1f.1. (Programs Not Nationally Reviewed) What data from key assessments indicate that candidates can create positive environments for student learning, including building on the developmental levels of students; the diversity of students, families, and communities; and the policy contexts within which they work? [Data for programs for other school professionals that have been nationally reviewed or reviewed through a similar state review do not have to be reported here. Summarize data here only for programs not already reviewed. A table summarizing these data could be attached at Prompt 1f.3 below.]

All school professional programs in the unit are nationally reviewed except for Ed.D in Educational Leadership. (Exhibit 2a5.2 SPA Report, Result & Rejoinders)

The Ed.D program prepares graduate students to work with diverse groups of people in the following courses: LECF 704 Sociocultural Diversity, LECL 721 Effective Teaching and Learning and LECF 702 Program Evaluation. Data shows that candidates averaged a score of “2” or higher on all signature assessments. (Exhibit 1a3.5 LEC Signature Assessment Data)

1f.2. What do follow-up studies of graduates and employers indicate about graduates' ability to create positive environments for student learning? If survey data have not already been reported, what was the response rate? [If these survey data are included in a previously attached table, refer the reader to that attachment; otherwise, a table summarizing the results of follow-up studies related to the ability to create positive environments for student leaning could be attached at Prompt 1f.3 below.]

School Psychology
At regular intervals (approximately each 5 years), program graduates are asked to evaluate the effectiveness of the program in meeting post-graduation employment needs.  The most recent of these evaluations was completed in 2006. Employers who regularly accept program interns or graduates are also surveyed. The most recent external review of the program by employers occurred in 2006. Although neither survey (i.e., program graduates, employers) directly assessed the “graduates’ ability to create positive environments for student learning,” components from both address knowledge, skills, and dispositions essential to accomplishing such environments.  Employers rated candidates with an average rating 4.50-4.75. (Exhibit 1a4.1 Administrator & Graduate Follow Up Survey)

School Counseling;

Every two years, graduates and clinical site supervisors/employers of graduates are surveyed via a mail-out form with which a postage-paid return envelope is included.  Survey recipients were allowed to report anonymously if desired.  The results were tabulated and reported in percentages on the perceived competencies in the CACREP areas. The faculty reviewed individual comments regarding program improvement. To assure participation, a reminder and a second form was sent after 14 days. There was a 76% return rate on the recent review conducted at the end of the Spring 2007 semester.

The results of the program evaluation process are used for both program and faculty improvement.

2007 COUNSELING PROGRAM EVALUATION RESULTS

Employer Feedback N=26

• Professional Identity 5.00

• Social and Cultural Diversity 4.75

• Human Growth and Development 4.35

• Career Development 4.75

• Helping Relationships 4.75

• Group work 4.25

• Assessment 4.00

• Research and Program Evaluation 4.00

Graduate Ratings N-=27

• Professional Identity 4.95

• Social and Cultural Diversity 4.95

• Human Growth and Development 4.25

• Career Development 4.75

• Helping Relationships 4.95

• Group work 4.25

• Assessment 4.00

• Research and Program Evaluation 4.25

• Overall Preparedness 4.75

1f.3. (Optional Upload for Online IR) Tables, figures, and a list of links to key exhibits related to other school professionals' creation of positive environments for student learning may be attached here. [Because BOE members should be able to access many exhibits electronically, a limited number of attachments (0-5) should be uploaded.]