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THE COMPREHENSIVE PORTFOLIO

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THE COMPREHENSIVE PORTFOLIO Powered By Docstoc
					THE COMPREHENSIVE PORTFOLIO HANDBOOK



   Students admitted fall semester, 2007 and later




Educational Administration, Curriculum and Supervision




Department of Educational Leadership & Policy Studies
                College of Education




            The University of Oklahoma
                820 Van Vleet Oval
                Norman, OK 73019
   http://www.ou.edu/education/elps/eacs/home.htm




                                                     Adopted August 2007
                                                                                                                             2


                                                    TABLE OF CONTENTS

Introduction ............................................................................................................3

Portfolio Development ...........................................................................................4

Portfolio Document ................................................................................................5

Portfolio Format.....................................................................................................9

Portfolio Evaluation .............................................................................................10

Appendix ...............................................................................................................11
                                                                                                     3


                  Educational Administration, Curriculum and Supervision
                   Comprehensive Portfolio Development and Evaluation



INTRODUCTION
All students in a master’s or administrative certification program in Educational Administration,
Curriculum and Supervision (EACS) are required to successfully complete and submit a
portfolio prior to the completion of the program. For students in a master’s program, the
portfolio constitutes the comprehensive examination for the non-thesis program.

Purpose
The Comprehensive Portfolio provides the master’s and/or certification candidate the
opportunity to document his/her accomplishments, learning, and skills related to educational
leadership and administration. The process of portfolio development and the substance of the
portfolio document are under girded by the mission of the EACS Program Area and the College
of Education as well as the conceptual framework of Program Area.

College of Education Mission Statement
The mission of the College of Education is to promote inquiry and practices that foster
democratic life and that are fundamental to the interrelated activities of teaching, research, and
practice in the multi-disciplinary field of education.

EACS Mission Statement
The mission of EACS is to promote critical inquiry that addresses important issues relating to
teaching, learning, and leadership in order that service and collaboration among colleagues and
the professional communities may be enhanced.

EACS Conceptual Framework

The Educational Administration, Curriculum and Supervision (EACS) area believes that PK-12
schools are complex organizations that need leaders who understand: 1) the theoretical and
conceptual aspects of schools, their people, and programs for both children and adults who are
constantly learning from the context of the organization; 2) the technical knowledge of the
content areas and areas of specialization found within the EACS knowledge bases; 3) the
integration of theory, research, and practice as a means of grounding new best practices.

The EACS curriculum is under girded by a dynamic knowledge base that reflects current and
recommended practices as examined through basic and applied research. The EACS graduate
should be able to transfer theory and research into practice and to analyze practice through
theory and research. To this end, theory, research, and practice are viewed as reciprocal and
equal in developing and refining program area offerings. The curriculum is vertically and
horizontally articulated, allowing students the opportunity to study both the broader area of
                                                                                                      4


leadership and an area of emphasis as they become proficient in understanding, applying, and
conducting research - both formally, as scholar leaders, and informally, as informed practitioners
through action research. The curriculum provides the conceptual and philosophical bases of
continuing education as students develop specified competencies.

The EACS faculty recognizes the unique learning needs of our adult students. Accordingly, the
faculty encourages learning through the utilization of a variety of instructional approaches (e.g.,
lecture, discussion, large and small group work, computer and non-computer simulation, site
visitations, and interactions with practitioners in order to properly engage students in learning.

Further, the faculty of EACS recognizes that as an outgrowth of its conceptual framework there
are knowledge bases accepted by learned societies such as UCEA and The National Standards
Board. Within these accepted but evolving knowledge bases there are competencies and skills
that may also be applied in regulated field experiences such as internships and practica. The
competencies and skills evolve (broadly) around the following:

   1. societal and cultural influences on schooling;
   2. teaching and learning processes that are responsive to individual differences among
   students, teachers, administrators, and families;
   3. theories of organizations and organizational change;
   4. policy analysis and studies (e.g., legal and economic);
   5. leadership and professional development;
   6. moral and ethical dimensions of schooling in a pluralistic society;
   7. instructional and administrative technologies available to support effective school
   leadership and decision making.

STANDARDS
The Comprehensive Portfolio is grounded in the Standards for Advanced Programs in
Educational Leadership for Principals, Superintendents, Curriculum directors, and Supervisors
promulgated by the National Policy Board for Educational Administration (see
http://www.npbea.org/ELCC/ELCCStandards%20_5-02.pdf, use Standards for School Building
Leadership).

PORTFOLIO DEVELOPMENT
The portfolio development process is ongoing. Beginning at the interview for admission, the
admissions committee will discuss portfolio requirements with the applicant. Students should
begin preparing the portfolio upon entering the program and should continue through the time of
formal submission of the final document.

At the time of admission, a student is assigned a faculty advisor. Although the candidate is
ultimately responsibility for developing the portfolio document and preparing for the
presentation, the faculty advisor assumes an important advisory role in the portfolio development
process.
                                                                                                   5


The portfolio should draw on each required EACS course of the program. A student is
encouraged to solicit from the instructor of each required course formative, written feedback
about that student’s portfolio development germane to that course. The student should use the
standard Course Portfolio Evaluation form, located in the Appendix. Completed course
evaluation forms should be included in the student’s Comprehensive Portfolio.

PORTFOLIO DOCUMENT
The portfolio consists of two parts. The first of these is the NARRATIVE section, which should
include written responses to the 21 portfolio prompts across included as six separate documents
(one for each ELCC standard). Second is the APPENDIX, which includes artifacts to support
the written responses. Each of these sections is described in detail below.


NARRATIVE SECTION
The narrative section includes responses to twenty-one prompts. Each individual prompt
response should include roughly one to three pages of text. Each response should cite scholarly
literature and best practices in support of the discussion, and a list of references should be
included at the end of each. Each response MUST refer to specific artifacts in the Appendix of
the portfolio that support that response. The written response to each prompt coupled with
artifacts MUST demonstrate your competency in the relevant ELCC element. Portfolio
reviewers will provide a separate, stand-alone evaluation for each of the written responses (the
scoring rubrics are included in the Appendix).

Following are the prompts, along with courses that might be used as a basis for the written
response and artifacts:

 Visionary Leadership
1.    Define vision, and discuss the role of the educational leader in developing this vision.
      [ELCC 1.1] EACS 5233 Organization of Education, EACS 5543 Curriculum Development
2.    How can a leader best articulate components of the vision, and what leadership processes
      are necessary to implement and support the vision? [ELCC 1.2] EACS 5233 Organization
      of Education
3.    Identify and discuss specific strategies (grounded in the literature) that may be used by a
      leader to promote the implementation of a shared vision. [ELCC 1.3] EACS 5233
      Organization of Education, EACS 5920 Principal Internship
4.    Provide some specific strategies (grounded in the literature) for stewarding a climate of
      continuous improvement among ALL members of an educational staff. [ELCC 1.4] EACS
      5233 Organization of Education
5.    Provide some specific strategies (grounded in the literature) for involving various
      stakeholders in the entire process of developing, implementing, and maintaining the vision.
      [ELCC 1.5] EACS 5233 Organization of Education
                                                                                                6


Instructional Leadership

6.    What is the relationship between diversity of the school community and the school culture?
      [ELCC 2.1] EACS 5543 Curriculum Development, EACS 5573 Supervision of Instruction,
      EACS 5920 Principal Internship
7.    What are cutting edge procedures for designing and evaluating curricula, and what role
      does technology play in the process? [ELCC 2.2] EACS 5543 Curriculum Development,
      EACS 5573 Supervision of Instruction, EACS 5920 Principal Internship
8.    Discuss strategies, based on the scholarly literature, for improved instruction connected to
      increased student achievement. [ELCC 2.3] EACS 5573 Supervision of Instruction, EACS
      5920 Principal Internship
9.    Discuss strategies, based on the scholarly literature, for designing, and implementing, and
      evaluating professional growth and development plans. [ELCC 2.4] EACS 5573
      Supervision of Instruction, EACS 5920 Principal Internship

 Organizational Leadership
10. Provide recommendations, based on literature and best practices, for schools to effectively
     employ organizational planning that aligns resources to the learning needs of students.
     [ELCC 3.1] EACS 5343 Financial Leadership in Schools
11. What are key elements, based on literature and best practices, of effective school level
     fiscal operations (including facilities)? [ELCC 3.2] EACS 5343 Financial Leadership in
     Schools, EACS 5543 Curriculum Development, EACS 5920 Principal Internship
12. Provide recommendations, based on literature and best practices, for schools to effectively
     manage resources (including technology and creative funding sources) in order to
     maximize student learning. [ELCC 3.3] EACS 5343 Financial Leadership in Schools

 Collaborative Leadership
13. Discuss the nature of the symbiotic relationship between schools and the larger community
     that they serve, including families, community agencies, etc. [ELCC 4.1] EACS 6333
     Politics in Educational Administration, EACS 5920 Principal Internship
14. Discuss the importance of educators reaching out to myriad ethnic, cultural, economic, and
     special interest groups. [ELCC 4.2] EACS 6333 Politics in Educational Administration,
     EACS 5920 Principal Internship
15. What is the role of the school leader in mobilizing community resources to achieve the
     school’s vision? [ELCC 4.3] EACS 6333 Politics in Educational Administration, EACS
     5920 Principal Internship

Ethical Leadership

16.   What is your understanding of the terms integrity, fairness and ethics? How are they
      interrelated? How can they be distinguished? How does the application of your
      understanding of integrity aid in respecting the rights of others in your interactions?
      Compare this understanding to ethical systems used in leadership. [ELCC 5.1] EACS 5593
      Principal Leadership, EACS 5573 Supervision of Instruction, EACS 5920 Principal
      Internship
                                                                                                 7


17.   Describe the commonly recognized systems of ethical decision making available to the
      educational leader. How do these systems help in your interacting with others with
      fairness? [ELCC 5.2] EACS 5593 Principal Leadership, EACS 5573 Supervision of
      Instruction, EACS 5920 Principal Internship
18.   Describe moral based terms that may be used to enhance and clarify communicating
      ethical decisions. What is meant by a personal code of ethics? What is a professional code
      of ethics? Describe your own personal code as it compares or contrasts to the
      professional code for the organization supporting your area of interest i.e. AASA, NASSP,
      and NAESP. [ELCC 5.3] EACS 5593 Principal Leadership, EACS 5573 Supervision of
      Instruction, EACS 5920 Principal Internship

Contextual Leadership

19.   Discuss the nature of the symbiotic relationship between schools and the larger community
      that they serve, including families, community agencies, etc., and the importance of
      educators reaching out to myriad ethnic, cultural, economic and special interest groups.
      [ELCC 6.1] EACS 6243 Education and the Law, EACS 5543 Curriculum Development,
      EACS 5920 Principal Internship
20.   Describe the major areas of inquiry that guide education law and provide key
      components for school policy making. What are the primary Constitutional tests for
      deciding education law conflicts in the area of students’ rights? [ELCC 6.2] EACS 6243
      Education and the Law, EACS 5920 Principal Internship
21.   What current issues in education law, with their policy solutions, might be used to
      communicate with school stakeholders for the improvement of the school community?
      [ELCC 6.3] EACS 6243 Education and the Law, EACS 5920 Principal Internship


APPENDIX

This section will contain all of the documents and artifacts that support the responses to the
prompts. Examples of artifacts by ELCC standard include:

       Standard 1.0 [ELCC 1.1, 1.2, 1.3, 1.4, and 1.5]
          EACS 5233 Organization of Education Development of Vision Performance
            Activity
          EACS 5233 Organization of Education Field Experience
          EACS 5533 Curriculum Development Models of Best Practices in Education Essay
          EACS 5920 Principal Internship Intern Activity Log for ELCC Element 1.3
          Other artifacts that demonstrate your skills and competency related to visionary
            leadership

       Standard 2.0 [ELCC 2.1, 2.2, 2.3, and 2.4]
          EACS 5543 Curriculum Development Models of Best Practices in Education Essay
          EACS 5573 Supervision of Instruction Authentic Supervision Activity
          EACS 5543 Curriculum Development Field Experience
          EACS 5573 Supervision of Instruction Field Experience
                                                                                        8


    EACS 5920 Principal Internship Intern Activity Logs for ELCC Elements 2.1
     through 2.4
    Other artifacts that demonstrate your skills and competency related to visionary
     leadership

Standard 3.0 [ELCC 3.1, 3.2, and 3.3]
   EACS 5343 Financial Leadership Organizational and Resource Management
     Activity
   EACS 5343 Financial Leadership School Operations Activity
   EACS 5343 Financial Leadership Field Experience
   EACS 5543 Curriculum Development Models of Best Practices in Education Essay
   EACS 5920 Principal Internship Intern Activity Log for ELCC Element 3.2
   Other artifacts that demonstrate your skills and competency related to
     organizational leadership


Standard 4.0 [ELCC 4.1, 4.2, and 4.3]
   EACS 6333 Politics in Ed Admin Legislative Conference Reflection Paper
   EACS 6333 Politics in Ed Admin Legislative Policy Brief paper/presentation
   EACS 6333 Politics in Ed Admin Interviews with school board members/class
     presentation
   EACS 6333 Politics in Ed Admin Field Experience
   EACS 5920 Principal Internship Intern Activity Log for ELCC Element 4.1
   EACS 5920 Principal Internship Intern Activity Log for ELCC Element 4.2
   EACS 5920 Principal Internship Intern Activity Log for ELCC Element 4.3
   Other artifacts that demonstrate your skills and competency related to collaborative
     leadership

Standard 5.0 [ELCC 5.1, 5.2, and 5.3]
   EACS 5573 Supervision of Instruction Authentic Supervision Activity
   EACS 5593 Principal leadership Performance and Field Activity
   EACS 5920 Principal Internship Intern Activity Log for ELCC Element 5.1
   EACS 5920 Principal Internship Intern Activity Log for ELCC Element 5.2
   EACS 5920 Principal Internship Intern Activity Log for ELCC Element 5.3
   Other artifacts that demonstrate your skills and competency related to ethical
     leadership

Standard 6.0 [ELCC 61, 6.2, and 6.3]
   EACS 5533 Curriculum Development Models of Best Practices in Education Essay
   EACS 6243 Education and the Law Performance Activity
   EACS 5920 Principal Internship Intern Activity Log for ELCC Element 6.1
   EACS 5920 Principal Internship Intern Activity Log for ELCC Element 6.2
   EACS 5920 Principal Internship Intern Activity Log for ELCC Element 6.3
   Other artifacts that demonstrate your skills and competency related to leadership in
     the larger context
                                                                                                  9



PORTFOLIO FORMAT
The portfolio document should be provided in an electronic format, either Online or as part of a
single CD Rom disk. The following are technical guidelines:

ONLINE PORTFOLIOS: The portfolio must be fully uploaded, and a hyperlink to the portfolio
  provided to the departmental staff on or before the due date (typically, 10 business days prior
  to the final day of the semester). The online portfolio should have a homepage with table of
  contents, with FOLDER hyperlinks (Narrative and Appendix) and SUBFOLDER hyperlinks
  (to each of the documents in the Narrative section and each artifact in the Appendix).

CD-ROM PORTFOLIOS: The CD disk should be delivered to the departmental office on or
  before the due date (typically, 10 business days prior to the final day of the semester). The
  disk should include two folders, one for the Narrative section and one for the Appendix
  section. The Narrative folder should include six files, one for each document. The Appendix
  folder should include a variety of files included as portfolio artifacts.

Each page comprising the portfolio, whether available online for viewing or downloading or
included on the CD ROM disk, should be in one of the following file formats:

       portable document format (.pdf file)
       Word document in rich text format (.rtf file)
       Hyperlink markup language (.htm file)
       Power Point (.ppt file)

All documents that are hardcopy originals (paper) must be scanned to an electronic format (.pdf
for example). Other file formats may be used if the EACS program area coordinator grants
permission PRIOR to the submission of the portfolio.
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PORTFOLIO EVALUATION
The portfolio will typically be due 10 business days prior to the final day of classes of the
semester in which it is to be submitted, unless an alternative date is indicated by program area
coordinator at the beginning of the semester. Norman campus students submit the portfolios to
the ELPS office on the Norman Campus, OU-Tulsa students submit portfolios to the
departmental representative at the Schusterman Center.

Please refer to the Comprehensive Portfolio Scoring System included in the Appendix. The
portfolio document will be evaluated by at least three members of the faculty. Faculty reviewers
will use the relevant scoring rubric to evaluate each of the responses as ‘outstanding’ (2 points)
‘meets expectation’ (1 point), or ‘does not meet expectation’ (0 points). An average score will
then be derived for each response. In order to earn a SATISFACTORY, a candidate must
receive an average evaluation of ‘meets expectation’ or ‘outstanding (average score of 1 or
higher) on EACH of the 21 responses.

The expectation of the faculty is that all candidates will successfully complete the portfolio
process. However, any student who receives an UNSATISFACTORY score may attempt to
successfully complete the process at least one semester later (by Graduate College policy). It is
anticipated that candidate will make substantive changes to the portfolio document to help ensure
success during this second attempt. These changes are critical because a candidate is allowed a
maximum of two attempts.
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APPENDIX
                                      PORTFOLIO SCORING GUIDE

ASSESSMENT OF THE CANDIDATE’S ABILITY TO DEVELOP A VISION:

Prompt 1. Define vision, and discuss the role of the educational leader in developing this vision.

Reviewers choose which of the three indicators BEST represents
candidate competency in Element 1.1:

Does Not Meet Expectation         Meets Expectation                   Outstanding
  The narrative is of             The narrative is of sufficient      The narrative is of
   substandard quality,             quality, including a                   exceptional quality,
   lacking understanding of         reasonable depth of                    including in-depth
   processes supporting the         understanding and application          understanding, reflection,
   development of a vision.         of the processes supporting            and application of the
  The narrative is supported       the development of a vision.           school leader’s role in
   with little or no scholarly     Sufficient scholarly literature        developing a school vision.
   literature addressing the        is used to support the              An extensive amount of
   development of a vision.         candidate’s discussion of the          high-quality scholarly
  Insufficient artifacts are       process of vision                      literature is used to support
   referenced and presented in      development.                           the candidate’s discussion
   the Appendix to support         Appropriate artifacts are              of vision development.
   the candidate’s ability to       referenced and presented in         A large array of high-
   develop a vision.                the Appendix to support the            quality artifacts are
  The candidate does not           candidate’s ability to develop         referenced and presented in
   discuss relevant knowledge       a vision.                              the Appendix to support
   and activities, as specified    The candidate discuss with             the candidate’s ability to
   in ELCC 1.1.b.                   alacrity relevant knowledge            develop a vision.
                                    and activities, as specified in     The candidate provides an
                                    ELCC 1.1.b.                            extraordinary discussion of
                                                                           the relevant knowledge and
                                                                           activities, as specified in
                                                                           ELCC 1.1.b.
ASSESSMENT OF THE CANDIDATE’S ABILITY TO ARTICULATE A VISION:

Prompt 2. How can a leader best articulate components of the vision, and what leadership
processes are necessary to implement and support the vision?

Reviewers choose which of the three indicators BEST represents
candidate competency in Element 1.2:

Does Not Meet Expectation            Meets Expectation                    Outstanding
 The narrative is of                  The narrative is of sufficient      The narrative is of
  substandard quality, lacking          quality, including a                 exceptional quality, including
  understanding of the issues           reasonable depth of                  in-depth understanding,
  related to the articulation of a      understanding and application        reflection, and application of
  vision.                               of the issues related to the         the issues related to the
 The narrative is supported            articulation of a vision.            articulation of a vision.
  with little or no scholarly          Sufficient scholarly literature     An extensive amount of high-
  literature addressing the             is used to support the               quality scholarly literature is
  articulation of a vision.             candidate’s discussion of the        used to support the
 Insufficient artifacts are            issues related to the                candidate’s discussion of
  referenced and presented in           articulation of a vision.            vision articulation.
  the Appendix to support the          Appropriate artifacts are           A large array of high-quality
  candidate’s ability to                referenced and presented in          artifacts are referenced and
  articulate a vision.                  the Appendix to support the          presented in the Appendix to
 The candidate does not                candidate’s ability to               support the candidate’s
  identify or discuss research          articulate a vision.                 ability to articulate a vision.
  strategies, planning                 The candidate both identifies       The candidate provides an
  processes, or communication           and appropriately discusses          extraordinary discussion of
  elements as specified in              research strategies, planning        research strategies, planning
  ELCC 1.2.b.                           processes, or communication          processes, or communication
 The candidate presents scant          elements as specified in             elements as specified in the
  or no evidence of his/her             ELCC 1.2.b.                          ELCC 1.2 standards.
  ability to communicate the           The candidate presents              The candidate presents
  vision as specified in ELCC           worthwhile evidence of               substantial evidence of
  1.2.c                                 his/her ability to                   his/her ability to
                                        communicate the vision as            communicate the vision as
                                        specified in ELCC 1.2.c              specified in ELCC 1.2.c
 ASSESSMENT OF THE CANDIDATE’S ABILITY TO IMPLEMENT A VISION:

Prompt 3. Identify and discuss specific strategies (grounded in the literature) that may be used by a
leader to promote the implementation of a shared vision.

Reviewers choose which of the three indicators BEST represents
candidate competency in Element 1.3:

Does Not Meet Expectation         Meets Expectation                    Outstanding
  The response is of              The response is of sufficient       The response is of exceptional
   substandard quality,             quality, including a                 quality, including in-depth
   lacking understanding of         reasonable depth of                  understanding, reflection, and
   effective strategies for         understanding and application        application of effective
   implementation of a vision.      of effective strategies for          strategies for implementation of
  The narrative is supported       implementation of a vision.          a vision.
   with little or no scholarly     Sufficient scholarly literature     An extensive amount of high-
   literature pertaining to the     is used to support the               quality scholarly literature
   implementation of a vision.      candidate’s discussion               pertaining to the
  Insufficient artifacts are       pertaining to the                    implementation of a vision.
   referenced and presented in      implementation of a vision.         A large array of high-quality
   the Appendix to support         Appropriate artifacts are            artifacts are referenced and
   the candidate’s ability to       referenced and presented in          presented in the Appendix to
   implement a vision.              the Appendix to support the          support the candidate’s ability
  The candidate does not           candidate’s ability to               to implement a vision.
   identify or discuss              implement a vision.                 The candidate provides an
   initiatives, plans, or          The candidate both identifies        extraordinary discussion of
   processes that promote the       and appropriately discusses          initiatives, plans, or processes
   implementation of a vision.      initiatives, plans, or processes     that promote the
                                    that promote the                     implementation of a vision.
                                    implementation of a vision.
ASSESSMENT OF THE CANDIDATE’S ABILITY TO STEWARD A VISION:

Prompt 4. Provide some specific strategies (grounded in the literature) for stewarding a climate of
continuous improvement among ALL members of an educational staff.

Reviewers choose which of the three indicators BEST represents
candidate competency in Element 1.4:

Does Not Meet Expectation         Meets Expectation                      Outstanding
  The narrative is of             The narrative is of sufficient        The narrative is of exceptional
   substandard quality,             quality, including a reasonable        quality, including in-depth
   lacking understanding of         depth of understanding and             understanding, reflection, and
   the various mechanisms           application of the various             application of the various
   that underlay stewardship        mechanisms that underlay               mechanisms that underlay
   of a vision.                     stewardship of a vision.               stewardship of a vision.
  The narrative is supported      Sufficient scholarly literature is    An extensive amount of high-
   with little or no scholarly      used to support the candidate’s        quality scholarly literature is
   literature addressing the        discussion the stewardship of a        used to support the candidate’s
   stewardship of a vision.         vision.                                discussion of the stewardship of
  Insufficient artifacts are      Appropriate artifacts are              a vision.
   referenced and presented in      referenced and presented in the       A large array of high-quality
   the Appendix to support          Appendix to support the                artifacts are referenced and
   the candidate’s ability to       candidate’s ability to steward a       presented in the Appendix to
   steward a vision.                vision.                                support the candidate’s ability
  The candidate does not          The candidate both identifies          to steward a vision.
   identify or discuss the          and appropriately discusses the       The candidate provides an
   systems for using data-          systems for using data-based           extraordinary discussion of the
   based research strategies to     research strategies to steward         systems for using data-based
   steward the vision as            the vision as indicated in ELCC        research strategies to steward
   indicated in ELCC 1.4.b.         1.4.b.                                 the vision as indicated in ELCC
  The candidate does not          The candidate both identifies          1.4.b.
   identify or discuss the          and appropriately discusses the       The candidate provides an
   various methods at his/her       various methods at his/her             extraordinary discussion of the
   disposal for the                 disposal for the stewardship of        various methods at his/her
   stewardship of continuous        continuous improvement for             disposal for the stewardship of
   improvement for ALL staff        ALL staff members, as                  continuous improvement for
   members, as specified in         specified in ELCC 1.4.c.               ALL staff members, as
   ELCC 1.4.c.                                                             specified in ELCC 1.4.c.
ASSESSMENT OF THE CANDIDATE’S ABILITY TO PROMOTE COMMUNITY
INVOLVEMENT IN THE VISION:

Prompt 5. Provide some specific strategies (grounded in the literature) for involving various
stakeholders in the entire process of developing, implementing, and maintaining the vision.

Reviewers choose which of the three indicators BEST represents
candidate competency in Element 1.5:

Does Not Meet Expectation        Meets Expectation                    Outstanding
 The narrative is of             The narrative is of sufficient      The narrative is of exceptional
  substandard quality,             quality, including a reasonable      quality, including in-depth
  lacking understanding of         depth of understanding and           understanding, reflection, and
  effective strategies for         application of effective             application of effective
  involving the community in       strategies for involving the         strategies for involving the
  the vision.                      community in the vision.             community in the vision.
 The narrative is supported      Sufficient scholarly literature     An extensive amount of high-
  with little or no scholarly      about effectively involving          quality scholarly literature
  literature about effectively     various communities in the           about effectively involving
  involving various                vision is used to support the        various communities in the
  communities in the vision.       narrative.                           vision supports the discussion.
 Insufficient artifacts are      Appropriate artifacts are           A large array of high-quality
  referenced and presented in      referenced and presented in the      artifacts are referenced and
  the Appendix to support          Appendix to support the              presented in the Appendix to
  the candidate’s ability to       candidate’s ability to promote       support the candidate’s ability
  promote community                community involvement in the         to promote community
  involvement in the vision.       vision.                              involvement in the vision.
 The candidate does not          The candidate both identifies       The candidate provides an
  identify or discuss specific     and appropriately discusses          extraordinary discussion of
  strategies that promote this     specific strategies that promote     specific strategies that promote
  community involvement.           this community involvement.          this community involvement.
ASSESSMENT OF THE CANDIDATE’S ABILITY TO PROMOTE A POSITIVE SCHOOL
CULTURE:

Prompt 6. What is the relationship between diversity of the school community and the school
culture?

Reviewers choose which of the three indicators BEST represents
candidate competency in Element 2.1:

Does Not Meet Expectation          Meets Expectation                      Outstanding
 The narrative is of               The narrative is of sufficient        The narrative is of exceptional
  substandard quality, lacking       quality, including a reasonable        quality, including in-depth
  understanding of diversity         depth of understanding and             understanding, reflection, and
  and its relationship to school     application of diversity and its       application of diversity and its
  culture.                           relationship to school culture.        relationship to school culture.
 The narrative is supported        Sufficient scholarly literature is    An extensive amount of high-
  with little or no scholarly        used to support the candidate’s        quality scholarly literature is
  literature addressing school       discussion of school culture.          used to support the candidate’s
  culture.                          Appropriate artifacts are              discussion of school culture.
 Insufficient artifacts are         referenced and presented in the       A large array of high-quality
  referenced and presented in        Appendix to support the                artifacts are referenced and
  the Appendix to support the        candidate’s ability to promote a       presented in the Appendix to
  candidate’s ability to promote     positive school culture.               support the candidate’s ability
  a positive school culture.        The candidate discuss with             to promote a positive school
 The candidate does not             alacrity relevant methods and          culture.
  discuss relevant methods and       strategies, as specified in ELCC      The candidate provides an
  strategies, as specified in        2.1.a.                                 extraordinary discussion of the
  ELCC 2.1.a.                                                               relevant methods and strategies,
                                                                            as specified in ELCC 2.1.a.
ASSESSMENT OF THE CANDIDATE’S ABILITY TO PROVIDE AN EFFECTIVE
INSTRUCTIONAL PROGRAM:

Prompt 7. What are cutting edge procedures for designing and evaluating curricula, and what role
does technology play in the process?

Reviewers choose which of the three indicators BEST represents
candidate competency in Element 2.2:

Does Not Meet Expectation          Meets Expectation                      Outstanding
 The narrative is of               The narrative is of sufficient        The narrative is of exceptional
  substandard quality, lacking       quality, including a reasonable        quality, including in-depth
  understanding of curricular        depth of curricular design and         understanding, reflection, and
  design and evaluation.             evaluation.                            application of curricular design
 The narrative is supported        Sufficient scholarly literature is     and evaluation.
  with little or no scholarly        used to address the                   An extensive amount of high-
  literature addressing the          improvement of instruction             quality scholarly literature is
  improvement of instruction         through effective curriculum           used to address the
  through effective curriculum       design and evaluation.                 improvement of instruction
  design and evaluation.            Appropriate artifacts are              through effective curriculum
 Insufficient artifacts are         referenced and presented in the        design and evaluation.
  referenced and presented in        Appendix to support the               A large array of high-quality
  the Appendix to support the        candidate’s ability to provide         artifacts are referenced and
  candidate’s ability to provide     and effective instructional            presented in the Appendix to
  and effective instructional        program.                               support the candidate’s ability
  program.                          The candidate both identifies          to provide and effective
 The candidate does not relate      and appropriately discusses            instructional program.
  the discussion to critical         critical elements such as diverse     The candidate provides an
  elements such as diverse           learner needs as indicated in          extraordinary discussion of
  learner needs as indicated in      ELCC 2.2.b.                            critical elements such as
  ELCC 2.2.b.                       The candidate both identifies          indicated in ELCC 2.2.b.
 The candidate does not             and appropriately discusses the       The candidate provides an
  indicate the appropriate use       appropriate use of technology          extraordinary discussion of the
  of technology and                  and information systems to             appropriate use of technology
  information systems to             support instruction as indicated       and information systems to
  support instruction as             in ELCC 2.2.c.                         support instruction as indicated
  indicated in ELCC 2.2.c.                                                  in ELCC 2.2.c.
ASSESSMENT OF THE CANDIDATE’S ABILITY TO APPLY BEST PRACTICE TO
STUDENT LEARNING:

Prompt 8. Discuss strategies, based on the scholarly literature, for improved instruction connected
to increased student achievement.

Reviewers choose which of the three indicators BEST represents
candidate competency in Element 2.3:

Does Not Meet Expectation         Meets Expectation                      Outstanding
 The narrative is of              The narrative is of sufficient        The narrative is of exceptional
  substandard quality, lacking      quality, including a reasonable        quality, including in-depth
  understanding of strategies       depth of understanding and             understanding, reflection, and
  for improved instruction.         application of strategies for          application of strategies for
 The narrative is supported        improved instruction.                  improved instruction.
  with little or no scholarly      Sufficient scholarly literature is    An extensive amount of high-
  literature pertaining to          used to support the candidate’s        quality scholarly literature
  strategies for effective          discussion pertaining to               pertaining to strategies for
  instruction.                      strategies for effective               effective instruction.
 Insufficient artifacts are        instruction.                          A large array of high-quality
  referenced and presented in      Appropriate artifacts are              artifacts are referenced and
  the Appendix to support the       referenced and presented in the        presented in the Appendix to
  candidate’s ability to apply      Appendix to support the                support the candidate’s ability
  best practices to student         candidate’s ability to apply best      to apply best practices to
  learning.                         practices to student learning.         student learning.
 The candidate does not           The candidate both identifies         The candidate provides an
  identify or discuss various       and appropriately discusses            extraordinary discussion of
  theories as specified in ELCC     various theories as specified in       various theories as specified in
  2.3.b.                            ELCC 2.3.b.                            ELCC 2.3.b.
 The candidate does not           The candidate both identifies         The candidate provides an
  identify or discuss               and appropriately discusses            extraordinary discussion of
  appropriate research              appropriate research strategies        appropriate research strategies
  strategies as specified in        as specified in ELCC 2.3.b.            as specified in ELCC 2.3.b.
  ELCC 2.3.b.
ASSESSMENT OF THE CANDIDATE’S ABILITY TO DESIGN COMPREHENSIVE
PROFESSIONAL GROWTH PLANS:

Prompt 9. Discuss strategies, based on the scholarly literature, for designing, and implementing,
and evaluating professional growth and development plans.

Reviewers choose which of the three indicators BEST represents
candidate competency in Element 2.4:

Does Not Meet Expectation        Meets Expectation                      Outstanding
 The narrative is of             The narrative is of sufficient        The narrative is of exceptional
  substandard quality, lacking     quality, including a reasonable        quality, including in-depth
  understanding of strategies      depth of understanding and             understanding, reflection, and
  for improved instruction.        application of strategies for          application of strategies for
 The narrative is supported       improved instruction.                  improved instruction.
  with little or no scholarly     Sufficient scholarly literature is    An extensive amount of high-
  literature pertaining to         used to support the candidate’s        quality scholarly literature
  strategies for effective         discussion pertaining to               pertaining to strategies for
  instruction.                     strategies for effective               effective instruction.
 Insufficient artifacts are       instruction.                          A large array of high-quality
  referenced and presented in     Appropriate artifacts are              artifacts are referenced and
  the Appendix to support the      referenced and presented in the        presented in the Appendix to
  candidate’s ability to apply     Appendix to support the                support the candidate’s ability
  best practices to student        candidate’s ability to apply best      to apply best practices to
  learning.                        practices to student learning.         student learning.
 The candidate does not          The candidate both identifies         The candidate provides an
  identify or discuss well-        and appropriately discusses            extraordinary discussion of
  planned, context-appropriate     well-planned, context-                 well-planned, context-
  professional development         appropriate professional               appropriate professional
  programs based on reflective     development programs based             development programs based
  practice and research as         on reflective practice and             on reflective practice and
  specified in 2.4.a.              research as specified in 2.4.a.        research as specified in 2.4.a.
 The candidate does not          The candidate both identifies         The candidate provides an
  identify or discuss various      and appropriately discusses            extraordinary discussion of
  strategies as specified in       various strategies as specified in     various strategies as specified in
  ELCC 2.4.b.                      ELCC 2.4.b.                            ELCC 2.4.b.
ASSESSMENT OF THE CANDIDATE’S ABILITY TO MANAGE THE ORGANIZATION:

Prompt 10. Provide recommendations, based on literature and best practices, for schools to
effectively employ organizational planning that aligns resources to the learning needs of students.

Reviewers choose which of the three indicators BEST represents
candidate competency in Element 3.1:

Does Not Meet Expectation            Meets Expectation                     Outstanding
 The narrative is of                 The narrative is of sufficient       The narrative is of exceptional
  substandard quality, lacking         quality, including a reasonable       quality, including in-depth
  understanding of                     depth of understanding and            understanding, reflection, and
  organizational planning and          application of organizational         application of organizational
  the connection to equity,            planning and the connection to        planning and the connection to
  effectiveness, and efficiency.       equity, effectiveness, and            equity, effectiveness, and
 The narrative is supported           efficiency.                           efficiency.
  with little or no best practices    Sufficient best practices            An extensive amount of high-
  literature addressing                literature is used to support the     quality best practices literature
  organizational management.           candidate’s discussion of             is used to support the
 Insufficient artifacts are           organizational management.            candidate’s discussion of
  referenced and presented in         Appropriate artifacts are             organizational management.
  the Appendix to support the          referenced and presented in the      A large array of high-quality
  candidate’s ability to manage        Appendix to support the               artifacts are referenced and
  the organization.                    candidate’s ability to manage         presented in the Appendix to
 The candidate provides little        the organization.                     support the candidate’s ability
  or no evidence of his/her           The candidate provides                to manage the organization.
  ability to develop plans of          convincing evidence of his/her       The candidate provides
  action for focusing on               ability to develop plans of           substantial evidence of of
  effective organization and           action for focusing on effective      his/her ability to develop plans
  management of resources as           organization and management           of action for focusing on
  indicated in 3.1.b.                  of resources as indicated in          effective organization and
 The candidate does not               3.1.b.                                management of resources as
  connect the deployment of           The candidate demonstrates            indicated in 3.1.b.
  resources to student                 with alacrity the connection         The candidate provides an
  achievement, as indicated in         between the deployment of             exceptional understanding of
  ELCC 3.1.c.                          resources and student                 the connection between the
                                       achievement, as indicated in          deployment of resources and
                                       ELCC 3.1.c.                           student achievement, as
                                                                             indicated in ELCC 3.1.c.
ASSESSMENT OF THE CANDIDATE’S ABILITY TO MANAGE OPERATIONS:

Prompt 11. What are key elements, based on literature and best practices, of effective school level
fiscal operations (including facilities)?

Reviewers choose which of the three indicators BEST represents
candidate competency in Element 3.2:

Does Not Meet Expectation            Meets Expectation                      Outstanding
 The narrative is of                 The narrative is of sufficient        The narrative is of exceptional
  substandard quality, lacking         quality, including a reasonable        quality, including in-depth
  understanding of operations          depth of understanding and             understanding, reflection, and
  management and its                   application of operations              application of operations
  alignment to organizational          management and its alignment           management and its alignment
  vision.                              to organizational vision.              to organizational vision.
 The narrative is supported          Sufficient best practices             An extensive amount of high-
  with little or no best practices     literature is used to support the      quality best practices literature
  literature addressing                candidate’s discussion of              is used to support the
  operations management.               operations management.                 candidate’s discussion of
 Insufficient artifacts are          Appropriate artifacts are              operations management.
  referenced and presented in          referenced and presented in the       A large array of high-quality
  the Appendix to support the          Appendix to support the                artifacts are referenced and
  candidate’s ability to manage        candidate’s ability to manage          presented in the Appendix to
  school operations.                   operations.                            support the candidate’s ability
 The candidate does not              The candidate demonstrates the         to manage operations.
  demonstrate the ability to           ability to involve staff in           The candidate demonstrates an
  involve staff in conducting          conducting operations and              extraordinary ability to involve
  operations and setting               setting priorities as indicated in     staff in conducting operations
  priorities as indicated in           ELCC 3.2.b.                            and setting priorities as
  ELCC 3.2.b.                         The candidate properly applies         indicated in ELCC 3.2.b.
 The candidate does not apply         legal and other principals to         The candidate makes an
  legal and other principals to        efficient, safe, effective             exceptional application of both
  efficient, safe, effective           facilities management as               legal and other principals to the
  facilities management as             indicated in ELCC 3.2.c.               efficient, safe, effective
  indicated in ELCC 3.2.c.                                                    management of facilities, as
                                                                              indicated in ELCC 3.2.c.
  ASSESSMENT OF THE CANDIDATE’S ABILITY TO MANAGE RESOURCES:

Prompt 12. Provide recommendations, based on literature and best practices, for schools to
effectively manage resources (including technology and creative funding sources) in order to maximize
student learning.

Reviewers choose which of the three indicators BEST represents
candidate competency in Element 3.3:

Does Not Meet Expectation            Meets Expectation                     Outstanding
 The narrative is of                 The narrative is of sufficient       The narrative is of exceptional
  substandard quality, lacking         quality, including a reasonable       quality, including in-depth
  understanding of resource            depth of understanding of             understanding, reflection, and
  management that is aligned to        resource management that is           application of resource
  teaching and learning.               aligned to teaching and               management that is aligned to
 The narrative is supported           learning.                             teaching and learning.
  with little or no best practices    Sufficient best practices            An extensive amount of high-
  literature addressing resource       literature is used to support the     quality best practices literature
  management.                          candidate’s discussion of             is used to support the
 Insufficient artifacts are           resource management.                  candidate’s discussion of
  referenced and presented in         Appropriate artifacts are             resource management.
  the Appendix to support the          referenced and presented in the      A large array of high-quality
  candidate’s ability to manage        Appendix to support the               artifacts are referenced and
  resources.                           candidate’s ability to manage         presented in the Appendix to
 The candidate does not               resources.                            support the candidate’s ability
  effectively discuss creative        The candidate provides                to manage resources.
  funding sources as specified         effective strategies for seeking     The candidate provides
  in 3.3.b.                            creative funding sources as           exemplary strategies for
 The candidate does                   specified in 3.3.b.                   seeking creative funding
  effectively discuss                 The candidate demonstrates the        sources as specified in 3.3.b.
  administrative technologies          ability to apply and assess          The candidate demonstrates an
  as specified in 3.3.c.               administrative technologies, as       extraordinary ability to apply
                                       specified in 3.3.c.                   and assess administrative
                                                                             technologies, as specified in
                                                                             3.3.c.
ASSESSMENT OF THE CANDIDATE’S ABILITY TO COLLABORATE WITH FAMILIES
AND OTHER COMMUNITY MEMBERS:

Prompt 13. Discuss the nature of the symbiotic relationship between schools and the larger
community that they serve, including families, community agencies, etc.

Reviewers choose which of the three indicators BEST represents
candidate competency in Element 4.1:

Does Not Meet Expectation           Meets Expectation                      Outstanding
 The narrative is of                The narrative is of sufficient        The narrative is of exceptional
  substandard quality, lacking        quality, including a reasonable        quality, including extraordinary
  demonstration of bringing           demonstration and application          demonstration and application
  together the resources of           of bringing together the               of bringing together the
  family members and the              resources of family members            resources of family members
  community to positively             and the community to positively        and the community to positively
  affect student learning.            affect student learning.               affect student learning.
 The narrative is supported         Sufficient scholarly literature is    An extensive amount of high-
  with little or no scholarly         used to support the candidate’s        quality best practices literature
  literature addressing               discussion of collaboration with       is used to support the
  collaboration with families         families and other community           candidate’s discussion of
  and other community                 members.                               collaboration with families and
  members.                           Appropriate artifacts are              other community members.
 Insufficient artifacts are          referenced and presented in the       A large array of high-quality
  referenced and presented in         Appendix to support the                artifacts are referenced and
  the Appendix to support the         candidate’s ability to                 presented in the Appendix to
  candidate’s ability to              collaborate with families and          support the candidate’s ability
  collaborate with families and       other communities.                     to collaborate with families and
  other communities.                 The candidate provides clear           other communities.
 The candidate does not              evidence of his/her ability to        The candidate provides
  demonstrate the ability to use      use public information and             substantial evidence of his/her
  public information and              research-based knowledge of            ability to use public information
  research-based knowledge of         issues and trends to collaborate       and research-based knowledge
  issues and trends to                with families and community            of issues and trends to
  collaborate with families and       members.                               collaborate with families and
  community members.                 Candidates provides convincing         community members.
 The candidate does not              evidence of his/her                   Candidates provides substantial
  demonstrate an understanding        understanding of community             evidence of his/her
  of community relations              relations models, marketing            understanding of community
  models, marketing strategies        strategies and processes, data-        relations models, marketing
  and processes, data-based           based decision-making, and             strategies and processes, data-
  decision-making, and                communications theory or               based decision-making, and
  communications theory or            methods of outreach aimed at           communications theory or
  methods of outreach aimed at        business, religious, political,        methods of outreach aimed at
  business, religious, political,     and service organizations              business, religious, political,
  and service organizations          The candidate demonstrates             and service organizations
 The candidate does not              his/her ability to collaborate        The candidate demonstrates an
  sufficiently demonstrate            with community agencies to             extraordinary ability to
  his/her ability to collaborate      integrate health, social, and          collaborate with community
  with community agencies to          other services and to develop a        agencies to integrate health,
  integrate health, social, and       comprehensive program of               social, and other services and to
  other services and to develop       community relations and                develop a comprehensive
  a comprehensive program of          demonstrate the ability to work        program of community
  community relations and             with the media.                        relations and demonstrate the
  demonstrate the ability to                                                 ability to work with the media.
work with the media.
ASSESSMENT OF THE CANDIDATE’S ABILITY TO RESPOND TO COMMUNITY
INTERESTS AND NEEDS:

Prompt 14. Discuss the importance of educators reaching out to myriad ethnic, cultural,
economic, and special interest groups.

Reviewers choose which of the three                                           indicators             BEST     represents
candidate competency in Element 4.2:

Does Not Meet Expectation          Meets Expectation                    Outstanding
 The narrative is of               The narrative is of sufficient      The narrative is of exceptional
  substandard quality, lacking      quality, including a reasonable       quality, including extraordinary
  candidate demonstration of        demonstration and application         demonstration and application
  community involvement             of community involvement              of community involvement
  skills and abilities.             skills and abilities.                 skills and abilities.
 The narrative is supported        Sufficient scholarly literature     An extensive amount of high-
  with little or no scholarly       is used to support the                quality best practices literature
  literature addressing             candidate’s discussion of             is used to support the
  community involvement.            community involvement.                candidate’s discussion of
 Insufficient artifacts are        Appropriate artifacts are            community involvement.
  referenced and presented in       referenced and presented in the      A large array of high-quality
  the Appendix to support the       Appendix to support the               artifacts are referenced and
  candidate’s ability to respond    candidate’s ability to respond to     presented in the Appendix to
  to community interests and        community interests and needs.        support the candidate’s ability
  needs.                            The candidate properly               respond to community interests
 The candidate does not            discusses the use of appropriate      and needs.
  discuss the use of appropriate    assessment strategies and            The candidate provides an
  assessment strategies and         research methods to understand        exceptional discussion of
  research methods to               and accommodate diverse               appropriate assessment
  understand and accommodate        school and community                  strategies and research methods
  diverse school and                conditions and dynamics.              to understand and accommodate
  community conditions and          The candidate appropriately          diverse school and community
  dynamics.                         demonstrates the ability to           conditions and dynamics.
 The candidate does not            provide leadership to programs       The candidate demonstrates an
  demonstrate the ability to        serving students with special         exceptional ability to provide
  provide leadership to             and exceptional needs.                leadership to programs serving
  programs serving students         The candidate appropriately          students with special and
  with special and exceptional      demonstrates the ability to           exceptional needs.
  needs.                            capitalize on the diversity          The candidate demonstrates an
 The candidate does not            (cultural, ethnic, racial,            exceptional ability to capitalize
  demonstrate the ability to        economic, and special interest        on the diversity (cultural,
  capitalize on the diversity       groups) of the school                 ethnic, racial, economic, and
  (cultural, ethnic, racial,        community to improve school           special interest groups) of the
  economic, and special interest    programs and meet the diverse         school community to improve
  groups) of the school             needs of all students.                school programs and meet the
  community to improve school                                             diverse needs of all students.
  programs and meet the
  diverse needs of all students.
ASSESSMENT OF THE CANDIDATE’S ABILITY TO MOBILIZE COMMUNITY
RESOURCES:

Prompt 15. What is the role of the school leader in mobilizing community resources to achieve the
school’s vision?

Reviewers choose which of the three indicators BEST represents
candidate competency in Element 4.3:

Does Not Meet Expectation          Meets Expectation                      Outstanding
 The narrative is of               The narrative is of sufficient        The narrative is of exceptional
  substandard quality, lacking       quality, including a reasonable        quality, including in-depth
  understanding of the               depth of understanding of the          understanding, reflection, and
  utilization of various             utilization of various                 application of the utilization of
  community resources to             community resources to achieve         various community resources to
  achieve the school’s vision.       the school’s vision.                   achieve the school’s vision.
 The narrative is supported        Sufficient scholarly literature is    An extensive amount of high-
  with little or no scholarly        used to support the candidate’s        quality scholarly literature is
  literature addressing              discussion of mobilization of          used to support the candidate’s
  mobilization of community          community resources.                   discussion of mobilization of
  resources.                        Multiple artifacts are referenced      community resources.
 Insufficient artifacts are         and presented in the Appendix         An extraordinarily large array
  referenced and presented in        to support the candidate’s             of artifacts are referenced and
  the Appendix to support the        ability to mobilize community          presented in the Appendix to
  candidate’s ability to             resources.                             mobilize community resources.
  mobilize community                The candidate effectively             The candidate demonstrates an
  resources.                         demonstrates how to use school         exceptional ability to use school
 The candidate does not             resources and social service           resources and social service
  effectively demonstrate how        agencies to serve the                  agencies to serve the
  to use school resources and        community as indicated in              community as indicated in
  social service agencies to         ELCC 4.3.b.                            ELCC 4.3.b.
  serve the community as            The candidate effectively             The candidate demonstrates an
  indicated in ELCC 4.3.b.           demonstrates an understanding          extraordinary understanding of
 The candidate does not             of ways to use public resources        ways to use public resources
  effectively demonstrate an         and funds, as indicated in             and funds, as indicated in
  understanding of ways to use       ELCC 4.3.c                             ELCC 4.3.c
  public resources and funds, as
  indicated in ELCC 4.3.c.
ASSESSMENT OF THE CANDIDATE’S ABILITY TO ACT WITH INTEGRITY:

Prompt 16. What is your understanding of the terms integrity, fairness and ethics? How are they
interrelated? How can they be distinguished? How does the application of your understanding of
integrity aid in respecting the rights of others in your interactions? Compare this understanding to
ethical systems used in leadership.

Reviewers choose which of the three indicators BEST represents
candidate competency in Element 5.1:

Does Not Meet Expectation           Meets Expectation                      Outstanding
 The narrative is of                The narrative is of sufficient        The narrative is of exceptional
  substandard quality, lacking        quality, including a general           quality, including in-depth
  the understanding of ethical        understanding of ethical               understanding, reflection, and
  systems.                            systems.                               application of ethical systems.
 The narrative is supported         Sufficient scholarly literature is    An extensive amount of high-
  with little or no scholarly         used to support the candidate’s        quality scholarly literature is
  literature addressing integrity     discussion of integrity and            used to support the candidate’s
  and ethical systems.                ethical systems.                       discussion of integrity and
 Insufficient artifacts are         Multiple artifacts are referenced      ethical systems.
  referenced and presented in         and presented in the Appendix         An extraordinarily large array
  the Appendix to support the         to support the candidate’s             of artifacts are referenced and
  candidate’s ability to act with     ability to act with integrity.         presented in the Appendix to
  integrity.                         The candidate effectively              support the candidate’s ability
 The candidate does not              discusses confidentiality              to act with integrity.
  effectively discuss                 dignity, and honest interactions      The candidate includes a
  confidentiality dignity, and        as indicated in ELCC 5.1.a.            thorough discussion (supported
  honest interactions as                                                     by scholarly literature) of
  indicated in ELCC 5.1.a.                                                   confidentiality dignity, and
                                                                             honest interactions as indicated
                                                                             in ELCC 5.1.a.
ASSESSMENT OF THE CANDIDATE’S ABILITY TO ACT FAIRLY:

Prompt 17. Describe the commonly recognized systems of ethical decision making available to the
educational leader. How do these systems help in your interacting with others with fairness?

Reviewers choose which of the three indicators BEST represents
candidate competency in Element 5.2:

Does Not Meet Expectation           Meets Expectation                      Outstanding
 The narrative is of                The narrative is of sufficient        The narrative is of exceptional
  substandard quality, lacking        quality, including a general           quality, including in-depth
  the understanding of systems        understanding of systems of            understanding, reflection, and
  of ethical decision making.         ethical decision making.               application of systems of ethical
 The narrative is supported         Sufficient scholarly literature is     decision making.
  with little or no scholarly         used to support the candidate’s       An extensive amount of high-
  literature addressing ethical       discussion of ethical decision         quality scholarly literature is
  decision making.                    making.                                used to support the candidate’s
 Insufficient artifacts are         Multiple artifacts are referenced      discussion of ethical decision
  referenced and presented in         and presented in the Appendix          making.
  the Appendix to support the         to support the candidate’s            An extraordinarily large array
  candidate’s ability to interact     ability to interact fairly with        of artifacts are referenced and
  fairly with others.                 others.                                presented in the Appendix to
 The candidate does not             The candidate effectively              support the candidate’s ability
  effectively discuss                 discusses impartiality,                to interact fairly with others.
  impartiality, sensitivity to        sensitivity to student diversity,     The candidate includes a
  student diversity, and ethical      and ethical considerations as          thorough discussion (supported
  considerations as indicated in      indicated in ELCC 5.2.a.               by scholarly literature) of
  ELCC 5.2.a.                                                                impartiality, sensitivity to
                                                                             student diversity, and ethical
                                                                             considerations as indicated in
                                                                             ELCC 5.2.a.
ASSESSMENT OF THE CANDIDATE’S ABILITY TO ACT ETHICALLY:

Prompt 18. Describe moral based terms that may be used to enhance and clarify communicating
ethical decisions. What is meant by a personal code of ethics? What is a professional code of ethics?
Describe your own personal code as it compares or contrasts to the professional code for the
organization supporting your area of interest i.e. AASA, NASSP, and NAESP.

Reviewers choose which of the three indicators BEST represents
candidate competency in Element 5.3:

Does Not Meet Expectation           Meets Expectation                      Outstanding
 The narrative is of                The narrative is of sufficient        The narrative is of exceptional
  substandard quality, lacking        quality, including a general           quality, including in-depth
  the understanding of codes of       understanding of codes of              understanding, reflection, and
  ethics.                             ethics.                                application of systems of of
 The narrative is supported         Sufficient scholarly literature is     codes of ethics.
  with little or no scholarly         used to support the candidate’s       An extensive amount of high-
  literature addressing ethical       discussion of ethical codes.           quality scholarly literature is
  codes.                             Multiple artifacts are referenced      used to support the candidate’s
 Insufficient artifacts are          and presented in the Appendix          discussion of ethical codes.
  referenced and presented in         to support the candidate’s            An extraordinarily large array
  the Appendix to support the         ability to act with integrity.         of artifacts are referenced and
  candidate’s ability to act with    The candidate effectively              presented in the Appendix to
  integrity.                          discusses decision making              support the candidate’s ability
 The candidate does not              based on ethical and legal             to act with integrity.
  effectively discuss decision        principals as indicated in ELCC       The candidate includes a
  making based on ethical and         5.3.a.                                 thorough discussion (supported
  legal principals as indicated                                              by scholarly literature) of
  in ELCC 5.3.a.                                                             decision making based on
                                                                             ethical and legal principals as
                                                                             indicated in ELCC 5.3.a.
ASSESSMENT OF THE CANDIDATE’S ABILITY TO UNDERSTAND THE LARGER
CONTEXT:

Prompt 19. Discuss the nature of the symbiotic relationship between schools and the larger
community that they serve, including families, community agencies, etc., and the importance of
educators reaching out to myriad ethnic, cultural, economic and special interest groups.

Reviewers choose which of the three indicators BEST represents
candidate competency in Element 6.1:

Does Not Meet Expectation            Meets Expectation                      Outstanding
 The narrative is of                 The narrative is of sufficient        The narrative is of exceptional
  substandard quality, lacking         quality, including a reasonable        quality, including in-depth
  understanding of the larger          depth of understanding of the          understanding of the larger
  context.                             larger context.                        context.
 The narrative is supported          Sufficient scholarly literature is    An extensive amount of high-
  with little or no scholarly          used to support the candidate’s        quality scholarly literature is
  literature addressing the            understanding of the larger            used to support the candidate’s
  larger context.                      context.                               understanding of the larger
 Insufficient artifacts are          Appropriate artifacts are              context.
  referenced and presented in          referenced and presented in the       A large array of high-quality
  the Appendix to support the          Appendix to support the                artifacts are referenced and
  candidate’s understanding of         candidate’s understanding of           presented in the Appendix to
  the larger context.                  the larger context.                    support the candidate’s
 The candidate does not              The candidate demonstrates the         understanding of the larger
  demonstrate the ability to           ability to apply appropriate           context.
  apply appropriate research           research methods to a school          The candidate provides an
  methods to a school context.         context.                               exceptional explanation of how
 The candidate does not              The candidate sufficiently             the legal and political systems
  sufficiently explain how the         explains how the legal and             and institutional framework of
  legal and political systems          political systems and                  schools have shaped a school
  and institutional framework          institutional framework of             and community as indicated in
  of schools have shaped a             schools have shaped a school           6.1.b.
  school and community as              and community as indicated in         . The candidate has an
  indicated in 6.1.b.                  6.1.b.                                 extraordinary understanding of
 Candidate does not                  The candidate understands the          the policies, laws, and
  understand the policies, laws,       policies, laws, and regulations        regulations enacted by local,
  and regulations enacted by           enacted by local, state, and           state, and federal authorities
  local, state, and federal            federal authorities that affect        that affect schools.
  authorities that affect schools.     schools.                              The candidate demonstrates an
 The candidate does not              The candidate demonstrates the         extraordinary ability to analyze
  demonstrate the ability to           ability to analyze and describe        and describe the cultural
  analyze and describe the             the cultural diversity in a school     diversity in a school
  cultural diversity in a school       community.                             community.
  community.                          The candidate demonstrates the        The candidate demonstrates an
 The candidate does not               ability to explain various             extraordinary ability to explain
  demonstrate the ability to           theories of change and conflict        various theories of change and
  explain various theories of          resolution and the appropriate         conflict resolution and the
  change and conflict                  application of those models to         appropriate application of those
  resolution and the appropriate       specific communities.                  models to specific communities.
  application of those models to
  specific communities.
ASSESSMENT OF THE CANDIDATE’S ABILITY TO RESPOND TO THE LARGER
CONTEXT:

Prompt 20. Describe the major areas of inquiry that guide education law and provide key
components for school policy making. What are the primary Constitutional tests for deciding education
law conflicts in the area of students’ rights?

Reviewers choose which of the three indicators BEST represents
candidate competency in Element 6.2:

Does Not Meet Expectation          Meets Expectation                      Outstanding
 The narrative is of               The narrative is of sufficient        The narrative is of exceptional
  substandard quality, lacking       quality, including a reasonable        quality, including in-depth
  understanding of the key           depth of understanding of the          understanding of the key legal
  legal components guiding           key legal components guiding           components guiding policy
  policy making.                     policy making.                         making.
 The narrative is supported        Sufficient scholarly literature is    An extensive amount of high-
  with little or no scholarly        used to support the candidate’s        quality scholarly literature is
  literature addressing the          ability to respond to the larger       used to support the candidate’s
  larger context.                    context.                               ability to respond to the larger
 Insufficient artifacts are        Appropriate artifacts are              context.
  referenced and presented in        referenced and presented in the       A large array of high-quality
  the Appendix to support the        Appendix to support the                artifacts are referenced and
  candidate’s ability to respond     candidate’s ability to respond to      presented in the Appendix to
  to the larger context.             the larger context.                    support the candidate’s ability
 The candidate does not            The candidate demonstrates the         to respond to the larger context.
  demonstrate the ability to         ability to communicate with           The candidate provides an
  communicate with members           members of a school                    exceptional discussion of
  of a school community              community concerning trends,           systems for communication
  concerning trends, issues, and     issues, and potential changes in       with members of a school
  potential changes in the           the environment in which the           community concerning trends,
  environment in which the           school operates, as indicated in       issues, and potential changes in
  school operates, as indicated      6.2.a.                                 the environment in which the
  in 6.2.a.                                                                 school operates, as indicated in
                                                                            6.2.a.
ASSESSMENT OF THE CANDIDATE’S ABILITY TO INFLUENCE THE LARGER
CONTEXT:

Prompt 21. What current issues in education law, with their policy solutions, might be used to
communicate with school stakeholders for the improvement of the school community?

Reviewers choose which of the three indicators BEST represents
candidate competency in Element 6.3:

Does Not Meet Expectation         Meets Expectation                      Outstanding
 The narrative is of              The narrative is of sufficient        The narrative is of exceptional
  substandard quality, lacking      quality, including a reasonable        quality, including in-depth
  understanding of the relevant     depth of understanding of the          understanding of the relevant
  current issues in education       relevant current issues in             current issues in education law
  law and concomitant policy        education law and concomitant          and concomitant policy
  solutions.                        policy solutions.                      solutions.
 The narrative is supported       Sufficient scholarly literature is    An extensive amount of high-
  with little or no scholarly       used to support the candidate’s        quality scholarly literature is
  literature addressing the         ability to influence the larger        used to support the candidate’s
  larger context.                   context.                               ability to influence the larger
 Insufficient artifacts are       Appropriate artifacts are              context.
  referenced and presented in       referenced and presented in the       A large array of high-quality
  the Appendix to support the       Appendix to support the                artifacts are referenced and
  candidate’s ability to            candidate’s ability to influence       presented in the Appendix to
  influence the larger context.     the larger context.                    support the candidate’s ability
 The candidate does not           The candidate demonstrates the         to influence the larger context.
  demonstrate the ability to        ability to engage students,           The candidate provides an
  engage students, parents, and     parents, and other members of          exceptional discussion of
  other members of the              the community in advocating            strategies for engaging students,
  community in advocating for       for adoption of improved               parents, and other members of
  adoption of improved policies     policies and laws, as indicated        the community in advocating
  and laws, as indicated in         in 6.3.a.                              for adoption of improved
  6.3.a.                           The candidate discusses                policies and laws, as indicated
 The candidate does not            policies and programs that             in 6.3.a.
  discuss policies and programs     promote equitable learning            The candidate provides an
  that promote equitable            opportunities and success for all      exceptional discussion of
  learning opportunities and        students, as indicated in 6.3.c.       policies and programs that
  success for all students, as                                             promote equitable learning
  indicated in 6.3.c.                                                      opportunities and success for all
                                                                           students, as indicated in 6.3.c.
                 Educational Administration, Curriculum and Supervision
                               Comprehensive Portfolio
                            Course Portfolio Evaluation Form

STUDENT: _________________________________________________

COURSE: __________________________________________________

INSTRUCTOR: ______________________________________________

SEMESTER: ________________________________________________

Instructions:
Courses forming a student’s M.Ed. and/or certification program contribute to the student’s
competencies that are assessed through the Comprehensive Portfolio. Each student is
encouraged to solicit feedback from individual course instructors about the development of
relevant competencies that are part of that course. A student may include copies of these
completed documents in the APPENDIX: Artifacts and Documentation of the portfolio document.


INSTRUCTOR COMMENTS:




Instructor Signature                                                  Date

				
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