Proposed UNI Principalship Program Student Outcomes Assessment Plan
UNI Principalship Program Assessment Philosophy Statement:
The UNI Principalship Program Assessment Philosophy holds that Improvement and Accountability must drive our actions on both candidate and
programmatic levels. This constant, ongoing process drives the improvement of individual candidates’ proficiencies, as defined by ISSL, while immersing
them in the standards to which they will be held accountable. The same ongoing process drives the improvement of instructors and the program.
Outcome/ISSL Alignment
Outcome 1:
Candidates will articulate
an understanding of how to
serve as School Leaders of
Learning, Leaders of
Service, and Leaders of
Change (ISSL 1, 2, 4, 5, 6)
Method
1) Satisfactory completion of 4
Critical Element Papers
(rubric under development)
2) Satisfactory presentation of
Leader of Learning, Service,
& Change at portfolio
presentation (rubric under
revision)
Timing
Paper #1: Fall # 1
Paper #2: June 1, yr. 2
Paper #3: Sept. 1, yr. 2
Paper #4: Jan. 15, yr. 2
Presentation: April, yr. 2
Use of Results
Potential Changes to Critical
Element Paper Rubric &
Portfolio/Presentation
Requirements
Outcome 2:
Candidates will identify
areas for professional
growth and develop an
individualized Professional
Growth Plan (varies by
candidate, ISSL 1-6)
1) Satisfactory completion of
Professional Growth Plan
according to template,
utilizing LifeStyles Inventory
data
Summer #1
Potential Changes to
Professional Growth Plan
Format
Methods of Sharing
1) Coordinator
facilitates faculty
analysis of
Critical Element
Paper quality
(November)
2) Coordinator
facilitates faculty
analysis of
summary of
portfolio
presentations
(April/May)
Coordinator facilitates
faculty analysis of
Professional Growth Plan
quality (September)
Outcome 3:
Candidates will identify
and present artifacts and
experiences that serve as
evidence of their
competence as school
leaders as measured by
ISSL. (ISSL 1-6)
1) Satisfactory construction &
presentation of professional
portfolio (rubric under
revision)
Final Semester in program
Outcome
Outcome 4:
Candidates will
demonstrate competence
as Reflective Writers and
Thinkers. (ISSL 2, 4)
Method
1) Satisfactory completion of all
program writing
requirements (rubrics under
revision)
2) Pre & Post Writing Sample
(under discussion)
1) Satisfactory ongoing
progress on internship,
monitored on SMS
2) Satisfactory ongoing
progress on internship,
monitored by mentor,
advisor, & field supervisor
3) Students will satisfactorily
complete all ISSL-aligned
course assignments
4) Students will satisfactorily
complete field-based
internship as evidenced by
once a semester Internship
evaluation completed by
mentor/Field Supervisor
Timing
Throughout the program
Outcome 5:
Candidates will
demonstrate skills
identified by ISSL and 35
criteria through successful
performance on the
internship. (ISSL 1-6)
1) As experiences
are logged
2) Each semester
3) Throughout the
program
Potential Changes to
Portfolio/Presentation
Requirement
Use of results
1) Development of
program to assist
ineffective writers
(in progress)
1) Internship
requirement
clarification,
strengthening of
internship
requirements
2) Program
improvement
1) Coordinator
facilitates faculty
analysis of
candidates’
progress for
portfolio
construction /
presentation
(January)
2) Coordinator
facilitates faculty
analysis of
portfolio
performance &
candidate
feedback
(April/May)
Methods of sharing
Coordinator facilitates
faculty analysis of
candidates’ writing and
reflective thought.
(November)
1) Coordinator
facilitates faculty
analysis of
internship
progress with
input from field
supervisors
(January)
2) Coordinator
facilitates faculty
analysis of ISSLaligned
assignments and
field-based
internship (Ongoing)
Outcome 6:
Candidates will express
confidence in their practice
as school leaders as
defined by ISSL. (ISSL 1-6)
Students will complete electronic
Continuous Improvement Survey
1) Upon program
completion
2) Within three years of
accepting school
leadership position
Program improvement
Coordinator facilitates
faculty analysis of
Continuous Improvement
Survey results (March)
In addition, the program will continue to:
 Draw upon School Administrators of Iowa, the Iowa Council of Professors of Educational Administration, the Advisory Council,
and the literature for continuous improvement and design of target outcomes. (April/May)
 Solicit, analyze, and act on candidate Summer Feedback Surveys following summer #1 on campus. The coordinator will facilitate
faculty analysis (January).