Program Guidelines - Initial and Advanced Programs
Required Content for Educator Preparation Program Submissions
- The EPSB must approve all certification programs. The Council
on Postsecondary Education (CPE) must approve all degree programs.
- Proposals for new degree programs must follow CPE format and
submission schedule. Contact CPE for additional information.
- All program review document revisions/additions/deletions
MUST be initiated by the Chair/Dean of Education as all certification
issues fall under the responsibility of the unit head. All programs
must follow established guidelines. Programs not submitted by
the Chair/Dean or not meeting the guidelines will be returned
to the institution.
- Updated program review documents to all approved certification
programs must be submitted 12 months in advance of the on-site
continuing accreditation visit (18 months in advance for a first
- Certification programs must be submitted by February 15 and by September 15. Revisions may be submitted at any time.
- For new certification programs, the institution must submit
a one-page executive summary. New programs also must include a letter
of support from the institution’s chief academic officer.
- Terms used in the programs are to be consistent with NCATE
(see Professional Standards for the Accreditation of Schools,
Colleges, and Departments of Education, 2006 Edition).
- Program submissions are intended to be brief. Pages must be
numbered. Submissions must be dated.
- All programs must be submitted electronically via email to Allison.Bell@ky.gov, institutional website, or flash drive. Be advised the EPSB email server cannot
accept attachments larger than 3 MB.
- After programs have been reviewed by Division of Educator
Preparation staff, Content Area Review Committees, the Continuous
Assessment Review Committee (CARC) ) when the IHE is preparing for its accreditation visit, and the Reading Committee,
a Program Review Update identifying concerns will be generated
and sent to the institution requesting clarification and/or
- The institution should respond to the Program Review Update
by submitting a rejoinder. Contact Allison Bell to discuss process and format of the rejoinder.
- Once all concerns have been cleared, a final Program Review Update indicating program status will
be sent to the institution’s Educator Preparation Unit
Dean/Chair and a copy of the report will be distributed to the
Board of Examiners team during on-site visits for a recommendation
vote. A NEW program proposal will be placed on the agenda for the next available Board meeting.
- Program contents organization matrices will be provided via
email upon request.
Contents of Program Submissions - Initial and Advanced
Include title page that includes the name of the institution,
name of program and certification level, date submitted and catalog
URL if available. If this program is governed by a particular
regulation, the regulation number should be included on the title
One-page Executive Summary* must include:
- Theme of the unit
- Brief description of the continuous assessment plan including
admission and exit requirements
- Unique features of the program including mode(s) of delivery
- Rationale for the implementation of the program
* This summary is necessary for NEW (not previously approved) programs only!
Document 1: Conceptual Framework
First/Continuing Accreditation Visit: The conceptual framework must be submitted as a separate document. For any programs that share the same conceptual framework, one document may be submitted. This document will explicate the unit’s statement of its conceptual framework. It may include tables, charts, and the research base that supports the unit’s philosophy of preparation. The narrative must include the following items: (a) Mission and vision of the institution and unit; (b) Unit’s philosophy and dispositions; (c) All knowledge bases; (d) Performance standards; and (e) Summarized description of candidate proficiencies (including diversity and technology), curriculum and assessment system.
Document 2: Continuous Assessment
First/Continuing Accreditation Visit: The continuous assessment plan must be submitted as a separate document. For any programs that share the same continuous assessment, one document may be submitted. The plan should include a description of how the unit's continuous assessment:
- integrates with the Conceptual Framework;
- is based on standards;
- is an assessment system with monitoring checkpoints;
- identifies dispositions and modes of assessment;
- includes multiple assessments;
- includes a plan for collecting P-12 student impact data;
- contains feedback loops for candidates and program(s); and
- contains evidence of a technology-supported assessment system
- includes a plan for how the unit ensures its assessments are
accurate, fair, and consistent
Document 3: Program Experiences
This portion of the program review document(s) should demonstrate
the relationship among the certification program and the unit's
Conceptual Framework and Continuous Assessment Plan. It should
also describe the courses and experiences (including a
description of mode(s) of delivery and off-campus sites being
used, if applicable). An explanation describing how the Code
of Ethics is integrated, shared, and discussed with the candidates
A. Content Standards: A matrix showing the alignment of the appropriate learned society/specialty professional association (SPA) standards/guidelines with the courses and assessments is required. If NCATE has approved a learned society, the institution must address that learned society's standards/guidelines, using the approved NCATE SPA matrix. Also, include brief course descriptions for all courses outside the Professional Education Core.
B. Kentucky Performance Standards: Include a matrix demonstrating the alignment of the courses and assessments with the appropriate Kentucky Performance Standards (i.e., Kentucky Teacher Standards, Guidance Counselor Standards, ISLLC, TSSA).
C. Kentucky P-12 Curriculum Requirements: Describe how the Kentucky Core Academic Standards (KCAS) are integrated within the preparation program. Include a description how the KCAS are integrated into coursework. This description should explain where the necessary content knowledge is delivered in the curriculum (general and professional studies).
D. EPSB Themes: Show integration of the following items within the coursework. Choice of formats (matrix, diagram, narrative, etc.) may be used.
- Diversity (with specific attention to exceptional children including the gifted and talented, cultural and ethnic diversity)
- Assessment (developing skills to assess student learning)
- Closing the Achievement Gap (identify what courses emphasize strategies for closing the gap)
E. Program Faculty: List name; highest degree, field, & university; teaching assignment in the program; faculty rank; scholarship, leadership in professional associations, and service; P-12 teaching experience and certification(s) held; and relationship (full-time, part-time, etc.) to the institution, unit, and program. Do not send vitae. Contact Allison Bell for suggested matrix.
F. Syllabi: Complete syllabi for the Professional Education core and Methods courses must be included. Also include a sampling of Content Course syllabi. All submitted syllabi must demonstrate integration of the performance standards, the Kentucky Core Academic Standards, and the EPSB themes.
G. Curriculum Contract/Guidesheet: Attach a copy (see below for minimum requirements)
Minimum Requirements - Student Curriculum Contract/Guidesheet
- Name of IHE, name of program (degree or non-degree), resulting
certification with appropriate grade level
- Candidate’s name
- Admission Criteria (such as GPA, Praxis I, dispositions evaluation, other)
- Required course work and electives (prefix, number, hours)
- Exit Criteria (such as GPA, portfolio/TPA/TWS, Praxis II, PLT, other)
- Space for candidate and advisor to sign and date
- Praxis II Test disclaimer
Here for Check Sheet on the Review of Program Submissions
Contact the Division
of Educator Preparation
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