STUDENT LEARNING ASSESSMENT REPORT

Transcription

1 Academic Year : Program: Catholic School Leadership Program STUDENT LEARNING ASSESSMENT REPORT SUBMITTED BY: SISTER PATRICIA EARL, AND ALICE YOUNG DATE: BRIEFLY DESCRIBE WHERE AND HOW ARE DATA AND DOCUMENTS USED TO GENERATE THIS REPORT BEING STORED: Data is collected each semester from the Director of the Catholic School Leadership Program who is responsible for seeing that data This data is compiled in the Education Database on the S drive of the School of Education and Human Services in the Education folder under Assessment. The database is managed by the Clinical Experiences Coordinator for Education, Ms. Caitlan McDaniel and is password controlled. Only Dr. Lisa Turissin, the Chair of the Department, Dr. Alice Young, the Assistant Chair of Education, and Ms. McDaniel have access. Ms. McDaniel is responsible for the compilation of reports and to aid in the analysis of the data collected. Ms. McDaniel has recently completed Access training to ensure that database is managed properly EXECUTIVE SUMMARY List all of the program s learning outcomes: (regardless of whether or not they are being assessed this year) These outcomes have been revised since the last report; last reporting date may be inconsistent with prior records.

2 Academic Year : Program: Catholic School Leadership Program Learning Outcome Year of Last Assessment Year of Next Planned Assessment demonstrate high moral, ethical, and legal standards in their relationships with students, faculty, and parents; exhibit an effective and caring attitude that seeks to develop the whole child intellectually, physically, emotionally, socially, and spiritually; exemplify a love of teaching, appreciation for diversity, respect for the unique gifts and talents of all, and understand the importance of integrating the values of faith; demonstrate effective problem solving skills, tools of inquiry, and analytical abilities that generate multiple solutions for practical decision-making that can affect the school, student development, the parish, and the wider community; employ appropriate and effective instructional and budget planning processes and leadership strategies that impact the curriculum and assessment of all students; understand supervision evaluation strategies for faculty/staff growth and development; understand basic legal issues and demonstrate knowledge of resources related to safe and effective management of student, faculty, and school issues

3 Academic Year : Program: Catholic School Leadership Program Describe how the program s outcomes support Marymount s Mission, Strategic Plan, and relevant school plan: This program is designed to prepare candidates for school administration in public and private schools. It also provides the Catholic values and perspectives essential to fostering Catholic unity and identity within a school community. In addition to developing competencies in educational leadership, the program focuses on the Church s history, teaching, and moral perspectives while encouraging participants own faith and spiritual growth. Provide a brief description of the assessment process used including strengths, challenges and planned improvements: The assessment process of the Catholic School Leadership program (CSLP) is built on 5 critical assignments and the internship experience (ED 593) of the program. The following courses - ED 582, 583, 584, 587 and have each identified one assignment that represents the broad purpose of the course and focuses on the standards for school leadership as set by the Interstate School Leaders Licensure Consortium (ISLLC) Standards which have recently been developed by the Council of Chief State School Officers in collaboration with the National Policy Board on Educational Administration (NPBEA) to help strengthen preparation programs in school leadership. The Program in Educational Leadership uses the ISLLC standards as a requirement for the student's Learning Portfolio. The assignments are part of the normal curriculum of the course. The instructor first scores the assignment based on the criteria set for the class and then re-scores the assignment in light of the ISLLC standards. The score, based on ISLLC standards, is then forwarded to the Director of the Catholic School Leadership Program who compiles the data, and forwards it to the Clinical Coordinator for Education who then enters results into the database. The internship of the CSLP is the capstone of the program and three evaluations are part of the assessment system. Both the On-site Supervisor and the University Supervisor complete the same evaluation that focuses on the behaviors of the student (intern). The intern also uses the same form for a self-evaluation which is then discussed at the time of the internship visit. The student also completes a portfolio that is submitted to the Director of the CSLP. The ratings for these instruments or documents are gathered by the CSLP Director. Describe how the program implemented its planned improvements from last year:

4 Academic Year : Program: Catholic School Leadership Program From the Program Review completed in 2012, the following two recommendations are applicable to the Catholic School Leadership Program: From faculty discussion, there was an increased emphasis in ED 582 and ED 583 on the importance of high moral, ethical, and legal standards in candidates relationships with students, faculty, and parents as it is developed in course content The Coordinator of the Catholic School Leadership Program reviewed the course content, for ED 584. In addition, a review of the scoring rubrics for the Critical Assignments with both professors since the scores for ED 584 seem overall to be lower than expected and the scores for ED 587 show no variation with all candidates receiving a score of 4. Provide a response to last year s University Assessment Committee review of the program s learning assessment report: (List each recommendation and provide a specific response to each). There were no recommendation from last year s report from the UAC

5 Academic Year : Program: Catholic School Leadership Program Outcome and Past Assessment Learning Outcome 1: As caring professional graduates will exhibit an effective and caring attitude that seeks to develop the whole child intellectually, physically, emotionally, socially, and spiritually; Is this outcome being reexamined? x Yes No If yes, give a brief summary of previous results (including trends) and any changes made to the program. Assessment Activity Outcome Measures Performance Standard Data Collection Analysis Explain how student learning will be measured and indicate whether it is direct or indirect. Define and explain acceptable level of student performance. Discuss the data collected and student population 1) Describe the analysis process. 2) Present the findings of the analysis including the numbers participating and deemed acceptable. Critical Assignments for ED 582, 583, and 584 on Standards 1,4,5(Direct) Critical Assignment Ratings for ISLLC Standards 1 - School Vision of Learning, 4 - Community Involvement, 5 - Ethical and Moral Professionalism from the Critical Assignment will be at an aggregated mean of 3.5 out of a possible 4 Means for Students n= 14 ISLLC Standard 1 ISLLC Standard 4 ISLLC Standard ED ED ED The Critical Assignments for ED 582,ED 583, & ED 584 are scored in relation to each of the 7 the ISLLC Standards based on a 4 point scale with 4 indicating Exceeds, 3 Meets, 2 Developing, and 1 Unsatisfactory. 2. Of the 15 students who graduated in 2013, aggregate means were above the targeted mean. In the area ISLLC Standard #1 from ED 584, all were above acceptable ratings

6 Academic Year : Program: Catholic School Leadership Program On-site advisor Evaluations (Indirect) Aggregated ratings from On- Site Advisors on criteria statements dealing with caring professionals, community involvement and, and sensitivity to diversity will be at 3.5 On-Site Advisors ratings for: caring professionals 3.78 Community involvement 3.68 Sensitivity to diversity The on-site Advisor Evaluation is scored in relation to each of the 7 the ISLLC Standards based on a 4 point scale with 4 indicating Exceeds, 3 Meets, 2 Developing, and 1 Unsatisfactory, as well as the Conceptual Framework of the Department of Education which includes being a caring professional, critical thinker and effective practitioner. 2. All 15 students were significantly above the Aggregate rating in each of the areas. Interpretation of Results Extent this Learning Outcome has been achieved by students (Use both direct and indirect measure results): ISLLC Standards 1 - School Vision of Learning, 4 - Community Involvement, and 5 - Ethical and Moral Professionalism from the Critical Assignment met the aggregated rating for all but 3 students and these students met the Acceptable level. On-Site Advisors criteria statements dealing with caring professionals, ability to work with staff, communicate with faculty, and relate to students and spiritual relationships were also met by all students at an Aggregated rating. University Supervisor rated all ISLLC Standards 1 -

7 Academic Year : Program: Catholic School Leadership Program School Vision of Learning, 4 - Community Involvement, 5 - Ethical and Moral Professionalism from the Critical Assignment very favorably. Program strengths and opportunities for improvement relative to assessment of outcome: The syllabus for each of these courses (ED 582,ED 583, & ED 584) is focused on developing candidates ability to demonstrate high moral, ethical, and legal standards in their relationships with students, faculty, and parents through community building, administration community build and curriculum design and implementation as indicated by the data. In addition, qualitative data analysis of the candidates progress reports, On-site advisor Evaluations, and University Supervisor Evaluations does indicate a strong perception of students ability to high moral, ethical, and legal standards in their relationships with students, faculty, and parents, especially in a Catholic School. The University Supervisor Evaluations and the Portfolio Evaluations at the end of the program also show students are highly motivated and engaged in on-going and life-long development of high moral, ethical and legal standards. The student interaction on the Discussion Board is an added program strength in that all students give evidence of these qualities as they work through the various topics and issues for discussion. Discuss planned curricular or program improvements for this year based on assessment of outcome: Based on positive past performance as well as the current evaluation, the Coordinator of the Catholic School Leadership Program will continue to emphasize the importance of high moral, ethical, and legal standards in candidates relationships with students, faculty, and parents as it is developed in course content in ED 582, ED 583, and ED 584 since this is where there were still a few students at the Acceptable level, while also maintaining its importance in working with the interns and in advising the On-Site Advisors of the types and kinds of experiences that are needed. There will be an increased use of Case Studies so that candidates have more opportunities to relate theory to practice and, thus, have more opportunities to demonstrate high moral, ethical, and legal standards in candidates relationships with students, faculty, and parents.

8 Academic Year : Program: Catholic School Leadership Program Outcome and Past Assessment Learning Outcome 2: As critical thinkers professional graduates will understand basic legal issues and demonstrate knowledge of resources related to safe and effective management of student, faculty, and school issues.; Is this outcome being reexamined? x Yes No If yes, give a brief summary of previous results (including trends) and any changes made to the program. In the past, while all students met the standards at 3.0 or higher, we wanted to raise the performance for Standard 3 Managerial Leadership and Standard 6 Larger School Context. While maintaining the objectives established by the VDOE, effort was made to involve candidates in more case studies for more managerial experience and apply this to the larger school experience. Assessment Activity Outcome Measures Performance Standard Data Collection Analysis Explain how student learning will be measured and indicate whether it is direct or indirect. Define and explain acceptable level of student performance. Discuss the data collected and student population 1) Describe the analysis process. 2) Present the findings of the analysis including the numbers participating and deemed acceptable. Critical Assignments for ED 587 and 591 (Direct) Aggregated means for ISLLC Standards # 3 0 Managerial Leadership & 6 Larger School Context for these Critical Means ISLLC Standard 3 ISLLC Standard 6 1.The Critical Assignments for ED 591 & ED 587 are scored in relation to each of the 7 the ISLLC Standards

9 Academic Year : Program: Catholic School Leadership Program Assignments will be 3.5 or higher ED ED based on a 4 point scale with 4 indicating Exceeds, 3 Meets, 2 Developing, and 1 Unsatisfactory. 2.Of the 15 students who graduated in 2013, aggregate means were above the targeted mean. On-Site Supervisor Evaluations (Indirect) Aggregated means for criteria statements dealing with Legal Issues will be at 3.0 or higher for all exiting candidates. On-Site rating for: Response to Legal Issues 3.75 Problem Analysis 3.79 Decision Making The on-site Advisor Evaluation is scored in relation to each of the 7 the ISLLC Standards based on a 4 point scale with 4 indicating Exceeds, 3 Meets, 2 Developing, and 1 Unsatisfactory, as well as the Conceptual Framework of the Department of Education which includes being a caring professional, critical thinker and effective practitioner. 2.All 15 students were significantly above the Aggregate rating in each of the areas. University Supervisor s Evaluation Aggregated means for ISLLC Standards # 3 & 6 for these Critical Assignments will be 3.0 or higher University Supervisor s rating for: ISLLC Standard # ISLLC Standard # The University Supervisor Evaluation is scored in relation to each of the 7 the ISLLC Standards based on a 4 point scale with 4 indicating Exceeds, 3 Meets, 2 Developing, and 1 Unsatisfactory, as well as the Conceptual Framework of the Department of Education which includes being a caring professional, critical thinker and effective

10 Academic Year : Program: Catholic School Leadership Program practitioner. 2.All 15 students were significantly above the Aggregate rating in each of the areas. Interpretation of Results Extent this Learning Outcome has been achieved by students (Use both direct and indirect measure results): Direct measure results indicate that students far exceeded the expected goal. Indirect measures from the On-Site Supervisor and the University Supervisor also exceeded the expected goal. Program strengths and opportunities for improvement relative to assessment of outcome: One of the programs strengths is that each of these professors has recent experience in the role of elementary or secondary administration. They bring many real experiences to engage students in solving real life issues, especially related to School Law ( ED 587) and School Finance and Marketing (ED 591). Their experience is current so they can help students to become more confident in managerial skills. They are also ale to broaden candidates experience to see the impact of decisions on the larger school context. In addition, the candidates in the program are either principals coming back to get this degree or younger teachers identified for future leadership potential. In addition, candidates have come from across the U.S. as well as Paris and Uganda. As a result, all candidates benefit either from others experience or from enthusiasm of those seeking this role in the schools. In both courses, candidates have some hands-on experiences; namely, revising their own school handbooks and doing case studies or legal inbaskets to respond to issues related to school law. In addition, candidates learn how to prepare a five-year plan for marketing and finances and do an actual budget. Though the scores are very good, I think the scores related to ED 587 may be somewhat inflated because the professor works so closely with candidates that they all do well with the handbook updates and thus the score in all but one student is a 4 for Exceeds Expectations. Additional dialogue with professors on the scoring rubric may help to create more diversity in the scoring.

11 Academic Year : Program: Catholic School Leadership Program Discuss planned curricular or program improvements for this year based on assessment of outcome: Looking to the future, we will work on providing more dialogue with professors on the purpose of scoring the major assignments. In addition, professors will continue to stay current on all aspects of school law (public, private, and canon or Church law) and use Case Studies or legal in-baskets that address current school issues that have legal ramifications. They will also continue to improve best practices in developing financial plans and creating sound budgets related to current economic conditions. This may help future administrators to develop creative ways to offer a Catholic education to all those who want it without having to put the price of Catholic elementary and secondary educaton out of the reach of the average person.

12 Academic Year : Program: Catholic School Leadership Program Outcome and Past Assessment Learning Outcome 3: As effective practitioners, graduates will employ appropriate and effective instructional and budget planning processes and leadership strategies that impact the curriculum and assessment of all students; Is this outcome being reexamined? Yes x No If yes, give a brief summary of previous results (including trends) and any changes made to the program. Assessment Activity Outcome Measures Performance Standard Data Collection Analysis Explain how student learning will be measured and indicate whether it is direct or indirect. Define and explain acceptable level of student performance. Discuss the data collected and student population 1) Describe the analysis process. 2) Present the findings of the analysis including the numbers participating and deemed acceptable. Critical Assignments for ED 583 and 591 (Direct) Aggregated means for ISLLC Standard # 2 Growth & ISLLC Standard 6 Larger School Context for these Critical Assignments will be 3.5 or higher Means ISLLC Standard 2 ISLLC Standard 3 ED ED The Critical Assignments for ED 583 and ED 591 are scored in relation to each of the 7 ISLLC Standards based on a 4 point scale with 4 indicating Exceeds, 3 Meets, 2 Developing, and 1 Unsatisfactory as well as the Conceptual Framework of the Department of Education which includes being a caring professional, critical thinker and effective practitioner.

13 Academic Year : Program: Catholic School Leadership Program 2.All 15 students were significantly above the Aggregate rating in each of the areas. On-Site Supervisor Evaluations (Indirect) Aggregated means for criteria statements dealing with Organizational and Task Performance, Ability to gather information and Critical thinking Skills will be at 3.5 or higher for all exiting candidates On-Site rating for: Organizational and Task Performance Ability to gather information Critical thinking Skills The On-Site Advisor Evaluation is scored in relation to each of the 7 the ISLLC Standards based on a 4 point scale with 4 indicating Exceeds, 3 Meets, 2 Developing, and 1 Unsatisfactory, as well as the Conceptual Framework of the Department of Education which includes being a caring professional, critical thinker and effective practitioner. 2. All 15 students either achieved the aggregated mean or significantly scored above it in each of the areas. Interpretation of Results Extent this Learning Outcome has been achieved by students (Use both direct and indirect measure results): Based on a goal of 3.5, the results of both direct and indirect measures of candidate scores show that they were significantly above the goal in relation to ISLLC Standard 2(advocating nurturing school culture conducive to growth in student learning and staff professional growth) and ISLLC Standard 6 (influencing the larger school context).

14 Academic Year : Program: Catholic School Leadership Program Program strengths and opportunities for improvement relative to assessment of outcome: In both ED 583 School administration and Supervision and ED 591 School Finance and Marketing, candidates learn how to nurture and develop a school culture conducive to student learning and professional growth (St. #2). In ED 583, Case Studies, Discussion, and a final project, candidates review a variety of administrative theories to see which approaches work best in given situation. Theories relate to leadership, organization, motivation, and change among other elements to foster student leaning and professional growth. In ED 591, working with budgets and five year plans helps candidates look realistically at the financial elements needed to promote the growth. In ED 583 and ED 591, candidates look at the larger school picture to understand how to influence and respond to the political, social, economic, legal and cultural elements for student success. In ED 583 appropriate theories of administration are reviewed and discussed and then applied through Case Studies, discussion, and a final project. In ED 591, candidates deal with practical issues for student success related to finance, budget, salary, tuition, and long-range planning, as well as elements of marketing. They create a real budget and also develop a five year plan. This hands-on project is invaluable to their future success as administrators. Discuss planned curricular or program improvements for this year based on assessment of outcome: In ED 583 and ED 591, the Director and faculty will take a closer look at ways to enhance the school culture and instructional program through the use of more Case Studies, and Discussion Board topics that address Standards 2 and 6. In addition, we will look more closely at real time issues related to the influence of the political, social, economic, legal, and cultural context. This will include students bringing some of these current trends to Discussion Board, and looking for Case Studies that will assist them in developing a broader school context.

15 Academic Year : Program: Catholic School Leadership Program A complete student learning assessment report includes appendix of rubrics, survey questions, or other relevant documents and information.

16 Academic Year : Program: Catholic School Leadership Program Appendix A - ISLLC Standards Appendix B - Catholic School Leadership Program Appendix C - CRITICAL ASSIGNMENT SCORING RUBRIC Appendix D - On-Site Advisor Evaluation of Student Intern Appendices Appendix E - Marymount University Supervisor Evaluation of Student Intern APPENDIX A: Interstate School Leaders Licensure Consortium (ISLLC) Standards Standard 1.0: Candidates who complete 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. Standard 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 an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.

17 Academic Year : Program: Catholic School Leadership Program 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 thatpromotes 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. Standard 7.0: Internship. The internship provides significant opportunities for candidates to synthesize and apply the knowledge and practice and develop the skills identified in Standards 1-6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit.

18 Academic Year : Program: Catholic School Leadership Program Appendix B - Catholic School Leadership Program Critical Assignments ED 582 Building School Community Relations Cumulative Project ED 583 Administration in the Schools Final Reflective Essay ED 584 Advanced Curriculum for Educational Leadership Reflective Paper ED 591 School Finance and Development Financial Plan ED 587 School Law Development/Revision of School Handbooks

19 Academic Year : Program: Catholic School Leadership Program ADDITIONAL COURSES TO BE REPRESENTED IN THE PORTFOLIO FOR THE CATHOLIC SCHOOL LEADERSHIP PROGRAM ED 581 Foundations of American Education for Leadership ED 586 Issues in School administration ED 588 School Leadership and Supervision ED 589 Ethical and Moral Development ED 592 Administrative Issues in Special Education ED 593 Project, Thesis, or Internship

20 Academic Year : Program: Catholic School Leadership Program Appendix C - CRITICAL ASSIGNMENT SCORING RUBRIC Name: Critical Assignment for ED Though this culminating assignment for this course primarily addresses ELCC Standard #, the following scale shows the candidate s level of achievement on all standards that apply. CSLP Critical Assignments Standard Example Does Not Provide Evidence of Standard 1 point Example Provides Evidence of Developing Toward Standard 2 points Example Provides Evidence of Meeting Standard 3 points Example Provides Evidence of Exceeding Standard 4 points NA Standard does not apply to this assignment 1. School Vision of Learning Candidates demonstrate the knowledge and ability to develop, articulate, implement, and steward a school vision of learning and can also promote community involvement in that school vision. 582

21 Academic Year : Program: Catholic School Leadership Program 2. Professional Growth Candidates demonstrate knowledge and ability to promote student success 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 Managerial Leadership Candidates are educational leaders who have the knowledge and ability to promote student success by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment Community Involvement Candidates are educational leaders who have the knowledge and ability to promote student success by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources. 583

22 Academic Year : Program: Catholic School Leadership Program 5. Ethical and Moral Professionalism Candidates are educational leaders who have the knowledge and ability to promote student success by acting with integrity, fairly, and in an ethical manner Larger Educational Context Candidates are educational leaders who have the knowledge and ability to promote student success by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context Internship Candidates demonstrate abilities to synthesize and apply the knowledge and practice and develop skills through substantial, sustained, standards-based work in real settings, planned and guided by the institution and school district personnel. 593

23 Academic Year : Program: Catholic School Leadership Program Appendix D - Marymount University Catholic School Leadership Program ED 593 Internship, Thesis, Project On-Site Advisor Evaluation of Student Intern Student: Student ID Number: School site: School Site Supervisor (s): Position: Phone: Using the chart below, please evaluate the performance of the student who has interned in your school. Please mail this form to Sr. Patricia Helene Earl, IHM, Ph.D., Director Catholic School Leadership Program, Marymount University, 2807 North Glebe Road, Arlington, VA Any questions, please call me at Observed Performance Exceeds Expectations Meets Expectations Developing Unsatisfactory Unable to observe Caring Professional Demonstrates morals, ethics

24 Academic Year : Program: Catholic School Leadership Program Spiritual leadership Builds Faith Community Community Involvement Interpersonal Relations Sensitivity to Diversity Effective Practitioner Punctuality/Attendance Ability to Delegate Professional Attire Organization & Task performance Ability to Gather Information Initiative & Responsibility Motivation Ability to Evaluate Response to Legal/Ethical Issues Written Communication

25 Academic Year : Program: Catholic School Leadership Program Oral Communication Ability to Work with Staff Ability to Cope with Stress Ability to Communicate with Faculty Ability to Relate to Students Range of Interests Use of Technology Seeks Professional Development Critical Thinking Skills Problem Analysis Decision Making Skills Ability to Use Supervision Knowledge of Concepts, Skills In addition to being correlated with the Virginia Standards for licensure, Marymount s Catholic School Leadership Program is also correlated with the ELCC Standards. Please evaluate this intern according to these standards:

26 Academic Year : Program: Catholic School Leadership Program Observed Performance Exceeds Expectations (4) Meets Expectations (3) Developing (2) Unsatisfactory (1) Unable to observe Standard 1.0: Candidates who complete 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. Observed Performance Exceeds Expectations Meets Expectations Developing Unsatisfactory Unable to observe Standard 2.0: Candidates who complete the program are educational leaders who

27 Academic Year : Program: Catholic School Leadership Program 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. Observed Performance Exceeds Expectations Meets Expectations Developing Unsatisfactory Unable to observe 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

28 Academic Year : Program: Catholic School Leadership Program learning environment. Observed Performance Exceeds Expectations Meets Expectations Developing Unsatisfactory Unable to observe 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. Observed Performance Exceeds Expectations Meets Expectations Developing Unsatisfactory Unable to observe Standard 5.0: Candidates

29 Academic Year : Program: Catholic School Leadership Program 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. Observed Performance Exceeds Expectations Meets Expectations Developing Unsatisfactory Unable to observe 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. Observed Performance Exceeds Expectations Meets Expectations Developing Unsatisfactory Unable to observe

30 Academic Year : Program: Catholic School Leadership Program Standard 7.0: Internship. The internship provides significant opportunities for candidates to synthesize and apply the knowledge and practice and develop the skills identified in Standards 1-6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit. The Catholic School administrator should be prepared in roles of spiritual, educational, and managerial leadership. Guiding a school that is first of all Christ-centered, the administrator should also be prepared in areas related to curriculum development, human resource management and finance, staff development, student discipline, and school and community relations, including building the faith community. In light of these areas of responsibility, please comment on the following: The intern s strengths:

31 Academic Year : Program: Catholic School Leadership Program Areas for continued professional development. Evidence of the intern s spiritual leadership. Any other aspects of the student s internship performance.

32 Academic Year : Program: Catholic School Leadership Program Signature of School Site Supervisor Signature of Intern Date of Meeting between School Site Supervisor and Intern

33 Academic Year : Program: Catholic School Leadership Program Appendix E - Marymount University Catholic School Leadership Program ED 593 Internship, Thesis, Project Marymount University Supervisor Evaluation of Student Intern Student: Student ID Number: School site: School Site Supervisor (s): Position: Phone: Using the chart below, please evaluate the performance of the student who has interned in your school. Please mail this form to Sr. Patricia Helene Earl, IHM, Ph.D., Director Catholic School Leadership Program, Marymount University, 2807 North Glebe Road, Arlington, VA Any questions, please call me at Observed Performance Exceeds Expectations Meets Expectations Developing Unsatisfactory Unable to observe Caring Professional Demonstrates morals, ethics

34 Academic Year : Program: Catholic School Leadership Program Spiritual leadership Builds Faith Community Community Involvement Interpersonal Relations Sensitivity to Diversity Effective Practitioner Punctuality/Attendance Ability to Delegate Professional Attire Organization & Task performance Ability to Gather Information Initiative & Responsibility Motivation Ability to Evaluate Response to Legal/Ethical

35 Academic Year : Program: Catholic School Leadership Program Issues Written Communication Oral Communication Ability to Work with Staff Ability to Cope with Stress Ability to Communicate with Faculty Ability to Relate to Students Range of Interests Use of Technology Seeks Professional Development Critical Thinking Skills Problem Analysis Decision Making Skills Ability to Use Supervision Knowledge of Concepts,

36 Academic Year : Program: Catholic School Leadership Program Skills In addition to being correlated with the Virginia Standards for licensure, Marymount s Catholic School Leadership Program is also correlated with the ELCC Standards. Please evaluate this intern according to these standards: Observed Performance Exceeds Expectations Meets Expectations Developing Unsatisfactory Unable to observe Standard 1.0: Candidates who complete 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. Observed Performance Exceeds Expectations Meets Expectations Developing Unsatisfactory Unable to observe

37 Academic Year : Program: Catholic School Leadership Program Standard 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 an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff. Observed Performance Exceeds Expectations Meets Expectations Developing Unsatisfactory Unable to observe 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,

38 Academic Year : Program: Catholic School Leadership Program operations, and resources in a way that promotes a safe, efficient, and effective learning environment. Observed Performance Exceeds Expectations Meets Expectations Developing Unsatisfactory Unable to observe 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. Observed Performance Exceeds Expectations Meets Expectations Developing Unsatisfactory Unable to

39 Academic Year : Program: Catholic School Leadership Program 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. observe Observed Performance Exceeds Expectations Meets Expectations Developing Unsatisfactory Unable to observe 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,

40 Academic Year : Program: Catholic School Leadership Program legal, and cultural context. Observed Performance Exceeds Expectations Meets Expectations Developing Unsatisfactory Unable to observe Standard 7.0: Internship. The internship provides significant opportunities for candidates to synthesize and apply the knowledge and practice and develop the skills identified in Standards 1-6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit. The Catholic School administrator should be prepared in roles of spiritual, educational, and managerial leadership. Guiding a school that is first of all Christ-centered, the administrator should also be prepared in areas related to curriculum development, human resource

41 Academic Year : Program: Catholic School Leadership Program management and finance, staff development, student discipline, and school and community relations, including building the faith community. In light of these areas of responsibility, please comment on the following: The intern s strengths: Areas for continued professional development. Evidence of the intern s spiritual leadership.

42 Academic Year : Program: Catholic School Leadership Program Any other aspects of the student s internship performance. Signature of Marymount Supervisor Date of Meeting between Marymount Supervisor and Intern

43 Academic Year : Program: Catholic School Leadership Program

44 SUBMITTED BY: ALICE YOUNG DATE: OCTOBER 1, 2013 STUDENT LEARNING ASSESSMENT REPORT BRIEFLY DESCRIBE WHERE AND HOW ARE DATA AND DOCUMENTS USED TO GENERATE THIS REPORT BEING STORED: Summative Data are collected each semester from the following: Capstone Experience: Student Teaching Seminar (sections - ED 570A for PK-6 students, ED 570B for Secondary students, ED 570D for ESL students, and ED 570SE for Special Education students) for the Student Learning Assessment Report. This data is compiled in the Education Database on the S drive of the School of Education and Human Services in the Education folder under Assessment. The database is managed by the Clinical Experiences Coordinator for Education, Ms. Caitlan McDaniel and is password controlled. Only Dr. Lisa Turissini, the Chair of the Department, Dr. Alice Young, the Assistant Chair of Education, and Ms. McDaniel have access. Ms. McDaniel is responsible for the compilation of reports and to aid in the analysis of the data collected. Ms. McDaniel has recently completed Access training to ensure that database is managed properly. EXECUTIVE SUMMARY Teacher Education on the graduate level at Marymount University is an initial licensure program for persons who wish to enter the teaching profession after they have completed an undergraduate degree. The student learning outcomes are the same for all teacher education students whether they are seeking to become teachers in the elementary (PK-6), secondary (6-12 in content areas of English, mathematics, history/social studies, biology, chemistry, physic or earth science) or special education (General Curriculum K-12). When exiting (graduating) our programs, students are expected to effectively enter the classroom and assume all the duties of a full time teacher. The assessment system for the Teacher Education Programs in the Education Department plays an essential role, not only for internal accountability but also for the requirements of our accrediting body, the National Council for the Accreditation of Teacher Education (NCATE), and to satisfy the requirements of our programs to maintain approval by the Virginia Department of Education. We gather data at an entry level by requiring basic skills testing via the PRAXIS I MATH and Virginia Communication and Language Assessment (VCLA) scores, and a minimum GPA and ensure that all students prior to student teaching have passed licensure examinations as required by the VA Department of Education. This information is either stored in Marymount s Colleague system or in the Department s database. We focus the gathering of formative assessment data through our critical assignments. Each program (elementary, secondary, and Special Education) has identified 5 critical assignments that are part of the normal curriculum to evaluate, not only for the course, but in light of nationally accepted new teacher standards. This assessment data is considered developmental and it is not part of the data used for this institutional assessment report. Finally, we focus the gathering of summative assessment data on the products and evaluations of the capstone experience: Student Teaching Seminar. Since the ultimate outcome for teacher education students is their performance in the classroom, all data gathered for determining student learning outcomes is derived from the data collected during student teaching. This averages for the various criteria statements is calculated for each program (ESL, PK-6, SEC, and SPED). Since we believe that our entry data and formative assessment data are developmental in nature, we use the summative data gathered during student teaching to make judgments about students and their ability to meet the Outcome Statements that have been set by the Department.

45 The Outcomes Statements support the conceptual framework of the Teacher Education Program and have been collaboratively developed by full-time faculty, University supervisors, and other stakeholders in teacher education systems. EXECUTIVE SUMMARY Please note that Learning Outcomes were revised during the academic year and may not align with the last Assessment Report submitted (Fall 2010). List all of the program s learning outcomes: (regardless of whether or not they are being assessed this year) Learning Outcome Year of Last Assessment Year of Next Planned Assessment make instructional decisions based on student behavior, the context of the classroom, and assessment data use a variety of problem solving strategies to meet the needs of their students demonstrate a thorough understanding of content, human development, and pedagogy effectively implement instruction and assessment with appropriate pedagogical methods exhibit a love of teaching, appreciation of diversity, and respect for all persons in the educational setting

46 Describe how the program s outcomes support Marymount s Mission, Strategic Plan, and relevant school plan: Learning Outcome make instructional decisions based on their student behavior, the context of the classroom, and assessment data use a variety of problem solving strategies to meet the needs of their students demonstrate a thorough understanding of content, human development, and pedagogy effectively implement instruction and assessment with appropriate pedagogical methods exhibit a love of teaching, appreciation of diversity, and respect for all persons in the educational setting Strategic Plan Offer rigorous, cohesive, integrated undergraduate and graduate curricula that produces superior graduates able to succeed in their positions and communities Offer rigorous, cohesive, integrated undergraduate and graduate curricula that produces superior graduates able to succeed in their positions and communities Offer rigorous, cohesive, integrated undergraduate and graduate curricula that produces superior graduates able to succeed in their positions and communities Offer rigorous, cohesive, integrated undergraduate and graduate curricula that produces superior graduates able to succeed in their positions and communities Foster Student s Global Perspective Strengthen Marymount s Catholic Identity Provide a brief description of the assessment process used including strengths, challenges and planned improvements: Student Teaching Seminar is considered the culminating experience for all students completing teaching licensure programs. Student teachers are assessed using the following measures during the experience: Portfolio Evaluations: The Professional Teaching Portfolio documents the student teacher s professional achievements and abilities as a teacher. Evidence for the Portfolio may come from course work, documents from the student teaching experience, or documents from other professionally related experiences. Student teachers indicate on the rubric the evidence that supports each standard. The Portfolio Rubric is based on the Interstate Teachers Assessment and Support Consortium (InTASC) standards that have wide acceptance in the professional community. All full time faculty members participate in the portfolio evaluation system. Each semester a percentage of Portfolios are scored by two faculty members and the information gathered is used to help ensure reliability of evaluation.

47 Teacher Work Sample: The Teacher Work Sample (TWS) assignment requires candidates to pre-assess students, make data-based instructional decisions to design and teach an effective sequence of lessons, employ meaningful classroom postassessments, analyze, and reflect on the experiences. The purpose of this assignment is to evaluate the degree of impact on student learning. The Teacher Work Sample is evaluated by the full-time faculty using a standardized rubric. Each semester a percentage of the Teacher Work Samples are scored by two faculty members and the information gathered is used to help ensure reliability of evaluation The University Supervisor Evaluation: Supervisors recommend a student teaching grade based on the formal observations, and communications and interactions with both the cooperating teacher and the student teacher. This recommended grade is strongly considered by the professor of record instructing student teaching seminar but is not the only measure used to determine the final grade Student Teaching Seminar grade. Supervisors meet regularly for training and discussion to ensure consistency across evaluations. Cooperating Teacher Evaluation: During student teaching, cooperating teachers complete evaluations of the student teachers at the mid-point and at the final week of the student teaching placement. Describe how the program implemented its planned improvements from last year: The department conducted a review of the curriculum to determine the opportunities students have to work with data analysis prior to student teaching. Each program (PK-6, SPED, and SEC) chose two courses that specifically provide instruction and practice interpretation and analysis of student learning gains analysis. o ED 557 and ED 558 and ED 559 o ED 527 and Ed 537 o Ed 523 and ED 539 During the student teaching seminar that focuses on the Teacher Work Sample assignment, a model of a targeted analysis is provided for each program on the Student Teaching Blackboard site. More time was spent during student teaching seminar to instruct students on the analysis of student gains. The department reviewed each program and identify specific courses that not only teach lesson plan writing, but teach students to make decisions about lesson planning based on data collected from students - o ED 557 o ED 537 o ED 555 and ED 556 Faculty involved with helping students develop their Professional Portfolio created and provided on the Blackboard Student Teaching site a listing of possible pieces of evidence that a student teacher may use to support knowledge of human development.