College of Applied Studies Accreditation

Our college embraces accreditation as a primary means of assuring the programs we provide meet the highest standards of the profession. Wichita State University is accredited by the Higher Learning Commission (HLC) of the North Central Association of Colleges and Schools (HLC-NCA). The Professional Education Unit in the College of Applied Studies is accredited by Council for the Accreditation of Educator Preparation and the Kansas State Department of Education. The Wichita State School Psychology program is accredited by National Association of School Psychology (NASP).

 

CAEP Logo     KSDE logo NASP logo     CACREP logo

Programs Accredited by CAEP, KSDE, and SPAs

CAEP Annual Reporting Measures

CAEP (Council for the Accreditation of Educator Preparation) has four annual reporting measures which are used to provide information to the public on program impact and program outcomes.

The data tables and information presented below provide supporting evidence for each of the eight reporting measures for our undergraduate and graduate initial licensure programs as well as data for any advanced level program that leads to an additional school specialist license or an advanced level licensure endorsement.  

Impact Measures

Measure 1: Completer Effectiveness and Impact on P-12 Learning and Development (component R4.1) (Initial Programs)
Completer Effectiveness (component R4.1)

In Fall 2022, Wichita State College of Applied Studies developed a multi-level assessment system utilizing purposeful sampling to ensure completers from all programs were represented. The purpose of this survey was twofold: 1) to examine the extent to which educators who graduated from a WSU teacher education program effectively contribute to P-12 student growth, and 2) examine the extent to which program completers applied in P-12 classrooms the professional knowledge, skills, and dispositions gained from their teacher education program. The survey consisted of questions asking the respondents to respond to questions focused on the four general categories of the InTASC standards 1) The learner and learning 2) content 3) instructional practice and 4) professional responsibility. Additionally, two demographic questions were included which focused on the type of institute (e.g. public or private) and the grade level of the building where the principals served as the administrators.

The sample consisted of 41 principals. The majority (61%) of respondents oversee elementary schools (followed by high school (14.6%). It should be noted that 36 respondents came from our partner district (USD 259) while 5 principal responses came from outside of USD 259.  Additionally, the traditional public school made up the vast majority (82.9%) of the school types represented in the sample, followed by public magnet schools at 9.2%.

InTASC Category 1: The Learner and Learning

This subscale focuses on the extent to which respondents perceive educators from Wichita State respect learner differences, understand learner development, and can shape the learning environment. This subscale consists of 4 Likert-type items (5 pt. scale strongly agree to strongly disagree (1), the final item was on a 4-point scale). Results indicate that learners from WSU teacher education programs perform better or as well as educator graduates from other programs. When principals were asked to compare WSU educators with other educators in learner development, learner differences, and classroom environment in general, WSU educators  received 75.7% positive rating as opposed to 22.2 who stated WSU educators were not as well prepared in this general construct (2.1% of respondents had no comparison between completer WSU completers).

InTASC Category 2: Content

This subscale focuses on the extent to which respondents perceive educators from Wichita State in relation to their content knowledge and application of content in their respective instructional areas. This subscale consists of 3 Likert-type items (5 pt. scale strongly agree to strongly disagree (1 pt.), the final item was on a 4-point scale). Results indicate that learners from WSU teacher education programs perform better or as well as graduates from other programs. When principals were asked to compare WSU educators with other educators in terms of content knowledge and application of content , WSU educators  received 78.1% positive rating as opposed to 17.1% who stated WSU educators were not as well prepared in this general construct (4.8% of respondents indicated that they did not have a comparison basis between WSU graduates).

InTASC Category 3: Instructional Practice

The third subscale focuses on the extent to which respondents perceive educators from Wichita State are skilled in relation to their instructional practice. This subscale consists of 3 Likert-type items (5 pt. scale strongly agree to strongly disagree) and a fourth comparison item on a 4-point scale. Results indicate that learners from WSU teacher education programs perform better or as well as educator graduates from other programs. When principals were asked to compare WSU educators with other educators in instruction planning, assessment, and instructional strategies 78% of respondents indicated that WSU educators are as well prepared or better prepared relative to their peers from other teacher educator programs, while 19.5% of respondents indicate that they were not as well prepared and 2.5% stated they had no comparison.

InTASC Category 4: Professional Responsibility

Subscale four focuses on the extent to which respondents perceive educators from Wichita State in relation to their professional learning, ethical practice, and leadership and collaboration skills. The subscale consists of 2 Likert-types items (5 point scale) and one comparative item that requests respondents to rate WSU educators in relation to level of preparedness relative to other candidates (ex. better prepared, as well prepared). Results indicate that learners from WSU teacher education programs perform better or as well as educator graduates from other programs in terms of professional responsibility. When principals were asked to compare WSU educators with other educators in terms of professional responsibility 82.9% of respondents indicated that WSU educators were as better prepared or as well prepared in comparison to other educators as opposed to 14.6% of respondents who stated that WSU educators were less prepared than their peers and 2.5% who marked no comparison.   

Conclusion

Results of this survey indicate that WSU educators are highly regarded by their administrators, and were consistently rated as agree or strongly agree for all four subscales. Additionally, WSU educators were judged by respondents to perform as well if not better in all four of the areas assessed within this measure.  

 

Measure 2: Satisfaction of Employers and Stakeholders Involvement (Initial and Advanced Programs) 
Employer Survey Results 
Undergraduate Programs

2021-22 Elementary Education

Assessment
The Wichita State educator... Strongly Disagree Disagree Agree Strongly Agree
appropriately utilizes the outcomes of assessments to develop instruction that meets the needs of all students.  0% 25% 25% 50%
adheres to ethical and unbiased assessment practices.  0% 0% 25% 75%
accurately interprets assessment results.  0% 25% 50% 25%
designs assessments that accurately measure the abilities of a variety of students. 0% 25% 50% 25%
Diversity
The Wichita State educator... Strongly Disagree Disagree Agree Strongly Agree
encourages students to seek out, understand, and question ideas from diverse perspectives. 0% 0% 50% 50%
encourages students to seek out, understand, and question ideas from diverse perspectives. 0% 0% 25% 75%
effectively instructs and assesses students from diverse backgrounds and anticipates the need for differentiation. 0% 0% 50% 50%
effectively works with individuals from diverse backgrounds. 0% 0% 50% 50%
Technology
The Wichita State educator... Strongly Disagree Disagree Agree Strongly Agree
uses a variety of technologies to differentiate instruction. 0% 0% 50% 50%
uses technology to enhance their overall practice. 0% 0% 50% 50%
adapts to new technologies and effectively learns how to use websites and tools provided by the district. 0% 0% 25% 75%
applies the foundations of technology to their lessons and assessments in which technology is used. 0% 0% 25% 75%
Foundations of Teaching
The Wichita State educator... Strongly Disagree Disagree Agree Strongly Agree
uses a variety of teaching strategies to enhance student learning and development. 0% 0% 50% 50%
accounts for and uses the variety of factors (school, family, cultural, community) that influence the quality of education for all students. 0% 0% 50% 50%
knows the content of their field. 0% 25% 50% 25%
understands and abides by the state and federal laws that directly impact the school. 0% 0% 75% 25%
Planning
The Wichita State educator... Strongly Disagree Disagree Agree Strongly Agree
lesson plans align with district, state, and/or national standards. 0% 0% 100% 0%
implements lesson plans that build on their students’ existing knowledge and skills. 0% 25% 50% 25%
manages their time efficiently with lesson plans that include a satisfactory amount of information that is provided in a timely manner. 0% 25% 25% 50%
provides instruction that meets the learning needs of all of their students. 0% 25% 25% 50%
Instruction
The Wichita State educator... Strongly Disagree Disagree Agree Strongly Agree
uses effective communication techniques in order to develop a positive learning environment. 0% 0% 25% 75%
employs teaching skills that reflect current theory, research, and practice. 0% 25% 25% 50%
provides student-centered instruction that is clear, varies, and is flexible. 0% 0% 50% 50%
provides instruction with confidence and clarity in their technique. 0% 25% 25% 50%
Motivation and Engagement
The Wichita State educator... Strongly Disagree Disagree Agree Strongly Agree
manages student behavior in their classroom. 0% 0% 50% 50%
communicates with family and community members in order to make them partners in the educational process. 0% 0% 75% 25%
creates a learning environment that promotes learning and safety. 0% 0% 25% 75%
organizes their tasks and time in an efficient way for student learning. 0% 25% 0% 75%
Professionalism and Ethical Behavior
The Wichita State educator... Strongly Disagree Disagree Agree Strongly Agree
understands the legal and ethical practices in education. 0% 0% 75% 25%
establishes relationships with all stakeholders (school personnel, parents, community, etc.) to support student learning. 0% 0% 50% 50%
appropriately approaches difficult conversations in a professional way that advocates for student learning. 0% 25% 50% 25%
engages in ongoing professional learning and continually evaluates and improves their professional practice. 0% 0% 25% 75%
Reflective Practice
The Wichita State educator... Strongly Disagree Disagree Agree Strongly Agree
self-reflects in order to improve their teaching practice. 0% 25% 0% 75%
uses multiple resources such as professional literature, mentoring, and interaction with colleagues to aid their growth. 0% 0% 25% 75%
accepts constructive criticism from colleagues and students and uses it to improve their teaching practice. 0% 0% 25% 75%
shows that they have student learning outcomes in mind when evaluating and adapting their lessons day-to-day and year-to-year. 0% 0% 25% 75%

2021-22 Teacher Apprentice Program™ (TAP) 

Assessment
The Wichita State educator... Strongly Disagree Disagree Agree Strongly Agree
appropriately utilizes the outcomes of assessments to develop instruction that meets the needs of all students.  0% 0% 100% 0%
adheres to ethical and unbiased assessment practices.  0% 0% 0% 100%
accurately interprets assessment results.  0% 0% 100% 0%
designs assessments that accurately measure the abilities of a variety of students. 0% 0% 100% 0%
Diversity
The Wichita State educator... Strongly Disagree Disagree Agree Strongly Agree
encourages students to seek out, understand, and question ideas from diverse perspectives. 0% 0% 100% 0%
encourages students to seek out, understand, and question ideas from diverse perspectives. 0% 0% 0% 100%
effectively instructs and assesses students from diverse backgrounds and anticipates the need for differentiation. 0% 0% 100% 0%
effectively works with individuals from diverse backgrounds. 0% 0% 100% 0%
Technology
The Wichita State educator... Strongly Disagree Disagree Agree Strongly Agree
uses a variety of technologies to differentiate instruction. 0% 0% 100% 0%
uses technology to enhance their overall practice. 0% 0% 100% 0%
adapts to new technologies and effectively learns how to use websites and tools provided by the district. 0% 0% 100% 0%
applies the foundations of technology to their lessons and assessments in which technology is used. 0% 0% 100% 0%
Foundations of Teaching
The Wichita State educator... Strongly Disagree Disagree Agree Strongly Agree
uses a variety of teaching strategies to enhance student learning and development. 0% 0% 100% 0%
accounts for and uses the variety of factors (school, family, cultural, community) that influence the quality of education for all students. 0% 0% 100% 0%
knows the content of their field. 0% 0% 100% 0%
understands and abides by the state and federal laws that directly impact the school. 0% 0% 100% 0%
Planning
The Wichita State educator... Strongly Disagree Disagree Agree Strongly Agree
lesson plans align with district, state, and/or national standards. 0% 0% 100% 0%
implements lesson plans that build on their students’ existing knowledge and skills. 0% 0% 100% 0%
manages their time efficiently with lesson plans that include a satisfactory amount of information that is provided in a timely manner. 0% 0% 100% 0%
provides instruction that meets the learning needs of all of their students. 0% 0% 100% 0%
Instruction
The Wichita State educator... Strongly Disagree Disagree Agree Strongly Agree
uses effective communication techniques in order to develop a positive learning environment. 0% 0% 0% 100%
employs teaching skills that reflect current theory, research, and practice. 0% 0% 100% 0%
provides student-centered instruction that is clear, varies, and is flexible. 0% 0% 100% 0%
provides instruction with confidence and clarity in their technique. 0% 0% 100% 0%
Motivation and Engagement
The Wichita State educator... Strongly Disagree Disagree Agree Strongly Agree
manages student behavior in their classroom. 0% 0% 100% 0%
communicates with family and community members in order to make them partners in the educational process. 0% 0% 0% 100%
creates a learning environment that promotes learning and safety. 0% 0% 0% 100%
organizes their tasks and time in an efficient way for student learning. 0% 25% 100% 0%
Professionalism and Ethical Behavior
The Wichita State educator... Strongly Disagree Disagree Agree Strongly Agree
understands the legal and ethical practices in education. 0% 0% 100% 0%
establishes relationships with all stakeholders (school personnel, parents, community, etc.) to support student learning. 0% 0% 0% 100%
appropriately approaches difficult conversations in a professional way that advocates for student learning. 0% 0% 100% 0%
engages in ongoing professional learning and continually evaluates and improves their professional practice. 0% 0% 100% 0%
Reflective Practice
The Wichita State educator... Strongly Disagree Disagree Agree Strongly Agree
self-reflects in order to improve their teaching practice. 0% 0% 100% 0%
uses multiple resources such as professional literature, mentoring, and interaction with colleagues to aid their growth. 0% 0% 100% 0%
accepts constructive criticism from colleagues and students and uses it to improve their teaching practice. 0% 0% 100% 0%
shows that they have student learning outcomes in mind when evaluating and adapting their lessons day-to-day and year-to-year. 0% 0% 100% 0%

Assessment
The Wichita State educators... Academic Year Agree or Strongly Agree Neither Agree or Disagree Disagree Strongly Disagree
evaluate student knowledge and performance using multiple methods of assessment. 2020-21 88.5% 5.8% 5.8% 0%
2019-20  85% 10%  0%  5% 
2018-19  82.0% 10% 8.0%  0% 
utilize assessment outcomes to develop instruction that meets the needs of all students. 2020-21 80.8% 7.7% 11.5% 0%
2019-20  90% 10%   0% 0% 
2018-19 82.0% 16.0%   4.0% 0% 
adhere to ethical and unbiased assessment practices. 2020-21 94.2% 3.8% 1.9% 0%
2019-20 90%  10%  0% 0% 
2018-19 80% 16.0% 4.0% 0% 
make assessment criteria clear to students. 2020-21 84.6% 9.6% 5.8% 0%
2019-20 90%   10%  0% 0% 
2018-19 78.0%  16.0% 6.0% 0% 
accurately interpret assessment results. 2020-21 88.5% 7.7% 1.9% 1.9%
2019-20  80%  10%  5% 5% 
2018-19  76.0% 18.0% 6.0% 0% 
use best practice research and data when making decisions.   2020-21 96.5% 9.6% 3.8% 0%
2019-20 85%   10%  5% 0% 
2018-19 90%  10%  0% 0% 
Diversity
The Wichita State Educators... Academic Year Agree or Strongly Agree Neither Agree or Disagree Disagree Strongly Disagree
create a learning community that is sensitive to the multiple experiences of diverse learners. 2020-21 86.5% 7.7% 5.8% 0%
2019-20 95%  0% 0%  5%
2018-19 80% 16% 2% 2%
respect cultural differences by providing equitable learning opportunities for all. 2020-21 84.6% 11.5% 3.8% 0%
2019-20  80% 5% 5%   0%
2018-19 80% 18% 0%  2%
implement non-biased techniques for meeting needs of diverse learners. 2020-21 90.4% 3.8% 5.8% 0%
2019-20  85% 15%   0%  0%
2018-19 76% 22%  0%  4%
adapt lessons to meet the needs of Diverse learners. 2020-21 78.8% 13.5% 7.7% 0%
2019-20  85% 10%   0% 5% 
2018-19  76% 20%  0% 4% 
respond appropriately to larger political, social, economic, and cultural issues through global awareness. 2020-21 80.8% 13.5% 5.8% 0%
2019-20  90% 0%   5%  5%
2018-19  74% 20%   4%  2%
Technology
The Wichita State Educators... Academic Year Agree or Strongly Agree Neither Agree or Disagree Disagree Strongly Disagree
make use of appropriate technology in the classroom teaching environment. 2020-21 98.1% 0% 1.9% 0%
2019-20  100%  0%  0%  0%
2018-19 90% 10%  0%  0%
incorporate technology into communication activities. 2020-21 84.6% 11.5% 3.8% 0%
2019-20 95%  0%   5%  0%
2018-19 82% 16%  2%  0%
continually adapt to changes in technology. 2020-21 94.2% 1.9% 3.8% 0%
2019-20  95%  0%  5%  0%
2018-19  86%  14%  0%  0%
integrate technology into the professional practice. 2020-21 92.3% 5.8% 1.9% 0%
2019-20  100%  0%  0%  0%
2018-19  84%  16% 0%  0%
use a variety of technology to differentiate instructions. 2020-21 80.8% 11.5% 7.7% 0%
use technology appropriately for assessment purposes. 2019-20 95%   5% 0%  0% 
2018-19 86% 12% 2%  0% 
Foundations of Teaching

The Wichita State educators...

Academic Year Agree or Strongly Agree Neither Agree or Disagree Disagree Strongly Disagree
have a clear and compelling vision of learning. 2020-21 92.3% 3.8% 3.8% 0%
2019-20  100% 0% 0%  0% 
2018-19  90%  8% 2% 0%
understand theories of human development. 2020-21 86.5% 9.6% 3.8% 0%
2019-20  100%  0%  0% 0% 
2018-19  80% 14%  6% 0% 
understand the foundations of the professional field. 2020-21 78.8% 19.2% 1.9% 0%
2019-20 95%  5%  0% 0% 
2018-19 80% 18% 2%  0%
use knowledge of school, family, cultural, and  community factors that influence the quality of education for all students.  2020-21 82.7% 9.6% 7.7% 0%
2019-20  95%  5%  0% 0% 
2018-19 80% 12%   8% 0% 
demonstrate a strong knowledge of the subject(s) taught.  2020-21 88.5% 7.7% 1.9% 1.9%
2019-20 100%   0% 0%  0% 
2018-19 84%  14%  2%  0% 
are well-versed in state and federal laws that directly impact schools. 2020-21 82.7 13.5% 3.8% 0%
2019-20 95%   0%  5%  0%
2018-19 48%  38% 14%  0%
Planning

The Wichita State educators...

Academic Year Agree or Strongly Agree Neither Agree or Disagree Disagree Strongly Disagree
select clear lesson activities that build towards student learning objectives. 2020-21 90.4% 3.8% 3.8% 1.9%
2019-20  95%  5%  0%  0%
2018-19 90% 6% 4% 0%
ensure that objectives and activities are aligned with district, state, and/or national standards. 2020-21 88.5% 5.8% 3.85 1.9%
2019-20  100%  0% 0%   0%
2018-19 92%  8% 0%  0%
collaborate with colleagues when planning instruction. 2020-21 88.5% 5.8% 3.8% 1.9%
2019-20 95%   0% 5%   0%
2018-19 90%   6% 4%  0%
plan thorough, well-organized lessons. 2020-21 80.8% 11.5% 5.8% 1.9%
2019-20  95%  0% 5%   0%
2018-19 86% 10% 4%  0%
use his/her understanding of student development for lesson planning. 2020-21 86.5% 1.9% 11.5% 0%
2019-20  95%  5%  9% 0% 
2018-19 80%  14%  6% 0%
create lesson plans that promote critical thinking with the students. 2020-21 76.9% 9.6% 11.5% 1.9%
2019-20  85%  10%  5% 0% 
2018-19 78%  16% 6% 0% 
Instruction

The Wichita State educators...

Academic Year Agree or Strongly Agree Neither Agree or Disagree Disagree Strongly Disagree
use a variety of teaching strategies to enhance student learning. 2020-21 86.5% 7.7% 5.8% 0%
2019-20 80%  5%   15% 0% 
2018-19 82%  14%   4% 0% 
include differentiated instructional activities for all learners. 2020-21 69.2% 17.3% 9.6% 3.8%
2019-20  80%  5% 0%  15%
2018-19  80%  6% 14%   0%
use a variety of resources to present information. 2020-21 90.4% 1.9% 5.8% 1.9%
2019-20  90%  5% 5%  0% 
2018-19  88%  10% 2% 0% 
use effective questioning skills and facilitates classroom discussion. 2020-21 75% 15.4% 7.7% 1.9%
2019-20  85%  10% 5%  0%
2018-19  78%  14%  8%  0%
integrate multiple content areas into interdisciplinary units of study. 2020-21 65.4% 21.2% 11.5% 1.9%
2019-20 85% 5% 10%  0%
2018-19 68% 16% 16%  0%

 

Motivation & Engagement

The Wichita State educators...

Academic Year Agree or Strongly Agree Neither Agree or Disagree Disagree Strongly Disagree
establish collaborative productive relationships with all stakeholders to support student learning.  2020-21 86.5% 9.6% 1.9% 1.9%
2019-20 100% 0%  0%   0%
2018-19 86% 10%  0%  4%
establish a caring relationship with students developed through engagement and high expectations of all learners.  2020-21 90.4% 3.8% 3.8% 1.9%
2019-20 95%  0%   5%  0%
2018-19 82%  12%   2%  4%
set clear standards of conduct. 2020-21 86.5% 5.8% 5.8% 1.9%
2019-20  95%  5% 0%   0%
2018-19  80%  14% 6%   0%
address student behavior in an appropriate, positive, and constructive manner. 2020-21 80.8% 11.5% 5.8% 1.9%
2019-20 95%   5%  0%  0%
2018-19 84%  8%  8%  0%
prioritize tasks and manages time efficiently for effective student learning. 2020-21 86.5% 7.7% 3.8% 1.9%
2019-20 95%   5%  0%  0%
2018-19 84%  10%  4% 2%
Professionalism/Ethical Behavior

The Wichita State educators...

Academic Year Agree or Strongly Agree Neither Agree or Disagree Disagree Strongly Disagree
behave in an ethical manner when interacting with others. 2020-21 96.2% 1.9% 1.9% 0%
2019-20 100%   0%  0% 0% 
2018-19 92%   8% 0% 0% 
behave in a caring manner when interacting with others. 2020-21 96.2% 1.9% 1.9% 0%
2019-20 95%   5%  0% 0% 
2018-19 96%  4%  0%  0%
understand how to question authority in a respectful & constructive manner. 2020-21 96.2% 1.9% 1.9% 0%
2019-20  95%  5%  0% 0% 
2018-19  90%  10% 0%  0% 
display commitment to professionalism an ethical standards.  2020-21 98.1% 0% 1.9% 0%
2019-20 95%  5%   0% 0% 
2018-19 90% 10%  0% 0% 
meet the ethical standards of the profession. 2020-21 98.1% 0% 1.9% 0%
2019-20  95%  5%  0% 0% 
2018-19 90% 10%  0% 0% 
Reflective Practice

The Wichita State educators...

Academic Year Agree or Strongly Agree Neither Agree or Disagree Disagree Strongly Disagree
use feedback to modify leadership practices.  2020-21 80.8% 13.5% 5.8% 0%
2019-20  90%  10% 0%  0% 
2018-19 88% 8% 4%  0% 
provide feedback that allows students to reflect of their learning. 2020-21 80.8% 11.5% 7.7% 0%
2019-20 95%   5%  0% 0% 
2018-19 82.5%   5% 10%  2.5% 
use reflection to adjust instruction.  2020-21 84.6% 63.5% 7.7% 5.8%
2019-20  95%  0%  5% 0% 
2018-19 78%  14%  6% 0% 
engage in professional learning opportunities. 2020-21 94.2% 1.9% 3.8% 0%
2019-20  100%  0%  0% 0% 
2018-19  94%  4%  2% 0% 
show evidence of reflection in professional practice.  2020-21 84.6% 9.6% 3.8% 1.9%
2019-20 95%   0%  5% 0%
2018-19 90%  6%  4% 0%
First-Year Educator Comparison 
Compared with other educators who have completed undergraduate programs at other institutions, how would you rate candidates from Wichita State University in terms of preparation?

 

Better Prepared or As Well Prepared

Not as Well Prepared

No Comparison Available

Missing

 

Headcount

Percent

Headcount

Percent

Headcount

Percent

 

AY22

10

83.3%

2

16.7%

0

0%

0%

AY21

47

90.4%

5

9.6%

0

0%

0%

AY20

19

82.6%

0

0%

1

4.3%

13%

AY19

36

86%

4

9.5%

2

4.8%

0%
Graduate Programs

 

Building Leadership Program
Question Year Completely Dissatisfied Dissatisfied Satisfied Completely Satisfied


…understand and apply concepts of human development across the cognitive, linguistic, social, emotional, and physical areas.
2021-22 0% 0% 74.43% 28.57% 
2019-20 0% 0% 45.45% 54.55%
2020-21 0% 0% 50% 50%

…understand and apply concepts of individual differences and diverse cultures and communities in a professional setting.

2021-22 0% 0% 57.14% 42.86% 
2019-20 0% 0% 45.45% 54.55%
2020-21 0% 0% 50% 50%

…understand and apply concepts of assessment in order to guide their professional decision making.

2021-22 0 0 71.43 28.57
2019-20 0% 0% 45.45% 54.55%
2020-21 0% 0% 44.44% 55.56%

…understand and apply ethical practices in maintaining confidentiality of student or client information.

2021-22 0 0 42.86 57.14
2019-20 0% 0% 36.36% 63.64%
2020-21 0% 0% 44.44% 54.56%

…apply leadership skills in supporting school and/or district improvement initiatives and action plans.

2021-22 0% 0% 42.86% 57.14%
2019-20 0% 0% 45.45% 54.55%
2020-21 0% 0% 37.50% 62.50%

…increase distributed leadership by assuming formal or informal leadership roles appropriate to their current position.

2021-22 0% 0% 71.43% 28.57%
2019-20 0% 0% 27.27% 72.73%
2020-21 0% 0% 50% 50%
District Leadership Licensure Program
Question  Year Completely Dissatisfied Dissatisfied Satisfied Completely Satisfied

…understand and apply concepts of human development across the cognitive, linguistic, social, emotional, and physical areas.
 


2021-22 0% 0% 33.33% 66.67%
2018-19 0% 0% 16.67% 83.33%
2019-20 0% 0% 40% 60%
2020-21 0% 0% 66.67% 33.33%

…understand and apply concepts of individual differences and diverse cultures and communities in a professional setting.
 

2021-22 0% 0% 66.7% 33.3%
2018-19 0% 0% 33.33% 66.67%
2019-20 0% 0% 40% 60%
2020-21 0% 0% 75% 25%

…understand and apply concepts of assessment in order to guide their professional decision making.
 

2021-22 0% 0% 66.67% 33.33%
2018-19 0% 0% 16.67% 83.33%
2019-20 0% 0% 80% 20%
2020-21 0% 0% 75% 25%

…understand and apply ethical practices in maintaining confidentiality of student or client information.
 

2021-22 0% 0% 33.3% 66.67%
2018-19 0% 0% 0% 100%
2019-20 0% 0% 0%
100%
2020-21 0% 0% 25% 75%

Counseling Program
Question  Year Completely Dissatisfied Dissatisfied Satisfied Completely Satisfied

…understand and apply concepts of human development across the cognitive, linguistic, social, emotional, and physical areas.
 

2021-22 0% 0% 100% 0%
2018-19 0% 0% 30.77% 69.23%
2019-20 0% 0% 53.33% 46.67%
2020-21 0% 0% 62.50% 37.50%

…understand and apply concepts of individual differences and diverse cultures and communities in a professional setting.
 

2021-22 0% 0% 50% 50%
2018-19 0% 0% 23.08% 76.92%
2019-20 0% 0% 53.33% 46.67%
2020-21 0% 0% 44.44% 55.56%

…understand and apply concepts of assessment in order to guide their professional decision making.
 

2021-22 0% 0% 100% 0%
2018-19 0% 0% 25% 75%
2019-20 6.67% 26.67% 33.33% 33.33%
2020-21 0% 12.50% 50% 37.50%

…understand and apply ethical practices in maintaining confidentiality of student or client information.
 

2021-22 0% 0% 50% 50%
2018-19 0% 0% 23.08% 76.92%
2019-20 0% 0% 33.33% 66.67%
2020-21 0% 0% 44.44% 55.56%

…understand counseling processes, theories, and models.
 

2021-22 0% 0% 100% 0%
2018-19 0% 0% 30.77% 69.23%
2019-20 0% 6.67% 26.67% 66.67%
2020-21 14.29% 0% 28.57% 57.14%
Counseling Program Cont. 
How would you rate the following? Year 1=Poor 2=Below Average 3=Average 4-Above Average 5=Excellent

Ability to accept constructive feedback from supervisor

2021-22 0% 0% 0% 50% 50%
2019-20 0% 0% 0% 38.46% 61.54%
2020-21 0% 0% 11.11% 44.44% 44.44%

Ability to establish a working relationship with students/clients

2021-22 05 0% 0% 50% 50%
2019-20 0% 0% 7.69% 23.08% 69.23%
2020-21 0% 0% 11.11% 33.33% 55.56%

Ability to counsel individuals

2021-22 0% 0% 50% 0% 50%
2019-20 0% 0% 15.38% 30.77% 53.85%
2020-21 0% 0% 37.50% 37.50% 25%

Facilitate groups

2021-22 0% 0% 50% 50% 0%
2019-20 0% 0% 25% 25% 50%
2020-21 0% 14.29% 28.57% 42.86% 14.29%

Knowledge of community resources and ability to determine appropriate referrals

2021-22 0% 0% 100% 0% 0%
2019-20 0% 0% 15.38% 30.77% 53.85%
2020-21 0% 0% 50% 12.50% 37.50%
School Psychology Program
Question  Year Slightly Disagree

Slightly

Agree

Agree Strongly Agree
…understand and apply concepts of human development across the cognitive, linguistic, social, emotional, and physical areas.

2019-20 0% 50% 50% 0%
2020-21 0% 0% 25% 75%
…understand and apply concepts of individual differences and diverse cultures and communities in a professional setting.

2019-20 0% 0% 100% 0%
2020-21 0% 0% 25% 75%
…understand and apply concepts of assessment in order to guide their professional decision making.

2019-20 0% 0% 50% 50%
2020-21 0% 0% 25% 75%
…understand and apply ethical practices in maintaining confidentiality of student or client information.

2019-20 0% 0% 0% 100%
2020-21 0% 0% 25% 75%
…collaborate with all stakeholders (e.g., student, family, other school professionals, and the community) to ensure learner growth and advance the profession. 2019-20 0% 0% 0% 100%
...use assessment models and methods as part of a problem-solving process to collect information, translate assessment results into empirically-based decisions about service delivery, and evaluate the outcomes. 2020-21 0% 0% 25% 75%
...consult, collaborate, and communicate effectively with others in using a consultative problem-solving process as a vehicle for planning, implementing, and evaluating academic and mental health services. 2020-21 0% 0% 25% 75%
...participate in the development of appropriate cognitive, academic, behavioral, affective, adaptive, and social goals for students, and the implementation and evaluation of effective interventions to achieve these goals. 2020-21 0% 0% 25% 75%
...provide culturally competent and effective practices in all areas of school psychology service delivery and in the contexts of diverse individual, family, school, and community characteristics. 2020-21 0% 0% 25% 75%
...practice in ways that are consistent with ethical, professional, and legal standards and regulations. 2020-21 0% 0% 25% 75%
Special Education Programs
Question  Year Slightly Disagree

Slightly

Agree

Agree Strongly Agree
…understand and apply concepts of human development across the cognitive, linguistic, social, emotional, and physical areas. 2019-2020 0% 0% 33.33% 66.67%
…understand and apply concepts of individual differences and diverse cultures and communities in a professional setting. 2019-2020 0% 0% 33.33% 66.67%
…understand and apply concepts of assessment in order to guide their professional decision making. 2019-2020 0% 0% 33.33% 66.67%
…understand and apply ethical practices in maintaining confidentiality of student or client information. 2019-2020 0% 0% 0% 100%
…collaborate with all stakeholders (e.g., student, family, other school professionals, and the community) to ensure learner growth and advance the profession. 2019-2020 0% 0% 33.33% 66.67%
High Incidence Program
Question  Year Slightly Disagree

Slightly

Agree

Agree Strongly Agree

…understand and apply concepts of human development across the cognitive, linguistic, social, emotional, and physical areas.
2021-22 0% 50% 50% 0%
2020-21 0% 0% 50% 50%

…understand and apply concepts of individual differences and diverse cultures and communities in a professional setting.
2021-22 0% 50% 50% 0%
2020-21 0% 0% 50% 50%

…understand and apply concepts of assessment in order to guide their professional decision making.
2021-22 50% 0% 50% 0%
2020-21 0% 0% 50% 50%

…understand and apply ethical practices in maintaining confidentiality of student or client information.
2021-22 0% 0% 100% 0%
2020-21 0% 0% 50% 50%

..understand and navigate the IEP process collaboratively with other professionals and families.
2021-22 0% 50% 50% 0%
2020-21 0% 0% 50% 50%

..understand and apply behavior management techniques and positive behavior supports to benefit students with exceptionalities.
2021-22 0% 50% 50% 0%
2020-21 0% 0% 75% 25%

...understand and apply strategies and methods used for transition planning.
2021-22 0% 0% 100% 0%
2020-21 0% 0% 75% 25%

...understand and apply a variety of teaching methods applicable to teaching students with high-incidence exceptionalities.
2021-22 50% 0% 50% 0%
2020-21 0% 0% 50% 50%
Low Incidence Program
Question  Year Slightly Disagree

Slightly

Agree

Agree Strongly Agree
…understand and apply concepts of human development across the cognitive, linguistic, social, emotional, and physical areas. 2020-21 0% 0% 0% 100%
…understand and apply concepts of individual differences and diverse cultures and communities in a professional setting. 2020-21 0% 0% 0% 100%
…understand and apply concepts of assessment in order to guide their professional decision making. 2020-21 0% 0% 33.33% 66.67%
…understand and apply ethical practices in maintaining confidentiality of student or client information. 2020-21 0% 0% 33.33% 66.67%
..understand and navigate the IEP process collaboratively with other professionals and families. 2020-21 0% 0% 0% 100%
..understand and apply behavior management techniques and positive behavior supports to benefit students with exceptionalities. 2020-21 0% 0% 0% 100%
...understand and apply strategies and methods used for transition planning. 2020-21 0% 0% 33.33% 66.67%
...understand and apply a variety of teaching methods applicable to teaching students with low-incidence exceptionalities. 2020-21 0% 0% 0% 100%
Educational Psychology Program
Question  Year Slightly Disagree

Slightly

Agree

Agree Strongly Agree
…understand and apply concepts of human development across the cognitive, linguistic, social, emotional, and physical areas. 2020-21 0% 0% 0% 100%
…understand and apply concepts of individual differences and diverse cultures and communities in a professional setting. 2020-21 0% 0% 0% 100%
…understand and apply concepts of assessment in order to guide their professional decision making. 2020-21 0% 0% 100% 0%
…understand and apply ethical practices in maintaining confidentiality of student or client information. 2020-21 0% 0% 0% 100%
...understand the processes of learning and memory in humans. 2020-21 0% 0% 0% 100%
...apply theory and research in a professional setting. 2020-21 0% 0% 0% 0%
...select or develop, administer, and interpret assessment instruments using accepted professional standards. 2020-21 0% 0% 0% 0%
...know and follow ethical rules of research, program evaluation, and assessment. 2020-21 0% 0% 0% 0%
Ed.D in Educational Leadership Program
Question  Year Slightly Disagree

Slightly

Agree

Agree Strongly Agree

…understand and apply concepts of human development across the cognitive, linguistic, social, emotional, and physical areas.
2021-22 0% 0% 66.67% 33.3%
2020-21 0% 0% 0% 100%

…understand and apply concepts of individual differences and diverse cultures and communities in a professional setting.
2021-22 0% 0% 66.67% 33.3%
2020-21 0% 0% 25% 75%

…understand and apply concepts of assessment in order to guide their professional decision making.
2021-22 0% 0% 66.7% 33.3%
2020-21 0% 0% 25% 75%

…understand and apply ethical practices in maintaining confidentiality of student or client information.
2021-22 0% 0% 0% 100%
2020-21 0% 0% 0% 0%
Advanced Programs
Question  Year Slightly Disagree

Slightly

Agree

Agree Strongly Agree
…understand and apply concepts of human development across the cognitive, linguistic, social, emotional, and physical areas. 2020-21 0% 0% 0% 100%
…understand and apply concepts of individual differences and diverse cultures and communities in a professional setting. 2020-21 0% 0% 0% 100%
…understand and apply concepts of assessment in order to guide their professional decision making. 2020-21 0% 0% 0% 100%
…understand and apply ethical practices in maintaining confidentiality of student or client information. 2020-21 0% 0% 0% 100%
...apply theory and research in a professional setting 2020-21 0% 0% 0% 0%
...select or develop, administer, and interpret assessment instruments using accepted professional standards 2020-21 0% 0% 0% 0%
...know and follow ethical rules of research, program evaluation, and assessment. 2020-21 0% 0% 0% 0%
Advanced/Graduate Educator Comparison 
Compared with other educators who have completed advanced/graudate programs at other institutions, how would you rate candidates from Wichita State University in terms of preparation?

 

Better Prepared or As Well Prepared

Not as Well Prepared

No Comparison Available

Missing

 

Headcount

Percent

Headcount

Percent

Headcount

Percent

 

AY22

24

96%

1

4%

0

0%

N/A

AY21

39

95.12%

1

2.44%

1

2.44%

N/A

AY20

30

93.74%

1

3.13%

1

3.13%

N/A
Alumni (Initial and Advanced Programs) Survey Results
Undergraduate Programs

2021-22 Early Childhood Unified

Assessment
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree
utilize assessment outcomes to develop instruction that meets the needs of all students.  4.35% 8.70% 47.83% 39.13%
adhere to ethical and unbiased assessment practices.  4.35% 8.70% 47.83% 39.13%
accurately interprets assessment results.  4.35% 13.04% 43.48% 39.13%
design assessments that accurately measure the abilities of a variety of students. 4.35% 13.04% 43.48% 39.13%
Diversity
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree
encourage students to seek out, understand, and question ideas from diverse perspecitves 4.55% 0% 54.55% 40.91%
establish an inclusive classroom environmemnt of respect and rapport that supports learning 4.55% 0% 36.36% 59.09%
effectively instruct and assess students from diverse backgrounds, and to anticpate the need for differentation.  4.55% 0% 36.36% 50%
effectively work with individuals from diverse backgrounds  4.55% 9.09% 36.36% 50%
Technology
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

use variety of technologies to differentiate instruction.

4.35% 4.35% 52.17% 39.13%

use technology to enhance my overall practice.

4.35% 4.35% 47.83% 43.48%
adapt to new technologies and to be able to learn how to use new websites or tools provided by my district. 4.35% 13.04% 39.13% 43.48%
apply the foundations of technology tools to the lessons and assessments in which I use them. 4.35% 8.70% 43.48% 43.48%
Foundations of Teaching
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

understand how to provide a variety of opportunities that support student learning and development.

4.35% 0% 56.52% 39.13%

understand and use knowledge of school, family, cultural, and community factors that influence the quality of education for all students.

4.35% 0% 56.52% 39.13%
know the content of my professional field. 4.35% 13.04% 43.48% 39.13%
understand the state and federal laws that directly impact schools. 4.55% 8.70% 47.83% 39.13%
Planning
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

develop lesson plans that align with district, state standards, and/or national standards.

4.35% 4.35% 47.83% 43.48%

implement lesson plans that build on the students’ existing knowledge and skills.

4.35% 8.70% 43.48% 43.48%
manage my time efficiently when creating lesson plans by knowing when to begin planning and what is important to include. 4.35% 8.70% 43.48% 39.13%
plan integrated and coherent instruction to meet the learning needs of all students. 4.35% 4.35% 47.83% 43.48%
Instruction
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

use effective communication techniques in order to develop a positive learning environment.

4.35% 0% 47.83% 47.83%

employ teaching skills that reflect current theory, research, and practice.

4.35% 13.04% 43.48% 39.13%
provide student-centered instruction that is characterized by clarity, variety, and flexibility. 4.35% 8.70% 47.83% 39.13%
effectively to provide instruction so that I am now confident in my abilities and techniques. 4.35% 8.70% 47.83% 39.13%
Motivation and Engagement
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

to manage student behavior in the classroom.

17.39% 8.70% 43.48% 30.43%

communicate with family and community members to make them partners in the educational process.

8.70% 21.74% 34.78% 34.78%
create a learning environment that promotes learning and safety. 4.35% 4.35% 34.78% 56.52%
organize my tasks and time in an efficient way for student learning. 9.09% 9.09% 31.82% 50%
Professionalism and Ethical Behavior
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

understand the legal and ethical practices in education.

4.35% 4.35% 47.83% 43.48%

establish collegial relationships with all stakeholders (school personnel, parents, community, etc.) to support student learning.

8.70% 4.35% 47.83% 39.13%
approach difficult conversations with parents/families and other personnel in a way that is professional and advocates for student learning. 8.70% 17.39% 34.78% 39.13%
engage in ongoing professional learning and to continually evaluate and improve my professional practice. 4.35% 0% 52.17% 43.48%
Reflective Practice
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

prepared to employ self-reflection to improve my teaching practice.

4.35% 0% 30.43% 65.22%

use multiple resources such as professional literature, mentoring, and interaction with colleagues to aid my growth as an educator.

4.35% 4.35% 39.13% 52.17%
accept constructive criticism from colleagues and students and to use them to improve my teaching practice. 4.35% 0% 34.78% 60.87%
keep the best interest of student learning in mind when evaluating and adapting my lessons, both day-to-day and year-to-year. 4.35% 0% 34.78% 60.87%

2021-22 Elementary Education

Assessment
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree
utilize assessment outcomes to develop instruction that meets the needs of all students.  0% 20.93% 55.81% 23.26%
adhere to ethical and unbiased assessment practices.  0% 0% 67.44% 32.56%
accurately interprets assessment results.  0% 16.28% 58.14% 25.58%
design assessments that accurately measure the abilities of a variety of students. 0% 20.93% 58.14% 20.93%
Diversity
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree
encourage students to seek out, understand, and question ideas from diverse perspecitves 0% 2.33% 76.74% 20.93%
establish an inclusive classroom environmemnt of respect and rapport that supports learning 0% 2.33% 69.77% 25.58%
effectively instruct and assess students from diverse backgrounds, and to anticpate the need for differentation.  0% 4.65% 69.77% 25.58%
effectively work with individuals from diverse backgrounds  0% 2.33% 72.09% 25.58%
Technology
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

use variety of technologies to differentiate instruction.

0% 11.63% 60.47% 27.91%

use technology to enhance my overall practice.

0% 13.95% 58.14% 27.91%
adapt to new technologies and to be able to learn how to use new websites or tools provided by my district. 0% 6.98% 65.12% 27.91%
apply the foundations of technology tools to the lessons and assessments in which I use them. 0% 13.95% 60.47% 25.58%
Foundations of Teaching
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

understand how to provide a variety of opportunities that support student learning and development.

0% 13.64% 59.09% 27.27%

understand and use knowledge of school, family, cultural, and community factors that influence the quality of education for all students.

0% 11.36% 63.64% 25%
know the content of my professional field. 0% 25% 50% 25%
understand the state and federal laws that directly impact schools. 0% 20.45% 59.09% 20.45%
Planning
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

develop lesson plans that align with district, state standards, and/or national standards.

0% 6.82% 61.36% 31.82%

implement lesson plans that build on the students’ existing knowledge and skills.

0% 6.82% 63.64% 29.55%
manage my time efficiently when creating lesson plans by knowing when to begin planning and what is important to include. 2.38% 23.81% 47.62% 26.19%
plan integrated and coherent instruction to meet the learning needs of all students. 0% 21.43% 54.76% 23.81%
Instruction
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

use effective communication techniques in order to develop a positive learning environment.

0% 4.65% 69.77% 25.58%

employ teaching skills that reflect current theory, research, and practice.

0% 4.65% 74.42% 20.93%
provide student-centered instruction that is characterized by clarity, variety, and flexibility. 0% 6.98% 69.77% 23.26%
effectively to provide instruction so that I am now confident in my abilities and techniques. 0% 11.63% 65.12% 23.26%
Motivation and Engagement
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

to manage student behavior in the classroom.

7.14% 28.57% 42.86% 21.43%

communicate with family and community members to make them partners in the educational process.

4.76% 23.81% 52.38% 19.05%
create a learning environment that promotes learning and safety. 2.44% 4.88% 63.41% 29.27%
organize my tasks and time in an efficient way for student learning. 2.50% 22.50% 55% 20%
Professionalism and Ethical Behavior
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

understand the legal and ethical practices in education.

0% 11.90% 66.67% 21.43%

establish collegial relationships with all stakeholders (school personnel, parents, community, etc.) to support student learning.

0% 11.90% 69.05% 19.05%
approach difficult conversations with parents/families and other personnel in a way that is professional and advocates for student learning. 2.38% 30.95% 50% 16.67%
engage in ongoing professional learning and to continually evaluate and improve my professional practice. 0% 7.32% 73.17% 19.51%
Reflective Practice
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

prepared to employ self-reflection to improve my teaching practice.

0% 2.38% 66.67% 30.95%

use multiple resources such as professional literature, mentoring, and interaction with colleagues to aid my growth as an educator.

0% 2.38% 69.05% 28.57%
accept constructive criticism from colleagues and students and to use them to improve my teaching practice. 0% 2.44% 65.85% 31.71%
keep the best interest of student learning in mind when evaluating and adapting my lessons, both day-to-day and year-to-year. 0% 2.38% 66.67% 30.95%

Math 5-8

Assessment
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree
utilize assessment outcomes to develop instruction that meets the needs of all students.  0% 33.33% 0% 66.67%
adhere to ethical and unbiased assessment practices.  0% 33.33% 0% 66.67%
accurately interprets assessment results.  0% 33.33% 0% 66.67%
design assessments that accurately measure the abilities of a variety of students. 0% 33.33% 33.33% 33.33%
Diversity
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree
encourage students to seek out, understand, and question ideas from diverse perspecitves 33.33% 0% 33.3% 33.33%
establish an inclusive classroom environmemnt of respect and rapport that supports learning 33.33% 0% 33.33% 33.33%
effectively instruct and assess students from diverse backgrounds, and to anticpate the need for differentation.  33.33% 0% 33.33% 33.33%
effectively work with individuals from diverse backgrounds  33.33% 0% 0% 66.67%
Technology
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

use variety of technologies to differentiate instruction.

0% 33.33% 66.67% 0%

use technology to enhance my overall practice.

33.33% 0% 66.67% 0%
adapt to new technologies and to be able to learn how to use new websites or tools provided by my district. 33.33% 0% 66.67% 0%
apply the foundations of technology tools to the lessons and assessments in which I use them. 0% 0% 100% 0%
Foundations of Teaching
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

understand how to provide a variety of opportunities that support student learning and development.

33.33% 0% 33.33% 33.33%

understand and use knowledge of school, family, cultural, and community factors that influence the quality of education for all students.

33.33% 0% 33.33% 33.33%
know the content of my professional field. 33.33% 0% 33.33% 33.33%
understand the state and federal laws that directly impact schools. 33.33% 0% 0% 66.67%
Planning
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

develop lesson plans that align with district, state standards, and/or national standards.

33.33% 0% 0% 66.67%

implement lesson plans that build on the students’ existing knowledge and skills.

33.33% 0% 66.67% 0%
manage my time efficiently when creating lesson plans by knowing when to begin planning and what is important to include. 0% 33.33% 66.67% 0%
plan integrated and coherent instruction to meet the learning needs of all students. 33.33% 0% 66.7% 0%
Instruction
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

use effective communication techniques in order to develop a positive learning environment.

       

employ teaching skills that reflect current theory, research, and practice.

       
provide student-centered instruction that is characterized by clarity, variety, and flexibility.        
effectively to provide instruction so that I am now confident in my abilities and techniques.        
Motivation and Engagement
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

to manage student behavior in the classroom.

66.67% 33.33% 0% 0%

communicate with family and community members to make them partners in the educational process.

33.33% 67.67% 0% 0%
create a learning environment that promotes learning and safety. 33.33% 0% 66.67% 0%
organize my tasks and time in an efficient way for student learning. 0% 100% 0% 0%
Professionalism and Ethical Behavior
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

understand the legal and ethical practices in education.

0% 0% 100% 0%

establish collegial relationships with all stakeholders (school personnel, parents, community, etc.) to support student learning.

0% 100% 0% 0%
approach difficult conversations with parents/families and other personnel in a way that is professional and advocates for student learning. 33.33% 66.67% 0% 0%
engage in ongoing professional learning and to continually evaluate and improve my professional practice. 33.33% 0% 33.33% 33.33%
Reflective Practice
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

prepared to employ self-reflection to improve my teaching practice.

0% 0% 33.33% 67.67%

use multiple resources such as professional literature, mentoring, and interaction with colleagues to aid my growth as an educator.

33.33% 0% 0% 66.67%
accept constructive criticism from colleagues and students and to use them to improve my teaching practice. 0% 0% 66.67% 33.33%
keep the best interest of student learning in mind when evaluating and adapting my lessons, both day-to-day and year-to-year. 0% 0% 33.33% 66.67%

Teacher Apprentice Program™ (TAP) Teacher of Record 2021-22

Assessment
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree
utilize assessment outcomes to develop instruction that meets the needs of all students.  0% 11.11% 38.89% 50%
adhere to ethical and unbiased assessment practices.  0% 0% 50% 50%
accurately interprets assessment results.  0% 11.11% 38.89% 50%
design assessments that accurately measure the abilities of a variety of students. 0% 22.22% 27.78% 50%
Diversity
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree
encourage students to seek out, understand, and question ideas from diverse perspectives 0% 0% 50% 50%
establish an inclusive classroom environment of respect and rapport that supports learning 0% 0% 33.33% 66.67%
effectively instruct and assess students from diverse backgrounds, and to anticpate the need for differentation.  0% 0% 33.33% 66.67%
effectively work with individuals from diverse backgrounds  0% 0% 38.89% 61.11%
Technology
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

use variety of technologies to differentiate instruction.

0% 5.56% 38.89% 55.56%

use technology to enhance my overall practice.

0% 5.56% 44.44% 50%
adapt to new technologies and to be able to learn how to use new websites or tools provided by my district. 0% 5.56% 44.44% 50%
apply the foundations of technology tools to the lessons and assessments in which I use them. 0% 5.56% 38.89% 55.56%
Foundations of Teaching
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

understand how to provide a variety of opportunities that support student learning and development.

0% 0% 38.89% 61.11%

understand and use knowledge of school, family, cultural, and community factors that influence the quality of education for all students.

0% 5.56% 44.44% 50%
know the content of my professional field. 0% 0% 55.56% 44.44%
understand the state and federal laws that directly impact schools. 5.56% 5.56% 44.44% 44.44%
Planning
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

develop lesson plans that align with district, state standards, and/or national standards.

0% 5.56% 38.89% 55.56%

implement lesson plans that build on the students’ existing knowledge and skills.

0% 5.56% 38.89% 55.56%
manage my time efficiently when creating lesson plans by knowing when to begin planning and what is important to include. 0% 22.22% 27.78% 50%
plan integrated and coherent instruction to meet the learning needs of all students. 0% 5.56% 44.44% 50%
Instruction
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

use effective communication techniques in order to develop a positive learning environment.

0% 5.56% 55.56% 38.89%

employ teaching skills that reflect current theory, research, and practice.

0% 11.11% 38.89% 50%
provide student-centered instruction that is characterized by clarity, variety, and flexibility. 0% 5.56% 50% 44.44%
effectively to provide instruction so that I am now confident in my abilities and techniques. 0% 0% 55.56% 44.4% 
Motivation and Engagement
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

to manage student behavior in the classroom.

11.11% 5.56% 44.44% 38.89%

communicate with family and community members to make them partners in the educational process.

5.56% 11.11% 44.44% 38.89%
create a learning environment that promotes learning and safety. 5.56% 0% 50% 44.44%
organize my tasks and time in an efficient way for student learning. 5.56% 5.56% 50% 38.89%
Professionalism and Ethical Behavior
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

understand the legal and ethical practices in education.

0% 5.56% 50% 44.44%

establish collegial relationships with all stakeholders (school personnel, parents, community, etc.) to support student learning.

5.56% 5.56% 50% 38.89%
approach difficult conversations with parents/families and other personnel in a way that is professional and advocates for student learning. 5056% 16.67% 38.89% 38.89%
engage in ongoing professional learning and to continually evaluate and improve my professional practice. 5.56% 5.56% 38.89% 50%
Reflective Practice
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

prepared to employ self-reflection to improve my teaching practice.

0% 0% 44.4% 55.56%

use multiple resources such as professional literature, mentoring, and interaction with colleagues to aid my growth as an educator.

0% 0% 50% 50%
accept constructive criticism from colleagues and students and to use them to improve my teaching practice. 0% 5.56% 38.89% 55.56%
keep the best interest of student learning in mind when evaluating and adapting my lessons, both day-to-day and year-to-year. 0% 0% 44.44% 55.56%

Teacher Apprentice Program™ (TAP) Paraeducator 2021-22

Assessment
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree
utilize assessment outcomes to develop instruction that meets the needs of all students.  4.17% 8.33% 50% 37.50%
adhere to ethical and unbiased assessment practices.  4.17% 0% 58.33% 37.50%
accurately interprets assessment results.  4.17% 4.17% 62.50% 29.17%
design assessments that accurately measure the abilities of a variety of students. 4.17% 0% 58.33% 37.50%
Diversity
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree
encourage students to seek out, understand, and question ideas from diverse perspectives 4.17% 0% 45.83% 50%
establish an inclusive classroom environment of respect and rapport that supports learning 4.17% 0% 41.67% 54.17%
effectively instruct and assess students from diverse backgrounds, and to anticpate the need for differentation.  4.17% 0% 50% 45.83%
effectively work with individuals from diverse backgrounds  4.17% 0% 54.17% 41.67%
Technology
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

use variety of technologies to differentiate instruction.

4.35% 8.70% 56.52% 30.43%

use technology to enhance my overall practice.

4.17% 4.17% 58.33% 33.33%
adapt to new technologies and to be able to learn how to use new websites or tools provided by my district. 4.17% 4.17% 58.33% 33.33%
apply the foundations of technology tools to the lessons and assessments in which I use them. 4.17% 8.33% 54.17% 33.33%
Foundations of Teaching
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

understand how to provide a variety of opportunities that support student learning and development.

4% 0% 44% 52%

understand and use knowledge of school, family, cultural, and community factors that influence the quality of education for all students.

4% 0% 48% 48%
know the content of my professional field. 4% 8% 48% 40%
understand the state and federal laws that directly impact schools. 4% 4% 48% 44%
Planning
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

develop lesson plans that align with district, state standards, and/or national standards.

8% 0% 48% 44%

implement lesson plans that build on the students’ existing knowledge and skills.

4% 4% 48% 44%
manage my time efficiently when creating lesson plans by knowing when to begin planning and what is important to include. 8.33% 4.17% 50% 37.5%
plan integrated and coherent instruction to meet the learning needs of all students. 4.17% 0% 54.17% 41.67%
Instruction
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

use effective communication techniques in order to develop a positive learning environment.

4.17% 0% 58.33% 37.50%

employ teaching skills that reflect current theory, research, and practice.

4.17% 0% 54.17% 41.67%
provide student-centered instruction that is characterized by clarity, variety, and flexibility. 4.17% 4.17% 50% 41.67%
effectively to provide instruction so that I am now confident in my abilities and techniques. 4.17% 4.17% 54.17% 37.50% 
Motivation and Engagement
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

to manage student behavior in the classroom.

4.17% 8.33% 37.50% 50%

communicate with family and community members to make them partners in the educational process.

4.17% 8.33% 50% 37.50%
create a learning environment that promotes learning and safety. 4.17% 0% 45.83% 50%
organize my tasks and time in an efficient way for student learning. 8.33% 4.17% 54.17% 33.33%
Professionalism and Ethical Behavior
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

understand the legal and ethical practices in education.

4.17% 0% 50% 44.44%

establish collegial relationships with all stakeholders (school personnel, parents, community, etc.) to support student learning.

4.17% 4.17% 54.17% 38.89%
approach difficult conversations with parents/families and other personnel in a way that is professional and advocates for student learning. 4.17% 12.50% 41.67% 41.67%
engage in ongoing professional learning and to continually evaluate and improve my professional practice. 4.17% 0% 54.17% 41.67%
Reflective Practice
I was prepared to... Strongly Disagree Disagree Agree Strongly Agree

prepared to employ self-reflection to improve my teaching practice.

4.17% 0% 45.83% 50%

use multiple resources such as professional literature, mentoring, and interaction with colleagues to aid my growth as an educator.

4.17% 0% 54.17% 41.67%
accept constructive criticism from colleagues and students and to use them to improve my teaching practice. 4.17% 0% 39.13% 56.25%
keep the best interest of student learning in mind when evaluating and adapting my lessons, both day-to-day and year-to-year. 4.17% 0% 54.17% 41.67%

Assessment
I was prepared to . . . Academic Year Agree or Strongly Agree Neither Agree or Disagree Disagree Strongly Disagree
use data for instructional decision making. 2020-21 68.3% 19.5% 12.2% 0%
2019-20 64% 16% 16% 4%
2018-19 86.5% 5.4% 8.1% 0%
engage in assessment activities to identify areas for student improvement. 2020-21 78% 9.8% 12.2% 0%
2019-20 76% 16% 8% 0%
2018-19 89.2% 5.4% 5.4% 0%
adhere to ethical and unbiased assessment practices. 2020-21 73.2% 12.2% 14.6% 0%
use a variety of assessment tools. 2019-20 76% 12% 16% 4%
2018-19 86.5% 10.8% 2.7% 0%
provide feedback to students to improve their learning. 2020-21 85.4% 9.8% 4.9% 0%
2019-20 88% 4% 4% 4%
2018-19 83.8% 8.1% 8.1% 0%
employ appropriate assessment techniques in order to measure the learning of all students. 2019-20 72% 8% 20% 0%
2020-21 75.6% 14.6% 9.8% 0%
2018-19 89.2% 8.1% 2.7% 0%
Diversity
I was prepared to . . . Academic Year Agree or Strongly Agree Neither Agree or Disagree Disagree Strongly Disagree
establish a classroom environment of respect and rapport that provides a culture for learning. 2020-21 100% 0% 0% 0%
2019-20 96% 4% 0% 0%
2018-19 94.6% 2.7% 2.7% 0%
effectively work with individuals from diverse backgrounds. 2020-21 92.7% 2.4% 4.9% 0%
2019-20 100% 0% 0% 0%
2018-19 89.2% 8.1% 2.7% 0%
understand the larger political, social, and economic context of education. 2020-21 87.8% 7.3% 4.9% 0%
2019-20 88% 12% 0% 0%
2018-19 91.9% 5.4% 2.7% 0%
implement culturally responsive instruction. 2020-21 92.7% 4.9% 2.4% 0%
implement instruction that accommodates diverse learning styles. 2019-20 96% 0% 0% 4%
2018-19 75.7% 18.9% 5.4% 0%
encourage students to see, question, and interpret ideas from diverse perspectives. 2020-21 85.4% 9.8% 4.9% 0%
2019-20 88% 12% 0% 0%
2018-19 81.1% 13.5% 5.4% 0%
implement non-biased techniques for meeting the needs of diverse learner. 2020-21 90.2% 7.3% 2.4% 0%
2019-20 88% 8% 0% 4%
2018-19 86.5% 10.8% 2.7% 0%
Technology
I was prepared to . . . Academic Year Agree or Strongly Agree Neither Agree or Disagree Disagree Strongly Disagree
make use of appropriate technology in the classroom teaching environment. 2020-21 82.9% 12.2% 2.4% 2.4%
2019-20 80% 12% 8% 0%
2018-19 70.3% 13.5% 10.8% 5.4%
use a variety of technologies to differentiate instruction. 2020-21 75.6% 9.8% 12.2% 2.4%
use a variety of media resources to present information. 2019-20 80% 12% 8% 0%
2018-19 70.3% 13.5% 13.5% 2.7%
use technology effectively to engage communities and families. 2020-21 73.2% 9.8% 14.6% 2.4%
use technology effectively to enhance student learning. 2019-20 76% 12% 12% 0%
2018-19 70.3% 10.8% 16.2% 2.7%
provide opportunities for my students to utilize technology. 2020-21 78% 9.8% 12.2% 0%
2019-20 76% 12% 12% 0%
2018-19 54.1% 27.0% 16.2% 2.7%
use technology to enhance my overall professional practice. 2020-21 80.5% 9.8% 9.8% 0%
2019-20 88% 8% 4% 0%
2018-19 78.4% 10.8% 8.1% 2.7%
Foundations of Teaching
I was prepared to . . . Academic Year Agree or Strongly Agree Neither Agree or Disagree Disagree Strongly Disagree
the foundations of the professional field. 2020-21 95.1% 2.4% 2.4%% 0%
2019-20 100% 0% 0% 0%
2018-19 94.6% 5.4% 0% 0%
theories of human development (how students learn & develop). 2020-21 95.1% 2.4% 2.4% 0%
2019-20 92% 4% 4% 0%
2018-19 89.2% 10.8% 0% 0%
how to provide a variety of learning opportunities that support learning and development. 2020-21 82.9% 4.9% 12.2% 0%
2019-20 88% 12% 0% 0%
2018-19 97.3% 2.7% 0% 0%
use knowledge of school, family, cultural, and  community factors that influence the quality of education for all students. 2020-21 90.2% 2.4% 4.9% 2.4%
2019-20 80% 16% 4% 0%
2018-19 78.4% 10.8% 10.8% 0%
the content of my professional field. 2020-21 87.8% 4.9% 7.3% 0%
2019-20 84% 8% 4% 4%
2018-19 94.6% 5.4% 0% 0%
the state and federal laws that directly impact schools. 2020-21 70.7% 17.1% 12.2% 0%
2019-20 76% 8% 12% 4%
2018-19 70.3% 21.6% 8.1% 0%
Planning
I was prepared to . . . Academic Year Agree or Strongly Agree Neither Agree or Disagree Disagree Strongly Disagree
plan integrated and coherent instruction to meet the learning needs of all students. 2020-21 85.4% 4.9% 9.8% 0%
2019-20 88% 0% 12% 0%
2018-19 78.4% 13.5% 8.1% 0%
develop lesson plans that align with district, state, and/or national standards. 2020-21 82.9% 12.2% 4.9% 0%
2019-20 96% 0% 4% 0%
2018-19 91.9% 5.4% 2.7% 0%
collaborate with other professionals to improve the overall learning of all students. 2020-21 85.4% 12.2% 2.4% 0%
2019-20 96% 0% 0% 4%
2018-19 89.2% 8.1% 2.7% 0%
Implement lesson plans that build on the students’ existing knowledge and skills. 2020-21 85.4% 7.3% 7.3% 0%
2019-20 92% 4% 4% 0%
2018-19 83.8% 8.1% 8.1% 0%
create lesson plans that promote critical thinking with the students. 2020-21 87.8% 4.9% 7.3% 0%
2019-20 92% 0% 8% 0%
2018-19 86.5% 10.8% 2.7% 0%
Instruction
I was prepared to . . . Academic Year Agree or Strongly Agree Neither Agree or Disagree Disagree Strongly Disagree
use effective communication techniques in order to develop a positive learning environment. 2020-21 95.1% 4.9% 0% 0%
2019-20 90% 5% 2.5% 2.5%
2018-19 91.9% 2.7% 5.4% 0%
use effective questioning skills to promote higher level thinking skills. 2020-21 90.2% 4.9% 4.9% 0%
2019-20 88% 12% 0% 0%
2018-19 89.2% 8.1% 2.7% 0%
employ teaching skills that reflect current theory, research, & practice. 2020-21 92.7% 4.9% 2.4% 0%
2019-20 88% 12% 0% 0%
2017-19 83.8% 10.8% 5.4% 0%
provide student-centered instruction that is characterized by clarity, variety, and flexibility. 2020-21 90.2% 7.3% 2.4% 0%
2019-20 92% 8% 0% 0%
2018-19 78.4% 16.2% 5.4% 0%
integrate multiple content areas into interdisciplinary units of study. 2020-21 80.5% 7.3% 12.2% 0%
2019-20 72% 20% 4% 4%
2018-19 81.1% 8.1% 10.8% 0%
Motivation & Engagement
I was prepared to . . . Academic Year Agree or Strongly Agree Neither Agree or Disagree Disagree Strongly Disagree
manage student behavior in the classroom. 2020-21 68.3% 17.1% 14.6% 0%
2019-20

68%

16% 8% 8%
2018-19

67.6% 

13.5% 18.9% 0%
use a variety of motivational strategies to facilitate learning for all student 2020-21 78% 9.8% 12.2% 00%
2019-20 80% 12% 8% 0%
2018-19 70.3% 8.1% 21.6% 0%
communicate with family and community members to make them partners in the educational process. 2020-21 68.3% 14.6% 14.6% 2.4%
2019-20 72% 16% 4% 8%
2018-19 43.2% 24.3% 32.4% 0%
collaborate with educational personnel to support student learning. 2020-21 82.9% 7.3% 9.8% 0%
2019-20 96% 4% 35% 5%
2018-19 73% 8.1% 18.9% 0%
establish a caring relationship with students developed through engagement and high expectations for all learners. 2020-21 95.1% 4.9% 0% 0%
2019-20 96% 4% 0% 0%
2018-19 94.6% 5.4% 0% 0%
create an environment that encourages positive social interaction among students. 2020-21 92.7% 7.3% 0% 0%
2019-20 92% 4% 4% 0%
2018-19 89.2% 8.1% 2.7% 0%
Professionalism/Ethical Behavior
I was prepared to . . . Academic Year Agree or Strongly Agree Neither Agree or Disagree Disagree Strongly Disagree
understand the legal practices in education. 2020-21 78% 9.8% 9.8% 2.4%
2019-20 80% 12% 8% 0%
2018-19 89.2% 5.4% 5.4% 0%
understand the ethical practices in education. 2020-21 92.7% 2.4% 4.9% 0%
2019-20 96% 0% 0% 4%
2018-19 94.6% 5.4% 0% 0%
meet the ethical standards of my profession. 2020-21 95.1% 2.4% 2.4% 0%
2019-20 100% 0% 0% 0%
2018-19 97.3% 2.7% 0% 0%
understand how to behave in ways that reflect integrity, responsibility, and honesty. 2020-21 100% 0% 0% 0%
2019-20 96% 4% 0% 5%
2018-19 97.3% 1.92% 0% 0%
establish collegial relationships with all stakeholders to support student learning. 2020-21 87.8% 4.9% 7.3% 0%
2019-20 96% 4% 0% 0%
2018-19 83.8% 2.7% 2.7% 0%
Reflective Practice
I was prepared to . . . Academic Year Agree or Strongly Agree Neither Agree or Disagree Disagree Strongly Disagree
employ self-reflection to improve my teaching practice. 2020-21 97.6% 0% 2.4% 0%
2019-20 96% 0% 4% 0%
2018-19 94.6% 2.7% 2.7% 0%
locate resources available to help me improve my professional practice. 2020-21 87.8% 7.3% 4.9% 0%
2019-20 92% 4% 4% 0%
2018-19 75.7% 16.2% 8.1% 0%
use multiple resources such as professional literature, mentoring, and interaction with colleagues to aid my growth as an educator. 2020-21 100% 0% 0% 0%
2019-20 92% 0% 8% 0%
2018-19 86.5% 13.5% 0% 0%
Graduate Programs

2021-22 Graduate Alumni Survey

Are you currently working within the field for which you completed an advanced program?
Program Yes No
Building Leadership 75% 25%
District Leadership 100% 0%
ESOL * *
Reading Specialist * *
School Counseling 100% 0%
School Psychology 100% 0%
Special Education - Early Childhood * *
Special Education - High Incidence 50% 50%
Special Education - Low Incidence 100% 0%

My program assisted in developing the skills and knowledge needed for my position
Program Strongly Agree Agree Disagree Strongly Disagree
Building Leadership 29% 57% 14% 0%
District Leadership 75% 12% 0% 12%
ESOL * * * *
Reading Specialist * * * *
School Counseling 0% 86% 0% 14%
School Psychology 33% 56% 0% 11%
Special Education - Early Childhood * * * *
Special Education - High Incidence 0% 67% 33% 0%
Special Education - Low Incidence 50% 25% 0% 25%

 

Building Leadership Program
Question   Strongly Agree Agree Slightly Agree Slightly Disagree Disagree Strongly Disagree
Action research projects were valuable instructional strategies in the program.
 
2021-22 50% 50% 0% 0% 0% 0%
2020-21 50% 50% 0% 0% 0% 0%
2018-2019 50%  0%  25%   0% 25%   0%
2019-2020 40% 20% 20% 0% 20% 0%
Faculty were knowledgeable and competent.
 
2021-22 50% 50% 0% 0% 0% 0%
2020-21 50% 50% 0% 0% 0% 0%
2018-1019 75%  25% 0%  0%  0%  0% 
2019-2020 80% 20% 0%
0% 0%
0%
Coursework was comprehensive and intellectually stimulating.
 
2021-22 50% 50% 0% 0% 0% 0%
2020-21 50% 50% 0% 0% 0% 0%
2018-1019  50% 0%  25%   0% 25%  0% 
2019-2020 40% 60% 0% 0% 0% 0%
Program content emphasized instructional leadership for school improvement.
 
2021-22 50% 25% 25% 0% 0% 0%
2020-21 100% 0%  0%  0%  0% 0% 
2018-2019 50%  50%  0%  0%  0%  0% 
2019-2020 60% 40% 0% 0% 0% 0%
Professional relationships I developed during the program have enhanced my professional practice.
 
2021-22 75% 25% 0% 0% 0% 0%
2020-21 50% 50%  0%  0%  0% 0% 
2018-1019 25%   75%  0%  0%  0%  0%
2019-2020 40% 60% 0% 0% 0% 0%
The internship field experience prepared me for leadership.
 
2021-22 50% 50% 0% 0% 0% 0%
2020-21 0% 50% 50%  0%   0%   0% 
2018-2019  50%  50%  0%  0%  0%   0% 
2019-2020 40% 60% 0%
0%
0%
0%
District Leadership Licensure Program
Question   Strongly Agree Agree Slightly Agree Slightly Disagree Disagree Strongly Disagree
The coursework I received at Wichita State helped me participate in a program that matched or matches my career goals 2021-22 87.50% 12.50% 0% 0% 0% 0%
2020-21 100% 0% 0% 0% 0% 0%
2018-2019  50% 50%  0%   0%  0% 0% 
The content of the district licensure coursework prepared me for my current work. 2021-22 87.50% 12.50% 0% 0% 0% 0%
2020-21 100% 0% 0% 0% 0% 0%
2018-2019  75% 25%  0%  0%   0% 0% 
The instructors and the instruction methods used were helpful in preparing me for my current employment. 2021-22 87.50% 0% 12.50% 0% 0% 0%
2020-21 100% 0% 0% 0% 0% 0%
2018-2019  75% 0%  25%   0% 0%  0% 
I would again select the program at Wichita State to complete my district licensure. 2021-22 87.50% 12.50% 0% 0% 0% 0%
2020-21 100% 0% 0% 0% 0% 0%
2018-2019
75%  25%   0%  0%  0% 0% 

 

School Counseling Program
My program prepared me to… Year Strongly Agree Agree Slightly Agree Slightly Disagree Disagree Strongly Disagree
understand counseling processes, theories, and models. 2021-22 17.39% 47.83% 26.09% 0% 0% 8.70%
2020-21 20% 40% 0% 0% 0% 40%
2019-20 42.86%   42.86% 0%   0% 14.29%   0%
with the ability to effectively apply the basic skills of counseling. 2021-22 39.13% 39.13% 8.70% 4.35% 0% 8.70%
2020-21 20% 40% 0% 0% 0% 40%
2019-20 57.14%   28.57% 14.29%  0%   0%  0%
develop a strong sense of professional identity and commitment to the counseling profession. 2021-22 22.73% 45.45% 13.64% 0% 9.09% 9.09%
2020-21 25% 0% 25% 0% 25% 25%
2019-20  57.14% 14.29%  28.57%  0%   0%  0%
recognize, assess and intervene in suicide risk situations. 2021-22 13.04% 34.78% 39.13% 0% 4.55% 0%
2020-21 20% 0% 40% 0% 0% 40%
2019-20 28.57%   28.57%  42.86%  0%  0% 0% 

School Counseling Program
My program adequately prepared me in the following 8 core content areas of counseling: Year Strongly Agree Agree Slightly Agree Slightly Disagree Disagree Strongly Disagree
human growth and development. 2021-22 27.27% 54.55% 13.64% 0% 4.55% 0%
2020-21 40% 60% 0% 0% 0% 0%
2019-20 28.57% 71.43% 0%  0%  0%  0%
social and cultural foundations of counseling. 2021-22 18.18% 63.64% 9.09% 4.55% 4.55% 0%
2020-21 20% 60% 0% 20% 0% 0%
2019-20 28.57% 71.43% 0% 0%   0%  0%
helping relationships. 2021-22 19.05% 52.83% 19.05% 4.76% 0% 4.76%
2020-21 20% 40% 20% 0% 0% 20%
2019-20 42.86% 57.14% 14.29% 0%   0%  0%
group counseling 2021-22 18.18% 54.55% 18.18% 0% 4.55% 4.55%
2020-21 20% 60% 0% 0% 0% 20%
2019-20 28.57% 71.43% 0%  0%  0% 0% 
career and lifestyle development. 2021-22 19.05% 52.38% 19.05% 4.76% 0% 4.76%
2020-21 20% 40% 20% 0% 0% 20%
2019-20 28.57% 71.43% 0% 0% 0% 0%
assessment instruments and methods. 2021-222 13.64% 40.91% 22.73% 13.64% 4.55% 4.55%
2020-21 20% 60% 40% 0% 0% 0%
2019-20 14.29% 42.86% 42.86% 0% 0% 0%
research and program evaluation. 2021-22 14.29% 47.62% 28.57% 0% 4.76% 4.76%
2020-21 20% 40% 40% 0% 0% 0%
2019-20 14.29% 71.43% 14.29% 0% 0% 0%
professional orientation and ethics. 2021-22 27.27% 59.09% 9.09% 0% 0% 4.55%
2020-21 20% 40% 20% 0% 0% 20%
2019-20 28.57% 71.43% 0% 0% 0% 0%

 

School Psychology Program prepared me to...
Question Year Strongly Agree Agree Slightly Agree Slightly Disagree Disagree Strongly Disagree
use assessment models and methods as part of a problem-solving process to collect information, translate assessment results into empirically-based decisions about service delivery, and evaluate the outcomes. 2021-22 66.67% 33.33% 0% 0% 0% 0%
2020-21 66.67% 33.33% 0% 0% 0% 0%
consult, collaborate, and communicate effectively with others in using a consultative problem-solving process as a vehicle for planning, implementing, and evaluating academic and mental health services. 2021-22 55.56% 33.33% 11.11% 0% 0% 0%
2020-21 50% 33.33% 16.67% 0% 0% 0%
participate in the development of appropriate cognitive, academic, behavioral, affective, adaptive, and social goals for students, and the implementation and evaluation of effective interventions to achieve these goals. 2021-22 33.33% 55.56% 11.11% 0% 0% 0%
2020-21 50% 33.33% 16.67% 0% 0% 0%
provide culturally competent and effective practices in all areas of school psychology service delivery and in the contexts of diverse individual, family, school, and community characteristics. 2021-22 44.44% 44.44% 0% 0% 11.11% 0%
2020-21 66.67% 33.33% 0% 0% 0% 0%
practice in ways that are consistent with ethical, professional, and legal standards and regulations. 2021-22 55.56% 44.44% 0% 0% 0% 0%
2020-21 83.33% 16.67% 0% 0% 0% 0%
Special Education Programs
Question Year Strongly Agree Agree Slightly Agree Slightly Disagree Disagree Strongly Disagree
knowledge I received at WSU is applicable to my job responsibilities. 2021-22 50% 25% 12.5% 12.5% 0% 0%
2020-21 100% 0% 0% 0% 0% 0%
program prepared me for the IEP process due to the coursework at WSU. 2021-22 25% 50% 12.5% 12.5% 0% 0%
2020-21 100% 0% 0% 0% 0% 0%
program prepared me for classroom behavior management and positive behavior supports. 2021-22 25% 37.5% 25% 12.5% 0% 0%
2020-21 100% 0% 0% 0% 0% 0%
program prepared me for transition services for students in SPED. 2021-22 50% 25% 0% 12.5% 0% 12.5%
2020-21 100% 0% 0% 0% 0% 0%
program prepared me for teaching methods applicable to students with high-incidence exceptionalities. 2021-22 50% 25% 0% 12.5% 0% 12.5%
2020-21 50% 50% 0% 0% 0% 0%

Outcome Measures

Measure 3: Candidate Competency at program completion (initial and advanced)
Graduation Rates & Initial & Advanced Level Licensure Programs
Graduation Rates

Initial Level Graduates

Academic Year

Total Number of Completers

Initial Level graduates   Advanced Level Licensure Completers

AY 22
482 Traditional  139 104
  Alternative 239
AY21

444 Traditional 131 95
  Alternative 218
AY20
 
367 Traditional 135 78
  Alternative 154
AY19 251 Traditional 159 56
Alternative 36

 

Ability of Completers to Meet Licensure Requirements
2021-22 Completers
Type of Assessment/ Code Number Number Taking Assessment Median Range of Scores Pass Rate
Principles of Learning and Teaching (PLT) for All Programs
PLT Early Childhood (5621) 49 166 135-181 72%
PLT K-6 (5622) 199   146-192 94%
PLT 5-9 (5623)  9   157-188 87%
PLT 7-12 (5624) 66   151-194 98%
Early Childhood Unified (ECU) Programs
Early Childhood Unified Birth - Grade 3 and k-6 (5024) 76   140-188 87%
Early Childhood Unified Birth - Grade 3 and K-6 (5691) 72   142-190 89%
Elementary Education Programs
Elementary K-6 (Reading/Language Arts -7812) 148    128-200 82% 
Elementary K-6 (Mathematics – 7813)  146    114-200 86% 
Elementary K-6 (Science -7814)  146   107-200   86%
Elementary K-6 (Social Studies – 7815)  145    10-199 84% 
Middle Level 5-8 Programs
Math 5-8 (5169) 181  166-200  100% 
English/History 5-8 (5089)      
Science 5-8 (5440)      
Science 5-8 (5440)      
Secondary 6-12 Programs
Biology 6-12 (5235)  * 100% 
Chemistry 6-12 (5245)  2 100% 
Earth & Space Science 6-12 (5571)  3  164 155-176  100% 
English/Language Arts 6-12 (5038)  12  180.5 163-188  100% 
History/Government 6-12 (5081)  13  167 147-180  85% 
Mathematics 6-12 (5161)  7 155  127-167  57% 
Physics 6-12 (5265)  0      
PK-12 Programs
Art Education PreK-12 (5134) 175  160-183  100% 
World Languages PreK-12 (French) (5174)  0      
World Languages PreK-12 (Spanish) (5195) 0      
Music Education PreK-12 (5113) 12 156 140-194 92% 
Physical Education PreK-12 (5091)  6 159.5  150-166  100% 
2020-21 Completers
Type of Assessment/ Code Number Number Taking Assessment Median Range of Scores Pass Rate
Principles of Learning and Teaching (PLT) for All Programs
PLT Early Childhood (5621) 55 172.5 139-187 91.7%
PLT K-6 (5622) 150 173 149-195 96.9%
PLT 5-9 (5623) 8 173.5 163-190 100%
PLT 7-12 (5624) 34 179.5 156-190 98.2%
Early Childhood Unified (ECU) Programs
Early Childhood Unified Birth - Grade 3 and K-6 (5024) 66 172.3 141-190 94.4%
Early Childhood Unified Birth - Grade 3 and K-6 (5691) 60 174.5 144-188 94.6%
Elementary Education Programs
Elementary K-6 (Reading/Language Arts -7812) 168 168.5 137-200 90.76%
Elementary K-6 (Mathematics – 7813) 169 159 124-200 90.02%
Elementary K-6 (Science -7814) 167 174.5% 126-200 97.54%
Elementary K-6 (Social Studies – 7815) 168 169.5 136-197 91.68%
Middle Level 5-8 Programs
Math 5-8 (5169) 8 177 164 - 187 100%
English/History 5-8 (5089) 1 * * *
Science 5-8 (5440) 1 * * *
Science 5-8 (5440) 0 * * *
Secondary 6-12 Programs
Biology 6-12 (5235) 5 168 160-175 100%
Chemistry 6-12 (5245) 0 * * *
Earth & Space Science 6-12 (5571) 1 * * *
English/Language Arts 6-12 (5038) 9 176 160-196 90%
History/Government 6-12 (5081) 10 163.5 147 - 180 83.33%
Mathematics 6-12 (5161) 5 161 155 - 162 100%
Physics 6-12 (5265) 1 * * *
PK-12 Programs
Art Education PreK-12 (5134) 2 * * *
World Languages PreK-12 (French) (5174) 1 * * *
World Languages PreK-12 (Spanish) (5195) 1 * * *
Music Education PreK-12 (5113) 9 161 156 - 180 100%
Physical Education PreK-12 (5091) 7 162 151 - 167 100%
Special Education – High Alt Cert. (5543) 3 176 170-178 100%

Kansas Test Requirements: https://www.ets.org/praxis/ks/requirements/  * indicates fewer than 3 test takers 

2019-20 Completers

 

Type of Assessment/ Code Number Number Taking Assessment Median Range of Scores Pass Rate
Principles of Learning and Teaching (PLT) for All Programs
PLT Early Childhood (5621) 31 168 158-174 83.0%
PLT K-6 (5622) 132 174 167-182 95.0%
PLT 5-9 (5623) 16 171 167-180 100%
PLT 7-12 (5624) 57 180 174-184 97.0%
Early Childhood Unified (ECU) Programs
Early Childhood Unified Birth - Grade 3 and K-6 (5024) 21 177 162-189 100%
Early Childhood Unified Birth - Grade 3 and K-6 (5691) 41 166 165-166 100%
Elementary Education Programs
Elementary K-6 (Reading/Language Arts -7812) 131 168 161-176 82.86%
Elementary K-6 (Mathematics – 7813) 129 162 150-175 91.43%
Elementary K-6 (Science -7814) 130 177 165-188 88.57%
Elementary K-6 (Social Studies – 7815) 129 173 162-179 85.71%
Middle Level 5-8 Programs
Math 5-8 (5169) 6 183 168-192 100%
Secondary 6-12 Programs
Biology 6-12 (5235) 3 165 156-173 100%
Chemistry 6-12 (5245) 1 * * *
Earth & Space Science 6-12 (5571) 2 * * *
English/Language Arts 6-12 (5038) 11 181 167-190 100%
History/Government 6-12 (5081) 11 170 139-200 90.91%
Mathematics 6-12 (5161) 4 160 143-174 75%
Physics 6-12 (5265) 0 * * *
PK-12 Programs
Art Education PreK-12 (5134) 3 166 156-173 66.67%
World Languages PreK-12 (French) (5174) 0 * * *
World Languages PreK-12 (Spanish) (5195) 0 * * *
Music Education PreK-12 (5113) 9 167 157-190 100%
Physical Education PreK-12 (5091) 6 160 153-165 100%

 

Measure 4
Ability of Completers to be Hired in Education Positions
Employee Data for Completers

Employee Data for Completers

Level

Total number of completers

Employed in a position for which they were prepared

Employed in an education position outside of their preparation

Enrolled in higher education

Employed outside of the education field

 

Not employed

Employment status unknown

 
AY 22
Initial 378 75.9% 19.5% 1.6% 0.8% 0.0% 2.7%
Advanced 104  96% 6%  0%  0% 0%  0%
AY 21     
Initial  349  85.8%  2.3%  1.1%  0% 1.1%   9.7%
Advanced 95 100% 0%  0% 0% 0%  0%
AY 20       
Initial 289 93%  0%   0% 0% 0%  7%
Advanced 78 100% 0% 0% 0% 0%  0% 
AY 19      
Initial 195 93% 1% 0.5% 3% 0% 2.5%
Advanced 56 86% 14% 0% 0% 0% 0%