developing evaluation evidence
TRANSCRIPT
Center for the
Evaluation of Educational
Leadership Preparation
and Practice
DevelopingEvaluationEvidence:
AFormativeandSummativeEvaluationPlannerforEducationalLeadershipPreparation
Programs
Center for the Evaluation of Educational Leadership Preparation and Practice Page2
Center Board of Directors:
Pamela D. Tucker
AndreaK.Rorrer
MichelleD.Young
TechnicalandSeniorResearchAssociate
CoriA.Groth
ThisreportwaspreparedbyMargaretT.Orr,MichelleD.YoungandAndreaK.Rorrer.Thisdocument,DevelopingEvaluationEvidence,aswellasotherresourcematerialsforleadershipevaluationareavailablefreeofchargeforreviewordownloadfromthecenter’swebsite:www.edleaderprep.org.
TheCenterissupportedbytheUniversityCouncilforEducationalAdministration(UCEA)andtheUtahEducationalPolicyCenter.
This publication was developed and produced by the University Council for Educational Administration's Center for the Evaluation of Educational Leadership Preparation and Practice. The purpose of the center is to make available valid and reliable evaluation research tools, methods and training materials and strategies for leadership preparation programs as well as a systematic process for collecting and analyzing state data on degrees and certification by institution, and career advancement and school progress by graduates and institutions. The center provides tools, training, technical assistance and support for leadership preparation programs.
Copyright © UCEA, 2013
TableofContentsFormativeandSummativeEvaluationPlanningforLeadershipPreparationPrograms.............................. 2
EvaluationPlanningGuide ....................................................................................................................... 3
Pre‐Conditions. .................................................................................................................................... 4
ProgramQualityFeatures. ................................................................................................................... 4
FormativeAssessmentsofCandidateLearning. .................................................................................. 4
SummativeAssessmentsofCandidateLearning. ................................................................................ 5
CareerOutcomes. ................................................................................................................................ 5
LeaderPractices................................................................................................................................... 5
StaffandSchoolPractices. ................................................................................................................... 6
StaffandSchoolEffects. ...................................................................................................................... 6
StudentOutcomes. .............................................................................................................................. 7
EvaluationPlanningGuideAlignmenttoNationalAccreditationEvaluationExpectations......................... 7
EvaluationPlanningWorksheet................................................................................................................... 9
References ................................................................................................................................................. 13
Figure1.EvaluationPathwayforPreparationProgramsPreparationPrograms......................................... 3
Table1.EvaluationPlanningGuideWorksheet........................................................................................... 9Table2.EvaluationPlanningGuideBlankWorksheetforProgramUse.................................................... 12
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FormativeandSummativeEvaluationPlanningforLeadershipPreparationProgramsEducationalleadershippreparationprogramsarecurrentlyengagedinformativeandsummativeevaluationoftheircandidatesandgraduatesforavarietyofpurposesanduses.Theseinclude:
• Providerelevantandtimelyinformationongraduatesandalumnioutcomestoascertainprogrameffectiveness
• Comparegroupsofgraduates’experiencestodeterminebenefitsofprogramdifferences
• Compareprogramfeaturesanddeliverytypewithotherprogramsregionallyandnationallyforbenchmarking
• Identifyareasforprogramandcourseimprovement• Makethecaseforprogramresourcesandsupport• Researchtherelationshipbetweenprogramdesign
anddelivery,graduateoutcomes,andschoolimprovementwork
Tofacilitateplanninganddatacollection,thisformativeandsummativeevaluationplannerhasbeencreated.Theplannerisorganizedaccordingtohowprograminputsandoutcomeshavebeenconceptualizedandvalidatedintheevaluationresearchonleadershippreparationprograms.Thisprogramevaluationhasmultipleuses,includingthosecitedinthetextbox.
ThePlannerincludes:
• Aconceptualmodelofthelinkbetweenleadershippreparationandoutcomes.
• Aguideforidentifyingevaluationevidence.• Anevaluationplanningworksheet.
Eachprogramisguidedbyitsowntheoryofactionorprogramtheory,whichconnectsitschoicesinprogramcontent,delivery,anddesigntoexpectedoutcomes.Weiss(1988)definesprogramtheoryas“thesetofbeliefsthatunderlieaction”(p.55)andexplainsthattheserepresentthemechanismsthatmediatebetweendeliveryofaprogramandtheintendedoutcomes(Weiss,1998).Inplanningforevaluation,programofficials,therefore,willneedtodetermineboththeoutcomestheyexpectaswellastheattributesoftheprogramtheythinkaremostinfluential.Thisplannershouldhelpprogramofficialsmaketheseselectiondecisionsbyidentifyingwhattheywanttomeasureandthesourcesofevidencetheyplantouse.Aswell,
ProgramEvaluation
Uses
IdentifyFormativeand
SummativeAssessments
IdentifyMeasuresandOutcomes(e.g.,program
andparticipantoutcomes)
EvaluatetheRelationshipbetweentheProgram
AttributeandtheOutcome
UseDataforPreparation
ProgramImprovement
Center for the Evaluation of Educational Leadership Preparation and Practice
therecommendedevaluationevidencecategoriesmayhelpprogramofficialsconsiderevaluationoptionstheyhadnotanticipated.
Figure1belowillustratesanEvaluationPathwayforPreparationPrograms.ThePathwaywasconstructedusingavailableevaluationresearchvalidatedthroughseveralstudies.AsindicatedinthePathway,therearetwocategoriesofprograminput,threecategoriesofinitialgraduateoutcomes,andtwocategoriesofexpectedschooloutcomes.Thismodelservesasablueprintforevaluationplanning,asexplainedbelow.
Figure1.EvaluationPathwayforPreparationProgramsPreparationPrograms
Programsneedawaytomeasureandtrackeachprogramattributeandoutcomeofinterest.Thisplannerenablesprogramstoidentifywhattheywanttomeasureandhowthesesourcesofevidencerelatetotheirprogramastheyselecttheirformativeandsummativeevaluationassessments.
Evaluation Planning GuideThe Evaluation planning guide includes a set of recommended sources of evaluation evidence for each kind of measure, as indicated in Figure 1. It includes types of data to be collected and recommended or available sources of evidence, including the Initiative for Systemic Program Improvement through Research in Educational Leadership (INSPIRE) survey suite (www.edleaderprep.org). The full suite provides 360° data on the quality and impact of educational leadership preparation programs (teacher, leader and program perspectives), and reflects the key elements of the evaluation planner logic model regarding how preparation impacts leadership, school conditions, and student learning. This planning guide also provides a suggested timing for data collection.
Preconditions:ProgramParticipants
PriorExperiences
ProgramQualityFeatures:
LeadershipProgramExperiences
Formativeand
SummativeLearningOutcomes
CareerOutcomes
LeaderPractices
Leadership
ImpactonStaff,SchoolPractices,and
SchoolCommunity
LeadershipImpactonSchooland
StudentPerformance
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Thecategoriesandtheirdefinitionsareasfollows:
PreConditions.Forthepurposesofevaluatingleadershippreparation,thepre‐conditionsarethecharacteristicsandqualitiesthatcandidateshavepriortotheirprogramexperience.Someprogramsestablishselectioncriteriathatsetlimitsonthesepre‐conditions(suchasthenumberofyearsofpriorteaching,theinstructionaleffectiveness,andpriorleadershipexperiences).Someprogramsstrivetorecruitcandidatesthathelptodiversifythefieldorcreatemoreequitableaccesstoleadershippreparation,basedongender,race,orethnicity.Afinaltypicalpre‐conditionhastodowiththecandidates’affiliationwithalocaldistrictandthatdistrict’srelationshipwiththeleadershippreparationprogram(intheformofreferral,collaborationandfinancialsupport).Thus,primarypre‐conditionsinclude:
• demographiccharacteristicsofthecandidate.• educationalandleadershipexperiencesandaccomplishments.• districtsupport.
ProgramQualityFeatures.Priorresearchhasunderscoredthequalityfeaturesofleadershippreparationprogramsandtheirinfluenceongraduateoutcomes(DarlingHammond,Meyerson,LaPointe,&Orr,2009;Jackson&Kelley,2002).Theseinturnrepresentprogramdimensionsandcanbeusedtomeasurehowtheyvarytheircontent,deliveryandquality.Thesedimensionsinclude:
• philosophyortheoryofaction• curriculumandcoursecontent(relationshiptonationalstandards,focuson
instructionalleadershipandotherprogrampriorities)• instructionalapproaches(suchasuseofproblem‐basedlearning,casestudies
andactionresearch;technologysupportedlearning)• internship(length,focusandquality)• candidatesupportanddevelopment(includingcohortstructuresandadvisement)• assessments(includingexams,portfolioassessments,culminatingprojects,and
statecertificationassessments)• post‐programsupport(suchasseminars,mentoringandcoaching,andjob
placementassistance).• faculty(whetherdedicatedtotheprogram,tenured,research‐engaged,and
havingschoolanddistrictleadershipexperience)• organizationalsupports(logisticsandeaseofuse).
FormativeAssessmentsofCandidateLearning.Ascandidatesprogressthroughtheircourseofstudy,programfacultyandofficialsneedtoassesslearningandskilldevelopmentforfeedbackandcontinuousimprovement.Formativeandinterimassessmentsprovide
Center for the Evaluation of Educational Leadership Preparation and Practice
informationthatcanbeusedtoidentifycandidates’skillsandcompetenciesthatmayneedfurtherdevelopmentaswellaswaysinwhichtosupportsuchdevelopmentpriortocompletionoftheprogram.Thesecanincludecourse‐relatedorinternship‐relatedassignments.Itisalsoimportanttodeterminehowtheseassignmentsareevaluated(suchaswitharubricorotherratingtool),andhowresultsaretracked.
• course‐relatedknowledgeassessments• skillspecificassessments• dispositionalassessments• internship‐relatedassessments• standards‐basedtasksandprojects• mid‐programassessments.
SummativeAssessmentsofCandidateLearning.Atthecompletionofaprogram,candidates’learningandskilldevelopmentcanbeassessedthroughavarietyofculminatingassignmentsandproducts,whicharethenevaluatedusingarubricorotherratingtool,andthroughstandardizedleadershipassessmentssuchasstateandnationalexams.Summativeassessmentsaredesignedtoassetcandidates’attainmentofprogramdefinedcompetenciesandreadinessforlicensureorcertificationandforinitialleadershippositions.Theresultscanbecompiledaspartoftrackingindividualcandidatesandsummarizedbygroupandprogram.
CareerOutcomes.Aprimaryintentionofeducationalleadershippreparationprogramsistoinfluencethecareeradvancementofcandidates,includingthenature,timingandefficacyofsuchadvancement.Dependinguponaprogram’smissionandpurpose,thefocusshouldbeontheextenttowhichcandidatesbecomeschoolanddistrictleadersandareabletoadvancefairlyrapidlyintosuchpositions.Programsneedtotrackgraduates’careersovertimeforthetypesofleadershippositionsassumed,thelengthoftimeinandbetweenpositions,andtheeaseorchallengeofgainingadvancement,andtoexploretheextenttowhichprogramsareyieldingequitableoutcomesbasedongender,race/ethnicityandotherrelevantdemographiccharacteristics.Thiscanbethroughself‐reportedinformationorasobtainedfromdistrictorstateemploymentinformation,andshouldincludebothschoolanddistrict,andsupervisoryandnonsupervisoryleadershippositions.Suchmeasuresinclude:
• typeofposition• lengthoftimetoadvancetoeachleadershipposition• retentioninleadershipposition• easeofadvancementintoleadershippositions.
LeaderPractices.Bydefinition,leadershippreparationprogramsaredesignedtodeveloptheskillsandcapacitiesofeducationalleaders,whichbecomemostevidentintheirpracticesasschoolanddistrictleaders.Whilesomeleadershipskillsandcapacitiesare
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developedbyallprograms(particularlythosedefinedbynationalleadershipstandards),someprogramsemphasizecertainskillsoverothersanddevelopadditionalskillsthroughtheirprogramcontentanddelivery.Variousprincipalassessmenttoolsandsurveysaredesignedtodocumentprincipals’useofeffectiveleadershippractices,asreportedbythemselvesorothers,andcanbeusedaspartofaprogramevaluationsystem.Theseinclude:
• principalpracticesurveys• supervisorsatisfactionsurveys• 360‐degreefeedbackassessmentsonleadershippracticesbysupervisors,
teachersandothers• Principalevaluationsystems,suchasVal‐Ed
(http://www.discoveryeducation.com/products/assessment/val_ed.cfm)(Goldring,Porter,Murphy,Elliot,&Cravens,2007)
Theiruse,however,shouldreflectalignmentwiththepreparationprogram’sprioritiesanddesign,andbeusedtoillustratestrengthsandgapsinprograms.
StaffandSchoolPractices.Asresearchoneffectiveleadersshows,principalshavetheirgreatesteffectonstudentlearningthroughtheirworkwithteachersandinorganizingschoolconditionstooptimizingteachingandlearning(Leithwood&Jantzi,2008;Robinson,Lloyd,&Rowe,2008).Therefore,evaluatingtheeffectsofpreparationonleadershippracticesshouldlookfirstatchangesintheseareas.Suchchangeswouldincludechangesinteachers’instructionalpractices,supportofstrugglingstudents,andcollaborativeworkwitheachothertoimprovestudentlearning.Otherchangeswouldbemoreorganizationalintermsofimprovingtheavailabilityofrelevantinstructionalresources,betteruseofschooltimeandfacilities,staffprofessionaldevelopment,improveduseofstudentdatatoguideimprovement,andcoherenceofprogramsandservicesinsupportingstudentlearning.Assessingtheseimprovementscanbedonethroughprincipal,teacherandsupervisorsurveys.
StaffandSchoolEffects.Asschoolconditionsimproveandstaffmembersmakeprogressonimprovingteachingandlearning,thereshouldbeculturalandclimateeffectsonstudents,staffandthelargerschoolcommunity.Theseeffectsinclude:
• studentattendanceandpositivebehavior• studentengagementandacademiceffort• teacherattendanceandrespectfultreatmentofstudentsandcolleagues• teacherengagementandacademicchallenge• improvedschoolclimate• distributedandcollaborativeleadership• improvedparentparticipation.
Center for the Evaluation of Educational Leadership Preparation and Practice
Student,teacher,principalandsupervisorsurveys,interviews,andotherfeedbackmechanismsareamongthebestmethodsfordeterminingtheseeffects.
StudentOutcomes.Theultimateimpactofleadershippreparationonleadershipeffectivenessisdeterminedbythedegreetowhichstudentachievementimproves.Suchimprovements,however,areusuallymediatedfirstintheareasofteachingandschoolorganization,asnotedabove.Theseimprovementstaketimetoaffectpositivelystudentlearninggains,whichcurrentlyarebestmeasuredthroughstandardizedtests.Thus,studentperformancelevelsshouldbetrackedandevaluatedlongitudinallytogaugetheimpactofleadershipbothpriortoandduringaprincipal’stenure.Implementationexperts,however,suggestthatstudentachievementgainsasaresultofleaderactionswillnotbeapparentforatleast3‐5yearsafterimprovementworkbegins(Fullan,2001).
EvaluationPlanningGuideAlignmenttoNationalAccreditationEvaluationExpectationsThisplannerisalignedtorecommendedevaluationoutcomesforprogramsseekingnationalaccreditationthroughtheNationalCouncilforAccreditationofTeacherEducation(NCATE).UnderNCATE,individualeducationalleadershippreparationprogramswithincollegesorschoolsofeducationarereviewedforrecognitionstatusbyaspecializedprofessionalassociation(SPA)usingnationallyrecognizedstandards.TheEducationalLeadershipConstituentCouncil(ELCC)istheNCATE‐SPAforleadershippreparationandisgovernedbytheNationalPolicyBoardforEducationalAdministration(NPBEA–www.npbea.org).ELCCprovidesbothstandardsandguidelinestoprogramsforthepreparationofeducationalleaders,includingexpectationsforprogramevaluation.Together,thesestandardsandguidelinesclarifyexpectationsagainstwhichindividualprogramscanbecomparedandthekindsofdataandoutcomesforprogramimplementationandimpactassessments.
ELCCrequiresseventypesofassessmentsandrecommendsspecificevidence:
• statelicensureassessmentorothercontent‐basedassessment;
The Initiative for Systemic Program Improvement through Research in Educational Leadership (INSPIRE) survey suite is aligned with the ELCC and UCEA standards and was designed to provide measures for most of these evaluation categories.
INSPIRE survey items have demonstrated both validity and reliability (Pounder, 2012). For more information on the INSPIRE survey suite visit: www.edleaderprep.org.
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• assessmentofcontentknowledgeineducationalleadership,usingcomprehensiveexaminations,essays,andcasestudies;
• assessmentofabilitytodevelopsupervisoryplanforclassroom‐basedinstruction,suchasschoolimprovementplans,needsassessmentprojects,andfacultyinterventionplans;
• assessmentofinternship/clinicalpracticeusingfacultyevaluationsofcandidates’performances,internship/clinicalsitesupervisors’evaluationsofcandidates’performances,orcandidates’formativeandsummativelogsandreflections;
• assessmentofabilitytosupportstudentlearninganddevelopment,suchaspost‐graduate360surveys,employersatisfactionsurveys,andcommunityfeedbacksurveysofcandidatesorgraduates;
• anassessmentofthecandidates’applicationofcontentknowledgeineducationalleadership(suchasactionresearchprojectsandportfoliotasks);and
• anassessmentofcandidates’abilitiesinorganizationalmanagementandcommunityrelations(suchas,school‐basedstrategicplans,schoolsimulations,andschoolinterventionplans).
WhenreviewedbyELCC,programsareratedontheiruseandqualityoftheseseventypesofassessment.Qualityisdeterminedby:
• theextenttowhichtheassessmentdescriptionandscoringguidesarealignedtospecificELCCstandardelements;
• howthescoringguideisusedtomeasureprogress;• howaggregateddataarealignedtospecificELCCstandardsandtheassessment
scoringguide;and• whetherresultsshowbothareasofcandidatesuccessandprovideanimprovement
planforareasinwhichcandidatesarenotsuccessful.Toencouragethatevaluationdataareusedforprogramimprovementandimprovedgraduatepreparation,ELCCrequiresthatprogramsdescribehowtheirfaculty“areusingthedatafromassessmentstoimprovecandidateperformanceandtheprogram,asitrelatestocontentknowledge;pedagogicalandprofessionalknowledge,skills,anddispositions;andstudentlearning”(NationalCouncilforAccreditationofTeacherEducation,2008)(p.2).Thus,datacollection,analysisandusemustbedocumentedandtheirrelationshiptoprogramdecisionsshouldbenoted.
Center for the Evaluation of Educational Leadership Preparation and Practice
EvaluationPlanningWorksheetThesecondcomponentoftheevaluationguideisaworksheetforprogramstocompleteintheirevaluationplanning,seeTable1below.Importantly,programofficialsshouldidentifyoneormoresourcesofevidenceforeachcategory.AblankformisprovidedasTable2tobeusedforprogramevaluationplanningpurposes.
Table1.EvaluationPlanningGuideWorksheet
COMPONENTS POSSIBLEMEASURESAndASSESSMENTS
DATASOURCE TIMELINE Relationshipto
NCATE/ELCCRequirements
PRE‐CONDITIONS INSPIRE surveyEnrollmentdocumentationObservations/codedwithrubrics
Beforeoratbeginningofprogramstart
Documentationneeded
Prioreducationalandleadershipexperience
Instructionaleffectiveness PROGRAMFEATURES INSPIRE‐Program
featuressurvey
INSPIRE-Graduate surveyProgramdocumentation
Duringtheprogram ELCCevaluationrequirement
Evidenceofprogramfeatures
Candidatefeedbackontheirexperiencewithselectedprogramfeatures
FORMATIVELEARNING
GradesProgramdevelopedrubricsOn‐linemanagementprogram
Throughout/atregularintervalsthroughouttheprogram
ELCCevaluationrequirement
Portfolioofaccomplishments In‐basketsortingactivityto
assessproblemsolving
Conductandwriteupofateacherobservation,assesswithrubric
Casestudyorschoolimprovementplananalysis,assesswithrubric
Interns’documentationof
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COMPONENTS POSSIBLEMEASURESAndASSESSMENTS
DATASOURCE TIMELINE Relationshipto
NCATE/ELCCRequirements
theiraccomplishmentsforschoolsandstudentlearning
Courseperformance/Grades
standards‐basedtasksandprojects
SUMMATIVELEARNING
INSPIRE surveyStandardizedassessmentsNASSPassessmentcenter
Attheendoftheprogramandregularintervalsafterprogramcompletion
Stateornationalleadershipassessments
Self-reports on learning efficacy by leadership area (INSPIRE)
Pre‐postassessmentofleadershipknowledgegains,usingaknowledgeassessmenttool
Assessmentcenterevaluation CAREERADVANCEMENTOUTCOMES
INSPIRE surveyEmploymentdocumentation
Atregularintervalsafterprogramcompletion
ELCCevaluationrequirement
Whetheradvancedtoasupervisoryschoolleadershipposition(assistantprincipalorprincipal)
Whetheradvancedtootherleadershippositions(districtornonsupervisory)
Lengthoftimetoadvancement
LEADERSHIPPRACTICES
INSPIRE survey
Principal evaluations
VAL‐Ed
Atregularintervalsafterprogramcompletion,suchasannuallyorbiennially
Amountoftimespentoneffectiveleadershippractices
Perceivedefficacyasschoolleader
Supervisorratingofprincipalefficacy
Teacherratingofprincipalefficacy
STAFFANDSCHOOL INSPIRE survey Atregularintervals
Center for the Evaluation of Educational Leadership Preparation and Practice
COMPONENTS POSSIBLEMEASURESAndASSESSMENTS
DATASOURCE TIMELINE Relationshipto
NCATE/ELCCRequirements
PRACTICES Districtclimatesurveys
afterprogramcompletion,suchasannuallyorbiennially
Newteacherretention Distributed
leadership/teacherroleinpolicymaking
Teachercollaboration(PLCs) Changesinschoolconditions
tosupportstudentlearning
Changesinhowstaffworktoimproveinstructionaleffectiveness
STAFFANDSCHOOLEFFECTS
INSPIRE surveyDistrictannualreportsonstaffDistrictclimatesurveys
Atregularintervalsafterprogramcompletion,suchasannuallyorbiennially
Teacherengagementandeffort
Studentengagement Academicrigororpressof
school
Reductioninschoolproblemsthatinterferewithlearning
Staffattendance Positiveworkingconditions Parentassessmentsofthe
school
STUDENTOUTCOMES INSPIRE surveyDistrictassessmentsandreportsonstudentperformance
Trackannually,butlookforeffectsafterlongitudinally(everythreeyears)inaschoolleaderposition
Reductioninstudentproblemsthatinterferewithlearning(student‐related)
Studentachievement Studentattendance Creditaccumulation(hs) Retention(hs) Graduation(hs)
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Table2.EvaluationPlanningGuideBlankWorksheetforProgramUse
COMPONENTS POSSIBLEMEASURESANDASSESSMENTS
DATASOURCE TIMELINE
PRE‐CONDITIONS
PROGRAMFEATURES FORMATIVELEARNING
SUMMATIVELEARNING
CAREERADVANCEMENTOUTCOMES
LEADERSHIPPRACTICES
STAFFANDSCHOOLPRACTICES
STAFFANDSCHOOLEFFECTS
STUDENTOUTCOMES
Center for the Evaluation of Educational Leadership Preparation and Practice
NationalCenterfortheEvaluationofEducationalLeadershipPreparationandPracticehttp://www.edleaderprep.org
References
DarlingHammond,L.,Meyerson,D.,LaPointe,M.M.,&Orr,M.T.(2009).Preparingprincipalsforachangingworld.SanFrancisco,CA:Jossey‐Bass.
Fullan,M.(2001).Leadinginacultureofchange.SanFrancisco:Jossey‐Bass.Goldring,E.,Porter,A.C.,Murphy,J.,Elliot,S.N.,&Cravens,X.(2007).Assessinglearner‐centered
leadership:Connectionstoresearch,professionalstandardsandcurrentpractices.Nashville,TN:VanderbiltUniversity.
Jackson,B.L.,&Kelley,C.(2002).Exceptionalandinnovativeprogramsineducationalleadership.EducationalAdministrationQuarterly,38(2),192‐212.
Leithwood,K.,&Jantzi,D.(2008).Linkingleadershiptostudentlearning:Thecontributionsofleaderefficacy.Educationaladministrationquarterly,44(4),496‐528.
NationalCouncilforAccreditationofTeacherEducation.(2008).Programreportsforthepreparationofeducationalleaders:NationalCouncilonAccrediationforTeacherEducation,http://www.ncate.org/ProgramStandards/ELCC/ELCCWebReport(SchoolBldgLevel)July1.doc).
Orr,M.T.,Jackson,K.,&Rorrer,A.(2009).FollowingupGraduates:DevelopmentoftheSchoolLeadershipPreparationandPracticeSurvey(SLPPS)andaSharedResearchProcess.UCEAReview.
Robinson,V.M.J.,Lloyd,C.A.,&Rowe,K.J.(2008).Theimpactofleadershiponstudentoutcomes:An
analysisofthedifferentialeffectsofleadershiptypes.Educationaladministrationquarterly,
44(5),635‐674.Weiss,C.H.(1998).Evaluation:Methodsforstudyingprogramsandpolicies(Seconded.).UpperSaddle
River,NJ:PrenticeHall.
Pounder, D. (2012). School leadership preparation and practice survey instruments and their uses. Journal of Research on Leadership Education, 7, 254-474. doi:10.1177/1942775112455265
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Center for the Evaluation of Educational Leadership Preparation and Practice
High-quality leadership preparation and development are essential to high-quality practice, which in turn optimizes the capacity of schools and central offices to support student engagement and learning. To support data-informed educational leadership preparation program improvement efforts, UCEA established the Center for the Evaluation of Educational Leadership Preparation and Practice. This Center provides:
1. Surveyandevaluationresearchforprogrambenchmarkingandanalysisofprogramfeatures,graduatecareerandleadershippractices,andrelatedschoolandstudentoutcomes.
2. Asystematicprocessforcollectingandanalyzingstatedataondegreesandcertification,careeradvancement,andschoolprogressbygraduates.
3. Technicalassistanceandsupportforleadershippreparationprograms,includingregionaltrain‐the‐traineropportunitiestoincreaseevaluationcapacitylocally.
4. Asustainablesystemforevaluationresearchtosupportprogramimprovement.
5. Policyanalysisandpolicydevelopmentsupport.
TheUniversityCouncilforEducationalAdministration(UCEA)isaninternationalconsortiumofuniversitiesthatofferdoctoralprogramsineducationalleadershipandadministrationandaremarkedbyadistinguishingcommitmentandcapacitytoleadthefieldofeducationalleadershipandadministration.UCEAhasasinglestandardofexcellenceformembership:Superiorinstitutionalcommitmentandcapacitytoprovideleadershipfortheadvancementofeducationalleadershippreparation,scholarship,andpracticeconsistentwithUCEA'sestablishedmission.UCEA'smissionistoadvancethepreparationandpracticeofeducationalleadersforthebenefitofallchildrenandschools.UCEAfulfillsthispurposecollaborativelyby1)promoting,sponsoring,anddisseminatingresearchontheessentialproblemsofpractice,2)improvingthepreparationandprofessionaldevelopmentofschoolleadersandprofessors,and3)influencingpolicyandpracticethroughestablishingandfosteringcollaborativenetworks.TolearnmoreaboutUCEA,pleasevisitourwebsiteatwww.ucea.org
Center for the Evaluation of Educational Leadership Preparation and Practice
To learn more about the Center for the Evaluation of Educational Leadership Preparation and Practice, please visit the Center website: www.edleaderprep.org