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HICE 2012 Dr. Allen Grant

EDAM Program Evaluation

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HICE 2012 Dr. Allen Grant

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  1. A Model for the Design and Delivery of Online Principal Certification Programs Allen C. Grant, Ph.D.

  2. Agenda • EDAM Program at a Glance • Rationale for Program Evaluation • Methodology • Preliminary Results • Future Directions • Q&A

  3. EDAM Program at a Glance • MS in Ed Leadership with Principal Certification - 45 credits-online • Approved by the Pennsylvania Department of Education • Drexel is on a quarter system-program completion in two years, including 4 internships at K-12 sites (600 hours) • Mentors are student-selected and approved through application

  4. Other Key Components • Heavily focused on technology • Online leadership portfolio • Courses model 21st century technologies • Wikis, Twitter Groups, Google Apps, Wimba, Prezi, etc. • Updated on a 2 year cycle • Heavily focused on reflective practice • Weekly reflective logs • Action Research project • Leadership Theory is collaborative and based on Senge models for sustainable practice

  5. Other Key Components • Students come from 13 states and territories leading to rich and robust interaction • Faculty are researchers and/or practitioners both local and remote

  6. Program Competencies • The ability to collaboratively lead schools and communities to solve complex problems through a proven framework of leadership methodology • The ability to educate students to promote and achieve tomorrow’s educational standards  • The ability to mentor and coach teachers in instructional and assessment decision-making, using modern technological tools • The ability to reflect on and practice new action and research  • The ability to actively listen, resolve conflicts, speak publicly, write competently and build yeams

  7. Technology Sustainable Change Collaborative Leadership Effective School Leadership Approved Programs Special Education Competencies ? Where we think we are…

  8. We think we have a good model, but… we need to know more.

  9. Rationale for Program Evaluation • No major evaluation of program graduates has been completed in the 5-year life of the program. • Assess the leadership preparedness of EDAM graduates. • Determine the strengths and weaknesses of the EDAM Program through a course-by-course evaluation. • Determine the strengths and weaknesses of the EDAM faculty. • Develop a plan for program modification and improvement.

  10. Guiding Questions • How successful is the program in helping students achieve the program competencies? • Is the coursework valid? • Are our instructional practices successful? • Does mastery of the program competencies lead to effective practice? • Are our graduates successful administrators?

  11. Current Program Data • 69 active students in the program • 55 graduates of the Program* • 145 mentors have served the program • 5 Fulltime and 12 Adjunct Faculty *number working as administrators is not known

  12. Historical Enrollment

  13. End of Program Survey Data • Put in place to meet PDE requirements for Data Reporting • Only 20 returned surveys (36% return rate) • Survey put online in 2010 increased return rate

  14. Results of End of Course Survey Ensure all instructors experience no school administrators. Ensure all instructors provide immediate feedback on class work. I feel the program was excellent. I would like to see more opportunities for on-line courses to have webinars or on-line meetings. I feel that being able to connect with the other students in the class on a regular basis makes the process more meaningful. Faculty advisors, instead of the current advising system Continue to have courses that deal with real life situations that leaders today will face More opportunities to meet on-line faculty in person Have 1 mandatory Wimba Classroom per class Enjoyed the 1st World Café and I am looking forward to future sessions. Please continue this valuable program. Continue to relate it to the ever changing world of education.

  15. We fail to answer (and ask) one clear question… Are our graduates successful leaders who are able to create sustainable positive change in their schools?

  16. New Data Collection Opportunities • January 2011-began ongoing tracking of course evaluations through AEFIS (Academic Evaluation, Feedback and Intervention System). • pre/post performance rating of objectives • student anecdotal analysis • ability to input notes and recommendations • January 2012-Will begin modified SWOT Analysis via focus groups

  17. 220px-SWOT_en.svg.png en.wikipedia.org

  18. Methodology • Case Study • Online Focus Group interviews centered on the SWOT analysis, but with opportunities for expanded conversations • Topics (Drawn from comments and results in AEFIS) • Delivery • Instruction • Relevance • Reflective Practice • Technology

  19. Future Directions Simple We will see what the data tells us and proceed accordingly!

  20. Thanks for Listening! Allen C. Grant, Ph.D. acg48@drexel.edu

  21. Further Information For information about Peter Senge and his model for sustainable change, visit http://www.solonline.org/aboutsol/who/Senge/ For information about the Drexel EDAM Leadership Program, visit http://www.drexel.com/online-degrees/education-degrees/ms-ed-admin/index.aspx

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