1. How do we go about program assessment? What we are doing and why? Robert Gabriner, San Francisco State University Debby Zambo, Arizona State University Robert Rueda, University of Southern California Sharon Brown-Welty, California State University – Fresno How assessment links to our program’s missions, goals, program outcomes, and student learning outcomes.

2. MISSION The mission of the Mary Lou Fulton Teachers College Ed.D. in Leadership and Innovation is to prepare educators as scholarly and influential practitioners. This terminal degree program is designed to equip educators with the knowledge, skills, and dispositions –the minds, hands, and hearts – to resolve problems of practice and improve local situations.

3. GOALS Leaders who Provide strategic leadership in educational settings. Contribute to innovative practices that address educational issues in a socially responsive manner. Change Agents who Understand the change process, how educational innovation stimulates change including the relationship of mission, vision, leadership, goals and objectives to decision making. Lead and manage change and create collaborative action that supports community advancement. Inquirers who Understand and advocate for research-based best practices to support instruction and standards-based curriculum leading to high levels of student achievement. Improve the quality of services within the educational communities with the effective use of technology and other innovations. Implement data-based decision making through professional practice with the effective use of technology and other innovations. Collaborators who Consult with other professionals in schools, businesses, and government agencies to address mutual concerns regarding educational decision making. Understand, create, and support professional development communities of practice incorporating the needs of adult learners who desire to improve learning and teaching in innovative ways.

4. Signature Pedagogies Action Research – a form of disciplined, reflective inquiry into one's professional practices for the purpose of moving towards a principled vision. Students design and implement multiple cycles of action research within their workplaces – their laboratories of practice – that culminate in action research dissertations. Students’ experiences with ongoing research allows them to refine their work. Faculty model and demonstrate action research by conducting their own studies. Leader Scholar Communities – Doctoral students support one another in groups of 5-7, facilitated by two Teachers College faculty members and one member from outside the college. Students take up apprenticeship roles as they collaborate with more experienced members on authentic tasks. Faculty and staff are committed to students to complete the program in three years.

5. Q 1: What does the program contribute to students’ professional practice (knowledge, proficiencies, and identities)? Q 2: What does the program contribute to students’ professional work settings? Q 3: What components of the program contributed to students’ identities as a scholarly and influential practitioners? Q 4: Do program characteristics contribute to students’ successes in the program?

6. COURSE - SEMESTERASSESSMENT TEL 706: Intro to Doctoral Studies When students enter the program Summer ESSENTIAL QUESTION RESPONSE (PRETEST) How can you best act as a scholarly and influential practitioner IDENTITY QUESTIONNAIRE Describe yourself as a learner, leader, and action researcher IDENTITY INTERVIEW TEL 711 Strategies for Inquiry Beginning Fall 1 ACTION RESEARCH PLAN FOR A HYPOTHETICAL PROBLEM (PRETEST) What particular problem of practice might you address? How would you determine if this problem deserves your systematic attention? What would you include in an innovation/action/intervention/initiative/change effort to resolve the problem? How would you determine the outcomes of your innovation/action/intervention/change effort?

7. End Spring 2 TEL 712 Mixed Methods of Inquiry ACTION RESEARCH WRITE UP (Cycle 1) End Summer 2 TEL 704 Leadership for Org Change ESSENTIAL QUESTION RESPONSE (POSTTEST) End Fall 3 TEL 792 Research GENERAL PERFORMANCE RATING (PRETTEST) Professionalism Leadership Access and Excellence Collaboration End Spring 4 TEL 713 Applied Mixed Methods of Inquiry ACTION RESEARCH PLAN FOR A HYPOTHETICAL PROBLEM (POSTTEST)

8. End Spring 6 TEL 799 Dissertation (6 hours) ACTION RESEARCH WRITE UP (POST TEST) GENERAL PERFORMANCE RATING (POSTTEST) IDENTITY INTERVIEW IDENTITY QUESTIONNAIRE PROGRAM EXIT SURVEY

9. On the poster for each of the six principles write what assessments, instruments, or methods you are using or would use to measure your program’s outcomes related to this principle. If you want to make a comment on something posted write it on a post it note and place it on the poster.

10. Summary