Standard Five Evidence Packet 4 - RA5.4 Continuous Improvement
Southern University and A&M College – Advanced Programs
Standard Five Evidence Packet 6
RA5.4 Continuous Improvement
Alignment to National Standard: This evidence packet, entitled Continuous Improvement, provides evidence to support CAEP Standard RA5 4:
Standard RA.5 Quality Assurance System and Continuous Improvement: The provider maintains a quality assurance system that consists of valid data from multiple measures and supports continuous improvement that is sustained and evidence-based. The system is developed and maintained with input from internal and external stakeholders. The provider uses the results of inquiry and data collection to establish priorities, enhance program elements, and highlight innovations.
CAEP RA5.4 Continuous Improvement: The provider regularly, systematically, and continuously assesses performance against its goals and relevant standards, tracks results over time, and documents modifications and/or innovations and their effects on EPP Outcomes.
How Alignment is Assured: The CAEP Coordinator, in consultation with the Department Chair of Curriculum and Instruction, aligns the evaluation measures and assessment tasks with CAEP, InTASC, program standards, and appropriate Technology Standards. The CAEP Coordinator maintains alignments and adherence to multiple Louisiana state laws and policy regulations. All Standards have been maintained utilizing SharePoint. This database is maintained by the CAEP Coordinator so that alignments can accommodate updates to standards, program competencies, courses, and assessments.
Evidence Overview
Introduction: Southern University’sEducational Leadership programprioritizes continuous improvement,regularly assessing performance metrics and making data-driven adjustments to enhance candidate readiness for leadership roles. Feedback from stakeholders and performance data are used to make informed programmatic changes.
Key Evidence:
• Tracking Candidate Progress: The Watermark SL&L platform, as demonstrated in "Standard One Evidence Packet 5 - RA1.1 Collaboration", tracks leadership competencies and fieldwork progress. Regular reviews of this data ensure that candidate performance is continuously monitored and program adjustments are made to address areas of need.
• Program Changes Based on Data: As evidenced in "Standard Three Evidence Packet 3 - RA3.3 Monitoring and Supporting Candidate Progression" and "Standard Three Evidence Packet 4 - RA3.4 Competency at Completion", feedback from candidates and performance on key leadership assessments have resulted in revisions to the internship structure and curriculum updates to improve leadership preparation.
Supporting Evidence:
• Continuous Improvement Reports: Annual reports, such as those found in "Standard One Evidence Packet 5 - RA1.1 Collaboration", summarize the data reviewed and the resulting curriculum and programmatic changes made based on stakeholder input and candidate performance data.
• Longitudinal Data on Candidate Performance: Data from "Standard Three Evidence Packet 4 - RA3.4 Competency at Completion" tracks candidate performance trends over multiple years, demonstrating how continuous improvement efforts have strengthened leadership readiness.
Standard Five Evidence Packet 6 RA5.4 Continuous Improvement
Analysis
Southern’s continuous improvement process is driven by data and stakeholder feedback, ensuring that the Educational Leadership program remains responsive to evolving educational needs. The program’s use of longitudinal data and regular performance reviews allows for informed, evidence-based changes that enhance the effectiveness of the curriculum and field experiences. By systematically assessing candidate performance and responding to stakeholder input, the program demonstrates a strong commitment to ongoing refinement and improvement, ensuring that candidates are well-prepared for leadership roles.
Findings:
• Data collected through Watermark is systematically reviewed, leading to meaningful improvements in candidate performance and curriculum design.
• Longitudinal data provides insights into trends over time, supporting the effectiveness of continuous improvement initiatives.
Focus Areas:
• Expand the use of longitudinal data by incorporating additional feedback from field supervisors to further refine internship experiences.
• Increase the frequency of data reviews to make real-time adjustments to support candidates in their fieldwork and coursework.
Below are findings and focus areas from the Self Study that will serve as a roadmap as we continue our focus on continuous improvement. Updates will be provided at the site visit.
Southern University and A&M College – Advanced Programs
Standard Five Evidence Packet 6
RA5.4 Continuous Improvement
Advanced Programs Findings and Continuous Improvements
Evidence
Packet Program/ Focus Area Standard(s) Findings
Standard One
Evidence
Packet 1
RA1.1
Candidate Skills
Standard One
Evidence
Packet 1
RA1.1
Candidate Skills
Educational Leadership
RA1.1
Course grades were used in lieu of assessments data
Educational Leadership
Standard One
Evidence
Packet 2
RA1.1 Data Literacy
Educational Leadership
RA1.1
Watermark’s Student Learning and Licensure was launched at the University during the Spring 2024 semester.
Key assessments will be transitioned into the Quality Assurance System to ensure a cycle of continuous improvement
Responsible Outcome
Brittany Hinyard
Misty Reed Educational Leadership Professors
Brittany Hinyard
The Assessments listed will be housed and assessed within Student Learning and Licensure to streamline assessment, evaluation, and reporting.
Misty Reed
Educational Leadership Professors
Standard One
Evidence
Packet 2
RA1.1 Data Literacy
Standard One
Evidence
Packet 2
RA1.1 Data
Literacy
Educational Leadership
RA1.1
Tracking of students’ assessments through Watermark will be required. The university does not currently offer this program to graduate students
With the addition of a full-time Assessment Coordinator, a tracking system will be developed to ensure rubrics and assessments are added into the SL & L system and student data is tracked. This universal system will allow students to collect portfolio information. Collaboratively professors will be able to track student growth and development throughout the Educational Leadership program.
Brittany Hinyard
Misty Reed Lela Murdock
Sara Martin
Brittany Hinyard
Misty Reed
RA1.1
Course grades were used in lieu of assessments data.
Key assessments will be transitioned into the Quality Assurance System to ensure a cycle of continuous improvement.
Educational Leadership Professors
Educational Leadership
RA1.1
Through the analysis of student data for this course in addition to EDLD 550, both of which are offered during the Spring semester, the percent of candidates meeting the minimum expectations was lower compared to the other courses during the other semester. Therefore,
An analysis of course load must be considered by the Educational Leadership Chair to ensure students are exposed to data throughout the program and not during one semester.
Misty Reed
Southern University and A&M College – Advanced Programs
Standard Five Evidence Packet 6
RA5.4 Continuous Improvement
Advanced Programs Findings and Continuous Improvements
Evidence Packet Program/ Focus Area
Standard One
Evidence
Packet 3
RA1.1 Use of Research
Standard One
Evidence
Packet 3
RA1.1
Use of Research
Standard One
Evidence
Packet 4
RA1.1 Data Analysis
Standard One
Evidence
Packet 4
RA1.1 Data Analysis
Standard One
Evidence
Packet 4
RA1.1 Data Analysis
Standard One
Evidence
Packet 5
RA1.1 Collaboration
Educational Leadership
Standard(s) Findings
Educational Leadership
RA1.1
An educational leader’s leadership platform consists of the leader’s explicit or implicit statements and beliefs about education and educational leadership. The leadership platform serves as a personal compass by which an educational leader judges what is valuable and important to know, how to act, and the criteria that are important to consider when deciding. Student tracking needs to be centralized.
Future Directions
A tracking system will be developed to ensure rubrics and assessments are added into the SL & L system and student data is tracked. This universal system will allow students to collect portfolio information. Collaboratively professors will be able to track student growth and development throughout the Educational Leadership program.
Responsible Outcome
Brittany Hinyard
Brittany Hinyard
Misty Reed
RA1.1
Course grades were used in lieu of assessments data
Key assessments will be transitioned into the Quality Assurance System to ensure a cycle of continuous improvement.
Educational Leadership Professors
Educational Leadership RA1.1
Course grades were used in lieu of student assessment data for this course.
Transition the entire educational leadership key assessments into Watermark
Brittany Hinyard
Misty Reed
Educational Leadership RA1.1
A robust system to track student’s data and students’ assessment results.
A tracking system will be developed to ensure rubrics and assessments are added into the SL & L system and student data is tracked. This universal system will allow students to collect portfolio information. Collaboratively professors will be able to track student growth and development throughout the Educational Leadership program.
Brittany Hinyard
Misty Reed
Lela Murdock
Sara Martin
Educational Leadership
RA1.1
The percent of candidates meeting the minimum expectations was lower compared to the other courses during the other semester.
Educational Leadership
RA1.1
Course grades were used in lieu of student assessment data for this course
A thorough analysis of student’s course load and course sequence will be examined to ensure students content is leveled throughout the program.
Transition the entire educational leadership key assessments into Watermark
Brittany Hinyard
Misty Reed
Brittany Hinyard
Misty Reed
Southern University and A&M College – Advanced Programs
Standard Five Evidence Packet 6
RA5.4 Continuous Improvement
Advanced Programs Findings and Continuous Improvements
A robust system to track student’s data and students’ assessment results.
Standard One
Evidence
Packet 6
RA1.2 Provider Responsibilities
Educational Leadership RA1.2
Standard One
Evidence
Packet 6
RA1.2 Provider Responsibilities
Educational Leadership RA1.2
Students complete the SLLA during their Departmental Comprehensive Course, EDLD 601. Most students are taking their assessment towards the end of a K – 12 academic calendar or over the summer. Providing a more define way to communicate with students and
A tracking system will be developed to ensure rubrics and assessments are added into the SL & L system and student data is tracked. This universal system will allow students to collect portfolio information. Collaboratively professors will be able to track student growth and development throughout the Educational Leadership program.
Provide resources for students to ensure they are on track for graduation will assist with the development of the new Educational Leadership student tracking system. This can be done through an advisement calendar created by the Chair of Educational Leadership.
Standard Two
Evidence
Packet 1
RA2.1 Partnerships for Clinical Preparation
Standard Two
Evidence
Packet 1
Educational Leadership
RA2.1
More students are testing during the Spring and Summer semesters. The scores for the Spring 2023 and Summer 2023 semesters are in alignment with the average score for the state of Louisiana among SLLA test takers.
Providing the professors an opportunity (time, place, location, etc.) and process (breaking down the data according to each category tested) to review student data will be essential to revamping the coursework to ensure students have access to high-quality instruction aligned to their final key assessment. The Chair of Educational Leadership can create a schedule conducive for professors to collaborate on praxis data and analysis of coursework and assessments, at least one each semester.
Misty Reed
Variety of stakeholders participate on the advisory board.
Develop a seamless and efficient [documented] process to ensure our stakeholders have an opportunity to provide feedback concerning the School of Education’s programming, assist with creating a network of strategic partnerships, and the execution of plans that offer mutually beneficial agreements between the university and our partners.
Educational Leadership Faculty
Misty Reed
Erin Scott
Emily JacksonOsagie
Educational Leadership
RA2.1
Field experiences for students provide a variety of opportunities
Continuously review the updates provided by Louisiana Bulletins 130, 746, and 996 to ensure compliance and to expound on the practices and experiences
Misty Reed
Emily JacksonOsagie
Brittany Hinyard
Misty Reed
Lela Murdock
Sara Martin
Southern University and A&M College – Advanced Programs
Standard Five Evidence Packet 6
RA5.4 Continuous Improvement
Advanced Programs Findings and Continuous Improvements
Evidence
Packet Program/ Focus Area
RA2.1 Partnerships for Clinical Preparation
Standard Two Evidence
Packet 1
RA2.1 Partnerships for Clinical Preparation
Standard Two
Evidence
Packet 2
RA2.2 Clinical Experiences
Standard Two
Evidence
Packet 2
RA2.2 Clinical Experiences
Standard(s) Findings
Educational Leadership RA2.1
Educational Leadership RA2.2
Seamless process is necessary to track students matriculation through the program using a digitalized platform.
Future educational leaders have an opportunity to practice in various field experiences but the field experiences have not been documented throughout a student’s matriculation.
Future Directions
students are offered during Internship and other additional courses where students gain experience to field experiences as an educational leader.
Digitalized the Educational Leadership Eportfolio for students and faculty to document the practicum experiences offered by the experiential learning opportunity.
Developing strong partnerships with schools to ensure students are provided in-depth experiences related to the depth and breadth of their clinical opportunities.
Responsible Outcome
Standard Two Evidence
Packet 3
RA2.2 Clinical Proficiencies
Educational Leadership RA2.2
Educational Leadership RA2.2
Clinical evaluations have been designed to connect coursework and fieldwork
Enhancing Equity and Inclusiveness while the scores for "Equity, Inclusiveness, and Cultural Responsiveness" (NELP 2.1) are strong, there is room for growth.
Examine the Key Assessments and the flow of curriculum to ensure that students are matriculating through their coursework in a logical sequence and that assessments are high quality.
Professional Development: Offer more targeted professional development sessions on equity and inclusiveness, ensuring that faculty and students are well-versed in best practices.
Curriculum Integration: Embed equity and inclusiveness more deeply into the curriculum through case studies, roleplaying, and reflective exercises that address real-world challenges.
Brittany Hinyard
Misty Red
Misty Reed
Emily JacksonOsagie
Erin Scott
Brittany Hinyard
Misty Reed
Misty Reed
Emily JacksonOsagie
Standard Two Evidence
Packet 3
RA2.2 Clinical Proficiencies
Educational Leadership RA2.2
Strengthening Operational Systems and Resources The scores for "Operational Systems" (NELP 6.1) and "Resourcing Plan" (NELP 6.2) indicate a need for further development
Develop a more comprehensive resourcing plan that ensures all students have equitable access to necessary resources, including technology and support services.
Operational Efficiency: Enhance training on managing organizational systems to
Misty Reed
Emily JacksonOsagie
Southern University and A&M College – Advanced Programs
Standard Five Evidence Packet 6
RA5.4 Continuous Improvement
Advanced Programs Findings and Continuous Improvements
Evidence Packet Program/ Focus Area
Standard Three
Evidence
Packet 1
RA3.1
Candidate
Quality and Selectivity
Standard Three
Evidence
Packet 1
RA3.1
Candidate Quality and Selectivity
Standard Three
Evidence
Packet 1
RA3.1
Candidate
Quality and Selectivity
RA3.2
Candidates
Demonstrate Academic Achievement and Ability to Complete Preparation
Successfully
Standard Three
Evidence
Packet 3
RA3.3
Monitoring and Supporting
Standard(s) Findings
Educational Leadership RA3.1
Educational Leadership RA3.1
The program needs an overall increase in students for the Educational Leadership program. Student recruitment is a focus area, with an emphasis on male students
Future Directions
improve efficiency and effectiveness in school operations.
Focus on recruiting male students Partner with organizations on campus such as University College to assist students with resources such as tutoring.
Responsible Outcome
Educational Leadership RA3.1
The program is lacking in diversity. One hundred percent of the students who are in the Educational Leadership Program are African American.
Most of the students in the Educational Leadership Program are undergraduate students from Southern University. The Curriculum and Instruction Chair and the Educational Leadership Chair should work together to ensure tracking of undergraduate students. We can remain in touch with those graduates to support their transition into the classroom but also encourage the students to return to complete their Educational Leadership Degree.
Recruit at least one local school where the teacher demographics are reflective of a diversified group.
Misty Reed
Emily JacksonOsagie
Educational Leadership RA3.2
Tracking of students throughout the matriculation of the program to ensure students have the supports they need.
The Curriculum and Instruction Chair and the Educational Leadership Chair will collaborate to discuss how undergraduate students are tracked after graduation. The Educational Leadership Chair can connect with former undergraduate students to encourage the students to return to complete their Educational Leadership Degree.
Misty Reed
Emily JacksonOsagie
Educational Leadership
RA3.3
The Student Support Services (CSSS) provides a robust framework for academic assistance, promoting both retention and success across diverse student populations. By offering tailored interventions and making university resources accessible, the program demonstrates a commitment to supporting candidates' progression in line with CAEP Standard RA3.3, ensuring that all students,
Southern will investigate more targeted tutoring or additional instructional resources, particularly in areas where these candidates are underperforming.
Misty Reed
Emily JacksonOsagie
Erin Scott
Provide an advisement calendar with required advisement sessions to ensure students are supported throughout their matriculation
Misty Reed
Lela Murdock
Sara Martin
Lela Murdock
Sara Martin
Southern University and A&M College – Advanced Programs
Standard Five Evidence Packet 6
RA5.4 Continuous Improvement
Advanced Programs Findings and Continuous Improvements
Evidence
Packet Program/ Focus Area
Standard(s) Findings Future Directions
Candidate Progression regardless of background, have the support needed to meet program milestones.
Standard Three
Evidence
Packet 4
RA3.4
Competency at Completion
Standard Four
Evidence
Packet 1
RA.4.1
Satisfaction of Employers
Educational Leadership RA4.1
Standard Four
Evidence
Packet 1
RA.4.1
Satisfaction of Employers
Standard Four
Evidence
Packet 1
RA.4.2
Satisfaction of Completers
Educational Leadership RA4.1
Increasing Employer Response Rates. While the current response rates are adequate, increasing them would provide even more comprehensive data to guide program improvements. Strategies to achieve this could include:
Enhanced Follow-Up: Implementing a more systematic follow-up process to remind employers to complete the survey.
Incentives: Offering small incentives or recognition to employers who participate in the survey.
Personal Outreach: Engaging program alumni to personally request their employers to complete the survey.
Professional Development: Offering additional professional development opportunities focused on equity, inclusiveness, and cultural responsiveness for both faculty and students.
Misty Reed
Emily JacksonOsagie
Lela Murdock
Sara Martin
Educational Leadership RA4.2
Enhancing Equity, Inclusiveness, and Cultural Responsiveness. Given the importance of these areas in education, continuous focus on improving preparation related to these standards is crucial. Strategies to enhance these areas include:
Overall Effectiveness of Program Preparation: The dissatisfaction rate in 2023 indicates a need for program review.
Curriculum Integration: Ensuring these topics are deeply integrated into all relevant coursework and practical experiences.
Feedback Mechanisms: Creating channels for graduates and employers to provide ongoing feedback specifically related to these areas, allowing for real-time adjustments and improvements.
Plans include gathering more detailed feedback from the 2023 cohort to identify specific issues and implementing targeted improvements.
Misty Reed
Emily JacksonOsagie
Misty Reed
Emily JacksonOsagie
Southern University and A&M College – Advanced Programs
Standard Five Evidence Packet 6
RA5.4 Continuous Improvement
Advanced Programs Findings and Continuous Improvements
Evidence
Packet Program/ Focus Area
Standard Four
Evidence
Packet 1
RA.4.2 Satisfaction of Completers
Standard Five
Evidence
Packet 1
RA5.1 Quality Assurance System
Standard Five
Evidence
Packet 1
RA5.1 Quality Assurance System
Standard(s) Findings
Educational Leadership
RA4.2
Educational Leadership RA5.1
Monitoring Adjustments made for the Educational Leadership Program
Southern’s QAS effectively tracks candidate performance through various assessments, including coursework grades and leadership fieldwork, which are integrated into the QAS via Watermark.
Future Directions
The impact of these adjustments will be monitored through follow-up surveys and performance metrics to ensure continuous improvement and alignment with CAEP and NELP standards
Strengthen data integration by ensuring that real-time data on leadership competencies is consistently used to inform immediate program adjustments.
Responsible Outcome
Misty Reed
Emily JacksonOsagie
Misty Reed
Brittany Hinyard Lela Murdock
Sara Martin
Britany Hinyard
Standard Five
Evidence
Packet 2
RA5.2 Data
Quality
Educational Leadership
Standard Five Evidence
Packet 2
RA5.2 Data Quality
Educational Leadership
RA5.1
The alignment with NELP Standards ensures that candidates are evaluated based on nationally recognized leadership competencies.
Expand the scope of data collection to include more comprehensive feedback from employers and school partners earlier in the candidates’ progression.
Emily JacksonOsagie
Lela Murdock
Sara Martin
RA5.2
Ongoing Efforts in Data Quality Assurance: Southern University’s Educational Leadership program has established robust systems for collecting and analyzing data related to candidate performance. Although formal reliability and validity studies are not yet complete, the necessary infrastructure is in place. The program is actively engaged in ensuring that all data collected will be verified for accuracy and consistency. The completion of these studies is expected before the site visit, at which time the full results will be available.
Continue ongoing reliability and validity studies. Ensuring that these studies are finalized before the site visit is critical for demonstrating compliance with CAEP standards. The results of these studies will provide the necessary evidence to confirm that the data collected through assessments is both accurate and actionable.
Brittany Hinyard
Educational Leadership Professors
Educational Leadership
RA5.2
Commitment to Equity: The program demonstrates a strong commitment to equity by using disaggregated data to monitor candidate performance across different demographic groups. This focus ensures that assessments are both fair and representative, providing equitable opportunities for all candidates to demonstrate their leadership competencies. The ongoing monitoring of assessment practices supports the program’s goal of maintaining fairness and consistency in evaluations.
Continue to monitor data disaggregation to ensure fairness in candidate evaluations. The focus on equity is a strong point for the program, and expanding these efforts will further support the commitment to providing fair assessments for all candidates. Ongoing monitoring of demographic data will help the program identify and address any potential disparities in performance evaluations.
Misty Reed
Emily JacksonOsagie
Erin Scott
Brittany Hinyard
Southern University and A&M College – Advanced Programs
Standard Five Evidence Packet 6
RA5.4 Continuous Improvement
Advanced Programs Findings and Continuous Improvements
Evidence
Packet Program/ Focus Area
Standard Five
Evidence
Packet 2
RA5.2 Data Quality
Standard Five
Evidence
Packet 5
RA5.3
Stakeholder Involvement
Standard Five
Evidence
Packet 5
RA5.3
Stakeholder Involvement
Educational Leadership
Standard(s) Findings
Educational Leadership
RA5.2
RA5.3
Transparency in the Status of Studies: Southern University has been transparent about the status of its ongoing reliability and validity studies. While the final results are still pending, the program has communicated its expectation that these studies will confirm the quality of its assessment processes. The completion of these studies will provide conclusive evidence that the data used for candidate evaluations is reliable, valid, and aligned with CAEP standards.
Southern has established strong partnerships with school districts and employers who play an active role in shaping the program’s curriculum and clinical placements.
Future Directions
Regular updates on the progress of these studies, along with a clear timeline for completion, will help ensure that stakeholders are fully informed about the program’s efforts to meet data quality standards. This transparency will build confidence in the program’s commitment to continuous improvement and compliance with CAEP expectations.
Increase formal engagement with alumni and district partners to gain more actionable feedback on the effectiveness of field-based experiences.
Responsible Outcome
Misty Reed
Emily JacksonOsagie
Educational Leadership
RA5.3
Alumni and employer surveys consistently show high satisfaction with the readiness of Educational Leadership graduates.
Misty Reed
Emily JacksonOsagie
Develop new ways for stakeholders to provide ongoing feedback during candidates’ internships to further tailor support
