Office of the Provost and Vice President for Academic Affairs
Department of Educational Leadership
Academic Year 2014-15 Assessment Report
MISSION STATEMENT
Mission:
We empower individuals to challenge the future.
By:
 preparing professionals for leadership based on research of best practices.
 helping individual to see a better future
 developing a future focused role for leaders
 preparing leaders to invent their future and the future of others
 influencing individuals to realize what could be.
 preparing people for an uncertain world.
 preparing leaders to realize a better future.
 applying theory to practice.
DEPARTMENT OBJECTIVES and ALIGNMENT WITH STRATEGIC ISSUES
1. Promote educational reform by preparing leaders to be change agents. (Strategic Issues 1,2 & 4)
2. Enhance the Educational Leadership curriculum through annual review. (Strategic Issues 2,4 & 5)
3. Coordinate with state and national leadership organizations. (Strategic Issue 1)
4. Cultivate partnerships with leaders in the field. (Strategic Issue 1)
5. Nurture a love of learning in our students. (Strategic Issues 2,3, &4)
6. Advocate for student learning in every school district. (Strategic Issues 2 &4)
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STUDENT LEARNING GOALS AND MEASUREMENT TOOLS
Students will:
MEASUREMENT TOOLS
1. Facilitate the development, articulation, implementation,
and stewardship of a school or district vision of learning
supported by the school community in order to promote
the success of all students. (Standard a)
502
Assessment A
512
Assessment A
2. Promote a positive school culture in order to promote
the success of all students. (Standard b1)
550
Assessments A,
D, & F
3. Provide an effective instructional program in order to
promote the success of all students. (Standard b2)
519
Assessment A
Component 6
556 Assessment
D
Component 3
519
Assessment A &
E
4. Apply best practice to student learning in order to
promote the success of all students. (Standard b3)
5. Design comprehensive professional growth plans for
staff in order to promote the success of all students.
(Standard b4)
512
Assessment A
Component 4
6. Manage the organization, operations, and resources in
a way that promotes a safe, efficient, and effective
learning environment in order to promote the success of all
students. (Standard c)
519
Assessment A
Components 11
& 12
551
Assessment B
556
Assessment D
Component 3
554
Assessment C
556
Assessment D
567
Assessment B
568
Assessment
Component 2
559
Assessment A
Component 3
567
Assessment D
559
Assessment A
Components 1 &
2
583
Assessment B
657
Assessment I
Component 2
568
Assessment B
Components 3 &
4
657
Assessment I
Component 3
552
653
Assessment A
Assessment L
Component 2 & 3 Component 7
550
Assessment A
&B
2
554
Assessment C
Component 2& 3
567
Assessment D
Component 2
568
Assessment B
583
Assessment B
Component 1
568
Assessment B
583 Assessment
B
653
Assessment L
Component 1
657
Assessment I
Component 3
657
583
Assessment I
Assessment B
Component 7 & 9 Component 2
653
Assessment L
Components 3 &
7
STUDENT LEARNING GOALS AND MEASUREMENT TOOLS
7. Collaborate with families and other community members
in order to promote the success of all students. (Standard
d1)
567
Assessment D
Components 4&6
8. Respond to diverse community interests and needs in
order to promote the success of all students. (Standard
d2)
556
Assessment D
Component 7
583
Assessment B
Components 1,2
&3
567
Assessment D
Component 6
9. Respond to Montana American Indian communities in
order to promote the success of all students. (Standard
d3)
556
Assessment D
Component 4 &5
568
Assessment B
Component 4
10. Mobilize community resources in order to promote the
success of all students. (Standard d4)
556
Assessment D
Component 3
567
Assessment D
Component 8
653
Assessment L
Component 5
11. Act with integrity, fairness, and in an ethical manner in
order to promote the success of all students. (Standard e)
502
Assessment B
519
Assessment A
Component 6
520
Assessment D
Component 8
550
Assessment B
Component 9
554
Assessment C
Component 5
556
Assessment D
12. Understand, respond to, and influence the larger
political, social, economic, legal, and cultural context in
order to promote the success of all students. (Standard f)
512
Assessment A
Component 5
Assessment C
551
Assessment F
554
Assessment C
556
Assessment D
559
Assessment A
Component 5
13. Exhibit an understanding of and support for diversity.
(Diversity)
552
Assessment B
Component 2
554
Assessment C
Component 5
559
Assessment A
Component 5 &
10
567
Assessment D
Component 6
568
Assessment B
Component 8
583
Assessment B
Component 5
3
568
Assessment B
Component 8
567
Assessment D
Components 4
&5
583
Assessment B
Component 9
567
Assessment D
568
Assessment B
Component 9 &
10
653
Assessment L
Component 8
653
Assessment L
Component 6
657
Assessment I
Component 3
653
Assessment L
Component 8
657
Assessment I
Component 4
STUDENT LEARNING GOALS AND MEASUREMENT TOOLS
14. Exhibit professional behaviors required of a school
leader. (Professional Behaviors PB)
550
Assessment B
Component 2
568
Assessment B
Component 9
653
Assessment L
Component 6
RESULTS AND MODIFICATIONS
Assessment Trend
Fall 2011: 91%
Spring 2012: 97%
Summer 2012: 92%
Fall 2012: 95%
Spring 2013: 93%
Summer 2013: 97%
Fall 2013: 96%
Spring 2014: 95%
Summer 2014: 99%
AI
552B
75%
C
91%
H
98%
The department has devoted significant time to open and pointed discussion of expectations and standards
as they relate to individual courses. Our doctoral comprehensive exams serve as a catalyst for this
discussion. The goal is to achieve continuous improvement is overall student performance. The chart at the
left shows the disparity from semester to semester.
American Indian students have scored lower on assessment 552B which is the production of a
developmental supervision plan. Professors who teach this course are looking into the delivery techniques
and are working to differentiate the instruction related to this project.
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RESULTS AND MODIFICATIONS
d3
O
91%
F
98%
H
99%
Standard (Student Learning Goal) d3, respond to Montana American Indian communities in order to
promote the success of all students, has been met at a lower degree when taught online as compared to
face-to-face or hybrid. Our assessment program will flag any data that tabulates to less than 90%. This is
above that cut-off but the disparity between modes of delivery is very apparent. The department is working
to partner with reservation school districts and tribal colleges to assist with providing online content that will
enhance this area. Our relationships are very strong in this area due to former and current students, interns
and professional experiences department members have enjoyed over the years.
APPENDICES
A.
B.
C.
D.
E.
F.
G.
H.
I.
Standards (Student Learning Goals) by Gender
Standards (Student Learning Goals) by Ethnicity
Standards (Student Learning Goals) by Term
Gender by Assessment
Ethnicity by Assessment
Standards (Student Learning Goals) by Delivery Mode
Assessments by Delivery Mode
Gender and Ethnicity by Mode
List of Assessments
FUTURE PLANS FOR CONTINUED ASSESSMENT
The rubric for EDLD502, Philosophy of Education, has been heavily revised and better aligned to the standards (Student Learning Goals). Data from the
previous assessment rubric will be warehoused in the database. The new rubric was initiated this semester (Fall2014).
This system of assessing student learning was developed based on two assumptions; it had to be useful, and it had to be easy for the professor. The
system has met those criteria and is now being shared with other departments within the college. Specifically, Counselor Education and Health and
Human Performance.
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Appendix I
List of Assessments
502
512
519
520
550
551
552
A
B
A
B
C
D
E
A
B
C
D
E
A
B
C
D
A
B
C
D
E
F
A
B
C
D
E
F
A
B
Benchmark and required assignments are marked as (Bench & Req.)
Assessments required by any professor who teaches the class are marked as (Req. by any Prof)
Papers on philosophies
Personal Philosophy (Bench & Req.)
Forecasts (Req. by any Prof)
Application Paper from media
Future related book or film analysis & application of concepts (Bench & Req.)
Time Machine & 20,000 Leagues
Quizzes
DDDM on national/state/local level (Req. by any Prof)
Applying informed decision making/data driven (paper) (Bench & Req.)
Daily quizzes
Critique of data analysis (Req. by any Prof)
Case study with stats (ch3)
Critique a quantitative study (Req. by any Prof)
Content test
Develop a research proposal (Bench & Req.)
IRB course assessment (Req. by any Prof)
Case study reflective response (Bench & Req.)
Code of ethics (Req. by any Prof)
Innerlife papers
Self evaluations
Reflective journal
Leadership Definition (Req. by any Prof)
Book Critique
Personal philosophy of curriculum leadership (Req. by any Prof)
Case Study Solution
Quizzes
Paper: Curriculum needs of local school
Curriculum leadership theory paper (Bench & Req.)
Personnel behavior documentation (Req. by any Prof)
Developmental supervision plan (Bench & Req.)
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554
556
559
567
568
583
653
A
B
C
A
B
C
D
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
A
B
C
D
E
A
B
C
A
B
C
D
E
A
Assessment of understanding of critical court cases (Req. by any Prof)
Group scenario work
Comprehensive application of cases in 5 areas of law
Memos to school board
Develop components of budget
Budget presentation
Budget for a hypothetical school district (Bench & Req.)
Comprehensive Public Relations Plan (Bench & Req.)
Press release (Req. by any Prof)
Brochure
Definition of PR
Biography
Current understanding of demographics (Req. by any Prof)
Sociological inventory (Req. by any Prof)
Identify internal and external publics (Req. by any Prof)
Dissatisfaction theory paper
Legal and ethical aspects of PR (Req. by any Prof)
Photo essay of wounded leader
Radio ad
TV spot
Crisis paper
Interview a Board member
Presentation (live or video) of problem and solution
Monthly calendar activities
Design and coordinate a faculty meeting on instructional leadership (Req. by any Prof)
Article response on Principalship
Educational Platform (Bench & Req.)
Book review/critique on leadership (Req. by any Prof)
Philosophy of Curriculum
Curriculum for the future (Bench & Req.)
Paper on contemporary Curriculum
Podcast papers
Comprehensive strategic plan for technology(Bench & Req.)
Case studies
seminar on question content
Innovation presentations (2)
Mission & Vision statement
7
657
B
C
D
E
F
G
H
I
J
K
L
M
N
A
B
C
D
E
F
G
H
I
Foundational Documents implications
Job description
Recruitment Brochure
Position Announcement
Screening Criteria
Interview questions
Induction Plan
Plan of Improvement
Collective v Collaborative Bargaining
Calculate & explain 26YEP
Comprehensive HR plan (Req. by any Prof)
Ethics paper
Trends in staff development paper
Impact of Ed. Reforms on Facility Needs
Description of Educational Function
Survey Questions for Facilities Planning
Enrollment Modifications Exercise
Retrofit Proposal
IAQ
Bond Proposal
Fiscal Issues of Bonding
ADA Paper (Req. by any Prof)
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