All syllabi have been updated to reflect changes for 2024-2025

The Interventionist K-8 program provides candidates with courses and experiences designed to prepare competent professionals and facilitators of learning with a multicultural perspective to serve in various educational capacities. Graduates are ready to serve as classroom teachers and professionals employed by hospitals, group homes, mental health centers, and other community service agencies, both public and private, serving individuals with disabilities. Applicants who are potential candidates for the Master’s Degree in Interventionist K-8 must be certified to teach.  Admissions to teacher education programs at the graduate level require a 2.75 GPA or higher on the last earned degree. Applicants seeking an initial teaching license should contact the Office of Teacher Education and Student Services for current requirements. Applicants who are potential candidates for the Master's Degree in Special Education must be certified to teach or must meet certification (initial licensure) requirements before the degree is awarded.  

The program (ME.d) is all cohort-based online, hybrid, and face-to-face learning by design and is flexible for students who do not meet the requirements to continue with their cohort. The program faculty believes there is more excellent value to candidates learning from their peers and learning collaboratively. Given that many of the candidates work within the primary partnership (PP) as educational leaders, the cohort model offers a rich collaborative approach between the PP and faculty. 

Per the Tennessee Literacy Success Act of 2021, EPPs must provide training on reading instruction focused primarily on foundational literacy skills standards to applicable candidates seeking licensure to teach grades K-3 and candidates seeking instructional leader licenses.  In alignment with the Act, these foundational literacy skills standards include: 

• How to effectively teach the foundational literacy skills of phonemic awareness, phonics, fluency, vocabulary, and comprehension; 

• How to scaffold instruction for teaching students with advanced reading skills and students with significant reading deficiencies;

• How to identify the characteristics of dyslexia and provide practical instruction for teaching students with these characteristics using evidence-based, multisensory interventions;

• How to implement reading instruction using high-quality instructional materials (HQIM); 

• Behavior management through trauma-informed principles for the classroom and other developmentally appropriate supports to ensure that students can effectively access reading instruction; 

• How can a universal reading screener be administered to students; and 

• the resulting data used to improve reading instruction for students?

Most courses (6 of the 9 significant courses) in the special education cluster address the standards outlined in Policy 5.505. EDSE 5530: Education and Psychology of the Exceptional Child addresses standards 1-4. The assignment and activities in EDSE 5530 address content knowledge, language and literacy-rich environments, high-quality instructional materials (HQIM) and lesson preparation, and instruction using HQIM. EDSE: 5560: Psychological and Educational Diagnosis of the Exceptional Child addresses standards 1 and 5. The assignment and activities in EDSE 5560 address content knowledge and foundation literacy skills assessment and evaluation. The assignments and activities in EDSE: 5570: Consultation and Collaboration focus on standard 5, foundation literacy skills assessment and evaluation. In EDCI 5580: Learning & Behavior Disability, standards 1, 2, and 3 are addressed. Assignments address content knowledge, language, and literacy-rich environments, high-quality instructional materials (HQIM), and lesson preparation. EDLI 5640: Diagnosis and Treatment of Reading Disabilities is the course most focused on diagnosing and treating literacy disabilities. While almost all standards are addressed, standards 3 and 5 (high-quality instructional materials (HQIM), lesson preparation, foundation literacy skills assessment, and evaluation) are the focus of most activities and assignments. Universal screeners, diagnostic assessments, and progress monitoring assessments are examined, created, and implemented. EDSE 5950: Student Teaching – Exceptional Children provides special education (interventionist K-8) candidates the opportunity to implement standards 1 through 5 in their field placements. 

General Education Core

• EDCI 5000 Foundation of Education                                                    3

• EDCI 5110 Research & Statistics in Education                                     3

• PSYC 5430 Advanced Educational Psychology                                    3

• EDSE 5530 Education & Psychology of Exceptional Child                 3

• EDCI 5300 Multicultural Education                                                       3

Special Education Core Courses

Note:  EDSE 5530 is a pre-requisite to all courses below

• EDSE 5560 Psycho-Educational Diagnosis of the Exceptional Child   3

• EDSE 5640 Managing Inappropriate Behavior                                         3

• EDSE 5570 Consultation & Collaboration                                                 3

• EDSE 5580 Learning & Behavior Disability                                               3

• EDSE 5800 Technology for Special Education and Rehabilitation        3

Basic Instructional Methods Courses

• **EDLI 5610 Teach Read Elem School or EDRD 5590 Founds of Literacy   3

• **EDCI 5820/6820 Advanced Mathematics in the Elementary School       3

• EDLI 5640 Reading Diagnosis                                                                             3

Licensure Requirement

• **EDSE 5950 Residency II Student Teaching                                              9

• **EDCI 4706 Educational Seminar                                                                3

** Based on a transcript evaluation and confirmation of licensure, candidates already licensed in Elementary Education in the State of Tennessee do not need to enroll in these courses.  

EDCI 5000 - Foundations of Education (3)

An introduction to professional education for post-baccalaureate licensure students. Includes a critical analysis of education's sociological, psychological, and philosophical foundations.

EDCI 5110 - Research and Statistics in Education (3) 

A course designed to introduce the student to different research methods and educate the student in planning an original piece of research and developing a proposal for the study. A critical analysis is made of various types of research. The writing style is guided by the manual adopted by the College of Education. Elementary statistics, analysis, and interpretation of data are included.

PSYC 5430 - Advanced Educational Psychology (3) 

A consideration of the principles as applied to education. Issues relevant to intellectual development, socialization, and educational evaluation are examined. Additionally, teacher variables and student variables in the instructional process are explored.

EDSE 5530 - Education and Psychology of Exceptional Children (3) 

A survey of issues dealing with psychology and education of exceptional children. Special attention is paid to each group's characteristics, etiologies, needs, and scope. Observation and practical work with extraordinary children are integral to the course. Field experiences may be required.

EDCI 5300 - Multicultural Education (3) 

The course is designed to aid educators in becoming aware of, understanding and being sensitive to the needs and interests of ethnic and cultural groups, the underlying philosophy being that the differences and similarities that characterize individuals and groups should be cherished for their worth and cultivated for the benefits they bring all people.

EDSE 5560 - Psycho-Educational Diagnosis of the Exceptional Child (3) 

Administration and interpretation of various psychological and educational assessment instruments. Candidates will be involved in actual evaluation, administration, and interpretation of tests. Test results will be used to develop goals for the individualized educational program (IEP). Field experiences. Prerequisite(s): EDSE 5530 and EDSE 5580 or consent of instructor.

EDSE 5640 - Managing Inappropriate Classroom Behavior (3) 

Theories, goals, and intervention strategies for serving exceptional learners with mild to severe behavior disorders. Prerequisite(s): EDSE 5530, EDSE 5580, and EDSE 5540/6540 or consent of instructor. Field experiences may be required.

EDSE 5570 - Consultation and Collaboration (3) 

This course is an advanced course that will explore various consultative and collaborative models of teaching. Strategies that enhance the interactions between the regular education teacher, the special education consultant teacher, the resource teacher, community support, and services are the focus. Topics include communication skills team teaching, methods for inclusion/mainstreaming, parent education/home instruction programs, and research-validated approaches. Prerequisite(s): EDSE 5530 and EDSE 5540/6540 or consent of instructor. Field experiences may be required.

EDSE 5580 - Learning and Behavior Disabilities (3) 

Topics for this course include typical and atypical characteristics and patterns of development in physical (including reflexes), psychomotor, cognitive, social-emotional (including self-esteem), character and morality, and language areas, along with etiologies and theoretical perspectives relating to typical children and those with learning and behavior problems. The importance of early learning as a factor in variable growth and learning is stressed. Field experiences may be required.

EDSE 5800 - Technology in Special Education and Rehabilitation (3) 

This course has several components: study of the various technologies utilized in Special Education and Rehabilitation; utilization of the computer for instruction, electronic communication, and instructional management; evaluation of appropriate computers and software; and utilization of theoretical perspective, goals, and intervention strategies (instructional and therapeutic) for developing and implementing computer-based educational environments and aids for the individuals with disabilities and the gifted.

EDCI 5820 - Advanced Mathematics in The Elementary School (3) 

Current developments and practices in teaching elementary mathematics. Emphasis is given to instructional and assessment methods that enable teachers to work with students’ abilities to build a foundation for increasing their understanding of mathematics for future academic success and college and career readiness. The course content is aligned with recommendations by the National Council for Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics and the adopted state standards for Mathematics.

EDLI 5640 - Diagnosis and Treatment of Reading Disabilities (3) 

Investigation of common causes of reading disabilities, diagnosis of such disabilities by individual and group procedures, and establishment of treatment programs.

EDSE 5950 - Student Teaching of Exceptional Children (6-12) 

Observation and supervised practicum with children and youth with mild disabilities. Prerequisite(s): Admission to Teacher Education and passing scores on the Praxis II examinations.

EDCI 4706 - Educational Seminar (3) 

A course that presents a study and analysis of the essential course content of courses taught in elementary schools. Taken concurrently with EDCI 4720 Student Teaching in the Elementary School. Prerequisite: Admission to Teacher Education and Student Teaching.

1. M.Ed Program of Study Post=Bach/Job Embedded

2. M.Ed Post Bach Traditional

3. M.Ed SPED_Program of Study_PostBacTraditional with ESL

4. NonDegreeSeeking_Program of Study_SPED_ ESL

SPED Folder

1. Special Education Program of Study 

The plan was developed based on the 2022-2024 data regarding enrollment and retention.

Special Education Enrollment (Fall 20 to Spring 23)

Graduate 171

Undergraduate 0

Note. Retrieved from Argos System. The College only offers SE at the graduate level.  Graduate Enrollment: 171 students were enrolled in the Special Education program during the Fall 2020 to Spring 2023 period. Undergraduate Enrollment: 0 students were enrolled in the Special Education program at the undergraduate level. This indicates that the College only offers Special Education at the graduate level. This represents a decline; thus, a CI goal is needed for recruitment and retention. 

Percentage of Majors

Majors

Percentage of College 

Enrollment

Administration and Supervision

0.95%

Curriculum and Instruction 

6.86%

Early Childhood Education 

5.06%

Educational Adm and Supervision 

0.05%

Educational Leadership 

8.21%

Educational Technology 

0.75%

Elementary Education 

1.85%

Higher Educ Admin & Lead Cert 

0.20%

Instructional Leadership 1

19.78%

Professional School Counseling 

1.35%

Psychology 

46.37%

Special Education 

8.56%

Note. Retrieved from Argos System. This table shows the distribution of students across different majors within the College, expressed as a percentage of the total college enrollment.

• Special Education: 8.56% of the college's students were enrolled in the Special Education major. This suggests that Special Education is a significant major within the institution.

3-Year Enrollment 

FA20_SUM21 - 53

FA21_SUM22 - 115

FA22_SUM23 - 57

Note. Retrieved from Argos System. This table presents the total enrollment for the academic years FA20 (Fall 2020), SUM21 (Summer 2021), FA21 (Fall 2021), SUM22 (Summer 2022), FA22 (Fall 2022), and SUM23 (Summer 2023).

• Enrollment Trends: The table shows a general increase in enrollment from FA20 to FA22, followed by a slight decrease in SUM23.

Retention Year to Year Fall 2020 through Fall 2023 

FA20_SUM21 - 1

FA21_SUM22 - 23

FA22_SUM23 - 5

Note. Retrieved from Argos System. Table 4 presents the retention rates between specific academic terms from Fall 2020 to Fall 2023. The data is organized into three columns, each representing a different year-to-year comparison:

• FA20_SUM21: This column shows the Fall 2020 to Summer 2021 retention rate. The value of 1 indicates that only 1 out of the initial cohort of students persisted from Fall 2020 to Summer 2021.

• FA21_SUM22: This column shows the retention rate from Fall 2021 to Summer 2022. The value of 23 suggests that 23 out of the initial cohort of students persisted from Fall 2021 to Summer 2022.

• FA22_SUM23: This column shows the retention rate from Fall 2022 to Summer 2023. The value of 5 indicates that 5 out of the initial cohort of students persisted from Fall 2022 to Summer 2023.

Key Findings:

• 5543 Special Ed: Core Know Mild to Moderate App:

  • A total of 94 tests were taken, with 80 students passing.

  • The student passing rate is 83.75%, indicating that most students who took the test passed.

  • The test passing rate is 75.53%, suggesting that while most students passed, there were some instances where multiple attempts were required.

• 5362 English to Speakers of Other Languages:

  • A smaller number of tests were taken for this exam (11).

  • Nine students passed, resulting in a student passing rate of 77.78%.

  • The test passing rate is 63.64%, indicating that some students required multiple attempts.

• CI Recommendations

  • Curriculum Review: continue to evaluate the alignment of the teacher preparation programs with the exam content to identify areas for improvement. 

  • Support Services: Provide additional support services, such as tutoring or workshops, to help students prepare for the exams. 

  • Data Analysis: Monitor pass rates and identify trends to inform program adjustments.

• Recruitment and Retention Plan [no specific plan submitted]

Candidates for the Master of Education degree in Special Education (Interventionist K-8) must take at least thirty-six (48) semester hours of coursework.  In addition, candidates for licensure must complete a 15-week clinical experience in special education (mild to moderate) field placement (EDSE 5950 Student Teaching Exceptional Children - 9 hrs) and a seminar (EDCI 4705/4706 Educational Seminar - 3 hrs) in the final semester.  

Before their final student teaching semester, all candidates must pass comprehensive examinations in general education and special education, pass all required Praxis II examinations (Teaching Reading (5205) and  Special Education MM (5543)), and achieve a score of 40 or higher on the edTPA Special Education portfolio before the Master of Education in Special Education (K-8 Interventionist) can be conferred.

Candidates are provided several opportunities to engage in scenarios and online virtual reality exercises where students are in various grade levels, in different environments, and from various cultural and linguistic backgrounds. At the beginning of the program, candidates enrolled in EDSE 5530 are provided assignments that require eight or more hours of observation and reflection of practice in a K-8 special education classroom. In this experience, candidates may choose either the lower grades (K-4)  or upper grades (5-8) in various settings for which they will observe and question instruction decision-making. Midway through the program, in EDSE 5580, candidates are provided virtual simulations (e.g., ATLAS videos) to make planning, instructional, and assessment decisions. In the final field placement, EDSE 5950, the candidate spends 15 weeks in a K-8 SPED (MM) setting different from the level they chose to observe in EDSE 5530. This provides for practice at varying levels. 

One of the clinical experience goals is to provide candidates the opportunity to experience instruction across the full span of the endorsement.  At the beginning of the SPED program, candidates enrolled in EDSE 5530 are provided assignments that require eight or more hours of observation and reflection of practice in a K-8 special education classroom. In this experience, candidates may choose either the lower grades (K-4)  or upper grades (5-8) in various settings for which they will observe and question instruction decision-making. Midway through the program, in EDSE 5580, candidates are provided virtual simulations (e.g., ATLAS videos) to make planning, instructional, and assessment decisions across various grade levels and with students with varying exceptionalities, including English language learners. In the final field placement, EDSE 5950, the candidate spends 15 weeks in a K-8 SPED (MM) setting different from the level they chose to observe in EDSE 5530.  

In EDSE 5530, students observe and are evaluated by the product they produce (based on their observations). In the final 15-week field experience (EDSE 5950), candidates are evaluated two (2) times (weeks 6 and 10). A qualified school-based clinician, selected by the partner local education agency (LEA), considers the candidate using the TEAM Evaluation protocol or agreed-upon assessment tool. This evaluation is sent to the EPP, and a qualified master clinician (employed and trained by the EPP) reviews the candidate's evaluation. Areas for improvement are discussed. The candidate is then evaluated by the master clinician using the TEAM evaluation protocol.  

Revised Special Education Matrix

1. Enrollment, Retention, and Graduation Profile [CAEP R3, R4, RA3, RA5]:  The purpose is to analyze and synthesize college enrollment data. This analysis aims to inform strategies for recruiting and retaining students in its programs. The data profile includes tables and figures illustrating enrollment trends over several years, broken down by major, concentration, and student level. This detailed breakdown allows the College of Education to understand the specific areas where enrollment is strong or weak.  Ultimately, the data profile is a tool for the College of Education to make data-driven decisions to improve enrollment and retention outcomes.  

2. Praxis Analysis by Program [CAEP R1, RA1, R4, RA5] —The Educator Preparation Program (EPP) reviews program data over the past three years. In instances where data is absent, this indicates that no assessments were administered or that no students were enrolled in the program during that period.

3. Observation [CAEP R1, R3, R4, R5] - In response to the previous site visit, the EPP implemented systematic observation data collection in this cycle. This data is now integrated into our comprehensive analysis for enhanced program evaluation. The observation is initial only. The charts supply the analysis. Our review of teacher candidate performance across different majors reveals some clear patterns. Overall, Biology, English, and Special Education candidates demonstrated strong performance across most teaching competencies. However, Music-Instrumental candidates consistently scored less, indicating a need for targeted program review and support. Looking at specific skills, candidates generally performed well in areas like 'Standards and Objectives' and 'Teacher Content Knowledge'. However, we identified potential areas for improvement in 'Questioning,' 'Academic Feedback,' and 'Grouping Students,' as these competencies showed more variability and generally lower scores across majors.

4. TVAAS [CAEP R4, RA4]  - While TVAAS data presents limitations due to low values, the team utilizes it to the fullest extent possible to inform program performance analysis. The number of teachers in each effectiveness level has varied over the 3 years from 2021 to 2023. In 2021, there were 4 teachers in Level 5 (Most Effective), 7 in Level 4, 17 in Level 3, 10 in Level 2, and 10 in Level 1. In 2022, the number of teachers in Level 5 remained the same, but the number in Level 4 increased to 11, the number in Level 3 increased to 41, the number in Level 2 decreased to 7, and the number in Level 1 remained at 10. In 2023, there was a significant jump, with 24 teachers in Level 5, 28 in Level 4, 66 in Level 3, 45 in Level 2, and 30 in Level 1.  The data shows an overall positive trend in the effectiveness of EPP teachers at Tennessee State University from 2021 to 2023. The number of teachers in the higher effectiveness levels (Levels 5 and 4) increased, indicating that more teachers demonstrate significant or moderate evidence of their students exceeding expected growth. However, there are some areas for potential improvement. The number of teachers in the lower effectiveness levels (Levels 1 and 2) also increased in 2023, suggesting that a significant portion of teachers are still not meeting the desired standards for student growth. It is important to note that the TVAAS data represents only one aspect of teacher effectiveness. Other factors, such as classroom observations, student feedback, and professional development, should also be considered when evaluating the overall performance of EPP teachers at Tennessee State University. Overall, there has been an increasing trend in the number of teachers in the higher effectiveness levels (Levels 5 and 4) and a general increase in the total number of teachers evaluated over the 3 years.  

   • • Predominance of Level 1: Many educators across subjects and grades, including single-year and multi-year composites, are classified as Level 1. This suggests that a notable proportion of educators might not meet the expected growth targets in student achievement.

     • Limited Representation in Higher Levels: Fewer educators are in Levels 4 and 5, especially in single-year composites. This indicates a smaller pool of consistently high-performing educators who exceed student growth expectations.

     • Subject-Specific Patterns:

       1. For Grades 3–8, subjects like English Language Arts and Math show many educators with Level 1 effectiveness.

       2. However, Science and Social Studies have slightly more representation in Level 2 and Level 3, hinting at variations in subject-specific teaching effectiveness.

     • Multi-Year Trends:

       1. Most multi-year composites (up++ to 3 years and without 2021) for educators remain at Level 1. This reflects consistent challenges in improving growth measures over time.

       2. Even educators with Level 5 single-year scores show variability when analyzed through multi-year trends.

5. Active Educators [CAEP R4, RA4.1]: The Educator Preparation Program (EPP) initiated a data tracking point in 2022 to analyze educator retention, precisely to determine the proportion of program completers who remain active in the field. This data serves as evidence for CAEP Standard RA4.1, demonstrating the extent to which program completers contribute to P-12 student-learning growth and effectively apply the professional knowledge, skills, and dispositions acquired during their preparation. While this data does not directly measure employer satisfaction, it can be used to infer it; higher retention rates suggest employers are satisfied with the performance of program completers.

   • Speech Pathology and Special Education: TNCompass data shows a 33% decrease in the percentage of active Speech Language Teachers (Authorization Type Code 458) between 2020-2023 and 2021-2024. For Special Education, data indicates that 74% of 257 completers who completed the program in its entirety during the Grow Your Own (GYO) initiative remain active in the system.

6. Cycle Comparisons [CAEP R1, RA1, R5, RA5] - This analysis compares the 2020-2023 and 2021-2024 data cycles. By examining key performance indicators and trends, we aim to identify areas of strength, weakness, and opportunities for improvement. This analysis will inform strategic decision-making and guide future initiatives to enhance program effectiveness. Through this comparative analysis, we will explore how the program has evolved over the past few years. We will delve into specific metrics, such as student enrollment, retention, graduation rates, and program outcomes, to assess the impact of various interventions and strategies.

7. Candidate Demographics [CAEP R1, R2, RA3, RA4, R5, RA5]- A critical data analysis component involves examining our candidates' demographics and our program's impact on diverse P-12 learners. This focus aligns with the CAEP standards, emphasizing the importance of preparing educators to serve all students effectively. 

   • The Spring 2023 semester saw 123 future educators from Tennessee State University's EPP contribute to 57 school districts across Tennessee, concentrating in Metro Nashville and Shelby County. Many graduates earned the "Beginning Administrator PreK-12" endorsement, demonstrating the program's focus on leadership preparation. The program is noted to impact Tennessee's education system positively. Further granular data regarding the racial demographics of the 123 candidates and the number of each endorsement earned would strengthen this data analysis. Strongpoint includes: 123 future educators participated; Served 57 school districts across Tennessee; Primary districts: Metro Nashville and Shelby County; Range of endorsements earned, including Beginning Administrator PreK-12, Graduates contributing to Tennessee education, with reported positive student impact; and Strong partnership with Metro Nashville Public Schools.

8. Tennessee State Board Report Card [CAEP R4, RA4, R5, RA5]—The EPP utilizes the annual report card for initial and advanced (instructional leadership)as a critical tool for quality assurance and continuous improvement. The report card offers a comprehensive overview of the EPP's performance across several key domains, including Candidate Profile, Employment, Provider Impact, Candidate Assessment, and Satisfaction.

   • • For example, from 2023, the EPP (initial) can ascertain that the EPP exceeded expectations in the employment domain. A high percentage of graduates found employment in Tennessee public schools within one year (86.4% compared to the state average of 80.3%). Furthermore, the retention rates for these educators in their second and third years of teaching were also strong, with a 100% retention rate for the second year (state average: 93.6%) and 80.6% for the third year (state average: 78.8%).  

     • The Candidate Profile domain was rated as "Meets Expectations." The report card provides data on the number of cohort members over three years (2020-2022) and the cohort's racial diversity (43.2%). The percentage of high-demand endorsements was 11%, below the state average of 16.2%.  

     • In Provider Impact, the EPP exceeded expectations. A very high percentage of cohort members received classroom observation scores of Level 3 or above (96.3%, slightly above the state average of 96%) and Level 4 or above (71%, exceeding the state average of 65.3%). Similarly, the percentage of cohort members with Student Growth (TVAAS) scores of Level 3 or above was 76.5% (significantly higher than the state average of 60.3%). However, the percentage with Level 4 or above was 17.6% (below the state average of 25.1%). The EPP also demonstrated strong results in LOE scores, with 94.3% of cohort members scoring Level 3 or above (state average: 89.5%) and 66% scoring Level 4 or above (state average: 61.1%).  

     • The Candidate Assessment domain was rated as "Meets Expectations". The pass rate for the pedagogical assessment was 96.7% (slightly below the state average of 97.2%). The content assessment pass rate was 84.3% (below the state average of 88.6%). The first-time pass rate for the literacy assessment was 77.8%, also below the state average of 82.3%.  

     • Finally, the Satisfaction domain revealed that while a majority of respondents agreed or strongly agreed that their clinical experience prepared them for teaching (75%) and would recommend the program (41.7%), there were fewer who agreed or strongly agreed that their coursework prepared them (16.7%). The survey response rate for Tennessee State University was 18.5%, lower than the state average of 35.5%.

9. Employer Survey [CAEP R4, RA4]—Provides data that can be used for program review, continuous improvement, and potentially accreditation requirements. In contrast, the survey did successfully identify potential areas for program improvement. The primary weakness of the survey itself as a data source is the low response rate, which affects the reliability and generalizability of the findings. 

   • Direct measures of employer satisfaction are currently limited due to a low survey response rate (n=5). However, the qualitative data from these responses is positive, indicating satisfaction with completer collaboration, professionalism, and overall strength, supported by anecdotal hiring evidence. These positive, albeit limited, direct findings are triangulated with stronger indirect evidence from high initial employment and retention rates and documented, active employer involvement in EPP governance and feedback processes. The EPP recognizes the need to implement strategies to increase employer survey participation for future cycles to obtain more robust, generalizable, direct evidence of satisfaction.

10. EPP Candidate Survey [CAEP R5, RA5] - Initial surveys, comprising 79 questions, revealed a predominantly White female respondent base. However, subsequent surveys, notably those from 2022 to 2024, indicated a significant demographic shift, marked by a substantial increase in Black female respondents, reflecting the college's evolving student population. Recognizing the limitations of the lengthy initial surveys and the resultant reduced response rates, the college implemented a revised 26-question survey with skip logic, enhancing response efficiency.

    • Further analysis of neutral responses prompted consideration for their removal to improve data granularity. Graduate rates demonstrated a modest positive trend, rising from 28% in the first three-year cycle to 34% in the subsequent cycle. Notably, fall-to-fall retention rates significantly improved, escalating from 0% in Fall 20-21 to 38% in Fall 21-22, and reaching 64% by Fall 22-23, indicating enhanced student support and program efficacy. 

    • Program-specific performance variations were observed, with teaching licensure students exhibiting lower average performance scores in 2023-2024, while instructional leadership and clinical roles demonstrated consistently higher scores. Students in the "Other" program category maintained a consistent moderate score. 

    • The transition from primarily in-seat and online delivery to a hybrid model correlated with increased student satisfaction. A critical focus on improving survey response rates by 15% was identified as essential for ensuring data reliability and generalizability.

11. Data Profile—The profile provides a detailed quantitative look at student enrollment, retention, graduation, and Praxis trends within the College of Education's programs over three years, alongside the college and program-level plans designed to address these areas.

Overall SPED Observations:

• Low Retention Rates: The overall retention rates appear low, particularly in the earlier years.

• Fluctuations: There are significant fluctuations in retention rates between different academic periods.

• Decreasing Retention: Retention rates decrease over time, from 23 in FA21_SUM22 to 5 in FA22_SUM23.

Improvements for Next Cycle:

• Data Limitations: The table does not provide information about the total number of students in each cohort, making it difficult to assess the significance of these retention rates. 

  • Need greater performance assessment data/increased enrollment

  • Improved demographic data collection 

• Further Analysis: To better understand retention trends, additional data points, such as student demographics, academic performance, or reasons for withdrawal, would be helpful.

Recommendations:

• Collect More Data: Gather additional information to provide a more comprehensive understanding of retention rates.

• Identify Root Causes: Investigate the underlying reasons for low retention and address any contributing factors.

• Implement Retention Strategies: Develop and implement strategies to improve student retention, such as academic support programs, mentoring initiatives, or career counseling services.

• Data Profile of the entire college is conducted annually and is an opportunity for individual programs to report.  The programs are required to report annually, which includes feedback from candidates and partners regarding the clinical experiences in ALL programs.   

• EPP Data [21-24]

• Teacher Education Checkpoints - these are designed to provide the specifics of how candidates progress to clinical experience. 

• Revised Teacher Handbook - Teaching and Learning revised the handbook to explain the clinical experience further as the team works to update the process and better support candidates in secondary programs.  

• Residency Booklet Revised Residency Handbook for Clinicians and Supervisors (teacher education only).  The purpose was to ensure all clinicians and supervisors have a reference guide after training.