Assessment 8 ELCC Ethical Essay and Reflection A brief...

Assessment 8—ELCC Ethical Essay and Reflection

Southern Wesleyan University ELCC / NCATE REPORT Section IV

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1. A brief description of the assessment and its use in the program:

In EDAS 5714 Politics, Law, and the Schools, the candidates are given an opportunity to

demonstrate key principles of education supervision by analyzing case studies, writing a

personal ethical essay paper, and applying the concepts in field experience. The analysis of case

studies will help the candidates understand the multitude of complex factors—politics, laws,

community influences, and ethical consideration—that affect an administrator’s decision

making processes. After analyzing the case studies, the candidates will have a better conceptual

basis to write a four-five page ethical paper where they express their individual ethic

philosophy, define the external and internal influences on the decision-making process, and

describe how to analyze factors that would help him/her to act with integrity, ethically, fairly

while connecting the theoretical, personal, and historical foundations that guide ethical practice

in a leadership role. The candidates apply this knowledge during the field experience. The

candidates engage in reflective practice by making connections between the theories and actual

events in the building level location as well as the interviews during the field experience. This

assessment was moved from the first course EDAS 5123 to EDAS 5714 Politics, Law, and the

Schools which is completed closer to the end of the program.

2. A description of how this assessment specifically aligns with the standards:

Ethical Essay

Assessment Criterion ELCC Standards

Ethical Essay

1-Act with Integrity and Fairness ELCC 5.1 Candidates understand and can act with

integrity and fairness to ensure that schools are

accountable for every student’s academic and social

success.

2-Model Ethical Behavior ELCC 5.2 Candidates understand and can model

principles of self-awareness, reflective practice,

transparency, and ethical behavior as related to their

roles within the school.

3-Values of Democracy, Equity, and Diversity ELCC 5.3 Candidates understand and can safeguard the

values of democracy, equity, and diversity.

4-Analysis of Moral and Legal Consequences ELCC 5.4 Candidates understand and can evaluate the

potential moral and legal consequences of decision

making in the school.

Reflective Analysis for Field Experience

5- Promote Social Justice ELCC 5.5 Candidates understand and can promote social

justice within a school to ensure that individual student

needs inform all aspects of schooling.

6- Advocate for children, families, and caregivers

ELCC 6.1 Candidates understand and can advocate for



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school students, families, and caregivers.

7-Influence ELCC 6.2 Candidates understand and can act to influence

local, district, state, and national decisions affecting

student learning in a school environment.

3. A brief analysis of the data findings:

The majority of the candidates at all the sites have a mastery of the majority of the ELCC

elements assessed in the Assessment 8: ELCC Ethical Essay and Reflection. The average score

for ELCC 5 (5.1-5.5) in 2012-2013 was 4.0 and ELCC Standard 6 (6.1-6.3) at the Central site; 4.0

for ELCC 5 (2013-2014) and 4.0 for ELCC 6 at the Charleston site; 3.38 (2013-2014) for ELCC 5

and 3.28 for ELCC 6 at the Columbia site; 4.0 (2013-2014) for ELCC 5 and 4.0 for ELCC 6 at the

Greenville site; and 3.75 (2013-2014) for ELCC 5 and 3.75 for ELCC 6 at the North Augusta site.

Summary Chart for the Data for All the Sites by ELCC Elements 2, 3, 4, and 6

Central

n = 15

Charleston

n = 10

Columbia

n = 11

Greenville

n = 11

N. Augusta

n = 8

Average ELCC 2.0 4.0 4.0 3.38 4.0 4.0

Average ELCC 6.0 4.0 4.0 3.28 4.0 4.0

4. An Interpretation of how that provides evidence for meeting the standard:

An analysis of the disaggregated data of candidates’ performance for Assessment 8 serves to

indicate that the unit’s graduate level program in Administration and Supervision has, at four

specified site locations (Central, Charleston, Greenville, and North Augusta), experienced a

degree of success for meeting ELCC standards 5 and 6. The candidates consistently

demonstrated the ability to formulate their own personal ethical response and to reflect on the

legal and ethical behavior they experienced in the field.

An analysis of the disaggregated data of candidates’ scores on Assessment 7: ELCC Philosophy

for Curriculum and Instruction at the Columbia sit indicated that the Columbia site averaged

3.27 for ELCC standard 5 and 3.5 for ELCC standard 6. One to two candidates scored basic on the

seven criteria while the rest of the candidates scored at the Proficient to Advanced levels. These

scores seem to be an anomaly. Yet, the PRAXIS scores for this group were also lower. However,

with the range of scores in on the Ethical section in the PRAXIS II test, the unit decided to more



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consciously emphasize ethical behavior as well as advocacy and influence in all of the

coursework and the practicum experience.

All the candidates at all the sites appear to have an acceptable grasp of the essentials for ELCC

standards 5 and 6. The lowest scores experienced in Columbia were made by two candidates

who had difficult relating theory to the practice on elements 5.1, 5.2, 5.3, 5.4, 5.5, and 6.1.

Several candidates in Columbia experienced difficulties relating to element 6.2 in understanding

acting to influence local, district, state, and national decisions. This assessment was moved

from the first course to nearer the end of the program. The unit will continue to monitor this

assessment, especially in light of the scores that the candidates scored on the Ethics and

Integrity section of the PRAXIS 10411 Educational Leadership: Administration and Supervision

test.

Assessment 8 – ELCC Response Paper/Essay and Reflection

Southern Wesleyan University ELCC/ NCATE REPORT Section IV

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5. Assessment Documents

a-Description of the assessment

Directions to the Candidate

The candidates will demonstrate key principles of ethical educational supervision by A) analyzing

case studies, B) writing a personal ethical response paper, and c) applying the concepts in the

reflective analysis in the field experience.

Activities:

a. Analyze pivotal case studies and court cases with collaborative groups to investigate the legal

and ethical principles relating to forming sound school strategies relating to educational

problems and the need to evaluate and prevent difficulties relating to moral and legal issues

relating to ethical, moral, and legal matters. (ELCC-5.4)

b. After collaborating with administration and faculty in the school setting, the candidate will

write a four-five page ethical paper expressing his/her individual ethical philosophy, defining the

external and internal influences on the educational leadership decision making process, and

describing how to analyze factors that would help to act with integrity, ethically fairly within and

infrastructure that that assists in monitoring equitable practices (ELCC 5.1), how to formulate

and model leadership platforms grounded in ethical practices and analyzing leadership decisions

in terms of established ethical practices (ELCC 5.2) while understanding how to develop,

implement and evaluate the school policies that support democratic values, parity, and diversity

as well as communicate these values and skills (ELCC 5.3).

c. The candidate will describe the initiatives and style(s) used by the principal or a leader outside

of the school to ethical, fair and integrity leadership in the Reflections as a part of the Activity

Log for the field experience in EDAS 5714 Politics, Law and the Schools. Any plans or processes

for reacting with external and internal influences should be described in this section. Examples

of this requirement might be how the administrators react to: legal implications affecting public

schools and administrators and the administrator's ability to analyze laws and policies and apply

them consistently in a fair fashion and advocate for complex causes of general student rights as

well as the rights of the disadvantaged students by serving as an advocate for the stakeholders'

families (ELCC 6.1); the promotion of social justice, equity, confidentiality, acceptance and

respect among all the stakeholders (ELCC 5.5); the review of school issues that require the

administrator to serve as an active influence for school policies and program that promote an

equitable culture for learning to promote student success at the local, state and national level.

(ELCC 6.2) (Reflection and Activity Log Entry).



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b-Scoring guide- In the rubrics there are Essentials which are requirements that are non-

negotiables for the successful completion of the project. These Essentials will be looked for

throughout the assignment.

Personal Ethical Response

1-Act with

Integrity and

Fairness

ELCC 5.1

PADEPP 6.0

Advanced

The candidate demonstrates an excellent depth of understanding of the ethical and legal rationale for decisions concerning with respect for the rights of others with regard to confidentiality and dignity. The candidate engages in honest interactions to act with integrity and fairness in supporting school policies and staff practices that ensure every students ' academic and social success; create an infrastructure that helps to monitor and ensure equitable practices.

Strong examples are given that consistently demonstrate the excellent grasp of the concept of acting with integrity and fairness. Connections are made to the candidate’s personal ethical philosophy and the school setting.

Proficient

The candidate demonstrates an above average understanding of the ethical and legal rationale for action that demonstrates a respect for the rights of others with regard to confidentiality and dignity. The candidate engages in honest interactions to act with integrity and fairness in supporting school policies and staff practices that ensure every students ' academic and social success; create an infrastructure that helps to monitor and ensure equitable practices.

Specific and thoroughly discussed examples are given.

Basic

The candidate demonstrates an average understanding of the ethical and legal issues related to a respect for the rights of others with regard to confidentiality and dignity. The candidate engages in honest interactions to act with integrity and fairness in supporting school policies and staff practices that ensure every students ' academic and social success; create an infrastructure that helps to monitor and ensure equitable practices.

A couple of examples of interaction with others with confidentiality and dignity are given.

Below Basic

The candidate discussion lacks an understanding of the ethical and legal issues related to act with integrity and fairness in supporting school policies and staff practices that ensure every students ' academic and social success; create an infrastructure that helps to monitor and ensure equitable practices.

No examples are given of engagement in honest interactions. Vague examples of interaction with other are given.



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2- Model Ethical

Behavior

ELCC 5.2

PADEPP 6.0

Advanced

The candidate demonstrates a depth of understanding and applications to formulate a school-level leadership platform grounded in ethical standards and practices; analyze leadership decisions in terms of established ethical practices.

There is excellent discussion and numerous examples of how the candidate established processes in demonstrating the ability to make and explain decisions based upon ethical and legal principles and practices. Connections are made to the ethical philosophy and actual work with constituents constantly.

Proficient

The candidate, using relevant sources, makes and explains decisions and applications related to formulating a school-level leadership platform grounded in ethical standards and practices; analyze leadership decisions in terms of established ethical practices.

There is an implicit discussion and numerous examples of how the candidate established processes in demonstrating the ability to make and explain decisions based upon ethical and legal principles and practices. Some connections are made to the ethical philosophy and actual work with the constituents.

Basic

The candidate makes and explains decisions and applications related to formulating a school-level leadership platform grounded in ethical standards and practices; analyze leadership decisions in terms of established ethical practices.

There is an average discussion and some examples of how the candidate established processes in demonstrating the ability to make and explain decisions based upon ethical and legal principles and practices. One or two connections are made to the ethical philosophy and actual work with constituents.

Below Basic

The candidate fails to make or explain and applications related to formulate a school-level leadership platform grounded in ethical standards and practices; analyze leadership decisions in terms of established ethical practices.

No discussions or examples are listed.

3- Values of Democracy, Equity, and Diversity ELCC 5.3 PADEPP 6.0

Advanced

The candidate demonstrates a depth of understanding and application on how to develop, implement, and evaluate school policies and procedures that support democratic values, equity, and diversity issues; develop appropriate communication skills to advocate for democracy, equity, and diversity. Numerous examples are cited with strong connections made to the personal ethical philosophy.

Proficient

The candidate demonstrates a depth of understanding and application on how to develop, implement, and evaluate school policies and procedures that support democratic values, equity, and diversity issues; develop appropriate communication skills to advocate for democracy, equity, and diversity. The discussions are above average with numerous examples, but few connections are to the personal ethical philosophy.

Basic

The candidate demonstrates a depth of understanding and application on how to: develop, implement, and evaluate school policies and procedures that support democratic values, equity, and diversity issues; develop appropriate communication skills to advocate for democracy, equity, and diversity. The discussions are average with numerous examples, but no connections are to the personal ethical philosophy.

Below Basic

The candidate lacks an understanding or an application on how to develop, implement, and evaluate school policies and procedures that support democratic values, equity, and diversity issues; develop appropriate communication skills to advocate for democracy, equity, and diversity.

A below average discussion is with limited examples and not connection to the personal ethical



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4- Analysis of Moral and Legal Consequences ELCC 5.4 PADEPP 6.0

Advanced

The candidate demonstrates excellent skills to formulate sound school strategies to educational dilemmas; evaluate school strategies to prevent difficulties related to moral and legal issues. There is a clear and concise review of school policies and practices to ensure that student needs inform all aspects of the schooling strategies that relate to moral and legal issues. Numerous connections are made to the ethical philosophy and working with the administration.

Proficient

The candidate demonstrates implicit skills to formulate sound school strategies to educational dilemmas; evaluate school strategies to prevent difficulties related to moral and legal issues. There is a clear and concise review of school policies and practices to ensure that student needs inform all aspects of the schooling strategies that relate to moral and legal issues. Some connections are made to the ethical philosophy and working with the administration.

Basic

The candidate demonstrates average skills to formulate sound school strategies to educational dilemmas; evaluate school strategies to prevent difficulties related to moral and legal issues. There is a clear and concise review of school policies and practices to ensure that student needs inform all aspects of the schooling that deal with democracy, equity, and diversity. A brief mention is made to the ethical philosophy and some mention of working with the administration.

Below Basic

The candidate fails to demonstrate an average skill to formulate sound school strategies to educational dilemmas; evaluate school strategies to prevent difficulties related to moral and legal issues.

There is no clear and concise review of school policies and practices to ensure that student needs inform all aspects of the schooling that deal with democracy, equity, and diversity. No connections are made to the ethical philosophy or working with the administration.

Reflective Analysis for Field Experience

5-Promote Social Justice

ELCC 5.5

The candidate demonstrates

an excellent depth of

understanding and skills to

review and critique school

policies, programs, and

practices to ensure that

student needs inform all

aspects of schooling,

including social justice,

equity, confidentiality,

acceptance, and respect

between and among

students and faculty within

the school; develop the

resiliency to uphold core

values and persist in the face

of adversity.

Numerous connections are

made to the ethical practices

in the schools with details.

The candidate

demonstrates an implicit










between and among




values and persist in the

face of adversity.

Some connections are

made to the ethical

practices.

The candidate

demonstrates an implicit










between and among

students and faculty

within the school; develop

the resiliency to uphold

core values and persist in

the face of adversity.

One or two connections

are made to the ethical

practices.

The candidate fails to










between and among




values and persist in the

face of adversity.

No connections are made

to the ethical practices.

6-Advocate for children, families, and caregivers. ELCC 6.1 PADEPP 6

Advanced

Candidate consistently

demonstrated an

understanding and the skills

at a high level of proficiency

to analyze how law and

policy is applied consistently,

fairly and ethically within the

school; advocate based on

an analysis of the complex

Proficient

Candidate mostly

demonstrated an explicit

level of proficiency the

skills to analyze how law

and policy is applied

consistently, fairly and

ethically within the school;

advocate based on


Basic

Candidate demonstrated a

basic level of proficiency

the skills to analyze how

law and policy is applied

consistently, fairly and

ethically within the school;

advocate based on


causes of poverty and

Below Basic

Candidate failed to

demonstrate a basic level

of proficiency the skills to

analyze how law and policy

is applied consistently,

fairly and ethically within

the school advocate based

on an analysis of the

complex causes of poverty



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causes of poverty and other

disadvantages; serve as a

respectful spokesperson for

students and families within

the schools.

Numerous specific examples

with references to real world

situations are cited.

causes of poverty and other

disadvantages; serve as a

respectful spokesperson for

students and families

within the schools.

Some specific examples

with a few references to

real world situations are

cited.

other disadvantages; serve

as a respectful

spokesperson for students

and families within the

schools.

Some specific examples

with no references to real

world situations are cited.

and other disadvantages;

serve as a respectful

spokesperson for students

and families within the

schools.

No specific examples with

references to real world

situations are cited.

7-Influence

ELCC 6.2

PADEPP 6

-

Advanced

Candidate consistently

demonstrated at a high level

of proficiency the ability and

the skills advocate for school

policies and programs that

promote equitable learning

opportunities and student

success; communicate

policies, laws, regulations,

and procedures to

appropriate school

stakeholders.

Numerous references to real

world situations are quoted

where the leadership

strategies incorporated

advocacy.

Proficient

Candidate mostly

demonstrated at an explicit

level of proficiency the

ability to advocate for

school policies and

programs that promote

equitable learning




and procedures to

appropriate school

stakeholders.

Several references to real

world situations are quoted



advocacy.

Basic

Candidate demonstrated

at a basic level of

proficiency the ability to

advocate for school

policies and programs that

promote equitable

learning opportunities and

student success;

communicate policies,

laws, regulations, and

procedures to appropriate

school stakeholders.

One or two references to

real world situations are

quoted where the

leadership strategies

incorporated advocacy.

Below Basic

Candidate failed to

demonstrate the ability to

advocate for school policies

and programs that

promote equitable learning




and procedures to

appropriate school

stakeholders.

No references to real world

situations are quoted



advocacy.

5c. Candidate Data: Table 5a: SWU Personal Response Ethics Paper and Field Experience– Central Site

Criterion

2012-2013

(N=15)

Bas

ic

Be

low

Bas

ic

Pro

fici

en

t

Ad

van

ced

Ave

rage

(Ran

ge)

% A

chie

vin

g

Min

imu

m S

core

Ethical Personal

Response

1-Act with Integrity

and Fairness

ELCC 5.1

PADEPP 6.0

0% 0% 0% 100% 4.0 100%



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2- Model Ethical

Behavior

ELCC 5.2

PADEPP 6.0

0% 0% 0% 100% 4.0 100%


0% 0% 0% 100% 4.0 100%


0% 0% 0% 100% 4.0 100%

Reflective Analysis

5- Promote social

justice

ELCC 5.5

PADEPP Standard 6

0% 0% 14% 86% 4.0

(4.0)

100%

Total for ELCC 5 0% 0% 3% 97% 4.0

(3.9-4.0)

100%

6-Advocate for

children, families,

and caregivers.

ELCC 6.1

PADEPP 6

0% 0% 0% 100% 4.0

(4.0)

100%

7-Influence

ELCC 6.2

PADEPP 6

0% 0% 0% 100% 4.0 100%

Total for ELCC 6 0% 0% 0% 100% 4.0 100%

Total 0% 0% 2% 98% 3.9 100%

Average Score based on scale of 1-4 with 4 as the highest. Minimum score of Basic (3.0) is required.

Table 5b: SWU Personal Response Ethics Paper and Field Experience – Charleston Site

Criterion

2013-2014

(N=10)

Be

low

Bas

ic

Bas

ic

Pro

fici

en

t/

Ad

van

ced

Ave

rage

(Ran

ge)

% A

chie

vin

g

Min

imu

m S

core

Ethical Personal

Response


and Fairness

ELCC 5.1

PADEPP 6.0

0% 0% 0% 100% 4.0

(4.0)

100%



10

2- Model Ethical

Behavior

ELCC 5.2

PADEPP 6.0

0% 0% 0% 100% 4.0

(4.0)

100%


0% 0% 0% 100% 4.0

(4.0)

100%


0% 0% 0% 100% 4.0

(4.0)

100%

Reflective Analysis

5- Promote social justice

ELCC 5.5

PADEPP Standard 6

0% 0% 0% 100% 4.0

(4.0)

100%

Total for ELCC 5 0% 0% 0% 100% 4.0

(4.0)

100%


0% 0% 0% 100% 4.0

(4.0)

100%

7-Influence

ELCC 6.2

PADEPP 6

0% 0% 0% 100% 4.0

(4.0)

100%

Total for ELCC 6 0% 0% 0% 100% 4.0

(4.0)

100%

Total 0% 0% 0% 100% 4.0

(4.0)

100%


Table 5c: SWU Personal Response Ethics Paper and Field Experience – Columbia Site

Criterion

2013-2014

(N=11)

Be

low

Bas

ic

Bas

ic

Pro

fici

en

t/

Ad

van

ced

Ave

rage

(Ran

ge)

% A

chie

vin

g

Min

imu

m S

core

Ethical Personal

Response


ELCC 5.1

0% 18% 18% 64% 3.45 100%



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(3.0-4.0)

2-Act Ethically

ELCC 5.2

0% 9% 18% 73% 3.63

(3.0-4.0)

100%

3-Act Fairly

ELCC 5.3

0% 9% 55% 36% 3.27

(3.0-4.0)

100%

4-Analysis of Issues

ELCC 5.4

0% 18% 36% 45% 3.27

(3.0-4.0)

100%

Reflective Analysis

5- Promote social

justice

ELCC 5.5

PADEPP Standard 6

0% 9% 55% 36% 3.27

(3.0-4.0)

100%

Total for ELCC 5 0% 13% 36% 51% 3.38 87%

6-Advocate for

children, families,

and caregivers.

ELCC 6.1

PADEPP 6

0% 18% 64% 18% 3.35

(3.0-4.0)

82%

7-Influence

ELCC 6.2

PADEPP 6

0% 45% 37% 18% 3.72

(3.0-4.0)

55%

Total for ELCC 6 0% 32% 50% 18% 3.5 68%

Total 0% 24% 16% 60% 3.28 100%


Table 5d: SWU Personal Response Ethics Paper and Field Experience – Greenville Site

Criterion

2012-2013

(N=17)*

Be

low

Bas

ic

Bas

ic

Pro

fici

en

t/

Ad

van

ced

Ave

rage

(Ran

ge)

% A

chie

vin

g

Min

imu

m S

core

Ethical Personal

Response


and Fairness

ELCC 5.1

PADEPP 6.0

0% 0% 0% 100% 4.0

(4.0)

100%



12

2- Model Ethical

Behavior

ELCC 5.2

PADEPP 6.0

0% 0% 0% 100% 4.0

(4.0)

100%


0% 0% 0% 100% 4.0

(4.0)

100%


0% 0% 0% 100% 4.0

(4.0)

100%

Reflective Analysis


ELCC 5.5

PADEPP Standard 6

100% 0% 0% 0% 100% 4.0

(4.0)

Total for ELCC 5 0% 0% 0% 100% 4.0

(4.0)

100%


0% 0% 0% 0% 100% 4.0

(4.0)

7-Influence

ELCC 6.2

PADEPP 6

0% 0% 0% 0% 100% 4.0

(4.0)

Total for ELCC 6 0% 0% 0% 0% 100% 4.0

(4.0)

Total 0% 0% 0% 0% 100% 4.0

(4.0)


Table 5e: SWU Personal Response Ethics Paper and Field Experience – North Augusta Site

Criterion

2013-2014

(N=8)

Be

low

Bas

ic

Bas

ic

Pro

fici

en

t/

Ad

van

ced

Ave

rage

(Ran

ge)

% A

chie

vin

g

Min

imu

m S

core

Ethical Personal

Response


and Fairness

ELCC 5.1

PADEPP 6.0

0% 0% 25% 75% 3.75

(3.0-4.0)

100%



13

2- Model Ethical

Behavior

ELCC 5.2

PADEPP 6.0

0% 0% 25% 75% 3.75

(3.0-4.0)

100%


0% 0% 25%

75% 3.75

(3.0-4.0)

100%


0% 0% 25% 75% 3.75

(3.0-4.0)

100%

Reflective Analysis


ELCC 5.5

PADEPP Standard 6

0% 0% 25% 75% 3.75

(3.0-4.0)

100%

Total for ELCC 5 0% 0% 25% 75% 3.75 100%


0% 0% 25% 75% 3.75

(3.0-4.0)

100%

7-Influence

ELCC 6.2

PADEPP 6

0% 0% 25% 75% 3.75

(3.0-4.0)

100%

Total for Standard 6 0% 0% 25% 75% 3.75

(3.0-4.0)

100%

Total 0% 0% 25% 75% 3.75 100%


Assessment 8 ELCC Ethical Essay and Reflection A brief...

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