ACADEMIC ASSESSMENT. M.Ed. in Educational Leadership. Program Report

Transcription

1 ACADEMIC ASSESSMENT M.Ed. in Educational Leadership Program Report Program Mission Statement The College of Education s mission, contributing to the mission of USFSM, is to prepare outstanding educators who will learn, lead, inspire, and transform their schools and communities. Student Learning Outcomes: 1. Content Knowledge: Candidates demonstrate depth and breadth of content knowledge for their respective roles 2. Reflective and Ethical Practice: Candidates engage in reflective and ethical practice as educators 3. Evaluation and Decision-making: Candidates make professional educational decisions drawing on analysis of data and research from a variety of sources 4. Educational Design a. Candidates design educational experiences that result in successful learning b. Candidates demonstrate proficiency in educational technology aligned to the NETS-T standards 5. Learner as an Individual in Community Executive Summary M.Ed. in Educational Leadership 1

2 a. Candidates construct learning environments that reflect the diversity of experiences, perspectives, and cultures of their students and the larger world b. Candidates communicate in ways that demonstrate fairness, respect, and sensitivity to diversity, setting high academic expectations for all students.

3 Methods of The College of Education uses a 5 point rubric scale for all Critical Tasks and most other assessments, unless otherwise noted. Performance descriptors are found in the College of Education Performance Level Indicators (COEPLIs). These are summarized into a 5 point scale: 1 unacceptable; 2 Marginal; 3 Meets Standard (target); 4 Advanced (target 2); 5 Exceptional. The first target is 3, meets standard, the second target is 4 (advanced). A score of 5 is reserved to truly exceptional demonstrations of knowledge and skill. Candidates must meet standard (3) on all program Critical Tasks, Transition Point Projects and other rubric-based evaluations in order to demonstrate the knowledge, skills, and dispositions expected for their educational role. The standards and requirements used to define the content knowledge, content pedagogy, pedagogy, dispositions, and other skills in COE educator preparation programs that lead to FLDOE certification include, but are not limited to: Florida Educator Accomplished Practices (FEAPs); ESOL Standards; Competencies & Skills assessed in the Florida Teacher Certification Exams (FTCE) or in the Florida Educational Leadership Exams (FELEs); Reading Endorsement Competencies (REC); Florida Principal Leadership Standards, and the College of Education Candidate Proficiencies. Course-based Critical Tasks and Transition Point Projects: Course-based performance assessments called Critical Tasks, and Transition Point Projects which may be independent of a course, provide data on candidate progress toward meeting standards and on program effectiveness in preparing candidates to meet standards. Candidates are required to add Critical Tasks to a folio housed in TaskStream (a Web-based assessment management system) where these assignments are evaluated by faculty using a content rubric that follows the COE policy on Performance Level Indicators. Please note overall average for Critical Tasks do not include Dispositions and IP3 data which are reported separately. Dispositions : The purpose of this assessment is to provide a tool and process for formative evaluation and improvement of candidate dispositions. Dispositions are values, attitudes, beliefs, temperament, and character elements held by educators that contribute to educators development as professionals and support student learning. The assessment supports NCATE/ELCC Standards/other applicable professional standards, Florida certification standards (FPLS, FEAPs) including Florida Code of Ethics and the Principles of Professional Conduct for the Education Profession in Florida, program learning outcomes, and USFSM College of Education Candidate Proficiencies. Candidates self-assess and set goals for professional development, and faculty assess candidates three times during their program (near the beginning, toward the middle but prior to final internship/practicum, and during final internship or practicum). Wayfind Technology : The Wayfind is an externally developed exam that measures candidate proficiency in educationbased technology compared to expectations delineated in the National Educational Technology Standards for Teachers (NETS-T), which are the standards set by the International Society for Technology in Education. The Wayfind assessment uses scaled scores, and provides a score of candidate proficiency for each element of the standards. M.Ed. in Educational Leadership 3

4 Faculty Evaluation of Comprehensive Program Portfolio: Educational Leadership requires a Portfolio assessment through which each candidate self-evaluates and provides documentation of how they have met standards, both in terms of content knowledge and demonstrated skill. Portfolios are assessed by faculty with rubrics for depth of knowledge, level of skill, and reflection presented. Practicum Project Report: Candidates in Educational Leadership complete a field-based administrative/leadership project that contributes to the improvement of teaching and learning in a school. Most projects will be school based, but district level projects are allowed upon instructor approval. This activity is intended to engage the Practicum student in actual administrative practice in the school. Project should be focused on improvement of teaching and learning or on school climate and should demonstrate skills in creating supportive learning environments that engender positive effects on student learning. Florida Education Leadership Examination (FELE): Students must successfully pass the state examination in order to graduate from the M.Ed. Program and qualify for Florida Level I Principal licensure. The FELE questions sample students knowledge and skills delineated in Competencies and Skills Required for Certification in Educational Leadership in Florida (current edition). Surveys: Survey data for AY12-13 and AY13-14 are aggregated across all programs. Beginning AY14-15, data will be disaggregated. Alumni (Completer) Survey: This survey is sent to all graduates of the College of Education for the first three years after graduation. Completers provide feedback on their preparation relative to the COE Candidate Competencies. The survey uses a five-point rating of preparedness. Employer Survey: This survey is sent to all principals in the counties served by the College of Education. It seeks feedback on completer preparation in each of the COE Candidate Proficiencies. The survey uses a five-point rating of preparedness. Fieldwork tracking: The type of fieldwork (e.g., whether with whole class, small group, in a school or at a district level) and location are collected as candidates complete course assignments that require fieldwork that is not part of formal, supervised internships or practicums. Using the information on the location, the COE office of Accreditation and Clinical Education can provide faculty demographic information on the site, and track candidate experiences. The information is collected through a form on TaskStream that candidates complete. Value Added Model (VAM): The Florida Department of Education developed the VAM to measure the contribution of a teacher or school on student learning. The model measures the difference in student performance on a statewide assessment from one year to the next, and then accounting for other factors that show impact on the learning process. A score of zero reflects the average or typical performance. The data is provided by the Florida Department of Education. M.Ed. in Educational Leadership 4

5 Previous Cycle Analysis of Results and Planned Changes 1. Content Knowledge: Candidates demonstrate depth and breadth of content knowledge for their respective roles USFSM candidates scored a 100% or higher competency rate on the FELE 2014 in all areas. The Spring 2015 FELE data show candidates above the State Mean Total Scale Score for all subtest with the exception of the Subtest 3: Essay. These scores are based on 4 students, and thus difficult to generalize the findings. However, due to the revisions of the FELE, additional focus on data analysis and communication of the findings is recommended (See Item 1). Faculty evaluation of the Comprehensive Program Portfolio Section III Synthesis Academic Year was % of the candidates (n=15) met Satisfactory in all seven USFSM COE Domains. This demonstrates competency across the program. 2. Reflective and Ethical Practice: Candidates engage in reflective and ethical practice as educators Candidates engage in reflective and ethical practice throughout the Educational Leadership program. FELE 2014 Scores: Personal/Professional Behavior Practices 79.5 (USFSM) 69.9 (State) School Legal Practices 78.8 (USFSM 65.3 (State) FELE 2015 Scores: Personal/Professional Behavior Practices 86.1 (USFSM) 70.2 (State) School Legal Practices 71.2 (USFSM 65.7 (State) These results show USFSM exceeded the 2014 state means by 10% and 13% in Personal/Professional Behavior Practices and School Legal Practices, respectively. Similarly, 2015 FELE results for USFSM was above the state means by 16% and 6% Personal/Professional Behavior Practices and School Legal Practices These trends are reflected in the Completers' survey and the portfolio data. Educational Leadership Program alumni ranked Applies an ethical framework and professional code of conduct as the highest overall mean (5.00 compared to average overall mean of 4.40). Employers, while not identifying specific programs, ranked Applies an ethical framework and professional code of conduct as 100% at Meets the Standard or higher. These data as well as scores from Section 3 of the portfolio on leadership philosophy and self reflection and assessment show that this is strength of the program. The dispositions form and policy was revised and approved in March 2013, and these data have been systematically collected at three points in the program: EDA 6192, EDS 6050, and EDA The students do a selfassessment and the instructor completes an assessment independently. The assessments are compared and a discussion takes place M.Ed. in Educational Leadership 5

6 between the instructor and student. Any discrepancies or issues are discussed and, if needed, the instructor gives direction for improvement. If the problem persists, then the instructor sends the disposition form to the students file and there is a procedure for following through. The disposition assessment shows that all candidates met or exceeded all five dimensions. Candidates scored highest on the depositions assessment in ethical behavior, caring, and professional. 3. Evaluation and Decision-making: Candidates make professional educational decisions drawing on analysis of data and research from a variety of sources 2014 FELE data show USFSM candidates scored at 73.2% on the subtest for Knowledge of decision-making strategies standard as related to data analysis, which is above the state mean of 63.1% FELE data reflect scores above the state with USFSM candidates at 72.7% and state 65.2% Portfolio scores from Section 2, Domain 3 Organizational and Resource Management, including data driven decision making and appropriate use of human and fiscal resources indicate all candidates scored Met Satisfactory 3.0 or higher. Also, critical thinking is assessed in Section III: Synthesis of Theory, Research, and Professional Practice where candidates scored Met Satisfactory 3.0 or higher. 4. Educational Design a. Candidates design educational experiences that result in successful learning Below is what was reported on a 5 point scale regarding measures of pupil impact in the 2013 and 2014 DOADR (respectively). Practicum Portfolio Domain II: Leadership for Student Performance List the courses and/or assignments that elicit evidence of candidates positive, measureable effect on student learning. EDS 6050 Supervision focuses on classroom observations and the impact of the school leader on student achievement. Candidates observe and provide feedback to classroom teachers. EDG 6285 School Curriculum impacts student achievement through the focus of the continuous improvement cycle and an emphasis on instructional leadership. Candidates employ strategies to focus improvement strategies, thus increasing student achievement. b. Candidates demonstrate proficiency in educational technology aligned to the NETS-T standards Candidates are measured on USFSM Domain VII Technology Leadership through the Practicum Portfolio. In academic year, 100% of the candidates met this standard. In 2014, EME6425 was revised to correlate more closely with the NETS-T standards, as an identified need in 2013 APRR Report. The Spring 2013 score mean was 371, compared to Summer 2014 with a mean score of 385. Data from Wayfind, which assesses M.Ed. in Educational Leadership 6

7 technology by the NETS-T standards, show that 100% of candidates scored at the proficient level. USFSM faculty will continue the evaluation of EME6425 to meet the NETS-T standards. In , FELE scores indicate that USF SM candidates scored 76.17% while the state average is 80.2%. In , however, the data rose to 80%, which was at the state level of 80%. 5. Learner as an Individual in Community a. Candidates construct learning environments that reflect the diversity of experiences, perspectives, and cultures of their students and the larger world Candidates complete field experiences in various settings to ensure engagement in various settings. The Diversity Tracking Form, adopted in Spring 2015, will provide additional data in this area. b. Candidates communicate in ways that demonstrate fairness, respect, and sensitivity to diversity, setting high academic expectations for all students. Candidates conduct a self-analysis and receive faculty feedback/evaluation on the Disposition. In , candidates scored 3.5 for Demonstrates sensitivity to diversity. Use of Results for Program Improvement Completers who have successfully met the requirements and criteria, and thus graduated from USFSM COE, submit an Alumni Survey. In , the completers survey included demographic information, which enables disaggregation by program. Only two respondents were from the Educational Leadership Program. Both respondents suggested the program could be improved with more opportunities for teacher observation and using various tools for this process. The strengths noted were the smaller class size which allows for discussion and the collaboration within the coursework. Both respondents were graduated in 2013 and are currently assistant principals. The Employer survey did not allow for disaggregation by program, therefore the information provided cannot be directly linked to feedback on the Educational Leadership Program. The results of the needs assessment of school and district administrators found: 73% percent of principals and 80% of district administrators rated Educational Leadership Program as a Need or Critical Need for their school/district. 96% of principals and 65% of district administrators rated Teacher Leadership as a Need or Critical Need for their school/district. M.Ed. in Educational Leadership 7

8 93% of principals and district administrators believe more online or hybrid courses need to be part of the USFSM College of Education offerings. Principals and district administrators rated face-to-face courses as the preferred method of delivery. Discussion of results and recommendations: Although the alumni survey had limited number of respondents, the suggestion of increased opportunities for teacher observation opportunities and use of tools is a valid point made by both respondents. The Principles of Supervision EDS605 course includes a Critical Task that requires candidates to observe teachers at their school, using specific tools, and provide feedback through a teacher conference. The teacher evaluation process employed by two local school districts is also now included in the coursework. This was an addition in 2014 and continues to be an important component of the course. It is recommended: The critical task for teacher observation continues to be part of EDS6050. Further opportunities for teacher observation may be included in appropriate courses such as Curriculum Improvement, Educational Leadership and the Principalship. Further exploration of including this as an essential assignment in the course will be conducted in Fall 2015/Spring2016. The Florida Principal Leadership Standards are correlated to the USFSM Domains in Educational Leadership. FPLS Domain 1: Student Achievement This FPLS is addressed through all program courses, with strongest ties in EDG6627 Foundations of Curriculum, EDG 6285 School Curriculum Improvement, EDA 6192 Educational Leadership, EDA 6061 Principles of Educational Administration, EDS 6050 Principles of Supervision, EDA 6503 The Principalship and EDA 6945 Practicum. While this is a strength of the program, continued emphasis on data analysis tied to student achievement and school improvement need to be explicitly taught and reflected upon in each of these courses. Key elements need to be developed as Essential Tasks to ensure consistency in this area (see #10). FPLS Domain 2: Instructional Leadership: Key courses addressing this domain are EDA 6192 Educational Leadership, EDA 6061 Principles of Educational Administration, EDS 6050 Principles of Supervision, EDA 6503 The Principalship and EDA 6945 Practicum. Critical Tasks are tied to the coursework to ensure competency, with 100% of the candidates at a 3.0 or higher. FPLS Domain 3: Organizational Leadership: The core courses in the program that addresses this domain are EDA 6192 Educational Leadership, EDA 6061 Principles of Educational Administration, EME 6425 Technology for School Management, EDS 6050 Principles of Supervision, EDA 6503 The Principalship and EDA 6945 Practicum. Critical Tasks are tied to the coursework to ensure competency, with 100% of the candidates at a 3.0 or higher. FPLS Domain 4: Professional and Ethical Behavior M.Ed. in Educational Leadership 8

9 All courses address FPLS 4, with EDA 6192 Educational Leadership, EDS 6050 Principles of Supervision, EDA 6503 The Principalship and EDA 6945 Practicum having the Disposition. Candidates self-assess and then receive feedback from course professors. Faculty advisors also meet with candidates as they progress through the program. This provides an opportunity to discuss Dispositions, professional goals, and progress through the program. In order to ensure a deeper understanding of supervision of teachers, diverse learning environments, and school improvement based on student data analysis, the following goals for candidates in the Educational Leadership Program will be implemented in the academic calendar. A. 100% of the candidates will successfully complete teacher observation assignments in the program from one required critical task in EDS 6050 (in 2014) to three teacher observations assignments (one critical task and two essential assignments) (in ). Principles of Supervision EDS 6050 currently requires students to complete a set of teacher observations. The EDA 6192 Educational Leadership and EDG 6285 Curriculum Improvement courses will add an essential assignment that includes teacher observation as it relates to the course content. B. 100% of the candidates will have a minimum of two experiences in diverse settings through coursework and/or practicum as self-reported through the Field Experience Diversity Tracking Form which was initiated for the Educational Leadership Program in Summer The Diversity Tracking Form has been added to the TaskStream requirements for the courses that have field experiences. This will assist faculty members in assurances of diverse experiences beyond the candidate s current work site. C. 100% of the candidates will have increased experiences, from currently one formalized task to a minimum of four essential assignments, tied to student data disaggregation beginning Fall The candidate will identify the needs and strengths from the simulation data and provide suggestions. Candidates will use a rubric for self-analysis of their level of competence based on the FELE rubric. Essential assignments designed for intense student data analysis and review of rubrics to evaluate the analysis will be added to EDS 6050 Principles of Supervision, EDA 6061 Principals of Ed Admin, EDA 6503 The Principalship, and EDA 6106 Change Analysis beginning Fall Dean s Response: Program faculty have conducted a thorough review and analysis of data to inform program decisions. Faculty are congratulated on their candidates performance on the FELE relative to state averages. Feedback from completers has prompted an increased focus on opportunities for candidates to observe teachers in their schools using specific tools, then using that observation to provide teacher feedback. Faculty will continue to emphasize data analysis tied to student achievement and school improvement throughout the program, with specific plans to add essential assignments in data disaggregation and analysis. Faculty have also instituted measures to ensure that candidates have experiences in diverse settings including addition of the Diversity Tracking Form to Taskstream for courses with field experiences. The guarantee that candidates have a minimum of 2 experiences in diverse settings ensures the program is addressing the AFI identified during the NCATE review. Faculty are encouraged to monitor their progress in making these program changes during the academic year. M.Ed. in Educational Leadership 9

10 An evident strength in this program review is the triangulation of data. Faculty have stepped back to identify patterns across data sources, for example, between the portfolio and elements of the FELE. Further, faculty identified strengths of the program and its candidates as well as areas for improvement. Both strengths and challenges need to be considered in making decisions. The report reflects a solid program of instruction and a thorough understanding of data. Well done. M.Ed. in Educational Leadership 10

11 USF SARASOTA-MANATEE ACADEMIC ASSESSMENT PLANNING RECORD ACADEMIC PROGRAM: MA in Educational Leadership CIP Code: Student Learning Outcomes Methods of Target Results 1. Content Knowledge: Candidates demonstrate depth and breadth of content knowledge for their respective roles FELE (Florida Education Leadership Exam) Faculty Evaluation of Comprehensive Program Portfolio Employer Survey Alumni Survey FELE Mean Scale score at or above the state score. All candidates demonstrate proficiency at a 3 or higher on a 5- point scale. Summary Data FELE USF % pass (Scored diff. between yrs.) FELE Subtests: 1-3 Pass Rate for Acad. Yr. Total Scaled Test Score (reported for only) USFSM/State (exam ) SubT1 N=5/100% SubT2 N=5/100% SubT3 N=4/100% (exam ) SubT1 N=5/100% SubT2 N=5/100% SubT3 N=5/100% (exam ) SubT1 N=3/100% SubT2 N=2/100% SubT3 N=3/100% 232.3/222.4 (exam ) SubT1 N=4/100% SubT2 N=5/100% SubT3 N=4/100% (exam ) SubT1 N=4/100% SubT2N=2/100% SubT3 N=4/100% SubT3 N=4/100% (essay) Faculty Evaluation of Comprehensive Program Portfolio 3.54 N= N=8 Synthesis section III 3.30 N=15 COE Data COE Data Program Data Employer Survey* 4.0 N= N= N=11 Alumni Survey* 4.1 N= N= N=2 *Refer to Methods of (page 3) for detailed information. M.Ed. in Educational Leadership 11

12 Student Learning Outcomes Methods of Target Results Mean Mean Mean Mean Employer Survey Items Below 3.5 COE Data COE Data Program Data Program Data Demonstrates a depth and breadth of content knowledge suitable for his/her respective role(s) Reflective and Ethical Practice: Candidates engage in reflective and ethical practice as educators FELE - Subtest 2 Faculty Evaluation of Comprehensive Program Portfolio Dispositions Employer Survey Alumni Survey FELE Mean Scale score at or above the state score. All candidates demonstrate proficiency at a 3 or higher on a 5- point scale. Summary Data FELE - Subtest 2 USFSM % pass Total Scaled Test Score (reported for only) USFSM/State Faculty Evaluation of Comprehensive Program Portfolio (exam ) SubT2 N=5/100% 4.07 N = 13 (exam ) N=5/100% (exam ) N=2/100% 242.2/ N=8 (exam ) N=2/100% (exam ) N=3/67% Ethical Legal V Met N=14 Dispositions 3.65 N=6 Employer Survey* 4.0 N=29 Alumni Survey* 4.5 N=52 Results not available at indicator level 3.3 N=10 COE Data COE Data Program Data 3.5 N= N=20 *Refer to Methods of (page 3) for detailed information. 3.4 N= N=2 M.Ed. in Educational Leadership 12

13 Student Learning Outcomes Methods of Target Results Mean Mean Mean Employer Survey Items Below 3.5 COE Data COE Data Program Data Program Data Engages in reflective practices regarding his/her own pedagogy, knowledge, values, and/or role as an educational leader Evaluation and Decision-making: Candidates make professional educational decisions drawing on analysis of data and research from a variety of sources FELE - Subtest 1 Faculty Evaluation of Comprehensive Program Portfolio Disposition Self- Employer Survey Alumni Survey FELE Mean Scale score at or above the state score. All candidates demonstrate proficiency at a 3 or higher on a 5- point scale. Summary Data FELE - Subtest 1 USFSM % pass /State Total Scaled Test Score (reported for only) USFSM/State Faculty Evaluation of Comprehensive Program Portfolio (exam ) SubT1 N=5/100% 4.07 N=13 (exam ) N=5/100% (exam ) N=3/100% 227.5/ N=8 (exam ) N=4/100% (exam ) N=4/100% Disposition Self- 3.1 N=10 Employer Survey* 3.4 N=29 Alumni Survey* 4.1 N=52 Leadership Student Performance II Met N=14 COE Data COE Data Program Data Program Data 3.1 N= N=20 *Refer to Methods of (page 3) for detailed information N= N=2 M.Ed. in Educational Leadership 13

14 Student Learning Outcomes Methods of Target Results Employer Survey Items Below 3.5 Incorporates student performance data into his/her instructional planning Mean COE Data Mean COE Data Mean Program Data Mean Program Data Uses research and scholarship to inform educational practice(s) Analyzes student performance data to promote positive outcomes Alumni Survey Items Below 3.5 Incorporates student performance data into his/her instructional planning a. Educational Design: Candidates design educational experiences that result in successful learning Faculty Evaluation of Comprehensive Program Portfolio Employer Survey Alumni Survey All candidates demonstrate proficiency at a 3 or higher on a 5- point scale. Summary Data Faculty Evaluation of Comprehensive Program Portfolio 3.85 N= N=8 Leadership Student Performance II Met N=14 VAM Data Employer Survey* 3.9 N=29 Alumni Survey* 4.3 N=52 VAM Data 3.3 N= N=20 *Refer to Methods of (page 3) for detailed information N= N=2 See Exec.Sum. M.Ed. in Educational Leadership 14

15 Student Learning Outcomes Methods of Target Results Mean Mean Mean Employer Survey Items Below 3.5 COE Data COE Data Program Data Program Data Plans instruction and assessment activities that are effective and that promote student learning b. Educational Design: Candidates demonstrate proficiency in educational technology aligned to the NETS-T standards 5a. Learner as an Individual in Community: Candidates construct learning environments that reflect the diversity of experiences, perspectives, and cultures of their students and the larger world Faculty Evaluation of Comprehensive Program Portfolio Employer Survey Alumni Survey Wayfind Faculty Evaluation of Comprehensive Program Portfolio Dispositions Employers Survey Alumni Survey All candidates demonstrate proficiency at a 3 or higher on a 5- point scale. Wayfind: 100% of candidates meet proficiency level or higher **WayFind: below basic, basic, proficient, advanced. Base line is proficient All candidates demonstrate proficiency at a 3 or higher on a 5- point scale. Summary Data Faculty Evaluation of Comprehensive Program Portfolio 3.92 N=13 Wayfind 100% N=8 Employer Survey* 3.9 N=29 Alumni Survey* 4.1 N= N=8 Technology leadership VII +Met N=14 No data 3.7 N=8 COE Data COE Data Program Data 3.6 N= N=20 *Refer to Methods of (page 3) for detailed information. 3.3 N=11 Summary Data Faculty Evaluation of Comprehensive Program Portfolio 3.73 N=13 Dispositions 3.84 N= N=6 Results not available at indicator level 4.0 N=2 Collaborative Leadership IV Met N=14 No results M.Ed. in Educational Leadership 15

16 Student Learning Outcomes Methods of Target Employer Survey* 3.7 N=29 Alumni Survey* 4.4 N=52 Results COE Data COE Data Program Data Program Data 3.2 N= N=20 *Refer to Methods of (page 3) for detailed information. 3.4 N= N= Mean Mean Mean Mean Employer Survey Items Below 3.5 COE Data COE Data Program Data Program Data Constructs school and classroom learning environments that reflect the diversity of experiences, perspectives, and cultures of the students and the larger world b. Learner as an Individual in Community: Candidates communicate in ways that demonstrate fairness, respect, and sensitivity to diversity, setting high academic expectations for all students FELE - Subtest 3 Faculty Evaluation of Comprehensive Program Portfolio Disposition Employers Survey Alumni Survey FELE Mean Scale score at or above the state score. All candidates demonstrate proficiency at a 3 or higher on a 5- point scale. Summary Data FELE - Subtest 3 USFSM % pass Total Scaled Test Score (reported for only) USFSM/State Faculty Evaluation of Comprehensive Program Portfolio 3.85 N=13 Disposition 3.77 N=6 Employer Survey* 3.8 N=29 (exam ) N=5/100% (exam ) N=3/100% 227.7/ N=8 Results not available at indicator level (exam ) N=4/100% (exam ) N=4/100% N=4/50% (essay) Ethical Leadership V Met N= N=10 COE Data COE Data COE Data COE Data 3.4 N= N=11 M.Ed. in Educational Leadership 16

17 Student Learning Outcomes Methods of Target Alumni Survey* 4.4 N=52 Results 4.1 N=20 *Refer to Methods of (page 3) for detailed information. 4.5 N= Mean Mean Mean Employer Survey Items Below 3.5 COE Data COE Data Program Data Program Data Communicates with students and families in ways that demonstrate fairness, respect, and sensitivity to diversity Sets high academic expectations for all students. No Results M.Ed. in Educational Leadership 17

18 Current Cycle Analysis of Results and Planned Changes Use of Results for Program Improvement Dean s Response: M.Ed. in Educational Leadership 18