Exhibits

Overview and Conceptual Framework

Exhibit ID Description
I.5.a Pages from catalogs and other printed documents describing general education, specialty/content studies, and professional studies
I.5.b Examples of syllabi for professional education courses
I.5.c Conceptual framework(s)
I.5.d Findings of other national accreditation associations related to the preparation of education professionals (e.g., ASHA, NASM, APA, CACREP)
I.5.e Updated institutional, program, and faculty information under institutional work space in AIMS

Standard 1.  Candidate Knowledge, Skills, and Professional Dispositions

Exhibit ID Description
1.4.a State program review documents and state findings (Some of these documents may be available in AIMS.)
1.4.b Title II reports submitted to the state for the previous three years
1.4.c Key assessments and scoring guides used for assessing candidate learning against standards and proficiencies identified in the unit’s conceptual framework
1.4.d Aggregate data on key assessments, including proficiencies identified in the unit’s conceptual framework 
1.4.e Key assessments and scoring guides used for assessing professional dispositions, including fairness and the belief that all students can learn
1.4.f Aggregate data on key assessments of candidates’ professional dispositions 
1.4.g Examples of candidates’ assessment and analysis of P-12 student learning
1.4.h Examples of candidates’ work from programs across the unit
1.4.i Aggregate data on follow-up studies of graduates 
1.4.j Aggregate data on employer feedback on graduates 
1.4.k Data collected by state and/or national agencies on performance of educator preparation programs and the effectiveness of their graduates in classrooms and schools, including student achievement data, when available

Standard 2.  Assessment System and Unit Evaluation

Exhibit ID Description
2.4.a Description of the unit’s assessment system in detail including the requirements and key assessments used at transition points
2.4.b Admission criteria and data from key assessments used for entry to programs
2.4.c Policies, procedures and practices for ensuring that key assessments of candidate performance and evaluations of program quality and unit operations are fair, accurate, consistent, and free of bias
2.4.d Policies, procedures and practices for ensuring that data are regularly collected, compiled, aggregated, summarized, analyzed, and used for continuous improvement 
2.4.e Policies, procedures and practices for managing candidate complaints
2.4.f File of candidate complaints and the unit’s responses and resolutions (This information should be available during the onsite visit)
2.4.g Examples of significant changes made to courses, programs, and the unit in response to data gathered from the assessment system
   

Standard 3. Field Experiences and Clinical Practice

Exhibit ID Description
3.4.a Examples across programs of collaborative activities between unit and P-12 schools to support the design, implementation, and evaluation of field experiences and clinical practice, including memoranda of understanding
3.4.b Aggregate data on candidate placement in field experiences and clinical practice
3.4.c Criteria for the selection of clinical faculty, which includes both higher education and P–12 school faculty
3.4.d Examples of support and evaluation of clinical faculty across programs
3.4.e Guidelines/ handbooks on field experiences and clinical practice for candidates, and clinical faculty, including support provided by the unit and opportunities for feedback and reflection
3.4.f Assessment instruments and scoring guides used for and data collected from field experiences and clinical practice for all programs, including use of technology for teaching and learning 
3.4.g Aggregate data on candidates entering and exiting from clinical practice for all programs 

Standard 4. Diversity

Exhibit ID Description
4.4.a Aggregate data on proficiencies related to diversity that candidates are expected to demonstrate through  working with students from diverse groups in classrooms and schools
4.4.b Curriculum components and experiences that address diversity proficiencies 
4.4.c Assessment instruments and scoring guides related to candidates meeting diversity proficiencies, including impact on student learning 
4.4.d Data table on faculty demographics (see Appendix A for an example)
4.4.e Data table on candidates demographics (see Appendix B for an example)
4.4.f Data table on demographics of P-12 students in schools used for clinical practice (see Appendix C for an example)
4.4.g Policies and practices, including good faith efforts, for recruiting and retaining diverse faculty
4.4.h Policies and practices, including good faith efforts, for recruiting and retaining diverse candidates
4.4.i Policies, procedures, and practices that support candidates working with P-12 students from diverse groups

Standard 5. Faculty Qualifications, Performance, and Development

Exhibit ID Description
5.4.a Data table on qualifications of professional education faculty 
5.4.b Data table on qualifications of clinical faculty (i.e., P–12 school professionals and professional education faculty responsible for instruction, supervision, and/or assessment of candidates during field experiences and clinical practice) 
5.4.c Policies and practices to assure clinical faculty meet unit expectations
5.4.d Policies, expectations, and samples of faculty scholarly activities
5.4.e Summary of faculty service and collaborative activities in schools (e.g., collaborative project with school faculty, teacher professional development, and addressing the needs of low performing schools) and with the professional community (e.g., grants, evaluations, task force participation, provision of professional development, offering courses, etc.)
5.4.f Policies, procedures, and practices for faculty evaluation (including promotion and tenure) and summaries of the results in areas of teaching, scholarship and service
5.4.g Policies, procedures, and practices for professional development and summaries of the results

Standard 6. Unit Governance and Resources

Exhibit ID Description
6.4.a Policies, procedures, and practices for governance and operations of the unit
6.4.b Organizational chart and/or description of the unit governance structure and its relationship to institutional governance structure
6.4.c Policies, procedures, and practices for candidate services such as counseling and advising
6.4.d Policies, procedures, and practices for candidate recruitment and admission, and accessibility to candidates and the education community
6.4.e Academic calendars, catalogs, unit publications, grading policies, and unit advertising
6.4.f Unit budget, with provisions for assessment, technology, professional development, and support for off-campus, distance learning , and alternative route programs when applicable
6.4.g Budgets of comparable units with clinical components on campus or similar units at other campuses
6.4.h Policies, procedures, and practices for faculty workload and summary of faculty workload
6.4.i Policies, procedures, and practices to ensure that all candidate’ have access to physical and/or virtual classrooms, computer labs, curriculum resources, and library resources that support teaching and learning
6.4.j Policies, procedures, and practices to ensure that all candidates have access to distance learning including support services and resources, if applicable