CIEP Template 51 01 Sport Management

Continuous Improvement in Educator Preparation (CIEP) Program Report Submission Form Class A Sport Management

Institution Name: Date Submitted: Program Report Status: Choose one of the options below.  Initial Review  Continuing Review

Essential Purpose for Each Section: I. Background Information: Provide background knowledge of the structure of the program (checklist; transition points; delivery methods; numbers of admissions, completers, and recommendations for certification).

II. Key Assessments: Provide an overview of the assessment plan for the program in the chart. Key assessments are typically summative assessments of candidates’ proficiencies. Evaluation of key assessments is based on key assessment instruments and data, not the chart.

III. Alignment of Standards to Curriculum and Key Assessments: Provide an overview of how the program ensures each indicator is adequately addressed in curriculum and key assessment(s) so reviewers know where to look to determine if the evidence sufficiently demonstrates each indicator is met and whether the broader standard is met.

IV. Summary of Field Experiences: Provide an overview of how the program requires candidates to demonstrate developing proficiencies in field experiences. Evaluation of these experiences is based on the chart and assessment instruments. Assessments for field experiences are typically formative assessments. The evidence should demonstrate field experiences are well-planned, sequential, and meaningful.

V. Presentation of Data and Analysis: For each key assessment, provide a summary of what the data reveal about the program and/or the data.

VI. Discussion of How Data Analysis Informs Continuous Improvement: Provide an overview of what the program has learned from analyzing all of the data in Section V and provide evidence of program changes that have been made as a result.

Last revised: 12-29-2015 Page 1 SECTION I Background Information

1. Include proposed checklist.

2. Identification of transition points and requirements. (Use programs terms, such as Block 1, Phase 2, or Gate 3.) Transition Points Requirements (clearly indicate if for admission to the level or (Including when completion of the level) unconditional admission occurs.)

3. Data on Unconditional Admissions, Program Completers, and Certificates Issued

Academic Year Number of Number of Program Number September 1 to Unconditional Completers2 Recommended for August 311 Admissions Alabama Certification 2015-2016 2014-2015 2013-2014 2012-2013 Additional Information (Optional): If needed, provide brief information to explain the data. For example: The program was first approved in July 2011. Candidates have been unconditionally admitted but no program completers are expected until May 2014.

1 Minimum of three years of data required.

2 Use the Title II definition for program completers.

Last revised: 12-29-2015 Page 2 SECTION II Key Assessments

Assessments #1-#5 are required. Include assessments and rubrics or scoring criteria with other documents.

# Key Assessment Name of Key Type of Key When Required Title Assessment3 Assessment4 by Program5 Praxis II Tests:6 1 Praxis II Content State Certification Tests

2 Content Knowledge7 3 Ability to Fulfill Professional Responsibilities8 4 Internship

5 Ability to Promote Student Achievement9 610 7

3 Identify assessment by title used in the program.

4 Types of assessment include but are not limited to essay, case study, project, comprehensive exam, reflection, state certification test, and portfolio.

5 Assessments might be required at the time of admission to the program, admission to internship, during specific required courses, or at program completion.

6 Praxis II test data must include the percentage of candidates who passed the tests for the last three years. Total scores and appropriate sub-tests must be included. Data must represent all program completers, regardless of the number.

7 Examples of appropriate content knowledge assessments include comprehensive examinations and portfolio tasks. If grades or GPAs are used, provide information on the criteria for the grades and how they align with standards for the teaching field or area of instructional support.

8 Examples of assessments of fulfilling professional responsibilities include data-driven projects, data-based and long-range planning, action research projects, needs assessments, or intervention plans appropriate to the area of instructional support.

9 Examples of appropriate assessments for ability to promote student achievement include developing program improvement plans, case studies, and action research projects appropriate to the area of instructional support.

10 Examples of optional assessments addressing program standards include but are not limited to evaluations of field experiences, case studies, specific portfolio artifacts, complete portfolios, and follow-up studies.

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Last revised: 12-29-2015 Page 4 SECTION III Alignment of Standards to Curriculum and Key Assessments

Area of Instructional Support: Sport Management 11

For each standard on the chart below, identify the curriculum components and Key Assessments listed in Section II that address the standard and indicators. Each standard must be supported by at least one Key Assessment that provides solid and direct evidence of candidate mastery of the standard. In most cases, a standard will be addressed by more than one Key Assessment. Cross-references to the standards and indicators may be inserted into the assessments.

Standard 1 Knowledge of: Curriculum Components— Key Indicators Courses or Other Assessment(s) Requirements12 (Identify by key (Include course prefix, number, assessment and name.) number[s] in Section II.) 1.1 The interrelationships among sports, culture, and society, including: 1.1.1 The historical relationship between sports and education. 1.1.2 The role and function of sports in contemporary society. 1.1.3 The socio-cultural factors that influence participation in sports. 1.1.4 Local, state, and national professional and regulatory organizations. 1.2 Organization and administration of sports programs, including: 1.2.1 Program development, operation, and assessment. 1.2.2 Leadership styles and their impact on the management process.

11 Standards have been informed by the Alabama Courses of Study for each teaching field and the national specialty area organizations.

12 IHEs must include a document that includes catalog pages with course descriptions and/or other program requirements. Institutions may provide a link to an online catalog in lieu of copying all course descriptions.

Last revised: 12-29-2015 Page 5 1.2.3 Personnel management and development of human resources. 1.2.4 Accounting, budgeting, marketing, and fundraising. 1.3 Facilities management, including planning, construction, use, and maintenance of indoor and outdoor sports, physical education, and recreational facilities. 1.4 Sports marketing, public relations, and media. 1.5 Sports law and risk management, including: 1.5.1 Legal structures and terminology. 1.5.2 Tort liability and negligence. 1.5.3 Personal and school board liability. 1.5.4 Documentation of injuries, circumstances, and care. 1.6 Issues in sports, including:

1.6.1 Gender equity. 1.6.2 Title IX of the Educational Amendments of 1972 to the Civil Rights Act of 1965. 1.6.3 Drug use and abuse. 1.6.4 Diversity. 1.7 The Alabama Educator Code of Ethics and ethics in sport management. 1.8 Health and safety in sports programs, including: 1.8.1 Adaptive physical activities, nutrition, and exercise. 1.8.2 Certification in first aid, cardiopulmonary resuscitation (CPR) for the adult and child, and automated external defibrillator (AED) for the adult and child.

Last revised: 12-29-2015 Page 6 Last revised: 12-29-2015 Page 7 Standard 2 Ability to: Curriculum Components— Key Indicators Courses or Other Assessment(s) Requirements13 (Identify by key (Include course prefix, number, assessment and name.) number[s] in Section II.) 2.1 Work collaboratively and effectively with students, parents, teachers, administrators, athletic staff, community members, and others to establish and reach program goals. 2.2 Use a variety of problem solving-techniques and decision-making skills to solve problems. 2.3 Use effective and appropriate written and oral communications. 2.4 Model appropriate behavior for students, parents, teachers, administrators, athletic staff, community members, and others. 2.5 Develop and administer policies that promote safety and equity. 2.6 Make decisions based on the legal and ethical principles. 2.7 Manage staff, budgets, and facilities effectively. 2.8 Develop and produce materials for diverse purposes (promotional, informational, media news releases). 2.9 Plan, organize, staff, market, and implement an athletic event.

13 IHEs must include a document that includes catalog pages with course descriptions and/or other program requirements. Institutions may provide a link to an online catalog in lieu of copying all course descriptions.

Last revised: 12-29-2015 Page 8 SECTION IV Summary of Field Experiences Prior to Internship

Complete the chart below to provide summary information about the program’s required field experiences prior to internship. Two or more levels are required, based on transition points. IHEs should use their own terms for levels. Identify required courses or other required curriculum components with field experiences at each level. Information in the chart and assessments should provide evidence the program ensures candidates develop and demonstrate essential knowledge, skills, and dispositions.

Levels Course Minimum Placement Knowledge, Alignment to Assessments 15 (Use number of Requirements14 Skills, Standards Identify type of program hours Dispositions [ex. 2.4] required terms, such To Be assessment. as Phase I, Developed Submit copies Block 2, or [use plain of assessments STEP 3.) English] or assignments. Semester 1

Semester 2

Semester 3

Are field experiences always completed in the order noted above? If no, provide additional information about other possible sequences of required field experiences.

14 Placement requirements responses might include rural, urban, or suburban; Title I; grade 4-6; regional School for the Deaf and Blind; magnet school, or general education classroom.

15 Assessment instruments which are Key Assessments will be reported elsewhere in this report. It is not necessary to provide data tables, an analysis of data, or discussion of the use of data in continuous improvement for all assessments of field experiences.

Last revised: 12-29-2015 Page 9 SECTION V Presentation of Data and Analysis

Use the ALSDE coversheet with each key assessment.

Include one document, no more than four pages in length, for each Key Assessment (including Praxis II assessments) that addresses: 1. Presentation of Data  Data must be presented in chart format and include: o A brief description of the assessment and its use in the program (one sentence may be sufficient) o Data for at least three years o “N”s o No identifying information (names, IDs, SSNs) o Clear alignment to standards and indicators  Data tables should be clearly aligned with the chart for Alignment of Standards to Curriculum and Assessments.  Concepts in the standards should be apparent in the assessments and in the scoring criteria to the same depth, breadth, and specificity as in the standards in the Alignment of Standards to Curriculum and Assessment.  The data should be presented, in general, at the same level it is collected. For example, if a rubric collects data on 10 elements, then the data chart should report the data on each of the elements rather than reporting a cumulative score.

2. Analysis of Data Discuss how data provides evidence candidates meet (or do not meet) standards and indicators.

SECTION VI Discussion of How Data Analysis Informs Continuous Improvement

Include a document, no more than four pages in length, presenting evidence that assessment results have been analyzed and have been or will be used to improve candidate performance and strengthen the program. This description should summarize principal findings from the evidence, the faculty’s interpretation of those findings, and changes made in (or planned) the program as a result. Describe the steps the faculty has taken to use information from assessments for improvement of both candidate performance and the program. This information should be organized around: 1. Content knowledge

2. Ability to fulfill identified professional responsibilities

3. Ability to promote student achievement

Last revised: 12-29-2015 Page 10