Assessment Details
Academic Year: 2020-2021 Level: Graduate
Campus Department: Lynch School of Education & Human Development [UG and Grad]
Program Type: Major [UG] / Program [Grad]
Program Name: Educational Leadership and Policy MEd (Link)
Description of Data Collection:
All students are expected to develop and demonstrate mastery of the four DESE standards through their coursework. In addition to course assignments, five sources of evidence are used to determine this:
a. First, all students take a comprehensive exam at the culmination of their program of studies. This exam assesses the four learning standards described above.
b. Second, for students pursuing licensure, we rely on the assessment of the cooperating principal in the field, the university adjunct faculty supervisor. The supervisor’s assessment is gathered during the student’s practicum course (which entails 500 hours of field experience spread across three semesters) and during the administration of the comprehensive exam.
c. Third, students pursuing licensure need to pass the state standardized assessment, the Massachusetts Performance Assessment for Leaders (MA-PAL). This is aligned closely with these four standards. We receive information on our students’ performance on MA-PAL which serves as another source of evidence regarding whether our graduates are developing mastery of these standards.
d. Fourth, we administer an exit survey of all graduating students (exit survey) and post-graduate surveys (1 year out) for alumni. In these surveys, students report self-assessments regarding how well they have been prepared in these four standards. Students also complete a mid-point survey, at the end of their second semester, to provide feedback on the program and their preparation and educational leaders.
e. Fifth, we solicit information from an advisory council of educational leaders in the field (two meetings / year). Information from the advisory council provides an external source of information regarding the degree to which our graduates are perceived to be performing in a manner that demonstrates mastery of these standards.
Review Process:
The evidence is interpreted by the program faculty and discussed at monthly faculty meetings.
Resulting Program Changes:
Evidence from the comprehensive exam and cooperating principals indicate that leadership candidates can continue to strengthen their knowledge of how to apply these to promote equitable opportunities to learn for traditionally marginalized students, such as students who are English learners. Faculty have revised course readings, assignments, and activities to promote this.
Evidence from the comprehensive exam and cooperating principals indicated that leadership candidates can continue to strengthen their knowledge of how to apply these to promote equitable opportunities to learn for traditionally marginalized students, such as students who are English learners. Faculty have revised course readings, assignments, and activities to promote this.
Additionally, evidence from the PAL exam highlighted a need for additional preparation for completion of those tasks. This helped reshape our practicum seminar.
Based on feedback from students, we also worked as a faculty to identify signature pedagogies and ensure that we were addressing learning outcomes across courses. This led to revision of course assignments and activities to address any gaps as well as strengthen themes across courses.
Date of Most Recent Program Review:
Evidence from the comprehensive exam and cooperating principals indicate that leadership candidates can continue to strengthen their knowledge of how to apply these to promote equitable opportunities to learn for traditionally marginalized students, such as students who are English learners. Faculty have revised course readings, assignments, and activities to promote this.
Evidence from the comprehensive exam and cooperating principals indicated that leadership candidates can continue to strengthen their knowledge of how to apply these to promote equitable opportunities to learn for traditionally marginalized students, such as students who are English learners. Faculty have revised course readings, assignments, and activities to promote this.
Additionally, evidence from the PAL exam highlighted a need for additional preparation for completion of those tasks. This helped reshape our practicum seminar.
Based on feedback from students, we also worked as a faculty to identify signature pedagogies and ensure that we were addressing learning outcomes across courses. This led to revision of course assignments and activities to address any gaps as well as strengthen themes across courses.
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