appendix a4.6.4 · the department of health, physical education and recreation (hper) shares in the...

Appendix A4.6.4.4

College of Education

Academic Learning Compact 2008-2009 Education Graduate

Assessment Planning Form for Instructional Programs Revised Spring 2006 1

FAMOUS ASSESSMENT PLANNING FORM Instructional Programs (IP)

SECTION I _ GENERAL INFORMATION

Degree Program

Department of Physical Education – Graduate Program Master of Education – Non Thesis (36 hours) Master of Science – Thesis (30 hours) Emphasis – Sport/Leisure Management

College/School Education

Contact Person Dr. Steve Chandler, Ph.D. (Department Chair, HPER) Joseph P. Ramsey II ( Graduate Assessment Contact)

Date Submitted, Steps 1-3 May 31, 2009

Date Submitted, Steps 4-5

Date Submitted, Step 6

SECTION II_ INSTITUTIONAL MISSION/GOALS CONNECTION

Excerpt(s) Citing Linkage to University Mission

Statement

The Department of Health, Physical Education and Recreation (HPER) shares in the University’s mission, to provide an enlightened and enriched academic, intellectual, moral, cultural, ethical, technological, student-centered environment conducive to the development of highly qualified individuals who are prepared and capable of serving as leaders and contributors in our ever-evolving society. The department seeks to provide outstanding academic preparation, with particular emphasis on integrity, accountability, collaboration, diversity, excellence and ethical conduct. Faculty members in HPER are committed to inspirational teaching, exemplary research and meaningful public and community service; and graduate students are encouraged in a similar manner. In line with the University’s mission, faculty members are committed to educating persons of all ethnicities and ensuring the encouragement of life-long dedication to the university and community.

Excerpt(s) Citing Linkage to

University Goal (s) Statements

The Sport/Leisure Management program offers specialized training and education necessary for individuals seeking careers in the sports/leisure industry – an industry that has evolved into an integral part of today’s cultural society. The operations of sport programs have become more sophisticated and complex, and must be managed by business professionals familiar with the intricacies of sport activities. Thus, the program emphasizes a variety of administrative, managerial, and communication skills necessary for success in a multifaceted sports industry.


Program Mission/Goals

The Sport/Leisure Management program is designed to provide the educational and management experiences needed to seek careers in the various specialty areas in the sports industry.

Program Expected

Outcomes

Graduate students will demonstrate: Goal: #1: Minimum competency in verbal and quantitative skills; and/or above average academic achievement from an accredited undergraduate program prior to admission. Graduate students will maintain a minimum Grade Point Average (G.P.A.) of 3.0 during matriculation and graduation from the masters program. Goal: #2: Graduates will be able to demonstrate critical thinking in their ability to analyze, synthesize and summarize information including published research or reports utilizing discipline specific processes. Goal: #3: Graduate students will be able to demonstrate proficiency in written and oral communication skills in the chosen areas of study. Goal: #4: At the graduate level students will engage in an approved internship for a minimum of 150 contact hours. Goal # 5: At the graduate level, students will be able to demonstrate above average competency within the curriculum through courses that focus on the knowledge, skills, and dispositions required for candidates to acquire expertise in the related field. Goal #6: At the graduate level, students will demonstrate involvement in professional development through participation at the local, state, regional, national, and/or international level. *** Please note that the use of technology is completely embedded throughout the curriculum as students are required to gather and analyze data, synthesize literature, develop visual presentations, develop portfolios, and manage, evaluate and improve instruction using technology.


SECTION III_ FAMOUS SIX STEPS

EXPECTED EDUCATIONAL OUTCOME #1

Step 1 Formulate Outcome

Goal #1: Graduate students will demonstrate minimum competency in verbal and quantitative skills; and/or above average academic achievement from an accredited undergraduate program prior to admission. Graduate students will maintain a minimum G.P.A. of 3.0 during matriculation and graduation from the master’s program.

Step 2 Ascertain Criteria for

Success

Direct Measure(s) - 90% of the students will demonstrate an understanding

of the management practices in the sport industry and will earn a minimum of a “B” grade in each of the listed courses based on the appropriate rubric scale: PET 5466, PET 5478, PET 5535, PET 5477, PET 5478, and PET 5479.

Indirect Measure(s)

- 90% of the students will successfully demonstrate written and oral skills by submitting an internship portfolio of activities and artifacts used during their professional experiences in the field and scoring a minimum of 80%. (PET 5947 – Internship in Sport/Leisure Management)

Step 3 Measure Performance

Using Direct and Indirect Methods of Assessment


of the management practices in the sport industry and will earn a minimum of 80% passing score on the appropriate rubric.

Indirect Measure(s)

- 90% of the students will successfully demonstrate written and oral skills by submitting a professional field experience portfolio of activities and artifacts collected during their experience. Evaluations are based on the appropriate rubric.


Rubr ic Grade Scale 90% - 100% A 80% - 89% B 70% - 79% C 60% - 69% D 59% - Below F

Observe and Summarize Results

Direct Measure(s) Students in the program met the desired criteria. The student that did not perform to the expected level voluntarily left the program. Indirect Measure(s) Portfolio materials were at criteria level; repeated efforts to provide feedback and individual instruction to (the) deficit student indicated that entry competencies were lacking and the student was unable to acquire the desire skills in the courses.

Step 5 Use of Results for

Improvement (Implemented)

Some pre-requisite courses may be necessary for students whose backgrounds do not adequately prepare them for the subject area.

Step 6 Strengthen Program (Action Plan)

Faculty have recommended adding a graduate level statistics course to the program of study (EDF 5400) beginning in Fall 2009.




Critical Thinking: Students will be able to demonstrate critical thinking in their ability to analyze, synthesize and summarize information including published research or reports utilizing discipline specific processes.

- Analyze student performance to identify associated higher-order thinking sills, and design learning strategies to evoke higher-order skills.

- Select different teaching methods, technologies, and materials to expand students’ thinking abilities.

- Identify problems, case studies, and questions in lectures that require selective thinking.


Success

Direct Measure(s) - 90% of the students will be able to collect, analyze, and

present data with a minimum passing score of 80% based on the appropriate rubric. (PET 5535 – Research Methods in Physical Education)

Indirect Measure(s) - 90% of the students will be able to pass (minimum


proficiency at 80%) written/oral comprehensive exams at the end of program.

- 90% of the students will be able to complete at least one review of literature based on an approved topic with a minimum of 80% accuracy on the appropriate rubric.

- 90% of the students will be able to complete a series of annotated bibliographies with a minimum of 80% accuracy based on the appropriate rubric.




present data with a minimum passing score of 80% based on the appropriate rubric. Evidence of appropriate artifacts and other materials are required to be included in their final portfolio.

Indirect Measure(s)

- 90% of the students will be able to pass written/oral comprehensive exams at 80% accuracy at the end of the program based on the appropriate rubric.

- 90% of the students will be able to complete at least one review of literature based on an approved topic with a minimum of 80% accuracy based on the appropriate rubric. (Proof in Portfolio)

- 90% of the students will be able to complete a series of annotated bibliographies with a minimum of 80% accuracy based on the appropriate rubric. (Proof in Portfolio)


Step 4 Observe and Summarize Results

Direct Measure(s) Students met the expected criteria. One student did not meet the criteria and chose to leave the program at the end of the term. Indirect Measure(s) The portfolios indicated work satisfying the criteria. The one student whose work was not sufficient did not demonstrate significant improvements over the term and did not make adequate efforts to acquire additional understanding.



Attempt to better evaluate formal reasoning skills of applicants during the admissions process.


Require formal examples of written work and reasoning skills in the admissions process (personal statement of interest in studying in the program).





Communication Proficiency: Students will be able to demonstrate proficiency in written and oral communication skills in the chosen areas of study.

- Establish positive interaction in the learning environment that uses incentives and consequences for students to promote good communication skills.

- Communicate participation procedures effectively with all students including incorporating various techniques for students of different cultures and backgrounds.

- Establish positive interactions between teacher and student in all areas of instruction.


Success

Direct Measure(s) - 90% of the students will obtain a combined score of

1000 on the verbal and quantitative sections of the aptitude test from the Graduate Record Examination (GRE)

- 90% of the students will successfully demonstrate good communication skills with a minimum of 80% in the following courses based on the appropriate rubric (PET 5478, PET 5466, PET 5535, PET 5216, PET 5477, PET 5465, PET 5479, and PET 5498)

Indirect Measure(s) - 90% of the students will demonstrate oral and written

proficiency during internship and other practical experiences required based on the appropriate rubric. (Proof in Portfolio)

- 90% of the students will be able to pass written/oral comprehensive examinations developed by the department prior to graduation.




1000 on the verbal and quantitative sections of the aptitude test from the Graduate Record Examination (GRE) prior to admission.

Indirect Measure(s)

- 90% of the students will demonstrate oral and written proficiency during internship and other practical experiences required based on the appropriate rubric and the site supervisor’s evaluation (Internship Supervisor Evaluation Form)

- 90% of the students will be able to pass written/oral comprehensive examinations developed by the department prior to graduation. Passing scores are based on the appropriate rubric.


Rubric Grading Scale 90% - 100% A 80% - 89% B 70% - 79% C 60% - 69% D 59% - Below F


Direct Measure(s) Most students admitted to the program did not meet the GRE criteria. GRE scores continue to be low, primarily because students may enter the program on the basis of their GPA and thereby place little emphasis on the GRE. Indirect Measure(s) Students’ communication was adequate based on their ability to produce literature reviews, written works and contribute to oral presentations.



GRE scores must accompany all applications prior to admission to the program if the test is to be taken seriously.


Require all applicants to submit GRE scores prior to admission; weigh the scores as a significant factor in the admission decision.




Internship/Field Experience: Students will engage in an approved internship for a minimum of 150 contact hours.

- Give students an opportunity to function as a professional and to become a part of the organization’s culture.

- Students are expected to follow rules, guidelines, and policies established by the sponsoring organization.

- Problem solving skills are enhanced when students are faced with “real world” issues and problems.


Success

Direct Measure(s) - 90% of the students will complete 150 contact hours of

internship/field experiences with a 80% passing score based on the appropriate rubric. (PET 5947)

- 90% of the students will complete written and oral presentations with a 80% passing score for practical/field experiences for specific courses in the curriculum. (PET 5479 and PET 5465)

Indirect Measure(s)

- 90% of the students will prepare a portfolio of artifacts and information pertaining to each practicum experience required in specific courses in the curriculum. (Proof in Portfolio)





internship/field experiences with a 80% passing score based on the appropriate rubric.

Indirect Measure(s)

- 90% of the students will demonstrate an understanding of the work environment by submitting artifacts and other materials in a final portfolio. A passing score of 80% is required based on the appropriate rubric.



Direct Measure(s) Students in the program met the expected criteria. Indirect Measure(s) Portfolios were at criteria level for students who were allowed to complete an internship.



Locate more and better internship sites.


Further formalize expectations of internship experiences and reflect these in the portfolio.




Course Competency: Students will able to demonstrate above average competency within the curriculum through courses that focus on the knowledge, skills, and dispositions required for candidates to acquire expertise in the related field.

- Students will develop an understanding of theoretical concepts associated with each course in the curriculum.

- Students will be able to identify skills and resources needed to design and manage a sports organization/complex through knowledge and skills obtained from each course in the curriculum.

- Students will be able to acquire sufficient knowledge on the use of the latest technology used in management operations and decision making for sport organizations.



Success

Direct Measure(s) - 90% of the students will score a minimum of a grade of

“B” on all course work in the program based on the appropriate rubric. (PET 5216, PET 5466, PET 5477, PET 5535, PET 5465, PET 5478, PET 5479, PET 5498, and PET 5947.

Indirect Measure(s) - 90% of the students will earn a passing score of 80% or

better, based on the appropriate rubric, on the cumulative portfolio required before graduation.

- 90% of the students will pass the written/oral sections of the comprehensive exams administered prior to graduation.



Direct Measure(s) - 90% of the students will core a minimum of 80% on all

coursework in the program and will show evidence of artifacts and other materials from each class in the final portfolio.

- 80% of the students will score a grade of “B” or better on their final portfolio based on the appropriate rubric.

Indirect Measure(s)

- 90% of the students will be able to identify skills and resources needed to design and mange a sports organization/complex through their internship experiences.




Direct Measure(s) Students met the criteria necessary to satisfy this standard. Indirect Measure(s) Portfolios reflected satisfactory progress.



Monitor student progress toward graduation.


Continue as planned.




Professional Development: Students will demonstrate involvement in professional development through participation at the local, state, regional, national, and/or international level.

- Demonstrate involvement in local, state, and regional professional organization workshops and seminars.

- Volunteer and participate as program presenters and/or helper at local, state, regional, and national conventions.

- Work collaboratively with stakeholders in designing, planning, conducting and/or reporting on research and other activities related to fitness and sports programs.

-


Success

Direct Measure(s) - 80% of the students will participate at a professional

convention and become members of at least one professional organization before graduation.

Indirect Measure(s) - 80% of the students will show evidence of artifacts and

other materials received from professional conventions. (Proof in Portfolio).

- 80% of the students will become a member of at least one professional organization (proof required in portfolio).





Indirect Measure(s)

- 80% of the students will show evidence of membership and other artifacts received from professional conventions and will score 80% or better on the final portfolio based on the appropriate rubric.

- Rubric Grading Scale 90% - 100% A 80% - 89% B 70% - 79% C 60% - 69% D 59% - Below F


Direct Measure(s) Graduate students traveled to both State and National meetings during the semester. Indirect Measure(s) If funding were available more students would likely participate.



Locate additional sources of funding for graduate students; one internally funded student this term was successful, however, one externally funded student was not.



Locate additional funding for graduate students; some funding exists outside the COE and one student was funded through it successfully.

Exhibit # 1 Rubric and Grading Scale 90 – 100% = Excellent or Targeted = A

1. Work is always neatly prepared and well written 2. Work is always submitted in timely manner 3. Maintains eye contact while speaking 4. Ask relevant questions pertinent to main ideas 5. Written work and discussions demonstrates ability to reason and problem

solve 6. Always speaks with good voice projection and clear pronunciation of

words 80 – 89% = Good or Acceptable = B

1. Work is usually neat and well prepared 2. Work is submitted in timely manner 3. Usually maintains eye contact while speaking 4. Ask questions relevant to main ideas


5. Work usually demonstrates ability to reason and problem solve 6. Speaks with good voice projection and clear pronunciation of words most

of the time 70 – 79% = Poor or Unacceptable = C

1. Work is not always neat and well prepared 2. Work is not always submitted in timely manner 3. Inconsistent in maintaining eye contact while others are speaking 4. Sometimes ask questions irrelevant to main ideas 5. Difficulty with reasoning and problem solving 6. Speaks in voice tone difficult to understand 7. Is rarely absent from classes and is always on time for scheduled class

meetings 60 – 69% = Unacceptable (Repeat) = D

1. Work is not prepared neatly or is well written 2. Work is often submitted after the deadline 3. Does not face or maintain eye contact while others are speaking 4. Usually ask questions irrelevant to main ideas 5. Problem solving and reasoning usually inconsistent with main ideas 6. Speaks in voice tone difficult to understand 7. Is sometimes absent from classes and sometimes late for scheduled class

meetings 59% - Below (Repeat) = F

1. Work is never neatly prepared or well written 2. Work is often submitted after the deadline 3. Does not face or maintain eye contact while others are speaking 4. Often asks questions irrelevant to main ideas 5. Lacks ability to engage in problem solving or reasoning 6. Speaks in voice tone difficult to understand 7. Is often absent from classes and usually late for scheduled class meetings


Graduate Program


Degree Program Elementary Education/Graduate College/School Education

Contact Person Dr. Mary E. Newell

Date Submitted, Steps 1-3 October 15, 2008


Date Submitted, Step 6 May 28, 2009



Statement

The Elementary Education Graduate program shares the University’s vision of “providing an enlightened and enriched academic, intellectual, moral, cultural, ethical, technological and student-centered environment, conducive to the development of highly qualified elementary education teachers who are prepared and also capable of serving as leaders and contributors in an ever-evolving society.”



The Department’s primary goal is to provide learning experiences that will prepare exemplary teachers who will be able to “advance learning and contribute to improving the quality of life for those individuals it serves.”


The Elementary Education Graduate program is designed to provide experiences that allow graduates to demonstrate mastery of competencies to become effective teachers who are prepared to meet the instructional needs of the students they will serve. The program’s curriculum practices and six institutional standards/dispositions hat reflect the Professional Unit’s conceptual framework:

Professional Accomplished Practices Professionalism/Content Knowledge- – Graduates will work with various education professionals, parents, and other stakeholders in the continuous improvement of the educational experiences of students. 2. Educational Technology – Graduates will use effective technological techniques with students and all other stakeholders. 3. Problem Solving – Graduates will use appropriate techniques and strategies, which promote and enhance critical, creative, and evaluative thinking capabilities of students. 4. Diversity- Graduates will use teaching and learning strategies that reflect each student’s culture, learning styles, special needs, and socio-economic background. 5. Urban/Rural Education- Graduates will have a basic understanding of the subjects they teach and how a subject is linked to other disciplines and content can be applied to real world integrated settings. 6. Communication – Graduates will use effective communication techniques with students and all other stakeholders. 7. Values- Graduates will use the basic understandings of the values of a modern society. 8. Role of the Teacher – Graduates will work with various education professionals, parents, and other stakeholders in the continuous improvement of the educational experiences of students.

Program Expected

Outcomes

Graduates will be able to:

1. use diverse teaching and learning strategies that reflect each student’s culture, learning styles, special needs, and socio-economic background (Diversity);

2. use technology to enhance instruction (Technology); 3. demonstrate the ability to work with colleagues in a

professional, ethical and moral manner, show respect for students, families and other stakeholders (Values);

4. collect and use data gathered from a variety of sources to enhance solving problems (Critical Thinking);

5. use effective communication techniques with students and all other stakeholders (Professionalism), and

6. use effective communication techniques with students and all other stakeholders (Communication).

SECTION III-FAMOUS SIX STEPS

EXPECTED EDUCATIONAL OUTCOME #1 Professionalism


Graduates will Work with various education professionals, parents,

and other stakeholders in the continuous improvement of the educational experiences of students.

Demonstrate knowledge of the content Use the appropriate pedagogy to provide all students

with the opportunity to learn Demonstrate commitment to professional growth &

development Use effective verbal & and non-verbal

communication techniques to foster valuable interaction in the classroom


Success

EDE 5395, EDE 5225, EDE 5930, EDE 5265, EDE 5308, RED 5747 (EDE 5265, EDE 5225 – Offered fall 2008) LAE 5319-spring) Direct Measures At least 90 percent of all graduate students will earn 80

percent or higher on final examination in all classes. At least 90 percent of all graduate students will earn 80

percent or higher on a research paper. Ninety percent of the graduate students will earn 80

percent or higher on Power Point presentation • At least 80 percent of the graduates will earn a rating of

3 or higher on the Professionalism component in the E-Portfolio.

100% of the students will be able to develop language arts lesson plans that included research-based concepts related to teaching.

Indirect Measures • At least 80 percent of graduates will rate their program

satisfactory on the exit survey. • At least 80 percent of employers will rate graduates performance satisfactory.



EDE 5395, EDE 5225, EDE 5930, RED 5747, EDE 5265, EDE 5225 Direct Measures ( EDE 5265, EDE 5225 –– Offered fall 2008) LAE 5319 spring 2009 • final examination • research project. • oral presentation • Resident Expert documented paper • Visiting Scholar presentation at Edward Waters College

practice and at least 1 visual aid Indirect Measures • Exit Survey

Employers’ Survey


Direct Measures • 90% of students earned more than 80% on the resident

documented paper and the research project. • 90% of the students and earn a grade of “B” or higher

on the final examination. 100% of the students developed language arts lesson

plans that included research-based concepts related to teaching.

Indirect Measures In classroom activities, students will be able to read,

report on, and provide implications of selected research studies.



Revise course syllabi for EDE 5225


Expand student research in specific areas of education (Ex. At-risk students, curriculum designs and implementation).


EXPECTED EDUCATIONAL OUTCOME #2 Technology/Educational Technology


Graduates will use effective technological

techniques with students and all other stakeholders. Use technology to manage, evaluate and improve

instruction.

Knows fundamental concepts in technology Facilitates access to technology for students


Success

EDE 5395, EDE 5225, EDE 5930, EDE 5265, EDE 5308, RED 5747 (EDE 5265, EDE 5225 – Offered fall 2008) LAE 5319-spring) Direct Measures Ninety percent of the graduate students will earn 80

percent or higher on the Power Point presentation 80% of the graduating students will earn a rating of 3 or

higher on the technology component in the E-Portfolio. Research Articles evaluation: 80% of students receive a

minimum score of 80 percent on the evaluation of the research articles.

Indirect Measures At least 90% of graduates will rate their program

satisfactory on the exit survey. At least 90 percent of employers will rate graduates’

performance as satisfactory. At least 90 percent of the graduates will participate in

class discussions.



Direct Measures Power Point presentations w/rubric Examinations E-Portfolio assessment/rubric Article analysis w/rubric Indirect Measure(s) Exit survey Employer satisfaction survey Discussions and instructor feedback


Direct Measures 90% of the graduate students earned 80% or higher on

Power Point presentation. 2(100%) of the graduating students earned a rating of 4-

favorable on the technology component in the E-Portfolio.

Indirect Measures 90% of graduates rated their program satisfactory on the

exit survey. 90 % of employers rated graduates’ performance as

satisfactory. 90 % of the graduates participated in class discussions.



Continue to provide constructive feedback to students as a means of formative evaluation in courses.


Continue to monitor students’ performance in coursework.


EXPECTED EDUCATIONAL OUTCOME #3 Critical Thinking Problem Solving


Graduates will : use appropriate techniques and strategies, which

promote and enhance critical, creative, and evaluative thinking capabilities of students.

Understand a variety of instructional/professional strategies to encourage student’s development of critical thinking and performance.

Values critical thinking and self-directed learning as habits of mind.

Demonstrate the use of higher order thinking skills Acquire an understanding of concepts, methods, and

applications of educational research. Identify and describe the major sections and

subsections of a research report or proposal. Identify and describe features of a research report

that are adequate or inadequate and describe how they affect the quality of the report / dissertation or how they could be altered to enhance quality.


Success

EDE 5395, EDE 5225, EDE 5930, EDE 5265, EDE 5308, RED 5747, EDF 5481 (EDE 5265, EDE 5225 – Offered fall 2008) LAE 5319-spring) Direct Measure(s) At least 80 percent of all graduate students will earn 80

percent or higher on final examination. At least 80 percent of all graduate students will earn 80

percent or higher on a research paper. Eighty percent of the graduate students will earn 80

percent or higher on oral presentation Eighty percent of the graduates will earn a rating of

“3”or higher on the critical thinking component in the E-Portfolio.

Research Articles evaluation: 80% of students receive a minimum score of 80% on the evaluation of the research articles.

Indirect Measures At least 90 percent of graduates will rate their program

satisfactory on the exit survey. At least 90 percent of employers will rate graduates

Performance satisfactory. At least 90 percent of graduate students will participate in

class activities and assignments.



Direct Measures examination oral presentation written research paper E-Port-folio assessment Article evaluation w/rubric Indirect Measures Exit survey Employer Satisfaction survey


Direct Measures 2(100%) of the graduates earned a rating of 4-favorable

on the critical thinking component in the E-Portfolio. .

Indirect Measures





Continue to monitor students’ performance in coursework


EXPECTED EDUCATIONAL OUTCOME #4 Diversity


Graduates will: use teaching and learning strategies that reflect each

student’s culture, learning styles, special needs, and socio-economic background.

understand diverse backgrounds of individuals accept and foster diversity


Success

EDE 5395, EDE 5225, EDE 5930, EDE 5265, EDE 5308, RED 5747 (EDE 5265, EDE 5225 – Offered fall 2008) LAE 5319-spring) Direct Measures Ninety percent of graduates will earn 70 percent or higher on

the best practices assignment. • At least 90 percent of all graduate students will earn 80

percent or higher the culturally responsive instruction research project.

Eighty percent of the graduates will earn a rating of “3” or greater on the diversity component in the E-Portfolio.

Eighty percent of the students will be able to demonstrate knowledge of the various approaches to teaching reading.


satisfactory on the exit survey. At least 90 percent of employers will rate graduates Performance satisfactory. In simulated teaching exercises, students will be able to

demonstrate their knowledge of selected approaches to teaching language arts in the elementary school.

Step 3

Measure Performance Using Direct and Indirect

Methods of Assessment

Direct Measures Final examination Analysis of case studies E-Port-folio/rubric Indirect Measure Exit survey Employer satisfaction survey


Direct Measures Ninety percent of students will earn 70 percent or higher on

the best practices assignment. • At least 90 percent of the students earned 80 % or higher the

culturally responsive instruction research project. 2(100%) of the graduating students earned a rating of 3 or

greater on the diversity component in the E-Portfolio. Indirect Measures

In simulated teaching exercises, 100% of the students demonstrated their knowledge of selected approaches to teaching language arts in the elementary school.







EXPECTED EDUCATIONAL OUTCOME #5 Urban and Rural Education


Graduates will: have a basic understanding of subjects they teach.

Additionally, the student will understand how the subjects link to other disciplines and content to real

world integrated settings. work in school settings with varied levels of

resources work in school settings that focus on rural/urban

context with opportunities and challenges that these environments provide.

Understand the plight of both rural and urban students


Success

EDE 5395, EDE 5225, EDE 5930, EDE 5265, EDE 5308, RED 5747 ( EDE 5265, EDE 5225 – Offered fall 2008) LAE 5319 (spring 2009) Direct Measure(s) At least 90% of all graduate students will earn 80

percent or higher on final examination. At least 90 % of all graduate students will earn 80

percent or higher on a research paper. 90%of the graduate students will earn 80 percent or

higher on oral presentation 90% of the graduates will earn a rating of 3or higher on

the urban and rural education component in the E-Portfolio.

90% of students will be able to describe the importance of using evidence-based practices in teaching language arts.


satisfactory on the exit survey. At least 80% of employers will rate graduates’ performance satisfactory. At least 80% of the students will participate in the Visiting

Scholar presentation to Edward Waters College education undergraduates and complete a best practices log.

Step 3

Measure Performance Using Direct and Indirect Methods of Assessment

Direct Measures final examination article reviews/analysis research project w/rubric Indirect Measures Exit survey Employer Satisfaction Survey


Direct Measures 2(100%) of the graduates earned a rating of “3”or higher on the urban and rural education component in the E-Portfolio Indirect Measures

90% of the students participated in the Visiting Scholar presentation to Edward Waters College education undergraduates and completed a best practices log.

In an oral classroom exercise, students demonstrated with 90% accuracy, their knowledge of each of the areas of the language arts.







EXPECTED EDUCATIONAL OUTCOME # 6 Communication


Graduates will: use effective communication techniques with students

and all other stakeholders. establish an environment that uses incentives and

consequences for students to promote excellence. establish positive interactions between teacher and

student in all areas. communicate procedures/behaviors effectively, in both

verbal and nonverbal styles, with all students, including those with disabilities and those of varying cultural and linguistic backgrounds.

use effective communication techniques with students based on their English language acquisition and developmental levels to improve the attainment of Basic Interpersonal Communication Skills and Cognitive Academic Language Proficiency.


Success

EDE 5395, EDE 5225, EDE 5930, EDE 5265, EDE 5308, RED 5747 (EDE 5265, EDE 5225 – Offered fall 2008) LAE 5319-spring) Direct Measures At least 80 percent of graduates will earn 80 percent or

higher on the final examination At least 80percent of graduates will earn 80 percent or

higher on the research project. At least 80% of all graduate students will earn a rating

of 3 or higher on the written communication section reflected in their e-portfolio.

At least 90 percent of graduates will earn 80 percent or

higher on article analyses. Indirect Measures At least 80 percent of graduates will rate their program


performance satisfactory. Eighty percent of graduates will participate in the Resident

Expert and/or Visiting Scholar presentations.

Step 3


Direct Measures final examination research project w/rubric article reviews/analysis E-port-folio/rubric Indirect Measures Exit survey Employer Satisfaction Survey


Direct Measures 80 % of graduates earned 80% or higher on the final

examination. 80% of graduates earned 80 % or higher on research

project. 2(100%) of the graduating students earned a rating of 4-

favorable on the written communication section in the E-portfolio.

5(100%) of students earned 80 % or higher on article analyses.

Indirect Measures 80 % of graduates rated their program satisfactory on

the exit survey. 80% of employers rated graduates’ performance

satisfactory. 90% of graduates participated in the Resident Expert and/or

Visiting Scholar presentations and conducted a self-assessment of their performance.



Identify and infuse creative activities in course to enhance students’ communication skills.


Increase students’ role in class participation and more comprehensive oral presentations.

College/School : College of Education

University Goal

Major : Business Teacher Ed

Degree Program: M.Ed.

Academic Year: Fall 2008 - Spring 2009

a. Provide exemplary classroom instruction and appropriate technology environment b. Provide a supportive intellectual environment and the appropriate practical professional and research training for graduate students


The program mission is to produce exemplary professionals with a broad range understanding of research, theory, leadership, as well as professional knowledge and problem solving approaches relevant to business education related fields.

Outcome # 1

Formulate Outcome Ascertain Criteria for Success Measure Performance Observe and Summarize Results Use Results for Improvement

Strengthen Program (Action Plan)

Outcome # 2

Formulate Outcome Ascertain Criteria for Success

Professionalism- Candidates will have a basic understanding of Content knowledge/Subject matter that they teach and how a subject is linked to other disciplines and content can be applied to real world integrated settings. The candidates will be expected to: Communicate accurate knowledge of subject matter in a comprehensible manner using language and style appropriate to the learner. Use his/her breadth of subject mater knowledge to interrelate topics from a variety of perspectives, interests, and points of view. Demonstrate a breadth of subject matter that enables candidates to collaborate with colleagues from other subject fields in the integration of instruction. Use references, materials, and technologies of the subject field in a manner appropriate to the developmental stage of the learner.

Direct

Ninety percent of the candidates will demonstrate knowledge of content area in Business Education, by earning a passing score of 80% or greater on course work evaluated by appropriate rubrics. Indirect

Ninety percent of candidates will indicate that they are satisfied with the curriculum and their knowledge of assessment by responding to the Exit Survey

Direct

Ninety percent of the candidates demonstrated knowledge of content area in Business Education, by earning a passing score of 80% or greater on course work evaluated by appropriate rubrics. Indirect

Exit Survey

Direct

• Ninety percent of the candidates demonstrated knowledge of content area in Business Education, by earning a passing score of 80% or greater on course work evaluated by appropriate rubrics.

Indirect

No Exit Survey administered at this time

Ensure those interested in students that enrolled in the Masters Business Education program are certified teachers or educators/students with a foundational knowledge of business education or a related field.

Hire a credential Business Educator to teach subject matter. Candidates will demonstrate the appropriate academic skills necessary to integrate and apply a variety of techniques and strategies that promote and enhance Critical Thinking, creativity, problem solving and evaluative thinking capabilities of students. The candidates will be expected to: Analyze student performance standards to identify associated higher-order thinking skills, and designs learning and performance strategies to evoke these higher-order skills. Choose varied teaching strategies, materials, and technologies to expand students’ thinking abilities. Assist students in selecting projects and assignments that involve the need to gather information and solve problems. Pose problems, dilemmas, and questions in lessons that involve value knowledge and that require evaluative thinking.

Direct

Measure Performance Observe and Summarize Results Use Results for Improvement


Outcome # 3

Formulate Outcome

Ascertain Criteria for Success Measure Performance Observe and Summarize Results Use Results for Improvement


Ninety percent of the candidates will demonstrate the ability to conceptualize problems from various viewpoints via analysis of various case studies and reach logical conclusions based on theory and practices in Business Education, by earning a passing score of 80% or greater on course work evaluated by appropriate rubrics. Indirect

Ninety percent of the candidates will generate research article critiques, research papers and essay position papers in a manner consistent with proper rules of grammar, punctuation, syntax, and in accordance with the current proscribed guidelines of the American Psychological Association (APA) with a score not less than 80% based on appropriate rubrics.

Direct

Earn a passing score of 80% or greater on course work evaluated by appropriate rubrics.

Indirect

Generate research article critiques, research papers and essay position papers in a manner consistent with proper rules of grammar, punctuation, syntax, and in accordance with the current proscribed guidelines of the American Psychological Association (APA) with a score not less than 80% based on appropriate rubrics. Exit Survey

Direct

Ninety percent or higher of candidates earned a passing score of 80% or greater on course work evaluated by appropriate rubrics

Indirect

No Exit Survey at this time


Hire a credential Business Educator to teach subject matter Technology- Candidates will use Technology to support student learning, manage, evaluate and improve instruction as well as facilitate student access and use. The candidate is expected to: Identify current trends in technology use in the classroom. Demonstrate use of technology within lesson plans with students. Utilize technology as a learning resource for students. Utilize technology for assessment with students. Use references, materials, and technologies with subject field in a manner appropriate to the developmental stage of the learner

Direct

Ninety percent of the candidates will demonstrate knowledge and use of technology by earning a passing score of 80% or greater on course work based on appropriate rubrics.

Indirect

Ninety percent of candidates will indicate that they are satisfied with the curriculum and their knowledge of technology by responding to the Exit Survey

Direct

Use of technology by earning a passing score of 80% or greater on course work based on appropriate rubrics.

Indirect

Exit Survey

Direct

Eighty-five percent (85%) or higher of candidates scored of 80% or greater on course work based on appropriate rubrics

Indirect

No exit survey at this time.


Hire a credential Business Educator to teach subject matter.




Degree Program Master’s Degree in Educational Leadership

College/School College of Education

Contact Person Dr. Warren C. Hope

Date Submitted, Steps 1-3 1/15/2009


Date Submitted, Step 6 5/17/2009


Excerpt(s) Citing Linkage to University Mission Statement

The Master’s degree program in Educational Leadership seeks to implement the university’s mission by providing learning experiences that facilitate the intellectual, moral, cultural, ethical development of candidates. The learning environment is structured to prepare candidates to engage in leadership, service, and research. The Educational Leadership program faculty members are committed to achieving the university’s mission by providing inspirational teaching, exemplary research, and meaningful public and community service through creative partnerships at the local, state, national, and global levels.



University Goal 3: Academic Improvement a. Provide exemplary classroom instruction and appropriate technology environment b. Provide a supportive intellectual environment and the appropriate practical professional and research training for graduate students Master’s in Educational Leadership Goals Goal 1: To produce exemplary professionals with a broad range understanding of (a) research, theory, practice, leadership, (b) an ability to utilize appropriate technology in multiple environments, and (c) engage in problem solving approaches relevant to education and related fields. Goal 4: To develop an instructional program that employs the widest range of pedagogies (including, but not limited to, problem based instruction and other techniques based on the constructivist model). To deliver the knowledge base of the profession and professional practices. Goal 6: To provide instruction and resources to facilitate the development of candidates research skills and mastery of educational practices in the discipline.


Program Mission/Goals: Mission Statement: The Mission of the Educational Leadership program is to provide learning experiences in a best practices, constructivist, and reflective environment that facilitates candidates development of a repertoire of performance capabilities and values that enable them to satisfy public education’s demand for well-prepared educational leaders.

PEU Conceptual Framework Standards DIVERSITY •CF 1 Through this focal area, the FAMU professional education candidate will: CF: 1.1 (K) Understand diverse backgrounds of individuals. F:5,6,7/I:3 CF: 1.2 (S,D) Acquire the skills & dispositions to understand & support diverse


student learning. F: 5,7/I: 3,8 CF: 1.3 (S,D) Accept and foster diversity. F:5,6/I:3,8 CF: 1.4 (S) Practice strategies such as: acceptance, tolerance, mediation & resolution.F:5,6/I: 3 CF: 1.5 (K, S) Establish a comfortable environment in which all students can learn.F:5, 7, 9, 10/I: 5 EDUCATIONAL TECHNOLOGY •CF 2 Through this focal area, the FAMU professional education candidate will: CF: 2.1 (S) Use of available technology and software to support student learning. F4,12/I:6 CF: 2 .2 (S) Use technology to manage, evaluate and improve instruction. F:1,4,10 12/I:6,7 CF: 2.3 (K) Knows fundamental concepts in technology. F:12/I: 1,6 CF: 2.4 (K) Understands fundamental concepts in technology. F:2,12:6 CF: 2.5 (S) Use fundamental concepts in technology. F: 12/I: 6 CF: 2.6 (S,D) Facilitates access to technology for students. F: 12/I:6 CF: 2.7 (S) Facilitate the use of technology by students. F: 4,12/I:6 VALUES •CF3 Through this focal area, the FAMU professional education candidate will: CF: 3.1 (S) Work with colleagues in a professional manner. F: 6/I:2,5 CF: 3.2 (S) Interact with students, families and other stakeholders in a manner that reflects ethical and moral standards. F:11,6/I:9,10 CF: 3.3 (S,D) Show respect for varied (groups) talents and perspectives. F: 5,6/I:3 CF: 3.4(D) Be committed to individual excellence. F: 3,9/I: 5,9 CF: 3.5(D) Recognize the importance of peer relationships in establishing a climate for learning. F:7,2/I:5,10 PROBLEM SOLVING •CF4 •Through this focal area, the FAMU professional education candidate will: CF: 4.1 (K) Understand a variety of instructional/professional strategies to encourage students development of critical thinking and performance. F:4,7/I: 4 CF: 4.2 (S) Use a variety of instructional/professional strategies to encourage students’ development of critical thinking and performance.F:2,7/I:4 CF: 4.3 (D) Values critical thinking and self-directed learning as habits of mind. F:4/I.:1,4 CF: 4.4 (K) Acquire performance assessment techniques and strategies that measure higher order thinking skills of student. F:1,4/I: 1,8 CF: 4.5 (S) Demonstrate the use of higher order thinking skills. F: 8/I:4 PROFESSIONALISM •CF 5 Through this focal area, the FAMU professional education candidate will: CF: 5.1 (K) Know the content. F:8/I: 1 CF: 5.2 (S) Use the appropriate pedagogy to provide all students with the opportunity to learn. F:7,9/I:7 CF: 5.3 (D) Demonstrate commitment to professional growth & development. F:3,7/I:9 CF: 5.4 (K,S) Use major concepts, principles, theories & research related to the development of children. F:7/I:2 CF: 5.5 (S) Construct learning opportunities that support student development & acquisition of knowledge & motivation. F:7/I:5 CF: 5.6 (S) Display effective verbal & non-verbal communication techniques to foster valuable interaction in the classroom. F:2/I:6


CF: 5.7 (S,D) Display appropriate code of conduct including dress, language, and respective behavior. F:9/I:5,9 URBAN/RURAL EDUCATION •CF6 Through this focal area, the FAMU professional education candidate will: CF: 6.1 (S) Be able to work in school settings with varied levels of resources. F:9,10,11/I:10 CF: 6.2 (S,D) Be able to work in school settings that focus on rural/urban context with opportunities and challenges that these environments provide. F:11/I: 3 CF 6.3 (K) Understand the plight of both rural and urban students. F: 5,11/I: 2,3 CF: 6.4 (S) Communicate effectively with students parents and the community. F: 5,11/I: 6

Program Standards Florida Principal Leadership Standards (FPLS) and Program Indicators 1.0 Vision – High Performing leaders have a personal vision for their school and the knowledge, skills, and dispositions to develop, articulate and implement a shared vision that is supported by the larger organization and the school community. Educational Leadership Program Indicators 1.1 Is aware of processes involved in creating a vision. 1.2 Recognizes the components of a vision statement. 1.3 Recognizes the importance of a vision in creating school culture and climate. 1.4 Relates the vision to student achievement. 1.5 Communicates the vision to stakeholders. 2.0 Instructional Leadership – High Performing Leaders promote a positive learning culture, provide an effective instructional program, and apply best practices to candidate learning, especially in the area of reading and other foundational skills. Educational Leadership Program Indicators 2.1 Facilitates meaningful professional development in order to improve instruction. 2.2 Recognizes student achievement as the outcome of instruction. 2.3 Understands the importance of a professional learning community. 2.4 Uses data to inform decisions about instruction. 2.5 Links the school vision to instructional leadership. 2.6 Recognizes the imperative for Instructional leader to monitor the teaching and learning environment for improvement. 2.7 Understands the change process. 2.8 Demonstrates ability to align curriculum and instruction with standards. 2.9 Understands the importance of parent and community involvement. 2.10 Is aware of contemporary research and best practices in multiple subject areas. 2.11 Communicates essential beliefs about student learning and achievement. 2.12 Demonstrates knowledge of curriculum and effective pedagogical strategies. 2.13 Has a repertoire of supervisory skills to improve teaching and learning 3.0 Managing the Learning Environment – High Performing Leaders manage the organization, operations, facilities and resources in ways that maximize the use of resources in an instructional organization and promote a safe, efficient,


legal, and effective learning environment. Educational Leadership Program Indicators 3.1 Engages in organizational planning. 3.2 Understands the district’s fiscal operating procedures. 3.3 Is aware of leadership styles and their impact in an organization. 3.4 Demonstrates competencies to create a positive learning environment. 3.5 Communicates effectively orally and in writing. 3.6 Constructs a school budget that prioritizes instruction and student achievement. 3.7 Is aware of the importance of facility monitoring for safety. 3.8 Knowledgeable of federal and state laws related to education and school operations. 3.9 Knowledgeable of federal and state law related to special education. 3.10 Demonstrates competence in managing organizational conflict. 3.11 Is knowledgeable of the Florida Education Finance System. 4.0 Community and Stakeholder Partnerships – High Performing Leaders collaborate with families, business, and community members, respond to diverse community interests and needs, work effectively within the larger organization and mobilize community resources. Educational Leadership Program Indicators 4.1 Understands the importance of internal and external publics. 4.2 Interacts with community leaders. 4.3 Plans for school and community relations. 4.4 Identifies community agencies for collaboration efforts. 4.5 Understands the importance of business partnerships. 4.6 Provides opportunities for parent involvement. 4.7 Understands the need to work cooperatively with all stakeholders. 4.8 Demonstrates a concern for school image. 4.9 Involves stakeholders in decision making. 4.10 Identifies community resources to support the school. 5.0 Decision Making Strategies – High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect and analyze data for continuous school improvement. Educational Leadership Program Indicators 5. 1 Considers the impact of decisions on stakeholders. 5.2 Employs a rational problem-solving decision-making model. 5.3 Understands that decision making has unanticipated consequence. 5.4 Understands that events and problems can have a variety of explanations. 5.5 Employs problem solving techniques. 5.6 Uses data to inform decision making. 5.7 Involves others in the decision making process. 5.8 Supports student learning when making curricular and instructional decisions 5.9 Recognizes time as an important variable in decision making. 6.0 Diversity – High Performing Leaders understand, respond to, and influence the personal, political, social, economic, legal, and cultural relationships in the classroom, the school and the local community. Educational Leadership Program Indicators 6.1 Interacts effectively with various audiences and diverse populations. 6.2 Understands the implications of a diverse school staff. 6.3 Understands the instructional needs of students from various cultural


backgrounds. 6.4 Understands how multicultural awareness, gender sensitivity, and racial and ethnic appreciation affect an educational organization. 6.5 Supports diverse perspectives in the teaching and learning environment. 6.6 Understands the instructional needs of a diverse student population. 7.0 Technology – High Performing Leaders plan and implement the integration of technological and electronic tools in teaching, learning, management, research, and communication responsibilities. Educational Leadership Program Indicators 7.1 Understands how to facilitate the integration of technology into the teaching and learning environment. 7.2 Uses technology as a personal productivity and instructional tool. 7.3 Understands the role of technology in the teaching and learning process. 7.4 Is informed about research based instructional software. 7.5 Understands teachers need for professional development in technology. 7.6 Is aware of hardware requirements necessary to use software. 7.7 Plans for acquisition of technology (hardware/software) in the school. 7.8 Understands the change process related to innovation. 8.0 Learning, Accountability, and Assessment – High Performing Leaders monitor the success of all candidates in the learning environment, align the curriculum, instruction, and assessment processes to promote effective candidate performance, and use a variety of benchmarks, learning expectations, and feedback measures to ensure accountability for all participants engaged in the educational process. Educational Leadership Program Indicators 8.1 Has high expectations for students and staff. 8.2 Makes curriculum decisions based upon data and research. 8.3 Makes instructional decisions based upon student achievement outcomes. 8.4 Uses data to assess and monitor student achievement. 8.5 Ensures curriculum and instruction alignment with standards. 8.6 Uses multiple sources of data to inform decision making, curriculum and instructional improvement. 8.7 Demonstrates an understanding of the methods and principles of program evaluation. 8.8 Demonstrates ability to evaluate instructional strategies and materials. 8.9 Uses diagnostic tools to assess student progress and improve instruction. 8.10 Identifies strategies to improve student achievement. 9.0 Human Resource Development – High Performing Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop mentor and partnership programs, and design and implement comprehensive professional growth plans for all staff – paid and volunteer. Educational Leadership Program Indicators 9.1 Demonstrates an understanding of the major aspects of the Human Resource Function (recruitment, selection, induction, appraisal, compensation, employment continuity, development, and collective bargaining). 9.2 Demonstrates an understanding of the Human Resource Function in the operation of the district and school. 9.3 Recognizes that the Human Resource Function exists to achieve district and school goals. 9.4 Demonstrates an understanding of collective bargaining and its contractual features. 9.5 Understands the legal parameters for the operation of the Human Resource


Function. 10.0 Ethical Leadership – High Performing Leaders act with integrity, fairness, and honesty in an ethical manner. Educational Leadership Program Indicators 10.1 Understands that ethics is central to leadership. 10.2 Makes decisions based on the legal, moral and ethical principles. 10.3 Applies ethical and legal principles when using technology in the teaching and learning environment. 10.4 Has a personal code of ethics that embraces diversity, integrity, and the dignity of all people 10.5 Acts in accordance with federal and state constitutional provisions, statutory standards, and regulatory policies. 10.6 Applies ethical considerations to decision making. Florida Educational Leadership Examination Subtest Standards and Competency Indicators

Subtest 1 Instructional Leadership 1. Knowledge of instructional leadership standard as related to curriculum development and continuous school improvement process. (1) Given a scenario, assess the curriculum and schoolwide professional development needs of an instructional program. (2) Given a set of school data, identify appropriate objectives and strategies for developing, implementing, assessing, and revising a school improvement plan. (3) Given a school data set, determine an appropriate instructional improvement strategy. (4) Identify functions and implications of various curriculum designs. (5) Given grade-level data on reading, identify strategies to align curriculum, instruction, and assessment. 2. Knowledge of instructional leadership standard as related to research-based best practices. (1) Given school-based student assessment data on reading performance, identify research-based reading instruction to improve student achievement. (2) Given school-based student assessment data on reading performance, identify instructional strategies to facilitate students’ phonemic awareness, phonics, fluency, vocabulary, and reading comprehension throughout the content areas. (3) Given a scenario, which may include data, identify programs or initiatives that are research based to integrate reading, writing, and mathematics across all subject areas to increase student achievement. (4) Given a description of recurring problems in student performance in a content area, select strategies for engaging teachers in ongoing study of current best practices. (5) Identify scientifically based research applications to effective teaching and learning methods. (6) Identify practices in teacher planning, instructional organization, and classroom management that enhance student learning and achievement. (7) Identify instructional delivery methods that enhance student learning and achievement. 3. Knowledge of instructional leadership standard as related to school culture. (1) Given data from a school climate survey, identify appropriate strategies for improving student learning. (2) Given data from a school climate survey, identify factors contributing to morale and performance.


4. Knowledge of instructional leadership standard as related to instructional design, teaching, and learning. (1) Given taxonomy of learning, identify instructional objectives to facilitate varying levels of learning. (2) Identify age-appropriate learning strategies based on principles of human growth and development. (3) Identify practices for evaluating the appropriateness of instructional strategies. (4) Identify practices for evaluating the appropriateness of instructional materials. 5. Knowledge of instructional leadership standard as related to instructional program for students with special needs. (1) Given student special needs characteristics in a specific classroom and walk-through observation notes, identify an appropriate instructional adaptation/modification to provide for students with special needs in that classroom. (2) Given an IEP, determine whether or not provisions made are adequate to meet student needs. 6. Knowledge of instructional leadership standard as related to federal and State law in education and schooling. (1) Given a scenario, identify the State requirements for students to participate in interscholastic or extracurricular student activities. (2) Given a scenario, identify employee and student rights and responsibilities under federal statutes. 7. Knowledge of managing the learning environment standard as related to tort and contract liability in the operation of Florida public schools. (1) Given a scenario, identify legal standards of negligent tort liability applicable to school employees and districts. (2) Given a scenario, identify legal standards of intentional tort liability applicable to school employees and districts. (3) Given a scenario, identify legal standards that are applicable to site administrators in negotiating contracts for goods and services. 8. Knowledge of managing the learning environment standard as related to funding of Florida schools. (1) Given an FTE report, identify, interpret, and apply each formula factor used in computing the Florida Education Finance Program allocation. (2) Given a school budget, identify funding categories available to a school beyond the Florida Education Finance Program allocation. (3) Given a school budget, identify or apply the processes of planning, developing, implementing, and evaluating a budget. 9. Knowledge of managing the learning environment standard as related to financial accounting and auditing. (1) Given an FTE audit report (e.g., State, district, or school), identify categories that are out of compliance with Florida Statutes (e.g., attendance records, teacher certification, vocational time cards, ESE and ESOL student records). (2) Given a school internal funds audit report, identify violations of the State Board of Education policies and procedures for the administration and accounting of internal funds (e.g., fund-raisers, purchases, monthly financial reports, bonding of the treasurer). 10. Knowledge of managing the learning environment standard as related to facilities management. (1) Given a State request for a school room utilization update, identify the requirements of the Florida Inventory of School Houses as specified in Florida Statutes (e.g., space requirements for ESE, vocational courses, class size


reduction). (2). Given a school building’s security plan, determine compliance with Florida Statutes and State Board of Education rules 11. Knowledge of managing the learning environment standard as related to student services. (1) Given a school guidance report, determine compliance with Florida Statutes. (2) Given a faculty handbook, identify the duties of school administrators governing student discipline and school safety per Florida Statutes (e.g., zero tolerance, discipline of exceptional students, emergency management plan, Student Code of Conduct). (3) Given a parent request to administer medication, identify the guidelines in Florida Statutes regulating the administration of prescribed medications to students by public school employees. 12. Knowledge of managing the learning environment standard as related to student and parental rights. (1) Given the student-parent handbook, determine compliance with Florida Statutes governing parents’ rights and responsibilities and/or students’ rights and privacy to access student educational records (e.g., deny, release, challenge content, FERPA). (2) Given a scenario, identify standards and procedures applicable to United States Citizenship and Immigration Services and students attending public schools. 13. Knowledge of managing the learning environment standard as related to federal law for education and schooling. (1) Given a scenario, identify exceptional education entitlements, equal access for students and staff with disabilities, and related rights under federal statutes. 14. Knowledge of learning, accountability, and assessment standard as related to State law for education and schooling. (1) Given a scenario, identify legal standards and procedures applicable to school accountability legislation. (2) Given a scenario, identify the standards and procedures applicable to the META Consent Decree 15. Knowledge of learning, accountability, and assessment standard as related to measurement of effective student performance. (1) Given data (e.g., national, state, district, school, classroom, individual student), analyze student achievement. (2) Given a scenario, determine aspects of adequate progress of the lowest 25% in reading and mathematics at the school level. 16. Knowledge of learning, accountability, and assessment standard as related to assessment instruments and their applications. (1) Given a scenario, identify the appropriate type of formal assessment instrument (e.g., norm referenced, criterion referenced) to determine student strengths and needs. (2) Given a scenario, identify the appropriate informal assessment instrument (e.g., observations, checklists, inventories, interviews) to determine student strengths and needs. 17. Knowledge of learning, accountability, and assessment standard as related to diagnostic tools to assess, identify, and apply instructional improvement. (1) Given a data set of reading test results for students in ESE or ESOL, identify diagnostic tools appropriate for assessing student learning needs. (2) Given a data set of reading test results for students in ESE or ESOL, identify appropriate instructional strategies to improve student performance in reading.


Subtest 2 Operational Leadership

1. Knowledge of technology standard in the use of technology for teaching and learning. (1). Given a technology plan, identify hardware, software, and related technologies appropriate to design and delivery of instruction. (2). Given a technology plan to integrate technology to improve student performance in a subject area, identify appropriate technology applications to address student performance needs. 2. Knowledge of technology standard related to school operations. (1) Given a school technology plan, assess compliance with State technology goals (e.g., copyright law, Internet usage, digital learning environment, instructional leadership, Florida’s digital educators, access to technology, infrastructure, support). (2) Given a scenario, select computer hardware and software appropriate to school operations. (3) Given a scenario, identify components of a technology infrastructure related to school and student safety. (4) Given a scenario, select Web-based communication applications. (5) Given a scenario, select presentation software applications. 3. Knowledge of human resource development standard as related to recruitment, selection, induction, and retention of staff. (1) Given policies for teacher recruitment, selection, induction, professional development, and retention, determine compliance with Florida Statutes and No Child Left Behind legislation. (2) Given an out-of-field teacher report, identify various methods for acquiring Florida Teacher Certification (e.g., highly qualified teachers, critical shortage, special needs). (3) Given a sample of an interview, identify violations of federal and State laws that protect an applicant from job discrimination (e.g., AIDS, civil rights, Americans with Disability Act). 4. Knowledge of human resource development standard as related to performance assessment procedures. (1). Given an instructional assessment instrument, determine compliance with Florida Statutes and State Board regulations for employee evaluation (i.e., management of students, maintenance of discipline, knowledge of subject matter, pay for performance, use of technology, and criteria for continual improvement) (2) Given an unsatisfactory performance evaluation, identify the Florida statutory requirements to facilitate employee growth (i.e., the performance improvement plan, notification of deficiencies, conference for the record). (3) Given an individual professional development plan, determine compliance with Florida Statutes governing the School Community Professional Development Act (i.e., requirement to establish and maintain an Individual Professional Development Plan for each teacher). 5. Knowledge of human resource development standard as related to managing personnel records. (1) Given a sample of content from an employer’s personnel file, determine compliance with Florida Statutes governing personnel files. (2) Given public information requests, determine compliance with Florida Statutes governing access to personnel files and records (e.g., medical records, complaints related to investigation, payroll deduction records, Social Security numbers). 6. Knowledge of human resource development standard as related to processes and procedures for discipline, dismissal, and nonrenewal of


school employees. (1) Given a recommendation to terminate an employee’s contract, identify the school site administrator’s responsibilities regarding termination as required in Florida Statutes (e.g., union contract, professional service contract, annual contract, continuing contract). (2) Given case studies with accompanying documentation, identify and apply the Standard of Just Cause for any adverse employment decision as required by Florida Statutes (e.g., dismissal, suspension, demotion, reinstatement). 7. Knowledge of human resource development standard as related to collective bargaining agreements. (1.) Given a collective bargaining agreement, identify the role of the administrator in managing the contract per Florida Statutes (e.g., grievances, school policies, enforcement, and punitive actions related to all classifications of school personnel). 8. Knowledge of human resource development standard as related to data analysis. (1) Given school or classroom data, analyze teacher performance over time. 9. Knowledge of human resource development standard as related to State law for education and schooling. (1) Given a scenario, identify standards and procedures applicable to State certification, selection, evaluation, discipline, and reappointment of school district employees. 10. Knowledge of ethical leadership standard as related to ethical conduct. (1) Given the Code of Ethics of the Education Profession in Florida, identify violations of ethical conduct as stated in Florida Statutes (e.g., conviction of a crime involving moral turpitude; gross insubordination; misconduct in office; neglect of obligations to students, public, school personnel). 11. Knowledge of ethical leadership standard as related to federal and State law for education and schooling. (1) Given a scenario, identify judicially recognized rights and responsibilities guaranteed under the Constitution (e.g., First, Fourth, Fourteenth Amendments) (2) Given a scenario, identify the statutory powers and duties of the Florida Board of Education, Commissioner of Education, local school boards, superintendents, and principals. (3). Given a situation, identify standards and procedures of State administrative law, public disclosure, record keeping, and child welfare. 12. Knowledge of decision-making strategies standard as related to federal and/or State law for education and schooling. (1) Given a scenario, identify standards and procedures applicable to federal and/or State statutory provisions for accomplished practices, pupil progression, compulsory school attendance, sexual harassment, charter schools, alternative schools, safe schools, curricula, and facilities. 13. Knowledge of decision-making strategies standard as related to change. (1) Apply current concepts of leadership (e.g., systems theory, change theory, situational leadership, visionary leadership, transformational leadership, learning organizations). (2) Select examples of organizational conditions or leadership actions that create positive attitudes toward change. 14. Knowledge of decision-making strategies standard as related to data analysis. (1) Given school data, perform procedural measures for school grade calculation. (2) Given a school improvement plan, identify criteria for learning gains of


varying subgroups using disaggregated data.

Subtest 3: School Leadership 1. Knowledge of community and stakeholder partnerships standard as related to community relations. (1) Select strategies to promote community cooperation and partnerships. 2. Knowledge of community and stakeholder partnerships standard as related to assessment instruments and their applications. (1) Given an audience, interpret standardized test results (e.g., percentiles, stanines, raw scores, scale scores). 3. Knowledge of community and stakeholder partnerships standard as related to State law for education and schooling. (1) Given a situation, identify reporting procedures of the Florida Department of Law Enforcement’s Missing Children program. (2) Given a scenario, interpret school advisory committee requirements as identified in State statutes. 4. Knowledge of community and stakeholder partnerships standard as related to student services. (1) Given case studies of students with disabilities, identify the accommodations and services required per Florida Statutes (e.g., diagnostic and learning resource centers, ADA facilities, interagency support services). 5. Knowledge of community and stakeholder partnerships standard as related to student and parental rights and responsibilities. (1) Given the student-parent handbook, identify rights and responsibilities of students, parents, and guardians per Florida Statutes (i.e., notification, due process hearings, student academic progress, school choice preference, health examinations/immunizations, student academic improvement plan, truancy procedures, instructional materials). 6. Knowledge of diversity standard as related to federal and State law for education and schooling and organizational communication. (1) Given a scenario, apply legal interpretations of the purpose and intent of federal statutes related to equal access and the prohibition of all forms of discrimination in public schools. (2) Given a scenario, identify effective, research-based communication strategies. 7. Knowledge of vision standard that works to relate State standards, the needs of the students, the community, and the goals of the school. (1) Identify effective strategies for communicating relevant information about State standards, student needs, community needs, and the goals of the school to appropriate stakeholders. (2) Identify effective strategies for communicating relevant information about the instructional program to the community, staff, and district personnel. (3) Identify practices and implications of effective communication and interpersonal relationships. 8. Knowledge of vision standard as related to data analysis. (1) Given school data, develop and organize a school action plan that includes methods and approaches to communicate the need for the plan to teachers, students, and the community. 9. Effective writing and data analysis for a school-based application. (1) Given a scenario including data, analyze, interpret, and evaluate data for a specific target audience.


ELCC Standards Standard 1.0 Candidate who completes 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 or district vision of learning supported by the school community. 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 and effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plan for staff. 3.0 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. 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. 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. 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.

Program Expected Outcomes

1.0 Vision – High Performing leaders have a personal vision for their school and the knowledge, skills, and dispositions to develop, articulate and implement a shared vision that is supported by the larger organization and the school community.





Step 2 Ascertain Criteria for Success

Direct Measure(s)

Program Assessments 1. Ninety percent (90%) of candidates will pass the Master’s Comprehensive Examination on the first administration. 2. One hundred percent (100%) candidates will pass the Florida Education Leadership Examination prior to graduation. 3. Eighty (80%) of the candidates will score B (80%) or better on Master's degree program Vision standard course requirements (specified in course syllabi and as Livetext Artifacts). Indirect Measure(s) 1. Ninety percent (90%) of the candidates will receive a rating of 4 or 5 on the Supervising Administrator's Performance Appraisal instrument. 2. Ninety percent (90%) of the candidates will fulfill the requirements of the Internship Working Agreement.


3. Eighty (80%) of employers will rate items in Section B, Program Evaluation of the Employer Satisfaction Survey for Graduates as Very Satisfied or Satisfied. 4. Eighty (80%) of candidates will rate items in Part III Section C of the Program Completer’s Satisfaction Survey as Very Good or Excellent.

Step 3 Measure Performance Using Direct and Indirect Methods

of Assessment

Direct Measure(s)

1. Comprehensive Examination. 2. Florida Educational Leadership Examination Portfolio Artifact Artifact 18. Vision Statement. Course: EDA 5510/5530 Standards CF 1.1,3.3, 6.4/ELCC 1.1 a, b, 1.2 a/FELS 1.1, 3.5

Indirect Measure(s) 1. Supervising Administrator Performance Appraisal 2. Internship Working Agreement 3. Employer Satisfaction Survey for Graduates 4. Program Completer’s Satisfaction Survey


Direct Measure(s) 1. Twenty-four candidates (100%) passed the program administered Comprehensive Examination on the first administration Spring 2009. 2. All candidates (100%) passed the Florida Educational Leadership Examination administered January – May 2009. 3. ___ candidates ( %) received a score equivalent to a “B” (80%) on the Vision standard. Portfolio Artifact Artifact 18. Vision Statement. Course: EDA 5510/5530 Standards CF 1.1,3.3, 6.4/ELCC 1.1 a, b, 1.2 a/FELE Subtest FELS 1.1, 3.5 [This course was taught by an adjunct and no data were received at the time of reporting] Indirect Measure(s) 1. All candidates (100%) received a rating of 4 or 5 on the Supervising Administrator's Performance Appraisal instrument. 2. All candidates (100%) fulfilled the requirements of the Internship Working Agreement. 3. All employers (100%) rated items in Section B, Program Evaluation of the Employer Satisfaction Survey for Graduates as Very Satisfied or Satisfied. 4. _____ percent ( %) of candidates rated items in Part III Section C of the Program Completer’s Satisfaction Survey as Very Good or Excellent.

Step 5 Use of Results for Improvement (Implemented)

Achievement outcomes were communicated to candidates using the program approved assessment grading form. The vision course requirement and its components were reviewed with candidates in order to clarify understanding.


Review and update course content to reflect best practices in instructional leadership. Access most recent legislation related to school leadership for incorporation into program offerings. Continue to use the vision assignment as a key for building candidates' competency in this area of school leadership.





2.0 Instructional Leadership – High Performing Leaders promote a positive learning culture, provide an effective instructional program, and apply best practices to candidate learning, especially in the area of reading and other foundational skills.


Direct Measure(s) Program Assessments

1. 90% of Candidates will pass the Master’s Comprehensive Examination on the first administration. 2. 100% candidates will pass the Florida Education Leadership Examination prior to graduation. 3. 80% of the candidates will score B (80%) or better on Master's degree program Instructional Leadership course requirements (see course syllabi and Livetext Artifacts). Indirect Measure(s) 1. 90% of the candidates will receive a rating of 4 or 5 on the Supervising Administrator's Performance Appraisal instrument. 2. 90% of the candidates will fulfill the requirements of the Internship Working Agreement. 3. 80% of employers will rate items in Section B, Program Evaluation of the Employer Satisfaction Survey for Graduates as Very Satisfied or Satisfied. 4. 80% of candidates will rate items in Part III Section C of the Program Completer’s Satisfaction Survey as Very Good or Excellent.


of Assessment

Direct Measure(s)

1. Comprehensive Examination. 2. Florida Educational Leadership Examination Portfolio Artifacts Artifact 19 Research Paper. Course: EDA 5193 CF 4.1, 5, 6.1, 4/ELCC 1.1-4, 2.2a,b,c, 2.3a,c, 3.1a/FELS 1.1-1.4, 2.1-2.13, 5.2,3,5-8, 7.1, 2,3,5, 8.1-8.10, 10.1/FEAP 3.9, 3.13, 5.2, 7.3, 9.3 Artifact 20. Article Critique (Instructional Leadership). EDA 5193 CF 4.1, 5, 6.1, 4/ELCC 1.1-4, 2.2a,b,c, 2.3a,c, 3.1a/FELS 1.1-1.4, 2.1-2.13, 5.2,3,5-8, 7.1, 2,3,5, 8.1-8.10, 10.1/FEAP 3.9, 3.13, 5.2, 7.3, 9.3. Artifact 21. Data Driven Decision Making Project. Course EDA 5193 CF 4.1, 5, 6.1, 4/ELCC 1.1-4, 2.2a,b,c, 2.3a,c, 3.1a/FELS 1.1-1.4, 2.1-2.13, 5.2,3,5-8, 7.1, 2,3,5, 8.1-8.10, 10.1/FEAP 3.9, 3.13, 5.2, 7.3, 9.3 Artifact 23: Article Critique (Instructional Leadership). Course EDA 5195. Standards CF 4.5, 5.1/ELCC 3.1a, 6.1a/FELS 3.2, 3.8/FEAP 11 Artifact 24: Interview. Course EDA 5195. Standards CF 4.5, 5.1/ELCC 3.1a, 6.1a/FELS 3.2, 3.8/FEAP 11 Artifact 28. Curriculum Innovation Paper. Course: EDG 6250 Standards CF 1.2, 4.1, 6.2/ELCC/FELS 2.1-2.13, 8.1-8.10/FEAP Human Development & Learning 7.2, 3 Artifact 29. Decision Making Scenario. Course: EDG 6250 Standards CF 1.2, 4.1, 6.2/ELCC 2.2a, b, 2.3a-c/FELS 2.1-2.13, 8.1-8.10/FEAP Human Development & Learning 7.2, 3


Artifact 30. Article Critique. Course: EDG 6250 Standards CF 1.2, 4.1, 6.2/ELCC/FELS 2.1-2.13, 8.1-8.10/FEAP Human Development & Learning 7.2, 3. Indirect Measure(s)

1. Supervising Administrator Performance Appraisal 2. Internship Working Agreement 3. Employer Satisfaction Survey for Graduates 4. Program Completer’s Satisfaction Survey


Direct Measure(s) 1. Twenty-four candidates (100%) passed the program administered Comprehensive Examination on the first administration Spring 2009. 2. All candidates (100%) passed the Florida Educational Leadership. 3. Eighty (80%) of the candidates earned a score B (80%) or better on Master's degree program Instructional Leadership course requirements EDA 5193. Artifact 19 Research Paper. Eighty-five percent of candidates earned a “B” on this course assignment. EDA 5193. Artifact 20. Article Critique (Instructional Leadership). Eighty-five percent of candidates earned an A or A- on the article review assignment. EDA 5193. Artifact 21. Data Driven Decision Making Project. Course No data were reported by faculty member regarding this course assignment. EDA 5195. Artifact 23: Article Critique (Instructional Leadership). Course was not taught Spring 2009 EDA 5195. Artifact 24: Interview. Course was not taught Spring 2009. EDA 5195. Curriculum Innovation Project. Course was not taught Spring 2009 EDG 6250. Artifact 28. Curriculum Innovation Paper. Four candidates (67%) earned and “A” for this course requirement. Two candidates (33%) earned a “B” for this course requirement. EDG 6250. Artifact 29. Decision Making Scenario. Course: Three candidates (50%) earned an “A” for this course requirement. Three candidates (50%) earned a “B” for this course requirement. EDG 6250. Artifact 30. Article Critique. One candidate (17%) earned an “A” for this course requirement. Three candidates (50%) earned a “B” for this course requirement. Two candidates (33%) earned a “C” for this course requirement. Indirect Measure(s) 1. All candidates (100%) received a rating of 4 or 5 on the Supervising Administrator's Performance Appraisal instrument. 2. All candidates (100%) fulfilled the requirements of the Internship Working Agreement.


3. All employers (100%) rated items in Section B, Program Evaluation of the Employer Satisfaction Survey for Graduates as Very Satisfied or Satisfied. 4. _____ percent ( %) of candidates rated items in Part III Section C of the Program Completer’s Satisfaction Survey as Very Good or Excellent.




Review and update course content to reflect best practices in instructional leadership. Access most recent legislation related to school leadership for incorporation into program offerings. Continue to use present assignments in order to build candidates' competency in instructional leadership.




3.0 Managing the Learning Environment – High Performing Leaders manage the organization, operations, facilities and resources in ways that maximize the use of resources in an instructional organization and promote a safe, efficient, legal, and effective learning environment.


Direct Measure(s) Program Assessments 1. 90% of Candidates will pass the Master’s Comprehensive Examination on the first administration. 2. 100% candidates will pass the Florida Education Leadership Examination prior to graduation. 3. 80% of the candidates will score B (80%) or better on Master's degree program Managing the Learning Environment course requirements (as specified in syllabi as College Livetext Artifacts).

Indirect Measure(s)

1. 90% of the candidates will receive a rating of 4 or 5 on the Supervising Administrator's Performance Appraisal instrument. 2. 90% of the candidates will fulfill the requirements of the Internship Working Agreement. 3. 80% of employers will rate items in Section B, Program Evaluation of the Employer Satisfaction Survey for Graduates as Very Satisfied or Satisfied. 4. 80% of candidates will rate items in Part III Section C of the Program Completer’s Satisfaction Survey as Very Good or Excellent.


of Assessment

Direct Measure(s) 1. Comprehensive Examination. 2. Florida Educational Leadership Examination Program Assessments Artifact 16: Article Critique Managing the Learning Environment. Course EDA 5510/5530. Standards CF 4.5, 5.1/NCATE .2.2 a ,FELE Communications G2-7/ Leadership D1-2, E1-4, Management B1-4, D1-4, E1-2,FELS 3.4, 3.5, 3.9, 3.10, 4.1 FEAP Knowledge of Subject Matter 8.4, Role of the Professional 11.10


Artifact 32: School Budget Project. Course EDA 5201. Standards CF, ELCC 3.1C, 6.1E, 7.2A/FELS 3.0 Managing the Learning Environment 3.4, 3.6, 3.7, FEAP 6.0 Ethics. Indirect Measure(s) 1. Supervising Administrator Performance Appraisal 2. Internship Working Agreement 3. Employer Satisfaction Survey for Graduates 4. Program Completer’s Satisfaction Survey


Direct Measure(s) 1. Twenty-four candidates (100%) passed the program administered Comprehensive Examination on the first administration Spring 2009. 2. All candidates (100%) passed the Florida Educational Leadership. 3. _____ candidates received a score equivalent to a “B” (80%) or better on Master's degree program Managing the Learning Environment course requirements. EDA 5510/5530. Artifact 16: Article Critique Managing the Learning Environment. [This course was taught by an adjunct. No data were reported for this course assignment by the due date.] EDA 5201. Artifact 32: School Budget Project. This course was not offered Spring 2009. Indirect Measure(s) 1. All candidates (100%) received a rating of 4 or 5 on the Supervising Administrator's Performance Appraisal instrument. 2. All candidates (100%) fulfilled the requirements of the Internship Working Agreement. 3. All employers (100%) rated items in Section B, Program Evaluation of the Employer Satisfaction Survey for Graduates as Very Satisfied or Satisfied. 4. _____ percent ( %) of candidates rated items in Part III Section C of the Program Completer’s Satisfaction Survey as Very Good or Excellent.


Achievement outcomes were communicated to candidates using the program approved assessment grading form. The managing the learning environment course requirement and its components were reviewed with candidates in order to clarify understanding.






4.0 Community and Stakeholder Partnerships – High Performing Leaders collaborate with families, business, and community members, respond to diverse community interests and needs, work effectively within the larger organization and mobilize community resources.


Direct Measure(s) Program Assessments 1. 90% of Candidates will pass the Master’s Comprehensive Examination on the first administration. 2. 100% candidates will pass the Florida Education Leadership


Examination prior to graduation. 3. 80% of the candidates will score B (80%) or better on Master's degree program Community and Stakeholder Partnership course requirements (see course syllabi and Livetext Artifacts). Indirect Measure(s) 1. 90% of the candidates will receive a rating of 4 or 5 on the Supervising Administrator's Performance Appraisal instrument. 2. 90% of the candidates will fulfill the requirements of the Internship Working Agreement. 3. 80% of employers will rate items in Section B, Program Evaluation of the Employer Satisfaction Survey for Graduates as Very Satisfied or Satisfied. 4. 80% of candidates will rate items in Part III Section C of the Program Completer’s Satisfaction Survey as Very Good or Excellent.


of Assessment

Direct Measure(s) 1. Comprehensive Examination. 2. Florida Educational Leadership Examination Program Assessments Artifact 16: Article Critique (Managing the Learning Environment). Course EDA 5210/EDA 5530. Standards CF 4.5, 5.1/NCATE .2.2 a FELE Communications G2-7/ Leadership D1-2, E1-4, Management B1-4, D1-4, E1-2,FELS 3.4, 3.5, 3.9, 3.10, 4.1 FEAP Knowledge of Subject Matter 8.4, Role of the Professional 11.10 Artifact 18: Memo (Parents). Course EDA 5210/EDA 5530. Standards NCATE 1.1a, 7.3a/FELS 1.1-4, 3.5, /FEAP Communication 2.10, Role of the Professional 11.10 Artifact 22: School and Community Stakeholder Initiative. Course EDA 5195. Standards CF 1.1, 3.2, 6.4/NCATE 3.3b, 4.1e, 4.1h, 4.3a, 6.2a/FELS 4.6, 4.7, 4.8, 4.9/FEAP 11 Indirect Measure(s) 1. Supervising Administrator Performance Appraisal 2. Internship Working Agreement 3. Employer Satisfaction Survey for Graduates 4. Program Completer’s Satisfaction Survey


Direct Measure(s) 1. Twenty-four candidates (100%) passed the program administered Comprehensive Examination on the first administration Spring 2009. 2. All candidates (100%) passed the Florida Educational Leadership. 3. _____ candidates received a score equivalent to a “B” (80%) or better on Master's degree program Community and Stakeholder Partnership course requirements. EDA 5510/5530. Artifact 18: Memo (Parents). [This course was taught by an adjunct. Data were not reported by the due date] EDA 5195. Artifact 22: School and Community Stakeholder Initiative. This course was not offered Spring 2009. Indirect Measure(s)

1. All candidates (100%) received a rating of 4 or 5 on the Supervising Administrator's Performance Appraisal instrument.


2. All candidates (100%) fulfilled the requirements of the Internship Working Agreement. 3. All employers (100%) rated items in Section B, Program Evaluation of the Employer Satisfaction Survey for Graduates as Very Satisfied or Satisfied. 4. _____ percent ( %) of candidates rated items in Part III Section C of the Program Completer’s Satisfaction Survey as Very Good or Excellent.


Achievement outcomes were communicated to candidates using the program approved assessment grading form. The community and stakeholder partnerships course requirement and its components were reviewed with candidates in order to clarify understanding.


Review and update course content to reflect best practices in instructional leadership. Access most recent legislation related to school leadership for incorporation into program offerings. Continue to use present assignments in order to build candidates' competency in school leadership.



Step 1 Formulate Outcome 5.0 Decision Making Strategies – High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect and analyze data for continuous school improvement.


Direct Measure(s) Program Assessments 1. 90% of Candidates will pass the Master’s Comprehensive Examination on the first administration. 2. 100% candidates will pass the Florida Education Leadership Examination prior to graduation. 3. 80 % of the candidates will score B (80%) or better on Master's degree program Decision Making Strategies course requirements (see course syllabi and Livetext Artifacts). Indirect Measure(s)



of Assessment

Direct Measure(s)

1. Comprehensive Examination. 2. Florida Educational Leadership Examination Results Portfolio Artifacts Artifact 16: Article Critique (Decision Making). Course EDA 5510 or EDA 5530. Standards CF 4.5, 5.1/NCATE 1.1A, B, 1.2 A-C, 1.3A, B, 1.4A-C, 1.5A, B, 3.1C, 4.2A, 5.1A, 5.2A, 6.2A, 6.3A-C, 7.2A, FELE Communications G2-7/ Leadership D1-2, E1-4, Management B1-4, D1-4, E1-2, FELS 3.5, 4.1, 5.1, 5.7, 6.2, 10.4, 10.5, 10.7, 10.8/FEAP


Knowledge of Subject Matter 8.4, Role of the Professional 11.10. Artifact. 21 Data Driven Decision Making Project. Course: EDA 5193 Standards CF 4.1, 5, 6.1, 4/NCATE 1.1-4, 2.2a,b,c, 2.3a,c, 3.1a/FELS 1.1-1.4, 2.1-2.13, 5.2,3,5-8, 7.1, 2,3,5, 8.1-8.10, 10.1/FEAP 3.9, 3.13, 5.2, 7.3, 9.3. Artifact 29. Decision Making Scenario. Course: EDG 6250 Standards CF 1.2, 4.1, 6.2/NCATE 2.2a, b, 2.3a-c/FELS 2.1-2.13, 8.1-8.10/FELE Curriculum A 3, 5, B 1, 2, 4, 5, C1-4, E1-5, F1-6/ FEAP Human Development & Learning 7.2, 3. Indirect Measure(s)



Direct Measure(s)

1. Twenty-four candidates (100%) passed the program administered Comprehensive Examination on the first administration Spring 2009. 2. All candidates (100%) passed the Florida Educational Leadership. 3. _____ candidates received a score equivalent to a “B” (80%) or better on Master's degree program Decision Making Strategies course requirements. EDA 5510/5530. Artifact 16: Article Critique (Decision Making). [This course was taught by an adjunct. Data were not reported by the due date]. EDA 5193. Artifact. 21 Data Driven Decision Making Project. [No data were reported by the faculty member relative to this course assignment.] EDG 6250. Artifact 29. Decision Making Scenario. Three candidates (50%) earned an “A” for this course requirement. Three candidates (50%) earned a “B” for this course requirement. Indirect Measure(s)

1. All candidates (100%) received a rating of 4 or 5 on the Supervising Administrator's Performance Appraisal instrument. 2. All candidates (100%) fulfilled the requirements of the Internship Working Agreement. 3. All employers (100%) rated items in Section B, Program Evaluation of the Employer Satisfaction Survey for Graduates as Very Satisfied or Satisfied. 4. _____ percent ( %) of candidates rated items in Part III Section C of the Program Completer’s Satisfaction Survey as Very Good or Excellent.


Achievement outcomes were communicated to candidates using the program approved assessment grading form. The decision making strategies course requirement and its components were reviewed with candidates in order to clarify understanding.






Step 1 Formulate Outcome 6.0 Diversity – High Performing Leaders understand, respond to, and influence the personal, political, social, economic, legal, and cultural relationships in the classroom, the school and the local community.


Direct Measure(s) Program Assessments 1. 90% of Candidates will pass the Master’s Comprehensive Examination on the first administration. 2. 100% candidates will pass the Florida Education Leadership Examination prior to graduation. 3. 80 % of the candidates will score B (80%) or better on Master's degree program Diversity course requirements (see course syllabi and College Livetext Artifacts). Indirect Measure(s)

1. 90% of the candidates will receive a rating of 4 or 5 on the Supervising Administrator's Performance Appraisal instrument. 2. 90% of the candidates will fulfill the requirements of the Internship Working Agreement. 3. 80% of employers will rate items in Section B, Program Evaluation of the Employer Satisfaction Survey for Graduates as Very Satisfied or Satisfied. 4. 80% of candidates will rate items in Part III Section C of the Program Completer’s Satisfaction Survey as Very Good or Excellent


of Assessment

Direct Measure(s)

1. Comprehensive Examination. 2. Florida Educational Leadership Examination Results Portfolio Artifact Artifact 34: Group Presentations. Course TSL 5700. Standards CF 1.1-1.5, 3.3, 4.1, 5.2, 6.4, NCATE 4.2B, D, 6.1F, FELE Leadership C4, Curriculum A4, C1, F5, Communication B2, FELS 6.0 Diversity, FEAP 1.0 Assessment, 5.0 Diversity, 6.0 Ethics, 8.0 Knowledge of Subject Matter. Artifact 35: Article Critiques Course TSL 5700. Standards CF 1.1-1.5, 3.3, 4.1, 5.2, 6.4/NCATE 4.2B, D, 6.1F,FELE Leadership C4, Curriculum A4, C1, F5, Communication B2,FELS 6.0 Diversity, FEAP 1.0 Assessment, 5.0 Diversity, 6.0 Ethics, 8.0 Knowledge of Subject Matter. Artifact 36: Philosophy for Educating ELL Statement. Course TSL 5700. Standards CF 1.1-1.5, 3.3, 4.1, 5.2, 6.4, NCATE 4.2B, D, 6.1F, FELE Leadership C4, Curriculum A4, C1, F5, Communication B2,FELS 6.0 Diversity, FEAP 1.0 Assessment, 5.0 Diversity, 6.0 Ethics, 8.0 Knowledge of Subject Matter. Indirect Measure(s) 1. Supervising Administrator Performance Appraisal 2. Internship Working Agreement 3. Employer Satisfaction Survey for Graduates 4. Program Completer’s Satisfaction Survey



Direct Measure(s) 1. Twenty-four candidates (100%) passed the program administered Comprehensive Examination on the first administration Spring 2009. 2. All candidates (100%) passed the Florida Educational Leadership. 3. _____ candidates received a score equivalent to a “B” (80%) or better on Master's degree program Diversity course requirements. TSL 5700. Artifact 34: Group Presentations. [This course was taught by an adjunct. No data were reported for this course requirement.] TSL 5700. Artifact 35: Article Critiques. [This course was taught by an adjunct. No data were reported for this course requirement.] TSL 5700. Artifact 36: Philosophy for Educating ELL Statement. [This course was taught by an adjunct. No data were reported for this course requirement.] Indirect Measure(s)






Step 1 Formulate Outcome 7.0 Technology – High Performing Leaders plan and implement the integration of technological and electronic tools in teaching, learning, management, research, and communication responsibilities.


Direct Measure(s)

Program Assessments 1. 90% of Candidates will pass the Master’s Comprehensive Examination on the first administration. 2. 100% candidates will pass the Florida Education Leadership Examination prior to graduation. 3. 80 % of the candidates will score B (80%) or better on Master's degree program Technology course requirements (see course syllabi and College Livetext Artifacts). Indirect Measure 1. 90% of the candidates will receive a rating of 4 or 5 on the Supervising Administrator's Performance Appraisal instrument. 2. 90% of the candidates will fulfill the requirements of the Internship Working Agreement. 3. 80% of employers will rate items in Section B, Program Evaluation of the Employer Satisfaction Survey for Graduates as Very Satisfied or Satisfied.


4. 80% of candidates will rate items in Part III Section C of the Program Completer’s Satisfaction Survey as Very Good or Excellent


of Assessment

Direct Measure(s)

1. Comprehensive Examination. 2. Florida Educational Leadership Examination Results Portfolio Artifacts Artifact 7: Spreadsheet and Database Exercises. Course EDA 5275. Standards CF 2.1-2.7/ELCC 2.2C, 3.2A, 3.3C,/FELS 7.0 Technology, 7.2, 7.5, 7.6/FEAP 12.0 Technology. Artifact 8: Interview w/Principal Facilitating Integration of Technology into Teaching and Learning Paper. Course EDA 5275. Standards CF 2.1-2.7, ELCC 2.2C, 3.2A, 3.3C,/FELS 7.0 Technology, 7.1, 7.2, 7.3, 7.7/FEAP 12.0 Technology. Artifact 9: Technology Project. Course EDA 5275. Standards CF 2.1-2.7/ELCC 2.2C, 3.2A, 3.3C/FELS 7.0 Technology, 7.1, 7.3, 7.4, 7.8/FEAP 12.0 Technology. Indirect Measure(s)



Direct Measure(s) 1. Twenty-four candidates (100%) passed the program administered Comprehensive Examination on the first administration Spring 2009. 2. All candidates (100%) passed the Florida Educational Leadership. 3. _____ candidates received a score equivalent to a “B” (80%) or better on Master's degree program Technology course requirements. EDA 5275. Artifact 7: Spreadsheet and Database Exercises. 100% of students passed with better than an 80% on presentation/Spreadsheet/Word/Database assignment. EDA 5275. Artifact 8: Interview w/Principal Facilitating Integration of Technology into Teaching and Learning Paper. [No data were presented for inclusion on this course requirement.] EDA 5275. Artifact 9: Technology Project. 100% of students passed with better than an 80 % on pass the Technology Plan evaluation assignment. Indirect Measure(s)




Achievement outcomes were communicated to candidates using the program approved assessment grading form. The technology course requirement and its components were reviewed with candidates in order to clarify understanding.


Review and update course content to reflect best practices in instructional leadership. Access most recent legislation related to school leadership for incorporation into program offerings. Continue to use present assignments in order to build candidates' competency in technology leadership.




8.0 Learning, Accountability, and Assessment – High Performing Leaders monitor the success of all candidates in the learning environment, align the curriculum, instruction, and assessment processes to promote effective candidate performance, and use a variety of benchmarks, learning expectations, and feedback measures to ensure accountability for all participants engaged in the educational process.


Direct Measure(s) Program Assessments 1. 90% of Candidates will pass the Master’s Comprehensive Examination on the first administration. 2. 100% candidates will pass the Florida Education Leadership Examination prior to graduation. 3. 80 % of the candidates will score B (80%) or better on Master's degree program Learning, Accountability, and Assessment course requirements (see course syllabi and College Livetext Artifacts). Indirect Measure(s) 1. 90% of the candidates will receive a rating of 4 or 5 on the Supervising Administrator's Performance Appraisal instrument. 2. 90% of the candidates will fulfill the requirements of the Internship Working Agreement. 3. 80% of employers will rate items in Section B, Program Evaluation of the Employer Satisfaction Survey for Graduates as Very Satisfied or Satisfied. 4. 80% of candidates will rate items in Part III Section C of the Program Completer’s Satisfaction Survey as Very Good or Excellent


of Assessment

Direct Measure(s) 1. Comprehensive Examination. 2. Leadership portion of the FELE Examination Portfolio Artifacts Artifact 17. Interview with Principal. Course: EDA 5510/5530 Standards CF 3.1,5.7/NCATE 4.1 b, e, f, 5.3/FELE Leadership C1, 3,4/FELS 1.3, 3.3, 4.10, 5.7, 7.1-6, 7.8, 10.1-2, 6/FEAP Knowledge of Subject Matter 8.4, Learning Environments 9.4.3 Artifact 21. Data Driven Decision Making Project. Course: EDA 5193 Standards CF 4.1, 5, 6.1, 4/NCATE 1.1-4, 2.2a,b,c, 2.3a,c, 3.1a/FELS 1.1-1.4, 2.1-2.13, 5.2,3,5-8, 7.1, 2,3,5, 8.1-8.10, 10.1/FEAP 3.9, 3.13, 5.2, 7.3, 9.3. Artifact 28. Curriculum Innovation Paper. Course: EDG 6250 Standards CF 1.2, 4.1, 6.2/NCATE 2.2a, b, 2.3a-c/FELS 2.1-2.13, 8.1-8.10/FELE Curriculum A 3, 5, B 1, 2, 4, 5, C1-4, E1-5, F1-6/FEAP Human Development & Learning 7.2, 3.




Direct Measure(s) 1. Twenty-four candidates (100%) passed the program administered Comprehensive Examination on the first administration Spring 2009. 2. All candidates (100%) passed the Florida Educational Leadership. 3. _____ candidates received a score equivalent to a “B” (80%) or better on Master's degree program Learning, Assessment, and Accountability course requirements.

EDA 5510/5530. Artifact 17. Interview with Principal. [This course was taught by an adjunct. Data were not reported by the due date.] EDA 5510/5530. Artifact 21. Data Driven Decision Making Project. [The faculty member who taught this course did not report data for this course requirement.] EDG 6250. Artifact 28. Curriculum Innovation Paper. Four candidates (67%) earned and “A” for this course requirement. Two candidates (33%) earned a “B” for this course requirement.

Indirect Measure(s)



Achievement outcomes were communicated to candidates using the program approved assessment grading form. The learning, accountability, and assessment course requirement and its components were reviewed with candidates in order to clarify understanding.






9.0 Human Resource Development – High Performing Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop mentor and partnership programs, and design and implement comprehensive professional growth plans for all staff – paid and volunteer.



Direct Measure(s)

Program Assessments 1. 90% of Candidates will pass the Master’s Comprehensive Examination on the first administration. 2. 100% candidates will pass the Florida Education Leadership Examination prior to graduation. 3. 80 % of the candidates will score B (80%) or better on Master's degree program Human Resource Development course requirements (see course syllabi and Livetext Artifacts).

Indirect Measure(s)



of Assessment

Direct Measure(s) 1. Comprehensive Examination. 2. Florida Educational Leadership Examination Results Portfolio Artifacts Artifact 13: Interview w/ School District Personnel Officer. Course EDA 5222. Standards CF 3.1/NCATE 3.1 b, c, 3.2 a, 3.3 a, 5.1/FELS 9.1-5/ FELE Personnel A1-6, B1, 2, C1, 2, D1-3, E1-3, F1-3, G1, 2/FEAP Ethics 6.1 Artifact 14: Field Experiences/Interview w/Principal. Course EDA 5222. Standards CF 3.1/NCATE 3.1 b, c, 3.2 a, 3.3 a, 5.1 /FELE Personnel A1-6, E 1-2/FELS 9.1-5/FEAP Ethics 6.1 Artifact 15: Resume’ Review, Interview Protocol, Collective Bargaining Agreement Analysis. Course EDA 5222. Standards CF 3.1/NCATE 3.1 b, c, 3.2 a, 3.3 a, 5.1/FELE Personnel A1-6, B1, 2, E1-3, F1-3,/FELS 9.1-5



Direct Measure(s) 1. Twenty-four candidates (100%) passed the program administered Comprehensive Examination on the first administration Spring 2009. 2. All candidates (100%) passed the Florida Educational Leadership. 3. _____ candidates received a score equivalent to a “B” (80%) or better on Master's degree program Human Resource Development course requirements.

EDA 5222. Artifact 13: Interview w/ School District Personnel Officer. This course was not offered in Spring 2009.


EDA 5222. Artifact 14: Field Experiences/Interview w/Principal. This course was not offered in Spring 2009. EDA 5222. Artifact 15: Resume’ Review, Interview Protocol, Collective Bargaining Agreement Analysis. This course was not offered in Spring 2009. Indirect Measure(s)






Step 1 Formulate Outcome 10.0 Ethical Leadership – High Performing Leaders act with integrity, fairness, and honesty in an ethical manner.


Direct Measure(s)

Program Assessments 1. 90% of Candidates will pass the Master’s Comprehensive Examination on the first administration. 2. 100% candidates will pass the Florida Education Leadership Examination prior to graduation. 3. 80 % of the candidates will score B (80%) or better on Master's degree program Ethical Leadership course requirements (see course syllabi and Livetext Artifacts). Indirect Measure(s)



of Assessment

Direct Measure(s)

1. Comprehensive Examination. 2. Florida Educational Leadership Examination Results Portfolio Artifacts Artifact 6. Case Studies (Ethical Leadership). Course: EDA 5051 Standards CF 4.5, 5.1, 5.3/NCATE 3.1 A, 6.1 A, C, 7.2 A,


FELE Leadership A1-2, B1-2, C1-4, D1-2, E1-3, F1-3, Management A1-3, B1-4,FELS 5.0 Decision Making Strategies, 10. Ethical Leadership/FEAP 2.Communication, 6 Ethics, 8 Knowledge of Subject Matter. Artifact 33. Case Studies (Ethical Leadership). Course: EDA 5201 Standards CF 5.1/NCATE 3.1b,c;3.3a,c/FELE Finance A1-4, B1-6, C1-6, D1-4, E1-3/FELS 3.6, 3.8, 3.11, 10.5 Artifact 12. Communications Research Paper (Ethical Leadership). Course EDA 5217 Standards CF 6.4,/NCATE 3.2B,/FELE Communications A1-7, B1-6, C1-3, D1-3, E1-3, F1-6, G1-7,/FELS 1.0 Vision (1.6, 1.13), 6.0 Diversity (6.1, 6.3, 6.6, 6.11)/FEAP 2.0 Communication. Indirect Measure(s)



Direct Measure(s) 1. Twenty-four candidates (100%) passed the program administered Comprehensive Examination on the first administration Spring 2009. 2. All candidates (100%) passed the Florida Educational Leadership. 3. _____ candidates received a score equivalent to a “B” (80%) or better on Master's degree program Ethical Leadership course requirements.

EDA 5051. Artifact 6. Case Studies (Ethical Leadership). [This course was taught by an adjunct. No data were reported by the due date. EDA 5201. Artifact 33. Case Studies (Ethical Leadership). This course was not offered Spring 2009. EDA 5217. Artifact 12. Communications Research Paper (Ethical Leadership). This course was offered Spring 2009, however, data were not presented for this course requirement.

Indirect Measure(s)







Degree Program Master’s Degree in Educational Leadership

College/School College of Education

Contact Person Dr. Warren C. Hope



Date Submitted, Step 6 5/17/2009


Excerpt(s) Citing Linkage to University Mission Statement

The Master’s degree program in Educational Leadership seeks to implement the university’s mission by providing learning experiences that facilitate the intellectual, moral, cultural, ethical development of candidates. The learning environment is structured to prepare candidates to engage in leadership, service, and research. The Educational Leadership program faculty members are committed to achieving the university’s mission by providing inspirational teaching, exemplary research, and meaningful public and community service through creative partnerships at the local, state, national, and global levels.



University Goal 3: Academic Improvement a. Provide exemplary classroom instruction and appropriate technology environment b. Provide a supportive intellectual environment and the appropriate practical professional and research training for graduate students Master’s in Educational Leadership Goals Goal 1: To produce exemplary professionals with a broad range understanding of (a) research, theory, practice, leadership, (b) an ability to utilize appropriate technology in multiple environments, and (c) engage in problem solving approaches relevant to education and related fields. Goal 4: To develop an instructional program that employs the widest range of pedagogies (including, but not limited to, problem based instruction and other techniques based on the constructivist model). To deliver the knowledge base of the profession and professional practices. Goal 6: To provide instruction and resources to facilitate the development of candidates research skills and mastery of educational practices in the discipline.


Program Mission/Goals: Mission Statement: The Mission of the Educational Leadership program is to provide learning experiences in a best practices, constructivist, and reflective environment that facilitates candidates development of a repertoire of performance capabilities and values that enable them to satisfy public education’s demand for well-prepared educational leaders.

PEU Conceptual Framework Standards DIVERSITY •CF 1 Through this focal area, the FAMU professional education candidate will: CF: 1.1 (K) Understand diverse backgrounds of individuals. F:5,6,7/I:3 CF: 1.2 (S,D) Acquire the skills & dispositions to understand & support diverse