Submitted Fall, 2004
(Objectives 1, 2, 3, 4, 5, 7, 8, 9)
To provide insights into the levels of preparedness graduates experience when becoming administrators and the strengths and weaknesses of the EDAD program in contributing to their readiness, parallel surveys were sent to employers and alumni. Every three years parallel surveys are sent to a random sampling of UNK EDAD Program graduates who are currently practicing school administrators in Nebraska and to their Board Presidents. Results of the survey were compiled and examined to determine if there were implications for changes in EDAD programs. Information was shared with both internal and external audiences, and for making recommendations and program changes, if needed.
On March 28, 2002, the EDAD Department triennial, graduate survey was initiated by e-mailing questionnaires to program graduates who assumed either their first principalship or superintendency within the past fours years. Completed questionnaires were received from 37 of 61 (60.7%) principals and 31 of 40 (77.5%) superintendents. The sampling procedure was different from the October 1998 survey, when a random sample of all program graduates was practicing principals and superintendents. The respondents for the current survey have less average experience in school administration compared to those who participated in the previous survey. Results were analyzed with department members and Advisory Council members.
Principals in the survey recorded a mean average of 4.08 (1=very poor to 5=very good) on the self-evaluation of 12 items in contrast to a 4.16 mean average for respondents in the 1998 survey. The data appear to confirm that experienced school administrators are more confident in rating their skills and abilities higher than less experienced administrators.
Responses on the survey indicated that the graduates preferred more time on the following: school improvement and aligning state standards with curriculum and assessment; teacher evaluation; budget and finance; and the NDE Rule 10 and attended paperwork. The EDAD faculty continued to balance instructional strategies to respond to practitioners' requests for more vocational knowledge, while presenting theoretical knowledge that should inhere in a university, graduate program.
In addition to embedding school improvement activities in currently offered classes, a Special Topic class, School Improvement, was scheduled for the summer of 2004. Based on student comments, the class was a success and should continue to be available as an elective.
The next EDAD Department triennial graduate survey will be mailed in spring, 2005. The recommendation is to revise the survey to ensure that the questions are aligned with NPBEA Standards and Rule #24.