Submitted Fall, 2005
(Objective 1, 2, 3, 4, 5, 7, 8, 9,)
Assessment
All candidates participated in an Internship, an experiential assignment, which included activities with substantial responsibilities that increased over time in amount and complexity and involved direct interaction and involvement with staff, students, parents, and community leaders. Students maintained logs of their internship experiences. The site mentors completed a survey evaluating the performance of the six students who interned in their school during spring and summer 2004 and completed their internships. Students were assessed on a scale from 1-Outstanding to 5-Inadequate with a NO for No Opportunity to Observe. When completed, the site mentor returned the survey to the university supervisor. All students received satisfactory ratings on logs and surveys. The findings indicate that our department goals and objectives are being met by our department offerings.
| Questions |
Fall 2004 |
Spring 2005 |
| 1. The intern is able to communicate effectively orally and in writing |
4 |
4.67 |
| 2. The intern is able to translate the district vision into specific recommendations for pertinent policies and regulations |
4.5 |
4.0 |
| 3. The intern is aware of the legal structure within which schools function |
4 |
4.67 |
| 4. the intern is aware of the social and political constrictions imposed by the several publics which the school serves |
4 |
4.5 |
| 5. The intern is able to establish and maintain a productive working relationship with other administrators and with members of the Board of Education |
4 |
4.67 |
| 6. The intern has acquired skills in the evaluation of staff members and their performance. |
4 |
4.33 |
| 7. The intern is able to guide the Board of Education in making decisions relating to the physical plan and the school building needs. |
4.5 |
3.5 |
| 8. As a director of the educational program, the intern employs leadership skills to enhance learning opportunities for students. |
4 |
4.67 |
| 9. The intern has an understanding of the role of the State Department of Education and the services provided by that agency. |
4 |
4.33 |
| 10. The intern is able to secure understanding, acceptance, and support for the total school program both internally and externally. |
4.5 |
4.33 |
| 11. As an administrator of personnel, the intern is able to select and assign able faculty and staff members and work with them toward realization of their potential. |
3.5 |
4.33 |
| 12. The intern is able to delegate responsibilities to those who can best perform a particular function. |
3.5 |
4.33 |
| 13. The intern is able to assist the staff to maintain a positive district culture for learning with the focus on the multiple aspects of diversity to meet the learning needs of all students. |
3.5 |
4.33 |
| 14. The intern is able to demonstrate the ability to use and promote technology |
4.5 |
4.67 |
| 15. The intern has acquired the skills to create school improvement plans that address student and community needs. |
4 |
4.5 |
| 16. The intern is able to conduct research commensurate with his/her responsibilities in the school system is able to interpret the research findings of others. |
4.5 |
3.5 |
| 17. The intern is able to expand hi/her own productive team membership while moving in and out of leader and group member roles. |
4.5 |
4.67 |
| 18. Predict overall competencies as a school administrator |
4.5 |
4.83 |
TOTAL AVERAGE
|
4.1 |
4.37 |
Recommendation:
Data indicate that our current program is meeting the department goals and objectives included under this assessment.