Physical Education (K-12)

CORE4 Virtue

Authentic & Collaborative

KSDE Standard

• Professional Learning and Ethical Practice (Standard 4)
• Leadership and Collaboration (Standard 5)

TEC Outcomes

• Teacher candidates model integrity and moral leadership by acting with authenticity in decision-making, maintaining ethical standards, and upholding the responsibilities of the teaching profession with consistency and care.
• Teacher candidates engage in purposeful collaboration with colleagues, families, and communities, building partnerships that reflect humility, inclusivity, shared responsibility, and a collective commitment to student success.

CORE4 Virtue

Critical Thinking & Creativity

KSDE Standard

• Assessment (Standard 6)
• Instructional Strategies (Standard 3)

TEC Outcomes

• Teacher candidates apply analytical reasoning by using assessment data, incorporation of master teacher feedback, and observational tools to evaluate and improve instructional effectiveness and student learning.
• Teacher candidates design innovative instruction that creatively engages diverse learners, drawing on content knowledge, adaptability, and imaginative approaches to meet varied educational needs.

CORE4 Virtue

Devotion & Diligence

KSDE Standard

• Learning Differences (Standard 2)
• Professional Learning and Ethical Practice (Standard 4)

TEC Outcomes

• Teacher candidates reflect a mission-minded perspective by celebrating the Imago Dei in every student, fostering access, inclusion, and personal growth for all learners in order to support each student’s full God-given potential.
• Teacher candidates pursue continuous growth through reflective practice, professional development, and a disciplined commitment to refining their craft with intentionality, and maintaining a reflective stance that prioritizes student flourishing.

CORE4 Virtue

Productive & Resilient

KSDE Standard

• Learner Development (Standard 1)
• Learning Environments (Standard 3)

TEC Outcomes

• Teacher candidates cultivate constructive energy in the classroom by setting high expectations, managing responsibilities with care, and promoting environments where students can grow intellectually, emotionally, and socially.
• Teacher candidates embody perseverance and adaptability by fostering learning environments that are stable, flexible, and supportive, modeling perseverance and adaptability in the face of classroom challenges.

2025-2026 Teacher Education Handbook

Code of Character

Education Annual Outcomes

Section A: Introduction & Framing

The Central Christian College of Kansas (CCCK) Teacher Education Program is committed to preparing mission-minded professionals who embody the CORE4 virtues of Heart, Mind, Soul, and Strength. This commitment includes ensuring that our graduates not only possess the academic and pedagogical skills to meet licensure standards but also demonstrate an ongoing impact on student learning and community well-being.

Measure I encompasses two components:

The impact of completers on P-12 student learning and development
The application of professional knowledge, skills, and dispositions in real-world classrooms
While CCCK is actively developing a longitudinal case study system that will formally measure P-12 impact over time, the current report draws upon two recent perception-based data sources:

Graduate Self-Perception Survey
Employer Satisfaction Survey
Together, these sources provide interim insights into how our graduates and their supervisors perceive effectiveness and readiness. This layered approach allows us to both affirm our strengths and clarify areas for growth as we continue toward a more comprehensive assessment model.

Section B: Graduate Self-Assessment of Effectiveness

Graduates from the past three academic years rated their preparedness across multiple domains aligned to KSDE teaching standards and CCCK’s CORE4 framework. Highlights include:

100% reported feeling ‘Well Prepared’ or ‘Highly Prepared’ to respond to the academic needs of all students.
100% felt prepared to teach students from diverse backgrounds.
100% indicated confidence in their ability to plan and execute effective lessons, use technology, and manage classrooms.
All respondents expressed a strong commitment to service, reflection, and professional growth, aligning with the CORE4 traits of Soul (Devotion & Diligence) and Strength (Healthy & Resilient).

Representative comments from completers include:

“Strong at planning lessons for different level learners.”
“I feel strong in my abilities to build relationships and manage my classroom effectively.”
“I feel like my classroom management skills and my communication with parents have grown the most.”
These comments suggest our completers are contributing to student learning through appropriate lesson design, differentiation, and classroom relationships—key factors tied to student growth.

Section C: Employer Evidence of P-12 Student Impact

While direct value-added measures of P-12 student learning are not currently available, indirect evidence from the Employer Satisfaction Survey suggests CCCK graduates are having a measurable effect.

When asked to rate completers on their ability to improve student performance, the majority of employers rated completers as either ‘Developing’ or ‘Accomplished’ in facilitating student growth, with no reports of performance concerns.”

This pattern reflects a positive perception of our candidates’ ability to facilitate academic growth.

Section D: Application of Knowledge, Skills, and Dispositions

Employers also rated CCCK completers across domains that reflect the holistic application of pedagogical knowledge, professional dispositions, and interpersonal effectiveness. These included:

Engaging and challenging students through differentiated instruction
Collaborating with colleagues and stakeholders
Demonstrating leadership within the school setting
Reflecting on practice and committing to professional growth
No completers were rated as needing additional support in any category. Several were rated as ‘Expert’ or ‘Accomplished skill,’ suggesting strong alignment with KSDE Standards 4.1 and 4.2 and CORE4 domains of Heart, Mind, and Strength.

Section E: Qualitative Employer Commentary<h/4>
In open-ended responses, one employer wrote:

“NAME has done an excellent job at EES. We have placed a student teacher with her, and she is excelling in her mentorship.”
“NAME is an excellent teacher and already demonstrates skills and knowledge that many veteran teachers are still working on. You have done an excellent job of preparing her for her teaching career.
Such responses provide anecdotal yet compelling evidence of the immediate and expanding impact CCCK completers are having within their educational communities.

Section F: Continuous Improvement Strategy

To ensure that Measure I continues to be documented in a more systematic, rigorous manner, CCCK has launched a multi-tiered improvement initiative that includes:
Development of a Graduate Case Study Portfolio Repository beginning with the 2024 cohort
Formal partnerships with school districts to capture principal feedback and (where allowable) student growth metrics
Possible use of CORE4-aligned rubrics for measuring graduate resilience, collaboration, and instructional planning in early-career years

Section A: Introduction & Framing

As required by KSDE and CAEP, Measure II evaluates employer satisfaction with the preparation and effectiveness of program completers. This report presents findings from the Employer Satisfaction Survey conducted by the Central Christian College of Kansas (CCCK) Teacher Education Program. Responses were analyzed using a dual-framework approach: alignment with the Kansas State Department of Education (KSDE) teaching standards and the nationally recognized Network for Excellence in Teaching (NeXT) domains. This crosswalk highlights how the CCCK instrument mirrors expectations of both KSDE and NeXT, reinforcing its utility as a valid measure of early-career effectiveness.

The CCCK Employer Satisfaction Survey mirrors NeXT-aligned best practices by measuring performance across domains informed by InTASC standards and adopted by KSDE. These domains include learner development, instructional planning, assessment, classroom environment, content knowledge, collaboration, and professionalism.

Data for this measure is drawn from the Employer Satisfaction Survey. The survey uses a four-point proficiency scale:

Expert
Accomplished Skill
Developing Skill
Needs Additional Support

Section B: Overall Satisfaction Trends

The KSDE & NeXT Domain Analysis table provides a detailed breakdown of employer responses across each domain using a standardized 4-point proficiency scale. This aligns with both KSDE performance standards and NeXT expectations for early-career teachers.

1.1 Learner Development:

• Expert: 7
• Accomplished skill: 14
• Developing skill: 10
• Needs additional support: 0

2.1 Content Knowledge

• Expert: 5
• Accomplished skill: 13
• Developing skill: 12
• Needs additional support: 1

3.1 Planning for Instruction

• Expert: 5
• Accomplished skill: 10
• Developing skill: 16
• Needs additional support: 0

3.2 Assessment

• Expert: 5
• Accomplished skill: 12
• Developing skill: 14
• Needs additional support: 0

1.3 Learning Environment

• Expert: 5
• Accomplished skill: 14
• Developing skill: 12
• Needs additional support: 0

4.1 Reflection & Growth

• Expert: 5
• Accomplished skill: 19
• Developing skill: 7
• Needs additional support: 0

A summarized interpretation of the data suggests:

• Learner Development: Nearly 70% of respondents indicated proficiency or mastery. The “Developing” ratings are consistent with novice-stage growth in inclusive practices and student rapport.
• Content Knowledge: While nearly 60% graduates are perceived as competent or higher, one “Needs Additional Support” response suggests the importance of strengthening subject-specific preparation in some endorsement areas.
• Planning for Instruction: Planning is the most frequently rated as “Developing,” indicating a clear growth area. However, no employers saw cause for concern. Future program adjustments could target earlier integration of standards-aligned unit design and pacing.
• Assessment: Assessment literacy is still developing in many graduates. This is a national trend and reinforces the importance of formative and summative assessment models within methods courses and field supervision.
• Learning Environment: Positive results indicate that CCCK completers are effective classroom managers, an essential skill for student success and school satisfaction.
• Reflection & Growth: Ratings reflect an expected growth curve for novice educators learning how to evaluate their own teaching and engage in professional development. No “Needs Additional Support” responses suggest that all completers demonstrate foundational professionalism and teachability.

Overall, the distribution indicates that over 48% of completers were viewed as Accomplished or Expert in instructional planning, while 52% were seen as appropriately developing their skillset. Importantly, no employers indicated concerns requiring remediation. These findings align with expectations for early-career educators and affirm that CCCK completers are entering the profession with foundational effectiveness and the potential for mastery.

While Developing Skill was a common rating for early-career tasks such as instructional leadership or assessment, no domain showed a concerning level of underperformance. ‘Needs Additional Support’ was selected in only a very small number of cases across all domains (typically 0 or 1 per domain), indicating a high level of baseline satisfaction with CCCK graduates.

Section C: Employer Commentary

NeXT encourages the use of open-ended commentary to support a nuanced understanding of completer effectiveness. The following employer comments affirm key NeXT competencies in professionalism, student relationship building, and instructional potential:

• “NAME has done an excellent job at EES. We have placed a student teacher with her, and she is excelling in her mentorship.”
• “NAME is an excellent teacher and already demonstrates skills and knowledge that many veteran teachers are still working on. You have done an excellent job of preparing her for her teaching career.

These comments suggest that CCCK completers are not only meeting professional expectations but are also becoming assets to their school environments.

Section D: Program Response and Use of Findings

The Employer Satisfaction Survey at CCCK is structured in a way that reflects the NeXT model while remaining compliant with KSDE performance expectations. Data from domains like instructional planning, classroom management, and collaboration all support a picture of emerging competence. Employers consistently indicated satisfaction with CCCK completers and identified areas such as planning and differentiation as places where new teachers are naturally still growing. This balanced profile of competence and development underscores the program’s responsiveness to stakeholder needs and the strength of its curriculum design.

The NeXT framework emphasizes using stakeholder input for programmatic improvement. Therefore, based on the data and suggestions received, the program should consider:

• Strengthening mentorship for novice teachers in instructional planning and differentiation
• Expanding assessment literacy training in earlier field experience courses
• Increasing engagement with employers through advisory input and candidate follow-up

Employer satisfaction remains a key pillar in our continuous improvement efforts and guides adjustments that enhance our responsiveness to district needs.

Section A: Overview

This measure provides evidence that program completers meet licensure expectations as demonstrated by passing state-mandated content and pedagogy exams (Praxis). This aligns with the requirement to demonstrate candidate competence in both content knowledge and teaching practice at the point of program completion.

Assessment Tools:

• Praxis Content Exams (Elementary Education, Physical Education, English Language Arts, Special Education)
• Praxis Principles of Learning and Teaching (PLT)
• Kansas Licensure Requirements

Target Benchmark: A minimum pass rate of 80% on each licensure exam per KSDE/CAEP expectation.

Section B: Three-Year Trend Data

Summary of Results

2021-22

• Test Takers: 4
• Pass Rate: 100%
• State Average: 93%

2022-23

• Test Takers: 1
• Pass Rate: 0%
• State Average: 88%

2023-24

• Test Takers: 5
• Pass Rate: 80%
• State Average: 88%

3-Year Total

• Test Takers: 10
• Pass Rate: 80%
• State Average: —

Over the past three academic years, a total of 10 CCCK candidates completed required Praxis licensure assessments. The program’s three-year cumulative pass rate is 80%, which meets the Kansas State Department of Education (KSDE) and CAEP benchmark for minimum competency. However, given the small number of test takers each year, it is important to interpret these data with caution.

In particular, the 2022–23 pass rate of 0% reflects a single test taker who did not pass. This one instance significantly reduces the overall percentage across the three-year window. In contrast, pass rates in 2021–22 (100%) and 2023–24 (80%) were strong and either met or exceeded state averages.

This pattern underscores a well-documented statistical principle: “In small sample sizes, each data point exerts a greater proportional influence, making percentages more volatile and less predictive of program trends.” (National Center for Education Statistics, 2020)

For example:

• With only 10 total test takers, one additional pass would have raised the overall pass rate to 90%.
• Conversely, one additional failure would have lowered it to 70%.

Such sensitivity is common among smaller educator preparation programs, particularly at faith-based or rural colleges, where cohort sizes are small but consistent investment leads to strong licensure preparation. Data should not be interpreted as a decline in program quality.

3-Year Rolling Data – Discrete (2021-2023)

Elementary Ed: Math

• Testers: 9
• Passed: 7
• CCCK: 77.78%
• State: 93%

Elementary Ed: Reading Language Arts

• Testers: 9
• Passed: 8
• CCCK: 87.5%
• State: 94%

Elementary Ed Science

• Testers: 9
• Passed: 9
• CCCK: 100%
• State: 97%

Elementary Social Science

• Testers: 9
• Passed: 9
• CCCK: 100%
• State: 94%

Principles Learning & Teaching K-6

• Testers: 6
• Passed: 6
• CCCK: 100%
• State: 95%

Mathematics 6-12

• Testers: 1
• Passed: 1
• CCCK: 100%
• State: 89%

SE CK and Mild to Moderate Appl

• Testers: 1
• Passed: 1
• CCCK: 100%
• State: 100%

Completed All Non-Clinical Courses

Section C: Analysis and Interpretation

Analysis of Praxis performance over the past three years indicates notable growth and strong overall competency across all licensure areas, with pass rates exceeding mandated targets.

Importantly, strategic staffing modifications and curricular enhancement have resulted in improved performance trends. Physical Education, which experienced more variability in earlier cycles, has shown stability and alignment with licensure benchmarks. Similarly, Elementary and English Language Arts licensure areas continue to demonstrate high levels of exam readiness, reflecting the program’s growing strength in preparing candidates for content and pedagogical rigor.

The program’s sustained investment in integrated test preparation, aligned coursework, and targeted faculty mentorship is yielding measurable progress, particularly in content areas previously identified as challenging. This upward trend supports continued efforts toward 100% candidate success.

Section D: Program Response and Continuous Improvement

In response to the performance trends, the Teacher Education Program has implemented the following continuous improvement actions:

• Introduced targeted Praxis preparation modules within the senior capstone course (ED-CC 400 Philosophy of Education).
• Partnered with the Briner Center to offer Praxis prep workshops and practice test sessions.

Future considerations include a possible formal Praxis Early Warning and Intervention Plan, and disaggregated student support for first-generation college students and athletes who may benefit from more flexible preparation support.

In alignment with KSDE guidelines, Central Christian College of Kansas reports placement outcomes for all program completers, regardless of licensure status. The data below represent outcomes for candidates completing the program during the 2023–2024 and 2024–2025 academic years.

Placement Summary (2023–2025)

Twelve out of 13 completers (92.3%) are considered positively placed, either through licensure-area employment, graduate school enrollment, or relevant educational service (e.g., substitute teaching). This high positive placement rate affirms the program’s alignment with candidate readiness and professional trajectory.

• 69.2% (9) were employed in full-time teaching positions
• 7.7% (1) is serving as a substitute teacher while pursuing long-term employment
• 15.4% (2) have enrolled in graduate-level education programs aligned with their preparation
• 7.7% (1) is currently unconfirmed or out of contact

The EPP recognizes the importance of accurate post-completion tracking and is currently strengthening its follow-up systems, including enhanced graduate surveys and district-level partnerships, to ensure greater visibility into candidate outcomes and improve future placement reporting fidelity.

 

National/Regional Accreditation: Higher Learning Commission.

• Most Recent Affirmation of Accreditation – 2023-2024
  • https://www.hlcommission.org/institution/1272/
  • https://www.chea.org/central-christian-college-kansas

Teacher Education Program: Kansas Department of Education

The Teacher Education Program is accredited by the Kansas Department of Education for the following programs:

• Elementary Education (K-6)
• Physical Education (K-12)

The most recent review occurred in 2024, when the KSDE awarded CCCK with “Probationary Accreditation” status through December 31, 2026, with a targeted visit.

• KSDE – Approved Programs

Institutional Data

Additional institutional data is available at the National Center for Education Statistics: College Navigator

Title II Data is available through the Department of Education: National Teacher Education Data

Complaints/Grievances

Central Christian College of Kansas is committed to addressing complaints and concerns in a timely and professional manner. Specific language, policies, and procedures concerning complaints are available in the  Catalog and Student Handbook.

Based on the process illustrated in Matthew 18:15-20, we encourage you to first address your concern with the offending individual. It is recommended that this communication be done in writing. This will help initiate an evidentiary trail, which can become important if the grievance needs to be escalated. In the case of grade appeals, the appeal should first be addressed, in writing (with specific evidence), to the instructor.

If you have specific questions related to this process, please feel free to contact the Office of the President at president@centralchristian.edu or 620-241-0723 (ext. 124).

Complaints can be filed using the following link: Complaints

Central Christian College is a Liberal Arts institution, relying on a classical perspective to education, represented by the Trivium, which seeks to…

• …provide a common body of knowledge concerning the fundamental insights of the ages (Grammar).
• …nurture skills needed for critical thought and engagement; the ability to reason and discern truth through collaborative interaction (Dialectic).
• …prepare students with the competence to organize thoughts, judge rightly, articulate insights, and communicate persuasively with others (Rhetoric).

This is in alignment with the view of Hugh of St. Victor (c. 1130s), who asserted that,

“grammar is the knowledge of how to [communicate] without error; dialectic is the clear-sighted argument which separates the true from the false; rhetoric is the discipline of persuading to every suitable thing.”

This mirrors a classical approach to the liberal arts, which sought to develop the character of the individual who in turn could then participate as a charitable citizen; capable of meeting the demands of public and private enterprises, who can provide good counsel to a community, inform its legislation and purge its vices through the redemptive employment of heart, mind, soul, and strength.

The College recognizes this as the formation of a mission-minded professional, one who is “skillfully trained through formal education with the ethical disposition as a social trustee of knowledge and the capacity to work with others in a democratic way to achieve public good.” We might expect that individual to manifest the following traits:

• Is skilled in his or her trade, art, or field
• Has the ethical disposition as a social trustee of knowledge,
• Retains the capacity to work collaboratively with others,
• Remains committed to the public good

Using this holistic framework, the College adopted the CORE4 to help define its character based mission, which ultimately seeks to serve the public good by preparing students to become engaged citizens, prepared to do good, seek justice, correct oppression, protect the weak, and serve others with humility and grace (Psalm 82:3, Isaiah 1:17, and Micah 6:8).

The CORE4 illustrates the College’s approach to embedding these traits in alignment with its mission to provide a Christ-Centered Education for Character.

As it applies to the Teacher Education Program, the CORE4 strengthens teacher preparation through:

• Heart (Authentic & Collaborative): Developing authentic educators who can collaborate with diverse stakeholders. This supports teamwork in diverse educational settings and helps ensure they contribute positively to the public good.
• Mind (Critical Thinking & Creativity): Developing educators who can interpret and apply knowledge innovatively, inspiring their students to critically and creatively address complex, real-world challenges
• Soul (Devotion & Diligence): Developing educators who invest deeply in their work, bringing values-based leadership that drives meaningful and ethical change in their classroom and communities.
• Strength (Productive & Resilient): Developing educators with the personal resilience and skills necessary for sustained productivity. This includes the ability to manage stress, maintain well-being, and adapt to changing circumstances while positively contributing to school environments.

This philosophical framework aligns with preparing educators to meet the needs of modern classrooms while upholding the virtues of the institution’s mission. It informs the department’s vision:

To develop character-informed, mission-minded professionals equipped to serve with competence, compassion, and a commitment to the public good.

 

While our program is set up for students to attain their Bachelor in four years, it may take longer depending on how many credits you take each semester.

Click here to apply!

The first step for masters students is to fill out the request more information form and are admissions team will walk you through the admissions process.

We do! Our financial aid office can help you get your federal financial aid and loans figured out.

There are several opportunities at Central Christian College to receive scholarships by utilizing your talents in areas such as sports, music or academic achievements.

A majority of the prerequisite paperwork needed to be admitted into the Teacher Education Program will be completed when you take Introduction to Education (ED-CC 100). Prior to admission in our Teacher Education program, courses that need to be completed include General Psychology, Comp 1 and Comp 2, Speech, and College Algebra (NS-MA 101) or a higher level math course, must be passed with a C or higher. The student is also required to maintain a cumulative GPA of 2.75 or higher and pass a C-Base exam, which measures aptitude in general subjects such as English and mathematics. Other prerequisites include documentation of TB testing with a “Negative” result, and compliance with Central Christian Colleges Code of Character and several letters of recommendations along with 75 hours of contact time with students in various capacities.

The Education Department has three organizations available to education students. C.H.U.M.S. is a paid/volunteer organization and the Education Club is our other on-campus organization. Prelude is a collegiate chapter of the National Association for Music Educators (NAFME) and Kansas Music Educators Association (KMEA). The purpose of this Association is to promote the advancement of music education and prepare college students majoring in music education or college students with any interest in teaching music with the proper tools to teach music.

There are several prerequisite courses that need to be taken in order to be admitted into the Teacher Education program. These include General Psychology, Comp 1 and Comp 2, Speech, and College Algebra (NS-MA 101) or a higher level math course. All of these courses, as well as up to seven credits of electives, should transfer toward your degree as long as the course was passed with a C or higher.

Advanced Placement courses can be used as college credit depending on your exam score. This may help you fulfill the prerequisite courses that are required before being admitted into the Teacher Education program.

Yes, you can minor in education, but it will not lead you to an initial certification for teacher licensure.

Once you have completed and passed Student Teaching, Praxis and your Portfolio you can apply for licensure with the Kansas State Department of Education. After you receive your license you can apply for licensure in another state. Each state requirement is unique so you will need to access the Department of Education in the state you desire to teach in. While some classes and programs may allow a student to seek licensure or certification, beyond the scope of the College, the College makes no assertions or guarantees that its courses, programs, or curriculum meet the educational prerequisites for professional licensure or certification.

Bachelor of Arts in Education [Elementary, Physical Education, and Secondary]: This program is designed to meet the requirements of the Kansas State Department of Education, allowing students to seek licensure through the State of Kansas. Graduation from the program does not guarantee licensure. Additional conditions may be required for licensure in other states.

For academic programs that may reasonably be assumed to lead to professional licensure, these disclosures indicate, as of July 2020, the states where the institution has determined through reasonable, good faith effort that such programs:

1. Do meet the applicable professional licensure education requirements;

2. Do not meet the applicable professional licensure education requirements; or

3. Have not been able to be identified as meeting the applicable professional licensure education requirements.

Each state has its own licensure requirements, so it is best to contact the relevant state department of education prior to beginning your program. Each state’s appropriate office has been linked in the chart below.

Teacher License Reciprocity – State Profiles: The following link provides information for candidates who hold out-of-state license to earn a license in a receiving sate and meet needed state requirements.
Education Commission of the States

Kansas Teachers Reciprocity Agreements: Kansas’s ability for out-of-state teachers to earn a Kansas teaching certification. To see a full list of NASDTEC Interstate Agreement state members, visit the following link.
Kansas Teacher Reciprocity

Click here to see the full list of states.

Yes, you can find the view the Annual Outcomes for the Education Department here.

Website Data Annual Outcomes