The Annsley Frazier Thornton School of Education (AFTSE) engages in ongoing analysis of candidate performance to sustain and improve our candidates' as educators who embody our unit's theme of Educator as Reflective Learner. In careful alignment with unit, institutional, state and professional standards, all programs are designed to promote rigor and encourage in-depth understanding of the content, pedagogical skills and dispositions necessary for the 21st century educator (see Exhibit 1.3.a.1-14, 16 links below; Exhibit 1.3.a.15). The unit seeks exemplary candidates who demonstrate an authentic commitment to helping all P-12 students learn at high levels in diverse schools and communities. Criteria for admission to our programs are explicit and competitive, and continued progress through transition points is contingent on proficient performance. Our candidates' Praxis II pass rates on content knowledge and pedagogical knowledge and skills continually exceed Kentucky's average pass rates (see Exhibits 1.3.b.1-3 links below; Exhibit 1.3.b.4). Candidates in the Master of Arts in Instructional Leadership and School Administration program (prior to the re-design to the EdS program) have consistently scored 100% on the School Leaders Licensure Assessment (SLLA) and the Kentucky Principal Test (KyPt). The unit sets annual goals for improving candidate proficiencies, program curricula, and unit effectiveness (Exhibit 1.3.b.5).
The unit relies on multiple forms of data from course assessments, benchmark/anchor assessments, capstone projects, field experiences, and/or the professional semester to show candidate proficiencies relative to the unit's program objectives, state and professional standards, and for program refinement. Candidates, as well as faculty, cooperating teachers, and field supervisors, are well informed of all program requirements, through program handbooks, meetings with advisors, and program orientations (Exhibit 1.3.c.1; Exhibit 1.3.c.2; Exhibit 1.3.c.3; Exhibit 1.3.c.4; Exhibit 1.3.c.5; Exhibit 1.3.c.6). Candidate proficiencies are well documented at each of three Transition Points - the unit's data-based decisions about candidates' progress in all initial and advanced programs. Candidate proficiencies and program effectiveness are validated additionally through follow-up studies of graduates, employer feedback, and data on the effectiveness of candidates and graduates on P-12 student learning and achievement.
Exhibits
1.3.a.1 Elementary (P-5) Program Review Document
1.3.a.2 Middle Grades (5-9) Program Review Document
1.3.a.3 Secondary Biology Program Review Document
1.3.a.4 Secondary Chemistry Program Review Document
1.3.a.5 Secondary English Program Review Document
1.3.a.6 Secondary Mathematics Program Review Document
1.3.a.7 Secondary Social Studies Program Review Document
1.3.a.8 P-12 Art Education Program Review Document
1.3.a.9 P-12 Integrated Music Education Program Review Document
1.3.a.10 Master of Arts in Teaching Program Review Document
1.3.a.11 Master of Arts in Education in P-12 LBD Program Review Document
1.3.a.12 Rank I Program Review Document
1.3.a.13 Master of Arts in Education in Teacher Leadership
1.3.a.14 EdS Instructional Leadership and School Admin Program Review Documents
1.3.a.15 EPSB - Program Review Update
1.3.a.16 Literacy Specialist P-12 Program Review Document
1.3.b.1 Title II Reports for 2008-2009
1.3.b.2 Title II Reports for 2009-2010
1.3.b.3 Title II Reports for 2010-2011
1.3.b.4 Praxis II Aggregated Pass Rates (2007-2011)
1.3.b.5 AFTSE Program Annual Reports 2010-2011
1.3.c.1 ABD Initial Certification Handbook
1.3.c.2 AAD Advanced Programs Handbook
1.3.c.3 EdS in Instructional Leadership Candidate Handbook
1.3.c.4 Initial Certification Field Experiences and Junior Practicum Handbook
1.3.c.5 Master of Arts in Teaching (MAT) Alt Cert Handbook 2011
1.3.c.6 Professional Semester Handbook 2011-2012