209%20Handbook

E d u c a t i o n a l L e a d e r s h i p D e v e l o p m e n t A c a d e m y

A s p i r i n g L e a d e r s a n d I n t e r n P r o g r a m C o h o r t I X 2 0 0 8 – 2 0 1 0

School of Leadership and Education Sciences University of San Diego

H a n d b o o k f o r : S t u d e n t s , U n i v e r s i t y S u p e r v i s o r s , a n d

S u p e r v i s i n g / M e n t o r P r i n c i p a l s

Aspiring Leaders Handbook Table of Contents

ELDA Organizational Chart Introduction Page 3 Program Elements Page 4 The Role of the Student Page 6 The Role of the Supervising/Mentor Principal Page 8 The Role of the University Supervisor Page 9 ELDA Coursework Page 10 ELDA Policies and Procedures Page 13 International Experience Page 15 Appendix Page 16

Organizational Chart Educational Leadership Development Academy (ELDA)

School of Leadership and Education Sciences (SOLES)

Dean Paula Cordeiro

New Leaders (Tier II)

Leaders Exploring

Administrative Possibilities (LEAP)

Aspiring Leaders (Tier I) University Supervisors:

Mary Gilliland, Cathy Hands

Jan Kaneko, Karen Mitchell, ShirleyPeterson,

Luisa Vargas

Two-Year Program Professional

Administrative Services

Credential program in

conjunction with M.A. or Ph.D.

Professional Administrative

Services Credential

Multiple-year Preliminary

Administrative Services

Credential program in

conjunction with MA or Ph.D.

ELDA

Melinda Martin, Director

Learning & Teaching Faculty Judy Mantle, Department Chair

Apprenticeship

Leadership Studies Dept. Cheryl Getz, Department Chair

Introduction

The role of a school leader, while it has many facets, is to organize and manage a school that continually improves the performance of all of its students. In order to do that, leaders need skills never before required. Leaders must be steeped in curriculum instruction and assessment in order to supervise a continuous improvement process that measures progress in raising student performance. Not only must school leaders perform what Richard Elmore calls the "ritualistic tasks of organizing, budgeting, managing, and dealing with disruptions inside and outside the system," today's instructional leaders must be able to coach, teach, and provide appropriate professional development for teacher growth. The Educational Leadership Development Academy provides a continuum of University coursework, learning, and reflective practice, designed to produce a pool of new, high quality instructional leaders. The program begins with Leaders Exploring Administrative Possibilities (LEAP), a program for those interested in exploring school leadership. The program for Aspiring Leaders provides coursework and a structured fieldwork experience to lead to the Preliminary Administrative Services Credential. Candidates take 24 units of coursework and participate in a 40-day apprenticeship over two years. In some cases, classroom teachers can be released from their assignment to apprentice full-time to an exemplary principal. These candidates can earn the Preliminary Administrative Services Credential in one year. Candidates who have been appointed to an administrative position, but have not earned the Preliminary Administrative Services Credential can enroll in the Intern Program. The New Leaders Program leads to the Professional Administrative Services Credential for practicing administrators. This is an 18 month, twelve unit program. Students in the ELDA Program may earn credit toward the M.A. in Leadership Studies and/or Doctor of Philosophy degrees. The University training provides an integrated approach to leadership development that involves adult learning theory, mentoring relationships and reflective practice, all of which yield the best preparation for educational leadership. In the ELDA courses, instruction is embedded within authentic workplace activities and is based upon national and state standards. The ELDA program has been recognized in many state and national publications, including a study conducted by Linda Darling-Hammond in 2007. In this study, entitled “Preparing School Leaders for a Changing World”, ELDA is recognized as an exemplary program that “produces well-prepared leaders who engage in effective practices.” We welcome you to the ELDA program. Melinda Martin ELDA Director

Program Elements Students will work at their fieldwork sites under the direct supervision of the Supervising/Mentor Principal Students will experience coursework aligned with and applied to their fieldwork.

• Problem based learning experiences are used to simulate leadership decision-making. (Example: design an action plan for your school, respond to parents who are concerned about school safety)

Students will engage in fieldwork leadership experiences that are:

• Aligned with the California Professional Standards for Education Leaders (CPSEL) standards. Additionally, students will collect artifacts for and reflect upon each leadership experience.

Students will maintain an ongoing collection of work and develop an Educational Platform statement and a Fieldwork Portfolio.

• Artifacts will be collected relative to fieldwork to include meaningful leadership experiences related to CPSEL standards.

• Students will write reflections on their leadership skill development that will accompany each artifact.

• The Educational Platform is a document that summarizes one’s values, beliefs and philosophy about education.

• Students will present the Fieldwork Portfolio and Educational Platform to a group of critical friends as a culminating activity at the end of the program. Students will be evaluated and receive feedback on their presentations.

Students will participate in the ELDA fieldwork.

• Students will work with the site Supervising Principal and University Supervisor to plan, develop, and implement leadership experiences at their site. These experiences can be carried out before/after school, on weekends, or on release time that has been arranged with and approved by the site supervisor.

• Students will be required to work a minimum of 20 days per year in fieldwork experiences under the supervision of a Mentor Principal. This time could be either during summer school if the student is on a traditional school schedule or during inter-sessions if the student is on a year-round school schedule. Mentor Principals will be selected by cooperating districts and ELDA program staff. Placements will be made for each student. Students will work with the Mentor Principal and University Supervisor to plan, develop, and implement leadership experiences.

Students will:

• Attend conferences and professional development with the Supervising/Mentor Principal as appropriate.

• Attend presentations by leading educators and national consultants, as available. • Develop leadership skills by applying the knowledge gained by participating in

professional development designed for site leaders.

Students will gain K–12 experiences by participating in a scheduled visit at levels different from their own.

• Aspiring Leaders will participate in a visit sometime during the two-year program to a site at a level different from the one in which they work, and where the school’s ethnicity is different from their own. They will write a structured reflection on their visit.

Students will become members of a cohort working with others in a collegial and interdependent setting.

Students will be supported by visits from the University Supervisor, and ELDA Director for coaching, feedback and documentation.

• Students will meet regularly with the Supervising/Mentor Principal and University Supervisor.

• In the fieldwork, students will be observed while engaged in leadership work and will receive feedback.

• Growth over time in leadership abilities and skills attained will be emphasized, evaluated, and documented through the use of the Rubric for Assessing Leadership Skills/Outcomes for EDLD 597/8P and the Practicum/Fieldwork Assessment.

Students will attend Practicum Seminars throughout the program. These are:

• Designed to provide students with opportunities to analyze their practice and reflect upon their strengths and areas of needed improvement.

• Opportunities for candid and open discussions with cohort members.

Students will participate in a Culminating Activity • Students will participate in an oral defense of their Educational Platform and Fieldwork

Portfolio to a panel of critical friends. The Culminating Activities Fieldwork Portfolio The purpose of the portfolio is to demonstrate professional growth over time. It serves as a demonstration of attainment of leadership standards, desired outcomes, and advanced skills. It is a celebration of efforts. During the fieldwork, students collect artifacts reflective of their leadership abilities and write reflections on their experience relative to the artifact. The artifacts must be related to the CPSEL standards. At the end of the program, students will present their Fieldwork Portfolio to a panel of University faculty, school district personnel and other critical friends. The portfolios will be scored on a rubric. Critical feedback will be provided for the candidate. The Educational Platform The purpose of the Educational Platform is to provide educators with a vehicle to describe their core values and beliefs about the educational process and to provide personal insights. It can be used to facilitate communication of the student’s values and belief system as a professional educator. Many students use their Educational Platform to help them prepare for job interviews and to communicate their values to staff, parents, and members of the community. Most importantly, the platform helps students determine if their actions are aligned with their espoused beliefs. Students develop their platform throughout the program, and they present it as part of the Fieldwork Portfolio presentation.

The Role of the Student The student will fully engage in the work of site instructional leadership, be focused, determined and reflective in her/his work, and be an asset to the administrative team and school community. • The student will be evaluated on the ability to develop the skills necessary for site leadership.

Evidence for this will be taken from site visitations, conversations with the Supervising/Mentor Principal, and successful completion of the ELDA program, which includes completion of the Educational Platform and Fieldwork Portfolio.

• The student will maintain a professional attitude.

• Students will:

1. Get to know staff, students and parents at their fieldwork sites, and establish an effective working relationship with all parties.

2. Develop a leadership style and voice. They will use their leadership style and voice in a variety of

situations. They will maintain sensitivity to those they are leading by seeking a balance between their needs and the needs of others.

3. Develop and expand the ability to be an open and honest communicator. They will inform the

Supervising/Mentor Principal and University Supervisor of their strengths and areas of need and be willing to listen and learn from constructive criticism.

4. Establish collegial relationships with other students in the University cohort by respecting values

and opinions.

5. Be responsible for their learning. Students will attend University classes, participate in discussions, read all assigned material, meet all timelines, be active learners, and communicate with instructors and ELDA Program staff if there are concerns.

6. Prepare for triad meetings with University Supervisor and Supervising/Mentor Principal.

Complete sections 1 & 2 of the triad record form.

Roles and responsibilities of the ELDA Apprentice during the Apprenticeship Roles and responsibilities of ELDA apprentices working in the mentor principal’s school: • You will apprentice 20 days each school year. ELDA will pair you with a mentor principal • You will work “teacher contract hours” during the apprenticeship except on those days when you

arrive early or stay late to debrief with the mentor principal, attend a meeting with the mentor principal, etc.

• You will keep a daily log of your experiences • You will collect artifacts and write the reflections for the artifacts as soon as possible. The

artifacts/reflections will comprise the Fieldwork Portfolio • Your work as an apprentice will contribute to your grade in EDLD 597/8P (the Practicum class). • You will participate in three triads during the 20-day apprenticeship each year. The triads include you

(the apprentice), the mentor principal and university supervisor. The triads will be scheduled by the university supervisor. The university supervisor will complete an evaluation of your apprenticeship work at the end of the second, third and fourth semesters. The grade for your work in the practicum for semesters 2 and 3 is Pass/Fail. The grade for your work in the practicum for semester 4 will be a letter grade. The final decision for the grade to be awarded is made by the university supervisor.

• You will have the triad record sheets (parts 1 and 2) completed and ready for the triad visits with the university supervisor. Your daily log will help you to complete parts 1 and 2.

• You will maintain strict confidentiality regarding issues related to students, parents, and staff members at the mentor’s school.

The Role of the Supervising/Mentor Principal The Supervising/Mentor Principal will model, coach, analyze, reflect and check for understanding to ensure there is transfer of learning so that leadership skills are effectively developed. Modeling • The Supervising/Mentor Principal will ensure that the student shadows him/her. Shadowing opportunities

include walkthroughs, observations, feedback sessions, staff conferences, parent meetings, conversations with support staff, budget conversations, study groups, grade level meetings, etc.

• The Supervising/Mentor Principal and student will observe and analyze classroom practice. S/he will confer

with and discuss how they would enable the teacher to improve. • The Supervising/Mentor Principal will “think aloud” so that the student can understand the thinking processes

that go into instructional leadership decision making. Coaching, Analyzing, Reflecting, and Checking for Understanding • The Supervising/Mentor Principal will encourage, guide, and coach the student to take on increasing leadership

roles. The student will observe, practice, and then lead selected leadership activities as appropriate. • The Supervising/Mentor Principal and the student will analyze classroom observations, note patterns or trends,

and make decisions for next steps. • The Supervising/Mentor Principal will regularly reflect with the student on leadership skills and instructional

practices to ensure continuous improvement in teaching and learning. • The Supervising/Mentor Principal will check for understanding as s/he observes the student in practice. Other Responsibilities • The Supervising/Mentor Principal and the University Supervisor will discuss with the student the grade for the

practicum (EDLD 597/8P) based on observations and review of documentation of the student’s work. The final decision on the awarding of grades is the University Supervisor’s. The Supervising/Mentor Principal will provide regular feedback to the student so that effective leadership development is reinforced or less than effective behaviors can be modified.

• In order to provide ongoing feedback and communication, the University Supervisor will meet regularly with

the student and Supervising/Mentor Principal to discuss the student’s progress in the fieldwork. The Supervising/Mentor Principal, student, and University Supervisor will plan mutually agreed-upon next steps for the student.

• The Supervising/Mentor Principal can expect the student to engage in the work of site instructional leadership,

to be focused, determined, and reflective in her/his work, and to be an asset to the administrative team and school community. The Supervising/Mentor Principal should communicate any concerns about the student’s performance, first directly to the student, and then directly to the University Supervisor if the concerns persist.

The Role of the University Supervisor The role of the University Supervisor is to ensure that students are gaining the skills necessary to lead instructional improvement. The University Supervisor and the Supervising/Mentor Principal will ensure that students experience a variety of leadership opportunities which will prepare them to effectively lead their own school. In order to accomplish this role, the University Supervisor will: • Visit each apprentice monthly to observe, analyze, and provide feedback, coaching and documentation

as to the leadership experiences being attained. See Rubric for Assessing Leadership Skills/Outcomes for EDLD 597/8P, and the Practicum/ Fieldwork Assessment. This may include supporting the apprentice to repeat the experiences to assure higher quality of achievement based on the Rubric for Assessing Leadership Skills/Outcomes for 597/8P.

• Review and provide input for the Fieldwork Experiences. Evaluate and comment upon the Fieldwork

experiences using the Practicum/Fieldwork Assessment. • Visit classrooms with the apprentice and Supervising/Mentor Principal to the extent possible, to

calibrate observation of instruction. Observe the student giving feedback to teachers/staff for instructional improvement and provide feedback to apprentice.

• Evaluate and provide feedback to the apprentice with regard to successful development as an

instructional leader. This includes professional attitudes, ability to establish relationships, and ability to balance ELDA program requirements and coursework with the responsibilities of the site.

• Observe and analyze the apprentice’s work with whole staff, small groups, with grade level groups, in

department meetings, with parent groups and provide feedback on the apprentice’s leadership skills development. This could include the review of videotapes, agendas, parent letters, staff letters, etc.

• Evaluate, with the apprentice’s and Supervising/Mentor Principal’s input, the apprentice’s work in

EDLD 597/8P. Provide information for assigning a grade for the course (Pass/Fail at the end of year one, letter grade at the end of year two).

• Set up a meeting with apprentice and mentor principal prior to the twenty-day apprenticeship to plan

the experiences for the apprentice. Conduct three triad meetings during the twenty-day apprenticeship, to analyze the apprentice’s work, provide feedback and documentation as to the apprentice’s leadership development.

• Review the apprentice’s portfolio artifacts and reflections and provide constructive feedback. • Work with apprentice to prepare for the Culminating Portfolio/Platform presentation. Attend the

apprentice’s Culminating Portfolio/Platform presentation, and serve as a reviewer.

ELDA Coursework

The program is designed to provide a balance of theory and application. Courses are taught through collaboration between the University and partnering districts. EDLD 551: Human Relations for Leaders – 3 units Purpose: • Students will learn the dynamics of organizational change and the challenges they present for

those who hold positions of formal authority

Course Outcomes – Students will: • Develop the personal skills and discipline necessary to effectively exercise site leadership EDLD 552: School Law for Aspiring Leaders – 3 units Purpose: • To enable prospective school administrators to understand how law guides day-to-day

decision making in key areas and the consequences for violating district policies and the legal requirements upon which they are based.

Course Outcomes – Students will: • Acquire knowledge of school law and be able to apply it in daily situations. EDLD 553/4: Instructional Leadership & Supervision – 4 units Purpose: • To look at the role of the school leader in shaping a school culture that values teaching and

learning as the center of the school’s work. • To support school leaders in developing an action plan that will include a clear vision for the

work of the school.

Course Outcomes – Students will: • Through the lens of mathematics and literacy instruction, will be able to analyze instruction,

make judgments about instruction and create an effective plan of action using reflection and problem solving as a tool.

EDLD 558: School Leadership and Politics of Education – 3 units Purpose: • To help prepare participants for the challenging role of school administrator and teach how to

manage a school while serving as the school’s instructional leader. • To address various aspects of school management, instructional leadership, and educational

politics and give participants an opportunity to acquire appropriate knowledge, develop problem solving skills, and enhance their capacities for professional practice.

Course Outcomes – Students will: • Problem solve, create a product, and analyze and reflect on its effectiveness in relation to

improving teaching and learning

EDUC 560: Technology for School Leaders – 1 unit Purpose: • To review and examine Technology Standards for School Administrators (TSSA) and link

them to the knowledge and practical application of technology skills for school leaders. • To learn basic technology skills and knowledge relevant to technology leadership. • To use technology as a tool for educational research.

Course Outcomes – Students will: • Communicate effectively using technology as a tool, and apply technology to professional

practice.

EDLD 583/4: Special Topics: The Principalship I and II – 2 units Purpose: • To understand the state and local context for issues, such as special education, school

counseling, teacher evaluation, conflict management, and to have hands-on experience in dealing with these issues drawn from the school sites.

• Analyzing Site Data • Budget Basics for Principals • The role of the Vice Principal • Dealing With Difficult People • Developing an Educational Platform and a Fieldwork Portfolio • Teacher Evaluation Process • Mathematics Instruction and Supervision • Personnel Policies and Procedures • Suspensions and Expulsions • Developing a Teachable Point of View • The Opening of School

Course Outcomes – Students will: • Gain knowledge of specific leadership topics through seminars. EDLD 588: Diversity and the Preparation of School Leaders – 2 units Purpose: • To provide candidates with an opportunity to discuss, reflect and explore issues of power and

privilege in relation to their work as educational leaders. • To examine issues of diversity using multiple lenses and investigate the impact of these issues

in their schools and communities. Course Outcomes – Students will: • Acquire knowledge and apply skills to ensure equity within a diversely populated school.

EDLD 597P/598P: Practicum – 6 units Purpose: • To develop the skills needed by site leadership through daily experiences working under the

supervision of a principal. • To provide students with various experiences in instruction, leadership and school and

community populations.

Course Outcomes – Students will: • Acquire and demonstrate skills in developing successful learning organizations.

ELDA Policies & Procedures

Address Changes All address and email changes must be reported to all of the following individuals/organizations. This will allow you to receive all official university correspondence.

1. USD ELDA Office (619) 260-8839 [email protected]

2. USD Registrar Complete a change of address form at Registrar’s Office, Founders Room 113

Note: You must change your address in order to receive all official ELDA correspondence. You will be responsible for ALL correspondence sent to previous addresses where changes have not been appropriately submitted.

Attendance Policy Since participation is integral to the learning process for all students, it is imperative that students attend every class. If a student is late to class or needs to leave class early, s/he must inform the instructor in advance. If a student misses a class s/he has the obligation to make up any work that was missed, and to ask a colleague to collect any materials that were distributed in the class they missed. If a student’s absences or late arrivals and early departures exceed 25 % of the total class time, and the missed time/work has not been made up, the student will fail the class (if a letter grade is given) or receive FAIL (if the class is a pass/fail class). If this occurs, the student will need to repeat the course (which may not be offered until the following year, thus issuance of the credential may be delayed). In addition, when the student re-registers for the class s/he will bear the full cost of tuition for that class. (Reminder: A graduate student’s grade point average must stay at or above a 3.0). If the student cannot attend a class due to an emergency, s/he must contact the course instructor.

Grading Policy Students are assigned grades by each course instructor. Grades for EDLD 583/4 Special Topics, are assigned by the ELDA Director, Melinda Martin. Grades for the Practicum, EDLD 597/8P, are assigned by the University Supervisor.

Registration Students will be registered for ELDA classes by the ELDA office.

Tuition Payment Methods In addition to electronic payment, cash and paper check payments are still accepted at the Cashier's Office. Beginning July 1, 2008 the University will no longer be contracting with a third party to offer credit cards as a form of payment for tuition and fees. We encourage you to look into less expensive alternatives to high-interest rate borrowings, for example Federal, Private, and Parent loans to fund the cost of tuition. If you need more information on financial aid options, please contact the USD Office of Financial Aid by email at [email protected] or by phone at (619) 260-4514 or (800) 248-4873. Parking and Student ID Cards Upon approval of your application, you will receive a copy of your Enrollment Confirmation Deposit Form that indicates your new USD student number. This student number is located on the bottom right-hand side of the form. If you wish to get a parking permit, please take the Enrollment Confirmation Deposit Form to the Campus Card Services Office in the University Center, Room 127. You may get your student ID card and parking permit in one stop, but you must have this form with you or any form that has your Student ID number on it. You will also need a photo ID in order to get your Student ID. Leave of Absence/Withdrawal A leave of absence allows students in good academic standing to take time off and return to the University without applying for readmission. A leave of absence is usually granted. Leaves may be granted for up to one year but cannot be extended beyond a year. Students may secure a petition for a leave of absence form from the Graduate Records Office, Founders Hall, Room 106. It must be approved by the student’s advisor and the ELDA Executive Director and be submitted to the Graduate Records Office for final processing. Students who find it necessary to discontinue enrollment during a term may also petition for a leave of absence. In addition, however, they must officially withdraw from their courses by submitting a Notice of Withdrawal form in the Graduate Records Office within the approved deadline. Otherwise, students will receive a failing grade/s. Please contact the ELDA Office (619) 260-8839 for guidance on how to withdraw or take a leave of absence.

Schedule USD’s schedule is a traditional school schedule. If you are assigned to a year-round school, you will be required to attend University classes on the traditional schedule. Graduate Academic Calendar The academic calendar is available to view at: http://www.sandiego.edu/about/gradbulletin/gi/academic_calendar.php The academic calendar contains registration periods, fee payment, petition deadlines, start/end dates to the semesters, holidays and other pertinent calendar information. All graduate students are responsible to abide by the dates and deadlines set forth in the Academic Calendar. Prior to the beginning of the fall semester, all students will receive a SOLES Graduate Student Policies document as a supplement to this handbook. International Experience Beginning in Fall 2008, all entering SOLES students are required to engage in an international experience as part of their degree requirements. An international experience is defined as an opportunity for students to interact with individuals from at least one culture other than their own in a manner that fosters their personal and professional growth, promotes cultural understanding, and prepares them for working effectively with diverse communities. Through this experience it is expected that students will:

• develop a deeper understanding of another culture • appreciate cultural differences and similarities • consider the gifts and challenges of a different culture • understand the educational and practical implications of cultural diversity and globalization

issues. Candidates will work with the University Supervisor to plan specific international experiences related to developing leadership skills.

Appendices

The Observe Practice Lead Model for School Leadership Preparation Page17 California Professional Standards for School Leaders Page18 Rubric for Assessing Leadership Skills/Outcomes Page23 for 597/8P(Practicum) Student Evaluation – Semester 2 Page 29 Student Evaluation – Semester 3 Page31 Student Evaluation – Final Page 33 Practicum/Fieldwork Assessment Page 35 Reflection Questions Page 44 Practicum Fieldwork Reflection Form Page 45 Triad Record Form Page 46 Rubric for the Oral Defense of the Platform/Fieldwork Portfolio Page 47

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CALIFORNIA PROFESSIONAL STANDARDS FOR SCHOOL LEADERS - Revised 4/17/01

Inherent in these standards is a strong commitment to cultural diversity and the use of technology

Preamble The administrator at a school site has numerous responsibilities that ultimately lead to the

improvement of the performance of all students in the school. By acquiring the skills, attitudes and behaviors as outlined in the following professional standards for educational leaders, students have the best opportunity to achieve the mission and vision of the district and to meet the expectations of high standards for student learning. Inherent in these standards is a strong commitment to cultural

diversity and the use of technology as a powerful tool.

Standard 1 A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

• Facilitate the development of a shared vision for the achievement of all students based upon data from multiple measures of student learning and relevant qualitative indicators.

• Communicate and implement the shared vision so that the entire school community understands and acts on the mission of the school as a standards-based educational system.

• Leverage and marshal sufficient resources to implement and attain the vision for all students and subgroups of students.

• Identify and address any barriers to accomplishing the vision.

• Shape school programs, plans, and activities to ensure integration, articulation, and consistency with the vision.

• Use the influence of diversity to improve teaching and learning.

Standard 2 A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. • Create an accountability system of teaching

and learning based on student learning standards.

• Utilize multiple assessment measures to evaluate student learning to drive an ongoing process of inquiry focused on improving the learning of all students and all subgroups of students.

• Shape a culture where high expectations for all students and for all subgroups of students is the core purpose.

• Guide and support the long-term professional development of all staff consistent with the ongoing effort to improve the learning of all students relative to the content standards.

• Promote equity, fairness, and respect among all members of the school community.

• Provide opportunities for all members of the school community to develop and use skills in collaboration, leadership, and shared responsibility.

• Facilitate the use of appropriate learning materials and learning strategies which include the following; students as active learners, a variety of appropriate materials and strategies, the use of reflection and inquiry, an emphasis on quality versus quantity, and appropriate and effective technology.

Standard 3 A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment

• Monitor and evaluate the programs and staff at the site.

• Establish school structures, patterns, and processes that support student learning.

• Manage legal and contractual agreements and records in ways that foster a professional work environment and secure privacy and confidentiality for all students and staff.

• Align fiscal, human, and material resources to support the learning of all students and all groups of students.

• Sustain a safe, efficient, clean, well-maintained, and productive school environment that nurtures student learning and supports the professional growth of teachers and support staff.

• Utilize the principles of systems management, organizational development, problem-solving, and decision-making techniques fairly and effectively.

• Utilize effective and nurturing practices in establishing student behavior management systems.

Standard 4A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

• Incorporate information about family and community expectations into school decision making and activities.

• Recognize the goals and aspirations of diverse family and community groups.

• Treat diverse community stakeholder groups with fairness and with respect.

• Support the equitable success of all students and all subgroups of students through the mobilization and leveraging of community support services.

• Strengthen the school through the establishment of community, business, institutional, and civic partnerships.

• Communicate information about the school on a regular and predictable basis through a variety of media and modes.

Standards 1-4 and 6 are from Council of Chief State School Officers, Interstate School Leaders Licensure Consortium: Standards for School Leaders,, Washington, D.C.: Council of Chief State School Officers, 1996, pp. 10, 12, 14, 16, and 20. Standard 5 is adapted from this same source, p. 18. Elements are from representatives from the California School Leadership Academy at WestEd, California Commission on Teacher Credentialing, Association of California School Administrators, California Department of Education, and California Association of Professors of Educational Administration, California Professional Standards for School Leaders. April 17, 2001 (draft)

Standard 5 A school administrator is an educational leader who promotes the success of all students by modeling a personal code of ethics and developing professional leadership capacity.

• Demonstrate skills in decision making, problem solving, change management, planning, conflict management and evaluation.

• Model personal and professional ethics, integrity, justice, and fairness and expect the same behaviors from others.

• Make and communicate decisions based upon relevant data and research about effective teaching and learning, leadership, management practices, and equity.

• Reflect on personal leadership practices and recognize their impact and influence on the performance of others.

• Encourage and inspire others to higher levels of performance, commitment, and motivation.

• Sustain personal motivation, commitment, energy, and health by balancing professional and personal responsibilities.

• Engage in professional and personal development.

• Demonstrate knowledge of the curriculum and the ability to integrate and articulate programs throughout the grades.

• Use the influence of the office to enhance the educational program rather than for personal gain.

• Protect the rights and confidentiality of students and staff.

Standard 6 A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

• View oneself as a leader of a team and also as a member of a larger team.

• Ensure that the school operates consistently within the parameters of federal, state, and local laws, policies, regulations, and statutory requirements.

• Generate support for the school by two-way communication with key decision makers in the school community.

• Work with the governing board and district and local leaders to influence policies that benefit students and support the improvement of teaching and learning.

• Influence and support public policies that ensure the equitable distribution of resources, and support for all the subgroups of students.

• Open the school to the public and welcome and facilitate constructive conversations about how to improve student learning and achievement.

The California Professional Standards for Educational LeadersIt is critical to take clear, coherent actions in order to ensure that there is a sufficient pool of high-quality administrators in California schools, ones who are both prepared to improve student learning and supported in doing so. Like content standards for students and professional standards for teachers, the California Professional Standards for Educational Leaders (CPSELs) lay out the field of work in a thorough and balanced way. These standards provide a common language for engaging in important discussions about quality administrators: what it takes to prepare them, induct them into the profession, support them in their continuing development, and recognize them as highly accomplished professionals. The standards take individual needs into account in informing and guiding administrators as they progress from aspiring administrators to accomplished administrators. The CPSELs are aligned with the Interstate School Leaders Licensure Consortium (ISLLC) standards. The latter is a comprehensive set of standards for administrators that is used to prepare, license, and select administrators in several states. California Commission on Teacher Credentialing (CCTC) standards have been developed for candidates seeking their administrator credential. The CPSELs are based on the ISLLC standards and the CCTC standards, and are used as the basis of administrator development. The administrator who meets these standards is one who helps teachers meet their professional standards and helps students meet their content standards. The establishment of these administrator standards can lead to a support system for new administrators as well as the recognition of a "master administrator."Leading an organization that includes diverse stakeholders who have multiple perspectives on the improvement of student learning and achievement is a complex task. The complexity of the task and the multiple relationships and competencies required of school leaders cannot meaningfully be reduced to a simple checklist or rating. Instead, administrator standards need to reflect a continuum of development of professional practice. The CPSELs, it is hoped, will become the basis for major decisions affecting university preparation, credentialing, professional development, and recognition of excellent practice of administrators.

Professional Development Continuum for Educational LeadersLeadership in a high-stakes, standards-based educational system is complex and challenging. The California Professional Standards for Educational Leaders provide a clear picture of the scope and complexity of skills required for all leaders to be successful in this system. These standards are a framework for the preparation, induction, support, evaluation, and recognition of leaders. They allow each leader and each support provider to note existing skills and to keep track of areas that are developing.Because leadership is so complex, skills are developed in a variety of ways throughout time. Life experiences, courses, previous work, mentoring, years on the job, long-term seminars, and conferences add to a leader's expertise. Each administrator—whether aspiring, beginning, developing, experienced, or accomplished—requires continuous learning to improve skills, confidence, and results in leadership work.The Professional Development Continuum for Educational Leaders is a map of career development for administrators. Any individual may have skills or experiences that place him or her at more than one point on the continuum. However, in general, leaders progress from guided and narrow activities to integrated, independent, and systemic ones. "Assessments" is noted multiple times below the professional development continuum, reflecting an underlying belief that assessment is necessary in order to improve performance. The professional development continuum outlines a continuous improvement system for educational leaders that lays out work for colleges, universities, districts, support providers, professional organizations, and others focused on leadership development. A broad spectrum of services is required to ensure that each educator who is developing leadership capacity has available to him or her a variety of high-quality options necessary for the lifelong learning of leaders. The professional development continuum provides supporters with a way to collaborate with educational leaders in organizing this continuous improvement system.

AcknowledgementsRepresentatives from the following groups composed the committee that developed this document:

Association of California School Administrators (ACSA)California colleges and universities

California Commission on Teacher Credentialing (CCTC)California Department of Education (CDE)

California School Leadership Academy at WestEd (CSLA)Professional Development Consortia (PDC)

The California Professional Standards for Educational Leaders can be found online at

www.acsa.org and at www.csla.org©2001 California Department of EducationNote: This document was produced in whole or in part with funds from the office of the California Department of Education (CDE) under standard agreement #9127.The views expressed are those of the author and do not necessarily reflect the position or the policy of CDE.

http://www.clsa.org/clsa/standards/default.html

Rubric for Assessing Leadership Skills/Outcomes for EDLD 597/8 P

Standard 1 A school admini st rator i s an educat ional l eader who promotes the suc c es s o f al l s tudents by fac i li tat ing the deve lopment , art i cu lat ion ,

implementat ion , and st ewardship o f a vi s ion o f l earn ing that is shared and support ed by the s choo l community .

1-3 Points 4-5 Points 6-7 Points 8-10 Points There is little or no evidence of the ability to develop a belief system by using data and articulation of specific instructional practices. There is little or no evidence of vision or engaging stakeholders in dialogue about the vision. There is little or no evidence of using the vision in decision-making in planning or allocating resources. There is little or no evidence of activities directed toward the development and use of site vision in planning. There is little or no evidence of awareness of the barriers to the vision.

The participant may have begun to develop a belief system by using data and articulation of specific instructional practices. While the participant is aware of the potential vision, activities toward the development and use of a site vision are in preliminary stages. S/he may have begun the process of engaging stakeholders in initial dialogue about the importance of the site vision. S/he may have introduced the vision and examination of data into decision-making and planning. The participant may have linked decisions about allocating resources to the goals of the vision.

The participant has developed a belief system that is implemented through his/her walk and talk. The participant uses data and articulates specific instructional practices, the strength and weaknesses of the instructional practices, and the relationship to raising the performance of subgroups of students. The participant establishes and implements a structured process for engaging stakeholders in dialogue to support/enhance/facilitate the site vision. S/he has introduced the vision and examination of data into decision-making and planning. S/he has linked decisions about allocating resources to the goals of the vision.

The participant has developed a belief system that is consistently implemented through his/her walk and talk. The participant uses data to continuously justify specific instructional practices, the strength and weaknesses of the instructional practices, and the relationship to raising the performance of subgroups of students The participant organizes and facilitates data analysis and long-range planning activities with staff that result in the development of a strategic plan. S/he provides stakeholders with relevant up-to-date information and facilitates the interpretation and use of these data to make sound choices among courses of action. S/he uses the vision to forge and sustain cohesion among the stakeholders, and ensures sound and equitable decisions about the distribution and use of resources to support student learning and closing of the achievement gap.

Standard 2 A school admini st rator i s an educat ional l eader who promotes the suc c es s o f al l s tudents by advocat ing, nurturing, and sus taining a schoo l

cu l ture and ins t ruct ional program conduc ive to student learn ing and s taf f pro fe s s ional growth.

1-3 Points 4-5 Points 6-7 Points 8-10 Points There is little or no evidence that he participant is able to observe teaching and learning and that s/he identifies what s/he observes. There is little or no evidence that s/he reviews student learning data with teachers to identify areas of strength and need in the instructional program. There is little or no evidence that s/he initiates professional dialogue with teachers around instructional goals and strategies. There is little or no evidence that s/he identifies specific areas of belief/values for change, and strategies for achieving change. There is little or no evidence that s/he has an understanding of what constitutes learning rich environments for adults and how to create such environments.

The participant observes teaching and learning and is beginning to identify and analyze what s/he observes. S/he periodically reviews student learning data with teachers individually and in groups to identify areas of strength and need in the instructional program. S/he initiates professional dialogue with teachers around instructional goals and strategies. S/he may have begun to identify specific areas of belief/values for change and strategies for achieving change. S/he is beginning to deepen his/her understanding of what constitutes learning-rich environments for adults and how to create such environments.

The participant assesses the quality of classroom instruction and the development of appropriate needed ongoing adult learning. His/her communication with staff emphasizes the importance of supporting all students in achieving to high standards. The participant examines ways in which his/her own actions and communications influence shared values; s/he identifies and uses strategies to support needed changes in moving the school toward greater equity and professionalism. The participant engages in analyzing problem solving and reflecting in order to ensure that adult learning is of quality and meets specific staff needs. Adult learning becomes the culture of the school.

The participant consistently assesses the quality of classroom instruction and the development of appropriate needed ongoing adult learning. S/he ensures a focus on achieving high standards for all students. S/he ensures that decisions about instructional schedules, materials, pedagogy and assessment are responsive to students needs and to state and district learning expectations. The participant engages in analyzing, problem solving, collecting data, and reflecting in order to ensure that adult learning is of quality and meets specific staff needs. S/he creates a culture that embodies adult learning. His/her ability to analyze the quality of classroom instruction provides ongoing learning based on building capacity for individuals, small groups and large groups of staff.

Standard 3 A school admini st rator i s an educat ional l eader who promotes the suc c es s o f al l s tudents by ensuring management o f the organizat ion ,

operat ions , and resources for a safe , e f f i c ient , and e f f e c ti ve l earn ing envi ronment

1-3 Points 4-5 Points 6-7 Points 8-10 Points The participant has little or no understanding and commitment to creating and maintaining the school as a safe environment. S/he shows little knowledge of program and staff evaluation in compliance with district and state policy. S/he has little or no knowledge of contractual and legal obligations. There is little or no evidence that the participant communicates expectations regarding issues of student behavior management, confidentiality, and privacy of information. There is little or no evidence that s/he has established her use of time so that s/he is continually working on an effective learning environment. There is little or no evidence that s/he directs others whom she oversees to ensure daily management of the organization.

The participant understands and is committed to creating and maintaining the school as a safe environment. S/he carries out program and staff evaluation in compliance with district and state policy. S/he exhibits some awareness of contractual and legal obligations. The participant has knowledge of expectations regarding issues of student behavior management, confidentiality and privacy of information. S/he is beginning to establish her use of time so that s/he is continually working on an effective learning environment by organizing his/her day in classrooms with staff. S/he is beginning to direct others whom she oversees to ensure daily management of the organization.

The participant implements a process that contributes to the maintenance of a safe, attractive school environment. S/he effectively carries out program and staff evaluation in compliance with district and state policy. S/he exercises responsibility in maintaining accurate knowledge of all contractual and legal obligations. The participant models and communicates expectations regarding issues of student behavior management, confidentiality and privacy of information. S/he may have established her use of time so that s/he is continually working on an effective learning environment by organizing his/her day in classrooms with staff. S/he has made progress in directing others whom she oversees to ensure daily management of the organization.

The participant continually implements a process that contributes to the maintenance of a safe, attractive and nurturing school environment. S/he is exemplary in carrying out program and staff evaluation in compliance with district and state policy in order to continually improve instruction for students. S/he is actively engaged in maintaining knowledge of all contractual and legal obligations. The participant models professional integrity regarding issues of student behavior management, confidentiality and privacy of information, and encourages others to do the same. His/her use of time is established so that s/he is continually working on an effective learning environment by organizing his/her day in classrooms with staff. S/he directs others whom she oversees to ensure daily management of the organization.

Note: Some candidates do not carry out evaluation activities, instead they perform this duty in tandem with the Supervising/Mentor Principal

Standard 4 A school admini st rator i s an educat ional l eader who promotes the suc c es s o f al l s tudents by co l laborat ing with fami l i e s and communi ty

members , re sponding to diverse communi ty in t erest s and needs , and mobi l izing communi ty re sources.

1-3 Points 4-5 Points 6-7 Points 8-10 Points The participant demonstrates little or no knowledge of the importance of incorporating the goals and aspirations of diverse family and community members into the life of the school. There is little or no evidence that s/he is aware of the importance of establishing connections between the school and the community. There is little or no evidence that s/he has established any strategy for disseminating information to the school community. There is little or no evidence that s/he values partnerships between the school and other institutions. There is little or no evidence that s/he is aware of the needs of families and students. There is little or no evidence that s/he has identified areas in which students would benefit from the mobilization and leveraging of community support services.

The participant demonstrates knowledge of the importance of incorporating the goals and aspirations of diverse family and community members into the life of the school. S/he is aware of the importance of establishing connections between the school and the community. S/he establishes at least one regular strategy for disseminating information to the school community. Partnerships between the school and other institutions may exist at a preliminary level of engagement. The participant demonstrates awareness of the needs of families and students. S/he identifies areas in which students would benefit from the mobilization and leveraging of community support services, and provides appropriate information to families.

The participant works with staff to prioritize and address the needs, goals and aspirations of diverse family and community members into the life of the school. S/he has established meaningful connections between the school and the communities represented by diverse stakeholders. Occasionally s/he meets with stakeholders, making clear through voice and actions the way the school is accountable and how students and families are accountable. As the participant meets with parents and community his/her belief system is at the core of his/her discussions. S/he works to identify opportunities for establishing partnerships that will contribute to the goals of the school. The participant establishes connections in which students would benefit from the mobilization and leveraging of community support services, and exhibits support for families and students in accessing needed services.

The participant implements a range of strategies to address the needs, goals and aspirations of diverse family and community members. S/he establishes connections between the school and the community, including all elements of a diverse population. S/he meets with stakeholders, making clear through voice and actions the ways the school is accountable and how students and families are accountable. As the participant meets with parents and community, his/her belief system for all students is at the core of his/her discussions. S/he participates in networking and exploratory dialogue with potential partners, identifies promising opportunities, and works with staff to establish and implement partnership activities. S/he ensures that families have knowledge about and access to a range a range of services that support student and family needs.

* For most candidates, exposure to this is appropriate at this level

Standard 5 A school admini st rator i s an educat ional l eader who promotes the suc c es s o f al l s tudents by mode l ing a personal code o f e thi cs and deve loping

pro fe s s ional l eadership capac i t y .

1-3 Points 4-5 Points 6-7 Points 8-10 Points There is little or no evidence that s/he is aware of the need to be an on going learner, teacher, problem solver, self reflector and articulator of the vision. There is little or no evidence that the participant demonstrates a fundamental understanding of decision-making processes and of the need to base decisions on pertinent information. There is little or no evidence that s/he communicates to teachers the importance of using data to inform practice. There is little or no evidence that s/he demonstrates commitment to professional growth by participation in professional development opportunities.

S/he is aware of the need to be an on-going learner, teacher, problem solver, self reflector and articulator of the vision The participant demonstrates a fundamental understanding of decision-making processes and of the need to base decisions on pertinent information. S/he communicates to teachers the importance of using hard and soft student data to inform practice. S/he identifies areas in which decisions and/or practice may not reflect relevant and/or current information. S/he demonstrates commitment to professional growth by regular participation in activities such as conferences, professional development opportunities. and professional reading.

The participant understands what good instruction entails and s/he supports the direction the school is taking. S/he demonstrates that s/he is an on-going learner, teacher, problem solver, self reflector and articulator of the vision The participant engages teachers in regularly examining student data and using the information as the basis for decisions about classroom practice. S/he demonstrates the use of hard and soft student data in site decisions about teaching and learning. S/he encourages and supports teachers in staying abreast of current information about teaching and learning with attention to the use of technology. The participant demonstrates the ability and willingness to examine his/her practice, identify needed areas of development and engage in appropriate learning opportunities in support of goals for growth. S/he consistently applies and models principles of ethical and professional behavior.

The participant has a clear point of view of what good instruction entails and in supporting the direction the school is taking. S/he consistently demonstrates that s/he is an on-going learner, teacher, problem solver, self- reflector and articulator of the vision. The participant ensures that the professional culture of the school reflects a commitment to the use of hard and soft student data on an ongoing basis. S/he guides decision-making activities so that they reflect responsible and appropriate uses of data and other information. S/he works with staff to refine individual and collective capacity to use state of the art information and technology about standards-based teaching and learning. The participant models principles of reflective practice and continuous growth by acting as the principal learner in the school community. S/he communicates a set of professional values that is aligned with ethical concepts.

Standard 6 A school admini st rator i s an educat ional l eader who promotes the suc c es s o f al l s tudents by understanding, re sponding to , and in f luenc ing

the larger po l i t i cal , social , e conomic , l egal , and cultural con text .

1-3 Points 4-5 Points 6-7 Points 8-10 Points There is little or no evidence that the participant realizes that district, state and federal policy impacts the site and students. There is little or no evidence that s/he ensures compliance with policy and participates in local discussions about district policy and site practices. There is little or no evidence that s/he makes available information on district policies or responds appropriately to all stakeholders. There is little or no evidence that s/he engages the public in the events of the school so as to maintain a positive image. There is little or no evidence that the participant identifies areas in which public engagement requires strengthening. There is little or no evidence that s/he is aware of the need to be the articulator of the vision, nor is s/he aware of the importance of using student data to support the vision.

The participant realizes that district state and federal policy impacts the site and students. S/he ensures compliance with policy and participates in local discussions about district policy and site practices. S/he makes available information on district policies and expectations and responds appropriately to all stakeholders. S/he engages the public in events of the school so as to maintain a positive image. S/he may identify areas in which public engagement requires strengthening. S/he is aware of the need to be the articulator of the vision. S/he is aware of the importance of using student data to support the vision in interactions with all stakeholders.

The participant actively seeks policy information and anticipates the effect of policy proposals for all stakeholders. The participant establishes and implements regular means of communicating information with stakeholders and is beginning to represent herself/himself as the articulator of the vision. S/he uses student data to support the vision in interactions with all stakeholders. S/he participates in forums to provide information to stakeholders, and encourages the participation of other stakeholders. S/he identifies areas in which to strengthen communication with stakeholders and takes positive action. S/he recognizes the challenges of positive public engagement across a range of interests and strategizes with others to improve relationships between the school and the public.

The participant maintains up to date knowledge and understanding of policy development at various levels, and uses this knowledge proactively. S/he seeks out opportunities and actively engages in a variety of forums to influence policy as the articulator of the vision. S/he uses student data to support the vision in interactions with all stakeholders. S/he provides stakeholders with timely, useful. understandable information related to site issues and policies. S/he uses interaction with stakeholders as opportunities to listen and inform, thereby building positive and open relationships. The participant encourages input from the public by facilitating access to key meetings and forums. S/he actively seeks out and responds professionally to public input in the interest of all children and in achieving school goals.

* For most candidates, exposure to this is appropriate at this level Adapted from WestEd (2003). Moving Leadership Standards into Everyday Work: Descriptions of Practice. Developed by Elaine Arm, Barbra Balser, Maggie Barber, Darlene Cason, Virginia Eves, Elaine Fink, Susan Levy, Tom Liberto, Melinda Martin, Sarah Sullivan, Tom Yount, January 2004

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Student Evaluation (Semester 2)

Educational Leadership Development Academy To be discussed by Student, University Supervisor & Supervising/Mentor Principal

Grades will be assigned by University Supervisor Date ___________________________________________________ Student Name ___________________________________________ Supervising/Mentor Principal_______________________________ University Supervisor _____________________________________ Average Score ___________________________________________ Note: For the student’s grade in EDLD 597P an average score of 5 will be a passing grade

Standard 1

To what degree has the student facilitated the development, articulation, implementation, and stewardship of a vision for learning that is shared and supported by the school community? The student establishes and implements a structured process for engaging stakeholders in dialogue to support/enhance/facilitate the site vision.

Rating- 1 2 3 4 5 6 7 8 9 10

Evidence-______________________________________________________________________________________________________________________________________________________

Standard 2 To what degree has the student advocated, nurtured, and sustained a school culture and instructional program conducive to student learning and staff professional growth? The student assesses the quality of classroom instruction and the development of appropriate needed ongoing adult learning. His/her communication with staff emphasizes the importance of supporting all students in achieving high standards. The student engages in analyzing, problem solving and reflecting in order to ensure that adult learning is of quality and meets specific staff needs.

Rating- 1 2 3 4 5 6 7 8 9 10

Evidence-_____________________________________________________________________________________________________________________________________________________

Standard 3 To what degree has the student ensured the management of the organization, operations, and resources for a safe, efficient, and effective learning environment? The student implements a process that contributes to the maintenance of a safe, attractive school environment. S/he effectively carries out program and staff evaluation in compliance with district and state policy. S/he exercises responsibility in maintaining accurate knowledge of all contractual and legal obligations. The student models and communicates expectations regarding issues of student behavior management, confidentiality and privacy of information. S/he may have established his/her use of time so that s/he is continually working on an effective learning environment by organizing his/her day in classroom with staff. Note: Aspiring Leaders perform staff evaluation in tandem with the Supervising/Mentor Principal. Rating- 1 2 3 4 5 6 7 8 9 10

Evidence-__________________________________________________________________________________________________________________________________

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Standard 4 To what degree has the student collaborated with families and community members, responding to diverse community interests and needs, and mobilizing community resources? The student has established meaningful connections between the school and the communities represented by diverse stakeholders. As the participant meets with parents and community his/her belief system is at the core of his/her discussions. S/he works to identify opportunities for establishing partnerships that will contribute to the goals of the school. Note: for most candidates exposure to this standard is appropriate. Rating-

1 2 3 4 5 6 7 8 9 10 Evidence-__________________________________________________________________________________________________________________________________

Standard 5 To what degree has the student modeled a personal code of ethics and developed professional leadership capacity? The student understands what good instruction entails and s/he supports the direction the school is taking. The student demonstrates that s/he is an on-going learner, teacher, problem solver, self reflector and articulator of the school’s vision. The student demonstrates the ability and willingness to examine his/her practice, identifies needed areas of development and engages in appropriate learning opportunities in support of goals for growth. S/he consistently applies and models principles of ethical and professional behavior.

Rating- 1 2 3 4 5 6 7 8 9 10

Evidence-______________________________________________________________________________________________________________________________________________________

Standard 6 To what degree has the student understood, responded to, and influenced the larger political, social, economic, legal and cultural context?

The student participates in forums to provide information to stakeholders, and encourages the participation of other stakeholders. S/he identifies areas in which to strengthen communication with stakeholders and takes positive action. S/he recognizes the challenges of positive public engagement across a range of interests and strategizes with others to improve relationships between the school and the public. Note: For most candidates, exposure to this standard is appropriate.

Rating- 1 2 3 4 5 6 7 8 9 10

Evidence-______________________________________________________________________________________________________________________________________________________

Average Score (Total divided by 6) ________________

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Student Evaluation (Semester 3)

Educational Leadership Development Academy To be discussed by Student, University Supervisor & Supervising/Mentor Principal

Grades will be assigned by University Supervisor

Date ___________________________________________________ Student Name ___________________________________________ Supervising/Mentor Principal_______________________________ University Supervisor _____________________________________ Average Score ___________________________________________ Note: For the student’s grade in EDLD 597P an average score of 5 will be a passing grade Standard 1


Rating- 1 2 3 4 5 6 7 8 9 10

Evidence-_____________________________________________________________________________________________________________________________________________________


Rating- 1 2 3 4 5 6 7 8 9 10

Evidence-______________________________________________________________________________________________________________________________________________________

Standard 3 To what degree has the student ensured the management of the organization, operations, and resources for a safe, efficient, and effective learning environment? The student implements a process that contributes to the maintenance of a safe, attractive school environment. S/he effectively carries out program and staff evaluation in compliance with district and state policy. S/he exercises responsibility in maintaining accurate knowledge of all contractual and legal obligations. The student models and communicates expectations regarding issues of student behavior management, confidentiality and privacy of information. S/he may have established his/her use of time so that s/he is continually working on an effective learning environment by organizing his/her day in classroom with staff. Note: Aspiring Leaders perform staff evaluation in tandem with the Supervising/Mentor Principal. Rating- 1 2 3 4 5 6 7 8 9 10

Evidence-__________________________________________________________________________________________________________________________________

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Standard 4

To what degree has the student collaborated with families and community members, responding to diverse community interests and needs, and mobilizing community resources? The student has established meaningful connections between the school and the communities represented by diverse stakeholders. As the participant meets with parents and community his/her belief system is at the core of his/her discussions. S/he works to identify opportunities for establishing partnerships that will contribute to the goals of the school. Note: for most candidates exposure to this standard is appropriate. Rating-

1 2 3 4 5 6 7 8 9 10 Evidence-______________________________________________________________________________________________________________________________________________________


Rating- 1 2 3 4 5 6 7 8 9 10

Evidence-______________________________________________________________________________________________________________________________________________________

Standard 6 To what degree has the student understood, responded to, and influenced the

larger political, social, economic, legal and cultural context? The student participates in forums to provide information to stakeholders, and encourages the participation of other stakeholders. S/he identifies areas in which to strengthen communication with stakeholders and takes positive action. S/he recognizes the challenges of positive public engagement across a range of interests and strategizes with others to improve relationships between the school and the public. Note: For most candidates, exposure to this standard is appropriate.

Rating- 1 2 3 4 5 6 7 8 9 10

Evidence-_____________________________________________________________________________________________________________________________________________________


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Student Final Evaluation (End of fourth semester)

Educational Leadership Development Academy (To be completed by University Supervisor & Supervising/Mentor Principal)

Date _____________________________________________________ Student Name ______________________________________________ Supervising/Mentor Principal ________________________________________ University Supervisor ________________________________________ Average Score_______________________________________________ Note: For the student’s grade in EDLD 597/8P an average score of 1-3 = D, 4-5 = C, 6-7 = B, 8-10 = A

Standard 1


Rating- 1 2 3 4 5 6 7 8 9 10

Evidence-______________________________________________________________________________________________________________________________________________________


Rating- 1 2 3 4 5 6 7 8 9 10

Evidence-______________________________________________________________________________________________________________________________________________________

Standard 3 To what degree has the student ensured the management of the organization, operations, and resources for a safe, efficient, and effective learning environment? The student implements a process that contributes to the maintenance of a safe, attractive school environment. S/he effectively carries out program and staff evaluation in compliance with district and state policy. S/he exercises responsibility in maintaining accurate knowledge of all contractual and legal obligations. The student models and communicates expectations regarding issues of student behavior management, confidentiality and privacy of information. S/he may have established his/her use of time so that s/he is continually working on an effective learning environment by organizing his/her day in classroom with staff. Note: Aspiring Leaders perform staff evaluation in tandem with the Supervising/Mentor Principal.

Rating- 1 2 3 4 5 6 7 8 9 10

Evidence-__________________________________________________________________________________________________________________________________

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Standard 4 To what degree has the student collaborated with families and community members, responding to diverse community interests and needs, and mobilizing community resources? The student has established meaningful connections between the school and the communities represented by diverse stakeholders. As the participant meets with parents and community his/her belief system is at the core of his/her discussions. S/he works to identify opportunities for establishing partnerships that will contribute to the goals of the school. Note: for most candidates exposure to this standard is appropriate.

Rating- 1 2 3 4 5 6 7 8 9 10

Evidence-______________________________________________________________________________________________________________________________________________________


Rating- 1 2 3 4 5 6 7 8 9 10

Evidence-______________________________________________________________________________________________________________________________________________________

Standard 6 To what degree has the student understood, responded to, and influenced the larger political, social, economic, legal and cultural context? The student participates in forums to provide information to stakeholders, and encourages the participation of other stakeholders. S/he identifies areas in which to strengthen communication with stakeholders and takes positive action. S/he recognizes the challenges of positive public engagement across a range of interests and strategizes with others to improve relationships between the school and the public. Note: For most candidates, exposure to this standard is appropriate.

Rating- 1 2 3 4 5 6 7 8 9 10

Evidence-______________________________________________________________________________________________________________________________________________________


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EDUCATIONAL LEADERSHIP DEVELOPMENT ACADEMY EDLD 597/8P Practicum/Fieldwork Assessment

The ELDA Fieldwork is housed in the course EDLD 597/8P Practicum. It is expected that every candidate will observe, practice and lead educational leadership activities all four semesters as part of the Practicum. At an initial meeting, candidates will work with the site Supervising Principal and University Supervisor to plan and develop leadership fieldwork experiences at their site. These experiences can be carried out before/after school, on weekends, or on release time that has been arranged with and approved by the site supervisor. University Supervisors will meet monthly with each candidate, and every two months in a triad with the candidate and the Supervising Principal. At these meetings, the University Supervisor will discuss, review and analyze the quality of the leadership experiences that the candidate has implemented/experienced, coach the candidate, and provide guidance and feedback for the candidate’s continuing fieldwork. This may include supporting the candidate to repeat the experience to assure higher quality of achievement based on the Rubric for Assessing Leadership Skills/Outcomes for 597/8P. The University Supervisor will also schedule time to observe the candidate, assess the candidate’s performance, and provide feedback on the Practicum Fieldwork Assessment document. The University Supervisor, with the assistance of the student and Supervising/Mentor Principal will complete the Triad Record form. In addition to the experience at their own site, candidates will be required to work a minimum of 20 days each school year in a practicum/fieldwork experience under the supervision of a Mentor Principal. This time could be either during summer school if the candidate is on a traditional school schedule, or during inter-sessions if the candidate is on a year-round school schedule. Candidates in traditional schools may also serve their fieldwork experience in a year-round school, and candidates in year round schools may serve their fieldwork in a traditional schedule school. Mentor Principals will be selected by cooperating districts and the ELDA program staff, and placements will be made for each candidate. During the twenty days of intersession or summer school, University Supervisors will meet regularly in a triad with the candidate and the Mentor Principal. At these meetings, the University Supervisor will discuss, review and analyze the leadership experiences that the candidate has implemented/experienced, coach the candidate, assess the candidate, and provide guidance for the candidate’s fieldwork. The Triad Record Form will be completed at these meetings. Candidates will observe the Mentor Principal leading professional development, staff meetings, parent meetings, etc. Candidates will practice leadership activities, and finally, to the extent possible, candidates will lead activities under the supervision of the Mentor Principal.

• Candidates will be assessed on their fieldwork in the Practicum using the Rubric for Assessing Leadership Skills/Outcomes for 597/8P, and the Practicum Fieldwork Assessment document. Formative Assessment will occur after the second, third and fourth semesters. At the completion of the program, candidates will present, to a panel of peers, supervisors and faculty, the Fieldwork Portfolio

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with artifacts (collected from the fieldwork experiences) as examples of their acquisition of knowledge and leadership skills throughout the program. Candidates will present their Educational Platform Statement as part of the Culminating Activities. Candidates will be assessed using the Educational Platform/Fieldwork Portfolio Rubric. Candidates will receive a Pass/Fail grade for the Practicum after the first year, and a letter grade after the second year.

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EDLD 597/8P Practicum Fieldwork Assessment Cohort 9 Portfolio Outline Please note: You will need a reflection and artifact for each bullet. In some cases your artifact

may be a narrative.

Standard 1 Facilitates the development of a shared vision of learning.

a) Describe to the school community (ELAC, SSC, PTA, grade level or department)

the vision at your present school. Describe how the vision is being implemented, how it is communicated, and what barriers exist to the implementation. Write a summary/narrative on the effectiveness of the implementation, and recommendations for improvement.

b) Based on the analysis of student performance data, assist with the preparation of

some aspect of the school budget that aligns fiscal, human and materials resources to support the learning of one major subgroup of students in line with the school vision.

c) Assist with the preparation, implementation and evaluation of a professional

development plan for a department or grade level that will accelerate the learning of a specific group of students.

38

Standard 2 Advocates, nurtures, and sustains a school culture and instructional program conducive to

student learning and staff professional growth

a) Use technological tools to monitor and evaluate a program that enhances the

knowledge of each student as a learner and supports closing the achievement gap between sub-groups of students. (AVID, math, literacy programs or a classroom program) Analyze the results of the data and develop an action plan to support closing the achievement gap.

b) Conduct ongoing walkthroughs and informal visits with Supervising/Mentor

Principal to determine student performance and the strengths and needs of classroom teachers. Use the observations to identify patterns, and design and implement professional development based on student needs, which might include a study group, staff conference, grade level/department conference, and individual conferences.

c) With the Supervising/Mentor Principal, and the agreement of the teachers,

complete two classroom observations including a pre-conference, lesson observation, scripting, analyzing student learning and providing feedback in a post-conference.

d) Observe and analyze classroom instruction with the Supervising/Mentor

Principal. Identify strengths and needs of the lessons. Write follow-up memos for the teacher/s detailing your observations and suggested next steps. Base your suggestions on the evidence of student learning. Share the memos with the Supervising/Mentor Principal for feedback.

39

Standard 3 Ensures management of the organization, operations, and resources for a safe, efficient

and effective learning environment.

a) Work with staff to analyze data related to student referrals and develop an action

plan to address behavioral OR attendance issues. Research and analyze trends of programs dealing with dropouts, truancies, and excessive absences and learn how they are handled at the site. Work with the Supervising/Mentor Principal to design and develop a school-wide discipline plan or attendance plan for presentation to staff, students, and parents.

b) Work with the Supervising/Mentor Principal to observe the process of the

development of the master schedule of teacher and student assignments. Write a summary/narrative that tells how the development of the master schedule supports the school vision and philosophy.

c) Work with the Supervising/Mentor principal to develop site emergency procedures (evacuation plan, disaster plan, etc.) and facilitate or lead one of these events.

d) Review the teacher collective bargaining contract and analyze three to five contract articles that you feel help to foster a professional work environment that supports improving student achievement. Meet with your union representative and your site principal separately to discuss how they perceive the supports in the contract for a professional work environment to increase student achievement. In a summary/narrative, summarize your meetings and your findings and comment on any contract articles that you feel encourage or discourage a professional work environment that supports student achievement, and state why.

40

Standard 4 Collaborates with families and community members, responds to diverse community

interest and needs, and mobilizes community resources

a) Work with the counselor, nurse, or as a partnership liaison to contact community

resources to provide enrichment opportunities for students and their families. In a narrative, document your efforts and highlight your successes

b) Design and participate in opportunities for parents and other members of the

school community that will increase their involvement in activities that focus on improving the learning environment (Parent Institute, Parent University, increase parent involvement in your own classroom, etc.)

c) Develop and implement experiences to immerse yourself in a multi-cultural

community (a culture that doesn’t reflect your own culture). Write a narrative about the impact of this experience on you as an educator.

d) Attend and participate in parent conferences with the Supervising/Mentor

Principal. Write a summary/narrative about the meeting: (who were the participants? What was the issue/concern discussed? What was the outcome/solution? How did the outcome/solution result in an improvement of the situation?)

e) Review and contribute to parent letters, parent communication, parent committees

and activities, and staff communication regarding outreach to parents (Parent Math Night, Family Fridays, Literacy Night, etc.) Plan and lead a portion or all of one of these activities.

41

Standard 5 Models a personal code of ethics and develops professional leadership capacity.

a) Review district policies related to confidentiality with students parents and staff.

In a narrative, outline the steps an administrator would take to safeguard students including release of student information, allowing students to meet with police officers, CPS workers and others.

b) Prepare and present an opening (introduction) to staff or community for a

professional development activity that encourages and inspires others to higher levels of performance, commitment and motivation, and connects your values and personal code of ethics to the content being taught.

c) Write a narrative on how an effective administrator models a personal code of

ethics and develops personal professional leadership capacity. Explain how the personal code of ethics impacts leadership capacity and school culture/climate.

42

Standard 6 Understands, responds to, and influences the larger political, social, economic, legal and

cultural context.

a) Attend two board of education meetings (one in your school district and the

second one outside your school district) and write in a summary/narrative how each of the following items are handled: Distribution of Agenda, Recording of minutes, Provision for hearing citizens, Provision for securing superintendent’s recommendations on items requiring action. Compare and contrast the differences between each meeting. If you work in a charter school or private school, attend a board meeting at your own school, and a board meeting in a public school district.

b) Become a member of a school committee such as School Site Council, English

Learners Advisory Council, department or grade level. Write a summary/narrative about the group and its influence on the learning community. How can the school maximize communication with the group? What suggestions can be made for improvement?

c) Provide leadership for a meeting on site that includes some form of problem-

solving or collaborative decision-making. Write a summary/narrative describing 1) the situation, 2) the stakeholders involved in the meeting, and 3) how you assisted in resolving the dilemma.

d) In a summary/narrative, provide at least one example of your personal skills in

change management or conflict management. Comment on your ability to use these your personal skills and identify areas for growth.

43

Standard 7 Applies technology to enhance professional practice and to increase own productivity and

that of others

a) Create a power point presentation on site data and implications for improving

instruction for a grade level, department, staff or parent meeting

b) Review the Technology Standards for School Administrators (TSSA)

http://cnets.iste.org/tssa/framework.html. Write a narrative in which you: 1. Identify one area where you need additional practice. 2. Discuss ways you plan to increase skills in this area.

Revised July 2, 2008

44

EDLD 597/598P Practicum/Fieldwork Reflection Form (EXAMPLE)

Name_______________________________Date__________________ CPSEL Standard: 1a) Describe to the school community (ELAC, SSC, PTA, grade level or department) the vision at your present school. Describe how the vision is being implemented, how it is communicated, and what barriers exist to the implementation. Write a summary/narrative on the effectiveness of the implementation, and recommendations for improvement. Experience (what did you do?):

What did you do as a leader to address the bullet in the standard? What was the impact of what you did (for students, staff, parents, etc?)

How did you grow in leadership by engaging in this experience? (What did you learn?)

45

Reflection Questions Sample questions to ask to focus on the work of developing leadership knowledge skills, dispositions. To be used in the triad meetings with University Supervisor, student and Supervising/Mentor Principal

Questions for Students: 1. What skills have I attained and what experiences have I engaged in to attain them

(organizationally and instructionally)?

2. What skills do I still need to work on and how will I attain them? 3. What new skills will I develop/enhance and how will I experience or acquire them? 4. When I walk into a classroom do I know which students are making progress? Based on what I

see, am I able to make judgments as to what to do next?

5. In teaching adults, have I been able to determine which structures to use? What do teachers need as supports?

6. Am I clear about what I want to accomplish when I walk in a classroom or hold a meeting? What

do the teachers need from me? Are they clear about what they are to do next? (If the teacher is unclear, perhaps I have been unclear.)

Questions for the Supervising/Mentor Principal: 1. What coaching has gone on since the last triad meeting to develop the problem solving skills of

the student?

2. When I work with the student, do I know what I want to accomplish? How will I guide my questions to accomplish this?

3. How will I coach the student so that s/he continues to learn what is needed? 4. What are the next steps for the student?

46

Educational Leadership Development Academy

Triad Record Sheet

Student ___________________ Supervising/Mentor Principal ____________________ Date _____________ 1. What has the student accomplished since the last visit? (Classroom visitations, feedback to

teachers, led conferences or meetings, participated in IEP meetings, etc.) Completed by the student

______________________________________________________________________________ ______________________________________________________________________________ 2. Which elements of the OPL Model for School Leadership did the student

observe/practice/lead? Completed by student and Supervising/Mentor Principal. ______________________________________________________________________________ ______________________________________________________________________________ 3. What are the proposed next steps for the student? Completed by student, Supervising/Mentor

Principal and University Supervisor. ______________________________________________________________________________ ______________________________________________________________________________ Signatures:

____________ _______________________ ____________________ Student Supervising/Mentor Principal University Supervisor

47

Culminating Portfolio/Platform Presentation

Rubric for the Oral Defense of the Educational Platform/Fieldwork Portfolio Cohort 9 Preliminary Administrative Services Credential Program

Educational Leadership Development Academy Candidate’s Name _________________________________ Date_______________________ Assessor__________________________________________ Average Score_______________ (Total Score ÷ 8) Directions: Rate each individual standard on a 1-10 scale Score: 1-3 = Does not meet criteria (behaviors) 4-7 = Meets Criteria 8-10 = Exceeds criteria

CPSEL Standards

Behaviors (Students must have artifacts for all of the behaviors) Rating

Standard 1 Facilitates the development of a shared vision of learning

a. Describe to the school community (ELAC, SSC, PTA, grade level or

department) the vision at your present school. Describe how the vision is being implemented, how it is communicated, and what barriers exist to the implementation. Write a summary/narrative on the effectiveness of the implementation, and recommendations for improvement.

b. Based on the analysis of student performance data, assist with the preparation

of some aspect of the school budget that aligns fiscal, human and materials resources to support the learning of one major subgroup of students in line with the school vision.

c. Assist with the preparation, implementation and evaluation of a professional

development plan for a department or grade level that will accelerate the learning of a specific group of students.

48

CPSEL

Standards

Behaviors (Students must have artifacts for all of the behaviors)

Rating

Standard 2 Advocates, nurtures and sustains a school culture and instructional program conducive to student learning and staff professional growth

a. Use technological tools for the ongoing monitoring and evaluating of a site program that enhances the knowledge of each student as a learner and supports closing the achievement gap between sub-groups of students. (Reading Recovery, After School Reading/Math Program, AVID, math, literacy) Analyze the results of the data and develop an action plan to support closing the achievement gap.

b. Conduct ongoing walkthroughs and informal visits with Supervising/Mentor

Principal to determine student performance and the strengths and needs of classroom teachers. Use the observations to identify patterns, and design and implement professional development (based on student needs), which might include a study group, staff conference, grade level/department conference, and individual conferences.

c. With the Supervising/Mentor Principal, and the agreement of the teachers,

complete two classroom observations including a pre-conference, lesson observation, scripting, analyzing student learning and providing feedback in a post-conference.

d. Observe and analyze classroom instruction with the Supervising/Mentor Principal.

Identify strengths and needs of the lessons. Write follow-up memos for the teacher/s detailing your observations and suggested next steps. Base your suggestions on the evidence of student learning. Share the memos with the Supervising/Mentor Principal for feedback.

Standard 3 Ensures management of the organization, operations, and resources for a safe, efficient and effective learning environment

a. Work with staff to analyze data related to student referrals and develop an action plan to address behavioral OR attendance issues. Research and analyze trends of programs dealing with dropouts, truancies, and excessive absences and learn how they are handled at the site. Work with the Supervising/Mentor Principal to design and develop a school-wide discipline plan or attendance plan for presentation to staff, students, and parents.

b. Work with the Supervising/Mentor Principal to observe the process of the

development of the master schedule of teacher and student assignments. Write a summary/narrative that tells how the development of the master schedule supports the school vision and philosophy.

c. Work with the Supervising/Mentor principal to develop site emergency

procedures (evacuation plan, disaster plan, etc.) and facilitate or lead one of these events.

d. Review the teacher collective bargaining contract and analyze three to five

contract articles that you feel help to foster a professional work environment that supports improving student achievement. Meet with your union representative and your site principal separately to discuss how they perceive the supports in the contract for a professional work environment to increase student achievement. In a summary/narrative, summarize your meetings and your findings and comment on any contract articles that you feel encourage or discourage a professional work environment that supports student achievement, and state why.

49

CPSEL Standards


Standard 4 Collaborates with families and community members, responds to diverse community interest and needs, and mobilizes community resources

a. Work with the counselor, nurse, or as a partnership liaison to

contact community resources to provide enrichment opportunities for students and their families. In a narrative, document your efforts and highlight your successes

b. Design and participate in opportunities for parents and other

members of the school community that will increase their involvement in activities that focus on improving the learning environment (Parent Institute, Parent University, increase parent involvement in your own classroom, etc.)

c. Develop and implement experiences to immerse yourself in a

multi-cultural community (a culture that doesn’t reflect your own culture). Write a narrative about the impact of this experience on you as an educator.

d. Attend and participate in parent conferences with the

Supervising/Mentor Principal. Write a summary/narrative about the meeting: (who were the participants? What was the issue/concern discussed? What was the outcome/solution? How did the outcome/solution result in an improvement of the situation?)

e. Review and contribute to parent letters, parent communication,

parent committees and activities, and staff communication regarding outreach to parents (Parent Math Night, Family Fridays, Literacy Night, etc.) Plan and lead a portion or all of one of these activities.

Standard 5 Models a personal code of ethics and develops professional leadership capacity

a. Review district policies related to confidentiality with students

parents and staff. In a narrative, outline the steps an administrator would take to safeguard students including release of student information, allowing students to meet with police officers, CPS workers and others.

b. Prepare and present an opening (introduction) to staff or

community for a professional development activity that encourages and inspires others to higher levels of performance, commitment and motivation, and connects your values and personal code of ethics to the content being taught.

c. Write a narrative on how an effective administrator models a

personal code of ethics and develops personal professional leadership capacity. Explain how the personal code of ethics impacts leadership capacity and school culture/climate.

50

CPSEL Standards


Standard 6 Understands, responds to, and influences the larger political, social, economic, legal and cultural context

a. Attend two board of education meetings (one in your school district

and the second one outside your school district) and write in a summary/narrative how each of the following items are handled: Distribution of Agenda, Recording of minutes, Provision for hearing citizens, Provision for securing superintendent’s recommendations on items requiring action. Compare and contrast the differences between each meeting. If you work in a charter school or private school, attend a board meeting at your own school, and a board meeting in a public school district.

b. Become a member of a school committee such as School Site

Council, English Learners Advisory Council, department or grade level. Write a summary/narrative about the group and its influence on the learning community. How can the school maximize communication with the group? What suggestions can be made for improvement?

c. Provide leadership for a meeting on site that includes some form of

problem-solving or collaborative decision-making. Write a summary/narrative describing 1) the situation, 2) the stakeholders involved in the meeting, and 3) how you assisted in resolving the dilemma.

d. In a summary/narrative, provide at least one example of your personal

skills in change management or conflict management. Comment on your ability to use your personal skills and identify areas for growth.

Standard 7 Applies technology to enhance professional practice and to increase own productivity and that of others

a. Create a power point presentation on site data and implications for

improving instruction for a grade level, department, staff or parent meeting

b. Review the Technology Standards for School Administrators (TSSA)

http://cnets.iste.org/tssa/framework.html. Write a narrative in which you:

1. Identify one area where you need additional practice. 2. Discuss ways you plan to increase skills in this area.

51

Comments:___________________________________________________________________________________________________________________________________________________________

Platform Elements Rating

Educational

Platform

Introduction • Philosophy of Education: This component provides insights into

basic beliefs about the purposes of education and the importance of schools to society, forming the foundation no only for the leader’s practice but also for subsequent components of the platform.

• Philosophy of Leadership: What the leader believes about effective leadership and its impact is stated here. Questions such as “What constitutes effective, purposeful leadership?” and “How is effective, purposeful leadership sustained?” are addressed.

• Vision for Learners: An in-depth analysis of what the leader believes about how children or adolescents learn and about his or her role in promoting learning is essential to the development of this component.

• Vision for Teachers: Here the leader examines and shares his or her views on teachers; that is, what it means to be a teacher, what a teacher’s role is in lives of children in the classroom and within the campus community, and how teachers should relate to students and others.

• Vision for the Organization: A discussion of the leader’s vision for the organization is important because this provides an image of what the leader thinks the district or campus should be or could be. Within this component, the leader should comment on the following, including the purposes of accomplishing these effectively.

Climate Community Collaboration Communication • Vision for Professional Growth: This section details how the

leader feels about the impact of professional growth on student achievement and effective schools. Here, the leader discusses his or her views on the significance of professional development for himself or herself and for the faculty as well as how professional growth needs will be determined and addressed.

• Method of Vision Attainment: Without a strategy for obtaining the vision, visions are merely cryptic illusions. In discussing how her or she will move the organization toward the vision, the leader will need to address the following:

Decision making Encouragement, initiation, and facilitation of change Support during change (Adapted from Brown and Irby, 2000)

52

ELDA Culminating Portfolio Reflection Scoring Sheet Criteria 1-3 points 4-7 points 8-10 points Description of how the leadership experience relates to the bullet in the standard

There is an attempt to refer to the bullet. There is an attempt to describe how the leadership experience related to the bullet in the standard

The piece refers to the bullet. There is evidence of how the leadership experience relates to the bullet in the standard

The piece specifically refers to the bullet. The candidate clearly establishes how the leadership experience relates to the bullet

Description of growth in leadership

There is an attempt to describe the candidate’s growth in leadership from engaging in the experience. There is an attempt to call out specifics of the change in leadership growth

There is evidence of growth in leadership from engaging in the experience and the candidate generally maintains this focus throughout the piece. There is evidence of calling out the specifics of the change in leadership growth

The candidate clearly establishes growth in leadership from engaging in the experience and maintains this focus throughout the piece. The candidate clearly establishes specifics of the change in leadership growth

Sentence Structure The candidate uses simplistic or awkward sentence structure

The candidate uses organized and complex sentence structure that has some stylistic variation

Sentence structure is varied in composition and length

Mechanics There are some errors in grammar punctuation and spelling

There are occasional grammar and punctuation errors. Spelling has been proofread.

The piece is nearly error-free. It reflects thorough proofreading for grammar and spelling

Overall organization of ideas, completion of required information

Some effort is made to communicate clearly and explicitly. The reflection contains some logical progression of ideas, some information is provided.

The candidate communicates clearly. Reflection includes logical progression of ideas. Most information is provided.

The candidate communicates clearly and explicitly. The reflection includes logical progression of ideas. All information is provided.

Final Score___________

1-3 points does not meet criteria, 4-7 points meets criteria, 8-10 points exceeds criteria

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