Assessment of Student Learning - Minnesota State University Moorhead



	Tri-College University Educational Leadership (Master and Specialist) Assessment Plan 1998 I. General Information about the TCU Program in Educational Leadership The Tri-College University Educational Leadership Program coordinates the master of science and the specialist in education degrees. Program development is ongoing. Curriculum assessment and changes are made using portfolio assessments of student work, yearly surveys of graduates, and surveys of practitioners. The latest curriculum changes occurred during the 1995 and 1996 academic school years. The TCU Educational Administration Program was changed to an Educational Leadership Program to reflect the changing needs of the geographical region it serves. The revised curriculum at the Masters level reflects new standards set forth by the National Council for Accreditation of Teacher Education (NCATE) based upon results of a field study and several focus groups which represented practitioners from the field of education. The curriculum at the Specialist level is in response to licensure standards set forth by the Department of Children, Families, and Learning in the State of Minnesota. Major curriculum revision are made on a five year basis. II. Departmental Mission and Goals Teaching and learning - The principal mission of the Tri-College University Educational Leadership Program is to provide instruction and learning for accredited professional/academic education programs which lead to licensure in Minnesota and credentials in North Dakota The program develops individuals preparing for teacher leadership positions, mid-management administrative positions (i.e., elementary school principal, secondary school principal, community education director), staff administrative positions (i.e., school district business managers, technology coordinators, curriculum coordinators), and upper echelon administrative positions (i.e., superintendent of schools). Service - Another component of the mission of the Tri-College University Educational Leadership Program is to provide professional service to area schools, school districts, and practicing educational administrators. Members of the core faculty provide leadership in the development and improvement of educational programs and the administration of those programs through field based research and to provide service to the field of educational leadership through active membership and participation in local, state, and national committees and organizations. Research - The third component of the Tri-College University Educational Leadership Program is a commitment to expand the research on the knowledge base of education, leadership, and the administration of educational programs. This is accomplished through the individual research efforts of professors and the resulting publication of articles, monographs, and books. It is also accomplished through collaborative efforts between faculty and students on research and/or grant projects, and through advising of research resulting in master's papers, theses, and field studies. III. Departmental Goals toward Instruction and Learning in terms of measurable student outcomes. The instructional program (which focuses on the development of knowledge, understanding, attitude and skill), is built around several mutually supportive, interdependent curricular areas which reflect the intended programmatic outcomes and those of the NCATE goals [guidelines] and objectives [indicators] at the masters degree level and the Minnesota licensure goals [competencies] and objectives [indicators] at the specialist level. The goals and objectives act as a basis for course development, in-class clinicals, out-of-class clinicals, and practice experiences that aid student to demonstrate their knowledge and skill in each identified competency. Students construct portfolios to demonstrate competence in knowledge and skill throughout the program. Program success is closely linked to collective demonstration of competence by students as demonstrated in portfolios, oral exams, and written exams, their perceptions of program delivery, and the perceptions of outside practitioners and agencies IV. The Master of Science/Credential Program A. Major Goals The major goals of the program are to provide instruction and learning opportunities so students will develop competent knowledge and skill: To apply theory to practice in professional and ethical leadership and Organizational Management. To apply concepts of Educational Law, Public Policy, and Political Systems. To design, implement, and assess professional development and human resources through information management and evaluation. To frame, analyze, and resolve problems using appropriate problem solving techniques and decision making skill. To develop interpersonal relations that create appropriate community and media relations. To develop curriculum, instruction, supervision, and learning environments that support student personnel services. To implement financial management program and sound resource allocations through the use of technology and information systems. B. Desired outcomes The department's assessment plan is based upon cumulative assessments of student performance found in the standards set forth by NCATE. The Goals [Guidelines] and objectives [indicators] represent and assessment of student performance that is translated into program success. Professional and Ethical Leadership Possessing skill in professional and ethical leadership includes the ability to: Facilitate the development and implementation of a shared vision and strategic plan for the school or district that focuses on teaching and learning Use motivational theory to create conditions that motivate staff, students and families to achieve the school's vision Frame, analyze, and resolve problems using appropriate problem solving techniques and decision making skill Initiate, manage, and evaluate the change process Identify and critique several theories of leadership and their application to various school environments Act with a reasoned understanding of major historical, philosophical, ethical, social and economic influences affecting education in a democratic society Manifest a professional code of ethics and values Information Management and Evaluation Possessing skill in information management and evaluation includes the ability to: Conduct needs assessment by collecting information on the students; on staff and the school environment; on family and community values, expectations and priorities; and on national and global conditions affecting schools Use qualitative and quantitative data to inform decisions, to plan and assess school programs, to design accountability systems, to plan for school improvement, and to develop and conduct research Engage staff in an ongoing study of current best practices and relevant research and demographic data, and analyze their implications for school improvement Analyze and interpret educational data, issues, and trends for boards, committees, and other groups, outlining possible actions and their implications Curriculum, Instruction, Supervision, and the Learning Environment Possessing skill in curriculum, instruction, supervision, and learning environment includes the ability to: Create with teachers, parents and students a positive school culture that promotes learning Develop collaboratively a learning organization that supports instructional improvement, builds an appropriate curriculum, and incorporates best practice Base curricular decisions on research, applied theory, informed practice, the recommendations of learned societies, and state and federal policies and mandates Design curricula with consideration for philosophical, sociological, and historical foundations, democratic values, and the community's values, goals, social needs and changing conditions Align curricular goals and objectives with instructional goals and objectives and desired outcomes when developing scope, sequence, balance, etc. Develop with others curriculum and instruction appropriate for varied teaching and learning styles and specific student needs based on gender, ethnicity, culture, social class and exceptionalities Utilize a variety of supervisory models to improve teaching and learning Use various staffing patterns, student grouping plans, class scheduling forms, school organizational structures, and facilities design processes, to support various teaching strategies and desired student outcomes Assess student progress using a variety of appropriate techniques Professional Development and Human Resources Possessing skill in professional development and human resources includes the ability to: Work with faculty and other stakeholders to identify needs for professional development, to organize, facilitate, and evaluate professional development programs, to integrate district and school priorities, to build faculty as resource, and to ensure that professional development activities focus on improving student outcomes Apply adult learning strategies to professional development, focusing on authentic problems and tasks, and utilizing maundering, coaching, conferencing and other techniques to ensure that new knowledge and skill are practiced in the workplace Apply effective job analysis procedures, supervisory techniques and performance appraisal for instructional and non-instructional staff Formulate and implement a self-development plan, endorsing the value of career-long growth, and utilizing a variety of resources for continuing professional development Identify and apply appropriate policies, criteria and processes for the recruitment, selection, induction, compensation and separation of personnel, with attention to issues of equity and diversity Negotiate and manage effectively collective bargaining or written agreements Student Personnel Services Possessing skill in student personnel services includes the ability to: Apply the principles of student growth and development to the learning environment and the educational program Develop with the counseling and teaching staff a full program of student advisement, counseling, and guidance services Develop and administer policies that provide a safe school environment and promote student health and welfare Address student and family conditions affecting learning by collaborating with community agencies to integrate health, social, and other services for students Plan and manage activity programs to fulfill student developmental, social, cultural, athletic, leadership and scholastic needs; working with staff, students, families, and community Organizational Management Possessing skill in organizational management includes the ability to: Establish operational plans and processes to accomplish strategic goals, utilizing practical applications of organizational theories Apply a systems perspective, viewing schools as interactive internal systems operating within external environments Implement appropriate management techniques and group processes to define roles, assign functions, delegate effectively, and determine accountability for attaining goals Monitor and assess the progress of activities, making adjustments and formulating new action steps as necessary Interpersonal Relationships Possessing skill in interpersonal relationships includes the ability to: Use appropriate interpersonal skill Use appropriate written, verbal, and nonverbal communication in a variety of situations Apply appropriate communications strategies Promote multicultural awareness, gender sensitivity, and racial and ethnic appreciation Apply counseling and maundering skill, and utilize stress management and conflict management techniques Financial Management and Resource Allocation Possessing skill in financial management and resource allocation includes the ability to: Identify and analyze the major sources of fiscal and non-fiscal resources for schools and school districts Acquire and manage financial and material assets, and capital goods and services, allocation resources according to district or school priorities Develop an efficient budget planning process that is driven by district and school priorities and involves staff and community Perform budget management functions including financial planning, monitoring, cost control, expenditures accounting, and cash flow management Technology and Information Systems Possessing skill in technology and information systems includes the ability to: Use technology, telecommunications and information systems to enrich curriculum and instruction Apply and assess current technologies for school management and business procedures Develop and monitor long range plans for school and district technology and information systems, making informed decisions about computer hardware and software, and about staff development, keeping in mind the impact of technologies on student outcomes and school operations Community and Media Relations Possessing skill in community and media relations includes the ability to: Analyze community and district power structures, and identify major opinion leaders and their relationships to school goals and programs Articulate the district's or school's vision, mission and priorities to the community and media, and build community support for district or school priorities and programs Communicate effectively with various cultural, ethnic, racial, and special interest groups in the community. Involve family and community in appropriate policy development, program planning, and assessment processes Develop an effective and interactive staff communications plan and public relations program Utilize and respond effectively to electronic and printed news media Educational Law, Public Policy and Political Systems Possessing skill in educational law, public policy, and political systems includes the ability to: Apply knowledge of federal and state constitutional, statutory and regulatory provisions and judicial decisions governing education Apply knowledge of common law and contractual requirements and procedures in an educational setting Define and relate the general characteristics of internal and external political systems as they apply to school settings Describe the processes by which federal, site, district, and school-site policies are formulated, enacted, implemented and evaluated, and develop strategies for influencing policy development Make decisions based on the moral and ethical implications of policy options and political strategies Analyze the major philosophical tenets of contemporary intellectual movements and analyze their effect on school contexts Develop appropriate procedures and relationships for working with local governing boards V. Specialist Degree/Licensure Program The TCU specialist degree licensure program in educational leadership is a competency driven program which requires a total of at least 34 semester credit hours and consists of six curricular block [30 semester hours are required for Minnesota licensure). Major Goals The major goals of the program is to provide instruction and learning opportunities so student will develop competent knowledge and skill: To apply theory to practice in leadership and administration using appropriate judgment, delegation of authority, organizational oversight, and implementation skill. To apply concepts of legal and Political Foundations of Education in developing policies considering legal and regulatory applications and political influences. To apply motivation to personnel, supervision, and staff development program while remaining sensitive to others. To apply statistics, research, and analysis through information collection and problem analysis. To recognize the importance of and the ability to effectively communicate to others for appropriate public and media relations through on' and written forms. To apply philosophical and cultural value to curriculum development and the instruction and learning environment. To manage resource allocations in schools. Desired outcomes The departments assessment plan is bed upon cumulative assessments of student competencies as found in the standards set forth the State of Minnesota. The Guidelines and indicators represent an assessment of student performance that is translated into program success. Leadership. Possessing leadership skill includes the ability to: provide purpose and direction for individuals and groups shape school culture and values facilitate the development of a shared vision for the school formulate goals and plan change efforts with staff by selling priorities in the context of community and district priorities and student and staff needs. Information collection. Possessing information collection skill includes the ability to: gather data and facts from a variety of sources about families, students, parents, staff members, administrators, and community members; seek knowledge about policies, rules, laws, precedents, or practices; manage data flow; and classify and organize information for use in decision making and monitoring information. Problem analysis. Possesses problem analysis skill includes the ability to: identify the elements of a problem situation by analyzing relevant information, frame issues, and identify possible causes; seek additional needed information and frame and reframe possible solutions; demonstrate conceptual flexibility; and assist others in forming options about problems and issues Judgment. Possessing skill in judgment includes the ability to: reach logical conclusions by making quality, timely decisions based on the available information; demonstrate adaptability; and demonstrate adaptability; and give priority to significant issues. Organizational oversight. Possessing skill in organizational oversight includes the ability to: plan and schedule work so that resources are used appropriately and goals are met schedule the flow of activities; establish procedures to regulate activities; and monitor projects to meet deadlines Implementation skill. Possessing implementation skill includes the ability to: put programs into action; facilitate the coordination and collaboration of task; establish project checkpoints and monitor progress; provide corrections when actual outcomes start to diverge from intended outcomes or when new conditions require adaptation; and support those persons responsible for carrying out projects and plans. Delegation of authority. Possessing skill in the delegation of authority includes the ability to: assign projects, tasks, and responsibilities with delegated authority to accomplish them in a timely and acceptable manner; utilize subordinates effectively; and follow up on delegated activities. Instruction and the learning environment. Possessing instruction and learning environment skill includes the ability to: create a school culture for learning; envision and enable instructional and auxiliary programs for the improvement of teaching and learning; recognize the developmental needs of elementary, secondary, and middle level students in order to design positive learning experiences; accommodate differences in cognition and achievement; and mobilize the participation of appropriate people to develop programs and to establish a positive learning environment. Curriculum design. Possessing knowledge of curriculum design includes the ability to: understand major curriculum design models and interpret school district curricula; initiate needs analysis and plan and implement with staff a framework for instruction; align curriculum and outcomes; monitor social and technological developments as these developments affect curriculum, including youth service programs; Elicit input from families, parents, the public, and the business community; and adjust curriculum content as needs and conditions change. Student guidance and development. Possessing knowledge of student guidance and development includes the ability to: understand and accommodate student growth and development; provide for student guidance and auxiliary services; utilize community organizations in responding to family needs; enlist the participation of people to design and conduct programs for connecting school programs with plans or adult life; and plan for a comprehensive program of student activities. Staff development. Possessing knowledge of staff development includes the ability to: work with faculty and staff to identify professional needs and to plan, organize, and facilitate programs that improve faculty and staff effectiveness that are consistent with institutional goals and needs; supervise individuals and groups; provide feedback on staff performance and arrange for remedial assistance; engage faculty and others to plan and participate in recruitment and development activities; initiate self-development, and ensure the provision of training for all general education, special education, and interagency staff, including administrative, professional, paraprofessional, and support staff, on skill for collaboration, teaming, consulting, and conflict resolution. Measurement and evaluation. Possessing skill in measurement and evaluation includes the ability to: determine what diagnostic information is needed about students, staff, and the school environment; examine the extent to which outcomes meet defined standards, goals, or priorities; draw inference for program revisions; interpret measurements or evaluations; relate programs to outcomes; and develop equivalent measurement of competence and design accountability mechanisms. Resource allocations. Possessing skill in resource allocation includes the ability to: procure, apportion, monitor, account for, and evaluate fiscal and human materials and time resources to reach outcomes that reflect the needs and goals of the school; and plan and develop the budget process with appropriate staff. Motivation. Possessing knowledge of motivation includes the ability to: develop conditions that enhance the staffs willingness to focus on achieving educational excellence; plan and encourage participation; facilitate teamwork and provide intellectual stimulation and support innovation; recognize and reward effective performance; and Provide feedback, coaching, guidance, and needed resources. Sensitivity. Possessing sensitivity includes the ability to: understand the concerns of others; deal tactfully with others; work with others in stressful situations or in conflict; manage conflict and obtain feedback; recognize multicultural differences; and advocate for family and child issues and work with families to develop parent involvement in the education of children. Oral and nonverbal expression. Possessing skill in oral and nonverbal expression includes the ability to: make presentations that are clear and easy to understand and clarify and restate questions; respond, review, and summarize information for groups; utilize communication aids; recognize cultural and gender-based norms; and adapt to audiences and make educational issues clear to parents and the public. Written expression. Possessing skill in written expression includes the ability to: express ideas clearly in wiring; write appropriately for different audiences such as students, teachers, and parents; and Philosophical and cultural values. Possessing knowledge of philosophical and cultural values includes the ability to: act with an understanding of the role of education in a democratic society in accordance with accepted ethical standards; recognize philosophical influences in education; and reflect an understanding of American culture including current social and economic issues related to education. Legal and regulatory applications. Possessing knowledge of legal and regulatory applications includes the ability to: act in accordance with federal and state constitutional provisions, statutory law, and regulatory applications governing education; work within local rules, procedures, and directives: recognize standards of care involving civil and criminal liability for negligence, harassment, and intentional torts; administer contracts and financial accounts; and understand: state and federal laws governing special education, alternative instructional designs; curriculum and behavior modifications; assessment accommodations; parent involvement; and labor relations and collective bargaining. Policy and political influences. Possessing knowledge of policy and political influence includes the ability to: understand schools as political system; identify relationships between public policy and education; recognize policy issues; examine and affect policies individually and through professional and public groups; relate policy initiatives to the welfare of students and families; and address ethical issues. Public and media relations. Possessing knowledge of public and media relations includes the ability to: develop perceptions about school issues; interact with internal and external publics; understand and respond to the news media; initiate and report news through appropriate channels; manage school reputations by promoting a positive image; enlist public participation and support; and recognize and provide for various markets. VI. Relevant measures for outcomes. A. Direct measures The portfolio is a means for students to demonstrate competence in the knowledge, skill, and understanding found in the program. When students have completed the portfolio, the portfolio is presented to a panel of experts [university and practitioners] who assess the students knowledge and skill. Demonstration of the goals and objective is scored: not exhibited/does not meet standard, meets standard, exceeds standard [exhibit 1]. The results of this assessment are used for licensure recommendations and for program assessment.~ To be used in program assessment, each student's result are listed on a cumulative program tally sheet. Yearly follow-up survey of graduates - One year following program completion, students are mail a survey [exhibit 2] to determine student's perception of program components that were taught and those that were important for their position. Each student who completes the program is required to complete a comprehensive written exam. The exams are situational in nature and require that student use the knowledge and skill developed during the program to complete the exercises [exhibit 4]. B. indirect measures. The program is on a continuing accreditation visit by NCC, NCATE, the State of Minnesota's Department of Children, Families, and Learning, and the State of North Dakota's Department of Public Instruction. Results of these visits confirm or suggest changes in program. VII. Data Collection Data Collection is conducted annually. Results from student portfolio assessment are tabulated following the oral exam. The Yearly Follow-up of Graduates is conduct in the spring of each school year. Results of the written exams are collect following administration of the scheduled examination dates VIII. Data analysis and Interpretations Data analysis of the portfolio assessment is actual student performance. As stated in the data collection section, the data is collected following a student's completion of the portfolio. For the purpose of program analysis, year-by-year data is assessed to determine current trends that may aid in program enhancements. Every five years a comprehensive view is use to determine goals and objectives that are successfully met and unsuccessfully met. Data analysis from the Yearly Follow-up of Graduates asks graduates to indicate the degree to which the indicators by Guidelines were presented in the program. The second portion asks graduates indicate the importance of each indicator in their position. Significant differences will be used to determine program changes Results of the written exams will be compiled to determine those goals and objects that are successfully mastered by students. The results of this data, used concurrently with the portfolio assessment, will offer a picture of student's current knowledge and skill. IX. Recommendations Following computation of the data and interpretation, program changes are presented to the faculty of the TCU educational leadership program. The results and interpretations are discuss and recommendations are made to adjust or change the program. Change in budgeting and resource allocations are submitted to the TCU commissioners for approval. The body which reviews important curriculum decisions of the faculty of the TCU Educational Leadership Program is the program council. It is composed of faculty and administrative representatives of the three institutions with membership as follows: Chair, TCU Educational leadership TCU Educational I£leadership Faculty Representative Dean of Education and Human Services, MSU Dean, College of Human Development & Education, NDSU Chair, Education Department, CC Chair, Special Education & Counseling, MSU Coordinator, School of Education, NDSU Dean of Academic Services, MSU Dean of the Graduate &hood, NDSU Institutional Representative, MSU Institutional Representative, NDSU Provost, Tri-College University Upon approval of the program committee, any proposed changes are submitted to the graduate schools at Moorhead State University and APAC for approval.


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