Program: Educational Admin (MEd)
Degree: Master's
Date: Tue Oct 26, 2010 - 8:51:56 am
1) Below are the program student learning outcomes submitted last year. Please add/delete/modify as needed.
Program Standards/Outcomes
What candidates should know and do, and the ways that they should demonstrate professionalism
1. Educational leaders are knowledgeable about and understand organizational life in schools and the dynamics of school change processes by examining trends, traditions, theory and policies of institutions in order to improve educational practice which promotes the learning success of all students.
2. Educational leaders understand, can articulate, and act within the moral/ethical, political, collaborative, strategic and caring dimensions of administrative roles within diverse cultural contexts.
3. Educational leaders demonstrate a well developed analytic capacity that is informed by theory, research, and practice to solve organizational problems and generate policy.
4. Educational leaders can apply knowledge and skills to changing organization contexts impacted by social, political, economic, cultural, and technological forces in order to foster the growth and development of the organization and its members.
2) As of last year, your program's SLOs were published as follows. Please update as needed.
Department Website URL: Student Handbook. URL, if available online: 
Information Sheet, Flyer, or Brochure URL, if available online: NA UHM Catalog. Page Number: Course Syllabi. URL, if available online: NA Other: College of Education NCATE website Other: 3) Below is the link to your program's curriculum map (if submitted in 2009). If it has changed or if we do not have your program's curriculum map, please upload it as a PDF.
- File (03/16/2020)
4) The percentage of courses in 2009 that had course SLOs explicitly stated on the syllabus, a website, or other publicly available document is indicated below. Please update as needed.
0% 1-50% 51-80% 81-99%
100%5) State the assessment question(s) and/or goals of the assessment activity. Include the SLOs that were targeted, if applicable.
Assessment 1
Educational Leadership Platform
1. Description of assessment and its use in the program
This assignment in EDEA 601 (Introduction to School Leadership) asks students to write their own educational leadership platforms, capturing their values and beliefs about education, schools, and school systems. As an assessment, it represents a preliminary evaluation of students’ understanding of school leadership as it is completed early in their masters program. It serves as baseline for students and can be used to consider how they develop a broader and more comprehensive understanding of the teaching and learning components in schools. Targets SLOs 1,2
Assessment 2
Research and School Improvement Inquiry
1. Description of assessment and its use in the program
As EDEA 602 (Research methods in educational administration) is designed for prospective administrators to consider educational problems using quantitative and qualitative approaches, this assessment determines if students are able to do so. This assignment has students identify an educational problem, conduct an appropriate literature review on that problem, and propose an empirical study to address that concern. Students should be knowledgeable of various research methods and able to apply an appropriate one to their line of inquiry. As this course is generally taken early in the program, it enables students to think about educational problems and directs their work on their final culminating projects. Targets SLO 3
Assessment 3
Case Study in Education Law and Leadership
1. Description of assessment and its use in the program
EDEA 630 (Education Law) focuses on providing prospective administrators with a comprehensive understanding of the Constitutional and statutory law, court decisions, and policies that govern the United States public school system. The content of the course is contextualized within a framework of prudence and decision-making processes administrators should exercise with respect to the law. Since most school administrators are not attorneys, they need enough knowledge of the law to make sound decisions and run their schools efficiently, but they also need to know when they might need to seek counsel. This assignment consists of a comprehensive case involving a legal issue that a principal might encounter. The assessment is based on their ability to address four aspects. First, they must identify the legal (and often accompanying ethical) issue that is central to the case. Second, they must cite and discuss all relevant aspects of law (e.g., case law, legislation, policy). Third, they must present a plan for handling the situation that addresses the legal aspects and leads to the best possible resolution for all parties involved. Fourth, they must present an analysis of how, if possible, the situation could have been avoided and the action they would take to prevent a recurrence. This course is generally taken early in the preparation program and is intended to provide students with knowledge they need to make informed decisions in an array of legal contexts, and to avoid putting themselves, their school, or others into legal jeopardy. It also helps prepare them to work within their schools to create and implement policies and procedures that are legal and ethical and are consistent with state and federal policy. Targets SLOs 2,3,4
Assessment 4
Leadership/Organization Culminating Project (Professional Practice Portfolio)
.1 Description of assessment and its use in the program
This final assignment in EDEA 699 asks students to design, develop and execute an independent study related to their interest, work and study in educational leadership. For example, students may chose to explore a topic in greater depth through an extensive review of research. Or they may conduct an empirical study on a problem in their school organization. As a result of doing this project, students should demonstrate their knowledge and understanding of school leadership and organizations. Targets SLOs 1,2,3,4
Leadership/Organization Culminating Project (Research Paper)
.2 Description of assessment and its use in the program
This final assignment in EDEA 699 asks students to design, develop and execute an independent study related to their interest, work and study in educational leadership. For example, students may chose to explore a topic in greater depth through an extensive review of research. Or they may conduct an empirical study on a problem in their school organization. As a result of doing this project, students should demonstrate their knowledge and understanding of school leadership and organizations. Targets SLOs 1,2,3,4
6) State the type(s) of evidence gathered.
Assessment 1: Students prepared a written leadership platform document.
Assessment 2: The students completed a written paper identifying an educational problem, conducting an appropriate literature review on the problem, and proposing an empirical (either quantitative or qualitative) study to address that concern.
Assessment 3: Students wrote a response to a legal case. This assignment consisted of a comprehensive case involving a legal issue that a principal might encounter. The assessment was based on their ability to address four aspects. First, they identified the legal (and often accompanying ethical) issue that is central to the case. Second, they cited and discussed all relevant aspects of law (e.g., case law, legislation, policy). Third, they presented a plan for handling the situation that addressed the legal aspects and leads to the best possible resolution for all parties involved. Fourth, they presented an analysis of how, if possible, the situation could have been avoided and the action they would take to prevent a recurrence.
Assessment 4.1: Students designed, developed and executed a professional portfolio related to their interest, work and study in educational leadership.
Assessment 4.2: Students designed, developed and executed an independent research project related to their interest, work and study in educational leadership
7) Who interpreted or analyzed the evidence that was collected?
Course instructor(s) Faculty committee Ad hoc faculty group Department chairperson Persons or organization outside the university Faculty advisor Advisors (in student support services) Students (graduate or undergraduate) Dean/Director Other: 8) How did they evaluate, analyze, or interpret the evidence?
Used a rubric or scoring guide Scored exams/tests/quizzes Used professional judgment (no rubric or scoring guide used) Compiled survey results Used qualitative methods on interview, focus group, open-ended response data External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam) Other: 9) State how many persons submitted evidence that was evaluated.
If applicable, please include the sampling technique used.
Assessment 1: 16 students submitted evidence.
Assessment 2: 13 students submitted evidence
Assessment 3: 34 students submitted evidence
Assessment 4: 9 students submitted evidence
The sample in all four assessments consisted of all of the students enrolled in the courses where the assessment activities were designated as assignments. In the case of Assessment 1, the course was EDEA 670, School Supervision. For Assessment 2, the course was EDEA 602, Research in Educational Administration. For Assessment 3, the course was EDEA 630, Education Law. For Assessment 4, the course alpha was 699v, Independent Study in Educational Administration.
10) Summarize the actual results.
Assessment 1
Title: Educational Platform
Fall 2009/Spring 2010
N= 16 of 16
Unacceptable Acceptable Exceeds
Educational Content 0% 100% 0%
Leadership 0% 81% 19%
Effective Argument 0% 94 % 6%
Writing Effectiveness 0% 88% 12%
Audience 0% 88% 12%
Assessment 2 Research and School Improvement Inquiry
Title: Proposing an Educational Research Study
Fall 2009/Spring 2010
N = 13 of 13
Unacceptable Acceptable Exceeds
Problem identification 0% 70% 30%
Framework/literature 0% 87% 13%
Research methods/analysis 0% 87% 13%
Implications 0% 70% 30%
Assessment 3 Case Study in Law and Leadership
Fall 2009/Spring 2010
N=34 of 34
Unacceptable Acceptable Exceeds
Identification of legal issue 0% 91% 9%
Citing of relevant law 0% 91% 9%
Resolution plan 0% 94% 6%
Analysis and implications 0% 94% 6%
Assessment 4 Leadership/Organization Culminating Project (Portfolio)
Fall 2009/Spring 2010
N=8 of 8
Unacceptable Acceptable Exceeds
Demonstration of knowledge about
and understanding of:
#1 Organizations 0% 75% 25%
#2 Administrative roles 0% 75% 25%
#3 Changing organizational 0% 88% 12%
contexts
Assessment 4 Leadership/Organization Culminating Project (Research Paper)
Fall 2009/Spring 2010
N=1 of 1
Unacceptable Acceptable Exceeds
Demonstration of knowledge about
and understanding of:
#1 Organizations 0% 0% 100%
#2 Administrative roles 0% 0% 100%
#3 Changing organizational 0% 0% 100%
contexts
11) How did your program use the results? --or-- Explain planned use of results.
Please be specific.
The faculty met twice during the 2009-2010 year to review and discuss the results of the assessments. In addition, they were submitted to the College of Education as part of the semi-annual report for the National Council for the Accreditation of Teacher Education (NCATE). The results were also shared with the Hawaii Department of Education Professional Development and Research Institute, with whom the Dept. of Ed Admin has a longstanding and close relationship in principal preparation. Overall, we feel that our goals are consistent with national standards for principal preparation and are on target for what principals in Hawaii and the rest of the country need to know as they begin their profession. We are satisfied with student outcomes, especially the fact that none of the students were rated "unacceptable" on any measure. We would like to see this continue, and to see more student outcomes in the "exceeds" category.
We also discussed our rubrics for what constitutes "unacceptable, satisfactory, and exceeds" in each assessment to better ensure inter-rater reliability and consistency for students, regardless of who teaches the courses where the assessments are conducted.
Since this is only the second year the department has kept such data, we have set up a file to collect cross-sectional data from year to year on groups of students to see if any areas emerge as problems and to track progress of groups over time. We also plan to look at individual student progress longitudinally, particularly with respect to how their coursework relates to their culminating project/paper (Assessment 4).
12) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, program aspects and so on.
In the past, the majority of the students in our program came to campus and matriculated in a traditional face to face learning setting. This is rapidly changing, and more of our courses are now delivered via the Internet. We are watching this closely to see what effect it has on student performance on the SLOs, and whether or not we might need to modify the SLOs for a learning environment that is much more electronically based.