Riley College of Education and Leadership Ed.D. Administrator Leadership Student Performance on Program Major Assessments

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1 Ed.D. Administrator Leadership Student Performance on Program Major Assessments Percentage of EdD Administrator Leadership Candidate Scores by Major Assessment in the Unacceptable, Acceptable, and Target Ranges 90.0% 80.0% 43.0% 44.9% 17.9% 30.7% 28.6% 17.4% 57.0% 55.1% 82.1% 69.3% 82.6% 20.0% 0.0% Assessment 2: Postive Environment (n=86) Assessment 3: Philosophy of Education Essay: Dispostion (n=78) Assessment 4: Diversity (n=70) Technology Proficiencies (n=84) Assessment 6: Research Quantitative (n=75) 1.4% Assessment 7: Research Qualitative (n=70) Assessment 8: Collaboration (n=86) Unacceptable Acceptable Target Assessment results shown represent administrations occurring between 9/1/2013 and 8/31/2014. See next page for assessment descriptions.

2 Ed.D. Administrative Leadership Major Assessment Descriptions Assessment Assessment 1: Content Knowledge and Skills Assessment 2: Student Learning Assessment 3: Philosophy of Education Essay: Dispositions Assessment 4: Diversity Technology Proficiencies Assessment 6: Research Quantitative Assessment 7: Research Qualitative Assessment 8: Collaboration Description Candidates must complete a doctoral project study that is evaluated by their committee member and University Research Reviewer. Candidates implement an Impact Project that fosters a positive school district environment for student learning that uses service learning as a well-researched vehicle for increasing student engagement and learning by blending authentic service to others in a project approach emerging from the academic curriculum. Candidates research peer reviewed journals and other relevant literature to complete a philosophical stance in the context of district, regional, state, and national leadership. Candidates demonstrate diversity proficiencies by visiting a school to complete an observation and interview staff members. The candidate is provided an observation guide to help focus the field observation on the Diversity Proficiencies. Candidates demonstrate proficiency for advancing the integration of technology in educational environments as well as model the use of technology for the collection, analysis, and dissemination of data. Candidates develop a version of a project study methodology section that uses quantitative research Candidates develop a version of a project study methodology section that uses qualitative research Candidates utilize the Impact Project conducted in major assessment 2 as a way to collaborate with and mentor other educators by sharing their research on service learning and eliciting their involvement in planning for the implementation of service learning.

3 Ed.D. Teacher Leadership Student Performance on Program Major Assessments Percentage of Ed.S. Teacher Leadership Candidate Scores by Major Assessment in the Unacceptable, Acceptable, and Target Ranges 90.0% 12.9% 5.6% 9.1% 14.3% 10.5% 80.0% 80.6% 88.9% 84.8% 85.7% 84.2% 20.0% 0.0% 6.5% 5.6% 6.1% 5.3% Assessment 1: Content Knowledge and Skills (n=31) Assessment 2: Student Learning (n=18) Assessment 3: Philosophy of Education Essay: Dispositions (n=10) Assessment 4: Diversity Proficiencies (n=33) Technology Proficiencies (n=14) Assessment 8: Collaboration Project (n=19) Unacceptable Acceptable Target Assessment results shown represent administrations occurring between 9/1/2013 and 8/31/2014. See next page for assessment descriptions.

4 Ed.D. Teacher Leadership Major Assessment Descriptions Assessment Assessment 1: Content Knowledge and Skills Assessment 2: Student Learning Assessment 3: Philosophy of Education Essay: Dispositions Assessment 4: Diversity Proficiencies Technology Proficiencies Assessment 6: Research Quantitative Assessment 7: Research Qualitative Assessment 8: Collaboration Project Description Candidates must complete a doctoral project study that is evaluated by their committee chair, committee member, and University Research Reviewer. Candidates implement an Impact Project that fosters a positive school district environment for student learning that uses service learning as a well-researched vehicle for increasing student engagement and learning by blending authentic service to others in a project approach emerging from the academic curriculum. Candidates research peer reviewed journals and other relevant literature to complete a philosophical stance in the context of district, regional, state, and national leadership. Candidates demonstrate diversity proficiencies by visiting a school to complete an observation and interview staff members. The candidate is provided an observation guide to help focus the field observation on the Diversity Proficiencies. Candidates demonstrate proficiency for advancing the integration of technology in educational environments as well as model the use of technology for the collection, analysis, and dissemination of data. Candidates develop a version of a project study methodology section that uses quantitative research Candidates develop a version of a project study methodology section that uses qualitative research Candidates utilize the Impact Project conducted in major assessment two as a way to collaborate with and mentor other educators by sharing research on service learning and eliciting their involvement in planning for the implementation of service learning.

5 Ed.D. Curriculum, Instruction, and Assessment Student Performance on Program Major Assessments 90.0% 80.0% 20.0% 0.0% 25.9% 74.1% Assessment 2: Positive Environment for Student Learning (n=201) Percentage of EdD Curriculum, Instruction and Assessment Candidate Scores by Major Assessment in the Unacceptable, Acceptable, and Target Ranges 8.2% 10.2% 91.2% 89.8% 0.6% Assessment 3: Philosophy of Education Essay: Dispositions (n=170) Assessment 4: Diversity Proficiencies (n=177) 39.6% 60.4% Technology Proficiencies (n=197) 22.4% 77.6% Assessment 6: Research Quantitative (n=170) Unacceptable Acceptable Target 34.6% 65.4% Assessment 7: Research Qualitative (n=162) 23.6% 76.4% Assessment 8: Collaboration (n=203) Assessment results shown represent administrations occurring between 9/1/2013 and 8/31/2014. See next page for assessment descriptions.

6 Assessment Assessment 1: Content Knowledge and Skills Assessment 2: Positive Environment for Student Learning Assessment 3: Philosophy of Education Essay: Dispositions Assessment 4: Diversity Proficiencies Technology Proficiencies Assessment 6: Research Quantitative Assessment 7: Research Qualitative Assessment 8: Collaboration Riley College of Education and Leadership Ed.D. Curriculum Instruction and Assessment Major Assessment Descriptions Description Candidates must complete a doctoral project study that is evaluated by their committee members and University Research Reviewer. Candidates compose a research paper that is the culmination of a review of the literature, interviewing stakeholders, and observing learning environments to understand the role of, and how to assess for, a positive learning environment for students. Qualitative research methods will be used to better understand the nature of a positive learning environment. Candidates research peer reviewed journals and other relevant literature to complete a philosophical stance in the context of district, regional, state, and national leadership. Candidates demonstrate diversity proficiencies by visiting a school to complete an observation and interview staff members. The candidate is provided an observation guide to help focus the field observation on the Diversity Proficiencies. Candidates demonstrate proficiency for incorporating technology into curriculum design. The specific proficiencies addressed are: 1. Use technology in a manner that is safe, ethical, legal, and responsible, 2. Use technology to plan, organize, coordinate, manage, and supervise instructional routines, 3. Improve professional practice through modeling, professional development, and communities of practice, and 4. Evaluate technology tools and applications for use in various learning environments. Candidates develop a version of a project study methodology section that uses quantitative research Candidates develop a version of a project study methodology section that uses qualitative research Candidates complete a second component of the major assessment two research paper that includes the role of professional collaboration in understanding, creating, and sustaining a positive environment for learning. Through virtual observation, conducting interviews, and school-based observation, candidates will analyze the role of collaboration as well as demonstrate the nature of collaboration as part of research and data collection.

7 Ed.D. Higher Education Leadership Student Performance on Program Major Assessments 90.0% 80.0% 36.4% Percentage of EdD Higher Education Leadership Candidate Scores by Major Assessment in the Unacceptable, Acceptable, and Target Ranges 59.2% 33.8% 7.7% 22.4% 50.9% 20.0% 47.3% 39.4% 66.2% 75.0% 60.3% 47.4% 0.0% 16.4% Assessment 2: Case Study (n=55) 1.4% Assessment 3: Leadership Analysis Project (n=71) Assessment 4: Planning for Collaboration and Diverse Stakeholder Needs (n=65) 17.3% 17.2% Assessment 6: Project Study Proposal Methodology Section (Quantitative) (n=52) Assessment 7: Project Study Proposal Methodology Section (Qualitative) (n=58) Unacceptable Acceptable Target 1.8% Assessment 8: Resource Allocation Project (n=57) Assessment results shown represent administrations occurring between 9/1/2013 and 8/31/2014. See next page for assessment descriptions.

8 Assessment Assessment 1: Scholarly Writing Assessment 2: Case Study Assessment 3: Leadership Analysis Project Assessment 4: Planning for Collaboration and Diverse Stakeholder Needs Research Competency Assessment Assessment 6: Project Study Proposal Methodology Section (Quantitative) Assessment 7: Project Study Proposal Methodology Section (Qualitative) Assessment 8: Resource Allocation Project Assessment 9: Using Technology for Resource Management Assessment 10: Project Study Riley College of Education and Leadership Ed.D. Higher Education Leadership Major Assessment Descriptions Description Candidates will identify higher education initiatives, research such initiatives, and write a scholarly reflection on their findings. Candidates will develop a case study involving identifying a real-world problem in a particular institutional context, conduct research to create new knowledge for decision making and then take action on the findings. Candidates will review literature on behaviors and strategies for leading change and continue with a study of transformative leadership in action. The project culminates with a description of how candidates would facilitate a specific change in the their own institution. Candidates will look at the way a program within their institution is currently assessed and suggest an alternative approach using a mixed methods research design. Currently Under Development Candidates develop a version of a project study methodology section that uses quantitative research Candidates develop a version of a project study methodology section that uses qualitative research Currently Under Development Currently Under Development Currently Under Development

9 Ed.D. Reading and Literacy Leadership Student Performance on Program Major Assessments 90.0% 80.0% 20.0% 0.0% 79.2% 20.8% MA 2: Positive Learning Environment for Literacy (n=24) Percentage of EdD Reading and Literacy Leadership Candidate Scores by Major Assessment in the Unacceptable, Acceptable, and Target Ranges 72.0% 28.0% MA 3: Professional Dispositions (n=25) MA 4: Diversity Proficiencies (n=30) MA 5: Technology Proficiencies (n<5) 16.7% 83.3% MA 6: Research Quantitative (n=12) MA7: Research Qualitative (n=10) Unacceptable Acceptable Target 87.5% 2.5% MA 8: Collaboration (n=40) Assessment results shown represent administrations occurring between 9/1/2013 and 8/31/2014. See next page for assessment descriptions.

10 Assessment Assessment 1: Content Knowledge and Skills Assessment 2: Positive Environment for Student Learning Assessment 3: Philosophy of Education Essay: Dispositions Assessment 4: Diversity Proficiencies Technology Proficiencies Assessment 6: Research Quantitative Assessment 7: Research Qualitative Assessment 8: Collaboration Riley College of Education and Leadership Ed.D. Reading and Literacy Leadership Major Assessment Descriptions Description Candidates must complete a doctoral project study that is evaluated by their committee members and University Research Reviewer. Candidates compose a research paper that is the culmination of a review of the literature, interviewing stakeholders, and observing learning environments to understand the role of, and how to assess for, a positive learning environment for students. Qualitative research methods will be used to better understand the nature of a positive learning environment. Candidates research peer reviewed journals and other relevant literature to complete a philosophical stance in the context of district, regional, state, and national leadership. Candidates demonstrate diversity proficiencies by visiting a school to complete an observation and interview staff members. The candidate is provided an observation guide to help focus the field observation on the Diversity Proficiencies. Candidates demonstrate proficiency for incorporating technology into curriculum design. The specific proficiencies addressed are: 1. Use technology in a manner that is safe, ethical, legal, and responsible, 2. Use technology to plan, organize, coordinate, manage, and supervise instructional routines, 3. Improve professional practice through modeling, professional development, and communities of practice, and 4. Evaluate technology tools and applications for use in various learning environments. Candidates develop a version of a project study methodology section that uses quantitative research Candidates develop a version of a project study methodology section that uses qualitative research Candidates complete a second component of the major assessment two research paper that includes the role of professional collaboration in understanding, creating, and sustaining a positive environment for learning. Through virtual observation, conducting interviews, and school-based observation, candidates will analyze the role of collaboration as well as demonstrate the nature of collaboration as part of research and data collection.

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