First Critique
X Second Critique
Special Critique
NCATE
Approval with Specialized Professional
Association
Guidelines
Professional
Organization: Educational Leadership Constituent Council (ELCC)
Institution
Submitting Program: Eastern
Program:
Educational
Leadership, Masters (M)
Educational
Leadership, Specialist (S)
Date
of Review:
SPECIALIZED PROFESSIONAL
ASSOCIATION’S RECOMMENDATION(S):
Program(s)
Recognized: Educational Leadership, Masters
(M)
Program(s)
Deferred: Educational Leadership,
Specialist (S)
Due Date for Submission of Additional
Information:
Additional Information Needed for Compliance: Clarification and
documentation is needed of candidate performance activities and assignments in
the syllabi referenced for the guideline indicators noted below.
PERCEIVED PROGRAM STRENGTHS: The
information included with the rejoinder report clarified many areas of concern
noted in the previous report. It is
evident that the department has made strides toward revising its programs to
meet the expectations for many of the guideline indicators. With the changes described in the rejoinder
report, the following guideline indicators are now in compliance: 2.3 (S), 3.3
(M), 3.4, 3.6,
3.7 (S), 3.9, 4.1, 4.2, 5.1, 5.2, 5.3, 5.5, 6.1 (S), 6.2, 6.3, 6.4, 7.5, 10.1
(M), 10.2 (M), 10.3 (M), 10.4 (M), 10.6, 11.7, and 12.3.
GUIDELINES/COMPETENCIES STILL NOT MET: 3.5,
4.6 (S), 5.4, 7.4 (S), 8.1 (S), 8.2 (S), 8.3 (S), 8.4 (S), 9.1 (S), 9.2 (S),
and 9.3 (S).
PERCEIVED PROGRAM WEAKNESSES:
Guideline Indicator 3.5: It is still unclear how
candidates in EDLD 5XX are given an opportunity to align curricular goals and
objectives with instructional goals and objectives and desired outcomes. While
this indicator has been listed as a course objective/goal in this course, there
is no description of corresponding candidate performance activities or
assignments to support the performance requirements of this indicator.
Guideline Indicator 4.6 (S): It is still unclear
how all candidates in the Specialist program are given an opportunity to
effectively negotiate and manage collective bargaining or written agreements.
While the activity/assignment presented in EDLD 615 does align with this
indicator, it is an elective course and not all candidates may choose to take
it and gain mastery of this competency.
Guideline Indicator 5.4: It is still unclear how
all candidates in EDLD 513 are required to address student and family
conditions affecting learning. While the activity/assignment presented in this
course does align with this indicator, candidates are only
"encouraged" to complete this, not required; therefore, it is not assured
that all candidates will gain mastery of this competency.
Guideline Indicator 7.4 (S): It is still unclear how all
candidates in EDLD 513 are required to promote multicultural awareness, gender
sensitivity, and racial and ethnic appreciation. While the activity/assignment
presented in this course does align with this indicator, candidates are only
"encouraged" to complete this, not required; therefore, it is not
assured that all candidates will gain mastery of this competency.
Guideline
Indicator 8.1 (S): It is still unclear how candidates in EDLD 612 are required
to identify and analyze the major sources of fiscal and non-fiscal resources
for schools and districts. The rejoinder narrative statement refers to evidence
that could not be substantiated because the course syllabus is missing from the
rejoinder report materials. In addition,
EDLD 612 is listed as an optional course; therefore, not all candidates may
choose to take it and gain mastery of this competency. Clarification and submission of supporting
documentation is needed to ascertain compliance for this indicator.
Guideline
Indicator 8.2 (S): It is still unclear how candidates in EDLD 612 are given an
opportunity to acquire and manage financial and material assets, capital goods
and services, and allocate school or district resources. The rejoinder
narrative statement refers to evidence that could not be substantiated because
the course syllabus is missing from the rejoinder report materials. In addition, EDLD 612 is listed as an
optional course; therefore, not all candidates may choose to take it and gain
mastery of this competency.
Clarification and submission of supporting documentation is needed to
ascertain compliance for this indicator.
Guideline
Indicator 8.3 (S): It is still unclear how candidates in EDLD 612 are given an
opportunity to develop an efficient budget planning process. The rejoinder
narrative statement refers to evidence that could not be substantiated because
the course syllabus is missing from the rejoinder report materials. In addition, EDLD 612 is listed as an
optional course; therefore, not all candidates may choose to take it and gain
mastery of this competency.
Clarification and submission of supporting documentation is needed to
ascertain compliance for this indicator.
Guideline
Indicator 8.4 (S): It is still unclear how candidates in EDLD 612 are given an
opportunity to perform budget management functions. The rejoinder narrative
statement refers to evidence that could not be substantiated because the course
syllabus is missing from the rejoinder report materials. In addition, EDLD 612 is listed as an
optional course; therefore, not all candidates may choose to take it and gain
mastery of this competency.
Clarification and submission of supporting documentation is needed to
ascertain compliance for this indicator.
Guideline
Indicator 9.1 (S): It is still unclear how candidates in EDLD 518 are required
to use technology, telecommunications, and information systems for the
enrichment of curriculum and instruction. The rejoinder narrative statement
refers to evidence that could not be substantiated because the course syllabus
is missing from the rejoinder report materials.
In addition, EDLD 518 is listed as an optional course; therefore, not
all candidates may choose to take it and gain mastery of this competency. Clarification and submission of supporting
documentation is needed to ascertain compliance for this indicator.
Guideline
Indicator 9.2 (S): It is still unclear how candidates in EDLD 518 are given
opportunities to apply and assess current technologies for school management
and business procedures. The rejoinder narrative statement refers to evidence
that could not be substantiated because the course syllabus is missing from the
rejoinder report materials. In addition,
EDLD 518 is listed as an optional course; therefore, not all candidates may
choose to take it and gain mastery of this competency. Clarification and submission of supporting
documentation is needed to ascertain compliance for this indicator.
Guideline
Indicator 9.3 (S): It is still unclear how candidates in EDLD 518 are required
to develop and monitor long range technology plans and make informed decisions
about computer hardware and software. The rejoinder narrative statement refers
to evidence that could not be substantiated because the course syllabus is
missing from the rejoinder report materials.
In addition, EDLD 518 is listed as an optional course; therefore, not
all candidates may choose to take it and gain mastery of this competency. Clarification and submission of supporting
documentation is needed to ascertain compliance for this indicator.
OTHER COMMENT: The
department is to be commended on providing a strong Master's program that is
now in substantial compliance with each of the 12 guideline areas.
REJOINDERS:
A rejoinder may be filed with NCATE to be reviewed by the ELCC if you
feel that a recommendation is not correct for a given guideline indicator. Please include clarified and supporting
evidence needed to re-evaluate approval.
Do not refer to previous program reports. If another review of the program is
requested, please submit three bound copies of the rejoinder to ELCC, via NCATE. Please do not send a rejoinder unless
explanations and candidate performance evidence support a case for approval.