portfolio building level 2014 final · portfolio development the portfolio development process is...

THE COMPREHENSIVE PORTFOLIO HANDBOOK

Building Level Leadership

Students in the Master’s Degree and Principal Certification Programs

Summer 2014

Educational Administration, Curriculum and Supervision

Department of Educational Leadership & Policy Studies

The Jeanine Rainbolt College of Education

The University of Oklahoma

820 Van Vleet Oval

Norman, OK 73019

http://education.ou.edu/departments/eacs/

Revised May 2014

2

TABLE OF CONTENTS

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

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

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

Appendix A: Artifacts, Portfolio Format and Evaluation .................................8

Appendix B: Portfolio Scoring Guide ................................................................11

3


Comprehensive Portfolio Development and Evaluation

INTRODUCTION

All students in a master’s or principal 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

leadership and an area of emphasis as they become proficient in understanding, applying, and

4

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.ncate.org/LinkClick.aspx?fileticket=zRZI73R0nOQ%3D&tabid=676 , 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.

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

5

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 19 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 six documents, each including responses to several prompts

(between three and five prompts per document, depending on the ELCC standard). Each of the

six documents will include approximately 10 pages of narrative. Each response, to a specific

prompt, 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 of the six documents. Each response MUST

refer to specific artifacts in the Appendix of the portfolio that support that response. The written

response to each individual prompt coupled with artifacts MUST demonstrate your competency

in the relevant ELCC element. Portfolio reviewers will provide a separate, stand-alone

evaluation for each individual prompt response and supporting artifacts (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:

Document 1: Visionary Leadership

1. Define vision and discuss the role of the educational leader to develop, articulate,

implement, and steward a shared vision working with diverse stakeholders.[ELCC 1.1]

EACS 5233 Organization of Education, EACS 5543 School Level Instructional

Leadership

2. Identify and discuss specific school variables related to organizational effectiveness

(grounded in theory and evidence). Provide specific strategies for data collection, data

use and plan development for school improvement. [ELCC 1.2] EACS 5233 Organization

of Education. EACS 5403 Inquiry for Performance Improvement

3. Explain a principal’s role in the promotion of continuous and sustained improvement, such as

but not limited to vision and change processes (ground in theory and evidence). [ELCC

1.3] EACS 5233 Organization of Education, EACS 5920 Principal Internship,

EACS 5403 Inquiry for Performance Improvement

4. Explain how to monitor and evaluate improvement plans and how to communicate this

progress with stakeholders. [ELCC 1.4. 1.5] EACS 5233 Organization of Education,

EACS 5403 Inquiry for Performance Improvement

6

Document 2: Instructional Leadership 5. Explain how a principal promotes student success through a school culture and instructional

program with collaboration, trust and a personalized learning environment (ground in

theory and evidence). [ELCC 2.1] EACS 5543 School Level Instructional Leadership,

EACS 5573 Supervision of Instruction, EACS 5920 Principal Internship

6. Discuss research-based practices for creating and evaluating a comprehensive, rigorous,

and coherent curricular and instructional school program. [ELCC 2.2] EACS 5543

School Level Instructional Leadership, EACS 5573 Supervision of Instruction, EACS

5920 Principal Internship

7. How can a leader develop and supervise the instructional and leadership capacity of

school staff? [ELCC 2.3] EACS 5573 Supervision of Instruction, EACS 5920 Principal

Internship

8. Discuss a leader’s role in promoting effective and appropriate technologies to support

teaching and learning in a school environment. [ELCC 2.4] EACS 5573 Supervision of

Instruction, EACS 5920 Principal Internship

Document 3: Organizational Leadership

9. Provide recommendations (based on theory and evidence) for the effective use of

organizational planning, management and evaluation of school management and operations

that focus on learning needs of students. [ELCC 3.1] EACS 5343 Financial Leadership in

Schools

10. What are key elements, based on theory and evidence, of effective school level fiscal

operations? Include specific recommendations for policies and procedures that protect the

welfare and safety of students and staff within the school. [ELCC 3.2, 3.3] EACS 5343

Financial Leadership in Schools, EACS 5543 School Level Instructional Leadership, EACS


11. Explain how features of distributed school leadership can promote and encourage

instructional practices that support high-quality instruction and student learning. Discuss

the role of the principal to develop school capacity for distributed leadership, and the role

of the principal to ensure teacher and organizational time focuses on supporting high-

quality school instruction and student learning. Include evidence and theory to support your

claims/rationale. [ELCC 3.4, 3.5] EACS 5543 School Level Instructional Leadership, EACS


Document 4: Collaborative Leadership

12. Explain how collaborating with faculty and community members in collecting and analyzing

information related to the schools larger educational environment can enhance student

success. [ELCC 4.1] EACS 6333 Politics in Educational Administration, EACS 5920

Principal Internship

7

13. Describe the types of resources within the larger school environment that school leaders can

mobilize to enhance learning opportunities for all students.[ELCC 4.2] EACS 6333 Politics

in Educational Administration, EACS 5920 Principal Internship

14. Discuss strategies and actions that school leaders can use to build and sustain cooperative

relationships with families, caregivers, and community partners. [ELCC 4.3, 4.4] EACS

6333 Politics in Educational Administration, EACS 5920 Principal Internship

Document 5: Ethical Leadership

15. What is your understanding of integrity and acting with integrity? How is that different

from the multiple meanings of fairness so as to ensure student academic and social

success? [ELCC 5.1] EACS 5593 Principal Leadership, EACS 5573 Supervision of

Instruction, EACS 5920 Principal Internship

16. Describe the commonly recognized ethical reference points for decision making available

to the educational leader. How do these systems or “paradigms” help you when

interacting with others and making decisions? [ELCC 5.2, 5.4] EACS 5593 Principal

Leadership, EACS 5573 Supervision of Instruction, EACS 5920 Principal Internship

17. What are the foundational principles of social justice? Why are the values of democracy,

equity, and diversity paramount in public schooling? [ELCC 5.3, 5.5] EACS 5593

Principal Leadership, EACS 5573 Supervision of Instruction, EACS 5920 Principal

Internship

Document 6: Contextual Leadership

18. Describe the major areas of inquiry that guide education law and provide key case law

analysis for school policy making. [ELCC 6.1] EACS 6243 Education and the Law,

EACS 5920 Principal Internship

19. Discuss the current issues in education law, with their policy solutions. How might these

be communicated with school stakeholders for the improvement of the school

community. [ELCC 6.2, 6.3] EACS 6243 Education and the Law, EACS 5920 Principal

Internship

8

APPENDIX A

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; Vision Plan activity

• EACS 5233 Organization of Education Field Experience

• EACS 5533 School Level Instructional Leadership Models of Best Practices in

Education Essay; A Plan of Instructional Improvement

• EACS 5920 Principal Internship Intern Activity Log for ELCC Element 1.3

• EACS 5403 Inquiry for Performance Improvement Continuous Improvement Plan

or Problem Solving Study or related assignments with data use for school

improvement decisions

• 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 5573 Supervision of Instruction Authentic Supervision Activity

• EACS 5543 School Level Instructional Leadership Field Experience

• EACS 5573 Supervision of Instruction Field Experience

• 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


Education Essay: A Plan of Instructional Improvement


• Other artifacts that demonstrate your skills and competency related to

organizational leadership

9


• EACS 5333 Politics in Ed Admin Legislative Policy Brief paper/presentation

• EACS 5333 Politics in Ed Admin Interviews with school board members/class

presentation

• EACS 5333 Politics in Ed Admin Field Experience




• Other artifacts that demonstrate your skills and competency related to collaborative

leadership


• EACS 5573 Supervision of Instruction Authentic Supervision Activity

• EACS 5263 Education and the Law Performance and Field Activity

• EACS 5593 Principal Leadership; Case Narrative and Analysis




• Other artifacts that demonstrate your skills and competency related to ethical

leadership

Standard 6.0 [ELCC 61, 6.2, and 6.3]



• EACS 5263 Education and the Law Legal Analysis Performance Activity




• Other artifacts that demonstrate your skills and competency related to leadership in

the larger context

PORTFOLIO FORMAT

The Portfolio document MUST be submitted in electronic format. Students who have been

admitted to candidacy should have a link to the EACS Comprehensive Portfolio through

learn.ou.edu under Permanent Courses (if the link is not available, please contact ELPS staff).

Please upload the portfolio into the Dropbox. Instructions for the order of the narratives and

artifacts are included in the Dropbox. Please ensure that your uploaded submission is complete.

Also, allow yourself time to access the learn.ou.edu site to ensure that you are able to submit all

documents by the designated portfolio submission due date. If you are experiencing technical

difficulties to upload your documents to the Dropbox, you should notify the ELPS staff.

Each page comprising the portfolio should be in one of the following file formats:

Portable document format (.pdf file);

Microsoft office format (.doc, xls, .ppt files);

Word document in rich text format (.rtf file); or,

10

Hyperlink markup language (.htm file)

Other file formats may be used if the EACS program area coordinator grants permission PRIOR

to the submission of the portfolio.

11

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.

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 19 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.

12

APPENDIX B PORTFOLIO SCORING GUIDE

ASSESSMENT OF THE CANDIDATE’S ABILITY TO UNDERSTAND AND COLLABORATIVELY DEVELOP, ARTICULATE, IMPLEMENT, AND STEWARD A SHARED VISION OF LEARNING FOR A SCHOOL:

Prompt 1. Define vision and discuss the role of the educational leader to develop,

articulate, implement, and steward a shared vision working with diverse

stakeholders. 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

substandard quality,

lacking understanding of

processes supporting the

development of a vision.

• The narrative is supported

with little or no scholarly

literature addressing the

development of a vision.

• Insufficient artifacts are

referenced and presented in

the Appendix to support

the candidate’s ability to

develop a vision.

• The candidate does not

discuss relevant knowledge

and activities, as specified

in ELCC 1.1.

• The narrative is of sufficient

quality, including a

reasonable depth of

understanding and application

of the processes supporting

the development of a vision.

• Sufficient scholarly literature

(more than one citation) is

used to support the

candidate’s discussion of the

process of vision

development.

• Appropriate artifacts are

referenced in the narrative

and presented in the

Appendix to support the

candidate’s ability to develop

a vision.

• The candidate discuss with

alacrity relevant knowledge

and activities, as specified in

ELCC 1.1.


exceptional quality,

including in-depth

understanding, reflection,

and application of the

school leader’s role in

developing a school vision.

• An extensive amount of

high-quality scholarly

literature is used to support

the candidate’s discussion

of vision development.

• A large array of high-

quality artifacts are




candidate’s ability to

develop a vision.

• The candidate provides an

extraordinary discussion of

the relevant knowledge and

activities, as specified in

ELCC 1.1.

13

ASSESSMENT OF THE CANDIDATE’S ABILITY TO UNDERSTAND AND COLLECT AND USE DATA TO IDENTIFY SCHOOL GOALS, ASSESS ORGANIZATIONAL EFFECTIVENESS, AND IMPLEMENT PLANS TO ACHIEVE SCHOOL GOALS:

Prompt 2. Identify and discuss specific school variables related to organizational

effectiveness (grounded in theory and evidence). Provide specific strategies for

data collection, data use and plan development for school improvement. Reviewers choose which of the three indicators BEST represents candidate competency in Element 1.2:

Does Not Meet Expectation Meets Expectation Outstanding


substandard quality, lacking

understanding of the issues

related to the articulation of

school variables related to

organizational effectiveness

and strategies for data

collection, data use and plan

development.




articulation of school

variables related to




development



the Appendix to support the


understand school

improvement processes.


identify or discuss research

strategies, planning

processes, or communication

elements as specified in

ELCC 1.2.



reasonable depth of


of the issues specific to





development



used to support the

candidate’s discussion of the

issues related to the

articulation of school





development Appropriate

artifacts are referenced in the

narrative and presented in the



understand school


• The candidate both identifies

and appropriately discusses

research strategies, planning


elements as specified in

ELCC 1.2.


exceptional quality, including

in-depth understanding,

reflection, and application of

the issues specific to school





development

• An extensive amount of high-

quality scholarly literature is

used to support the

candidate’s discussion of





development

• A large array of high-quality





understand school




research strategies, planning


elements as specified in the

ELCC 1.2 standards.

14

ASSESSMENT OF THE CANDIDATE’S ABILITY TO UNDERSTAND AND PROMOTE CONTINUAL AND SUSTAINABLE SCHOOL IMPROVEMENT:

Prompt 3. Explain a principal’s role in the promotion of continuous and sustained improvement,

such as but not limited to vision and change processes (ground in theory and evidence). Reviewers choose which of the three indicators BEST represents candidate competency in Element 1.3:


• The response is of



effective strategies for f

continuous and sustained

improvement.



literature pertaining to


improvement





promote continuous and

sustained improvement.


identify or discuss

initiatives, plans, or

processes that continuous

and sustained

improvement.

• The response is of sufficient


reasonable depth of


of effective strategies for


improvement.



used to support the

candidate’s discussion

pertaining to continuous and

sustained improvement





candidate’s ability to promote


improvement.



initiatives, plans, or processes

that promote continuous and


• The response is of exceptional

quality, including in-depth

understanding, reflection, and

application of effective

strategies for continuous and

sustained improvement. An

extensive amount of high-

quality scholarly literature

pertaining to continuous and

sustained improvement







improvement.



initiatives, plans, or processes

that promote continuous and


15

ASSESSMENT OF THE CANDIDATE’S ABILITY TO UNDERSTAND AND EVALUATE SCHOOL PROGRESS AND REVISE SCHOOL PLANS SUPPORTED BY SCHOOL STAKEHOLDERS:

Prompt 4. Explain how to monitor and evaluate improvement plans and how to communicate this

progress with stakeholders. Reviewers choose which of the three indicators BEST represents candidate competency in Elements 1.4:





the various processes to

monitor and evaluate

improvement plans, and

how to communicate this

with stakeholders.




processes to monitor and

evaluate improvement

plans, and how to

communicate this with

stakeholders.





monitor, evaluate and

communicate a plan.


identify or discuss the

systems for using data-

based research strategies to

monitor and evaluate an

improvement plan.


identify or discuss the

various methods at his/her

disposal for the

communication of

continuous improvement to

ALL stakeholders.


quality, including a reasonable

depth of understanding and

application of the various


evaluate improvement plans,

and how to communicate this

with stakeholders.


(more than one citation) is used

to support the candidate’s

discussion the processes to


improvement plans, and how to


stakeholders. Appropriate




candidate’s ability to monitor,

evaluate and communicate a

plan.


and appropriately discusses the

systems for using data-based

research strategies to monitor

and evaluate an improvement

plan.




disposal for the communication

of continuous improvement to

ALL stakeholders.

• The narrative is of exceptional



application of the various


evaluate improvement plans,

and how to communicate this

with stakeholders.



used to support the candidate’s

discussion of the processes to


improvement plans, and how to


stakeholders. A large array of

high-quality artifacts are

referenced in the narrative and

presented in the Appendix to

support the candidate’s ability

to monitor, evaluate and

communicate a plan.


extraordinary discussion of the

systems for using data-based

research strategies to monitor

and evaluate an improvement

plan.




disposal for the communication

of continuous improvement to

ALL stakeholders.

16

ASSESSMENT OF THE CANDIDATE’S ABILITY TO UNDERSTAND AND ADVOCATE,NURTURE, AND SUSTAIN A SCHOOL CULTURE AND INSTRUCTIONAL

PROGRAM CONDUCIVE TO STUDENT LEARNING THROUGH COLLABORATION, TRUST,

AND A PERSONALIZED LEARNING ENVIRONMENT WITH HIGH EXPECTATIONS FOR

STUDENTS:

Prompt 5. Explain how a principal promotes student success through a school culture and

instructional program with collaboration, trust and a personalized learning environment

(ground in theory and evidence).

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




understanding of school

culture and its relationship

with the instructional

program that explains how a

principal promotes student

success through

collaboration, trust, and a

personalized learning

environment.



literature addressing school

culture and the instructional

program.





a positive school culture to

support the learning

environment.


discuss relevant methods and

strategies, as specified in

ELCC 2.1.




application of the integration of

school culture and the

instructional program that

explains how a principal

promotes student success

through collaboration, trust, and

a personalized learning

environment..




discussion of school culture and

the instructional program.





to promote a positive school

culture to support the learning

environment.

• The candidate discuss with

alacrity relevant methods and

strategies, as specified in ELCC

2.1.




application of the integration of

school culture and the

instructional program that

explains how a principal

promotes student success

through collaboration, trust, and

a personalized learning

environment. .




discussion of school culture and

the instructional program.





candidate’s ability to promote a

positive school culture to

support the learning

environment.



relevant methods and strategies,

as specified in ELCC 2.1.

17

ASSESSMENT OF THE CANDIDATE’S ABILITY TO UNDERSTAND, CREATE, AND EVALUATE A COMPREHENSIVE, RIGOROUS, AND COHERENT CURRICULAR AND INSTRUCTIONAL SCHOOL PROGRAM:

Prompt 6. Discuss research-based practices for creating and evaluating a comprehensive,

rigorous, and coherent curricular and instructional school program. Reviewers choose which of the three indicators BEST represents candidate competency in Element 2.2:




understanding of research-

based practices for creating

and evaluating a

comprehensive, rigorous, and

coherent curricular and

instructional school program.

The narrative is supported



improvement of instruction

through effective curriculum

design and evaluation.




candidate’s ability to provide

an effective instructional

program.

• The candidate does not relate

the discussion to theory,

measures of teacher

performance, evaluation and

technology as indicated in

ELCC 2.2.


indicate the skills required to

demonstrate collaboration,

use of evidence-centered

research, communication of

progress toward achievement,

and design evaluation

systems as indicated in ELCC

2.2.



depth of research-based

practices for creating and

evaluating a comprehensive,

rigorous, and coherent

curricular and instructional

school program. Sufficient

scholarly literature (more than

one citation) is used to address

the improvement of instruction







to provide an effective

instructional program.



theory, measures of teacher



ELCC 2.2.



skills required to demonstrate

collaboration, use of evidence-

centered research,

communication of progress

toward achievement, and design

evaluation systems as indicated

in ELCC 2.2.




application of research-based

practices for creating and

evaluating a comprehensive,

rigorous, and coherent

curricular and instructional

school program. .



used to address the

improvement of instruction







candidate’s ability to provide an

effective instructional program.



theory, measures of teacher



ELCC 2.2.



skills required to demonstrate

collaboration, use of evidence-

centered research,

communication of progress

toward achievement, and design

evaluation systems as indicated

in ELCC 2.2.

18

ASSESSMENT OF THE CANDIDATE’S ABILITY TO UNDERSTAND, DEVELOP, AND SUPERVISE THE INSTRUCTIONAL AND LEADERSHIP CAPACITY OF SCHOOL STAFF:

Prompt 7. How can a leader develop and supervise the instructional and leadership

capacity of school staff? Reviewers choose which of the three indicators BEST represents candidate competency in Element 2.3:




understanding of strategies

for the supervision of

instruction and leadership

capacity.




strategies for effective

supervision of instruction and

leadership capacity.




candidate’s ability to apply

best practices for leading

instruction.


identify or discuss various

theories as specified in ELCC

2.3.


identify or discuss

appropriate research

strategies as specified in

ELCC 2.3.




application of strategies for the






discussion pertaining to

strategies for effective







to apply best practices for

leading instruction.



various theories as specified in

ELCC 2.3.



appropriate research strategies





application of strategies for the





pertaining to strategies for

effective supervision of

instruction and leadership

capacity.





candidate’s ability to apply best

practices for leading instruction.



various theories as specified in

ELCC 2.3.



appropriate research strategies


19

ASSESSMENT OF THE CANDIDATE’S ABILITY TO UNDERSTAND AND PROMOTE THE MOST EFFECTIVE AND APPROPRIATE TECHNOLOGIES TO SUPPORT TEACHING AND LEARNING IN A SCHOOL ENVIRONMENT:

Prompt 8. Discuss a leader’s role in promoting effective and appropriate technologies to support

teaching and learning in a school environment. Reviewers choose which of the three indicators BEST represents candidate competency in Element 2.4:




understanding of strategies

for technology use for

improved instruction.




technology strategies for

leading effective instruction.




candidate’s ability to apply

best practices of technology

use to support teaching and

student learning.


identify or discuss well-

planned, context-appropriate

professional development

programs based on reflective

practice and research as

specified in 2.4.


identify or discuss various

strategies as specified in

ELCC 2.4.




application of strategies for

technology use for improved

instruction.




discussion pertaining to

technology strategies for

leading effective instruction.





to apply best practices of

technology use to support

teaching and student learning.



well-planned, context-

appropriate professional

development programs based

on reflective practice and

research as specified in 2.4.



various strategies as specified in

ELCC 2.4.




application of strategies for

technology use for improved

instruction



pertaining to technology

strategies for leading effective

instruction.





candidate’s ability to apply best

practices of technology use to

support teaching and student

learning.



well-planned, context-

appropriate professional

development programs based

on reflective practice and

research as specified in 2.4.



various strategies as specified in

ELCC 2.4.

20

ASSESSMENT OF THE CANDIDATE’S UNDERSTANDING OF MONITORING AND EVALUATING SCHOOL MANAGEMENT AND OPERATIONAL SYSTEMS:

Prompt 9. Provide recommendations (based on theory and evidence) for the effective use of

organizational planning, management and evaluation of school management and

operations that focus on learning needs of students. Reviewers choose which of the three indicators BEST represents candidate competency in Element 3.1:




understanding of

organizational planning and

the connection to equity,

effectiveness, and efficiency.


with little or no best practices

literature addressing

organizational management.




candidate’s ability to manage

the organization.

• The candidate provides little

or no evidence of his/her

ability to develop plans of

action for focusing on

effective organization and

management of resources as

indicated in 3.1.


connect the deployment of

resources to student

achievement, as indicated in

ELCC 3.1.




application of organizational

planning and the connection to

equity, effectiveness, and

efficiency.

• Sufficient best practices

literature (more than one

citation) is used to support the







to manage the organization.

• The candidate provides

convincing evidence of his/her


action for focusing on effective

organization and management

of resources as indicated in 3.1.

• The candidate demonstrates

with alacrity the connection

between the deployment of

resources and student

achievement, as indicated in

ELCC 3.1.




application of organizational

planning and the connection to

equity, effectiveness, and

efficiency.


quality best practices literature

is used to support the








the organization.


substantial evidence of his/her


action for focusing on effective

organization and management

of resources as indicated in 3.1.


exceptional understanding of

the connection between the

deployment of resources and

student achievement, as

indicated in ELCC 3.1.

21

ASSESSMENT OF THE CANDIDATE’S ABILITY TO UNDERSTAND AND EFFECIENTLY USE HUMAN, FISCAL, AND TECHNOLOGICAL RESOURCES TO MANAGE SCHOOL OPERATIONS AND CAN UNDERSTAND AND PROMOTE SCHOOL-BASED POLICIES AND PROCEDURES THAT PROTECT THE WELFARE AND SAFETY OF STUDENTS AND STAFF ACROSS THE SCHOOL:

Prompt 10. What are key elements, based on theory and evidence, of effective school level fiscal

operations? Include specific recommendations for policies and procedures that protect

the welfare and safety of students and staff within the school. Reviewers choose which of the three indicators BEST represents candidate competency in Elements 3.2 AND 3.3:




understanding of operations

and fiscal management and

its alignment to the welfare of

students and staff.




operations and fiscal

management.





school operations for the

welfare of students and staff.


demonstrate the ability to

involve staff in conducting

operations and setting

priorities as indicated in

ELCC 3.2.

• The candidate does not apply

legal and other principals to

efficient, safe, effective

facilities management as





application of operations and

fiscal management and its

alignment to the welfare of

students and staff.






management.





to manage operations for the

welfare of students and staff.

• The candidate demonstrates the

ability to involve staff in

conducting operations and

setting priorities as indicated in

ELCC 3.2.

• The candidate properly applies

legal and other principals to


facilities management as





application of operations and

fiscal management and its

alignment to the welfare of

students and staff.






management.






operations for the welfare of

students and staff.

• The candidate demonstrates an

extraordinary ability to involve

staff in conducting operations

and setting priorities as


• The candidate makes an

exceptional application of both

legal and other principals to the


management of facilities, as


22

ASSESSMENT OF THE CANDIDATE’S ABILITY TO UNDERSTAND AND DEVELOP SCHOOL CAPACITY FOR DISTRIBUTED LEADERSHIP AND TO UNDERSTAND AND ENSURE TEACHER AND ORGANIZATIONAL TIME FOCUSES ON SUPPORTING HIGH-QUALITY SCHOOL INSTRUCTION AND STUDENT LEARNING:

Prompt 11. Explain how features of distributed school leadership can promote and

encourage instructional practices that support high-quality instruction and

student learning. Discuss the role of the principal to develop school capacity for

distributed leadership, and the role of the principal to ensure teacher and

organizational time focuses on supporting high-quality school instruction and

student learning. Include evidence and theory to support your claims/rationale. Reviewers choose which of the three indicators BEST represents candidate competency in Element 3.4 AND 3.5:




understanding of distributed

leadership that is aligned to

teaching and learning.




distributed leadership for



referenced and presented

in the Appendix to

support the candidate’s

ability to develop school

capacity to distribute

leadership; and to ensure

teacher and organizational

time focuses on

supporting high-quality

school instruction and

student learning..


effectively discuss

distributed leadership as

specified in 3.3.b.



depth of understanding of

distributed leadership that is

aligned to teaching and

learning.












develop school capacity to

distribute leadership; and

to ensure teacher and

organizational time focuses

on supporting high-quality

school instruction and

student learning.


effective strategies for


specified in 3.3.b.




application of distributed

leadership that is aligned to

teaching and learning.











candidate’s ability to develop

school capacity to distribute

leadership; and to ensure

teacher and organizational

time focuses on supporting

high-quality school

instruction and student

learning. .


exemplary strategies for


specified in 3.3.b.

23

ASSESSMENT OF THE CANDIDATE’S ABILITY TO UNDERSTAND AND COLLABORATE WITH FACULTY AND COMMUNITY MEMBERS BY COLLECTING AND ANALYZING INFORMATION PERTINENT TO THE IMPROVEMENT OF THE SCHOOL’S EDUCATIONAL ENVIRONMENT:

Prompt 12. Explain how collaborating with faculty and community members in collecting

and analyzing information related to the schools larger educational environment

can enhance student success. Reviewers choose which of the three indicators BEST represents candidate competency in Element 4.1:




demonstration of bringing

together the resources of

faculty and the community to

positively affect student

learning.




collaboration with

stakeholders and other

community members.





collaborate with faculty and

community.


demonstrate the ability to use

public information and

research-based knowledge of

issues and trends to


community members.


demonstrate an understanding

of community relations

models, marketing strategies

and processes, data-based

decision-making, and

communications theory or

methods of outreach aimed at

business, religious, political,

and service organizations


sufficiently demonstrate

his/her ability to collaborate

with community agencies to

integrate health, social, and

other services and to develop

a comprehensive program of



demonstration and application

of bringing together the

resources of faculty and the

community to positively affect

student learning.




discussion of collaboration with

stakeholders and other

community members.





to collaborate with faculty and

community.

• The candidate provides clear

evidence of his/her ability to

use public information and

research-based knowledge of

issues and trends to collaborate

with faculty and community

members.

• Candidates provides convincing

evidence of his/her

understanding of community

relations models, marketing

strategies and processes, data-

based decision-making, and





• The candidate demonstrates

his/her ability to collaborate

with community agencies to

integrate health, social, and

other services and to develop a

comprehensive program of

community relations and


quality, including extraordinary

demonstration and application

of bringing together the

resources of faculty and the

community to positively affect

student learning.





collaboration with stakeholders

and other community members.







community.


substantial evidence of his/her

ability to use public information

and research-based knowledge

of issues and trends to


community members.

• Candidates provides substantial

evidence of his/her

understanding of community

relations models, marketing

strategies and processes, data-

based decision-making, and






extraordinary ability to

collaborate with community

agencies to integrate health,

social, and other services and to

develop a comprehensive

24

community relations and


work with the media.

• Most specifically, the

candidate does not

sufficiently demonstrate

his/her ability to use

collaboration strategies to

collect, analyze, and interpret

school, student, faculty and

community information as

well as communicate

information about the school

within the community.

demonstrate the ability to work

with the media.

• Most specifically, the candidate

demonstrates his/her ability to

use collaboration strategies to

collect, analyze, and interpret

school, student, faculty and

community information as well

as communicate information

about the school within the

community.

program of community

relations and demonstrate the

ability to work with the media.


demonstrates an extraordinary

ability to use collaboration

strategies to collect, analyze,

and interpret school, student,

faculty and community

information as well as

communicate information about

the school within the

community.

25

ASSESSMENT OF THE CANDIDATE’S ABILITY TO UNDERSTAND AND MOBILIZE COMMUNITY RESOURCES BY PROMOTING UNDERSTANDING, APPRECIATION, AND USE OF THE COMMUNITY’S DIVERSE CULTURAL, SOCIAL, AND INTELLECTUAL RESOURCES WITHIN THE SCHOOL COMMUNITY:

Prompt 13. Describe the types of resources within the larger school environment that school

leaders can mobilize to enhance learning opportunities for all students.

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




candidate demonstration of the types of resources within

the larger school

environment that school

leaders can mobilize to

enhance learning

opportunities for all

students. The narrative is

supported with little or no

scholarly literature

addressing the types of

resources within the larger

school environment that

school leaders can mobilize

to enhance learning


students.





respond to community

interests and needs; and to

describe and identify the

types of resources within the

larger school environment

that school leaders can

mobilize to enhance

learning opportunities for all

students.


discuss the use of appropriate

assessment strategies and

research methods to

understand and accommodate

diverse school and

community conditions and

dynamics.



sufficient quality,

including a reasonable

demonstration and

application of the types of



school leaders can

mobilize to enhance

learning opportunities for

all students.

• Sufficient scholarly


citation) is used to support

the candidate’s discussion

of the types of resources

within the larger school

environment that school

leaders can mobilize to

enhance learning


students. Appropriate

artifacts are referenced in

the narrative and

presented in the Appendix


ability to respond to

community interests and

needs: and to describe and

identify the types of



school leaders can

mobilize to enhance

learning opportunities for

all students..

• The candidate properly

discusses the use of

appropriate assessment

strategies and research


quality, including extraordinary

demonstration and application of

the types of resources within the

larger school environment that

school leaders can mobilize to

enhance learning opportunities for

all students. .


quality best practices literature is


discussion of the types of

resources within the larger school

environment that school leaders

can mobilize to enhance learning

opportunities for all students.





candidate’s ability to respond to

community interests and needs;

and to describe and identify the

types of resources within the

larger school environment that

school leaders can mobilize to

enhance learning opportunities for

all students.


exceptional discussion of

appropriate assessment strategies

and research methods to understand

and accommodate diverse school

and community conditions and

dynamics.


exceptional ability to provide

leadership to programs serving

students with special and

exceptional needs.


demonstrates an exceptional ability

to capitalize on the diversity

(cultural, ethnic, racial, economic,

26


provide leadership to

programs serving students

with special and exceptional

needs.


candidate does not


capitalize on the diversity

(cultural, ethnic, racial,

economic, and special interest

groups) of the school

community to improve school

programs and meet the

diverse needs of all students.

methods to understand and

accommodate diverse

school and community

conditions and dynamics.

• The candidate

appropriately demonstrates

the ability to provide

leadership to programs

serving students with

special and exceptional

needs.


candidate appropriately

demonstrates the ability to

capitalize on the diversity

(cultural, ethnic, racial,

economic, and special

interest groups) of the

school community to

improve school programs

and meet the diverse needs

of all students.

and special interest groups) of the

school community to improve

school programs and meet the

diverse needs of all students.

27

ASSESSMENT OF THE CANDIDATE’S ABILITY UNDERSTAND AND RESPOND TO COMMUNITY INTERESTS AND NEEDS BY BUILDING AND SUSTAINING POSITIVE SCHOOL RELATIONSHIPS WITH FAMILIES AND CAREGIVERS:

Prompt 14. Discuss strategies and actions that school leaders can use to build and sustain

cooperative relationships with families, caregivers, and community partners. Reviewers choose which of the three indicators BEST represents candidate competency in Element 4.3 AND 4.4:




understanding of the

utilization of families and

various partners.




inclusion of families and

communities in schools.




candidate’s ability to involve

families and communities.


effectively demonstrate how

to conduct a needs

assessment of families and

community partners.


effectively demonstrate an

understanding of ways to

develop effective

relationships and involve

families and community

partners in decision-making

processes.



depth of understanding of the

utilization of families and

various community partners.




discussion of the inclusion of

families and communities in

schools.

• Multiple artifacts are referenced

in the narrative and presented in


candidate’s ability to involve

families and communities.

• The candidate effectively

demonstrates how to conduct a

needs assessment of families

and community partners.


demonstrates an understanding

of ways to develop effective




processes.




application of the utilization of

families and various community

partners.




discussion of the inclusion of

families and communities in

schools.

• An extraordinarily large array

of artifacts are referenced in the


Appendix to involve families

and communities.


exceptional ability to conduct a

needs assessment of families

and community partners.


extraordinary understanding of

ways to develop effective




processes.

28

ASSESSMENT OF THE CANDIDATE’S ABILITY TO UNDERSTAND AND ACT WITH INTEGRITY AND FAIRNESS TO ENSURE A SCHOOL SYSTEM OF ACCOUNTABILITY FOR EVERY STUDENT’S ACADEMIC AND SOCIAL SUCCESS:

Prompt 15. What is your understanding of integrity and acting with integrity? How is that

different from the multiple meanings of fairness so as to ensure student academic

and social success? Reviewers choose which of the three indicators BEST represents candidate competency in Element 5.1:




the understanding of integrity

and what fairness means.



literature addressing integrity

and the meanings of fairness.





understand and act with

integrity and highlight the

different meanings of

fairness.


quality, including a general

understanding of what integrity

means and what fairness means.




discussion of integrity and the

meanings of fairness.






integrity and highlight the

different meanings of fairness.




analysis of what integrity means

and what fairness means.




discussion of integrity and the

meanings of fairness.







integrity and highlights the

different meanings of fairness.

29

ASSESSMENT OF THE CANDIDATE’S ABILITY TO UNDERSTAND AND MODEL PRINCIPLES OF SELF-AWARENESS, REFLECTIVE PRACTICE, TRANSPARENCY, AND ETHICAL BEHAVIORS AS RELATED TO THEIR ROLES WITHIN THE SCHOOL AND THE CANDIDATE’S ABILITY TO EVALUATE THE POTENTIAL MORAL AND LEGAL CONSEQUENCES OF DECISION-MAKING IN THE SCHOOL:

Prompt 16. Describe the commonly recognized ethical reference points for decision-making

available to the educational leader. How do these systems or “paradigms” help

you when interacting with others and making decisions? Reviewers choose which of the three indicators BEST represents candidate competency in Elements 5.2 AND 5.4:




the understanding of

commonly recognized ethical

reference points for decision

making.



literature addressing ethical

decision making.




candidate’s ability to engage

in reflective ethical decision

making.


effectively discuss how they

are aided by knowing and

reflecting on systems or

“paradigms” when interacting

with others.



understanding of commonly

recognized ethical reference

points for decision making.




discussion of ethical decision

making.




candidate’s ability to engage in

reflective ethical decision

making.


discusses how they are aided

by knowing and reflecting on

systems or “paradigms” when

interacting with others.




analytical application of

commonly recognized ethical

reference points for decision

making.




discussion of ethical decision

making.





candidate’s ability to engage in

reflective ethical decision

making.

• The candidate includes a

thorough discussion of how

they are aided by knowing and

reflecting on systems or

“paradigms” when interacting

with others.

30

ASSESSMENT OF THE CANDIDATE’S ABILITY TO UNDERSTAND AND SAFEGUARD THE VALUES OF DEMOCRACY, EQUITY, AND DIVERSITY WITHIN THE SCHOOL AND THEIR ABILITY TO PROMOTE SOCIAL JUSTICE WITHIN THE SCHOOL TO ENSURE THAT INDIVIDUAL STUDENT NEEDS INFORM ALL ASPECTS OF SCHOOLING:

Prompt 17. What are the foundational principles of social justice? Why are the values of

democracy, equity, and diversity paramount in public schooling? Reviewers choose which of the three indicators BEST represents candidate competency in Elements 5.3 AND 5.5:




the understanding of 1) social

justice, 2) values of

democracy, 3) equity, and 4)

the basis for diversity.



literature.

Insufficient artifacts are




understand and engage with

issues of 1) social justice, 2)

values of democracy, 3)

equity, and 4) diversity.



understanding of 1) social

justice, 2) values of democracy,

3) equity, and 4) the basis for

diversity.




discussion.







values of democracy, 3) equity,

and 4) diversity.




analysis of 1) social justice, 2)


and 4) the basis for diversity.




discussion.









and 4) diversity.

31

ASSESSMENT OF THE CANDIDATE’S ABILITY TO UNDERSTAND AND ADVOCATE FOR SCHOOL STUDENTS, FAMILIES, AND CAREGIVERS:

Prompt 18. Describe the major areas of inquiry that guide education law and provide key

case law analysis for school policy making. Reviewers choose which of the three indicators BEST represents candidate competency in Element 6.1:




understanding of the larger

context of policy and legal

advocacy




larger advocacy context.




candidate’s understanding of

the larger context of policy

and legal advocacy.


sufficiently explain how law

and policy is applied

consistently, fairly and

ethically within the school.

• Candidate does not

understand how to advocate

based on an analysis of the

complex causes of poverty

and other disadvantages.



analyze and apply legal

principals of Equal Protection

as it applies to major areas of

inquiry in a school

community.



serve as a spokesperson for

students and families within

the school.




larger context of policy and

legal advocacy.





advocacy context.




support the candidate’s



advocacy.

• The candidate sufficiently

explains how law and policy is

applied consistently, fairly and

ethically within the school.

• The candidate understands the

policies, laws, and regulations

enacted by local, state, and

federal authorities that affect

schools.


ability to advocate based on an

analysis of the complex causes

of poverty and other

disadvantages.


ability to serve as a

spokesperson for students and

families within the school.





advocacy.





advocacy context.





candidate’s understanding of

the larger context of policy and

legal advocacy.


exceptional explanation of how

law and policy is applied

consistently, fairly and ethically

within the school.

• . The candidate has an

extraordinary understanding of

the policies, laws, and

regulations enacted by local,

state, and federal authorities

that affect schools.


extraordinary ability to

advocate based on an analysis

of the complex causes of

poverty and other

disadvantages.


extraordinary ability to serve as

a spokesperson for students and

families within the school.

32

ASSESSMENT OF THE CANDIDATE’S ABILITY UNDERSTAND AND ACT TO INFLUENCE LOCAL, DISTRICT, STATE, AND NATIONAL DECISIONS AFFECTING STUDENT LEARNING WITHIN THE SCHOOL CONTEXT AS WELL AS ANTICIPATE AND ASSESS EMERGING TRENDS AND INITIATIVES IN ORDER TO ADAPT SCHOOL-BASED LEADERSHIP STRATEGIES:.

Prompt 19. Discuss the current issues in education law with their policy solutions. How might

these be communicated with school stakeholders for the improvement of the school

community? Reviewers choose which of the three indicators BEST represents candidate competency in Elements 6.2 and 6.3:




understanding of the key

legal components guiding

policy making.




larger context of trends and

initiatives for improved

school-based leadership

strategies.




candidate’s ability to adapt

leadership strategies to

address emerging school

issues.



advocate for equitable

learning opportunities and

communicate policies, laws,

regulations and procedures to

stakeholders.




key legal components guiding

policy making.




ability to respond to the larger

context of trends and initiatives

for improved school-based

leadership strategies.





to adapt leadership strategies to

address emerging school issues.


ability to advocate for equitable




stakeholders.



understanding of the key legal

components guiding policy

making.




ability to respond to the larger

context of trends and initiatives

for improved school-based

leadership strategies.





candidate’s ability to adapt

leadership strategies to address

emerging school issues.


exceptional discussion of how

to advocate for equitable




stakeholders.

33


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

portfolio building level 2014 final · portfolio development the portfolio development process is...

Documents