Each section represents a CAEP annual reporting measure. Measures are a mix of those described in CAEP Annual Reports, and other measures that the EPP uses for data-based decisions.
In 2017-18, employers rated their first-year teachers at a mean of 3.46 (on a 4-point scale), indicating satisfaction with their preparation for teaching, though not ranking as high as the Completers (3.70) or First Year Teachers (3.53). The highest indicator was 9.2, Teachers model ethical professional practice, and the lowest was 5.1, Teachers understand how to connect concepts across disciplines. For 2017-18, employers rated their third-year teachers at a mean of 3.49, slightly higher than the employers of first year teachers (3.46).
The same surveys were used with Employers of First Year Teachers, Employers of Third Year Teachers, First Year Teachers, and Completers at Exit. Sheets 3-4 of the Composite Survey Data plots the 2 highest and lowest scores of each group (completers, first year teachers, and employers).
In 2017-18, completers rated their preparation the highest at 3.70 (on a 4-point scale), with first year teachers next highest at 3.53. Employers of third year teachers ranked them at 3.49, slightly higher than the employers of first year teachers (3.46). None of mean scores of the three groups rated UNK completers below a 3.00 on a 4-point scale, indicating that all groups believed UNK completers were prepared to be effective teachers as defined by the NE InTASC Standards.
The candidate milestones are Admission to Teacher Education, Admission to Clinical Practice, and Completion.
2013-2016 showed a downward trend in the number of students admitted to Teacher Education, but that trend was reversed in 2016-17 and continued upward in 2017-18. As a consequence of the downward trend of students admitted to TE from 2013-2016, the number of students admitted to clinical practice was down in 2015-16 and 2016-17. In the same way, the number of completers decreased between 2013-2016, but went up in 2016-17. In 2017-18 the number of students admitted to clinical practice and the number of completers dipped slightly from 2016-17.
The GPA mean rose steadily for candidates for admittance to TE and Clinical Practice from 2013-2018; it also rose from 2013-2018 for completers.
The College of Education Communication Disorders Department graduate program is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) of the American Speech-Language-Hearing Association (ASHA). For further information about ASHA please visit their website.
The College of Education Counseling and School Psychology program is accredited by the following organizations. For further information about each accrediting organization please click on the organizations name to go to their website.
The School Librarian Endorsement Program is nationally recognized by the American Library Association (ALA)/American Association of School Librarians (AASL).