Assessment Plan: MSU Educational Leadership
(Administration) M.Ed. 2017‐2020

5/15/17

Program Learning Outcomes

Our graduates will:

  1. have the knowledge required to be successful in the field of Education Administration/Leadership as indicated by PSEL standards.
  2. have the skills needed to be able to effectively lead schools in rural and other locations at the school level as indicated by PSEL standards.
  3. be able to analyze problems of practice in education and develop evidence‐based solutions or strategies to solve those problems.
  4. be able to communicate effectively with a growing and diverse audience as indicated by PSEL standards.
  5. be able to apply the code of ethics from the Professional Standards for Educational Leaders when making decisions.
  6. be able to design an action research project and analyze data to solve problems of practice at the school level and or district.

 

Curriculum Map

<add courses in curriculum, mark with I (introduce), D (develop), M (mastery) >

    Outcomes  
    Cr 1 2 3 4 5 6  
  EDLD 507 Foundations Leadership 3 D D D   D    
  EDLD 515 Planned Change 3   D   D      
  EDLD 508 Supervision of Instruction 3 D M   D M    
  EDLD 532 School Law 3 M M   M M    
  EDLD 534 Data Driven Decisions 3 D D M     M  
  EDLD 520 Schools Diverse Communities 3 D   D M M D  
  EDLD 565 K‐12 Inst Leadership 3 M M   M D M  
  EDLD 526 Evaluate School Programs       M   M M  
  EDLD 555 Finance 3 D   M   M    
  EDLD 574 Field Experience 6 M M M M M M  
  EDLD 566 Admin of Special Ed Programs 3 D     DM M    

Student Performance: Data Sources

<add courses in curriculum, indicate with an X where assessment data will be collected>

    Outcomes  
    Cr 1 2 3 4 5 6  
  EDLD 507         X X    
  EDLD 508 Final Exam   X X     X    
  EDLD 534       X     X  
  EDLD 520     X   X      
  EDLD 565         X X    
  EDLD 574       X X X X  
  EDLD 515       X        
  PRAXIS   X            
                   
                   

Response Threshold

At least 80% of students will be rated “Acceptable” or higher on every category of the scoring rubrics.

Schedules

Outcomes

 

    Year  
  Outcome 2016‐17 2017‐18 2018‐19 2019‐20 2020‐21 2021‐22  
  1     X     X  
  2     X     X  
  3   X     X    
  4   X     X    
  5 X     X      
  6 X     X      

 

Assessment Plan Elements

A yearly exit survey with M.Ed. graduates also provides qualitative data to help faculty review program content, delivery, and overall student satisfaction. An end of year retreat for all master’s graduates also provides focus group data about faculty, instruction and field experience.

 

    Year  
  Outcome 2016‐17 2017‐18 2018‐19 2019‐20 2020‐21 2021‐22  
  1     X     X  
  2     X     X  
  3   X     X    
  4   X     X    
  5 X     X      
  6 X     X      

 

Course Review

 

    Review Year  
  Course 2016‐17 2017‐18 2018‐19 2019‐20 2020‐21 2021‐22  
  EDLD 532     X        
  EDLD 515       X      
  EDLD574 X X X X X X  
  EDLD 566              
  EDLD 508 X            
  EDLD 565         X    
  EDLD 507   X          
  EDLD 515     X        
  EDLD 526       X      
  EDLD 534         X    
  EDLD 520           X  

Process for Assessing the Data

Annual Assessment Process

  1. Data is collected from identified courses.
  2. Random samples of collected assignments are scored by two faculty members using
    prepared scoring rubrics.
  3. The assessment coordinator tabulates the scores. Areas where the acceptable performance threshold has not been met are highlighted.
  4. The scores are presented to the faculty for assessment.
  5. The faculty reviews the assessment results, and makes decisions on how to respond.
    • If an acceptable performance threshold has not been met, a faculty response is required. Possible responses:
      • Gather additional data next year to verify or refute the result.
      • Change something in the curriculum to try to fix the problem.
      • Change the acceptable performance threshold.
      • Choose a different assignment to assess the outcome.
    • Faculty can respond to assessment results even if the acceptable performance threshold has been met.
    • It is OK to determine that changes are not needed when students are demonstrating proficiency with each learning outcome.
  6. A summary of the year’s assessment activities and faculty decisions is reported to the Provost’s Office in your Department’s Annual Assessment Activities report.