IPFWBuilding Level Administrator Program Review
CONTENT PROGRAM SPECIFICS
DOCUMENT 2
A.Content Curriculum Section
Master of Science in Education (M.S.Ed.)
Educational Leadership
Course of Study: Traditional Option
36 credit hours required for degree; 39 credit hours required for license
Rules 2002; Effective Fall 2005
Candidate’s Name: ID# ______
Teaching License(s) Held:______
Foundational Domain: 9 Semester Hours Grade Semester
One of the following: 3 ______
EDUC P501 Statistical Method Applied to Education
EDUC P503 Introduction to Research
EDUC P507 Testing in the Classroom
One of the following or any other approved P5XX course: 3 ______
EDUC P510 Psychology in Teaching
EDUC P515 Child Development
EDUC P516 Adolescent Development
EDUC P570 Managing Classroom Behavior
One of the following or any other approved H5XX course: 3 ______
EDUC H504 History of American Education
EDUC H520 Education and Social Issues
EDUC H530 Philosophy of Education
EDUC H540 Sociology of Education
EDUC H551 Comparative Education I
Educational Leadership Domain: 27 Semester Hours
EDUC A500 School Administration 3 ______
EDUA T555 Problems in Human Relations & Cultural Awareness 3 ______
EDUC E535 or S503 Elementary or Secondary Curriculum 3 ______
EDUC M501 Lab/Field Experience (Service Learning for Diversity) 0 ______
EDUC A510 School-Community Relations (P: A500) 3 ______
EDUC A608 Legal Perspectives on Education (P: A500) 3 ______
EDUC A630 Economic Dimensions of Education (P: A500) 3 ______
EDUC A638 Public School Personnel Management (P: A500) 3 ______
EDUC A695 Practicum in School Administration (P: A500, 15 semester hours) 3 ______
EDUC M501 Portfolio Check point 0 ______
EDUC E536 or S655 Elementary or Secondary Supervision (P: A500) 3 ______
EDUC M501 Lab/Field Experience (Service Learning for Diversity) 0 ______
Additional Course for Administrator License Only
EDUC A625 or A627 Elementary or Secondary School Administration 3 ______
(Grade of “A” or “B”; P: A500)
Master of Science in Education (M.S.Ed.)
Educational Leadership
Course of Study: Cohort Option
36 credit hours
Rules 2002; Effective Fall, 2005
Candidate’s Name: ID# ______
Teaching License(s) Held:______
Foundational Domain: 3 Semester Hours Grade Semester
One of the following or any other approved H5XX course: 3 ______
EDUC H504 History of American Education
EDUC H520 Education and Social Issues
EDUC H530 Philosophy of Education
EDUC H540 Sociology of Education
EDUC H551 Comparative Education I
Educational Leadership Domain: 33 Semester Hours
EDUC A500 School Administration 3 ______
EDUC E535 or S503 Elementary or Secondary Curriculum 3 ______
EDUC M501 Lab/Field Experience (Service Learning for Diversity) 0 ______
EDUC A510 School-Community Relations (P: A500) 3 ______
EDUC A608 Legal Perspectives on Education (P: A500) 3 ______
EDUC A630 Economic Dimensions of Education (P: A500) 3 ______
EDUC A638 Public School Personnel Management (P: A500) 3 ______
EDUC A695 Practicum in School Administration (P: A500, 15 semester hours) 3 ______
EDUC M501 Portfolio Check point 0 ______
EDUC E536 or S655 Elementary or Secondary Supervision (P: A500) 3 ______
EDUC M501 Lab/Field Experience (Service Learning for Diversity) 0 ______
EDUA F500 Quality Process/School Improvement 3 ______
EDUC A720 Workshop on Selected Problems in School Administration 3 ______
EDUC A625 or A627 Elementary or Secondary School Administration 3 ______
(Grade of “A” or “B”; P: A500)
FOR QUALIFICATION REQUIREMENTS FOR THE “BUILDING LEVEL
ADMINISTRATOR” LICENSE, PLEASE SEE REVERSE SIDE.
Building Level Administrator
License requirements for an All Schools Setting
Rules 2002
In addition to the courses listed on the front of this sheet, the following steps are needed tocomplete requirements for obtaining an All Schools Setting Building Level Administrator license:
_____ 1. Complete an Educational Leadership Portfolio Assessment.
Check point at the conclusion of A695:
Faculty Signature______
Review after thirty-six hours of credit are earned.
Faculty Signature______
_____ 2. Complete A625 or A627 with grade of “B” or higher.
_____ 3. Pass the School Leaders Licensure Assessment (SLLA) Praxis exam (minimum
score of “165” effective Jan. 1, 2005).
Score: ______
Please refer to the Praxis website ( for further information.
4. Provide a letter from your superintendent stating that you have at least two years
of full-time teaching experience under a valid license.
_____ 5. Interview with Educational Leadership Faculty for recommendation of the
license.
Recommended ( ) Not Recommended ( )
Faculty Signature: ______Date: ______
Faculty Signature: ______Date: ______
Once you have completed all of the above items, you may apply for the license by completing the
appropriate paperwork provided by the Licensing Office, Neff 243.
Course Descriptions
EDUC A500: School Administration, Cr. 3.
Organization and structure of the school system; legal basis of school administration; agencies of administration and control; and standards for administration in the various functional areas. Graduate level only.
EDUC A508: School Law & The Teachers, Cr. 3.
Legal problems affecting teachers, including state and federal relations to education, church-state issues, teacher liability, employment, contracts, assignment, dismissal, tenure, retirement, teacher rights and welfare, and pupil control. Graduate level only.
EDUC A510: School-Community Relations, Cr. 2-3.
C: A500. For teachers and school administrators. Characteristics of the community-school, including multicultural quality of the resources, adapting the educational program to community needs; use of community resources in instruction; planning school-community relations. Graduate level only.
EDUC A554: Computer Applications For Administrators, Cr. 3.
An overview of computer programs for education. Primary emphasis on administrative applications for pupil, staff, facility, program and financial accounting. Graduate level only.
EDUC A590: Independent Study In School Administration, Cr. 1-3.
Individual research or study with a school administration faculty member, arranged in advance of registration. A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date and student product(s). Ordinarily, A590 should not be used for the study of material taught in regularly scheduled course. Graduate level only.
EDUC A600: Problems In School Administration, Cr. 3.
P: A500. Designed to identify practical school problems, determine issues, develop skills, and formulate concepts. A workshop in which case-concept method is used in determining behavioral patterns. Graduate level only.
EDUC A608: Legal Perspectives On Education, Cr. 3.
P:A500. Overview of the legal framework affecting the organization and administration of public schools, including church-state issues, pupil rights, staff-student relationships, conditions of employment, teacher organizations, tort liability, school finance, and desegregation. Graduate level only.
EDUC A625: Administration Of Elementary Schools, Cr. 3.
P:A500 or permission of instructor. For persons preparing for administrative or supervisory positions. Role of the principal as a professional leader in development and operation of school property. Graduate level only.
EDUC A627: Secondary School Administration, Cr 3.
P:A500. For secondary administrators. Teacher selection and promotion, program-making, load, adjustment, pupil personnel, library, cafeteria, study organization, athletics, reports and records. Graduate level only.
EDUC A630: Economic Dimensions Of Education, Cr. 3.
P:A500. Includes current problems in school support, costs of education, sources of school revenue, state and federal support, state and local control in school finance, and legal basis of school finance. Graduate level only.
EDUC A635: Public School Budgeting & Accounting, Cr. 3.
P: A500. This course is a study of the public school budgeting and accounting functions necessary to prepare an annual budget and then administer that budget. Many facets of school business administration will be analyzed. Focus will be on the knowledge base necessary for school business administrators and all educators to provide the leadership and support as practitioners and participants in a complex, important, and rewarding area of Indiana public schools and communities. Graduate level only.
EDUC A638: Public School Personnel Management, Cr. 3.
P:A500. The background, present conditions, and future directions of school personnel management; development and implementation of a school personnel management program; and examination of problems and issues. Graduate level only.
EDUC A640: Planning Educational Facilities, Cr. 3.
Study of the basic concepts in planning educational facilities as they relate to educational needs, educational specifications, forms and shapes, flexibility, learning environment, and renovation and modernization. Graduate level only.
EDUC A650: Collective Bargaining: Education, Cr. 3.
P: A500. This course is a study of union movement, labor legislation, representation elections, the collective bargaining process, contract administration and conflict resolution. The focus of the course will be on current issues in labor relations and the evolution of private and public sector bargaining practices in education. The impact on human resource management is analyzed. Graduate level only.
EDUC A653: The Organizational Context Of Education, Cr. 3.
P:A500. Organizational factors examined in terms of impact on human behavior and student learning. The critical role of administrative policies and practices in shaping the organizational context. Alternative organizational designs and administrative strategies studied in terms of their effectiveness under specified conditions. Graduate level only.
EDUC A695: Practicum In School Administration, Cr. 3.
P: Master's degree, A630 and A638, consent of instructor. Provides for closely supervised field experience in various areas of school administration. Graduate level only.
EDUC A720: Workshop on Selected Problems in School Admin., Cr. 1-6.
Individual and group study. One credit hour is offered for each week of full-time work. Graduate level only.
EDUC E536: Supervision of Elementary School Instruction, Cr. 3.
P:A500. Modern concepts of supervision and the evolutionary process through which they have emerged. Supervisory work of the principal, general supervisor, and supervisor of consultant. Study of the group processes in a democratic school system. Graduate level only..
EDUA F500: The Quality Process/School Improvement, Cr. 3.
EDUC H504: History Of American Education, Cr. 3.
A study of education, both informal and institutional, in American history, leading to an understanding of present educational theory and practice. Designed for graduate students who seek to develop an historical perspective of education in America. Graduate level only.
EDUC H520: Education And Social Issues, Cr. 3.
Identification and analysis of major problems set for education by the pluralistic culture of American society. Graduate level only.
EDUC H530: Philosophy Of Education, Cr. 3.
A study of representative topics in the philosophy of education. Graduate level only.
EDUC H540: Sociology Of Education, Cr. 3.
A study of representative topics in the sociology of education. Graduate level only.
EDUC H551: Comparative Education I, Cr. 3.
Introduction to comparative method in the study of educational systems in different societies. Provides students with conceptual and methodological tools from the field of education and related disciplines, such as sociology, political science, anthropology, and economics, for studying societal school systems in depth and making international and cross-cultural comparisons. Graduate level only.
EDUC M501: Lab/Field Experience, Cr. 0-3.
EDUC P501: Statistical Method Applied to Elucidation, Cr. 3.
Problems in statistical analysis, taken from education and psychology, including computation and interpretation of averages, variance, coefficients of correlation; introduction to hypothesis testing. Graduate level only.
EDUC P503: Introduction to Research, Cr. 3.
Methods and procedures in educational research. Graduate level only.
SECTION B
Educational Leadership Content Standards Alignment Matrix
Administrative LeadershipContent Standards Indicators / Program Coursework
A500 / T555 / E535
S503 / A625
A627 / A510 / A608 / A630 / A638 / A695 / E536
S655 / F500
Standard #1: A vision of learning.
A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the greater school community.
Knowledge
The administrator has knowledge and understanding of:
- learning goals in a pluralistic society.
(Reflect)
T555 / 1,8
S503 / M501 / 1 / A608 / A630 / A638 / 3
A695 / 4,6 / M501 / E386
A625
- the principles of developing and implementing strategic plans.
- theories of educational leadership (e.g., the categories of systems theory, change theory, and motivational theory).
Disc.) / 1,8 / 1,8 / 9
(Class
Disc.) / 1,8
- information sources, data collection, and data analysis strategies.
Disc.) / 1,8 / 4 / 1 / 8 / 1,
- effective communication (e.g., writing, speaking, listening, use of technology).
(PPT) / 1,4,9
(Class
Disc.) / 1,4,9,8
(Class
Disc.) / 1,4,9
(Class
Disc.) / 8
- negotiation skills for consensus building.
(Class
Disc.
- the foundations of education.
Administrative Leadership
Content Standards Indicators / Program Coursework
A500 / T555 / E535
S503 / A625
A627 / A510 / A608 / A630 / A638 / A695 / E536
S655 / F500
Standard #2:School Culture and Instructional Program..
A school administrator is an educational leader who promotes the success of all students and staff by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
Knowledge
The administrator has knowledge and understanding of:
1. school cultures. / 1A0A0 / 6,8
S503 / 1,9 (Case
Stds.) / 1,9 (Case
Stds.) / A630 / A638 / 1,4 / 4,6 / 1,8 / E386
A625
2. student growth and development. / 8 / 4
3. applied learning theories. / 8
4. applied motivational theories. / 1,8
5. curriculum design, implementation, evaluation, and refinement. / 1 / 1,3,8 / 4 / 4 / 8,9 (Class
Disc)
6. principles of effective instruction. / 9 (Class
Disc.) / 1,3,8 / 4,9 (Case
Stds.) / 1,8
7. measurement, evaluation, and assessment strategies. / 3,8 / 9 (Class
Disc.) / 8,9 (Budg.
Analys.) / 1,8
8. diversity and its meaning for educational programs. / 3,9
(Class
Disc / 1,5,8 / 8 / 4 / 9 (Case
Stds.) / 8 / 3,9 (Case Stds) / 4,6 / 1,8
9. adult learning and professional development models. / 1,8 / 4,9 (Class
Disc.) / 1,8
10. the change process for systems, organizations, and individuals. / 1,4 / 8 / 8 / 1 / 1 / 8 / 1,4 / 1,8 / 1,8
11. the role of technology in promoting student learning and professional growth. / 9 (Tech.
Log) / 8 / 4,6
Administrative Leadership
Content Standards Indicators / Program Coursework
A500 / T555 / E535
S503 / A625
A627 / A510 / A608 / A630 / A638 / A695 / E536
S655 / F500
Standard #3: Management
A school administrator is an educational leader who promotes the success of all students and staff by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.
Knowledge :
The administrator has knowledge and understanding of:
- theories and models of organizations and the principles of organizational development.
Stds.) / 8 / 1,9
(Class
Disc.) / 4,8
- human resources management and development.
(Disc.,
Case Stds.
Journ Artic.) / 1,8
3. operational policies and procedures at the school and district level. / 9
(Case
Stds.,
Disc.) / 1,8 / 6,8 / 3,9
(Case
Stds., Disc.) / 4,8
4. principles and issues relating to school safety and security. / 9
(Case
Stds.) / 1,8 / 4 / 8,9
(Case
Stds.,
Disc.) / 8,9
(Class
Disc.) / 8,9
(Class
Disc.) / 8
5. principles and issues relating to fiscal operations of school management. / 9
(Case
Stds.) / 1,8 / 1,4,6,
8 / 9
(Class
Disc.)
6. principles and issues relating to school facilities and use of space. / 1,4,6
8
7. legal issues impacting school operations. / 9
(Class
Disc.) / 1,3,4,
8 / 1,8 / 3 / 8,9
(Class
Disc.)
8. current technologies which support management functions. / 8 / 4,6
Administrative Leadership
Content Standards Indicators / Program Coursework
A500 / T555 / E535
S503 / A625
A627 / A510 / A608 / A630 / A638 / A695 / E536
S655 / F500
Standard #4:Collaboration with Families and the Community.
A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.
Knowledge
The administrator has knowledge and understanding of:
- emerging issues and trends that potentially impact the school community.
(Case
Stds.) / 1,3,8 / 8 / 1,3,4 / 1,4,8 / 1,8 / 8 / 4 / 4,8
- the conditions and dynamics of the diverse school community (e.g., social, cultural, leadership, historical, and political).
Articles,
Class Disc. / 1,3,8 / 4 / 4 / 8 / 8 / 9
(Class
Disc.) / 4,8
- community resources (e.g., parental, business, governmental agencies, community, and social services).
- community relations and marketing strategies and processes.
- successful models of school, family, business, community, government, and higher education partnerships.
(Class
Disc. / 1,8,9
(Class
Disc / 8 / 8
- community and district power structures.
(Class
Disc.) / 1,3,8 / 9
(Case
Stds.) / 1,8,9
(Case
Stds.) / 8 / 8 / 1 / 8
Administrative Leadership
Content Standards Indicators / Program Coursework
A500 / T555 / E535
S503 / A625
A627 / A510 / A608 / A630 / A638 / A695 / E536
S655 / F500
Standard #5:Acting with Integrity and Fairness and in an Ethical Manner.
A school administrator is an educational leader who promotes the success of all students and staff by acting with integrity and fairness and in an ethical manner.
Knowledge
The administrator has knowledge and understanding of:
- the purpose of education and the role of leadership in a changing society.
(Dispos.,
Self Assess.) / 8 / 1,9
(Case
Stds.) / 9
(Class
Disc.) / 1,8 / 9
(Class
Disc.)
- the values, ethics, and challenges of the diverse school community.
9
(Class
Disc.) / 1,4,9
(Case Stds.) / 9
(Case
Stds.,
Class
Disc.) / 1,8 / 8 / 1,3,9
(Case
Stds.)
- professional codes of ethics.
(Class Disc.) / 8 / 8 / 8 / 8
Administrative Leadership
Content Standards Indicators / Program Coursework
A500 / T555 / E535
S503 / A625
A627 / A510 / A608 / A630 / A638 / A695 / E536
S655 / F500
Standard #6: The Political, Social, Economic, Legal, and Cultural Context.
A school administrator is an educational leader who promotes the success of all students and staff by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
Knowledge
The administrator has knowledge and understanding of:
- principles of representative governance that support the system of American schools.
- the role of public education in developing and renewing a democratic society and an economically productive nation.
(Class
Disc.) / 1,3,8 / 1,9
(Class
Disc.) / 9
(Class
Disc.) / 1,3,8
- the law as related to education and schooling.
(Class
Disc.) / 8 / 1,3,8 / 8 / 3 / 8
- the political, social, cultural, and economic systems that impact schools.
(Class
Disc.) / 1,4,9
(Case
Stds.) / 1,3,8 / 1,3,8 / 8
- models and strategies of change and conflict resolution as applied to the larger political, social, cultural, and economic contexts of schooling.
- global issues and forces affecting teaching and learning.
(Class
Disc.) / 8 / 8 / 1,4,9
(Class
Disc.) / 8
- the dynamics of policy development and advocacy under our democratic political system.
(Class
Disc.) / 8 / 1 / 4 / 1,3,8 / 4
- the importance of diversity and equity in a democratic society.
(Journ.
Articles) / 1,3,8 / 1,9
(Disc.,
Case
Stds.) / 4 / 1,3,8 / 9
(Disc.,
Case
Stds.)
Performance Assessment Examples: (1) Paper, (2) Exams/Quiz: Multiple Choice, T/F, (3) Exam/Quiz: Short Answer, Essay,
(4) Project, (5) Lab/Report, (6) Journal Reflections, (7) Lesson Plan, (8) Teaching, (9) Other (specify).
SECTION C
Educational Leadership Assessment Data Document
Element Assessed / Describe the Assessment Activity / When is it assessed? / Title of the Instrument or Rubric (Attach copies) / Aggregated Summary Data for last 3 years / Curriculum/Program/Unit operations modifications made based on this data / Content Standards addressed by this Assessment Activity(Be consistent with #B Standards Matrix)
Content Knowledge for Other School Candidates / 1)
Praxis II (required of all programs) / End of Program/
Prior to Licensing / Praxis II results / See
Table 1.1 / See “History of Change” below / 1,2,3,4,5,6
2) Technology
Assessment / End of Practicum & at Exit / Rubric aligned with the Conceptual Framework*
Technology
Experience
Reflection
Rubric / See
Table 1.2 & 1.3 / See “History of Change” below / 1,2,5,6
1,2
Professional Knowledge and Skills for Other School Candidates / 1)
Portfolio
Total Average Score
Pull-out of
ISLLC
Assessment / End of Student Practicum / Portfolio Assessmentaligned with Mission Statement, Conceptual Framework,
ISLLC* / See
Table 1.4
Table 1.41 / See “History of Change” below / 1,2,3,4,5,6
2)
Diversity Reflection Assessment
Student’s Evaluation of their own Performance / In courses E535/S503 &
E536/S655
End of Student Practicum / Diversity Reflection Rubricaligned with CF
Disposition
Self Assessment
aligned withMission Statement* / See
Table 1.5
1.6 / See “History of Change” below / 1,2,4,5,6
1,2,3,4,5,6
Assessment of Ability to Support Student Learning and Development / Principal’s Assessment of Practicum Student / End of Student Practicum / Disposition Principal’s Assessment
aligned with Mission Statement* / See
Table 1.7
1.71
1.72 / See “History of Change” below / 2
C. Assessment Data Section
* For alignment of the SOE Conceptual Framework and the SOE Mission Statement with ISLLC Standards, see below.
C.2 Alignment of Standards, Assessment Tables, and Assessment Rubrics
SOE CONCEPTUAL FRAMEWORKISLLC
STANDARDS / 1.
Democracy
& Community / 2.
Habits of
Mind / 3.
Pedagogy / 4. Knowledge / 5. Experience / 6. Leadership
1. Vision / x / x
2. Learning Culture / x / x / x
3. Management / x / x
4. Collaboration / x / x
5. Ethics / x / x
6. Politics / x / x / x / x
SOE MISSION STATEMENT
Candidate demonstrates the capacity and willingness to continuously improve schools and related entities so that they become more effective by:
ISLLC
S
T
A
N
D
A
R
D
S / 1)
becoming more caring, humane, and functional citizens in a global, multicultural democratic society; / 2)
improving the human condition by creating positive learning environ-
ments; / 3) becoming change agents by demon-strating reflective professional practice; / 4)
solving client problems through clear, creative analysis; / 5)
assessing client performance, creating and executing effective teaching, educational leadership by utilizing a variety of methodologies reflecting current related research; / 6)
utilizing interdisciplinary scholarship, demon-
strating technological and critical literacy, and effectively communicat-ing with all stakeholders; / 7) establishing and maintaining professional relation-ships and collaborat-ing effectively in order to achieve common school goals.
1.
Vision / x / x / x
2.
Learning Culture / x / x / x
3.
Manage-ment / x / x / x / x
4.
Collabora-
tion / x / x / x
5.
Ethics / x / x / x / x
6.
Politics / x / x / x
Table 1 / 2005-2006 / 2006-2007 / 2007-2008
1.1
Praxis II Results
Lowest Passing Score 165
Highest Possible Score 200 / N=31
Avg_score=187.4
Min_score=166
Max_score=199 / N=13
Avg_score=174.2
Min_score=165
Max_score=184 / NA
1.2
Technology Experience Reflection Rubric aligned with Conceptual Framework / N= 20
Avg_score = 3.6
Min_score = 2
Max_score = 4 / N= 32
Avg_score =3.75
Min_score = 2
Max_score = 4 / N= 32
Avg_score = 3.5
Min_score = 1
Max_score = 4
1.3
Technology Experience Reflection Rubric / ##N= 47
Avg_score = 3.8
Min_score = 3
Max_score= 4 / N= 26
Avg_score = 3.7
Min_score = 1
Max_score = 4 / N= 32
Avg_score = 3.6
Min_score = 1
Max_score = 4
1.4
Portfolio Assessment
(See below Table 1.41 for pull-out data on ISLLC Standards.) / N= 55
Avg_score = 107.5
Min_score = 88
Max_score = 116 / **N= 32
Avg_score = 88.2
Min_score = 67
Max_score = 97 / N= 32
Avg_score = 87
Min_score = 76.5
Max_score = 97
1.5
Diversity Reflection Rubric / N= 17
Avg_score = 3.2
Min_score = 0
Max_score= 4 / N= 42
Avg_score = 3.4
Min_score = 0
Max_score= 4 / N= 15
Avg_score = 3.5
Min_score = 2
Max_score = 4
1.6
Disposition Self Assessment
(See below Table 1.71 and 1.72 for comparison of Candidate Self Assessment and Principal Assessment.) / N= 30
Avg_score = 3.4
Min_score = 2.5
Max_score = 4 / N= 13
Avg_score = 3.6
Min_score = 3
Max_score = 4 / N= 30
Avg_score = 3.4
Min_score = 2.5
Max_score = 4
1.7
Disposition Principal Assessment
(See below Table 1.71 for pull-out items aligned with ISLLC Standard 2, Learning Culture.)
(See below Table 1.72 for comparative data for the Disposition Student Self Assessment.) / NA / N= 32
Avg_score = 3.75
Min_score = 3
Max_score= 4 / N= 32
Avg_score = 3.5
Min_score = 0
Max_score= 4
**Portfolio scoring system was changed.