Program Portfolio Guidelines Jan2010 by 23K0Jb

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									                 Program Portfolio Guidelines



              Department of Educational Leadership
                       & Policy Studies

                     College of Education
                   University of South Florida




[Type text]                  [Type text]         Revised Fall 2009
Introduction

Students admitted to the M.Ed. Program in Educational Leadership at the University of South
Florida during or after the Fall 2003 semester are required to develop a Program Portfolio as a
condition for graduation. The practicum is completed during the student’s last semester of
coursework.

Students admitted to the M.Ed. Program in Educational Leadership prior to the Fall 2003
semester may elect to complete the Program Portfolio in place of the comprehensive
examination.

The Program Portfolio serves:

    As a tool for students to synthesize their academic program of study and their field experiences
       and achievements in professional practice. The portfolio provides evidence of the student’s
       learning and experience and reflection on that work. It tells the story of a student's efforts,
       progress, and achievement in developing his/her understanding of educational leadership both as
       a field of study and as a professional field. The portfolio also provides an avenue for self-
       assessment, goal setting, and planning for continued professional development.

    As a summative evaluation tool to ensure that each student completing the M.Ed. Program in the
       Educational Leadership Program at the University of South Florida meets the State of Florida
       eight core curriculum areas for Level I K-12 Educational Leadership certification, the Florida
       Principal Leadership Standards (2005) at the entry level, and the national standards for programs
       in educational leadership as set forth by the National Council for Accreditation of Teacher
       Education (NCATE) and the Educational Leadership Constituency Council (ELCC).


Organization of the Portfolio

The portfolio is organized in three major sections:

       I. Professional profile
       II. Demonstration of understanding of the knowledge base in educational leadership
       III. Synthesis of theory, research, and practice

Section I – Professional Profile

1. Introduction to the Portfolio

       The introduction to the portfolio briefly presents the student to the reader. It includes:

                 Title Page
                 Table of Contents
                 Name and current title/position
                 Brief description of the student’s work place
                 Brief description of the student’s leadership role(s) in that work place
                 Brief history/description of the student’s reason(s) for pursuing a school
                  leadership position




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2. Current Résumé

       The résumé is a brief history of one’s professional life. Experiences should be listed
       from most current to oldest information. The résumé includes:

               Identifying information (name, address, phone number or numbers, e-mail
                address or addresses, fax number)
               Educational background (degrees held, institutions where completed, and
                year of award)
               Certifications
               Work experiences (position, place of employment, term of employment,
                brief summary of responsibilities)
               Leadership activities
               Professional honors/awards
               Training/professional development activities
               Professional organization memberships/activities
               Special skills
               Professional references including telephone numbers and contact information

3. Program of Study

       The Program of Study provides a chronological listing of courses completed.

4. Practicum Overview

       Within approximately two pages, students describe their practicum experience to
       include:

                 A description of their practicum setting
                 An overview of their major project(s)
                 A description of what they learned about leadership and about their own
                  leadership skills



Section II - Demonstration of Understanding of the Knowledge Base in Educational
Leadership

       The Demonstration of Understanding of the Knowledge Base in Educational
       Leadership shows the student’s understanding of the seven program domains for
       educational leadership (see Appendix 1). The seven program domains are:

                 Visionary and Strategic Leadership
                 Leadership for Student Performance
                 Organizational and Resource Management
                 Collaborative Leadership
                 Ethical Leadership and Social Justice
                 Legal, Policy, Political, and Socio-cultural Contexts of Leadership
                 Technology Leadership



[Type text]                                   [Type text]                          Revised Fall 2009
       The program domains represent the common critical areas of leadership across the
       State of Florida certification competencies for Level I K-12 Educational Leadership, the
       State of Florida Principal Leadership Standards at the entry level, and the national
       NCATE/ELCC standards.

       The demonstration of understanding shows the student’s ability to synthesize and make
       connections among theory, research, and practice. For each of the program domains,
       the student:

             Selects two documentary artifacts (e.g., papers, reports, memos, letters,
              manuals, brochures, newsletters, photos, etc.) that provide evidence of
              the student’s thinking, acting, and being as a potential school leader.
              The academic artifact should provide evidence of the students’ academic work such
              as completed critical tasks, projects, presentations, etc.
              The other artifact is a practical example which should provide rich evidence of the
              student’s day-to-day leadership in his/her professional practice. Many of the
              practical artifacts may emanate from leadership practice during the practicum,
              including previous taken in Leadership. Practical artifacts include student generated
              materials, schedules, budgets, pictures of organized events, reports, manuals,
              brochures, agenda, handbooks, power point programs, action plans, data analyzed,
              etc.
             Writes a reflection describing the student’s understanding of the domain and how the
              artifacts demonstrate the domain. The artifacts and reflections when considered
              together should represent a rich and cohesive picture of the student’s understanding
              and practice of school leadership.


Section III – Synthesis of Theory, Research, and Professional Practice

    Synthesis of Theory, Research, and Professional Practice

   The synthesis is a reflection on leadership and on the student’s leadership strengths and
   areas for learning and growth. The synthesis section includes:

1. Leadership Conceptual Model. During the course of the student’s program of study,
    he/she has read, thought about, talked about, and struggled with many new concepts,
    theories, philosophies and research in educational leadership. The Leadership Conceptual
    Model is the student’s personal visual representation of his/her understanding of how the
    seven program domains fit together a philosophy of school leadership.
2. A reflection on leadership. The reflection is a personal analysis of the “whole”
    of the student’s program of study, practicum, and professional experiences. It explores the
    ways in which the program, practicum, and professional experiences helped further
    understanding of the responsibilities of school leadership and defined the student as a
    school leader.
3. A self-assessment of leadership strengths and limitations in relation to the
   student’s leadership framework. The student explores strengths and limitations that will
   contribute to the realization of the vision, values/principles, and commitments that he/she
   articulated in the leadership framework.




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4. A professional growth plan. The professional growth plan outlines the student’s
anticipated career path while describing the steps to be taken to enhance his/her knowledge,
skills, and practice of school leadership.


The Program Portfolio is not a collection of disconnected artifacts from course work and
professional experience. The portfolio is a unified presentation of one’s professional self
and one’s understanding of school leadership as it developed during the course of the
program of study in Educational Leadership.


Submission of the Portfolio

The program portfolio is due to Ms. Lisa Mullen, M.Ed. Program Advisor, three weeks prior to
graduation.

Evaluation of the Portfolio

The student’s Program Portfolio will be assessed by two members of the faculty of the
Department of Educational Leadership & Policy Studies, using the rubric(s) for evaluation
contained in these guidelines (see Appendix 2). Each faculty assessor assigned to the portfolio
individually evaluates the portfolio. Then assessors compare their individual evaluations. If
differences occur, the assessors discuss the differences and work toward a consensus
evaluation. If consensus cannot be reached, the department chair determines the final
evaluation.




[Type text]                               [Type text]                         Revised Fall 2009
                                                Appendix 1

                          Educational Leadership & Policy Studies
                             Description of Program Domains


    Program                                                  Description
    Domain
Visionary &      Education leaders demonstrate the ability to integrate theory, research, and practice to envision
Strategic        a desired future and facilitate setting strategic directions for change needed to develop learning-
Leadership       and learner-centered schools. Education leaders are grounded in a personal philosophy of
                 education and education leadership. They are also the lead learners in the school community.
                 They are change agents who use theory, research, and theoretically grounded practices to
                 transform schools into collaborative, responsible learning communities.
Leadership for   Education leaders promote a positive school culture that develops context-appropriate strategies
Student          to improve school programs and enhance student learning and performance. Education leaders
Performance      assist school personnel to identify, understand, and use research-based and theoretically
                 grounded learning strategies, curriculum, and instructional and assessment practices. Education
                 leaders understand that well-planned, contextually appropriate professional development is
                 essential for teacher reflective practice, professional growth, and enhanced student learning and
                 performance. Education leaders develop a school culture that understands and is comfortable
                 using data to assess progress toward learning goals and effectiveness of curriculum, instruction,
                 and professional development programs.
Organizational   Education leaders manage the school organization to optimize the learning environment for
&                students and staff. They develop plans for effective fiscal, human, and resource management to
Resource         promote student learning and performance. They involve staff in setting priorities based on
Management       needs assessment, research-based data, effective problem solving, consensus building, and
                 conflict resolution to align resources with organizational vision and performance goals.
Collaborative    Education leaders know how to work collaboratively in leading schools. They know how to
Leadership       engage others in reflective practice, effective communication, and reaching consensual
                 outcomes. Education leaders support and facilitate collaboration at all levels of the school
                 community by providing logistical support, developing a strategic process, developing productive
                 group dynamics, mobilizing community resources, and increasing the school community’s ability
                 to use collaboration in change processes.
Ethical          Education leaders work in school communities as advocates for learning-centered, student-
Leadership       focused schools. They are self-aware and authentic. They develop well-reasoned beliefs based
                 on integrity, equal educational opportunities for all learners, and respect for the rights of others.
                 Education leaders engage in ethical practice, not only modeling professional conduct but also
                 enabling a positive, egalitarian learning environment.
Legal, Policy,   Education leaders embrace diversity and know how to identify and address implications of
Political &      diversity and exceptionality for teaching and learning, and for policy and practice. Education
Sociocultural    leaders make decisions based on moral, ethical, and legal principles. They advocate for equity
Contexts of      and help school communities surface and address diversity “blind spots.”
Leadership
Technology       Education leaders use and promote technology and information systems to monitor, manage,
                 and enrich the learning environment. They know how to assess and apply current technology for
                 time, task, and systems management; effective and timely communication; information access,
                 management, and presentation; curriculum enrichment; and diversification of instructional
                 strategies. Education leaders act as informed consumers of technology, selecting technology
                 appropriate to organizational vision and performance goals, evaluating technology effectiveness,
                 and addressing issues of technology access and equity.




[Type text]                                       [Type text]                                  Revised Fall 2009
                                         Appendix 2
                      Program Portfolio Checklist and Evaluation Rubric

Student’s Name _______________


Section I – Professional Profile

_____ Title Page                                   _____ Resume
_____ Table of Contents                            _____ Program of Study
_____ Introduction to the Portfolio                _____ Practicum Overview


Section I – Professional Profile

0 - Does not meet             1 – Needs                 2 – Meets              3 - Exemplary
requirements               improvement                requirements
   No resume             Vague, unclear           Clear but general       Well stated, specific
   No vision of            beliefs about            personal beliefs         & compelling
     good school            ethical conduct,         about exemplary          personal beliefs
     and leadership         disconnected             professional             about exemplary
   No practicum            from leadership          conduct, identifying     professional conduct,
     overview               responsibilities to      leadership               clearly identifying
                            school                   responsibilities to      leadership
                            community                school community         responsibilities to
                          Vague, unclear           Clear but general        school community
                            vision of a good         vision of a good        Well stated, specific
                            school and               school & school          & compelling vision
                            school                   leadership               of a good school &
                            leadership              Clear but general        school leadership
                          Vague, unclear            personal views of       Well stated, specific
                            discussion of            leadership and           & compelling
                            their practicum          their leadership         personal views of
                            learnings                development              leadership and their
                            regarding                                         leadership
                            leadership and                                    development
                            their personal
                            leadership
                            development

                                                           Section I Rating _____




[Type text]                                       [Type text]                         Revised Fall 2009
Section II - Demonstration of Understanding of the Knowledge Base

Visionary and Strategic Leadership                                          Rating _____
_____ Reflection of domain and how the artifacts represent their leadership skill in this domain
_____ Two documentary artifacts (one academic, one practice)

Leadership for Student Performance                                          Rating _____
_____ Reflection of domain and how the artifacts represent their leadership skill in this domain
_____ Two documentary artifacts (one academic, one practice)

Organizational and Resource Management                                      Rating _____
_____ Reflection of domain and how the artifacts represent their leadership skill in this domain
_____ Two documentary artifacts (one academic, one practice)

Collaborative Leadership                                                    Rating _____
_____ Reflection of domain and how the artifacts represent their leadership skill in this domain
_____ Two documentary artifacts (one academic, one practice)

Ethical Leadership                                                          Rating _____
_____ Reflection of domain and how the artifacts represent their leadership skill in this domain
_____ Two documentary artifacts (one academic, one practice)

Legal, Policy, Political, and Socio-cultural Contexts of Leadership Rating _____
_____ Reflection of domain and how the artifacts represent their leadership skill in this domain
_____ Two documentary artifacts (one academic, one practice)

Technology Leadership                                                       Rating _____
_____ Reflection of domain and how the artifacts represent their leadership skill in this domain
_____ Two documentary artifacts (one academic, one practice)
Section II - Demonstration of Understanding of the Knowledge Base in Educational
Leadership                                      Section II Overall Rating _____

    0 - Does not meet                   1 – Needs                   2 – Meets              3 - Exemplary
        requirements                  Improvement                Requirements
   Missing descriptions        Vague, unclear               Clear but general         Clear, well
    of 3 or more domains         descriptions of the           descriptions of the        articulated
   No use of theory,            domains or missing 1-2        domains, using             descriptions of
    research & current           domains                       theory, research &         the domains,
    literature                  Little use of theory,         current literature         using research &
   Missing description of       research & current           Clear description of       current literature
    artifacts or                 literature                    artifacts & their         Clear, well
    relationship of             Vague description of          relationship to            articulated
    artifacts to student’s       artifacts & inconsistent      student’s leadership       description of
    leadership framework,        description of                framework,                 artifacts & their
    leadership actions &         relationship of artifacts     leadership actions &       relationship to
    growth as a leader           to student’s leadership       growth as a leader         student’s
   Missing artifacts            framework, leadership        Well-balanced              leadership
                                 actions & growth as a         selection of artifacts    Well-balanced
                                 leader                        from course work &         selection of
                                Too many artifacts            practice                   artifacts from
                                 selected from course                                     course work &
                                 work OR practice                                         practice




[Type text]                                      [Type text]                             Revised Fall 2009
Section III – Synthesis of Theory, Research, and Professional Practice

_____ Leadership Platform                                   ______ Self-assessment
_____ Reflection on leadership                              ______ Professional growth plan

Section III – Synthesis of Theory, Research, and Professional Practice


    0 - Does not meet               1 – Needs                    2 – Meets                3 - Exemplary
       requirements               improvement                  requirements
   No conceptual              Conceptual model           Conceptual model          Conceptual model
    model based on              missing some                attempted but              clearly illustrates
    program domains             domains                     unclear                    relationship among
   No reflection on the       Cursory reflection on      Generally thoughtful       program domains
    effect of the               the effect of the           reflection on the         Thorough, thoughtful
    student’s program of        student’s program of        effect of student’s        reflection on the
    study, practicum &          study, practicum &          program of study,          effect of student’s
    professional                professional                practicum &                program of study,
    experiences on              experiences on              professional               practicum &
    his/her                     his/her                     experiences on             professional
    understanding of the        understanding of the        his/her                    experiences on
    responsibilities of         responsibilities of         understanding of the       his/her
    school leadership           school leadership           responsibilities of        understanding of the
   No exploration of the      Cursory exploration         school leadership          responsibilities of
    student’s strengths         of the student’s           Generally thoughtful,      school leadership
    & limitations as a          strengths &                 candid exploration of     Thoughtful, candid
    potential school            limitations as a            the student’s              exploration of the
    leader                      potential school            strengths &                student’s strengths &
   No professional             leader, sometimes           limitations as a           limitations as a
    career path and plan        disconnected from           potential school           potential school
    to obtain those goals       the leadership              leader in relation to      leader in relation to
                                framework                   the leadership             the leadership
                               Vague or cursory            framework                  framework
                                description of the         General description       Clear, specific
                                student’s                   of the steps the           description of the
                                professional career         student will take to       steps the student will
                                path and plan to            enhance his/her            take to enhance
                                obtain those goals          knowledge & skills to      his/her knowledge &
                                                            improve his/her            skills to improve
                                                            practice of school         his/her practice of
                                                            leadership in relation     school leadership in
                                                            to self-assessment         relation to self-
                                                                                       assessment

                                                            Section III Rating _____

OVERALL PORTFOLIO ASSESSMENT

_____ Exceeds requirements                         Reviewer _________________________
_____ Meets requirements
_____ Does not meet requirements



[Type text]                                      [Type text]                              Revised Fall 2009

								
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