1e.1. What are the pass rates of other school professionals on licensure tests by program and across all programs?
Pass Rates on Licensure Tests for Other School Professionals
N/A – Alaska does not require licensure exams for Other School Professionals
1e.2. (Programs Not Nationally Reviewed) What data from other key assessments indicate that other school professionals demonstrate the knowledge and skills delineated in professional, state, and institutional standards?
M.Ed. programs in Counselor Education and Special Education Administration are the only programs for other school professionals that did not undergo a national review. Faculty prepared reports using a format similar to the SPA template for national reviews. Key assessment descriptions, scoring guides, and candidate data, if any, are available in these reports.
Case Study Analysis and Portfolio Review are the two primary key assessments used to demonstrate candidate knowledge and skills delineated in standards. Effective Spring 2007, the Case Study Analysis is the final comprehensive exam for the M.Ed. in Counselor Education. Two of the five scoring criteria specifically address counseling knowledge and skills: “accuracy of knowledge and skills” and “mastery of knowledge and skills.” Candidates’ analyses are assessed by three faculty using a 10-30 scale. A score of 10 is below standard, 20 at expected standard, and 30 above standard. Nineteen candidates completed the Case Study Analysis during 2006-09, with 95% of candidates passing on the first attempt. The average candidate score on “accuracy of knowledge and skills” was 23; the average score on “mastery of knowledge and skills” was 24. These averages include only 10 candidates because the assessment was administered for the first time in Spring 2007, and the scoring rubrics from 2007-08 were inadvertently destroyed in a change in exam management.
For the Portfolio Review key assessment, candidates submit artifacts during the practica that demonstrate competency in each of the 6 program outcomes or standards. Program faculty assess portfolios and rate candidates as having met or not met each standard. One standard, “communicates essential understanding and personalized meanings of the counseling profession,” specifically relates to knowledge and skills necessary for effective school counseling. All 33 graduates who submitted portfolios in 2006–2009 met this standard.
Special Education Administration
In AY09, there were 4 candidates admitted and enrolled in the M.Ed. in Special Education with a concentration in Special Education Administration; there are no graduates. An additional candidate was admitted but not enrolled. Data from key assessments 1 and 2 will be used to demonstrate candidates have the knowledge and skills delineated in standards. Admission information on the 5 admitted candidates includes:
- Average GPA: 3.8 (range: 3.5-4.0)
- Licensure information: Type C School Psychologist (2); Type C Speech-Language Pathologist; Professional Teacher Certificate in Special Education-Learning Disabilities; Professional Teacher Certificate in Special Education-Moderate/Severe Disabilities;
- Highest degree earned: Ph.D. (2); M.S. or M.Ed. (3)
Examples of K-12 school experience: Special education department chair, special education teacher, school psychologist providing services in special and general education settings, coordinator of special services programs, speech-language pathologist
1e.3. What do follow-up studies of graduates and employers indicate about the knowledge and skills of other school professionals? If survey data are being reported, what was the response rate?
Follow-up studies indicate COE program graduates are prepared in the respective knowledge and skills for other school professionals. Data are summarized by program under Summarized Survey Reports (Std1e.Exh11).
Survey results show the percentage of alumni who agree# that their programs prepared them with regard to the knowledge and skills of the respective discipline:
- Counseling – 74% (average of multiple indicators)
- Educational Leadership – 97% (average of multiple indicators)
No program for other school professionals received enough employer responses to report discipline-specific, disaggregated data*. However, college-wide employer responses show that 93% agree COE graduates are effective employees and 97% agree they exhibit intellectual vitality.
Survey results show the percentage of graduating candidates who agree that they are prepared with regard to the knowledge and skills of the respective discipline:
- Counseling – 85% (average of multiple indicators)
- Educational Leadership – 92% (average of multiple indicators)
#Agree = somewhat agree, agree, or strongly agree
*COE does not report survey data for disciplines receiving fewer than 5 responses.