrective Action Plan will be initiated and the candidate will be moved to Probationary Status. The following process is followed when a Corrective Action Plan is deemed necessary.

1. A professor, academic advisor, P-12 supervising teacher, Department Chair, Program Director or candidates themselves may initiate the Action Plan.

2. Collaboratively, appropriate personnel and the candidate will documenta. specific area(s) of concern (growth area)b. specific actions and strategies designed to eliminate the identified area of concernc. an established a time line for completion of the strategies and actionsd. possible resources to support the candidate’s professional growth

3. All involved parties, including the Department Chair and Program Director, will sign and date the Corrective Action Plan.

4. The Corrective Action Plan’s timeline should be no longer than one academic year.5. The Corrective Action Plan becomes part of the candidate’s licensure file.6. The Program Director will monitor the candidate’s progress and completion of the plan.7. The Graduate Committee will be notified of the Corrective Action Plan and must approve the

candidate’s successful completion of the plan. If all requirements have been met, the candidate will be notified of permission to continue in the program and of removal from Probationary Status.

8. Candidates who are unsuccessful in meeting the Corrective Action Plan requirements are exited from the program unless Graduate Committee grants a time extension for additional remedial actions.

9. When all requirements have been met, the candidate will be notified of permission to continue in the program and of removal from Probationary Status.

10. If the candidate has not removed the identified area(s) for growth at the end of the extension of probation, the candidate will be withdrawn from the program. After one semester, candidates must provide documentation of successful actions that have removed the identified area for growth and may request readmission to the program.

11. If readmitted, the candidate’s enrollment in the program will be monitored by the Program Director and will depend upon continuous improvement in the cited area(s) for growth.


Appendix – Forms & Standards

Listed first in the Appendix are State and National Standards from Specialized Professional Associations (SPAS) that guide coursework. Candidates should print out standards that are specific to their program (See Table 3). Not all National Standards are found here, but can be found on the Internet. Appropriate Standards are also printed on each course syllabus.

Standards links are from the NCATE website: http://www.ncate.org/public/programStandards.asp?ch=4

AAHPERD (American Association for Health Education) - http://www.aahperd.org/aahe/template.cfm?Template=ncate_elements.html ACEI (Association for Childhood Education International) - http://www.acei.org/ACEIElementaryStandardsSupportingExplanation.5.07.pdf CEC (Council for Exceptional Children) - http://www.cec.sped.org/AM/Template.cfm?Section=Ethics_and_Practice_Standards&Template=/CM/ContentDisplay.cfm&ContentID=9105 ISLLC (Interstate School Leaders Licensure Consortium) - http://www.uslaw.com/library/Education_Law/New_ISLLC_Standards_Approved.php?item=6757 ISTE (International Society for Technology in Education) - http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm NASPE (National Association for Sport and Physical Education) - http://www.aahperd.org/naspe/pdf_files/2008%20National%20Initial%20PETE%20Standards.pdf NCSS (National Council for the Social Studies) - http://downloads.ncss.org/NCSSTeacherStandardsVol1-rev2004.pdf NCTE/IRA (National Council of Teachers of English / International Reading Association) - http://www.ncte.org/library/NCTEFiles/Groups/CEE/NCATE/Guidelines_for_Teacher_Prep_2006.pdf / http://www.reading.org/downloads/resources/545standards2003/index.html NCTM (National Council of Teachers of Mathematics) – Middle School - http://www.nctm.org/uploadedFiles/Math_Standards/NCTMMIDDLEStandards(1).pdf / High School - http://www.nctm.org/uploadedFiles/Math_Standards/NCTMSECONStandards.pdf NMSA (National Middle Schools Association) - http://ncate.org/ProgramStandards/NMSA/NMSAStandardslink.doc NSTA (National Science Teachers Association) - http://www.nsta.org/pdfs/NSTAstandards2003.pdf TSSA (Technology Standards for School Administrators) - http://www.kyepsb.net/documents/EduPrep/tssa.pdf

http://www.kyepsb.net/documents/EduPrep/tssa.pdf

http://www.nsta.org/pdfs/NSTAstandards2003.pdf

http://ncate.org/ProgramStandards/NMSA/NMSAStandardslink.doc

http://www.nctm.org/uploadedFiles/Math_Standards/NCTMSECONStandards.pdf

http://www.nctm.org/uploadedFiles/Math_Standards/NCTMMIDDLEStandards(1).pdf

http://www.reading.org/downloads/resources/545standards2003/index.html

http://www.ncte.org/library/NCTEFiles/Groups/CEE/NCATE/Guidelines_for_Teacher_Prep_2006.pdf%20/

http://downloads.ncss.org/NCSSTeacherStandardsVol1-rev2004.pdf

http://www.aahperd.org/naspe/pdf_files/2008%20National%20Initial%20PETE%20Standards.pdf

http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm

http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm

http://www.uslaw.com/library/Education_Law/New_ISLLC_Standards_Approved.php?item=6757

http://www.cec.sped.org/AM/Template.cfm?Section=Ethics_and_Practice_Standards&Template=/CM/ContentDisplay.cfm&ContentID=9105

http://www.cec.sped.org/AM/Template.cfm?Section=Ethics_and_Practice_Standards&Template=/CM/ContentDisplay.cfm&ContentID=9105

http://www.acei.org/ACEIElementaryStandardsSupportingExplanation.5.07.pdf

http://www.aahperd.org/aahe/template.cfm?Template=ncate_elements.html

http://www.aahperd.org/aahe/template.cfm?Template=ncate_elements.html

http://www.ncate.org/public/programStandards.asp?ch=4

Interstate School Leader’s Licensure Consortium Standards for School Leaders

Standard 1: An education leader promotes the success of every student by facilitating the develop-ment, articulation, implementation, and stewardship of a vision of learning that is shared and sup-ported by all stakeholdersFunctions:A. Collaboratively develop and implement a shared vision and mission.B. Collect and use data to identify goals, assess organizational effectiveness, and promote

organizational learningC. Create and implement plans to achieve goalsD. Promote continuous and sustainable improvementE. Monitor and evaluate progress and revise plans

Standard 2: An education leader promotes the success of every student by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth.Functions:A. Nurture and sustain a culture of collaboration, trust, learning, and high expectations B. Create a comprehensive, rigorous, and coherent curricular programC. Create a personalized and motivating learning environment for studentsD. Supervise instructionE. Develop assessment and accountability systems to monitor student progress.F. Develop the instructional and leadership capacity of staffG. Maximize time spent on quality instructionH. Promote the use of the most effective and appropriate technologies to support teaching and

learningI. Monitor and evaluate the impact of the instructional program

Standard 3: An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environ-ment.Functions:A. Monitor and evaluate the management and operational systemsB. Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources C. Promote and protect the welfare and safety of students and staffD. Develop the capacity for distributed leadershipE. Ensure teacher and organizational time is focused to support quality instruction and student

learning

Standard 4: An education leader promotes the success of every student by collaborating with fac-ulty and community members, responding to diverse community interests and needs, and mobiliz-ing community resources.Functions:A. Collect and analyze data and information pertinent to the educational environmentB. Promote understanding, appreciation, and use of the community’s diverse cultural, social, and

intellectual resourcesC. Build and sustain positive relationships with families and caregiversD. Build and sustain productive relationships with community partners

Standard 5: An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.Functions:A. Ensure a system of accountability for every student’s academic and social successB. Model principles of self-awareness, reflective practice, transparency, and ethical behaviorC. Safeguard the values of democracy, equity, and diversityD. Consider and evaluate the potential moral and legal consequences of decision-makingE. Promote social justice and ensure that individual student needs inform all aspects of schooling

Standard 6: An education leader promotes the success of every student by understanding, re-sponding to, and influencing the political, social, economic, legal, and cultural context.Functions:A. Advocate for children, families, and caregiversB. Act to influence local, district, state, and national decisions affecting student learningC. Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership

strategies

TSSAI. Leadership and Vision: Educational leaders inspire a shared vision for comprehensive integration of technology and fos-ter an environment and culture conducive to the realization of that vision.Educational leaders:

A. facilitate the shared development by all stakeholders of a vision for technology use and widely communicate that vision.

B. maintain an inclusive and cohesive process to develop, implement, and monitor a dynamic, long-range, and sys-temic technology plan to achieve the vision.

C. foster and nurture a culture of responsible risk-taking and advocate policies promoting continuous innovation with technology.

D. use data in making leadership decisions.E. advocate for research-based effective practices in use of technology.F. advocate, on the state and national levels, for policies, programs, and funding opportunities that support imple-

mentation of the district technology plan.II. Learning and Teaching: Educational leaders ensure that curricular design, instructional strategies, and learning envi-ronments integrate appropriate technologies to maximize learning and teaching.Educational leaders:

A. identify, use, evaluate, and promote appropriate technologies to enhance and support instruction and standards-based curriculum leading to high levels of student achievement.

B. facilitate and support collaborative technology-enriched learning environments conducive to innovation for im-proved learning.

C. provide for learner-centered environments that use technology to meet the individual and diverse needs of learn-ers.

D. facilitate the use of technologies to support and enhance instructional methods that develop higher-level thinking, decision-making, and problem-solving skills.

E. provide for and ensure that faculty and staff take advantage of quality professional learning opportunities for im-proved learning and teaching with technology.

III. Productivity and Professional Practice:Educational leaders apply technology to enhance their professional practice and to increase their ownproductivity and that of others.Educational leaders:

A. model the routine, intentional, and effective use of technology.B. employ technology for communication and collaboration among colleagues, staff, parents, students, and the

larger community.C. create and participate in learning communities that stimulate, nurture, and support faculty and staff in using tech-

nology for improved productivity.D. engage in sustained, job-related professional learning using technology resources.E. maintain awareness of emerging technologies and their potential uses in education.F. use technology to advance organizational improvement.

IV. Support, Management, and Operations: Educational leaders ensure the integration of technology to support produc-tive systems for learning and administration.Educational leaders:

A. develop, implement, and monitor policies and guidelines to ensure compatibility of technologies.B. implement and use integrated technology-based management and operations systems.C. allocate financial and human resources to ensure complete and sustained implementation of the technology plan.D. integrate strategic plans, technology plans, and other improvement plans and policies to align efforts and leverage

resources.E. implement procedures to drive continuous improvements of technology systems and to support technology re-

placement cycles.V. Assessment and Evaluation: Educational leaders use technology to plan and implement comprehensive systems of effec-tive assessment and evaluation.Educational leaders:

A. use multiple methods to assess and evaluate appropriate uses of technology resources for learning, communica-tion, and productivity.

B. use technology to collect and analyze data, interpret results, and communicate findings to improve instructional practice and student learning.

C. assess staff knowledge, skills, and performance in using technology and use results to facilitate quality profes-sional development and to inform personnel decisions.

D. use technology to assess, evaluate, and manage administrative and operational systems.VI. Social, Legal, and Ethical Issues: Educational leaders understand the social, legal, and ethical issues related to tech-nology and model responsible decision-making related to these issues.Educational leaders:

A. ensure equity of access to technology resources that enable and empower all learners and educators.B. identify, communicate, model, and enforce social, legal, and ethical practices to promote responsible use of tech-

nology.C. promote and enforce privacy, security, and online safety related to the use of technology.D. promote and enforce environmentally safe and healthy practices in the use of technology.E. participate in the development of policies that clearly enforce copyright law and assign ownership of intellectual

property developed with district resources. “This material was originally produced as a project of the Technology Standards for School Administrators Collaborative.”

Kentucky Teacher Standards

STANDARD 1: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE - The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and performance in those areas.

1.1 Communicates concepts, processes, and knowledge.

Initial-Level Performance Advanced-Level Performance

Accurately and effectively communicates concepts, pro-cesses and/or knowledge and uses vocabulary that is clear, correct and appropriate for students.

Accurately and effectively communicates an in-depth under-standing of concepts, processes, and/or knowledge in ways that contribute to the learning of all students.

1.2 Connects content to life experiences of student.


Effectively connects most content, procedures, and activi-ties with relevant life experiences of students.

Effectively connects content to students’ life experiences in-cluding, when appropriate, prior learning in the content area or other content areas.

1.3 Demonstrates instructional strategies that are appropriate for content and contribute to student learning.


Uses instructional strategies that are clearly appropriate for the content and processes of the lesson and make a clear contribution to student learning.

Consistently uses instructional strategies that are appropriate for content and contribute to the learning of all students.

1.4 Guides students to understand content from various perspectives.


Provides opportunities and guidance for students to con-sider lesson content from different perspectives to extend their understanding.

Regularly guides students to understand content from appro-priate diverse, multicultural, or global perspectives.

1.5 Identifies and addresses students’ misconceptions of content.


Identifies misconceptions related to content and addresses them during planning and instruction.

Consistently anticipates misconceptions related to content and addresses them by using appropriate instructional prac-tices.

STANDARD 2: THE TEACHER DESIGNS AND PLANS INSTRUCTION - The teacher designs/plans instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

2.1 Develops significant objectives aligned with standards.


States learning objectives that reflect key concepts of the discipline and are aligned with local or state standards.

Develops challenging and appropriate learning objectives that are aligned with local/state/national standards and are based on students’ needs, interests and abilities.

2.2 Uses contextual data to design instruction relevant to students.


Plans and designs instruction based on contextual (i.e., stu-dent, community, and/or cultural) and pre-assessment data.

Plans and designs instruction that is based on significant con-textual and pre-assessment data.

2.3 Plans assessments to guide instruction and measure learning objectives.


Prepares assessments that measure student performance on each objective and help guide teaching.

Develops well-designed assessments that align with learning objectives, guide instruction, and measure learning results.

2.4 Plans instructional strategies and activities that address learning objectives for all students.


Aligns instructional strategies and activities with learning objectives for all students.

Plans a learning sequence using instructional strategies and activities that build on students’ prior knowledge and address learning objectives.

2.5 Plans instructional strategies and activities that facilitate multiple levels of learning.


Plans instructional strategies that include several levels of learning that require higher order thinking.

Plans a learning sequence using strategies and activities that foster the development of higher-order thinking.

STANDARD 3: THE TEACHER CREATES AND MAINTAINS LEARNING CLIMATE -- The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

3.1 Communicates high expectations.


Sets significant and challenging objectives for students and verbally/nonverbally communicates confidence in stu-dents’ ability to achieve these objectives.

Consistently Sets significant and challenging behavioral and learning expectations for all students and communicates con-fidence in their ability to achieve those expectations.

3.2 Establishes a positive learning environment.


Establishes clear standards of conduct, shows awareness of student behavior, and responds in ways that are both ap-propriate and respectful of students.

Maintains a fair, respectful, and productive classroom envi-ronment conducive to learning.

3.3 Values and supports student diversity and addresses individual needs.


Uses a variety of strategies and methods to supports stu-dent diversity by addressing individual needs.

Consistently uses appropriate and responsive instructional strategies that address the needs of all students.

3.4 Fosters mutual respect between teacher and students and among students.


Treats all students with respect and concern and monitors student interactions to encourage students to treat each other with respect and concern.

Consistently treats all students with respect and concern and actively encourages students to treat each other with respect and concern.

3.5 Provides a safe environment for learning.


Creates a classroom environment that is both emotionally and physically safe for all students.

Maintains a classroom environment that is both emotionally and physically safe for all students.

STANDARD 4: THE TEACHER IMPLEMENTS AND MANAGES INSTRUCTION -- The teacher introduces/imple-ments/manages instruction that develops student abilities to use communication skills, apply core concepts, become self-suf-ficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

4.1 Uses a variety of instructional strategies that align with learning objectives and actively engage students.


Uses a variety of instructional strategies that engage stu-dents throughout the lesson on tasks aligned with learning objectives.

Consistently provides a well-planned sequence of appropri-ate instructional strategies that actively engage students in meeting learning objectives.

4.2 Implements instruction based on diverse student needs and assessment data.


Implements instruction based on contextual information and assessment data.

Implements instruction based on contextual information and assessment data, adapting instruction to unanticipated cir-cumstances.

4.3 Uses time effectively.


Establishes efficient procedures for performing non-in-structional tasks, handling materials and supplies, manag-ing transitions, and organizing and monitoring group work so that there is minimal loss of instructional time.

Makes thoughtful choices about the organization and imple-mentation of both instructional and non-instructional tasks to maximize time for student learning.

4.4 Uses space and materials effectively.


Uses classroom space and materials effectively to facilitate student learning.

Makes optimal use of classroom space and uses a variety of instructional resources and technologies to enhance student learning.

4.5 Implements and manages instruction in ways that facilitate higher order thinking.


Instruction provides opportunity to promote higher-order thinking.

Consistently uses a variety of appropriate strategies to facili-tate higher-order thinking.

STANDARD 5: THE TEACHER ASSESSES AND COMMUNICATES LEARNING RESULTS -- The teacher assesses learning and communicates results to students and others with respect to student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

5.1 Uses pre-assessments.


Uses a variety of pre-assessments to establish baseline knowledge and skills for all students.

Consistently uses student baseline data from appropriate pre-assessments to promote the learning of all students.

5.2 Uses formative assessments.


Uses a variety of formative assessments to determine each student’s progress and guide instruction.

Consistently uses appropriate formative assessments to de-termine student progress, guide instruction, and provide feedback to students.

5.3 Uses summative assessments.


Uses a variety of summative assessments to measure stu-dent achievement.

Consistently uses appropriate summative assessments aligned with the learning objectives to measure student achievement.

5.4 Describes, analyzes, and evaluates student performance data.


Describes, analyzes, and evaluates student performance data to determine progress of individuals and identify dif-ferences in progress among student groups.

Consistently describes, analyzes, and evaluates student per-formance data to determine student progress, identify differ-ences among student groups, and inform instructional prac-tice.

5.5 Communicates learning results to students and parents.


Communicates learning results to students and parents that provide a clear and timely understanding of learning progress relative to objectives.

Clearly communicates to students and parents in a timely manner the evidence of student performance and recom-mends future actions.

5.6 Allows opportunity for student self-assessment.


Promotes opportunities for students to engage in accurate self-assessment of learning.

Provides on-going opportunities for students to assess and reflect on their own performance in order to identify strengths and areas for future learning.

STANDARD 6: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY -- The teacher uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents, and the community; and conduct research.

6.1 Uses available technology to design and plan instruction.


Uses technology to design and plan instruction. Uses appropriate technology to design and plan instruction that supports and extends learning of all students.

6.2 Uses available technology to implement instruction that facilitates student learning.


Uses technology to implement instruction that facilitates stu-dent learning.

Designs and implements research-based, technology-infused instructional strategies to support learning of all students.

6.3 Integrates student use of available technology into instruction.


Integrates student use of technology into instruction to en- Provides varied and authentic opportunities for all students

hance learning outcomes and meet diverse student needs. to use appropriate technology to further their learning.

6.4 Uses available technology to assess and communicate student learning.


Uses technology to assess and communicate student learn-ing.

Uses technology to assess student learning, manage assess-ment data, and communicate results to appropriate stake-holders.

6.5 Demonstrates ethical and legal use of technology.


Ensures that personal use and student use of technology are ethical and legal.

Provides and maintains a safe, secure, and equitable class-room environment that consistently promotes discerning and ethical use of technology.

STANDARD 7: REFLECTS ON AND EVALUATES TEACHING AND LEARNING -- The teacher reflects on and evaluates specific teaching/learning situations and/or programs.

7.1 Uses data to reflect on and evaluate student learning.


Reflects on and accurately evaluates student learning using appropriate data.

Uses formative and summative performance data to deter-mine the learning needs of all students.

7.2 Uses data to reflect on and evaluate instructional practice.


Reflects on and accurately evaluates instructional practice using appropriate data.

Uses performance data to conduct an in-depth analysis and evaluation of instructional practices to inform future teach-ing.

7.3 Uses data to reflect on and identify areas for professional growth.


Identifies areas for professional growth using appropriate data.

Reflects on the evaluations of student learning and instruc-tional practices to identify and develop plans for professional growth.

STANDARD 8: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS -- The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. This standard has been modified here and on assessment instruments for University of the Cumberlands teacher candidates.8.1 Identifies opportunities to engage in collaborations that enhance student learning


Identifies opportunities to engage in collaborations that en-hance student learning Describes an on-going process for identifying situations in

which student learning could be enhanced by collaboration.8.2. Identifies and engages in collaborations that enhance the standards-based unit development


Identifies and engages in collaborations that enhance the standards-based unit development

Designs a plan that involves parents, colleagues, and others in a collaborative effort to enhance student learning.

8.3 Reflects on the purpose and impact of the collaborative activities


Reflects on the purpose and impact of the collaborative ac-tivities

Explains how the collaboration to enhance student learning has been implemented.

STANDARD 9: EVALUATES TEACHING AND IMPLEMENTS PROFESSIONAL DEVELOPMENT-- The teacher evaluates his/her overall performance with respect to modeling and teaching Kentucky’s learning goals, refines the skills and processes necessary, and implements a professional development plan.

9.1 Self assesses performance relative to Kentucky’s Teacher Standards.


Identifies priority growth areas and strengths by thor-oughly and accurately assessing current performance on all the Kentucky Teacher Standards.

Thoroughly and accurately assesses current performance re-lated to the Kentucky Teacher Standards and any school/dis-trict professional development initiatives.

9.2 Identifies priorities for professional development based on data from self-assessment, student performance and feedback from colleagues.


Identifies priorities for professional development based on data from self-assessment, student performance and feed-back from colleagues.

Reflects on data from multiple sources (i.e., self-assessment, student performance, feedback from colleagues, school/dis-trict initiatives) and identifies priority areas for growth.

9.3 Designs a professional growth plan that addresses identified priorities.


Designs a clear, logical professional growth plan that ad-dresses all priority areas.

Designs a clear, logical professional growth plan that ad-dresses all priority areas.

9.4 Shows evidence of professional growth and reflection on the identified priority areas and impact on instruc-tional effectiveness and student learning.


Shows clear evidence of professional growth and reflec-tion relative to the identified priority areas and impact on instructional effectiveness and student learning.

Shows clear evidence of the impact of professional growth activities on instructional effectiveness and student learning.

STANDARD 10: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSION -- The teacher provides professional leadership within the school, community, and education profession to improve student learning and well-being.

10.1 Identifies leadership opportunities that enhance student learning and/or professional environment of the school.


Identifies leadership opportunities in the school, commu-nity, or professional organizations and selects one with the potential for positive impact on learning or the profes-sional environment and is realistic in terms of knowledge, skill, and time required.

Identifies leadership opportunities within the school, com-munity, or professional organizations to advance learning, improve instructional practice, facilitate professional devel-opment of colleagues, or advocate positive policy change; and selects an opportunity to demonstrate initiative, plan-ning, organization, and professional judgment.

10.2 Develops a plan for engaging in leadership activities.


Develops a leadership work plan that describes the pur-pose, scope, and participants involved and how the impact on student learning and/or the professional environment will be assessed.

Develops a leadership work plan that clearly describes the purpose, scope, participants involved, timeline of events/ac-tions, and plan for assessing progress and impact.

10.3 Implements a plan for engaging in leadership activities.


Implements the approved leadership work plan that has a clear timeline of events/actions and a clear description of how impact will be assessed.

Effectively implements the leadership work plan.

10.4 Analyzes data to evaluate the results of planned and executed leadership efforts.


Analyzes student learning and/or other data appropriately to evaluate the results of planned and executed leadership ef-forts.

Uses data from the leadership effort to describe, analyze, and evaluate the impact on student learning.

University of the Cumberlands Standards

Standard 11: The Teacher evidences behaviors ascribed to in the University’s Mission Statement with Particular Emphasis on caring, a strong work ethic, critical and creative thinking, and a commitment to excellence. (Dispositions of Caring, Critical and Creative Thinking, and Strong Work Ethic)

Standard 12: The teacher demonstrates behaviors supportive of the Kentucky School Personnel Code of Ethics, demonstrates a commitment to integrity and excellence. (Dispositions of Professional Excellence and Integrity)

American School Counselors’ Association (ASCA)National Standards for School Counseling Programs

I. Academic Development – ASCA National Standards for academic development guide school counseling programs to implement strategies and activities to support and maximize each student’s ability to learn.

A. Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in school and across the life span.

A:A1 Improve Academic Self-ConceptA:A1.1 Articulate feelings of competence and confidence as learnersA:A1.2 Display a positive interest in learningA:A1.3 Take pride in work and achievementA:A1.4 Accept mistakes as essential to the learning processA:A1.5 Identify attitudes and behaviors that lead to successful learning

A:A2 Acquire Skills for Improving LearningA:A2.1 Apply time management and task management skillsA:A2.2 Demonstrate how effort and persistence positively affect learningA:A2.3 Use communication skills to know when and how to ask for help when neededA:A2.4 Apply knowledge and learning styles to positively influence school performance

A:A3 Achieve School SuccessA:A3.1 Take responsibility for their actionsA:A3.2 Demonstrate the ability to work independently, as well as the ability to work cooperatively with other studentsA:A3.3 Develop a broad range of interests and abilitiesA:A3.4 Demonstrate dependability, productivity and initiativeA:A3.5 Share knowledge

B. Students will complete school with the academic preparation essential to choose from a wide range of sub-stantial post-secondary options, including college.

A:B1 Improve LearningA:B1.1 Demonstrate the motivation to achieve individualpotentialA:B1.2 Learn and apply critical-thinking skillsA:B1.3 Apply the study skills necessary for academicsuccess at each levelA:B1.4 Seek information and support from faculty, staff,family and peersA:B1.5 Organize and apply academic information from avariety of sourcesA:B1.6 Use knowledge of learning styles to positivelyinfluence school performanceA:B1.7 Become a self-directed and independent learner

A:B2 Plan to Achieve GoalsA:B2.1 Establish challenging academic goals in elementary,middle/jr. high and high schoolA:B2.2 Use assessment results in educational planningA:B2.3 Develop and implement annual plan of study tomaximize academic ability and achievementA:B2.4 Apply knowledge of aptitudes and interests to goalsettingA:B2.5 Use problem-solving and decision-making skills toassess progress toward educational goalsA:B2.6 Understand the relationship between classroom

performance and success in schoolA:B2.7 Identify post-secondary options consistent withinterests, achievement, aptitude and abilities

C. Students will understand the relationship of academics to the world of work and to life at home and in the community.

A:C1 Relate School to Life ExperiencesA:C1.1 Demonstrate the ability to balance school, studies, extracurricular activities, leisure time and family lifeA:C1.2 Seek co-curricular and community experiences to enhance the school experienceA:C1.3 Understand the relationship between learning and workA:C1.4 Demonstrate an understanding of the value of lifelong learning as essential to seeking, obtaining and maintaining life goalsA:C1.5 Understand that school success is the preparation to make the transition from student to community memberA:C1.6 Understand how school success and academic achievement enhance future career and vocational opportunities

II. Career Development – ASCA National Standards for career development guide school counseling programs to provide the foundation for the acquisition of skills, attitudes, and knowledge that enable students to make a suc-cessful transition from school to the world of work, and from job to job across the life span.

A. Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

C:A1 Develop Career AwarenessC:A1.1 Develop skills to locate, evaluate, and interpret career informationC:A1.2 Learn about the variety of traditional and nontraditional occupationsC:A1.3 Develop an awareness of personal abilities, skills, interests and motivationsC:A1.4 Learn how to interact and work cooperatively in teamsC:A1.5 Learn to make decisionsC:A1.6 Learn how to set goalsC:A1.7 Understand the importance of planningC:A1.8 Pursue and develop competency in areas of interestC:A1.9 Develop hobbies and vocational interestsC:A1.10 Balance between work and leisure time

C:A2 Develop Employment ReadinessC:A2.1 Acquire employability skills such as working on a team, problem-solving and organizational skillsC:A2.2 Apply job readiness skills to seek employment opportunitiesC:A2.3 Demonstrate knowledge about the changing work placeC:A2.4 Learn about the rights and responsibilities of employers and employeesC:A2.5 Learn to respect individual uniqueness in the workplaceC:A2.6 Learn how to write a resumeC:A2.7 Develop a positive attitude toward work and learningC:A2.8 Understand the importance of responsibility, dependability, punctuality, integrity and effort in the workplaceC:A2.9 Utilize time and task management skills

B. Students will employ strategies to achieve future career goals with success and satisfaction.

C:B1 Acquire Career InformationC:B1.1 Apply decision-making skills to career planning, course selection and career transitionC:B1.2 Identify personal skills, interests, and abilities and relate them to current career choice

C:B1.3 Demonstrate knowledge of the career-planning processC:B1.4 Know the various ways in which occupations can be classifiedC:B1.5 Use research and information resources to obtain career informationC:B1.6 Learn to use the Internet to access career-planning informationC:B1.7 Describe traditional and nontraditional career choices and how they relate to career choiceC:B1.8 Understand how changing economic and societal needs influence employment trends and future training

C:B2 Identify Career GoalsC:B2.1 Demonstrate awareness of the education and training needed to achieve career goalsC:B2.2 Assess and modify their educational plan to support careerC:B2.3 Use employability and job readiness skills in internship, mentoring, shadowing, and/or other work experienceC:B2.4 Select course work that is related to career interestsC:B2.5 Maintain a career-planning portfolio

C. Students will understand the relationship between personal qualities, education, training and the world of work.

C:C1 Acquire Knowledge to Achieve Career GoalsC:C1.1 Understand the relationship between educational achievement and career successC:C1.2 Explain how work can help to achieve personal success and satisfactionC:C1.3 Identify personal preferences and interests influencing career choice and successC:C1.4 Understand that the changing workplace requires lifelong learning and acquiring new skillsC:C1.5 Describe the effect of work on lifestyleC:C1.6 Understand the importance of equity and access in career choiceC:C1.7 Understand that work is an important and satisfying means of personal expression

C:C2 Apply Skills to Achieve Career GoalsC:C2.1 Demonstrate how interests, abilities, and achievement relate to achieving personal, social, educational and career goalsC:C2.2 Learn how to use conflict management skills with peers and adultsC:C2.3 Learn to work cooperatively with others as a team memberC:C2.4 Apply academic and employment readiness skills in work based learning situations such as internships, shadowing and/or mentoring experiences

III. Personal/Social Development – ASCA National Standards for personal/social development guide school counseling programs to provide the foundation for personal and social growth as students progress through school and into adult-hood.

A. Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.

PS:A1 Acquire Self-knowledgePS:A1.1 Develop positive attitudes toward self as a unique and worthy personPS:A1.2 Identify values, attitudes and beliefsPS:A1.3 Learn the goal-setting processPS:A1.4 Understand change is a part of growthPS:A1.5 Identify and express feelingsPS:A1.6 Distinguish between appropriate and inappropriate behaviorPS:A1.7 Recognize personal boundaries, rights, and privacy needsPS:A1.8 Understand the need for self-control and how to practice itPS:A1.9 Demonstrate cooperative behavior in groupsPS:A1.10 Identify personal strengths and assets

PS:A1.11 Identify and discuss changing personal and social rolesPS:A1.12 Identify and recognize changing family roles

PS:A2 Acquire Interpersonal SkillsPS:A2.1 Recognize that everyone has rights and responsibilitiesPS:A2.2 Respect alternative points of viewPS:A2.3 Recognize, accept, respect, and appreciate individual differencesPS:A2.4 Recognize, accept, and appreciate ethnic and cultural diversityPS:A2.5 Recognize and respect differences in various family configurationsPS:A2.6 Use effective communication skillsPS:A2.7 Know that communication involves speaking, listening and nonverbal behaviorPS:A2.8 Learn how to make and keep friends

B. Students will make decisions, set goals and take necessary action to achieve goals.

PS:B1 Self-Knowledge ApplicationPS:B1.1 Use a decision-making model and problem-solving modelPS:B1.2 Understand consequences of decisions and choicesPS.B1.3 Identify alternative solutions to a problemPS:B1.4 Develop effective coping skills for dealing with problemsPS:B1.5 Demonstrate when, where, and how to seek help for solving problems and making decisionsPS:B1.6 Know how to apply conflict resolution skillsPS:B1.7 Demonstrate a respect and appreciation for individual and cultural differencesPS:B1.8 Know when peer pressure is influencing a decisionPS:B1.9 Identify long- and short-term goalsPS:B1.10 Identify alternative ways of achieving goalsPS:B1.11 Use persistence and perseverance in acquiring knowledge and skillsPS:B1.12 Develop an action plan to set and achieve realistic goals

C. Students will understand safety and survival skills.

PS:C1 Acquire Personal Safety SkillsPS:C1.1 Demonstrate knowledge of personal information (i.e., telephone number, home address, emergency contact)PS:C1.2 Learn about the relationship between rules, laws, safety, and the protection of rights of the individualPS:C1.3 Learn about the differences between appropriate and inappropriate physical contactPS:C1.4 Demonstrate the ability to set boundaries, rights and personal privacyPS:C1.5 Differentiate between situations requiring peer support and situations requiring adult professional helpPS:C1.6 Identify resource people in the school and community, and know how to seek their helpPS:C1.7 Apply effective problem-solving and decision-making skills to make safe and healthy choicesPS:C1.8 Learn about the emotional and physical dangers of substance use and abusePS:C1.9 Learn how to cope with peer pressurePS:C1.10 Learn techniques for managing stress and conflictPS:C1.11 Learn coping skills for managing life events

Kentucky Standards for Guidance Counseling Programs

These standards were approved January 2005 by the Kentucky Education Professional Standards Board. The Kentucky Standards for Guidance Counselor Programs are derived from the Council for Accreditation of Counseling and Related Edu-cational Programs (CACREP) Standards and are incorporated by reference in 16 KAR 5:010 that include core curriculum experiences and demonstrated knowledge and skills.

PREAMBLEProfessional guidance counselors represent a significant and important component of the educational leadership team within the P-12 schools of the Commonwealth. The standards for training and preparation for guidance counselors evolved from a synthesis of the American School Counselor Association (ASCA) National Model and the Council for Accreditation of Counseling and Related Educational Programs (CACREP) national counselor preparation standards. The standards ac-knowledge the importance of a common core of knowledge, skills, and abilities as well as the specific skills and knowledge unique to the practice of professional school counseling. The standards for counselor training and preparation represent the foundation for the profession of guidance counseling in the Commonwealth of Kentucky.

(9) A. FOUNDATIONS OF SCHOOL COUNSELING

1. history, philosophy, and current trends in school counseling and educational systems;2. relationship of the school counseling program to the academic and student services program in the school;3. role, function, and professional identity of the school counselor in relation to the roles of other professional and sup-

port personnel in the school;4. strategies of leadership designed to enhance the learning environment of schools;5. knowledge of the school setting, environment, and pre-K-12 curriculum;6. current issues, policies, laws, and legislation relevant to school counseling;7. the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sex-

ual orientation, religious and spiritual beliefs, occupation, physical and mental status, and equity issues in school counseling;

8. knowledge and understanding of community, environmental, and institutional opportunities that enhance, as well as barriers that impede student academic, career, and personal/social success and overall development;

9. knowledge and application of current and emerging technology in education and school counseling to assist stu-dents, families, and educators in using resources that promote informed academic, career, and personal/social choices; and

10. ethical and legal considerations related specifically to the practice of school counseling (e.g., the ASCA Ethical Standards for School Counselors, and the ACA Code of Ethics).

(10) B. CONTEXTUAL DIMENSIONS OF SCHOOL COUNSELING

Studies that provide an understanding of the coordination of counseling program components as they relate to the total school community, including all of the following:

1. advocacy for all students and for effective school counseling programs;2. coordination, collaboration, referral, and team-building efforts with teachers, parents, support personnel, and com-

munity resources to promote program objectives and facilitate successful student development and achievement of all students;

3. integration of the school counseling program into the total school curriculum by systematically providing informa-tion and skills training to assist pre-K-12 students in maximizing their academic, career, and personal/social devel-opment.

4. promotion of the use of counseling and guidance activities and programs by the total school community to enhance a positive school climate;

5. methods of planning for and presenting school counseling-related educational programs to administrators, teachers, parents, and the community;

6. methods of planning, developing, implementing, monitoring, and evaluating comprehensive developmental counsel-ing programs; and

7. knowledge of prevention and crisis intervention strategies.

(11) C. KNOWLEDGE AND SKILL REQUIREMENTS FOR SCHOOL COUNSELORS

1. Program Development, Implementation, and Evaluation

a. use, management, analysis, and presentation of data from school-based information (e.g., standardized test-ing, grades, enrollment, attendance, retention, placement, surveys, interviews, focus groups, and needs as-sessment) to improve student outcomes;

b. design, implementation, monitoring, and evaluation of comprehensive developmental school counseling programs (e.g., the ASCA National Standards for School Counseling Programs) including an awareness of various systems that affect students, school, and home;

c. implementation and evaluation of specific strategies that meet program goals and objectives;d. identification of student academic, career, and personal/social competencies and the implementation of

processes and activities to assist students in achieving these competencies;e. preparation of an action plan and school counseling calendar that reflect appropriate time commitments and

priorities in a comprehensive developmental school counseling program;f. strategies for seeking and securing alternative funding for program expansion; andg. use of technology in the design, implementation, monitoring and evaluation of a comprehensive school

counseling program.

2. Counseling and Guidancea. individual and small-group counseling approaches that promote school success through academic, career,

and personal/social development for all;b. individual, group, and classroom guidance approaches systematically designed to assist all students with

academic, career, and personal/social development;c. approaches to peer facilitation, including peer helper, peer tutor, and peer mediation programs;d. issues that may affect the development and functioning of students (e.g., abuse, violence, eating disorders,

attention deficit hyperactivity disorder, childhood depression, and suicide);

e. developmental approaches to assist all students and parents at points of educational transition (e.g., home to elementary school, elementary to middle to high school, high school to postsecondary education and ca-reer options);

f. constructive partnerships with parents, guardians, families, and communities in order to promote each stu-dent’s academic, career, and personal/social success;

g. systems theories and relationship among and between community systems, family systems, and school sys-tems, and how they interact to influence the students and affect each system; and

h. approaches to recognizing and assisting children and adolescents who may use alcohol or other drugs or who may reside in a home where substance abuse occurs.

3. Consultationa. strategies to promote, develop, and enhance effective teamwork within the school and larger community;b. theories, models, and processes of consultation and change with teachers, administrators, other school per-

sonnel, parents, community groups, agencies, and students as appropriate;c. strategies and methods of working with parents, guardians, families, and communities to empower them to

act on behalf of their children; andd. knowledge and skills in conducting programs that are designed to enhance students’ academic, social, emo-

tional, career, and other developmental needs.

(12) D. CLINICAL INSTRUCTION

For the School Counseling Program, practicum/internship experiences must occur in a school counseling setting under the supervision of a site supervisor.

The program must clearly define and measure the outcomes expected of practicum/intern students, using appropriate professional resources that address Standards A, B, and C (School Counseling Programs).

PROGRAM OBJECTIVES AND CURRICULUM

Curricular experiences and demonstrated knowledge in each of the eight common core areas are required of all students in the program. The eight common core areas follow:

1. PROFESSIONAL IDENTITY – studies that provide an understanding of all of the following aspects of profes-sional functioning:

a. history and philosophy of the counseling profession, including significant factors and events;

b. professional roles, functions, and relationships with other human service providers;c. technological competence and computer literacy;d. professional organizations, including ASCA/ACA, its divisions, branches, and affiliates, including mem-

bership benefits, activities, services to members, and current emphases;e. professional credentialing, including certification, licensure, and accreditation practices and standards, and

the effects of public policy on these issues;f. public and private policy processes, including the role of the professional counselor in advocating on be-

half of the profession;g. advocacy processes needed to address institutional and social barriers that impede access, equity, and suc-

cess for clients; andh. ethical standards of ASCA, ACA, and related entities, and applications of ethical and legal considerations

in professional counseling.

2. SOCIAL AND CULTURAL DIVERSITY – studies that provide an understanding of the cultural context of rela-tionships, issues, and trends in a multicultural and diverse society related to such factors as culture, ethnicity, na-tionality, age, gender, sexual orientation, mental and physical characteristics, education, family values, religious and spiritual values, socioeconomic status and unique characteristics of individuals, couples, families, ethnic groups, and communities including all of the following:

a. multicultural and pluralistic trends, including characteristics and concerns between and within diverse groups nationally and internationally;

b. attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities;

c. individual, couple, family, group, and community strategies for working with diverse populations and eth-nic groups;

d. counselors’ roles in social justice, advocacy and conflict resolution, cultural self-awareness, the nature of biases, prejudices, processes of intentional and unintentional oppression and discrimination to the growth of the human spirit, mind, or body;

e. theories of multicultural counseling, theories of identity development, and multicultural competencies; andf. ethical and legal considerations.

3. HUMAN GROWTH AND DEVELOPMENT – studies that provide an understanding of the nature and needs of individuals at all developmental levels, including all of the following:

a. theories of individual and family development and transitions across the life-span;b. theories of learning and personality development;c. human behavior including an understanding of developmental crises, disability, exceptional behavior, ad-

dictive behavior, psychopathology, and situational and environmental factors that affect both normal and abnormal behavior;

d. strategies for facilitating optimum development over the life-span; ande. ethical and legal considerations.

4. CAREER DEVELOPMENT – studies that provide an understanding of career Development and related life fac-tors, including all of the following:

a. career development theories and decision-making models;b. career, avocational, educational, occupational and labor market information resources, visual and print

media, computer-based career information systems, and other electronic career information systems;c. career development program planning, organization, implementation, administration, and evaluation;d. interrelationships among and between work, family, and other life roles and factors including the role of

diversity and gender in career development;e. career and educational planning, placement, follow-up, and evaluation;f. assessment instruments and techniques that are relevant to career planning and decision making;g. technology-based career development applications and strategies, including computer-assisted career

guidance and information systems and appropriate world-wide web sites;h. career counseling processes, techniques, and resources, including those applicable to specific populations;

andi. ethical and legal considerations.

5. HELPING RELATIONSHIPS – studies that provide an understanding of counseling and

consultation processes, including all of the following:

a. counselor and consultant characteristics and behaviors that influence helping processes including age, gen-der, and ethnic differences, verbal and nonverbal behaviors and personal characteristics, orientations, and skills;

b. an understanding of essential interviewing and counseling skills so that the student is able to develop a therapeutic relationship, establish appropriate counseling goals, design intervention strategies, evaluate client outcome, and successfully terminate the counselor-client relationship. Studies will also facilitate student self-awareness so that the counselor-client relationship is therapeutic and the counselor maintains appropriate professional boundaries;

c. counseling theories that provide the student with a consistent model(s) to conceptualize client presentation and select appropriate counseling interventions. Student experiences should include an examination of the historical development of the counseling theories, an exploration of affective, behavioral, and cognitive theories, and an opportunity to apply the theoretical material to case studies. Students will also be exposed to models of counseling that are consistent with current professional research and practice in the field so that they can begin to develop a personal model of counseling;

d. a systems perspective that provides an understanding of family and other systems theories and major mod-els of family and related interventions. Students will be exposed to a rationale for selecting family and other systems theories as appropriate modalities for family assessment and counseling;

e. a general framework for understanding and practicing consultation. Student experiences should include an examination of the historical development of consultation, an exploration of the stages of consultation and the major models of consultation, and an opportunity to apply the theoretical material to case presenta-tions. Students will begin to develop a personal model of consultation;

f. integration of technological strategies and applications within counseling and consultation processes; andg. ethical and legal considerations.

6. GROUP WORK – studies that provide both theoretical and experiential understandings of group purpose, devel-opment, dynamics, counseling theories, group counseling methods and skills, and other group approaches, includ-ing all of the following:

a. principles of group dynamics, including group process components, developmental stage theories, groups members’ roles and behaviors, and therapeutic factors of group work;

b. group leadership styles and approaches, including characteristics of various types of group leaders and leadership styles;

c. theories of group counseling, including commonalities, distinguishing characteristics, and pertinent re-search and literature;

d. group counseling methods, including group counselor orientations and behaviors, appropriate selection criteria and methods, and methods of evaluation of effectiveness;

e. approaches used for other types of group work, including task groups, psycho educational groups, and therapy groups;

f. professional preparation standards for group leaders; andg. ethical and legal considerations.

7. ASSESSMENT – studies that provide an understanding of individual and group approaches to assessment and evaluation, including all of the following:

a. historical perspectives concerning the nature and meaning of assessment;b. basic concepts of standardized and non-standardized testing and other assessment techniques including

norm-referenced and criterion-referenced assessment, environmental assessment, performance assessment, individual and group test and inventory methods, behavioral observations, and computer-managed and computer-assisted methods;

c. statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations;

d. reliability (i.e., theory of measurement error, models of reliability, and the use of reliability information);e. validity (i.e., evidence of validity, types of validity, and the relationship between reliability and validity);f. age, gender, sexual orientation, ethnicity, language, disability, culture, spirituality, and other factors re-

lated to the assessment and evaluation of individuals, groups, and specific populations;g. strategies for selecting, administering, and interpreting assessment and evaluation instruments and tech-

niques in counseling;

h. an understanding of general principles and methods of case conceptualization, assessment, and/or diag-noses of mental and emotional status; and

i. ethical and legal considerations.

8. RESEARCH AND PROGRAM EVALUATION – studies that provide an understanding of research methods, statistical analysis, needs assessment, and program evaluation, including all of the following:

a. the importance of research and opportunities and difficulties in conducting research in the counseling pro-fession;

b. research methods such as qualitative, quantitative, single-case designs, action research, and outcome-based research;

c. use of technology and statistical methods in conducting research and program evaluation, assuming basic computer literacy;

d. principles, models, and applications of needs assessment, program evaluation, and use of findings to effect program modifications;

e. use of research to improve counseling effectiveness; andf. ethical and legal considerations.

Rubric for School Counselor Portfolio Assessment

Candidate: Reviewer:

All portfolio components must be accurately completed according to specification. A rating of 3 is required in all areas to successfully pass the portfolio assessment. The total score of the Portfolio is an average of all areas based on a 4.0 scale.

4 – Excellent/Above Satisfaction3 – Satisfactory completion of all components / standards2 – Satisfactory pending revisions or additions 1 – Unacceptable

Introductory Components Specific Ky School

Counselor Std.

Addressed

Comments/Documentation Rating

Table of Contents (Links to Anchor Assessments)

Technology Skills

Resume and Cover LetterCOOL 539, Career Development

4

Knowledge/Skills Comments/Documentation RatingPhilosophy of Counseling (reflects critical thinking, University of the Cumberlands dispositions, the KY Code of Ethics and the belief that all children can learn)COOL 530, Introduction to School Counseling

1

Research Paper: Barriers, implications, and problem-solving situations when counseling ethnic minority groupsCOOL 531, Social & Cultural Foundations of School Counseling

2

Artifact showing knowledge of Human Growth and DevelopmentEDOL 631, Advanced Human Behavior Developments and Learning

3

Career ConversationsCOOL 539, Career Development

4

Drug and Alcohol Counseling Project(s)COOL 630, Introduction to Drug/Alcohol Counseling

5

Grief and Loss Counseling Project(s)COOL 636, Counseling Aspects of Grief & Loss

5

Group Development PlanCOOL 634, Group Counseling in Public Schools

6

Comprehensive Treatment Summary & PlanCOOL 536, Psychological Assessment

7

Autobiography, Authorized Biography, or Historical BiographyCOOL537, Personality Assessment

7

Artifact showing Research and Program EvaluationEDOL 630, Research Methods in Education

8

IEP Development/AnalysisCOOL 538, Counseling Individuals with Diverse Needs

9

Artifact showing knowledge of Special Education

9

SPOL 530, Issues and Trends in Special Ed.Delivery of Services for the Comprehensive School Counselor PlanCOOL 530, Introduction to School Counseling

10

Reflection PapersCOOL 631, Legal and Ethical Issues in School Counseling

11

Written Communication Skills and Dispositions

Conceptual Framework

QEP Comments/Documentation Rating

Logical, coherent organization of written ideas showing clarity and depth of development with few surface of structural errors

Communicative/Strategic/Conceptual/Evaluative

Clarity

The portfolio provides strong evidence of the candidate’s personal, professional growth as a result of the graduate experience; caring, strong work ethic; critical and creative thinking; and commitment to excellence and professional integrity.

Communicative/Strategic/Conceptual/Evaluative

ClarityDiscernmentIntegration

Cumulative Score(Total all Ratings)

Calculation(Divide total score by 20 – total number of individual ratings)

Cum. Rating

Faculty Reviewer Signature Date Candidate Signature Date

Comments:

University of the CumberlandsDispositions Survey

Candidate Name: Date: Candidate ID#:Evaluator Name (if not the Candidate):

Please rate on a 3 point scale. 3- Satisfactory Progress 2- Making Progress 1- Not Making Progress

Strong Work Ethic ______ Critical & Creative Thinking ____ ____Has high expectations for self ____Is flexible ____Is dependable ____Provides for all learners ____Is timely in completing responsibilities ____Expresses thoughts and ideas clearly ____Is a self starter; takes initiative ____Demonstrates ability to problem solve Caring _____ Excellence/ Professional Integrity ____ ____Has a positive attitude ____Has a professional appearance ____Is cooperative ____Uses technology effectively ____Is respectful of others ____Demonstrates leadership abilities ____Establishes rapport with diverse populations ____Uses appropriate spoken & written English

Note: This survey is to be used by Candidates as a self-evaluation survey at Exit from their program. It is to be used by Instructors as an evaluation during Pillars V and VI.

Write reflective narrative or comments here:

Dispositions Reporting

Teacher candidates should be aware that their dispositions strongly inform their teaching. Supervising Teachers, Principals, Coordinators, Mentors, and Course Instructors determine that you are not showing desirable dispositions, this form could be completed and placed in your file. Filing of this form can lead to a Corrective Action Plan and Probationary Status.

**************************************************************************Educational Professional Candidate Dispositions Feedback

CONFIDENTIAL

Faculty, Please Check Area(s) of Concern:Strong Work Ethic____Has high expectations for self ____Is dependable ____Is timely in completing responsibilities ____Is a self starter; takes initiative

Critical & Creative Thinking ____Is flexible ____Provides for all learners ____Expresses thoughts and ideas clearly ____Demonstrates ability to problem solve

Caring____Has a positive attitude ____Is cooperative ____Is respectful of others ____Establishes rapport with diverse populations

Excellence/ Professional Integrity____Has a professional appearance____Uses technology effectively ____Demonstrates leadership abilities____Uses appropriate spoken & written English

KY Professional Code of Ethics____Demonstrates behavior aligned with the KY Professional Code of Ethics and University standards for attitude and

conduct.

Explain and document incidents and/or reasons for concern:

Describe a plan to remediate negative dispositions:

Candidate’s Name (Please Print): _____________________________________________

Professor’s Name (Please Print): ______________________________________________

*Candidate’s Signature/Date Signature/Title of Person Reporting/Date

Dept. _____________________________

*Candidate’s signature does not necessarily imply agreement; it does indicate the receipt of a copy of this form. The candidate has the right to submit a written rebuttal/response within five working days of the receipt of this form. A copy of this report and the rebuttal/response will be kept in the candidate’s file in the office of Teacher Education.

Corrective Action Plan


Candidate’s Name __________________________________ Date_________ (Please Print)

Department Chair________________________ Advisor/Professor___________________________ (Please Print) (Please Print)

Priority Area for Growth:

Activities Timeline & Completion Dates

Assistance/Resource Needed

Comments:

Candidate’s Signature__________________________ Date_________

Chair’s Signature______________________________ Date_________

Advisor/Professor’s Signature____________________ Date_________

A copy of this report will be kept in the Candidate’s file in the office of Teacher Education.

University of the CumberlandsPermission Form for Field Placement

Dear Principal,

One of our students, _________________________________has requested to complete some of their field

experience hours in your school. We ask that the student observe a certified teacher in a classroom situation

so he/she can start to gain an understanding the full scope of the teaching, or gain new ideas and techniques.

Required activities, with your permission, will range from simple observation and reflection, to participation,

to full interaction by tutoring or teaching. The teacher will sign a field experience timesheet and complete an

evaluation form for documentation. To signify your permission for our student to observe in your school,

please complete the form and sign below. (If more than one student is requesting permission, this one form

will be fine for the entire school year.)

Administrator Name_______________________________________________________

Position_________________________________________________________________

Name of School___________________________________________________________

Phone/email______________________________________________________________

Address_________________________________________________________________

Date signed______________________________________________________________

If you prefer, you may write a letter on your school’s letterhead informing me of your permission and mail it

to the address below. If you have any questions, please contact us by any of the means below. Thank you in

advance! We very much appreciate your help in creating better teachers for our children.

Sincerely,

Kimberly Brown, Assistant Professor of Education and Director of Field Placement University of the Cumberlands 606-539-Kim’s [email protected]

_____ Fall ____ Spring Year Year

MATStudent Teaching/Practicum Application


Check course to which you are applying___ Student Teaching ___ Practicum

Name: ______________________________ Student ID#:_______________ Date:__________

Social Security#___________ Home/Cell Phone: ___________ Work Phone: ____________

E-mail (please print legibly): ______________________________________________________

Home Address: ____________________________________________________________________ Street City State Zip Code

Area of Certification (fill in appropriate place in table below):

__Elementary __Middle Grades __Secondary __5-12 __P-12

___________________Emphasis Area

___________________Specialization Area




___________________Additional Area





___________________Minor (Teaching)

___________________Minor (Teaching)

___________________Minor (Teaching)

___________________Minor (Teaching)

___________________Minor (Teaching)

Where do you request to do your student teaching/practicum?

1st Location ______________________________________________________________ Name of school City State

2nd Location _____________________________________________________________Name of school City State

Please check answers below: Yes No1. Are you currently teaching in either location listed above? 2. Are immediate family members employed (or children attending) in either location? 3. PRAXIS II Content Exam(s) Passing Scores are attached (must be attached for application to be

processed) 4. PRAXIS II PLT Exam Scores are attached (or attached verification that you are taking the exam

during the 1st month of EDOL 698/699) (must be attached for application to be processed)5. Medical Exam / TB test are attached (must be attached for application to be processed)

6. Criminal Background Check is attached (must be attached for application to be processed)

I understand that ALL candidates are required to meet Kentucky certification requirements by passing all of the appropriate PRAXIS II exams.

_____________________________________________ Candidate Signature ___________________Date

Department of Education Use Only:

The Educational Professional Standards Board (EPSB) requires that all student teachers/practicum candidates file with their application a copy of a valid and current medical exam which includes a tuberculosis test.

PRAXIS II Exams Scores and Dates:

Elementary Middle Grades Secondary 5-12 P-12

____________________Elementary Content

____________________First Specialization Test

____________________Specialization Test



____________________Additional Area

____________________2nd Specialization Test




____________________PLT

____________________Additional Area




____________________PLT

____________________PLT

____________________PLT

____________________PLT – not Special Ed

Please return this form to the Graduate Education DepartmentFax (606) 539-4014

[email protected]

Application for Administrative PracticumUniversity of the Cumberlands

Name: ______________________________ Student ID#_____________________ Date__________

Social Security#__________________ Home Phone: ____________ Work Phone: __________

Home Address: _____________________________________________________________________Street City State Zip

Email: _____________________________________________________________________________

School: ____________________________________________________________________________ Name Phone Number

_______________________________________________________________________________Street Address City State Zip Code

Semester/Year you will participate in Practicum: ___________________

Practicum: (please check the practicum course for which you plan to enroll)

___ Principal ___ Supervisor of Instruction ___ Director of Pupil Personnel

___ Director of Special Education ___ Superintendent

Where do you plan to do your practicum?

1st Location __________________________________________________________________ School or District City State

2nd Location _________________________________________________________________ School or District City State

Are you currently employed in a school system? If so, please tell where and what you do.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Please return this form to the Graduate Education DepartmentFax (606) 539-4014

[email protected]

The Education Professional Standards Board requires that all practicum candidates file with their application, a copy of a valid and current medical exam which includes a tuberculosis test.

University of the CumberlandsAdministrative Practicum Agreement

_________________________________________ is completing the course requirements for Kentucky licensure as (check one):

____ Supervisor of Instruction (ADOL 665)

____ Director of Pupil Personnel (ADOL 667)

____ Director of Special Education (ADOL 668)

____ Superintendent (ADOL 669)

Completion of the above course requires that this candidate participate in 100 or more hours of practicum activities with at least two mentors in two different settings. This candidate is requesting that a portion of those hours be spent under your supervision during the ____________________________ semester.

The candidate will observe and/or perform as many of the normal functions of your position, or the administrative position for which certification is being sought, as possible. The candidate will keep a log documenting duties, assignments and activities in which they engage as part of the internship hours. Please verify the accuracy of the log with your signature. The duties, assignments and activities completed are to be in addition to any regular work the candidate is employed to perform.

The university professor will direct the practicum and provide in-class time for study, analysis, and reflection. In addition, the professor will be available for consultation at the university, via email, by telephone, and will make at least one on-site visit to confer with the candidate and you (if practical) during the semester.

Your signature below signifies your agreement to assist this candidate with the practicum.

Mentor’s Signature ____________________________________ Date ___________________

The mentor is requested to provide the following personal and contact information (please type or print):

Mentor’s Name ____________________________________

Title and/or Position ___________________________________________________

School/District ________________________________________________________

Mailing Address ___________________________________________________________________

Phone Number _______________________ email address: _________________________________

Thank you for your willingness to help this candidate to begin to develop the skills, knowledge and dispositions necessary to fulfill the responsibilities of this administrative position. This form is to be returned to the candidate named above who will forward it to the university. If you have any questions about this process or your mentoring responsibilities, please call Dr. Robert Heffern at 606-539-4525 or email him at [email protected] .


Application for Comprehensive ExamUniversity of the Cumberlands

THIS FORM MUST BE COMPLETED AND APPROVED THE SEMESTER BEFORE THE REVIEW/EXAM IS TO BE GIVEN!!

Circle a semester to take Exam: Summer / Fall / Spring Year: _______

Exam to be taken at (circle one): University of the Cumberlands Alternate Site (with Proctor)

Name: _________________________________ Today’s Date: _____________

E-mail: ____________________________________ Student ID#: ______________

Home Address: ________________________________________________

Home Phone AND Cell: _________________ ___________________

Alternate Site Name/Location: ______________________________________________________

Proctor Name:_______________________________________________

Proctor School Phone: ________________ Proctor Email __________________________

Hours Completed: _______ Expected Graduation Date: __________

Check Area of Certification in box below:MAT (Certified only) MAED

Rank I / Administration / En-dorsements

Elem

MS

Sec

P-12

SPED

- LB

D

Elem

/MS/

HS

SPED

R/W

Prin

cipa

l

Sch.

Cou

nsel

ing

SPED

- LB

D

Elem

/MS/

HS

Dir.

Pup

il Pe

rson

-ne

lSu

perin

tend

ent

Supe

rvis

or

Dir.

SPE

D

Prin

cipa

l

Specialization Area (i.e., Biology, Business, Counseling, etc.): __________________

Specialization Area 2 (if applicable): ________________

All requirements for the comprehensive examination must be completed as outlined in University of the Cumberlands’ Graduate Handbook.

____________________________________ Advisor’s Signature ____________________________________ Registrar’s Signature ____________________________________ Director of Graduate Program’s Signature

I understand that it is my responsibility to fulfill all of the requirements for the exam including meeting the required timeline. If not, my exam will be delayed until the next semester. I also understand that I will complete a TC-1 with the Certification officer at the time of my exam review.

_____________________________________ Candidate Signature

To be completed by the Registrar:REQUIREMENTS: YES NO

1. 24 hours completed ___ ___2. Research & 2 other required classes completed ___ ___3. Planned Program approved & updated ___ ___4. Intent to Graduate signed ___ ___

Comprehensive Exam Date:_______________

Professional Code of Ethics for Kentucky School Personnel

704 KAR 20:680This form should be read, signed and returned to campus at Entrance, at 12-18 hours into the program, and at Exit.

Section 1. Certified personnel in the Commonwealth:

(1) Shall strive toward excellence, recognize the importance of the pursuit of truth, nurture democratic citizenship and safeguard the freedom to learn and to teach;

(2) Shall believe in the worth and dignity of each human being and in educational opportunities for all;(3) Shall strive to uphold the responsibilities of the education profession;

(A) To Students

Shall provide students with professional education services in a non- discriminatory manner and in consonance with accepted best practice known to the educator.

Shall respect the constitutional rights of all students. Shall take reasonable measures to protect the health, safety and emotional well-being of students. Shall not use professional relationships or authority with students for personal advantage. Shall keep in confidence information about students which has been obtained in the course of professional service, unless

disclosure serves professional purposes or is required by law. Shall not knowingly make false or malicious statements about students or colleagues. Shall refrain from subjecting students to embarrassment or disparagement. Shall not engage in any sexually related behavior with a student with or without consent, but shall maintain a professional

approach with students. Sexually related behavior shall include such behaviors as sexual jokes; sexual remarks; sexual kidding or teasing; sexual innuendo; pressure for dates or sexual favors; inappropriate physical touching, kissing or grabbing; rape; threats of physical harm; and sexual assault.

(B) To Parents

Shall make reasonable effort to communicate to parents information which should be revealed in the interest of the student. Shall endeavor to understand community cultures and diverse home environments of students. Shall not knowingly distort or misrepresent facts concerning educational issues. Shall distinguish between personal views and the views of the employing educational agency. Shall not interfere in the exercise of political and citizenship rights and responsibilities of others. Shall not use institutional privileges for private gain, for the promotion of political candidates or for partisan political

activities. Shall not accept gratuities, gifts or favors that might impair or appear to impair professional judgment and shall not offer

any of these to obtain special advantage.

(C) To the Education Profession

Shall exemplify behaviors which maintain the dignity and integrity of the profession. Shall accord just and equitable treatment to all members of the profession in the exercise of their professional rights and

responsibilities. Shall keep in confidence information acquired about colleagues in the course of employment, unless disclosure serves

professional purposes or is required by law. Shall not use coercive means or give special treatment in order to influence professional preparation and legal qualifications. Shall not knowingly falsify or misrepresent records of facts relating to the educator’s own qualifications or those of other

professions.

I declare that I understand the standard for personal and professional conduct expected of a professional educator in Kentucky. I further certify that I have read and examined the CODE OF ETHICS printed above applicable to school personnel, understand its provisions and agree to abide by its terms during the course of my career as a pre-service teacher and as a professional educator.

SIGNATURE _________________________________________________________ Date _________________________

PRINTED NAME ______________________________________________________ ID# _________________________

University of the CumberlandsField Experience Reporting/Timesheet

University of the Cumberlands Field Experience Reporting/TimesheetCandidate Name___________________________ ID# _______ Semester/Yr_______ UC Course _______TOTAL NUMBER OF HOURS FOR THIS TIMESHEET _________ UC Professor _________________

Please briefly but specifically summarize what occurred during your time in the public school setting. Indicate the actual clock hours, your level of involvement, and the diverse populations with whom you interacted. Please complete ALL sections of the timesheet using the key provided. Return to your professor in order that your grade can be posted. Use ONE form for each teacher observed.

Field Experience Teacher Demographics (please fill in blanks and circle choices below)

Name (print) ______________________________ e-mail ________________________________ Phone: _____________Years Teaching Experience: ___ Gender: M F Certification area(s): ____________________________ Rank: I, MA/MS, BA/BS, Other

Race: African American, Asian, Caucasian, Hispanic, Native American, Pacific Islander, Unknown

Field Experience Teacher signature___________________________________ School Name _____________________________________________Record Involvement with each listed student population for the type (i.e., for Race/Ethnicity you might write Hispanic). Describe the involvement below in the summary – you are shooting for “I” as much as possible. Have your Supervising Teacher, Mentor, or Principal sign off on this list.

Level of InvolvementO- ObservationP- Participation (Co-teaching, small group instruction, tutoring, etc.)I- Full instructional responsibility

Diverse PopulationsL- English Language Learners/Linguistic EX- ExceptionalS- Low socioeconomic R- Racial/Ethnic

Multicultural/Diversity Experiences Summary Guidelines Student Population Type (AA=African American, A=Asian, AI=American Indian/Alaskan

Native, C=Caucasian, H=Hispanic/Latino, P=Pacific Islander, N=Non-resident alien/International, O=other)

O P I

Race/Ethnicity Race/EthnicityExceptionalityEnglish Language LearnerSocioeconomic Status

As you describe your experiences, note the ages and number of children in the classes.Date Level of

involvementDiverse populationspresent

Summary of your experience, interactions Time/Hours spent

Supervising Teacher Initials

TOTAL HOURS

Return this form to your Course Instructor.

University of the Cumberlands Field Experience Evaluation

Teacher Candidates will benefit from feedback throughout their coursework. In an effort to increase specific feedback, you are asked to please complete this form and return it to the candidate (who will submit to the Course Instructor).It is possible that you would not have noticed some of the characteristics of the candidate during their field experience with you. If that is the case, mark NA. Please mark EACH blank below. Thank you for your time!

Teacher Candidate Name ____________________________ Teacher Candidate ID# ________________

Please Use Rating Scale for each BLANK : 3 - Satisfactory Performance of the Standards 2 - Making Progress Toward the Standards 1 - Not Making Progress Toward the Standards NA – did not observe

UC Course Name/# ________________________

UC Professor ___________________________

Semester: (Fall, Spring, Summer) _______ Year: _____

KNOWLEDGE AND SKILLS COMMUNICATION SKILLS ____Content Knowledge____Planning____Class Climate____ Management/Instruction____Assessment____Technology____Reflection____ Collaborates with____Engages in Professional Development ____Takes initiative/ Leadership

____Maintains Strong Eye Contact____Articulates Words Clearly____Uses Correct Grammar/Syntax____Communicates Ideas Clearly____Avoids Distracting Mannerisms ____Uses Appropriate Vocal Variety and Volume ____Uses Effective Questioning Skills others ____Has Effective Writing Skills

ATTITUDES AND DISPOSITIONS Strong Work Ethic__________ (average score) Critical & Creative Thinking __________(average score) ____Has high expectations for self ____Is flexible ____Is dependable ____Provides for all learners ____Is timely in completing responsibilities ____Expresses thoughts and ideas clearly ____Is a self starter; take initiative ____Demonstrates ability to problem solve

Caring__________(average score) Excellence/Professional Integrity__________(average score) ____Has a positive attitude ____Has a professional appearance ____Is cooperative ____Uses technology effectively ____Is respectful of others ____Demonstrates leadership abilities ____Establishes rapport with diverse populations ____Uses appropriate spoken & written English

Field Experience Teacher Demographics (please complete and circle choices below)

Name (print) ______________________________ e-mail ________________________________

Phone: _____________ Years Teaching Experience: ________ Gender: M F

Certification area(s): ____________________________ Rank: I, MA/MS, BA/BS, Other

Race: African American, Asian, Caucasian, Hispanic, Native American, Pacific Islander, Unknown

Field Experience Teacher signature______________________________ School Name _________________________

Would you consider having teacher candidates in your classroom again? ____ Yes ____ NoComments:

University of the CumberlandsADOL 665,667,668,669 Practicum Log

Term and Year _____Dr. Robert Heffern, Instructor [email protected] 606-539-4525

INTERN _________________________________ ID# ________________COURSE #_____________________________ LOCATION ___________________________ MENTOR __________________________________

DDate

Time (in no less than ¼ hour segments)

Activity/Duty/Assignment Comments

Total Time on this Sheet _________________ Date ___________ Page _____ of ______

Intern’s Signature __________________________Mentor’s Signature*__________________________ * Needed on last page only.

Level of InvolvementO- Observation P- Participation I - Full instructional responsibility

Student Population Type O P I SignatureRace/Ethnicity Race/EthnicityExceptionalityEnglish Language LearnerSocioeconomic Status


University of the Cumberlands Education DepartmentMAT Lesson Plan Format “KTIP PLUS”

(Please Replace TITLE above with Your Title)Candidate Name: Date: # of Students: # of IEP Students: # of GSSP Students: # of LEP Students: Age/Grade Level: Subject: Lesson Title: Length of Lesson:

Context (Be concise – get some information from Task A-1)Identify the unit topic, unit goal(s), essential question addressed by this lesson HERE:

Describe the students’ prior knowledge (or pre-requisite knowledge) or the focus of the previous lesson HERE:

Describe generally any critical student characteristics or attributes that will affect student learning HERE:

Lesson ObjectiveState what students will demonstrate as a result of this lesson. Objective must be student-centered, observable and

measurable – in one sentence. Be certain to include the standard or criteria that students must achieve.

Connections If you do not use Core Content language in your objective to show connections, explain how the objective is related to the

Core Content and/or program of Studies.

Core Curriculum Standard (for Math and Language Arts): (Copy & Paste from Combined Curriculum Document)

Academic Expectations (Copy & Paste from Combined Curriculum Document)

Core Content & DOK# (Copy & Paste from Combined Curriculum Document)

Program of Studies (Copy & Paste from Combined Curriculum Document)

Assessment PlanInclude copies of any assessment instruments and scoring criteria or rubrics if applicable to the lesson.Assessment Type (choose one): ___Summative ___ FormativeAssessment Instrument: (checklist, rubric, quiz, etc.)Depth of Knowledge Level:Adaptations and/or Modifications:

Resources, media and technology Bibliography of specific materials and equipment needed for the lesson. Attach copies of printed materials to be used with the

students. List technology resources for the lesson including hardware, software and Internet URLs, and be sure to cite the sources APA used to develop this lesson. Trade books are recommended.

VocabularyList all key vocabulary with appropriate age and ability level definitions for each. Be sure to mention during

procedures how this vocabulary is used/taught.

Procedures: Use the following order, indicating the time allocated for each lesson segment 1. Beginning Review (??min): (engage students to help them recall yesterday’s material)

2. Preview: (Anticipatory Set) (??min): (what hook will you use to engage students in what is coming up, or to help them connect to prior knowledge?)

3. Development of Lesson (?? min. for each segment): List Activities here for Teacher and Student: Give step-by-step directions for implementation of the lesson. Focus on maximum student involvement and build on the prior knowledge of students. Reinforce reading and writing skills whenever appropriate. Make a purposeful effort to demonstrate the indicators in Standards 1, 2, 3, 4, and 6. Modifications for Special Needs/Diversities: (Consider exceptionalities, socioeconomic background, gender,

interests, ability, race, culture, etc.) Assignment/Extending Activities: (Providing for practice) Provision for early finishers? High Expectations Statements (So you do not forget to say them!) Higher Order Thinking Questions - Blooms Taxonomy/DOK, Essential Questions. Mark them (HOTQ) Real-World, Real-Life connections – mark them (Real-life) Each step should be clear and concise and concise AND easy to read quickly.

4. Ending Review (??min): (engage students to help them recall content for this lesson)

Enrichment: What do you have prepared for students who are ready to go beyond this lesson (activity for AFTER class)

Remediation: What do you have prepared for students who didn’t “get it” and need to learn this lesson a different way? (Think multiple

intelligences, smaller steps, modifications, differentiation) (activity for AFTER class)

Attachments:Be sure to attach/link any materials to be used with the lesson – includes worksheets, teacher notes, PowerPoint

presentations, pictures, assessments, etc.

This lesson plan template is based on the KTIP Task A-2. As candidates use the template, delete instructions or examples as you put in your own information.

A blank Lesson Plan Template can be downloaded from: http://www.ucumberlands.edu/academics/education/faculty/mgibson/forms/KTIP_Plus_Lesson_Plan_no_tables.doc

http://www.ucumberlands.edu/academics/education/faculty/mgibson/forms/KTIP_Plus_Lesson_Plan_no_tables.doc

http://www.ucumberlands.edu/academics/education/faculty/mgibson/forms/KTIP_Plus_Lesson_Plan_no_tables.doc

University of the CumberlandsAdvanced Program Graduate Survey

Date Completing Graduate Program_____

Please check the degrees or certifications you are pursuing.____MAT ____MAEd. ____Supervisor ____Rank I____ Principal/Leader ____Superintendent ____Director of Special Education____Director of Pupil Personnel ____School Counselor

What professional position do you currently hold?

~ ~ ~ ~ ~ ~ ~ ~ ~ ~Please respond to each of the following using the 3 point scale.3- Strongly Agree 2- Somewhat Agree 1- Disagree

The graduate program at University of the Cumberlands 3 2 11. provided me with the content knowledge necessary for my job performance.2. provided me with the planning skills necessary to perform effectively in my

position.3. provided me with the knowledge and skills necessary to meet the needs of a

diverse population.4. provided me with the ability to apply assessment skills and analyze assessment

data.5. provided me with the skills necessary to use data and feedback from peers and

other sources to direct my professional development plans.6. engaged me in reflection that resulted in effectively impacting the education

environment.7. provided me with knowledge, skills, and experiences that enhanced my

collaborative skills.8. enhanced my technology skills.9. prepared me to serve as an education and community leader. 10. engaged me in critical thinking.11. helped me reflect on emerging research and the changing context of schools and

communities.12. supported my development to exemplify behaviors identified on the Kentucky

Professional Code of Ethics.13. encouraged me to demonstrate caring and a strong work ethic.14. helped me develop more effective oral communication skills.15. developed the skills necessary to create a safe and supportive learning

environment.

Would you recommend University of the Cumberlands to others for their professional education? Why or why not?

Other Comments:

Candidates please mail or fax to Kathy Bailey at 606-539-4014

Multicultural/Diversity Experiences Summary Form

Part of the accreditation process for the Education Department is determining how well teacher candidates have been supported in their abilities to provide for diverse populations through opportunities to observe, participate in, and interact with diverse P-12 students and faculty in the program. Every effort must be made to get experience interacting with children who are of two different races/ethnicities, who have exceptionalities (disability, gifted, special education, etc.), who speak English as a second language, and who are of differing socio-economic levels.

At exit, candidates will complete a one to two-page, word-processed reflection of work with diverse populations that describes (1) the populations, (2) the candidate role in working with these populations (both P-12 students and P-12 faculty), (3) an analysis of the teaching-learning process related to standards, and (4) significant lessons learned. The reflection will be assessed using the rubric below and become part of the exit requirement score (Comprehensive Exam or Capstone Project). Pass rate for this part of the exam is 2.75. Type your summary at the bottom of this document.

Diversity Experiences Rubric 3 2 1Candidate analyzed and reflected on observation of diverse students. KTS 2, 3, 4, 5, 6, 7, 8; ISLLC 3, 4, 5; CF Conceptual, Strategic, Evaluative, Communicative; KCS 1 2, 7, 9, 11Candidate analyzed and reflected on interaction with diverse students. KTS 1, 7; ISLLC 5, 6; CF strategic, evaluative, communicative; KCS 1, 4, 5, 6, 7, 8, 9, 10, 11 Candidate clearly related diversity experiences to course content. KTS 1, 7; ISLLC 2, 4, 6; CF conceptual, communicative, evaluative; KCS 9, 10, 11Candidate writing is clear and specific with minimal writing errors. KTS 1, 7; UC 11, 12; ISLLC 6 ; CF communicative, evaluative; KCS 1, 11

Complete the following table as best you can remember. Include only data from field and clinical experiences you have had since you began your degree program at University of the Cumberlands. List the Types of Diversities for each Student Population. For example, for Exceptionality, you could list FMD, Blind, Deaf, Cerebral Palsy, etc. Check all possible levels of Involvement (O=Observation; P=Participation; I=Interaction).

Student Population Include Types (AA=African American, A=Asian, AI=American Indian/Alaskan Native, C=Caucasian, H=Hispanic/Latino, N=Non-resident alien/International, O=other)

O

P

I

Race/Ethnicity ExceptionalityEnglish Language LearnerSocioeconomic Status

Graduation Application This form can also be downloaded from the Graduate Education Website.

Faculty Contact Information

Name EmailBynoe, Tyrone [email protected], Jennifer Gibson, Melissa [email protected], Robert [email protected], Karen Pate, Gary [email protected], Norma [email protected], Robert Sagester, Fred Woolsey, Mary Lynn [email protected], Robert [email protected], William “Mikey” [email protected], Judy [email protected], Anita [email protected] Brame, Priscilla [email protected] Brooks, Athena [email protected] Brown, Kimberly [email protected] Cardell, Melanie [email protected] Cockrum, Larry [email protected] Colegrove, Michael [email protected] Combs, Margaret [email protected] Comer, Melissa [email protected] Dugle, Shelley [email protected] Glass, Bob [email protected] Goldberg, Cristine [email protected] Hembree, Joan [email protected] Hunt, Jean [email protected] Keller, Sarah [email protected] Key, James [email protected], Nancy [email protected] Kuong, Hou Chun [email protected], Carl [email protected], Steven (Tracy) [email protected] McCary, Michael [email protected] McGlone, Vernon [email protected] Montgomery, David [email protected], Willette [email protected] Page, Linda [email protected] Pate, Carol [email protected], Al [email protected] Richards, Deborah [email protected] Sagester, Fred [email protected], Queenie [email protected] Smith, Christopher [email protected], Matt [email protected]










































Smith, Melvin [email protected] Smith, Rebecca [email protected] Smoak, Jeff [email protected], Eric [email protected] Suters, Leslie [email protected], Dennis [email protected], Patrick [email protected] Turner, Haley [email protected] Vettorello, Kathleen [email protected] Wake, Eric [email protected] Watlington, Tony [email protected] Weedman, Russell [email protected] Worrell, Terry [email protected], Renee [email protected] Zwadyk, Barbara [email protected]














