Pittsburg State University Pittsburg KS

					                                                                Pittsburg State University

                                                     Academic Department Assessment Program
                                                                  Annual Report


Date:             August 3, 2004

Department:       Special Services and Leadership Studies

Program:          MS Educational Leadership

1. Mission Statement for the Program:
   The mission of the Department of Special Services and Leadership Studies is to develop outstanding educational leaders by providing high quality
   academic programs in leadership, special education, community college education, and educational technology. In addition, the Department, through
   an active service and dissemination effort, seeks to enhance educational programs to serve local and regional needs.

2. Curricular Goals and Objectives:
   The goals of the department are to produce graduates who….

        Goal 1:   as educational leaders in school administration promote the success of all students by facilitating the development, articulation,
                  and stewardship of a vision of learning that is shared and supported by the school community.

                  The building level administrator has knowledge and understands …

                  Objective 1: …learning goals in a pluralistic society.

                  Objective 2: …effective communication.

                  Objective 3: …information sources, data collections, and data analysis strategies.

                  Objective 4: …effective consensus-building and negotiation skills.

                  Objective 5: …principles of developing and implementing a school improvement plan.

                  Objective 6: …leading faculty and staff in implementing the building mission.

        Goal 2:   … as educational leaders in school administration promote the success of all students by advocating, nurturing, and sustaining a
                  school culture and instructional program conducive to student learning and staff professional growth.
          The building level administrator has knowledge and understands …

          Objective 1:    … adult learning and results-based professional development models.

          Objective 2:    … growth and development.

          Objective 3:    … applied learning theories.

          Objective 4:    … applied motivational theories.

          Objective 5:    … curriculum design, implementation, evaluation and refinement.

          Objective 6:    … principles of effective instruction.

          Objective 7:    … measurement, evaluation, and assessment strategies.

          Objective 8:    … diversity and its meaning for educational programs.

          Objective 9:    … adult learning and professional development models.

          Objective 10:   … the change process for systems, organizations, and individuals.

          Objective 11:   … the role of technology in promoting student learning and professional growth.

          Objective 12:   … school cultures.

Goal 3:   … as educational leader in school administration promotes the success of all students by ensuring management of the
          organization, operations, and resources for a safe, efficient and effective learning environment.

          The building level administrator has knowledge and understands …

          Objective 1:    … school safety, including crisis intervention, through the use of effective problem solving skills.

          Objective 2:    … theories and models of organizations.

          Objective 3:    … operational procedures at the school and district level.

          Objective 4:    … principles and issues relating to school safety and security.

          Objective 5:    … human resources management and development.
                                                                      2
          Objective 6:   … principles and issues relating to fiscal operations of school management

          Objective 7:   … principles and issues relating to school facilities and use of space.

          Objective 8:   … legal issues impacting school operations.

          Objective 9:   … current technologies that support management functions.

Goal 4:   … as educational leader in school administration promotes the success of all students by collaborating with families and
          community members, responding to diverse community interests and needs, and mobilizing community resources.

          The building level administrator has knowledge and understands …

          Objective 1:   … emerging issues and trends that potentially impact the school community.

          Objective 2:   … the conditions and dynamics of the diverse school community.

          Objective 3:   … community resources.

          Objective 4:   … community relations and marketing strategies and processes.

          Objective 5:   … successful models of school, family, business, community, government and higher education partnerships.

Goal 5:   … as educational leader in school administration promotes the success of all students by acting with integrity, fairness, and in an
          ethical manner.

          The building level administrator has knowledge and understands …

          Objective 1:   … the purpose of education and role of leadership in a modern society.

          Objective 2:   … and values the diverse school community.

          Objective 3:   … and practices a personal and professional code of ethics.

          Objective 4:   … various ethical frameworks and perspectives on ethics.

          Objective 5:   … professional codes of ethics.

          Objective 6:   … the philosophy and history of education.


                                                                      3
Goal 6:   … as educational leader in school administration promotes the success of all students by understanding, responding to, and
          influencing the larger political, social, economic, legal, and cultural context.

          The building level administrator has knowledge and understands …

          Objective 1:   …    and demonstrates the ability to work with all the members of the school community.

          Objective 2:   …    principles of representative governance the undergird the system of American schools.

          Objective 3:   …    the role of public education in developing and renewing a democratic society and economically productive
                              nation.

          Objective 4:   …    the law as related to education and schooling.

          Objective 5:   …    the political, social, cultural and economic systems and processes that impact schools.

          Objective 6:   …    models and strategies of change and conflict resolution as applied to the larger political, social, cultural and
                              economic contests of schooling.

          Objective 7:   …    global issues and forces affecting teaching and learning.

          Objective 8:   …    the dynamics of policy development and advocacy under out democratic political systems.

          Objective 9:   …    the importance of diversity and equity in a democratic society.




                                                                      4
3. Assessment Techniques
Program Wide: Techniques for Assessing How the Overall Program Meets the Curricular Goals

                 Goal
 The goals of the department are to                 Review by       Review by Review by   Review by   Student      Graduate       Review of      Advisory   Review by    Review by Employment
 produce graduates who….                        Faculty of Course Faculty of Faculty of   Faculty of Satisfaction Satisfaction      Student      Council    Faculty of Faculty of Full Satisfaction
                                                Content in light of Course     Student    Practicum:  Surveys       Survey       Scores on the    Input Overall Comps Admission          Survey
                                                   professional Assessments     Work        Field                                Standardized             Results (Note: Portfolios
                                                 standards, best by Students Products     Experience                              Licensure                 No longer
                                                  practices, and                          Journals &                                Exams                 required as of
                                                    licensure                              Projects                                                          Fall 04)
                                                  requirements
Goal 1: as educational leaders in school
administration promote the success of all
students by facilitating the development,
                                                       X             X           X            X            X           X              X             X                         X             X
articulation, and stewardship of a vision of
learning that is shared and supported by
the school community.
Goal 2: as educational leaders in school
administration promote the success of all
students by advocating, nurturing, and
sustaining a school culture and                        X             X           X            X            X           X              X             X           X             X             X
instructional program conducive to
student learning and staff professional
growth.
Goal 3: as educational leaders in school
adminis-tration promote the success of all
students by ensuring management of the
                                                       X             X           X            X            X           X              X             X                         X             X
organi-zation, operations, and resources
for a safe, efficient and effective learning
environment.
Goal 4: as educational leaders in school
administration promote the success of all
students by collaborating with families and
                                                       X             X           X            X            X           X              X             X                         X             X
community members, responding to
diverse community interests and needs,
and mobilizing community resources.
Goal 5: as educational leaders in school
administration promote the success of all
                                                       X             X           X            X                        X              X             X           X             X             X
students by acting with integrity, fairness,
and in an ethical manner.
Goal 6: as educational leaders in school
administration promote the success of all
students by understanding, responding to,              X             X           X            X            X           X              X             X                         X             X
and influencing the larger political, social,
economic, legal, and cultural context.



                                                                                                     5
 Individual Candidate Assessments
 BUILDING LEADERSHIP Matrix
 KSDE Standards for BUILDING LEADERSHIP: Early childhood through Late Adolescence/Adulthood PreK-12 (Adopted September, 2001)

 NOTE: Abbreviations that identify the Assessment Method:
 IC = Instructor Constructed            CI = Checklist/Instructor Created                                  DC = Department Constructed
 PR = Portfolio Rubric                  RI = Rubric/Instructor Created                               CED = College of Education Constructed

 CONTENT
          Indicators               Courses                                 Examples of Performance                                         Assessment           Criteria Used for Assessment
                                   Where                                                                                                     Method
                                    Met                                                                                                  *Use code from
                                                                                                                                               above
Standard 1: The building level administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation and stewardship of
a vision of learning that is shared and supported by the school and community.
Knowledge:                               A                                                  B                                                    C                              D
1. The building level                800         Read articles and write one-page summaries. Write resume, statement of                RI                     Satisfactory or better performance
    administrator has an             801         professional goals, leadership autobiography, action plan for a case dealing with     CI                     as indicated by point accumulated
    understanding of                 863         school culture. Write reflective journal concerning field experiences.                IC, RI, PR &           on rubric.
    effective communication          894         Participate in at least one on-line discussion of a case dealing with various aspects Teacher                Each individual must submit a
    skills.                                      of leadership.                                                                        Observation            minimum of two self; self with
                                                 In most courses students are in semester long expert groups that culminate in a one                          groups evaluations that address the
                                                 hour long presentation to the class.                                                                         ideas embedded in the standard.
                                                 Practicum: Field Experience Journal: Weekly Dilemmas; PowerPoint                                             Successfully meeting all prompts
                                                 presentations, effective use of e-mail, listening skills, memo writing, small and                            on Individual Presentation rubric.
                                                 large group setting communication exercises. Case Study; Practicum Situational
                                                 Experiences
2 The building level ad-             800         Unison School/Profile: Weekly Dilemmas; Profiles of Community: Assessing              CI                     Meeting all criteria for Unison
    ministrator has an under-        891         Organizational & Community Values; Practicum Situational Experiences                  IC, RI, PR &           School Profile rubric.
    standing of information          894                                                                                               Teacher
    sources, data collection,                                                                                                          Observation
    and analysis strategies.
3. The building level                800         Participation in Teaming With Excellence --Group Facilitation Skills workshop         RI                     Satisfactory or better performance
    administrator has an             801         that includes at least one small group meeting, participation in semester-long small IC                      as indicated by point accumulated
    understanding of                 894         group culminating in a major group project centering around a case dealing with       IC, RI, PR &           on rubric.
    effective consensus-                         school culture.                                                                       Teacher                100% of Practicum experiences
    building and negotiating                     Practicum: Field Experience Journal: Weekly Dilemmas; Profiles of Community:          Observation            and Practicum Journal log;
    skills.                                      Assessing Organizational & Community Values; Practicum Situational                                           Successful completion of Profiles
                                                 Experiences                                                                                                  of Community Survey & follow up
                                                                                                                                                              summary.
4. The building level                801/867     Write a response to the personnel and school community issues in the case             RI                     Satisfactory or better performance
    administrator has an             894         “Something New, Something Old, and the Principal’s Blues,” focusing on how to         IC, RI, PR &           as indicated by point accumulated
    understanding of                             improve student achievement.                                                          Teacher                on rubric.
    principles of developing                     Practicum: Field Experience Journal: Weekly Dilemmas; Creating Strategic              Observation            Successful completion of Action
    and implementing a                           Systems for Education; Practicum Situational Experiences                                                     Plan.
    school improvement plan.
Performance:
1. The building level                800         Development of action plan for case, presentation of action plan and rationale to     RI                     Satisfactory or better performance
                                                                                               6
   administrator promotes         894          panel of practicing administrators.                                                    CI                      as indicated by point accumulated
   the vision of the board                     Write a response to the personnel and school community issues in the case              IC, RI, PR &            on rubric.
   of education.                               “Something New, Something Old, and the Principal’s Blues,” focusing on how to          Teacher
                                               improve student achievement.                                                           Observation
                                               Practicum: Field Experience Journal: Weekly Dilemmas; Creating Strategic
                                               Systems for Education; Practicum Situational Experiences

2. The building level             800          Discussion of Something Old, Something New, and the Principal's Blues case,            RI                      Satisfactory or better performance
   administrator leads the        801          Development of action plan for case, presentation of action plan and rationale to      IC, RI, PR &            as indicated by point accumulated
   faculty and staff in           894          panel of practicing administrators on development of building mission and goals.       Teacher                 on rubric.
   developing the building        847          Portfolio: Weekly Dilemmas; Creating Strategic Systems for Education; Visiting         Observation             Successful completion of Action
   mission and goals.                          Principal’s Panel; Practicum Situational Experiences                                                           Plan .

3. The building level             800          Discussion of Something Old, Something New, and the Principal's Blues case,            RI                      Satisfactory or better performance
   administrator leads            801          Development of action plan for case, presentation of action plan and rationale to      IC, RI, PR &            as indicated by point accumulated
   faculty and staff in           894          panel of practicing administrators on implementation of a building mission.            Teacher                 on rubric.
   implementing the               847          Portfolio: Weekly Dilemmas; Creating Strategic Systems for Education; Visiting         Observation             Successful completion of Action
   building mission.                           Principal’s Panel; Practicum Situational Experiences                                                           Plan.

4. The building level             894          Portfolio: Weekly Dilemmas; Action Research Project; Practicum Situational             IC, RI, PR &            Meeting all criteria for Action
   administrator utilizes         800/891      Experiences; Creation of the Unison School Profile from raw data sets.                 Teacher                 Research project rubric, Unison
   research, data and                                                                                                                 Observation             School Profile rubric.
   effective teaching
   strategies to increase
   student learning.

5. The building level             801          Written journal entry for the following activity: Attend a school program designed     RI                      Satisfactory or better performance
   administrator                  894          for parents. Reflect on how this particular event either promoted or hindered good     IC, RI, PR &            as indicated by point accumulated
   communicates effectively       847          community relations between the school and parents.                                    Teacher                 on a field experience rubric.
   with multiple publics.                      Portfolio: Weekly Dilemmas; Case Study; Visiting Principal’s Panel; Practicum          Observation
                                               Situational Experiences


A. Results: What data do you have that         Examples of student work products such as writing samples, individual and group presentations, and individual monitoring of student progress
   demonstrates students are meeting this      are used to gain an understanding of the progress the student is making on becoming a building level leader who promotes the success of all
   standard?                                   students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the
                                               school and community, Student Admission Portfolio (submitted after first 12 hours, generally 800, 891, 809, 855).
B. Continuous Improvement: What                Based upon the data collected for this standard, course work is being modified to continually expose students to more real world experiences
   response is the unit making based on        dealing with consensus building, communication skills, and leading groups in vision and goal setting. Additionally, the department works
   the data?                                   closely with the Kansas Department of Education in their Quality Performance Accreditation (QPA) process and with the North Central
                                               Association (NCA) and their school improvement process.

          Indicators              Courses                            Examples of Performance                                   Assessment Method               Criteria Used for Assessment
                                  Where                                                                                       *Use code from above
                                    Met
Standard 2: The building level administrator is an educational leader who promotes the success of all students by advocating, nurturing and sustaining a building climate and instructional
programs conducive to student learning and staff professional growth.
Knowledge:
1. The building level             894          Practicum: Field Experience Journal: Historical Curriculum Research       IC, RI, PR & Teacher                Successful completion of self-
   administrator understands      855          project; Major Curriculum Revision Process Research Project; Self-        Observation                         evaluation of videotaped lesson.
                                                                                               7
   principles of effective                 Evaluation project; Practicum Situational Experiences
   instruction for regular
   education students
   and students with
   exceptionalities.
2. The building level            894       Frame questions to the instructor based upon their reading of the text.    Complete a variety of post video   These topics tend to engender
   administrator understands     834       Practicum: Field Experience Journal: Historical Curriculum Research        activities varying from informal   strong responses in the affective
   diversity and its meaning     855       project; Major Curriculum Revision Process Research Project;               to structured activities. Video    domain! Main objective is to keep
   for instructional                       Practicum Situational Experiences                                          content ranges from the            students from turning off and/or
   programs.                                                                                                          indigenous peoples in Alaska       tuning out of classroom
                                                                                                                      through educationally              discussions.
                                                                                                                      underserved populations as         Mastery of prompts on Historical
                                                                                                                      perpetrators or victims of         Curriculum Research project
                                                                                                                      bullying/violence to gay and       rubric.
                                                                                                                      lesbian youth and their school
                                                                                                                      experiences.
                                                                                                                      IC, RI, PR & Teacher
                                                                                                                      Observation

3. The building level            800       Read and summarize articles on what research says are the most effect      RI                                 Satisfactory or better performance
   administrator understands     801/867   forms of staff development.                                                IC, RI, PR & Teacher               as indicated by point accumulated
   adult learning and results-   894       Satisfactory completion of a working agenda for a staff development        Observation                        on rubric.
   based professional                      activity that shows the application of adult learning/development                                             Successful completion of
   development models.                     concepts.                                                                                                     Practicum situational experience.
                                           Portfolio: Field-Based Exercises; Action Research Project; Major
                                           Curriculum Revision Process Research Project; Practicum Situational
                                           Experiences
4. The building level            847       Complete class work on-line using Blackboard.                              IC-CI                              Instructor grades for Demonstrated
   administrator understands     863       Complete word processing document, create PowerPoint Presentation,         IC, RI, PR & Teacher               Analysis with sound rationale.
   the role of technology in     894       use Excel to develop school profile.                                       Observation                        Mastery of requirements on Role
   promoting student             800       Portfolio: Weekly Dilemmas; PowerPoint presentations, effective use                                           of Technology Philosophy Paper
   learning and staff            891       of e-mail, listening skills, memo writing, small and large group setting                                      rubric.
   professional growth.          836       communication exercises. Weekly “administrative computer
                                           application dilemmas”; Role of Technology Philosophy Paper; Major
                                           Curriculum Revision Process Research Project; Practicum Situational
                                           Experiences
5. The building level            894       Portfolio: Historical Curriculum Research project; Major Curriculum        IC, RI, PR & Teacher               Mastery of requirements on
   administrator under-          855       Revision Process Research Project; Field-Based Exercises; Practicum        Observation                        Historical Curriculum Research
   stands the principles of                Situational Experiences                                                                                       project rubric.
   instructional strategies
   and curriculum
   development for
   exceptional children.
Performance:
1. The building level            801/863   Satisfactory completion of a working agenda for a staff development        RI                                 Satisfactory or better performance
   administrator designs         834       activity that shows the application of adult learning/development          IC                                 as indicated by point accumulated
   results based                 894       concepts.                                                                  IC, RI, PR & Teacher               on rubric.
   professional growth                     Work in small cooperative groups (3-5) with each group becoming an         Observation                        Successfully address all prompts
   activities aligned with                 expert in one of the features of the self-enhancing school model (see                                         on the Major Curriculum Revision
   curriculum and designed to              Beane and Lipka handout).                                                                                     Process Research Project rubric.

                                                                                           8
   increase student                           Practicum: Field Experience Journal: Historical Curriculum Research
   achievement.                               project; Major Curriculum Revision Process Research Project; Field-
                                              Based Exercises; Action Research Project; Practicum Situational
                                              Experiences
2. The building level             894         Practicum: Field Experience Journal: Historical Curriculum Research        IC, RI, PR & Teacher               Successful completion of
   administrator integrates       855         project; Major Curriculum Revision Process Research Project; “What         Observation                        Practicum situational experience.
   instructional programs                     American Should Be Teaching in School” Research paper; Field-Based
   designed to meet the                       Exercises; Practicum Situational Experiences
   needs of exceptional
   students within the
   general school setting.
3. The building level             847         Practicum: Field Experience Journal: Weekly Dilemmas; PowerPoint           IC, RI, PR & Teacher               Mastery of requirements on Role
   administrator implements       855         presentations, effective use of e-mail, listening skills, memo writing,    Observation                        of Technology Philosophy Paper
   technology into the            894         small and large group setting communication exercises. Role of                                                rubric.
   instructional program for                  Technology Philosophy Paper; Action Research Project; Practicum
   regular education                          Situational Experiences
   students and exceptional
   children and youth.
4. The building level             800         Practicum: Field Experience Journal: Weekly Dilemmas; PowerPoint            IC, RI, PR & Teacher                Mastery of database assignment.
   administrator utilizes         847         presentations, effective use of e-mail, listening skills, memo writing,     Observation                         Rubric for Unison School Profile,
   technology for effective       894         small and large group setting communication exercises. Role of                                                  PointPoint Presentation and word
   student management                         Technology Philosophy Paper; Action Research Project; Major Project;                                            document with Action Plan.
   practices.                                 Practicum Situational Experiences.
                                              Complete word processing document, create PowerPoint Presentation,
                                              use Excel to develop school profile.
A. Results: What data do you have that        Each student must demonstrate a working knowledge of how various models of curriculum design, instructional design, supervision of
   demonstrates students are meeting this     instruction, and professional development are interrelated and how they promote the success of all students by advocating, nurturing, and
   standard?                                  sustaining a building climate and instructional programs conducive to student learning and staff professional growth. Data collected includes
                                              student’s writing samples, individual and group presentations, projects, case studies, videotaped self-evaluations, and staff professional design
                                              projects.
B. Continuous Improvement: What               Program changes to better address this standard include, additional requirements in the area of professional development design and curriculum
   response is the unit making based on       and instructional design projects. Also, the Educational Leadership program has bundled Supervision of Instruction and Educational Leadership
   the data?                                  II; Principalship and 835/36 Elementary, Middle School Curriculum and Secondary Curriculum; and increased the Practicum to 6 hours that
                                              include field experiences and a major project.

          Indicators              Courses                                 Examples of Performance                                         Assessment         Criteria Used for Assessment
                                  Where                                                                                                     Method
                                   Met                                                                                                  *Use code from
                                                                                                                                              above
Standard 3: The building level administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a
safe, efficient, and effective learning environment.
Knowledge:
1. The building level                 801        Completion of a short paper outlining the constitutional and legal issues related to RI                   Satisfactory or better performance
    administrator understands         809        the personnel function                                                               CI-IC                as indicated by point accumulated
    human resource                    847        Competition of a written response to the personnel and school community issues       IC, RI, PR &         on rubric.
    management and laws               863        in the case “Something New, Something Old, and the Principal’s Blues.”               Teacher              Instructors grade
    pertaining to certified           894        Case study analysis.                                                                 Observation          Successful completion of
    and classified staff.                        Practicum: Field Experience Journal: Self-Evaluation project; School Law case                             self-evaluation of videotaped
                                                 study project; Field-Based Exercises; Practicum Situational Experiences                                   lesson.
2. The building level                 801        Completion of a short paper explaining the sources of revenue for a school district  RI                   Satisfactory or better performance
                                                                                              9
   administrator understands       894      and a school building                                                                 IC, RI, PR &            as indicated by point accumulated
   school finance at                        Review the school district’s budget with a knowledgeable person and identify all      Teacher                 on rubric.
   the building level.                      the various sources of revenues available for school funding.                         Observation             Successful completion of School
                                            Practicum: Field Experience Journal: Weekly Dilemmas; School Finance Project                                  Finance project and Practicum
                                            (KS Finance Form 150); Practicum Situational Experiences                                                      budgeting experiences.

3. The building level              894      Impact Analysis.                                                                      CI-IC                   Instructor grades.
   administrator understands       847      Take exam.                                                                            IC, RI, PR &            -90% or better on exam
   principles, issues, and laws    809      Practicum: Field Experience Journal: Weekly Dilemmas; Case Study project;             Teacher                 Successful completion of
   relating to school facilities            Practicum Situational Experiences                                                     Observation             practicum experiences related to
   and use of space.                                                                                                                                      school facilities.
4. The building level              894      Obtain a copy of a school or organization disaster/crisis plan and comment on its     RI                      Satisfactory or better perfor-mance
   administrator understands       847      adequacy.                                                                             IC                      as indicated by point accumulated
   principles and issues           801      Portfolio: Weekly Dilemmas; Case Study project; Practicum Situational                 IC, RI, PR &            on rubric. Instruc-
   relating to school                       Experiences                                                                           Teacher                 tor grades -90% or better on
   safety.                                                                                                                        Observation             quizzes. Successful completion of
                                                                                                                                                          practicum experiences related to
                                                                                                                                                          school facilities.
Performance:
1. The building level              894      Practicum: Field Experience Journal: Case Study project; Field-Based Exercises;       IC, RI, PR &            Mastery of requirements of Field-
   administrator develops          847      Action Research Project; Self-Evaluation Project; Practicum Situational               Teacher                 Based exercises.
   and utilizes appropriate        801      Experiences                                                                           Observation
   human resource                  863
   procedures.
2. The building level              894      Practicum: Field Experience Journal: Weekly Dilemmas; School Finance Project          IC, RI, PR &            Successful completion of School
   administrator develops a                 (KS Finance Form 150); Practicum Situational Experiences                              Teacher                 Finance project and Practicum
   school budget                   847                                                                                            Observation             budgeting experiences.
   incorporating general
   fund expenditures and
   special education
   expenditures.
3. The building level              894      Practicum: Field Experience Journal: Case Study project; Field-Based Exercises;       IC, RI, PR &            Successful completion of self-
   administrator uses              847      Action Research Project; Self-Evaluation Project; Practicum Situational               Teacher                 evaluation of videotaped lesson
   knowledge of facilities                  Experiences                                                                           Observation             rubric.
   and staff to promote                                                                                                                                   Mastery of requirements of Field-
   effective instruction.                                                                                                                                 Based exercises.
4. The building level              801      Describe a complex problem and how you used the Targeted Problem-solving              RI                      Satisfactory or better performance
   administrator                   835      Process to arrive at solutions that work.                                             IC                      as indicated by point accumulated
   demonstrates knowledge          894      Using the targeted problem solving approach (LeTendre and Lipka, 1999, 2000)          IC, RI, PR &            on rubric.
   of school safety,               847      examine an actual curriculum issue in your work setting.                              Teacher                 Instructors grades
   including crisis                                                                                                               Observation             -plan submitted for safety
   intervention, through the                Practicum: Field Experience Journal: Case Study project; Field-Based Exercises;                               Mastery of requirements of Field-
   use of effective problem                 Practicum Situational Experiences                                                                             Based exercises.
   solving skills.                          Review a crisis plan and critique its thoroughness and usefulness.

A. Results: What data do you have that      Data is collected to insure that students have mastered key elements of this standard. These data include student writing samples, individual and
   demonstrates students are meeting this   group presentations related to operation of a safe, efficient and effective learning environment. Students must successfully complete a budget
   standard?                                pertinent to the rules and statutes of their state. Additionally, students are provided and opportunity to meet with state finance experts and
                                            experience the making of a school budget and follow up this meeting with a question and answer session with these experts. Students are
                                            required to successfully participate in and document a number of organizational and operational experiences throughout their practicum
                                                                                          10
                                              experience to gain an understanding of organizational management and operational activities useful in creating a safe, efficient, and effective
                                              learning environment.
B.   Continuous Improvement: What             The Department is continually reassessing its approach to curriculum as it centers on organization, operations, and resources. Specifically, the
     response is the unit making based on     budget meeting described in A above came from assessing student’s practicum logs as they discussed their areas of “opportunities for future
     the data?                                growth”. Also, other practicum experiences have been added in the areas of classified staff meetings, strategic planning, and crisis plans in order
                                              to better provide real-world experiences directly addressing this standard.

         Indicators              Courses                                  Examples of Performance                                        Assessment          Criteria Used for Assessment
                                 Where                                                                                                     Method
                                  Met                                                                                                  *Use code from
                                                                                                                                             above
Standard 4: The building level administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse
community needs and interests, and mobilizing community resources.
Knowledge:
1. The building level           801            The decision screen of “Issues of Contemporary and future society,” become, a         RI                    Satisfactory or better performance
   administrator has            894            focal point of in-class discussions based upon text reading, videos and formal        IC                    as indicated by point accumulated
   knowledge of issues and      847            instructor-led presentations. The 1-3-6 consensus building technique is used          CI-IC                 on rubric.
   trends that potentially                     extensively within these discussions.                                                 IC, RI, PR &          Attendance and successful
   impact the school                           Case Analysis                                                                         Teacher               completion of “Principal’s Panel”
   community.                                  Impact Analysis                                                                       Observation           summary paper.
                                               Practicum: Field Journal Experience: Case Study project; Field-Based Exercises;                             100% of Practicum experiences.
                                               School Law Research Project; Visiting Principal’s Panel; Practicum Situational
                                               Experiences
2. The building level           801            Practicum: Field Journal Experience: Weekly Dilemmas; Case Study project;             RI                    Satisfactory or better performance
   administrator has            894            Field-Based Exercises; Historical Curriculum Research project; Field-Based            IC                    as indicated by point accumulated
   knowledge of                 847            Exercises; Major Curriculum Revision Process Research Project; Practicum              IC, RI, PR &          on rubric.
   community resources.                        Situational Experiences.                                                              Teacher               100% of Practicum experiences.
                                               Summarize reading on full service school citing examples in area schools.             Observation           Successful completion of the Field-
                                                                                                                                                           based exercise.
3. The building level           801            Practicum: Field Journal Experience: Weekly Dilemmas; Historical Curriculum           RI                    Satisfactory or better performance
   administrator has            894            Research project; Field-Based Exercises; Profiles of Community Survey; Case           IC, RI, PR &          as indicated by point accumulated
   knowledge of successful      847            Study project; Field-Based Exercises; Practicum Situational Experiences.              Teacher               on rubric.
   models of business                          Summarize reading on full service school citing examples in area schools.             Observation           100% of Practicum experiences.
   and school                                                                                                                                              Successful completion of the Field-
   partnerships.                                                                                                                                           based exercise.
                                                                                                                                                           Successful completion of Profiles
                                                                                                                                                           of Community Survey & follow up
                                                                                                                                                           summary.
4. The building level           894            Case analysis.                                                                        CI-IC                 Instructor grades
   administrator has an         847            -Readings                                                                             IC, RI, PR &          -90% or better on exam.
   understanding of federal     855            Practicum: Field Experience Journal: Case Study project; Field-Based Exercises;       Teacher               100% of Practicum experiences.
   and state laws that                         Profiles of Community Survey; Practicum Situational Experiences                       Observation           Successful completion of the Field-
   apply to students with                                                                                                                                  based exercise.
   exceptionalities.                                                                                                                                       Successful completion of Profiles
                                                                                                                                                           of Community Survey & follow up
                                                                                                                                                           summary.

Performance:
1. The building level            801          Shadow a leader and comment on which “best practices” discussed in class and           RI                      Satisfactory or better performance as
   administrator maintains       894          mentioned in class readings that the leader uses. Also cite specific examples of       IC, RI, PR &            indicated by point accumulated on
                                                                                             11
   a high visibility and         847           how this person fosters public confidence in the organization.                         Teacher                 rubric.
   presence in the school                      Practicum: Field Experience Journal: Case Study project; Field-Based Exercises;        Observation             100% of Practicum experiences and
   community.                                  Visiting Principal’s Panel; Practicum Situational Experiences                                                  Practicum Journal log.
2. The building level            801           Shadow a leader and comment on which “best practices” discussed in class and           RI                      Satisfactory or better performance as
   administrator                 894           mentioned in class readings that the leader uses. Also cite specific examples of       IC, RI, PR &            indicated by point accumulated on
   participates in activities    847           how this person fosters public confidence in the organization.                         Teacher                 rubric.
   to foster communication                     Portfolio: Action Research Project; Visiting Principal’s Panel; Practicum              Observation             100% of Practicum experiences and
   among the various                           Situational Experiences                                                                                        Practicum Journal log.
   school publics.
3. The building level            801           Shadow a leader and comment on which “best practices” discussed in class and           RI                      Satisfactory or better performance as
   administrator facilitates     894           mentioned in class readings that the leader uses. Also cite specific examples of       IC, RI, PR &            indicated by point accumulated on
   the implementation of         847           how this person fosters public confidence in the organization.                         Teacher                 rubric.
   business and school                         Practicum: Field Experience Journal: Weekly Dilemmas; Action Research                  Observation             100% of Practicum experiences and
   partnerships.                               Project; Practicum Situational Experiences                                                                     Practicum Journal log; Successful
                                                                                                                                                              completion of School Finance project
4. The building level            894           Case Analysis                                                                          CI-IC                   Instructor grades
   administrator                 847           -Readings                                                                              IC, RI, PR &            -90% or better.
   implements IDEA and           855           Practicum: Field Experience Journal: Case Study project; Field-Based Exercises;        Teacher                 100% of Practicum experiences and
   Section 504 to meet the                     Practicum Situational Experiences                                                      Observation             Practicum Journal log; Successful
   needs of students                                                                                                                                          completion of School Finance project
   identified as in need of
   special education
   supports and services.


A. Results: What data do you have that         The data available to best demonstrate whether students have assimilated the necessary skills to be a building level administrator who is an
   demonstrates students are meeting this      educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse
   standard?                                   community needs and interests, and mobilizing community resources can be found in the Practicum Journal Logs. These logs ask students to
                                               successfully complete dozens of real-world experiences – many dealing directly with collaboration with families and community members.
B. Continuous Improvement: What                The Special Services and leadership Studies department has increased the field-based experiences to allow for more community based activities –
   response is the unit making based on        many of which deal with collaboration with outside agencies and mobilizing community members and resources around shared ideals and goals.
   the data?

          Indicators              Courses                                  Examples of Performance                                         Assessment               Criteria Used for Assessment
                                  Where                                                                                                      Method
                                   Met                                                                                                  *Use code from
                                                                                                                                              above
Standard 5: The building level administrator is an educational leader who promotes the success of all students by acting with integrity, fairness and in an ethical manner.
Knowledge:
1. The building level           800            Discussion of Something Old, Something New, and the Principal's Blues case,            RI                       Satisfactory or better performance as
   administrator has            801            Development of action plan for case, presentation of action plan and rationale to      IC, RI, PR &             indicated by point accumulated on
   knowledge of the role        894            panel of practicing administrators.                                                    Teacher                  rubric.
   of education and             847            Practicum: Field Experience Journal: Weekly Dilemmas; Case Study project;              Observation              Successful completion of the
   leadership in a modern       888            Action Research Project; Field-Based Exercises;                                                                 Leadership Philosophy Paper and
   society.                     834            Leadership Philosophy Paper; Instructional Leader Paper; Practicum Situational                                  Instructional Leader Paper; 100% of
                                               Experiences                                                                                                     Practicum experiences and Practicum
                                                                                                                                                               Journal log
2. The building level           800            Write a paper outlining a set of personal and professional ethics that comports with RI                         Satisfactory or better performance as
   administrator has            801            school leadership in a pluralistic and diverse population.                             IC, RI, PR &             indicated by point accumulated on
   knowledge of and             894            Practicum: Field Experience Journal: Weekly Dilemmas; Visiting Principal’s             Teacher                  rubric.
                                                                                              12
   values the diverse           847   Panel; Leadership Philosophy Paper; Instructional Leader Paper; Practicum              Observation           Successful completion of the
   school community.            834   Situational Experiences                                                                                      Leadership Philosophy Paper; 100% of
                                888                                                                                                                Practicum experiences and Practicum
                                                                                                                                                   Journal log
3. The building level           800   Write professional code of ethics and apply to two or three case scenarios.            RI                    Satisfactory or better performance as
   administrator under-         801   Paper outlining a set of personal and professional ethics that comports with school    IC, RI, PR &          indicated by point accumulated on
   stands professional code     894   leadership in a pluralistic and diverse population and apply to two case scenarios.    Teacher               rubric.
   of ethics.                   847   Practicum: Field Experience Journal: Weekly Dilemmas; Visiting Principal’s             Observation           Successful completion of the
                                      Panel; Leadership Philosophy Paper; Instructional Leader Paper; Practicum                                    Leadership Philosophy Paper; 100% of
                                      Situational Experiences                                                                                      Practicum experiences and Practicum
                                                                                                                                                   Journal log
4. The building level           847   Practicum: Field Experience Journal: Weekly Dilemmas; Leadership Philosophy           IC                     Successful completion of the
   administrator has            894   Paper; Instructional Leader Paper; Practicum Situational Experiences, Group           IC, RI, PR & Teacher   Leadership Philosophy Paper; 100% of
   knowledge of the             888   Presentations over philosophy and history of Education.                               Observation            Practicum experiences and Practicum
   philosophy and history                                                                                                                          Journal log
   of education.
Performance:
1. The building level           800   Discussion and written analysis of numerous cases that involve ethical issues.         RI                    Satisfactory or better performance as
   administrator practices      801   Discussion and written analysis of numerous cases that involve ethical issues.         IC, RI, PR &          indicated by point accumulated on
   a personal and               894   Practicum: Field Experience Journal: Weekly Dilemmas; Case Study project;              Teacher               rubric.
   professional code of         847   Action Research Project; Field-Based Exercises; Leadership Philosophy Paper;           Observation           100% of Practicum experiences and
   ethics.                            Instructional Leader Paper; Practicum Situational Experiences                                                Practicum Journal log
2. The building level           894   Write statement of professional goals and professional code of ethics, semester -      RI                    Satisfactory or better performance as
   administrator demon-         847   long project in a small group.                                                         IC, RI, PR &          indicated by point accumulated on
   strates values, beliefs,     800   Practicum: Field Experience Journal: Weekly Dilemmas; Leadership Philosophy            Teacher               rubric.
   and attitudes that inspire         Paper; Instructional Leader Paper; Practicum Situational Experiences                   Observation           Successful completion of weekly
   others to higher levels                                                                                                                         situational dilemma summary with
   of performance.                                                                                                                                 ethical criteria addressed and
                                                                                                                                                   Practicum Journal log.
3. The building level           894   Portfolio: Weekly Dilemmas; Leadership Philosophy Paper; Instructional Leader          IC, RI, PR &          Successful completion of the
   administrator accepts        847   Paper; Practicum Situational Experiences                                               Teacher               Leadership Philosophy Paper and
   responsibility for school                                                                                                 Observation           Instructional Leader Papers
   operations.
4. The building level           801   Competition of a written response to the legal issues dealing with personnel in the    RI                    Satisfactory or better performance as
   administrator applies        894   case “Something New, Something Old, and the Principal’s Blues.”                        CI-IC                 indicated by point accumulated on
   laws and procedures          847   Case Analysis                                                                          IC, RI, PR &          rubric.
   accurately.                        -Readings                                                                              Teacher               Instructor grades
                                      -Impact Analysis                                                                       Observation           -Case analysis
                                      Practicum: Field Experience Journal: Weekly Dilemmas; School Law Research                                    -Sound rationale of position.
                                      Project; Leadership Philosophy Paper; Instructional Leader Paper; Practicum                                  Accurate and complete summary of
                                      Situational Experiences                                                                                      recent School Law Case.
5. The building level           800   Discussion and written analysis of numerous cases that involve ethical issues.         RI                    Satisfactory or better performance as
   administrator treats         801   Write statement of professional goals and professional code of ethics, semester -      IC, RI, PR &          indicated by point accumulated on
   people fairly, equitably,    894   long project in a small group.                                                         Teacher               rubric.
   and with dignity and         847   Practicum: Field Experience Journal: Weekly Dilemmas; Self-Evaluation Project;         Observation           Successful completion of the
   respect.                           Leadership Philosophy Paper; Instructional Leader Paper; Practicum Situational                               Leadership Philosophy Paper and
                                      Experiences                                                                                                  Instructional Leader Papers
6. The building level           801   Practicum: Field Experience Journal: Weekly Dilemmas; Leadership Philosophy            RI                    Satisfactory or better performance as
   administrator protects       894   Paper; Instructional Leader Paper; Practicum Situational Experiences                   IC, RI, PR &          indicated by point accumulated on
   the rights,                  847                                                                                          Teacher               rubric.
                                                                                     13
   confidentiality, and                                                                                                               Observation              Successful completion of weekly
   privacy of records                                                                                                                                          situational dilemma summary with
   for students and staff.                                                                                                                                     ethical criteria addressed and
                                                                                                                                                               Practicum Journal log.

A. Results: What data do you have that        Each student is required to write several papers throughout the various courses that directly address the components of this standard – specifically,
   demonstrates students are meeting this     integrity, fairness, and high ethics. Although these skills can’t be measured with a “test”, ethical issues are dealt with in each class and students are
   standard?                                  required to defend their positions from a point of equity with an understanding of how their decisions affect all school stakeholders. Data does exist
                                              that shows students have had to specifically discuss how they will act in these situations (small and large group discussions, writing samples,
                                              projects, and presentations.)
B. Continuous Improvement: What               The data collected in A above are used to help design future experiences for students. The professors in the department meet on a regular basis to
   response is the unit making based on       discuss possible commonalities that need to be addressed. These discussions then lead to new experiences through activities such as in-basket items,
   the data?                                  dilemmas, scenarios, writing projects, case studies, and action research.

         Indicators               Courses                                 Examples of Performance                                        Assessment              Criteria Used for Assessment
                                  Where                                                                                                    Method
                                   Met                                                                                                 *Use code from
                                                                                                                                             above
Standard 6: The building level administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social,
economic, legal and cultural context.
Knowledge:
1. The building level            801           Practicum: Field Experience Journal: Weekly Dilemmas; Visiting Principal’s            IC                     Successful participation and summary
   administrator unde-           894           Panel; Leadership Philosophy Paper; Instructional Leader Paper; School Law Case CI                           write up of the Visiting Principal’s
   stands the political,         847           Study; Practicum Situational Experiences                                              IC, RI, PR &           Panel; 100% of Practicum experiences
   social, economic, and         834                                                                                                 Teacher                and Practicum Journal log
   cultural context of the       888                                                                                                 Observation
   school community.
2. The building level            894           Write paper describing how the concept of educational equity applies to schools       RI                     Satisfactory or better performance as
   administrator under-          847           serving a pluralistic and diverse population.                                         CI                     indicated by point accumulated on
   stands the importance of      800           Read Equal Access Act                                                                 IC, RI, PR &           rubric.
   diversity and equity in a     801           Practicum: Field Experience Journal: Case Study project; Action Research              Teacher                Successful completion of Leadership
   democratic society.           888           Project; Field-Based Exercises; Leadership Philosophy Paper; Instructional Leader Observation                Philosophy paper; 100% of Practicum
                                 834           Paper; Practicum Situational Experiences                                                                     experiences and Practicum Journal log

Performance:
1. The building level a          800          Group work on class projects, discussion of cases dealing with diversity issues         RI                       Satisfactory or better performance as
   administrator                 801          within the school.                                                                      IC, RI, PR &             indicated by point accumulated on
   demonstrates the ability      894          Practicum: Field Experience Journal: Weekly Dilemmas; Case Study project;               Teacher                  rubric.
   to work with all the          847          Action Research Project; Field-Based Exercises; Visiting Principal’s Panel;             Observation              Successful completion of the Case
   members of the school                      Leadership Philosophy Paper; Instructional Leader Paper; Practicum Situational                                   Study project; 100% of Practicum
   community.                                 Experiences                                                                                                      experiences and Practicum Journal log
2. The building level            801          Written response to the school culture issues in the case “Something New,               RI                       Satisfactory or better performance as
   administrator                 894          Something Old, and the Principal’s Blues.”                                              CI                       indicated by point accumulated on
   demonstrates the ability                   Discussion of cases that require leaders to address trends, issues, and changes         IC, RI, PR &             rubric.
   to address trends,            847          occurring the school environment.                                                       Teacher                  Successful completion of Profiles of
   issues, and changes                        Impact Analysis on Proposed Bills                                                       Observation              Community Survey & follow up
   occurring in the school                    Practicum: Field Experience Journal: Weekly Dilemmas; Case Study project;                                        summary; Successful completion of
   environment.                               Action Research Project; Field-Based Exercises; Leadership Philosophy Paper;                                     the Action Research project and Field-
                                              Instructional Leader Paper; Practicum Situational Experiences                                                    Based Exercises.
3. The building level            801          Discussion of cases that require leaders to address trends, issues, and changes         RI                       Satisfactory or better performance as
                                                                                              14
   administrator maintains     894          occurring the school environment. (Fort Jason, Satan in the Schools, New Teacher      IC, RI, PR &            indicated by point accumulated on
   an ongoing dialogue         847          at Center City).                                                                      Teacher                 rubric.
   with diverse                             Practicum: Field Experience Journal: Weekly Dilemmas; Case Study project;             Observation             Successful completion of Profiles of
   populations in the school                Action Research Project; Field-Based Exercises; Leadership Philosophy Paper;                                  Community Survey & follow up
   community.                               Instructional Leader Paper; Practicum Situational Experiences                                                 summary; 100% of Practicum
                                                                                                                                                          experiences and Practicum Journal log

4. The building level          801          Discussion of cases that require leaders to maintain a visible and productive         RI                      Satisfactory or better performance as
   administrator maintains     894          presence in the school.                                                               IC, RI, PR &            indicated by point accumulated on
   a visible presence in the                Portfolio: Weekly Dilemmas; Case Study project; Action Research Project; Field-       Teacher                 rubric.
   school community.           847          Based Exercises; Visiting Principal’s Panel; Leadership Philosophy Paper;             Observation             Successful completion of the Action
                                            Instructional Leader Paper; Practicum Situational Experiences                                                 Research project and Field-Based
                                                                                                                                                          Exercises; 100% of Practicum
                                                                                                                                                          experiences and Practicum Journal log

A. Results: What data do you have that      Data gathered to specifically address student’s mastery of understanding, responding to, and influencing the larger political, social, economic, and
   demonstrates students are meeting this   cultural context include the Practicum Journal and log. The practicum experience is geared toward establishing protocols so that students must deal
   standard?                                in a real world way with the political, social, economic, legal, and cultural issues. Throughout the Practicum experience and in the Principalship and
                                            Supervision of Instruction classes, students are required to show evidence of their depth of understanding of these issues. Data comes in the form of
                                            writing samples, in-basket dilemmas, and projects.
B. Continuous Improvement: What             The Special Services and Leadership Studies department is using the data gathered from students as described in part A above to broaden the
   response is the unit making based on     required set of experiences to better include the issues listed in Standard 6. Discussed items include local political leader panels, participation in
   the data?                                local and state economic forums, increased field-based experiences in the area of school law, and a deeper involvement in understanding and
                                            participating in community cultural issues.

 4. Assessment Results by Technique

 Review by Faculty of Course Content in light of professional standards, best practices, and licensure requirements
 The Educational Leadership faculty members continuously evaluate the relevance of the content of the program’s courses. This evaluation occurs
 informally as faculty members confer on the planning and implementation of the bundled courses. It also occurs formally as the faculty annually review at
 a yearly retreat the courses in light of the licensure requirements for the building principals and superintendents for the states of Missouri, Oklahoma, and
 Kansas. The faculty members also formally review the course content as they create the folios required for accreditation through the North Central
 Association, Kansas State Department of Education, and NCATE.

 Review by Faculty of Course Assessments by Students
 At the end of each course taught within the Educational Leadership Program, students complete an on-line or paper-and-pencil evaluation of the course
 experience. Often instructors use not only the standardized SPTE instructor evaluation but also an evaluation geared to the specific course asking students
 for their feedback concerning specific course activities, content, and learning resources. The faculty members use this feedback to modify and improve the
 implementation of the bundled courses, specifically to improve the course activities to increase student learning and understanding.

 Review by Faculty of Student Work Products
 The Building Leadership Matrix shown in Section 2 above gives the detail on how in the various courses student work projects help the faculty assess
 student attainment of the learning goals.



                                                                                           15
Review by Faculty of Practicum: Field Experience Journals & Projects
SSLS 894 Practicum in Educational Leadership includes both field experiences and a project. Please see Appendix C for a detailed description of the
requirements of this course.

Student Satisfaction Survey
At the end of each course taught within the Educational Leadership Program, students complete an on-line or paper-and-pencil evaluation of the course
experience. Often instructors use not only the standardized SPTE instructor evaluation but also an evaluation geared to the specific course asking students
for their feedback concerning specific course activities, content, and learning resources. The faculty members use this feedback to modify and improve the
implementation of the bundled courses, specifically to improve the course activities to increase student learning and understanding.

Graduate Satisfaction Survey
In the past the Educational Leadership has surveyed its graduates using a department-designed survey asking graduates their opinions concerning the
courses and the program and how helpful they have found their learning in fulfilling their jobs as educators in leadership roles. A portion of this survey
asked graduates to rate themselves on the skills listed as objectives under the six goals in Section 2.

Starting in September 2005, the Educational Leadership program will join with some 20 universities across the United States in using the UCEA/TEA
Survey of Leadership Preparation and Practice, developed by Stanford University to evaluate the quality of PSU’s program. See Appendix D for a copy of
this instrument.

Review of Student Scores on the Standardized Licensure Exams
Some 10 years ago, Missouri, as one of seven states, began requiring educators seeking licensure as building leaders to take and pass a standardized
assessment. Today Missouri and Kansas require that educators take the School Leader Assessment exam administered by the Educational Testing Service.
The passing score for Kansas is 165 and for Missouri is 164. Oklahoma has its own standardized assessment. The faculty members have encouraged
students to report their scores on these assessments to the university. Analysis of these scores helps faculty members evaluate the quality of the program’s
learning experiences.

Advisory Council Input
The Educational Leadership Program uses input from two types of advisory council: one local and one national. The local advisory council consists of
graduate, local principals and local superintendents from the Missouri, Kansas, and Oklahoma area. The council has met formally on several occasions in
a retreat setting. Furthermore, faculty members from the Educational Leadership Program meet informally each month with area principals and
superintendents at the monthly meetings sponsored by Greenbush Educational Service Center.

Review by Faculty of Overall Comps Results (Note: No longer required as of Fall 04)
Until Fall of 2003, students entering the Educational Leadership Master’s Program had to pass a written comprehensive examination to complete their
degree requirements. (See Appendix E for an explanation of the comprehensive exam process and a copy of the rubric used by faculty members in
evaluating the quality of the students’ responses.) The faculty members review the results of the comprehensive exams three times a year after the
administration of the exams. This review helps to assess the quality of the program’s content and student learning.

Starting in the Fall of 2003, students now complete a major project in lieu of the comprehensive exam. Appendix C explains this new requirement. The
first group of students is just now completing their projects. The faculty will formally review the quality of the projects during its annual retreat to
determine areas for program revision.
                                                                             16
Review by Faculty of Full Admission Portfolios
Three times a year, faculty members meet to review the admission portfolios of students who have completed 12 hours in the program. Approval of this
portfolio gives students full admission to the program. Appendix A explains this portfolio process in detail. At the annual retreat, the faculty members
formally review the quality the admissions portfolios to determine areas of program revision.

Employer Satisfaction Survey
At the time a graduate receives a Satisfaction Survey, the graduate’s employer also receives an Employer Satisfaction Survey. This survey asks employers
to rate the graduate on the goals and objectives listed in Section 2. At the annual retreat, the faculty members formally review the survey results to
determine areas of program revision.


5. Curricular Changes Due to Assessment Results

         Formal and informal evaluation methods and interactions with near and distant colleagues, students and program graduates have served as the
decision screens for this process.
         A number of faculty in our department are very active on the national scene. Given this fact, we have been discussing and undertaking program
revision with the ISLAC standards at heart two years prior to these standards being adopted by the state of Kansas. Our first action was a long term plan to
replace our comprehensive examination summative experience and our growing concerns regarding a standardized testing approach to admissions with a
long term formative experience that includes a portfolio admissions process and a year long empirically based project as the culminating experience prior
to sitting for the state wide leadership exam.
         Before detailing these activities it is important to note that our involvement at the national level remains very strong. In fact one department
member, Dr. Brenda LeTendre is the only non-division one member of a national study exploring the sum and substance of leadership preparation
programs in the United States.
         After numerous departmental discussions the format of the portfolio was completed (See Appendix A). As the portfolio process was put into
place, we agreed once again to call upon our distant colleagues for expert opinion regarding the direction we were taking with our department. Favorable
reviews were received from Dr. Ed Bridges, Stanford University; Dr Conrad Toepfer, Jr., State University of New York at Buffalo; and Dr. James A.
Beane, National Lewis University. Continuing dialogue with Dr. Beane led to a faculty visit to ascertain the effectiveness of the cohort concept for
master's degree at National Lewis University. As a department, we liked what we saw and started moving in that direction.
         Creating cohorts served as a catalyst for re-examing required courses and course content,. One of the first informal triangulation of measurements
involving course instructor, students and practicing administrators led to the deletion of the Administrative Computer Applications course. When initially
placed in our program, computers in the schools and classrooms were few and far between. In short order, our students have become literate with this
technology to the extent that any gaps in their experiences could be treated with Educational Leadership I, II, the Principalship and the Practicum.
         By now, the department faculty had gained sufficient experience with the portfolio admissions process to realize that granting full admission after
six hours was not allowing for enough student work samples and exhibits to ascertain the quality of student writing and thinking skills; and thus twelve
hours are now required before the portfolio is submitted to the departmental admissions committee.
         All of these experiences created an environment where faculty members listened to one another, offered and accepted criticisms and became better
at taking the perspectives of one another. Within this nurturing professional environment discussions of multi and interdisciplinary course work began to
emerge.
         As is true in many cases, timing is everything, as two societal issues faced by our students helped them see advantages for such thinking. In
particular Kansas initiated a very extensive highway improvement program involving bridge replacement, closed roads and extensive detours involving
                                                                            17
secondary roads. Couple this with gasoline reaching two dollars a gallon had our students agree to one long afternoon and evening per week and thus the
concept of bundled courses of multi and inter disciplinary activities came to birth (See appendix -B for a sample bundled course sequence).
          At present, discussions are underway to have the Unison School case study housed entirely in the first two bundled courses, emerge as our
enduring theme within all courses in the Educational Leadership program to model the power of thematic instruction in all educational settings.
          The one large issue that created a bad taste in the mouths of student and faculty a like was the comprehensive examinations experience. Initially, it
had the flavor of "catching them being bad". One faculty member attempted to change the process by giving the students more ownership of the questions
thus placing that individual at odds with his colleagues. Over time and with much persistence, faculty members came around to this viewpoint-a pool of
questions was made available to students, they were encouraged to generate two of their own questions being assured that one of the two would appear on
their comprehensive exam. Rubrics were developed to add more objectivity to the scoring and computers were provided for students choosing to keyboard
their answers to the questions. While these efforts clearly improved the process the culture of "high stakes testing" pitting professors against students was
still present. Student coursework suffered during the semesters they took comps especially our four-week summer sessions that involve very intensive
work and study. Rather than being perceived as mentors we were still being viewed as "judge and jury". Our continuing dissatisfaction with the
comprehensive exams coupled with our ever increasing knowledge of the ISLAC standards lead us to replace the comps with a year long project (See
appendix –C for the project script). This is our first year of this endeavor and we are excited by the richness found in the project proposals that are being
developed to satisfy the program requirements. "Man hour" logs are now being kept by departmental faculty to see if we have the resources to bring the
project concept to fruition.
          Multi-disciplinary course work, thematic instruction and real life projects tied to the world of local practice and ISLAC standards makes for a most
exciting professional environment within the Special Services and Leadership Studies (SSLS) department at Pittsburg State University.




                                                                              18
Appendix A: Explanation of Portfolio Items for Full Admission

Leadership Portfolio
When students first apply to the Educational Leadership Master’s Program (or begin the course work required for licensure as a building leader), they are
conditionally admitted based on their GPA on previous degrees. To gain FULL admission to the program, students must submit to the Educational
Leadership Admissions Committee a Leadership Portfolio. You will begin creating your Leadership Portfolio during SSLS 800 Educational Leadership
I/SSLS 891 Methods of Research and will add work samples from two other courses. At the beginning of the semester after completing 12 hours, you
need to submit your Leadership Portfolio to the Admissions Committee for review. During SSLS 800/891, you should work to ensure that you compile all
the bold-faced items listed below. Brenda LeTendre (bletendr@pittstate.edu) will also gladly provide you with feedback on drafts for the items marked
with an * (d, f, g, i, and j). We strongly suggest that you avail yourself of this opportunity.

        During this semester you need to make sure that the following bold-faced items are placed in your portfolio file located in the SSLS Department
        office:

            a. An application for admission to Graduate School. (If you have received a letter from the Graduate Office saying that you have been
               conditionally admitted, you already have the application in your official file in the SSLS office and you do not have to submit another.)
            b. Official transcripts from all colleges and universities attended by the student. (Again, if you have already received a conditionally-admitted
               letter from the Graduate Office, your transcripts already exist in your official file in the SSLS office.)
            c. Two letters of recommendation from supervisors and/or professional peers; one must attest, with concrete examples, to the your potential
               as an educational leader. Please have these letters sent via surface mail or email to

                                 Brenda LeTendre
                                 Pittsburg State University
                                 303 Hughes Hall
                                 1717 South Broadway
                                 Pittsburg, KS 66762
                                 bletendr@pittstate.edu

                 You can contact Ms. Chris Cox, SSLS secretary, at mcox@pittstate.edu or 620-235-4484 to check if we have received your letters of
                 recommendation.
            d.   *A resume of educational and professional experiences.
            e.   A copy of current certification (if wanting to pursue building level certification)
            f.   *A written statement of your professional goals.
            g.   *A written leadership autobiography describing the leadership roles your have assumed as an adult leading adults.
            h.   4 written products created individually by you selected from the first 4 courses (12 hours) that you have taken in the program. One product must
                 include a written response to a case study where you had at least on week to construct a response. You may use an initial posting to one of the
                 Blackboard Discussion Board activities for the case requirement. If SSLS 800/891 are your first 6 hours, you will submit 2 work samples at the
                 end of this semester and 2 additional work samples later.
            i.   *Documentation of your ability to work collaboratively with others.
            j.   *Documentation of your history of meeting deadlines and satisfactorily accomplishing major tasks.


                                                                            19
The Admissions Committee meets around October 15, March 15, and June 15 to make its decisions.

Leadership Autobiography
For your Leadership Portfolio, you need to write a one/two page Leadership Autobiography where you describe how you have taken leadership roles in
organization since becoming an adult. Your autobiography does not have to be exhaustive. However, you should describe at least TWO examples of times
where you lead a group of ADULTS to complete a major task. You should also talk about assuming a leadership role in two different situations/settings,
such as in sports and a QPA team OR at school and at church OR at school and in the community.

You should include an introductory paragraph and a summary paragraph and strive to keep your Autobiography to two to three type written pages.

You should include within your Autobiography some discussion of:
       a.    the roles and activities that you actually did in the leadership examples
       b.    your concept of what leadership is
       c.    what you personally learned about yourself as a leader through these experiences.

I will not give you a grade on your autobiography. Rather I'll provide you feedback using the simple rubric below.
         1.    Perfect or near perfect mechanics (spelling/grammar) -- yes no somewhat
         2.    Shows two examples of assuming leadership roles where the writer lead a group of adults to complete a major task -- yes no
         3.    Shows assuming leadership roles in two different settings -- yes no
         4.    Clearly explains the leadership roles and duties -- yes no somewhat

Instructions for the written documentation of your ability to work collaboratively with others
You should take only two or three paragraphs to explain how you, as an adult, worked collaboratively with other adults to complete a major task.

Instructions for the written documentation of your ability to meet deadlines and complete major tasks
You should take only two or three paragraphs to describe your history in meeting deadlines and satisfactorily accomplishing major tasks.

Instructions for Professional Resumé
Your professional resumé should fit on one or two pages. This document will introduce the Admissions Committee to you. Therefore, you should make it
informative and pleasing to the eye. It should contain the following items:

    •   Your name and contact information
    •   Your education starting with your undergraduate work. You should also mention when you expect to complete any degree you are currently
        working towards.
    •   Your work experience in the educational field
    •   Your relevant work experience outside the educational field
    •   Your certifications. You should also mention when you expect to complete any certifications you are currently working towards.
    •   Awards/honors
    •   Social Activities (optional)
    •   Affliliations/organizational memberships
    •   Name and contact information for your references OR references provided upon request
                                                                           20
Appendix B: Explanation of Portfolio Items for Full Admission

Bundled Courses --- An Innovative Delivery Model
        Master’s in Educational Leadership
• Two courses with content intertwined
• Co-taught by two professors
• Classes meet one night a week generally from 5 – 9 p.m.
• Includes
        -- face-to-face class time
        -- group projects
        -- individual projects
        -- electronic discussion boards
        -- on-line activities
        -- field experiences (in three of the bundled courses)

Benefits:
       • Students receive a coherent learning experience.
       • Students see that courses mirror the real world where content and skills don’t reside in neat, distinct “boxes,” but instead interconnect to form a
           whole.
       • Students find it convenient to attend class only one night per week.
       • Professors grow professionally as they co-plan and co-teach with a colleague.

Bundled Courses
SSLS 800 Educational Leadership I AND
      SSLS 891 Methods of Research
SSLS 809 Legal Foundations of Education AND
      SSLS 855 Administration and Supervision of Special Education
SSLS 801 Educational Leadership II AND
      SSLS 863 Supervision of Instruction
SSLS 847 Principalship AND
      SSLS 835 Elementary and Middle School Curriculum OR
      SSLS 836 Secondary School Curriculum

Appendix C: Explanation of Portfolio Items for Full Admission

SSLS 894 Practicum in Educational Leadership
        Building level K-12 certification or Master’s in Educational Leadership
        6 credit hours (Field Experience, 3 credit hours; Project Experience, 3 credit hours)
Practicum work will begin Fall semester of their 2nd year in the program and continue through the Spring semester and possibly the Summer semester.
                                                                              21
 We recommend the following schedule for students during their 2nd year in the program:

 If began with a FALL cohort:
 2nd year Fall      – take SSLS 801 Educational Leadership II
                    – take SSLS 863 Supervision of Instruction
                    Begin practicum work (both field experiences and project)

 2nd year Spring – take SSLS 847 Principalship
                     – take SSLS 835 Elem/Middle School Curriculum or SSLS 836 Secondary School Curriculum [Note: Need to take SSLS 834
                     Curriculum Development prior to this semester. Should take during Summer of 1st year.]
                     Continue Practicum work (both field experiences and project) Finish Field Experiences and submit Field Experience Journal and Log

 2nd year Summer      – enroll in SSLS 894 Practicum for 6 hours.
                      – finish and submit Project.

 Options:
 Students may elect to enroll in 3 to 6 hours of Practicum during the Summer following their first year in the program. However, they will not begin their
 field experiences or project until the Fall of their 2nd year and will receive an Incomplete in the hours until all work for the Field Experiences and Project
 are completed –generally during the following Spring or Summer.

 Students may elect to enroll in 3 to 6 hours of Practicum during the Fall or Spring semesters of their 2nd year while they take 6 hours of course work. This
 option, however, will cause them to be classified as “full time” students with tuition costs almost doubling.

 If began with a SPRING cohort:
 2nd year Spring    – take SSLS 801 Educational Leadership II
                    – take SSLS 863 Supervision
                    Begin practicum work (both field experiences and project)

 2nd year Summer      – enroll in SSLS 894 Practicum for 6 hours.
                      Begin Project.

 2nd year Fall     – take SSLS 847 Principalship
                   – take SSLS 835 Elem/Middle School Curriculum or SSLS 836 Secondary School Curriculum [Note: Need to take SSLS             834
                                                                                   st
     Curriculum Development prior to this semester. Should take during Summer of 1 year.]
                   Continue Practicum work (both field experiences and project). Finish Field Experiences and submit Field Experience Journal and
                Log. Finish and submit Project.

Option:
Students may elect to enroll in 3 to 6 hours of Practicum during the Fall or Spring semesters of their 2nd year while they take 6 hours of course work. This
option, however, will cause them to be classified as “full time” students with tuition costs almost doubling.
                                                                               22
FIELD EXPERIENCE COMPONENT (K-12 or Master’s in Educational Leadership)
3 hours credit
150 Hours to be logged over Fall and Spring semesters
For licensure as building leader:
        Emphasis on K-12 experiences and Special Education.
        Focus on experiences that have the students observe and DO.

        Modifications will need to made for those in the non-certification strand:
               Emphasis on experiences within career setting
               Focus on experiences that have the students observe and DO.

Using the Performance indicators of the ISLLC standards, identified Building Leader Roles & Responsibilities.
            from ISLLC #1 - Develop & Facilitate VISION of Learning
            from ISLLC #2 - Promote Student Learning
            from ISSLC #2 - Promote staff professional growth
            from ISSLC #3 – Manage learning environment
            from ISSLC #4 – Collaborate with families & community
            from ISSLC #5 – Live ethically
            from ISSLC #6 – Work with political, social, economic, legal, cultural context

* Using the seven Building Leader Roles & Responsibilities identified above, align
the Required Situational Experiences in the CURRENT practicum program and the Required Situational Experiences in the PROPOSED practicum
program


Required Situational Experiences for practicum program
#1 Develop & Facilitate VISION of Learning
-observe school site council (SSC) meeting at two levels (Elem/MS/HS)
-curriculum development meeting –district level (year or semester committee meetings)
-administrative cabinet experience
#2 Promote Student Learning
-curriculum development meeting
-IEP meeting at two levels
-Shadow~ counselor, OT, Pt, speech, school psych, ELS, etc. to know their duties

#2 Promote staff professional growth
-Professional Development Committee (PDC), building (QPA or NCA) and district
-Personnel evaluation process meeting (from 863 – evaluate a colleague)
#3 Manage learning environment
                                                                             23
-co-curricular activities -- what’s involved with scheduling each event, etc, scheduling at a building level; observe one event; do a second event
-classified employees meeting, bus drivers, food service, custodial, maintenance
-budget planning session (department, building, and district) (from 801 – interview about revenue of district that relate to building; “stay out of jail”
tips, manage $ at building level)
- Attend various meeting pertaining to the hiring process (801- participate beginning to end)
#4 Collaborate with families & community
-observe and conduct a parent conference (multiple levels & situations – for different reason, i.e., discipline, academic concerns,…)
#5 Live ethically
#6 Work with political, social, economic, legal, cultural context
-observe Board of Education meeting multiple times
                                                           Overall Integrated Experiences
-Shadow a principal for a day (at a different level)
-Assume principal responsibilities for a day.
-Juvenile authorities, DFS, etc. how to respond to

*Time frame for completion - Practicum experience will span Fall/Spring. Students will submit practicum journals at the end of the spring semester.

* Field experiences will entail periodic group meetings with other practicum students and the professor. May be held regionally. May put into the PSU
schedule as a regular meeting time.

During these regional group meetings, the faculty member will cover issues and content that pertain to all field experiences. During this meeting time,
students will share with one another, giving students a broader view of problems that leaders typically handle at various levels within the educational
organization.

* Field experience will also include an initial meeting between the student, the on-site mentor administrator, and the university supervisor.

        * Portfolio will include:
        a. log of time
        b. reflective journal entries
        c. documentation that shows that the student has met the performance.

*Hours should be distributed across experiences rather than a majority being similar experiences (such as supervising ballgames).

*Situational experiences will be required at multiple levels for K-12 certification (reference to three levels will include – Elementary, Middle School, High
School)

                                                                     Project Component

The Project Component of the Practicum will consist of an action research project or projects focusing on one of the following tasks:

        1) evaluating the effectiveness of an educational intervention within an organization, school, department, or team (not just in one classroom).
                                                                              24
        2) taking stock of the current situation within an organization or school in light of locally-specified judgment criteria, accreditation judgment
           criteria, or “best practices” judgment criteria.

        3) solving a major problem within an organization, school, department, or team (not just in one classroom).

        The student, with permission of the faculty member, may elect to do ONE year-long project or TWO semester-long projects.

Elements of the Action Research Project:

A. The Project proposal will include:
    1) the question(s) the student will answer by doing the project.
    2) a plan for gathering and analyzing data to answer the question(s).
    3) a description of the products/outcomes the student will produce as a result of the project (must include a written report and reflection).
    4) a plan on how the student will share the information with relevant audiences.
    5) a time line for completing the project.
    6) a discussion of the ISLLC standard(s) and performances that the student will demonstrate through the project.
B. The Project will last across 1, 2 or 3 semesters. The student, with permission of the faculty member, may elect to do ONE year-long project or TWO
    semester-long projects.
C. The Project will entail gathering and analyzing data.
D. The Project will address an issue that affects an entire organization, school, department, or team.
E. The Project will address an issue typically faced by leaders within the student’s profession.
F. The Project will include some component dealing with a special education issue OR an issue at a level other than their current position. If the student
    elects to do ONE year-long project, the project must include but not necessarily focus on a special education issue or an aspect at a level other than
    their current position.

Examples of appropriate projects:
      1. Determine the effectiveness of a school’s use of planners.
      2. Determine the effectiveness of a school’s use of Reading Recovery.
      3. Take stock of the school in light of North Central , MSIP, or QPA standards.
      4. Take stock of the middle school in light of the standards put forth by the National Middle School Association.
      5. Address the bullying problem within a school.
      6. Address the low science achievement among students eligible for free/reduced lunch.

Examples of INAPPROPRIATE projects:
      1. Determine if using journals in one teacher’s classroom improves student writing.
      2. Track the achievement of students in one teacher’s classroom.
      3. Address the low reading achievement of students in one teacher’s classroom.
      4. Align the reading curriculum with state standards.
      5. Design a brochure explaining one of the organization’s unique programs.
      6. Plan and implement a staff development program for professionals within the organization.
                                                                             25
        A faculty member will serve as the project advisor, although other faculty may provide guidance as needed. Students will confer with the project
        advisor at regular intervals. Project work will entail periodic group meetings with other practicum students and the professor. May be held
        regionally. May put into the PSU schedule as a regular meeting time.

        During these regional group meetings, the faculty member will cover issues and content that pertain to all student projects. During this meeting
        time, students will share with one another their progress on their projects, giving students a broader view of projects/problems that leaders
        typically handle at various levels within the educational organization.


Appendix D: Explanation of Portfolio Items for Full Admission

                                              UCEA/TEA Survey of Leadership Preparation and Practice

Dear Program Graduate:
Since you completed your graduate leadership preparation program___________________, we wanted to learn about your career progress and how the
program has helped you in your work.

The national Taskforce on Evaluating Leadership Preparation Programs is surveying program graduates among its members’ institutions, including ours.
Their intent—and ours—is to learn how leadership preparation improves leadership practice and school improvement work. Thus, our interest in your
progress is two-fold—to improve our program and to combine our results with other institutions’ to learn more about our effectiveness.

Please help us by completing the enclosed survey and return it to us in the self-addressed envelope. We hope you will share your input about your
experiences and opinions. We are asking all recent graduates from your program to complete this survey. We need all participants to respond in order to
create a complete portrait of the program’s impact. Your participation is critical!

This survey takes about 20 minutes to complete. Most questions ask you to comment on various aspects of the program and your career advancement
since completion, and to describe your school and your leadership practices. The risks and benefits of completing the survey are similar to responding to
questions about a work related matter. You may also benefit by knowing that your input will help to strengthen your graduate program’s quality and
effectiveness, and the leadership preparation field generally.

Your participation is completely voluntary and all answers will be handled confidentially. No school or person will be identified individually in any verbal
or written report. Only aggregate information will be discussed in reports and publications. We plan to share summary results with your program’s faculty
and to combine with others for reports and articles on leadership preparation. Please complete the enclosed postcard and return it to us if you would like a
copy of the results as well.

We hope you will take the time to finish this survey. Your feedback is very important to us. If you have any questions about this survey and its use,
_________

Thank you very much for your time and participation.

                                                                            26
Sincerely,

P. S. We hope to follow up graduates in the future. If we do, we would like to compare your future experiences with your current ones. Thus, we need a
way to connect surveys without using names. We combine numbers from the following information to create a coding schema that ensures anonymity.
Please provide the following information.

What year did you complete the program? _ _ _ _

What is your mother’s date of birth (month/day/year): _ _ /_ _/ _ _

                                                   THANK YOU for your generous time and assistance.




                                                                           27
1. What institution sponsored your formal educational leadership preparation program [the program you completed leading to a credential]?
Check one
     University (name of institution _________________________________)
     University/district partnership (name of program _____________________________)
     District only
     A non-university or district organization (specify____________________________)
     More than one institution (earned credits from various sources)
     Other__________________________________
     I did not attend a program for formal leadership preparation in order to become a principal


2. When did you begin the program? _ _ / _ _ (month/year)

3. When did you finish the program? _ _ / _ _ (month/year)

4. Were you referred by your school or district to participate in this program? (check just one)
     Yes, formally
     Yes, informally someone in my school or district suggested that I go
     No, I initiated participation.


5. How much of your program participation costs (tuition, books, instructional materials) did your school or district fund or reimburse? (Check
just one)
        None
        Some
        Half
        Most
        All.


6. To what extent were the following qualities true of your educational           Not at                                           To a Great
leadership preparation program: (select one answer for each item)                  all                                               Extent
a. The program content emphasized instructional leadership                          1              2        3            4              5
b. The program content emphasized leadership for school improvement                 1              2        3            4              5
c. The program content emphasized managing school operations efficiently.           1              2        3            4              5
d. The course work was comprehensive and provided a coherent learning               1              2        3            4              5
    experience.
e. I was in a student cohort-- a defined group of individuals who began the          1             2        3            4              5
    program together and stayed together throughout the entire program
h. The course work is challenging and intellectually stimulating                     1             2        3            4              5
i. I was often asked to reflect on practice and analyze how to improve it.           1             2        3            4              5
j. The program integrated theory and practice.                                       1             2        3            4              5

28
k. The program gave me a strong orientation to the principalship as a career.       1          2           3            4               5
l. Communication with the college was effective                                     1          2           3            4               5
m. Scheduling classes and other program activities was convenient                   1          2           3            4               5
n. The program location was accessible                                              1          2           3            4               5
o. The program provided a strong orientation to education leadership careers,       1          2           3            4               5
   including the superintendency
p. There were many opportunities for students to evaluate the program               1          2           3            4               5

7. To what extent were the following learning practices/instructional            Not at all                                         To a Great
strategies part of your coursework? (select one answer for each item below)                                                           Extent
Field-based projects in which you applied ideas in the field                         1             2           3            4            5
Analysis and discussion of field-based problems/                                     1             2           3            4            5
Action research or inquiry projects                                                  1             2           3            4            5
Analysis and discussion of case studies                                              1             2           3            4            5
Lectures                                                                             1             2           3            4            5
Creation of a portfolio of your professional preparation work, projects and          1             2           3            4            5
accomplishments.
Completion of a capstone or culminating project.                                     1             2           3            4               5

8. To what extent were the following characteristic of your relationships and     Not at all                                       To a
faculty in the program? (select one answer for each item below)                                                                 Great Extent
I have developed close personal relationships with other leadership students            1          2        3           4            5
Practicing school or district administrators taught in the program.                     1          2        3           4            5
The faculty were very accessible                                                        1          2        3           4            5
My interactions with peers have had a positive influence on my personal growth          1          2        3           4            5
The faculty were very knowledgeable
The faculty are very competent instructionally                                          1          2        3           4               5
The faculty are regularly involved in scholarship and research                          1          2        3           4               5

9a. Did you have a program sponsored internship or other field experience sworking directly with a principal on administrative tasks?
     Yes
     No


       9b. If no, Did you have another kind of supervised educational leadership field-based experience?
            No,
            Yes, if yes, please describe briefly____________________________________________________



29
        9c. How many building-level internships did you have?__________

        9d. Did you have one or more central office internship experiences?
             No
             Yes


10. How many weeks was your internship/field experience?____________ (Please give total number of weeks if you had more than one internship or
field experience.)

11. How many hours TOTAL was your internship/field experience? ______ (clock hours, not credit)

12. Was your internship/field experience in the same school where you were teaching? (Check all that apply.)
     No, none in my same school
     Yes, at least one was in my school
     Not applicable. I was not employed in a school setting.


13. How did you manage the time for your educational leadership internship/field experience? (check one)
     My full-time position was my internship; I did not teach or hold another job at the same time.
     I had some release time from my teaching to carry out my internship.
     I carried a full teaching load and did my internship during non-teaching time in the school year.
     I carried a full teaching load and did my internship during the summer
     Other (specify)______________________________________________________

14. To what extent did your educational leadership internship experience               Not at all                              To a Great
reflect the following attributes? (select one answer for each item below)                                                        Extent
I worked in one or more schools serving students with a variety of socioeconomic           1          2        3       4            5
backgrounds.
I was supervised by knowledgeable school leaders.                                          1          2        3       4           5
I had responsibilities for leading, facilitating, and making decisions typical of an       1          2        3       4           5
educational leader
My internship achievements were regularly evaluated by program faculty                     1          2        3       4           5
I was able to develop an educational leader’s perspective on school improvement            1          2        3       4           5
My internship experience was an excellent learning experience for becoming a               1          2        3       4           5
principal

15. How effectively did your educational leadership program prepare you to do           Not at      Poorly   To Some   Well        Very
the following? (select one answer for each item below)                                   all                  Extent               well
a. Understand how different students learn and how to teach them well                     1           2         3          4        5
b. Create a coherent educational program across the school                                1           2         3          4        5
30
c.   Evaluate instructional methods for their use and effectiveness                         1      2   3       4       5
d.    Support professional collaboration among teachers                                     1      2   3       4       5
e.   Evaluate and provide instructional feedback to teachers                                1      2   3       4       5
f.   Build and sustain an educational vision for a school                                   1      2   3       4       5
g.   Handle discipline and support services                                                 1      2   3       4       5
h.   Develop broad agreement among staff about the school’s mission                         1      2   3       4       5
i.   Analyze budgets and reallocate resources to achieve critical objectives                1      2   3       4       5
j.   Create and maintain an orderly, purposeful learning environment                        1      2   3       4       5
k.   Manage facilities and their maintenance                                                1      2   3       4       5
l.   Improve staff sensitivity to diversity and effectiveness in serving all students       1      2   3       4       5
     well
m.   Work with parents to support students’ learning                                        1      2   3       4       5
n.   Use data to monitor school progress, identify problems and propose solutions           1      2   3       4       5
o.   Engage staff in shared decision making and responsibility taking                       1      2   3       4       5
p.   Engage staff in comprehensive planning for school improvement                          1      2   3       4       5
q.   Redesign the school’s organization to enhance teaching and learning                    1      2   3       4       5
r.   Use effective writing and communication skills, particularly in public forums          1      2   3       4       5
s.   Collaborate with others outside the school for assistance and partnership              1      2   3       4       5
t.   Engage in self-improvement and continuous learning                                     1      2   3       4       5
u.   Develop a clear ethical principles to guide decision making and problem solving        1      2   3       4       5

16. Which three program features were most beneficial to your leadership development?




17. I believe being a principal can (or does): (select one answer for each item         Strongly                       Strongly
below)                                                                                  disagree                        agree
Make a difference in the lives of students and staff                                        1      2       3       4      5
Provide opportunities for one’s professional growth                                         1      2       3       4      5
Enable me to develop relationships with others inside and outside the school                1      2       3       4      5
Enable me to influence school change                                                        1      2       3       4      5
Require very long work hours                                                                1      2       3       4      5
Has too many responsibilities                                                               1      2       3       4      5
Decrease my opportunity to work directly with children                                      1      2       3       4      5
a lot of Create stress                                                                      1      2       3       4      5
31
18. PRIOR to enrolling in the educational leadership preparation program, what were your intentions to become a principal? (Check one.)
     I intended to go into the principalship as soon as possible.
     I thought I might go into the principalship someday.
     I was undecided about the principalship.
     I had few if any plans for going into the principalship.
     I was already a principal when I enrolled in the program.


19. What are your CURRENT plans for going into the principalship? (Please check all that apply)
     I have become a principal since enrolling in the program
     I was already a principal when I enrolled in the program
     I intend to go into the principalship as soon as possible
     I think I may go into the principalship someday
     I am undecided about the principalship
     I have NO plans of going into the principalship




20. In thinking about going into the principalship now, to what extent do you agree      Strongly                                    Strongly
with each of the following statements: (check one for each line)                         disagree                                     agree
It would be easy to go into the principalship                                                1        2           3          4           5
My going into the principalship would be difficult to do                                     1        2           3          4           5
My friends and family think I should go into the principalship                               1        2           3          4           5
My administrators think I should go into the principalship                                   1        2           3          4           5

21. If you had the opportunity to do it over again, would you choose the same program?
     Definitely Yes
     Probably Yes
     Not Sure
     Probably Not
     Definitely Not


22. How many total years of elementary and secondary teaching experience have you had? _____
23. What subject areas and grade levels have you taught? Check all that apply




32
        Elementary school
        Middle school
        High school
        Special education (K-12)
        Math or science
        English / language arts
        Social science
        Foreign language
        Vocational or technology
        Physical education/ Health
        Music/art/media
        All others______________________________________________________
24. If you never taught, what was your prior employment before entering the program or the principalship?
     A position in K-12 education (specify)_________________________________
     A job outside of K-12 education (specify field and position)_________________________________


25. Have you held any of the following school positions? (include temporary positions) Check all that apply.
        Department head
        Curriculum specialist or coordinator
        Assistant principal or program director
        Guidance counselor
        Athletic coach or director
        Sponsor for student clubs, debate teams
        Literacy or math coach
        Person in charge of/responsible for school-wide functions
        Grade level or subject area team leader/chair person
        Member of a shared-decision making/school based leadership team or committee

26. Since completing the program, what position(s) have you held and what were the dates of your employment (Month and year), starting with
the position you held at the time you completed the program?

     26a.Position #1—At the time you completed the program
          Teacher
          Building level curriculum specialist or coordinator
          Department chair
          Assistant principal
          Principal
          Central office administrator, specify_______________________________________
          Other



33
        Start date: Month/year_________        End date Month/year____________

     26b. Position #2. What was your next position, if you changed, and when did you start and end that position, if it ended?
         Teacher
         Building level curriculum specialist or coordinator
         Department chair
         Assistant principal
         Principal
         Central office administrator, specify_______________________________________
         Other


        Start date: Month/year_________        End date Month/year____________

     26c. Position #3. What was your next position, if you changed, and when did you start and end that position, if it ended?
          Teacher
          Building level curriculum specialist or coordinator
          Department chair
          Assistant principal
          Principal
          Central office administrator, specify_______________________________________
          Other


        Start date: Month/year_________        End date Month/year____________

     26d. What is your CURRENT position and when did you start it?
         Teacher
         Building level curriculum specialist or coordinator
         Department chair
         Assistant principal
         Principal
         Central office administrator, specify_______________________________________
         Other


        Start date: Month/year_________        End date Month/year____________

27. How many years in total have you worked in any certified educational leadership positions? _________

28. PRIOR to this school year, how may years did you serve as the principal of THIS and ANY OTHER school?_________

29. PRIOR to this school year, how many years did you serve as principal of THIS school? ______


34
30. What certification for the principalship do you hold? (check all that apply)
     Initial/provisional/probationary principal certification
     An alternative certification issued to allow employment as an administrator while you are in a preparation program
     Permanent or professional certification (the highest standard credential for the principalship granted in your state)
     Other administrative certification (specify_______________________________)
     I do not hold a certification for the principalship


31. What graduate degree, if any, did you earn as part of your formal leadership preparation? (check all that apply)
     Master’s degree (MA, MS)
     Masters of Education (MEd.)
     Specialists degree (EdS) or Certificate of Advanced Studies
     Doctorate (EdD. Or PhD)
     No degree, license or certification only


32a. Did you take a state test after completing your leadership preparation program?
     Yes
     No


     32b. If so, did you pass this test?
               Yes
               No


     32c. If yes, how many times did you take the test before successful completion? ___

33. What is your gender?
     Male
     Female


34. Are you of Hispanic or Latino origin?
     Yes
     No


35. How do you identify yourself in terms of race/ethnicity?
     White
     Black or African American
     Asian
     Native Hawaiian or Other Pacific Islander
     American Indian or Alaska Native
     Other ____________________________________________________________


36. What is your year of birth? 19__ __.
35
IF YOU ARE CURRENTLY SERVING AS A PRINCIPAL, PLEASE ANSWER THE REMAINING QUESTIONS. IF YOU ARE NOT
SERVING AS A PRINCIPAL, PLEASE stop here and RETURN THIS SURVEY IN THE ENCLOSED SELF-ADDRESSED ENVELOPE.
THANK YOU!

37. What best describes the location of your school?
     Urban
     Small city
     Suburban
     Small town
     Rural


38. What grades does your school include? (check all that apply)
     Pre-K
     1
     2
     3
     4                                specify)_________________________________

39a. How many students are in your school?________

     39b. What percentage are classified as racial/ethnic “minority” students?______________%

     39c. What percentage of your students are eligible for free or reduced-price lunch?_______%

40. How many teachers are in your school?__________

41a. How many teachers were new to your school last year (2003-04)? ____

     41b. Of the teachers who were new to YOUR SCHOOL last year, how many are still teaching in your school?_______


42. Please indicate the extent to which you agree or disagree with each of the following statements     Strongly              Strongly
about the principalship. (select one answer for each item below)                                        disagree               agree
The stress and disappointments involved in serving as principal of this school aren’t really worth it       1         2   3      4
If I could get a higher paying job, I’d leave education as soon as possible                                 1         2   3      4
I plan to remain principal of this school as long as I am able                                              1         2   3      4
I think about transferring to another school                                                                1         2   3      4
I plan to remain a principal until I retire                                                                 1         2   3      4



36
43. How many total hours do you spend on ALL school-related activities for this school during a typical week? Include hours spent working during
the school day, before school, after school and on weekends. _ _ _ total weekly hours

44. In the last month, approximately how often did you engage in the following activities            Never       Once or       Once or       Daily
in your role as principal of this school? (select one answer for each item below)                                twice a       twice a
                                                                                                                 month         week
a. Supervise and evaluate faculty and other staff                                                      1            2                3         4
b. Facilitate student learning (e.g. eliminate barriers to student learning; establish high            1            2                3         4
     expectations for students)
c. Observe classes and provide teachers with instructional feedback                                    1           2               3           4
d. Guide the development and evaluation of curriculum and instruction                                  1           2               3           4
e. Provide and engage teachers in professional development activities                                  1           2               3           4
f. Maintain the physical security of students, faculty and other staff                                 1           2               3           4
g. Manage the school facilities, resources, procedures (e.g. maintenance, budget, schedule)            1           2               3           4
h. Attend district level meetings and carry out district-level responsibilities                        1           2               3           4
i. Use data to monitor school progress, identify problems and propose solutions                        1           2               3           4
j. Work with outside agencies and individuals for school assistance                                    1           2               3           4
k. Work with parents on students’ problems or learning needs.                                          1           2               3           4
l. Work with teaching staff to solve school or department problems                                     1           2               3           4
m. Work with teachers to change teaching methods where students are not succeeding.                    1           2               3           4
n. Develop and enforce school rules with students and staff.                                           1           2               3           4
o. Manage discipline and improve classroom management                                                  1           2               3           4

45. Please indicate the extent to which you feel each statement describes your school.        Strongly       2             3             4   Strongly
(select one answer for each item below)                                                       disagree                                        agree
a. Teachers in this school are continually learning and seeking new ideas                         1          2             3             4       5
b. Teachers use time together to discuss teaching and learning                                    1          2             3             4       5
c. Students work hard in this school                                                              1          2             3             4       5
d. Students are aware of the learning expectations in this school                                 1          2             3             4       5
e. This school has consistent standards from classroom to classroom                               1          2             3             4       5
f. The faculty has an effective process for making group decisions and solving problems           1          2             3             4       5
g. In this school we take steps to solve problems, we don’t just talk about them.                 1          2             3             4       5
h. Assessments of student performance lead to changes in this school’s curriculum and             1          2             3             4       5
    instruction
i. Teachers collect and use data to improve their teaching                                       1           2             3             4         5
j. This school has developed effective strategies for involving parents in children’s            1           2             3             4         5
37
    education
k. This school has useful partnerships with outside agencies and groups in the             1        2           3          4           5
    community that support its improvement effort
l. People who take the initiative are appreciated.                                         1        2           3          4           5
m. Good practices are shared across classrooms.                                            1        2           3          4           5
n. You can see real continuity from one program to another in this school                  1        2           3          4           5
o. There is a clear sense of purpose in the school about what we want our students to      1        2           3          4           5
    accomplish
p. All students have access to expert teaching and high-quality curriculum.                1        2           3          4           5
q. Once we start a new program, we follow up to make sure that it’s working                1        2           3          4           5
r. Curriculum, instruction, and learning materials are well coordinated across the         1        2           3          4           5
    different grade levels at this school
s. Teachers strongly support the changes we have undertaken at this school.                1        2           3          4           5
t. Students who struggle or fall behind get needed support.                                1        2           3          4           5
u. The school has a well developed process for facilitating ongoing schoolwide             1        2           3          4           5
improvement and long range planning.


46. Over the last year, to what extent do you believe there has there        Much Less   Somewhat   No Change       Somewhat   Much More
been an increase or decrease in the following in your school: (select                      Less                       More
one answer for each item below)
a. Consensus among staff about the school’s goals                                 1            2        3              4           5
b. Collaboration among teachers in making curriculum and instructional            1            2        3              4           5
    decisions
c. Focus by teachers on improving and expanding their instructional               1            2        3              4           5
    strategies
d. Job satisfaction experienced by staff                                          1            2        3              4           5
e. Staff sensitivity to student needs                                             1            2        3              4           5
f. Staff involvement in decision making                                           1            2        3              4           5
g. Staff recognition for a job well done.                                         1            2        3              4           5
h. Emphasis on student discipline and enforcing consequences for                  1            2        3              4           5
    misbehavior
i. Use of student performance data for instructional improvement                  1            2        3              4           5
j. Attention to the needs of low-performing students                              1            2        3              4           5
k. Efforts among teachers to share practices with each other.                     1            2        3              4           5
l. Involvement of parents and families in school decision making and              1            2        3              4           5

38
     student learning



47. In your current role as principal, to what extent do you feel able to do the following? (select     Very     Little Somewhat Great      Very
one answer for each item below)                                                                         little                              great
Motivate teachers                                                                                         1       2       3         4         5
Generate enthusiasm for a shared vision for the school                                                    1       2       3         4         5
Manage change in your school                                                                              1       2       3         4         5
Create a positive learning environment for students and staff                                             1       2       3         4         5
Engage teachers to improve their instruction                                                              1       2       3         4         5
Raise student achievement on standardized tests                                                           1       2       3         4         5
Reduce student misbehavior and violence                                                                   1       2       3         4         5

48. Which of the following best describes this school’s performance last year? (check one)
     Passed all district and state performance standards
     Passed most district and state performance standards
     Passed some district and state performance standards
     Passed no district and state performance standards


49. To what extent is each of the following a problem in this school? (select one      Not a                                              A serious
answer for each item below)                                                           problem                                             problem
Lack of parental involvement                                                             1               2            3         4             5
Teacher turnover                                                                         1               2            3         4             5
Student absenteeism                                                                      1               2            3         4             5
Students come to school unprepared to learn                                              1               2            3         4             5
Teacher absenteeism                                                                      1               2            3         4             5
Physical conflicts among students                                                        1               2            3         4             5
Robbery or theft                                                                          1              2            3         4             5
Student class cutting                                                                     1              2            3         4             5
Students dropping out                                                                     1              2            3         4             5
Verbal abuse of teachers                                                                  1              2            3         4             5
Low teacher expectations of students                                                      1              2            3         4             5


50. Please indicate how strongly you agree or disagree with the following statements                  Strongly                           Strongly
regarding your district. (select one answer for each item below)                                      disagree                            agree
39
Often I find it difficult to agree with the district’s policies on important matters relating to      1          2        3       4           5
teachers
The district’s expectations are too high for our school.                                              1          2        3       4           5
The district promotes my professional development                                                     1          2        3       4           5
The district encourages principals to take risks in order to make change                              1          2        3       4           5
I know what the district expects of me as a principal                                                 1          2        3       4           5
The district helps me promote and nurture a focus on teaching and learning                            1          2        3       4           5



51. In the past 12 months, have you participated in the following kinds of professional development? (mark each row in the left hand column).
For each kind of professional development in which you participated, please rate how helpful it was to you in improving your practice.
(1= not at all. . . .5=extremely helpful)
Yes      No           Kinds of professional development                                  Not at all                                      Extremely
                                                                                          helpful                                         helpful
  1         2         University course(s) related to your role as principal                 1         2            3             4           5
  1         2         Visits to other schools designed to improve your own work as           1         2            3             4           5
                      principal
  1         2         Individual or collaborative research on a topic of interest to you     1         2            3             4           5
                      professionally
  1         2         Mentoring, coaching or peer observation of principals, as part of      1         2            3             4           5
                      a formal arrangement in the district
  1         2         Participating in a principal network (e.g. a group of principals       1         2            3             4           5
                      organized by your district, an outside agency)
  1         2         Workshops, conferences, or training where you presented                1         2            3             4           5
  1         2         Other workshops or conferences in which you were not a                 1         2            3             4           5
                      presenter
  1         2         Reading professional books or articles.                                1         2            3             4           5

52. Are you a member of: (check all that apply)
     A national professional association of principals (e.g. ASCD, National Association of Elementary School Principals; National Middle School
        Association; National Association of Secondary School Principals)
     A state professional association of principals
     A county or city professional association of principals
     A national professional educational association (e.g. Phi Delta Kappan, National Council of Staff Development, National Council of Teachers of
        English).



40
 53. To what extent do you agree or disagree with the following statements about the professional development you have received in the last year?
                                                       (select one answer for each item below)
My professional development has …                  Disagree           Disagree           Disagree       Agree         Agree             Agree
                                                    strongly         moderately           slightly     slightly     moderately         strongly
A significant role in helping me make decisions         1                2                    3            4             5                 6
about curriculum and instruction
Helped me to use data more effectively                  1                2                    3            4             5                 6
Helped me to work with community groups                 1                2                    3            4             5                 6
Has helped me to develop my instructional               1                2                    3            4             5                 6
leadership skills
Has focused primarily on district goals                 1                2                    3            4             5                 6

54. What are your career intentions for the next 10 years? (mark one)
     Remain as the principal of this school
     Become a principal of another school of a different grade level mix
     Advance to a central district office position
     Advance to the superintendency
     Other educational career pursuit (specify_______________________)
     Other noneducational career pursuit (specify____________________)
     Retire



Appendix E: Comprehensive Exam Information and Rubric

Educational Leadership Comps Packet –

To prepare for the Comprehensive Exam, please complete the following:

1)      Review the Model for Selection of Comprehensive Exam Questions enclosed.
2)      Select 4 questions that you want to prepare for from the Comprehensive
        Exam Questions for Educational Leadership Program list. One must be from the Research pool.
3)      Write 2 questions of your own that you want to prepare for (remember these questions need to be approved by your advisor).
4)      Send your advisor the questions and the numbers of the questions you selected.
5)      Your advisor will approve or amend your questions and select the four additional questions that will total 10 questions for you to research and
        prepare for the exam.
6)      On the day of the exam you will have 5 of those 10 questions. You will have 3 hours to answer these questions.
        The rubric used to grade the exams is attached.

If you have any additional questions, write or e-mail your advisor. If you want an appointment, please arrange for one by phone or e-mail.

41
                                                                       Do Not Forget

1) To sign up for comps, contact Chris Cox (Special Services and Leadership Studies) at 620/235-4484 or email to mcox@pittstate.edu. Give her the
following information:

     1.     Name
     2.     Address
     3.     Phone Number where you can be reached during the day
     4.     Major: Education Leadership
     5.     Advisor's Name
     6.     Do you want to write them or take them on a computer. If computer, do you want an
            IBM or Mac?

Do this at least 4 weeks before the date of comps. We recommend you do this as soon as you know when you are going to take comps.



2)   Petition for the Degree by going to the Graduate Office or contacting Haley Dalton at 620/235-4218 or email to hddalton@pittstate.edu.

Do this at least 4 weeks prior to the date that the degree will be conferred - or 4 weeks prior to the semester you plan to go through graduation. We also
recommend you petition for the degree as soon as you know when you plan to graduate.

Educational Leadership Advisors

Dr. Brenda LeTendre                      Dr. Brenda Roberts                       Dr. Richard Lipka
620/235-4504                             620/235-4498                             620/235-4486
bletendr@pittstate.edu                   broberts@pittsate.edu                    lplipka@pittstate.edu


Department Chair

Dr. Chris Christman
620/235-4068
jchristm@pittstate.edu




42
                                Model of Selection of Comprehensive
                                          Exam Questions



       Pool of Research                 Pool of Content                  Two Student
          Questions                       Questions                   Generated Questions




     One Student Selected          Three Students Selected               Two Student
     One Advisor Selected          Three Advisors Selected            Generated Questions



                                      Ten Questions to
                                   Student for Preparation




                              Five Questions for Comps Writing
                                          No Choice

                          - At least one student generated question
                          - At least one research question
                          - Remainder of questions from content area




43
Administrative Computer Applications

1.     Describe and discuss the steps that should be included in a district's efforts to develop a comprehensive technology plan.

2.     Identify and discuss the key components that should be present in a district's technology plan.

3.     Discuss the steps - and the personnel involved - that would be appropriate for selecting an administrative software package that would maintain
       student records and produce all reports associated with those records.

4.     The spreadsheet can be an effective tool for today's school leader. Describe in detail an application where the spreadsheet can be used to support
       decision making. Be sure to provide a sketch of the spreadsheet itself, including labels and sample data.

5.     Discuss the policies that should exist within a school district to govern appropriate use of the Internet by both students and teachers.

6.     In the role of a school leader, what is your vision of how technology should affect teaching and learning, and what would you do to move a school
       toward that vision.

7.     Discuss the role of software tools such as e-mail, word processing, spreadsheets, and databases in enhancing your efficiency and effectiveness as a
       school leader.

Curriculum Development

1.     As a teacher, explain how you would redo your current curriculum plan using scope, sequence, continuity, and integration as your four basic
       tenets.

2.     It has been said that it is more difficult to change curriculum than it is to move a county cemetery. We also recognize that curriculum is dynamic.
       Assuming that both of these statements are true, explain the justification for QPA and North Central Association.

3.     There are four approaches to curriculum development: subject centered, broad fields, social problems, and human needs. Briefly define each
       approach and include a concrete example. Then utilizing either the needs or problems approach, briefly outline a teaching/resource unit that could
       include teacher-pupil planning and interdisciplinary planning.

4.     A curriculum approach is defined as a pattern of organization used in making decisions about the various aspects of a teaching-learning situation.
       Within the curriculum field, there are four agreed upon approaches; subject-area approach, broad- fields approach, social problems approach and
       emerging-needs approach. Please define each of these and provide a concrete example of each from your teaching field.

5.     The "Eight Year Study" is still regarded as one of the most significant curricular interactions. What conditions in the American high school led to
       the establishment of the Eight Year Study? What were some of the significant findings for all thirty of the schools in the project?




44
Educational Leadership I

1.     Define “educational leader” and delineate the roles and responsibilities that an educational leader would play within a school.

2.     Discuss the nature of change within organizations and describe the behaviors an educational leader should use to nurture positive change within a
       school.

3.     Describe what is meant by the three following modes of making decisions within organizations:
              a. Command Decisions
              b. Advisory Decisions
              c. Shared Decisions.
       Then for each mode, delineate under what circumstances would that mode be the most appropriate way to make a decision.

4.     What steps should an educational leader follow in solving a problem for which there is no clear-cut, obvious solution? In particular, what should
       an educational leader do to ensure that solutions attack the core reasons causing the problem rather than simply addressing symptoms?

Educational Leadership II

1.     You are the principal and find that you need to hire a teacher for next year to replace someone who is retiring at the end of the current school year.
       Specify the position this new person will fill (i.e. 4th grade teacher, math specialist on the middle school 7th grade team, high school history
       teacher). Then delineate the steps you would follow in filling this position from the time the vacancy first becomes known to the action by the
       board to hire the new person. For each step offer two pieces of advice that you feel will help insure that you hire the best person for the position.

2.     What are the legal issues that administrators must keep in mind as they carry out the tasks related to hiring, managing, and evaluating teachers?
       What steps can administrators take to ensure that a school’s personnel practices fall within the scope of the law?

3.     When selecting teachers, educational leaders often use the following methods to collect information about job applicants:
              • Review resumes
              • Review college transcripts
              • Talk with references
              • Read written references
              • Conduct an interview
              • Ask applicants to perform a work sample

For each of the six above selection methods:
               1) Define the method,
               2) Delineate the type of information usually obtained from using this selection method, and
               3) Cite the advantages and disadvantages of using the selection method.



45
4.     You have been hired as the new principal of Dewey School. The superintendent says she wants you to present a detailed plan on how to foster
       better school community relations at Dewey School to the School Board by May. You are new to the district and the area. Indeed, you visited
       Dewey School for the first time two months ago when you interviewed for the position. What steps will you follow to develop this plan? Be sure
       to include what tasks you will do and a timetable for doing them.

5.     Explain the financial responsibilities that school principals must discharge as part of their job. Offer at least 10 pieces of advice that principals
       should follow to ensure sound fiscal management within schools.

Educational Statistics I

1.     To measure the relationship between anxiety level and test performance, a psychologist obtains a sample of n = 20 graduate students from a
       statistics course. The students are asked to come to the laboratory 15 minutes before the final exam. In the lab, the psychologist records
       physiological measures of anxiety (heart rate, galvanic skin response, blood pressure) for each subject. In addition, the psychologist obtains the
       exam score for each subject.
                 a.    Write the null hypothesis for the above study.
                 b.    Write a research hypothesis for the above study.
                 c.    For the data below, calculate the appropriate measure(s) of central tendency.
                 d.    For the date below, calculate the appropriate measure(s) variability.
                 e.    Compute the Pearson correlation for the following data.
                 f.    Is this result sufficient to conclude that a real relationship between anxiety and test performance exists in the population. Use an
                       alpha level of .05.

            Student                     Anxiety Rating                        Exam Score
               A                              5                                  80
               B                              2                                  88
               C                              7                                  80
               D                              7                                  79
               E                              4                                  86
               F                              5                                  85
               G                              5                                  83
               H                              6                                  84
               I                              4                                  87
               J                              2                                  89
               K                              3                                  71
               L                              4                                  76
               M                              2                                  77
               N                              2                                  78
               O                              2                                  76
               P                              6                                  87
               Q                              4                                  88
               R                              5                                  86
               S                              6                                  76
               T                              3                                  80
46
Elementary/Middle School Curriculum

1.    Discuss classroom methods involving cooperative learning situations that enhance student self-concept and self-esteem. Make reference to
      research that substantiates the use of such methods.

2.    Discuss the use of classroom Town Meeting for development of good citizenship in relation to problem solving.

3.    As the new elementary principal, how would you and your staff evaluate, plan and implement a curriculum?

4.    What kinds of changes do you think ought to come about to make the elementary school experience gender fair? Propose a list of changes with
      your rationale for supporting them.

5.    Cooperative reward structures/cooperative learning is emerging as one of the most productive approaches in classrooms. Define cooperative
      reward structures/cooperative learning and develop a brief lesson plan that is reflective of one of the cooperative learning techniques.

6.    Compare and contrast Rath's values clarification and Kohlberg's moral development approaches to affective development.



Secondary School Curriculum

1.    Our secondary school curriculum is said to be "a mile wide and an inch deep." As a principal, explain how you would approach this dilemma.

2.    Assume you are the principal of a 9-12 high school with 1,000 students. How would you organize your curriculum council? Explain the
      advantages and disadvantages of your model.




47
Foundations of Education

1.     The pundits often say: "History repeats itself." At four times in our nation's history, the texture of the country and schools, in particular, have
       changed due to a large influx of immigrants. Waves of immigrants came into the United States during the 1830's, late 1800's, early 1900's and
       now we find ourselves in the midst of another massive influx of immigrants. Discuss how the public schools of today are either repeating history
       and/or charting a new course in terms of how they are responding to the enrollment of large numbers of immigrant children.

2.     Schools in the United States are shaped by the following forces: technology, human biology, economics, politics, social conditions, history, and
       philosophy. Select three of the these forces and explain how these three forces have shaped the curriculum, instruction, and organization of
       today’s elementary, middle, or high schools.

3.     Write your personal philosophy of education by answering the following questions?

           a.   In your opinion, what does it mean to be an educated person?
           b.   In your opinion, what role should schools play in American society?
           c.   What content (knowledge, skills, and values) should students acquire from their educational experiences?
           d.   What teaching processes do you think we should use in schools? Why?
           e.   What should be the role of the teacher in the learning process?
           f.   What should be the role of the student in the learning process?

4.     Some of the major educational philosophies include: Idealism, Essentialism, Social Reconstructionism, Pragmatism, Realism, Progressivism,
       Existentialism, and Perennialism. Select three of these philosophies and describe how the curriculum, instruction, and organization of a school
       would look under each of these three philosophies.

5.     In the United States, each state has its own unique system of public education. Explain the responsibility of the state and how educational
       functions are affected. Also, explain the role and responsibility of the Federal Government in this system.


Legal Foundations of Public Education

1.     Identify two recent Supreme Court decisions and discuss their implications for public education.

2.     What legal problems are most frequently encountered by a chief school administrator? Discuss their implications.




48
Methods of Research

1.     A research project that compares the traditional method and a new method for teaching spelling to 6th grade students is being designed. For each
       of the following threats to internal validity, provide suggestions to the researchers who are designing the project that would minimize the threat.
       Each answer should be complete enough to demonstrate an understanding of that particular threat to internal validity.
                a.    Differential selections of subjects
                b.    Testing
                c.    History
                d.    Statistical regression
                e.    Instrumentation
                f.    Experimental morality

2.     A teacher designs an experiment to determine the effects of programmed learning materials as supplementary aids in an advanced algebra course.
       The dependent variable is the amount of algebra learned during one semester of instruction. There are 46 students enrolled in two advanced
       algebra classes who are taught by this teacher, and these students were assigned randomly to the classes. The students make up the subjects for the
       experiment. One group of students has access to the programmed materials; the other group does not. Suggest an experimental design that would
       apply to this situation. Is it necessary for the teacher to use a pretest? How might the internal validity of the experiment be enhanced? Does this
       experiment have external validity, and if so, to what extent?

3.     In an effort to cut food waste in the school cafeteria, a group of 5th grade students were asked to complete an evaluation of their school's cafeteria
       entrees. The form contained items to which the students must respond using a scale of 1 to 5. 1 = Yucky! 5 = Great! What types of data are
       involved and what descriptive statistical tools would you use. Why?

       If the principal wanted to know if gender differences existed in the results; what statistical tool would you use? Why?

4.     Explain the procedures and/or techniques in conducting a research survey with an eye toward a good response rate.

5.     As an elementary teacher, you wish to experiment with a new technique for teaching reading. You want to compare this technique with a standard
       approach currently being used. Set up a research design to accomplish this. Be sure to list and explain
               (a)    independent variables,
               (b)    dependent variables,
               (c)    group selection, and
               (d)    statistical procedures.

Supervision of Instruction

1.     Under what conditions would it be appropriate to use Supervision I techniques? Under what conditions would it be appropriate to use Supervision
       II techniques? Is it possible to be efficacious when using Supervision I? Explain.

2.     What supervisory techniques would you employ to assist a marginal teacher?
       A superstar teacher?
49
Supervision of Special Education

1.     Discuss the impact court cases have had on providing services for students with disabilities. In addition to that discussion, give an example of at
       least two specific court cases that have directly or indirectly contributed to this impact.

2.     Statement --- P.L. 101-476: Individuals with Disabilities Education Act (IDEA) guarantees a free appropriate public education for all school-age
       students with disabilities. Define the following terms as utilized in this statement and provide a discussion on how this law mandates education for
       students with disabilities different from what is mandated for students without disabilities.

                       Appropriate Education:

                       School/age:

                       Students with Disabilities:


3.     Justify why P.L. 101-476 Individuals with Disabilities Education Act (IDEA) included the following - not one of the initial requirements of P.L.
       94-142 Education of All Handicapped Children Act.

       The Individualized Education Program (IEP) of each student, beginning at age 16 (and at a younger age, if determined appropriate), must include a
       transition plan. (A statement of needed transition services including, if appropriate, a statement of each public agency's and each participating
       agency's responsibilities or linkages, or both) before the student leaves school.


The Principalship

1.     Most principals are more neat than scruffy when working with less than effective schools but modify their leadership styles from neat to scruffy
       when working with effective schools. Do you agree with this strategy? Why or why not?

2.     Leadership forces are hierarchical and include technical, human, educational, symbolic, and cultural stages. Give examples of a principal's
       practice for each of these developmental stages. Which would be most difficult for you to achieve? Why?




50
                                                                      Comprehensive Examination Rubric
                                                               Department of Special Services and Leadership Studies

Student Name:                                                                            Reviewers Signature

        Criteria               #1   #2   #3   #4   #5        Pass Excellent (3)               Pass Satisfactory (2)                Pass Minimal (1)                           Fail (0)
A. Addresses all                                        Addresses all sections of the    Addresses all but one section of   Addresses all sections of the        Addresses all sections of the
required sections of the                                question thoroughly; response    the question thoroughly.           question, however one or two         question only superficially OR
question (Weight=3)                                     is complex and demonstrates a                                       sections addressed only              ignores two or more sections of
Note: '0' score on this                                 thorough understanding of                                           superficially OR one section         the question.
                                                        concepts.                                                           ignored.
item results in '0' for the
question.
B. Accuracy                                             Information provided in the      Most of the information provided   Most of the information provided     Many inaccuracies or
(Weight=3)                                              response is accurate.            in the response is accurate and    in the response is accurate and      inconsistencies OR a major
Note: '0' score on this item                                                             consistent; slight mistakes only   consistent; slight inconsistencies   inaccuracy that clouds the
results in '0' for the                                                                                                      and some minor inaccuracies are      response.
question.                                                                                                                   present

C. Detail (Weight=2)                                    Provides sufficient detail to    Provides sufficient detail to      Provides barely enough detail to     Fails to provide enough detail to
                                                        support ideas; avoids getting    support ideas; gives some          support ideas; gives some            support ideas; gets bogged down
                                                        bogged down in endless,          irrelevant details; good           irrelevant details; many             in endless, irrelevant details,
                                                        irrelevant details, thoroughly   preparation; few generalizations   generalizations                      response so sketchy that reader is
                                                        prepared                                                                                                 unsure of point
D. Cites relevant                                       Cites at least 3 relevant        Cites 2 relevant references from   Cites only 1 relevant reference      Cites no relevant references from
references (Weight=2)                                   references from the literature   the literature                     from the literature                  the literature
                                                        Well-organized, easy to          Mostly well-organized, mostly      Some organization evident,           Shows little organization, difficult
                                                        follow, logical flow of ideas    easy to follow, logical flow of    difficult to follow, orderly flow    to follow; flow of ideas not easily
                                                                                         ideas most of the time             of ideas somewhat evident            discerned, incoherent, fragmented
F. Original thought                                     Considerable evidence of         Some creative application of       Minimal creative application of      No creative application of
(Weight=2)                                              extension of knowledge and       knowledge to the situation; some   knowledge to the situation;          knowledge to the situation; trite;
                                                        theory to novel situations;      evidence of appropriate risk       minimal insights provided            no new insights provided
                                                        creative application of          taking; provides 1 alternative
                                                        knowledge; provides              view; some new insights provided
                                                        alternative views; evidence of
                                                        appropriate risk-taking;
                                                        provides new insight into
                                                        some aspects of response.
G. Writing mechanics,                                   Perfect mechanics                Near-perfect mechanics, only a     Some errors in mechanics, but        Many errors in mechanics, so
e.g. syntax, grammar,                                                                    few minor mistakes                 not sufficient to detract from       many that they make the response
spelling, punctuation                                                                                                       understanding                        difficult to read
(Weight=1)
Total Score ===
                                                                                         Overall Rating (Pass Excel, Pass Sat., Pass Min., or Fail===
Score divided by 15

Overall Score (Mean of 5 questions) =                                                   Excel: Score > 2.5; Sat: 2.0 > Score < 2.5; Min: 1.0 > Score < 2.0; Fail: Score < 1.0

    51
                                                      Comprehensive Examination Rubric
                                               Department of Special Services and Leadership Studies

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