Assessment : 2012 - 2013 : Educational Programs :
Administration MA, MED (Principal Certification)
2 Goals 2 Objectives 2 Indicators 2 Criteria 2 Findings 2 Actions
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GOAL: Mastery Of The Knowledge And Skills Associated With Program Standards
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Objective
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Mastery Of The Competencies Associated With Principal Certification
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Students will demonstrate mastery of knowledge and skills on the principal preparation program comprehensive examination which addresses the Texas principal standards as determined by SBEC and course content.
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Indicator
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Comprehensive Examination
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The comprehensive examination was developed by principal preparation program faculty. The examination includes content from several courses (EDAD 5332- Administration and Organization of Public Schools, EDAD 6371-Role of the Principal, EDAD 5372-Public School Law, EDAD 6378-Building Capacity for Teaching and Learning, EDAD 6379-Program Evaluation for School Improvement, EDAD 5386- Special Populations and Special Programs).
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Comprehensive Examination
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At least 90% of our students will earn a passing score on the comprehensive examination during the first administration.
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| Finding |
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Out of the 59 students who took the comprehensive exam in 2012-2013, 55 students passed the multiple choice exam on the first attempt,representing a 93% passing rate.
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Actions for Objective:
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The criteria for this objective was met.
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GOAL: Mastery Of Knowledge And Skills Associated With The Texas State Board Of Educator Certification (SBEC) Standards
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Objective
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Mastery Of Knowledge And Skills To Be An Effective Principal
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Students will demonstrate knowledge and skills associated with being an effective principal as conceptualized in the Texas Administrative Code and SBEC.
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Indicator
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Texas Examination Of Educator Standards -TExES Principal Test 068
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As required by the Texas Education Code, 21.048, successful performance on educator certification examinations is required for the issuance of a Texas educator certificate. The TExES Principal test is criterion referenced. It is designed to measure the knowledge and skills delineated in the Principal test framework, which is based on the 9 Principal standards that are listed in the Texas Administrative Code Title 19, Part VII, Chapter 241.
The TExES Principal test is a selected-response, or multiple-choice, test designed to measure the requisite knowledge and skills that a beginning Texas principal must possess. This test includes both individual and stand-alone items that are arranged in clustered decision sets based on real-world situations faced by school principals and assistant principals in elementary, middle, or high school settings.
Committees of Texas educators and interested citizens guide the development of the TExES tests by participating in each stage of the test development process. These working committees are comprised of Texas educators from public and charter schools, faculty from educator preparation programs, education service enter staff, representatives from professional educator organizations, content experts, the business community, and parents. The committees are balanced in terms of position, affiliation, years of experience, ethnicity, gender, and geographical diversity. The committee membership is rotated during the development process so that numerous Texas stakeholders may be actively involved.
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Passage Percentage On The Principal Exam Of First-Time Examinees
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At least 70% of the master students in our Prinicipal program will pass the TExES Principal exam on the first attempt.
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Principal Exam Passing Rates
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Out of 14 master students in the Principal Program who took the Principal Exam during the 2012-2013 year, 13 passed the exam in the first attempt, representing a 93% passing rate.
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Actions for Objective:
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The criteria for this objective exceeded the Principal Exam passing rates expected for this year. In response, the committee has decided to raise the expected criteria to 80% for the next year.
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Previous Cycle's "Plan for Continuous Improvement"
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Students in our Master of Education in School Administration program will have field-based activities throughout their program to prepare them for campus leadership positions. Our initial objectives are assessed for alignment to Texas Competencies and ELCC standards for Campus Leaders. A task force of faculty members is meeting over the summer of 2012 to make recommendations for improvements to the curriculum and instruction received by our students. This task force is charged with looking at the entire Educational Administration degree program from admission and advisement to student success beyond graduation. Our comprehensive exams need to be reviewed to add more rigor and relevance; this is a constant process. Students are given many opportunities throughout their program to interact with practicing school administrators, and this process is reviewed to make sure the activities in which the students engage are also relevant. Every school year, our programs are reviewed for improvement so students get the best chances for success. We need to work on all three domains of the Principal TExES exam to ensure deep knowledge.
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Update on Previous Cycle's "Plan for Continuous Improvement"
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A task force of faculty members met throughout the year and made recommendations for program improvements. The main focus was on curriculum alignment with the Principal competencies and ELCC standards to improve our comprehensive exam and Principal exam rates and to better prepared our students for school administrator and leadership positions. Every school year, our programs are reviewed for improvement so students get the best chances for success.
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Plan for Continuous Improvement
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A task force of faculty members will continue to meet to make recommendations for improvements to our program so that our students are provided with curriculum, instruction, and practical experience that prepares them to be successful school adminstrators and leaders. Students will be given many opportunities throughout their program to interact with practicing school administrators, and this process will be reviewed to make sure the activities in which the students engage are also relevant and timely. A task force of faculty members will review our program every year and will target areas that are in need of improvement.
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