Instructional Leader Preparation Program Approval Review. Final Report for: Cumberland University

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1 Instructional Leader Preparation Program Approval Review Final Report for: Cumberland University Prepared by: Office of Educator Licensure and Preparation Division of Teachers and Leaders Fall 2014

2 Overview The Tennessee Department of Education (TDOE) is conducting a review of the 20 instructional leader preparation programs in Tennessee. During October, review teams used the Instructional Leader Program Approval Rubric to assess the evidence submitted by programs. The review was divided into four sections: Section 1: Partnerships with LEAs Section 2: Selection Criteria Section 3: Preparation Curriculum Section 4: Practicum The TDOE has compiled results of the review, synthesized reviewer comments and, based on reviewer ratings, determined whether additional evidence is necessary. This document provides final results of the review process. The Instructional Leader Preparation Program at Cumberland University achieved a rating of met or exceeded on each of the indicators. For that reason, additional review is not necessary. At the January meeting of the State Board of Education, the TDOE will recommend that the program receive full approval. If you have any questions, please contact Michael Deurlein at Michael.Deurlein@tn.gov or

3 Section 1: Partnerships with Local Education Agencies Instructional leader preparation programs should formally collaborate with local education agencies (LEAs) to develop a collaborative partnership to identify and develop candidates who have the potential to be effective school leaders. Effective partnerships have a shared vision, collaboratively design the program to meet the needs of the LEA, and work together to ensure that candidates are supported and provided with high-quality field experiences. Ideally, the partnership and collaboration is reflected in the way the program and the district conduct their business. For example, the partnership could be reflected in the program s mission statement, budget priorities or scheduled opportunities for collaboration related to the implementation of the program and the partnership. The partnership agreement should reflect how the program and the LEA will collaborate to select candidates based on clear criteria and continually monitor, evaluate and improve the selection process. Finally, LEA partners should clearly understand their roles and responsibilities regarding the partnership and perceive the partnership as being collaborative and tailored to the needs of the LEA. Section 1: Partnership with LEAs 1.1 Formal Partnership Agreement Comments: The partnership agreement is formalized in writing, written and signed by LEA and preparation program representatives. 1.2 Roles and Responsibilities Comments: The partnership agreement includes a clear explanation of how the program and LEA partner will collaborate to create a shared vision and program design, meet the leadership needs of the LEA, support selected candidates, and provide high quality field experiences. In addition, it is evident through multiple sources that implementation of the partnership agreement is an identified priority. 1.3 Screening and Selecting Candidates Comments: The partnership agreement includes a clear description of how the program and LEA jointly screen and select candidates who demonstrate expertise in curriculum and instruction, evidence of leadership potential, and a track record of improving student achievement. 1.4 LEA Perception Survey Comments: The LEA partner was able to clearly articulate their role in the partnership with the program. The LEA partner described their partnership with the program as highly collaborative; however, they indicated that the program is often tailored to the specific needs of the LEA. This indicator was very close to being rated. In order to have been rated as, all of the descriptors in this category would need to have been exhibited. The LEA did have a number of positive comments about the partnership with the program.

4 Section 2: Candidate Selection Instructional leader preparation programs should develop and utilize a comprehensive set of tools to analyze a candidate s potential to meet the needs of partnering LEAs and positively impact student achievement. Programs should clearly articulate application procedures and timelines; screening and evaluation procedures; committee member selection; and how multiple measures inform the selection of candidates. Selection criteria should indicate that applicants must hold a current teacher license and have a minimum of three years of education working experience prior to starting the program. Ideally, selection should be based on a candidate s documented ability to improve student achievement; demonstration of effective oral and written communication skills; and evidence of leadership and management potential. Section 2: Candidate Selection 2.1 Selection Processes Comments: Selection processes include a clear description of application procedures and timelines as well as screening and evaluation procedures. In addition, there is clear evidence that the program has selected screening and evaluation committee members and that multiple measures inform the selection of candidates. In addition, evidence suggests that the program conducts informational meetings for potential applicants and publishes information about the selection process in LEA communication media. 2.2 Selection Criteria Comments: Selection criteria clearly indicate that applicants must hold a current teacher license and have a minimum of three years of education experience, have demonstrated an ability to improve student achievement and demonstrate effective oral and written communication skills. In addition, there is evidence that the program requires demonstrated evidence of leadership and management potential in instructional leadership. 2.3 Evidence of Effectiveness Due to data limitations, this indicator will not be scored for the purpose of this review. The TDOE planned to use the cohort data provided to THEC by leader preparation programs for evaluating the extent to which programs selected applicants who had received strong evaluation ratings. However, the data included educators whose most recent teacher evaluation ratings pre-dated the implementation of TEAM. Consequently, the TDOE did not have access to evaluation ratings. Evidence of effectiveness is an important aspect of the selection process. In the future, this type of data will be used as a part of the review process. N/A Programs are not expected to submit additional evidence for this indicator.

5 Section 3: Preparation Curriculum Instructional Leader preparation programs should develop a curriculum and assessment system that encompasses the expectations for instructional leaders in Tennessee. Ideally, the curriculum matrix should demonstrate extensive alignment between curriculum components (including coursework, field experiences, and practicum) and all of the Tennessee Instructional Leadership Standards (TILS). The program s assessment system should establish explicit connections between all of the TILS and expected and measurable program outcomes. Assessment transition points should be well defined, and evaluation tools for major assessments should provide candidates with specific and actionable feedback. Ideally, data from assessments should be analyzed and used for program improvement. Finally, programs should produce completers who are able to pass required assessments the first time the test is taken. Section 3: Preparation Curriculum 3.1 Alignment to Revised TILS (2013) Comments: The program s curriculum (including coursework, field experiences, and practicum) demonstrates alignment with all of the Tennessee Instructional Leadership Standards (TILS). 3.2 Assessment System Comments: The program s assessment system establishes explicit connections between all of the TILS and expected and measurable program outcomes. In addition, evaluation tools for major assessments provide candidates with specific and actionable feedback. 3.3 SLLA First Time Pass Rate Using available data, the N count for this analysis was below 20. As a result, this data will not be used for the purpose of this review. N/A

6 Section 4: Practicum The Instructional Leader preparation program should offer quality field-based experiences that provide opportunities for candidates to translate professional standards into leadership skills to positively impact teaching and learning. Handbook and program materials should be readily available and provide clearly defined and detailed expectations, processes, and schedules for the practicum. Practicum materials should be accessible to candidates, clinical faculty and supervisors, mentors, and district staff. Content should be consistent across materials. In addition to high quality materials, programs should have clear criteria for and evidence of the selection of exemplary mentors. Ideally, a well-established, regularly-scheduled joint committee of program and LEA representatives should be actively responsible for the selection of mentors. Finally, candidates should receive formative and summative evaluations throughout the practicum, and be provided with the opportunity to receive feedback from program, district and school faculty. Section 4: Practicum 4.1 Practicum Handbook and Materials Comments: The program s clinical handbook and corresponding materials provide clearly defined and detailed expectations, processes, and schedules for the practicum. There is evidence that materials are accessible to candidates, clinical faculty and supervisors, mentors, and district staff. 4.2 Mentor Selection Comments: There is evidence that the program s criteria for the selection of exemplary mentors has been adopted and implemented. In addition, it is clear that designated program and LEA representatives are responsible for the selection of mentors. 4.3 Evaluation of Candidates Comments: There is evidence that candidates receive formative and summative evaluations throughout the practicum. In addition, evidence suggests that candidates receive feedback beyond program staff/faculty (e.g. district and/or school personnel).