West Texas A&M University

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CAEP Accreditation Table of Evidence

CAEP Accreditation Table of Evidence

 

Standard 1: Content and Pedagogical Knowledge

1.1.1 Program Educational Outcomes (PEOs), Ethical and Professional Dispositions, and Standards Alignment of the EPP

1.1.2 Program Educational Outcomes (PEOs) Rubric of the EPP

1.1.3 InTASC Standards of the EPP

1.1.4 Candidate Evaluation Instrument (CEI) of the EPP

1.1.5 GPAs at Admission and Grade Distribution of Candidates in Teacher Education (2012-2015)

1.1.6 GPA Requirements and Median - Texas A&M University (TAMU) System

1.1.7 ASEP and LBB Performance Measures 2012-2015

1.1.8 Content Knowledge of Candidates

1.1.9 Pedagogical Knowledge of Candidates

1.1.10 Program Progression of the EPP 2013-2015

1.1.11 Candidate Field and Clinical Experience Assessments

(Fall 2014, Spring 2015, and Fall 2015)

1.1.12 Ethical and Professional Dispositions of Candidates

1.1.13 InTASC Standards and Representative Samples of the Learner and Learning in 10 Course Syllabi (2013-2015). Syllabi Analysis I

1.1.14 Progression of Candidates’ Deep Understanding

1.1.15 Summary Tables of Current Performance of the West Texas A&M University EPP Graduates

1.1.16 Decision Points of the EPP

1.2.1 Candidate Application of Content-Specific Practices Flexibly and InTASC Standards

1.3.1 Application of Content and Pedagogical Knowledge as Reflected in Outcome Assessments

1.4.1 Candidates Demonstrate Skills and Commitment for All P-12 Students Access to TCCRS

1.5.1 Candidates Model and Apply Technology Standards to Engage Students, Improve Learning, and Enrich Professional Practice

Standard 2: Clinical Partnerships and Practice

2.1.1 Effective Partnerships and Stakeholder Evidence

2.1.2 Teacher Education Unit (TEU) and Educator Preparation Program (EPP) Advisory Council Meetings Summary Evidence, 2013-2015

2.1.3 Dean, Leadership, and Superintendent Meetings and Focus Groups, 2013-2015

2.1.4 Candidate Clinical Teacher Handbook of the EPP, Fall 2015

2.2.1 High Quality Clinical Practice

2.2.2 Candidate, Clinical, and Diversity Placement Evidence

2.2.3 Criteria for Performance and Retention

2.2.4 Cooperating Teacher and Field Supervisor Support Evidence

2.2.5 Candidate Assessments

2.2.6 Completer Follow-up Survey

2.3.1 Clinical Knowledge, Skills, and Dispositions (KSD) and Positive Impact on P-12 Students

2.3.2 Samples of Candidate Individual Folder Content Evidence

Standard 3: Candidate Quality, Recruitment, and Selectivity

3.1.1 Recruitment for Academic Ability and Diversity Evidence of the EPP

3.2.1 Admission of Candidates for Academic Ability/Achievement (Dispositional) Evidence of the EPP

3.3.1 Setting and Investigating Non-Academic Factors of the EPP

3.4.1 Monitoring the Progression of Candidates

3.5.1 Employing High Exit Criteria

3.6.1 Candidates Developing Understanding of Ethical and Professional Aspects of Teaching

Standard 4: Program Impact

4.1.1 Completer Impact on P-12 Learning and Development

4.2.1 Indicators of Teacher Effectiveness

4.3.1 Satisfaction of Employers

4.4.1 Satisfaction of Completers

Standard 5: Provider Quality

5.1.1 Quality Assurance System of the EPP

5.2.1 Quality Assessment Measures of the EPP

5.3.1 Continuous Improvement of the EPP

5.4.1 Completer Impact

5.5.1 Stakeholder and Partner Involvement

Diversity Integration Crosscut Evidence

1.1 Content and Pedagogical Knowledge of Candidates [See 1.1.1 -- 1.5.1]

1.1.1. Program Educational Outcomes (PEOs), Ethical and Professional Dispositions, and Standards Alignment of the EPP

1.2.1 Candidate Application of Content-Specific Practices Flexibly and InTASC Standards [1.1.3 InTASC Standards of the EPP; 1.1.13 InTASC Standards and Representative Samples of the Learner and Learning in 10 Course Syllabi (2013-2015). Syllabi Analysis I; PDAS Evidence; Survey Evidence; Assessment and data sharing with families; candidate use of research and assessment or evidence to include student learning and their own professional practice; InTASC 6]

1.3.1 Application of Content and Pedagogical Knowledge as Reflected in Outcome Assessments [1.1.8 Content Knowledge of Candidates; 1.1.9 Pedagogical Knowledge of Candidates; 1.1.11 Candidate Field and Clinical Experience Assessments Fall 2014, Spring 2015, and Fall 2015]

1.4.1 Candidates Demonstrate Skills and Commitment for All P-12 Students Access to TCCRS [1.1.13 InTASC Standards and Representative Samples of the Learner and Learning in 10 Course Syllabi (2013-2015). Syllabi Analysis I; and 1.1.14 Progression of Candidates’ Deep Understanding; Communication skills of respect and responsiveness (college- and career-readiness; self-knowledge; professional responsibility; ethic knowledge of the profession; InTASC 9]

2.3.1 Clinical Knowledge, Skills, and Dispositions (KSD) and Positive Impact on P-12 Students [Incorporating multiple perspectives in content; InTASC 2, 4, 5; Communicating strengths and needs of diverse learners in planning and adjusting instruction; InTASC 1, 2, 8; Communication skills of respect and responsiveness (college- and career-readiness; InTASC 1, 2, 3; Assessment and data sharing with families (candidate use of research and assessment or evidence to include student learning and their own professional practice); InTASC 6]

3.6.1 Candidates Developing Understanding of Ethical and Professional Aspects of Teaching [Selectivity at exit; InTASC 10; 3.1.1 Recruitment for Academic Ability and Diversity Evidence of the EPP]

5.5.1 Stakeholder and Partner Involvement (Innovations of the EPP)

Technology Integration Crosscut Evidence

1.1.1 Program Educational Outcomes (PEOs), Ethical and Professional Dispositions, and Standards Alignment of the EPP

1.2.1 Candidate Application of Content-Specific Practices Flexibly and InTASC Standards

1.5.1 Candidates Model and Apply Technology Standards to Engage Students, Improve Learning, and Enrich Professional Practice

2.1.1 Effective Partnerships and Stakeholder Evidence [2.1.2 Teacher Education Unit (TEU) and Educator Preparation Program (EPP) Advisory Council Meetings Summary Evidence, 2013-2015; 2.1.3 Dean, Leadership, and Superintendent Meetings and Focus Groups, 2013-2015; and 2.1.4 Candidate Clinical Teacher Handbook of the EPP, Fall 2015]

2.2.1 High Quality Clinical Practice [2.2.3 Criteria for Performance and Retention; 2.2.4 Cooperating Teacher and Field Supervisor Support Evidence; 2.2.5 Candidate Assessments; 2.2.6 Completer Follow-up Survey

2.3.1 Clinical Knowledge, Skills, and Dispositions (KSD) and Positive Impact on P-12 Students [2.3.2 Samples of Candidate Individual Folder Content Evidence]

3.4.1 Monitoring the Progression of Candidates [In All Domains: Content Knowledge; Pedagogical Knowledge; and Pedagogical Skills; Technology Integration Evidence; Shared Vision/Conceptual Framework Evidence; PDAS Evidence; TEU and EPP Meetings Evidence; Syllabi Evidence; Survey Evidence; Innovations of the EPP Evidence]