EALR 2011‐12 Page 1 of 6 Educational Administration, Leadership, and Research – Advanced Preparation Annual Program Report Academic Year 2011‐12 Tony Norman, Interim Department Head November 1, 2012 1. Continuous Assessment Results a. Admission Data Table 1 provides the average admission test scores and admission grade point average (GPA) of Educational Administration, Leadership, and Research (EALR) candidates approved by Graduate Studies and Research for admission into administrative preparation programs during this academic year. Before the Office of Teacher Services submits their names for review and approval by the PEC, candidates must meet minimum requirements established by the state and/or the WKU Professional Education Unit. Table 1. Approved Candidate Test Score Averages Program UG GPA GAP N Mean N 151 – MAE* 2 3.57 1 121 – Rank 1 13 3.26 12 131 – Cert Only 147 3.14 118 098 ‐ EDS 2 2.92 2 *Reflects new GRE scores. Mean 1089 3628 3512 2869 GRE
Composite N Mean
1
288
14 1079
131 1127
2
975
GRE‐V GRE‐Q GRE‐A GRE‐AW N Mean
1
144
14
389
131
401
2
485
N Mean
1
144
14
481
131
468
2
490
N Mean 5 582 67 500 N Mean
1
4.5
9
3.9
64
4.0
2
3.5
b. Course Based Assessment Data Table 2 provides the percentage of EALR candidates (N = 98) scoring at each level of proficiency on critical performances within education courses for this academic year. Proficiency levels are based on a scale of 1 – Standard Not Met, 2 – Standard Partially Met, 3 – At Standard, and 4 – Above Standard. Table 2. CP Proficiency Level Percentages Course EDAD‐588 EDAD‐597 EDAD‐677 EDAD‐682 EDAD‐683 EDAD‐690 Grand Total 1 0%
12%
3%
0%
0%
0%
2%
2 3%
16%
0%
0%
2%
9%
4%
3 67%
9%
2%
33%
31%
26%
32%
4 29% 63% 95% 67% 68% 66% 62% EALR 2011‐12 Page 2 of 6 Table 3 indicates the level of EALR candidates (N = 98) proficiency across critical performances related to the Interstate School Leaders Licensure Consortium (ISLLC). Candidates receiving an overall rating of 3 or 4 on a CP are considered to have demonstrated proficiency on the standards associated with the CP. Table 3. Percent of EALR Candidates Scoring Proficient on CPs by ISLLC Program EALR 1 72% ISLLC Standards 2 3 4 5 98% 97% 100% 91% 6 97% *ISLLC Key: 1 – Visionary Leader, 2 – Instructional Leader, 3 – Managerial Leader, 4 – Collaborative Leader, 5 – Ethical Leader, 6 – Political Leader Table 4 indicates the number of EALR candidates (N = 15) who have scored 2 or lower (below proficiency) on critical performances during this academic year. Table 4. EALR Candidates Scoring Below Proficient on CPs Score Student ID 800005088 800015624 800062260 800069151 800090068 800099805 800105230 800136063 800217191 800220559 800374724 800591485 800729407 800755614 800760275 Grand Total 1 Student Count 2 4 1
1
2 1 1
2
2
1
1
2
2
1
2
1
1
18
7 4 1 1 2 2 2 2 1 1 2 2 1 2 1 1 25 c. Clinical Experiences Data The EALR faculty cooperatively agreed on the courses where program candidates’ leadership dispositions are evaluated. They are: EDAD 588, EDAD 682, EDAD 683, EDAD 690, and EDAD 677. The required clinical experiences in these courses address each of the ISLLC leadership standards. For example, in one experience (EDAD 683) students must lead appropriate faculty in their school through the process of aligning curriculum in an identified content area to state EALR 2011‐12 Page 3 of 6 standards. In another example, students in EDAD 682 must gather demographic data on their school and school community through interviews, discussions, Internet searches, community agencies, etc. The data is analyzed and a school‐community public relations plan is developed, which includes the implementation and evaluation processes. In another example, students in EDAD 690 must log 20 hours of observations of: principals on the elementary school level (5 hours), middle school level (5 hours), high school level (5 hours), and district superintendent (5 hours). As a final example, students must conduct a school culture assessment, analyze the data, and make recommendations for improvement. Included in this assignment are diversity interviews for adults and students linked with appropriate ISLLC standards. All candidates successfully completed the clinical experiences described above in 2011‐2012. Candidates not working up to expectations were mentored by course instructors and required to resubmit work until expectations were met. Table 5 reports how leadership program candidates performed on dispositions as they entered and progressed through their program. Students are considered “proficient” who average 3 or higher on each disposition category. Table 5. EALR Proficiency Rates on Unit‐Wide Dispositions WKU Professional Education Dispositions Period Values Values Personal Values Values End of Semester Learning
100%
Integrity
100%
Diversity
100%
Collaboration
100% The faculty cooperatively reviewed and agreed on the courses where required clinical experiences addressing each of the ISLLC leadership standards should occur. Over this academic year, EALR candidates reported demographic information on field placements by district and/or grade levels, urban, suburban rural, Title 1, type of schedule structure, state assistance level, and by percentages in the categories of ethnicity, disability, and free/reduced lunch. Table 6 reveals the percentages of field experiences with various characteristics. Note that candidates could choose all the characteristics that applied for any given experience. Characteristics indicated with an asterisk reflect those reported by the National Center for Education Statistics and the Kentucky Department of Education for the districts where field work occurred. Table 6. Percentages of Field Experience by Category Types % Candidates Reporting Observed
% Candidates Reporting Participated
% Candidates Reporting Led % Candidates Reporting Traditional Schedules
% Candidates Reporting Block Schedules
% Candidates Reporting Modified Block Schedules
% Candidates working in Assistance Level 0 Schools
% Candidates working in Assistance Level 1 Schools
81%
62%
21%
83%
5%
5%
36%
17%
EALR 2011‐12 Page 4 of 6 % Candidates working in Assistance Level 2 Schools
% Candidates working in Assistance Level 3 Schools
* Average % of Ethnically Diverse Students
* Average % of Students on Free/Reduced Lunch
* Average % of Students with Disabilities
4%
6%
21%
56%
16%
d. Culminating Assessment Data Students completing the principal preparation program must also pass the Kentucky Principal Test (KYPT) and the Interstate School Leaders Licensure Consortium exam (ISLLC) in order to receive state certification. Additionally, candidates must present a professional portfolio as a capstone project. Table 7 reveals the number of candidates taking the exams and completing their projects during the academic year. Table 7: Principal Program Completers Exit Requirements Test Takers Total Number Pass Pass Rate KYPT (2010‐2011) 35 35 100% SLLA (2010‐2011) 17 17 100% Professional Portfolio (2011‐2012) 53 53 100% e. Exit and Follow Up Data Exit surveys are provided to all students in the last course of their program of study. These surveys are aligned to both ISLLC Standards and the Kentucky Standards and Indicators for School Improvement (SISI). Below are the results of these surveys if applicable. Instructional Leadership, School Principal, MAE Twenty‐one students completed the exit survey. Student rated their level of preparation on a scale of 1 = Low to 5 = High. Below are the average ratings for the ISLLC and SISI Standards indicated. Table 8. Average EALR Candidate Preparation Rating for ISLLC Standards Program EALR 1 4.2 2 4.2 ISLLC Standards 3 4 4.4 4.4 5 4.5 6 4.5 Table 9. Average EALR Candidate Preparation Rating for SISI Standards Program EALR 1 4.4 2 4.3 3 4.1 SISS Standards 5 4 4.3 4.2 Director of Pupil Personnel No students were surveyed in the 2011‐12 academic year. 6 4.2 8 4.1 9 4.3 EALR 2011‐12 Page 5 of 6 Supervisor of Instruction No students were surveyed in the 2011‐12 academic year. Vocational Supervisor of Instruction The number of completers is not known as there is no comprehensive examination, nor does the state report these numbers separately from the regular certification. Vocational School Principal The number of completers is not known. The KDE does not separate these students from the other principal candidates for examination purposes or for reporting purposes. Superintendent No students were surveyed in the 2011‐12 academic year. 2. Summary of Results by ISLLC Standards and Other Key Conceptual Framework Values Assessment results indicate that the percentage of leadership program candidates who are successful and are satisfied with their program exceeds the 80% success/satisfaction criterion set for programs. EALR faculty is satisfied that the leadership standards (ISLLC) are being addressed across all programs and continue to adjust course requirements to provide students with authentic experiences. 3. Efforts to Report and Disseminate Results The Educational Administration, Leadership, and Research Department Head shares the results of the Kentucky Principal Test (KYPT) and School Leaders Licensure Assessment (SLLA) with faculty via email and during faculty meetings as they become available and encourages open discussions. Also, the results of these examinations and related discussions are taken into consideration when the department’s annual Action Plan (Planning Report) is developed, in which the objectives are specified and the strategies to be used to achieve them are decided upon. This APR report was shared at a department meeting on November 27, 2012. Below is a summary of discussion. 4. Key Discussions and/or Decisions Made Based on Assessment Results 
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Courses in which critical performances (CP's) will be utilized. Some of the courses for which we currently administer CP's (682 and 597, for example) will either be going away with the advent of the new principal prep program or will only be required for DPP and/or SOI certification. We might consider replacing all or some of these with core courses from the new program (perhaps just substituting the new "anchor assessments" for the "critical performances). At any rate, if we continue using any of the current coures for critical performances, the instructions, guidelines and rubrics for the CP's should be reviewed and revised. EALR 2011‐12 Page 6 of 6 
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We need to verify our expectations for how CP's are linked to grades for the course: must you pass the CP to pass the course, or merely complete the CP? If we require a passing score on the CP, eventually we should naturally have a 100% pass rate on every year's annual report. The Annual Report indicates one student who failed four critical performances. We should have some mechanism for identifying students in this sort of situation and a plan (or policy) for addressing it. Shouldn't such a person logically be dis‐invited from the program? We should probably revisit the wording on our Dispositions to make sure they reflect what we're really looking for in students and determine which courses will be responsible for assessing dispositions in the new program. We need to review and revise the current Field Work Summary Form. We should discuss whether we want to keep the Professional Portfolio in the new program. If so, what purpose will it serve? This annual report mentions completers in "Vocational School Principal" and "Vocational Supervisor of Instruction" programs. Current faculty are unaware of the existence of such a program. If it no longer exists, we should remove all reference to it. 5. Discuss trends in assessment results over the last few years (Please refer back to your 2009‐10 and 2010‐11 APRs which are posted to the College of Education Professional Education Unit website) EALR’s current principal preparation program is being phased out based on directives by the Kentucky Education Professional Standards Board. The new program that was reviewed and approved by the Kentucky EPSB will include all new courses and experiences, as well as new critical performances and other program assessment data. The department will need to develop an entirely new Program Assessment Plan this year that will begin to be implemented in fall 2013.