Nt1310 Unit 3

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Standard 3.1 Task 1

The evidence provided was overall EPP data, but was not disaggregated by specialty licensure area or compared to the student population of the university. Teacher candidates’ socioeconomic status (SES) and disaggregated demographic data on admitted candidates was not provided in the evidence.

What are the demographic data of the EPP candidates disaggregated by specialty licensure area or across the university?

Standard 3.1 Task 2

The EPP did not address how they will record, monitor and use the results of their recruitment efforts for planning and modification of recruitment strategies.

How will the EPP record, monitor and use the results of their recruitment efforts for planning and modification of recruitment strategies? …show more content…
The EPP set a goal to increase the representation of African American and Latino/Hispanic candidates by 10% by 2022. The EPP identified actions that will take place in an effort to increase the diversity of their candidates (SSR 35-36).

Rationale: The EPP lacks evidence of a five year recruitment plan (based on the university’s mission and including academic ability, diversity, and employment needs), explained how they identified efforts relates to their five year recruitment plan, or how they monitor the influences of employment opportunity on enrollment patterns.

AFI Standard 3.3

The EPP provided evidence of the establishment of non-academic criteria requirement (Dispositions) for candidates at three major phases of growth (Beginning, Developing, and Mastery) within the candidates’ teacher preparation program but also stated that the non-academic criteria is not a requirement for entry into the program (SRR, p. 36).

Rationale: The EPP lacks evidence of a non-academic criteria that are used during

Nt1310 Unit 3

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Nt1310 Unit 3

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Nt1310 Unit 3

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Nt1310 Unit 3

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Nt1310 Unit 3

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Nt1310 Unit 3

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Nt1310 Unit 3

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Nt1310 Unit 3

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Nt1310 Unit 3

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Nt1310 Unit 3

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