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EDUCATION DEPARTMENT
Conceptual
Evaluative Communicative
Strategic
Graduate Education Handbook
2014-2015
University of the Cumberlands
Graduate Education Handbook Page 2
Table of Contents
Introduction..................................................................................................................................... 4
Welcome ......................................................................................................................................... 7
Program/Candidate Assessment.................................................................................................... 10
Field Experience ........................................................................................................................... 10
Program Checklists ....................................................................................................................... 20
Master of Arts in Education Checklist .......................................................................................... 22
Educational Specialist Degree (Ed.S) Checklist ........................................................................... 25
Master of Arts in Education Teacher Leader Checklist ................. Error! Bookmark not defined.
Program Information ..................................................................................................................... 28
Directions for Administrative Clinical Professional Experience for Principal (ADOL 664) Error!
Bookmark not defined.
Praxis Test & Internship Program ................................................................................................. 32
Academic Dishonesty Policy ........................................................................................................ 32
Candidate Grievance ..................................................................................................................... 33
Individual Action Plan .................................................................................................................. 34
Appendix – Forms & Standards .................................................................................................... 35
Interstate School Leader’s Licensure Consortium Standards for School Leaders ........................ 36
TSSA ............................................................................................................................................. 37
Kentucky Teacher Standards ........................................................................................................ 38
University of the Cumberlands Standards .................................................................................... 43
American School Counselors’ Association (ASCA) .................................................................... 44
Kentucky Standards for Guidance Counseling Programs ............................................................. 48
Rubric for School Counselor Portfolio Assessment ...................... Error! Bookmark not defined.
Candidate: ...................................................................................... Error! Bookmark not defined.
Reviewer: ....................................................................................... Error! Bookmark not defined.
Rubric for Teacher Leader Exit Portfolio ..................................................................................... 56
Candidate: ..................................................................................................................................... 56
Reviewer: ...................................................................................................................................... 56
Dispositions Survey ...................................................................................................................... 58
Dispositions Reporting.................................................................................................................. 58
Individual Action Plan .................................................................................................................. 59
University of the Cumberlands
Graduate Education Handbook Page 3
Permission Form for Field Placement........................................................................................... 60
MAT Student Teaching/Clinical Professional Experience Application ....................................... 62
Application for Administrative Clinical Professional Experience................................................ 64
Application for Comprehensive Exam.......................................................................................... 65
Professional Code of Ethics for Kentucky School Personnel ....................................................... 66
Field Experience Reporting/Timesheet ......................................................................................... 68
Field Experience Evaluation ......................................................................................................... 70
Lesson Plan Format “KTIP PLUS” ............................................................................................ 72
Advanced Program Graduate Survey............................................................................................ 74
Kentucky Teacher Internship Program Intern Performance Record............................................. 75
Multicultural/Diversity Experiences Summary Form ................................................................... 87
Declaration of Understanding ....................................................................................................... 88
Graduation Application ................................................................................................................. 89
University of the Cumberlands Graduate Education Handbook 8/28/2014
Graduate Education Handbook Page 4
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 theme from the Conceptual Framework 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.
University of the Cumberlands Graduate Education Handbook 8/28/2014
Graduate Education Handbook Page 5
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, and 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.
Dispositions
Dispositions 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 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 Commitment to Excellence/KY Code of Ethics
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
The consistent evidence of the dispositions and the Professional Code of Ethics 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.
University of the Cumberlands Graduate Education Handbook 8/28/2014
Graduate Education Handbook Page 6
Accreditation
The Commission on Colleges of the Southern Association of Colleges and Schools (SACS) has
accredited 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, Master of Education,
Educational Specialist, and Doctor of Education Degrees. Additionally, the Kentucky Education
Professional Standards Board for Teacher Education and Certification has certified that these degree
programs may lead to appropriate teacher licenses based on the National Council of Accreditation for
Teacher Education (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,
University 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, the Teacher Education Admissions Committee, and the Graduate Education Committee.
Failure to read this handbook does not excuse candidates from the requirements and regulations
described 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
Catalog. Candidates should maintain regular contact with the Graduate Advising Office and their
advisors to ensure a timely graduation.
University of the Cumberlands Graduate Education Handbook 8/28/2014
Graduate Education Handbook Page 7
Welcome
Welcome to the graduate education program at University of the Cumberlands. This packet of
information is an overview of the different programs offered, and provides instructions to help you, the
candidate, successfully complete your program. It includes answers to questions about admission
procedures, continuous assessment requirements and exit criteria. Once admittance to University of the
Cumberlands is completed and enrolled in the first course, you are eligible to enroll in future course
offerings. By using your SunGard user name and password, you can log on to SunGard through MyUC
and proceed with registration. If you have problems and/or questions, please contact the Graduate
Advising Center.
At your initial enrollment, directions are sent through email about next steps, and the Graduate Advising
Center will send you an Advising Orientation Packet. You need to sign and return the Declaration of
Understanding document. One of the most important documents to 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 and tests passed prior to the
Clinical Professional Experience / 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 by the Graduate Committee. Upon the committee’s
approval, a welcome letter from the Education Department Chair is sent and you are officially enrolled
in the program of your choice. You will have from three to ten years (depending upon program) to
complete the degree.
Graduate coursework is offered in a blended format using the course-management-system, iLearn, for
the asynchronous environment and Collaborate for the synchronous environment as well as face –to-face
through:
Meeting as cohorts for class in locations across Kentucky;
Meeting at required conferences;
Mentoring;
Clinical Professional Experience/Student-Teaching Observations;
University Coordinator Seminars;
Co-teaching Professional Development
Collaboration is a real-time training, demonstration environment. Unlike the Internet, Collaboration is
built specifically for live, multimedia collaboration. This collaboration environment enables the delivery
of live, online learning, training, coaching, mentoring, and meeting. Effectiveness is increased by
engaging participants with the ability to talk over the Internet (with full, 2-way audio) or using
integrated telephony, video-collaborate, exchange text messages, display live video, share whiteboards,
multimedia files, and applications—all in one intuitive, graphical interface.
University of the Cumberlands Graduate Education Handbook 8/28/2014
Graduate Education Handbook Page 8
I-Learn provides synchronous tools for teaching and learning. I-Learn allows instructors to distill data
and monitor performance, take action with candidates by automating, interacting, and intervening
throughout the course, track candidate achievement and facilitate mastery as well as many other tools
that enable both rigor and flexibility in learning.
University of the Cumberlands’ Graduate Education programs use other technologies to further provide
the face-to-face component and allow the significant contribution that a relationship between instructor
and candidate affords. Some of these technologies are Skype, Go-to-Meeting, Video-Conferencing Unit
(Polycom) through Distance Learning, Round-Table, Elmo, Smart-Board use through projectors,
Computer Lab, I-Pad Lab, and wireless connectivity within the Education Department Building.
Candidates also have the opportunity for one-on-one meetings through Collaborate, professor travel, and
face-to-face scheduled seminars within the communities where the candidates live. Instructors have
office hours (verbal and/or virtual) through Collaborate, Skype and phone.
To further develop the instructor/candidate relationship, our touch points with candidates include but are
not limited to:
Weekly Collaborate meetings within coursework;
Phone Calls;
E-mails;
Text-messaging;
Meeting as cohorts for class in locations across Kentucky;
Meeting at required conferences;
Mentoring;
Clinical Professional Experience/Student-Teaching Observations;
University Coordinator Seminars;
Co-teaching Professional Development
Face-to-face observations by University Coordinators in locations across the United States
Completion of Disposition Surveys by each instructor in each course.
University of the Cumberlands’ Graduate courses utilize verbal, video, text-based communication
through Collaborate live to meet for at least ninety (90) minutes each week to allow for pedagogy of
teaching much as in the traditional classroom. These Collaborates are designed to provide candidates
with clarifications, additions, and instructions about course objectives and requirements. This is a
guaranteed time to discuss issues with the instructor, interact with other candidates, and receive
feedback on assignments, quizzes, test, papers, etc. Time is also available for on-on-one interaction
between the instructor and the candidate before and after Collaborate. Candidates have the opportunity
for one-on-one meetings through the Collaborate function within the Collaboration experience.
Instructors have office hours (verbal and/or virtual) through Collaborate as well. Many Collaborate
Live communication tools are available that include:
Integrated Voice over IP, which allows for verbal communication between participants,
Teleconferencing, which allows for live exchange of information among several persons and
computers remote from one another,
Public and private Collaborate, which allows users to communicate in real time using easily
accessible web interfaces,
University of the Cumberlands Graduate Education Handbook 8/28/2014
Graduate Education Handbook Page 9
Quizzing and polling,
Emoticons,
A webcam tool, and
Others.
The software includes several visual tools, including but not limited to:
Whiteboard, which allows for sharing of hand-written texts, power-points, etc.
Application sharing, which allows for sharing of simulated clinical experiences,
File transfer, which allows for specific archiving of clinical experiences,
Web tour.
The software also includes a record feature that requires the moderator to record the class for candidates
to review for more in-depth understanding as well as a graphing tool, breakout rooms for group work,
and timer. The whiteboard supports the uploading of presentations for viewing on the whiteboard for
class or meeting.
Instructors and candidates can use the Collaborate window to send a text messages to everyone, to
selected participants, or to a single participant in the session. Depending on the session configuration,
the moderator may be able to monitor all messages sent between participants, including private
messages. If a participant has the permission to Collaborate, he or she will be able to send a text
message to everyone, to selected participants, or to one participant in the session. Participants can
always send a text message to the moderator even if they do not have the Collaborate permission.
Participants can send Collaborate messages to everyone in This Room, to All Rooms (Breakout Rooms)
to Moderators only, to a specific participant, or to Selected Participants.
Power Point presentations can be shown on the “White Board” so that candidates can see the Power
Point as the instructor is teaching or presenting information. Candidates can also download the Power
Point to save or print. The “White Board” also allows the convenience of web tours so that the
instructor can guide candidates through web-based information.
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 Collaborate, SKYPE or other means. The technology needed would include a webcam, a
computer, a broadband Internet connection, and 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
Clinical Professional Experience for the Master of Arts in Teaching degree, for administrative Clinical
Professional Experience, for school counseling Clinical Professional Experience and internship, and an
application for the comprehensive exam or Capstone.
University of the Cumberlands Graduate Education Handbook 8/28/2014
Graduate Education Handbook Page 10
Program/Candidate 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.
University of the Cumberlands authenticates candidate work through the use of:
Group Presentations with the Discussion Forum (as an ad hoc to Collaborate) so that candidates
are collaborating and preparing materials as well as physically presenting material outside of the
Collaborate time
Group Discussions and questions within the Collaborate time
Password secured Course Management Systems through I-Learn for the asynchronous
environment and Collaborate for the synchronous environment as all courses are a blended
environment;
Randomizing questions from a multiple pool of questions for exams as well as limiting time on
exams and limiting availability of exams;
Extensive writing projects throughout the course timeframe;
Allowance of revision of the writing projects throughout the course timeframe to allow for both
authenticity as well as mastery learning;
Plagiarism training for candidates, required in EDOL 630, Research Methods
Ethics training for candidates
Signed Code of Ethics housed within each candidate’s file
The use of Turn-It-In (A self-check monitoring device for plagiarism)
Informal monitoring of plagiarism
Proctoring for Comprehensive Exams and Summative Evaluations
An Individual Action Plan is created for candidates who have problems in progressing from one Pillar to
another, either due to GPA, exam scores, or dispositions assessments.
Assessments at Each Pillar for Graduate Programs
The Pillar Assessment is described in each of the graduate programs.
Field Experience
Candidates are required to complete field experience hours to experience the Education Department’s
theme: Reflector Constructors of Quality Learning Experiences through Critical Thinking. During these
hours, candidates observe, reflect, critique, interview, design instruction, and teach (O=Observe;
P=Participate; I=Interact).
Prior to student teaching/Clinical Professional Experience activities, candidates must have on file a valid
and current TB test, medical exam, and FBI criminal background check. This is best done through the
University of the Cumberlands Graduate Education Handbook 8/28/2014
Graduate Education Handbook Page 11
school district where you plan to observe/teach. You can check with the Kentucky State Police website
for the FBI background check. (http://www.kentuckystatepolice.org/background_check_forms.htm)Use
the background check link listed under "Employment."
Candidates should use the Permission Form when requesting to do observation in a school for the first
time; This form may not be needed when observing in schools close to campus where numerous
undergraduate and graduate candidates visit, and will not be needed when observing in a school where
the candidate is employed. This form is to be returned to your instructor.
Once in the school, documentation of each observation is required using the Field Experience
Timesheet. Certain courses have required field experience hours. Other courses may have field
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.
(edmanager@ucumberlands.edu)
Candidates utilize a Field Experience Timesheet in an electronic form. The electronic form eliminates
the old process of scanning the paper forms and putting them in the drop box in iLearn. It also
eliminates paper forms being mailed or faxed to our department. This electronic form mirrors the paper
form but has one huge advantage of automatically populating the information.
When students go to schools for observation, they will still utilize the paper timesheet form only for the
purpose of taking notes that help them when they are submitting the electronic timesheet.
The electronic Field Experience Timesheet form can be found at the following link:
https://postoffice.ucumberlands.edu/educationforms/
The following are the directions for using this field experience reporting system:
Please print this form http://www.ucumberlands.edu/academics/graduate/downloads/Field_Experience_Timesheet_2010.pdf
and use it in the classroom where you observe for the purpose of taking notes. Based on those notes you
will fill and submit the electronic time sheet. Make sure that the educator that you observed signs the
printed form (the one used to take notes). You should also make sure you keep the signed form for your
records. It is possible that you will be required to substantiate your observation hours by providing the
signed form.
After clicking on the link the students will be required to log in to get to the actual form. The same
credentials they use to log in iLearn will be required. Please note that all the fields in this form except
those under the “Classroom Demographics” are required fields. You will not be able to submit the form
unless you enter the information required in all those fields.
Select the course for which you completed your field hours.
Candidates should submit the form once for each teacher observed. For example if you observed the
same teacher for all the number of field hours required (you observed teacher John Smith on Jan 15
2014, for one hour and then subsequently you observed the same teacher on Jan 16, 20, 22, 28 also for
an hour each), you should submit the form just once. For “Visit Date” choose the last date when you
observed (in the example above that will be Jan 28 2014).
University of the Cumberlands Graduate Education Handbook 8/28/2014
Graduate Education Handbook Page 12
For “Level of Involvement” choose the highest level of involvement correspondent to your observations.
If during your observations you Observed, Participated, and Implemented, when you submit the form
you should choose the highest level of involvement. The levels of involvement are listed in increasing
order in the electronic form.
For “Time Spent” you should choose the cumulative time spent. In the example above you should enter
300 since the time spent should be entered in minutes and you observed for 5 hours (one hour on Jan 15,
16, 20, 22, 28)
In the “Summary” box, you should list, along with what your instructor requires, the dates you
observed since, in the form, you choose just the last date of your observations.
In the “Teacher Demographics” section of the form you are required to enter the information
related to the educator that you observed during your observation.
In the “Classroom Demographics” section you should select the appropriate check boxes if you
noticed diverse students in the classroom that you observed.
Make sure you click the last check box certifying that the information you provided is accurate. Only
after checking that box will the “Submit” button will show up. You will then be able to submit the
electronic timesheet.
If you observed more than one teacher you should submit the form once for each of the teachers
observed following the above instructions. For example you observed John Doe, Greg Smith, and Anne
Wilson for 3 hours each for a total of 9 hours. If you observed those teachers multiple times at different
dates (for example you observed John Doe for an hour each on Jan 14 2014, Jan 19 2014, and Jan 29
2014) you should also follow the above instructions and submit the form just once for the 3 when you
observed John Doe.
Remember you should not submit the form for every time you observed. Depending on how many hours
your course requires and your personal schedule it is possible you went and observed multiple times (for
example your course required 10 observation hours and you went and observed 10 different times at
different dates). How many times you observed does not determine how many times the form should be
submitted. You should submit the form once for each teacher observed, entering the latest observation
date as the date observed.
For some courses the field experience component may consist in an interview rather than observing in a
classroom. If the interviewer does not want their personal information disclosed, in order to be able to
submit the form you should enter “N/A” in the fields under the “Teacher Demographics” section of the
form. For “Years of Experience” you should enter “0” (zero) and for “Rank” choose “Other”.
The chart on the following pages list University of the Cumberlands courses that have required field
hours.
University of the Cumberlands Graduate Education Handbook 8/28/2014
Graduate Education Handbook Page 13
Field and Clinical Experience Hours MAT MAED Rank I/Administration/Certifications/
Endorsements
Courses
Ele
m
MS
Sec
P-1
2
SP
ED
SP
ED
Lit
. S
pec
iali
st
Sch
. C
ou
nse
lin
g
Tea
cher
Lea
der
SP
ED
Ed
.S.,
Dir
. P
up
il
Per
son
nel
Su
per
inte
nd
ent
Su
per
vis
or
of
Inst
ruct
ion
Dir
. S
PE
D
Pri
nci
pal
Lit
. S
pec
iali
st
En
do
rsem
ent
ADMOL 650 Intro. to School
Leadership 15
ADMOL 661 School Principal Role,
Imp. Sch. Climate/Culture 20
ADMOL 662 School/ Comm.
Relations 15
ADMOL 670 Res. Allocation:
Strategic Mgmt/ Sch. Budgeting
15
ADMOL 671 School Principal Role,
Curr. Leadership
15
ADMOL 672 School Principal Role,
Assessing Inst. Program/ Monitoring
Stud. Perf.
30
ADMOL 675 School Principal Role,
Creating Org. Structures and
Operations
20
ADMOL 676 Human Res. Mgmt. &
Sup.
15
ADMOL 677 Seminar on Ed.
Change: Instr. Leadership
10
ADMOL 678 School Principal: Instr.
Leadership/ Culture & Climate 30
ADOL 561
Leadership for Ed. Prof.
27
ADOL 628: Prof. Learning Comm. 10
ADOL 629: Time Mgmt. for School
Leaders
100 100 200
University of the Cumberlands Graduate Education Handbook 8/28/2014
Graduate Education Handbook Page 14
MAT MAED Rank I/Administration/Certifications/
Endorsements
Courses
Ele
m
MS
Sec
P-1
2
SP
ED
SP
ED
Lit
. S
pec
iali
st
Sch
. C
ou
nse
lin
g
Tea
cher
Lea
der
SP
ED
Ed
.S.,
Dir
. P
up
il
Per
son
nel
Su
per
inte
nd
ent
Su
per
vis
or
of
Inst
ruct
ion
Dir
. S
PE
D
Pri
nci
pal
Lit
. S
pec
iali
st
En
do
rsem
ent
ADOL 630: Intro. to Ed.
Administration
10 10
ADOL 631
School Program Improvement
20 20 20
ADOL 632 Human Resource Mgt. 10 10 10 10
ADOL 633
Applied Research
20
ADOL 634: Business Mgmt. in Public
Schools
10
ADOL 635: School/Comm. Relations 10 10
ADOL 636: School Law I 10 10
ADOL 638, Time Mgmt. for School
Leaders II
50
ADOL 639 The Supervisor 10
ADOL 641School System Admin. 10
ADOL 642: Strategic Mgmt. in
Education
10
ADOL 644: Intro. to District
Leadership
10
ADOL 653
Assessment of and for Student
Learning
15
ADOL 655
Team Leadership
24
University of the Cumberlands Graduate Education Handbook 8/28/2014
Graduate Education Handbook Page 15
MAT MAED Rank I/Administration/Certifications/
Endorsements
Courses
Ele
m
MS
Sec
P-1
2
SP
ED
SP
ED
Lit
. S
pec
iali
st
Sch
. C
ou
nse
lin
g
Tea
cher
Lea
der
SP
ED
Ed
.S.,
Dir
. P
up
il
Per
son
nel
Su
per
inte
nd
ent
Su
per
vis
or
of
Inst
ruct
ion
Dir
. S
PE
D
Pri
nci
pal
Lit
. S
pec
iali
st
En
do
rsem
ent
ADOL 668, 669 Admin. Clinical
Professional Experience
105 100
ADOL 671: Instr. Leadership: School
Super.
10
ADOL 672: School Admin. and
Regulation
10
ART 531 Methods Teaching Art 5*
BUOL 531 Methods Teaching
Business
5*
COOL 530
Intro. to School Counseling
51/
252
COOL 538 Counseling Ind.
w/Diverse Needs
51/
202
COOL 539 Career Development
51/
252
COOL 630 Intro. to Addictions
Counseling
5
COOL 634 Group Counseling 51/
202
COOL 637
Counseling Clinical Professional
Experience
1001
COOL 638 Counseling Internship 5002
EDOL 520, Clinical 1
50 50 50 50 50
University of the Cumberlands Graduate Education Handbook 8/28/2014
Graduate Education Handbook Page 16
MAT MAED Rank I/Administration/Certifications/
Endorsements
Courses
Ele
m
MS
Sec
P-1
2
SP
ED
SP
ED
Lit
. S
pec
iali
st
Sch
. C
ou
nse
lin
g
Tea
cher
Lea
der
SP
ED
Ed
.S.,
Dir
. P
up
il
Per
son
nel
Su
per
inte
nd
ent
Su
per
vis
or
of
Inst
ruct
ion
Dir
. S
PE
D
Pri
nci
pal
Lit
. S
pec
iali
st
En
do
rsem
ent
EDOL 540, 539, 538, 537
P-12 School, Modern Elem. School,
Middle School, Secondary School
5* 5* 5* 5* 5 5
EDOL 541, Clinical II 55 55 55 55 65
EDOL 547, Diversity in a
Multicultural Society
15* 15* 15* 15* 15* 15 10 10
EDOL 562
Theories of Teaching and Learning
15
EDOL 634
Curriculum Management and
Assessment
20* 20* 20* 20* 20* 20 22 10
EDOL 635 Classroom Management
EDOL 636 Problems in Ed. 10
EDOL 639, Methodology of Teaching
EDOL 643
Best Practices for Coaching and
Mentoring Teachers
10
EDOL 647
Teacher Leader in Professional
Learning Communities
50 51
EDOL 698, 699 Clinical III 70 full days – 1 semester
ELSA 770: Politics of Ed. Decision-
Making
10
ENOL 531, Writing Instruction in the
Content Areas
5 5
ENOL 532 Methods Teaching Eng. 5* 5* 5* 5
University of the Cumberlands Graduate Education Handbook 8/28/2014
Graduate Education Handbook Page 17
MAT MAED Rank I/Administration/Certifications/
Endorsements
Courses
Ele
m
MS
Sec
P-1
2
SP
ED
SP
ED
Lit
. S
pec
iali
st
Sch
. C
ou
nse
lin
g
Tea
cher
Lea
der
SP
ED
Ed
.S.,
Dir
. P
up
il
Per
son
nel
Su
per
inte
nd
ent
Su
per
vis
or
of
Inst
ruct
ion
Dir
. S
PE
D
Pri
nci
pal
Lit
. S
pec
iali
st
En
do
rsem
ent
HEOL 530
Methods Teaching Health
5*
HIOL 530 Methods Teaching SS 5* 5* 5*
MAOL 532 Methods Teaching Math, 5* 5* 5*
MUOL 533
Methods Teaching Music
5*
PEOL 530 Methods Teaching PE 5*
REOL 531, Reading and Writing
Found.
5* 5* 5* 5* 5* 5
REOL 533, Teaching Reading/Writing
in the Content Areas
10* 10* 10* 10* 10* 10 10
REOL 534, Methods for Teaching
Reading in Elementary
5*
REOL 535 Methods Language Arts 5
REOL 630, Diagnosis of Reading
Problems
10 10
REOL 631 Diagnostic Procedures 5
REOL 632, Strategies for Reading
Problems
10
REOL 633, Literacy Leadership 10 10
SCOL 530 Methods Teaching Science 5* 5* 5*
University of the Cumberlands Graduate Education Handbook 8/28/2014
Graduate Education Handbook Page 18
MAT MAED Rank I/Administration/Certifications/
Endorsements
Courses
Ele
m
MS
Sec
P-1
2
SP
ED
SP
ED
Lit
. S
pec
iali
st
Sch
. C
ou
nse
lin
g
Tea
cher
Lea
der
SP
ED
Ed
.S.,
Dir
. P
up
il
Per
son
nel
Su
per
inte
nd
ent
Su
per
vis
or
of
Inst
ruct
ion
Dir
. S
PE
D
Pri
nci
pal
Lit
. S
pec
iali
st
En
do
rsem
ent
SCOL 531 Methods, Teaching Sec.
Sci.
5*
SPOL 530 Issues & Trends 5* 5* 5* 5* 5* 5 5 5 5 5
SPOL 632 Consultation &
Collaboration
5* 5 5 5
SPOL 635
Classroom Behavior Management
10* 10* 10* 10* 10* 10 5
SPOL 637
Char. of Autism Spect. Disorders
(Methods/Materials of Instr. Beh. Int.,
Students with Beh. Difficulties)
10*
SPOL 533
Middle & Secondary School
5* 5
TOTALS 200
95*
200
95*
200
95*
200
95*
200
85*
25 160 1301
/
6002
200 20 210 130 200 110 385 35
*Prescribed hours within Clinical II. Candidates collect hours within these courses and completes prescribed activities within the courses, but record them in EDOL 541,
Clinical II for accountability. Remaining balance of 150 hours will be completed when students enroll in the EDOL 541 course. 1Field/Clinical Experience Hours for Teachers within the School Counseling Program 2Field/Clinical Experience Hours for Non-Teachers within the School Counseling Program
University of the Cumberlands Graduate Education Handbook 8/28/2014
Graduate Education Handbook Page 19
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/Clinical Professional Experience Handbook.
During EDOL 699 Clinical Professional Experience, Option 6 candidates (those MAT Teacher
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 this Teacher Candidate is
employed beginning the same semester they would normally do Clinical Professional Experience, then
Clinical Professional Experience must be pushed forward to the next semester in order to complete 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 105-hour Clinical Professional Experience is completed in the courses ADOL 669.
The Counseling Clinical Professional Experience, COOL 637, is for candidates holding a teaching certificate
with teaching experience and requires 125 hours of clinical experience. The Counseling Internship, COOL 638,
is for all other candidates and requires 600 hours of clinical experience. These take place within state-
accredited school(s) selected by the candidate and approved by the Course Instructor.
Multicultural/Diversity Experiences Summary Guidelines
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. The Field
Experience Timesheet 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. (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 describing: (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.
University of the Cumberlands Graduate Education Handbook 8/28/2014
Graduate Education Handbook Page 20
Remediation Opportunities
The School of Education provides the following remediation opportunities for coursework as well as passing of
the PRAXIS:
Repeating coursework
Faculty tutoring
The Academic Resource Center: More information is on the web at
https://www.ucumberlands.edu/arc/.
The Writing Center
Candidate Advisors will act as faculty personnel for the writing center alongside online resources in
order to support our candidates in the manner in which they are accustomed in their online learning
environment.
Because the majority of the graduate program is online, the writing center has been established as an on-
line presence as well so that we can support and assist our population. To that end, the following share-
ware resources are made available to candidates as Writing Services, Video-Conferencing Writing
Programs, and other Online Writing Services.
https://owl.english.purdue.edu/ - Purdue Online Writing Lab
http://www.bartleby.com/141/ - The Elements of Style
http://writingcenter.unc.edu/handouts - University of North Carolina Online Writing Lab
http://www.writing.wisc.edu/Handbook/index.html - The Writing Handbook
http://www.excelsior.edu/web/learning/home - Excelsior College Online Writing Lab
http://www.umuc.edu/writingcenter/onlineguide/ - University of Maryland Online Writing Lab
http://www.writing.ku.edu/ - University of Kansas
http://www.youtube.com/watch?v=qbAf1O3F0Js&feature=youtube_gdata – University of Kansas
http://www.youtube.com/watch?v=brSgHmy3f-g - College of Marin
http://www.uccs.edu/writingcenter/revisedowl.html - University of Colorado
http://cwl.oregonstate.edu/owl.php -- Oregon State University
http://writing.colostate.edu/learn.cfm - Colorado State University
http://www.uvu.edu/owl/onlinetutorials/index.html - Utah Valley Online Writing Lab
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.
University of the Cumberlands Graduate Education Handbook 8/28/2014
Graduate Education Handbook Page 21
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 Program
Program SPA
MAT, MAED Elementary ACEI, IRA, CEC, NCTM, NSTA, NCSS, ISTE
MAT, MAED Middle School IRA, NCTE, NSTA, ISTE, NCTM, NCSS, AMLE, ACEI, CEC
MAT, MAED Secondary IRA, NCTE, NCTM, NCSS, NSTA, CEC, ISTE
MAT, MAED SPED AMLE, IRA, NCTM, ACEI, CEC, ISTE
MAT P-12 NSAE, NSME, AAHE, NASP, AMLE, ACEI, IRA
MAED, Ed.S., School Counseling Kentucky Teacher Standards (KTS), Kentucky School Counselor
Standards (KCS), American School Counselor Association
(ASCA) Standards/National Model
MAED, Literacy Specialist NCTE/IRA
MAED, Teacher Leader KTS, Teacher Leader Standards (TLS), TSSA, KCAS, ACEI,
ISTE, NCTE, NASPE, NHES
Ed.S., Administration Programs ISLLC, TSSA, ELCC, CEC
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=c8a31b5
a5d568110VgnVCM10000022f95190RCRD&vgnextchannel=63501b5a5d568110VgnVCM10000022f9
5190RCRD
University of the Cumberlands Graduate Education Handbook 8/28/2014
Graduate Education Handbook Page 22
Master of Arts in Education 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 2.75 or higher
_____5. Kentucky Code of Ethics Signed
_____6. Scored writing sample
_____7. 3 Letters of Recommendation with favorable candidate Dispositions
_____8. Three years of successful teaching experience (Instructional Leadership only)
_____9. Planned Program – Signed and received by University of the Cumberlands
_____10. Admission Letter sent by EPAC, School of Education
Pillar V
_____12. Midpoint Check by Advisor
_____13. GPA 3.0 or above
_____14. Field Experience Logs for appropriate courses
_____15. EDOL 630 taken within first 15 hours
_____16. Instructor Assessment of Dispositions
_____17. Application for Comprehensive Exam / Portfolio
_____18. Application for Graduation Form (see Graduate Website)
_____19. Valid and current medical exam form with TB test received by UC (For administrative Clinical
Professional Experience experience only)
_____20. FBI criminal background check (For administrative Clinical Professional Experience experience
only)
Pillar VI
_____21. Six-year time limit not exceeded
_____22. GPA 3.0 or above
_____23. Fifteen hours of 600 level coursework
_____24. Twenty-one hours completed at University of the Cumberlands
_____25. Two favorable Dispositions at exit
_____26. Graduate Survey Form
_____27. Review Committee Evaluation of Candidate Dispositions
_____28. Capstone Project / Comprehensive Exam / Thesis passing score
_____29. Kentucky Code of Ethics Signed
_____30. Graduate Review (from Registrar)
_____31. Survey and Alumni Form (from Registrar)
_____32. TC-1 Completed and on file with Teacher Certification Officer
_____33. Official Transcripts for Master’s degree requested
Planned Programs for Master of Arts Ed Education 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
University of the Cumberlands Graduate Education Handbook 8/28/2014
Graduate Education Handbook Page 23
Master of Arts in Teaching Checklist
Pillar 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 2.75 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/ Praxis I (PPST) 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)
Pillar V
_____11. Midpoint Check by Advisor
_____12. GPA 3.0 or above
_____13. Mentor Agreement completed received by UC (if Option 6)
_____14. Field Experience Timesheets for appropriate courses (See Table 4)
_____15. EDOL 630 taken within first 15 hours
_____12. Instructor Assessment of Dispositions (two)
_____13. Application for Student Teaching or Clinical Professional Experience (EDUC/EDOL 698/699)
with attached:
a. Official copies of all PRAXIS II passing scores
_____14. Application for Comprehensive Exam (for certified candidates)
_____15. Application for Capstone Project (for non-certified candidates)
_____16. Graduation Application form completed
_____17. Valid and current medical exam form with TB test received by UC (For clinical experience)
_____18. FBI criminal background check (For clinical experience)
Pillar VI
_____19. Six-year time limit not exceeded (3 years for Option 6)
_____20. GPA 3.0 or above
_____21. Fifteen hours of 600 level coursework
_____22. Twenty-one hours completed at University of the Cumberlands
_____23. Capstone Project & Scoring Rubric (passing score)
_____24. Kentucky Code of Ethics Signed
_____25. Two favorable Dispositions
_____26. Review Committee Evaluation of Candidate Dispositions
_____27. Graduate Survey Form
_____28. Graduate Review (from Registrar)
_____29. Survey and Alumni Form (from Registrar)
_____30. TC-1/TC-TP Completed and on file with Teacher Certification Officer
_____31. Official Transcripts for Master’s degree requested
The Planned Program for MAT 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
University of the Cumberlands Graduate Education Handbook 8/28/2014
Graduate Education Handbook Page 24
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 (for all administrative programs); two
years administrative experience for superintendent.
_____8. Kentucky Code of Ethics Signed
_____9. Scored writing sample
_____10. 3 Letters of Recommendation with rating of candidate Dispositions
_____11. Planned Program – Signed and received by University of the Cumberlands
_____12. Admission Letter sent by Graduate Committee, Education Department
Pillar V
_____13. Midpoint Check by Advisor
_____14. GPA 3.0 or above
_____15. Valid and current medical exam form with TB test received by UC (For clinical and
Clinical Professional Experience experience)
_____16. FBI criminal background check (For clinical and Clinical Professional Experience
experience)
_____17. Field Experience Logs for appropriate courses (See Table 4)
_____18. Instructor Assessment of Dispositions from appropriate courses
_____19. Kentucky Code of Ethics Signed (between 12 and 15 hours of coursework)
_____20. Application for Clinical Professional Experience/Capstone
Pillar VI
_____21. Six-year time limit not exceeded
_____22. GPA 3.0 or above
_____23. Fifteen hours of 600 level coursework
_____24. Twenty-one hours completed at University of the Cumberlands
_____25. Self-assessment of Dispositions at exit
_____26. Passing Scores on Licensure Exams
_____27. Review Committee Evaluation of Candidate Dispositions
_____28. Kentucky Code of Ethics Signed
_____29. Survey and Alumni Form (from Registrar)
_____30. TC-1 Completed and on file with Teacher Certification Officer
_____31. 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
University of the Cumberlands Graduate Education Handbook 8/28/2014
Graduate Education Handbook Page 25
Educational Specialist Degree (Ed.S) Checklist
Pillar IV
_____1. Application to Graduate Program at University of the Cumberlands
_____2. Master’s 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. Two years administrative experience
_____9. Kentucky Code of Ethics Signed
_____10. Scored writing sample
_____11. Official GRE passing scores received by University of the Cumberlands
_____12. 3 Letters of Recommendation with rating of candidate Dispositions
_____13. Planned Program – Signed and received by University of the Cumberlands
_____14. Admission Letter sent by Graduate Committee, Education Department
Pillar V
_____15. Midpoint Check by Advisor
_____16. GPA 3.0 or above
_____17. Valid and current medical exam form with TB test received by UC (For Clinical
Professional Experience experience)
_____18. FBI criminal background check (For Clinical Professional Experience experience)
_____19. Field Experience Logs for appropriate courses (See Table 4)
_____20. Instructor Assessment of Dispositions from appropriate courses
_____21. Kentucky Code of Ethics Signed (between 12 and 15 hours of coursework)
_____22. Evaluation of School Improvement Plan and Professional Development Plan by the
candidate’s advisor.
_____23. Application for Clinical Professional Experience
_____24. Application for Capstone
Pillar VI
_____25. Six-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 Capstone
_____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
_____34. Application for Graduation
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
University of the Cumberlands Graduate Education Handbook 8/28/2014
Graduate Education Handbook Page 26
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. Admission Letter sent by Graduate Committee, Education Department
Pillar V
_____11. Midpoint Check by Advisor
_____12. GPA 3.0 or above
_____13. Field Experience Logs for appropriate courses (See Table 4)
_____14. Instructor Assessment of Dispositions (2) from coursework as needed (SPED/SPOL 530,
COU/OL 637, COU/OL 638)
_____15. Official copies of PRAXIS II #0420 passing scores (before COU/OL 637/638)
_____16. Application for Clinical Professional Experience (COU/OL 637)/Application for
Internship (COU/OL 638)
Pillar VI
_____17. Six-year time limit not exceeded
_____18. GPA 3.0 or above
_____19. Thirty-three (33) hours completed at University of the Cumberlands
_____20. Successful completion of COU/OL 637 Counseling Clinical Professional Experience and
COU/OL 638
Counseling Internship
_____21. Self-assessment of Dispositions at exit
_____22. Completion of Counselor Portfolio
_____23. Review Committee Evaluation of Candidate Dispositions
_____24. Graduation Application form completed
_____25. Kentucky Code of Ethics Signed by Candidate
_____26. Graduate Review (from Registrar)
_____27. Survey and Alumni Form (from Registrar)
_____28. TC-1 Completed and on file with Teacher Certification Officer
_____29. 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
University of the Cumberlands Graduate Education Handbook 8/28/2014
Graduate Education Handbook Page 27
Master of Arts in Education Teacher Leader 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. Screening to determine existing skills and dispositions for leadership
_____8. Kentucky Professional Code of Ethics signed by Candidate
_____9. 3 Letters of Recommendation with rating of candidate Dispositions
_____10. Planned Program – Signed by Candidate and sent to University of the Cumberlands
_____11. Admission Letter sent by Graduate Committee, Education Department
Pillar V
_____12. Midpoint Check by Advisor
_____13. Portfolio Discussion
_____14. EDOL 630 taken
_____15. GPA 3.0 or above
_____16. Field Experience/Diversity Logs for appropriate courses (See Table 4)
_____17. Instructor Assessment of Dispositions (2) from coursework as needed (EDOL 562; 643)
_____18. Kentucky Professional Code of Ethics signed by Candidate
_____19. Completed program plan on file
Pillar VI
_____20. Six-year time limit not exceeded
_____21. GPA 3.0 or above
_____22. Twenty-one (21) hours completed at University of the Cumberlands
_____23. Self-assessment of Dispositions at exit
_____24. Completion of Teacher Leader Portfolio with Capstone Project
_____25. Review Committee Evaluation of Candidate Dispositions (2 additional at exit)
_____26. Graduation Application form completed
_____27. Kentucky Code of Ethics Signed by Candidate
_____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 MAED Teacher Leader Program 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
University of the Cumberlands Graduate Education Handbook 8/28/2014
Graduate Education Handbook Page 28
Program Information
More information about the graduate programs can be found in the Graduate Catalog, online at
http://www.ucumberlands.edu/academics/catalog/
Master of Arts in Teaching
The 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 Clinical Professional Experience as the last semester of coursework. Student/Clinical
Professional Experience Teachers must download the MAT 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 per
year of enrollment. 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
Clinical Professional Experience. 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 MAT Handbook, online at the Graduate Education website.
During the final semester, non-certified MAT candidates will complete the Clinical Professional
Experience (EDOL 698/699). These courses run for an entire semester. EDOL 699 is for candidates who
are currently employed in a school system under a Temporary Provisional license (Option 6), while
EDOL 698 is for candidates in the traditional MAT program. The application form for these courses and
more information about the clinical semester is found in the Appendix and in the MAT Handbook.
Directions for the Administrative Clinical Professional Experience:
Special Education (ADOL 668), and Superintendent (ADOL 669)
In these courses candidates must document at least one hundred (100) hours working on projects,
observations, and other field experiences conducted under the supervision of a Mentor/Site Supervisor
of their choice. The mentor must hold the license which the Clinical Professional Experience candidate
is seeking and be serving in a leadership position requiring that certification. The mentor is usually
located in the district in which the candidate lives and/or is employed. The university course instructor
must approve each candidate’s choice of mentor prior to the semester in which the Clinical Professional
University of the Cumberlands Graduate Education Handbook 8/28/2014
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Experience is being served. Candidates are strongly encouraged to communicate with the university
instructor about mentor choices prior to finalizing any such relationships. The university instructor will
initiate the mentor selection process with registered candidates several weeks before the start of the
semester.
The candidate spends some time with the mentors watching what they do and getting them to explain
procedures and operations of the position. For a teacher or administrator with a "day job" that often
means getting up with the mentors after school and on non-school work days. The mentor will set up
projects and assignments to immerse the candidate in work of the position that is of genuine value to the
mentors and districts...work that can be done on one’s own time and not necessarily with the
mentor, though the work would be authorized and checked by the mentor.
The goal of the Clinical Professional Experience is to offer the candidate opportunities to learn about as
many facets of the position held by the mentors as possible. Therefore, the mentors exercise
considerable latitude in determining the nature and extent of the direction they provide to the candidates
as they tailor the experiences to meet the unique circumstances of their positions and places. All
candidates, however, are to be afforded ample opportunity to experience activities involving the analysis
and use of data to improve student performance. They are also to have opportunities to work in settings
where meeting the unique needs of learners diverse in terms of race, ethnicity, socio-economics,
disability, and language is fundamental to the position. Clinical Professional Experience candidates are
also to learn about and use the technological hardware and software used by their mentors.
The Clinical Professional Experience activities are supplemented by assigned readings in a text on
leadership followed by written assignments and asynchronous discussions with classmates, as well as
online Collaborates with them and the instructor. The instructor makes at least one visit to talk with
each Clinical Professional Experience candidate and one or both mentors during the semester, and is
readily available for consultation with candidates and mentors throughout the term.
In addition to assessments of the quality and quantity of discussion posts and Collaborates, candidate
performance in meeting the professional standards is also assessed by the instructor in terms of the
quality and quantity of Clinical Professional Experience experiences and reflections logged, and by the
performance on a final exercise requiring further activity and reflection on the Clinical Professional
Experience experiences. Candidates engage in self-assessments of their Clinical Professional
Experience performances in the light of the professional standards. Mentors also assess candidate
performance in regard to these standards and related dispositions.
Clinical Professional Experience Forms are in the Appendix as well as in the Education Leadership
Handbook.
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Directions for the School Counselor Practicum or Internship:
(COOL 637/COOL638)
In the School Counselor Practicum course, candidates must document at least one-hundred (125) hours
working on projects, observations, and other field experiences conducted under the supervision of a
Supervising Counselor of their choice and approved by the university. In the School Counselor
Internship course, candidates must document at least six-hundred (600) ) hours working on projects,
observations, and other field experiences conducted under the supervision of a Supervising Counselor of
their choice and approved by the university. The Supervising Counselor must hold a School Counseling
license and be serving in a School Counseling position. Often the Supervising Counselor is located in
the school and/or district in which the candidate lives and/or is employed. If the practicum location is
limited in the opportunities it can offer due to limited programs, lack of student and/or staff diversity, or
other factors, it will be necessary for the candidate to seek out additional locations where such
opportunities exist in order to have the experiences necessary for full preparation. The candidate’s
Supervising Counselor and instructor may be able to help identify appropriate locations where these
experiences can occur. The university course instructor must approve the candidate’s choice of
Supervising Counselor prior to the beginning of the semester in which the practicum/internship is being
served. Candidates are strongly encouraged to communicate with the university instructor about
Supervising Counselor choices prior to finalizing any such relationships. The university instructor will
initiate the Supervising Counselor selection process with registered candidates several weeks before the
start of the semester.
Usually the student spends some time with the Supervising Counselor watching what they do and
getting them to explain procedures and operations of the position. For a teacher or mental health
clinician with a "day job" that often means getting up with the Supervising Counselor before and after
school and on non-school work days. It is good to have the Supervising Counselor set up projects and
assignments that get the candidate immersed in work of the position that is of genuine value to the
Supervising Counselor and school...work that can be done on one’s own time and not necessarily with
the Supervising Counselor, though the work would be authorized and checked by the Supervising
Counselor.
The goal of the practicum/internship is to offer the candidate opportunities to learn about as many facets
of the position held by the Supervising Counselors possible. Therefore, Supervising Counselor exercise
considerable latitude in determining the nature and extent of the direction provided to the candidates as
they tailor the experiences to meet the unique circumstances of their positions and places. The course
expectation is that candidates will have experiences with individual counseling, small group counseling,
consultation/collaboration, large group guidance, curriculum issues, community relations and other
issues/concerns that may arise within the role of the counselor. Moreover, all candidates are to be
afforded ample opportunity to experience activities involving the analysis and use of data to improve
student performance. They are also to have opportunities to work in settings where meeting the unique
needs of learners diverse in terms of race, ethnicity, socio-economics, disability, and language is
fundamental to the position. Practicum/Internship candidates are also to learn about and use the
technological hardware and software used by their mentors.
The practicum activities are supplemented by assigned readings in a text on leadership followed by
written assignments and asynchronous discussions with classmates, as well as online chats with them
and the instructor. The instructor makes at least one visit to talk with each practicum/internship
University of the Cumberlands Graduate Education Handbook 8/28/2014
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candidate and Supervising Counselor during the semester, and is readily available for consultation with
candidates and mentors throughout the term.
In addition to assessments of the quality and quantity of discussion posts and chats, candidate
performance in meeting the professional standards (KTS and KSCS) is also assessed by the instructor in
terms of the quality and quantity of practicum experiences and reflections logged, and by the
performance on a final exercise requiring further activity and reflection on the practicum experiences.
Candidates engage in self-assessments of their practicum performances in the light of the professional
standards. Supervising Counselor also assess candidate performance in regard to these standards and
related dispositions.
School Counselor Practicum/Internship Forms can be obtained from the School Counselor Handbook at
http://gradweb.ucumberlands.edu/education/maed/resources.
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 in Principal, Supervisor of Instruction, Director of Pupil
Personnel and as a School Superintendent.
Exit Criteria
During 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.
Master of Arts in Teaching (MAT) Guidelines
MAT candidates will complete a Portfolio during the Student Teaching/Clinical Professional Experience
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. See the MAT Handbook
for more exit information.
Master of Arts in Education – School Counselor
The exam for the M.A.Ed. degree in School Counseling is comprised of a passing score on the School
Counselor Praxis (#421). The PRAXIS covers material presented in coursework and emphasizes
competencies identified in the American School Counselor Standards, under which the Kentucky School
Counselor Standards fall. Candidates must send the form for intent to sit for the PRAXIS by the
semester previous to graduation. 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 Kentucky School Counselor Standards,
the American School Counselor Association Standards and University of the Cumberlands standards.
For more information, consult the School Counselor Clinical Professional Experience/Internship
Handbook at http://www.ucumberlands.edu/academics/education/faculty/srose/Clinical Professional
Experience-InternshipHandook.doc Handbook at
http://gradweb.ucumberlands.edu/education/maed/resources.
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Master of Arts in Education – Teacher Leader
The exit exam for the M.A.Ed. degree in Teacher Leader is comprised of passing scores on both the
Standards-Based ePortfolio and the Standards-Based action research project and interview. Teacher
Leader candidates are required to maintain and ultimately complete an electronic portfolio through the
program coursework. Items in the portfolio provide evidence of the candidate’s competencies related to
the Kentucky Teacher Standards and University of the Cumberlands standards. The Rubric is found in
the Appendix of forms within this Graduate Handbook (p.52-53). The Standards-Based action research
project and interview allow practice of research as well as leadership competencies. Candidates are
provided a foundation in research in EDOL 630, Research and Evaluation. A topic is identified for the
culminating Research Project in ADOL 633, Applied Research. In courses throughout the program,
candidates gather data for this research project using the Kentucky Standards and Indicators for School
Improvement, Kentucky Teacher Standards, Kentucky Common Content and other materials specific to
the project. The research project is presented in the culminating course, EDOL 647, Teacher Leader in
Professional Learning Communities.
Education Specialist
Ed.S. Degree candidates complete a capstone project aligned to ISLLC, TSSA, ELCC and KSCS.
Praxis Test & Internship Program
Initial certification of all new teachers requires the successful completion of appropriate written
examinations (PRAXIS II). The Education Professional Standards Board (EPSB) selects the tests and
determines 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 exams. Upon completion of the tests and the approved teacher preparation program, a
provisional certificate 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
exception 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. The PPST is used
as appropriate to assist with admission.
Passing PRAXIS II Principles of Learning and Teaching (PLT) Exam scores should be attached to the
student teaching application.
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
internship.
Academic Dishonesty Policy
Honesty is expected of University of the Cumberlands students at all times. Lying (falsifying,
fabricating, or forging information in either written or spoken presentations) is strictly forbidden, and
may result in disciplinary action. (Student Handbook).
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At a Christian liberal arts university committed to the pursuit of truth and understanding, any act of
academic dishonesty is especially distressing and cannot be tolerated. In general, academic dishonesty
involves the abuse and misuse of information or people to gain an underserved academic advantage or
evaluation. The common forms of academic dishonesty include:
Cheating: Using deception in the taking of tests or the preparation of written work, using
unauthorized materials, copying another person’s work with or without consent, or assisting
another in such activities;
Lying: Falsifying, fabricating, or forging information in either written or spoken presentations;
Plagiarism: Using the published writings, data, interpretations, or ideas of another without
proper documentation.
Episodes of academic dishonesty are reported to the Vice President for Academic Affairs. The potential
penalty for academic dishonesty includes: (1) a failing grade on a particular assignment, (2) a failing
grade for the entire course, or (3) charges against the student with the appropriate disciplinary body.
(Student Handbook)
Candidate Grievance
Records 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 the Department
Chair.
For policy issues, should the Chair be unable to resolve the situation, 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
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regarding academic grade appeals, including their final disposition, are maintained by the Vice President
for Academic Affairs and the Academic Appeals Committee.
Individual Action Plan
The Education Department faculty at University of the Cumberlands is committed to helping all
candidates learn. Faculty will 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, an Individual
Action Plan will be initiated and the candidate will be moved to Probationary Status. The following
process is followed when an Individual 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 document
a. specific area(s) of concern (growth area)
b. specific actions and strategies designed to eliminate the identified area of concern
c. an established a time line for completion of the strategies and actions
d. possible resources to support the candidate’s professional growth
3. All involved parties, including the School of Education Dean, Graduate Chair and Program
Director, will sign and date the Individual Action Plan.
4. The Individual Action Plan’s timeline should be no longer than one academic year.
5. The Individual 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 Individual 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 Individual Action Plan requirements are
withdrawn from the program unless Graduate Education 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 continued enrollment will depend upon continuous improvement in the cited area(s)
for growth.
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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
Graduate Education Handbook Page 36
Interstate School Leader’s Licensure Consortium Standards for School Leaders (ISLLC)
Standard 1: An education leader promotes the success of every student by facilitating the
development, articulation, implementation, and stewardship of a vision of learning that is shared
and supported by all stakeholders Functions:
A. Collaboratively develop and implement a shared vision and mission.
B. Collect and use data to identify goals, assess organizational effectiveness, and promote
organizational learning
C. Create and implement plans to achieve goals
D. Promote continuous and sustainable improvement
E. 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 program
C. Create a personalized and motivating learning environment for students
D. Supervise instruction
E. Develop assessment and accountability systems to monitor student progress.
F. Develop the instructional and leadership capacity of staff
G. Maximize time spent on quality instruction
H. Promote the use of the most effective and appropriate technologies to support teaching and
learning
I. 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
environment. Functions:
A. Monitor and evaluate the management and operational systems
B. Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources
C. Promote and protect the welfare and safety of students and staff
D. Develop the capacity for distributed leadership
E. 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
faculty and community members, responding to diverse community interests and needs, and
mobilizing community resources. Functions:
A. Collect and analyze data and information pertinent to the educational environment
B. Promote understanding, appreciation, and use of the community’s diverse cultural, social, and
intellectual resources
C. Build and sustain positive relationships with families and caregivers
D. Build and sustain productive relationships with community partners
Graduate Education Handbook Page 37
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 success
B. Model principles of self-awareness, reflective practice, transparency, and ethical behavior
C. Safeguard the values of democracy, equity, and diversity
D. Consider and evaluate the potential moral and legal consequences of decision-making
E. 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,
responding to, and influencing the political, social, economic, legal, and cultural context. Functions:
A. Advocate for children, families, and caregivers
B. Act to influence local, district, state, and national decisions affecting student learning
C. Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership
strategies
TSSA I. Leadership and Vision: Educational leaders inspire a shared vision for comprehensive integration of technology and
foster 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
systemic 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
implementation of the district technology plan.
II. Learning and Teaching: Educational leaders ensure that curricular design, instructional strategies, and learning
environments 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
improved learning.
C. provide for learner-centered environments that use technology to meet the individual and diverse needs of
learners.
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
improved learning and teaching with technology.
III. Productivity and Professional Practice:
Educational leaders apply technology to enhance their professional practice and to increase their own
productivity 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
technology 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.
Graduate Education Handbook Page 38
F. use technology to advance organizational improvement.
IV. Support, Management, and Operations: Educational leaders ensure the integration of technology to support
productive 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
replacement cycles.
V. Assessment and Evaluation: Educational leaders use technology to plan and implement comprehensive systems of
effective assessment and evaluation.
Educational leaders:
A. use multiple methods to assess and evaluate appropriate uses of technology resources for learning,
communication, 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
professional 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
technology 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
technology.
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,
processes and/or knowledge and uses vocabulary that is
clear, correct and appropriate for students.
Accurately and effectively communicates an in-depth
understanding 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.
Initial-Level Performance Advanced-Level Performance
Effectively connects most content, procedures, and
activities with relevant life experiences of students.
Effectively connects content to students’ life experiences
including, 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.
Initial-Level Performance Advanced-Level Performance
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.
Initial-Level Performance Advanced-Level Performance
Graduate Education Handbook Page 39
Provides opportunities and guidance for students to
consider lesson content from different perspectives to
extend their understanding.
Regularly guides students to understand content from
appropriate diverse, multicultural, or global perspectives.
1.5 Identifies and addresses students’ misconceptions of content.
Initial-Level Performance Advanced-Level Performance
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
practices.
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.
Initial-Level Performance Advanced-Level Performance
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.
Initial-Level Performance Advanced-Level Performance
Plans and designs instruction based on contextual (i.e.,
student, community, and/or cultural) and pre-assessment
data.
Plans and designs instruction that is based on significant
contextual and pre-assessment data.
2.3 Plans assessments to guide instruction and measure learning objectives.
Initial-Level Performance Advanced-Level Performance
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.
Initial-Level Performance Advanced-Level Performance
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.
Initial-Level Performance Advanced-Level Performance
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.
Initial-Level Performance Advanced-Level Performance
Sets significant and challenging objectives for students
and verbally/nonverbally communicates confidence in
students’ ability to achieve these objectives.
Consistently Sets significant and challenging behavioral and
learning expectations for all students and communicates
confidence in their ability to achieve those expectations.
3.2 Establishes a positive learning environment.
Initial-Level Performance Advanced-Level Performance
Establishes clear standards of conduct, shows awareness
of student behavior, and responds in ways that are both
appropriate and respectful of students.
Maintains a fair, respectful, and productive classroom
environment conducive to learning.
3.3 Values and supports student diversity and addresses individual needs.
Graduate Education Handbook Page 40
Initial-Level Performance Advanced-Level Performance
Uses a variety of strategies and methods to supports
student 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.
Initial-Level Performance Advanced-Level Performance
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.
Initial-Level Performance Advanced-Level Performance
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/implements/manages 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.
4.1 Uses a variety of instructional strategies that align with learning objectives and actively engage students.
Initial-Level Performance Advanced-Level Performance
Uses a variety of instructional strategies that engage
students throughout the lesson on tasks aligned with
learning objectives.
Consistently provides a well-planned sequence of
appropriate instructional strategies that actively engage
students in meeting learning objectives.
4.2 Implements instruction based on diverse student needs and assessment data.
Initial-Level Performance Advanced-Level Performance
Implements instruction based on contextual information
and assessment data.
Implements instruction based on contextual information and
assessment data, adapting instruction to unanticipated
circumstances.
4.3 Uses time effectively.
Initial-Level Performance Advanced-Level Performance
Establishes efficient procedures for performing non-
instructional tasks, handling materials and supplies,
managing transitions, and organizing and monitoring
group work so that there is minimal loss of instructional
time.
Makes thoughtful choices about the organization and
implementation of both instructional and non-instructional
tasks to maximize time for student learning.
4.4 Uses space and materials effectively.
Initial-Level Performance Advanced-Level Performance
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.
Initial-Level Performance Advanced-Level Performance
Instruction provides opportunity to promote higher-order
thinking.
Consistently uses a variety of appropriate strategies to
facilitate 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.
Initial-Level Performance Advanced-Level Performance
Graduate Education Handbook Page 41
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.
Initial-Level Performance Advanced-Level Performance
Uses a variety of formative assessments to determine each
student’s progress and guide instruction.
Consistently uses appropriate formative assessments to
determine student progress, guide instruction, and provide
feedback to students.
5.3 Uses summative assessments.
Initial-Level Performance Advanced-Level Performance
Uses a variety of summative assessments to measure
student achievement.
Consistently uses appropriate summative assessments
aligned with the learning objectives to measure student
achievement.
5.4 Describes, analyzes, and evaluates student performance data.
Initial-Level Performance Advanced-Level Performance
Describes, analyzes, and evaluates student performance
data to determine progress of individuals and identify
differences in progress among student groups.
Consistently describes, analyzes, and evaluates student
performance data to determine student progress, identify
differences among student groups, and inform instructional
practice.
5.5 Communicates learning results to students and parents.
Initial-Level Performance Advanced-Level Performance
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
recommends future actions.
5.6 Allows opportunity for student self-assessment.
Initial-Level Performance Advanced-Level Performance
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.
Initial-Level Performance Advanced-Level Performance
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.
Initial-Level Performance Advanced-Level Performance
Uses technology to implement instruction that facilitates
student 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.
Initial-Level Performance Advanced-Level Performance
Integrates student use of technology into instruction to
enhance learning outcomes and meet diverse student
needs.
Provides varied and authentic opportunities for all students
to use appropriate technology to further their learning.
6.4 Uses available technology to assess and communicate student learning.
Initial-Level Performance Advanced-Level Performance
Uses technology to assess and communicate student
learning.
Uses technology to assess student learning, manage
assessment data, and communicate results to appropriate
stakeholders.
Graduate Education Handbook Page 42
6.5 Demonstrates ethical and legal use of technology.
Initial-Level Performance Advanced-Level Performance
Ensures that personal use and student use of technology
are ethical and legal.
Provides and maintains a safe, secure, and equitable
classroom 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.
Initial-Level Performance Advanced-Level Performance
Reflects on and accurately evaluates student learning
using appropriate data.
Uses formative and summative performance data to
determine the learning needs of all students.
7.2 Uses data to reflect on and evaluate instructional practice.
Initial-Level Performance Advanced-Level Performance
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
teaching.
7.3 Uses data to reflect on and identify areas for professional growth.
Initial-Level Performance Advanced-Level Performance
Identifies areas for professional growth using appropriate
data.
Reflects on the evaluations of student learning and
instructional 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.
8.1 Identifies opportunities to engage in collaborations that enhance student learning
Initial-Level Performance Advanced-Level Performance
Identifies opportunities to engage in collaborations that
enhance 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
Initial-Level Performance Advanced-Level Performance
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
Initial-Level Performance Advanced-Level Performance
Reflects on the purpose and impact of the collaborative
activities
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.
Initial-Level Performance Advanced-Level Performance
Identifies priority growth areas and strengths by
thoroughly and accurately assessing current performance
on all the Kentucky Teacher Standards.
Thoroughly and accurately assesses current performance
related to the Kentucky Teacher Standards and any
school/district professional development initiatives.
9.2 Identifies priorities for professional development based on data from self-assessment, student performance and
feedback from colleagues.
Initial-Level Performance Advanced-Level Performance
Identifies priorities for professional development based on
data from self-assessment, student performance and
feedback from colleagues.
Reflects on data from multiple sources (i.e., self-assessment,
student performance, feedback from colleagues,
Graduate Education Handbook Page 43
school/district initiatives) and identifies priority areas for
growth.
9.3 Designs a professional growth plan that addresses identified priorities.
Initial-Level Performance Advanced-Level Performance
Designs a clear, logical professional growth plan that
addresses all priority areas.
Designs a clear, logical professional growth plan that
addresses all priority areas.
9.4 Shows evidence of professional growth and reflection on the identified priority areas and impact on
instructional effectiveness and student learning.
Initial-Level Performance Advanced-Level Performance
Shows clear evidence of professional growth and
reflection 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.
Initial-Level Performance Advanced-Level Performance
Identifies leadership opportunities in the school,
community, or professional organizations and selects one
with the potential for positive impact on learning or the
professional environment and is realistic in terms of
knowledge, skill, and time required.
Identifies leadership opportunities within the school,
community, or professional organizations to advance
learning, improve instructional practice, facilitate
professional development of colleagues, or advocate
positive policy change; and selects an opportunity to
demonstrate initiative, planning, organization, and
professional judgment.
10.2 Develops a plan for engaging in leadership activities.
Initial-Level Performance Advanced-Level Performance
Develops a leadership work plan that describes the
purpose, 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/actions, and plan for assessing progress and impact.
10.3 Implements a plan for engaging in leadership activities.
Initial-Level Performance Advanced-Level Performance
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.
Initial-Level Performance Advanced-Level Performance
Analyzes student learning and/or other data appropriately
to evaluate the results of planned and executed leadership
efforts.
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)
Graduate Education Handbook Page 44
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-Concept
A:A1.1 Articulate feelings of competence and confidence as learners
A: A1.2 Display a positive interest in learning
A: A1.3 Take pride in work and achievement
A: A1.4 Accept mistakes as essential to the learning process
A: A1.5 Identify attitudes and behaviors that lead to successful learning
A: A2 Acquire Skills for Improving Learning
A: A2.1 Apply time management and task management skills
A: A2.2 Demonstrate how effort and persistence positively affect learning
A: A2.3 Use communication skills to know when and how to ask for help when
needed
A: A2.4 Apply knowledge and learning styles to positively influence school
performance
A:A3 Achieve School Success
A: A3.1 Take responsibility for their actions
A: A3.2 Demonstrate the ability to work independently, as well as the ability to
work cooperatively with other students
A: A3.3 Develop a broad range of interests and abilities
A: A3.4 Demonstrate dependability, productivity and initiative
A: A3.5 Share knowledge
B. Students will complete school with the academic preparation essential to choose from a wide range of
substantial post-secondary options, including college.
A:B1 Improve Learning
A: B1.1 Demonstrate the motivation to achieve individual
potential
A: B1.2 Learn and apply critical-thinking skills
A: B1.3 Apply the study skills necessary for academic
success at each level
A: B1.4 Seek information and support from faculty, staff,
family and peers
A: B1.5 Organize and apply academic information from a
variety of sources
A: B1.6 Use knowledge of learning styles to positively
influence school performance
A: B1.7 Become a self-directed and independent learner
A: B2 Plan to Achieve Goals
A: B2.1 Establish challenging academic goals in elementary,
middle/jr. high and high school
A: B2.2 Use assessment results in educational planning
A: B2.3 Develop and implement annual plan of study to
maximize academic ability and achievement
Graduate Education Handbook Page 45
A: B2.4 Apply knowledge of aptitudes and interests to goal
setting
A: B2.5 Use problem-solving and decision-making skills to
assess progress toward educational goals
A: B2.6 Understand the relationship between classroom
performance and success in school
A: B2.7 Identify post-secondary options consistent with
interests, 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 Experiences
A: C1.1 Demonstrate the ability to balance school, studies, extracurricular
activities, leisure time and family life
A: C1.2 Seek co-curricular and community experiences to enhance the school
experience
A: C1.3 Understand the relationship between learning and work
A: C1.4 Demonstrate an understanding of the value of lifelong learning as
essential to seeking, obtaining and maintaining life goals
A: C1.5 Understand that school success is the preparation to make the transition
from student to community member
A: 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
successful 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 Awareness
C: A1.1 Develop skills to locate, evaluate, and interpret career information
C: A1.2 Learn about the variety of traditional and nontraditional occupations
C: A1.3 Develop an awareness of personal abilities, skills, interests and
motivations
C: A1.4 Learn how to interact and work cooperatively in teams
C: A1.5 Learn to make decisions
C: A1.6 Learn how to set goals
C: A1.7 Understand the importance of planning
C: A1.8 Pursue and develop competency in areas of interest
C: A1.9 Develop hobbies and vocational interests
C: A1.10 Balance between work and leisure time
C: A2 Develop Employment Readiness
C: A2.1 Acquire employability skills such as working on a team, problem-solving
and organizational skills
C: A2.2 Apply job readiness skills to seek employment opportunities
C: A2.3 Demonstrate knowledge about the changing work place
C: A2.4 Learn about the rights and responsibilities of employers and employees
C: A2.5 Learn to respect individual uniqueness in the workplace
C: A2.6 Learn how to write a resume
C: A2.7 Develop a positive attitude toward work and learning
C: A2.8 Understand the importance of responsibility, dependability, punctuality,
integrity and effort in the workplace
C: A2.9 Utilize time and task management skills
B. Students will employ strategies to achieve future career goals with success and satisfaction.
Graduate Education Handbook Page 46
C:B1 Acquire Career Information
C: B1.1 Apply decision-making skills to career planning, course selection and
career transition
C: B1.2 Identify personal skills, interests, and abilities and relate them to current
career choice
C: B1.3 Demonstrate knowledge of the career-planning process
C: B1.4 Know the various ways in which occupations can be classified
C: B1.5 Use research and information resources to obtain career information
C: B1.6 Learn to use the Internet to access career-planning information
C: B1.7 Describe traditional and nontraditional career choices and how they relate
to career choice
C: B1.8 Understand how changing economic and societal needs influence
employment trends and future training
C: B2 Identify Career Goals
C: B2.1 Demonstrate awareness of the education and training needed to achieve
career goals
C: B2.2 Assess and modify their educational plan to support career
C: B2.3 Use employability and job readiness skills in internship, mentoring,
shadowing, and/or other work experience
C: B2.4 Select course work that is related to career interests
C: 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 Goals
C: C1.1 Understand the relationship between educational achievement and career
success
C: C1.2 Explain how work can help to achieve personal success and satisfaction
C: C1.3 Identify personal preferences and interests influencing career choice and
success
C: C1.4 Understand that the changing workplace requires lifelong learning and
acquiring new skills
C: C1.5 Describe the effect of work on lifestyle
C: C1.6 Understand the importance of equity and access in career choice
C: C1.7 Understand that work is an important and satisfying means of personal
expression
C: C2 Apply Skills to Achieve Career Goals
C: C2.1 Demonstrate how interests, abilities, and achievement relate to achieving
personal, social, educational and career goals
C: C2.2 Learn how to use conflict management skills with peers and adults
C: C2.3 Learn to work cooperatively with others as a team member
C: 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
adulthood.
A. Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect
self and others.
PS: A1 Acquire Self-knowledge
PS: A1.1 Develop positive attitudes toward self as a unique and worthy person
PS: A1.2 Identify values, attitudes and beliefs
PS: A1.3 Learn the goal-setting process
Graduate Education Handbook Page 47
PS: A1.4 Understand change is a part of growth
PS: A1.5 Identify and express feelings
PS: A1.6 Distinguish between appropriate and inappropriate behavior
PS: A1.7 Recognize personal boundaries, rights, and privacy needs
PS: A1.8 Understand the need for self-control and how to practice it
PS: A1.9 Demonstrate cooperative behavior in groups
PS: A1.10 Identify personal strengths and assets
PS: A1.11 Identify and discuss changing personal and social roles
PS: A1.12 Identify and recognize changing family roles
PS: A2 Acquire Interpersonal Skills
PS: A2.1 Recognize that everyone has rights and responsibilities
PS: A2.2 Respect alternative points of view
PS: A2.3 Recognize, accept, respect, and appreciate individual differences
PS: A2.4 Recognize, accept, and appreciate ethnic and cultural diversity
PS: A2.5 Recognize and respect differences in various family configurations
PS: A2.6 Use effective communication skills
PS: A2.7 Know that communication involves speaking, listening and nonverbal
behavior
PS: 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 Application
PS: B1.1 Use a decision-making model and problem-solving model
PS: B1.2 Understand consequences of decisions and choices
PS.B1.3 Identify alternative solutions to a problem
PS: B1.4 Develop effective coping skills for dealing with problems
PS: B1.5 Demonstrate when, where, and how to seek help for solving problems
and making decisions
PS: B1.6 Know how to apply conflict resolution skills
PS: B1.7 Demonstrate a respect and appreciation for individual and cultural
differences
PS: B1.8 Know when peer pressure is influencing a decision
PS: B1.9 Identify long- and short-term goals
PS: B1.10 Identify alternative ways of achieving goals
PS: B1.11 Use persistence and perseverance in acquiring knowledge and skills
PS: 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 Skills
PS: 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 individual
PS: C1.3 Learn about the differences between appropriate and inappropriate
physical contact
PS: C1.4 Demonstrate the ability to set boundaries, rights and personal privacy
PS: C1.5 Differentiate between situations requiring peer support and situations
requiring adult professional help
PS: C1.6 Identify resource people in the school and community, and know how to
seek their help
PS: C1.7 Apply effective problem-solving and decision-making skills to make safe
and healthy choices
PS: C1.8 Learn about the emotional and physical dangers of substance use and
abuse
PS: C1.9 Learn how to cope with peer pressure
PS: C1.10 Learn techniques for managing stress and conflict
Graduate Education Handbook Page 48
PS: 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
Educational Programs (CACREP) Standards and are incorporated by reference in 16 KAR 5:010 that include core
curriculum experiences and demonstrated knowledge and skills.
PREAMBLE
Professional 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
acknowledge 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
support 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,
sexual 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
students, 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
community 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
information and skills training to assist pre-K-12 students in maximizing their academic, career, and personal/social
development.
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
counseling programs; and
7. knowledge of prevention and crisis intervention strategies.
(11) C. KNOWLEDGE AND SKILL REQUIREMENTS FOR SCHOOL COUNSELORS
Graduate Education Handbook Page 49
1. Program Development, Implementation, and Evaluation
a. use, management, analysis, and presentation of data from school-based information (e.g., standardized
testing, grades, enrollment, attendance, retention, placement, surveys, interviews, focus groups, and needs
assessment) 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; and
g. use of technology in the design, implementation, monitoring and evaluation of a comprehensive school
counseling program.
2. Counseling and Guidance
a. 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
career options);
f. constructive partnerships with parents, guardians, families, and communities in order to promote each
student’s academic, career, and personal/social success;
g. systems theories and relationship among and between community systems, family systems, and school
systems, 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. Consultation
a. 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
personnel, 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; and
d. knowledge and skills in conducting programs that are designed to enhance students’ academic, social,
emotional, career, and other developmental needs.
(12) D. CLINICAL INSTRUCTION
For the School Counseling Program, Clinical Professional Experience/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 Clinical Professional Experience/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:
Graduate Education Handbook Page 50
1. PROFESSIONAL IDENTITY – studies that provide an understanding of all of the following aspects of
professional 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
membership 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
behalf of the profession;
g. advocacy processes needed to address institutional and social barriers that impede access, equity, and
success for clients; and
h. 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
relationships, issues, and trends in a multicultural and diverse society related to such factors as culture, ethnicity,
nationality, 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
ethnic 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; and
f. 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,
addictive behavior, psychopathology, and situational and environmental factors that affect both normal
and abnormal behavior;
d. strategies for facilitating optimum development over the life-span; and
e. ethical and legal considerations.
4. CAREER DEVELOPMENT – studies that provide an understanding of career Development and related life
factors, 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;
Graduate Education Handbook Page 51
h. career counseling processes, techniques, and resources, including those applicable to specific populations;
and
i. 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,
gender, 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
models 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
presentations. Students will begin to develop a personal model of consultation;
f. integration of technological strategies and applications within counseling and consultation processes; and
g. ethical and legal considerations.
6. GROUP WORK – studies that provide both theoretical and experiential understandings of group purpose,
development, dynamics, counseling theories, group counseling methods and skills, and other group approaches,
including 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
research 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; and
g. 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;
Graduate Education Handbook Page 52
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
related to the assessment and evaluation of individuals, groups, and specific populations;
g. strategies for selecting, administering, and interpreting assessment and evaluation instruments and
techniques in counseling;
h. an understanding of general principles and methods of case conceptualization, assessment, and/or
diagnoses 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
profession;
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; and
f. ethical and legal considerations.
Rubric for School Counselor Portfolio Assessment -MAEd
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.
Quality Rating: Quantity/Evidence Rating:
4 – Excellent/Above Satisfaction √ - Criteria Met
3 – Satisfactory completion of all components / standards X – Criteria Not Met
2 – Satisfactory pending revisions or additions
1 – Unacceptable
School Counselor
Standard
Knowledge/Skills Comments/Documentation Quantity/
Evidence
Rating
Rating
Technology Skills Table of Contents (Links to Anchor
Assessments)
4 Resume and Cover Letter
COOL 539, Career Development
1,9,10 Philosophy 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
2,9,10 Research Paper: Barriers, implications, and
problem-solving situations when
counseling ethnic minority groups COOL 531, Social & Cultural Foundations of
School Counseling
2,9,10 IEP Development/Analysis COOL 538, Counseling Individuals with
Diverse Needs
Graduate Education Handbook Page 53
3 Development Learning Matrix
EDOL 631, Advanced Human Behavior
Developments and Learning
4 Career Conversations COOL 539, Career Development
5 Drug and Alcohol Counseling Project(s) COOL 630, Introduction to Drug/Alcohol
Counseling
5 Cultural Diversity and Grief Presentation
COOL 636, Counseling Aspects of Grief & Loss
6 Group Development Plan COOL 634, Group Counseling in Public
Schools
7 Comprehensive Treatment Summary &
Plan COOL 536, Psychological Assessment
7 Biography COOL537, Personality Assessment
8 Evaluation Research Paper
EDOL 630, Research and Evaluation
9 Reflection Papers
COOL 631, Legal and Ethical Issues in
School Counseling
10/11 Rationales for each artifact illustrating
knowledge of knowledge and skills across all
contextual dimensions
Written
Communication Skills
and Dispositions
Conceptual
Framework
QEP Comments/Documentation Quantity/
Evidence
Rating
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
Clarity
Discernment
Integration
Holistic Score
Holistic
Rating
Faculty Reviewer Signature Date Candidate Signature Date
Comments:
Rubric for School Counselor Portfolio Assessment –Ed.S.
Graduate Education Handbook Page 54
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.
Quality Rating: Quantity/Evidence Rating:
4 – Excellent/Above Satisfaction √ - Criteria Met
3 – Satisfactory completion of all components / standards X – Criteria Not Met
2 – Satisfactory pending revisions or additions
1 – Unacceptable
Because candidates are provided a voice in their Planned Program, the Portfolio will contain at least one artifact
for each Standard as given below. School Counselor
Standard
Knowledge/Skills Comments/Documentation Quantity/
Evidence
Rating
Rating
Technology Skills Table of Contents (Links to Anchor
Assessments)
4 Resume and Cover Letter
COOL 539, Career Development
1, 2, 9,10 Comprehensive School Community
Relations Plan for your school ADOL 635, School and Community Relations
2,9,10 Student Advocacy Intervention Plan
COOL 635 Leadership, Advocacy, and
Accountability in School Counseling
3 Childhood Memento Project COOL 633 Child and Adolescent Counseling
3 Comprehensive Treatment Plan
COUN 537, Etiology and Diagnosis of Mental
Disorders
3 Signature Artifact
COOL 648 Counseling Theories &
Techniques II
4 Career Conversations COOL 539, Career Development
5 Comprehensive Diagnostic Reports
COUN 537, Etiology and Diagnosis of
Mental Disorders
5 Drug and Alcohol Counseling Project(s) COOL 630, Introduction to Drug/Alcohol
Counseling
5 Cultural Diversity and Grief Presentation
COOL 636, Counseling Aspects of Grief & Loss
6 Child & Adol. Counseling Video/ Paper COOL 633 Child and Adolescent Counseling
7 Comp. Treatment Summary & Plan COOL 536, Psychological Assessment
8 Research for Comp. School Community
Relations Plan (Activities 1 – 6) ADOL 635, School and Community Relations
8 Research Paper COUN 537, Etiology and Diagnosis of Mental
Disorders
10/11 Rationales for each artifact illustrating
knowledge of knowledge and skills across
all contextual dimensions
Graduate Education Handbook Page 55
Written
Communication Skills
and Dispositions
Conceptual
Framework
QEP Comments/Documentation Quantity/
Evidence
Rating
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
Clarity
Discernment
Integration
Holistic Score
Holistic
Rating
Faculty Reviewer Signature Date Candidate Signature
Date
Comments:
Graduate Education Handbook Page 56
Rubric for Teacher Leader Exit Portfolio
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 Satisfaction
3 – Satisfactory completion of all components / standards
2 – Satisfactory pending revisions or additions
1 – Unacceptable
Introductory Components Specific Std.
Addressed
Comments/Documentation Rating
Table of Contents (Links to Signature
Assessments)
6
Letter to Reviewer Writing
Skills
Dispositions Survey – Self-assessment
Rationale
Knowledge/Skills Comments/Documentation
Rating
Identify Research Project Topic and
Proposal--ADOL 633 Applied Research
1
General Research Proposal
EDOL 630 Research and Evaluation
1
Theory Based Lesson Plan
EDOL 562 Theories of Teaching and
Learning
2, 9
School Program Improvement Plan
ADOL 631 School Program Improvement
3, 9
School Improvement Proposal
ADOL 634 Curriculum Mgt. and
Assessment
4, 9
Summative Rubric, Research Project
ADOL 653 Assessment of and for Student
Learning
5, 9
Philosophy of Education
EDOL 562 Theories of Teaching and
Learning
7, 9
Using the Past to Change the Future
EDOL 542 Change, Professional
Development and Teacher Improvement
7, 9
Clinical Supervision Project
EDOL 643 Best Practices for Coaching
and Mentoring Teachers
8, 9
Leadership Plan
ADOL 655 Team Leadership
9, 10
Opportunities for Coaching and Mentoring
ADOL 561 Leadership for Educational
Professionals
9, 10
Culminating Action Research Project
EDOL 647 Teacher Leadership in
Professional Learning Communities
1 - 12
Professional Growth Plan 1, 11, 12
Graduate Education Handbook Page 57
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; &
commitment to
excellence and
professional integrity.
Communicative/
Strategic/
Conceptual/
Evaluative
Clarity
Discernment
Integration
Diversity Experiences Comments/Documentation Rating
Portfolio demonstrates an understanding of personal,
institutional and ideological issues surrounding diversity
in a scholarly fashion, using concrete examples.
Portfolio presents persuasive arguments about, and
insights into, prominent issues surrounding diversity, and
discusses ways in which personal and cultural
experiences influence lives, ideas, and events.
The work reflects an ability to view issues from multiple
perspectives, to question what is being taught, and to
construct independent meaning and interpretations.
Reflects on personal experiences within the broader
context of human experience, demonstrating a
sophisticated awareness of the limitations of subjective
experience and an informed view of the role difference
plays in societies and institutions.
Demonstrates broad awareness of how the self appears
from the greater perspective of human experience,
questions own views in light of this awareness, and
contemplates its implications for life choices in the
personal and public spheres.
Cumulative Score
Calculation
Cum. Rating
Faculty Reviewer Signature Date Candidate Signature Date
Comments:
Recommendation:
___ Pass ___ Pass No Conditions ___ Not Pass
Conditions / Time line:
Graduate Education Handbook Page 58
University of the Cumberlands
Dispositions 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
an Individual 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
Graduate Education Handbook Page 59
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.
Individual Action Plan
University of the Cumberlands
Candidate’s Name __________________________________ Date_________
(Please Print)
Department Chair________________________ Advisor/Professor___________________________
(Please Print) (Please Print)
Priority Area for Growth:
Graduate Education Handbook Page 60
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 Cumberlands
Permission 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.)
Graduate Education Handbook Page 61
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
606-539-4034
Kimberly.brown@ucumberlands.edu
Graduate Education Handbook Page 62
_____ Fall ____ Spring Year Year
MAT
Student Teaching/Clinical Professional
Experience Application
University of the Cumberlands
Check course to which you are
applying
___ Student Teaching ___ Clinical
Professional Experience
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
___________________
Specialization Area
___________________
Specialization Area
___________________
Specialization Area
___________________
Additional Area
___________________
Specialization Area
___________________
Specialization Area
___________________
Specialization Area
___________________
Specialization Area
___________________
Minor (Teaching)
___________________
Minor (Teaching)
___________________
Minor (Teaching)
___________________
Minor (Teaching)
___________________
Minor (Teaching)
Where do you request to do your student teaching/Clinical Professional Experience?
1st Location ______________________________________________________________ Name of school City State
2nd Location _____________________________________________________________ Name of school City State
Please check answers below: Yes No 1. 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 Passing PRAXIS II PLT Exam Scores are attached (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
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.
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.
Graduate Education Handbook Page 63
Department of Education Use Only:
PRAXIS II Exams Scores and Dates:
Elementary Middle Grades Secondary 5-12 P-12
____________________
Elementary Content
____________________
First Specialization Test
____________________
Specialization Test
____________________
Specialization Test
____________________
Specialization Test
____________________
Additional Area
____________________
2nd Specialization Test
____________________
Specialization Test
____________________
Specialization Test
____________________
Specialization Test
____________________
PLT
____________________
Additional Area
____________________
Specialization Test
____________________
Specialization Test
____________________
Specialization Test
____________________
PLT
____________________
PLT
____________________
PLT
____________________
PLT – not Special Ed
Please return this form to the Graduate Education Department
Fax (606) 539-4014
Graduate Education Handbook Page 64
Application for Administrative Clinical Professional Experience
University of the Cumberlands
Name: ______________________________ Student ID#_____________________ Date__________
Social Security#__________________ Home Phone: ____________ Work Phone: __________
Home Address: _____________________________________________________________________ Street City State Zip Code
Email: _____________________________________________________________________________
School: ____________________________________________________________________________ Name Phone Number
_______________________________________________________________________________ Street Address City State Zip Code
Semester/Year you will participate in Clinical Professional Experience: ___________________
Clinical Administrative Experience: (please check the course you will be participating in)
___ Principal ___ Supervisor of Instruction ___ Director of Pupil Personnel
___ Director of Special Education ___ Superintendent
Where do you plan to do you Clinical Professional Experience?
1st Location __________________________________________________________________ School City State
2nd Location _________________________________________________________________ School City State
Are you currently employed in a school system? If so, please tell where and what you do.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
The Education Professional Standards Board requires that all Clinical Professional Experience Candidates file with their application, a copy of a valid and current medical exam which includes a
tuberculosis test.
Please return this form to the Graduate Education Department
kim.white@ucumberlands.edu
Fax (606) 539-4014
Graduate Education Handbook Page 65
University of the Cumberlands
Administrative Clinical Professional Experience
Agreement
_________________________________________ is completing the course requirements for Kentucky
licensure as (check one): ____ School Principal (ADOL 664)
____ Supervisor of Instruction (ADOL 665) ____ Director of Pupil Personnel (ADOL 667)
____ Director of Special Education (ADOL 668) ____ Superintendent (ADOL 669)
I have read the attached page describing the nature and extent of this candidate’s Clinical Professional
Experience. I am willing and able to help this person learn about and experience many of the duties and
responsibilities of my professional position. I understand that it is recommended that the Clinical Professional
Experience candidate be given assignments to complete under my supervision which can and should be of value
to my position and the organization I serve. However, the duties, assignments and activities completed are to be
in addition to any regular work the candidate is employed to perform.
I further understand that I have a duty to this candidate, to my organization and the people it serves, to the
university, and to my profession to fairly evaluate the candidate in terms of his or her worthiness based upon my
experiences with him or her to be licensed by the Commonwealth of Kentucky for the position checked above. I
agree to contact the university instructor named in the accompanying letter or the department chair named below
should any difficulties or problems arise in regard to the candidate’s performance that are not immediately
resolved.
I will complete and submit the Mentor’s Evaluation of Candidate form (included in the packet), and share my
assessment with the candidate. I will sign the candidate’s log verifying its accuracy in so far as activities under
my direction are concerned.
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 ___________________________________________________
District and School if applicable ________________________________________________________
Mailing Address ______________________________________________________________________
Phone Number ______________________ email address: _________________________________
Certifications held_____________________________________________________________________
Thank you for your willingness to help this student 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 student
named above who will forward it to the university.
Application for Comprehensive Exam
Graduate Education Handbook Page 66
University 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: __________
Area of Certification in box below: ___________________________________
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
Graduate Education Handbook Page 67
704 KAR 20:680 This 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# _________________________
Graduate Education Handbook Page 68
University of the Cumberlands
Field Experience Reporting/Timesheet
University of the Cumberlands Field Experience Reporting/Timesheet
Candidate 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 Involvement
O- Observation
P- Participation (Co-teaching, small group instruction, tutoring,
etc.)
I- Full instructional responsibility
Diverse Populations
L- English Language Learners/Linguistic
EX- Exceptional
S- 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/Ethnicity
Exceptionality
English Language Learner
Socioeconomic Status
Graduate Education Handbook Page 69
As you describe your experiences, note the ages and number of children in the classes. Date Level of
involvement
Diverse
populations
present
Summary of your experience, interactions Time/Hours
spent
Supervising Teacher
Initials
TOTAL
HOURS
Return this form to your Course Instructor.
Graduate Education Handbook Page 70
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 ____ No
Comments:
Graduate Education Handbook Page 71
University of the Cumberlands ADOL 669 CLINICAL PROFESSIONAL EXPERIENCE LOG -
Semester:
Dr. Robert Heffern, Instructor robert.heffern@ucumberlands.edu 606-539-4588 (office), 606-539-4014 (fax)
INTERN _____________________________________ COURSE_____________________________
LOCATION __________________________ MENTOR ____________________________________
Date Time (in
no less than ¼
hour segments)
Activity/Duty/Assignment Comments Regarding Learning
Resulting From Each Activity
Total Time on this Sheet _________________ Date ___________ Page _____ of ______
Graduate Education Handbook Page 72
Intern’s Signature _________________________Mentor’s Signature*___________________________
* Needed on last page only.
University of the Cumberlands Education Department
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 Objective
State 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.
Common Core State 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 Plan
Include copies of any assessment instruments and scoring criteria or rubrics if applicable to the lesson.
Assessment Type (choose one): ___Summative ___ Formative
Assessment 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.
Vocabulary
List all key vocabulary with appropriate age and ability level definitions for each. Be sure to mention during
procedures how this vocabulary is used/taught.
Graduate Education Handbook Page 73
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
Graduate Education Handbook Page 74
University of the Cumberlands Advanced Program Graduate Survey
Date Completing Graduate Program_____
Please check the degrees or certifications you are pursuing.
____MAT ____MA Ed. ____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 1
1. 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?
Candidates please mail
or fax to Kathy Bailey at
606-539-4014
Graduate Education Handbook Page 75
Other Comments:
Kentucky Teacher Internship Program Intern Performance Record
for University of the Cumberlands Student/Clinical Professional Experience Teachers
Teacher Candidate ___________________________________ School _______________________________________
The signatures below verify that the analytic scores and evidence and holistic score for each Standard have been discussed with the
candidate.
Candidate’s Signature: _________________________________________
Observation 1 – Date of Observation ______________________________________________
Observer Name _________________________________________________________
Observer's Signature: ___________________________________________________
Subject Area Observed ____________________________ Type of Classroom ________________________________
Ages/Grades of Students _________ Number of Students in Class __________
Number of Students having IEP _______ Number of Students having GSSP ______
Number of Students having LEP _______
Observation 2 - Date of Observation ____________________________________________
Observer Name _________________________________________________________
Observer's Signature: ___________________________________________________
Subject Area Observed ____________________________ Type of Classroom ________________________________
Ages/Grades of Students _________ Number of Students in Class __________
Number of Students having IEP _______ Number of Students having GSSP ______
Number of Students having LEP _______
Observation 3 - Date of Observation ____________________________________________
Observer Name _________________________________________________________
Observer's Signature: ___________________________________________________
Subject Area Observed ____________________________ Type of Classroom ________________________________
Ages/Grades of Students _________ Number of Students in Class __________
Number of Students having IEP _______ Number of Students having GSSP ______
Number of Students having LEP _______
Observation 4 – Date of Observation _____________________________
Observer Name _________________________________________________________
Observer's Signature: ___________________________________________________
Subject Area Observed ____________________________ Type of Classroom ________________________________
Ages/Grades of Students _________ Number of Students in Class __________
Number of Students having IEP _______ Number of Students having GSSP ______
Number of Students having LEP _______
STANDARD 1: 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.
Observation 1 Source(s)
of Evidence
Task A: Lesson Plan
Task B: Classroom
Observation
Observation 2
Source(s) of
Evidence
Task A: Lesson Plan
Task B: Classroom
Observation
Observation 3
Source(s) of Evidence
Task A: Lesson Plan
Task B: Classroom
Observation
Observation 4 Sources of Evidence
Task A: Lesson Plan
Task B: Observed Lesson(s) From Unit
Task G: Designing the Instructional Unit
Task H: The Assessment Plan
Task I: Designing Instructional Strategies and
Activities
HOLISTIC SCORING OF STANDARD 1
Standard Demonstrated
Observation 1 3
Observation 2 3
Observation 3 3
Observation 4 3
Standard Partially Demonstrated
Observation 1 2
Observation 2 2
Observation 3 2
Observation 4 2
Standard Not Demonstrated
Observation 1 1
Observation 2 1
Observation 3 1
Observation 4 1
ANALYTIC SCORING OF STANDARD 1 INDICATORS
Rating / Indicator Indicator Indicator Partially Indicator Not Indicator Rating
Graduate Education Handbook Page 76
Demonstrated - D Demonstrated - PD Demonstrated - ND
1.1 Communicates
concepts, processes
and knowledge
Accurately and
effectively
communicates concepts,
processes and/or
knowledge and uses
vocabulary that is clear,
correct and appropriate
for students
Accurately
communicates
concepts, processes and
knowledge but omits
some
important ideas, uses
vocabulary
inappropriate for
students
Inaccurately and
ineffectively
communicates concepts,
processes and
knowledge
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
1.2 Connects content to
life experiences of
students
Effectively connects
content, procedures, and
activities with relevant
life experiences of
students
Connects some content,
procedures, and
activities with relevant
life experiences of
students
Fails to connect content,
procedures, and
activities with relevant
life experiences of
students
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
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
Uses instructional
strategies that are
somewhat appropriate
for the content and
processes of the lesson
and make some
contribution to student
learning
Fails to use instructional
strategies that are
appropriate for the
content and processes of
the lesson or make no
contribution to student
learning
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
1.4 Guides students to
understand content
from various
perspective
Provides opportunities
and guidance for
students to consider
lesson content from
different perspectives to
extend their
understanding
Sometimes provides
opportunities and
guidance for students to
consider lesson content
from different
perspectives to extend
their understanding
Fails to provide
opportunities and
guidance for students to
consider lesson content
from different
perspectives to extend
their understanding
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
1.5 Identifies and
addresses students’
misconceptions of
content
Identifies
misconceptions related
to content and addresses
them during both
planning and instruction
Identifies
misconceptions related
to content and addresses
them during either
planning or instruction
Fails to identify and
address misconceptions
related to content during
planning and instruction
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
TPA EVIDENCE TO SUPPORT SCORING OF STANDARD 1
Observation 1
Observation 2
Observation 3
Observation 4
STANDARD 2: DESIGNS & 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.
Observation 1
Source(s) of Evidence
Task A: Lesson Plan
Observation 2 Source(s)
of Evidence
Task A: Lesson Plan
Observation 3
Source(s) of Evidence
Task A: Lesson Plan
Observation 4 Sources of Evidence
Task A: Lesson Plan
Task G: Designing the Instructional Unit
Task H: The Assessment Plan
Task I: Designing Instructional Strategies
and Activities
HOLISTIC SCORING OF STANDARD 2
Standard Demonstrated Standard Partially Demonstrated Standard Not Demonstrated
Graduate Education Handbook Page 77
Observation 1 3
Observation 2 3
Observation 3 3
Observation 4 3
Observation 1 2
Observation 2 2
Observation 3 2
Observation 4 2
Observation 1 1
Observation 2 1
Observation 3 1
Observation 4 1
ANALYTIC SCORING OF STANDARD 2 INDICATORS
Rating / Indicator Indicator
Demonstrated - D
Indicator Partially
Demonstrated - PD
Indicator Not
Demonstrated - ND
Indicator Rating
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
States learning
objectives that reflect
key concepts of the
discipline but are not
aligned with local or
state standards or states
learning objectives that
do not reflect key
concepts of the
discipline
Uses objectives that are
not clearly stated or are
trivial and are not
aligned with local or
state standards
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
2.2 Uses contextual
data to design
instruction relevant to
students
Plans and designs
instruction based on
contextual (i.e., student,
community, and/or
cultural) and pre-
assessment data
Plans and designs some
instruction based on
contextual (i.e., student,
community, and/or
cultural) and pre-
assessment data
Fails to plan and design
instruction based on
contextual (i.e., student,
community, and/or
cultural) and pre-
assessment data
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
2.3 Plans assessments
to guide Instruction
and measure learning
objectives
Prepares assessments
that measure student
performance on each
objective and help guide
teaching
Prepares some
assessments that
measure student
performance on each
objective and help guide
teaching
Prepares few
assessments that
measure student
performance on each
objective and help guide
teaching.
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
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
Aligns some
instructional strategies
and activities with
learning objectives for
all students
Aligns few instructional
strategies and activities
with learning objectives
for all students
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
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 instructional
strategies that include at
least two levels of
learning with at least
one requiring higher
order thinking
Plans instructional
strategies that do not
include levels of
learning or do not
require higher order
thinking
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
TPA EVIDENCE TO SUPPORT SCORING OF STANDARD 2
Observation 1
Observation 2
Observation 3
Observation 4
STANDARD 3: CREATES & 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.
Observation 1 Source(s)
of Evidence
Observation 2 Source(s) of
Evidence
Observation 3 Source(s) of
Evidence
Observation 4 Sources of
Evidence
Graduate Education Handbook Page 78
Task B: Classroom
Observation
Task B: Classroom
Observation
Task B: Classroom
Observation
Task B: Observed Lesson(s)
From Unit
Classroom Management Plan
HOLISTIC SCORING OF STANDARD 3
Standard Demonstrated
Observation 1 3
Observation 2 3
Observation 3 3
Observation 4 3
Standard Partially Demonstrated
Observation 1 2
Observation 2 2
Observation 3 2
Observation 4 2
Standard Not Demonstrated
Observation 1 1
Observation 2 1
Observation 3 1
Observation 4 1
ANALYTIC SCORING OF STANDARD 3 INDICATORS
Rating / Indicator Indicator
Demonstrated - D
Indicator Partially
Demonstrated - PD
Indicator Not
Demonstrated - ND
Indicator Rating
3.1 Communicates
high expectations
Sets significant and
challenging objectives for
students and
verbally/nonverbally
communicates confidence
in students' ability to
achieve these objectives
Sets significant and
challenging objectives
for students but does not
communicate
confidence in students'
ability to achieve these
objectives
Fails to set significant
and challenging
objectives for students
and does not
communicate
confidence in students
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
3.2 Establishes a
positive learning
environment
Establishes clear
standards of conduct,
shows awareness of
student behavior, and
responds in ways that are
both appropriate and
respectful of students
Makes efforts to
establish standards of
conduct, and monitor
and respond to student
behavior, but efforts are
ineffective and/or
inappropriate
Fails to establish clear
expectations for student
conduct, and does not
effectively monitor
behavior, and does not
appropriately respond to
behavior
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
3.3 Values and
supports student
diversity and addresses
individual needs
Uses a variety of
strategies and methods to
support student diversity
by addressing individual
needs
Sometimes uses a
variety of strategies and
methods to support
student diversity by
addressing individual
needs
Fails to use a variety of
strategies and methods
to support student
diversity by addressing
individual needs
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
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
Sometimes treats
students with respect
and concern and
sometimes monitors
student interactions to
encourage students to
treat each other with
respect and concern
Fails to treat students
with respect and
concern and monitor
student interactions to
encourage students to
treat each other with
respect and concern
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
3.5 Provides a safe
environment for
learning
Creates a classroom
environment that is both
emotionally and
physically safe for all
students
Creates a classroom
environment that is
sometimes emotionally
and physically safe for
all students
Fails to create an
emotionally and
physically safe
environment for
students
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
TPA EVIDENCE TO SUPPORT SCORING OF STANDARD 3
Observation 1
Observation 2
Observation 3
Observation 4
STANDARD 4: IMPLEMENTS & MANAGES INSTRUCTION
Graduate Education Handbook Page 79
The teacher introduces/implements/manages 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.
Observation 1 Source(s)
of Evidence
Task A: Context
Task B: Classroom
Observation
Observation 2 Source(s) of
Evidence
Task A: Context
Task B: Classroom
Observation
Observation 3 Source(s) of
Evidence
Task A: Context
Task B: Classroom
Observation
Observation 4 Sources of
Evidence
Task A: Context
Task B: Observed Lesson(s)
From Unit
HOLISTIC SCORING OF STANDARD 4
Standard Demonstrated
Observation 1 3
Observation 2 3
Observation 3 3
Observation 4 3
Standard Partially Demonstrated
Observation 1 2
Observation 2 2
Observation 3 2
Observation 4 2
Standard Not Demonstrated
Observation 1 1
Observation 2 1
Observation 3 1
Observation 4 1
ANALYTIC SCORING OF STANDARD 4 INDICATORS
Rating / Indicator Indicator
Demonstrated - D
Indicator Partially
Demonstrated - PD
Indicator Not
Demonstrated - ND
Indicator Rating
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 students
throughout the lesson on
tasks aligned with
learning objectives
Uses a variety of
instructional strategies
that engage students
throughout the lesson on
tasks but are not aligned
with learning objectives
or tasks are aligned with
learning objectives but
do not keep students
engaged
Fails to use instructional
strategies that engage
students and are aligned
with learning objectives
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
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 limited use of
contextual information
and assessment data
Fails to implement
instruction based on
contextual information
and assessment data
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
4.3 Uses time
effectively
Establishes efficient
procedures for
performing non-
instructional tasks,
handling materials and
supplies, managing
transitions, and
organizing and
monitoring group work
so that there is minimal
loss of instructional time
Establishes procedures
for performing non-
instructional tasks,
handling materials and
supplies, managing
transitions, and
organizing and
monitoring group work
that vary in their
effectiveness so there is
some unnecessary loss
of instructional time
Fails to establish
procedures for
performing non-
instructional tasks,
handling materials and
supplies, managing
transitions, and
organizing and
monitoring group work
resulting in significant
loss of instructional time
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
4.4 Uses space and
materials effectively
Uses classroom space
and materials effectively
to facilitate student
learning
Sometimes uses
classroom space and
materials effectively to
facilitate student
learning.
Fails to use classroom
space and materials
effectively to facilitate
student learning
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
4.5 Implements and
manages instruction in
ways that facilitate
higher order thinking
Instruction provides
opportunity to promote
higher-order thinking
Instruction provides
some opportunity to
promote higher order
thinking
Instruction provides
little or no opportunity
to promote higher-order
thinking
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
Graduate Education Handbook Page 80
TPA EVIDENCE TO SUPPORT SCORING OF STANDARD 4
Observation 1
Observation 2
Observation 3
Observation 4
STANDARD 5: ASSESSES & 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.
Observation 1
Source(s) of
Evidence
Task B: Classroom
Observation
Task C: Lesson
Analysis
Observation 2 Source(s)
of Evidence
Task B: Classroom
Observation
Task C: Lesson Analysis
Observation 3
Source(s) of
Evidence
Task B: Classroom
Observation
Task C: Lesson
Analysis
Observation 4 Sources of Evidence
Task B: Observed Lesson(s) From Unit
Task C: Lesson Analysis & Reflection
Task G: Designing the Instructional Unit
Task H: The Assessment Plan
Task I: Designing Instructional Strategies and
Activities
Task J: Organizing and Analyzing the Results
HOLISTIC SCORING OF STANDARD 5
Standard Demonstrated
Observation 1 3
Observation 2 3
Observation 3 3
Observation 4 3
Standard Partially Demonstrated Observation 1 2
Observation 2 2
Observation 3 2
Observation 4 2
Standard Not Demonstrated
Observation 1 1
Observation 2 1
Observation 3 1
Observation 4 1
ANALYTIC SCORING OF STANDARD 5 INDICATORS
Rating / Indicator Indicator
Demonstrated - D
Indicator Partially
Demonstrated - PD
Indicator Not
Demonstrated - ND
Indicator Rating
5.1 Uses pre-
assessments
Uses a variety of pre-
assessments to establish
baseline knowledge and
skills for all students
Uses some pre-
assessments to establish
baseline knowledge and
skills for all students
Fails to use pre-
assessments to establish
baseline knowledge and
skills for all students
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
5.2 Uses formative
assessments
Uses a variety of
formative assessments to
determine each student’s
progress and guide
instruction
Uses some formative
assessments to
determine each student’s
progress and guide
instruction
Fails to use formative
assessments to
determine each student’s
progress and guide
instruction
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
5.3 Uses summative
assessments
Uses a variety of
summative assessments
to measure student
achievement
Uses some summative
assessments to measure
student achievement
Fails to use summative
assessments to measure
student achievement
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
5.4 Describes, analyzes,
and evaluates student
performance data
Describes, analyzes, and
evaluates student
performance data to
determine progress of
individuals and identify
differences in progress
among student groups
Evaluates student
performance data to
determine progress of
individuals but does not
identify differences in
progress among student
groups
Fails to describe,
analyze, or evaluate
student performance
data to determine
progress of individuals
or identify differences in
progress among student
groups
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
Graduate Education Handbook Page 81
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
Sometimes
communicates learning
results to students and
parents that provide a
clear and timely
understanding of
learning progress
relative to objectives
Fails to communicate
learning results to
students and parents that
provide a clear and
timely understanding of
learning progress
relative to objectives
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
5.6 Allows opportunity
for student self-
assessment
Promotes opportunities
for students to engage in
accurate self-assessment
of learning
Promotes some
opportunities for
students to engage in
accurate self-assessment
of learning
Fails to promote
opportunities for
students to engage in
accurate self-assessment
of learning
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
TPA EVIDENCE TO SUPPORT SCORING OF STANDARD 5
Observation 1
Observation 2
Observation 3
Observation 4
STANDARD 6: 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.
Observation 1
Source(s) of
Evidence
Task A: Lesson Plan
Task B: Classroom
Observation
Observation 2 Source(s) of
Evidence
Task A: Lesson Plan
Task B: Classroom
Observation
Observation 3 Source(s)
of Evidence
Task A: Lesson Plan
Task B: Classroom
Observation
Observation 4 Sources of Evidence
Task A: Lesson Plan
Task B: Observed Lesson(s) From Unit
Task G: Designing the Instructional
Unit
Task H: The Assessment Plan
Task I: Designing Instructional
Strategies and Activities
Task J: Organizing and Analyzing the
Results
HOLISTIC SCORING OF STANDARD 6
Standard Demonstrated
Observation 1 3
Observation 2 3
Observation 3 3
Observation 4 3
Standard Partially Demonstrated
Observation 1 2
Observation 2 2
Observation 3 2
Observation 4 2
Standard Not Demonstrated
Observation 1 1
Observation 2 1
Observation 3 1
Observation 4 1
ANALYTIC SCORING OF STANDARD 6 INDICATORS
Rating / Indicator Indicator
Demonstrated - D
Indicator Partially
Demonstrated - PD
Indicator Not
Demonstrated - ND
Indicator Rating
6.1 Uses available
technology to design
and plan instruction
Uses technology to
design and plan
instruction
Sometimes uses
technology to design and
plan instruction
Rarely or never uses
technology to design and
plan instruction
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
6.2 Uses available
technology to
implement instruction
that facilitates student
learning
Uses technology to
implement instruction
that facilitates student
learning
Sometimes uses
technology to implement
instruction that
facilitates student
learning
Rarely or never uses
technology to implement
instruction and facilitate
student learning
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Graduate Education Handbook Page 82
Observation 4
D PD ND
6.3 Integrates student
use of available
technology into
instruction
Integrates student use of
technology into
instruction to enhance
learning outcomes and
meet diverse student
needs
Sometimes integrates
student use of
technology into
instruction to enhance
learning outcomes and
meet diverse student
needs
Rarely or never
integrates student use of
technology into
instruction to enhance
learning outcomes and
meet diverse student
needs
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
6.4 Uses available
technology to assess
and communicate
student learning
Uses technology to
assess and communicate
student learning
Sometimes uses
technology to assess and
communicate student
learning
Rarely or never uses
technology to assess and
communicate student
learning
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
6.5 Demonstrates
ethical and legal use of
technology
Ensures that personal
use and student use of
technology are ethical
and legal
Sometimes ensures that
personal use and student
use of technology are
ethical and legal
Fails to ensure that
personal use and student
use of technology are
ethical and legal
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
TPA EVIDENCE TO SUPPORT SCORING OF STANDARD 6
Observation 1
Observation 2
Observation 3
Observation 4
STANDARD 7: REFLECTS ON AND EVALUATES TEACHING AND LEARNING
The teacher reflects on and evaluates specific teaching/learning situations and/or programs.
Observation 1 Source(s)
of Evidence
Task C: Lesson Analysis
Post-Observation
Conference
Observation 2 Source(s)
of Evidence
Task C: Lesson Analysis
Post-Observation
Conference
Observation 3 Source(s)
of Evidence
Task C: Lesson Analysis
Post-Observation
Conference
Observation 4 Sources of Evidence
Task C: Lesson Analysis & Reflection
Task J: Organizing and Analyzing the
Results
Tasks E and F
HOLISTIC SCORING OF STANDARD 7
Standard Demonstrated
Observation 1 3
Observation 2 3
Observation 3 3
Observation 4 3
Standard Partially Demonstrated
Observation 1 2
Observation 2 2
Observation 3 2
Observation 4 2
Standard Not Demonstrated
Observation 1 1
Observation 2 1
Observation 3 1
Observation 4 1
ANALYTIC SCORING OF STANDARD 7 INDICATORS
Rating / Indicator Indicator
Demonstrated - D
Indicator Partially
Demonstrated - PD
Indicator Not
Demonstrated - ND
Indicator Rating
7.1 Uses data to reflect
on and evaluate
student learning
Reflects on and
accurately evaluates
student learning using
appropriate data
Reflects on and
evaluates student
learning without using
data
Fails to reflect on and
evaluate student learning
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
Reflects on and
accurately evaluates
Reflects on and
evaluates instructional Observation 1
D PD ND
Graduate Education Handbook Page 83
7.2 Uses data to reflect
on and evaluate
instructional practice
instructional practice
using appropriate data
practice without using
data
Fails to reflect on and
evaluate instructional
practice
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
7.3 Uses data to reflect
on and identify areas
for professional
growth
Identifies areas for
professional growth
using appropriate data
Identifies areas for
professional growth
without using data
Fails to identify areas
for professional growth
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
TPA EVIDENCE TO SUPPORT SCORING OF STANDARD 7
Observation 1
Observation 2
Observation 3
Observation 4
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.
Observation Source(s) of Evidence: Unit of Study, Observed Lesson Plans: Collaborate to Address Special Learning Needs
HOLISTIC SCORING OF STANDARD 8
Standard Demonstrated
Observation 1 3
Observation 2 3
Observation 3 3
Observation 4 3
Standard Partially Demonstrated
Observation 1 2
Observation 2 2
Observation 3 2
Observation 4 2
Standard Not Demonstrated
Observation 1 1
Observation 2 1
Observation 3 1
Observation 4 1
ANALYTIC SCORING OF STANDARD 8 INDICATORS
Rating / Indicator Indicator
Demonstrated - D
Indicator Partially
Demonstrated - PD
Indicator Not
Demonstrated - ND
Indicator Rating
8.1 Identifies
opportunities to engage
in collaborations that
enhance student
learning
Identifies and engages in
collaborations with
multiple stakeholders for
the purpose of
enhancing student
learning
Identifies and engages in
collaborations with a
limited number of
stakeholders for the
purpose of enhancing
student learning
Fails to identify and
engage in collaborative
activities for the purpose
of enhancing student
learning
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
8.2. Identifies and
engages in
collaborations that
enhance the standards-
based unit
development
Identifies and engages in
collaborations with
multiple stakeholders for
the purpose of
enhancing the
instructional
effectiveness of the
standards-based unit
Identifies and engages in
collaborations with a
limited number of
stakeholders for the
purpose of enhancing
the instructional
effectiveness of the
standards-based unit
Fails to identify and
engage in collaborative
activities for the purpose
of enhancing the
instructional
effectiveness of the
standards-based unit
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
8.3 Reflects on the
purpose and impact of
the collaborative
activities
Provides a clear and
insightful rationale for
engaging in the multiple
collaborations supported
with evidence to show
impact of the
collaborative efforts
Provides a rationale for
engaging in some of the
collaborations supported
with some evidence to
show impact of the
collaborative efforts
Fails to reflect on the
collaborative efforts
with no evidence to
support impact of the
collaborative efforts
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
Graduate Education Handbook Page 84
TPA EVIDENCE TO SUPPORT SCORING OF STANDARD 8
Observation 1
Observation 2
Observation 3
Observation 4
STANDARD 9: EVALUATES TEACHING & 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.
Observation Source(s) of Evidence: Task E: Assess and Manage Professional Growth
HOLISTIC SCORING OF STANDARD 9
Standard Demonstrated
Observation 1 3
Observation 2 3
Observation 3 3
Observation 4 3
Standard Partially Demonstrated
Observation 1 2
Observation 2 2
Observation 3 2
Observation 4 2
Standard Not Demonstrated
Observation 1 1
Observation 2 1
Observation 3 1
Observation 4 1
ANALYTIC SCORING OF STANDARD 9 INDICATORS
Rating / Indicator Indicator
Demonstrated - D
Indicator Partially
Demonstrated - PD
Indicator Not
Demonstrated - ND
Indicator Rating
9.1 Self assesses
performance relative
to Kentucky's Teacher
Standards
Identifies priority
growth areas and
strengths by thoroughly
and accurately assessing
current performance on
all the Kentucky
Teacher Standards
Assesses current
performance on all the
Kentucky Teacher
Standards
Fails to assess current
performance on all the
Kentucky Teacher
Standards
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
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
feedback from
colleagues
Identifies priorities for
professional
development based on
limited data from self-
assessment, student
performance and
feedback from
colleagues
Fails to identify
priorities for
professional
development based on
data from self-
assessment, Student
performance and
feedback from
colleagues
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
9.3 Designs a
professional growth
plan that addresses
identified priorities
Designs a clear, logical
professional growth plan
that addresses all
priority areas
Designs a clear, logical
professional growth plan
that addresses some
priority areas
Fails to design a clear,
logical professional
growth plan that
addresses priority areas
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
9.4 Shows evidence of
professional growth
and reflection on the
identified priority
areas and impact on
instructional
effectiveness and
student learning
Shows clear evidence of
professional growth and
reflection relative to the
identified priority areas
and impact on
instructional
effectiveness and
student learning
Shows some evidence of
professional growth and
reflection relative to the
identified priority areas
and impact on
instructional
effectiveness and
student learning
Fails to show evidence
of professional growth
and reflection relative to
the identified priority
areas and impact on
instructional
effectiveness and
student learning
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
TPA EVIDENCE TO SUPPORT SCORING OF STANDARD 9
Observation 1
Observation 4
STANDARD 10: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSION
Graduate Education Handbook Page 85
The teacher provides professional leadership within the school, community, and education profession to improve student learning and well-
being.
Observation 1 Source(s) of Evidence: Task F: Leadership
HOLISTIC SCORING OF STANDARD 10
Standard Demonstrated
Observation 1 3
Observation 2 3
Observation 3 3
Observation 4 3
Standard Partially Demonstrated
Observation 1 2
Observation 2 2
Observation 3 2
Observation 4 2
Standard Not Demonstrated
Observation 1 1
Observation 2 1
Observation 3 1
Observation 4 1
ANALYTIC SCORING OF STANDARD 10 INDICATORS
Rating / Indicator Indicator
Demonstrated - D
Indicator Partially
Demonstrated - PD
Indicator Not
Demonstrated - ND
Indicator Rating
10.1 Identifies
leadership
opportunities that
enhance student
learning and/or
professional
environment
Identifies leadership
opportunities in the
school, community, or
professional
organizations and selects
one with the potential
for positive impact on
learning or the
professional
environment and is
realistic in terms of
knowledge, skill, and
time required
Identifies leadership
opportunities in the
school, community, or
professional
organizations and selects
one with limited
potential for positive
impact on learning
and/or the professional
environment
Fails to identify
leadership opportunities
in the school,
community, or
professional
organizations with
potential for positive
impact on learning
and/or the professional
environment
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
10.2 Develops a plan
for engaging in
leadership activities
Develops a leadership
work plan that describes
the purpose, 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 provides
a limited description of
the purpose, scope, and
participants involved
and how the impact on
student learning and/or
the professional
environment will be
assessed
Fails to develop a
leadership work plan
that describes the
purpose, scope, and
participants involved
and how the impact on
student learning and/or
the professional
environment will be
assessed
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
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
Partially implements the
approved leadership
work plan that has a
clear timeline of
events/actions and a
clear description of how
impact will be assessed
Fails to implement the
approved leadership
work plan that has a
clear timeline of
events/actions and a
clear description of how
impact will be assessed
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
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 efforts
Provides limited
analysis of student
learning and/or other
data to evaluate the
results of planned and
executed leadership
efforts
Fails to analyze student
learning and/or other
data appropriately to
evaluate the results of
planned and executed
leadership efforts
Observation 1
D PD ND
Observation 2
D PD ND
Observation 3
D PD ND
Observation 4
D PD ND
TPA EVIDENCE TO SUPPORT SCORING OF STANDARD 10
Observation 1
Observation 4
STANDARD 11: Evidence Behaviors Ascribed in the College’s Mission Statement with Particular Emphasis on the Service and
Work. Candidate exemplifies a Strong Work Ethic, Caring, and Critical and Creative Thinking.
Source(s) of Evidence
Task B: Classroom Observation
Candidate Self-reporting
Capstone Project Dispositions Survey
Assignments throughout the semester
Graduate Education Handbook Page 86
HOLISTIC SCORING OF STANDARD 11
Standard Demonstrated
Observation 1 3
Observation 2 3
Observation 3 3
Observation 4 3
Standard Partially Demonstrated
Observation 1 2
Observation 2 2
Observation 3 2
Observation 4 2
Standard Not Demonstrated
Observation 1 1
Observation 2 1
Observation 3 1
Observation 4 1
TPA EVIDENCE TO SUPPORT SCORING OF STANDARD 11
Script notes here:
STANDARD 12: Demonstrates Behaviors Described in the Kentucky Code of Ethics. Candidate exemplifies Excellence and
Professional Integrity.
Source(s) of Evidence
Task B: Classroom Observation
Candidate Self-reporting
KY Code of Ethics - signed
Capstone Project
Multicultural Evidence
Formative/Summative
evaluations
Dispositions Survey
Assignments throughout the semester :
Collaborate & Discussion Board Commentary
HOLISTIC SCORING OF STANDARD 12
Standard Demonstrated
Observation 1 3
Observation 2 3
Observation 3 3
Observation 4 3
Standard Partially Demonstrated
Observation 1 2
Observation 2 2
Observation 3 2
Observation 4 2
Standard Not Demonstrated
Observation 1 1
Observation 2 1
Observation 3 1
Observation 4 1
TPA EVIDENCE TO SUPPORT SCORING OF STANDARD 12
Script notes here:
Other Skills & Dispositions (mark 3, 2, 1):
COMMUNICATION SKILLS _______ (average score)
____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
____Has Effective Writing Skills
ATTITUDES AND DISPOSITIONS (mark 3, 2, 1):
Strong Work Ethic__________ (average score) Critical & Creative Thinking __________(average)
____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)
____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
Comments:
Graduate Education Handbook Page 87
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 1
Candidate 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, 11
Candidate 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, 11
Candidate 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
Exceptionality
English Language
Learner
Socioeconomic Status
Graduate Education Handbook Page 88
Declaration of Understanding
Please read each statement and put an X in the box next to it acknowledging that you understand and agree with each one. Once you have read and agreed with the Declaration of Understanding, please type your name in the signature box, this will serve as an electronic signature and will be used as an official document for our records.
I understand that there is a difference in being admitted to the
University and being admitted to the Teacher Education Program, and that once I have fulfilled all requirements for admittance into the Teacher Education Program, I will receive an official letter from the Chair of the Education Department.
I understand that I must comply with all requirements as written in the Graduate Education
Handbook and on the planned program/curriculum contract for my program. I also understand that if changes occur in either the Handbook and/or the program, I am responsible for adhering to those changes.
I understand that no more than 9 hours may be transferred and applied to my Masters Degree
from other institutions of higher education and no more than 12 hours may be applied toward my Certification. I also understand that the Chair of the Education Department and my assigned Faculty Advisor must approve any course transfers or course substitutions.
I understand that it is my responsibility to keep up with my program. I also understand that,
should I fail to fulfill program obligations, I could be placed on an Individual Action Plan or be dropped from the program.
I understand that the online nature of the program requires that I have a good Internet
connection and for Student Teaching or Clinical Professional Experience courses the school will need to be capable of streaming video for observations (through SKYPE or other means).
Finally, I understand that all of these requirements are reasonable and necessary in order to
provide the best possible education for our students.
Please save this form as a word document and send it as an attachment along with your planned program to gradplannedprogram@ucumberlands.edu
Student Signature Date
type your name here
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