College of Education. Learning Outcomes. Program MAED/ADM Assessment Guide. Master of Arts in Education/Administration and Supervision

Transcription

1 Master of Arts in Education/Administration and Supervision (MAED/ADM) 1 Learning Outcomes College of Education Master of Arts in Education/Administration and Supervision Program MAED/ADM Assessment Guide

2 Master of Arts in Education/Administration and Supervision (MAED/ADM) 1 Assessment of student learning The central mission of the MAED/ADM program is to ensure candidates (i.e., students) graduate prepared to become effective school leaders. To that end, candidates knowledge, skills and dispositions are assessed at multiple points throughout the course of the program to determine how well they are meeting program outcomes. The assessment results provide both formative and summative feedback to candidates, faculty members and College of Education (COE) staff in order to inform continuous quality improvement. MAED/ADM program learning outcomes The national Educational Leadership Constituent Council (ELCC) standards are the MAED/ADM program learning outcomes. These standards were approved by the National Council for Accreditation of Teacher Education in Candidates who complete the program are educational leaders who promote the success of all students by demonstrating the following knowledge and abilities: 1. Collaboratively facilitating the development, articulation, implementation and stewardship of a shared school vision of learning through the collection and use of data to identify school goals, assess organizational effectiveness and implement school plans to achieve school goals; promotion of continual and sustainable school improvement; and evaluation of school progress and revision of school plans supported by school-based stakeholders. 2. Sustaining a school culture and instructional program conducive to student learning through collaboration, trust and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous and coherent curricular and instructional school program; developing and supervising the instructional and leadership capacity of school staff; and promoting the most effective and appropriate technologies to support teaching and learning within a school environment. 3. Ensuring the management of the school organization, operation and resources through monitoring and evaluating the school management and operational systems; efficiently using human, fiscal and technological resources in a school environment; promoting and protecting the welfare and safety of school students and staff; developing school capacity for distributed leadership; and ensuring that teacher and organizational time is focused to support high-quality instruction and student learning. 4. Collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources on behalf of the school by collecting and analyzing information pertinent to improvement of the school s educational environment; promoting an understanding, appreciation and use of the diverse cultural, social and intellectual resources within the school community; building and sustaining positive school relationships with families and caregivers; and cultivating productive school relationships with community partners.

3 Master of Arts in Education/Administration and Supervision (MAED/ADM) 2 5. Acting with integrity, fairness and in an ethical manner to ensure a school system of accountability for every student s academic and social success by modeling school principles of self-awareness, reflective practice, transparency and ethical behavior as related to their roles within the school; safeguarding the values of democracy, equity and diversity within the school; evaluating the potential moral and legal consequences of decision making in the school; and promoting social justice within the school to ensure that individual student needs inform all aspects of schooling. 6. Understanding, responding to and influencing the larger political, social, economic, legal and cultural context through advocating for school students, families and caregivers; acting to influence local, district, state and national decisions affecting student learning in a school environment; and anticipating and assessing emerging trends and initiatives in order to adapt school-based leadership strategies. University Learning Goals In addition to program-specific learning outcomes, University of Phoenix has a set of institution-wide Learning Goals. These University Learning Goals encapsulate the knowledge, skills and values the institution aims to help students develop through their educational experience, regardless of the program of study in which they are enrolled. The University Learning Goals cover the following areas: 1. Professional competence and values 2. Critical thinking and problem-solving 3. Communication 4. Information utilization 5. Collaboration

4 Master of Arts in Education/Administration and Supervision (MAED/ADM) 3 Student learning assessments The MAED/ADM program assesses candidate learning outcomes using multiple methods of direct assessments, including comprehensive assignments in capstone courses, a culminating internship and core benchmark assignments that align to specific candidate learning outcomes. Below is a brief description of some of the key activities used to assess candidate learning. Benchmark assignments/performance assessments* These are assigned throughout the program to measure candidates progress and highlight areas of needed remediation. The benchmark assessments include coaching plans, school improvement plans, instructional and assessment plans, and a comprehensive examination. The rubrics used to evaluate these assessments incorporate appropriate criteria related to the assignments (based on knowledge, skills and dispositions) and general communications skills. Administrative internship* Candidates are evaluated by their site mentor and university supervisor at the midpoint and end of their placement. Student performance is categorized as: (1) unsatisfactory, (2) basic or (3) proficient. Alumni Academic Questionnaire During the 2011 fiscal year, the College of Education engaged the Office of Learning Assessment and the Academic Research Group to collaboratively develop and administer the 2011 Alumni Academic Questionnaire (AAQ) for programs offered by the College. The AAQ was administered to a sample of alumni who completed their Bachelor of Science in Education degree, Master of Arts in Education degree and Principal Licensure Certification between Sept. 1, 2009, and June 30, The AAQ was developed to align with the institutional mission statement, University Learning Goals and COE-established program student outcomes based on national standards. Perceptions about satisfaction and educational quality as well as self-reported information about professional development, volunteerism and employment were gathered. Student learning outcomes results Grade Point Average in Benchmark Courses, AY 2010 AY 2013 Benchmark Course** Course GPA (n of course grades) EDA 591A Internship Part I: Instructional Leadership 3.84 (608) EDA 591B Internship Part II: Organizational Management 3.80 (564) EDA 591C Internship Part III: Community and Media Relations 3.93 (490) *** Course in which a benchmark assessment is required. * A very limited amount of student learning data is available because new program benchmark assessments were implemented with cohorts beginning in fall 2012 based on Specialized Professional Association (SPA) feedback and/or internal continuous program improvement analyses. The revised benchmark assessments meet SPA standards, and the unit looks forward to reviewing candidate data explicitly related to SPA standards. This approach will give the unit valuable information to make informed decisions regarding candidate knowledge, skills and dispositions. The first complete picture of candidate performance data based on the new assessments will be available starting in spring 2014.

5 Master of Arts in Education/Administration and Supervision (MAED/ADM) Alumni Academic Questionnaire Results Distributions of MAED/ADM Alumni Self-Reported Ratings for ness by Program Outcome Item stem: How well did the principal preparation program prepare you for the following? Facilitate the development, articulation, implementation and stewardship of a school vision of learning. Very Well Well Somewhat Not at All n % n % n % n % Total n % % % % 173 Promote a positive school culture % % % % 173 Provide an effective instructional program % % % % 170 Apply best practice to student learning % % % % 171 Design comprehensive professional growth plans for staff. Manage the organization, operations and resources in a way that promotes a safe, efficient and effective learning environment. Collaborate with families and other community members. Respond appropriately to community interests and needs % % % % % % % % % % % % % % % % 172 Mobilize community resources % % % % 171 Act with integrity, fairly and in an ethical manner % % % % 172 Understand, respond to and influence the larger political, social, economic, legal and cultural context. Understand current trends in education and educational administration. Understand important education issues at the local, state and national level % % % % % % % % % % % % 172