INSPIRE Graduate Survey - 143.43.221.206

Aggregate ReportSeptember 2018

INSPIRE Graduate SurveyIL PART Western Illinois University

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INSPIRE LeadershipInitiative for Systemic Program Improvement through Research in Educational(INSPIRE) Leadership

The INSPIRE Leadership Survey Suite is designed to assess graduates’ perceptions about theirleadership preparation experiences, and provide a source of evidence on leadership programoutcomes. The INSPIRE Suite currently consists of four surveys, including one that addressesthe preparation program features, a graduate edition, a leader in practice edition, and a 360teacher and supervisor edition.

This report presents results from the INSPIRE Graduate Edition (INSPIRE-G). The purpose ofthis survey is to gather feedback from graduates on their preparation experiences, learningoutcomes, and career intentions. The survey includes three broad components, including (1)program quality and experiences, (2) learning outcomes and preparation for leadership practicesand behaviors, and (3) beliefs about the principalship.

For questions about the administration of this survey or report, please contact Marcy Reedyat 434-297-7896 or [email protected].

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Participant Background & Demographics

The following section provides information about the professional background and demographics of thegraduate respondents.

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Please indicate your position

By taking this online survey, you are giving your consent to participate in the study.

What are your current plans for becoming a school leader?

Answer Bar Response %

I agree to participate in this study. 8 89%

I do not wish to participate in this study. 1 11%

Total 9 100%


Practicing School Leader/Principal/Asst.Principal 5 63%

District Leader/Supervisor 0 0%

Teacher Leader (e.g., mentor teacher,department chair, coach) 0 0%

Classroom Teacher 1 13%

Other 2 25%

Total 8 100%


I have become a school leader sinceenrolling in the program. 6 75%

I intend to go into school leadershipsomeday. 1 13%

I think I may go into school leadershipsomeday. 0 0%

I am undecided about going into schoolleadership. 1 13%

I do not plan to go into school leadership. 0 0%

Total 8 100%

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What year did you complete your leadership preparation program? (YYYY)

What year did you begin your leadership preparation program? (YYYY)

What administrative license or certification will or do you hold as a result of completing thisprogram?

What graduate degree will you earn (or did earn) as a result of the completion of this program?

Min Value Max Value Average Value Standard Deviation Total Respondents

2014 2016 2015.25 0.89 8

Min Value Max Value Average Value Standard Deviation Total Respondents

2017 2018 2017.63 0.52 8


No graduate degree (e.g., licensure,certificate, or endorsement only) 0 0%

Master's degree 8 100%

Specialist's degree (or certificate of advancedstudies) 0 0%

Doctoral degree 0 0%

Total 8 100%


Will not hold an administrative license orcertificate 1 13%

School building leader/principal license orcertificate 7 88%

District-level leadership/superintendentlicense or certificate 0 0%

Total 8 100%

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How many years have you worked at your current district?

In total, how many years of professional educational experience do you have altogether?

How many years of experience do you have in jobs outside of education?

How many years of experience do you have in the following positions?

How many years have you worked at your current school?

Min Value Max Value Average Value Std. Dev. Total Respondents

8 20 14.25 4.59 9


0 26 5.88 9.01 9


1 11 6.25 4.10 9


1 19 9.13 5.08 9

K-12 Teacher

K-12 Teacher Leader(e.g., teacher leader,

department chair,instructional coach)

K-12 Administrator(e.g., principal,

assistant principal,central office

administrator)

Other K-12Professional

Educator(e.g., schoolcounselor,

psychologist,librarian,

district levelemployee)

Job inanothertype of

educationalagency

Min Value 0 0 0 0 0

Max Value 19 4 1 12 10

Mean 11.83 1 0.75 6 2.5

StandardDeviation 7.44 2 0.5 5.61 5

Total Responses 6 4 4 5 4

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What is your year of birth? (YYYY)

What is your gender?

How do you identify yourself in terms of race/ethnicity?

Min Value Max Value Average Value Standard Deviation Total Responses

1975 1987 1981 5 8


Male 4 50%

Female 4 50%

Other Gender Identity 0 0%

Total 8 100%


American Indian or Alaska Native 0 0%

Asian 0 0%

Black or African American 0 0%

Hispanic or Latino/a 1 13%

Native Hawaiian or Other Pacific Islander 0 0%

White 7 88%

Bi-racial/Multi-racial 0 0%

Other (Specify) 0 0%

Total 8 100%

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Program Quality

The following section includes graduates' responses about the quality of the leadership preparationprogram in the following categories:

Rigor & RelevanceFaculty QualityPeer RelationshipsProgram AccessibilityInternship/Residency Design & Quality

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Program Rigor & RelevanceTo what extent do you agree or disagree with the following statements about your educationalleadership preparation program?

StatisticMin

ValueMax

Value Mean StandardDeviation

TotalRespondents

The program content emphasized instructional leadership. 4 5 4.5 0.53 8

The program content emphasized leadership for schooland organizational improvement. 4 5 4.5 0.53 8

The program provided a coherent learning experience. 1 5 4 1.31 8

The program was challenging and intellectuallystimulating. 1 5 4.13 1.36 8

I was asked to reflect on practice and analyze how toimprove it. 2 5 4.38 1.06 8

The program integrated theory and practice. 2 5 4.25 1.04 8

The program gave me a strong orientation to educationalleadership as a career. 1 5 4 1.41 8

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Faculty QualityTo what extent do you agree or disagree with the following statements about your educationalleadership preparation program?

StatisticMin

ValueMax


TotalRespondents

The faculty/instructors were knowledgeable. 4 5 4.88 0.35 8

The faculty/instructors were competent. 3 5 4.75 0.71 8

The faculty/instructors were responsive tostudents. 2 5 4.38 1.06 8

The faculty/instructors were respectful ofdiversity. 4 5 4.75 0.46 8

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Peer Relationships

To what extent do you agree or disagree with the following statements about your educationalleadership preparation program?

StatisticMin

ValueMax


TotalRespondents

My interactions with fellow students have had apositive influence on my personal growth. 4 5 4.75 0.46 8

My interactions with fellow students have had apositive influence on my professional growth. 4 5 4.75 0.46 8

I developed close relationships with otherleaderships students in the program. 4 5 4.63 0.52 8

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Program Accessibility


StatisticMin

ValueMax


TotalRespondents

Program classes and activities were offered atconvenient times and days. 4 5 4.5 0.53 8

The program locations were convenient. 4 5 4.38 0.52 8

Online courses and activities enhanced theprogram convenience. 2 5 3.75 1.28 8

Costs incurred by me were affordable (e.g., tuition,fees, books, or other). 3 5 4.13 0.83 8

Admission requirements were reasonable. 3 5 4.25 0.71 8

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In what type of internship, residency, or field experience did you participate? (mark all thatapply)

Internship/Residency Design Did you have a program-sponsored internship (e.g., internship, residency, or other clinicalexperiences) working directly with a school or district leader on administrative tasks?


Yes 7 88%

No 1 13%

Total 8 100%


Paid full-time internship 1 13%

Unpaid full-time internship 2 25%

Part-time internship 3 38%

Course embedded clinicalwork/internship 2 25%

Internship follows completion ofcoursework 3 38%

Clinical placements in multiplesites 0 0%

Clinical placement in a single site 0 0%

Other (Specify) 0 0%

Total 11 100%

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Internship/Residency Quality To what extent do you agree or disagree with the following statements about your internshipexperience?

Statistic MinValue

MaxValue Mean Standard

DeviationTotal

Respondents

My internship experience was an excellent learningexperience for becoming an educational leader. 1 5 3.88 1.25 8

I was able to develop an educational leader'sperspective on school improvement. 2 5 4.13 0.99 8

My internship enabled me to develop the practiceof engaging peers and colleagues in sharedproblem solving and collaboration.

2 5 4.13 0.99 8

I had responsibilities for leading, facilitating, andmaking decisions typical of an educational leader. 4 5 4.25 0.46 8

I was supervised by knowledgeable schoolleaders. 4 5 4.5 0.53 8

My internship achievements were regularlyevaluated by program faculty or staff. 3 5 4.13 0.64 8

I worked in one or more schools that servestudents with a variety of socio-economicbackgrounds.

4 5 4.25 0.46 8

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Learning Outcomes:Preparation for Leadership Practicies & Behaviors

The following section includes graduates' responses about their leadership practices in the followingcategories:

Ethical & Professional NormsStrategic LeadershipManagement & OperationsInstructional LeadershipOrganizational CultureSupportive Learning EnvironmentFamily & Community Relations

Ethics & Professional Norms

Please rate your agreement about how well your leadership program prepared you to do thefollowing.

Statistic MinValue


DeviationTotal

Respondents

Act in an open and transparent manner 3 5 4.38 0.92 8

Engage in self-reflection and opportunities tolearn 3 5 4.5 0.76 8

Maintain visibility an approachability tostakeholders 3 5 4.5 0.76 8

Act as a moral compass for the school or district 3 5 4.38 0.74 8

Place children at the center of education with afocus on each child's success and well-being 3 5 4.63 0.74 8

Promote the values of democracy, individualfreedom and responsibility, equity, and diversity 3 5 4.25 0.89 8

Lead with interpersonal communication skill,social-emotional insight, and sensitivity tostudents' and staff members' backgrounds andcultures.

3 5 4.38 0.92 8

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Strategic Leadership


StatisticMin

ValueMax


TotalRespondents

Lead change efforts to promote schoolimprovement 3 5 4.38 0.74 8

Design the school's organization to enhanceteaching and learning 3 5 4.13 0.64 8

Establish high expectations for student learning 3 5 4.25 0.71 8

Use school or district data to promote schoolimprovement 4 5 4.5 0.53 8

Modify actions to reflect vision and mission ofschool 3 5 4.38 0.74 8

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Operations and Management


Statistic MinValue


DeviationTotal

Respondents

Manage school resources effectively andefficiently to support school vision (e.g.technology, personnel, instructional time, publicfunds, and supplies/equipment)

3 5 4 0.76 8

Manage discipline effectively by ensuring thateach student is treated fairly, respectfully, andwith an understanding of each student's cultureand context.

3 5 4.25 0.71 8

Manage facilities and their maintenance topromote a safe and orderly learning environment 3 5 4 0.76 8

Recruit, hire, and retain high quality personnel 2 5 3.88 0.99 8

Manage and use data to provide actionableinformation's 3 5 4.14 0.69 7

Develop and manage productive relationships witha district office 2 5 4.13 0.99 8

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Instructional leadership


StatisticMin

ValueMax


TotalRespondents

Develop the individual an collective instructionalcapacity of faculty 3 5 4.38 0.74 8

Provide constructive feedback for teachers toimprove instruction 4 5 4.5 0.53 8

Support differentiated instruction to enhancestudent learning 2 5 4.13 0.99 8

Support professional development activities forteachers based on identified instructional needs ofstudents

4 5 4.5 0.53 8

Promote rigorous and relevant curricula,instruction, and assessments 4 5 4.5 0.53 8

Ensure culturally relevant teaching and learning 4 5 4.38 0.52 8

Promotes a curriculum that supports college andcareer readiness 3 5 4.29 0.76 7

Evaluate curriculum for its use and effectiveness 4 5 4.5 0.53 8

Support the use of technology to enhanceteaching and learning 4 5 4.38 0.52 8

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Professional and Organizational Culture


StatisticMin

ValueMax


TotalRespondents

Promote effectiveness in serving all students well 4 5 4.38 0.52 8

Build a collaborative environment 4 5 4.38 0.52 8

Work with staff to solve school or departmentproblems 4 5 4.38 0.52 8

Build and sustain learning-centered vision for aschool 3 5 4.25 0.71 8

Use clear ethical principles to safeguard the valuesof democracy, equity, justice, community, anddiversity

3 5 4.25 0.71 8

Encourage staff members' initiative and innovativeefforts to enhance instructional capacity 2 5 4.13 0.99 8

Engage staff in comprehensive planning forcontinuous school improvement 3 5 4.25 0.71 8

Facilitate a culture of shared leadership 3 5 4.25 0.71 8

Foster staff sensitivity to student diversity 3 5 4.25 0.71 8

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Supportive and Equitable Learning Environment


StatisticMin

ValueMax


TotalRespondents

Create an equitable and inclusive environment 2 5 4 1.07 8

Promote trusting relationships 4 5 4.38 0.52 8

Create an environment to promote the academic,social, emotional support for students 4 5 4.38 0.52 8

Promote a sense of belonging among staff andstudents 4 5 4.38 0.52 8

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Family and Community Engagement


Statistic MinValue


DeviationTotal

Respondents

Build and sustain positive relationships withfamilies and caregivers 4 5 4.38 0.52 8

communicate with and effectively engage withfamilies and caregivers 4 5 4.38 0.52 8

Build and sustain positive relationships withcommunity partners 3 5 4.13 0.64 8

Communicate with and effectively engage withcommunity partners 4 5 4.38 0.52 8

Promote understanding, appreciation, and use ofthe community's diverse resources 3 5 4.13 0.83 8

Advocate for children, families and caregivers 3 5 4.25 0.71 8

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Overall Quality of Preparation for School Leadership


StatisticMin

ValueMax


TotalRespondents

My leadership preparation program prepared mewell for the duties and responsibilities of a schoolleader/principal.

2 5 4 1.07 8

My preparation program has a good reputationamong most educators in my state or region. 2 5 4 0.93 8

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Please use the space below to provide any additional feedback you may have about the qualityof your leadership preparation program.

Please Note: All comments will be provided to your institution verbatim. You will only remainanonymouse if you DO NOT identify yourself in your response. If you wish to remain anonymous,please consider the implications of providing certain information, such as the names of facultymembers you have worked closely with, your current position or place of employment, cohort specificinformation, etc.

I am at the very beginning of my 1st job as a principal. After I've been here longer than a month, I can answerthe questions much more accurately.

Coursework should count towards internship

I learned a lot in the program that helped make me a better teacher and prepared me for a leadership role. Ithink there should be more focus put on how to handle multiple things at once.

Western Illinois University provided great experiences and knowledge from professors and peers. I can notspeak more highly of a program. I am currently working as an assistant principal in a high school and feelvery prepared through the coursework and experiences provided by the Ed Leadership curriculum andprofessors.

Documents

INSPIRE Graduate Survey - 143.43.221.206