Student Learning Assessment Report Submitted by: Usha Rajdev ...

Academic Year : 2009-2010 Program: Administration and Supervision 

Student Learning Assessment Report 

Submitted by: Usha Rajdev and Sister Patricia Earl 

Date: August 2010 

Briefly describe where and how are data and documents used to generate this Report being stored: 

Data is collected each semester from the Director of the Catholic School Leadership Program. This data is compiled in an excel sheet 

on the “S” drive of the School of Education and Human Services in the Education folder under Assessment. Two excel workbooks 

labeled – Master Candidate Assessment Data (MCAD) and Catholic School Leadership Internship Evaluations store the data. 

Executive Summary 

The assessment process of the Catholic School Leadership program (CSLP) is built on 5 critical assignments and the internship 

experience (ED 593) of the program. The following courses - ED 582, 583, 584, 587 and 591 - have each identified one assignment 

that represents the broad purpose of the course and focuses on the standards for school leadership as set by the Educational 

Leadership Constituent Council (ELCC), the national professional organization for school principals and leaders. The assignments are 

part of the normal curriculum of the course. The instructor first scores the assignment based on the criteria set for the class and then 

re-scores the assignment in light of the ELCC standards. The score, based on ELCC standards, is then forwarded to the Director of 

the Catholic Schools Program who compiles the data, aligns it with the Outcome Statements of the CSLP, and forwards it to the 

Assessment Coordinator of the Education Department. The internship of the CSLP is the capstone of the program and three 

evaluations are part of the assessment system. Both the On-site Supervisor and the University Supervisor complete the same 

evaluation that focus on the behaviors of the student (intern). The student also completes a portfolio that is submitted to the Director 

of the CSLP. The ratings for these instruments or documents are gathered by the CSLP Director. 

List all of the program’s learning outcomes: (regardless of whether or not they are being assessed this year) 

Learning Outcome 

Year of Last 

Assessment 

1) As caring professionals, teacher education students exiting our programs will: 

demonstrate high moral, ethical, and legal standards in keeping with the 2005-06 

basic tenets of the Catholic Church that permeate educational work and 

relations with students, colleagues, parents, clergy, and members of the 

community at large; 

establish relationships with students, faculty, and parents that fosters mutual 2009-2010 

Year of Next Planned 

Assessment


respect 

exhibit an effective and caring attitude that seeks to develop the whole child 

intellectually, physically, emotionally, socially, as well as spiritually, 

motivated by the example of Jesus Christ, the Servant Leader; 

understand the importance of role modeling, and demonstrate sound virtues 

for students and faculty; 

exemplify a love of teaching, appreciation of diversity, respect for the unique 

gifts and talents of all, and the importance of integrating the values of faith 

rooted in Christian charity for all into the daily life of the school. 

As critical thinkers, teacher education students exiting our programs will: 

demonstrate exceptional knowledge of the concepts, theories, and tools of inquiry 

related to educational leadership and necessary for the effective management of 

schools; 

demonstrate perceptive and analytical abilities that impact student learning and 

development, as well as faculty/staff growth and development 

demonstrate effective problem solving skills that generate multiple solutions for 

practical decision-making that can affect the school, parish, and wider community. 

As effective practitioners, teacher education students exiting our programs will: 

employ appropriate and effective planning processes and leadership strategies 

based on knowledge of content, learner characteristics, and the community related 

to educational leadership and necessary for instruction in schools; 

differentiate curriculum and instruction to accommodate students of all 

exceptionalities and connect curriculum goals and objectives to diocesan, local, 

state and national standards; 

understand the development and use of formal and informal assessment techniques 

for student learning, as well as supervision strategies and formative and summative 

evaluations for faculty/staff growth and development; 

employ sound strategies in budget planning, as well as in short and long term 

development goals; 

understand basic legal issues and demonstrate knowledge of resources related to 

safe and effective management of school issues 

2006-07 

2007-08 

2006-07 

2007-08 

2005-06 

2006-07 

2007-08 

2008-09 

2010-2011 

2008-09 

2009-2010 

2009-2010 

2010-2011 

2008-2009


Describe how the program’s outcomes support Marymount’s Mission, Strategic Plan, and relevant school plan: 

The outcomes of the Catholic School Leadership Program fall into the three broad categories of preparing teachers to become caring 

professionals, critical thinkers, and effective practitioners. 

University’s mission statement is supported in the following ways: 

prepare students to be thoughtful and effective persons within family, community, and society – Critical Thinker, Caring 

Professional and Effective Practitioner as evidenced 

develop students with the competencies necessary for entry, growth, and success in their chosen careers – Critical Thinker and 

Effective Practitioner; 

build within its students a shared sense of community among individuals drawn from diverse national, cultural, and social 

backgrounds – Caring Professional and Effective Practitioner; 

foster in its students a spirit of service to others, a concern for social justice, and a commitment to living in an ethically responsible 

way – Caring Professional; 

develop in students both the competencies and the motivation to be lifelong learners – Critical Thinker and Effective Practitioner. 

The University’s Strategic Plan is supported in the following Outcome Statements: 

Academic Excellence: 

demonstrate exceptional knowledge of the concepts, theories, and tools of inquiry related to educational leadership and necessary for 

the effective management of schools; 

demonstrate perceptive and analytical abilities that impact student learning and development, as well as faculty/staff growth and 

development 

demonstrate effective problem solving skills that generate multiple solutions for practical decision-making that can affect the school, 

parish, and wider community. 

employ appropriate and effective planning processes and leadership strategies based on knowledge of content, learner characteristics, 

and the community related to educational leadership and necessary for instruction in schools; 

differentiate curriculum and instruction to accommodate students of all exceptionalities and connect curriculum goals and objectives 

to diocesan, local, state and national standards; 

understand the development and use of formal and informal assessment techniques for student learning, as well as supervision 

strategies and formative and summative evaluations for faculty/staff growth and development;


Catholic Identity: 

 

 

 

 

 

demonstrate high moral, ethical, and legal standards in keeping with the basic tenets of the Catholic Church that permeate 

educational work and relations with students, colleagues, parents, clergy, and members of the community at large; 

establish relationships with students, faculty, and parents that fosters mutual respect 

exhibit an effective and caring attitude that seeks to develop the whole child intellectually, physically, emotionally, socially, as 

well as spiritually, motivated by the example of Jesus Christ, the Servant Leader; 

understand the importance of role modeling, and demonstrate sound virtues for students and faculty; 

exemplify a love of teaching, appreciation of diversity, respect for the unique gifts and talents of all, and the importance of 

integrating the values of faith rooted in Christian charity for all into the daily life of the school. 

Provide a brief description of the assessment process used including strengths, challenges and planned improvements: 

Description of Direct Measures: (rubrics attached) 

Each Critical Assignment uses the same rubric that asks professors to rate the assignment on the 7 ELCC standards 

(attached). Exceeds Expectations ratings are given a numerical score of 4, Meets Expectations ratings are given a score of 

3, Developing Toward Expectations ratings are given a score of 2, and Does Not Meet Expectation rating of 1. 

The following are descriptions of the Critical Assignments for ED 582, ED 583, ED 584, and ED 591 cited for each of the Learning 

Outcomes below: 

1) ED 582 - Building the Faith Community - Critical Assignment: Cumulative Project - Students are required to submit a12-14 

page paper, double-spaced, APA style which includes the following: a) Personal mission statement; b) Back-to-School Opening 

Remark, and c) Case Scenario Response. 

2) ED 583 Catholic School Administration - Critical Assignment: FINAL PROJECT – Students are asked to submit a paper 

based on the following scenario: You have been asked by your superintendent to present a paper to a group of teachers who would 

like to be Catholic school principals. Since you have been an exemplary principal for several years, she has asked you to speak on the 

topic of the administration of a Catholic school. Your paper will also be given to all of the new principals in the diocese. You need to 

describe your vision of the role of a principal. She has asked you to be sure to include the following information and provide practical 

examples in your presentation. You should also link the various sections to specific ELCC Standards. 

Leadership Theories and their practical application to the leader in a Catholic school


 

 

 

 

 

 

 

Organizational Theories and their practical application in leading a Catholic school 

Motivation Theories and the role they play in the selection and supervision of teachers in a Catholic school 

Instituting change in a Catholic school 

Creating a decision making process that works in a Catholic school 

Resolving conflicts within a Catholic school community 

Integrating the Catholic faith or spirituality into your role as principal 

Your personal views on the role of a Catholic school principal. 

3) ED 584 - Advanced Curriculum for Educational Leadership - Critical Assignment: Final Curriculum Project – Students are 

asked to identify a curriculum related issue within their own Catholic school or the Catholic school they hope to lead one day and 

receive approval form the professor for this topic. Describe the issue or problem and a program/plan for addressing it, including the 

following: 

• How your program aligns with your philosophy of Catholic education 

• How your program aligns with your Catholic school’s mission 

• How you will address cultural and religious differences of students, teachers, and/or families 

• How you will address students with special needs (i.e., learning disabilities, limited English proficiency) 

• The responsibilities or involvement of the various stakeholders, to the extent appropriate, in implementing this 

program – including principal, teachers, students, parents, pastor, superintendent, and others outside the 

immediate school community 

• How you will use technology to implement this program 

• How you will communicate and garner support for this program among the various stakeholders 

• How you will evaluate the effectiveness of this program 

4) ED 591 Catholic Schools Finance & Development - Critical Assignment: - Financial Plan Project: This course will 

conclude with a final project in which students are asked to produce a budget for a new school and a plan for your institutional 

advancement effort. There are two parts to your final project: Budget and Advancement 

Indirect Measures: (Evaluation instruments or surveys attached) 

In ED 593 Internship, the rubrics of the on-site advisor as well as the Marymount Supervisor include some narrative 

based on observation and interaction throughout the process (See attached rubrics). In addition, as part of the Portfolio (See 

Portfolio Manual), students provide self-assessment and reflection of each course in relation to the ELCC standards as well 

as the three major outcomes for all completing the program; namely, caring professional, critical thinking, and effective


practitioner. All students are rated on a scale. Exceeds Expectations ratings are given a numerical score of 4, Meets 

Expectations ratings are given a score of 3, Developing Towards Expectations ratings are given a score of 2, and Does Not 

Meet Expectation rating of 1. 

Describe how the program implemented its planned improvements from last year: 

Provide a response to last year’s University Assessment Committee review of the program’s learning assessment report: (List each 

recommendation and provide a specific response to each). 

No recommendations were given.


Outcome and Past Assessment 

Learning Outcome 1: As caring professionals, establish relationships with students, faculty, and parents that fosters mutual 

respect; 

Is this outcome being reexamined? Yes XX No 

Assessment Activity 

Outcome 

Measures 

Explain how 

student 

learning will 

be measured 

and indicate 

whether it is 

direct or 

indirect. 

Critical 

Assignmen 

ts for ED 

582 and 

583(Direct) 

 

On-site 

advisor 

Evaluations 

(Indirect) 

Performance Standard 

Define and explain 

acceptable level of student 

performance. 

Critical Assignment Ratings 

for ELCC Standards 1 - 

School Vision of Learning, 4 

- Community Involvement, 5 

- Ethical and Moral 

Professionalism from the 

Critical Assignment will be at 

an aggregated mean of 3.5 out 

of a possible 4 

Aggregated ratings from Onsite 

Advisors on criteria 

statements dealing with 

caring professionals, ability to 

work with staff, communicate 

with faculty, and relate to 

Data Collection 

Discuss the data collected and student population 

Means 

for 

Student 

s n= 17 

ELCC 

Standar 

d I 

ELCC 

Standar 

d 4 

ELCC 

Standar 

d 5 

ED 582 3.52 3.81 3.82 

ED 583 3.94 3.85 4.00 

On-site advisors ratings for: 

caring professionals 3.90 

ability to work with 3.94 

staff 

communicate with 3.58 

faculty 

Analysis 

1) Describe the analysis 

process. 

2) Present the findings of the 

analysis including the numbers 

participating and deemed 

acceptable. 

Of the 17 students who 

graduated in 2010, in ED 582, 

all were at the aggregated 

level for Standards 1, 4 & 5. 

ED 583 scored a 4.00 rating in 

STD 5 

In ED 582, Standard 1, two 

students were at an Acceptable 

rating. 

All 17 students were at the 

Aggregate rating in each of the 

areas but in the communicating 

with faculty criteria two 

students rated at an Acceptable 

level. .


 

University 

Supervisor 

Evaluation 

(Indirect) 

students and spiritual 

relationships will be at 3.0 

Aggregated ratings from 

University Supervisor ELCC 

Standards 1 - School Vision 

of Learning, 4 - Community 

Involvement, 5 - Ethical and 

Moral Professionalism from 

the Critical Assignment will 

be at an aggregated mean of 

3.0 out of a possible 4 

relate to students 3.79 

University Supervisors ratings for: 

Mean 

s n= 

17 

ELCC 

Standar 

d I 

ELCC 

Standar 

d 4 

ELCC 

Standar 

d 5 

3.79 3.76 3.95 


Aggregate rating for each of 

these standards. 

Interpretation of Results 

Extent this Learning Outcome has been achieved by students (Use both direct and indirect measure results): 

ELCC Standards 1 - School Vision of Learning, 4 - Community Involvement, and 5 - Ethical and Moral Professionalism from the 

Critical Assignment met the aggregated rating for all students. Advisors on criteria statements dealing with caring professionals, 

ability to work with staff, communicate with faculty, and relate to students and spiritual relationships were met by all students at an 

Aggregated rating also. University Supervisor rated all ELCC Standards 1 - School Vision of Learning, 4 - Community Involvement, 

5 - Ethical and Moral Professionalism from the Critical Assignment very favorably. 

Program strengths and opportunities for improvement relative to assessment of outcome: 

The syllabus for each of these courses is (ED 582 & ED 583) focused on developing candidates ability to understand the importance 

of role modeling, and demonstrate sound virtues for students and faculty as indicated by the data. In addition, qualitative data analysis 

of the candidates’ progress reports, On-site advisor Evaluations, and University Supervisor Evaluations does indicate a strong 

perception of students’ ability to demonstrate the importance of role modeling and the high priority to witness to sound virtues for 

students and faculty, especially in a Catholic School. The University Supervisor Evaluations and the Portfolio Evaluations at the end 

of the program also show students are highly motivated and engaged in on-going and life-long development of virtue. The student


interaction on the Discussion Board is an added program strength in that all students give evidence of these qualities as they work 

through the various topics and issues for discussion. 

Discuss planned curricular or program improvements for this year based on assessment of outcome: 

In order to provide candidates with a greater opportunity for Community Involvement (Standard 4), the Coordinator of the Catholic 

School Leadership Program will emphasize the importance of greater Community Involvement in working with the interns and in 

advising the on-site advisors of the types and kinds of experiences that are needed. In addition, the Virginia Department of Education 

requirements for licensure now require that each student gives evidence of multiple and diverse experiences. This will enable interns 

to engage with more diverse communities.



Learning Outcome 2: As effective practitioners, differentiate curriculum and instruction to accommodate students of all 

exceptionalities and connect curriculum goals and objectives to diocesan, local, state and national standards;; 

Is this outcome being reexamined? Yes X No 

. 


Outcome Measures 

Explain how student 

learning will be 

measured and indicate 

whether it is direct or 

indirect. 

Critical Assignments for 

ED 583 and 591 (Direct) 

On-site Advisor 

Evaluation 



acceptable level of 

student performance. 

Aggregated means for 

ELCC Standard s # 2 

Knowledge to Promote 

Student Success, and #6 - 

The larger Educational 

Context in these Critical 

Assignments will be 3.5 

out of a possible 4 


criteria statements 

dealing with 

Organizational and Task 

Performance, Ability to 

Delegate, Initiative and 

Responsibility, 

Motivation and 

Knowledge of Concepts 

will be at 3.0 or higher 


Discuss the data collected and student 

population 

ELCC 

Standard 

2 

ELCC 

Standard 

6 

ED 583 3.94 3.90 

ED 591 4.00 4.00 

On-site advisors rating for: 

Ability to Work with Staff 3.94 

Ability to Cope with Stress 3.47 

Ability to Communicate with 3.58 

Faculty 

Ability to Relate to Students 3.81 

Analysis 

1) Describe the analysis process. 




acceptable. 

Of the 17 students who graduated in 

2010, in ED 583, all students met 

Aggregated ratings in both the 

standards. 

In ED 591, all exceeded the 

Aggregated rating. 


acceptable level or the Aggrgated 

rating in each of these areas. Ability 

to cope criteria showed an 

Acceptable rating due to the two 

students who scored at an 

Acceptable rating.


for all exiting candidates. 

University Supervisor 

Evaluation 


ELCC Standard s# 2- 

Knowledge to Promote 

Student Success , and #6 

- The larger Educational 

Context in these Critical 

Assignments will be 3. 

out of a possible 4 

University Supervisor’s rating for: 

ELCC Standard #2 3.63 



Aggrgated rating but again the two 

students rated at an acceptable level 

for each of these standards 



Aggregated means for ELCC Standard s # 2 Knowledge to Promote Student Success, and #6 - The larger Educational Context in 

these Critical Assignments was attained by all students. 


In ED 583, students are introduced into a wide variety of concepts, theories, and tools of inquiry related to educational leadership and 

necessary for the effective management of schools. They are required to apply these in solving case studies and to dialog and discuss 

related experiences as part of their Discussion Board. The Final Project (Critical Assignment) requires them to create a “Game Plan” 

in which they must highlight significant theories, concepts and methods of inquiry that they will employ in their own effective school 

management. This Game Plan assignment is outlined at the beginning of the course so that candidates may continue to fine tune it and 

seek personal improvement throughout the course in these areas. 

In ED 591, students must utilize the knowledge and concepts of administration and also develop knowledge of concepts, theories and 

tools of inquiry related to effective managing the budget, creating a five year plan for finances, and creating a strategic plan that 

includes development. They are required to create a school budget, as well as create a five- year plan as part of the final project 

(critical assignment). Topics related to effective management, budget, and issues of finance and of development are topics discussed 

in the Discussion Board. The dialog exchange helps students to sharpen their methods of inquiry and grow in their knowledge and


application of concepts and theories related to finance and development. As a result all students received a score of 4.00 in both of the 

standards measured. 

The final Portfolio that students now complete for the CSLP also offers students an opportunity to self-reflect and evaluate their own 

progress so that they know the areas where they need to put forth more effort to grow and develop. They also learn to recognize their 

areas of experience or confidence. 

Discuss planned curricular or program improvements for this year based on assessment of outcome: 

In general, the On-Site evaluation is one that continues to develop. Because students are full time teachers or principals and do 

internships in their own schools, it can be difficult to motivate the On-site Advisor to work with the intern in providing a variety of 

real life-like experiences. The evaluations given by On-site advisors are subjective based on what they have or have not observed. 

Lack of observation is often due to the fact that the On-site Advisor does not provide the opportunity for a given experience. This is 

especially true if the candidate is a teacher; whereas those who are principals are engaged in their daily administration of the school 

under the guidance of their superintendent. The Coordinator of the Catholic School Leadership Program will continue to fine tune the 

responsibilities of the On-site Advisors and provide suggestions for candidate experiences. 

Though meeting expected standards, the lowest scores for this Learning Outcome were for the “Coping with stress and 

communicating with faculty.” This is hard even for most experienced principals, especially in Catholic schools where administrative 

staff is often quite limited. The students rate themselves on this and acknowledge that they know they need to do more with in these 

areas. These are the areas where candidates learn by doing. Working with On-site Advisors to give students more experiences where 

they can take the lead, learn to communicate with faculty, and cope with daily stress levels may help to buld up student confidence in 

these areas.



Learning Outcome 3: As critical thinkers, demonstrate effective problem solving skills that generate multiple solutions for practical 

decision-making that can affect the school, parish, and wider community. 

Is this outcome being reexamined? Yes X No 

If yes, give a brief summary of previous results (including trends) and any changes made to the program. 


Outcome Measures 

Explain how student 

learning will be 

measured and indicate 

whether it is direct or 

indirect. 

Critical Assignments for 

ED 587 and 591 

(Direct) 

On-Site Supervisor 

Evaluations (Indirect) 

University Supervisor’s 

Evaluation 



acceptable level of 

student performance. 


ELCC Standards # 3 0 

Managerial Leadership 

& 6 Larger School 

Context for these 

Critical Assignments 

will be 3.5 or higher 


criteria statements 

dealing with Legal 

Issues will be at 3.0 or 

higher for all exiting 

candidates. 


ELCC Standards # 3 & 

6 for these Critical 

Assignments will be 3.0 


Discuss the data collected and student 

population 

ELCC 

Standard 

3 

ELCC 

Standard 

6 

Means 

ED 591 4.00 4.00 

ED 587 4.00 4.00 

On-Site rating for: 

Response to Legal Issues 3.58 

Problem Analysis 3.69 

Decision Making 3.58 

University Supervisor’s rating for: 



Analysis 

1) Describe the analysis process. 




acceptable. 

All 17 students exceeded the 

Aggregated ratings in each of 

these areas. 

All 17 students were at an 

Aggregated rating in all the three 

criteria statements with two 

students receiving an Acceptable 

scoring 

All 17 students met at an 

Aggregated rating with two 

students meeting at an 

Acceptable rating in each of


or higher 

these areas. 



ELCC Standards # 3 0 Managerial Leadership & 6 Larger School Context for these Critical Assignments indicated all students 

exceeded the Aggregated rating. This is indicative of a strong understanding of the application of the statements. 


In Ed 587, students engage in case studies related to legal issues in daily school events. They also do legal in-baskets and analyze 

various court cases related to school issues. A most valuable experience is their final project (Critical Assignment) in which they 

review and revise their own school parent-student handbook and faculty handbook, applying legal standards and theory in their 

revisions. Even with the online delivery of this course, students engage lively with the professor and receive on-going feedback on 

their handbook revisions. Discussion Board allows students to demonstrate knowledge and share in the collective review of issues to 

enable candidates to use resources and become aware of practical ways to insure a safe and effective school climate and effective 

management that is sensitive to legal issues. These students have mastered the skills related to ED587. 

In ED 591, students must utilize the knowledge and concepts of resources related to safe and effective management of school issues. 

They are required to create a school budget, as well as create a five- year plan as part of the final project (critical assignment). Topics 

related to effective management, budget, and issues of finance and of development are topics discussed in the Discussion Board. The 

dialog exchange helps students to sharpen their methods of inquiry and grow in their knowledge and application of concepts and 

theories related to finance and development. Under the current economical conditions these students seemed to have mastered the 

concept and its application well.

Student Learning Assessment Report Submitted by: Usha Rajdev ...

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