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Millikin University - Decatur, IL
e. & f. Other School Professionals 

1e. Knowledge and Skills for Other School Professionals


1. What are the pass rates of other school professionals on licensure tests by program and across all programs (i.e., overall pass rate)? Please complete Table 5 or upload your own table at Prompt 1e.4 below.

Table 5 Pass Rates on Licensure Tests for Other School Professionals

No other school professionals.

2. (Programs Not Nationally Reviewed) What data from other key assessments indicate that other school professionals demonstrate the knowledge and skills delineated in professional, state, and institutional standards? [Data for programs for other school professionals that have been nationally reviewed or reviewed through a similar state review do not have to be reported here. Summarize data here only for programs not already reviewed. A table summarizing these data could be attached at Prompt 1e.4 below.]

No other school professionals.

3. What do follow-up studies of graduates and employers indicate about the knowledge and skills of other school professionals? If survey data are being reported, what was the response rate? [A table summarizing the results of follow-up studies related to knowledge and skills could be attached at Prompt 1e.4 below. The attached table could include all of the responses to your follow-up survey to which you could refer the reader in responses on follow-up studies in other elements of Standard 1.]

No other school professionals.

1f. Student Learning for Other School Professionals


1. (Programs Not Nationally Reviewed) What data from key assessments indicate that candidates can create positive environments for student learning, including building on the developmental levels of students; the diversity of students, families, and communities; and the policy contexts within which they work? [Data for programs for other school professionals that have been nationally reviewed or reviewed through a similar state review do not have to be reported here. Summarize data here only for programs not already reviewed. A table summarizing these data could be attached at Prompt 1f.3 below.]

No other school professionals.

2. What do follow-up studies of graduates and employers indicate about graduates' ability to create positive environments for student learning? If survey data have not already been reported, what was the response rate? [If these survey data are included in a previously attached table, refer the reader to that attachment; otherwise, a table summarizing the results of follow-up studies related to the ability to create positive environments for student leaning could be attached at Prompt 1f.3 below.]

Our alumni follow-up study for initial teacher preparation programs asked graduates to rate their ability to create positive environments for student learning. The follow-up study data for questions 3, 5, 6, and 7, which relate to Diversity, Creating Communities of Learners, Instructional Delivery, and Communication have been summarized in section 1d.3. Creating Communities of Learners relates to managing classroom environments to positively prevent/respond to inappropriate behavior and to encourage self-regulation and positive social interaction. The celebration of diversity, and instruction tailored to different learning needs, also contributes to positive learning environments. The question related to communication asked graduates to comment on how the teacher education program helped them to foster collaboration, critical thinking, and active inquiry. Question 6, Instructional Delivery, refers to instructional strategies that created active, lifelong learning. The data indicate that the majority of graduates rate 80% or above, combining Commendable and Very Good ratings on these items.


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Millikin University - Decatur, IL
 
Millikin University - Decatur, IL
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