Program report for the preparation of educational leaders



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Updated December 2014


State of Oklahoma

PROGRAM REPORT FOR

THE PREPARATION OF EDUCATIONAL LEADERS

(School District Leadership Level)

C O V E R S H E E T

Institution State
Date submitted
Name of Preparer
Phone # Email
Program documented in this report:

Name of institution’s program (s)

Grade levels for which candidates are being prepared

Degree or award level

Is this program initial or advanced?

Is this program offered at more than one site? Yes No

If yes, list the sites at which the program is offered




Title of the state license for which candidates are prepared


Program report status:

  • Initial review

oNew Program

oExisting Program

  • Response to One of the Following Decisions: Further Development Required or Recognition with Probation

  • Response to Recognition With Conditions


Is your unit seeking:

¨ State accreditation for the first time (initial accreditation)

¨ Continuing State accreditation

GENERAL DIRECTIONS
The following directions are designed to assist institutions as they complete this program report. To complete the report, institutions must provide data from 7-8 assessments that, taken as a whole, will demonstrate candidate mastery of the state competencies. These data will also be used to answer the following questions:


  • Have candidates mastered the necessary knowledge for the subjects they will teach or the jobs they will perform?

  • Do candidates meet state licensure requirements?

  • Do candidates understand teaching and learning and can they plan their teaching or fulfill other professional education responsibilities?

  • Can candidates apply their knowledge in classrooms and schools?

  • Are candidates effective in promoting student learning and creating environments to support learning?


I. Contextual Information – provides the opportunity for institutions to present general information to help reviewers understand the program.
II. Assessments and Related Data - provides the opportunity for institutions to submit 6-8 assessments, scoring guides or criteria, and assessment data as evidence that standards are being met.
III. Standards Assessment Chart - provides the opportunity for institutions to indicate which of the assessments are being used to determine if candidates meet program competencies.
IV. Evidence for Meeting Standards – provides the opportunity for institutions to discuss the assessments and assessment data in terms of competencies.
V. Use of Assessment Results to Improve Candidate and Program Performance – provides the opportunity for institutions to indicate how faculty is using the data from assessments to improve candidate performance and the program as it relates to content knowledge; pedagogical and professional knowledge, skills, and dispositions; and effects on student learning.
VI. For Revised Reports Only

Describe what changes or additions have been made in the report to address the standards that were not met in the original submission. List the sections of the report you are resubmitting and the changes that have been made. Specific instructions for preparing a revised report are available on the NCATE web site at http://www.ncate.org/institutions/process.asp?ch=4.


Page limits are specified for each of the narrative responses required in Sections IV and V of the report, with each page approximately equivalent to one text page of single-spaced, 12-point type. Each attachment required in Sections I and II of the report should be kept to a maximum of five text pages.

When the report has been completed, please send an electronic copy to the Office of Educational Quality and Accountability (OEQA). Please also retain an electronic copy for your file until the OEQA has acknowledged receipt of your report.


Specific directions are included at the beginning of each section.

What if the program is offered at different levels or in different tracks (e.g., at the baccalaureate, master’s, and alternate route)? If assessments are the same across the different levels/tracks, one report may be submitted. However, the assessment results must be disaggregated for each program level/track. If assessments are different across the different levels/tracks, a separate program report must be submitted for each program level/track. If you are unsure whether to submit one or multiple reports, contact the OEQA office.
What if the program is offered at the main campus and one or more off-campus sites? If assessments are the same on the main campus and the off-campus sites, one report may be submitted. However, the assessment results must be disaggregated for each site. If assessments are different on campus than in the off-campus sites, a separate program report must be submitted for each site. If you are unsure whether to submit one or multiple reports, contact the OEQA office.

SECTION I—CONTEXT
Provide the following contextual information:

1. Description of any state or institutional policies that may influence the application competencies.

2. Description of the field and clinical experiences required for the program, including the number of hours for early field experiences and the number of hours/weeks for student teaching or internships.
Attach the following contextual information:

1. A program of study that outlines the courses and experiences required for candidates to complete the program. The program of study must include course titles. (This information may be provided as an attachment from the college catalog or as a student advisement sheet.)

2. Chart with the number of candidates and completers

3. Chart on program faculty expertise and experience.



SECTION II—ASSESSMENTS AND RELATED DATA
In this section, list the 7-8 assessments that are being submitted as evidence for meeting the Oklahoma standards. All programs must provide a minimum of seven assessments. If your state does not require a state licensure test in the content area, you must substitute an assessment that documents candidate attainment of content knowledge in #1 below. For each assessment, indicate the type or form of the assessment and when it is administered in the program.



Name of Assessment1

Type or

Form of Assessment2

When the Assessment

Is Administered3

1

[Licensure assessment, or other content-based assessment]








2

[Assessment of content knowledge in educational leadership]








3

[Assessment of ability to design, align, and evaluate curriculum, guide professional learning]







4

[Assessment of internship/clinical practice]









5

[Assessment of ability to support student learning and development]








6

[Content-based assessment – application of content








7

[Assessment of abilities in organizational management and community relations]







8

Additional assessment that addresses ELCC standards (optional) ]









SECTION III—STANDARD ASSESSMENT CHART
For each Oklahoma standard on the chart below, identify the assessment(s) in Section II that address the standard.



OKLHOMA STANDARD

APPLICABLE ASSESSMENTS FROM SECTION II

Standard 1.0: A district-level education leader applies knowledge that promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a shared district vision of learning through the collection and use of data to identify district goals, assess organizational effectiveness, and implement district plans to achieve district goals; promotion of continual and sustainable district improvement; and evaluation of district progress and revision of district plans supported by district stakeholders.

1.1 Candidates understand and can collaboratively develop, articulate, implement, and steward a shared district vision of learning for a school district.



□#1 □#2 □#3 □#4

□#5 □#6 □#7 □#8


1.2 Candidates understand and can collect and use data to identify district goals, assess organizational effectiveness, and implement district plans to achieve district goals.



□#1 □#2 □#3 □#4

□#5 □#6 □#7 □#8


1.3 Candidates understand and can promote continual and sustainable district improvement.



□#1 □#2 □#3 □#4

□#5 □#6 □#7 □#8


1.4 Candidates understand and can evaluate district progress and revise district plans supported by district stakeholders.



□#1 □#2 □#3 □#4

□#5 □#6 □#7 □#8



Standard 2.0: A district-level education leader applies knowledge that promotes the success of every student by sustaining a district culture conducive to collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous, and coherent curricular and instructional district program; developing and supervising the instructional and leadership capacity across the district; and promoting the most effective and appropriate technologies to support teaching and learning within the district.

2.1 Candidates understand and can advocate, nurture, and sustain a district culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students.



□#1 □#2 □#3 □#4

□#5 □#6 □#7 □#8


2.2 Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional district program.



□#1 □#2 □#3 □#4

□#5 □#6 □#7 □#8


2.3 Candidates understand and can develop and supervise the instructional and leadership capacity across the district.



□#1 □#2 □#3 □#4

□#5 □#6 □#7 □#8


2.4 Candidates understand and can promote the most effective and appropriate district technologies to support teaching and learning within the district.



□#1 □#2 □#3 □#4

□#5 □#6 □#7 □#8



Standard 3.0: A district-level education leader applies knowledge that promotes the success of every student by ensuring the management of the district’s organization, operation, and resources through monitoring and evaluating district management and operational systems; efficiently using human, fiscal, and technological resources within the district; promoting district-level policies and procedures that protect the welfare and safety of students and staff across the district; developing district capacity for distributed leadership; and ensuring that district time focuses on high-quality instruction and student learning.

3.1 Candidates understand and can monitor and evaluate district management and operational systems.



□#1 □#2 □#3 □#4

□#5 □#6 □#7 □#8


3.2 Candidates understand and can efficiently use human, fiscal, and technological resources within the district.



□#1 □#2 □#3 □#4

□#5 □#6 □#7 □#8



3.3 Candidates understand and can promote district-level policies and procedures that protect the welfare and safety of students and staff across the district.

□#1 □#2 □#3 □#4

□#5 □#6 □#7 □#8



3.4 Candidates understand and can develop district capacity for distributed leadership.

□#1 □#2 □#3 □#4

□#5 □#6 □#7 □#8



3.5 Candidates understand and can ensure that district time focuses on supporting high-quality school instruction and student learning.

□#1 □#2 □#3 □#4

□#5 □#6 □#7 □#8



Standard 4.0: A district-level education leader applies knowledge that promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources for the district by collecting and analyzing information pertinent to improvement of the district’s educational environment; promoting an understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources throughout the district; building and sustaining positive district relationships with families and caregivers; and cultivating productive district relationships with community partners.

4.1 Candidates understand and can collaborate with faculty and community members by collecting and analyzing information pertinent to the improvement of the district’s educational environment.



□#1 □#2 □#3 □#4

□#5 □#6 □#7 □#8


4.2 Candidates understand and can mobilize community resources by promoting understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources throughout the district.



□#1 □#2 □#3 □#4

□#5 □#6 □#7 □#8


4.3 Candidates understand and can respond to community interests and needs by building and sustaining positive district relationships with families and caregivers.



□#1 □#2 □#3 □#4

□#5 □#6 □#7 □#8



4.4 Candidates understand and can respond to community interests and needs by building and sustaining productive district relationships with community partners.

□#1 □#2 □#3 □#4

□#5 □#6 □#7 □#8



Standard 5.0: A district-level education leader applies knowledge that promotes the success of every student by acting with integrity, fairness, and in an ethical manner to ensure a district system of accountability for every student’s academic and social success by modeling district principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the district; safeguarding the values of democracy, equity, and diversity within the district; evaluating the potential moral and legal consequences of decision making in the district; and promoting social justice within the district to ensure individual student needs inform all aspects of schooling.

5.1 Candidates understand and can act with integrity and fairness to ensure a district system of accountability for every student’s academic and social success.



□#1 □#2 □#3 □#4

□#5 □#6 □#7 □#8


5.2 Candidates understand and can model principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the district.



□#1 □#2 □#3 □#4

□#5 □#6 □#7 □#8


5.3 Candidates understand and can safeguard the values of democracy, equity, and diversity within the district.



□#1 □#2 □#3 □#4

□#5 □#6 □#7 □#8



5.4 Candidates understand and can evaluate the potential moral and legal consequences of decision making in the district.

□#1 □#2 □#3 □#4

□#5 □#6 □#7 □#8



5.5 Candidates understand and can promote social justice within the district to ensure individual student needs inform all aspects of schooling.

□#1 □#2 □#3 □#4

□#5 □#6 □#7 □#8



Standard 6.0: A district-level education leader applies knowledge that promotes the success of every student by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context within the district through advocating for district students, families, and caregivers; acting to influence local, district, state, and national decisions affecting student learning; and anticipating and assessing emerging trends and initiatives in order to adapt district-level leadership strategies.

6.2 Candidates understand and can act to influence local, district, state, and national decisions affecting student learning in a district environment.



□#1 □#2 □#3 □#4

□#5 □#6 □#7 □#8


6.3 Candidates understand and can anticipate and assess emerging trends and initiatives in order to adapt district-level leadership strategies.



□#1 □#2 □#3 □#4

□#5 □#6 □#7 □#8



Standard 7.0: A district-level education leader applies knowledge that promotes the success of every student in a substantial and sustained educational leadership internship experience that has district-based field experiences and clinical practice within a district setting and is monitored by a qualified, on-site mentor. *

7.1 Substantial Experience: The program provides significant field experiences and clinical internship practice for candidates within a district environment to synthesize and apply the content knowledge and develop professional skills identified in the other Educational Leadership District-Level Program Standards through authentic, district-based leadership experiences.



7.2 Sustained Experience: Candidates are provided a six-month concentrated (9–12 hours per week) internship that includes field experiences within a district environment.

7.3 Qualified On-site Mentor: An on-site district mentor who has demonstrated successful experience as an educational leader at the district level and is selected collaboratively by the intern and program faculty with training by the supervising institution.

*Information should be provided in Section 1 (Context), question 2, to address this standard.



SECTION IV—EVIDENCE FOR MEETING STANDARD
DIRECTIONS: The 6-8 key assessments listed in Section II must be documented and discussed in Section IV. Taken as a whole, the assessments must demonstrate candidate mastery of the Oklahoma standards. The key assessments should be required of all candidates. Assessments and scoring guides and data charts should be aligned with the Oklahoma standards. This means that the concepts in the Oklahoma standards should be apparent in the assessments and in the scoring guides to the same depth, breadth, and specificity as in the Oklahoma standards. Data tables should also be aligned with the Oklahoma standards. The data should be presented, in general, at the same level it is collected. For example, if a rubric collects data on 10 elements [each relating to specific Oklahoma standard(s)], then the data chart should report the data on each of the elements rather that reporting a cumulative score.
1. Content knowledge

2. Pedagogical and professional knowledge, skills and dispositions

3. Effects on student learning
For each assessment, the compiler should prepare one document that includes the following items:

(1) A two-page narrative that includes the following:

a. A brief description of the assessment and its use in the program (one sentence may

be sufficient);

b. A description of how this assessment specifically aligns with the standards it is cited

for in Section III. Cite SPA standards by number, title, and/or standard wording.

c. A brief analysis of the data findings;

d. An interpretation of how that data provides evidence for meeting standards,

indicating the specific SPA standards by number, title, and/or standard wording;

and


(2) Assessment Documentation

e. The assessment tool itself or a rich description of the assessment (often the directions

given to candidates);

f. The scoring guide for the assessment; and



g. Charts that provide candidate data derived from the assessment.
The responses for e, f, and g (above) should be limited to the equivalent of five text pages each, however in some cases assessment instruments or scoring guides may go beyond five pages.
Note: As much as possible, combine all of the files for one assessment into a single file. That is, create one file for Assessment #4 that includes the two-page narrative (items a – d above), the assessment itself (item e above), the scoring guide (item f above, and the data chart (item g above). Do not include candidate work or syllabi. There is a limit of 20 attachments for the entire report so it is crucial that you combine files as much as possible.


#1 (Required)-CONTENT KNOWLEDGE: Data from licensure tests or professional examinations of content knowledge. ELCC standards addressed in this entry could include but are not limited to: 1.1, 1.4, 2.3, 3.2, 4.1, 4.2, 4.3, and 6.1. If your state does not require licensure tests or professional examinations in the content area, data from another assessment must be presented to document candidate attainment of content knowledge.
Provide assessment information as outlined in the directions for Section IV


#2 (Required)-CONTENT KNOWLEDGE: Assessment of content knowledge in educational leadership. ELCC standards addressed in this assessment could include but are not limited to 1.1, 1.4, 2.3, 3.2, 4.1, 4.2, 4.3, and 6.1. Examples of assessments include comprehensive examinations, essays, and case studies.
Provide assessment information as outlined in the directions for Section IV

#3 (Required)-PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: Assessment that demonstrates candidates' instructional leadership skills in working with district and school personnel on issues of instruction, curriculum, culture, and professional development with the district. ELCC standards that could be addressed in this assessment include but are not limited to: 1.0, 2.0, and 5.0. Examples of assessments include developing district improvement plans for instruction/curriculum, district professional development plan, needs assessment projects and/or district curriculum redesign projects.
Provide assessment information as outlined in the directions for Sections III and IV.

#4 (Required)-PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: Assessment that demonstrates candidates' leadership skills through district-based internship/clinical practice settings. ELCC standards that could be addressed in this assessment include but are not limited to: 1.0, 2.0, 3.0, 4.0, 5.0, and 6.0. Examples of assessments include faculty evaluations of candidates’ performances, internship/clinical site supervisors’ evaluations of candidates’ performances, internship projects, and evaluation of candidates' formative and summative logs and reflections.
Provide assessment information as outlined in the directions for Section IV

#5 (Required)-EFFECTS ON STUDENT LEARNING: Assessment that demonstrates candidates’ district leadership skills that support P-12 student learning within a district. ELCC standards that could be addressed in this assessment include but are not limited to: 1.0; 2.0; 3.0; 4.0; 5.0; and 6.0. Examples of assessments include district leadership intervention project, an action research project to improve a district problem related to P-12 student learning, and/or project to develop a district P-12 student learning model based on AYP scores.
Provide assessment information as outlined in the directions for Section IV

#6(Required)-PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSTIONS: Assessment that demonstrates candidates' organizational management and community relations leadership skills in developing district policies and practices for effective district management and resource systems and district-community partnerships. ELCC standards addressed in this entry could include but are not limited to: 3.0, 4.0, and 5.0. Examples of assessments include designing district-based strategic plans, a district improvement projects, a district-community partnership proposal, and/or district simulation.
Provide assessment information as outlined in the directions for Section IV
#7 (Required)-PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: ELCC standards that could be addressed in this assessment include but are not limited to standards 1 - 6. Examples of assessments include portfolio tasks, postgraduate 360 evaluations, action research projects, needs assessments projects, faculty intervention plans, strategic plans, simulations, school intervention plans, internship evaluations, candidate test scores on comprehensive exams, licensure tests not report in #1, and follow-up studies of employers.
Provide assessment information as outlined in the directions for Section IV
#8 (Optional): Additional assessment that addresses ELCC standards. ELCC standards that could be addressed in this assessment include but are not limited to standards 1-6. Examples of assessments include portfolio tasks, postgraduate 360 evaluations, action research projects, needs assessments projects, faculty intervention plans, strategic plans, simulations, school intervention plans, internship evaluations, candidate test scores on comprehensive exams, licensure tests not report in #1, and follow-up studies of employers.
Provide assessment information as outlined in the directions for Section IV


SECTION V—USE OF ASSESSMENT RESULTS TO IMPROVE

CANDIDATE AND PROGRAM PERFORMANCE
Evidence must be presented in this section that assessment results have been analyzed and have been or will be used to improve candidate performance and strengthen the program. This description should not link improvements to individual assessments but, rather, it should summarize principal findings from the evidence, the faculty’s interpretation of those findings, and changes made in (or planned for) the program as a result. Describe the steps program faculty has taken to use information from assessments for improvement of both candidate performance and the program. This information should be organized around (1) content knowledge, (2) professional and pedagogical knowledge, skill, and dispositions, and (3) student learning.
(response limited to 3 pages)
SECTION VI - FOR REVISED REPORTS OR RESPONSE TO CONDITIONS REPORTS ONLY
For Revised Reports: Describe what changes or additions have been made to address the standards that were not met in the original submission. Provide new responses to questions and/or new documents to verify the changes described in this section. Specific instructions for preparing a Revised Report are available on the NCATE web site at http://www.ncate.org/Accreditation/ProgramReview/ProgramReportSubmission/RevisedProgramReports/tabid/453/Default.aspx
For Response to Conditions Reports: Describe what changes or additions have been made to address the conditions cited in the original recognition report. Provide new responses to questions and/or new documents to verify the changes described in this section. Specific instructions for preparing a Response to Conditions Report are available on the NCATE web site at

http://www.ncate.org/Accreditation/ProgramReview/ProgramReportSubmission/ResponsetoConditionsReport/tabid/454/Default.aspx



ATTACHMENT A

Candidate Information
Directions: Provide three years of data on candidates enrolled in the program and completing the program, beginning with the most recent academic year for which numbers have been tabulated. Please report the data separately for the levels/tracks (e.g., baccalaureate, post-baccalaureate, alternate routes, master’s, doctorate) being addressed in this report.



Program:



Academic Year

# of Candidates Enrolled in the Program

# of Program Completers4






























Program:



Academic Year

# of Candidates Enrolled in the Program

# of Program Completers






























Program:



Academic Year

# of Candidates Enrolled in the Program

# of Program Completers




























ATTACHMENT B

Faculty Information
Directions: Complete the following information for each faculty member responsible for professional coursework, clinical supervision, or administration in this program.



Faculty Member Name



Highest

Degree, Field, & University5


Assignment: Indicate the role of the faculty member6



Faculty Rank7


Tenure Track (Yes/

No)


Scholarship,8 Leadership in Professional Associations, and Service: 9 List up to 3 major contributions in the past 3 years 10

Teaching or other professional experience in

P-12 schools11

































































































































































































1 Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include.

2 Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, action research, field experience, state licensure test, portfolio).

3 Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses [specify course title and numbers], or completion of the program).

4 Oklahoma uses the NCATE definition for program completers. Program completers are persons who have met all the requirements of a state-approved teacher preparation program. Program completers include all those who are documented as having met such requirements. Documentation may take the form of a degree, institutional certificate, program credential, transcript, or other written proof of having met the program’s requirements.

5 e.g., PhD in Curriculum & Instruction, University of Nebraska

6 e.g., faculty, clinical supervisor, department chair, administrator

7 e.g., professor, associate professor, assistant professor, adjunct professor, instructor

8 Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of teachers and other school personnel. Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings in new settings. Scholarship further presupposes submission of one’s work for professional review and evaluation.

9Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the institution and unit’s mission.

10 e.g., officer of a state or national association, article published in a specific journal, and an evaluation of a local school program

11 Briefly describe the nature of recent experience in P-12 schools (e.g. clinical supervision, inservice training, teaching in a PDS) indicating the discipline and grade level of the assignment(s). List current P-12 licensure or certification(s) held, if any.


2011 Standards Oklahoma Program Report Template


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