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Program Assessment PLAN

PROGRAM Title: Educational Leadership Ed.D.

Purpose of program: The Education Leadership Doctoral Program (Ed.D) prepares and develops key leaders for school districts and college or university faculty. The program’s primary focus is the preparation of leaders who are reflective professionals developing vision and acquiring skills to reform, renew and improve schools and school systems that cultivate democratic learning communities that value social justice and equity. The meaningful, critical, reflective study of organizational change leadership principles and practices is best realized when solidly grounded in students’ own professional career experiences

Item / Expected Learning Outcomes / Methods of Assessment /
1 / Students will demonstrate deep conceptual knowledge of ideas and research presented in EDLD 6300, Organizational Theory in Education; EDLD 6330, Educational Leadership, Democracy, and Schools; EDLD 6340, Educational Policy and the Law or EDLD 6341, Legal Issues with Special Populations, and EDLD 6451, Organizational Communication in Education. / 90% of students completing these core courses will earn a final grade of A or B in all courses.
2 / Students will demonstrate the ability to critically read and evaluate research within the field of educational administration. / 100% of students will pass the qualifying exam for the Ed.D. program.
3 / Students will demonstrate knowledge and skills regarding educational leadership theory and research in compiling a comprehensive literature review for their dissertation. / 100% of students will score a 3 or 4 on all items on a literature review scoring rubric found in the following article: Boote, D. N. & Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation literature review in research preparation. Educational Researcher, 34(6), 3-15.
4 / Students will demonstrate an understanding of qualitative and quantitative methodology. / 100 % of students will earn a B or an A in 15 hours of EPSY coursework. All students who take the qualifying exam will pass.
5 / Students will develop their confidence to be effective educational leaders and/or university faculty or administrators through application of knowledge, skills, and dispositions demonstrated in various course activities (role plays, reflective journals, group discussions, and self assessments). / 90% of post graduates who are professionally engaged in school leadership roles in K-12 schools or at universities and colleges and who are surveyed one to three years after graduation will report that they feel they were well prepared for the rigors and demands of school leadership.