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Clinical Experience Surveys

Our clinical experience surveys are a set of four brief feedback tools used during student teaching to document the quality of supervision and mentoring as part of our CAEP continuous improvement system. Across the surveys, student teachers evaluate both their university supervisors and mentor teachers, and mentor teachers and university supervisors provide reciprocal feedback on collaboration, communication, professionalism, and support for candidate growth. Results are reviewed with programs to identify strengths and address improvement areas in clinical partnerships, supervision practices, and candidate support.

Completer Focus Groups

KSU conducts focus groups designed to gather evidence about how well our educator preparation programs support candidates’ readiness to teach and meet professional standards. Participants share feedback on strengths and improvement opportunities related to clinical experiences, coursework, advising, and overall program quality, which is used as part of our CAEP continuous improvement process. Insights from these focus groups are analyzed alongside other completer and employer evidence to inform program enhancements and document impact on P–12 learning and candidate development.

Disposition Assessments 1, 2, and 3

The Disposition Assessment is a standardized rubric used to document candidates’ professional dispositions aligned to expectations for effective, ethical, and responsible practice in PK–12 settings as part of our CAEP evidence system. Faculty and/or clinical educators complete the rubric at designated transition points to provide candidates with timely, specific feedback on behaviors such as professionalism, collaboration, responsiveness to feedback, and commitment to equitable learning. Results are reviewed to support candidate growth (including targeted coaching when needed) and to identify program-level trends that inform continuous improvement.

Employer Survey

Our Employer Survey collects feedback from Ohio principals where recent program completers work to document how well our preparation programs support early-career effectiveness in PK–12 settings and alignment to professional expectations. Employers rate graduates’ strengths and improvement needs in areas such as instructional practice, professionalism, collaboration, and readiness to meet learners’ needs. Results are analyzed with other outcome evidence to guide program improvements and strengthen clinical partnerships

Kent Summative Teacher Education Project (K-STEP)

The Kent Summative Teacher Education Project (K-STEP) is a performance-based assessment completed during student teaching that is aligned to the InTASC Model Core Teaching Standards. Evaluators review teacher-candidate videos and reflective writing and score performance using an analytic rubric with 16 indicators across three performance levels. K-STEP is designed to evaluate candidates’ ability to plan for instruction, use instructional strategies, and assess student learning, and results are used to support program improvement within our CAEP continuous improvement system.

Non-Academic Dimensions

The Non-Academic Dimensions (NAD) Rubric is a holistic, admission-stage tool used to evaluate applicants on important non-academic characteristics that support success in educator preparation. Reviewers use the rubric alongside multiple evidence sources—such as letters of recommendation, essays, and interviews—to provide a structured, consistent evaluation across applicants. Results help ensure transparent decision-making at program entry and provide an evidence base for strengthening recruitment, selection, and candidate support processes.

Ohio Assessments for Educators (OAE)

The licensing exams for the state of Ohio; each candidate completes an assessment of professional knowledge (APK) test, which focuses on pedagogy, and then nearly every program has one or more content-area tests required for program completers to receive their license. KSU monitors OAE pass rates as a key candidate-competency outcome to guide targeted supports and document continuous improvement as part of CAEP annual reporting

ODHE Evaluation Data

The Ohio Department of Education and Ohio Department of Higher Education make certain data available to KSU in the aggregate. These include persistence in the field (4 years), Value-Added reports for specific subjects/grade bands, Ohio Teacher Evaluation System (OTES) results, and Resident Educator program pass rates.

ODHE Surveys

The Ohio Department of Higher Education sends a Pre-service Teacher Survey to KSU candidates during their final student teaching experience and a Resident Educator Survey during their professional induction program. The results are shared with KSU with identifying information removed. The instrument contains approximately fifty items on a 4-point scale (strongly agree to strongly disagree).

Partner Focus Groups

Partner focus groups are facilitated conversations with our P–12 school and community partners to gather evidence about the quality and impact of EHHS clinical partnerships as part of our CAEP continuous improvement system. Partners provide feedback on candidate preparedness, collaboration and communication with the university, placement processes, and the effectiveness of mentoring and supervision in the field. Themes from these discussions are analyzed alongside survey and performance data to strengthen partnerships, refine clinical experiences, and improve candidate outcomes.

Student Teaching Evaluation

The Student Teaching Evaluation is a 21-item observation rubric completed by the university supervisor at two points during the candidate’s student teaching experience to document growth and readiness for the profession. The rubric provides evidence of candidate performance across all Ohio Standards for the Teaching Profession (OSTP), including planning, instruction, assessment, learning environment, and professionalism. Results are reviewed by programs to support targeted feedback to candidates and to inform CAEP-aligned continuous improvement of clinical preparation and supervision. The instrument is also completed by the mentor teacher for additional feedback to teacher candidates. If a student has multiple placements (e.g., Health Education/Physical Education, Middle Childhood), they will have multiple evaluations.