This course focuses on the use of assessments in K–12 education and in developing school improvement plans from a principal perspective. Candidates review the types of assessments that a school leader needs to be familiar with, and how a school leader can use assessment data to measure student achievement. Additionally, the model and processes of continuous school improvement are explored.
This graduate course is 6 weeks.
This course has a prerequisite. Please see details in the Prerequisite section below.
Attendance and participation are mandatory in all university courses, and specific requirements may differ by course. If attendance requirements are not met, a student may be removed from the course. Please review the Course Attendance Policy in the Catalog for more information.
This course is not available for enrollment to residents of Alabama, Arkansas, Connecticut, Georgia, Indiana, Iowa, Kansas, Kentucky, Massachusetts, Minnesota, Missouri, New York, Ohio, South Dakota, Tennessee, Washington, and individuals who reside outside the United States.
- Analyze changes in public policy and initiatives to increase accountability.
- Examine challenges to increased accountability.
- Describe leadership theories related to educational accountability.
- Examine the importance of inquiry for school improvement and the change process.
- Describe the model and the processes of continuous school improvement.
- Analyze the reciprocal relationships among curriculum, instruction, and assessment.
- Examine the use and management of technology in school improvement and its relationship to curriculum, instruction, and assessment.
- Critique current research on the uses of assessment and student achievement data to develop curriculum and to implement effective instruction for diverse learners.
- Examine types of assessments and assessment tools used in K–12 education.
- Compare and contrast the features, strengths, and limitations of formal and informal assessments.
- Interpret standardized test scores to communicate them to school stakeholders.
- Evaluate information from formal and informal assessments to determine the levels of student achievement and to guide instruction.
- Explain how student achievement data and other information can be used to monitor the effectiveness of school practices and their impact on student learning.
- Identify types of data used for curricular and instructional decisions to ensure learning for all students.
- Examine societal, organizational, and individual variables that impact decision making.
- Analyze decision-making models.
- Evaluate the processes and challenges of group decision making.
- Determine ways to capitalize on the diversity of the school community to improve school programs and meet the needs of diverse students.
- Evaluate possible partnerships that can be formed with parents, families, and the business community.
- Identify the steps and processes involved in developing and implementing a school improvement plan.
NotesDuring the checkout process you will be prompted to provide proof of the requirement(s). If you completed the prerequisite at another institution be prepared to upload an official/unofficial transcript. If you have questions about meeting the prerequisite requirements for this course please contact an enrollment representative at 866-354-1800.
This graduate level course requires proof of completion of a Bachelor's degree. Be prepared to provide documentation during the checkout process.
The University of Phoenix reserves the right to modify courses.
Although our continuing education for teacher’s courses are accepted by some state agencies in the United States toward teacher certifications and endorsements, this may not be the case in all states or foreign jurisdictions. If you plan to use courses for certification or endorsement, please check with your own state agency and your school district for applicability. Continuing education for teachers’ courses is not eligible to apply to degree programs at University of Phoenix. These courses are not eligible for federal financial aid.
Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether credits earned at University of Phoenix will be accepted by another institution of the student’s choice.
While widely available, not all programs are available in all locations or in both online and on-campus formats. More information about eligibility requirements, policies, and procedures can be found in the catalog or please check with a University Enrollment Representative.