Assistant Director for the Center for Assessment and Accreditation
Winona State University
Location: Winona, Minnesota
Internal Number: 1836
Location: Winona, MN
Full/Part Time: Part Time
Employment Condition: Probationary
Responsibilities: 1.Oversee College of Education policies and procedures for assessment and accreditation in conjunction with the CAA Director. Determine the most effective timing, methods, tools and proper procedures for collecting valid and reliable data. Understand state procedures, requirements, and licensure policies, e.g., Request for Initial Program Approvals (RIPAs), Program Effectiveness Report for Continuing Approvals (PERCAs) and MN PELSB Progress Reports. Understand Council for the Accreditation for Educator Preparation (CAEP) accreditation standards and facilitate compliance requirements (including assisting departments and programs with other field specific accreditations). Engage in College of Education, departmental, and programmatic assessment and accreditation decision making for continuous improvement of academic and student service programming (including— planning meetings/events for data dissemination and maintaining data driven culture; developing data and assessment documents/materials; engaging all stakeholders in assessment literacy discussions; and completing statistical analyses of College of Education and Unit-level data both quantitative and qualitative). Manage and monitor resources of the Center for Assessment and Accreditation (CAA) in partnership with the Center Director (including submitting annual budgets, forecasting expenses and external income).
2.Use research, assessment and innovative thinking skills for problem solving, proactive and reactive assessment which furthers the productivity of the College of Education and the Professional Education Unit. Serve a role model of expertise and consultant in assessment techniques, statistical procedures (including Power BI), evaluation methods, technological tools, & improvement models. Pilot new instruments, streamline existing instruments, and phase-out unnecessary outdated practices. Facilitate the use of technological assessment tools (e.g., Qualtrics, Education Preparation Program Application System (EPPAS), AIMS, Report Index, etc.). Understand and maintain local, state, and national best practices for data handling and reporting. Create and instruct courses or workshops addressing data collection, use of technological tools, statistical analysis, interpreting results, presenting data, and making informed decisions to improve curriculum. 3.Consult, coordinate, and communicate relevant knowledge and expertise in all communications to institutional partners, faculty, staff, students, administrators and external stakeholders. Maintain and provide knowledge of research methodology and theory. Maintain and provide knowledge of the interface of educational systems (e.g., higher education, B-12, etc.), and state and federal statutes and standards. Maintain and provide knowledge of the structure of higher education institutions. Maintain and provide knowledge of teacher preparation processes and practices. Maintain and provide knowledge and expertise in individual and large group student assessments, and knowledge of how they inform curricular transformations and program improvements. Maintain and provide expertise in facilitating ongoing departmental, program, and student assessments. Maintain a collaborative relationship with the WSUIPAR office.
4.Represent the Dean of the College of Education in communication and relationship-building regarding assessment and accreditation issues to the College of Education, Professional Education Unit, and other external partners. Present oral and written summaries of findings to administration, Centers, Departments, Teacher Education Assembly (TEA – WSU group), and other stakeholders. Produce artifacts to aid in meaning-making and decision-making based on data. Represent the CAA at College, Center, and Committee meetings (e.g., Center for Education Innovations, Center for Clinical Practice, Education Teacher Performance Assessment (edTPA) Steering Committee, etc.). Consult with University Supervisors, B-12 district partners, and non-WSU academic colleagues on assessment-, data-, and evaluation-related issues including utilizing data for decision-making, increasing effectiveness of current or future assessment systems, and making results more understandable to stakeholders. Consult with faculty, staff, and administration in creating effective ad hoc evaluations (e.g., course evaluations, student surveys, etc.). Represent WSU by attending Bush Foundation-hosted Common Metrics group meetings. Collaborate with, and learn from, other Bush Foundation Institution of Higher Education Common Metrics survey administration, data analysis, and program improvements. Act as liaison between the CAA and other internal groups (e.g., Institutional Planning, Assessment and Research (IPAR), Teacher Education Assembly, departments, Centers, etc.). Act as liaison between the College of Education and accreditation and approval agencies (e.g., Council for the Accreditation for Educator Preparation (CAEP), MN Board of Teaching, Bush Foundation, etc.). Representing the Dean of the COE at state and national teacher education meetings when necessary.
5.Serve as a liaison for the College of Education Dean's Office in partnership with the CAA Director for strategic planning and assessment needs of faculty/staff for external accreditors, boards, and partners. Systematize Initial and Advanced-Level College of Education Transition Point Charts. Develop programmatic accountability reporting with the Institutional Planning, Assessment, & Research (IPAR) department. Facilitate the use of data for short- and long-range planning for the College of Education. Facilitate and build assessment literacy of Professional Education Unit faculty and staff. Maintain and provide knowledge of federal and national accountability, evaluation and reporting, e.g., Title II, National Council for Accreditation of Teacher Education/Council for Accreditation for Educator Preparation, Professional Education Data System (PEDS), Measure of Teacher Quality in MN (MTQM), etc. Convey and transfer to others a strong understanding of the Bush Foundation Teacher Effectiveness Initiative (TEI) grant program.
6.Provide professional development through managing leadership opportunities for faculty, staff, student, and B-12 partners including serving as a College of Education delegate by the Dean of the COE. Facilitate meetings and fulfill responsibilities of the director in the absence of the director. Plan meetings, create documents, facilitate discussions, and produce minutes and agendas for the CAA. Work with director of the CAA to create, revise, and implement the Assessment System and Plan. Collaborate with College of Education and Professional Education Unit faculty and staff to address assessment-related needs. Supervise CAA Graduate Assistant. Manage the preparation of Common Metrics surveys, identifying target populations, planning. Monitor progress of survey administrations and making improvements for future administrations. Provide professional development workshops as a part of The Education Village community engagement.
Primarily day time hours.
Travel may include nights and weekends.
Light work. Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force
frequently, and/or a negligible amount of force constantly to move objects.
Master's degree and one (1) year of experience assessment/research; OR a Bachelor's degree and two (2) years of experience in assessment/research.
Current working knowledge of the state licensing and standards, state departments of education, national accreditation groups (specifically CAEP), and other external education evaluating bodies impacting the initial and advanced college licensure programs.
Experience collecting, creating and analyzing data and using the data for valid inferences.
Experience disseminating results to a variety of education audiences (e.g.: higher education, K-12, and community partners) with varying statistical backgrounds.
Experience utilizing statistical software for data analysis and display (e.g., R, SPSS, Excel, etc.).
Experience in effectively and efficiently utilizing computers to conduct business (e.g.: Microsoft Office, ACCESS, Task Stream, reporting sites, Vizio, Qualtrics, etc.).
Ability to be decisive in articulating specific programmatic standards.
Ability to effectively utilize various technology systems required at a local, state and national level.
Experience developing reports for written and verbal dissemination to stakeholders.
Excellent interpersonal communication skills and the ability to tolerate human dynamics when addressing identified strengths and weaknesses in assessments and accreditation materials.
Ability to lead project task teams.
Knowledge of research methodology and theory, especially as it relates to teacher education, including valid conclusions, strengths, and limitations of available data and/or research design.
Experience facilitating ongoing program improvement based on data.
Experience working with diverse populations.
A complete online application will include: 1. A cover letter which addresses the qualifications listed previously;
2. Curriculum Vitae/ Resume;
3. Transcripts (undergraduate and graduate);
4. A statement explaining your personal or professional experiences in working with diverse populations (such as persons from differing race / ethnic background, sexual orientation, age, gender, or mental and physical ability) as well as how the applicant would contribute toward a diverse and inclusive academic and employment culture and community at Winona State University. Statements should be 1 page or less;
5. Contact Information for at least 3 references, with addresses and telephone numbers.
About Winona State University: Founded in 1858, Winona State University (WSU) is the oldest member of the Minnesota State System of colleges and universities. Today WSU serves approximately 7,500 undergraduate and graduate students across two campuses in Winona and Rochester, Minnesota (MN). Winona State was named the second-best public institution in Minnesota by U.S. News & World Report's
Founded in 1858, Winona State University is a comprehensive public university with close to 8,900 students. The oldest member of the Minnesota State Colleges and Universities System, Winona State offers 80 undergraduate, pre-professional, licensure, graduate, and doctorate programs on its three campuses: the original Main Campus in Winona, the West Campus in Winona, and Winona State University-Rochester.