CONTINUOUS ASSESSMENT PLAN. For. ADMINISTRATIVE CERTIFICATION and RANK I STATUS. Within the. M. Ed. and Ed. S. DEGREE PROGRAMS.

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1 CONTINUOUS ASSESSMENT PLAN For ADMINISTRATIVE CERTIFICATION and RANK I STATUS Within the M. Ed. and Ed. S. DEGREE PROGRAMS In the DEPARTMENT OF ADMINISTRATION AND SUPERVISION Revised: September, 2000 This Continuous Assessment Plan is in response to the Kentucky Educational Professional Standards Board, the Kentucky Department of Education, and NCATE. Revised: October 4,

2 Continuous Assessment Plan University of Kentucky College of Education Department of Administration and Supervision SECTION I COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK The College of Education at the University of Kentucky has adopted the model of Professional Educator as Reflective Decision Maker as the conceptual framework for its professional education programs. The characteristics of reflective decision making included in professional educational programs in the College are derived from concepts of reflective practice as espoused by historical and contemporary leaders in education. As such, reflective thinking is based on the individual s open-mindedness, that is, the ability to actively challenge personal beliefs by continually seeking new information. This open-mindedness goes hand-in-hand with wholeheartedness and intellectual responsibility. Wholeheartedness is an absorbing enthusiasm for and dedication to one s work. Intellectual responsibility includes caring enough about the consequences of one s professional duties and actions to seek necessary information on which to base intelligent decisions. Reflective decision making guides proactive practice as differentiated from reactive practice. Reflective decision making in professional education programs at the University of Kentucky includes knowledge of and attention to Kentucky s New Teacher Standards, Experienced Teacher Standards, and Administrator Standards (see endnote 1); contemplation of possible long-term consequences of professional actions; evaluation of the appropriateness of these actions and the effects of these actions on student performance; and maintenance of an informed perspective concerning all aspects of teaching and instruction. SECTION II DEPARTMENT OF ADMINISTRATION AND SUPERVISION CONCEPTUAL FRAMEWORK Faculty in the Department of Administration and Supervision spend time in faculty meetings to discuss curriculum and ideas about administrative training programs. These discussions are considered to be part of an emerging framework that guides curriculum and delivery of programs. Belief and Commitment Statements We believe that the most effective educational leader is a reflective practitionerscholar, and we commit to providing academic experiences that expand our students knowledge, understanding and expertise as both practitioners and scholars in the field of school administration and educational leadership. Revised: October 4,

3 We believe that faculty and students should be able to pursue their scholarly endeavors secure in the knowledge that their academic freedom is inviolate. Moreover, we commit to the active defense of that freedom should it be threatened. We believe that there are no simple answers to the complex challenges facing contemporary education. We believe that incorporation of a multiplicity of perspectives, values, approaches, standpoints, and experiences can build a more complete understanding of, and more effective responses to, those challenges. We commit to the solicitation and consideration of and respect for such multiplicities. We believe that understanding of and appreciation for the diversity inherent in the human community adds richness and depth to all individuals life experiences. In addition, we commit to building departmental, college and university communities characterized by respect for and inclusion of diversity in intellectual perspective, race, ethnic and cultural background, gender, sexual orientation, religious belief, age, physical ability, socioeconomic status and political persuasion. We believe that learning is a highly individualistic endeavor that is influenced by the particular prior experiences and expertise of each learner. We believe the incorporation of such experiences and expertise into our courses can enhance the learning of all involved. We commit to fostering learning environments conducive to such incorporation. We believe that rigorous intellectual activity both enhances professional expertise and personal understanding of self, and we believe development of these areas contributes to improved professional practice. We believe we owe our students educational programs that provide academic challenges and demand intellectual rigor, and we commit to providing such experiences. RELATIONSHIP OF THE DEPARTMENT OF ADMINISTRATION AND SUPERVISION S CONTINUOUS ASSESSMENT PLAN TO THE COLLEGE OF EDUCATION S CONCEPTUAL FRAMEWORK AND THE INTERSTATE LEADERSHIP LICENSURE CONSORTIUM (ISLLC). Since the Fall of 1998, students in the Department of Administration and Supervision may earn certification as a principal, supervisor of instruction, or superintendent within the context of a Master of Education Degree (M.Ed.) or a Specialist in Education Degree (Ed. S.). The continuous assessment plan consists of collecting data at three distinct points as students progress through a program. These points include the application process, the completion of the first seven courses (Level I), and the culmination of the program. Revised: October 4,

4 Application Data Each degree and certification program has criteria that students meet to be admitted to the department. These criteria are described in Section IV (The Types of Data Collected for the Continuous Assessment Plan). Level I Completion The assessment continues after a student is admitted to a preparation program within the M. Ed. or Ed. S. Degree Programs. This continuous assessment is in the form of a portfolio that is developed by students to demonstrate their mastery of the six (6) Interstate Leadership Licensure Consortium (ISLLC) Standards. The Interstate Leadership Licensure Consortium crafted these standards and they refer to them as the ISLLC Standards. Kentucky s Educational Professional Standards Board adopted the ISLLC Standards with the expectation that Departments of Educational Administration in the public institutions of higher education in the Commonwealth of Kentucky would align their curricula to these standards by Fall The Department of Administration and Supervision met that expectation by aligning the administrative and degree (M.Ed. and Ed. S.) curricula to those standards. In completing this task, the revisions resulted in new course development, in old course elimination, and in course modification. The ISLLC Standards are statements that describe what school leaders should be able to demonstrate in order to promote the success of all students. These declarations reflect ideas from research, from emerging views of leadership, from the changing nature of society, and from evolving models of schooling. Indicators or examples of behavior that follow the standards and that describe are classified into three categories. Labels for these categories are knowledge, disposition (belief or value), and performance. There is a naturally occurring break near the middle of the Specialist or Master s Degree programs. This happens after students complete the first seven- (7) courses for the Specialist Degree when they may apply for administrative licensure. Upon completion of the first seven- (7) courses (known as Level I), students present to a threemember faculty committee a portfolio that demonstrates proficiency for the six- (6) ISLLC standards. A three-member committee developed a rubric to evaluate these portfolios during the 2000 Summer Semester. The data from the evaluation of the portfolios constitutes evidence of students growth and development. Those students enrolled in the Specialist Degree program and applying for principal certification take the School Leader Licensure Assessment (SLLA) and the Kentucky Specialty Test of Instructional and Administrative Practices. Results from these tests provide data on student growth and development. Students enrolled in a Master s Degree program must complete all required course work before applying for administrative licensure; however, they submit a portfolio after they have completed six- (6) of the seven- (7) Level I courses. These latter Revised: October 4,

5 students do not apply for administrative licensure until they complete the Master s Degree program. Program Completion The final stage of data collection for the department s continuous assessment plan occurs at the completion of students programs. Students who complete certification and degree requirements (M.Ed. and Ed. S.) must participate in a Department Portfolio Examination and successfully pass this examination to receive a degree and/or receive endorsement for certification. It is at this point that students who complete a Master s Degree and apply for principal certification take the SLLA and the Kentucky Specialty Test of Instructional and Administrative Practices. SECTION IV THE TYPES OF DATA COLLECTED FOR THE CONTINUOUS ASSESSMENT PLAN Application data Students who apply for Master of Education in School Administration must meet the following requirements: 1. Bachelor s degree from an accredited institution; 2. On a 4.0 scale, a 2.75 GPA for all undergraduate work and 3.0 GPA for all graduate work; 3. Official scores on all three sections of the Graduate Record Examination (GRE); 4. One year of professional experience in an educational or other organizational setting; 5. Complete program application with supporting materials; 6. Three professional references; and 7. Positive recommendation for admission from the UK Department of Administration and Supervision. Students who apply for Specialist in Education in School Administration must meet the following requirements: 1. Bachelor s and Master s degrees from an accredited institution(s); 2. On a 4.0 scale, a 2.75 GPA for all undergraduate work and 3.0 GPA for all graduate work; 3. Official scores on all three sections of the Graduate Record Examination (GRE); 4. Three years of professional experience in an educational or other organizational setting; 5. Writing sample; 6. Three profession references; Revised: October 4,

6 7. Admission to UK Graduate School; 8. Complete program application with supporting materials; and 9. Positive recommendation for admission from the UK Department of Administration and Supervision. Level I Completion When students begin their course work for certification within the M. Ed. or Ed. S. degree programs, they are instructed about portfolios. These instructions include: 1. Explanation of the ISLLC Standards; 2. How to organize materials for the portfolio; 3. How to prepare a portfolio entry; 4. How to use a portfolio entry cover sheet; 5. How the instructor will grade the assignment; 6. What should be included in the portfolio examination for the department; and 7. What can be expected during the portfolio examination for the department? The completion of each course becomes a checkpoint for evidence of continued student growth as instructors make at least one assignment that is designed for a portfolio entry. Feedback to the student about this assignment includes a rubric-based letter grade and comments on how the entry can be improved. Thus, student growth is monitored on a course-by-course basis. As noted in the preceding section, students present their portfolio to a committee after completing the first six (6) or seven (7) courses based upon enrollment in the Master s or Specialist Degree Programs, respectively. In addition to portfolio reviews, the Graduate School monitors students progress in degree programs to determine that 3.0 grade point averages are maintained. The Graduate School requires that any course work in which the students received an I grade be completed within a year s time. The department may complete curriculum audits as needed for students. This may assist in planning course offerings in following semesters. Program Completion The exit data for the M. Ed. or Ed. S. include a Department Portfolio Examination, scores on the School Leadership Licensure Assessment (SLLA), Kentucky Specialty Test of Instructional and Administrative Practices, and completion of the Kentucky Principal Internship Program (KPIP). During the Department Portfolio Examination, students are expected to reflect on the various entries in their portfolio and to explain how they illustrate mastery of the Revised: October 4,

7 ISLLC Standards and to reflect on how they think the program experiences will inform practice. Students must complete a degree with at least a Grade Point Average (GPA) of 3.0 on a 4.0 scale as designated by the Graduate School. Students seeking administrative certification are required to achieve a passing score on the School Leader Licensure Assessment developed by Educational Testing Service from New Jersey. This exam is based on the ISLLC standards and a cutoff score of 155 was established. Students must take the Kentucky Specialty Test of Instructional and Administrative Practices and successfully pass this test with at least a score of 85%. Follow-up Data The Kentucky Principal Internship Program (KPIP) provides a way for leadership departments to follow the progress of their graduates, especially if they accept an assistant principal or principal s position. Upon accepting their first administrative position, graduates must participate in KPIP. When those students successfully pass the program, it is an indication that the preparation program is addressing the needs of beginning principals or assistant principals. SECTION V HOW DATA ARE USED TO IMPROVE THE EFFECTIVENESS OF ADMINISTRATIVE CANDIDATES AND THE OVERALL PROGRAM? Each Fall the department faculty holds an assessment and planning retreat. During this meeting, data relating to the various departmental programs and students are distributed and discussed. As needed, possible programmatic refinements are developed and implemented and plans for any resultant program changes are agreed upon. Thus, when weaknesses are identified, the program faculty develops and implements plans to correct them. The faculty plans to use a departmental meeting at the end of each semester to discuss the progress of students in the cohorts and in the doctoral program. Revised: October 4,

8 Footnotes 1. When the College of Education Conceptual Framework was written, the standards adopted by the Kentucky Educational Professional Standards Board for administrative training were the Kentucky Administrative Standards. Those developed by the Interstate School Leader Licensure Consortium have replaced these standards. Revised: October 4,