Given that Indiana, does not gather and share value-add or impact on P-12 student learning data related to individual teachers, to provide evidence of the impact EPP completers have on P-12 student learning, the EPP elected to conduct case studies. Upon
receiving IRB approval, the EPP worked with school partners and faculty to identify two completers to serve as participants and selected one from each program (TRAD and ALT). Each served in different schools but was asked to provide the following
information: Unit Plans and Assignments, Unit Assessment Data, and Completer Observations. The EPP also conducted interviews with the completers and their principals and completed the appropriate state-developed satisfaction survey.
While this method is considered sufficient under CAEP guidelines, the Fred S. Klipsch Educators College recognizes the limitations on generalizing data from single case studies to its broader completer population. Moving forward the EPP has elected to
pursue a process that can gather more data, on more completers, across more school partners, which will help with providing generalizable data that can offer more powerful direction for EPP programming and another measure for comparison in our triangulation