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

Data and Program Effectiveness

A. Narrative Summary of Preliminary Findings

Program Data: The EPP provided a plan for recruitment and retention for the 2024-2025 academic year. The EPP further provided a list of recruitment strategies. The EPP did not provide a description of the within-program data that are collected, and they did not provide at least one example of how the data are used to improve candidate performance and strengthen the program.

Post Candidate Data: The EPP provided a narrative describing collaborations with local schools. The EPP did not provide post candidate data that describe how the program is producing educators who are effectively educating students and meeting the needs of the partner districts for these programs.

B. Evidence Consistent with Meeting the Expectations

None.

C. Evidence Inconsistent with Meeting the Expectations

• Program Data Narrative

• Post Candidate Data Narrative

D. Additional Evidence Requested

• Provide three cycles of program data (e.g., Praxis Scores, edTPA Scores, Field Experience Evaluation Data, Disposition Data, etc.) for the Visual Arts K-12 Undergraduate Student Teaching Program that support the EPP are producing educators who are effectively educating students and meeting the needs of the partner district for this program.

• Provide three cycles of program data (e.g., Praxis Scores, edTPA Scores, Field Experience Evaluation Data, Disposition Data, etc.) for the Visual Arts K-12 Post-Baccalaureate Student Teaching Program that support the EPP are producing educators who are effectively educating students and meeting the needs of the partner district for this program.

• Provide three cycles of program data (e.g., Praxis Scores, edTPA Scores, Field Experience Evaluation Data, Disposition Data, etc.) for the Visual Arts K-12 Post-Baccalaureate Job-Embedded Program that support the EPP are producing educators who are effectively educating students and meeting the needs of the partner district for this program.

• Provide three cycles of Post Candidate Data (e.g., TVASS Scores, Completer Satisfaction, Employer Satisfaction, etc.) for the Visual Arts K-12 Undergraduate Student Teaching Program that support the EPP are producing educators who are effectively educating students and meeting the needs of the partner district for this program.

• Provide three cycles of Post Candidate Data (e.g., TVASS Scores, Completer Satisfaction, Employer Satisfaction, etc.) for the Visual Arts K-12 Post-Baccalaureate Student Teaching Program that support the EPP are producing educators who are effectively educating students and meeting the needs of the partner district for this program.

• Provide three cycles of Post Candidate Data (e.g., TVASS Scores, Completer Satisfaction, Employer Satisfaction, etc.) for the Visual Arts K-12 Post-Baccalaureate Job-Embedded Program that support the EPP are producing educators who are effectively educating students and meeting the needs of the partner district for this program.

• Provide an example(s) of how the data are used to improve candidate performance and strengthen the program.

E. Preliminary List of Interview Questions

1. What program data are collected, across the three pathways, to support that the EPP are producing educators who are effectively educating students and meeting the needs of the partner district for these programs?

2. What post candidate data are collected, across the three pathways, to support that program completers are effective in working with K-12 students?

3. What post candidate data are collected, across the three pathways, to support that program completers are satisfied with their program?

4. What post candidate data are collected, across the three pathways, to support that employers are satisfied with the completers of the program?

5. How does the program analyze data? Who participates in the analysis? How often are the data analyzed?

6. What are some examples of how the data has been used for continuous improvement of the program?

Bachelor of Science in Art with K-12 certification

Curriculum: After completing the initial primary core art education courses, students complete a breath of studio-based courses, then follow a professional education curriculum as they enter the Teacher Education Program (TEP). Students must seek formal admission to the program

through the College of Education during their sophomore year. They must have a 2.75 cumulative grade point average at the time of application for admission. They must pass the Pre-Professional Skills Test (PPST) or the Computer-Based Academic Skills Assessments Test 

(CBT). Students accepted into the Teacher Education Program progress through the program with course-based assessments and field evaluations. Portfolio requirements, placement policies, mentoring, and exit requirements are positioned throughout the program to ensure competencies at the expected levels of achievement are met. Candidate assessment includes elements shared across all programs in the TEP and individualized, program-specific assessments. Once the student declares interest in art certification, they will be given hands-on experience in volunteering and service learning filtered through partnerships with local entities that help guide

them from theory to practice. Early introduction to theory and experiential learning throughout the art curriculum will allow for the transference of skills vital to successfully completing the Art K-12 certification. 

Art Competencies: Art education majors must demonstrate competency in the content areas developed for art education and fulfill requirements expected from all art students. Students must pass all significant courses with at least a “C” to meet the degree criteria and admission to teacher education. Students must research to develop their units and lesson plans. Their research must include artists and their work, methods, techniques, and information to help them adapt their lessons for special needs individuals and help them create assessments appropriate for a specific grade level. Students must also produce a portfolio of artwork focusing on the area and media of their choice (ceramics, painting, sculpture). Candidates develop a research paper on art criticism, an artist statement, a resume, thesis statements, and artwork images and frame their artwork for a senior exhibition. They must also show problem-solving skills in their portfolio and senior project classes. These skills are helpful in their teaching, as they will organize student exhibits at their schools and communities. (MDP. II. D. p.73)

Teacher Education Competencies: All teacher candidates complete studies in professional education. The course work and related field and laboratory experiences enable the teacher candidate to meet the following performance standards in teaching all students, including

students at risk, students with disabilities, economically disadvantaged students, highly mobile students, intellectually gifted students, and students from different racial and ethnic backgrounds. Candidates demonstrate a broad general understanding of the major concepts of the discipline they teach, including:

(1) Visual Arts Production,

(2) Visual Arts History, Cultures, and Society

(3) Responding to Visual Art, Teaching Visual Art,

(4) Reflection, Professional Development, and Leadership

Observation of Teacher Candidates TSU's teacher candidates is evaluated by Elementary Education faculty during field experience in Levels I & II. The academic content and skills of co-requisite courses in the respective semester are the primary focus of the teacher candidate’s

observation in the assigned classroom. In the year-long clinical residency (Residency I and Residency II), the Master Clinicians observe

and evaluate the teacher candidates as they teach a lesson. The teacher candidates are observed three times in Residency I and four times in Residency II. The Master Clinicians use the Student Teaching Assessment Form (STAF) to evaluate the six areas in the EPP’s conceptual underpinning. The process used by the University Supervisor follows these steps:

(1) Introduce teacher candidate/student teacher to mentor teacher.

(2) Conduct the Student Teacher Initial Conference

(3) Explain the Ready2Teach year-long clinical residency and the co-teaching model.

(4) Conduct three observations in Residency 1 and four in Residency 2.

(5) Consult with the Mentor Teacher and the teacher candidate upon request.

Observation data is collected for Residency-I and used primarily as formative feedback for the teacher candidates. The data collected for Residency-II are summative ratings with feedback representative of what supervising principals provide to a first-year in-service teacher. The STAF instrument is included, followed by the data table showing average observation ratings for the specialty area. The current data suggest that TSU teacher candidates meet expectations established for year-long clinical teacher candidates.

The Art program (B.S.) is designed to be entirely cohort-based, with online, hybrid, and face-to-face learning. It is also flexible for students not meeting the requirements to continue with their cohort. The program faculty believes that candidates learn more collaboratively from their peers. 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. 

Course List

Program of Study

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

• Recruitment and Retention Plan 

All SAPs within the EPP will provide a clear field and clinical practice description inclusive of all components, including organization, sequence, diversity of placement as related to grade bands and endorsement areas, and how candidates will be supervised and evaluated during those field and clinical experiences. 

• 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.