Knowledge and Skills for Other School Professionals
Educational Administration: Candidates in the advanced programs leading to licensure as school administrators demonstrate the depth of their knowledge and skill through internships, at the end of which they are evaluated by the on-site and university supervisors. The panel assessment rubric is aligned with discipline-specific knowledge and skills delineated in the Minnesota Competencies for School Administrators (Exhibits 1.4.c.11; 1.4.c.13). Core leadership competencies for all school administrators are assessed in the pre-post self-assessment (Exhibit 1.4.c.10). Candidates complete an electronic portfolio during their practicum that provides further evidence in each of the required competencies. (Exhibit 1.4.c.15).
School Counseling: Courses within the school counseling program are aligned with professional and state standards. Data on candidate competencies are collected through the Counselor Preparation Comprehensive Examination (CPCE) and the Internship Student Rating Form (ISR) (Exhibits 1.4.c.12; 1.4.c.14). Our candidates do far better on the CPCE examination as a whole, than the national mean. The ISR measures 9 domains aligned with knowledge and 16 domains aligned with skills. Our candidates consistently are rated at 4 (good) or above in these domains (Exhibit 1.4.d.11).
Student Learning for Other School Professionals
Educational Administration: These data come from core competencies of: Diversity Leadership and Instructional Management and Community Relations. Samples of candidate work in these areas provide evidence that our candidates are reflective practitioners, establish educational environments that support student learning and understand the complex family, community and policy contexts in which they work (Exhibits 1.4.h.8; 1.4.h.9; 1.4.h.10).
School Counseling: There are 9 items on the ISR that measure candidates in terms of student learning (Exhibit 1.4.d.11). Our candidates consistently score 4 or higher (of 5 points), with the highest domains being: genuinely desires to be helpful, treats students and colleagues with respect and accepts individual differences without prejudice.