Presentation topics:
Objectives of the Presentation
Provide a historical background of the Masters Program in Educational Leadership and Management.
Present the skill requirements for the Graduate Program.
Discuss alternatives for the development of the skills of the student.
Objectives of the Presentation
Demonstrate the model of "assessment" used to assess the development of the skills of the student.
Demonstrate the degree of satisfaction achieved by students with the achievement of competencies.
Background Graduate Program in Education
In March 2011, National University College (NUC) begins to offer a Masters Program in Education with specialization in Educational Leadership. In the online mode.
It consists of 39 credits online, except practical courses (EDUC 6020 and EDUC 6030) having a hybrid combination. Field experience is face and the rest of the online course.
Background Graduate Program in Education
Or early 2012, we began to develop the skills aligned program:
institutional omission
institutional ØMetas
ØPerfil student NUC
ØObjetivos Academic Program
Mission NUC
We are committed to the development of educated, competent in their professional area individuals, with attitudes to continue learning throughout life, able to integrate successfully into employment and effectively contribute to economic, social and political progress in the local geographic area global or they decide to work and live.
Our university environment will be one conducive to learning in which the student derive the highest satisfaction about the academic offer and the quality of student services, faculty and staff receiving, you feel motivated to stay in school and proud to belong to National .
Institutional goals NUC
Contribute to the development of educated, competent individuals in their profession or technical field, by creating a healthy academic environment based on social, ethical and moral values, a solid component of general education and academic programs carefully planned.
Contribute to social and economic progress of Puerto Rico and society, preparing competent professionals and technicians, able to examine and adapt to change, and with an attitude directed toward learning throughout his life.
Student profile
1.Competencia professional
Communication 2.Destrezas
3.Pensamiento critical and creative
4.Razonamiento mathematical logician
5.Literacia computer (digital competence)
ethical and moral 6.Comportamiento
7.Respeto diversity
Objectives of the Graduate Program in Education
Promote the development of innovative instructional management practices in various school communities to facilitate student learning (as).
Objectives of the Graduate Program in Education
Stimulate the development of strengths to transform the school into a community of active learning and constant development, creation and maintenance of their services.
Objectives of the Graduate Program in Education
Promote the strengthening of a highly qualified organizational culture. And the acquisition of skills democratic and collaborative work.
What is a competition?
Poblete (2000) indicates that it is "knowledge, ability, skill or acquired skill, which leads to a good level of performance and performance"
Brookling, (as quoted in Quijano, 2003), it states that "implementation is knowledge that an operator uses, using what you know to do their job effectively"
Chain (as quoted in Quijano, 2003) argues that a "cualificable action that builds the person to meet the requirement of a specific social and cultural context."
Competencies Program
Analytical skills
Organizational leadership
Communication
Professional leadership
Scholarship
Ethics
Professional growth
Skills program
Analytical skills
Demonstrate the ability to think critically, reflective and creative, research data, and find and apply quantitative and qualitative to evaluate and solve problems and issues related to the profession tools.
Skills program
Organizational leadership
Function effectively as leaders in public and private organizations.
Communication
Being able to communicate effectively in their field of study.
Skills program
Professional leadership
function effectively as leaders of their profession.
Scholarship
Evaluate theories for their relevance and applicability to the effective functioning of the organization.
Skills program
Ethics
Assess the circumstances and make decisions that reflect ethical and social responsibility.
Professional growth
Develop an approach to his profession that involves continuous learning and improving their skills and knowledge.
sequential Curricular
sequential Curricular
sequential Curricular
sequential Curricular
Assessment Strategies
Programmatic Development Assessment Years 2012-2013:
Key courses
Curricular Segment 5200-
Professional Development Plan 5240-
Portfolio 6030-
Assessment Activities
Reflexive diary
virtual sessions (Collaborate)
Immediate written reaction
Concept map
Asked discussion Blog
Critical analysis
Essays
Assessment Activities
Case study
Paraphrasing directed
Critical analysis
Brainstorming
Wiki (group activity)
Investigation project
Activities Internship
Students Association Master of Education with specialization in Educational Leadership
supplementary educational activities:
Student assemblies
Discussion Boards
"Panel Discussion on Intellectual Disability"
Cultural activities:
"Puerto Rican Night"
"Christmas special"
Course Evaluation (EDUC 6030)
At the end of 02.01.2012 to 2-19-2013 6 students enrolled in the course (EDUC 6030).
After completing the course a survey was conducted.
This was done by telephone.
100% of students participated.
Objectives of the survey of satisfaction with the course (EDUC 6030)
Knowing the degree of satisfaction experienced students of the course with the processes and activities in the course.
Satisfaction Survey (EDUC 6030)
Overview: 6 students enrolled
Course credits: 1.5
Instructor: Dr. Angiemarie Rivera.
50% male, 50% female
Satisfaction Survey (EDUC 6030)
50% passed the course with a 96%
50% incomplete (I)
Subsequently, incomplete were removed and students passed the course.
1. How do you evaluate your clinical experiences at the Center for practice?
2. You feel that your participation was beneficial for the institution they work.?
3. Do you think your experience clinical practice have been beneficial for your professional development?
4. What was your level of satisfaction with teacher intervention processes in the course of practice?
5. What is your level of satisfaction with the number of hours assigned to your practice?
6. you think that the tools offered by National University College beneficial for your development in the course of practice?
7. How do you assess the institution to support your practice process?
Comments
It should reevaluate the number of hours of practice to avoid the stress of feeling can not finish in the given time academic term.
Comments
Taking into consideration the academic calendar to request additional time to complete the hours of practice.
Centers where students practiced the first
In order to evaluate the performance of our students, during practice made, it has created an instrument to determine the satisfaction of the employer with its development in the selected center.
phone calls for the collection of information were made and 100% of the responses was obtained.
The information collected was carried out during the year 2013.
Contacts were made with the respective supervisors of students in each school, which are as follows:
100% assesses student work as "Excellent" and "Good".
100% believe that student participation has been beneficial for the development of the Center.
100% of respondents supervisors says he is "very satisfied" with the performance of the interaction of the student with the educational community.
• Talk on "Building Testing"
• Educational Talk About Sign Language
• pep talk for students and teachers.
• Review curriculum
• Training workshops for teachers
•
• Workshops "Bulling" for children
• curricular work interaction with parents, transition from elementary to high school.
• Week transition to high school students.
•
•
• Construction of folders of student work for parents.
• Creation of "Open House" at the work place.
•
Graduation project
Receive group and individual development of its project Grade advice.
The student concludes an experience that began in previous courses.
Graduation project
In addition, it enhances the reality of the educational process and exposed orally and written his work.
Reflects on the impact of research processes in the management of educational leadership.
It includes his research in professional portfolio.
General Satisfaction Survey Graduate Student
General Satisfaction Survey Graduate Student
General Satisfaction Survey Graduate Student
Photos of students
Photos of students
Tasks Identified for Portfolio
Master of Education Specialization in Educational Leadership
References
Satisfaction surveys (2012-2013). National University College Online.
Poblete, M. (2000): Equipment for change in organizations. Differential aspects. Barcelona: Faculty of Psychology at the University of Barcelona. Unpublished Doctoral Thesis.
Poblete, M., & Garcia, A. (S. F.) Profile management skills for managing change in schools. evaluation and training for professional development model. Recovered from http://paginaspersonales.deusto.es/mpoblete2/comunicaci%C3%B3nAUTONOMA.htm
Quijano Hernandez, M. (2003). Proposal competency assessment model. Journal-School of Business Administration, 48. p. 55-71