Student Learning Assessment Report Submitted by: Usha Rajdev ...

Academic Year : 2009-2010 Program: Administration and Supervision
Describe how the program’s outcomes support Marymount’s Mission, Strategic Plan, and relevant school plan:
The outcomes of the Catholic School Leadership Program fall into the three broad categories of preparing teachers to become caring
professionals, critical thinkers, and effective practitioners.
University’s mission statement is supported in the following ways:
prepare students to be thoughtful and effective persons within family, community, and society – Critical Thinker, Caring
Professional and Effective Practitioner as evidenced
develop students with the competencies necessary for entry, growth, and success in their chosen careers – Critical Thinker and
Effective Practitioner;
build within its students a shared sense of community among individuals drawn from diverse national, cultural, and social
backgrounds – Caring Professional and Effective Practitioner;
foster in its students a spirit of service to others, a concern for social justice, and a commitment to living in an ethically responsible
way – Caring Professional;
develop in students both the competencies and the motivation to be lifelong learners – Critical Thinker and Effective Practitioner.
The University’s Strategic Plan is supported in the following Outcome Statements:
Academic Excellence:
demonstrate exceptional knowledge of the concepts, theories, and tools of inquiry related to educational leadership and necessary for
the effective management of schools;
demonstrate perceptive and analytical abilities that impact student learning and development, as well as faculty/staff growth and
development
demonstrate effective problem solving skills that generate multiple solutions for practical decision-making that can affect the school,
parish, and wider community.
employ appropriate and effective planning processes and leadership strategies based on knowledge of content, learner characteristics,
and the community related to educational leadership and necessary for instruction in schools;
differentiate curriculum and instruction to accommodate students of all exceptionalities and connect curriculum goals and objectives
to diocesan, local, state and national standards;
understand the development and use of formal and informal assessment techniques for student learning, as well as supervision
strategies and formative and summative evaluations for faculty/staff growth and development;