Assessment System for Warner School Leadership Preparation Programs
Conceptual framework
Candidates’ Targeted Proficiencies
Core courses and proficiencies addressed
Summary of Major Summative Assessments
Assessment at Transition Points
Conceptual framework
We are committed to preparing educational leaders for both public and private schools who can promote student learning through the formulation of visions, plans, instructional programs, and management techniques that are marshaled to that end. Our candidates are prepared to both foster and respond to change, while remaining focused on the basic mission of promoting student growth and learning. They are prepared to act ethically with integrity, fairness, and an awareness of the demands of social justice, and can use technology as appropriate to accomplish their goals.
More specifically, our school leadership programs are characterized by the following principles and related program standards:
· An interdisciplinary and research-based approach: Candidates should be able to understand multiple disciplines and their application to the tasks of educational leadership, including vision formation, planning, decision making, establishing the conditions necessary for student learning, communication with multiple interest groups and marshalling and managing school resources. Candidates should understand the legal context of their work and those prepared for private Catholic schools understand, and be prepared to undertake, a pastoral role in those settings.
· A concern for the pursuit of social justice: Candidates should understand the demands of social justice and its various conceptions, as well as relevant social justice principles and their application to specific educational problems and policies.
· A focus on instructional leadership: Candidates should understand curriculum and instruction from the perspectives of teachers, state and federal systems and social justice concerns; be able to lead programmatic reform in curriculum, assessment and instruction; and, understand the historical, social and political context within which educational leadership takes place.
· A focus on informed and reasoned decision-making: Candidates should have the knowledge, skills and dispositions needed for reasoned decision-making; be able to make decisions independently and in consultation with stakeholders, and are disposed to be accountable for their decisions; value and be able to make good use of data and research; have the knowledge and skill required to steward and evaluate their programs.
· An appreciation of alternative conceptions of leadership: Candidates should be aware of different conceptions of leadership and have developed a conception of themselves as leaders.
· A focus on preparing reflective professionals: Candidates should be able to think broadly about their roles and objectives as educational leaders, and be reflective, life-long learners who care about integrity, fairness and act ethically.
Candidates’ Targeted Proficiencies
Standard 1: Candidates have the knowledge and ability to promote the success of all students by facilitating the development, articulation, and stewardship of a school or district vision of learning supported by the school community.1.1. Develop a vision
1.2. Articulate a vision
1.3. Implement a vision
1.4. Steward a vision
1.5. Promote community involvement in the vision
Standard 2: Candidates have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.
2.1. Promote positive school culture
2.2. Provide effective instructional program
2.3. Apply best practice to student learning
2.4. Design comprehensive professional growth plans
Standard 3: Candidates 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.
3.1. Manage the organization
3.2. Manage operations
3.3. Manage resources
Standard 4: Candidates 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.
4.1. Collaborate with families and other community members
4.2. Respond to community interests and needs
4.3. Mobilize community resources
Standard 5: Candidates have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner.
5.1 Acts with integrity
5.2. Acts fairly
5.3. Acts ethically
Standard 6: Candidates 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.
6.1. Understands the larger context
6.2. Respond to the larger context
6.3. Influence the larger context
Core courses, map of targeted proficiencies, and the link between the standards and assessment
Core courses: / Main proficiencies addressed (in class and assignments)ED469: Leadership and Organizational Dynamics (3) / Examines organizational theory and dynamics focusing on school as a complex organization, and emphasizing school culture and the change process in schools. Explores leadership theory and models to help participants understand and prepare for leadership.
Mapping of key course activities with standards:
· Leadership Game Plan (1.1, 1.4, 2.3, 3.2, 4.1, 4.2, 4.3)· Leadership Challenge Case Studies (1.1, 1.4, 2.3, 3.2,4.1, 4.2, 4.3)
· Final Exam (1.1, 1.4, 2.3, 3.2,4.1, 4.2, 4.3)
EDU407: Curriculum and Instructional Leadership (3) / Provides an overview of critical leadership issues related to curriculum policy and classroom practice. Explores the “coherent curriculum” and the many complex layers involved in creating, implementing, and assessing the connectedness among everyday educational experiences. Reflects on the role of educational leaders in creating and shaping learning communities. Develops leadership practices and strategies that build a healthy learning climate by focusing on applying theory to practice; develops authentic contexts for learning; uses results to inform decisions; creates successful learners; and generates enthusiasm for rich learning experiences.
Mapping of key course activities with ELCC standards:
· Professional Development Plan (1.2, 1.3,1.4,1.5, 2.2, 2.4, 5.1, 5.2, 5.3)· Clinical Supervision Plan (1.2, 1.3, 1.4, 1.5, 2.2, 2.4, 5.1, 5.2, 5.3)
EDU421: Human Resources Management (3) / Provides an introduction to and an overview of human resources management in educational organizations. Emphasizes issues related to working with people in organizations, and policies and procedures for sound personnel administration practice.
Mapping of key course activities with ELCC standards
· Field Interview (3.1, 3.2, 3.3, 4.1, 4.2, 6.1)· Contract Analysis (3.1, 3.2, 3.3, 5.1, 5.2, 5.3, 6.1)
· Presentation on Terms and Conditions (3.1, 3.2, 3.3, 5.1, 5.2, 5.3, 6.1)
· Legal Dispute Analysis (3.1, 5.1, 5.2, 5.3, 6.1)
· Strategic Planning Simulation (1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3)
ED462: Managing School Resources (3) / Provides students with the skills needed to manage school resources (both fiscal and physical) effectively. Prepares candidates to prepare a budget for school, programs, and activities and to conduct a cost analysis. Addresses resource management issues in specific program areas, including cash management and inventory, risk management, scheduling and enrollment management, and facilities and maintenance.
Mapping of key course activities with ELCC standards:
· Environmental Scan (3.3, 4.2, 4.3, 5.3, 6.1, 6.2, 6.3)· Cost-Analysis (1.3, 1.4, 1.5, 2.2, 3.1, 3.2, 3.3, 4.2, 5.3, 6.1)
· Budget Construction (1.3, 1.4, 2.2, 3.1, 3.2, 3.3, 4.2, 6.1)
· Time Management Quiz (3.1)
· Facilities Management Cases (3.1, 3.2, 3.3, 4.2, 5.1, 5.2, 5.3)
ED465: School Governance and the Rights of Students and Teachers (3) / Provides an overview of legal principles and rules of particular relevance to school building administrators and introduces issues of applied ethics. Answers those legal questions of most relevance to school building administrators. Develops skills in the interpretation and application of law to school situations. Provides insight into some fundamental issues addressed by school law and ethical dilemmas of relevance to school leaders.
Mapping of key course activities with ELCC standards
· Analysis of Board of Education Meeting Agenda (2.1, 3.1, 3.2, 3.3, 4.2, 5.1, 5.3, 6.1, 6.2)· In-Basket Analysis (1.4, 1.5, 2.1, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2, 5.3, 6.1, 6.2) (Assessment #7)
· Supreme Court Brief Assignment (2.2, 4.2, 5.1, 5.2, 5.3, 6.1, 6.2)
· Presentation on Supreme Court Decision (2.2, 4.2, 5.1, 5.2, 5.3, 6.1, 6.2)
· Final Examination (2.2, 3.1, 3.2, 3.3, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3)
EDU468: Data-Driven School Improvement (3) / School leaders work in a climate that increasingly stresses the role of data collection and analysis as vital tools in decision making. Stakeholders, including parents, faculty, board members, state and federal governmental agencies, and the press, rely on data reporting to judge the quality of school programs. In this course, students are instructed on how to plan, design, implement, and complete an evaluation of an educational program using student achievement data.
Mapping of key course activities with ELCC standards
· Leading a Data Team (1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3,2.4, 3.1, 3.2, 3.3, 3.4)· Data Driven Decision Making Portfolio (1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3,2.4, 3.1, 3.2, 3.3, 3.4)
EDU502: Leading the School District: The Superintendency in the 21st Century (3) / Intended for those preparing for district-level leadership positions, including the superintendency. Focuses on the role of the superintendency and the perspective of that position on the challenges, needs, and opportunities facing school districts. Major emphasis is on leading a school district and managing school district operations.
Mapping of key course activities with ELCC standards
· Field Interview (3.1, 3.2, 3.3, 4.1, 4.2, 6.1)· Job Description Analysis (1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 3.3, 4.1, 4.2, 6.1)
· Decision Making Analysis (1.1, 2.1, 3.1, 6.1, 6.2)
· Entrance Plan (1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3)
EDF497: Supervised Internship in Educational Administration (6) / Directed and supervised experiences at both the building and district level for the equivalent of 15 weeks full time, as necessary to meet the new New York State requirements for administrative certification and NCATE standards. Includes participation in regular university seminars. Required of students matriculated after September 2005 who are seeking New York State administrative certification.
Mapping of key course activities with ELCC standards
· Internship Portfolio (1.3, 2.1, 2.2, 2.3, 2.4, 3.2, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 7.1, 7.2, 7.3, 7.4, 7.5, 7.6)Summary of Major Summative Assessments
Name of Assessment: / Type or Form of Assessment: / When the Assessment is Administered: / Evaluator(s):1. Admissions portfolio / Portfolio (including a combination of grades, self-reflection (personal statement), references, interview / Prior to admissions / Program Faculty
2. Entrance Plan / Project / EDU 502 / Course instructor
3. Clinical Supervision Plan / Project / EDU 407 / Course instructor
4. Internship Portfolio / Portfolio / EDF 498 / Site supervisor, University Supervisor
5. Employer Satisfaction Survey / Survey / Annually / Program Faculty
6. Data Driven Decision Making Portfolio / Project / EDU 468 / Course Instructor
7. In Basket Analysis / Portfolio / EDU 468 / Course Instructor
Assessment at Transition Points
How do we determine whether candidates’ can enter into, continue, or complete the program?
For each transition point (i.e., admission, pre-internship, post-internship and graduation), we have:
· Identified a few “major assessments” that will be used program-wide
· Ensured clarity and consistency in the decision by creating and using common rubrics for those assessments, which were created and approved by all faculty in the program
· Determined clear thresholds for the key decision to be made at that transition point (i.e., admit into the program, proceed to internship, pass internship, and graduate and recommend for School Leadership certification, respectively).
Assessment System Chart for Leadership Candidates
Key transition point / Decision to be made at this point / Major assessments used to make an informed decision / Type of each assessment / Evaluators of each assessment1. Admissions / Should the applicant be admitted into our leadership preparation programs? / Transcripts
resume; personal statement;
written sample;
recommendation letters;
interview / Grades
Career path assessment
Performance assessment
Expert opinion (external)
Interview / (For all) faculty interviewer, full program faculty, and Admissions & Financial Aid Committee (AFAC)
2. Pre-internship / Is the applicant ready to undertake an internship? / Transcript
Pre-internship interview / Grades
Interview Internship / (for both) Internship supervisor (i.e., Warner faculty)
3. Post-internship (after the internship experience) / Has the applicant satisfactorily completed the internship requirements? / *Internship Portfolio / Performance assessment / Internship supervisor (i.e., Warner faculty)
4. Graduation (after all coursework and internships) / Can the candidate graduate – i.e., are all program requirements fulfilled Proficiencies achieved at minimum acceptable level? / Transcripts
*Program-wide key assessments
*School Leadership Licensure Exam (started Spring09) / Performance assessment
Varied by assessment
State test / Office of Student Services
Varied by assessment
State test
* Indicates key assessments included in the NCATE-SPA report
Additional details
Admission:
· Decision to be made: Whether the applicant should be admitted into the program, based on the determination of the candidate pre-requisites and potential for success in the chosen program.
· Major assessments: Portfolio assessment of application documents, which includes:
o personal statement,
o performance in past coursework (i.e., transcripts),
o writing sample,
o letters of recommendation, and
o interview.
This evaluation takes place in three stages: (1) a faculty interview, (2) a full program faculty review of the admission portfolio, and school-wide Admission and Financial Aid Committee (AFAC) review -- using the same agreed-upon rubrics.
· Threshold: In order to be eligible for admission, an applicant cannot be “unacceptable” in any criteria or “emerging” for more than two criteria (for more details, see Interview Forms forLeadership Preparation Programs).
Pre-Internship (i.e., after completion of most of their coursework):
· Decision to be made: Whether the candidate is ready (i.e., has demonstrated the necessary minimum knowledge, skills and dispositions) to do undertake an internship (see Internship Handbook).