Western Carolina University Educational Specialist (Ed.S.) Educational Leadership and Foundations College of Education and Allied Professions Annual Assessment Report for 2007-2008 Primary Contact Name/Info: Dr. Sandra Tonnsen, Associate Professor [email protected] . Department Mission Statement: The mission of the department rests on the following two principles: personal and professional integrity and respect for the worth of the individual. These principles guide all our actions and interactions. Our mission has three emphases: · Creating instructional environments that contribute to students meeting their personal and professional learning goals. · Extending our teaching mission beyond the immediate classroom environment to include service to educational and education-related agencies. · Ensuring—through research into discipline-related topics, through creating learning environments, and through the provision of professional service—that each faculty member remain a learner. Statement on Alignment of Program Mission w/ University and College Mission: The professional education program at Western Carolina University fulfills its mission by creating and nourishing a community of learners guided by knowledge, values, and experiences. The guiding principles of this community include the belief that the best educational decisions are made after adequate reflection and with careful consideration of the interests, experiences, and welfare of the persons affected by the decisions; appreciation of and respect for diversity; and the fostering of the responsible use of technology. Candidates in the Ed.S. programs explore the role of the educational leader in creating learning communities in schools. They experience such communities through their coursework and internships. The knowledge, values and experiences they explore are consistent with the North Carolina Standards for School Leaders, the Interstate School Leaders Licensure Consortium Standards, and the National Policy Board Standards for Educational Leadership. In coursework, candidates reflect on their practice through journals and responses to their internship experiences. They explore the needs of diverse learners through their readings, research and internships. They demonstrate the responsible use of technology throughout their programs of study. Program Goals/Objectives: The mission of the Ed.S.. program is to “prepare individuals to become senior level educational leaders who can provide exemplary leadership in their communities, resulting in improved learning for students, staff, and the community” (Ed.D. in Educational Leadership Student Handbook, 2005-6, p. 3). Three broad goals guide the programs to prepare the candidate to >build the knowledge, skills, and attitudes that sustain relationships which encourage stakeholders to contribute to effective decision making, >challenge their assumptions regarding educational organizations through explicit examination of diverse perspectives, and >use technology effectively and ethically to improve learning Student Learning Outcome(s) Assessed in 2007-08 Method(s) of Assessment Results of Assessment Implementation Candidates will demonstrate competencies through specific projects as assessed by faculty through multiple evaluation methods to ensure their success in the program 1. Candidates take a self assessment in EDL 883 that guides the development of their internship experience and provides additional feedback for other courses in their program of study. 1. All students in EDL 883 completed the selfassessment. Results of the assessment were shared with a superintendent who advises the class. Additionally, data regarding the self-assessment were included in the 2007 NCATE report. (Table 8). Data from the self assessment reveal that students lack experience and, therefore, expertise particularly in two management functions: finance and facilities at the district level 1. The professor of EDL 883 and the superintendent who serves as model clinical faculty member will discuss ways to incorporate more knowledge of the finance and facilities functions into the internships. There will also be a discussion of whether or not the Facilities class and the Finance class should be changed from elective to required, or if they should be combined into one, or if requirements for assignments within these topics should be strengthened in the EDL 883/884/877 (superintendent) sequence. 2. Candidates in EDL 895 identify an instructional problem and through a review of the literature recommend strategies for addressing the problem, including timeline and budget for implementation which is assessed with a rubric. 2. All students in EDL 895 in the summer of 2007 completed this assignment. Because it was due at the end of the class, the professor was unable to use it for diagnostic purposes within the class. However, the assessment of the final product showed that all students had at least a satisfactory level of competence in identifying an instructional problem and recommending ways to address the problem 2. The professor will implement individual meetings with students at the beginning of EDL 895 to discuss the adequacy of the problem they have identified. At subsequent class meetings, students will meet in small groups to discuss each others’ instructional problems and possible solutions so that multiple perspectives can be shared.