NATIONAL RECOGNITION REPORT Preparation of Educational Leaders School Building Level

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1 NATIONAL RECOGNITION REPORT Preparation of Educational Leaders School Building Level COVER PAGE Name of Institution University of Memphis, TN Date of Review MM DD YYYY 01 / 25 / 2008 i This report is in response to a(n): Initial Review Revised Report Response to Conditions Report Program(s) Covered by this Review Masters of Science in School Administration and Supervision, Building Level Program Type Other School Personnel i Award or Degree Level(s) Master's Post Master's Specialist or C.A.S. Doctorate Endorsement only PART A - RECOGNITION DECISION SPA Decision on NCATE recognition of the program(s): Nationally recognized i Nationally recognized with conditions Further development required OR Nationally recognized with probation [See Part G] Not nationally recognized Test Results (from information supplied in Assessment #1, if applicable)

2 The program meets or exceeds an 80% pass rate on state licensure exams: Yes i No Not applicable Not able to determine The program data indicate a 100% pass rate for all candidates that have attempted the examination. As reported in Assessment 1/Attachment C, there appears to be a numerical discrepancy between the number of candidates receiving state licensure and the number of candidates passing the examination. Is there a plausable explantion for why there are more candidates receiving state licensure (e.g., 23 in ) and those passing the state examination (e.g., 12 in )? Overall, Assessment 1 reported a 100% pass rate of program candidates taking and passing the examination. Is there a programmatic "gate-keeping" mechanism limiting the eligibility of program completers and forthcoming state examination-takers? Summary of Strengths: This program appears to be well constructed relative to the attempted connection of theory and practice. The specific requirements within each of the program's courses are expansive and thorough, and there is exemplary effort to blend post-secondary instruction with campus principal (practitioner) feedback while a candidate works toward completion of the varied course(s)/programmatic assignments/requirements. The internship experience is weaved throughout the courses sequence, culminated by the 120-hour internship experience. In essence, this is a rigorous and practical undertaking by each candidate within the program and one that will aptly prepare the candidate for the state licensure examination as well as for the presumption of a school building leadership position. The program design includes many assessments that have multiple components focusing on a common theme. This approach provides candidates with a breadth and depth of application and experience throughout the course content. The 'transition points' found in the program are an excellent way to monitor the flow of candidates and maintain quality in the program. Each point can serve as an exit for candidates better suited for another program, while encouraging those on the pathway to licensure. The faculty, while small, has a diversified background and expertise offering students multiple perspectives from elementary, middle and secondary administration. The program review provided a glimpse into the talent of the Memphis staff through the unique design of required activities and presentations. The Curriculum Alignment/Clinical Supervision Project/Improvement Plan for a Professional Staff Member project, as well as the Collaborative Research Initiative for School Improvement project, are the most formidable examples of the candidate's understanding and application of critical pedagogical and professional content knowledge, skills, and dispositions. These program-required projects operationalize the knowledge of a prospective building-level school

3 administrator relative to proactively identfying, and narratively and orally explaining, ways to improve candidate, staff, and external stakeholder(s) involvement, learning, and on-going development. Finally, the frequent reference to a candidate's ability to recognize, articulate/develop, implement, and steward/institutionalize a vision of learning (what it is, and how it can be attained within a particular school environment) is a notable strength. PART B - STATUS OF MEETING SPA STANDARDS Standard 1.0: 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. 1.1 Develop a School Vision of Learning. 1.2 Articulate a School Vision of Learning. 1.3 Implement a School Vision of Learning. 1.4 Steward a School Vision of Learning. 1.5 Promote Community Involvement in School Vision.

4 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. 2.1 Promote a Positive School Culture. 2.2 Provide Effective Instructional Program. 2.3 Apply Best Practice to Student Learning. 2.4 Design Comprehensive Professional Growth Plans. 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. 3.1 Manage the Organization.

5 3.2 Manage the Operations. 3.3 Manage the Resources. 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. 4.1 Collaborate with Families and Other Community Members. 4.2 Respond to Community Interests and Needs. 4.3 Mobilize Community Resources.

6 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. 5.1 Acts with Integrity. 5.2 Acts Fairly. 5.3 Acts Ethically. 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. 6.1 Understand the Larger Educational Context. 6.2 Respond to the Larger Educational Context.

7 6.3 Influence the Larger Educational Context. 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. 7.1 Substantial. The program divides the required hours into two parts: 50 hours that occur along with courses and a 150 hour sustained internship over the course of one semester. The amount of contact time makes the internship substantial. Technically, the internship experience should encompass 212 hours. Consider adding the additional 12 hours to meet the substantial criteria. 7.2 Sustained. i The major portion of the internship is completed in one semester providing candidates with a sustained experience. 7.3 Standards-based. Due to the format of the scoring guide, it is difficult to determine the level of standards mastery for each candidate. However, the program information states it is a standards-based program. 7.4 Real Settings. i Candidates experience multiple settings throughout the program. This is considered a program strength.

8 7.5 Planned and Guided Cooperatively. i The university professor, building level supervisor and the candidate meet and coorperatively plan the experience. This is to be commended as best practice by providing a reflective opportunity to align the internship with candidates' strengths and weaknesses in administration. 7.6 Credit. i Credit is awarded for the internship experience. PART C - EVALUATION OF PROGRAM REPORT EVIDENCE C.1. Candidate knowledge of content Assessment #1 - Praxis II 1010 School Leaders Licensure Assessment (SLLA) is an acceptable assessment for addressing the ELCC standards. While not a perfect measure of content knowledge for candidates, the Praxis II does serve as a data source for comparison for program evaluation. It is difficult to determine if each of the ELCC standards were addressed on the exam on the specific test date, but candidate data serve as a starting point for program review. All candidates who attempted the Praxis II achieved a passing score. Assessment #2 - Dimension Essay and Problem Solving Scenario. This is an excellent assessment that provides candidates with application that includes problem solving and reflection. The assessment directly relates to the ELCC standards and standard elements as described. Instructions to candidates provide clear expectations and requirements. The questions draw from course work and require a synthesis of information that aligns with the ELCC standards delineated by this assessment. The scoring guide for the dimension essay is aligned with the ELCC standard elements and draws from the language listed in the standards. The second scoring guide for the Problem-based scenario uses the same language throughout the scoring guide and does not directly relate student performance on the assessment to the standards or standard elements. While the assessment meets the standard elements for the Dimension Essay, the lack of specificity in the scoring guide for the Problem Based Scenario does not meet criteria for achieving the standard elements. It is suggested that the scoring guide for this portion of the assessment be revised to align with the ELCC standard elements in a way that candidates can demonstrate mastery of each individual element. A data table was presented for this assessment, however it is aligned with the Dimension Essay, as the Problem Based Scenario has not been administered. Corrections need to be made to the scoring guide and data tables for this assessment. Assessment #6 - The Collaborative Research Initiative for School Improvement Assessment is a very good tool to determine candidate knowledge in gathering stakeholder input and feedback and applying the data to create a school improvement plan. Requiring candidates to present the information they obtained through the project in a comprehensive and cohesive manner is an exemplary method of 'real world' administration and best practice. However, the scoring guide lumps together standard elements in sections rather than individually detailing the criteria necessary to achieve mastery. This makes it

9 impossible to determine if candidates meet each individual standard element and further challenges the ability to analyze the data from this assessment. The data table presented is aligned with the current scoring guide. After correcting the scoring guide, data should be collected and re-analyzed to determine effectiveness. C.2. Candidate ability to understand and apply pedagogical and professional content knowledge, skills, and dispositions Assessment #3 - Curriculum Alignment and Clinical Supervision Project. This is perhaps the strongest assessment of those submitted. The practical application of the Clinical Supervision Project, Improvement Plan and Curriculum Alignment Project are focused on the principal as instructional leader and foster candidate strength in the area of professional growth for staff. The scoring guide is aligned to the activities and the standard elements, with each standard element having its own criteria. The data table is confusing. While the standards are broken out for the three parts of the assessment, the data table does not account for this, lumping the scores from the three parts together in one score. There is no indication of how this calculation would be accomplished. Thus, the reviewers could not determine if candidates met each individual standard element. Assessment #4 - Internship. The internship, a culminating experience for candidates, creates an opportunity to demonstrate mastery of ELCC standards and standard elements. The PDP plan that is cooperatively planned with the university supervisor, supervising administrator and the candidate provides an opportunity to develop the plan with specific strengths and weaknesses in mind. The PDP focus on observing, participating and leading is excellent and is to be commended. Combining the portfolio that details the ELCC and Tennessee Licensure Standards with the internship produces an ideal culminating administrative experience. While a culminating experience such as this provides great depth, it is essential that a scoring guide can be easily understood and aligned with mastery of each standard element. The scoring guide provides scores for the evaluation (0,1,2); however it does not provide a method to evaluate each individual criterion listed (which are the standard elements) based on performance. Rather, it assumes candidates meet each standard listed (not how), and to what degree. The data table reflects information generated by the present scoring guide. As the assessment is revised, the data table will also need alterations. Assessment #7 - School Community Relations Analysis - This is a very lengthy assessment with multiple activities that cover a large number of standards and standard elements. The number of standards combined with the scoring guide that combines many ELCC standard elements together in one scoring area, makes it impossible to determine candidate mastery in each specific element. As with Assessment #6, combining a number of activities in one scoring guide, then lumping individual elements together within that scoring guide, creates a problem with both the scoring guide and the accuracy of the data table. It cannot be assumed that meeting a standard element on one section of the assessment meets the standard in another section. Thus, these must be separated out with identifiable criteria for each individual element found in each activity. C.3. Candidate effects on P-12 student learning Assessment #5 Evaluation of U of M School Leadership Program Completers (Principal) Survey - This survey asks for the candidate s opinion on their preparation through the program. It delineates specific ELCC standards and uses language from the standards as a basis for each question. An analysis of the data is listed in the data table and individual comments from candidates provide a nice addition to the quantitative data. It is suggested that the scoring guide used for this assessment mirror the other assessments in the program (0,1,2). While the opinions of candidates are important to the Memphis program, it is strongly suggested that consideration be given to surveying candidate's employers as well.

10 This will provide another view of program effectiveness and candidate preparation. Assessment #8 Program Portfolio - Candidate portfolios are an excellent compilation of student work and provide an opportunity to showcase experiences. As an extra assessment, the Program Portfolio is acceptable. However, as a demonstration of mastery of standards and standard elements, this assessment falls short. While the scoring guide aligns with the assignment, the standard elements are lumped together under each assessment, not allowing for delineation mastery of any one standard element. Yet, the data table is broken down by standard elements. This makes it impossible to determine if this is an accurate reflection of standard mastery and of the analysis of the data. PART D - EVALUATION OF THE USE OF ASSESSMENT RESULTS Evidence that assessment results are evaluated and applied to the improvement of candidate performance and strengthening of the program (as discussed in Section V of the program report) Faculty provided evaluative program information that indicated the need for program alterations. They acknowledge several of the same issues program reviewers noted, including the need to have assessments focus on fewer standards (#2) and providing additional experiences for some standard elements (4.1,4.2 and other noted by reviewers). Reviewers support the department's recognition of "the importance of congruency of the assessment's 'instructions to the candidate' and the expections set forth in the rubrics." The School Administration and Supervision(SAS) review process is excellent. The yearly review of each program's Annual Program Report is to be commended. PART E - AREAS FOR CONSIDERATION Areas for consideration The primary concern with the University of Memphis College of Education's Masters of Science in School Administration and Supervision is aligning the scoring guides to the assessments with a clear delineation of the expectations for mastery of each standard and standard element. Perhaps too many standards are attempted in each assessment or multiple activities in each assessment to make it feasible to determine mastery of standards across activities. Either way, the Memphis program shows promise and strength in the overall program design. With a few modifications to scoring guides and subsequent data tables, this program stands to be nationally recognized. PART F - ADDITIONAL COMMENTS F.1. Comments on Section I (Context) and other topics not covered in Parts B-E: F.2. Concerns for possible follow-up by the Board of Examiners: PART G - DECISIONS Please select final decision: Program is nationally recognized. The program is recognized through the semester and year of the institution's next NCATE accreditation decision in 5-7 years. To retain recognition, another program report must be submitted before that review. The program will be listed as nationally recognized through the semester of the next NCATE accreditation decision on websites and/or other

11 i publications of the SPA and NCATE. The institution may designate its program as nationally recognized by NCATE, through the semester of the next NCATE accreditation decision, in its published materials. National recognition is dependent upon NCATE accreditation. Program is nationally recognized with conditions. The program will be listed as nationally recognized on websites and/or other publications of the SPA and NCATE. The institution may designate its program as nationally recognized by NCATE, through the time period specified below, in its published materials. National recognition is dependent upon NCATE accreditation. The program does not currently satisfy SPA requirements for national recognition. See below for details. NATIONAL RECOGNITION WITH CONDITIONS The program is recognized through: MM DD YYYY 02 / 01 / 2010 Subsequent action by the institution:* To retain national recognition, a report addressing the conditions to recognition must be submitted on or before the date cited below. The program has up to two opportunities to address conditions within an 18 month period. The range of possible deadlines for submitting reports are 4/15/08, 9/15/08, 2/1/09, 4/15/09, or 9/15/09. Note that the opportunity to submit a second Response to Conditions report (if needed), is only possible if the first Response to Conditions report is submitted on or before the 2/1/09 submission date. *Note: for this semester only, programs who have been cited as Recognized with Conditions for a second time have been given one more opportunity to submit another Response to Conditions report. The report may be submitted April 15, 2008; Sept. 15, 2008, or Feb. 1, Failure to submit a report by the date below will result in loss of national recognition. MM DD YYYY 09 / 15 / 2009 The following conditions must be addressed within 18 months (see above for specific date): The activities and candidate assessment of the Memphis program are a strong example of an excellent principal preparation program. However, there were several assessments with scoring guide and data table concerns. With slight modifications to scoring guides and subsequent data tables, the program will be in position to remove conditions to national recognition. 1. Assessment #2 - In part two of the assessment, Problem Based Scenario, the scoring guide does not link to the assessment or the ELCC standards. Instead, it attempts to link the candidates scores on the part one of the assessment Dimension Essay to the scoring guide for part two, Problem Based Scenario. This also impacts the validity of the data table. Parts one and two are valid activities and relate to ELCC standards and standard elements. Correct the scoring guide to reflect the direct link from the assessment activities. In addition, correct the scoring guide categories as "optimal" and "acceptable" have the same score of '1'. Gather and analyze data using the corrected scoring guide. 2. More substantive, quantitative candidate assessment evidence for 4.1, 5.1, 5.2, 5.3, 6.1, 6.2, and 6.3

12 must be provided. The report acknowledges that such information is available, yet is not visible to the reviewers. 3. Assessment #3 - Correct data table to reflect mastery of each standard element found in the three activities. These are currently grouped together in one data table. 4. Assessment #4 - Correct scoring guide and data table. Scoring guide provides scores for the evaluation (0,1,2) however, it does nt provide a method to evaluate each individual criterion listed based on performance. Rather, it assumes candidates meet each standard listed, not how they meet the standard, and to what degree. The data table reflects information generated by the present scoring guide. This will also need to be corrected as adjustments are made to the scoring guide. 5. Assessment #6 - Correct scoring guide and data table. The scoring guide lumps together standard elements in 'groups' rather than individually detailing the criteria necessary to achieve mastery. This makes it impossible to determine candidate mastery of individual standard elements or analyze the data found in the data table. 6. Assessment #7 - Correct scoring guide and data table. See #5 above, same comments. 7. Assessment #8 - Correct scoring guide and data table. See #5 above, same comments. Please click "Next" This is the end of the report. Please click "Next" to proceed.

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