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Stephen E. Lucas Diane H. Jackman Douglas J. Bower Eastern Illinois University

The Development, Implementation, and Results of the Illinois Educational Administration Graduate Assessment Survey. Stephen E. Lucas Diane H. Jackman Douglas J. Bower Eastern Illinois University. American Association of Colleges for Teacher Education 61 st Annual Meeting

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Stephen E. Lucas Diane H. Jackman Douglas J. Bower Eastern Illinois University

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  1. The Development, Implementation, and Results of theIllinois Educational Administration Graduate Assessment Survey Stephen E. Lucas Diane H. Jackman Douglas J. Bower Eastern Illinois University American Association of Colleges for Teacher Education 61st Annual Meeting February 8, 2009 Chicago, IL

  2. Background • Illinois 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

  3. Development • Committee of educational administration professors representing all 12 institutions • Survey structure (147 items): • Demographic, educational, career information • Experiences in graduate program / program content • Practicum • State leadership standards • Readiness to exercise leadership in typical tasks • Assessment of program graduates by professional supervisors • Open-ended feedback

  4. Implementation • March-May of each year • Illinois 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 site • Project 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

  5. Results • Statewide: 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

  6. EIU Results - Demographics

  7. Certificated School Experience

  8. Age at Start of Program

  9. Reasons for Starting Program

  10. Factors in Selecting Program

  11. Class Settings

  12. Satisfaction

  13. Current Position (First Year)

  14. Career Intentions

  15. Career Intentions - Positions

  16. Exposure to Instructional Domains

  17. Value of Practicum Experience

  18. Understanding of Leadership Standards

  19. Current Use of Leadership Standards

  20. Value of Practicum Experience

  21. Readiness for Leadership Tasks - 1

  22. Readiness for Leadership Tasks - 2

  23. Understanding of Leadership Standards (Supervisor)

  24. 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)

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