Submitted Fall, 2004
(Objectives 1, 2, 3, 4, 8, 9, 10)
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 inter-and external audience, and for making recommendations and, if needed, program changes.
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 principals and 331 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.
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 challenge for the EDAD faculty was 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. To meet that concern, activities that focused on school improvement and standards were included in currently offered courses. More time was devoted to teacher evaluation, budget and finance and NDE Rule 10.
Continued focus on inclusion of school improvement strategies.