| Arts
& Sciences
Humanities
Psychology
Communication
Computer/Math
Criminal Justice
Biology
MAIS
BAAS
Business
Accounting
BBA
MBA
Education
BSIS
Counseling
Secondary Education
AED
C&I
Administrative
Units
|
|
ADMINISTRATIVE EDUCATION
Goal
The major purpose of the program
is to provide the knowledge and skills students need to be successful,
certified administrative educators.
Objectives
 The
administrator will be able to promote success for all learners in
a campus community by acting with integrity and fairness, exhibiting
ethical principles in decisions and actions.
The
administrator will be able to facilitate the development and promotion
of a school culture and climate that supports learning for all stockholders
through knowledge of the attributes of school effectiveness and
democratic community.
The
administrative educator will have an understanding of the elements
of productive use, support, motivation, development and management
of human resources within the legal and ethical framework of a school
community.
The
administrator will have a solid grasp of the elements, issues and
importance of curriculum planning and development as well as an
understanding of the ways to align teaching, learning and assessment
with the desired goals.
The administrator will be able to manage and operate within
the organizational structures of varied educational settings, able
to gather, analyze, and use date and all available resources to
improve learning effects for the community s/he serves.
The administrator will have an understanding of the critical
attributes of leadership in the total school culture so that advocacy
of learners and learning can be supported and sustained.
Methods
of Assessment
Comprehensive exams at the Masters Degree level (prior to certification)
ExCET exams
Class survey and reflections during the practicum (intern) experience
and at its finale
Class evaluations
Feedback from graduates after job placement (and from hiring individuals
and entities)
Assessment
Results
(Contact IR)
Use
of Results
1.
Individual response to comprehensive
exams has led to some individual attention to both content and process
needs of individuals, but little effect on the overall program.
2.
Results on the ExCET have not prompted course content change,
but have led us to work with students of non-English primary language
background in both study groups and with individual professors in
the discreet nuances of "better and best" choices on exams
where all choices are correct -- a matter of highest quality. 3.
Surveys and class evaluations have indicated
a need to integrate more technology and flexibility of course offerings
that led to putting portions of some courses on-line. Another major
change as a result of this input was to begin offering the practicum
experience each and every semester, including summers. This has
resulted in highly satisfied responses from both students and their
field supervisors. The quality of the experience seems enhance by
the online connection with their university supervisor, although
this has increased contact time considerably.
4.
A secondary impact on the program has been the adoption of
new rules and regulations by the SBEC, which have been reviewed
and are prompting a number of substantive changes. More attention
to the alignment of our program to the prescribed proficiencies
will be needed in the future. Our first response has been to correlate
the past learner-centered proficiencies with the new standards.
Out next step is in process - that of formulating procedures and
descriptions of accepting life experience for course work.
Back to top
|
