Professional Education Unit
University of Kentucky
Fall 2006
A. Overview of Continuous Assessment
The assessment of candidate proficiencies in the supervisor of instruction program begins during the principal preparation program. A majority of candidates in the supervisor program complete the principal preparation program and then complete the remaining two (2) courses (EDL 638 The
Supervisor , and EDP 522 Tests and Measurement ). For these candidates, exiting from the program is based on successful completion of the course-embedded projects. Candidates who apply to the
Instructional Supervisor Program only, which rarely happens, are assessed at entry to the program, in individual courses, and at retention and exit transition points. The continuous assessment plan includes assessment by faculty on the course-embedded projects, while faculty teams review candidate progress at the admission, retention (end of Level I), and exit (end of Level II) points.
B. Standards
The Continuous Assessment Plan for candidates from the Department of Educational Leadership
Studies includes the Interstate School Leaders Licensure Consortium Standards (ISLLC), the
Technology Standards for School Administrators, the Unit Functional Skills and Dispositions, and the
Unit Technology Standards.
C. Assessment System Monitoring Checkpoints
The continuous assessment plan monitors candidate progress at the admission, retention, and exit checkpoints of the program. During EDL 638 The Supervisor , faculty members assess candidates on the course-embedded projects, which are designed to be job-embedded activities. There are a variety of projects candidates may choose to complete; however, projects relate to student learning, change, and assessment.
Multiple assessments are used to evaluate candidate performance throughout the instructional leadership program. Candidates who apply for the supervisor preparation program only are assessed at the following checkpoints [application, retention (Level I), and exit (Level II)] and on the following criteria:
Admission:

Hold a valid teacher certification for any grade P-12

Have successfully completed three years of full-time teaching experience
 Have successfully completed a master’s degree in education with a total cumulative grade point average of no less than 3.0 on a 4.0 scale
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
Have official scores on the Graduate Record Examination (verbal, quantitative, and analytic writing)
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Have a 2.75 GPA for all undergraduate course work and a 3.0 GPA for all graduate course work

Obtain four professional references

Submit two writing samples; the topics include a Leadership Statement and an
Autobiographical and Goal Statement (Candidates supply three writing samples for the Ed.S., topics include a Leadership Statement, an Autobiographical and Goal Statement, and a perspectives statement on an issue in education.)

Have received a positive recommendation for admission from the UK Department of
Educational Leadership Studies Admissions Review Committee
Retention in the Program (Level I):
Level I is the completion of 21 credit hours of course work. This is the point at which candidates with master’s degrees may apply for their certification as an instructional supervisor. At Level I, candidate assessments include the development of portfolios that include field-based projects with reflections about the project. Faculty members use the ISLLC Standards, Technology Standards for School
Administrators, Unit Technology Standards, and Unit Functional Skills and Dispositions to assess candidates’ portfolios. The candidates receive the following instructions to develop their portfolios, which are also posted on the department web-page:

How to organize the portfolio

How to prepare a portfolio entry

How to prepare a portfolio reflection cover sheet

The rubric to evaluate the portfolio
 The instructor’s expectations for the project.
The completion of each course becomes a checkpoint for evidence of continued candidate growth as instructors make at least one assignment that is designed for a portfolio entry. Feedback to the candidate about this assignment includes a rubric-based letter grade and comments on how the entry can be improved. Thus, candidate growth is monitored on a course-by-course basis in addition to the three checkpoints (admission, Level I, and Level II).
In addition to portfolio reviews, the Graduate School monitors candidates’ progress in degree programs to determine that a 3.0 GPA is maintained during the program. If a candidate fails to maintain a 3.0
GPA, the candidate and department are notified so appropriate actions may be taken. Further, the
Graduate School requires that any course work in which candidates receive an “I” grade must be completed within a year’s time.
Exit from the Program:
After the Level I checkpoint, candidates complete the remaining 12 credit hours in Level II of the the program. The exit criteria include the following:

A 3.0 GPA

Successfully passing all course work

Successfully passing the portfolio review
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D. Dispositions and Modes of Assessment
The Unit Functional Skills and Dispositions guide curriculum development and instruction in the leadership preparation programs. These skills and dispositions, which were developed by the combined program faculties of the UK educator preparation unit, underlie all educator preparation programs at the University of Kentucky. These required skills and dispositions are as follows:
Functional Skill and Disposition 1 : Candidates communicate appropriately and effectively.

Communicates successfully in formal presentations
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Communicates successfully in small groups and/or informal settings
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Uses nonverbal communications skills successfully
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Communicates successfully in writing (reports, essays, letters, memos, emails, etc.)
Functional Skill and Disposition 2: Candidates demonstrate constructive attitudes.

Demonstrates knowledge and command of sociocultural variables in education
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Demonstrates constructive attitudes toward children, youth, parents, and the community
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Demonstrates awareness and acceptance of diversity in educational settings.
Functional Skill and Disposition 3: Candidates demonstrate ability to conceptualize key subject matter ideas and relationships.

Accurately states key subject matter ideas
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Explains key subject matter ideas
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Tailors key subject matter ideas to diverse populations
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Addresses misconceptions among students about key subject matter ideas

Identifies real life examples to enhance student learning of key subject matter ideas
Function Skill and Disposition 4: Candidates interact appropriately and effectively with diverse groups of colleagues, administrators, students, and parents in educational settings.

Demonstrates acceptable educator behavior in diverse educational settings

Demonstrates adaptability in reflecting on self in relation to diverse groups
Functional Skill and Disposition 5: Candidates demonstrate a commitment to professional ethics and behavior.

Demonstrates understanding of the Kentucky School Personnel Code of Ethics

Complies with all legal requirements for educators in a knowledgeable and timely manner

Demonstrates understanding of ethical issues related to educational leadership
In addition to the Unit Functional Skills and Dispositions, candidates are assessed on the extent to which they meet the dispositions delineated in the Interstate School Leaders Licensure Consortium
(ISLLC) standards.
E. Plan for Collecting P-12 Student Impact Data
The field-related projects assigned during the course work phase of the program offer insights into how candidates will develop environments that support student learning. For example, candidates complete projects on the learning environment that are related to improving student achievement, analyzing data
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for problem solving, developing a safe learning environment, and program improvement. Candidates are required to conduct a community analysis of the school in which they work. The purpose of the community analysis project is to make candidates aware of the SES, racial, and ethnic composition of the students they teach.
The completed projects are then compiled in a portfolio based on the ISLLC Standards for review by a faculty committee. Entries are assessed on the ISLLC Standards, the Technology Standards for School
Administrators, the Unit Functional Skills and Dispositions, and the Unit Technology Standards.
F. Feedback Loops for Candidates and Programs
The candidates are provided feedback on the assessment of the portfolio at the midpoint and completion stage of the program. Candidates also receive feedback from each course on assignments and projects. Candidate assessment data are reviewed for the purpose of informing program development and revision efforts.
G. Evidence of the Use of Technology
The department maintains a database that contains, among other variables, GRE scores and grade point averages. In addition, the portfolio assessments are entered into a separate database. In addition, the
College of Education is developing a database that will contain the admission, retention, and exit data on candidates in teacher and leadership programs. This database will be accessible by departments for analysis of candidate assessment results.
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