PROGRAM REPORT FOR THE PREPARATION OF EDUCATIONAL LEADERS (School Building Leadership Level) Educational Leadership Constituent Council (ELCC)

Transcription

1 PROGRAM REPORT FOR THE PREPARATION OF EDUCATIONAL LEADERS (School Building Leadership Level) Educational Leadership Constituent Council (ELCC) Educational Leadership Constituent Council (ELCC) COVER SHEET 1. Institution Name Southeast Missouri State University 2. State Missouri 3. Date submitted MM DD YYYY 09 / 11 / Report Preparer's Information: Name of Preparer: 5. NCATE Coordinator's Information: Name: 6. Name of institution's program Elementary and Secondary School Administration

2 7. NCATE Category Educational Leadership-Principal 8. Grade levels (1) for which candidates are being prepared K-12 (1) e.g. Early Childhood; Elementary K-6 9. Program Type Advanced Teaching nmlkj nmlkj nmlkji nmlkj First teaching license Other School Personnel Unspecified 10. Degree or award level Baccalaureate nmlkj nmlkj nmlkji nmlkj nmlkj nmlkj nmlkj Post Baccalaureate Master's Post Master's Specialist or C.A.S. Doctorate Endorsement only 11. Is this program offered at more than one site? Yes nmlkj nmlkji No 12. If your answer is "yes" to above question, list the sites at which the program is offered 13. Title of the state license for which candidates are prepared Elementary Principal K-8 and Secondary Principal Program report status: Initial Review Response to One of the Following Decisions: Further Development Required, Recognition with Probation, or Not Nationally Recognized Response to National Recognition With Conditions nmlkji nmlkj nmlkj 15. State Licensure requirement for national recognition: NCATE requires 80% of the program completers who have taken the test to pass the applicable

3 state licensure test for the content field, if the state has a testing requirement. Test information and data must be reported in Section III. Does your state require such a test? Yes nmlkji nmlkj No SECTION I - CONTEXT 1. Description of any state or institutional policies that may influence the application of ELCC standards. (Response limited to 4,000 characters) Southeast Missouri State University, located in Cape Girardeau, Missouri, serves a unique combination of suburban and rural students drawing most of the educational leadership candidates from a 100-mile radius of the university. The Department of Educational Leadership and Counseling at Southeast Missouri State University is committed to providing candidates with a foundation of professional knowledge, skills, and dispositions required for the building level administrator. The Master s degree in School Administration is a 36 semester hour program that prepares candidates for certification as a principal in elementary (K-8) and secondary (7-12) schools. In order to be certificated as a principal in Missouri, candidates must hold a master s degree, verify a minimum of two years teaching experience approved by the state, successfully complete the School Leaders Licensure Assessment (SLLA), and be recommended by the University in which the candidate completed a planned program of preparation in school administration. The program delivery model is largely problem-based and includes instruction in both online settings as well as face-to-face classroom based experiences. The program includes a required field-based Internship completed within a K-12 educational setting that begins during coursework and extends into a field experience where candidates are supervised by practicing administrators and university faculty. The present program is based on curriculum that incorporates (1) the Interstate School Leaders Licensure Consortium (ISLLC) standards, (2) Educational Leadership Constituent Council (ELCC) standards, and the (3) Missouri Standards for Teacher Education Programs (MoSTEP). The program is also aligned with the College of Education (COE) Conceptual Framework which promotes the principles of competent, reflective, caring professional practice in school administration. In addition, the school administration program embraces the use of technology for the purpose of making informed educational and management decisions in schools, understands the importance of diversity in the educational setting, and demonstrates literacy skills through written and printed communication. The faculty team facilitates multiple learning opportunities that are research-based and designed to prepare all candidates for future roles as school leaders. Candidates matriculate through a set of core courses where theory and practice are integrated. With the state requiring the passage of the SLLA for certification, course activities and assessments are designed to prepare candidates for the examination. In addition, course content and activities, such as the development of a comprehensive school improvement plan, instruction in teacher evaluation, and the creation of a building level budget have also been planned to prepare candidates as building leaders. With a high pass rate on the SLLA, there is a positive indication of this congruence between the classroom experience and the program assessments. 2. Description of the field and clinical experiences required for the program, including the number of hours for early field experiences and the number of hours/weeks for student teaching or internships. (Response limited to 8,000 characters) From the first core course in the program, candidates are provided with opportunities for field experiences. Members of the faculty, with feedback from previous graduates and administrators in the

4 field, have created a meaningful set of clinical projects that are embedded within the preparation program. The internship has evolved into a variety of substantial leadership activities expected of future administrators in a K-12 educational setting. This preparation experience provides an opportunity to synthesize and apply acquired knowledge in the workplace, and to develop and refine skills included in the program s ELCC standards-based curriculum. The Internship begins with 300 hours of a variety of classroom field based activities sequenced throughout the program. Toward the culmination of the program, candidates enroll in a 6-12 continuous month internship experience of 300 hours where projects are completed in the field. This authentic clinical experience takes place at a building level educational setting and is combined with a campusbased seminar involving discussions of the Internship requirements as they relate to the ISLLC and ELLC standards. Through the completion of the required projects, the candidates are provided opportunities to experience critical theory-to-practice transitions while gaining practical administrative skills. The candidates gain important insights into the operation of schools as they develop leadership skills by addressing real-school opportunities. The candidates internship experiences will permit the candidates to meet licensure requirements as required by the Missouri Department of Elementary and Secondary Education. The administrative internship includes experiences in elementary, middle-junior, secondary, special education, and/or vocational education. The candidate is placed with a licensed educational administrator appropriate for the school principalship. Selection and placement for the administrative internship is determined by the intern and the university internship program director. Periodic contact with the university program director is expected throughout the Internship experience. Candidates are required to develop an internship portfolio that discusses their field experiences and provides an overview of the internship experience. The required internship portfolio includes specificity regarding tasks; decisions and decision-making procedures; outcomes; relationships, and communication. Reflective opportunities are included for all tasks. To address diversity within the school setting, candidates are required to complete tasks, such as the disaggregation of test data. Specific focus is made to address populations regarding race, special education, socio-economic status, and English language learners. Upon successful completion of the internship experience and submission of the internship portfolio, the intern candidates will be awarded three credit hours. 3. Description of the criteria for admission, retention, and exit from the program, including required GPAs and minimum grade requirements for the content courses accepted by the program. (Response limited to 4,000 characters) Admission/Graduation Requirements for M. A. in School Administration Admission to the Master s degree program in School Administration is a two step process. The first step is application and admission to the Graduate School. The second step is admission to the School Administration program in the Department of Educational Leadership and Counseling. Step 1: The applicant must present a valid teaching certificate or take the verbal and analytic components of the Graduate Record Examination (GRE) or the Millers Analogy Test (MAT). Full admission will be contingent upon the applicant having achieved scores at the 50th percentile or above on these components of the GRE. 1. Undergraduate gpa of Certification at the level for which applicant intends to pursue a degree in administration. 3. Complete the Graduate School Application form 4. Official transcripts of previous college work. Upon submission of all requirements, notice is sent to applicants informing them of their acceptance into the graduate school.

5 Step 2: When the Department of Educational Leadership and Counseling receives notification from the Graduate School that the applicant has been provisionally admitted, the following process is completed: 1. The credentials for each applicant for admission will be reviewed by an admissions committee composed of faculty from the program area in which a degree is to be sought. The admissions committee may recommend full admission, denial or probationary admission. A letter of notification is sent to the applicant informing them of their acceptance. A permanent advisor, one of the educational leadership faculty members, is also assigned at this point. 2. An applicant having the prerequisite gpa of 2.75 may be given Graduate School admission prior to completion of all steps in the admissions process. Under these circumstances the applicant may take up to 6 hours of credit while completing all the steps in the admissions process as indicated previously. Admission to a program must be achieved during the interval in which the applicant is completing these 6 hours. 3. The program admission process must be completed within one calendar year. Failure to do so will result in reclassification as a non-degree student. Reinstatement to degree-seeking status will require a new application for admission. Courses taken prior to full admission will not necessarily be accepted toward meeting degree requirements. Probationary Admission: Probationary admission will be considered by an admissions committee under the following conditions: When the GRE or MAT scores are below the 50th percentile. The admissions committee may assess the strengths and weaknesses of an applicant and may recommend alternatives or a course of remedial action which will be designed to enable the student to demonstrate competence to complete a graduate program. When the g.p.a. is below If the applicant presents a gpa that is between 2.5 and 2.749, or, if the applicant has achieved a gpa of 3.0 during the last 60 hours of undergraduate work, the admissions committee may permit the student to take up to 9 hours in the program area and will be required to achieve a grade of no less than "B" in these 9 hours of work. If the student achieves at least a "B" in each course, he/she will be awarded full admission status. Graduation Requirements A student is eligible for graduation after satisfying the following requirements: 1. Has satisfactorily completed the program of study (a minimum of 36 hours of graduate credit with a g.p.a. of at least 3.25), 2. Has passed a final comprehensive oral examination administered by the master's degree faculty, and 3. Has been approved for graduation by his/her advisor and the Dean of the School of Graduate Studies. Upon submission of all requirements, notice is sent to applicants informing them of their acceptance into the graduate school. 4. Description of the relationship (2) of the program to the unit's conceptual framework. (Response limited to 4,000 characters) The Conceptual Framework of the College of Education encompasses three major principles of professional practice. These principles, competent, reflective, and caring, are implemented and assessed throughout the principal preparation program and are aligned with state, professional, and national standards. The Conceptual Framework for the Master s in Educational Administration has evolved from a variety of national research reports, professional organizations, and theoretical models. To ensure that all ELCC and MoSTEP standards are included in the coursework for principal preparation, assessments have been created to measure the candidate s success in meeting these standards. All educational

6 leadership members of the faculty contributed to the creation of the assessments aligned with the Conceptual Framework. The Conceptual Framework provides for a process of continuous improvement based on data collection and the use of multiple forms of data. Attachment A: Conceptual Framework components aligned to ELLC, ISLLC and MoStep Standards (2): The response should describe the program s conceptual framework and indicate how it reflects the unit s conceptual framework 5. Indication of whether the program has a unique set of program assessments and their relationship of the program's assessments to the unit's assessment system (3). (Response limited to 4,000 characters) The College of Education Assessment Model provides the structure for all program assessments. The Educational Leadership program utilizes multiple assessments that are a part of the College of Education s assessment plan and are unique to the program. Attached is a table outlining the transition points and major assessments in the principal preparation program. Below is a narrative describing the program in further detail. Five transitions points have been identified for the preparation program: (1) Admission to the Graduate School. Prior to admission to the preparation program, candidates must be admitted to the Graduate School. Decisions about admission to the Graduate School are monitored by the Dean of the Graduate School. Once requirements are met, a letter informing the candidate they have been admitted is sent by the Dean of the Graduate School. The application is forwarded to the Department of Educational Leadership and Counseling. (2) The second transition point occurs within the department. At this time, all documents are reviewed and the candidate is assigned a permanent advisor. The advisor serves as a mentor to assist candidates as they matriculate through the program. A second letter is sent to the candidate informing them of their acceptance into the preparation program. At the time of admission and the assigning of an advisor, candidates are required to complete a self-assessment regarding Dispositions. This self-assessment is submitted to the advisor. If there is a need to address dispositions with a candidate, a Dispositions Improvement Plan is developed. During this stage of coursework (typically 12 hours of credit or less), students are considered to have provisional status of admittance. (3) The third transition point for candidates involves the progression through the required courses, where department assessments are completed. Candidates complete key assessments that are unique to the School Administration program, including school improvement planning, public relations planning, school simulation and intervention plans,, scheduling and budgeting, and teacher evaluation and performance. The third transition point also includes the Application for Candidacy, when candidates are formally admitted to the program. Once a candidate has obtained 12 semester hours toward the completion of the program, an Application for Candidacy is completed, with the candidate considered to be fully admitted to the program. Advancement to candidacy for the degree indicates that the candidate's work has been satisfactory and that the department and graduate school have accepted the candidate as a fully admitted candidate to program. (4) The fourth transition point for candidates occurs when the candidate is nearing completion of the program. The candidate is involved in the completion of the Internship Portfolio, Comprehensive Examinations, and the submission of the Graduate Paper. Successful completion of the culminating requirements is forwarded to the Dean of the Graduate School. The fourth transition point also addresses dispositions of the candidate. As a self-assessment, each candidate is required to complete a post-disposition measure. In addition, each candidate s dispositions

7 are rated by the internship supervisor. As students work toward certification requirements, a one-day seminar is offered to assist students in the preparation of the School Leaders Licensure Assessment. (5) The fifth and final transition point for School Administration occurs after program completion and is assessed using a follow-up survey aligned with the ELCC, ISLLC and MoStep Standards. (3) This response should clarify how the key assessments used in the program are derived from or informed by the assessment system that the unit will address under NCATE Standard Attach the following contextual information: Files to describe a program of study that outlines the courses and experiences required for candidates to complete the program. The program of study must include course titles. (This information may be provided as an attachment from the college catalog or as a student advisement sheet.) See Attachments panel below. Program Plan for Master's in School Administration 7. This system will not permit you to include tables or graphics in text fields. Therefore any tables or charts must be attached as files here. The title of the file should clearly indicate the content of the file. Word documents, pdf files, and other commonly used file formats are acceptable. Attachment B Transitional Points and Major Assessments.doc See Attachments panel below. Attachment A Conceptual Framework 8. Candidate Information Directions: Provide three years of data on candidates enrolled in the program and completing the program, beginning with the most recent academic year for which numbers have been tabulated. Report the data separately for the levels/tracks (e.g., baccalaureate, post-baccalaureate, alternate routes, master's, doctorate) being addressed in this report. Data must also be reported separately for programs offered at multiple sites. Update academic years (column 1) as appropriate for your data span. Create additional tables as necessary. Program: Master of Arts in School Administration Academic Year # of Candidates Enrolled in the Program # of Program Completers (4) (4) NCATE uses the Title II definition for program completers. Program completers are persons who have met all the requirements of a state-approved teacher preparation program. Program completers include all those who are documented as having met such requirements. Documentation may take the form of a degree, institutional certificate, program credential, transcript, or other written proof of having met the program's requirements. 9. Faculty Information

8 Directions: Complete the following information for each faculty member responsible for professional coursework, clinical supervision, or administration in this program. Faculty Member Name Highest Degree, Field, & University (5) Assignment: Indicate the role of the faculty member (6) Faculty Rank (7) Tenure Track Scholarship (8), Leadership in Professional Associations, and Service (9) :List up to 3 major contributions in the past 3 years (10) Teaching or other professional experience in P- 12 schools (11) Faculty Member Name Highest Degree, Field, & University (5) Assignment: Indicate the role of the faculty member (6) Faculty Rank (7) Tenure Track Scholarship (8), Leadership in Professional Associations, and Service (9) :List up to 3 major contributions in the past 3 years (10) Teaching or other professional experience in P- 12 schools (11) Faculty Member Name Highest Degree, Field, & University (5) Assignment: Indicate the role of the faculty member (6) Faculty Rank (7) Tenure Track Scholarship (8), Leadership in Professional Associations, and Service (9) :List up to 3 major contributions in the past 3 years (10)

9 Teaching or other professional experience in P- 12 schools (11) Faculty Member Name Highest Degree, Field, & University (5) Assignment: Indicate the role of the faculty member (6) Faculty Rank (7) Tenure Track Scholarship (8), Leadership in Professional Associations, and Service (9) :List up to 3 major contributions in the past 3 years (10) Teaching or other professional experience in P- 12 schools (11) Faculty Member Name Highest Degree, Field, & University (5) Assignment: Indicate the role of the faculty member (6) Faculty Rank (7) Tenure Track Scholarship (8), Leadership in Professional Associations, and Service (9) :List up to 3 major contributions in the past 3 years (10) Teaching or other professional experience in P- 12 schools (11) Faculty Member Name Highest Degree, Field, & University (5) Assignment: Indicate the role of the faculty member (6) Faculty Rank (7) Tenure Track Scholarship (8), Leadership in Professional Associations, and

10 Service (9) :List up to 3 major contributions in the past 3 years (10) Teaching or other professional experience in P- 12 schools (11) Faculty Member Name Highest Degree, Field, & University (5) Assignment: Indicate the role of the faculty member (6) Faculty Rank (7) Tenure Track Scholarship (8), Leadership in Professional Associations, and Service (9) :List up to 3 major contributions in the past 3 years (10) Teaching or other professional experience in P- 12 schools (11) (5) e.g., PhD in Curriculum & Instruction, University of Nebraska. (6) e.g., faculty, clinical supervisor, department chair, administrator (7) e.g., professor, associate professor, assistant professor, adjunct professor, instructor (8) Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of teachers and other school personnel. Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings in new settings. Scholarship further presupposes submission of one's work for professional review and evaluation. (9) Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the institution and unit's mission. (10) e.g., officer of a state or national association, article published in a specific journal, and an evaluation of a local school program. (11) Briefly describe the nature of recent experience in P-12 schools (e.g. clinical supervision, inservice training, teaching in a PDS) indicating the discipline and grade level of the assignment(s). List current P-12 licensure or certification(s) held, if any. SECTION II - LIST OF ASSESSMENTS In this section, list the 6-8 assessments that are being submitted as evidence for meeting the ELLC standards. All programs must provide a minimum of six assessments. If your state does not require a state licensure test in the content area, you must substitute an assessment that documents candidate attainment of content knowledge in #1 below. For each assessment, indicate the type or form of the assessment and when it is administered in the program. 1. Please provide following assessment information (Response limited to 250 characters each field) Type and Number of Assessment Name of Assessment (12) Type or Form of Assessment (13) When the Assessment Is Administered (14) Assessment #1: Licensure School Leaders

11 assessment, or other contentbased assessment (required) Assessment #2: Assessment of content knowledge in educational leadership (required) Assessment #3: Assessment of ability to develop supervisory plan for classroom-based instruction (required) Assessment #4: Assessment of internship/clinical practice (required) Assessment #5: Assessment of ability to support student learning and development (required) Assessment #6: Content-based assessmentapplication of content(required) Assessment #7: Assessment of abilities in organizational management and community relations (optional) Assessment #8: Additional assessment that addresses ELCC standards Licensure Assessment Comprehensive Examination School Improvement Plans Internship Evaluation Form Employee/Supervisor Surveys School Administration Portfolio School Simulation Projects Licensure Assessment Assessment of content knowledge in educational leadership through oral comprehensive examination Assessment of the ability to develop supervisory plan for classroom based instruction through the development of school improvement plans Assessment of internship practice by site-based supervisor Assessment of ability to support student learning and development through the use of employee and supervisor surveys Content-based assessment of application of content through the completion of school leadership projects Assessment of abilities in organizational management and community relations through the completion of authentic school simulations Completion of program Completion of program During the following courses: EA630 Elementary School Administion EA635 Secondary School Administration EA634 School Supervision At the culmination of the following courses: EA646 Elementary School Internship EA647 Secondary School Administration After employment as a school administrator and completion of the program During the following courses: EA646 Elementary School Internship EA647 Secondary School Administration During the following courses: EA630 Elementary School Administion EA635 Secondary School Administration EA625 Educational Foundations EA655 School Business; Facilities; Public Relations

12 (optional) (12) Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include. (13) Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio). (14) Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses [specify course title and numbers], or completion of the program). SECTION III - RELATIONSHIP OF ASSESSMENT TO STANDARDS For each ELLC standard on the chart below, identify the assessment(s) in Section II that address the standard. One assessment may apply to multiple ELLC standards Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school vision of learning supported by the school community. #1 #2 #3 #4 #5 #6 #7 #8 1.1 Develop a School Vision of Learning. gfedcb gfedcb gfedcb gfedcb gfedcb gfedcb gfedcb gfedc 1.2 Articulate a School Vision of Learning. gfedc gfedc gfedcb gfedcb gfedcb gfedcb gfedc gfedc 1.3 Implement a School Vision of Learning. gfedc gfedc gfedcb gfedcb gfedcb gfedcb gfedc gfedc 1.4 Steward a School Vision of Learning. gfedcb gfedcb gfedcb gfedcb gfedcb gfedcb gfedc gfedc 1.5 Promote Community Involvement in School Vision. gfedc gfedc gfedcb gfedcb gfedcb gfedcb gfedc gfedc 2. Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff. #1 #2 #3 #4 #5 #6 #7 #8 2.1 Promote a Positive School Culture. gfedc gfedc gfedcb gfedcb gfedcb gfedc gfedc gfedc 2.2 Provide Effective Instructional Program. gfedc gfedc gfedcb gfedcb gfedcb gfedcb gfedc gfedc 2.3 Apply Best Practice to Student Learning. gfedcb gfedcb gfedc gfedc gfedcb gfedcb gfedcb gfedc 2.4 Design Comprehensive Professional Growth Plans. gfedc gfedcb gfedcb gfedcb gfedcb gfedcb gfedc gfedc 3. Standard 3.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment. #1 #2 #3 #4 #5 #6 #7 #8 3.1 Manage the Organization. gfedc gfedcb gfedc gfedcb gfedcb gfedcb gfedcb gfedc 3.2 Manage the Operations. gfedcb gfedcb gfedc gfedc gfedcb gfedcb gfedcb gfedc 3.3 Manage the Resources. gfedc gfedc gfedc gfedc gfedc gfedc gfedc gfedc 4. Standard 4.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.

13 #1 #2 #3 #4 #5 #6 #7 #8 4.1 Collaborate with Families and Other Community Members. gfedcb gfedcb gfedc gfedcb gfedcb gfedcb gfedcb gfedc 4.2 Respond to Community Interests and Needs. gfedcb gfedcb gfedc gfedcb gfedcb gfedcb gfedcb gfedc 4.3 Mobilize Community Resources. gfedcb gfedc gfedc gfedc gfedcb gfedcb gfedcb gfedc 5. Standard 5.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner #1 #2 #3 #4 #5 #6 #7 #8 5.1 Acts with Integrity. gfedc gfedcb gfedc gfedcb gfedcb gfedcb gfedc gfedc 5.2 Acts Fairly. gfedc gfedcb gfedc gfedcb gfedcb gfedcb gfedc gfedc 5.3 Acts Ethically. gfedc gfedcb gfedc gfedcb gfedcb gfedcb gfedc gfedc 6. Standard 6.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. #1 #2 #3 #4 #5 #6 #7 #8 6.1 Understand the Larger Educational Context. gfedcb gfedcb gfedc gfedcb gfedcb gfedcb gfedcb gfedc 6.2 Respond to the Larger Educational Context. gfedc gfedcb gfedc gfedc gfedcb gfedcb gfedc gfedc 6.3 Influence the Larger Educational Context. gfedc gfedcb gfedc gfedcb gfedcb gfedcb gfedcb gfedc 7. Standard 7.0: Internship. The internship provides significant opportunities for candidates to synthesize and apply the knowledge and practice and develop the skills identified in Standards 1-6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit. #1 #2 #3 #4 #5 #6 #7 #8 7.3 Candidates apply skills and knowledge articulated in the first six ELCC standards as well as state and local standards for educational gfedcb gfedcb gfedcb gfedcb gfedc gfedcb gfedcb gfedc leaders. Experiences are designed to accommodate candidates individual needs. SECTION IV - EVIDENCE FOR MEETING STANDARDS DIRECTIONS: The 6-8 key assessments listed in Section II must be documented and discussed in Section IV. The assessments must be those that all candidates in the program are required to complete and should be used by the program to determine candidate proficiencies as expected in the program standards. Assessments and scoring guides should be aligned with the SPA standards. This means that the concepts in the SPA standards should be apparent in the assessments and in the scoring guides to the same depth, breadth, and specificity as in the SPA standards. In the description of each assessment below, the SPA has identified potential assessments that would be appropriate. Assessments have been organized into the following three areas that are addressed in NCATE s unit standard 1: Content knowledge (Assessments 1 and 2) Pedagogical and professional knowledge, skills and dispositions (Assessments 3 and 4)

14 Focus on student learning (Assessment 5) Note that in some disciplines, content knowledge may include or be inextricable from professional knowledge. If this is the case, assessments that combine content and professional knowledge may be considered "content knowledge" assessments for the purpose of this report. For each assessment, the compiler should prepare a document that includes the following items: a two page narrative that responds to questions 1, 2, 3, and 4 (below) and the three items listed in question 5 (below). This document should be attached as directed. 1. A brief description of the assessment and its use in the program (one sentence may be sufficient); 2. A description of how this assessment specifically aligns with the standards it is cited for in Section III. Cite SPA standards by number, title, and/or standard wording. 3. A brief analysis of the data findings; 4. An interpretation of how that data provides evidence for meeting standards, indicating the specific SPA standards by number, title, and/or standard wording; and 5. Attachment of assessment documentation, including: (a) the assessment tool or description of the assignment; (b) the scoring guide for the assessment; and (c) candidate data derived from the assessment. It is preferred that the response for each of 5a, 5b, and 5c (above) be limited to the equivalent of five text pages, however in some cases assessment instruments or scoring guides may go beyond five pages. All three components of the assessment (as identified in 5a-c) must be attached, with the following exceptions: (a) the assessment tool and scoring guide are not required for reporting state licensure data, and (b) for some assessments, data may not yet be avail 1. State licensure tests or professional examinations of content knowledge. ELCC standards addressed in this entry could include, but are not limited to: 1.1, 1.4, 2.3, 3.2, 4.1, 4.2, 4.3 and 6.1. If your state does not require licensure tests or professional examinations in the content area, data from another assessment must be presented to document candidate attainment of content knowledge. (Answer Required) Provide assessment information (items 1-5) as outlined in the directions for Section IV Narrative Attachment Assessment 1.doc See Attachments panel below. Assessment 1 Attachment.doc 2. Assessment of content knowledge in educational leadership. ELCC standards addressed in this entry could include but are not limited to 1.1, 1.4, 2.3, 3.2, 4.1, 4.2, 4.3, and 6.1. Examples of assessments include comprehensive examinations, essays, and case studies (15), and portfolio tasks (16). (Answer Required) Provide assessment information (items 1-5) as outlined in the directions for Section IV

15 Narrative Attachment Assessment 2.doc See Attachments panel below. Assessment 2 Attachments A, B, C.doc (15) If grades are used as the assessment or included in the assessment, provide information on the criteria for those grades and describe how they align with the specialty standards. (16) For program review purposes, there are two ways to list a portfolio as an assessment. In some programs a portfolio is considered a single assessment and scoring criteria (usually rubrics) have been developed for the contents of the portfolio as a whole. In this instance, the portfolio would be considered a single assessment. However, in many programs a portfolio is a collection of candidate work and the artifacts included 3. Assessment that demonstrates candidates can effectively develop supervisory plans for classroom-based instruction, and other identified professional responsibilitites in educational leadership. 17 ELCC standards that could be addressed in this assessment include but are not limited to: 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.4, 5.1, 5.2, and 5.3. Examples of assessments include school improvement plans, needs assessment projects, and faculty intervention plans. (Answer Required) Provide assessment information as outlined in the directions for Section IV. Narrative Attachment Assessment 3.doc Assessment 3 Act. 2 ABC 634.doc See Attachments panel below. Assessment 3 Act. 1 ABC doc (17) NCATE will provide a link to a sample response for this requirement. 4. Assessment that demonstrates candidates' knowledge, skills, and dispositions are applied effectively in internship/clinical practice. ELCC standards that could be addressed in this assessment include but are not limited to: 1.3, 2.1, 2.2, 2.3, 2.4, 3.2, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1, and 6.3. Examples of assessments indluce faculty evaluations of candidates' performances, internship/clinical site supervisors' evaluations of candidates' performances, and candidates' formative and summative logs and reflections. (Answer Required) Provide assessment information (items 1-5) as outlined in the directions for Section IV. In addition to the assessment a one-page description should be submitted to inform reviewers how the internship/clinical experience(s) have been designed to meet ELCC standards 7.1, 7.2, 7.4, 7.5, and 7.6. Narrative Attachment Assessment 4.doc See Attachments panel below. Internship doc Assessment 4 A, B, C.doc 5. Assessment that demonstrates candidates' ability to support student learning and development. ELCC standards that could be addressed in this assessment include but are not limited to: 1.1; 1.2; 1.4; 2.1; 2.2; 2.3; 3.1; 3.2; 3.3; 4.1; 4.2; 4.3; 5.1; 5.2; 5.3; 6.2; and 6.3. Examples of assessments include post-graduate 360 surveys, employer satisfaction surveys, and community feedback surveys of candidates or graduates. (Answer Required) Provide assessment information (items 1-5) as outlined in the directions for Section IV

16 Narrative Attachment Assessment 5.doc See Attachments panel below. Assessment 5 A, B, C.doc 6. Assessment of the application of content knowledge in educational leadership. ELCC standards addressed in this entry could include but are not limited to: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, and 6.1. Examples of assessments include action research projects and portfolio tasks. 18 Provide assessment information (items 1-5) as outlined in the directions for Section IV Narrative Attachment Assessment 6.doc See Attachments panel below. Attachment 6 A, B, C.doc (18) For program review purposes, there are two ways to list a portfolio as an assessment. In some programs a portfolio is considered a single assessment and scoring criteria (usually rubrics) have been developed for the contents of the portfolio as a whole. In this instance, the portfolio would be considered a single assessment. However, in many programs a portfolio is a collection of candidate work and the artifacts included are discrete items. In this case, some of the artifacts included in the portfolio may be considered individual assessments 7. Assessment that demonstrates candidates' abilities in organizational management and community relations. ELCC standards that could be addressed in this assessment include but are not limited to: 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1, 6.2, and 6.3. Examples of assessments include school-based strategic plans, school simulations, and school intervention plans. (Answer Required) Provide assessment information (items 1-5) as outlined in the directions for Section IV Narrative Attachment Assessment 7.doc Assessment 7 Act. 2 ABC doc See Attachments panel below. Assessment 7 Act. 1 ABC 625.doc Assessment 7 Act. 3 ABC 655.doc 8. ELCC standards that could be addressed in this assessment include but are not limited to standards 1-6. Examples of assessments include portfolio tasks, postgraduate 360 evaluations, action research projects, needs assessment projects, faculty intervention plans, strategic plans, simulations, school intervention plans, internship evaluations, candidate test scores on comprehensive exams, licensure tests not reported in #1, and follow-up studies of employers. (Answer Required) Provide assessment information (items 1-5) as outlined in the directions for Section IV SECTION V - USE OF ASSESSMENT RESULTS TO IMPROVE PROGRAM 1. Evidence must be presented in this section that assessment results have been analyzed and have been or will be used to improve candidate performance and strengthen the program. This description should not link improvements to individual assessments but, rather, it should

17 summarize principal findings from the evidence, the faculty's interpretation of those findings, and changes made in (or planned for) the program as a result. Describe the steps program faculty has taken to use information from assessments for improvement of both candidate performance and the program. This information should be organized around (1) content knowledge, (2) professional and pedagogical knowledge, skill, and dispositions, and (3) student learning. (Response limited to 12,000 characters) Section V: Use of Assessment Results to Improve Candidate and Program Performance Overview The department of Educational Leadership and Counseling reviews assessment data each semester to ensure systematic use of the assessment results to improve candidate and program performance. The department also utilizes an Assessment Committee, charged with completing performance data aligned with program objectives, as a means of University evaluation. This report is submitted on an annual basis to the University Assessment Committee, the Chair of the department, the College Dean, and the Provost. Content Knowledge Findings In regard to the ELCC Standards aligned to Assessments 1, 2, and 6, the majority of our candidates performed at the Exemplary or Proficient levels for all Assessments. Candidate scores measured as Basic will be addressed for each Assessment below. Data from Assessment 1, the School Leaders Licensure Assessment, indicate that through the academic years , all candidates (47) met the requirements for passing. One candidate who failed the test in , passed during the next test administration in Data from Assessment 2, indicate from 88% to 98% of the candidates scored in the Exemplary or Proficient level for all standards measured. A standard where candidates achieved the Basic level less than 90% was 1.4b-Used data to shape the vision. Data from Assessment 6, indicate that from 95% to 99% of the candidates scored in the Exemplary or Proficient level for all standards measured. Faculty Interpretation The faculty has determined a need for more data to better inform our program improvement efforts, relative to Assessment 1, the School Leaders Licensure Assessment. For Assessment 2, more focus is needed in preparing candidates to address using data to shape the vision. For Assessment 6, although the candidates met the requirements for the assessment at high levels, a higher level of candidates scored in the Proficient range when addressing 4.1, 4.2, & 4.3 (Collaborating with Community) and 6.1,6.2, & 6.3 (Understanding and Influencing the Larger Political, Social, Economic, Legal, and Cultural Contexts). Aligning with the findings of Assessment 2, standards involving the Vision of Learning (1.4, 1.5) indicated a higher level of candidates scoring in the Proficient range. Changes and Steps to Improve Candidate Performance and to Improve the Program The faculty has determined that candidates who take the SLLA must submit their individual score reports to the Department Coordinator so that program specific data can be maintained both with the overall scores and also the disaggregated data from the four major sections of the test. For the academic year, candidates will continue to take the current version of the SLLA. Beginning in 2009, candidates in Missouri will take a revised version of the test which aligns with the revised ISLLC standards. It will be important to gain access of individual scores as transition takes place for preparing

18 candidates to take the test. This data will inform our program improvement at the curricular, instructional, and assessment levels. For Assessment 6, the faculty determined the need to add a project as a required activity during the Internship which will focus on collaboration of community and understanding the larger context of political, social, economic, legal, and cultural issues. For Assessment 2, it was determined to focus more on the Vision of Learning activity that is completed by all candidates as partial fulfillment for graduation. Beginning with the school year, data will be collected from individual candidates regarding the SLLA scores. This information will assist the faculty in both program improvement efforts as well as mentoring candidates as they prepare for the test administration. To address the need for improved experiences in the field, an activity will be added to the portfolio that focuses on collaboration with community and understanding the larger context of political, social, economic, legal, and cultural issues. This activity will require the candidate to develop a school-community events planner. Candidates will be required to research all community civic and service organizations to determine activities sponsored by those organizations. In turn, by integrating school activities with community activities, stakeholders in the community will be able to access this information in planning and scheduling. Finally, during the comprehensive examination, the Vision of Learning paper that is written as partial fulfillment for the requirements of the degree as well as the Internship, will now be a required project (rather than a choice project) which candidates present during the examination experience. Expectations are for candidates to be able to articulate the vision and understand how the development of the vision leads to school improvement efforts. To provide as reliability within the portfolio grading, a random sample of portfolios will be reviewed by a faculty member other than the university supervisor. Professional and Pedagogical Knowledge, Skills and Dispositions Findings In regard to ELCC Standards aligned to Assessments 3, 4, and 7, a majority of our candidates performed at the Exemplary or Proficient levels for all Assessments. Data from Assessment 3, indicate that 97% of the candidates scored in the Exemplary or Proficient level for all standards measured. The standard where candidates achieved the Basic level less than 97% was 1.4a Steward a Vision Data from Assessment 4, where school site supervisors evaluated the candidates, indicated the majority of candidates met the standards. Data from Assessment 7, indicate that 100% of the candidates scored in the Exemplary or Proficient level for all standards measured. Faculty Interpretation For Assessment 3 the faculty determined to focus more on the vision of learning standard 1.4 through updated activities required in the courses of study. These activities will be centered on the development of school improvement plans. For Assessment 4 the faculty attributes the data findings to a strong field-based program that links theory to practice. Data collected indicate that candidates were able to successfully connect their learning to the field-based experiences. Concerns about the actual assessment tool and the data collected were addressed. A revised assessment, now directly aligned to the ELCC standards, will now be used beginning in the fall of An additional concern was voiced by faculty regarding the University connection to the school site in which the Internship projects are completed. At this time, the University supervisor does not have release time to visit the individual schools in which the Interns are working with a supervisor. With this added component, an even stronger Internship program could be established. For all activities in Assessment 7, again the faculty attributes the data findings to a strong curricular alignment within the program. Candidates are exposed to authentic activities throughout the program, resulting in exposure to preparation for the building level leadership.

19 Changes and Steps to Improve Candidate Performance and to Improve the Program To address the vision of learning, faculty updated activities that included experiences where candidates incorporate grade level expectations objectives aligned with the Missouri Assessment Program (MAP). Additional updates were incorporated into the school improvement planning process that aligns with the Missouri accreditation requirements. Candidates also are expected to review testing data available to them via the Missouri Department of Elementary and Secondary Education in order to utilize the data in planning for school improvement. To address the Internship connection, a request will be made to allow release time for visitation to the individual schools where Interns are working. A new form for supervisors in the field will be used in Fall Student Learning Findings Data were collected from two sources. First data are presented from a survey completed by Employers (superintendents) regarding completers of the program. Overall, the perception of the employers is that university preparation is rated as above average. Data were collected from 111 employers over the course of three years. Consistent with the department assessments, the two standards that employers scored candidates lower were Involving members of the community in decision making at 3.81 and at 3.89, Communicating with decision makers outside the school (Standard 4). The range of responses collected was from Strength areas evident during the 2007 administration included Values students and staff at 4.63 (Standard 2) and Works within policies, laws, and regulations at 4.53 (Standard 6). In a second survey, data were also collected from 343 candidates over the past three years. Consistent with the employer perception, candidates rated themselves as lower in the area of Communicates with decision makers outside the school community (Standard 6). A strength perceived by the candidates included Standard 5 Demonstrates a personal and professional code of ethics. Faculty Interpretation Employers rated candidates higher on those standards that directly impacts student learning. The culture and management of learning (Standards 2, 3) in 2007 ranged from 4.13 to This trend was also evident in the two previous years. Another strength area as perceived by the employers involved standard 5, focusing on ethics, fairness and integrity. Scores over the past three years ranged from 4.21 to This was also the trend for the self-assessment completed by the candidates. Scores on standard 2, 3, and 5 were rated higher with ranges in 2007 from 4.13 to Changes and Steps to Improve Candidate Performance and to Improve the Program The faculty has determined a need to include more required activities that assist candidates in their growth with collaboration with the community (see Assessment 2). Semester analysis of the data will continue with the goal of revising syllabi and rubrics in response to the information collected from the candidates. A required activity that will continue is for every candidate to join a professional organization. Assessment 5 will be administered on a yearly basis. A note of explanation: The original survey was based on a5 point scale; to align with the other department rubrics created on a 4 point scale, the survey was revised to reflect this change SECTION VI - FOR REVISED REPORTS OR RESPONSE TO CONDITIONS REPORTS ONLY 1. Describe what changes or additions have been made in the report to address the standards that were not met in the original submission. List the sections of the report you are resubmitting and the changes that have been made. Specific instructions for preparing a revised report are available on the NCATE web site at (Response limited to 24,000 characters.)

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