MEd Assessment Plan Original April 2001
Master of Educational Administration Assessment Plan
Introduction
The assessment plan for this
program is based on its GOALS AND OBJECTIVES, which in turn are linked to exact
standards defined by the State of Missouri. It is designed to measure student
competence in specific areas.
The plan is three tiered.
First, each course is assessed using measures designed to determine the mastery
of course material. Second, designated materials from each course are collected
in a Portfolio, which will be reviewed by a panel prior to graduation to
determine growth in the program and evidence of competence in the standards. Finally, each graduate must successfully pass a standardized exam required by
the State of Missouri to become fully certified as a principal
This tiered system provides
both formative and summative evaluation for the program participants. A high
success rate on the certification exam will provide evidence of the level of
preparation of program graduates.
This plan was approved by
the Assessment Committee, the Director of Institutional Research and Assessment
and the Vice President for Academic Affairs at the April 2001 meeting of the
Assessment Committee.
Description of the Plan
The proposed
Masters Degree in Educational Administration is to be focused on the standards
and competencies developed by the Leadership Academy of the State of Missouri
for the Building Administrator’s Assessment examination. The standards are
based on six clearly defined areas that fit the curricular design of the Park
University program. Each standard is a part of the syllabi and curriculum for
individual courses.
The overall
intent of the program is to guide the student through a course of study, which
is related to the standards, while developing leadership skills based upon
experience, knowledge and research. The focus of this program is always on the
student and his/her individual growth as a professional educator.
The graduate
is expected to follow a rigorous course of study, exemplify quality academic
work and develop a professional Portfolio worthy of a professional. Park
University is interested in the pragmatic business of running schools but
equally interested in producing students who have high-level academic
preparation and who will continue in graduate work as well as use research in
developing exemplary schools.
There are
multiple measures incorporated in each course to ensure that the assessment of
the Educational Administration graduates correctly measures their competence in
the various standards. These include case study analysis reports, research
projects, oral reports, field experiences, and comprehensive examinations.
All
students in the program will be required to produce a Portfolio from course
materials that exhibits competence in the standards as set forth by the
Department of Elementary and Secondary Education (DESE) for Missouri. The
Portfolio contents must exhibit not only specific knowledge, but must also
reflect student growth in higher-order thinking skills such as analysis,
synthesis and evaluation. A team of faculty will review the Portfolio,
including the Program Director. A satisfactory rating by all team members is
required for the student to be cleared for certification. If the Portfolio is
incomplete or lacking in content mastery, a student will be required to present
missing materials and/or modified original submissions for team review before a
recommendation for certification is granted by the Program Director.
There will
also be outside evaluation, as each student in the Educational Administration
program will be required to have a practicum experience under the supervision of
a practicing school administrator. This experience will be provided by holding
regularly scheduled class sessions during the school day to observe, and
interact with, school administrators in action during time periods such as
Registration or school-wide testing.
All graduate programs in the Department of Education are also evaluated
qualitatively. Each student evaluates each course every term. The results are
returned to the instructor and to the Director, to become part of the formative
information for course revision. Teaching is a high priority in Park University
programs. Instructors are expected to model best practices. In addition, each
alumnus is surveyed the first two years after graduation to determine if the
program met his/her expectations and employment needs.
To be certified by DESE, all candidates must pass the Building Administrator’s
Assessment, which is a standardized test instrument. This is the ultimate
assessment of the student’s mastery of the required material and concepts.
Program personnel will follow-up with graduates to determine if they have passed
the exam, are certified and are working in the field for which they achieved
certification.
CHARACTERISTICS OF THE ASSESSMENT PLAN
The components of this
Assessment Plan fit the “Characteristics of a Program to Assess Student Academic
Achievement” set forth by the Commission on Institutions of Higher Education
(1991).
- Flows from the institution's mission. In particular, this program specifically relates to the commitment to serve the Metropolitan Kansas City area with an emphasis on professionalism in the various degree programs.
- Has a conceptual framework. The framework of this Plan is focused on the standards and competencies developed by the Leadership Academy of the State of Missouri for the Building Administrator’s Assessment examination. The standards are based on six clearly defined areas that fit the curricular design of the Park University program. The GOALS and OBJECTIVES are the implementation of the framework.
- Has faculty ownership/responsibility. This Assessment Plan has been developed through collaboration among the Department of the Education faculty, the Director of Graduate Programs in Education and the Dean of Graduate Studies.
- Has institution-wide support. This Assessment Plan is with the NCA approved Institutional Assessment Plan and undergraduate and graduate assessment plans in the Department of Education. It will be reviewed by the Assessment Committee. Faculty and administration input will be an ongoing part of the assessment procedure.
- Uses multiple measures. Six measures, both quantitative and qualitative, will be used to assess the overall program.
- Provides feedback to students, faculty, and the larger institution. Feedback is a natural part of each course’s content. Feedback for students is provided by grades, annotations and verbal comments The faculty will be provided feedback through regular student evaluations, the Portfolio evaluation, and graduate surveys. The institution will receive information from student evaluations, the results of the Building Administrators Assessment, and graduate surveys.
- Is cost effective. Course-embedded activities and instruments are the heart of the plan. Minimal cost will be incurred to distribute student evaluations and graduate surveys.
- Does not restrict or inhibit goals of access, equity, and diversity established by the institution. The Mission Statement and the GOALS of the program clearly state the desire to be inclusive and available to working practitioners.
- Leads to improvement. The purpose of this Assessment Plan is to systematically identify areas of strength and areas that need improvement. The assessment tools will be evaluated at least annually to allow for change and improvement.
- Includes a process for evaluating the assessment program. Assessment tools will be evaluated to determine if they are providing the information needed. Student and faculty feedback will help determine the effectiveness of the evaluation plan, as well as the effectiveness of the program. The plan will be piloted as the program is implemented. Changes will be made as evaluation indicates. The review of instruments will occur at least annually in the beginning to allow necessary refinement of the program.
Program Goals and Objectives
- Graduates of the program will demonstrate the ability to approach educational concerns critically to solve problems effectively.
- Graduates of the program will demonstrate an understanding of effective problem solving and demonstrate the ability to utilize this skill professionally
- Graduates of the program will demonstrate an awareness of community needs and issues that impact school performance with the ability to demonstrate supportive attitudes about the community.
- Graduates of the program will demonstrate the ability to assume leadership roles in his/her work setting and community.
- Graduates of the program will demonstrate an understanding of the principles of teaching and learning and the ability to effectively motivate others to excellence in teaching.
- Graduates of the program will demonstrate an understanding of the ethical and legal aspects of education and develop the ability to organize a school climate to insure maximum access and quality for each individual in that environment..
- Graduates of the program will demonstrate an ability to continue graduate education and demonstrate professionalism and the ability to integrate the knowledge of the profession.
Assessment Instruments
- Performance in the Courses Required for Certification. Students
will be assessed on their achievement in case study analysis reports, research
projects, oral reports, field experiences, and summary examinations. The
criteria for grading are based on the GOAL and OBJECTIVES of the program and the
standards and competencies developed by the Leadership Academy of the State of
Missouri.
- Portfolio All students in the programs will be required to
produce a portfolio from course materials that exhibits competence in the
standards as set forth by the Department of Elementary and Secondary Education
for Missouri. The Portfolio contents must exhibit not only specific knowledge,
but must also reflect student growth in higher-order thinking skills such as
analysis, synthesis and evaluation. Unanimous approval of a panel of three
faculty members is required to satisfy this graduation requirement.
- Outside Evaluators. Each student in the Educational
Administration program is required to have a practicum experience under the
supervision of a practicing school administrator. The supervising administrator
will complete an evaluation of student performance.
- Student Course Evaluations. Each student evaluates each course
every term. The results are returned to the instructor and to the Director, to
become part of the formative information for course revision.
- Building Administrator’s Assessment. To be certified by DESE,
all candidates must pass the Building Administrator’s Assessment, which is a
standardized test instrument. This is the ultimate assessment of the student’s
mastery of the required (material and content). The exam evaluates the
graduate’s level of competence in the standards and competencies developed by
the Leadership Academy of the State of Missouri. Program personnel will
follow-up with graduates to determine if they have passed the exam, and are
certified and working in the field for which they achieved certification.
- Alumni Survey. In the first two years after graduation each
alumnus will be surveyed to determine if the program met his/her expectations
and employment needs.
Outline of Portfolio
As a part of the
Masters degree in Educational Administration you are required to compile a
portfolio to be presented during the final semester of your class work. The
following guidelines should assist you in completing the portfolio as you take
classes toward the completion of the degree:
I. Three Ring
Binder Notebook
II. Introductory
section
A. Demographic
data
B. Resume
III.
Professional goals and attainments
A. Statement of
beliefs about education
B. Statement of
professional goals
C. Evidence of
professional growth
Samples:
-Mentor or Faculty comments
-Writing samples (personal statement to be read and signed by three members of the Ed.
Admin. staff)
-Special Projects
- Selected log entries demonstrating growth
IV. Course by
course portfolio items
Each item will be
included as a part of the specific course competencies gained as a result of the
course work and will demonstrate the skill and competencies acquired.
A. Papers written
B. Books read (required)
C. Articles read (required)
D. Optional reading (not required)
E. Authentic assessments
F. Projects specific to the individual course
Portfolio items
will demonstrate specific facts and knowledge, and higher-order
thinking skills such as analysis, decision-making and evaluation.
V. Recommendations
and personal statements from faculty
Three members of the
Department will read the portfolio, including the Program Director. Final
approval of the Portfolio by the Director is required prior to the release of a
Recommendation of Certification to the Missouri Department of Elementary
and Secondary Education.
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