IntroductionCriterion 1Criterion 2Criterion 3Criterion 4Criterion 5ConclusionAppendicesExhibits

Standard 1 Candidate Knowledge, Skills, and Dispositions


Content Knowledge for Other School Professionals

At the advanced level, the unit also prepares candidates to become school counselors, principals, superintendents, special education directors, and school library media specialists.  The School Counseling Program is accredited through CACREP and has recently submitted all documentation for a re-accreditation site visit in May 2008.  The Education Administration Program, which includes the preparation of principals, superintendents, and special education directors, is approved through the Minnesota Board of School Administrators and completed their program approval process in 2005.  Competencies have been developed by the Minnesota Board of School Administrators for principals, superintendents, and special education directors and are used for course development, assessment, and accountability. The School Library Media Specialist Program was approved by the Minnesota Board of Teaching in spring 2007 until 2014.

Candidates in the School Counseling Program are required to take the Counselor Preparation Comprehensive Exam to successfully complete the program and seek licensure.  Candidates are allowed only two attempts at passing the exam.  A review of pass rates over the past five years indicates an average pass rate of 91 percent for the first attempt; 100 percent pass rate for candidates making a second attempt.  Candidates completing the School Library Media Specialist Program must complete the Praxis II content exam.  Over the past three years, 43 candidates have completed the program and 43 (100%) have passed the required Praxis II exam. Candidates in the Educational Administration and Leadership Programs are not required to take state or national exams for degree completion or licensure.  However, data on content knowledge indicate strong performance related to Minnesota State Competencies.

Content knowledge is also assessed through a variety of measures within advanced programs including internship evaluations, course-based activities, portfolio evaluations, and follow-up studies from employers and graduates.  A review of aggregated data by program indicates that candidates have the content knowledge to be successful in their professional fields.

Summary:  Candidates preparing for other professional roles in the schools have a strong grasp of content knowledge as delineated in institutional, state, and professional standards.  Internal assessments as well as pass rates on national exams provide evidence and documentation of content knowledge.


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