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

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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 Hood College 2. State Maryland 3. Date submitted MM DD YYYY 09 / 12 / Report Preparer's Information: Name of Preparer: 5. NCATE Coordinator's Information: Name: 6. Name of institution's program Educational Leadership Program

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 nmlkji nmlkj No 12. If your answer is "yes" to above question, list the sites at which the program is offered Montgomery County Public Schools Washington County Public Schools 13. Title of the state license for which candidates are prepared Maryland State Administrator II Certification Endorsement 14. 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:

3 NCATE requires 80% of the program completers who have taken the test to pass the applicable 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) The Educational Leadership Program provides students with a comprehensive foundation in the principles and practices of school administration and supervision. The Educational Leadership Program provides candidates with two academic tracks to meet requirements of the Maryland State Department of Education (MSDE): the Master s of Science degree track for those who do not possess a recognized graduate degree in an educationally related field from a regionally accredited institution, and a 18-Credit Certification Endorsement track for those students who already have a Master's degree in an educationally related field. Based on alignment with ELCC standards, and the Maryland Instructional Leadership Framework (MILF), the program received MSDE approval to meet the educational requirements for the Administrator II Certificate endorsement once candidates have passed the state licensure exam (SLLA). Completers of our program may then be assigned as a supervisor of instruction or assistant principal. The letter of approval submitted as part of the Conceptual Framework commends Hood s..development of appropriate assessments to document candidate proficiency. Classes are held on campus and in two off-campus partnership programs - one with Montgomery County Public Schools and another with Washington County Public Schools. These sites are both approved by the Maryland Higher Education Commission (MHEC). In March, 2007, the Middle States Commission on Higher Education conducted site visits at both off-campus locations, concluding that, Hood College has demonstrated that resources are in place and that it has the capacity to offer a high quality educational experience at these additional locations. Candidates must pass the Educational Testing Service (ETS) School Leaders Licensure Assessment (SLLA) as a requirement for graduation, thereby qualifying them for the Administrator II certificate endorsement in accordance with State of Maryland regulation (COMAR) 13A , Supervisors of Instruction, Assistant Principals, and Principals. The Hood College Educational Leadership Program Advisory Council, comprised of educational leaders from the three county school systems where the majority of program participants work has approved the courses and policies for advancement across the program s three phases and for successful program completion, and provides recommendations for continuous program improvement to ensure that the Educational Leadership Program serves the leadership needs of Frederick, Montgomery and Washington County Public schools. 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) Ed Leadership candidates culminate their course work in a year-long internship. In , Hood interns served in many different public school systems across the Washington Metropolitan area including: Washington County Public Schools, Frederick County Public Schools, Montgomery County Public Schools, Prince Georges County Public Schools, the District of Columbia, and Prince William County, Virginia. Most interns have classroom teaching responsibilities, though some hold central office and other leadership positions. Interns in both program tracks participate in skills-based activities reflective of the day-to-day responsibilities of practicing administrators and responsibility. The year-

4 long experience allows candidates to experience a variety of school activities over time which gives candidates opportunities to practice the knowledge and dispositions taught in their classes. Interns are required to complete ten capstone field activities that cut across all six ELCC standard areas and are required to document their leadership experience in specific areas such as master scheduling, facilities management, mentoring and supervision, and time management. Throughout the year, interns maintain a log reporting on what they did and what they learned, their hours of involvement, as well as submit artifacts on each of the 10 capstone activities to validate their competence in each of the ELCC standards. These logged activities include the: Key Communicator s Network Activity, Leadership Styles and Vision Exercise, School Analysis Exercise, Time Management Exercise, Culturally Responsive Exercise, Ethical Dilemma Analysis, and Implications of a Legal Issue Project. Interns are also required to complete three written papers/projects that are culminating activities over the course of year. These assignments are comprehensive, skills-based projects that require the intern to interact with faculty, staff, and community stakeholders. These activities include the: 1. Leadership Impacting Student Achievement Project, 2. Mentoring/Supervisory Project, and 3. Master Schedule/Staffing Project. At the end of the internship year candidates reflect on their practice of the dispositional competencies contained in the Education Department s six Institutional Outcomes and Core Beliefs. Alignment of Hood College's Internship Program to ELCC Standards: ELCC Standard The Internship Course (EDUC 587/588) requires all candidates (both tracks) to complete a year-long internship experience (beginning in the fall and concluding in the spring) with a practicing school principal. Interns are required to log in 9-12 hours per week over a 33 week period (minimum 280 clock hours) and experience a range of culminating capstone leadership experiences in the field. ELCC Standard 7.2 All candidates in both tracks of the program are required to engage in completing field assignments across many courses outside of the EDUC 587/588 Internship course. These field experiences provide opportunities for candidates to practice knowledge concepts gained in the classroom to applied field experiences. For example, in the EDUC 583 course on curriculum, candidates create a curriculum analysis to assess and evaluate the quality of teaching and learning, the status of curriculum implementation in the school, and make recommendations for improvement that are aligned to their findings gained from the analysis This analysis requires the candidates to conduct field work to identify sources of information including curriculum documents, and interviews with teachers, principals and district supervisors. This project and others ensure candidates participate in planned intern activities (field work) throughout their program of study. ELCC Standard 7.4 EDUC 587/588 requires candidates to gain administrative experiences across a multitude of settings thus ensuring that candidates can demonstrate their skills in difference environments in diverse settings. Their required experiences include work with social service agencies, businesses, board meetings, and a district office. ELCC Standard The intern is required to meet regularly with their on-site mentor and attend monthly internship classes to receive guidance and advice as he/she engages in and completes required tasks. The intern also schedules and conducts two formal meetings with their mentor and an assigned Hood College supervisor. The Fall Semester meeting requires the intern to document their progress on capstone field activities and provides an opportunity for collaborative planning to assure that the intern engages in a balanced set of meaningful leadership activities. During the Spring Semester meeting, the intern s progress is discussed, remediation is scheduled if warranted, and a timeline for completion of the remaining capstone activities is reviewed to ensure the intern is on track to complete all requirements. This meeting also provides opportunities for self reflection and career counseling with

5 input from both the supervisor and on-site mentor. ELCC Standard 7.6 Candidates earn 3 graduate credits for taking EDUC 587: Elementary School Administrative Internship or EDUC 588 Secondary School Administrative Internship. Candidates holding elementary-middle-school-level teaching certificates must complete their internship at a elementary or middle school and candidates holding secondary school teaching certificates must complete their internship at a middle or high school. Interns holding K-12 certification must choose between an elementary or secondary site prior to beginning the internship year. Interns must choose mentors who are practicing school principals or directors/supervisors if they are based in a school district. 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) Hood College maintains the following standards for admission to the Educational Leadership Program: completion of a bachelor's degree from an accredited program with a GPA of at least 2.5, possession of or evidence of qualification for a valid Maryland teaching certificate, confirmation of successful employment, and successful completion of an interview with the program director that includes a writing and disposition assessment. Students not meeting these requirements can either be admitted conditionally with specific instructions for achieving full admission, or be denied admission on the recommendation of the Program Director and the concurrence of the Graduate School. Students progress through the program s three Phases by meeting institutional, departmental and advisory council standards. At each stage, advancement requires a 3.0 or better GPA and continued satisfactory performance. Applicants entering into the 18-credit Certificate track must have a Master's degree in a related education field from a regionally accredited college. These candidates will then enter the program at Phase II. Master s degree track candidates must complete Phase I courses and advance to Phase II by submitting a written dispositional assessment focused on the Department s six Institutional Outcomes and Core Beliefs. Phase I courses are common to all programs in the Education Department and include: EDUC 590, EDUC 577, EDUC 581, and EDUC 582. At the end of Phase I, as part of the admission to candidacy process, candidates must meet with the Program Director or designated advisor to tentatively schedule their remaining eight courses. Advancement to Phase III, the yearlong internship, requires candidates to have successfully maintained a 3.0 GPA in Phase II courses and candidates must submit a second written dispositional assessment demonstrating their continuing progress towards a full understanding and implementation of the Department s six Institutional Outcomes and Core Beliefs. Phase III courses include EDUC 589 and EDUC 587/588 Internship. At the end of Phase III, program completers must demonstrate their actualization of the Department's six Institutional Outcomes and Core Beliefs, successfully pass all courses with a required 3.0 GPA, and obtain a passing score on the Educational testing Service (ETS) School Leaders Licensure Assessment (SLLA). 4. Description of the relationship (2) of the program to the unit's conceptual framework. (Response limited to 4,000 characters) The Education Department at Hood College is guided by a Conceptual Framework that includes the following vision, mission, and purpose statements and by our Institutional outcomes. Vision: The Education Department envisions developing well-educated and well-prepared teachers and educational leaders who are self actualized in both intellectual pursuits and pedagogical applications. Mission: The Mission of the Education Department at Hood College is to prepare academically competent and professional educators who are committed to facilitating learning in a culturally diverse society. This mission reflects a commitment to providing a technologically enhanced environment in

6 which to nurture highly skilled educators who have a broad base in the liberal arts, are active learners, and are reflective practitioners. Inherent in our mission is the awareness that education is a scholarly pursuit, a science, an art, and a profession. Institutional Outcomes: Institutional Outcomes enable the Education Department to fulfill our philosophy and purpose. They guide the development and preparation of courses, performance assessments, and field and clinical experiences in all initial and advanced certification programs of study. Candidates are assessed at various points throughout the each program. Educational Leadership candidates are required to write three dispositional papers to demonstrate their achievement of the following outcomes. In the year-long internship candidates have to demonstrate how they have engaged in the following Department's six Institutional Outcomes: I. Effective school administrators are committed to the continuous development of content knowledge and skills for students to promote learning and success as adults; II. Effective school administrators believe that all students can learn and experience success in the educational environment; III. Effective school administrators believe that consistent and purposeful assessment will guide practice and decision-making about learning; IV. Effective school administrators believe that the effective and ethical use of technology will enhance learning; V. Effective school administrators believe that effective communication with all stakeholders will facilitate learning; and VI. Effective school administrators believe that reflection on practice will inform and promote continued professional growth. These outcomes guide the development and preparation of courses, performance assessments, and field and clinical experiences in all initial and advanced certification programs of study. Achievement of these outcomes ensures that candidates are knowledgeable professionals who facilitate learning for all students. The Outcomes are incorporated into all syllabi, course assessments, and their rubrics as IO's. In addition, formal assessment of these six Institutional Outcomes occurs three times for all candidates: at admission to the program, as they move into the internship following twelve hours of course work for graduate students, and as a program completer. (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 Educational Leadership program within the Hood Education Department is aligned closely with the Unit s Conceptual framework as well as the Standards for Advanced Program in Educational Leadership (ELCC Standards). The Educational Leadership Program has multiple assessments in common with the other programs in the Department of Education. The program also has a set of assessments that are unique and specific for the Ed Leadership Program. The common assessments for Educational Leadership and other programs include Assessment #2: content assessment to demonstrate competencies with knowledge and skills; Assessment #3: instructional planning; Assessment #4: collaborative practice; Assessment #5: effects on student learning; and Assessment #8: program completion follow up. Additionally, the Ed Leadership program and the other education programs within the Department use the same transition points for the graduate programs: entry into the program, Phase I, Phase II, Phase III, and program completion.

7 All required performance assessments are collected in an electronic portfolio contracted through Chalk and Wire. Data is analyzed on each assessment by the program director, the members of the Educational Leadership Advisory Committee, and faculty who teach in the Educational Leadership program to make programmatic chances which support enhancements to the curriculum and prepare stronger candidates to enter today s schools. The data collected is used for the purposes of monitoring student performance within each course as well as at the different phases within the program to ensure candidate mastery of SPA standards. All performance assessments are evaluated by a scoring rubric with levels of distinction including: Exemplary, Proficient, Emerging, and Novice to describe candidate performance. Each rubric has a list of LOOK FORS to guide the candidate in their preparation of work for the assessment and in their reflective self evaluation. These "LOOK FORS" are also used by the instructor to evaluate the assessment. Feedback to the student concerning his/her performance is organized using the structure of the rubric. All Educational Leadership candidates are required to take the School Leaders Licensure Exam to complete the program. For the past three years, Hood has had a passage rate of 100%. Results of this assessment are shared with the candidates, reviewed by the Director of the Educational Leadership program and the Chair of the Education Department, and discussed in faculty meetings. The internship requires candidates to submit an electronic portfolio containing specific artifacts for each of the 10 Capstone Field Activities to demonstrate their mastery of knowledge, skills and dispositions through documentation of the activities and experiences offered of the internship. This portfolio is designed to demonstrate growth and can be used as an evaluative component of the program. Artifacts for the portfolio are reviewed by the on-site mentor and by the intern's faculty supervisor. Candidates are able to use the electronic portfolio to reflect on their own practice and develop their own professional development plan and career portfolio. At the end of the program, all candidates are asked to complete an exit survey and a randomly selected group of program completers participate in a program-evaluative focus group. Both of these assessment strategies are designed to generate information for program improvement and are shared with the Educational Leadership Advisory Committee and the Education Unit Advisory Committee. (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. Section I: Program of Study 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.

8 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: Educational Leadership Program - Hood Campus (Master's of Science Track) Academic Year # of Candidates Enrolled in the Program # of Program Completers (4) Program: Educational Leadership Program - Hood Campus (18-credit Certification Track) Academic Year # of Candidates Enrolled in the Program # of Program Completers (4) Program: Educational Leadership Program - Montgomery County Campus (Master's of Science Track) Academic Year # of Candidates Enrolled in the Program # of Program Completers (4) Program: Educational Leadership Program - Montgomery County Campus (18-credit Certification Track) Academic Year # of Candidates Enrolled in the Program # of Program Completers (4) Program: Educational Leadership Program - Washington County Campus

9 (18-credit Certification Track) 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 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)

10 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) Teaching or other professional experience in P-

11 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

12 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) Teaching or other professional experience in P- 12 schools (11)

13 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)

14 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

15 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) Teaching or other professional experience in P- 12 schools (11) Faculty Member Name Highest Degree, Field, & University (5)

16 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) 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

17 (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 Assessment #1: Licensure 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) Name of Assessment (12) SLLA Exam (School Leaders Licensure Assessment - ETS) Part A: Case Study Analysis Part B: School Analysis Part A: Curriculum Analysis Proj Part B: Mentoring - Supervisory Proj Part A: Leadership Styles & Vision Exercise Part B: Key Communicators Network Part C: Implications of a Legal Issue Leadership Impacting Student Achievement Type or Form of Assessment (13) Maryland State Licensure Exam Case Study-Content Knowledge Analysis Paper Curriculum Analysis Teacher Observations/Mentoring Internship Activity Log Activities - Journal Entries Year-long Action Research Project in Internship When the Assessment Is Administered (14) End of EDUC 587/588 Internship course EDUC 578 (Phase II) EDUC 587/588 (Phase III) EDUC 583 (Phase II) EDUC 587/588 (Phase III) EDUC 587/588 (Phase III) EDUC 587/588 (Phase III)

18 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 (optional) Part A: Instructional Leadership Activity Part B: Change Intervention Plan School-based Strategic Plan Graduate Survey Written essay Simulation Project Post-Graduate Survey EDUC 586 (Phase II) EDUC 586 (Phase II) EDUC 589 (Phase II) Six months postprogram completion survey (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 gfedc gfedcb gfedcb gfedc gfedcb gfedcb 1.2 Articulate a School Vision of Learning. gfedcb gfedc gfedcb gfedcb gfedcb gfedcb gfedc gfedcb 1.3 Implement a School Vision of Learning. gfedcb gfedc gfedcb gfedcb gfedcb gfedcb gfedc gfedc 1.4 Steward a School Vision of Learning. gfedcb gfedcb gfedcb gfedcb gfedcb gfedcb gfedc gfedcb 1.5 Promote Community Involvement in School Vision. gfedcb gfedc gfedc 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. gfedcb gfedc gfedcb gfedc gfedcb gfedcb gfedc gfedcb 2.2 Provide Effective Instructional Program. gfedcb gfedc gfedcb gfedc gfedcb gfedcb gfedc gfedcb 2.3 Apply Best Practice to Student Learning. gfedcb gfedcb gfedcb gfedc gfedcb gfedc gfedc gfedcb 2.4 Design Comprehensive Professional Growth Plans. gfedcb gfedc gfedcb gfedc gfedcb gfedcb gfedc gfedcb

19 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. gfedcb gfedcb gfedc gfedcb gfedcb gfedcb gfedcb gfedcb 3.2 Manage the Operations. gfedcb gfedcb gfedc gfedcb gfedcb gfedc gfedcb gfedcb 3.3 Manage the Resources. gfedcb gfedcb gfedc gfedcb gfedcb gfedc gfedcb gfedcb 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. #1 #2 #3 #4 #5 #6 #7 #8 4.1 Collaborate with Families and Other Community Members. gfedcb gfedcb gfedcb gfedcb gfedc gfedcb gfedcb gfedcb 4.2 Respond to Community Interests and Needs. gfedcb gfedcb gfedc gfedcb gfedcb gfedc gfedcb gfedcb 4.3 Mobilize Community Resources. gfedcb gfedcb gfedc gfedcb gfedcb gfedc gfedcb gfedcb 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. gfedcb gfedc gfedcb gfedc gfedc gfedcb gfedcb gfedcb 5.2 Acts Fairly. gfedcb gfedc gfedcb gfedc gfedc gfedcb gfedcb gfedcb 5.3 Acts Ethically. gfedcb gfedc gfedcb gfedc gfedc gfedcb gfedcb gfedcb 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 gfedc gfedcb gfedcb gfedcb 6.2 Respond to the Larger Educational Context. gfedcb gfedc gfedcb gfedcb gfedc gfedcb gfedcb gfedcb 6.3 Influence the Larger Educational Context. gfedcb gfedc gfedc gfedcb gfedc gfedc gfedcb gfedcb 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 gfedc gfedcb gfedcb gfedcb gfedcb gfedc gfedcb gfedc leaders. Experiences are designed to accommodate candidates individual needs. SECTION IV - EVIDENCE FOR MEETING STANDARDS

20 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) 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

21 See Attachments panel below. Assessment #1: School Leaders Licensure Assessment (SLLA) 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 Assessment #2: Part A - Case Study Analysis See Attachments panel below. Assessment #2: Part B - School Analysis (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. Assessment #3: Part A - Curriculum Analysis Project See Attachments panel below. Assessment #3: Part B - Mentoring and Supervisory Project (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. Assessment #4: Part A - Leadership Styles & Vision Exercise Assessment #4: Part B - Key Communicators' Network Assessment #4: Part C - Implications of a Legal Issue See Attachments panel below.

22 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 See Attachments panel below. Assessment #5: Leadership Impacting Student Achievement 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 Assessment #6: Part A - Instructional Leadership Activity See Attachments panel below. Assessment #6: Part B - Change Intervention Plan (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 See Attachments panel below. Assessment #7: School-based Strategic Plan 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)

23 Provide assessment information (items 1-5) as outlined in the directions for Section IV See Attachments panel below. Assessment #8: Graduate Survey 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 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) The Hood Educational Leadership program has a long history of preparing highly successful school leaders for Frederick, Montgomery, and Washington counties. The program has received recognition from the Middle States accreditation and leads to certification by the Maryland State Department of Education and a Masters of Science in Educational Leadership. The program consists of 36 hours of course work and a full year Internship. The coursework and the assessments are aligned with the ELCC standards, Hood College Institutional Outcomes (IO's), and Maryland Instructional Leadership Framework (MIFL) standards. During the program, Educational Leadership candidates are required to take a series of assessments designed to evaluate their level of professional and pedagogical knowledge, skills, and dispositions. Overall candidates demonstrated strong proficiency with all ELCC standards as measured by several very different assessments including a state exam, case studies, projects, plans, observations, and curriculum analysis. The faculty in the Hood Graduate School is committed to continuous improvement and they value the use of data to evaluate the effectiveness of the program to prepare school leaders who can impact student achievement. The Unit's Chalk & Wire data collection system provides a meaningful and useful system for collection of candidate data across assessments at several points in the program to ensure that candidate mastery is taking place. Several processes are in place to collect this data and to use it for program enhancement and/or improvement. Assessments were developed to measure candidates content knowledge and application, their abilities to supervise and impact student learning, and their readiness for roles of school leadership. These assessments are scored by faculty within the course that the assessment is given and stored in Chalk and Wire. This data is then analyzed by the Director of the Educational Leadership Program and shared with the Chair of the Education Department and other invested faculty including coordinators and adjunct faculty. Focus groups are conducted at the end of the internship both on campus and with our partners in Washington and Montgomery Counties. A survey is administered at the completion of the program to determine candidates experiences with the program and their readiness to assume positions of school leadership. Another survey is administered one year after candidates complete the program to determine how they contribute their readiness to the Hood program. Finally, an Educational Leadership Advisory Council includes members of the faculty and the school districts that Hood services meets twice a year to review data and to make program improvements.

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