SACSCOC Fifth Year Interim Report
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Assessment : 2012 - 2013 : Educational Programs :
Instructional Leadership MA, MED
Instructional Leadership MA, MED
1 Goal 2 Objectives 2 Indicators 2 Criteria 2 Findings 2 Actions
| GOAL: Mastery Of Educational Leadership Constituent Consortium (ELCC) Standards |
| Objective |
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| Students will demonstrate knowledge and skills aligned to Educational Leadership Constituent Consortium (ELCC) Standards by completing internship activities in each of the core courses (e.g., Instructional leadership and Instructional Leadership Development (ILD), Curriculum Planning, Research Methods, Special Program and Special Populations, Psychology of Learning, and Supervision Practicum). |
| Indicator |
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| Upon completion of the Supervision Practicum, students will submit a portfolio that contains all of the internship activities with a reflection on how the activities have helped them develop skill. |
| Criterion |
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| 95% percent of the candidates for the Master's degree in Instructional Leadership will receive a passing score on their portfolios. We discovered last year that students are not always completing internship projects and/or flied work during the appropriate coursework or during the internship. We will be interested to determine whether our interventions have had any impact since only 81.25% made passing socres on the portfolios during 2011-2012. |
| Finding |
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| During the 2012-13 academic year, 100% of our Instructional Leadership interns received passing scores on their portfolios. |
Actions for Objective:
| Action |
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| We continue to address student performance on the various outcomes for the courses. Students who do not complete their assignments or assessments during the correct course are accountable within the specific course rather than at the end of the degree program. At the program level we need to determine a tool through the university reporting systems to better assess how successfully our students are mastering the course content. A committee to determine the effectiveness of current assessments and outcomes has been established. |
| GOAL: Mastery Of Educational Leadership Constituent Consortium (ELCC) Standards |
| Objective |
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| Students will demonstrate knowledge and skills in Instructional Leadership course content. All course content is aligned to Educational Leadership Constituent Consortium (ELCC) Standards. Educational Leadership Constituent Consortium (ELCC) Standards for instructional leadership are (2) promote positive culture, provide effective instructional programs, apply best practices for student learning, and promote professional development; (4) collaborate with stakeholders; respond to community interest and needs, and mobilize community resources; (5)act fairly and with integrity; and (6)understand, respond to, and influence the larger context. |
| Indicator |
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All of the students enrolled in the IL MA or MED program will demonstrate master-level knowledge by taking the comprehensive examination. Faculty developed rubrics are used to evaluate students' responses to the various exam questions |
| Criterion |
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| Students will be scored using a scale of 1 to 3, with 1 being "fail" and 2 being "pass" and 3 being "high pass." We have 100% make the passing score (2) for two years. We will raise the criterion to at least 75% achieving the the high pass (3) level. |
| Finding |
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| For the 2012-13 academic year, 100% of the students in the instructional leadership program demonstrated mastery of the IL course outcomes as demonstrated by passing grades (at least a 2) on their comprehensive exam. Student outcomes varied across areas of concern; no one area was identified as being weak across students. |
Actions for Objective:
| Action |
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| Orientation and professional development for both students and part time faculty using the online environment for assessment and instruction will be developed. A Comprehensive Exam study guide is still in development. |
| Previous Cycle's "Plan for Continuous Improvement" |
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Faculty must address online instruction as this is our main source of delivery. We must help our part time faculty better use the online environment for assessment as well as instruction. We must also use the university reporting system to identify students in need of help earlier in the program. Of great help to our students would be a Comprehensive Exam study guide. All of our course activities and projects must continually be evaluated to make sure they are valid. Student success is based on the work we do to instruct, to supervise, and to encourage students, and the success is also related to the effort of the student. To help with this we will put more effort into assessment with significant feedback.
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| Update on Previous Cycle's "Plan for Continuous Improvement" |
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A faculty liaision was used to help ensure that part time faculty received the information needed to be successful with instructiona and assessment in the online learning environment. An online orientation module will be developed this year to further these efforts, as well as to help provide program information to students. Work with the College reporting system will continue to be an area of focus, particularly in terms of the types of assessments that are included. A comprehensive exam study guide was begun but not completed; a full version will be developed. |
| Plan for Continuous Improvement |
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Efforts this year will be focused on development of an online orientation module to help provide both students and faculty (particularly part time faculty) with the resources needed to be successful in the instructional leadership program. The program is online, so this platform will provide a more appropriate experience for increasing student and faculty familiarity with program requirements and expectations. Evaluation of the current assessments required in the program will also take place. These key assessments should reflect the outcomes of what students know and are able to do upon completion of the program.
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