PROGRAM ASSESSMENT REPORT

PROGRAM ASSESSMENT REPORT

FOR

Educational Administration-Master’s Degree
Degree Program Name

Sept. 2004-December 2004

Assessment Period Covered                          Date Created     10-14-04
                                                                                      Revised     2-04-05
                                                                                      Finalized 2-07-05

Claudio Salinas

Submitted by

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 an 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.

PROGRAM ASSESSMENT REPORT

FOR

Educational Administration- Master’s Degree
Degree Program Name

Sept. 2004 – Dec. 2004

Assessment Period Covered

Intended Educational (Student) Outcome:

First Means of Assessment for Outcome Identified Above:

1a. Means of Program Assessment & Criteria for Success

In Domain I, school community leadership, the TExES results for October and December 2004 indicate the following: 5 of 15 (33 %) of the first-time, completing students attained a passing score.

1a. Use of Results to Improve Instructional Program:

The primary short-term goal is to more closely investigate the factors that may be impeding the success of the students. The next goal is to provide reviews for these students that are conducted by multiple presenters so that the students have the benefit of testing strategies from different professors.

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

Student portfolios indicated that 100% of the students were demonstrating

knowledge and understanding of Domain I.

1b. Use of Results to Improve Instructional Program

The rubric used will have to be re-examined to obtain a closer match between what is found in the portfolio and what the results of the testing (TExES) indicates.

Third Means of Assessment for Outcome Identified Above

1c. Means of Program Assessment & Criteria for Success

80% of the students in Educational Administration completing a Practicum 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
Results of the evaluation sent in by the supervisors of practicum students indicates that all students, 100%, obtained a review score of 4 or better.

1c. Use of Results to Improve Instructional Program

The evaluation rubric/form will be re-examined to investigate its relationship to the observed TExES results. A new version of the intern-evaluation form is anticipated.

PROGRAM ASSESSMENT REPORT

FOR

Educational Administration – Master’s Degree
Degree Program Name

Sept. 2004 – Dec. 2004

Assessment Period Covered

Intended Educational (Student) Outcome:

2. Graduate students completing the Masters program in Educational Administration will be well prepared to successfully enter the field of school administration and maintain a working knowledge of how to serve as the school instructional leader.

First Means of Assessment for Outcome Identified Above:
2a. Means of Program Assessment & Criteria for Success:

All completing graduate students in the Principal Preparation Program taking the Texas Examination of Educator Standards (TExES), state exam, for principal certification (068) for the first time will have a passing rate of 70% in Domain II (Instructional Leadership).

2a. Summary of Assessment Data Collected:
In Domain II, Instructional Leadership, results indicate that for October and December of 2004, 5 of 15 (33%) completing students taking the exam for the first time obtained a passing score.

2a. Use of Results to Improve Instructional Program:

Initial plans are to provide a review for the TExES using multiple presenters to provide different points of view on test-taking strategies. Long-range plans are to review the types of program emphasis that should be provided at different stages of development for students in the principal preparation program.

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:
The review of the portfolios supported the belief that all students understood the competencies in Domain II.

2b. Use of Results to Improve Instructional Program:

There will be a review of the connection between the evidence found in the portfolio and the results obtained on the TExES. Another rubric may emerge from this review.

PROGRAM ASSESSMENT REPORT

FOR

Educational Administration – Master’s Degree
Degree Program Name

Sept. 2004 – Dec. 2004

Assessment Period Covered

Intended Educational (Student) Outcome:

3. 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 administrative leader.

First Means of Assessment for Outcome Identified Above:
3a. Means of Program Assessment & Criteria for Success:
All completing graduate students in the Principal Preparation Program taking the Texas Examination of Educator Standards (TExES), state exam, for principal certification (068) for the first time will have a passing rate of 70% in Domain III (administrative leadership).

3a. Summary of Assessment Data Collected:
Results from the October and December 2004 TExES administrations indicate that 4 out of 15 (26.7%) of the completing, first-time test-takers obtained a passing score.

3a. Use of Results to Improve Instructional Program:

There will be reviews for the TExES using multiple presenters to obtain various test-taking strategies from different presenters. In addition, a review will be initiated to investigate areas needing strengthening in the preparation program.

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:
A review of the portfolios of all students completing their master’s program indicated that students were knowledgeable of Domain III.

3b. Use of Results to Improve Instructional Program:

The rubric utilized for assessing student knowledge of Domain III will be re-visited to attain a deeper understanding of whether or not students do understand the given domain.