Completion of program - College of Education and … 9.12.17... · Web viewEDAD 903 Community Relations—Students write communication or informational papers for specific stakeholder

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Nebraska Department of Education Rule 24 ReportPRINCIPAL

(Content Area)Educator Preparation Content Program Review

Name of institution University of Nebraska-Lincoln

Date Submitted 3.20.17

Contact Person Thomas Wandzilak

Phone/Fax 402-472-8626

Email [email protected]

Folio type: Regular Mini X Advanced Program

Program(s) Covered by this FolioEndorsement(s) Type Grade Level Program Level

List EndorsementsField PK-8

7-12Master’s

Is the endorsement offered at more than one site? Yes X NoIf yes, list additional sites where endorsement is offered:

Institution Accreditation Status: X National X State

Is this a Nationally Accredited Program? X Yes NoIf Yes, list Accrediting Organization: CAEP Attach National Letter to

Cover Sheet

Report to the Nebraska Department of EducationUniversity of Nebraska—Lincoln

Folio Initial Level—June 2017

INTRODUCTION AND WELCOMEThe purpose of this section is to provide general background information on the University of Nebraska-Lincoln and the College of Education and Human Sciences. In addition, information is provided on the teacher education program, admission and retention standards the field experiences in which student participate, and information on the key assessments used in Section 2 concerning data that have been collected in support of our programs.

Here is a list of websites that can provide some additional information on the university, the college, and our teacher education program:

http://www.unl.edu/This is the University of Nebraska-Lincoln website.

https://bulletin.unl.edu/undergraduate/This is the link for the undergraduate bulletin.

https://bulletin.unl.edu/undergraduate/college/Education+%26+Human+SciencesThis is the link for the College of Education and Human Sciences section in the Undergraduate Bulletin.

http://www.unl.edu/gradstudies/bulletinThis is the link for the Graduate Bulletin.

http://cehs.unl.edu/The is the link for the website for the College of Education and Human Sciences

http://cehs.unl.edu/ssc/undergraduate-advising/This is the link for our program sheets for all of the programs offered through the College of Education and Human Sciences. Program sheets will also be available for multiple years.

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http://cehs.unl.edu/ssc/undergraduate-advising/

http://cehs.unl.edu/

http://www.unl.edu/gradstudies/bulletin

https://bulletin.unl.edu/undergraduate/college/Education+%26+Human+Sciences

https://bulletin.unl.edu/undergraduate/

http://www.unl.edu/

SECTION 1: CONTEXTUAL INFORMATION NARRATIVE

SECTION 1A: ENDORSEMENT PROGRAM/CONTEXTUAL INFORMATION

The link to the Rule 20 Folio is:http://cehs.unl.edu/cehs/nde/Rule20.pdf

Mission Statement ion StatementThe University of Nebraska-Lincoln (UNL), chartered by the Legislature in 1869, is the part of the University of Nebraska system that serves as both the land-grant and the comprehensive public University for the State of Nebraska.

Through its three primary missions of teaching, research, and service, UNL is the state's primary intellectual center providing leadership throughout the state through quality education and the generation of new knowledge. UNL's graduates and its faculty and staff are major contributors to the economic and cultural development of the state. UNL attracts a high percentage of the most academically talented Nebraskans, and the graduates of the University form a significant portion of the business, cultural, and professional resources of the state. The quality of primary, secondary, and other post-secondary educational programs in the state depends in part on the resources of UNL for curricular development, teacher training, professional advancement, and enrichment activities involving the University's faculty, museums, galleries, libraries, and other facilities. UNL provides for the people of the state unique opportunities to fulfill their highest ambitions and aspirations, thereby helping the state retain its most talented youth, attract talented young people from elsewhere, and address the educational needs of the nontraditional learner.

The University of Nebraska-Lincoln has been recognized by the Legislature as the primary research and doctoral degree granting institution in the state for fields outside the health professions. Through its service and outreach efforts the University extends its educational responsibilities directly to the people of Nebraska on a state-wide basis.

The College of Education and Human SciencesThe College of Education and Human Sciences (CEHS) was founded on August 18, 2004, by Teachers College and The College of Human Resources and Family Sciences, with each founding college contributing extensive history and

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http://cehs.unl.edu/cehs/nde/Rule20.pdf

tradition. The College of Education and Human Sciences offers excellent educational advancement to both undergraduate and graduate students, serving approximately 2,800 undergraduates and 1,000 graduate students each year.

Education courses first became a part of the University curriculum in 1895 with the organization of a Department of Education designed to prepare students for teaching careers. On Valentine’s Day, 1908, the Board of Regents established a Teachers College. Since that time, the College has been highly respected for its programs preparing teachers, administrators, and specialists for the education of children, youth, and adults. The quality of these programs is reflected in outstanding educational leadership in communities across the state and in the nation in teaching, administration, communication disorders, special education, and educational psychology.

Administrative Certificate/Endorsement ProgramsThe Department of Educational Administration (EDAD) provides programs leading to administrative certification/endorsement for principal (P-8 and 7-12).

Initial administrative certification as an elementary (P-8) or secondary (7-12) principal can be completed as part of a MEd degree. Students who have already completed a master’s degree or individuals interested in adding the additional endorsement are able to pursue principal endorsements as non-degree post-baccalaureate students.

1B. STANDARDS OF ADMISSION, RETENTION, TRANSITION, AND COMPLETION

Admission to the University of Nebraska-LincolnThe Graduate College (UNL Graduate Studies) is open to graduates of all colleges of this University and to graduates of other universities and colleges of recognized standing whose requirements for graduation are substantially the same as those in the corresponding colleges of this University. The University of Nebraska is a public university committed to providing a quality education to a diverse student body. Students are selected on the basis of academic preparation, ability, and the availability of space in the desired academic program.Applicants must have earned a bachelor's degree or higher from an institution that is regionally accredited, an institution that is accredited by an organization recognized by the Council on Higher Education Accreditation (CHEA), or from an accredited foreign institution that is recognized by Graduate Studies.

Admission to the Department of Educational Administration

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Admission to Graduate Studies at the University of Nebraska-Lincoln does not guarantee admission to an administrative certification/endorsement or MEd degree program. Admission to the certification/endorsement or degree programs leading to certification/endorsement are based upon the following criteria:

1. Non-degree-seeking students must have completed a master’s degree from an accredited institution. Degree-seeking students must have completed a bachelor’s degree from an accredited institution.

2. Applicants must hold a current Standard Teaching Certificate from Nebraska or a credential recognized as equivalent to a Nebraska Standard Teaching Certificate.

3. Applicants must provide evidence of a minimum of 2 years of full-time teaching experience at the grade level(s) relevant to the desired administrative certificate/endorsement.

4. Applicants must provide evidence of the completion of acceptable Human Relations Training (or understand that TEAC 861 or other approved course will be added to the 36-hour program of study).

5. Applicants must provide evidence of the completion of acceptable Special Education Training (or understand that an additional 3 hours of course work will be added to the 36-hour program of study).

6. Three letters of recommendation.7. A letter of application including professional goals.8. A resume.

Administrative Certification/Endorsement for states other than Nebraska The Department of Educational Administration provides approved programs that satisfy the requirements for a Nebraska Administrative and Supervisory Certificate, at either the standard or professional level, with administrative endorsements that will qualify individuals for employment as administrators in Nebraska P-12 schools and districts. It is the responsibility of out-of-state applicants to identify whether or not the programs offered by EDAD meet the requirements of their respective state and identify any additional deficiencies that would be required prior to that state issuing an administrative certificate or endorsement.

Criminal History/Background Checks All students pursuing P-12 administrative certification/endorsement will be admitted contingent on the successful completion of a criminal history/background check prior to enrolling in courses leading to the certification/endorsement.

Admission to EDAD 811 Principal Practicum

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Enrollment in EDAD 811 Principal Practicum requires the student to receive a permission code from the practicum supervisor. Fulltime faculty serve as practicum supervisors and determine that a student has completed all required courses, or is in the last semester of coursework, prior to providing a permission code for enrollment.

Retention1. Must earn a grade of C or higher in all classes.2. Must demonstrate satisfactory academic progress as outlined in the EDAD Student Handbook and Graduate

Studies Policies.3. Must meet criminal history requirements and maintain teaching or administrative certification at all times.

Transition Points

Table 1Major Transition Points

Acceptance into University

Acceptance into school leadership program

EDAD 811 Principal Practicum Program Completion/Graduation

-- Completion of bachelor’s degree-- Appropriate GPA

OR

-- Completion of master’s degree-- Appropriate GPA

-- Standard NE teaching certificate (or equivalent)--Two years experience at grade level-- Completion of human relations & special ed training-- Criminal History check

-- 21st Century School Administrator Skills Self-Assessment

-- 36 + credit hours

-- successful completion of Principal Practicum

--Met all financial obligations

-- Apply for degree

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Requirements to Complete the Principal Endorsement Program1. Successful completion of all courses as identified on the principal endorsement checklist with grades meeting the

minimum requirements as identified in the “Retention” section above.2. Successful completion of EDAD 811 Principal Practicum.3. Degree seeking students must satisfy any additional requirements for graduation as described in the graduate

bulletin.4. Address all financial obligations tied to the University of Nebraska-Lincoln.5. Apply for the degree.

The Student Advising Sheet for the program(s) associated with this Folio can be found in the Appendix D.

1C. FIELD EXPERIENCES

The link to the Rule 20 Folio is:http://cehs.unl.edu/cehs/nde/Rule20.pdf

Table 2: Field Experiences in Principal Certification Program

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http://cehs.unl.edu/cehs/nde/Rule20.pdf

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Course Activity/Experience Field Experience

Contact Hours

EDAD 800 Intro to ResearchQualitative Research Project 05

EDAD 851 Faculty & Staff Appraisal

Teacher Classroom Observation

20

EDAD 852 School Culture

Cultural Triage 05Cultural-ClimateChange Capacity Assessment

05

Building Cultural Assessment

05

Safe Schools Inventory 10

EDAD 901 School Improvement

District Profile Description of the District (05) District History & Local Insight (05) Student Profile & Achievement Data (05) Instructional Data (05) Stakeholder Perceptions (05) District/Community Resources (05)

30

EDAD 903 Community Relations

Collaboration w/ Community Agencies

05

Community Perception Interviews

05

School Crisis - Case Study Review

05

21st Century Readiness Presentation

05

Impact Project (Summer Session)

15

1D.PROGRAM COMPLETERS

Table 3—Program Completers

MEd w/P-8 certification

MEd w/7-12 certification

Post-Masters Initial P-8 cert

Post-Masters Initial 7-12 cert

Added P-8 grade level endorsement

Added 7-12 grade level endorsement

Total

2014-15 4 6 9 6 8 5 382015-16 3 8 10 9 4 2 36Subtotal 7 14 19 15 12 7 74

Note: Numbers include duplicate headcounts

Key:

MEd w/P-8 (7-12) certificate: Individuals who completed the MEd degree in a program leading to initial administrative certification at the P-8 or 7-12 level

Post-Masters Initial P-8 (7-12) certificate: Individuals who had already completed a master’s degree, pursued a non-degree program of study leading to initial administrative certification at the P-8 or 7-12 level

Added P-8 (7-12) endorsement: Individuals who had already completed a master’s degree and held an administrative certificate, pursued a non-degree program of study adding an additional endorsement to the administrative certificate

SECTION 2: ENDORSEMENT PROGRAM KEY ASSESSMENTS AND RELATED DATA

ARTIFACT 1

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Table 3Summary Table of Endorsement Program Key Assessments

ADVANCED PROGRAMS

Name of Assessmentused for the following areas:

Type or Form of Assessment

Brief Description of Assessment, including indicated information obtained from Assessment

When Assessment is Administered

Evidence

1Content

Cumulative GPA Summative Numerical computation of grades based onquality points earned divided by credithours completed

Each semester Overall GPAMEd range3.665 - 4.0MEd mean3.96Non-degree range2.948 – 4.0Non-degree mean3.89

Praxis II0411/5411 Educational Leadership Administration and Supervision (ELAS)

Comparison to a Standard

Beginning September 1, 2105 all candidates must earn a score of 145 or higher.

Completion of program

21 of 22 completors took and passed Praxis IIMean score 171.33 (see Praxis info at bottom of this table)

21st Century School

Formative National Association of

Prior to EDAD 811 Principal

Self-Assesment, no aggregate data

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Administrator Skills Self-Assessment

Secondary School Principals (NASSP) instrument measuring 10 skills

Practicum

UCEA INSPIRE Graduate Survey

Summative UCEA instrument based on PSEL standards

MEd graduates See Appendix A: UCEA Survey Tables

Mgt & Operations Instructional

Leadership Organizational

Cultiure Program Survey Summative Department

instrument designed to measure PSEL standards

At completion of EDAD 811 Principal Practicum

See Appendix B: UNL Completor SurveyStandards 4, 6, 7, 9 and 10

Employing District Survey

Summative Feedback from employing districts on PSEL standards of recently hired graduates

During 1st or 2nd year of employment

See Appendix C: UNL Employing District SurveyStandards 4, 6, 7, 9 and 10

2 Knowledge of Learner/Learning Environments





21 of 22 completors took and passed Praxis IIMean score 171.33(see Praxis info at bottom of this table)

21st Century School Administrator Skills Self-Assessment

Formative National Association of Secondary School Principals

Prior to EDAD 811 Principal Practicum


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(NASSP) instrument measuring 10 skills



MED graduates See Appendix A: UCEA Survey Tables

Supportive Learning Environment

Family & Community Relations

Organizational Culture

Program Survey Summative Department instrument designed to measure PSEL standards


See Appendix B: UNL Completor SurveyStandards 1, 3, 5, and 8




See Appendix C: UNL Employing District SurveyStandards 1, 3, 5, and 8

3 Knowledge and Effective Use of Professional Practices





21 of 22 completors took and passed Praxis II

Mean score 171.33

(see Praxis info at bottom of this table)

21st Century School Administrator Skills Self-

Formative National Association of Secondary School



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Assessment Principals (NASSP) instrument measuring 10 skills




Ethics & Professional Norms

Instructional Leadership



See Appendix B: UNL Completor SurveyStandards 2, 4, 7, 9, and 10




See Appendix C: Employing District SurveyStandards 2, 4, 7, 9 and 10

4 Professional Responsibility and Overall Proficiency





21 of 22 completors took and passed Praxis IIMean score 171.33(see Praxis info at bottom of this table)

21st Century School Administrator Skills Self-Assessment

Formative National Association of Secondary School Principals (NASSP)



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instrument measuring 10 skills




Strategic Leadership



See Appendix B: UNL Completor SurveyStandards 1, 9, and 10




See Appendix C: Employing District SurveyStandards 1, 9, and 10

Table 4

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Educational AdministrationFall 2014-Summer 2017 P-12 Certification Students

Term MEd

Elem Principal(PreK-8)

Secondary Principal

(7-12)

Special Education Supervisor

Curriculum Specialist EdD (EDJT)

Superintendent (SXCT) Total

2014 Fall 4 4 4 0 0 3 7 22

2015 May 6 7 8 0 0 12 9 42

2015 August 5 6 5 0 0 0 5 21

2015 December 1 0 2 0 0 4 1 8

2016 May 2 1 2 0 0 7 2 14

2016 August 5 6 1 0 0 2 2 16

2016 December 4 0 3 0 0 0 1 8

2017 May 7 3 4 1 0 2 3 20

2017 August 3 1 4 0 0 1 0 9

Total 37 28 33 1 0 31 30 160

Additional Data for Endorsement Students

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The Educational Administration Department has access to PRAXIS scores, beginning in 2015 and is developing a system to disaggregate scores from the principalship, special education supervisor, and superintendent tests. This data will be used to improve instruction and curricula.

There are two degree programs and four administrative certification programs offered in the EDAD Department at UN-L. The degrees offered in PreK-12 administration in EDAD are the M. Ed. and the Ed. D. The PreK-12 certificate programs include Elementary Principal Certification (PreK-8), Secondary Principal Certification (7-12), Superintendent Certification (SXCT) and Special Education Supervisor. Prior to the start of the 2016 Academic Year, a Curriculum Supervisor Certificate program of study was offered jointly by the Teaching, Learning, and Teacher Education and EDAD Departments. This program of study is no longer available.Upon completion of any of these degree or certification programs, students will have met certification requirements as determined by the Nebraska Department of Education and be eligible to apply for a Nebraska Educators Administrative Certificate. As per Rule 24 (92 NAC 24), administrators seeking their initial endorsement in the following areas are required to take and pass these exams for specific administrative endorsements:

Praxis II 5411 Educational Leadership Administration and Supervision (ELAS) for K-8 or 6-12 Principal CertificationPraxis II 5354 Core Knowledge in Special Education for Special Education Supervisor CertificationPraxis II 6021 School Superintendent Assessment (SSA) for Superintendent CertificationThe Office of Graduate Studies at UNL maintains demographic data on students enrolled in undergraduate and graduate degree programs. However, enrollment and completion data is not recorded or maintained by the Office of Graduate Studies. Prior to the 2016 Academic Year, enrollment and completion data records for students in EDAD certification programs of study were not formally maintained in the EDAD Department. Only data on students who completed degree programs of study were recorded.As noted above, the Department has added categories in our database to track certification students’ completion. As noted, we have added a program sheet for endorsement/certification students.

Artifact 2:

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Additional Information on Evidence is outlined and described in the following.

The INSPIRE survey, which is produced by the University Council of Educational Administration, of which the University is a member, is a nationally-used survey instrument available to member institutions. The results are utilized in the program but because the questions posed and outcomes measured are fixed they cannot be changed by the Department.

An option considered by the department is to administer the survey on alternating years to students in the superintendency and principalship tracks to identify the endorsement tracks of student participants. While data is analyzed currently, the Department could build a more formalized process and schedule for data analysis for program improvement. The Department’s UCEA representative and department chair will engage with other member programs to learn how they approach this process.

The UNL Program Completer Surveys and Employing District Surveys, have been developed in-house by the department. These instruments yield valuable information, but only to the extent that the information is studied and utilized for program improvement. The Department recognizes the need to collect and analyze student data in a systematic way.

The EDAD Department holds "Roundtable Meetings" once per month during which faculty discuss programmatic and student issues. The feasibility and process of collecting and analyzing this information, in collaboration with the College’s Certification Officer, will be scheduled as a Roundtable topic in the 2017-18 academic year with the intent of bringing a recommendation to the EDAD Department.

Additional Information on Evidence:

Praxis Exam UNL mean = 171.33State mean = 166.33National mean = 164.17

It should be noted that Praxis scores are not reported to EDAD individually. The department has identified 22 of 36 student who have taken the exam.

UCEA INSPIRE Survey Conducted by UCEA, invitation sent to 21 MEd degree completers, responses received from 10 (48%)

Program Survey Survey based on 2015 PSEL standards, invitation sent to 55

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Individuals who completed initial endorsement, responsesreceived from 21 (38%)

Employing District Survey based on 2015 PSEL standards, responses collectedSurvey from 7 districts that employed 2014-2015 or 2015-2016

Completers

SECTION 3: USE OF RELATED DATA AND INFORMATION FOR CONTINUOUS PROGRAM IMPROVEMENT OF ENDORSEMENT PROGRAM

The previous NDE report was conducted in the Spring of 2009. It is important to note that, of the six (6) current FT faculty who are assigned to the P-12 school leadership program, none were on the faculty at that time. All six individuals have been hired since 2011.

During the Spring 2012 semester the department conducted a survey of P-12 school leadership graduates and held focus group sessions with representatives from professional organizations and district leaders who supervised our graduates. There were two primary findings from these efforts. First, our graduates indicated the need for additional field-based experiences intended to connect students with the application of theory and cutting-edge school improvement initiatives with the actual practice of school leadership. Second, advisory representatives suggested the need for faculty to re-engage with schools and building level leadership. This information has guided both curricular and faculty activities between Fall 2012 and Fall 2015. P-12 school leadership faculty meet formally once each semester and also during the summer. Nine full department meetings are held during the academic year. P-12 school leadership faculty function as a “committee of the whole,” making curricular recommendations to the entire EDAD department. The College Executive Graduate Committee approves revisions to degree and/or certificate programs.

Summary of Curricular Activities

Examples of case studies to connect theory to practice: TEAC 948 Instructional Leadership—students now participate in a series of “theory into action” experiences during

their semester of study. Students are presented a single function or duty that an instructional leader may encounter and then asked to develop a detailed response that describes what they would do and how they would go about resolving this problem of practice.

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EDAD 800 Foundations of Research and Methods of Inquiry—students are introduced to Action Research strategies and Problem of Practice constructs and design. Using this format, they design and conduct a research project that examines a specific educational/instructional problem of practice.

Examples of field experiences to connect theory to practice are found below and a complete summary of field experiences is included in Table 1:

EDAD 852 School Culture and Student Discipline—Students design a professional development experience for the orientation of new teachers to their building at the start of a new school year; they create a school building safety assessment review process; they conduct a cultural assessment of their school; and they articulate personalization of learning strategies designed to create a more positive and productive learning culture within the school.

EDAD 851 Faculty and Staff Appraisal—Students conduct a series of simulated teacher evaluation tasks that include informal walk-through observations, classroom visits and formal observations, and conducting a formal teacher evaluation post-conference with specific feedback and an overview of plan for improvement.

EDAD 901 School Improvement—Students develop a formal school profile and the creation of a comprehensive school improvement initiative related to student achievement and student success.

EDAD 903 Community Relations—Students write communication or informational papers for specific stakeholder audiences that are related to school programs or activities.

Summary of Faculty Activities

Faculty are engaged with building level leadership in three formal programs: Networking with New Principals—Faculty participate in the NCSA Networking with New Principals program by

attending meetings, writing blogs and “tip sheets,” and serving as resources for new principals. Leadership2—A program that EDAD faculty developed extending the Networking with New Principals program. All

Networking participants are invited to continue for a second year of support. Learning Partners—A collaboration that began three years ago with Lincoln Public Schools. Students who have

completed EDAD 851 are partnered with first or second years teachers in the Lincoln Public Schools and conduct low-stakes classroom observations and provide the early career teachers with feedback. Group sessions, including LPS building level administrators and the graduate students, are held to discuss the myriad aspects and issues related to the evaluation of faculty.

It should be noted that after the curricular revisions were implemented, three of the six P-12 school leadership faculty have been nominated for College teaching awards (two have received the award) and one faculty member has been

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selected as the College nominee for a University teaching award. We believe this is evidence of addressing the student concern.

Evidence Plan

More importantly, the Spring 2012 review of the P-12 School Leadership program indicated the need to develop a plan to gather data documenting the outcomes of the program. This report provides information from the first complete cycle of implementing this plan.

An initial need in developing a plan of evidence was the identification of the different types of students who pursue certification as a P-8 or 7-12 principal. As shown in Table 3, there are three broad categories of students who have completed the principal program:

1. Individuals who complete the MEd degree that includes a program leading to initial administrative certification.2. Individuals who already hold an appropriate master’s degree and need 24-27 additional hours to complete the

program leading to initial administrative certification.3. Individuals who already hold administrative certification at one grade level (P-8 or 7-12) and return to complete 9

additional hours to add an additional grade level endorsement.

A significant concern is “how” students are identified within the NU system. This is a common concern shared by the respective departments at UNO, UNK, and UNL.

The NU system identifies and tracks students through formal credentials (a degree or board of regents approved certificate). Each campus within the system allows a student who has already completed a master’s degree to complete the program leading to initial principal certification without completing a second master’s degree. As a result, the student does not apply for an additional formal credential, thus student headcount in the respective departments does not represent the non-degree student. Reports from the university indicate that UNL had 21 participants in 2014-2015 and 2015-2016—these are degree-seeking individuals. We had 34 additional non-degree students, completing between 24 and 30 credit hours, pursuing initial administrative certification. These individuals are not included in University reports at any of the three campuses (see future plans).

The plan identified the collection of five pieces of data: GPA, Praxis test scores, UCEA survey of participants, a UNL survey on standards, and a UNL survey to gather feedback from employing districts. To these pieces of data we added

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the 21st Century School Administrator Skills Self-Assessment.

At the beginning of the practicum, students have been expected to review each of the 10 standards included in the NASSP Breaking Ranks 10 Skills for Successful School Leaders and to complete the 21st Century School Administrator Skills Self-Assessment.

Each student completes the self-assessment as the beginning of the Practicum and the supervising site administrator completes the self-assessment as the end of the Practicum. This was envisioned as a formative evaluation step—one that would likely inform the summative responses to the UCEA survey and the UNL survey. As a result we did not aggregate these data.

Initial Results From Evidence Plan

Praxis scores indicate that UNL completors are achieving mean scores at about state and national means. Only one person who has taken the Praxis exam did not score above the required minimum.

Before commenting on the survey results, a brief explanation of the instruments is necessary. UNL is the only campus with membership in the University Council of Educational Administration (UCEA). UCEA provides members with the INSPIRE Leadership Survey Suite, designed to assess graduates’ perceptions about their leadership preparation experiences and to provide a source of evidence on leadership program outcomes. This report presents results from the INSPIRE Graduate Edition (INSPIRE-G) survey. One purpose of this survey is to gather feedback from graduates on their preparation experiences, learning outcomes, and career intentions. The survey was administered in the Summer of 2016 and results are reported for 10 individuals who indicate that they currently are employed as a principal.

In addition to the UCEA survey, the EDAD Department also developed a second set of surveys related to the 2015 Professional Standards for Educational Leaders. One survey was sent to individuals who completed initial administrative certification and the second survey was sent to seven school districts that hired principals from the 2014-2016 cohort of completors. Graduates were asked to indicate their level of understanding of each of the 10 PSEL standards and their level of confidence in using the standards in their respective school leadership roles. The Employer Survey requested feedback related to the observed ability of UNL completors to demonstrate understanding and application of the PSEL standards.

Again, the UCEA survey results (Appendix A) are based only on responses from individuals who currently hold a

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principalship. The UNL completor results (Appendix B) are based on responses from individuals who finished the program, but may not yet hold a principalship. The differences in responses from individuals who are employed in the position versus responses that include individuals who do not yet hold a position is noted. In short, individuals who have completed the program have a higher perception of their abilities than do individuals who have been employed in the position.

Our hope was that by surveying employing districts (Appendix C) we would have a representative assessment, as the seven districts completing the survey have employed more than 15 graduates from this 2-year period and represent urban, suburban, and rural settings. Although each district completed the survey, feedback indicates multiple instances where the individual completing the survey did not have the opportunity to directly observe the standard. To gather external feedback about the preparation of completors, there is the need to improve the data collected from employing districts and to collect data from the site supervisor.

We would note that during the past 5 years (the time frame following the feedback for faculty to become more engaged with schools and building level leadership) applications to our principal program have increased by close to 66 percent—to the point that demand now far exceeds our capacity. We believe this is additional evidence that P-12 professionals have observed our attempts to engage with schools and building-level leadership.

Future Changes

The respective chairs of the three NU campuses providing principal certification programs met and agreed to pursue a system-wide certificate that would address the concern about how students are identified. Although we received preliminary support about the idea of a system-wide credential, we have recently been informed that each respective campus will have to pursue an individual certificate. The faculty at UNL have developed a proposal for a Certificate in Building-Level Leadership. The certificate will require the completion of 21 credit hours of courses and a practicum. We hope to gain College approval in March of 2017 and Board of Regents approval in summer 2017.

We are reviewing all course offerings in light of the survey responses. The two areas on the UCEA survey with the lowest ratings of completors are instructional leadership and management and operations. A review of these courses is currently being conducted.

We are revising our evidence plan. Originally, we used the 21st Century School Administrator Skills Self-Assessment as a

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formative evaluation process. In Spring 2017 we are piloting the self-assessment as a way to gather data from the practicum site supervisors. Evaluation scores of each of the standards will be aggregated to provide an external perspective of the outcomes of the program.

We have decided to conduct the employing districts survey on a 5-year basis—in other words, to survey all districts that have hired a completor within the past 5 years.

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Appendix AUCEA INSPIRE Graduate Survey

Ethical & Professional Norms

Please rate your agreement about how well your leadership program prepared you to do the following:

Minimum Maximum Mean Std. Dev.

Respondents

Act in an open and transparent manner

3 5 4.3 0.67 10

Engage in self-reflection and opportunities to learn

3 5 4.4 0.70 10

Maintain visibility and approachability to stakeholders

3 5 4.4 0.70 10

Act as a moral compass for the school or district

3 5 4.3 0.82 10

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Strategic Leadership



Respondents

Lead change efforts to promote school improvement

2 5 4 1.15 10

Design the school’s organization to enhance teaching and learning

3 5 4 0.67 10

Establish high expectations for student learning

3 5 4.2 0.79 10

Use school or district data to promote school improvement

3 5 3.8 0.79 10

Modify actions to reflect vision and mission of school

3 5 4.2 0.79 10

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Management & Operations



Respondents

Manage school resources effectively and efficiently to support school vision (e.g., technology, personnel, instructional time, public funds, and supplies/equipment)

2 4 3.5 0.71 10

Manage discipline effectively by ensuring that each student is treated fairly, respectfully, and with an understanding of each student’s culture and context

2 5 3.4 1.07 10

Manage facilities and their maintenance to promote a safe and orderly learning environment

2 5 3.5 0.97 10

Recruit, hire, and retain high quality personnel

2 5 4 0.94 10

Use data to provide actionable information

2 5 3.8 0.79 10

Develop and manage productive relationships with the district office

2 5 3.9 0.99 10

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Instructional Leadership



Respondents

Develop the individual and collective instructional capacity of faculty

2 5 3.9 0.99 10

Provide constructive feedback for teachers to improve instruction

3 5 4 0.67 10

Support differentiated instruction to enhance student learning

2 5 3.6 0.84 10

Support professional development activities for teachers based on identified instructional needs of students

2 5 3.9 0.88 10

Promote rigorous and relevant curricula, instruction, and assessments

2 5 3.7 0.82 10

Ensure culturally relevant teaching and learning

2 5 3.8 0.79 10

Promotes a curriculum that supports college and career readiness

2 5 3.7 0.95 10

Evaluate curriculum for its use and effectiveness

2 5 3.4 0.97 10

Support the use of technology to enhance teaching and learning

3 5 3.5 0.85 10

Page | 27

Organizational Culture



Respondents

Promote effectiveness in serving all students well

2 5 3.9 0.88 10

Build a collaborative environment 2 5 4 0.94 10

Foster staff sensitivity to student diversity

2 5 3.7 0.95 10

Work with staff to solve school or department problems

2 5 3.8 0.92 10

Build and sustain an educational vision for a school

2 5 4 1.05 10

Use clear ethical principles to guide decision making and problem solving

2 5 4.2 1.03 10

Encourage staff members’ initiative and innovative efforts

2 5 3.9 0.88 10

Engage staff in comprehensive planning for school improvement

2 5 3.8 0.79 10

Facilitate shared leadership 2 5 4.1 0.99 10

Page | 28

Family & Community Relations



Respondents

Build and sustain positive relationships with families and caregivers

2 5 4.1 0.88 10

Effectively communicate and engage with families and caregivers

2 5 4.3 0.95 10

Build and sustain positive relationships with community partners

2 5 4 0.94 10

Communicate with and effectively engage with community partners

2 5 3.8 0.92 10

Promote understanding, appreciation, and use of the community’s diverse resources

2 5 4.1 0.99 10

Advocate for children, families, and caregivers

2 5 4.2 0.92 10

Page | 29

Supportive Learning Environment



Respondents

Create an equitable and inclusive environment

2 5 3.9 0.74 10

Promote trusting relationships 2 5 3.9 0.88 10

Create an environment to promote the academic, social, emotional support for students

2 5 4 1.25 10

Promote a sense of belonging among staff and students

2 5 4 1.25 10

Appendix BUNL Completor Survey

Online survey of 55 individuals who completed initial administrative certification as P-8 or 7-12 Principal, 21 responses (38%)

Page | 30

Rank Order of Standards

Strongly agree (5)

Agree (4) Neutral (3) Disagree (2)

Strongly disagree (1)

Mean

Standard 10: School Improvement

18 3 0 0 0 4.86

Standard 7: Professional Community

18 3 0 0 0 4.86

Standard 5: Community of Care

15 6 0 0 0 4.71

Standard 6:Professional Capacity

15 6 0 0 0 4.71

Standard 2: Ethics

14 7 0 0 0 4.67

Standard 1: Vision & Mission

13 8 0 0 0 4.62

Standard 4: Instructional Systems

13 8 0 0 0 4.62

Standard 9: Operations & Management

12 7 2 0 0 4.48

Standard 3:Equity

11 8 2 0 0 4.43

Standard 8: Meaningful Engagement of Families

9 7 4 1 0 4.10

Graduates’ perceptions of the question: How well did your program prepare you to meet the following standards?

Appendix CUNL Employing District Survey

Online survey of seven school districts employing individuals who completed initial administrative certification as P-8 or 7-12 Principal

Perceptions of the question: How well did your program prepare newly hired principals to meet the following standards?

Page | 31

Rank Order of Standards

Strongly agree (5)

Agree (4) Neutral (3) Disagree (2)

Strongly disagree (1)

Mean

Standard 2: Ethics

5 2 0 0 0 4.71

Standard 4: Instructional Systems

4 3 0 0 0 4.57

Standard 7: Professional Community

4 2 1 0 0 4.43

Standard 1: Vision & Mission

3 4 0 0 0 4.42

Standard 5: Community of Care

2 5 0 0 0 4.29

Standard 6:Professional Capacity

2 4 1 0 0 4.14

Standard 3:Equity

2 3 1 1 0 3.86

Standard 8: Meaningful Engagement of Families

1 4 2 0 3.86

Standard 9: Operations & Management

1 4 2 0 0 3.86

Standard 10: School Improvement

1 5 0 1 0 3.86

Rule 24 Folio Appendix A – Endorsement Program Student Advising SheetGENERAL ADMINISTRATION: PRINCIPAL

Circle correct level(s): Elementary or Middle Level Secondary Student ID # Adviser Academic Program Principal Certification Date

Courses Specified for Superintendent Cr. Hrs. Courses Approved for this Student’s

Program of Studies Semester Grade

EDAD 800 3 Introduction to Research

EDAD 811 3 Practicum (last course)

EDAD 830 3 Administrative Theory

EDAD 833 3 Educational Finance

EDAD 837 3 Educational Law

EDAD 851 3 Faculty and Staff Appraisal

EDAD 852 3 School Culture and Student Behavior

EDAD 903 3 Issues in Community Relations

TEAC 801/848/944 3 TEAC 801 Curriculum Inquiry

TEAC 800/946/948 3 TEAC 948 Instructional Leadership

Support Course (outside of EDAD and TEAC)

3 SPED 856 Supervision of Special Educ

Elective 3

Other Program Requirements

Page | 32

Capstone Reflection Paper _________Pre-PRAXIS Exam ________PPST THR SPEDTEAC 801 3 hr Curriculum Inquiry TEAC 800 3 hr Inquiry to Teaching & LearningTEAC 848 3 hr Introduction to Curriculum Studies TEAC 946 3 hr Instructional Improvement & Decision MakingTEAC 944 3 hr Seminar in Curriculum Studies TEAC 948 3 hr Instructional Leadership: Emerging Trends & Practice

Sports Admin. CertificateSupport Course 3 hrs 813 Sports & Athletic AdministrationElective 3 hrs 814 Risk Managemen

Rule 24 Folio Appendix A – Endorsement Program Student Advising SheetDepartment of Educational Administration, UNLCertification/Endorsement Program

Special Education Supervisor

Student ID #

Adviser

Academic Program Graduate Committee Chair Date

Courses Specified for Superintendent Cr. Hrs. Courses Approved for this Student’s Program of

Studies Semester Grade

EDAD 800 3 Foundations of Research

EDAD 811B 3 Special Education Supervisor Practicum

EDAD 830 3 Administrative Theory

EDAD 833 3 Educational Finance

EDAD 837 3 Educational Law

EDAD 851 3 Faculty and Staff Appraisal

EDAD 852 3 School Culture and Student Behavior

EDAD 903 3 Issues in Community Relations

SPED 814 3 Instructional Methods for Students with Diverse Needs

SPED 880 3 Educating Students with Intellectual Impairments & Developmental Disabilities

SPED 857 3 Special Education Administration

Page | 33

SPED Elective 3 SPED 860/960/843/809/824/872/846 recommended

Other Program RequirementsPRAXIS Exam __√___ OR (Research Paper and Written Comp Exam ) PPST THR SPED

PRAXIS Exam Rule 24 Folio Appendix A – Endorsement Program Student Advising Sheet

Page | 34

Documents

Completion of program - College of Education and … 9.12.17... · Web viewEDAD 903 Community Relations—Students write communication or informational papers for specific stakeholder