Western Carolina University
Program Assessment Plan
Masters in School Administration (MSA) Program
Educational Leadership & Foundations Department
College of Education and Allied Professions
Assessment Plan for 2006-2007
Primary Contact Name/Information
Jacqueline E. Jacobs, Ph.D.
233 Killian
3220
jjacobs@wcu.edu
College Mission Statement
The professional education program at Western Carolina University fulfills its mission by creating and nourishing a
community of learners guided by knowledge, values, and experiences. The guiding principles of this community include:
1) the belief that the best educational decisions are made after adequate reflection and with careful consideration of the
interests, experiences, and welfare of the persons affected by the decisions; 2) appreciation of and respect for diversity;
and 3) the fostering of the responsible use of technology.
Program Mission
The mission of the MSA program at Western Carolina University is to prepare effective, ethical, and empathetic school
leaders for North Carolina’s public educational institutions. Graduates of the program will be able to function as
transformational leaders in a variety of school settings. Our mission reflects the conceptual framework of the College of
Education and Allied profession –to create and nourish a community of learners guided by knowledge, values, and
experience. The guiding principles of this community include the belief that the best educational decisions are made after
adequate reflection and with careful consideration of the interests, experiences, and welfare of the persons affected by
those decisions; appreciation of and respect for diversity; and the fostering of the responsible use of technology.
Students in the Masters of School Administration Program explore the role of the educational leader in creating learning
communities in schools. They experience such communities of learners through their coursework and internship
experience. The knowledge, values and experiences they explore are consistent with the North Carolina Standards for
School Administrators, the Interstate School Leaders Licensure Consortium Standards, and the National Policy Board
Standards for Educational Leaders. Through coursework and internship experience, students reflect on their practice
through journaling and case studies, explore the needs of diverse learners, and demonstrate the responsible use of
technology.
Program Goals
Examining the North Carolina Standards for Educational Leaders and the ELCC standards, the faculty and field based
advisory groups agree that the goals of the Masters in School Administration (MSA) are:
Entry:
Candidates entering the MSA program will have demonstrated successful experience teaching, be viewed by their
peers and supervisors as strong candidates for the MSA program, and will demonstrate vision for the 21st century school
that is consistent with the MSA program aims.
Mid-point:
Candidates will demonstrate competencies through specific projects as assessed by faculty through multiple
evaluative methods to ensure their satisfactory progress in the program.
Exit:
Candidates completing the MSA will demonstrate knowledge, skills and attitudes that are reflected in vision and
strategic plans which will involve all stakeholders and are representative of student centered decision making.
Intended Learning Outcome
Learning Outcome 1: An MSA graduate is
an educational leader who has the
knowledge, skills and abilities to promote
the success of all students by facilitating
the articulation, formulation, and
dissemination of a school vision of learning
supported by the school community.
Learning Outcome 2: An MSA graduate is an
educational leader who has the knowledge
and ability to support the success of all
students by promoting and maintaining a
positive school culture for learning, by
promoting effective instructional programs,
by applying best practices to student
learning, and by designing and
implementing comprehensive professional
growth plans for staff.
Learning Outcome 3: An MSA graduate is
an educational leader who has the
knowledge and ability to promote the
success of all students by managing the
organization, operations, and resources in a
way that promote a safe, efficient, and
effective learning environment.
Curricular and/or Co-Curricular
Experiences
EDL 620- Legal and Ethical Foundations
of Public Education
EDCI 615- Philosophy, History, and
Sociology of Education
EDL 685- Internship Orientation
EDL 714 – The role of school leaders in
special education
EDL 686/687 Internships
EDCI 612-Principles and Application of
Educational Research Methods and
Analysis
EDSU 630 – School Improvement
EDL 612 – School based Curriculum and
Instruction Leadership
EDCI 709 – Educational Testing and
Assessment
EDL 611 – Managing Educational
Organizations
EDSU 605 – Principles of Supervision
EDL 730- School Finance and Business
Management
EDL 750-Educational Human Resource
Management
EDCI 613- The Teacher Leader
Learning Outcome 4: An MSA graduate is an EDL 760- School-Community Relations
educational leader who has the knowledge EDL 714 – The role of school leaders in
special education
and ability to promote the success of all
students by collaborating with families and
other community members, responding to
diverse community interests and needs, and
mobilizing community resources.
Methods of Assessment
1. Course assignment in EDL 685 that requires the
development of a vision statement and professional
development plan. Reviewed and revised in EDL
714.
2. Evidence in portfolio under Standard 1 and
assessed by faculty as “below, meets, exceeds”
expectations
3. Evidence for Standard 1 in MSA exit presentation
rated by peers and faculty as “Below, meets,
exceeds” expectations
1. Evidence from courses (a) assignment in EDL
612 involving the development and mentoring of a
beginning teacher (b) Research project designed in
EDCI 612 (c) Project on testing and evaluation in
EDCI 709 assessed by course professor and at end
of program by faculty reviewing portfolio.
2. Evidence in portfolio under Standard 2 and
assessed by faculty as “below, meets, exceeds”
expectations
3. Evidence for Standard 2 in MSA exit presentation
rated by peers and faculty as “Below, meets,
exceeds” expectations
1. Evidence from courses (a) Action research
project from EDCI 613 (b) Assessment of
organization from EDL 611 (c) project from EDL 730
or 750 assessed by course professor and at end of
program by faculty reviewing portfolio.
2. Evidence in portfolio under Standard 3 and
assessed by faculty as “below, meets, exceeds”
expectations
3. Evidence for Standard 3 in MSA exit presentation
rated by peers and faculty as “Below, meets,
exceeds” expectations
1. Evidence from courses (a) environmental scan
from EDL 760 (b) Parent-Community project from
EDL 714 assessed by course professor and at end
of program by faculty reviewing portfolio.
2. Evidence in portfolio under Standard 4 and
assessed by faculty as “below, meets, exceeds”
expectations
3. Evidence for Standard 4 in MSA exit presentation
rated by peers and faculty as “Below, meets,
exceeds” expectations
Intended Learning Outcome
Learning Outcome 5: An MSA graduate is
an educational leader who has the
knowledge and ability to promote the
success of all students by demonstrating a
respect for the rights of others and by
acting responsibility.
Curricular and/or Co-Curricular
Experiences
EDL 620- Legal and Ethical Foundations
of Public Education
EDL 714 – The role of school leaders in
special education
Learning Outcome 6: An MSA graduate is
an educational leader who has the
knowledge and ability to promote the
success of all students by articulating,
analyzing and describing, and
communicating the larger political, social,
economic, legal, and cultural context and
advocating for all students.
EDL 620- Legal and Ethical Foundations
of Public Education
EDL 760 – School Community Relations
EDL 611-Managing Educational
Organizations
Learning Outcome 7: An MSA graduate is
an educational leader who has the ability
and experience to promote the success of
all students by completing an internship
that provides significant opportunities for
synthesizing and applying knowledge and
practicing the skills identified in outcomes
1-6 through substantial, sustained,
standards based work in real settings,
planned and guided cooperatively by the
Western Carolina University Department of
Educational Leadership and Foundations
and school district personnel for graduate
credit.
EDL 686-School-Site Internship I
EDL 687- School-site Internship II
Portfolio
Exit presentation
Licensure exam
Methods of Assessment
1. Evidence from courses (a) Law case reviews and
legal resource project in EDL 620 (b) post-test on
legal requirements of IDEIA(2004) and live chat
discussion group on disabilities in EDL 714
assessed by course professor and students, and at
end of program by faculty reviewing portfolio.
2. Evidence in portfolio under Standard 5 and
assessed by faculty as “below, meets, exceeds”
expectations
3. Evidence for Standard 5 in MSA exit presentation
rated by peers and faculty as “Below, meets,
exceeds” expectations
1. Evidence from courses (a) case studies and
analysis in EDL 620 (b) review and
recommendations for Board policy change in EDL
760 (c) reflection on attendance at two Board
meetings and one public agency governing board
meeting in EDL 611.
2. Evidence in portfolio under Standard 6 and
assessed by faculty as “below, meets, exceeds”
expectations
3. Evidence for Standard 6 in MSA exit presentation
rated by peers and faculty as “Below, meets,
exceeds” expectations
1. Evidence from activities in the internships which
are evaluated by the site-based principal and the
university supervisor.
2. Evidence in portfolio under Standard 7 and
assessed by faculty as “below, meets, exceeds”
expectations
3. Evidence for Standard 7 in MSA exit presentation
rated by peers and faculty as “Below, meets,
exceeds” expectations
4. North Carolina Pass score on the School Leaders
Licensure Exam