ASSESSMENT REPORT

FOR

 

Master of Science in Education with a major in Educational Administration (MS-Ed)
Instructional Degree Program

Fall 2003
Assessment Period Covered

February 1, 2004
Date Submitted


Expanded Statement of Institutional Purpose Linkage:
Institutional Mission Reference:
Texas A&M International University, a Member of The Texas A&M University System, is committed to the preparation of students for leadership roles in their chosen profession and in increasingly complex, culturally diverse state, national, and global society … Through instruction, faculty and student research, and public service, Texas A&M International University is a strategic point of delivery for well-defined programs and services that improve the quality of life for citizens of the border region, the State of Texas, and national and international communities.

College/University Goal(s) Supported:
The principal focus of the Department of Professional Programs is to provide graduate students with quality instruction for obtaining a Masters Degree in Educational Administration, counseling, and certification for school counselor, principal, and superintendent.  All graduates of the Masters Degree Program in Educational Administration will have developed a depth of understanding in their field.

Intended Educational (Student) Outcomes:
1. Graduate students completing the principal preparation program in Educational Administration will be well prepared to successfully enter the field of school administration and possess the basic knowledge to serve as the school community leader.

2. Graduate students completing the principal preparation program will be well prepared to successfully enter the field of school administration and possess the basic knowledge to serve as the school Instructional leader.

3. Graduate students completing the principal preparation program will be well prepared to successfully enter the field of school administration and possess the basic knowledge to serve as the school administrative leader.

 


 ASSESSMENT REPORT

FOR

 


Master of Science in Education with a major in Educational Administration (MS-Ed)

Instructional Degree Program

Fall 2003
Assessment Period Covered

February 1, 2004
Date Submitted


Intended Educational (Student) Outcome:
NOTE: There should be one form for each intended outcome listed.  The intended outcome should be restated in the box immediately below and the intended outcome number entered in the blank spaces.

1. Graduate students completing the principal preparation program in Educational Administration will be well prepared to successfully enter the field of school administration and possess the basic knowledge to serve as the school community leader.

First Means of Assessment for Outcome Identified Above:
1a. Means of Program Assessment & Criteria for Success:
All graduate students in the principal preparation program taking the Texas Examination of Educator Standards (TExES) state exam for principal certification (68) will have a cumulative passing rate of 70% cumulative in Domain I (school community leadership).

1a. Summary of Assessment Data Collected:
In Domain I, school community leadership, the TExES results for the Fall 2003 indicate a 57% passing rate for First Time Test Takers.

1a. Use of Results to Improve Instructional Program:
The Educational Administration faculty, after reviewing the TExES results, agreed on the following strategies: 1. Increase the field and course activities that help students apply their knowledge about school community leadership.  2.  Increase research activities in the classroom that emphasize learning in school and community relations.  3.  TExES examinees must have completed or be enrolled in EDAM 5317 and must attain a minimum 70% pass rate in each domain of our TExES practice test before taking the real exam. 4. Edam 5317 will be taught by the team of Educational Administration professors targeting areas of deficiency.

Second Means of Assessment for Outcome Identified Above:
1b. Means of Program Assessment & Criteria for Success:
Using the rubric developed by the Department of Professional Programs for portfolio assessment, 90% of students will demonstrate knowledge and understanding of Domain I (school and community relations) by providing support evidence of completed artifacts addressing competencies using the following categories of activities:

I. Field-based activities (shadowing, internships, interviews, campus/community leadership);
II. Staff development (report on conference workshop, member of professional organization, personalization skills);
III.  Active research (field empirical study, literature review study, position/reflection paper, selected readings/book review);
IV. Presentations (poster research presentation, class multi-media presentations, presentations for campus, district and/or other educational organizations).

1b. Summary of Assessment Data Collected:
100% of the students graduating in Fall 2003 (20) demonstrated mastery of Domain I through documents presented in their portfolio.

1b. Use of Results to Improve Instructional Program:
The Educational Administration faculty, after reviewing the results of the TExES, agreed that a portfolio document be required for each class and that the following classes address activities in Domain I:  EDGR5308, EDAM5303, EDAM5335, and EDAM5336.  It was also decided to review the Portfolio assessment of Domain I.

Third Means of Assessment for Outcome Identified Above:
1c. Means of Program Assessment & Criteria for Success:
80% of the students in Educational Administration completing an Internship Course will score a 4 or better (on a scale of 0-5 with 5 being outstanding), on the Site Supervisor Evaluation Report.

1c. Summary of Assessment Data Collected:
100%  (26/26) of the students completing an internship class in the Fall 2003 scored a 4 or better on the Site Supervisor Evaluation Report.

1c. Use of Results to Improve Instructional Program:
The Educational Administration faculty, after reviewing the results of the Site Supervisor Evaluation Reports, agreed to keep the Site Supervisor Evaluation Report as last revised.

 

 

ASSESSMENT REPORT

FOR

 


Master of Science in Education with a major in Educational Administration (MS-Ed)

Instructional Degree Program

Fall 2003
Assessment Period Covered

February 1, 2004
Date Submitted


Intended Educational (Student) Outcome:
NOTE: There should be one form for each intended outcome listed.  Intended outcome should be restated in the box immediately below and the intended outcome number entered in the blank spaces.

2. Graduate students completing the principal preparation program will be well prepared to successfully enter the field of school administration and possess the basic knowledge to serve as the school Instructional leader.

First Means of Assessment for Outcome Identified Above:
2a. Means of Program Assessment & Criteria for Success:
All graduate students in the Principal preparation program  taking the Texas Examination of Educator Standards (TExES) state exam for principal certification (68) will have a cumulative passing rate of 70% in Domain II (Instructional Leadership).

2a. Summary of Assessment Data Collected:
In Domain II, Instructional Leadership, the TExES results for the Fall of 2003 indicate a 43% passing rate for First Time Test Takers.

2a. Use of Results to Improve Instructional Program:
The Educational Administration faculty, after reviewing the TExES results, agreed on the following strategies:

  1. Increase the field and course activities that help students apply their knowledge about instructional leadership.
  2. Increase research activities in the classroom that emphasize knowledge of instructional leadership. 
  3. Educational Administration professor will team-teach EDAM 5317 by areas of deficiency.

Students will need to attain a 70% pass rate on each of the TExES practice test domains to be allowed to take the real TExES.

Second Means of Assessment for Outcome Identified Above:
2b. Means of Program Assessment & Criteria for Success:
Using the rubric developed by the Department of Professional Programs for portfolio assessment, 90% of students will demonstrate knowledge and understanding of Domain II (instructional leadership) by providing supporting evidence of completed artifacts addressing competencies using the following categories of activities:

I. Field-based activities (shadowing, internships, interviews, campus/community leadership);
II. Staff development (report on conference workshop, member of professional organization, personalization skills);
III. Active research (field empirical study, literature review study, position/reflection paper, selected readings/book review);
IV. Presentations (poster research presentation, class multi-media presentations, presentations for campus, district and/or other educational organizations).

2b. Summary of Assessment Data Collected:
100% of the students graduating in the Fall 2003 (20) demonstrated mastery of Domain II through documents presented in their portfolio.

2b. Use of Results to Improve Instructional Program:
The Educational Administration faculty after reviewing the results of the Portfolio Assessment, agreed that a portfolio document be required for each class and that the following classes address activities in Domain II:  EDAM5303, EDAM5305, EDAM5320, EDAM5325, EDAM5327 and EDAM 5335&5336. The Portfolio Assessment for Domain II will be reviewed to have a higher correlation with results.

 


ASSESSMENT REPORT

FOR

 


Master of Science in Education with a major in Educational Administration (MS-Ed)

Instructional Degree Program

Fall 2003
Assessment Period Covered

February 1, 2004
Date Submitted

Intended Educational (Student) Outcome:
NOTE: There should be one form for each intended outcome listed.  Intended outcome should be restated in the box immediately below and the intended outcome number entered in the blank spaces.

3. Graduate students completing the principal preparation program will be well prepared to successfully enter the field of school administration and possess the basic knowledge to serve as the school administrative leader.

First Means of Assessment for Outcome Identified Above:
3a. Means of Program Assessment & Criteria for Success:
All graduate students in the Principal Preparation Program taking the Texas Examination of Educator Standards (TExES) state exam for principal certification (68) will have a passing rate of 70% cumulative in Domain III (administrative leadership).

3a. Summary of Assessment Data Collected:
In Domain III, administrative management, the TExES results for the Fall of 2003 indicate a 71% passing rate for First time Test Takers.

3a. Use of Results to Improve Instructional Program:
The Educational Administration faculty, after reviewing the TExES results, agreed on the following strategies:

1.  Increase the field and course activities that help students apply their knowledge in administrative leadership.
2. Increase research activities in the classroom that emphasize knowledge of administrative leadership.
3. Educational Administration professors will team–teach Edam 5317 by areas of deficiency.
4. Students will need to attain at least a 70% passing rate in each domain of the practice test before going on to the real test.

Second Means of Assessment for Outcome Identified Above:
3b. Means of Program Assessment & Criteria for Success:
Using the rubric developed by the Department of Professional Programs for portfolio assessment, 90% of students will demonstrate knowledge and understanding of Domain III (administrative leadership) by providing supporting evidence of completed artifacts addressing competencies using the following categories of activities:

I. Field-based activities (shadowing, internships, interviews, campus/community leadership);
II. Staff development (report on conference workshop, member of professional organization, personalization skills);
III. Active research (field empirical study, literature review study, position/reflection paper, selected readings/book review);
IV. Presentations (poster research presentation, class multi-media presentations, presentations for campus, district and/or other educational organizations).

3b. Summary of Assessment Data Collected:
100% of the students graduating in Fall 2003 (20) demonstrated mastery of Domain III through documents presented in their portfolio.

3b. Use of Results to Improve Instructional Program:
The Educational Administration faculty after reviewing the results of the Portfolio Assessment, agreed that a portfolio document be required for each class and that the following classes address activities in Domain III:  EDAM5301, EDAM5313, EDAM5322, , EDAM5332, EDAM5335, and EDAM5336. The portfolio assessment for Domain III will be revisited to attain a higher correlation with test results.