Western Carolina University Educational Specialist (Ed.S.) Educational Leadership and Foundations

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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.
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