PROGRAM REPORT FOR THE PREPARATION OF … · Level) Educational Leadership Constituent Council ......

PROGRAM REPORT FOR THE PREPARATION OF EDUCATIONAL LEADERS (School Building Leadership

Level) Educational Leadership Constituent Council (ELCC)

Educational Leadership Constituent Council (ELCC)

COVER SHEET

1. Institution NameTOWSON UNIVERSITY

2. StateMARYLAND

3. Date submitted

MM DD YYYY

03 / 15 / 2010

4. Report Preparer's Information:

Name of Preparer:

JANE E. NEAPOLITAN

Phone: Ext.

( ) -410 704 4954

E-mail:

[email protected]

5. NCATE Coordinator's Information:

Name:

Thomas Proffitt

Phone: Ext.

( ) -410 704 3998

E-mail:

[email protected]

Name:

Jeffrey Kenton

Phone: Ext.

Assessment #1: ETS/SLLA Examination

1. Description of the Assessment

The School Leaders Licensure Assessment (SLLA) is required by the state of Maryland for those candidates who hold an Administrator I certificate as afforded by our MS and CAS programs (assistant principal level) and wish to be credentialed for the Administrator II certificate (principal or superintendent level). The assessment measures whether entry-level education leaders have the standards-relevant knowledge believed necessary for competent professional practice (ETS, 2010). As such, the SLLA comprehensively integrates content knowledge necessary for beginning school leaders and provides a national standing and comparison of a programs graduates.

Data used for this report on the SLLA (2006-2007; 2007-2008; 2008-2009) were drawn from the earlier version of SLLA (prior to September 2009) and contained four sub-tests:

Evaluation of Actions 1

Evaluation of Actions 2

Synthesis of Information and Problem Solving

Analysis of Information and Decision Making

2. Alignment with the Standards

The SLLA specifically meets the ELCC Standards throughout the entire test as well as through the four sub-tests. Furthermore, the state of Maryland has taken steps to ensure that all its professional programs leading to Administrator I certification are aligned with the national standards. Bi-annual meetings conducted by the Maryland State Department of Education (MSDE) bring together directors of educational leadership programs with state officials to provide updates and discussions about the importance of the SLLA and its implications for program development and consistency throughout the state.

3. Data Analysis

Results of the SLLA show that 100 program completers from Towson University took the national exam in the past 3 years, and 100% passed (Maryland cut score is 157). Towson University candidates average score range for the 3 years is 174-188. The highest average score range was attained in 2006-2007, with a slight decline in point spread in the subsequent years. On the four subtests of the SLLA, Towson candidates generally outranked both state and national groups. One slight exception occurred on subtest #1 in 2007-2008, and 2008-2009, in which Towson candidates scores were slightly lower (1 point).

4. Interpretation for Meeting the Standards

Based on the above data analysis from national testing, Towson University candidates continue to excel in meeting the ELCC Standards when compared with state and national groups. Candidates performance on the SLLA continues to sustain the reputation of the MS and CAS as a high quality, approved program in the state of Maryland that incorporates national standards. Candidates performance also reflects the quality of educational professionals recruited into the program and the quality of instruction and field experiences for the programs scope and sequence. The slight decline in point spread, however, may suggest that as the program has grown in recent years, the academic skills of some candidates may not be of the same caliber as of those in earlier years. Because the Towson program tends to be applied and project based, the use of formal testing throughout the program is being reconsidered in order to address this possible downward trend on the SLLA. The new version of the SLLA administered in September 2009, which utilizes scenarios and constructed responses, has caused the program faculty to begin making plans for integrating the use of more formal assessments that reflect the model used in the new SLLA. Details of these plans are discussed in Section V of this report.

1

#1 ETS/SLLA EXAMINATION

Assessment #1: ETS/SLLA Examination

Attachment C: Candidate Data

Comparison of Averages for Towson Candidates on Sub-Tests of SLLA

YEAR

#

of

Towson Candidates

%

Average Correct for sub-test

1

%

Average Correct for sub-test

2

%

Average Correct for

sub-test

3

%

Average Correct for

sub-test

4

%

Total Average Pass-rate for

Towson Candidates

T

S

N

T

S

N

T

S

N

T

S

N

2008-2009

38

73

74

69

77

81

76

75

76

72

73

69

64

100%

2007-2008

42

70

71

68

84

81

79

80

77

74

64

62

60

100%

2006-2007

20

71

70

68

79

76

75

80

76

71

73

70

68

100%

T = Towson Candidate Averages S = State of Maryland Averages N = National Averages

Towson Candidates Range of Scores [Based on 200 Point Scale]

Year

# of Towson Candidates

State

Cut Score

TU Candidates

Low Score

TU Candidates

High Score

TU Candidates

Average Performance Range

2008-2009

38

157

163

199

177-188

2007-2008

42

157

167

200

174-188

2006-2007

20

157

165

188

180-187

#1 ATTCH C: CANDIDATE DATA

Assessment #2: Departmental Comprehensive Examination


The Departmental Comprehensive Examination is a requirement for program completion for both the MS and CAS degrees and is administered 5 times each year (January, April, June, August, November). It is comprised of 6 cases/scenarios (3 short, 3 long) that present situations, challenges, and decisions typically faced by school principals. Students are given 3 hours in which to complete the exam by responding to a series of questions about each scenario.


The Departmental Comprehensive Examination is an essay exam in which students integrate their knowledge of theory and best practices in order to solve problems encountered as instructional leaders. The exam integrates ELCC Standards 1-6 and is aligned with the following:

Visioning

1.1, 1.2, 1.4, 1.5

School Culture2.1, 2.2, 2.3, 2.4

Management

3.1, 3.2, 3.3

Collaboration

4.1, 4.2

Ethics

5.1, 5.2, 5.3

Context

6.1, 6.2, 6.3

Each of the 6 cases/scenarios in the exam corresponds to its own holistic rubric used for scoring each particular case. Rubrics are scored on a scale of 3, 2, 1, 0, with 3 being the highest score. Total scores for the assessment range from 0 to 18 points. Total scores are converted into scaled scores used for the programs assessment system. A conversion scale is provided at the bottom of the rubric. A scaled score of 2 is considered a passing score for this assessment. Total scores obtained from the Departmental Comprehensive Examination are scaled according to the following:

DEMONSTRATION OF OUTSTANDING LEADERSHIP

16-18 points

(Scaled score = 3)

DEMONSTRATION OF SATISFACTORY LEADERSHIP

14-15 points

(Scaled score = 2)

DEMONSTRATION OF EMERGING LEADERSHIP

12-13 points

(Scaled score = 1)

UNACCEPTABLE PERFORMANCE

0-11 points

(Scaled score = 0)

3. Data Analysis

In July and August 2009, 14 MS candidates and 20 CAS candidates (N=34) took the Departmental Comprehensive Examination. Forty percent scored in the Outstanding category (scaled score of 3); 27% in the Satisfactory category (scaled score of 2); and 33% in the Emerging category (scaled score of 1). No candidates scored in the Unacceptable category (scaled score of 0). Overall, CAS candidates scored higher than did their MS counterparts, with 52% in the Outstanding category and 21% for MS candidates. Although the majority of all candidates performance was in the acceptable range (scaled score of 2 or 3), 32% were in the Emerging category (scaled score of 1).


The results of the Departmental Comprehensive Examination suggest that the majority of candidates is proficient in its ability to understand and interpret the ELCC Standards as they pertain to the importance of (1) articulating a vision for change, (2) developing a school culture that supports student learning, (3) managing resources to effect the change, (4) collaborating with families and the community, (5) using ethical behavior, and (6) comprehending the larger political and socio-cultural context of schools. However, about one third of the candidates who took the exam did not perform as well as expected. One possible reason for the low performance could be that students have not had much prior experience with case-based scenarios as used in the comprehensive exam. The only course in the program that consistently uses cases is ILPD 603: School Law. As mentioned elsewhere in this report, the program is very applied in nature and employs numerous project-based assessments rather than more traditional tests. Another possible explanation for the occurrence of low scores by some candidates is the lack of inter-rater reliability for scoring the exams. Although a team of faculty collaborated for designing the exam and its attendant rubrics, there has not been any training for scoring the exams. Following each testing administration, faculty volunteer to score a portion of the exams. In order to ensure some measure of objectivity, the faculty are not assigned the exams of students whom they have supervised in the field or have had as students in multiple courses. In cases where a faculty member deems a candidates exam as unacceptable, the exam is passed on for a second opinion by another faculty member and/or the graduate director or department chair. Further implications for program instruction and revision of the comprehensive examination are discussed in Section V of this report.

1

#2 DEPARTMENTAL COMPREHENSIVE EXAMINATION

PAGE


Attachment A: Assessment Tool

Short Scenarios

Directions: Read and react to the following three short scenarios from the position of a school administrator. Write your responses to each scenario to address the questions raised. Limit the time to respond to the three short scenarios to 1 hour total (approximately 20 minutes each).

1. As a recently transferred principal of a middle school you have just received the results from the most recently administered state testing. The scores show a decline in performance across several subject areas for grade 8. In response to this development, the school district superintendent has requested that you provide a comprehensive school improvement plan to be delivered in six months. Supporting your response with reference to the professional standards for leadership, address the following:

How you would go about developing this plan;

What you believe needs to be considered;

Who would be involved;

What curricular issues would be addressed?

(ELCC 1.1, 1.2, 1.4, 1.5; 2.1, 2.3, 2.4; 3.1, 3.2, 3.3)

2. In conducting classroom observations, a principal notes that most teachers in a high school rely heavily on lecture as a method of instruction. After consulting with the district's administration, including the staff development coordinator, the principal secures funding for a two-day workshop on cooperative learning. The workshop takes place and all the teachers are enthusiastic about it. In the next observations of faculty, three months after the workshop, the principal sees the same reliance on lecture as she found prior to the workshop. Supporting your response with reference to the professional standards for leadership, address the following:

What are the possible explanations for the teachers reluctance to adopt new strategies?

What is needed for change to occur?

What steps should the principal take?

(ELCC: 1.1, 1.2, 1.4; 2.1, 2.2, 2.3, 2.4; 6.1, 6.2)

3. A parent requests that her child be retained in first grade. Although the child missed two weeks of school due to chicken pox, the teacher believes that the child is intellectually, socially, and physically ready for the second grade. The principal observes the child for one hour and concurs with his experienced teacher's recommendation that the child be promoted to second grade. The principal decides that he must deny the parent's request. Supporting your response with reference to the professional standards for leadership, address the following:

Do you agree with the principal's action?

Give a rationale, citing factors that are relevant to a principal's decisions in such situations.

What are the instructional issues?

What are the curricular implications?

What are the legal implications? What are the policy issues?

(ELCC: 2.2, 2.3, 3.1, 4.1, 4.2, 6.1)

Long Scenarios

Directions:Read and react to the following three long scenarios from the position of a school administrator. Please take no more than 45 minutes each (2 hours total) to respond to the three scenarios.

4. Teachers at Lake Wobeggon Elementary School have traditionally had tremendous autonomy in selecting curriculum materials, with the schools principal, Ms. Wise, approving the purchases. However, the gifted program has always had a different policy and its own budget, with the coordinator of the gifted program being able to approve purchase requests without first seeking approval from the school principal.

The faculty at Lake Wobeggon recently reviewed a new software package for a Language Arts unit for the gifted program. Using a game theme loosely based on Harry Potter stories, the software package, entitled Wizard, was designed to address spelling and advanced vocabulary development. The faculty was excited about this new program when they had the opportunity to preview it, and, because there no objections, it was purchased for the gifted programs for grades 2 through 5. A few days after the purchase, Ms. Jones, a seasoned fourth grade teacher, expressed some concern that the magic theme might create a stir with some parents who might find the theme offensive. However, her comments were not placed in writing, and no mention of them was made to the administrators.

When the purchased software arrived at the school, it was distributed to the teachers for immediate use, and students in the gifted program were given the option of using the program in school or taking it home for two nights at a time. Molly Goodshues, a third grader, was one of the first students to take the software home. She was so enthused about the program, that she called her mother to the computer to see how well she was doing.

Mrs. Goodshues became immediately upset with what she viewed, asked her daughter to stop using the program. The next day she telephoned Ms. Wise, the principal. Ms. Wise assured Mrs. Goodshues that the teachers had viewed the product, approved its selection, and submitted their request through the proper channels. The principal indicated that she trusted her teachers and that there had not been any other complaints about this purchase or any other materials in the past. However, within a few days, Mrs. Goodhues had gathered 20 signatures from parents opposing the software program and submitted the petition to the superintendent. Her petition stated that the program promoted witchcraft and other concepts connected with the occult and demanded its immediate removal from use. Mrs. Goodshues also sent a letter to the newspaper, prompting a reporter to interview her and write a story in the local paper. Supporting your response with reference to the professional standards for leadership, address the following:

What are the legal, curriculum, and administrative issues in this case?

What steps should the principal take to resolve the issue?

What should the school or school district do to prevent similar problems from occurring in the future?

(ELCC: 3.1; 4.1; 4.2; 5.1, 5.3; 6.1; 6.2)

5. You are to assume that the research coordinator for your district recently conducted a study indicating that the school district had a significant drop out problem. As the new principal of the high school in the district, you have been told by your superintendent to immediately address the drop out problem in your school. The following information has been provided to you:

A. This is a large school in an urban location, with all 1100 students attending from the neighborhood.

B. The drop out rate is high. Fewer than 15% of the graduating students will attend college, and 18% will drop out before their junior year.

C. School attendance rates are low. On an average day, 19% - 25 % of students will be absent. 85% of the student population will miss 11 or more days of school annually.

D. There is a high transient population; only 30% of those entering their senior year in this school originally enrolled in the school in the ninth grade.

E. There is a high non-English speaking population of 19% of the total school population.

F. Vocational training in the school requires application and a GPA of 2.5 or 2.1 (with conditions). Only 12% of sophomores apply for vocational training to begin in their junior year; however, only 7% will be eligible.

G. Approximately 8% of the students have been in alternative programs at some point in their school careers for behavioral and minor criminal problems.

H. Many teachers in the school are un-tenured. The majority has been in the school for less than 4 years. Most of the seasoned teachers have been in the school for less than 15 years, and of these, 60% are eligible to retire in the next three years.

I. There is little parent involvement, with only 65 parents showing up for back to school night.

Supporting your response with reference to the professional standards for leadership, address the following:

What additional questions will you need to ask that would elicit information on the nature of the drop out problem?

Develop a set of recommendations for correcting/changing the direction of student retention/completion/graduation rates.

Discuss how you would present your plan to the school board.

(ELCC: 1.1, 1.4, 2.1, 3.1, 4.1, 5.1, 5.2, 5.3; 6.1)

6. You have been at a principals' meeting in the central office all day, and return to the school at 2:50, just 5 minutes prior to the first bell for dismissal, and 10 minutes prior to the departure of the buses. Your secretary hands you the following messages as you enter the office.

A. Mr. Levine, from Accounting & Budget Office called to request information on the computers purchased for the school, and the vendor used. Government auditors are in his office today and need the information before the close of business today.

B. The County Office of Public Works called at 9:00 AM to inform you that they will be working on the town's main water pipes tomorrow, and all water will be shut off to the school from 10:00 AM until 2:30 PM.

C. Ms. Callegary, a teacher, requested permission to leave early at the first dismissal bell to pick up her daughter from the airport.

D. Two students are waiting in your office to discuss their agenda for the student council meeting scheduled to meet in three days.

E. You have a call from the Director of the Central Personnel Office regarding your request for another assistant principal. She would like to schedule an interview for a candidate to meet with you tomorrow. Please call Personnel before 4:00.

F. Three students are outside your office having been sent there during their first morning class because of violating the dress code. They have not seen an administrator as required by school policy in order to either return to class or to be suspended for the day.

G. Mrs. O'Brien called again about her daughter's math class. She demands a meeting with you and the math supervisor before week's end to discuss her daughter's exceptional needs and the negative attitude of her daughter's math teacher.

H. The driver of Bus #33 just phoned to say that her bus broke down and another has been called in to transport children home. The new bus will arrive at 3:2030 minutes later than expected.

I. The JV football coach arrived to get the locker room keys and prepare for the game this afternoon with South Park. He looked disheveled and smelled of alcohol again.

J. Two students decided to leave the school grounds during lunch without authorization. They were picked up for shoplifting and the police are bringing them to the school at 3:00 to meet with you and their parents.

Supporting your response with reference to the professional standards for leadership, address the following:

Prioritize the demands for attention.

How and in what order do you address each issue?

What are the instructional issues?

What are the legal issues?

What are the administrative issues?

Should you have been called out of your meeting to take care of any of these?

(ELCC: 1.4; 3.1, 3.2, 3.3; 5.1, 5.2, 5.3; 6.1, 6.2, 6.3)

1

#2 ATTCH A: ASSESSMENT TOOL


Attachment B: Scoring Guide

RUBRICS FOR COMPREHENSIVE EXAM

Department of Instructional Leadership & & Professional Development

SHORT SCENARIOS

Question #1:

____3The response includes specific references to the development, articulation, implementation and stewarding of a vision for the school as well as the communication of the vision to the public. The writer references the need to review the curriculum to assure that it addresses student needs in relation to the assessment program, and the development of both a teacher needs assessment and a staff instructional skills development program are referenced, as well. A logically developed, sequential plan is suggested for school improvement.

Develops and articulates a vision of learning in a pluralistic society based on pertinent data and research strategies resulting in a system for improvement that involves all members of the school community (1.1b, 1.2a, 1.2b, 1.3b, 1.4b, 1.5a)

Assesses school culture using multiple methods that supports improve instructional practices and teacher development (2.1a, 2.1c, 2.3a, 2.4a, 2.4b)

Manages the organization by deploying financial and human resources that promote student achievement, build consensus, and uses problem-solving skills for long-range and operational planning (3.1c, 3.2a, 3.3b)

____2The response includes several of the five elements of visioning (development, articulation, implementation, stewarding, and communication to the public). A reference to curricular review is made; however, the review does not take into consideration the relationship between the curriculum and the assessment program. A staff development program is suggested, but without reference to conducting a needs assessment. The logical relationship between all aspects of the plan is not completely clear, and it is not sequenced.




____1The response includes a general reference to the development and promotion of a vision within the greater school community. Curriculum is raised as a consideration; however, no linkage with the assessment program is made. A needs assessment or teacher skills development program may be suggested, but without the reference to each other. The plan as a whole is not sequenced and is unclear.




____0The response includes only general references to visioning, curricular review or teacher skills development, but suggestions are only general and no specific ideas are shared.




Question #2:

____3 The response indicates a full and complete understanding of the problem. Pertinent recommendations for integration of strategies are made that also include the effective application of best practices and a relevant focus on professional development programs.

Develops and articulates a vision based on relevant knowledge and theories that uses data to regularly monitor, evaluate, and revise the vision (1.1b, 1.2 a, 1.4 b)

Promotes a positive school culture by providing staff with assistance for improvement based on theory and best practices consistent with the school vision and goals (2.1a, 2.2c, 2.3b, 2.4a)

Demonstrates understanding of the larger social and political context of schools and communicates with school community concerning trends, issues, an potential changes in the environment (6.1d, 6.2a)

____2 The response indicates a good understanding of the problem. Adequate recommendations for integration of strategies are made that also include adequate application of best practices and an adequate focus on professional development programs.




____1 The response indicates a basic understanding of the problem. Minimal recommendations for integration of strategies are made that also include minimal application of best practices and a minimal focus on professional development programs.




____ 0 The response indicates little or no understanding of the problem. The response does not address integration of strategies for the application of best practices and/or a focus on professional development.




Question #3:

____3 The response presents a compelling argument for either agreeing or disagreeing with the principals action based on a thorough explanation of the factors contributing to the principals decision. A critical analysis of instructional issues and its implications for curriculum and instruction are discussed in detail. A thorough, extensive understanding of legal and policy issues demonstrates connections to school vision.

Promotes positive school culture and makes recommendations for curriculum that fully accommodates learners diverse needs and applies best practices to student learning (2.2.b; 2.3.a, b, c)

Includes research and data driven decision making for developing plans of action with priority on student learning (3.1.a, b)

Collaborates with family members and responds appropriately to individuals with conflicting perspectives (4.1.1, b, c; 4.2. a)

Promotes the success of all students by understanding the larger political, social, economic, legal, and cultural context (6.1 a, b, c).

____2 The response presents a logical argument for either agreeing or disagreeing with the principals action based on an explanation of several factors contributing to the principals decision. An analysis of instructional issues and its implications for curriculum and instruction are discussed. There is some discussion of legal and policy issues as they connect to school vision.

Formulates the initiatives necessary to motivate staff, students, and families to achieve the schools vision (1.3.a).

Promotes positive school culture and makes recommendations for curriculum that fully accommodates learners diverse needs and applies best practices to student learning ( 2.2.b; 2.3.a, b, c)

Optimizes the learning environment for all students by including research and data drive decision making and developing plans of action with priority on student learning (3.1.a, b)


Promotes the success of all students by acting with integrity, fairly, and in an ethical manner (5.1, 5.2, 5.3).


____1 The response for either agreeing or disagreeing with the principals action is based primarily on opinion. There is some attempt at explaining the factors contributing to the principals decision. There is a general discussion of instructional issues with little relevance to implications for curriculum and instruction. Discussion of legal and policy issues is also general.







____0 The response for either agreeing or disagreeing with the principals action is based on opinion, and there is no explanation of the factors contributing to the principals decision. The response does not include any implications for curriculum and instruction, and there is no mention of legal and policy issues.







LONG SCENARIOS

Question #4:

____3 The response describes a viable plan of action to resolve the issue and to prevent similar problems from reoccurring that includes all the following components. The response is clear, complete, and described in sufficient detail to be understood clearly and to be useful to others.

Focuses on the effective management of resources, giving priority to student learning and safety (3.1b)

Identifies the relevant ethical, legal, and cultural issues surrounding the selection and purchase of curricular materials (5.3a, 6.1d)

Involves community members appropriately in developing and implementing a revised district wide curricular materials policy for all new materials (4.1b, 4.1f, and 4.2a)

Demonstrates a respect for the rights of teachers, parents, and students as they engage in honest interactions about the content of curricular materials (5.1a)

Is clearly communicated as a part of ongoing dialogue with teachers and community members (6.2a)

____2 The response describes a viable plan of action to resolve the issue and to prevent similar problems from reoccurring that includes the following components. One or two components are not fully developed or are not described in sufficient detail to be understood clearly or to be useful to others.






____1 The response describes in very general terms a plan of action to resolve the issue and to prevent similar problems from reoccurring. Some of the following components are included in the plan, but many lack sufficient detail to be understood clearly or to be useful to others.






____0 The response does not describe a plan of action to resolve the issue and to prevent similar problems from reoccurring. Most of the following components are not included in the plan, or those that are included lack sufficient detail to be understood clearly or to be useful to others.



Involves community members appropriately in developing and implementing a revised district wide curricular materials policy for all new materials prior to the purchase and use of instructional materials in the schools (4.1b, 4.1f, and 4.2a)



Question #5:

____3 The response demonstrates a sophisticated understanding of the breadth and depth of the problem by eliciting additional critical questions that pertain to the situation. Recommendations are based on a thorough presentation of important details, facts, and concepts. The plan for the school board provides a comprehensive analysis of the problem as well as multiple perspectives.

Develops a vision of learning in a pluralistic society through stewardship and promoting a positive school culture (1.1b, 1.4c, 2.1a).

Manages the organization by applying appropriate models and principles of organizational management, including involvement of staff and collaboration with families (3.1a, 3.2a, 4.1a, b)

Demonstrates a respect for the rights of others by combining impartiality, sensitivity to diversity, and knowledge of legal and ethical principles (5.1a, 5.2a, 5.3a)

Understands how the problem fits into a larger system and institutional framework, including issues about educational disadvantages; local, state, and federal policies; and economic factors (6.1b, 6.1c, 6.1d, 6.1e)

____2 The response demonstrates a general understanding of the breadth and depth of the problem and raises additional questions that pertain to the situation. Recommendations are based on important details, facts, and concepts. The plan for the school board provides an analysis of the problem and includes more than one perspective.





____1 The response demonstrates some understanding of the problem with minimal questions that pertain to the situation. Recommendations are general in nature. The plan for the school board is also general.





____0 The response demonstrates little or no understanding of the problem. No pertinent questions are raised. Recommendations and a plan are vague or missing altogether.





Question #6:

____3 The response provides a thorough, efficient solution to the problem in which the demands for attention are carefully prioritized and ordered for taking action. There are clear and accurate explanations regarding the instructional, legal, and administrative issues involved. Actions are based on respect for others, fairness, and ethical principles.

Uses effective communication skills to steward a vision that assesses school culture for taking action with a priority on student learning, safety, curriculum, and instruction(1.4a, 3.1b, 3.2a, 3.2c, 3.3a)


Understands local, state, and federal policies and engages others in the adoption of said policies for the benefit of the school community (6.1d, 6.2, 6.3a, 6.3b)

____2 The response provides a general solution to the problem in which the demands for attention are somewhat prioritized and ordered for taking action. There are some explanations regarding the instructional, legal, and administrative issues involved. Actions are based on respect for others, fairness, and ethical principles.




____1 The response provides a partial solution to the problem in which the demands for attention may or may not be prioritized for taking action. There are few explanations regarding the instructional, legal, and administrative issues involved. Actions are partially based on respect for others, fairness, and ethical principles.




____0 The response provides a partial solution to the problem, and the demands for attention are not prioritized. There are little or no explanations regarding the instructional, legal, and administrative issues involved. Actions are based on personal opinion rather than respect for others, fairness, and ethical principles.





16-18 points

(Scaled score = 3)


14-15 points

(Scaled score = 2)


12-13 points

(Scaled score = 1)


0-11 points

(Scaled score = 0)

1

#2 ATTCH B: SCORING GUIDE

PAGE



July 2009

Table 2.1- AACPS (N=1)

Score 0

Score 1

Score 2

Score 3

n

%

n

%

n

%

n

%

MS (n=0)

0

0

0

0

0

0

0

0

CAS/Admin I (n=1)

0

0

0

0

1

100

0

0

Total

0

0

0

0

1

100

0

0

Table 2.2- BCPS (N=6)

Score 0

Score 1

Score 2

Score 3

n

%

n

%

n

%

n

%

MS (n=3)

0

0

2

66

1

34

0

0

CAS/Admin I (n=3)

0

0

2

66

0

0

1

34

Total

0

0

4

66

1

17

1

17

Table 2.3- HEAT (N=4)

Score 0

Score 1

Score 2

Score 3

n

%

n

%

n

%

n

%

MS (n=1)

0

0

0

0

0

0

1

100

CAS/Admin I (n=3)

0

0

1

33

0

0

2

67

Total

0

0

1

25

0

0

3

75

Table 2.4- USG (N=4)

Score 0

Score 1

Score 2

Score 3

n

%

n

%

n

%

n

%

MS (n=1)

0

0

0

0

0

0

1

100

CAS/Admin I (n=3)

0

0

0

0

1

20

2

40

Total

0

0

0

0

1

17

3

50

Table 2.5- SMHEC (N=3)

Score 0

Score 1

Score 2

Score 3

n

%

n

%

n

%

n

%

MS (n=0)

0

0

0

0

0

0

0

0

CAS/Admin I (n=3)

0

0

0

0

1

33

2

67

Total

0

0

0

0

1

33

2

67

August 2009


Score 0

Score 1

Score 2

Score 3

n

%

n

%

n

%

n

%

MS (n=1)

0

0

0

0

0

0

0

0

CAS/Admin I (n=1)

0

0

0

0

0

0

1

100

Total

0

0

0

0

0

0

1

100


Score 0

Score 1

Score 2

Score 3

n

%

n

%

n

%

n

%

MS (n=6)

0

0

2

34

4

66

0

0

CAS/Admin I (n=2)

0

0

0

0

0

0

2

100

Total

0

0

2

25

4

50

2

25

Table 2.8- HCPS (N=4)

Score 0

Score 1

Score 2

Score 3

n

%

n

%

n

%

n

%

MS (n=2)

0

0

2

100

0

0

0

0

CAS/Admin I (n=2)

0

0

0

0

1

50

1

50

Total

0

0

2

100

1

50

1

50

Table 2.9- MCPS (N=2)

Score 0

Score 1

Score 2

Score 3

n

%

n

%

n

%

n

%

MS (n=0)

0

0

0

0

0

0

0

0

CAS/Admin I (n=2)

0

0

2

100

0

0

0

0

Total

0

0

2

100

0

0

0

0

Grand Total

Table 2.10- Grand Total (N=34)

Score 0

Score 1

Score 2

Score 3

n

%

n

%

n

%

n

%

MS (n=14)

0

0

6

43

5

36

3

21

CAS/Admin I (n=20)

0

0

5

27

4

21

11

52

Total

0

0

11

33

9

27

13

40

2


Assessment #3: Curriculum Alignment Project


The Curriculum Alignment Project is a major project in the course ILPD 716, Curriculum and Assessment. It is 15-page paper in which candidates analyze the alignment of the written, taught, assessed, supported, hidden, and unintended curriculum of a subject area and grade level of the candidates choice. Candidates use the state of Marylands Voluntary State Curriculum (VSC/elementary curriculum) or the state of Marylands Core Learning Goals (CLG/secondary curriculum) as lenses for examining the curriculum. Candidates also examine the curriculums alignment with the state of Marylands NCLB accountability system, which includes the Maryland State Assessments (MSA/elementary) and the High School Assessments (HSA/secondary). Finally, candidates provide recommendations for aligning the curriculum, including the role that technology plays for students, teachers, and parents.


The Curriculum Alignment Project primarily encompasses ELCC Standards 2.1, 2.2, and 2.3, which focus on promoting a positive school culture by means of an effective instructional program that aligns state and school system standards with best teaching practices. The project is also aligned with ELCC Standards 6.1, 6.2, and 6.3 in that it requires an understanding of the larger political, social, and cultural context in which curriculum is developed, enacted, and assessed.

The rubric for the project contains 7 items that are scored on a scale of 3, 2, 1, 0, with 3 being the highest score. Total scores for the assessment range from 0 to 21 points. Total scores are converted into scaled scores used for the programs assessment system. A conversion scale is provided at the bottom of the rubric. A scaled score of 2 is considered a passing score for this assessment. Total scores obtained from the Curriculum Alignment Project are scaled according to the following:


20-21 points

(Scaled score = 3)


18-19 points

(Scaled score = 2)


15-17 points

(Scaled score = 1)


0-14 points

(Scaled score = 0)

3. Data Analysis

In Spring and Fall 2009, 30 MS candidates and 17 CAS candidates (N=47) were assessed on the Curriculum Alignment project. Fifty-five percent scored in the Outstanding category (scaled score of 3); 23% in the Satisfactory category (scaled score of 2); and 15% in the Emerging category (scaled score of 1). Seven percent scored in the Unacceptable category (scaled score of 0). Overall, CAS candidates scored higher than did their MS counterparts, with 70% in the Outstanding category and 40% for MS candidates. Although the majority of all candidates performance was in the acceptable range (scaled score of 2 or 3), 15% were in the Emerging category (scaled score of 1) and 7% in the Unacceptable category (scaled score of 0). Thus, 22% of the total candidates performed at a lower than desirable level.


The Curriculum Alignment project has been a major assessment in the Educational Leadership program since its inception. The ability to analyze, align, and assess curricula is a cornerstone for the preparation of school leaders, especially in an era of high stakes testing and accountability for schools. In preparation for the present application for obtaining national SPA recognition, program faculty collaborated to redesign the rubric used for the project in order to bring consistency across program delivery and to ensure its alignment with ELCC Standards.

The results of the Curriculum Alignment project suggest that the majority of candidates is proficient in its ability to understand and interpret the ELCC Standards as they pertain to the importance of promoting the success of all students by (1) promoting a positive school culture, (2) providing an effective instructional program, and (3) applying best practice to student learning. However, about one fourth of the candidates did not perform as well as expected. One possible explanation for the low scores of some candidates could be a lack of agreement among faculty in using the new rubric. As in the case with the Departmental Comprehensive Examination, using a new and more detailed rubric for the Curriculum Alignment project necessitates more professional development among the faculty to ensure cohesion and consistency across the program. Another possible explanation is that some students academic abilityespecially for analytical writingmay also have been a deterrent to higher performance. Although the rubric for the Curriculum Alignment project contains one indicator regarding professional writing, this may not be enough of an emphasis for improving candidates writing. Further implications and discussion about candidates professional writing are included in Section V of this report.

1

#3 CURRICULUM ALIGNMENT PROJECT


Attachment A: Assessment Tool

Conduct a curriculum alignment audit (resulting in a report of approximately 15 pages) analyzing alignment of the written, taught, assessed, supported, hidden, and unintended curriculum of a subject area and grade level of your choice. Note specifically:

You must incorporate the perspectives of other teachers, in your school or elsewhere, within your analysis.

Be sure to differentiate between your opinions and the opinions of others in your writing.

Avoid broad generalizations. All conclusions must be supported with specific evidence and several examples. All sources must be cited.

The steps of the curriculum audit are the following:

The formal or written curriculum: Examine the Voluntary State Curriculum (VSC) or the Core Learning Goals (CLG), if appropriate to the subject, and/or county curriculum guides and pacing charts for the subject and grade level under consideration. Identify and cite evidence about the:

Curriculum orientation that is most prominently expressed through the rationale and other written statements in the curriculum documents and implied through the standards, indicators, objectives, strategies, activities, and resources that are included or referenced. Differentiate clearly between what is stated explicitly and your analysis of what is implied in county curriculum documents.

The role of learning and motivational theories and human development theories and diversity in the curriculum processes.

Assumptions that the indicators and objectives, curriculum, and/or pacing chart make about the (1) knowledge that is of most worth, now and in the future, (2) roles of education in American society, (3) roles of teachers and students in schools, and (4) instructional process. (ELCC 2.3)

The supported curriculum: Examine textbooks, textbook teachers guides, and other supplementary resources (such as workbooks, DVDs, manipulatives, etc.) for the subject and grade level under consideration. Identify and cite evidence about the:

Curriculum orientation that is most prominently expressed in these documents. Differentiate clearly between what is stated and your analysis of what is implied in the supplemental material.

Assumptions that the supplemental materials make about the (1) knowledge that is of most worth, now and in the future, (2) roles of education in American society, (3) roles of teachers and students in schools, and (4) instructional process, (5) the role and availability of technology in the school (ELCC 2.2, 2.3)

The taught curriculum: Interview teachers in your school and (if possible) in other schools about:

The extent to which they teach the content (such as the indicators and objectives of the VSC) and use the strategies and resources contained in the county curriculum documents. If the curriculum document is not used, explore the reasons why.

Their reactions to the curriculum documents, including:

1. To what extent is the curriculum material teacher friendly?

2. Are the suggested resources available?

3. To what extent do the teachers agree with the beliefs about the goals of education, roles of education in American society, roles of teachers and students, and the instructional process that are explicitly written and implied in the curriculum material?

4. What suggestions do the teachers have for the improvement of the curriculum material?

5. What is the role of technology in education? How does it impact students? Teachers? (ELCC 2.2, 2.3)

The assessed curriculum: Obtain a copy of several assessments used by teachers of the grade or curriculum area. Describe and cite evidence about the extent to which the content, format, and rigor of the assessments are aligned with the conclusions drawn about the beliefs on which the curriculum is based, as well as aligned to high-stakes assessments such as MSA/HSA, SAT, etc. (ELCC 2.3)

The hidden curriculum: Indicate what might be the hidden or unstated assumptions on which the curriculum, textbooks, etc., are based and describe the evidence on which you have identified these assumptions. Keep in mind that learnings, which are part of the hidden curriculum, are intended by the curriculum developers (either consciously or deeply ingrained in the developers mental model of what students should know or be able to do), but are not explicitly stated in the documents. (ELCC 2.1, 2.3)

The unintended curriculum: Indicate the outcomes that students might gain from the content or instructional/assessment strategies used in the unit that were not intended by the developers of the written, taught, and assessed curriculum and why you think students will acquire these outcomes. (ELCC 2.1, 2.3)

Your recommendations: Summarize your conclusions about the extent of alignment among the various types of curriculum. Please be sure to attend to the role that technology plays for students, teachers and parents. Indicate the steps the school could take to increase the alignment among the written, supported, taught, and assessed curriculum and how the school could reduce the hidden and unintended curriculum Be sure to include considerations of technology and data systems in your recommendations. (ELCC 2.1, 2.2, 2.3, 6.1, 6.2, 6.3)

This is an authentic task of school leaders. If completed at a high level of quality (i.e., grade of A or equivalent), it may be counted as 20 hours as part of your internship experience.

This assessment demonstrates candidates knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program and applying best practice to student learning.

Standards 2.1, 2.2, and 2.3; and 6.1, 6.2, 6.3

1

#3 ATTCH A: ASSESSMENT TOOL

Assessment 3: Curriculum Alignment Project


ELCC 2.1 THE CURRICULUM AUDIT CLEARLY AND SPECIFICALLY RECOMMENDS WAYS TO IMPROVE SCHOOL PROGRAMS AND CULTURE THAT ARE CONTEXT APPROPRIATE AND RESPECTFUL OF DIVERSITY.

____3. The curriculum audit contains several specific recommendations that are highly likely to improve school programs and culture, while being context appropriate and respectful of diversity.

____2.The curriculum audit contains recommendations, the likelihood of which for improving school programs and culture being uncertain, with only general references to context and diversity.

____1.The curriculum audit contains few recommendations, none of which hold promise of improving school programs and culture, with little or no consideration of context or diversity.

____0.The curriculum audit contains no recommendations.

ELCC 2.2 THE CURRICULUM AUDIT PROVIDES RECOMMENDATIONS THAT IMPROVE INSTRUCTIONAL PRACTICES AND CURRICULUM MATERIALS.

____3.The curriculum audit provides extensive, specific recommendations that are highly likely to result in improved instructional practices and materials.

____2.The curriculum audit provides some, general recommendations that are likely to improve instructional practices and curriculum materials.

____1.The curriculum audit provides few recommendations, the likelihood of which improving instructional practices and curriculum materials are uncertain.

____0.The curriculum audit provides no clear recommendations for improving instructional practices and curriculum materials.

ELCC 2.2; 6.1, 6.2, 6.3 THE AUDIT MAKES CLEAR AND SPECIFIC RECOMMENDATIONS FOR THE IMPROVEMENT OF THE DESIGN, IMPLEMENTION, AND EVALUATION OF THE CURRICULUM SO THAT IT WILL MORE FULLY ACCOMMODATE LEARNERS DIVERSE NEEDS.

______ 3. There are extensive clear and specific recommendations included in the audit that will improve the curriculums design, implementation, and evaluation so that it will more fully accommodate learners diverse needs.

______ 2. There are some clear and specific recommendations included in the audit that will improve the curriculums design, implementation, and evaluation so that it will more fully accommodate learners diverse needs.

______ 1. There are few clear and specific recommendation included in the audit that will improve the curriculums design, implementation, and evaluation so that it will more fully accommodate learners diverse needs.

______ 0. There are no clear and specific recommendations included in the audit that will improve the curriculums design, implementation, and evaluation so that it will more fully accommodate learners diverse needs.

ELCC 2.3 THE CURRIUCLUM AUDIT ALLOWS THE CANDIDATE TO DEMONSTRATE THE ABILITY TO ASSIST STAFF IN UNDERSTANDING AND APPLYING BEST PRACTICES FOR STUDENT LEARNING.

______ 3. There are extensive clear and specific recommendations included in the audit for how the curriculum could assist school staff in understanding and applying best practices for more effective student learning.

______ 2. There are some clear and specific recommendations included in the audit for how the curriculum could assist school staff in understanding and applying best practices for more effective student learning.

______ 1. There are few clear and specific recommendation included in the audit for how the curriculum could assist school staff in understanding and applying best practices for more effective student learning.

______ 0. There are no clear and specific recommendations included in the audit for how the curriculum could assist school staff in understanding and applying best practices for more effective student learning.

ELCC 2.3 THE CURRIUCLUM AUDIT CLEARLY AND SPECIFICALLY ARTICULATES HOW HUMAN DEVELOPMENT THEORY, LEARNING AND MOTIVATIONAL THEORIES, AND CONCERN FOR DIVERSITY IN THE LEARNING PROCESS CAN BE APPLIED TO A SCHOOL CURRICULUM.

___3. The curriculum audit clearly and specifically articulates how human development theory, learning and motivational theories and diversity are applied in the school curriculum.

___2. The curriculum audit partially articulates how human development theory, learning and motivational theories and diversity are applied in the school curriculum.

___1. The curriculum audit begins to articulate how human development theory, learning and motivational theories and diversity are applied in the school curriculum.

___ 0. The curriculum audit does not articulate how human development theory, learning and motivational theories and diversity are applied in the school curriculum.

ELCC 2.3 RESEARCH STRATEGIES ARE CONSISTENTLY USED APPROPRIATELY TO PROMOTE AN ENVIRONMENT FOR IMPROVED STUDENT ACHIEVEMENT.

___3. The curriculum audit demonstrates consistent and appropriate use of research strategies to promote an environment for improved student achievement.

___2. The curriculum audit demonstrates some use of appropriate research strategies to promote an environment for improved student achievement.

___1. The curriculum audit demonstrates inconsistent and inappropriate use of research strategies to promote an environment for improved student achievement.

___0. The curriculum audit demonstrates no use of research strategies to promote an environment for improved student achievement.

ACADEMIC WRITING: THE WRITING COMMUNICATES CLEARLY TO AN ACADEMIC AUDIENCE.

______ 3. The writing is supported by extensive evidence and reasoning, and it uses appropriate professional and technical language. There are virtually no grammatical, spelling, punctuation, or usage errors. Adherence to APA style is consistent.

______ 2. The writing is usually supported by evidence and reasoning, and it uses some professional and technical language. There are only a few grammatical, spelling, punctuation, or usage errors. Adherence to APA style is somewhat consistent.

_______1. The writing is rarely supported by evidence and reasoning, and it uses little professional and technical language. There are frequent grammatical, spelling, punctuation, or usage errors. Adherence to APA style is not consistent.

______ 0. The writing is confusing, and the paper is disorganized. There are a numerous grammatical, spelling, punctuation, or usage errors. There is no adherence to APA style.

COMMENTS:

OVERALL PERFORMANCE ON THIS ASSESSMENT:

_______ Points = _______ Scaled Score


20-21 points

(Scaled score = 3)


18-19 points

(Scaled score = 2)


15-17 points

(Scaled score = 1)


0-14 points

(Scaled score = 0)

1




Curriculum Alignment Project

Spring 2009


Score 0

Score 1

Score 2

Score 3

n

%

n

%

n

%

n

%

MS (n=10)

2

20

3

30

0

0

5

50

CAS/Admin I (n=4)

1

25

1

25

0

0

2

50

Total

3

22

4

28

0

0

7

50


Score 0

Score 1

Score 2

Score 3

n

%

n

%

n

%

n

%

MS (n=6)

0

0

2

33

1

17

3

50

CAS/Admin I (n=7)

0

0

0

0

1

14

6

86

Total

0

0

2

15

2

15

9

70

Table 3.3- SMHEC (N=4)

Score 0

Score 1

Score 2

Score 3

n

%

n

%

n

%

n

%

MS (n=1)

1

100

0

0

0

0

0

0

CAS/Admin I (n=3)

1

25

0

0

2

75

0

0

Total

2

50

0

0

2

50

0

0

Fall 2009


Score 0

Score 1

Score 2

Score 3

n

%

n

%

n

%

n

%

MS (n=13)

0

0

0

0

8

62

5

38

CAS/Admin I (n=3)

0

0

0

0

1

33

2

67

Total

0

0

0

0

9

56

7

44

Grand Total

Table 3.2- Grand Total (N= 47)

Score 0

Score 1

Score 2

Score 3

n

%

n

%

n

%

n

%

MS (n=30)

3

10

5

17

9

30

13

43

CAS/Admin I (n=17)

1

6

2

12

2

12

12

70

Total

4

7

7

15

11

23

25

55

1


Assessment #4: Internship Portfolio


The Internship Portfolio is a collection of artifacts that documents candidates knowledge, skills, and dispositions that are applied effectively during their internship/clinical practice. The state of Maryland requires a 300-hour internship for the Administrator I certificate, which leads toward certification for school assistant principal. Candidates who attain the Administrator I certificate and wish to seek the position of principal in Maryland must also take the SLLA exam (see Assessment #1 of this report).

The Internship Portfolio documents the process of the internship and focuses on candidates reflection and growth over time. The following sections are required for the portfolio:

Reflection Logs: Candidates are provided with a template (found in the program handbook) in which they log their internship hours, describe the activity, and write a brief reflection on what they learned from the experience. The university supervisor then provides feedback/comments on the entries. Logs are exchanged between the candidate and supervisor either in person during seminar meetings (n=4), supervisory visits to the internship placement (n=2), or via email.

Shadowing Experience Logs: Candidates are also provided with a template (also found in the program handbook) in which they document two (2) shadowing experiences of school administrators, including one at a building other than their own school or institution. Principals are generally cooperative in assisting candidates for finding opportunities to shadow administrators in different settings even to the extent of providing coverage for candidates classes so that they may have time away from their duties to meet this internship requirement.

Stretch Project Summary: The stretch project is collaboratively planned among the site supervisor (typically the principal or assistant principal), the university supervisor, and the candidate. The need for the project is based upon a mutually agreed upon area of growth for the candidate and is connected to a needs-based project that will make a contribution to school improvement. The underlying premise of the project is to challenge the candidate to take new risks, develop new skills, and assume new responsibilities as a school leader. The Stretch Project Summary paper documents the rationale, method, and outcomes of the project as well as the candidates reflection on the experience.

Summary of Internship Paper: In this executive summary of the internship/clinical experience, candidates pull together and make meaning from the various experiences, challenges, and insights derived during their internship. The summary paper also serves as a professional belief statement as the candidate enters the next phase of his or her career as a school leader.


The Internship Portfolio is aligned with ELCC Standard 7, and in particular, 7.1, 7.2, 7.3, 7.4, 7.5a, 7.5b.The analytical rubric for scoring the Internship Portfolio contains 7 items. The items are scored on a scale of 3, 2, 1, 0, with 3 being the highest score. Total raw scores for the assessment range from 0-21 points. Total raw scores are converted into scaled scores used for the programs assessment system. A conversion scale is provided at the bottom of the rubric. A scaled score of 2 is considered a passing score for this assessment. Total raw scores obtained from the Internship Portfolio are scaled according to the following:


19 21 Points

(Scaled score = 3)


16-18 points

(Scaled score = 2)


13-15 points

(Scaled score = 1)


0-12 points

(Scaled score = 0)

3. Data Analysis

In Spring and Fall 2009, 27 MS candidates and 37 CAS candidates (N=64) were assessed on the Internship Portfolio. Fifty-three percent scored in the Outstanding category (scaled score of 3); 38% in the Satisfactory category (scaled score of 2); and 9% in the Emerging category (scaled score of 1). No candidates scored in the Unacceptable category (scaled score of 0). Overall, CAS candidates scored higher than did their MS counterparts, with 62% in the Outstanding category and 43% for MS candidates. Although the majority of all candidates performance was in the acceptable range (scaled score of 2 or 3), 9% were in the Emerging category (scaled score of 1).


The results of the Internship Portfolio suggest that the majority of candidates is proficient in its ability to understand and interpret the ELCC Standards as they pertain to (1) making decisions with students, staff, parents, and community leaders; (2) applying knowledge and skills on a full time basis; (3) applying skills and knowledge based on national standards and targeted towards a candidates individual needs; (4) applying knowledge in multiple, diverse settings; and (5) planning cooperatively with school and university partners. However, nearly one tenth of the candidates did not perform as well as expected. One possible explanation for the low scores of some candidates could be a lack of communication and articulation about the expectations of the Internship by both candidates and their school/site supervisors. At present the Guide to Graduate Programs, Administrator I Certification is distributed in hard copy only. As the program expands into more off-campus centers, there is an increasing need to disseminate the guide to candidates at the beginning of their program. An Internship Orientation is held two times each year on the Towson University main campus. However, attendance at the orientation has declined in recent years. Thus, some candidates do not become aware of the handbook and its policies and expectations until they are actually enrolled in the Internship seminar at the end of their program. For some candidates, possession of this information may be too late for them to plan and implement their internships at the highest level possible. It was noted in the data that most of the students who were rated at the Emerging level for the Internship were in partnership cohorts with the Baltimore City Public School System (BCPSS). Implications regarding the BCPSS cohorts are discussed in Section V of this report.

1

#4 INTERNSHIP PORTFOLIO

Assessment #4: Internship Portfolio


Submitted?

Y/N

1. Reflection Logs

Y/N

2. Shadowing Experience Logs

Y/N

3. Stretch Project Summary

Y/N

4. Summary of Internship Paper

Points

____ 3.

The candidate has documented substantial experiences and activities related to the preparation of the internship clinical practice introduction, including all required documents prepared in an outstanding manner reflecting advanced understanding of and proficiency in the outcomes of the ELCC Standards.

____ 2.

The candidate has documented experiences and activities related to the preparation of the internship clinical practice introduction, including all required documents prepared in a sufficient manner that reflects general understanding of and proficiency in the outcomes of the ELCC Standards.

____ 1.

The candidate has documented most experiences and activities related to the preparation of the internship clinical practice introduction. All required documents have not been submitted. They reflect only a basic understanding of and proficiency in the outcomes of the ELCC Standards.

____ 0.

The candidate has not documented most of the experiences and activities related to the preparation of the internship clinical practice introduction. Most of the required documents have not been submitted. They do not reflect an understanding of and proficiency in the outcomes of the ELCC Standards.

ELLC Standard 7.0 Internship

Points

Standard 7. 1: Substantial

_____ 3.

The candidate has demonstrated substantial experiences of increasing complexity in leading, facilitating and making decisions with staff, students, parents, and community leaders.

_____ 2.

The candidate has demonstrated substantial experiences of similar levels of complexity in leading, facilitating and making decisions with staff, students, parents, and community leaders.

_____ 1.

The candidate has demonstrated experiences in leading, facilitating and making decisions with staff, students, parents, or community leaders.

_____ 0.

The candidate has not demonstrated documented experiences in leading, facilitating and making decisions with school stakeholders.

7.2 Sustained

_____ 3.

The candidate has documented substantial participation in planned intern activities during the course of the program and the internship practicum that allowed for candidate application of knowledge and skills on a full-time basis.

_____ 2.

The candidate has documented participation in planned intern activities during the course of the program and the internship practicum that allowed for candidate application of knowledge and skills on a full-time basis.

_____ 1.

The candidate has documented participation in planned intern activities during the internship practicum that allowed for candidate application of knowledge and skills on a full-time basis.

_____ 0.

The candidate has little or no documentation of planned intern activities that allowed for candidate application of knowledge and skills.

7.3 Standards-based

_____ 3.

The candidate has clearly and consistently demonstrated application of the skills and knowledge articulated in national, state and local standards for educational leaders in a manner that targets the candidates individual needs.

_____ 2.

The candidate has adequately demonstrated application of the skills and knowledge articulated in national, state and local standards for educational leaders in a manner that targets the candidates individual needs.

_____ 1.

The candidate has demonstrated minimally application of the skills and knowledge articulated in national, state and local standards for educational leaders in a manner that targets the candidates individual needs.

_____ 0.

The candidate has not demonstrated application of the skills and knowledge articulated in national, state and local standards for educational leaders in a manner that targets the candidates individual needs.

7.4 Real Settings

_____ 3.

The candidate has documented that internship experiences occurred in multiple, diverse settings and allowed for focused demonstration of a wide range of relevant knowledge and skills.

_____ 2.

The candidate has documented that internship experiences occurred in multiple settings and allowed for demonstration of a wide range of relevant knowledge and skills.

_____ 1.

The candidate has documented that internship experiences occurred in multiple settings and allowed for demonstration of knowledge and skills.

_____ 0.

The candidate has not documented that internship experience occurred in multiple settings.

7.5a. Planned and Guided Cooperatively

_____ 3.

The candidate has documented substantially that internship experiences were planned collaboratively with their university supervisor, site supervisor, and institution personnel.

_____ 2.

The candidate has documented sufficiently that internship experiences were planned collaboratively with their university supervisor, site supervisor, and institution personnel.

_____ 1.

The candidate has limited documentation that internship experiences were planned collaboratively with their university supervisor, site supervisor, and institution personnel.

_____ 0.

The candidate has little or no documentation that internship experiences were planned collaboratively with their university supervisor, site supervisor, and institution personnel.

7.5b. Planned and Guided Cooperatively

_____ 3.

The candidate has documented that as a result of collaboration, the internship had more than an appropriate number of opportunities to apply skills, knowledge and research contained in the standards.

_____ 2.

The candidate has documented that as a result of collaboration in internship planning, the internship had an appropriate number of opportunities to apply skills, knowledge and research contained in the standards.

_____ 1.

The candidate has documented that as a result of collaboration in internship planning, the internship had minimal opportunities to apply skills, knowledge and research contained in the standards.

_____ 0.

The internship did not have an appropriate number of opportunities to apply skills, knowledge and research contained in the standards.

Total Points Earned =

Scaled Score = (Scaled Score of 2 Required)

DEMONSTRATION OF LEADERSHIP

19 21 Points

(Scaled Score = 3)


16-18 points

(Scaled score = 2)


13-15 points

(Scaled score = 1)


0-12 points

(Scaled score = 0)

1


Assessment # 4: Internship Portfolio


Spring 2009


Score 0

Score 1

Score 2

Score 3

n

%

n

%

n

%

n

%

MS (n=1)

0

0

0

0

1

100

0

0

CAS/Admin I (n=5)

0

0

0

0

0

0

5

100

Total

0

0

0

0

1

17

5

83


Score 0

Score 1

Score 2

Score 3

n

%

n

%

n

%

n

%

MS (n=13)

0

0

0

0

7

54

6

46

CAS/Admin I (n=5)

1

25

0

0

4

75

0

0

Total

1

5

0

0

11

62

6

33


Score 0

Score 1

Score 2

Score 3

n

%

n

%

n

%

n

%

MS (n=1)

0

0

0

0

1

100

0

0

CAS/Admin I (n=5)

0

0

0

0

0

0

5

100

Total

0

0

0

0

1

7

5

83

Fall 2009


Score 0

Score 1

Score 2

Score 3

n

%

n

%

n

%

n

%

MS (n=2)

0

0

0

0

2

100

0

0

CAS/Admin I (n=2)

0

0

0

0

2

100

0

0

Total

0

0

0

0

4

100

0

0

Table 4.5- BCPSS-AL (N=2)

Score 0

Score 1

Score 2

Score 3

n

%

n

%

n

%

n

%

MS (n=0)

0

0

0

0

0

0

0

0

CAS/Admin I (n=2)

0

0

2

100

0

0

0

0

Total

0

0

2

100

0

0

0

0

Table 4.6- BCPSS-TFT (N=1)

Score 0

Score 1

Score 2

Score 3

n

%

n

%

n

%

n

%

MS (n=1)

0

0

1

100

0

0

0

0

CAS/Admin I (n=0)

0

0

0

0

0

0

0

0

Total

0

0

1

100

0

0

0

0


Score 0

Score 1

Score 2

Score 3

n

%

n

%

n

%

n

%

MS (n=5)

0

0

0

0

1

20

4

80

CAS/Admin I (n=12)

0

0

1

8

3

25

8

67

Total

0

0

1

6

4

23

12

71

Table 4.8- USG (N=6)

Score 0

Score 1

Score 2

Score 3

n

%

n

%

n

%

n

%

MS (n=2)

0

0

0

0

1

50

1

50

CAS/Admin I (n=4)

0

0

0

0

0

0

4

100

Total

0

0

0

0

1

17

5

83

Table 4.9-SMHEC (N=4)

Score 0

Score 1

Score 2

Score 3

n

%

n

%

n

%

n

%

MS (n=2)

0

0

0

0

1

50

1

50

CAS/Admin I (n=2)

0

0

1

50

1

50

0

0

Total

0

0

1

25

2

50

1

25

Grand Total

Table 4.10- Grand Total (N=64 )

Score 0

Score 1

Score 2

Score 3

n

%

n

%

n

%

n

%

MS (n=27)

0

0

1

3

14

54

12

43

CAS/Admin I (n=37)

0

0

4

13

11

25

22

62

Total

0

0

6

9

24

38

34

53

1


Assessment #5: Administrator I Survey


The Administrator I Survey is the newest assessment (added in Fall 2009) for the assessment system for Towsons MS and CAS in Educational Leadership. It is a 21-item web-based survey (Zoomerang) sent to program completers. For the purpos

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PROGRAM REPORT FOR THE PREPARATION OF … · Level) Educational Leadership Constituent Council ......

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