Stephen E. LucasDiane H. JackmanDouglas J. BowerEastern Illinois University

American Association of Colleges for Teacher Education61st Annual Meeting

February 8, 2009Chicago, IL

BackgroundIllinois Association of Deans of Public Colleges

of Education (IADPCE)

Illinois’s 12 public universities

Teacher Graduate Assessment (2004-present)

Educational Administration Graduate Assessment (2008-present)

Purpose: To provide a common, state-wide, standards-aligned assessment of program graduates for internal improvement and institutional accreditation processes

DevelopmentCommittee of educational administration

professors representing all 12 institutionsSurvey structure (147 items):

Demographic, educational, career informationExperiences in graduate program / program contentPracticumState leadership standardsReadiness to exercise leadership in typical tasksAssessment of program graduates by professional

supervisorsOpen-ended feedback

ImplementationMarch-May of each yearIllinois Teacher Data Warehouse matches program

completer data from 12 institutions with Illinois State Board of Education Teacher Service Record data

TDW also creates and manages online survey siteProject staff (EIU) mail postcards, invitations, and

follow-ups; individual institutions conduct follow-up phone calls

Survey responses are downloaded/analyzed, reports (individual and state aggregate) written during summer

Institutions receive reports and raw data in August

ResultsStatewide: 687 pairs of graduates/supervisors

Over 90% of those starting online survey completed it

320 (47%) completed graduate surveys

367 (53%) completed supervisor surveys

196 (29%) completed “matched pair” surveys

668 (97%) completed survey online

19 (3%) completed survey via requested paper survey

EIU: Surveyed 164 pairs; 59% completion rate

EIU Results - Demographics

Certificated School Experience

Age at Start of Program

Reasons for Starting Program

Factors in Selecting Program

Class Settings

Satisfaction

Current Position (First Year)

Career Intentions

Career Intentions - Positions

Exposure to Instructional Domains

Value of Practicum Experience

Understanding of Leadership Standards

Current Use of Leadership Standards

Value of Practicum Experience

Readiness for Leadership Tasks - 1

Readiness for Leadership Tasks - 2

Understanding of Leadership Standards (Supervisor)

Open-Ended Questions•Describe one element of your program that was most valuable.

•Describe one element of your program that was least valuable.

•Provide comments you have about the value or suggested improvements to the practicum experience.

•What improvements could be made to this program to better enable its graduates to provide effective leadership of schools?

•Describe one positive knowledge, skill, or ability demonstrated by the subject which was likely learned through the educational administration graduate program (supervisor).

•Based on your understanding and experience with the subject, describe one change you would recommend for the educational administration program (supervisor).

•Based on your experience with the subject, would you hire (or recommend hiring) other graduates of this program? Why/why not? (supervisor)