internship in executive school leadership internship handbook.spring...student; and (3) evaluate,...
TRANSCRIPT
2 0 1 8 - 2 0 1 9
Internship in Executive School Leadership Handbook
MED 593 & GADM 826
ORAL ROBERTS UNIVERSITY
GRADUATE SCHOOL OF EDUCATION
2018-2019
INTERNSHIP IN EXECUTIVE SCHOOL LEADERSHIP
MED 593 & GADM 826
TABLE OF CONTENTS
SUMMARY OF CONCEPTUAL FRAMEWORK ..................................................................................... 1
College of Education Internship Philosophy ............................................................................ 2
Theoretical Framework .................................................................................................................. 2
CAEP Accreditation, NELP Standards & PASL ....................................................................... 2
NELP Internship Standards – Master of Education – Building Level ................................ 3
NELP Internship Standards – Doctor of Education – District Level ................................... 4
ORU GRADUATE COLLEGE OF EDUCATION INTERNSHIP REQUIREMENTS ..................... 5
Internship Core Courses & Time Requirements ................................................................... 5
Performance Assessment for School Leaders (PASL) Overview Requirements ...... 6
Intern Responsibilities .................................................................................................................... 7
Director of Graduate Internships Responsibilities .............................................................. 8
Cooperating Administrator (Mentor) Responsibilities ...................................................... 8
Course Syllabi ..................................................................................................................................... 8
Internship Evaluation ..................................................................................................................... 9
Professional & Ethical Responsibilities of the Intern ......................................................... 10
APPENDIX ........................................................................................................................................................... 11
A: ORU Graduate College of Education Conceptual Framework....................................... 12
B: PASL-Aligned Post-Assignment Examples ........................................................................... 16
C: Time Log Example........................................................................................................................... 41
D: Internship Application................................................................................................................. 43
E: Performance Assessment for School Leaders (PASL) Links ......................................... 45
F: PASL Student Scoring Commitment........................................................................................ 51
G: Cooperating Administrator Orientation Video & Memos ................. ........................... 53
H: McREL Intern Evaluation Rubric & Report ......................................................................... 62
ORAL ROBERTS UNIVERSITY COLLEGE OF EDUCATION SUMMARY OF CONCEPTUAL FRAMEWORK
Theme: Transformed Educators “. . . be ye transformed by the renewing of your mind . . ." Romans 12:2
Vision: Transforming Society The Miracle Ahead
A Transformed Generation
"Ye have not chosen me . . . I have chosen you and ordained you that you should go and bring forth fruit, and that your fruit should remain.” John 15:16
Mission: Preparing Professional Christian Educators to go into Every Person’s World “To provide the opportunity for individuals who hold Christian principles to participate in initial and advanced study in preparation for professional, public, and private responsibilities in the field of education throughout the world.”
Philosophy: Biblical Foundation—Christian Worldview • Nature of the Learner—Created in God’s Image• Truth and Knowledge—All Truth is God’s Truth• Values—Biblically Based
Knowledge Base: • Linked to Institutional Standards• Aligned with National Standards, State Competencies, and Standards of the
Profession• Evaluated and assessed in light of current research and best practices• Built upon past achievements and universal truths
1
College of Education Internship Philosophy
The philosophy of education embraced by the Graduate Education Program at Oral Roberts University is concerned with how theory is applied and tested in practice and how practice improves theory. The internship embodies that philosophy and is specifically structured to permit interns to integrate theory and practice in a field-based setting under the guidance of an experienced cooperating administrator (mentor). The internship program, as developed by the Graduate School of Education, will provide the intern with a variety of meaningful leadership experiences in actual school based settings. The experience will be coordinated by the director of graduate internships in consultation with the cooperating administrator (mentor).
Theoretical Framework
The practical knowledge and skills gained from the actual administrative leadership field experience of the university supervisors and cooperating administrators (mentors) serves as the basic foundation for the theoretical framework for the Internship in Executive School Leadership. Woven into that framework are the recommendations from the learned societies, professional organizations, and the scholarly literature. For information on the College of Education’s conceptual framework please see appendix A.
CAEP Accreditation, NELP Standards & PASL
The Council for the Accreditation of Educator Preparation (CAEP) accreditation process has two primary components: Educator Preparation Program (EPP) Review and Program Review. Educator Preparation Program Reviews use Advanced Level Standards, developed by CAEP, to make accreditation decisions for an EPP (the ORU School of Education). Program Reviews use Program Standards, developed by a Specialized Professional Association (SPA), to determine if a Program (a specific discipline area) can demonstrate mastery of the SPA standards. Programs must receive SPA recognition in order for the EPP to receive CAEP accreditation.
The National Educational Leadership Preparation (NELP) standards are aligned to the Professional Standards for Educational Leaders (PSEL). They provide specific performance expectations for what novice building and district level leaders should know and be able to do once they graduate. The NELP standards focus on the knowledge, skills, and attributes required by administrator candidates to lead and manage educational organizations centered on teaching and learning. It is important for all administrative candidates to be able to accomplish the tasks associated with each of the NELP standards and elements.
The Performance Assessment for School Leaders (PASL) is aligned to the NELP standards. Each of the PASL tasks and steps have several corresponding NELP standard components. These tasks are structured in a way for the intern to experience and develop the knowledge s/he needs to be a successful administrator at the building or district level.
2
NELP Internship Standards – Master of Education – Building Level
During your program, the eight core classes are each aligned to a specific NELP standard.
NELP Standard
Building Level Leader Description Program completers understand and demonstrate the capacity to:
ORU Aligned Course
Standard One: Mission, Vision, and Core Values
(1) collaboratively evaluate, develop, and communicate a school mission and vision designed toreflect a core set of values and priorities that include data use, technology, equity, diversity,digital citizenship, and community; and (2) lead improvement processes that include data use,design, implementation, and evaluation.
Strategically Leading
Organizations
Standard Two: Ethics and
Professional Norms
(1) reflect on, communicate about, cultivate, and model professional dispositions and norms(i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance,reflection, lifelong learning that support the educational success and well-being of each studentand adult; (2) evaluate, communicate about, and advocate for ethical and legal decisions; and (3)model ethical behavior in their personal conduct and relationships and to cultivate ethicalbehavior in others.
Effective Leadership
Standard Three: Equity and
Cultural Leadership
(1) use data to evaluate, design, cultivate, and advocate for a supportive and inclusive schoolculture; (2) evaluate, cultivate, and advocate for equitable access to educational resources,technologies, and opportunities that support the educational success and well-being of eachstudent; and (3) evaluate, cultivate, and advocate for equitable, inclusive, and culturallyresponsive instruction and behavior support practices among teachers and staff.
Culturally Responsive Education
Standard Four: Instructional Leadership
(1) evaluate, develop, and implement high-quality, technology-rich curricula programs and othersupports for academic and non-academic student programs; (2) evaluate, develop, andimplement high-quality and equitable academic and non-academic instructional practices,resources, technologies, and services that support equity, digital literacy, and the school’sacademic and non-academic systems; (3) evaluate, develop, and implement formal and informalculturally responsive and accessible assessments that support data-informed instructionalimprovement and student learning and well-being; and (4) collaboratively evaluate, develop, andimplement the school’s curriculum, instruction, technology, data systems, and assessmentpractices in a coherent, equitable, and systematic manner.
Leadership of Curricular and Instructional
Practices
Standard Five: Community and
External Leadership
(1) collaboratively engage diverse families in strengthening student learning in and out ofschool; (2) collaboratively engage and cultivate relationships with diverse community members,partners, and other constituencies for the benefit of school improvement and studentdevelopment; and (3) communicate through oral, written, and digital means within the largerorganizational, community, and political contexts when advocating for the needs of their schooland community.
Leading from the Middle
Standard Six: Operations and Management
(1) evaluate, develop, and implement management, communication, technology, school-levelgovernance, and operation systems that support each student’s learning needs and promote themission and vision of the school; (2) evaluate, develop, and advocate for a data-informed andequitable resourcing plan that supports school improvement and student development; and (3)reflectively evaluate, communicate about, and implement laws, rights, policies, and regulationsto promote student and adult success and well-being.
Operational Leadership:
Human, Physical and
Capital Resources
Standard Seven: Human Resource
Leadership
(1) collaboratively develop the school’s professional capacity through engagement in recruiting,selecting, and hiring staff; (2) develop and engage staff in a collaborative professional culturedesigned to promote school improvement, teacher retention, and the success and well-being ofeach student and adult in the school; (3) personally engage in, as well as collaboratively engageschool staff in, professional learning designed to promote reflection, cultural responsiveness,distributed leadership, digital literacy, school improvement, and student success; and (4)evaluate, develop, and implement systems of supervision, support, and evaluation designed topromote school improvement and student success.
Policy, Governance, and
Politics
Standard Eight: Internship and
Clinical Practice
(1) Candidates are provided a variety of coherent, authentic field and/or clinical internshipexperiences within multiple school environments that afford opportunities to interact withstakeholders, synthesize and apply the content knowledge, and develop and refine theprofessional skills articulated in each of the components included in NELP building-levelprogram standards 1–7; (2) Candidates are provided a minimum of six months of concentrated(10–15 hours per week) internship or clinical experiences that include authentic leadershipactivities within a school setting; and (3) Candidates are provided a mentor who hasdemonstrated effectiveness as an educational leader within a building setting; is present for asignificant portion of the internship; is selected collaboratively by the intern, a representative ofthe school and/or district, and program faculty; and has received training from the supervisinginstitution.
Internship in Executive
School Leadership
3
NELP Internship Standards – Doctor of Education – District Level
During your program, the eight core classes are each aligned to a specific NELP standard.
NELP Standard
District Level Leader Description Program completers understand and demonstrate the capacity to:
ORU Aligned Course
Standard One: Mission, Vision, and Core Values
(1) collaboratively design, communicate, and evaluate a district mission and vision that reflects a core set of values and priorities that include data use, technology, values, equity, diversity, digital citizenship, andcommunity; and (2) lead district strategic planning and continuous improvement processes that engage diverse stakeholders in data collection, diagnosis, design, implementation, and evaluation.
Strategically Leading
Organizations
Standard Two: Ethics and
Professional Norms
(1) reflect on, communicate about, and cultivate professional dispositions and norms (i.e., equity,fairness, integrity, transparency, trust, collaboration, perseverance, reflection, lifelong learning, digital citizenship) and professional district and school cultures; (2) evaluate and advocate for ethical and legal decisions; and (3) model ethical behavior in their personal conduct and relationships and to cultivate ethical behavior in others.
Effective Leadership
Standard Three: Equity and
Cultural Leadership
(1) evaluate, cultivate, and advocate for a supportive and inclusive district culture; (2) evaluate, cultivate,and advocate for equitable access to safe and nurturing schools and the opportunities and resources, including instructional materials, technologies, classrooms, teachers, interventions, and adult relationships, necessary to support the success and well-being of each student; and (3) evaluate, advocate, and cultivate equitable, inclusive, and culturally responsive instructional and behavior support practices among teachers and staff.
Culturally Responsive Education
Standard Four: Instructional Leadership
(1) evaluate, design, and implement high-quality curricula, the use of technology, and other services andsupports for academic and non-academic student programs; (2) collaboratively evaluate, design, andcultivate coherent systems of support, coaching, and professional development for educators, educational professionals, and school and district leaders, including themselves, that promote reflection, digital literacy, distributed leadership, data literacy, equity, improvement, and student success; (3) design, implement, and evaluate a developmentally appropriate, accessible, and culturally responsive system ofassessments and data collection, management, and analysis that support instructional improvement, equity, student learning and well-being, and instructional leadership; and (4) design, implement, andevaluate district-wide use of coherent systems of curriculum, instruction, assessment, student services, technology, and instructional resources that support the needs of each student in the district.
Leadership of Curricular and Instructional
Practices
Standard Five: Community and
External Leadership
(1) represent and support district schools in engaging diverse families in strengthening student learning inand out of school; (2) understand, engage, and effectively collaborate and communicate with, throughoral, written, and digital means, diverse families, community members, partners, and other constituencies to benefit learners, schools, and the district as a whole; and (3) communicate through oral, written, anddigital means within the larger organizational, community, and political contexts and cultivate relationships with members of the business, civic, and policy community in support of their advocacy for district, school, student, and community needs.
Executive Leadership:
The Superintendency
Standard Six: Operations and Management
(1) develop, communicate, implement, and evaluate data-informed and equitable management,communication, technology, governance, and operation systems at the district level to support schools inrealizing the district’s mission and vision; (2) develop, communicate, implement, and evaluate a data-based district resourcing plan and support schools in developing their school-level resourcing plans; and(3) develop, implement, and evaluate coordinated, data-informed systems for hiring, retaining, supervising, and developing school and district staff in order to support the district’s collective instructional and leadership capacity.
Operational Leadership:
Human, Physical and Capital Resources
Standard Seven: Human Resource
Leadership
(1) represent the district, advocate for district needs, and cultivate a respectful and responsive relationshipwith the district’s board of education focused on achieving the district’s shared mission and vision; (2) design, implement, cultivate, and evaluate effective and collaborative systems for district governance that engage multiple and diverse stakeholder groups, including school and district personnel, families, community stakeholders, and board members; (3) evaluate, engage in decision making around, implement, and appropriately communicate about district, state, and national policy, laws, rules, andregulations; and (4) understand the implications of larger cultural, social, economic, legal, and political interests, changes, and expectations and demonstrate the capacity to evaluate and represent district needs and priorities within larger policy conversations and advocate for district needs and priorities at the local,state, and national level.
Policy, Governance, and
Politics
Standard Eight: Internship and
Clinical Practice
(1) Candidates are provided a variety of coherent, authentic, field, or clinical internship experienceswithin multiple district environments that afford opportunities to interact with stakeholders and synthesize and apply the content knowledge and develop and refine the professional skills articulated in each of the components included in NELP district-level program standards 1–7; (2) Candidates are provided a minimum of six months of concentrated (10–15 hours per week) internship or clinical experiences that include authentic leadership activities within a district setting; and (3) Candidates are provided a mentor who has demonstrated effectiveness as an educational leader within a district setting; understands the specific district context; is present for a significant portion of the internship; is selected collaboratively bythe intern, a representative of the district, and program faculty; and is provided with training by the supervising institution.
Internship in Executive
School Leadership
4
ORU GRADUATE COLLEGE OF EDUCATION INTERNSHIP REQUIREMENTS
Internship Core Courses & Time Requirements
1. Complete the 5 NELP-aligned core internship related courses that include PASL alignedpost-assignments:a. Strategically Leading Organizations (MED 512/GHED 702)b. Effective Leadership (MED 501/GHED 701)c. Culturally Responsive Education (MED 502/GHED 602)d. Leadership of Curricular and Instructional Practices (MED 525/GADM 825)e. Leading from the Middle (MED 543) OR Executive Leadership: Superintendency (GADM 821)
Administrative candidates completing the internship program will have participated in a minimum of 240 working hours in an array of school settings.
During the five core internship courses you are required to complete the first 120 working hours of the internship experience, by spending an average of 24 working hours on each of your five post-assignments. You are required to complete each post-assignment at a site other than the one you are employed, with a different level of students, under one or more cooperating administrators. This is a required and valuable learning experience as you gain exposure to a variety of new educational contexts and cultures. You may complete all post-assignments at one site, or a variety of sites.
The post-assignment for each internship related course will be provided by the professor during your course. However, examples of post-assignments for the core internship related courses are found in appendix B (including the rubric and associated documents).
2. Completion of 2 NELP-aligned internship related courses:a. Operational Leadership: Human, Physical and Capital Resources (MED 523/GADM 823)b. Policy, Governance and Politics (MED 524/GADM 824)
3. Completion of NELP-aligned internship course:a. Internship in Executive School Leadership (MED 593/GADM 826)
As a Master or Doctoral level student, you must complete the seven core internship related courses before you enroll in the Internship in Executive School Leadership course.
During the Internship in Executive School Leadership you are required to complete the other 120 working hours with your cooperating administrator, who will sign off on your time log (see appendix C). You may complete the Internship in Executive School Leadership course at your primary place of employment. Much of this time will be used to work closely with your cooperating administrator and school community in order to complete and submit the 3 Performance Assessment for School Leaders (PASL) tasks.
Enrollment in the Internship in Executive School Leadership course (MED 593/GADM 826) requires the director of graduate internship’s approval and the completion of the internship application (appendix D). All relevant information pertaining to the internship is contained in this handbook and the respective courses’ syllabi.
5
Performance Assessment for School Leaders (PASL) Overview Requirements
The Performance Assessment for School Leaders (PASL) requires you to complete 3 tasks. The 3 tasks require you to submit 19 artifacts, one 15-minute video and answer 70 questions in 22.5 pages or less (at the time of printing).
Each of the 3 tasks requires you to work closely with the director of graduate internships, your cooperating administrator and other school faculty. Improved student learning is the goal of good teaching and PASL, therefore each task requires that you submit a sample of student work as evidence of the impact. Please see appendix E for the complete set of PASL links. Please review the PASL Candidate and Educator Handbook as a starting point.
Each task is designed to assess your ability to implement a best practice methodology in school improvement. Here is a very brief description of what you will be required to do for each task:
Task 1: You will work with your cooperating administrator to identify a problem or challenge, research the issue and develop a plan that will affect instructional practice and student achievement.
Task 2: You will work with your cooperating administrator and a team of colleagues to develop a list of significant professional development needs. Once the group decides on the priority area for professional development you will facilitate the professional development and analyze its effectiveness with walk-through observations and a feedback survey.
Task 3: You will work with your cooperating administrator to identify a team of teachers with varying experience to develop a collaborative team. You will then provide leadership of the collaborative team by facilitating the development of a plan to improve instruction, student learning, and the school culture. You will be required to submit a 15-minute video demonstrating the facilitation of the plan.
For current information about the PASL tasks please visit the PASL website: click here. You will register for the PASL on their website. Here on this site you can also learn how to prepare for the assessment, build and submit your tasks, review the expected writing guidelines, see samples of work in the Library of Examples and understand how you will be scored. See appendix E for the links.
In the 2018-2019 year you have the choice to (1) pay $350 and submit your PASL task work to ETS®, or (2) submit your work to your professor of record. You will be asked to submit your Commitment for Scoring (see appendix F) that confirms your choice to the director of graduate internships before you begin your tasks. The PASL Spring 2019 submission deadline is April 10th. The registration deadline is April 1st and the task submission window opens January 4th, 2019.
6
Intern Responsibilities
The ORU Graduate School Internship program embodies a philosophy that is specifically structured to permit interns to integrate theory and practice in a field-based setting under the guidance of experienced cooperating administrators (mentors) and the director of graduate internships. Your responsibilities include the following:
1. Read this internship handbook in entirety.
2. Review how to register, prepare, and submit the PASL tasks. Click here for the PASL website.
3. Consider the cooperating administrators you will approach in order to complete: (1) the PASLaligned post-assignments in the five core internship related courses, and (2) the three PASL tasksin the final Internship in Executive School Leadership course.
4. Consult with the director of graduate internships to discuss ideas and options for fulfilling theinternship requirements in order to make your plan.
5. Complete the 7 core internship courses. For the 5 courses with the PASL aligned post-assignment, work with a Cooperating Administrator and site(s) other than where you currentlywork. These must be at a different age level. Use the course specific Cooperating AdministratorOrientation Post-Assignment memos for your introduction (see appendix G for examples).
6. Review all PASL documents and requirements (see appendix E for PASL links) including howand when to enroll online for the Fall or Spring testing sessions with ETS®. Carefully considerthe time frames and submission requirements.
7. In liaison with the director of graduate internships, find a cooperating administrator to mentoryou for the Internship in Executive School Leadership. Be sure to share with him or her theCooperating Administrator Orientation for Executive Internship memo (see appendix G forexample) and this internship handbook before he or she agrees to be your cooperatingadministrator.
8. Enroll in and complete the application form for the Internship in Executive School Leadership(see appendix D), have it signed by the cooperating administrator (mentor) and return it to thedirector of graduate internships. Determine whether you will have your PASL tasks scored byETS® or your professor of record and complete the Student Scoring Commitment (appendix F).
9. If you choose to submit your tasks to ETS®, register online for the PASL Spring testing session($350 fee required) that coincides with the Internship in Executive School Leadership.
10. Perform the internship in a manner satisfactory for the director of graduate internships and thecooperating administrator, making sure to satisfy both the time and PASL requirements. Submityour time log (see appendix C) to the director of graduate internships after it has been signed offby your cooperating administrator
11. Review and discuss your plan, timeline, mid-semester and end-of-semester evaluations (seeappendix H) with your cooperating administrator. Complete mid- and end-of-semesterevaluations with your cooperating administrator.
7
Director of Graduate Internships Responsibilities
Your director of graduate internships is responsible to: • Help you plan and coordinate the internship experience.• Assist you in establishing contact with prospective cooperating administrators (mentors) as
needed.• Ensure that the internship experiences provide significant opportunities in the workplace
for you to synthesize and apply the knowledge, and practice and develop the skills,identified in the seven NELP standards in diverse learning environments.
• Work with you to ensure you complete the 3 PASL tasks successfully.
Cooperating Administrator (Mentor) Responsibilities
Post-Assignments for NELP Aligned Core Courses
Your Cooperating Administrator is responsible to: • Provide you with the time, access and guidance to fulfill the activities outlined in the
PASL aligned post-assignment(s).
Internship in Executive School Leadership Course
Your Cooperating Administrator is responsible to: • Work closely with you to develop and implement a plan in order to fulfill the 3 PASL
tasks in order to submit them to ETS® and complete 120 working hours of internshipexperience.
• Be available to allocate sufficient time, energy and attention to mentor you in a widevariety of meaningful leadership experiences of substantial responsibility, which increaseover time in amount and complexity as you complete the PASL tasks.
• Work closely with you while engaging in a significant amount of communication andactions (ie. meetings, e-mails, trouble-shooting, etc.) in order to complete the PASL tasks.
• Continually discuss with you how he or she would approach and solve various situations,considering the values of the school culture, various strategies and multiple perspectives inorder to complete the PASL tasks.
• Evaluate and discuss your performance twice using the evaluation tool in appendix H. SeeInternship Evaluation section in this handbook.
• Sign off on your time log (appendix C)
Course Syllabi
The syllabi for the 7 internship related courses previously listed, as well as the Internship in Executive School Leadership, are hereby incorporated and constitute a part of this handbook.
8
Internship Evaluation
During the Internship in Executive School Leadership you will be formally observed twice by your cooperating administrator. For each of the formal observations your cooperating administrator will use the McREL evaluation tool found in appendix H. Below are the steps for you to be aware of regarding your evaluations:
Step Graduate Candidate Task
Cooperating Administrator Task
1 Meet together to review the PASL tasks and outline the plan and timeline. Sign off on page 2.
2
Complete a plan and timeline for completing the PASL tasks. The “Graduate Candidate PASL Summary Goal-Setting Form” chart on page 3 is an example of how you could
organize your plan and timeline.
3 Conference together to: (1) review the plan and timeline, and (2) review the evaluation tool
together. Sign off on page 2.
4 Make any edits to the plan and timeline that arose from conferencing. Submit these to
the director of graduate internships.
5 Complete a “pre-conference” mid-semester self-evaluation using pages 4-13.
Complete a “pre-conference” mid-semester graduate candidate evaluation using pages 4-
13. 6 Conference regarding the evaluations (see below for instructions). Sign off on page 2.
7 Submit “post-conference” mid-semester
evaluation to the graduate candidate and the director of graduate internships.
8 Complete a “pre-conference” end-of-semester self-evaluation using pages 4-13.
Complete a “pre-conference” end-of-semester graduate candidate evaluation
using pages 4-13. 9 Conference regarding the evaluations (see below for instructions). Sign off on page 2.
10 Submit “post-conference” end-of-semester
evaluation to the graduate candidate and the director of graduate internships.
Conferencing Procedure:
At each conference the graduate candidate and the cooperating administrator will each share hisor her rating for each category.
On items with no scoring difference no conversation is necessary. On items with a scoring difference of one category you may discuss it, but please keep it brief. On any items with more than one category of difference discussion is encouraged. After the
discussion, either person may change his or her rating, or keep it the same.
9
Professional and Ethical Responsibilities of the Intern
During all phases of the internship the intern is expected to perform in a positive, professional manner. The intern will conform to CAEP standards as well as the standards of Oral Roberts University. The intern will respond professionally in all situations by acting with integrity, fairness, and in an ethical manner. If, during the course of the internship, the intern becomes aware of confidential information, the intern hereby acknowledges that such confidential information will not be communicated or shared with others without the permission of the school.
The intern agrees that placement at the internship site is a privilege extended as a courtesy by the internship site. Said site is in no way obligated to the intern beyond that expressed in this handbook. No obligations for future employment or promotion are expressed or implied as a result of a cooperating administrator (mentor) and respective site permitting an intern to serve an internship at that site.
A police background check must be completed that complies with the site’s policies. Please check with your cooperating administrator to ensure that you are in compliance with the site’s policies.
10
APPENDIX
A. ORU Graduate College of Education Conceptual Framework
B. PASL-Aligned Post-Assignment Examples
C. Time Log
D. Internship Application
E. Performance Assessment for School Leaders (PASL) Links
F. PASL Student Scoring Commitment
G. Cooperating Administrator Orientation Video & Memos
H. McREL Intern Evaluation Rubric & Report
11
APPENDIX A
ORU Graduate College of Education
Conceptual Framework
12
APPENDIX A
ORAL ROBERTS UNIVERSITY GRADUATE SCHOOL OF EDUCATION
Introduction
The conceptual framework for the Oral Roberts University College of Education provides the structure for course content and standards, stated student competencies, instruction, assessment, and evaluation. The College of Education offers a diverse teacher preparation program designed to equip teacher candidates for initial assignments in elementary and secondary schools as well as advanced programs for school administration. The three segments—general education, specialized education, and professional education—are offered to prepare graduates for professional responsibilities in public, private, Christian, and home schools.
The philosophy of education which is embraced by the Oral Roberts University College of Education and which forms the basis for the teacher preparation program is one particularly concerned with the relationship between educational theory and practice—how theory is applied and assessed in practice, and how practice is evaluated to improve student performance.
Educating the Whole Person
In keeping with the University's Statement of Purpose, The College of Education is rooted in the philosophical position that education is the shaping of the whole person: spirit, mind, and body.
At the center of the education program at Oral Roberts University is the understanding that true wisdom and knowledge come from God. The Bible is God's inspired Word and is upheld as the standard and central point of reference. The College of Education prepares administrators; curriculum specialists; and teachers for public, private, and Christian schools to go into every person's world as transformed educators to transform society.
University Vision and Purpose
The Unit's conceptual framework is linked to the University's vision statement and incorporates the purposes of the University. The University's vision and purposes are the central focus of the Unit's design and are reflected in the Unit's activities.
VISION STATEMENT:
Oral Roberts University came into being as a result of its founder, Oral Roberts, obeying God's mandate to build a university on God's authority and the Holy Spirit. God's commission to Oral Roberts was to:
Raise up your students to hear My voice, to go where My light is dim, where My voice is heard small and My healing power is not known. To go even to the uttermost bounds of the earth. Their work will exceed yours, and in this I am well pleased.
13
STATEMENT OF PURPOSE:
It is the purpose of Oral Roberts University, in its commitment to the historic Christian faith, to assist the student in his/her quest for knowledge of his/her relationship to God, man, and the universe. Dedicated to the realization of truth and the achievement of one's potential life capacity, the University seeks to graduate an integrated person – spiritually alive, intellectually alert, and physically disciplined. To accomplish this purpose, Oral Roberts University seeks to synthesize by means of interdisciplinary cross-pollination the best traditions in liberal arts, professional, and graduate education, with a charismatic concern to enable students to go into every person's world with healing for the totality of human need.
Conceptual Model
A modified Celtic cross represents the visual conceptual framework for the unit. Because of the Christian foundation of Oral Roberts University, the use of a cross is appropriate as the visual model for the Conceptual Framework Model for the School of Education. The Celtic cross is distinguished by a circle surrounding the cross point. The ORU College of Education visual model consists of a strong foundation formed by the Oral Roberts University Mission and a Christian Worldview and Biblical Foundation. The cross is capped with General Education, while the crossbeam contents represent the Academic Area of Emphasis in each subject area of specialty, and the Professional Education component to represent pedagogical preparation. These four components reflect the University's focus on Spirit, Mind and Body.
The circle surrounding the point of crossing and merging of the Spirit, Mind, and Body components further connects all contents by implementing educational Competencies, Experiences, Outreach, and Assessment.
The Conceptual Framework includes a focus on the Spirit, Mind, and Body of each student:
The Spirit: ORU Mission—Christian Worldview and Biblical Foundation—commitment to the Christian heritage, and "Going into every person's world."
The Mind: General Education—emphasis on the humanities and the arts and sciences. Academic Area of Emphasis—subject area specialty Professional Education—pedagogical preparation
The Body: Attention to health and physical fitness
All of these combine in the Celtic cross to connect the components through clearly defined Competencies, Experiences, Assessments, and Outreach activities in the community and throughout the world to provide continuing assessment to identify successes, evaluate needs, and identify the basis for future improvements.
The entire Conceptual Model is overlaid on Oral Roberts University's unique Whole Person seal, symbolizing the University's founding purpose and emphasis on Spirit, Mind, and Body.
14
Theme
Transformed Educators " . . . be ye transformed by the renewing of your mind . . . " Romans 12:2
The Oral Roberts University School of Education's theme is "Transformed Educators." The School of Education's desire is to develop and train future educators as teachers, principals, superintendents, and other professional school personnel who have been transformed by the power of Jesus Christ and who demonstrate the character and dispositions of Christian values, ethics, and moral integrity. The College of Education also desires to develop students as transformed professional educators who know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn and to be educational leaders.
Vision
Transforming Society, The Miracle Ahead, A Transformed Generation "Ye have not chose me . . . I have chosen you and ordained you that you should go and bring forth fruit, and that your fruit should remain." John 15:16
The Oral Roberts University College of Education vision is to train and develop professional school personnel who will go into every person's world, into public, private, Christian, and home schools as transformed educators. As transformed educators they will make such an impact that they will be a catalyst for transforming society, which in turn will help transform the next generation.
Mission
Preparing Professional Christian Educators to Go Into Every Person's World
The Oral Roberts University College of Education is charged to provide the opportunity for individuals who hold Christian principles to participate in initial and advanced study in preparation for professional public and private responsibilities in the field of education throughout the world.
15
APPENDIX B
PASL-Aligned Post-Assignment Examples
1) Strategically Leading Organizations (MED 512/GHED 702)
2) Effective Leadership (MED 501/GHED 701)
3) Culturally Responsive Education (MED 502/GHED 602)
4) Leadership of Curricular and Instructional Practices (MED 525/GADM 825)
5) Leading from the Middle (MED 543)
6) Executive Leadership: The Superintendency (GADM 821)
16
Stra
t egi
cally
Lea
ding
Org
aniz
atio
ns P
ost-
Assi
gnm
ent
In li
ght o
f the
cou
rse,
und
er y
our C
oope
ratin
g Ad
min
istra
tor’s
lead
ersh
ip a
nd g
uida
nce,
wor
k w
ith a
col
labo
rativ
e te
am to
hel
p de
velo
p,
or c
reat
e, a
n ex
istin
g re
sear
ch-b
ased
pla
n to
impr
ove
alig
nmen
t and
pur
suit
of th
e sit
e’s m
issio
n, v
ision
or c
ore
valu
es. Y
our "
site"
is
defin
ed a
s: M
aste
rs –
Sch
ool b
uild
ing;
Doc
tora
te –
Sch
ool d
istric
t or H
ighe
r Edu
catio
n In
stitu
tion.
(24
wor
king
hou
rs)
# Ta
sk
Artif
acts
Q
uest
ions
1
Iden
tify
a si
gnifi
cant
pr
oble
m o
r ch
alle
nge
Subm
it 1
repr
esen
tativ
e pa
ge o
f the
lo
ngitu
dina
l da
ta.
Disc
uss w
ith th
e Co
oper
atin
g Ad
min
istr
ator
the
impo
rtan
ce o
f the
mis
sion
, vis
ion,
and
cor
e va
lues
of t
he si
te. W
ith h
is o
r her
hel
p,
iden
tify
a ch
alle
nge
rela
ted
to im
plem
entin
g an
d as
sess
ing
the
atta
inm
ent o
f the
mis
sion
, vis
ion,
and
cor
e va
lues
that
s/he
wou
ld
like
assi
stan
ce a
ddre
ssin
g. R
espo
nd to
the
follo
win
g qu
estio
ns (m
axim
um o
f 600
wor
ds):
a.
Des
crib
e th
e sig
nific
ant c
halle
nge
sele
cted
. Wha
t is t
he im
pact
that
the
chal
leng
e ha
s on
inst
ruct
iona
l pra
ctic
e an
d st
uden
t lea
rnin
g?Pr
ovid
e ex
ampl
es to
dem
onst
rate
the
impa
ct o
f the
cha
lleng
e.b.
Wha
t lon
gitu
dina
l dat
a di
d yo
u co
llect
? W
hy a
re th
e da
ta a
ppro
pria
te?
How
do
the
data
supp
ort t
he c
hoic
e of
a si
gnifi
cant
chal
leng
e?c.
Wha
t res
ult d
o yo
u an
ticip
ate
if th
e ch
alle
nge
is ad
dres
sed?
How
will
the
resu
lt(s)
impa
ct in
stru
ctio
nal p
ract
ice
and
stud
ent
lear
ning
?
2
Esta
blis
h an
d m
eet
with
the
team
With
the
help
of y
our C
oope
ratin
g Ad
min
istr
ator
, ide
ntify
and
wor
k w
ith th
ree
to fi
ve c
olle
ague
s, w
ith v
aryi
ng le
vels
of e
xper
ienc
e to
serv
e as
a c
olla
bora
tive
rese
arch
revi
ew te
am to
add
ress
the
iden
tifie
d ch
alle
nge.
Inte
rvie
w th
e te
am to
find
out
mor
e ab
out t
he
chal
leng
e in
ord
er to
focu
s you
r res
earc
h. R
espo
nd to
the
follo
win
g qu
estio
ns (m
axim
um o
f 600
wor
ds):
a.
Prov
ide
a ra
tiona
le fo
r the
cho
ice
of e
ach
colle
ague
.b.
Wha
t ste
ps w
ere
take
n to
elic
it/en
cour
age
each
col
leag
ue’s
invo
lvem
ent w
ith th
e te
am?
Why
wer
e th
ese
step
s tak
en?
c.W
hat s
truc
ture
was
put
in p
lace
to su
ppor
t and
sust
ain
the
team
dur
ing
the
colla
bora
tive
wor
k? P
rovi
de a
ratio
nale
.
3 Co
nduc
t Re
sear
ch
Subm
it 1
repr
esen
tativ
e pa
ge o
f the
re
sear
ch
mat
eria
ls an
d re
sour
ces.
Cond
uct f
urth
er re
sear
ch to
find
idea
s and
solu
tions
to th
e ch
alle
nge.
Res
pond
to th
e fo
llow
ing
ques
tions
(max
imum
of 6
00 w
ords
): a.
Wha
t sig
nific
ant r
esea
rch
did
you
cond
uct a
nd/o
r con
sult?
b.W
hat s
choo
l and
/or d
istric
t res
ourc
es d
id y
ou u
se?
c.Ho
w d
o th
e sc
hool
/com
mun
ity/c
ultu
ral i
nflu
ence
s affe
ct th
e im
plem
enta
tion
of th
e re
sear
ch st
rate
gies
?
4
Shar
e yo
ur
Rese
arch
an
d Re
ceiv
e Fe
edba
ck
Subm
it co
llabo
rativ
e te
am re
sear
ch
pres
enta
tion
Shar
e yo
ur re
sear
ch fi
ndin
gs a
nd p
ossi
ble
optio
ns fo
r add
ress
ing
the
chal
leng
e w
ith th
e Co
oper
atin
g Ad
min
istr
ator
and
the
colla
bora
tive
team
. Aft
er y
ou h
ave
pres
ente
d yo
ur fi
ndin
gs a
sk th
em th
ese
ques
tions
(you
may
add
oth
ers a
s you
wish
):
a.Do
you
hav
e an
y co
mm
ents
?b.
Is th
ere
anyt
hing
you
disa
gree
with
, or h
ave
a di
ffere
nt p
ersp
ectiv
e on
?c.
Do y
ou b
elie
ve th
ese
idea
s can
wor
k he
re?
How
mig
ht th
ey n
eed
to b
e ad
apte
d?d.
Wha
t do
you
pred
ict t
he im
pact
wou
ld b
e if…
?
5 Re
flect
Re
flect
on
the
proc
ess.
Res
pond
to th
e fo
llow
ing
ques
tions
(max
imum
of 4
00 w
ords
): a.
Base
d on
the
feed
back
, wha
t cha
nges
wou
ld y
ou m
ake
to th
e pr
oces
s if y
ou w
ere
to d
o th
is ag
ain?
b.Ho
w h
as w
hat y
ou h
ave
lear
ned
influ
ence
d th
e w
ay y
ou w
ill a
ppro
ach
futu
re p
robl
em-s
olvi
ng ta
sks?
17
Stra
t egi
cally
Lea
ding
Org
aniz
atio
ns P
ost-
Assi
gnm
ent
Glo
ssar
y fo
r Writ
ing
Form
ats
Des
crip
tion
(Als
o Li
st &
Sta
te):
Desc
riptio
n in
this
cont
ext i
s a re
telli
ng o
f wha
t hap
pene
d in
a sc
hool
situ
atio
n or
eve
nt. T
his k
ind
of w
ritin
g is
mea
nt to
set t
he sc
ene
for r
ater
s. Y
our d
escr
iptio
n sh
ould
be
logi
cally
ord
ered
and
pro
vide
eno
ugh
deta
il to
allo
w ra
ters
to h
ave
a ba
sic se
nse
of y
our b
uild
ing
situa
tion
so th
at th
ey c
an u
nder
stan
d w
hat y
ou a
re c
onve
ying
in y
our a
naly
sis.
•Cr
itica
l fea
ture
s are
acc
urat
ely
and
prec
isely
enu
mer
ated
or e
xpla
ined
.•
The
elem
ents
or f
eatu
res o
f the
eve
nts,
peo
ple,
con
cept
s, o
r str
ateg
ies r
efer
ence
d ar
e de
scrib
ed c
lear
ly a
nd in
a lo
gica
l ord
er.
•AL
L fe
atur
es o
r ele
men
ts th
at w
ould
allo
w a
n ou
tsid
er to
see
as y
ou se
e w
hate
ver i
s des
crib
ed a
re in
clud
ed.
Anal
ysis
: Ana
lysis
dea
ls w
ith re
ason
s, m
otiv
es, a
nd in
terp
reta
tion
and
is su
ppor
ted
by th
e co
ncre
te e
vide
nce
you
prov
ide
in th
e m
ater
ials
you
subm
it. Y
our a
naly
tic w
ritin
g w
ill sh
ow ra
ters
the
thou
ght p
roce
sses
that
you
use
d to
arr
ive
at th
e co
nclu
sions
you
mak
e ab
out a
lead
ersh
ip si
tuat
ion
or e
vent
. Ana
lysis
dem
onst
rate
s the
sign
ifica
nce
of th
e ev
iden
ce y
ou su
bmit.
In so
me
case
s, it
w
ill in
clud
e th
e ac
hiev
emen
ts th
at re
sulte
d fr
om a
n ac
tivity
you
faci
litat
ed. O
r in
othe
r cas
es, i
t cou
ld b
e a
disc
ussio
n of
the
resu
lts o
f a su
rvey
that
solic
ited
feed
back
from
var
ious
sour
ces.
Refle
ctio
n: R
efle
ctio
n is
the
thou
ght p
roce
ss th
at o
ccur
s aft
er th
e co
mpl
etio
n of
an
activ
ity. T
his i
s the
kin
d of
thou
ght p
roce
ss th
at a
llow
s you
to th
ink
deep
ly a
bout
wha
t occ
urre
d —
and
wha
t did
no
t occ
ur —
dur
ing
the
lead
ersh
ip e
vent
and
to m
ake
deci
sions
abo
ut h
ow y
ou w
ould
app
roac
h sim
ilar s
ituat
ions
in th
e fu
ture
. You
cou
ld d
ecid
e to
do
som
ethi
ng th
e sa
me
way
, diff
eren
tly, o
r not
at
all.
Alth
ough
refle
ctiv
e th
ough
t may
occ
ur in
man
y pl
aces
, in
your
resp
onse
s to
the
refle
ctio
n qu
estio
ns y
ou m
ust s
how
how
you
will
use
wha
t you
lear
ned
from
you
r lea
ders
hip
expe
rienc
es to
in
form
and
impr
ove
your
pra
ctic
e.
NO
TE: A
naly
sis a
nd re
flect
ion
over
lap
An
alys
is an
d re
flect
ion
do o
verla
p, th
ough
they
are
not
iden
tical
. Ana
lysis
invo
lves
the
inte
rpre
tatio
n an
d ex
amin
atio
n of
ele
men
ts o
r eve
nts s
uppo
rted
by
evid
ence
. Ref
lect
ion,
a p
artic
ular
kin
d of
an
alys
is, a
lway
s sug
gest
s sel
f-ana
lysis
or r
etro
spec
tive
cons
ider
atio
n of
one
’s p
ract
ice.
Whe
n yo
u ar
e as
ked
to a
naly
ze o
r ref
lect
, be
cert
ain
that
you
r res
pons
e m
eets
thes
e cr
iteria
.
For e
xam
ple,
if y
ou a
re in
stru
cted
to a
naly
ze th
e su
cces
s of a
par
ticul
ar a
ctiv
ity o
r som
e sp
ecifi
c st
rate
gy, d
o no
t use
the
anal
ysis
or re
flect
ion
sect
ions
to e
xpla
in w
hat h
appe
ned.
Exp
lain
ing
wha
t ha
ppen
ed is
a fo
rm o
f des
crip
tion.
Mor
eove
r, sim
ply
stat
ing
a co
nclu
sion
(e.g
., “T
he p
rofe
ssio
nal d
evel
opm
ent w
as a
succ
ess!
”) o
r say
ing
that
you
obs
erve
d th
e fu
lfillm
ent o
f you
r goa
ls w
ithou
t gi
ving
evi
denc
e or
exa
mpl
es to
supp
ort t
he st
atem
ent i
s not
ana
lysis
. Rat
ers n
eed
to b
e m
ade
awar
e of
why
you
inte
rpre
ted
the
resu
lts o
f a le
sson
the
way
you
did
. You
nee
d to
exp
lain
you
r in
terp
reta
tion
of th
e ev
iden
ce (a
form
of a
naly
sis) a
s wel
l as y
our u
nder
stan
ding
of w
hat s
houl
d co
me
next
(a fo
rm o
f ref
lect
ion)
.
Anal
ysis
deal
s with
reas
ons,
mot
ives
, and
inte
rpre
tatio
n. A
ll of
thes
e ar
e gr
ound
ed in
the
conc
rete
evi
denc
e yo
u pr
ovid
e in
the
artif
acts
you
subm
it as
par
t of y
our p
erfo
rman
ce a
sses
smen
t. Bu
t you
m
ust e
xpla
in th
e sig
nific
ance
of e
vent
s and
not
exp
ect t
he ra
ter t
o dr
aw c
oncl
usio
ns. Y
our e
xam
ples
can
not t
ell t
he ra
ter w
hat y
ou in
ferr
ed a
bout
you
r pra
ctic
e —
onl
y yo
ur a
naly
sis a
nd re
flect
ion
can
do th
at.
Tell
the
rate
r how
the
prof
essio
nal d
evel
opm
ent i
n yo
ur b
uild
ing
affe
cted
stud
ent p
erfo
rman
ce —
doi
ng so
is a
form
of a
naly
sis a
nd in
terp
reta
tion.
Use
you
r evi
denc
e of
col
leag
ues’
wor
k to
exp
lain
an
d ill
ustr
ate
your
pra
ctic
e an
d al
so to
pro
vide
a c
onte
xt fo
r the
art
ifact
.
Ask
your
self
the
follo
win
g qu
estio
ns w
hen
prep
arin
g yo
ur a
naly
sis a
nd re
flect
ion:
•
Wha
t did
my
colle
ague
s kno
w b
efor
e th
is pr
ofes
siona
l exp
erie
nce?
•W
hat d
id m
y co
lleag
ues l
earn
bec
ause
of t
his p
rofe
ssio
nal e
xper
ienc
e?•
Wha
t did
I kn
ow a
bout
my
colle
ague
s and
thei
r kno
wle
dge
befo
re th
is pr
ofes
siona
l exp
erie
nce?
•W
hat d
id I
lear
n ab
out m
y co
lleag
ues a
nd m
y le
ader
ship
bec
ause
of t
his p
rofe
ssio
nal e
xper
ienc
e?•
Wha
t wou
ld I
do d
iffer
ently
? (r
efle
ctio
n)
18
Stra
t egi
cally
Lea
ding
Org
aniz
atio
ns P
ost-
Assi
gnm
ent
RUBR
IC (1
of 2
)
Num
ber
Scor
e of
1
Scor
e of
2
Scor
e of
3
Scor
e of
4
1a.
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
an in
accu
rate
sele
ctio
n of
a
signi
fican
t pro
blem
/ cha
lleng
e th
at
impa
cts i
nstr
uctio
nal p
ract
ice
and
stud
ent l
earn
ing,
with
triv
ial
exam
ples
link
ed to
the
impa
ct
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
a cu
rsor
y se
lect
ion
of a
sign
ifica
nt
prob
lem
/ cha
lleng
e th
at im
pact
s in
stru
ctio
nal p
ract
ice
and
stud
ent
lear
ning
, with
loos
ely
conn
ecte
d ex
ampl
es li
nked
to th
e im
pact
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
an a
ppro
pria
te se
lect
ion
of a
sig
nific
ant p
robl
em/ c
halle
nge
that
im
pact
s ins
truc
tiona
l pra
ctic
e an
d st
uden
t lea
rnin
g, w
ith e
ffect
ive
exam
ples
link
ed to
the
impa
ct
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
an in
sight
ful s
elec
tion
of a
sig
nific
ant p
robl
em/ c
halle
nge
that
im
pact
s ins
truc
tiona
l pra
ctic
e an
d st
uden
t lea
rnin
g, w
ith si
gnifi
cant
ex
ampl
es ti
ghtly
link
ed to
the
impa
ct
1b.
little
or n
o us
e of
long
itudi
nal d
ata
to su
ppor
t the
cho
ice
of th
e sig
nific
ant p
robl
em/c
halle
nge
a lim
ited
use
of lo
ngitu
dina
l dat
a to
su
ppor
t the
cho
ice
of th
e sig
nific
ant
prob
lem
/cha
lleng
e
an a
ppro
pria
te u
se o
f lon
gitu
dina
l da
ta to
supp
ort t
he c
hoic
e of
the
signi
fican
t pro
blem
/cha
lleng
e
an e
xten
sive
use
of lo
ngitu
dina
l da
ta c
olle
cted
to su
ppor
t the
ch
oice
of t
he si
gnifi
cant
pr
oble
m/c
halle
nge
1c.
an in
appr
opria
te id
entif
icat
ion
of
the
antic
ipat
ed re
sults
of r
esol
ving
th
e pr
oble
m/ c
halle
nge,
with
an
irrel
evan
t ide
ntifi
catio
n of
the
antic
ipat
ed im
pact
on
inst
ruct
iona
l pr
actic
e an
d st
uden
t lea
rnin
g
a pa
rtia
l ide
ntifi
catio
n of
the
antic
ipat
ed re
sults
of r
esol
ving
the
prob
lem
/ cha
lleng
e, w
ith a
co
nfus
ing
iden
tific
atio
n of
the
antic
ipat
ed im
pact
on
inst
ruct
iona
l pr
actic
e an
d st
uden
t lea
rnin
g
a re
leva
nt id
entif
icat
ion
of th
e an
ticip
ated
resu
lts o
f res
olvi
ng th
e pr
oble
m/ c
halle
nge,
with
an
appr
opria
te id
entif
icat
ion
of th
e im
pact
on
inst
ruct
iona
l pra
ctic
e an
d st
uden
t lea
rnin
g
an in
sight
ful i
dent
ifica
tion
of th
e an
ticip
ated
resu
lts o
f res
olvi
ng th
e pr
oble
m/ c
halle
nge,
with
a
signi
fican
t ide
ntifi
catio
n of
the
antic
ipat
ed im
pact
on
inst
ruct
iona
l pr
actic
e an
d st
uden
t lea
rnin
g
2a.
an in
appr
opria
te se
lect
ion
of
colle
ague
s with
var
ious
leve
ls of
ex
perie
nce
to se
rve
as p
art o
f the
co
llabo
rativ
e te
am, w
ith a
di
scon
nect
ed ra
tiona
le fo
r the
ch
oice
of e
ach
colle
ague
a cu
rsor
y se
lect
ion
of a
ppro
pria
te
colle
ague
s with
var
ious
leve
ls of
ex
perie
nce
to se
rve
as p
art o
f the
co
llabo
rativ
e te
am, w
ith a
par
tial
ratio
nale
for t
he c
hoic
e of
eac
h co
lleag
ue
an in
form
ed se
lect
ion
of
appr
opria
te c
olle
ague
s with
var
ious
le
vels
of e
xper
ienc
e to
serv
e as
par
t of
the
colla
bora
tive
team
, with
a
logi
cal r
atio
nale
for t
he c
hoic
e of
ea
ch c
olle
ague
a sig
nific
ant s
elec
tion
of
appr
opria
te c
olle
ague
s with
va
rious
leve
ls of
exp
erie
nce
to
serv
e as
par
t of t
he c
olla
bora
tive
team
, with
a d
etai
led
ratio
nale
for
the
choi
ce o
f eac
h co
lleag
ue
2b.
inef
fect
ive
step
s tak
en to
el
icit/
enco
urag
e ea
ch c
olle
ague
’s
invo
lvem
ent w
ith th
e te
am, w
ith a
n irr
elev
ant r
atio
nale
limite
d st
eps t
aken
to
elic
it/en
cour
age
each
col
leag
ue’s
in
volv
emen
t with
the
team
, with
an
inco
mpl
ete
ratio
nale
effe
ctiv
e st
eps t
aken
to
elic
it/en
cour
age
each
col
leag
ue’s
in
volv
emen
t with
the
team
, with
an
appr
opria
te ra
tiona
le
insig
htfu
l ste
ps ta
ken
to
elic
it/en
cour
age
each
col
leag
ue’s
in
volv
emen
t with
the
team
, with
a
thor
ough
ratio
nale
2c.
little
or n
o st
ruct
ure
that
supp
orts
an
d su
stai
ns th
e te
am d
urin
g th
e w
ork,
with
an
inap
prop
riate
ra
tiona
le
a pa
rtia
l str
uctu
re th
at su
ppor
ts a
nd
sust
ains
the
team
dur
ing
the
wor
k,
with
an
inco
nsist
ent r
atio
nale
an e
ffect
ive
stru
ctur
e th
at su
ppor
ts
and
sust
ains
the
team
dur
ing
the
wor
k, w
ith a
n ap
prop
riate
ratio
nale
a sig
nific
ant s
truc
ture
that
su
ppor
ts a
nd su
stai
ns th
e te
am
durin
g th
e w
ork,
with
a th
orou
gh
ratio
nale
19
Stra
t egi
cally
Lea
ding
Org
aniz
atio
ns P
ost-
Assi
gnm
ent
RUBR
IC (2
of 2
)
Num
ber
Scor
e of
1
Scor
e of
2
Scor
e of
3
Scor
e of
4
3a.
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
inap
prop
riate
iden
tific
atio
n of
sig
nific
ant r
esea
rch
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
inco
nsist
ent i
dent
ifica
tion
of
signi
fican
t res
earc
h
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
appr
opria
te id
entif
icat
ion
of
signi
fican
t res
earc
h
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
insig
htfu
l ide
ntifi
catio
n of
sig
nific
ant r
esea
rch
3b.
triv
ial i
dent
ifica
tion
of th
e in
fluen
ce
of sc
hool
and
/or d
istric
t res
ourc
es
unev
en id
entif
icat
ion
of th
e in
fluen
ce o
f sch
ool a
nd/o
r dist
rict
reso
urce
s
info
rmed
iden
tific
atio
n of
the
influ
ence
of s
choo
l and
/or d
istric
t re
sour
ces
exte
nsiv
e id
entif
icat
ion
of th
e in
fluen
ce o
f sch
ool a
nd/o
r dist
rict
reso
urce
s
3c.
min
imal
iden
tific
atio
n of
the
influ
ence
of s
choo
l/com
mun
ity/
cultu
ral i
nflu
ence
s on
the
impl
emen
tatio
n of
the
rese
arch
st
rate
gies
limite
d id
entif
icat
ion
of th
e in
fluen
ce o
f sch
ool/c
omm
unity
/ cu
ltura
l inf
luen
ces o
n th
e im
plem
enta
tion
of th
e re
sear
ch
stra
tegi
es
appr
opria
te id
entif
icat
ion
of th
e in
fluen
ce o
f sch
ool/c
omm
unity
/ cu
ltura
l inf
luen
ces o
n th
e im
plem
enta
tion
of th
e re
sear
ch
stra
tegi
es
signi
fican
t ide
ntifi
catio
n of
the
influ
ence
of s
choo
l/com
mun
ity/
cultu
ral i
nflu
ence
s on
the
impl
emen
tatio
n of
the
rese
arch
st
rate
gies
4 a
min
imal
rese
arch
pre
sent
atio
n de
signe
d to
reso
lve
the
prob
lem
/cha
lleng
e
a pa
rtia
l res
earc
h pr
esen
tatio
n de
signe
d to
reso
lve
the
prob
lem
/cha
lleng
e
an e
ffect
ive
rese
arch
pre
sent
atio
n de
signe
d to
reso
lve
the
prob
lem
/cha
lleng
e
an e
xten
sive
rese
arch
pr
esen
tatio
n de
signe
d to
reso
lve
the
prob
lem
/cha
lleng
e
5a.
inef
fect
ive
refle
ctio
n on
less
ons
lear
ned
from
the
entir
e pr
oces
s of
deve
lopi
ng a
nd im
plem
entin
g th
e re
sear
ch p
rese
ntat
ion,
with
in
appr
opria
te e
xam
ples
part
ial r
efle
ctio
n on
less
ons l
earn
ed
from
the
entir
e pr
oces
s of
deve
lopi
ng a
nd im
plem
entin
g th
e re
sear
ch p
rese
ntat
ion,
with
lim
ited
exam
ples
rele
vant
refle
ctio
n on
less
ons
lear
ned
from
the
entir
e pr
oces
s of
deve
lopi
ng a
nd im
plem
entin
g th
e re
sear
ch p
rese
ntat
ion,
with
ap
prop
riate
exa
mpl
es
subs
tant
ive
refle
ctio
n on
less
ons
lear
ned
from
the
entir
e pr
oces
s of
deve
lopi
ng a
nd im
plem
entin
g th
e re
sear
ch p
rese
ntat
ion,
with
in
sight
ful e
xam
ples
5b.
min
imal
iden
tific
atio
n of
how
wha
t ha
s bee
n le
arne
d w
ill in
fluen
ce
futu
re a
ppro
ache
s to
prob
lem
-so
lvin
g ta
sks,
with
inap
prop
riate
ex
ampl
es
inco
nsist
ent i
dent
ifica
tion
of h
ow
wha
t has
bee
n le
arne
d w
ill
influ
ence
futu
re a
ppro
ache
s to
prob
lem
-sol
ving
task
s, w
ith li
mite
d ex
ampl
es
info
rmed
iden
tific
atio
n of
how
wha
t ha
s bee
n le
arne
d w
ill in
fluen
ce
futu
re a
ppro
ache
s to
prob
lem
-so
lvin
g ta
sks,
with
app
ropr
iate
ex
ampl
es
signi
fican
t ide
ntifi
catio
n of
how
w
hat h
as b
een
lear
ned
will
in
fluen
ce fu
ture
app
roac
hes t
o pr
oble
m-s
olvi
ng ta
sks,
with
in
sight
ful e
xam
ples
20
Eff e
ctiv
e Le
ader
ship
Pos
t-As
sign
men
tIn
ligh
t of t
his c
ours
e, in
a g
roup
of 2
-3 c
lass
mat
es, p
leas
e in
terv
iew
one
site
Coo
pera
ting
Adm
inist
rato
r and
his
or h
er c
olla
bora
tive
team
to le
arn
how
they
add
ress
ed a
n iss
ue th
at in
fluen
ced
prof
essio
nal n
orm
s, e
thic
al b
ehav
ior,
resp
onsib
ility
and
/or v
alue
s. V
ideo
reco
rd y
our i
nter
view
. You
r "s
ite" i
s def
ined
as:
Mas
ters
– S
choo
l bui
ldin
g; D
octo
rate
– S
choo
l dist
rict o
r Hig
her E
duca
tion
Inst
itutio
n. (2
4 w
orki
ng h
ours
)
# Ta
sk
Artif
acts
Q
uest
ions
1 Id
entif
y a
past
pr
oble
m
In a
gro
up o
f 2-3
cla
ssm
ates
, ple
ase
wor
k w
ith o
ne si
te C
oope
ratin
g Ad
min
istr
ator
to id
entif
y ho
w s/
he h
elpe
d w
orke
d w
ith a
n ex
istin
g te
am (o
r cre
ated
an
ad h
oc te
am) t
o de
velo
p an
d im
plem
ent a
pla
n to
impr
ove
the
site
. Ide
ally
, the
Coo
pera
ting
Adm
inist
rato
r will
hav
e ar
tifac
ts fo
r you
to re
view
. Bas
ed o
n th
is in
form
atio
n, y
ou (a
nd y
our t
eam
) will
inte
rvie
w th
e Co
oper
atin
g Ad
min
istra
tor a
nd th
e co
llabo
rativ
e te
am in
volv
ed u
sing
the
ques
tions
bel
ow. G
ive
the
ques
tions
seve
ral d
ays b
efor
e th
e in
terv
iew
an
d as
k th
e Co
oper
atin
g Ad
min
istra
tor i
f s/h
e w
ould
like
the
inte
rvie
ws d
one
at th
e sa
me
time
or se
para
tely
.
2 In
terv
iew
Ad
min
istr
ator
Que
stio
ns to
be
used
whe
n in
terv
iew
ing
the
Coop
erat
ing
Adm
inis
trat
or (s
ubm
it w
ritte
n su
mm
ary
of 1
,000
wor
ds m
axim
um o
f all
the
ques
tions
): a.
Wha
t ste
ps d
id y
ou a
nd y
our c
olla
bora
tive
team
take
to im
plem
ent t
he p
lan?
Ple
ase
prov
ide
a ra
tiona
le fo
r eac
h st
ep.
b.W
hat r
espo
nsib
ility
did
eac
h co
llabo
rativ
e te
am m
embe
r ass
ume
whi
le im
plem
entin
g th
e pl
an?
Wha
t enc
oura
gem
ent o
r fee
dbac
kdi
d yo
u of
fer a
nd w
hy d
id y
ou o
ffer i
t? P
rovi
de e
xam
ples
.c.
How
did
you
r col
labo
rativ
e te
am e
licit
feed
back
from
the
targ
eted
aud
ienc
e? H
ow d
id th
e fe
edba
ck im
pact
the
impl
emen
tatio
n of
the
plan
? Ho
w d
id th
e fe
edba
ck im
pact
you
r tea
m m
embe
rs a
s a w
hole
? Pr
ovid
e ex
ampl
es.
d.W
hat s
teps
did
the
colla
bora
tive
team
take
to e
nsur
e th
at st
uden
t lea
rnin
g w
as b
eing
affe
cted
as a
resu
lt of
the
impl
emen
tatio
n of
the
plan
? W
hat p
roce
ss d
id th
e te
am u
se to
col
lect
evi
denc
e of
stud
ent l
earn
ing?
Pro
vide
exa
mpl
es o
f stu
dent
lear
ning
to su
ppor
tyo
ur c
oncl
usio
n.e.
Wha
t cha
lleng
e(s)
aro
se d
urin
g th
e im
plem
enta
tion
of th
e pl
an?
Wha
t ste
ps d
id y
ou a
nd th
e te
am ta
ke to
add
ress
the
chal
leng
e(s)
? Pr
ovid
e ex
ampl
es.
3 In
terv
iew
Co
llabo
rativ
e Te
am
Que
stio
ns to
be
used
whe
n in
terv
iew
ing
the
colla
bora
tive
team
that
hel
ped
to d
evel
op a
nd im
plem
ent t
he p
lan
(sub
mit
writ
ten
sum
mar
y of
600
wor
ds m
axim
um o
f all
the
ques
tions
): a.
To w
hat e
xten
t wer
e yo
u ab
le to
fost
er a
col
labo
rativ
e te
am?
Prov
ide
exam
ples
.b.
Wha
t did
you
lear
n ab
out y
our t
eam
mem
bers
con
cern
ing
thei
r pro
fess
iona
l gro
wth
as p
artn
ers i
n th
e co
llabo
rativ
e te
am?
c.Ho
w w
ill th
e cr
eatio
n of
the
colla
bora
tive
team
serv
e as
a v
ehic
le fo
r pos
itive
cha
nge
in th
e sc
hool
cul
ture
? Ci
te e
xam
ples
from
any
part
of y
our w
ork
with
the
colla
bora
tive
team
to su
ppor
t you
r res
pons
e.
4 G
roup
Re
flect
ion
As a
gro
up d
iscu
ss th
e in
terv
iew
s with
eac
h ot
her.
Use
the
rubr
ic b
elow
to re
flect
on
the
wor
k.
Repo
rt o
n th
e im
plem
enta
tion
of th
e pl
an a
nd su
bmit
a 2
page
gro
up re
spon
se.
5 Vi
deo
Reco
rd
Team
Res
pons
es
10 m
inut
e vi
deo
Resp
ond
to th
e fo
llow
ing
ques
tions
in o
ne te
n-m
inut
e gr
oup
vide
otap
ed d
iscu
ssio
n vi
a Zo
om (o
r ano
ther
vid
eoco
nfer
enci
ng
prog
ram
that
allo
ws r
ecor
ding
).
a.Ba
sed
on th
e qu
ality
of t
he re
solu
tion,
are
ther
e an
y ot
her v
iabl
e op
tions
to d
evel
op a
nd im
plem
ent t
he p
roce
ss if
it w
as to
hap
pen
agai
n?b.
Wha
t les
sons
hav
e yo
u le
arne
d fr
om th
e en
tire
proc
ess o
f dev
elop
ing
and
impl
emen
ting
the
plan
?c.
How
has
wha
t you
hav
e le
arne
d in
fluen
ced
the
way
you
will
app
roac
h fu
ture
pro
blem
-sol
ving
task
s?
21
Eff e
ctiv
e Le
ader
ship
Pos
t-As
sign
men
t
Glo
ssar
y fo
r Writ
ing
Form
ats
Des
crip
tion
(Als
o Li
st &
Sta
te):
Desc
riptio
n in
this
cont
ext i
s a re
telli
ng o
f wha
t hap
pene
d in
a sc
hool
situ
atio
n or
eve
nt. T
his k
ind
of w
ritin
g is
mea
nt to
set t
he sc
ene
for r
ater
s. Y
our d
escr
iptio
n sh
ould
be
logi
cally
ord
ered
and
pro
vide
eno
ugh
deta
il to
allo
w ra
ters
to h
ave
a ba
sic se
nse
of y
our b
uild
ing
situa
tion
so th
at th
ey c
an u
nder
stan
d w
hat y
ou a
re c
onve
ying
in y
our a
naly
sis.
•Cr
itica
l fea
ture
s are
acc
urat
ely
and
prec
isely
enu
mer
ated
or e
xpla
ined
.•
The
elem
ents
or f
eatu
res o
f the
eve
nts,
peo
ple,
con
cept
s, o
r str
ateg
ies r
efer
ence
d ar
e de
scrib
ed c
lear
ly a
nd in
a lo
gica
l ord
er.
•AL
L fe
atur
es o
r ele
men
ts th
at w
ould
allo
w a
n ou
tsid
er to
see
as y
ou se
e w
hate
ver i
s des
crib
ed a
re in
clud
ed.
Anal
ysis
: Ana
lysis
dea
ls w
ith re
ason
s, m
otiv
es, a
nd in
terp
reta
tion
and
is su
ppor
ted
by th
e co
ncre
te e
vide
nce
you
prov
ide
in th
e m
ater
ials
you
subm
it. Y
our a
naly
tic w
ritin
g w
ill sh
ow ra
ters
the
thou
ght p
roce
sses
that
you
use
d to
arr
ive
at th
e co
nclu
sions
you
mak
e ab
out a
lead
ersh
ip si
tuat
ion
or e
vent
. Ana
lysis
dem
onst
rate
s the
sign
ifica
nce
of th
e ev
iden
ce y
ou su
bmit.
In so
me
case
s, it
w
ill in
clud
e th
e ac
hiev
emen
ts th
at re
sulte
d fr
om a
n ac
tivity
you
faci
litat
ed. O
r in
othe
r cas
es, i
t cou
ld b
e a
disc
ussio
n of
the
resu
lts o
f a su
rvey
that
solic
ited
feed
back
from
var
ious
sour
ces.
Refle
ctio
n: R
efle
ctio
n is
the
thou
ght p
roce
ss th
at o
ccur
s aft
er th
e co
mpl
etio
n of
an
activ
ity. T
his i
s the
kin
d of
thou
ght p
roce
ss th
at a
llow
s you
to th
ink
deep
ly a
bout
wha
t occ
urre
d —
and
wha
t did
no
t occ
ur —
dur
ing
the
lead
ersh
ip e
vent
and
to m
ake
deci
sions
abo
ut h
ow y
ou w
ould
app
roac
h sim
ilar s
ituat
ions
in th
e fu
ture
. You
cou
ld d
ecid
e to
do
som
ethi
ng th
e sa
me
way
, diff
eren
tly, o
r not
at
all.
Alth
ough
refle
ctiv
e th
ough
t may
occ
ur in
man
y pl
aces
, in
your
resp
onse
s to
the
refle
ctio
n qu
estio
ns y
ou m
ust s
how
how
you
will
use
wha
t you
lear
ned
from
you
r lea
ders
hip
expe
rienc
es to
in
form
and
impr
ove
your
pra
ctic
e.
NO
TE: A
naly
sis a
nd re
flect
ion
over
lap
An
alys
is an
d re
flect
ion
do o
verla
p, th
ough
they
are
not
iden
tical
. Ana
lysis
invo
lves
the
inte
rpre
tatio
n an
d ex
amin
atio
n of
ele
men
ts o
r eve
nts s
uppo
rted
by
evid
ence
. Ref
lect
ion,
a p
artic
ular
kin
d of
an
alys
is, a
lway
s sug
gest
s sel
f-ana
lysis
or r
etro
spec
tive
cons
ider
atio
n of
one
’s p
ract
ice.
Whe
n yo
u ar
e as
ked
to a
naly
ze o
r ref
lect
, be
cert
ain
that
you
r res
pons
e m
eets
thes
e cr
iteria
.
For e
xam
ple,
if y
ou a
re in
stru
cted
to a
naly
ze th
e su
cces
s of a
par
ticul
ar a
ctiv
ity o
r som
e sp
ecifi
c st
rate
gy, d
o no
t use
the
anal
ysis
or re
flect
ion
sect
ions
to e
xpla
in w
hat h
appe
ned.
Exp
lain
ing
wha
t ha
ppen
ed is
a fo
rm o
f des
crip
tion.
Mor
eove
r, sim
ply
stat
ing
a co
nclu
sion
(e.g
., “T
he p
rofe
ssio
nal d
evel
opm
ent w
as a
succ
ess!
”) o
r say
ing
that
you
obs
erve
d th
e fu
lfillm
ent o
f you
r goa
ls w
ithou
t gi
ving
evi
denc
e or
exa
mpl
es to
supp
ort t
he st
atem
ent i
s not
ana
lysis
. Rat
ers n
eed
to b
e m
ade
awar
e of
why
you
inte
rpre
ted
the
resu
lts o
f a le
sson
the
way
you
did
. You
nee
d to
exp
lain
you
r in
terp
reta
tion
of th
e ev
iden
ce (a
form
of a
naly
sis) a
s wel
l as y
our u
nder
stan
ding
of w
hat s
houl
d co
me
next
(a fo
rm o
f ref
lect
ion)
.
Anal
ysis
deal
s with
reas
ons,
mot
ives
, and
inte
rpre
tatio
n. A
ll of
thes
e ar
e gr
ound
ed in
the
conc
rete
evi
denc
e yo
u pr
ovid
e in
the
artif
acts
you
subm
it as
par
t of y
our p
erfo
rman
ce a
sses
smen
t. Bu
t you
m
ust e
xpla
in th
e sig
nific
ance
of e
vent
s and
not
exp
ect t
he ra
ter t
o dr
aw c
oncl
usio
ns. Y
our e
xam
ples
can
not t
ell t
he ra
ter w
hat y
ou in
ferr
ed a
bout
you
r pra
ctic
e —
onl
y yo
ur a
naly
sis a
nd re
flect
ion
can
do th
at.
Tell
the
rate
r how
the
prof
essio
nal d
evel
opm
ent i
n yo
ur b
uild
ing
affe
cted
stud
ent p
erfo
rman
ce —
doi
ng so
is a
form
of a
naly
sis a
nd in
terp
reta
tion.
Use
you
r evi
denc
e of
col
leag
ues’
wor
k to
exp
lain
an
d ill
ustr
ate
your
pra
ctic
e an
d al
so to
pro
vide
a c
onte
xt fo
r the
art
ifact
.
Ask
your
self
the
follo
win
g qu
estio
ns w
hen
prep
arin
g yo
ur a
naly
sis a
nd re
flect
ion:
•
Wha
t did
my
colle
ague
s kno
w b
efor
e th
is pr
ofes
siona
l exp
erie
nce?
•W
hat d
id m
y co
lleag
ues l
earn
bec
ause
of t
his p
rofe
ssio
nal e
xper
ienc
e?•
Wha
t did
I kn
ow a
bout
my
colle
ague
s and
thei
r kno
wle
dge
befo
re th
is pr
ofes
siona
l exp
erie
nce?
•W
hat d
id I
lear
n ab
out m
y co
lleag
ues a
nd m
y le
ader
ship
bec
ause
of t
his p
rofe
ssio
nal e
xper
ienc
e?•
Wha
t wou
ld I
do d
iffer
ently
? (r
efle
ctio
n)
22
Effe
c tiv
e Le
ader
ship
Pos
t-As
sign
men
t
RUBR
IC (1
of 2
)
Num
ber
Scor
e of
1
Scor
e of
2
Scor
e of
3
Scor
e of
4
2a.
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
irrel
evan
t ste
ps ta
ken
with
the
team
to im
plem
ent t
he p
lan,
with
lit
tle o
r no
ratio
nale
for e
ach
step
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
part
ial s
teps
take
n w
ith th
e te
am
to im
plem
ent t
he p
lan,
with
a
limite
d ra
tiona
le fo
r eac
h st
ep
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
rele
vant
step
s tak
en w
ith th
e te
am to
impl
emen
t the
pla
n, w
ith
an e
ffect
ive
ratio
nale
for e
ach
step
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
signi
fican
t ste
ps ta
ken
with
the
team
to im
plem
ent t
he p
lan,
with
a
thor
ough
ratio
nale
for e
ach
step
2b.
an in
accu
rate
iden
tific
atio
n of
the
resp
onsib
ilitie
s ass
umed
by
each
te
am m
embe
r, w
ith e
vide
nce
of
min
imal
enc
oura
gem
ent o
r fe
edba
ck o
ffere
d w
hile
im
plem
entin
g th
e pl
an
a cu
rsor
y id
entif
icat
ion
of th
e re
spon
sibili
ties a
ssum
ed b
y ea
ch
team
mem
ber,
with
evi
denc
e of
in
cons
isten
t enc
oura
gem
ent o
r fe
edba
ck o
ffere
d w
hile
im
plem
entin
g th
e pl
an
an a
ppro
pria
te id
entif
icat
ion
of
the
resp
onsib
ilitie
s ass
umed
by
each
team
mem
ber,
with
evi
denc
e of
rele
vant
enc
oura
gem
ent o
r fe
edba
ck o
ffere
d w
hile
im
plem
entin
g th
e pl
an
a sig
nific
ant i
dent
ifica
tion
of th
e re
spon
sibili
ties a
ssum
ed b
y ea
ch
team
mem
ber,
with
evi
denc
e of
ta
rget
ed e
ncou
rage
men
t or
feed
back
offe
red
whi
le
impl
emen
ting
the
plan
2c.
a tr
ivia
l met
hod
used
by
the
team
to
elic
it fe
edba
ck fr
om th
e ta
rget
ed a
udie
nce
to im
pact
the
impl
emen
tatio
n of
the
plan
and
th
e w
ork
of th
e te
am a
s a w
hole
, w
ith e
xam
ples
that
are
di
scon
nect
ed
a lim
ited
met
hod
used
by
the
team
to e
licit
feed
back
from
the
targ
eted
aud
ienc
e to
impa
ct th
e im
plem
enta
tion
of th
e pl
an a
nd
the
wor
k of
the
team
as a
who
le,
with
exa
mpl
es th
at a
re lo
osel
y co
nnec
ted
an e
ffect
ive
met
hod
used
by
the
team
to e
licit
feed
back
from
the
targ
eted
aud
ienc
e to
impa
ct th
e im
plem
enta
tion
of th
e pl
an a
nd
the
wor
k of
the
team
as a
who
le,
with
exa
mpl
es th
at a
re c
onne
cted
an in
-dep
th m
etho
d us
ed b
y th
e te
am to
elic
it fe
edba
ck fr
om th
e ta
rget
ed a
udie
nce
to im
pact
the
impl
emen
tatio
n of
the
plan
and
th
e w
ork
of th
e te
am a
s a w
hole
, w
ith e
xam
ples
that
are
tigh
tly
conn
ecte
d
2d.
illog
ical
step
s tak
en to
ens
ure
that
th
e im
plem
enta
tion
impa
cted
on
stud
ent l
earn
ing,
with
an
inap
prop
riate
evi
denc
e-co
llect
ing
proc
ess u
sed
to sh
ow th
e im
pact
unev
en st
eps t
aken
to e
nsur
e th
at
the
impl
emen
tatio
n im
pact
ed o
n st
uden
t lea
rnin
g, w
ith a
lim
ited
evid
ence
-col
lect
ing
proc
ess u
sed
to sh
ow th
e im
pact
logi
cal s
teps
take
n to
ens
ure
that
th
e im
plem
enta
tion
impa
cted
st
uden
t lea
rnin
g, w
ith a
n ef
fect
ive
evid
ence
-col
lect
ing
proc
ess u
sed
to sh
ow th
e im
pact
cons
isten
t ste
ps ta
ken
to e
nsur
e th
at th
e im
plem
enta
tion
impa
cted
on
stud
ent l
earn
ing,
with
a
thor
ough
evi
denc
e-co
llect
ing
proc
ess u
sed
to sh
ow th
e im
pact
2e.
min
imal
step
s tak
en b
y th
e te
am
to a
ddre
ss c
halle
nges
that
aro
se
durin
g th
e im
plem
enta
tion,
with
ex
ampl
es th
at a
re d
iscon
nect
ed
part
ial s
teps
take
n by
the
team
to
addr
ess c
halle
nges
that
aro
se
durin
g th
e im
plem
enta
tion,
with
ex
ampl
es th
at a
re v
ague
effe
ctiv
e st
eps t
aken
by
the
team
to
add
ress
cha
lleng
es th
at a
rose
du
ring
the
impl
emen
tatio
n, w
ith
exam
ples
that
are
con
nect
ed
signi
fican
t ste
ps ta
ken
by th
e te
am to
add
ress
cha
lleng
es th
at
aros
e du
ring
the
impl
emen
tatio
n,
with
exa
mpl
es th
at a
re ti
ghtly
co
nnec
ted
23
Effe
c tiv
e Le
ader
ship
Pos
t-As
sign
men
t
RUBR
IC (2
of 2
)
Num
ber
Scor
e of
1
Scor
e of
2
Scor
e of
3
Scor
e of
4
3a.
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
an in
appr
opria
te e
valu
atio
n of
the
exte
nt to
whi
ch a
col
labo
rativ
e te
am
was
fost
ered
, with
inef
fect
ive
exam
ples
fr
om th
e pl
an a
nd a
rtifa
cts t
o su
ppor
t th
e co
nclu
sions
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
a cu
rsor
y ev
alua
tion
of th
e ex
tent
to
whi
ch a
col
labo
rativ
e te
am w
as
fost
ered
, with
inco
mpl
ete
exam
ples
fr
om th
e pl
an a
nd a
rtifa
cts t
o su
ppor
t th
e co
nclu
sions
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
an e
ffect
ive
eval
uatio
n of
the
exte
nt to
w
hich
a c
olla
bora
tive
team
was
fo
ster
ed, w
ith a
ppro
pria
te e
xam
ples
fr
om th
e pl
an a
nd a
rtifa
cts t
o su
ppor
t th
e co
nclu
sions
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
a th
orou
gh e
valu
atio
n of
the
exte
nt to
w
hich
a c
olla
bora
tive
team
was
fo
ster
ed, w
ith e
xten
sive
exam
ples
from
th
e pl
an a
nd a
rtifa
cts t
o su
ppor
t the
co
nclu
sions
3b.
a m
inim
al e
valu
atio
n of
the
team
m
embe
rs’ p
rofe
ssio
nal g
row
th a
s pa
rtne
rs in
the
colla
bora
tive
team
a lim
ited
eval
uatio
n of
the
team
m
embe
rs’ p
rofe
ssio
nal g
row
th a
s pa
rtne
rs in
the
colla
bora
tive
team
an in
form
ed e
valu
atio
n of
the
team
m
embe
rs’ p
rofe
ssio
nal g
row
th a
s pa
rtne
rs in
the
colla
bora
tive
team
an in
sight
ful e
valu
atio
n of
the
team
m
embe
rs’ p
rofe
ssio
nal g
row
th a
s pa
rtne
rs in
the
colla
bora
tive
team
3c.
an in
effe
ctiv
e re
flect
ion
on th
e co
llabo
rativ
e te
am a
s a v
ehic
le fo
r po
sitiv
e ch
ange
in th
e sc
hool
cul
ture
a lim
ited
refle
ctio
n on
the
colla
bora
tive
team
as a
veh
icle
for p
ositi
ve c
hang
e in
th
e sc
hool
cul
ture
an e
ffect
ive
refle
ctio
n on
the
colla
bora
tive
team
as a
veh
icle
for
posit
ive
chan
ge in
the
scho
ol c
ultu
re
an in
sight
ful r
efle
ctio
n on
the
colla
bora
tive
team
as a
veh
icle
for
posit
ive
chan
ge in
the
scho
ol c
ultu
re
4.
an in
adeq
uate
eva
luat
ion
of th
e st
reng
ths a
nd w
eakn
esse
s of t
he p
lan’
s de
velo
pmen
t and
impl
emen
tatio
n,
rare
ly u
sing
the
rubr
ic a
s a
mea
sure
men
t for
the
vario
us q
uest
ions
.
a lim
ited
eval
uatio
n of
the
stre
ngth
s an
d w
eakn
esse
s of t
he p
lan’
s de
velo
pmen
t and
impl
emen
tatio
n,
som
ewha
t usin
g th
e ru
bric
as a
m
easu
rem
ent f
or th
e va
rious
que
stio
ns.
an in
form
ed e
valu
atio
n of
the
stre
ngth
s an
d w
eakn
esse
s of t
he p
lan’
s de
velo
pmen
t and
impl
emen
tatio
n,
clea
rly u
sing
the
rubr
ic a
s a
mea
sure
men
t for
the
vario
us q
uest
ions
.
an in
-dep
th e
valu
atio
n of
the
stre
ngth
s an
d w
eakn
esse
s of t
he p
lan’
s de
velo
pmen
t and
impl
emen
tatio
n,
clea
rly u
sing
the
rubr
ic a
s a
mea
sure
men
t for
the
vario
us q
uest
ions
.
5a.
an in
adeq
uate
refle
ctio
n w
hat c
hang
es
the
grou
p w
ould
mak
e to
the
deve
lopm
ent a
nd im
plem
enta
tion
proc
ess,
with
exa
mpl
es fr
om th
e ar
tifac
ts th
at a
re d
iscon
nect
ed
a lim
ited
refle
ctio
n on
wha
t cha
nges
the
grou
p w
ould
mak
e to
the
deve
lopm
ent
and
impl
emen
tatio
n pr
oces
s, w
ith
exam
ples
from
the
artif
acts
that
are
lo
osel
y co
nnec
ted
an in
form
ed re
flect
ion
on w
hat c
hang
es
the
grou
p w
ould
mak
e to
the
deve
lopm
ent a
nd im
plem
enta
tion
proc
ess,
with
exa
mpl
es fr
om th
e ar
tifac
ts th
at a
re c
onne
cted
an in
-dep
th re
flect
ion
on w
hat c
hang
es
the
grou
p w
ould
mak
e to
the
deve
lopm
ent a
nd im
plem
enta
tion
proc
ess,
with
exa
mpl
es fr
om th
e ar
tifac
ts th
at a
re ti
ghtly
con
nect
ed
5b.
an in
adeq
uate
refle
ctio
n, u
sing
spec
ific
exam
ples
with
det
ails
on th
e le
sson
s yo
u ha
ve le
arne
d fr
om th
is as
signm
ent
an li
mite
d re
flect
ion,
usin
g sp
ecifi
c ex
ampl
es w
ith d
etai
ls on
the
less
ons
you
have
lear
ned
from
this
assig
nmen
t
an in
form
ed re
flect
ion,
usin
g sp
ecifi
c ex
ampl
es w
ith d
etai
ls on
the
less
ons
you
have
lear
ned
from
this
assig
nmen
t
an in
-dep
th re
flect
ion,
usin
g sp
ecifi
c ex
ampl
es w
ith d
etai
ls on
the
less
ons
you
have
lear
ned
from
this
assig
nmen
t
5c.
a ge
nera
l res
pons
e w
ithou
t a sp
ecifi
c ap
plic
atio
n of
how
you
will
use
wha
t yo
u ha
ve le
arne
d in
futu
re p
robl
em-
solv
ing
task
s
at le
ast 2
spec
ific,
det
aile
d ex
ampl
es
give
n of
how
you
will
use
wha
t you
ha
ve le
arne
d in
futu
re p
robl
em-s
olvi
ng
task
s
at le
ast 3
cle
ar, s
peci
fic e
xam
ples
giv
en
of h
ow y
ou w
ill u
se w
hat y
ou h
ave
lear
ned
in fu
ture
pro
blem
-sol
ving
task
s
at le
ast 3
cle
ar, s
peci
fic, d
etai
led
exam
ples
giv
en o
f how
you
will
use
w
hat y
ou h
ave
lear
ned
in fu
ture
pr
oble
m-s
olvi
ng ta
sks
24
Cul
tura
lly R
espo
nsiv
e Ed
ucat
ion
Post
-Ass
ignm
ent
In li
ght o
f thi
s co
urse
, und
er y
our C
oope
ratin
g Ad
min
istra
tor’s
lead
ersh
ip a
nd g
uida
nce,
iden
tify
an a
rea
that
can
be
impr
oved
upo
n by
of
ferin
g pr
ofes
siona
l dev
elop
men
t at y
our s
ite. T
he p
rofe
ssio
nal d
evel
opm
ent s
houl
d im
prov
e cu
ltura
l res
pons
iven
ess t
o th
e sit
e’s v
alue
s,
whi
le a
t the
sam
e tim
e di
rect
ly im
pact
ing
inst
ruct
iona
l pra
ctic
e an
d st
uden
t lea
rnin
g. C
ompl
ete
as a
gro
up o
r ind
ivid
ually
. You
r "sit
e" is
de
fined
as:
Mas
ters
– S
choo
l bui
ldin
g; D
octo
rate
– S
choo
l dist
rict o
r Hig
her E
duca
tion
Inst
itutio
n. (2
4 w
orki
ng h
ours
)
# Ta
sk
Artif
acts
Q
uest
ions
1 Co
ntex
tual
In
form
atio
n
Desc
ribe
the
cont
ext o
f you
r site
(max
imum
2 p
ages
– ta
ble,
nar
rativ
e or
bot
h).
a.De
scrib
e yo
ur si
te. I
nclu
de re
leva
nt in
form
atio
n ab
out t
he e
thni
c, so
cial
, eco
nom
ic, c
ultu
ral,
and
geog
raph
icfa
ctor
s affe
ctin
g th
e sit
e en
viro
nmen
t.b.
Prov
ide
an o
verv
iew
of y
our s
ite’s
facu
lty. I
nclu
de re
leva
nt in
form
atio
n su
ch a
s the
car
eer s
tage
s, te
achi
ngst
yles
, and
div
ersit
y of
the
staf
f, an
d de
scrib
e le
ader
ship
opp
ortu
nitie
s.
2 Id
entif
y th
e Ar
ea o
f Nee
d
With
the
Coop
erat
ing
Adm
inis
trat
or d
iscu
ss 3
-5 p
riorit
y ne
eds w
ithin
the
site
. Res
pond
to th
e fo
llow
ing
ques
tions
(max
imum
400
wor
ds):
a.
Base
d on
the
need
s des
crib
ed b
y th
e Co
oper
atin
g Ad
min
istra
tor,
wha
t nee
d(s)
was
iden
tifie
d as
the
focu
s for
the
prof
essio
nal d
evel
opm
ent p
lan?
Wha
t is t
he ra
tiona
le fo
r how
the
need
can
be
addr
esse
d in
a c
ultu
rally
resp
onsiv
e m
anne
r?
3 Cr
eate
a
Prof
essi
onal
De
velo
pmen
t Pl
an
Subm
it 1
repr
esen
tativ
e pa
ge fr
om
the
rese
arch
(e
.g.,
a bi
blio
grap
hy,
a sp
ecifi
c on
line
reso
urce
, or
a di
stric
t so
urce
).
Deve
lop
a pr
ofes
sion
al d
evel
opm
ent p
lan
for t
he a
ppro
pria
te fa
culty
(max
imum
1,2
00 w
ords
). Yo
u m
ay
crea
te y
our o
wn
or u
se/m
odify
the
PASL
Sch
ool L
eade
r Pla
n Te
mpl
ate.
Ens
ure
your
pla
n an
swer
s the
fo
llow
ing
ques
tions
: a.
Wha
t is (
are)
the
goal
(s) o
f the
pro
fess
iona
l dev
elop
men
t pla
n? H
ow w
ill y
ou d
eter
min
e w
heth
er th
e go
al(s
) is
(are
) ach
ieve
d?b.
How
will
the
prof
essio
nal d
evel
opm
ent p
lan
impa
ct in
stru
ctio
nal p
ract
ice
and
stud
ent l
earn
ing?
c.W
hat r
esea
rch
supp
orts
the
iden
tifie
d fo
cus f
or th
e pr
ofes
siona
l dev
elop
men
t pla
n (e
.g.,
stud
ies,
stra
tegi
es,
info
rmat
ion
from
exp
erts
in th
e fie
ld, p
rimar
y so
urce
s)?
Expl
ain
the
conn
ectio
n be
twee
n th
e re
sear
ch a
nd th
eid
entif
ied
focu
s for
the
prof
essio
nal d
evel
opm
ent p
lan.
d.W
hat o
ther
fact
ors i
nflu
ence
d th
e de
velo
pmen
t of t
he b
uild
ing-
leve
l pro
fess
iona
l dev
elop
men
t pla
n (e
.g.,
budg
et, s
ched
ules
, sta
ff, fa
cilit
ies,
tim
e)?
e.W
hat s
take
hold
ers w
ill y
ou in
volv
e in
the
crea
tion
of th
e pr
ofes
siona
l dev
elop
men
t pla
n? W
hy d
id y
ouin
volv
e th
ese
indi
vidu
als?
f.W
hat f
ollo
w-u
p w
ill y
ou p
rovi
de to
supp
ort t
he im
plem
enta
tion
of th
e pr
ofes
siona
l dev
elop
men
t pla
n?Pr
ovid
e a
ratio
nale
.
25
Cul
tura
lly R
espo
nsiv
e Ed
ucat
ion
Post
-Ass
ignm
ent
Glo
ssar
y fo
r Writ
ing
Form
ats
Des
crip
tion
(Als
o Li
st &
Sta
te):
Desc
riptio
n in
this
cont
ext i
s a re
telli
ng o
f wha
t hap
pene
d in
a sc
hool
situ
atio
n or
eve
nt. T
his k
ind
of w
ritin
g is
mea
nt to
set t
he sc
ene
for r
ater
s. Y
our d
escr
iptio
n sh
ould
be
logi
cally
ord
ered
and
pro
vide
eno
ugh
deta
il to
allo
w ra
ters
to h
ave
a ba
sic se
nse
of y
our b
uild
ing
situa
tion
so th
at th
ey c
an u
nder
stan
d w
hat y
ou a
re c
onve
ying
in y
our a
naly
sis.
•Cr
itica
l fea
ture
s are
acc
urat
ely
and
prec
isely
enu
mer
ated
or e
xpla
ined
.•
The
elem
ents
or f
eatu
res o
f the
eve
nts,
peo
ple,
con
cept
s, o
r str
ateg
ies r
efer
ence
d ar
e de
scrib
ed c
lear
ly a
nd in
a lo
gica
l ord
er.
•AL
L fe
atur
es o
r ele
men
ts th
at w
ould
allo
w a
n ou
tsid
er to
see
as y
ou se
e w
hate
ver i
s des
crib
ed a
re in
clud
ed.
Anal
ysis
: Ana
lysis
dea
ls w
ith re
ason
s, m
otiv
es, a
nd in
terp
reta
tion
and
is su
ppor
ted
by th
e co
ncre
te e
vide
nce
you
prov
ide
in th
e m
ater
ials
you
subm
it. Y
our a
naly
tic w
ritin
g w
ill sh
ow ra
ters
the
thou
ght p
roce
sses
that
you
use
d to
arr
ive
at th
e co
nclu
sions
you
mak
e ab
out a
lead
ersh
ip si
tuat
ion
or e
vent
. Ana
lysis
dem
onst
rate
s the
sign
ifica
nce
of th
e ev
iden
ce y
ou su
bmit.
In so
me
case
s, it
w
ill in
clud
e th
e ac
hiev
emen
ts th
at re
sulte
d fr
om a
n ac
tivity
you
faci
litat
ed. O
r in
othe
r cas
es, i
t cou
ld b
e a
disc
ussio
n of
the
resu
lts o
f a su
rvey
that
solic
ited
feed
back
from
var
ious
sour
ces.
Refle
ctio
n: R
efle
ctio
n is
the
thou
ght p
roce
ss th
at o
ccur
s aft
er th
e co
mpl
etio
n of
an
activ
ity. T
his i
s the
kin
d of
thou
ght p
roce
ss th
at a
llow
s you
to th
ink
deep
ly a
bout
wha
t occ
urre
d —
and
wha
t did
no
t occ
ur —
dur
ing
the
lead
ersh
ip e
vent
and
to m
ake
deci
sions
abo
ut h
ow y
ou w
ould
app
roac
h sim
ilar s
ituat
ions
in th
e fu
ture
. You
cou
ld d
ecid
e to
do
som
ethi
ng th
e sa
me
way
, diff
eren
tly, o
r not
at
all.
Alth
ough
refle
ctiv
e th
ough
t may
occ
ur in
man
y pl
aces
, in
your
resp
onse
s to
the
refle
ctio
n qu
estio
ns y
ou m
ust s
how
how
you
will
use
wha
t yo
u le
arne
d fr
om y
our l
eade
rshi
p ex
perie
nces
to
info
rm a
nd im
prov
e yo
ur p
ract
ice.
NO
TE: A
naly
sis a
nd re
flect
ion
over
lap
An
alys
is an
d re
flect
ion
do o
verla
p, th
ough
they
are
not
iden
tical
. Ana
lysis
invo
lves
the
inte
rpre
tatio
n an
d ex
amin
atio
n of
ele
men
ts o
r eve
nts s
uppo
rted
by
evid
ence
. Ref
lect
ion,
a p
artic
ular
kin
d of
an
alys
is, a
lway
s sug
gest
s sel
f-ana
lysis
or r
etro
spec
tive
cons
ider
atio
n of
one
’s p
ract
ice.
Whe
n yo
u ar
e as
ked
to a
naly
ze o
r ref
lect
, be
cert
ain
that
you
r res
pons
e m
eets
thes
e cr
iteria
.
For e
xam
ple,
if y
ou a
re in
stru
cted
to a
naly
ze th
e su
cces
s of a
par
ticul
ar a
ctiv
ity o
r som
e sp
ecifi
c st
rate
gy, d
o no
t use
the
anal
ysis
or re
flect
ion
sect
ions
to e
xpla
in w
hat h
appe
ned.
Exp
lain
ing
wha
t ha
ppen
ed is
a fo
rm o
f des
crip
tion.
Mor
eove
r, sim
ply
stat
ing
a co
nclu
sion
(e.g
., “T
he p
rofe
ssio
nal d
evel
opm
ent w
as a
succ
ess!
”) o
r say
ing
that
you
obs
erve
d th
e fu
lfillm
ent o
f you
r goa
ls w
ithou
t gi
ving
evi
denc
e or
exa
mpl
es to
supp
ort t
he st
atem
ent i
s not
ana
lysis
. Rat
ers n
eed
to b
e m
ade
awar
e of
why
you
inte
rpre
ted
the
resu
lts o
f a le
sson
the
way
you
did
. You
nee
d to
exp
lain
you
r in
terp
reta
tion
of th
e ev
iden
ce (a
form
of a
naly
sis) a
s wel
l as y
our u
nder
stan
ding
of w
hat s
houl
d co
me
next
(a fo
rm o
f ref
lect
ion)
.
Anal
ysis
deal
s with
reas
ons,
mot
ives
, and
inte
rpre
tatio
n. A
ll of
thes
e ar
e gr
ound
ed in
the
conc
rete
evi
denc
e yo
u pr
ovid
e in
the
artif
acts
you
subm
it as
par
t of y
our p
erfo
rman
ce a
sses
smen
t. Bu
t you
m
ust e
xpla
in th
e sig
nific
ance
of e
vent
s and
not
exp
ect t
he ra
ter t
o dr
aw c
oncl
usio
ns. Y
our e
xam
ples
can
not t
ell t
he ra
ter w
hat y
ou in
ferr
ed a
bout
you
r pra
ctic
e —
onl
y yo
ur a
naly
sis a
nd re
flect
ion
can
do th
at.
Tell
the
rate
r how
the
prof
essio
nal d
evel
opm
ent i
n yo
ur b
uild
ing
affe
cted
stud
ent p
erfo
rman
ce —
doi
ng so
is a
form
of a
naly
sis a
nd in
terp
reta
tion.
Use
you
r evi
denc
e of
col
leag
ues’
wor
k to
exp
lain
an
d ill
ustr
ate
your
pra
ctic
e an
d al
so to
pro
vide
a c
onte
xt fo
r the
art
ifact
.
Ask
your
self
the
follo
win
g qu
estio
ns w
hen
prep
arin
g yo
ur a
naly
sis a
nd re
flect
ion:
•
Wha
t did
my
colle
ague
s kno
w b
efor
e th
is pr
ofes
siona
l exp
erie
nce?
•W
hat d
id m
y co
lleag
ues l
earn
bec
ause
of t
his p
rofe
ssio
nal e
xper
ienc
e?•
Wha
t did
I kn
ow a
bout
my
colle
ague
s and
thei
r kno
wle
dge
befo
re th
is pr
ofes
siona
l exp
erie
nce?
•W
hat d
id I
lear
n ab
out m
y co
lleag
ues a
nd m
y le
ader
ship
bec
ause
of t
his p
rofe
ssio
nal e
xper
ienc
e?•
Wha
t wou
ld I
do d
iffer
ently
? (r
efle
ctio
n)
26
Cul
tura
lly R
espo
nsiv
e Ed
ucat
ion
Post
-Ass
ignm
ent
RUBR
IC (1
of 2
) N
umbe
r Sc
ore
of 1
Sc
ore
of 2
Sc
ore
of 3
Sc
ore
of 4
1a.
Resp
onse
pro
vide
s evi
denc
e th
at in
clud
es th
e fo
llow
ing:
inef
fect
ive
desc
riptio
n of
the
ethn
ic, s
ocia
l, ec
onom
ic,
cultu
ral,
and
geog
raph
ic fa
ctor
s af
fect
ing
the
scho
ol/d
istric
t en
viro
nmen
t
Resp
onse
pro
vide
s evi
denc
e th
at in
clud
es th
e fo
llow
ing:
effe
ctiv
e de
scrip
tion
of th
e et
hnic
, soc
ial,
econ
omic
, cu
ltura
l, an
d ge
ogra
phic
fact
ors
affe
ctin
g th
e sc
hool
/dist
rict
envi
ronm
ent
Resp
onse
pro
vide
s evi
denc
e th
at in
clud
es th
e fo
llow
ing:
effe
ctiv
e de
scrip
tion
of th
e et
hnic
, soc
ial,
econ
omic
, cu
ltura
l, an
d ge
ogra
phic
fact
ors
affe
ctin
g th
e sc
hool
/dist
rict
envi
ronm
ent w
ith g
ener
al
conn
ectio
ns to
the
influ
ence
th
ese
have
on
scho
ol c
ultu
re.
Resp
onse
pro
vide
s evi
denc
e th
at in
clud
es th
e fo
llow
ing:
effe
ctiv
e de
scrip
tion
of th
e et
hnic
, soc
ial,
econ
omic
, cu
ltura
l, an
d ge
ogra
phic
fact
ors
affe
ctin
g th
e sc
hool
/dist
rict
envi
ronm
ent w
ith sp
ecifi
c an
d in
sight
ful c
onne
ctio
ns to
thei
r in
fluen
ce o
n sc
hool
cul
ture
.
1b.
min
imal
exp
lana
tion
of th
e ca
reer
stag
es, r
ange
of t
each
ing
styl
es, d
iver
sity
of st
aff a
nd
lead
ersh
ip o
ppor
tuni
ties a
t the
sc
hool
/dist
rict
clea
rly e
xpla
ins t
hree
of (
1) th
e ca
reer
stag
es, (
2) ra
nge
of
teac
hing
styl
es, (
3) d
iver
sity
of
staf
f and
(4) t
he le
ader
ship
op
port
uniti
es a
t the
sc
hool
/dist
rict
clea
rly e
xpla
ins t
he c
aree
r st
ages
, ran
ge o
f tea
chin
g st
yles
, di
vers
ity o
f sta
ff an
d le
ader
ship
op
port
uniti
es a
t the
sc
hool
/dist
rict
clea
rly a
nd su
ccin
ctly
exp
lain
s th
e ca
reer
stag
es, r
ange
of
teac
hing
styl
es, d
iver
sity
of
staf
f and
lead
ersh
ip
oppo
rtun
ities
at t
he
scho
ol/d
istric
t
2 th
e in
appr
opria
te se
lect
ion
of
need
(s) f
rom
the
prio
ritize
d lis
t w
ith a
n ill
ogic
al ra
tiona
le
the
loos
ely
conn
ecte
d se
lect
ion
of n
eed(
s) fr
om th
e pr
iorit
ized
list w
ith a
con
fusin
g ra
tiona
le
the
appr
opria
te se
lect
ion
of
need
(s) f
rom
the
prio
ritize
d lis
t w
ith a
logi
cal r
atio
nale
the
signi
fican
t sel
ectio
n of
ne
ed(s
) fro
m th
e pr
iorit
ized
list
with
an
exte
nsiv
e ra
tiona
le
27
Cul
tura
lly R
espo
nsiv
e Ed
ucat
ion
Post
-Ass
ignm
ent
RUBR
IC (2
of 2
) N
umbe
r Sc
ore
of 1
Sc
ore
of 2
Sc
ore
of 3
Sc
ore
of 4
3a.
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
the
inap
prop
riate
dev
elop
men
t of
goal
s for
the
prof
essio
nal
deve
lopm
ent p
lan
and
the
iden
tific
atio
n of
an
illog
ical
pla
n fo
r de
term
inin
g w
heth
er th
e go
als a
re
achi
eved
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
the
inco
mpl
ete
deve
lopm
ent o
f go
als f
or th
e pr
ofes
siona
l de
velo
pmen
t pla
n an
d th
e id
entif
icat
ion
of a
vag
ue p
lan
for
dete
rmin
ing
whe
ther
the
goal
s are
ac
hiev
ed
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
the
appr
opria
te d
evel
opm
ent o
f go
als f
or th
e pr
ofes
siona
l de
velo
pmen
t pla
n an
d th
e id
entif
icat
ion
of a
logi
cal p
lan
for
dete
rmin
ing
whe
ther
the
goal
s are
ac
hiev
ed
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
the
insig
htfu
l dev
elop
men
t of g
oals
for t
he p
rofe
ssio
nal d
evel
opm
ent
plan
and
the
iden
tific
atio
n of
an
exte
nsiv
e pl
an fo
r det
erm
inin
g w
heth
er th
e go
als a
re a
chie
ved
3b.
the
inef
fect
ive
iden
tific
atio
n of
how
th
e pr
ofes
siona
l dev
elop
men
t will
im
pact
inst
ruct
iona
l pra
ctic
e an
d st
uden
t lea
rnin
g
the
part
ial i
dent
ifica
tion
of h
ow th
e pr
ofes
siona
l dev
elop
men
t will
im
pact
inst
ruct
iona
l pra
ctic
e an
d st
uden
t lea
rnin
g
the
effe
ctiv
e id
entif
icat
ion
of h
ow
the
prof
essio
nal d
evel
opm
ent w
ill
impa
ct in
stru
ctio
nal p
ract
ice
and
stud
ent l
earn
ing
the
thor
ough
iden
tific
atio
n of
how
th
e pr
ofes
siona
l dev
elop
men
t will
im
pact
inst
ruct
iona
l pra
ctic
e an
d st
uden
t lea
rnin
g
3c.
the
inef
fect
ive
iden
tific
atio
n of
re
sear
ch to
supp
ort t
he p
rofe
ssio
nal
deve
lopm
ent,
with
a m
inim
al
conn
ectio
n be
twee
n th
e re
sear
ch
and
the
iden
tifie
d fo
cus o
f the
pr
ofes
siona
l dev
elop
men
t pla
n
the
limite
d id
entif
icat
ion
of
rese
arch
to su
ppor
t the
pr
ofes
siona
l dev
elop
men
t, w
ith a
n un
even
con
nect
ion
betw
een
the
rese
arch
and
the
iden
tifie
d fo
cus o
f th
e pr
ofes
siona
l dev
elop
men
t pla
n
the
effe
ctiv
e id
entif
icat
ion
of
rese
arch
to su
ppor
t the
pr
ofes
siona
l dev
elop
men
t, w
ith a
n ap
prop
riate
con
nect
ion
betw
een
the
rese
arch
and
the
iden
tifie
d fo
cus o
f the
pro
fess
iona
l de
velo
pmen
t pla
n
the
subs
tant
ive
iden
tific
atio
n of
re
sear
ch to
supp
ort t
he
prof
essio
nal d
evel
opm
ent,
with
a
thor
ough
con
nect
ion
betw
een
the
rese
arch
and
the
iden
tifie
d fo
cus o
f th
e pr
ofes
siona
l dev
elop
men
t pla
n
3d.
a m
inim
al id
entif
icat
ion
of o
ther
fa
ctor
s tha
t inf
luen
ced
the
crea
tion
of th
e bu
ildin
g-le
vel p
rofe
ssio
nal
deve
lopm
ent p
lan
a pa
rtia
l ide
ntifi
catio
n of
oth
er
fact
ors t
hat i
nflu
ence
d th
e cr
eatio
n of
the
build
ing-
leve
l pro
fess
iona
l de
velo
pmen
t pla
n
a co
mpl
ete
iden
tific
atio
n of
oth
er
fact
ors t
hat i
nflu
ence
d th
e cr
eatio
n of
the
build
ing-
leve
l pro
fess
iona
l de
velo
pmen
t pla
n
a th
orou
gh id
entif
icat
ion
of o
ther
fa
ctor
s tha
t inf
luen
ced
the
crea
tion
of th
e bu
ildin
g-le
vel p
rofe
ssio
nal
deve
lopm
ent p
lan
3e.
the
inap
prop
riate
invo
lvem
ent o
f in
divi
dual
s in
the
crea
tion
of th
e pr
ofes
siona
l dev
elop
men
t pla
n an
d a
min
imal
ratio
nale
for c
hoos
ing
thes
e in
divi
dual
s
the
limite
d in
volv
emen
t of
indi
vidu
als i
n th
e cr
eatio
n of
the
prof
essio
nal d
evel
opm
ent p
lan
and
a pa
rtia
l rat
iona
le fo
r cho
osin
g th
ese
indi
vidu
als
the
appr
opria
te in
volv
emen
t of
indi
vidu
als i
n th
e cr
eatio
n of
the
prof
essio
nal d
evel
opm
ent p
lan
and
a cl
ear r
atio
nale
for c
hoos
ing
thes
e in
divi
dual
s
the
signi
fican
t inv
olve
men
t of
indi
vidu
als i
n th
e cr
eatio
n of
the
prof
essio
nal d
evel
opm
ent p
lan
and
a th
orou
gh ra
tiona
le fo
r cho
osin
g th
ese
indi
vidu
als
3f.
inef
fect
ive
follo
w-u
p th
at su
ppor
ts
the
impl
emen
tatio
n of
the
prof
essio
nal d
evel
opm
ent p
lan
with
an
inap
prop
riate
ratio
nale
inco
mpl
ete
follo
w-u
p th
at su
ppor
ts
the
impl
emen
tatio
n of
the
prof
essio
nal d
evel
opm
ent p
lan
with
a
limite
d ra
tiona
le
effe
ctiv
e fo
llow
-up
that
supp
orts
th
e im
plem
enta
tion
of th
e pr
ofes
siona
l dev
elop
men
t pla
n w
ith
an a
ppro
pria
te ra
tiona
le
signi
fican
t fol
low
-up
that
supp
orts
th
e im
plem
enta
tion
of th
e pr
ofes
siona
l dev
elop
men
t pla
n w
ith
a th
orou
gh ra
tiona
le
28
Lea
ders
hip
of C
urri
cula
r an
d In
stru
ctio
nal P
ract
ices
Pos
t-A
ssig
nmen
t
In li
ght o
f thi
s cou
rse,
und
er y
our C
oope
ratin
g Ad
min
istra
tor’s
lead
ersh
ip a
nd g
uida
nce,
ass
ess a
nd re
flect
on
the
site’
s pro
fess
iona
l dev
elop
men
t to
impr
ove
curr
icul
um a
nd in
stru
ctio
n. Y
our "
site"
is d
efin
ed a
s: M
aste
rs –
Sc
hool
bui
ldin
g; D
octo
rate
– S
choo
l dist
rict o
r Hig
her E
duca
tion
Inst
itutio
n. (2
4 w
orki
ng h
ours
)
# Ta
sk
Artif
acts
Q
uest
ions
1
Sele
ct
part
icip
ants
w
hom
hav
e re
ceiv
ed
prof
essi
onal
de
velo
pmen
t
Subm
it 1-
2 re
pres
enta
tive
page
s fro
m th
e pr
ofes
siona
l dev
elop
men
t pl
an o
r tra
inin
g
With
you
r Coo
pera
ting
Adm
inis
trat
or, w
ork
with
the
site
’s In
stru
ctio
nal L
eade
r to
iden
tify
an a
rea
that
has
re
ceiv
ed p
rofe
ssio
nal d
evel
opm
ent f
or c
urric
ulum
and
inst
ruct
ion
in th
e la
st y
ear.
Inte
rvie
w th
e In
stru
ctio
nal
Lead
er a
nd p
ose
the
follo
win
g qu
estio
ns (s
ubm
it w
ritte
n su
mm
ary
of 1
,000
wor
ds m
axim
um o
f all
the
ques
tions
): a.
Wha
t str
ateg
ies a
nd/o
r tec
hniq
ues w
ere
used
to c
omm
unic
ate
the
impo
rtan
ce o
f the
pro
fess
iona
l dev
elop
men
t?Pr
ovid
e a
ratio
nale
for y
our c
hoic
e of
stra
tegi
es a
nd/o
r tec
hniq
ues.
b.W
hat i
ndiv
idua
ls di
d yo
u se
lect
as p
artic
ipan
ts in
the
prof
essio
nal d
evel
opm
ent?
Why
did
you
sele
ct th
em?
c.W
hat a
ppro
ache
s wer
e us
ed to
faci
litat
e th
e pr
ofes
siona
l dev
elop
men
t? P
rovi
de a
ratio
nale
for y
our c
hoic
es.
d.W
hat s
trat
egie
s wer
e us
ed to
act
ivel
y en
gage
the
part
icip
ants
? Pr
ovid
e a
ratio
nale
for y
our s
elec
ted
stra
tegi
es.
e.W
hat a
ssig
nmen
t(s)
was
(wer
e) g
iven
to p
artic
ipan
ts a
nd/o
r stu
dent
s to
dem
onst
rate
the
impa
ct o
f the
prof
essio
nal d
evel
opm
ent o
n in
stru
ctio
nal p
ract
ice
and
stud
ent l
earn
ing?
Wha
t is t
he c
onne
ctio
n be
twee
n th
eas
signm
ent(
s) a
nd th
e pr
ofes
siona
l dev
elop
men
t?
2 Ad
min
iste
r fe
edba
ck su
rvey
Subm
it 1
repr
esen
tativ
e pa
ge o
f the
com
plet
ed
Feed
back
Sur
vey
With
the
scho
ol’s
Inst
ruct
iona
l Lea
der f
ollo
w-u
p w
ith 3
par
ticip
ants
who
rece
ived
the
prof
essi
onal
dev
elop
men
t w
ith d
iffer
ent l
evel
s of e
xper
ienc
e. M
odify
and
giv
e th
is P
ASL
Feed
back
Sur
vey
to th
e 3
part
icip
ants
. Res
pond
to
the
follo
win
g qu
estio
ns (m
axim
um o
f 600
wor
ds):
a.
Sele
ct th
ree
part
icip
ants
who
rece
ived
the
prof
essio
nal d
evel
opm
ent w
ith d
iffer
ent l
evel
s of e
xper
ienc
e to
dete
rmin
e its
effe
ct. P
rovi
de a
ratio
nale
for t
he se
lect
ion
of e
ach
part
icip
ant.
b.Ba
sed
on th
e re
sults
of t
he fe
edba
ck su
rvey
, wha
t con
clus
ions
can
you
dra
w a
bout
the
effe
ctiv
enes
s of t
hepr
ofes
siona
l dev
elop
men
t for
the
part
icip
ants
? Ci
te e
xam
ples
from
the
surv
ey to
supp
ort y
our c
oncl
usio
ns.
c.W
hat m
odifi
catio
ns w
ould
you
mak
e to
the
curr
ent p
rofe
ssio
nal d
evel
opm
ent p
roce
ss?
Prov
ide
a ra
tiona
le fo
r you
ran
alys
is ba
sed
on a
ll as
pect
s of t
he p
rofe
ssio
nal d
evel
opm
ent e
xper
ienc
e.
3
Adm
inis
ter
wal
k-th
roug
h ob
serv
atio
n,
inte
rvie
w
teac
her a
nd
colle
ct st
uden
t w
ork
Subm
it 1
repr
esen
tativ
e pa
ge o
f the
wal
k-th
roug
h ob
serv
atio
n
Subm
it 1
repr
esen
tativ
e pa
ge o
f stu
dent
wor
k (n
ame
rem
oved
)
Cond
uct a
wal
k-th
roug
h ob
serv
atio
n an
d in
terv
iew
with
a te
ache
r who
is im
plem
entin
g th
e pr
ofes
sion
al
deve
lopm
ent i
n hi
s or h
er c
lass
. Use
the
PASL
Wal
k-th
roug
h O
bser
vatio
n Fo
rm. R
espo
nd to
the
follo
win
g qu
estio
ns
(max
imum
of 6
00 w
ords
):
a.In
wha
t way
s did
the
goal
of t
he p
rofe
ssio
nal d
evel
opm
ent i
nflu
ence
inst
ruct
iona
l pra
ctic
e? P
rovi
de sp
ecifi
cex
ampl
es, i
nclu
ding
thos
e fr
om th
e w
alk-
thro
ugh
obse
rvat
ion
form
and
teac
her i
nter
view
, of t
he in
fluen
ce.
b.W
hat f
ollo
w-u
p to
the
prof
essio
nal d
evel
opm
ent t
rain
ing
was
pro
vide
d fo
r eac
h pa
rtic
ipan
t? P
rovi
de e
xam
ples
ifav
aila
ble.
c.W
hat w
as th
e im
pact
of e
ach
part
icip
ant’s
pro
fess
iona
l dev
elop
men
t on
stud
ent l
earn
ing?
Pro
vide
exa
mpl
es fr
omth
e te
ache
r int
ervi
ew a
nd st
uden
t wor
k to
supp
ort y
our c
oncl
usio
ns.
29
Lea
ders
hip
of C
urri
cula
r an
d In
stru
ctio
nal P
ract
ices
Pos
t-A
ssig
nmen
t
Glo
ssar
y fo
r Writ
ing
Form
ats
Des
crip
tion
(Als
o Li
st &
Sta
te):
Desc
riptio
n in
this
cont
ext i
s a re
telli
ng o
f wha
t hap
pene
d in
a sc
hool
situ
atio
n or
eve
nt. T
his k
ind
of w
ritin
g is
mea
nt to
set t
he sc
ene
for r
ater
s. Y
our d
escr
iptio
n sh
ould
be
logi
cally
ord
ered
and
pro
vide
eno
ugh
deta
il to
allo
w ra
ters
to h
ave
a ba
sic se
nse
of y
our b
uild
ing
situa
tion
so th
at th
ey c
an u
nder
stan
d w
hat y
ou a
re c
onve
ying
in y
our a
naly
sis.
•Cr
itica
l fea
ture
s are
acc
urat
ely
and
prec
isely
enu
mer
ated
or e
xpla
ined
.•
The
elem
ents
or f
eatu
res o
f the
eve
nts,
peo
ple,
con
cept
s, o
r str
ateg
ies r
efer
ence
d ar
e de
scrib
ed c
lear
ly a
nd in
a lo
gica
l ord
er.
•AL
L fe
atur
es o
r ele
men
ts th
at w
ould
allo
w a
n ou
tsid
er to
see
as y
ou se
e w
hate
ver i
s des
crib
ed a
re in
clud
ed.
Anal
ysis
: Ana
lysis
dea
ls w
ith re
ason
s, m
otiv
es, a
nd in
terp
reta
tion
and
is su
ppor
ted
by th
e co
ncre
te e
vide
nce
you
prov
ide
in th
e m
ater
ials
you
subm
it. Y
our a
naly
tic w
ritin
g w
ill sh
ow ra
ters
the
thou
ght p
roce
sses
that
you
use
d to
arr
ive
at th
e co
nclu
sions
you
mak
e ab
out a
lead
ersh
ip si
tuat
ion
or e
vent
. Ana
lysis
dem
onst
rate
s the
sign
ifica
nce
of th
e ev
iden
ce y
ou su
bmit.
In so
me
case
s, it
w
ill in
clud
e th
e ac
hiev
emen
ts th
at re
sulte
d fr
om a
n ac
tivity
you
faci
litat
ed. O
r in
othe
r cas
es, i
t cou
ld b
e a
disc
ussio
n of
the
resu
lts o
f a su
rvey
that
solic
ited
feed
back
from
var
ious
sour
ces.
Refle
ctio
n: R
efle
ctio
n is
the
thou
ght p
roce
ss th
at o
ccur
s aft
er th
e co
mpl
etio
n of
an
activ
ity. T
his i
s the
kin
d of
thou
ght p
roce
ss th
at a
llow
s you
to th
ink
deep
ly a
bout
wha
t occ
urre
d —
and
wha
t did
no
t occ
ur —
dur
ing
the
lead
ersh
ip e
vent
and
to m
ake
deci
sions
abo
ut h
ow y
ou w
ould
app
roac
h sim
ilar s
ituat
ions
in th
e fu
ture
. You
cou
ld d
ecid
e to
do
som
ethi
ng th
e sa
me
way
, diff
eren
tly, o
r not
at
all.
Alth
ough
refle
ctiv
e th
ough
t may
occ
ur in
man
y pl
aces
, in
your
resp
onse
s to
the
refle
ctio
n qu
estio
ns y
ou m
ust s
how
how
you
will
use
wha
t you
lear
ned
from
you
r lea
ders
hip
expe
rienc
es to
in
form
and
impr
ove
your
pra
ctic
e.
NO
TE: A
naly
sis a
nd re
flect
ion
over
lap
An
alys
is an
d re
flect
ion
do o
verla
p, th
ough
they
are
not
iden
tical
. Ana
lysis
invo
lves
the
inte
rpre
tatio
n an
d ex
amin
atio
n of
ele
men
ts o
r eve
nts s
uppo
rted
by
evid
ence
. Ref
lect
ion,
a p
artic
ular
kin
d of
an
alys
is, a
lway
s sug
gest
s sel
f-ana
lysis
or r
etro
spec
tive
cons
ider
atio
n of
one
’s p
ract
ice.
Whe
n yo
u ar
e as
ked
to a
naly
ze o
r ref
lect
, be
cert
ain
that
you
r res
pons
e m
eets
thes
e cr
iteria
.
For e
xam
ple,
if y
ou a
re in
stru
cted
to a
naly
ze th
e su
cces
s of a
par
ticul
ar a
ctiv
ity o
r som
e sp
ecifi
c st
rate
gy, d
o no
t use
the
anal
ysis
or re
flect
ion
sect
ions
to e
xpla
in w
hat h
appe
ned.
Exp
lain
ing
wha
t ha
ppen
ed is
a fo
rm o
f des
crip
tion.
Mor
eove
r, sim
ply
stat
ing
a co
nclu
sion
(e.g
., “T
he p
rofe
ssio
nal d
evel
opm
ent w
as a
succ
ess!
”) o
r say
ing
that
you
obs
erve
d th
e fu
lfillm
ent o
f you
r goa
ls w
ithou
t gi
ving
evi
denc
e or
exa
mpl
es to
supp
ort t
he st
atem
ent i
s not
ana
lysis
. Rat
ers n
eed
to b
e m
ade
awar
e of
why
you
inte
rpre
ted
the
resu
lts o
f a le
sson
the
way
you
did
. You
nee
d to
exp
lain
you
r in
terp
reta
tion
of th
e ev
iden
ce (a
form
of a
naly
sis) a
s wel
l as y
our u
nder
stan
ding
of w
hat s
houl
d co
me
next
(a fo
rm o
f ref
lect
ion)
.
Anal
ysis
deal
s with
reas
ons,
mot
ives
, and
inte
rpre
tatio
n. A
ll of
thes
e ar
e gr
ound
ed in
the
conc
rete
evi
denc
e yo
u pr
ovid
e in
the
artif
acts
you
subm
it as
par
t of y
our p
erfo
rman
ce a
sses
smen
t. Bu
t you
m
ust e
xpla
in th
e sig
nific
ance
of e
vent
s and
not
exp
ect t
he ra
ter t
o dr
aw c
oncl
usio
ns. Y
our e
xam
ples
can
not t
ell t
he ra
ter w
hat y
ou in
ferr
ed a
bout
you
r pra
ctic
e —
onl
y yo
ur a
naly
sis a
nd re
flect
ion
can
do th
at.
Tell
the
rate
r how
the
prof
essio
nal d
evel
opm
ent i
n yo
ur b
uild
ing
affe
cted
stud
ent p
erfo
rman
ce —
doi
ng so
is a
form
of a
naly
sis a
nd in
terp
reta
tion.
Use
you
r evi
denc
e of
col
leag
ues’
wor
k to
exp
lain
an
d ill
ustr
ate
your
pra
ctic
e an
d al
so to
pro
vide
a c
onte
xt fo
r the
art
ifact
.
Ask
your
self
the
follo
win
g qu
estio
ns w
hen
prep
arin
g yo
ur a
naly
sis a
nd re
flect
ion:
•
Wha
t did
my
colle
ague
s kno
w b
efor
e th
is pr
ofes
siona
l exp
erie
nce?
•W
hat d
id m
y co
lleag
ues l
earn
bec
ause
of t
his p
rofe
ssio
nal e
xper
ienc
e?•
Wha
t did
I kn
ow a
bout
my
colle
ague
s and
thei
r kno
wle
dge
befo
re th
is pr
ofes
siona
l exp
erie
nce?
•W
hat d
id I
lear
n ab
out m
y co
lleag
ues a
nd m
y le
ader
ship
bec
ause
of t
his p
rofe
ssio
nal e
xper
ienc
e?•
Wha
t wou
ld I
do d
iffer
ently
? (r
efle
ctio
n)
30
Lea
ders
hip
of C
urri
cula
r an
d In
stru
ctio
nal P
ract
ices
Pos
t-A
ssig
nmen
t
RUBR
IC (1
of 2
)
Num
ber
Scor
e of
1
Scor
e of
2
Scor
e of
3
Scor
e of
4
1
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
an in
effe
ctiv
e re
spon
se to
the
ques
tions
that
dem
onst
rate
s the
im
pact
of t
he p
rofe
ssio
nal
deve
lopm
ent o
n in
stru
ctio
nal
prac
tice
and
stud
ent l
earn
ing,
with
lit
tle o
r no
conn
ectio
n be
twee
n th
e ac
tiviti
es a
nd ra
tiona
le
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
a pa
rtia
l res
pons
e to
the
ques
tions
th
at d
emon
stra
tes t
he im
pact
of
the
prof
essio
nal d
evel
opm
ent o
n in
stru
ctio
nal p
ract
ice
and
stud
ent
lear
ning
, with
a c
urso
ry c
onne
ctio
n be
twee
n th
e ac
tiviti
es a
nd
ratio
nale
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
an e
ffect
ive
resp
onse
to th
e qu
estio
ns th
at d
emon
stra
tes t
he
impa
ct o
f the
pro
fess
iona
l de
velo
pmen
t on
inst
ruct
iona
l pr
actic
e an
d st
uden
t lea
rnin
g, w
ith
an in
form
ed c
onne
ctio
n be
twee
n th
e ac
tiviti
es a
nd ra
tiona
le
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
an e
xten
sive
resp
onse
to th
e qu
estio
ns th
at d
emon
stra
tes t
he
impa
ct o
f the
pro
fess
iona
l de
velo
pmen
t on
inst
ruct
iona
l pr
actic
e an
d st
uden
t lea
rnin
g, w
ith
a sig
nific
ant c
onne
ctio
n be
twee
n th
e ac
tiviti
es a
nd ra
tiona
le
2a
the
inef
fect
ive
sele
ctio
n of
thre
e pa
rtic
ipan
ts w
ith d
iffer
ent l
evel
s of
expe
rienc
e to
det
erm
ine
the
effe
ct
of th
e pr
ofes
siona
l dev
elop
men
t, w
ith in
appr
opria
te ra
tiona
les f
or
the
sele
ctio
n of
eac
h pa
rtic
ipan
t
the
inco
mpl
ete
sele
ctio
n of
thre
e pa
rtic
ipan
ts w
ith d
iffer
ent l
evel
s of
expe
rienc
e to
det
erm
ine
the
effe
ct
of th
e pr
ofes
siona
l dev
elop
men
t, w
ith li
mite
d ra
tiona
les f
or th
e se
lect
ion
of e
ach
part
icip
ant
the
logi
cal s
elec
tion
of th
ree
part
icip
ants
with
diff
eren
t lev
els o
f ex
perie
nce
to d
eter
min
e th
e ef
fect
of
the
prof
essio
nal d
evel
opm
ent,
with
app
ropr
iate
ratio
nale
s for
the
sele
ctio
n of
eac
h pa
rtic
ipan
t
the
signi
fican
t sel
ectio
n of
thre
e pa
rtic
ipan
ts w
ith d
iffer
ent l
evel
s of
expe
rienc
e to
det
erm
ine
the
effe
ct
of th
e pr
ofes
siona
l dev
elop
men
t, w
ith th
orou
gh ra
tiona
les f
or th
e se
lect
ion
of e
ach
part
icip
ant
2b
min
imal
con
clus
ions
dra
wn
from
th
e re
sults
of t
he fe
edba
ck su
rvey
to
det
erm
ine
the
effe
ctiv
enes
s of
the
prof
essio
nal d
evel
opm
ent,
with
min
imal
exa
mpl
es fr
om th
e su
rvey
to su
ppor
t the
refle
ctio
n
limite
d co
nclu
sions
dra
wn
from
th
e re
sults
of t
he fe
edba
ck su
rvey
to
det
erm
ine
the
effe
ctiv
enes
s of
the
prof
essio
nal d
evel
opm
ent,
with
inco
mpl
ete
exam
ples
from
th
e su
rvey
to su
ppor
t the
re
flect
ion
effe
ctiv
e co
nclu
sions
dra
wn
from
th
e re
sults
of t
he fe
edba
ck su
rvey
to
det
erm
ine
the
effe
ctiv
enes
s of
the
prof
essio
nal d
evel
opm
ent,
with
info
rmed
exa
mpl
es fr
om th
e su
rvey
to su
ppor
t the
refle
ctio
n
insig
htfu
l con
clus
ions
dra
wn
from
th
e re
sults
of t
he fe
edba
ck su
rvey
to
det
erm
ine
the
effe
ctiv
enes
s of
the
prof
essio
nal d
evel
opm
ent,
with
subs
tant
ive
exam
ples
from
th
e su
rvey
to su
ppor
t the
re
flect
ion
2c
little
or n
o id
entif
icat
ion
of
mod
ifica
tions
to b
e m
ade
to th
e cu
rren
t pro
fess
iona
l dev
elop
men
t pr
oces
s, w
ith a
triv
ial r
atio
nale
ba
sed
on a
ll kn
own
aspe
cts f
or th
e pr
ofes
siona
l dev
elop
men
t ex
perie
nce
part
ial i
dent
ifica
tion
of
mod
ifica
tions
to b
e m
ade
to th
e cu
rren
t pro
fess
iona
l dev
elop
men
t pr
oces
s, w
ith a
loos
ely
conn
ecte
d ra
tiona
le b
ased
on
all k
now
n as
pect
s for
the
prof
essio
nal
deve
lopm
ent e
xper
ienc
e
rele
vant
iden
tific
atio
n of
m
odifi
catio
ns to
be
mad
e to
the
curr
ent p
rofe
ssio
nal d
evel
opm
ent
proc
ess,
with
an
effe
ctiv
e ra
tiona
le
base
d on
all
know
n as
pect
s for
the
prof
essio
nal d
evel
opm
ent
expe
rienc
e
deta
iled
iden
tific
atio
n of
m
odifi
catio
ns to
be
mad
e to
the
curr
ent p
rofe
ssio
nal d
evel
opm
ent
proc
ess,
with
an
exte
nsiv
e ra
tiona
le b
ased
on
all k
now
n as
pect
s for
the
prof
essio
nal
deve
lopm
ent e
xper
ienc
e
31
Lea
ders
hip
of C
urri
cula
r an
d In
stru
ctio
nal P
ract
ices
Pos
t-A
ssig
nmen
t
RUBR
IC (2
of 2
)
Num
ber
Scor
e of
1
Scor
e of
2
Scor
e of
3
Scor
e of
4
3a
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
min
imal
iden
tific
atio
n of
how
the
prof
essio
nal d
evel
opm
ent
influ
ence
d th
e in
stru
ctio
nal
prac
tices
of e
ach
part
icip
ant,
with
irr
elev
ant e
xam
ples
of t
he
influ
ence
, inc
ludi
ng th
ose
from
th
e w
alk-
thro
ugh
obse
rvat
ion
form
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
conf
usin
g id
entif
icat
ion
of h
ow
the
prof
essio
nal d
evel
opm
ent
influ
ence
d th
e in
stru
ctio
nal
prac
tices
of e
ach
part
icip
ant,
with
un
even
exa
mpl
es o
f the
influ
ence
, in
clud
ing
thos
e fr
om th
e w
alk-
thro
ugh
obse
rvat
ion
form
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
appr
opria
te id
entif
icat
ion
of h
ow
the
prof
essio
nal d
evel
opm
ent
influ
ence
d th
e in
stru
ctio
nal
prac
tices
of e
ach
part
icip
ant,
with
re
leva
nt e
xam
ples
of t
he
influ
ence
, inc
ludi
ng th
ose
from
th
e w
alk-
thro
ugh
obse
rvat
ion
form
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
insig
htfu
l ide
ntifi
catio
n of
how
the
prof
essio
nal d
evel
opm
ent
influ
ence
d th
e in
stru
ctio
nal
prac
tices
of e
ach
part
icip
ant,
with
sig
nific
ant e
xam
ples
of t
he
influ
ence
, inc
ludi
ng th
ose
from
th
e w
alk-
thro
ugh
obse
rvat
ion
form
3b
min
imal
iden
tific
atio
n of
the
met
hod
of fo
llow
-up
prov
ided
for
each
par
ticip
ant.
limite
d id
entif
icat
ion
of th
e m
etho
d of
follo
w-u
p pr
ovid
ed fo
r ea
ch p
artic
ipan
t, w
ith a
par
tial
exam
ple
info
rmed
iden
tific
atio
n of
the
follo
w-u
p pr
ovid
ed fo
r eac
h pa
rtic
ipan
t, w
ith a
con
nect
ed
exam
ple
thor
ough
iden
tific
atio
n of
the
met
hod
of fo
llow
-up
prov
ided
for
each
par
ticip
ant,
with
a si
gnifi
cant
ex
ampl
e
3c
min
imal
iden
tific
atio
n of
the
impa
ct o
f eac
h pa
rtic
ipan
t’s
prof
essio
nal d
evel
opm
ent o
n st
uden
t lea
rnin
g, w
ith in
effe
ctiv
e ex
ampl
es fr
om th
e st
uden
t wor
k sa
mpl
e to
supp
ort t
he c
oncl
usio
ns
curs
ory
iden
tific
atio
n of
the
impa
ct o
f eac
h pa
rtic
ipan
t’s
prof
essio
nal d
evel
opm
ent o
n st
uden
t lea
rnin
g, w
ith li
mite
d ex
ampl
es fr
om th
e st
uden
t wor
k sa
mpl
e to
supp
ort t
he c
oncl
usio
ns
com
plet
e id
entif
icat
ion
of th
e im
pact
of e
ach
part
icip
ant’s
pr
ofes
siona
l dev
elop
men
t on
stud
ent l
earn
ing,
with
rele
vant
ex
ampl
es fr
om th
e st
uden
t wor
k sa
mpl
e to
supp
ort t
he c
oncl
usio
ns
thor
ough
iden
tific
atio
n of
the
impa
ct o
f eac
h pa
rtic
ipan
t’s
prof
essio
nal d
evel
opm
ent o
n st
uden
t lea
rnin
g, w
ith si
gnifi
cant
ex
ampl
es fr
om th
e st
uden
t wor
k sa
mpl
e to
supp
ort t
he c
oncl
usio
ns
32
Lea
d ing
Fro
m T
he M
iddl
e Po
st-A
ssig
nmen
t
In li
ght
of t
his
cour
se, u
nder
you
r Co
oper
atin
g Ad
min
istra
tor’s
lead
ersh
ip a
nd g
uida
nce,
wor
k w
ith a
n ex
istin
g le
ader
ship
te
am (G
ener
al le
ader
ship
, Lan
guag
e, M
ath,
SPE
D, E
L, e
tc.)
to id
entif
y an
are
a of
rese
arch
-bas
ed in
stru
ctio
nal p
ract
ice
that
is
in n
eed
of im
prov
emen
t and
hel
p fa
cilit
ate
the
deve
lopm
ent o
f a p
lan
to a
ddre
ss th
e ne
ed. (
24 w
orki
ng h
ours
)
# Ta
sk
Artif
acts
Q
uest
ions
1 Hi
ghlig
ht a
n ar
ea o
f nee
d W
ith y
our C
oope
ratin
g Ad
min
istr
ator
, ide
ntify
and
wor
k w
ith a
n ex
istin
g le
ader
ship
team
to id
entif
y an
ar
ea o
f res
earc
h-ba
sed
inst
ruct
iona
l pra
ctic
e th
at is
in n
eed
of im
prov
emen
t with
in th
e si
te.
2 Fa
cilit
ate
plan
de
velo
pmen
t an
d vi
deot
ape
Subm
it 2
repr
esen
tativ
e pa
ges o
f you
r pla
n.
Subm
it 1
repr
esen
tativ
e pa
ge fr
om th
e da
ta-
colle
ctin
g to
ol.
Subm
it 1
ten-
min
ute
vide
o fil
e (e
ither
1 te
n-m
inut
e un
edite
d vi
deo
segm
ent o
r 2 fi
ve-
min
ute
uned
ited
vide
o se
gmen
ts c
ombi
ned
toge
ther
)
With
you
r Coo
pera
ting
Adm
inis
trat
or (o
r des
igna
te),
co-fa
cilit
ate
the
crea
tion
of a
pla
n to
add
ress
the
need
. Vi
deot
ape
your
faci
litat
ion.
Use
a p
lan
outli
ne y
our C
oope
ratin
g Ad
min
istr
ator
wou
ld li
ke y
ou to
follo
w o
r yo
u m
ay a
lso
use/
mod
ify th
e PA
SL S
choo
l Lea
der P
lan
Tem
plat
e
Ensu
re y
our p
lan
answ
ers t
he fo
llow
ing
ques
tions
(max
imum
of 1
000
wor
ds):
a.W
hat t
ool(s
) did
you
and
you
r tea
m u
se to
col
lect
dat
a to
iden
tify
a re
sear
ch-b
ased
inst
ruct
iona
l pra
ctic
e in
need
of i
mpr
ovem
ent?
Why
did
you
r tea
m c
hoos
e th
e se
lect
ed to
ol(s
)? W
hat d
ata
did
the
tool
(s) p
rovi
de?
b.W
hat s
peci
fic a
rea
of re
sear
ch-b
ased
inst
ruct
iona
l pra
ctic
e w
ill y
ou a
nd th
e te
am ta
rget
? W
hat i
s the
inte
nded
impa
ct th
at a
n im
prov
emen
t in
the
targ
eted
are
a w
ill h
ave
on in
stru
ctio
n an
d st
uden
t lea
rnin
g?W
hat s
teps
will
you
take
to m
easu
re th
e im
pact
? Pr
ovid
e a
ratio
nale
for e
ach
step
.c.
Wha
t was
the
plan
you
r tea
m d
evel
oped
as a
resu
lt of
the
data
you
col
lect
ed a
nd a
naly
zed?
Des
crib
e th
ego
als,
stra
tegi
es, t
imel
ine,
and
reso
urce
s you
r tea
m d
ecid
ed to
use
as p
art o
f the
pla
n. P
rovi
de a
ratio
nale
for e
ach.
d.W
hich
col
leag
ues w
ere
targ
eted
to b
e th
e fo
cus o
f the
team
’s p
lan?
Why
did
the
colla
bora
tive
team
sele
ctth
em?
e.W
hat i
mpa
ct w
ill th
e co
llabo
rativ
e te
am h
ave
on th
e im
prov
emen
t of t
he sc
hool
cul
ture
? Pr
ovid
e a
ratio
nale
for y
our c
oncl
usio
n.
3 Re
flect
on
your
fa
cilit
atio
n
For e
ach
of th
e fo
llow
ing
ques
tions
pro
vide
exa
mpl
es to
supp
ort y
our e
xpla
natio
n, in
clud
ing
exam
ples
from
yo
ur te
n-m
inut
e vi
deo
(max
imum
of 8
00 w
ords
): a.
Wha
t str
ateg
ies d
id y
ou u
se w
ith th
e co
llabo
rativ
e te
am m
embe
rs, i
ndiv
idua
lly a
nd a
s a g
roup
, to
invo
lve
them
in th
e pl
anni
ng p
roce
ss?
b.As
the
colla
bora
tive
team
’s c
o-fa
cilit
ator
, wha
t str
ateg
ies d
id y
ou im
plem
ent t
o en
sure
that
all
mem
bers
wer
e al
low
ed a
voi
ce so
that
eac
h co
uld
prov
ide
mea
ning
ful i
nput
rela
ted
to th
e go
al(s
)?c.
Wha
t cha
lleng
e(s)
wer
e en
coun
tere
d du
ring
the
plan
ning
? Ho
w, a
s a te
am, d
id y
ou re
solv
e th
ech
alle
nge(
s)?
d.W
hat s
teps
did
you
take
to re
ach
cons
ensu
s am
ong
the
mem
bers
of t
he c
olla
bora
tive
team
whi
le c
reat
ing
the
plan
?
33
Lea
d ing
Fro
m T
he M
iddl
e Po
st-A
ssig
nmen
t
Glo
ssar
y fo
r Writ
ing
Form
ats
Des
crip
tion
(Als
o Li
st &
Sta
te):
Desc
riptio
n in
this
cont
ext i
s a re
telli
ng o
f wha
t hap
pene
d in
a sc
hool
situ
atio
n or
eve
nt. T
his k
ind
of w
ritin
g is
mea
nt to
set t
he sc
ene
for r
ater
s. Y
our d
escr
iptio
n sh
ould
be
logi
cally
ord
ered
and
pro
vide
eno
ugh
deta
il to
allo
w ra
ters
to h
ave
a ba
sic se
nse
of y
our b
uild
ing
situa
tion
so th
at th
ey c
an u
nder
stan
d w
hat y
ou a
re c
onve
ying
in y
our a
naly
sis.
•Cr
itica
l fea
ture
s are
acc
urat
ely
and
prec
isely
enu
mer
ated
or e
xpla
ined
.•
The
elem
ents
or f
eatu
res o
f the
eve
nts,
peo
ple,
con
cept
s, o
r str
ateg
ies r
efer
ence
d ar
e de
scrib
ed c
lear
ly a
nd in
a lo
gica
l ord
er.
•AL
L fe
atur
es o
r ele
men
ts th
at w
ould
allo
w a
n ou
tsid
er to
see
as y
ou se
e w
hate
ver i
s des
crib
ed a
re in
clud
ed.
Anal
ysis
: Ana
lysis
dea
ls w
ith re
ason
s, m
otiv
es, a
nd in
terp
reta
tion
and
is su
ppor
ted
by th
e co
ncre
te e
vide
nce
you
prov
ide
in th
e m
ater
ials
you
subm
it. Y
our a
naly
tic w
ritin
g w
ill sh
ow ra
ters
the
thou
ght p
roce
sses
that
you
use
d to
arr
ive
at th
e co
nclu
sions
you
mak
e ab
out a
lead
ersh
ip si
tuat
ion
or e
vent
. Ana
lysis
dem
onst
rate
s the
sign
ifica
nce
of th
e ev
iden
ce y
ou su
bmit.
In so
me
case
s, it
w
ill in
clud
e th
e ac
hiev
emen
ts th
at re
sulte
d fr
om a
n ac
tivity
you
faci
litat
ed. O
r in
othe
r cas
es, i
t cou
ld b
e a
disc
ussio
n of
the
resu
lts o
f a su
rvey
that
solic
ited
feed
back
from
var
ious
sour
ces.
Refle
ctio
n: R
efle
ctio
n is
the
thou
ght p
roce
ss th
at o
ccur
s aft
er th
e co
mpl
etio
n of
an
activ
ity. T
his i
s the
kin
d of
thou
ght p
roce
ss th
at a
llow
s you
to th
ink
deep
ly a
bout
wha
t occ
urre
d —
and
wha
t did
no
t occ
ur —
dur
ing
the
lead
ersh
ip e
vent
and
to m
ake
deci
sions
abo
ut h
ow y
ou w
ould
app
roac
h sim
ilar s
ituat
ions
in th
e fu
ture
. You
cou
ld d
ecid
e to
do
som
ethi
ng th
e sa
me
way
, diff
eren
tly, o
r not
at
all.
Alth
ough
refle
ctiv
e th
ough
t may
occ
ur in
man
y pl
aces
, in
your
resp
onse
s to
the
refle
ctio
n qu
estio
ns y
ou m
ust s
how
how
you
will
use
wha
t you
lear
ned
from
you
r lea
ders
hip
expe
rienc
es to
in
form
and
impr
ove
your
pra
ctic
e.
NO
TE: A
naly
sis a
nd re
flect
ion
over
lap
An
alys
is an
d re
flect
ion
do o
verla
p, th
ough
they
are
not
iden
tical
. Ana
lysis
invo
lves
the
inte
rpre
tatio
n an
d ex
amin
atio
n of
ele
men
ts o
r eve
nts s
uppo
rted
by
evid
ence
. Ref
lect
ion,
a p
artic
ular
kin
d of
an
alys
is, a
lway
s sug
gest
s sel
f-ana
lysis
or r
etro
spec
tive
cons
ider
atio
n of
one
’s p
ract
ice.
Whe
n yo
u ar
e as
ked
to a
naly
ze o
r ref
lect
, be
cert
ain
that
you
r res
pons
e m
eets
thes
e cr
iteria
.
For e
xam
ple,
if y
ou a
re in
stru
cted
to a
naly
ze th
e su
cces
s of a
par
ticul
ar a
ctiv
ity o
r som
e sp
ecifi
c st
rate
gy, d
o no
t use
the
anal
ysis
or re
flect
ion
sect
ions
to e
xpla
in w
hat h
appe
ned.
Exp
lain
ing
wha
t ha
ppen
ed is
a fo
rm o
f des
crip
tion.
Mor
eove
r, sim
ply
stat
ing
a co
nclu
sion
(e.g
., “T
he p
rofe
ssio
nal d
evel
opm
ent w
as a
succ
ess!
”) o
r say
ing
that
you
obs
erve
d th
e fu
lfillm
ent o
f you
r goa
ls w
ithou
t gi
ving
evi
denc
e or
exa
mpl
es to
supp
ort t
he st
atem
ent i
s not
ana
lysis
. Rat
ers n
eed
to b
e m
ade
awar
e of
why
you
inte
rpre
ted
the
resu
lts o
f a le
sson
the
way
you
did
. You
nee
d to
exp
lain
you
r in
terp
reta
tion
of th
e ev
iden
ce (a
form
of a
naly
sis) a
s wel
l as y
our u
nder
stan
ding
of w
hat s
houl
d co
me
next
(a fo
rm o
f ref
lect
ion)
.
Anal
ysis
deal
s with
reas
ons,
mot
ives
, and
inte
rpre
tatio
n. A
ll of
thes
e ar
e gr
ound
ed in
the
conc
rete
evi
denc
e yo
u pr
ovid
e in
the
artif
acts
you
subm
it as
par
t of y
our p
erfo
rman
ce a
sses
smen
t. Bu
t you
m
ust e
xpla
in th
e sig
nific
ance
of e
vent
s and
not
exp
ect t
he ra
ter t
o dr
aw c
oncl
usio
ns. Y
our e
xam
ples
can
not t
ell t
he ra
ter w
hat y
ou in
ferr
ed a
bout
you
r pra
ctic
e —
onl
y yo
ur a
naly
sis a
nd re
flect
ion
can
do th
at.
Tell
the
rate
r how
the
prof
essio
nal d
evel
opm
ent i
n yo
ur b
uild
ing
affe
cted
stud
ent p
erfo
rman
ce —
doi
ng so
is a
form
of a
naly
sis a
nd in
terp
reta
tion.
Use
you
r evi
denc
e of
col
leag
ues’
wor
k to
exp
lain
an
d ill
ustr
ate
your
pra
ctic
e an
d al
so to
pro
vide
a c
onte
xt fo
r the
art
ifact
.
Ask
you r
self
the
follo
win
g qu
estio
ns w
hen
prep
arin
g yo
ur a
naly
sis a
nd re
flect
ion:
•
Wha
t did
my
colle
ague
s kno
w b
efor
e th
is pr
ofes
siona
l exp
erie
nce?
•W
hat d
id m
y co
lleag
ues l
earn
bec
ause
of t
his p
rofe
ssio
nal e
xper
ienc
e?•
Wha
t did
I kn
ow a
bout
my
colle
ague
s and
thei
r kno
wle
dge
befo
re th
is pr
ofes
siona
l exp
erie
nce?
•W
hat d
id I
lear
n ab
out m
y co
lleag
ues a
nd m
y le
ader
ship
bec
ause
of t
his p
rofe
ssio
nal e
xper
ienc
e?•
Wha
t wou
ld I
do d
iffer
ently
? (r
efle
ctio
n)
34
Lea
ding
Fro
m T
he M
iddl
e Po
st-A
ssig
nmen
t
RUBR
IC (1
of 2
)
Num
ber
Scor
e of
1
Scor
e of
2
Scor
e of
3
Scor
e of
4
2a.
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
the
inap
prop
riate
sele
ctio
n an
d us
e of
a to
ol (o
r too
ls) fo
r ide
ntify
ing
a re
sear
ch-b
ased
inst
ruct
iona
l pra
ctic
e in
nee
d of
impr
ovem
ent,
with
litt
le
or n
o su
ppor
t fro
m th
e re
sulti
ng
data
and
a m
inim
al ra
tiona
le fo
r too
l se
lect
ion
and
use
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
the
part
ial s
elec
tion
and
use
of a
to
ol (o
r too
ls) fo
r ide
ntify
ing
a re
sear
ch-b
ased
inst
ruct
iona
l pra
ctic
e in
nee
d of
impr
ovem
ent,
with
un
even
supp
ort f
rom
the
resu
lting
da
ta a
nd a
n un
even
ratio
nale
for t
ool
sele
ctio
n an
d us
e
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
the
appr
opria
te se
lect
ion
and
use
of
a to
ol (o
r too
ls) fo
r ide
ntify
ing
a re
sear
ch-b
ased
inst
ruct
iona
l pra
ctic
e in
nee
d of
impr
ovem
ent,
with
ap
prop
riate
supp
ort f
rom
the
resu
lting
dat
a an
d a
conn
ecte
d ra
tiona
le fo
r too
l sel
ectio
n an
d us
e
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
the
insig
htfu
l sel
ectio
n an
d us
e of
a
tool
(or t
ools)
for i
dent
ifyin
g a
rese
arch
-bas
ed in
stru
ctio
nal p
ract
ice
in n
eed
of im
prov
emen
t, w
ith
thor
ough
supp
ort f
rom
the
resu
lting
da
ta a
nd a
tigh
tly c
onne
cted
ra
tiona
le fo
r too
l sel
ectio
n an
d us
e
2b.
the
targ
etin
g of
an
inap
prop
riate
ar
ea o
f res
earc
h-ba
sed
inst
ruct
iona
l pr
actic
e to
impr
ove
stud
ent l
earn
ing,
w
ith in
appr
opria
te st
eps t
aken
to
mea
sure
the
inte
nded
impa
ct a
nd a
n in
cons
isten
t rat
iona
le
the
targ
etin
g of
a li
mite
d ar
ea o
f re
sear
ch-b
ased
inst
ruct
iona
l pra
ctic
e to
impr
ove
stud
ent l
earn
ing,
with
w
eak
step
s tak
en to
mea
sure
the
inte
nded
impa
ct a
nd a
n in
com
plet
e ra
tiona
le
the
targ
etin
g of
a re
leva
nt a
rea
of
rese
arch
-bas
ed in
stru
ctio
nal p
ract
ice
to im
prov
e st
uden
t lea
rnin
g, w
ith
effe
ctiv
e st
eps t
aken
to m
easu
re th
e in
tend
ed im
pact
and
an
effe
ctiv
e ra
tiona
le
the
targ
etin
g of
a si
gnifi
cant
are
a of
re
sear
ch-b
ased
inst
ruct
iona
l pra
ctic
e to
impr
ove
stud
ent l
earn
ing,
with
sig
nific
ant s
teps
take
n to
mea
sure
th
e in
tend
ed im
pact
and
a th
orou
gh
ratio
nale
2c.
the
crea
tion
of a
n irr
elev
ant p
lan
base
d on
an
anal
ysis
of th
e co
llect
ed
data
, with
disc
onne
cted
goa
ls,
stra
tegi
es, t
imel
ine,
and
reso
urce
s an
d w
ith a
n in
effe
ctiv
e ra
tiona
le
the
crea
tion
of a
cur
sory
pla
n ba
sed
on a
n an
alys
is of
the
colle
cted
dat
a,
with
cur
sory
goa
ls, st
rate
gies
, tim
elin
e, a
nd re
sour
ces a
nd w
ith a
n in
com
plet
e ra
tiona
le
the
crea
tion
of a
n in
form
ed p
lan
base
d on
an
anal
ysis
of th
e co
llect
ed
data
, with
app
ropr
iate
goa
ls,
stra
tegi
es, t
imel
ine,
and
reso
urce
s an
d w
ith a
n ef
fect
ive
ratio
nale
the
crea
tion
of a
n in
-dep
th p
lan
base
d on
an
anal
ysis
of th
e co
llect
ed
data
, with
tigh
tly c
onne
cted
goa
ls,
stra
tegi
es, t
imel
ine,
and
reso
urce
s an
d w
ith a
thor
ough
ratio
nale
2d.
an in
appr
opria
te id
entif
icat
ion
of
colle
ague
s to
be th
e fo
cus o
f the
te
am’s
pla
n, w
ith m
inim
al re
ason
s fo
r sel
ectin
g th
em
a cu
rsor
y id
entif
icat
ion
of c
olle
ague
s to
be
the
focu
s of t
he te
am’s
pla
n,
with
tang
entia
l rea
sons
for s
elec
ting
them
an in
form
ed id
entif
icat
ion
of
colle
ague
s to
be th
e fo
cus o
f the
te
am’s
pla
n, w
ith a
ligne
d re
ason
s for
se
lect
ing
them
a sig
nific
ant i
dent
ifica
tion
of
colle
ague
s to
be th
e fo
cus o
f the
te
am’s
pla
n, w
ith e
xten
sive
reas
ons
for s
elec
ting
them
2e.
an in
appr
opria
te id
entif
icat
ion
of th
e im
pact
the
colla
bora
tive
team
will
ha
ve o
n th
e im
prov
emen
t of t
he
scho
ol c
ultu
re w
ith a
n in
effe
ctiv
e ra
tiona
le
an p
artia
l ide
ntifi
catio
n of
the
impa
ct th
e co
llabo
rativ
e te
am w
ill
have
on
the
impr
ovem
ent o
f the
sc
hool
cul
ture
with
a li
mite
d ra
tiona
le
an a
ppro
pria
te id
entif
icat
ion
of th
e im
pact
the
colla
bora
tive
team
will
ha
ve o
n th
e im
prov
emen
t of t
he
scho
ol c
ultu
re w
ith a
n ef
fect
ive
ratio
nale
a sig
nific
ant i
dent
ifica
tion
of th
e im
pact
the
colla
bora
tive
team
will
ha
ve o
n th
e im
prov
emen
t of t
he
scho
ol c
ultu
re w
ith a
thor
ough
ra
tiona
le
35
Lea
d ing
Fro
m T
he M
iddl
e Po
st-A
ssig
nmen
t
RUBR
IC (2
of 2
)
Num
ber
Scor
e of
1
Scor
e of
2
Scor
e of
3
Scor
e of
4
3a.
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
inap
prop
riate
stra
tegi
es u
sed
with
te
am m
embe
rs, b
oth
indi
vidu
ally
and
as
a g
roup
, to
invo
lve
them
in th
e pl
anni
ng p
roce
ss, w
ith in
effe
ctiv
e ex
ampl
es to
supp
ort t
he u
se o
f the
id
entif
ied
stra
tegi
es
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
limite
d st
rate
gies
use
d w
ith te
am
mem
bers
, bot
h in
divi
dual
ly a
nd a
s a
grou
p, to
invo
lve
them
in th
e pl
anni
ng p
roce
ss, w
ith p
artia
l ex
ampl
es to
supp
ort t
he u
se o
f the
id
entif
ied
stra
tegi
es
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
appr
opria
te st
rate
gies
use
d w
ith
team
mem
bers
, bot
h in
divi
dual
ly
and
as a
gro
up, t
o in
volv
e th
em in
th
e pl
anni
ng p
roce
ss, w
ith e
ffect
ive
exam
ples
to su
ppor
t the
use
of t
he
iden
tifie
d st
rate
gies
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
insig
htfu
l str
ateg
ies u
sed
with
team
m
embe
rs, b
oth
indi
vidu
ally
and
as a
gr
oup,
to in
volv
e th
em in
the
plan
ning
pro
cess
, with
thor
ough
ex
ampl
es to
supp
ort t
he u
se o
f the
id
entif
ied
stra
tegi
es
3b.
misi
nfor
med
stra
tegi
es u
sed
to
ensu
re th
at a
ll m
embe
rs o
f the
team
w
ere
allo
wed
a v
oice
to p
rovi
de
mea
ning
ful i
nput
rela
ted
to th
e go
al(s
), w
ith in
appr
opria
te e
xam
ples
to
supp
ort t
he st
rate
gies
limite
d st
rate
gies
use
d to
ens
ure
that
all
mem
bers
of t
he te
am w
ere
allo
wed
a v
oice
to p
rovi
de
mea
ning
ful i
nput
rela
ted
to th
e go
al(s
), w
ith lo
osel
y co
nnec
ted
exam
ples
to su
ppor
t the
stra
tegi
es
effe
ctiv
e st
rate
gies
use
d to
ens
ure
that
all
mem
bers
of t
he te
am w
ere
allo
wed
a v
oice
to p
rovi
de
mea
ning
ful i
nput
rela
ted
to th
e go
al(s
), w
ith a
ppro
pria
te e
xam
ples
to
supp
ort t
he st
rate
gies
signi
fican
t str
ateg
ies u
sed
to e
nsur
e th
at a
ll m
embe
rs o
f the
team
wer
e al
low
ed a
voi
ce to
pro
vide
m
eani
ngfu
l inp
ut re
late
d to
the
goal
(s),
with
det
aile
d ex
ampl
es to
su
ppor
t the
stra
tegi
es
3c.
irrel
evan
t res
olut
ions
, by
the
team
, of
cha
lleng
es e
ncou
nter
ed d
urin
g th
e pl
anni
ng, w
ith a
min
imal
ra
tiona
le to
supp
ort t
he u
se o
f the
id
entif
ied
stra
tegi
es
inco
nsist
ent r
esol
utio
ns, b
y th
e te
am, o
f cha
lleng
es e
ncou
nter
ed
durin
g th
e pl
anni
ng, w
ith a
vag
ue
ratio
nale
to su
ppor
t the
use
of t
he
iden
tifie
d st
rate
gies
logi
cal r
esol
utio
ns, b
y th
e te
am, o
f ch
alle
nges
enc
ount
ered
dur
ing
the
plan
ning
, with
an
appr
opria
te
ratio
nale
to su
ppor
t the
use
of t
he
iden
tifie
d st
rate
gies
in-d
epth
reso
lutio
ns, b
y th
e te
am, o
f ch
alle
nges
enc
ount
ered
dur
ing
the
plan
ning
, with
an
exte
nsiv
e ra
tiona
le
to su
ppor
t the
use
of t
he id
entif
ied
stra
tegi
es
3d.
little
or n
o st
eps t
aken
to re
ach
cons
ensu
s am
ong
mem
bers
of t
he
team
whi
le c
reat
ing
the
plan
, with
in
effe
ctiv
e ex
ampl
es to
supp
ort t
he
iden
tifie
d st
eps
unev
en st
eps t
aken
to re
ach
cons
ensu
s am
ong
mem
bers
of t
he
team
whi
le c
reat
ing
the
plan
, with
pa
rtia
l exa
mpl
es to
supp
ort t
he
iden
tifie
d st
eps
info
rmed
step
s tak
en to
reac
h co
nsen
sus a
mon
g m
embe
rs o
f the
te
am w
hile
cre
atin
g th
e pl
an, w
ith
appr
opria
te e
xam
ples
to su
ppor
t the
id
entif
ied
step
s
signi
fican
t ste
ps ta
ken
to re
ach
cons
ensu
s am
ong
mem
bers
of t
he
team
whi
le c
reat
ing
the
plan
, with
ex
tens
ive
exam
ples
to su
ppor
t the
id
entif
ied
step
s
36
Exe
cutiv
e Le
ader
ship
- Th
e Su
perin
tend
ency
Pos
t-As
sign
men
t
In li
ght
of t
his
cour
se, u
nder
you
r Co
oper
atin
g Ad
min
istra
tor’s
lead
ersh
ip a
nd g
uida
nce,
wor
k w
ith a
n ex
istin
g le
ader
ship
te
am to
iden
tify
an a
rea
of re
sear
ch-b
ased
inst
ruct
iona
l pra
ctic
e th
at n
eeds
to b
e ad
dres
sed
and
help
with
the
deve
lopm
ent
of a
pla
n to
add
ress
the
need
. You
r "sit
e" is
def
ined
as t
he sc
hool
dist
rict.
(24
wor
king
hou
rs)
# Ta
sk
Artif
acts
Q
uest
ions
1 Hi
ghlig
ht a
n ar
ea o
f nee
d W
ith y
our C
oope
ratin
g Ad
min
istr
ator
, ide
ntify
and
wor
k w
ith a
n ex
istin
g le
ader
ship
team
to id
entif
y an
ar
ea o
f res
earc
h-ba
sed
inst
ruct
iona
l pra
ctic
e th
at n
eeds
add
ress
ing.
2 Fa
cilit
ate
plan
de
velo
pmen
t an
d vi
deot
ape
Subm
it 2
repr
esen
tativ
e pa
ges o
f you
r pla
n.
Subm
it 1
repr
esen
tativ
e pa
ge fr
om th
e da
ta-
colle
ctin
g to
ol.
Subm
it 1
ten-
min
ute
vide
o fil
e (e
ither
1 te
n-m
inut
e un
edite
d vi
deo
segm
ent o
r 2 fi
ve-
min
ute
uned
ited
vide
o se
gmen
ts c
ombi
ned
toge
ther
)
With
you
r Coo
pera
ting
Adm
inis
trat
or (o
r des
igna
te) c
o-fa
cilit
ate
the
crea
tion
of a
pla
n to
add
ress
the
need
. Vi
deot
ape
your
co-
faci
litat
ion.
You
may
cre
ate
your
ow
n pl
an o
r use
/mod
ify th
e PA
SL S
choo
l Lea
der P
lan
Tem
plat
e
Ensu
re y
our p
lan
answ
ers t
he fo
llow
ing
ques
tions
(max
imum
of 1
000
wor
ds):
a.W
hat t
ool(s
) did
you
and
you
r tea
m u
se to
col
lect
dat
a to
iden
tify
a re
sear
ch-b
ased
inst
ruct
iona
l pra
ctic
e in
need
of i
mpr
ovem
ent?
Why
did
you
r tea
m c
hoos
e th
e se
lect
ed to
ol(s
)? W
hat d
ata
did
the
tool
(s) p
rovi
de?
b.W
hat s
peci
fic a
rea
of re
sear
ch-b
ased
inst
ruct
iona
l pra
ctic
e w
ill th
e te
am ta
rget
? W
hat i
s the
inte
nded
impa
ct th
at a
n im
prov
emen
t in
the
targ
eted
are
a w
ill h
ave
on in
stru
ctio
n an
d st
uden
t lea
rnin
g? W
hat
step
s will
be
take
n to
mea
sure
the
impa
ct?
Prov
ide
a ra
tiona
le fo
r eac
h st
ep.
c.W
hat w
as th
e pl
an th
e te
am d
evel
oped
as a
resu
lt of
the
data
you
col
lect
ed a
nd a
naly
zed?
Des
crib
e th
ego
als,
stra
tegi
es, t
imel
ine,
and
reso
urce
s the
team
dec
ided
to u
se a
s par
t of t
he p
lan.
Pro
vide
a ra
tiona
lefo
r eac
h.d.
Whi
ch c
olle
ague
s wer
e ta
rget
ed to
be
the
focu
s of t
he te
am’s
pla
n? W
hy d
id th
e co
llabo
rativ
e te
am se
lect
them
?e.
Wha
t im
pact
will
the
colla
bora
tive
team
hav
e on
the
impr
ovem
ent o
f the
scho
ol c
ultu
re?
Prov
ide
ara
tiona
le fo
r you
r con
clus
ion.
3 Re
flect
on
your
fa
cilit
atio
n
For e
ach
of th
e fo
llow
ing
ques
tions
pro
vide
exa
mpl
es to
supp
ort y
our e
xpla
natio
n, in
clud
ing
exam
ples
from
yo
ur te
n-m
inut
e vi
deo
(max
imum
of 8
00 w
ords
): a.
Wha
t str
ateg
ies d
id y
ou u
se w
ith th
e co
llabo
rativ
e te
am m
embe
rs, i
ndiv
idua
lly a
nd a
s a g
roup
, to
invo
lve
them
in th
e pl
anni
ng p
roce
ss?
b.As
the
colla
bora
tive
team
’s c
o-fa
cilit
ator
, wha
t str
ateg
ies d
id y
ou im
plem
ent t
o en
sure
that
all
mem
bers
wer
e al
low
ed a
voi
ce so
that
eac
h co
uld
prov
ide
mea
ning
ful i
nput
rela
ted
to th
e go
al(s
)?c.
Wha
t cha
lleng
e(s)
wer
e en
coun
tere
d du
ring
the
plan
ning
? Ho
w, a
s a te
am, d
id y
ou re
solv
e th
ech
alle
nge(
s)?
d.W
hat s
teps
did
you
take
to re
ach
cons
ensu
s am
ong
the
mem
bers
of t
he c
olla
bora
tive
team
whi
le c
reat
ing
the
plan
?
37
Exe
cutiv
e Le
ader
ship
- Th
e Su
perin
tend
ency
Pos
t-As
sign
men
t
Glo
ssar
y fo
r Writ
ing
Form
ats
Des
crip
tion
(Als
o Li
st &
Sta
te):
Desc
riptio
n in
this
cont
ext i
s a re
telli
ng o
f wha
t hap
pene
d in
a sc
hool
situ
atio
n or
eve
nt. T
his k
ind
of w
ritin
g is
mea
nt to
set t
he sc
ene
for r
ater
s. Y
our d
escr
iptio
n sh
ould
be
logi
cally
ord
ered
and
pro
vide
eno
ugh
deta
il to
allo
w ra
ters
to h
ave
a ba
sic se
nse
of y
our b
uild
ing
situa
tion
so th
at th
ey c
an u
nder
stan
d w
hat y
ou a
re c
onve
ying
in y
our a
naly
sis.
•Cr
itica
l fea
ture
s are
acc
urat
ely
and
prec
isely
enu
mer
ated
or e
xpla
ined
.•
The
elem
ents
or f
eatu
res o
f the
eve
nts,
peo
ple,
con
cept
s, o
r str
ateg
ies r
efer
ence
d ar
e de
scrib
ed c
lear
ly a
nd in
a lo
gica
l ord
er.
•AL
L fe
atur
es o
r ele
men
ts th
at w
ould
allo
w a
n ou
tsid
er to
see
as y
ou se
e w
hate
ver i
s des
crib
ed a
re in
clud
ed.
Anal
ysis
: Ana
lysis
dea
ls w
ith re
ason
s, m
otiv
es, a
nd in
terp
reta
tion
and
is su
ppor
ted
by th
e co
ncre
te e
vide
nce
you
prov
ide
in th
e m
ater
ials
you
subm
it. Y
our a
naly
tic w
ritin
g w
ill sh
ow ra
ters
the
thou
ght p
roce
sses
that
you
use
d to
arr
ive
at th
e co
nclu
sions
you
mak
e ab
out a
lead
ersh
ip si
tuat
ion
or e
vent
. Ana
lysis
dem
onst
rate
s the
sign
ifica
nce
of th
e ev
iden
ce y
ou su
bmit.
In so
me
case
s, it
w
ill in
clud
e th
e ac
hiev
emen
ts th
at re
sulte
d fr
om a
n ac
tivity
you
faci
litat
ed. O
r in
othe
r cas
es, i
t cou
ld b
e a
disc
ussio
n of
the
resu
lts o
f a su
rvey
that
solic
ited
feed
back
from
var
ious
sour
ces.
Refle
ctio
n: R
efle
ctio
n is
the
thou
ght p
roce
ss th
at o
ccur
s aft
er th
e co
mpl
etio
n of
an
activ
ity. T
his i
s the
kin
d of
thou
ght p
roce
ss th
at a
llow
s you
to th
ink
deep
ly a
bout
wha
t occ
urre
d —
and
wha
t did
no
t occ
ur —
dur
ing
the
lead
ersh
ip e
vent
and
to m
ake
deci
sions
abo
ut h
ow y
ou w
ould
app
roac
h sim
ilar s
ituat
ions
in th
e fu
ture
. You
cou
ld d
ecid
e to
do
som
ethi
ng th
e sa
me
way
, diff
eren
tly, o
r not
at
all.
Alth
ough
refle
ctiv
e th
ough
t may
occ
ur in
man
y pl
aces
, in
your
resp
onse
s to
the
refle
ctio
n qu
estio
ns y
ou m
ust s
how
how
you
will
use
wha
t you
lear
ned
from
you
r lea
ders
hip
expe
rienc
es to
in
form
and
impr
ove
your
pra
ctic
e.
NO
TE: A
naly
sis a
nd re
flect
ion
over
lap
An
alys
is an
d re
flect
ion
do o
verla
p, th
ough
they
are
not
iden
tical
. Ana
lysis
invo
lves
the
inte
rpre
tatio
n an
d ex
amin
atio
n of
ele
men
ts o
r eve
nts s
uppo
rted
by
evid
ence
. Ref
lect
ion,
a p
artic
ular
kin
d of
an
alys
is, a
lway
s sug
gest
s sel
f-ana
lysis
or r
etro
spec
tive
cons
ider
atio
n of
one
’s p
ract
ice.
Whe
n yo
u ar
e as
ked
to a
naly
ze o
r ref
lect
, be
cert
ain
that
you
r res
pons
e m
eets
thes
e cr
iteria
.
For e
xam
ple,
if y
ou a
re in
stru
cted
to a
naly
ze th
e su
cces
s of a
par
ticul
ar a
ctiv
ity o
r som
e sp
ecifi
c st
rate
gy, d
o no
t use
the
anal
ysis
or re
flect
ion
sect
ions
to e
xpla
in w
hat h
appe
ned.
Exp
lain
ing
wha
t ha
ppen
ed is
a fo
rm o
f des
crip
tion.
Mor
eove
r, sim
ply
stat
ing
a co
nclu
sion
(e.g
., “T
he p
rofe
ssio
nal d
evel
opm
ent w
as a
succ
ess!
”) o
r say
ing
that
you
obs
erve
d th
e fu
lfillm
ent o
f you
r goa
ls w
ithou
t gi
ving
evi
denc
e or
exa
mpl
es to
supp
ort t
he st
atem
ent i
s not
ana
lysis
. Rat
ers n
eed
to b
e m
ade
awar
e of
why
you
inte
rpre
ted
the
resu
lts o
f a le
sson
the
way
you
did
. You
nee
d to
exp
lain
you
r in
terp
reta
tion
of th
e ev
iden
ce (a
form
of a
naly
sis) a
s wel
l as y
our u
nder
stan
ding
of w
hat s
houl
d co
me
next
(a fo
rm o
f ref
lect
ion)
.
Anal
ysis
deal
s with
reas
ons,
mot
ives
, and
inte
rpre
tatio
n. A
ll of
thes
e ar
e gr
ound
ed in
the
conc
rete
evi
denc
e yo
u pr
ovid
e in
the
artif
acts
you
subm
it as
par
t of y
our p
erfo
rman
ce a
sses
smen
t. Bu
t you
m
ust e
xpla
in th
e sig
nific
ance
of e
vent
s and
not
exp
ect t
he ra
ter t
o dr
aw c
oncl
usio
ns. Y
our e
xam
ples
can
not t
ell t
he ra
ter w
hat y
ou in
ferr
ed a
bout
you
r pra
ctic
e —
onl
y yo
ur a
naly
sis a
nd re
flect
ion
can
do th
at.
Tell
the
rate
r how
the
prof
essio
nal d
evel
opm
ent i
n yo
ur b
uild
ing
affe
cted
stud
ent p
erfo
rman
ce —
doi
ng so
is a
form
of a
naly
sis a
nd in
terp
reta
tion.
Use
you
r evi
denc
e of
col
leag
ues’
wor
k to
exp
lain
an
d ill
ustr
ate
your
pra
ctic
e an
d al
so to
pro
vide
a c
onte
xt fo
r the
art
ifact
.
Ask
you r
self
the
follo
win
g qu
estio
ns w
hen
prep
arin
g yo
ur a
naly
sis a
nd re
flect
ion:
•
Wha
t did
my
colle
ague
s kno
w b
efor
e th
is pr
ofes
siona
l exp
erie
nce?
•W
hat d
id m
y co
lleag
ues l
earn
bec
ause
of t
his p
rofe
ssio
nal e
xper
ienc
e?•
Wha
t did
I kn
ow a
bout
my
colle
ague
s and
thei
r kno
wle
dge
befo
re th
is pr
ofes
siona
l exp
erie
nce?
•W
hat d
id I
lear
n ab
out m
y co
lleag
ues a
nd m
y le
ader
ship
bec
ause
of t
his p
rofe
ssio
nal e
xper
ienc
e?•
Wha
t wou
ld I
do d
iffer
ently
? (r
efle
ctio
n)
38
Exe
cutiv
e Le
ader
ship
- Th
e Su
perin
tend
ency
Pos
t-As
sign
men
t
RUBR
IC (1
of 2
)
Num
ber
Scor
e of
1
Scor
e of
2
Scor
e of
3
Scor
e of
4
2a.
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
the
inap
prop
riate
sele
ctio
n an
d us
e of
a to
ol (o
r too
ls) fo
r ide
ntify
ing
a re
sear
ch-b
ased
inst
ruct
iona
l pra
ctic
e in
nee
d of
impr
ovem
ent,
with
litt
le
or n
o su
ppor
t fro
m th
e re
sulti
ng
data
and
a m
inim
al ra
tiona
le fo
r too
l se
lect
ion
and
use
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
the
part
ial s
elec
tion
and
use
of a
to
ol (o
r too
ls) fo
r ide
ntify
ing
a re
sear
ch-b
ased
inst
ruct
iona
l pra
ctic
e in
nee
d of
impr
ovem
ent,
with
un
even
supp
ort f
rom
the
resu
lting
da
ta a
nd a
n un
even
ratio
nale
for t
ool
sele
ctio
n an
d us
e
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
the
appr
opria
te se
lect
ion
and
use
of
a to
ol (o
r too
ls) fo
r ide
ntify
ing
a re
sear
ch-b
ased
inst
ruct
iona
l pra
ctic
e in
nee
d of
impr
ovem
ent,
with
ap
prop
riate
supp
ort f
rom
the
resu
lting
dat
a an
d a
conn
ecte
d ra
tiona
le fo
r too
l sel
ectio
n an
d us
e
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
the
insig
htfu
l sel
ectio
n an
d us
e of
a
tool
(or t
ools)
for i
dent
ifyin
g a
rese
arch
-bas
ed in
stru
ctio
nal p
ract
ice
in n
eed
of im
prov
emen
t, w
ith
thor
ough
supp
ort f
rom
the
resu
lting
da
ta a
nd a
tigh
tly c
onne
cted
ra
tiona
le fo
r too
l sel
ectio
n an
d us
e
2b.
the
targ
etin
g of
an
inap
prop
riate
ar
ea o
f res
earc
h-ba
sed
inst
ruct
iona
l pr
actic
e to
impr
ove
stud
ent l
earn
ing,
w
ith in
appr
opria
te st
eps t
aken
to
mea
sure
the
inte
nded
impa
ct a
nd a
n in
cons
isten
t rat
iona
le
the
targ
etin
g of
a li
mite
d ar
ea o
f re
sear
ch-b
ased
inst
ruct
iona
l pra
ctic
e to
impr
ove
stud
ent l
earn
ing,
with
w
eak
step
s tak
en to
mea
sure
the
inte
nded
impa
ct a
nd a
n in
com
plet
e ra
tiona
le
the
targ
etin
g of
a re
leva
nt a
rea
of
rese
arch
-bas
ed in
stru
ctio
nal p
ract
ice
to im
prov
e st
uden
t lea
rnin
g, w
ith
effe
ctiv
e st
eps t
aken
to m
easu
re th
e in
tend
ed im
pact
and
an
effe
ctiv
e ra
tiona
le
the
targ
etin
g of
a si
gnifi
cant
are
a of
re
sear
ch-b
ased
inst
ruct
iona
l pra
ctic
e to
impr
ove
stud
ent l
earn
ing,
with
sig
nific
ant s
teps
take
n to
mea
sure
th
e in
tend
ed im
pact
and
a th
orou
gh
ratio
nale
2c.
the
crea
tion
of a
n irr
elev
ant p
lan
base
d on
an
anal
ysis
of th
e co
llect
ed
data
, with
disc
onne
cted
goa
ls,
stra
tegi
es, t
imel
ine,
and
reso
urce
s an
d w
ith a
n in
effe
ctiv
e ra
tiona
le
the
crea
tion
of a
cur
sory
pla
n ba
sed
on a
n an
alys
is of
the
colle
cted
dat
a,
with
cur
sory
goa
ls, st
rate
gies
, tim
elin
e, a
nd re
sour
ces a
nd w
ith a
n in
com
plet
e ra
tiona
le
the
crea
tion
of a
n in
form
ed p
lan
base
d on
an
anal
ysis
of th
e co
llect
ed
data
, with
app
ropr
iate
goa
ls,
stra
tegi
es, t
imel
ine,
and
reso
urce
s an
d w
ith a
n ef
fect
ive
ratio
nale
the
crea
tion
of a
n in
-dep
th p
lan
base
d on
an
anal
ysis
of th
e co
llect
ed
data
, with
tigh
tly c
onne
cted
goa
ls,
stra
tegi
es, t
imel
ine,
and
reso
urce
s an
d w
ith a
thor
ough
ratio
nale
2d.
an in
appr
opria
te id
entif
icat
ion
of
colle
ague
s to
be th
e fo
cus o
f the
te
am’s
pla
n, w
ith m
inim
al re
ason
s fo
r sel
ectin
g th
em
a cu
rsor
y id
entif
icat
ion
of c
olle
ague
s to
be
the
focu
s of t
he te
am’s
pla
n,
with
tang
entia
l rea
sons
for s
elec
ting
them
an in
form
ed id
entif
icat
ion
of
colle
ague
s to
be th
e fo
cus o
f the
te
am’s
pla
n, w
ith a
ligne
d re
ason
s for
se
lect
ing
them
a sig
nific
ant i
dent
ifica
tion
of
colle
ague
s to
be th
e fo
cus o
f the
te
am’s
pla
n, w
ith e
xten
sive
reas
ons
for s
elec
ting
them
2e.
an in
appr
opria
te id
entif
icat
ion
of th
e im
pact
the
colla
bora
tive
team
will
ha
ve o
n th
e im
prov
emen
t of t
he
scho
ol c
ultu
re w
ith a
n in
effe
ctiv
e ra
tiona
le
an p
artia
l ide
ntifi
catio
n of
the
impa
ct th
e co
llabo
rativ
e te
am w
ill
have
on
the
impr
ovem
ent o
f the
sc
hool
cul
ture
with
a li
mite
d ra
tiona
le
an a
ppro
pria
te id
entif
icat
ion
of th
e im
pact
the
colla
bora
tive
team
will
ha
ve o
n th
e im
prov
emen
t of t
he
scho
ol c
ultu
re w
ith a
n ef
fect
ive
ratio
nale
a sig
nific
ant i
dent
ifica
tion
of th
e im
pact
the
colla
bora
tive
team
will
ha
ve o
n th
e im
prov
emen
t of t
he
scho
ol c
ultu
re w
ith a
thor
ough
ra
tiona
le
39
Exe
cutiv
e Le
ader
ship
- Th
e Su
perin
tend
ency
Pos
t-As
sign
men
t
RUBR
IC (2
of 2
)
Num
ber
Scor
e of
1
Scor
e of
2
Scor
e of
3
Scor
e of
4
3a.
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
inap
prop
riate
stra
tegi
es u
sed
with
te
am m
embe
rs, b
oth
indi
vidu
ally
and
as
a g
roup
, to
invo
lve
them
in th
e pl
anni
ng p
roce
ss, w
ith in
effe
ctiv
e ex
ampl
es to
supp
ort t
he u
se o
f the
id
entif
ied
stra
tegi
es
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
limite
d st
rate
gies
use
d w
ith te
am
mem
bers
, bot
h in
divi
dual
ly a
nd a
s a
grou
p, to
invo
lve
them
in th
e pl
anni
ng p
roce
ss, w
ith p
artia
l ex
ampl
es to
supp
ort t
he u
se o
f the
id
entif
ied
stra
tegi
es
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
appr
opria
te st
rate
gies
use
d w
ith
team
mem
bers
, bot
h in
divi
dual
ly
and
as a
gro
up, t
o in
volv
e th
em in
th
e pl
anni
ng p
roce
ss, w
ith e
ffect
ive
exam
ples
to su
ppor
t the
use
of t
he
iden
tifie
d st
rate
gies
Resp
onse
pro
vide
s evi
denc
e th
at
incl
udes
the
follo
win
g:
insig
htfu
l str
ateg
ies u
sed
with
team
m
embe
rs, b
oth
indi
vidu
ally
and
as a
gr
oup,
to in
volv
e th
em in
the
plan
ning
pro
cess
, with
thor
ough
ex
ampl
es to
supp
ort t
he u
se o
f the
id
entif
ied
stra
tegi
es
3b.
misi
nfor
med
stra
tegi
es u
sed
to
ensu
re th
at a
ll m
embe
rs o
f the
team
w
ere
allo
wed
a v
oice
to p
rovi
de
mea
ning
ful i
nput
rela
ted
to th
e go
al(s
), w
ith in
appr
opria
te e
xam
ples
to
supp
ort t
he st
rate
gies
limite
d st
rate
gies
use
d to
ens
ure
that
all
mem
bers
of t
he te
am w
ere
allo
wed
a v
oice
to p
rovi
de
mea
ning
ful i
nput
rela
ted
to th
e go
al(s
), w
ith lo
osel
y co
nnec
ted
exam
ples
to su
ppor
t the
stra
tegi
es
effe
ctiv
e st
rate
gies
use
d to
ens
ure
that
all
mem
bers
of t
he te
am w
ere
allo
wed
a v
oice
to p
rovi
de
mea
ning
ful i
nput
rela
ted
to th
e go
al(s
), w
ith a
ppro
pria
te e
xam
ples
to
supp
ort t
he st
rate
gies
signi
fican
t str
ateg
ies u
sed
to e
nsur
e th
at a
ll m
embe
rs o
f the
team
wer
e al
low
ed a
voi
ce to
pro
vide
m
eani
ngfu
l inp
ut re
late
d to
the
goal
(s),
with
det
aile
d ex
ampl
es to
su
ppor
t the
stra
tegi
es
3c.
irrel
evan
t res
olut
ions
, by
the
team
, of
cha
lleng
es e
ncou
nter
ed d
urin
g th
e pl
anni
ng, w
ith a
min
imal
ra
tiona
le to
supp
ort t
he u
se o
f the
id
entif
ied
stra
tegi
es
inco
nsist
ent r
esol
utio
ns, b
y th
e te
am, o
f cha
lleng
es e
ncou
nter
ed
durin
g th
e pl
anni
ng, w
ith a
vag
ue
ratio
nale
to su
ppor
t the
use
of t
he
iden
tifie
d st
rate
gies
logi
cal r
esol
utio
ns, b
y th
e te
am, o
f ch
alle
nges
enc
ount
ered
dur
ing
the
plan
ning
, with
an
appr
opria
te
ratio
nale
to su
ppor
t the
use
of t
he
iden
tifie
d st
rate
gies
in-d
epth
reso
lutio
ns, b
y th
e te
am, o
f ch
alle
nges
enc
ount
ered
dur
ing
the
plan
ning
, with
an
exte
nsiv
e ra
tiona
le
to su
ppor
t the
use
of t
he id
entif
ied
stra
tegi
es
3d.
little
or n
o st
eps t
aken
to re
ach
cons
ensu
s am
ong
mem
bers
of t
he
team
whi
le c
reat
ing
the
plan
, with
in
effe
ctiv
e ex
ampl
es to
supp
ort t
he
iden
tifie
d st
eps
unev
en st
eps t
aken
to re
ach
cons
ensu
s am
ong
mem
bers
of t
he
team
whi
le c
reat
ing
the
plan
, with
pa
rtia
l exa
mpl
es to
supp
ort t
he
iden
tifie
d st
eps
info
rmed
step
s tak
en to
reac
h co
nsen
sus a
mon
g m
embe
rs o
f the
te
am w
hile
cre
atin
g th
e pl
an, w
ith
appr
opria
te e
xam
ples
to su
ppor
t the
id
entif
ied
step
s
signi
fican
t ste
ps ta
ken
to re
ach
cons
ensu
s am
ong
mem
bers
of t
he
team
whi
le c
reat
ing
the
plan
, with
ex
tens
ive
exam
ples
to su
ppor
t the
id
entif
ied
step
s
40
APPENDIX C
Time Log
41
Appendix C: Sample Time Log Internship in Executive School Leadership (See graduate internship web page for this page as a WORD file)
Cooperating Administrator Signature:
Date On Site OR Off Site Hours Total Hours to Date
000000000000000000000000000
Total On Site Hours:
Internship in Executive School Leadership
Time Log
Student:
Cooperating Administrator:
42
APPENDIX D
Internship Application
43
Student: Z-No.:__________________ (Last) (First) (Middle/Maiden)
Home Address:
Cell Phone: ( )
Work Address:
Work Phone: ( )
Internship in Executive School Leadership Cooperating Administrator (Mentor)
School /District Name:
Cooperating Administrator (Mentor):
Position or Title: Phone: ( )
Name and address of specific site in which internship will be completed:
Phone: ( )
Anticipated Start Date: Anticipated End Date:
As Cooperating Administrator (mentor), I (Print Name)
am willing to accept and work with the above named person in an internship program as described in the ORU Graduate Education Internship Handbook. I have reviewed (1) The Cooperating Administrator Orientation video and/or the Internship in Executive School Leadership
Orientation memo,(2) The ORU Graduate Education Internship Handbook, and(3) The Intern Evaluation Tool (appendix H in the handbook).
I am aware of and understand my responsibilities as the Cooperating Administrator as outlined therein.
Cooperating Administrator (Mentor) Signature: Date:
Student Signature: Date:
Director of Graduate Internship’s Signature: Date: ____________________
Internship in Executive School Leadership Application (MED 593 & GADM 826)
44
APPENDIX E
Performance Assessment for School Leaders (PASL) Links
45
Appendix E
Performance Assessment for School Leaders (PASL) Links (1 of 5)
1. About the PASL
2. Registera. Dates and Deadlinesb. Request Accommodationsc. Create an Account
3. Task Requirementsa. PASL Candidate and Educator Handbook (PDF)
b. Task 1: Problem Solving in the Fieldi. Task 1 Requirements (PDF)
ii. Task 1 Rubric (PDF)
c. Task 2: Supporting Continuous Professional Developmenti. Task 2 Requirements (PDF)
ii. Task 2 Rubric (PDF)
d. Task 3: Creating a Collaborative Culturei. Task 3 Requirements (PDF)
ii. Task 3 Rubric (PDF)
46
Performance Assessment for School Leaders (PASL) Links (2 of 5)
4. Prepare for the Assessmenta. Task Overviews
i. Task 1 Overview (PDF)ii. Task 2 Overview (PDF)
iii. Task 3 Overview (PDF)
b. Ancillary Materialsi. About the Ancillary Materials (PDF)
ii. Glossary (PDF)iii. Plan Template
1. PDF2. Word
iv. Walk-through Observation Form1. PDF2. Word
v. Post-Professional Development Feedback Survey1. PDF2. Word
c. Videosi. Customer Service Contact Information
ii. Permission Forms1. Student Release (PDF)2. Student 18+ Release (PDF)3. Adult Release (PDF)
d. Submission System User Guide (PDF)
47
Performance Assessment for School Leaders (PASL) Links (3 of 5)
5. Building and Submitting Your Tasksa. Dates and Deadlinesb. Task Requirementsc. Written Commentaryd. Artifactse. Videof. Ancillary Materialsg. Permission Forms and Privacyh. Submitting Your Task Responses
i. Submission System User Guide (PDF)ii. Resolving Technical Issues
i. Resubmitting Your Tasksi. Understanding Your Scores
ii. Task 1 Score Report Feedback (PDF)iii. Task 2 Score Report Feedback (PDF)iv. Task 3 Score Report Feedback (PDF)
6. Library of Examplesa. Task 1: Problem Solving in the Field
Step 1: Identifying a Problem/ ChallengeTextbox 1.1.1: Identifying the Problem (PDF)
Step 2: Researching and Developing a PlanTextbox 1.2.1: Researching the Plan (PDF)Textbox 1.2.2: Developing the Plan (PDF)
Step 3: Implementing the PlanTextbox 1.3.1: Strategies (PDF)Textbox 1.3.2: Analysis (PDF)
Step 4: Reflecting on the Plan and the ResolutionTextbox 1.4.1: Reflecting on the Plan and the Resolution (PDF)
48
Performance Assessment for School Leaders (PASL) Links (4 of 5)
b. Task 2: Supporting Continuous Professional Development
Step 1: Designing Building level Professional DevelopmentTextbox 2.1.1: The Prioritized List (PDF)Textbox 2.1.2: Planning (PDF)
Step 2: Implementing Building-level Professional DevelopmentTextbox 2.2.1: Workshop Sessions (PDF)
Step 3: Analyzing Three Participants' ResponsesTextbox 2.3.1: Impact of Professional Development on Three Participants(PDF)
Step 4: Reflecting on Building-level Professional DevelopmentTextbox 2.4.1: Reflecting on Building-level Professional Development(PDF)
c. Task 3: Creating a Collaborative Culture
Step 1: Identifying the Collaborative TeamTextbox 3.1.1: Team Members (PDF)
Step 2: Developing a Plan to Improve Instruction, Student Learning and theSchool Culture
Textbox 3.2.1: The Professional Development Plan (PDF)Textbox: 3.2.2: Working with the Collaborative Team During Planning(PDF)
Step 3: Implementing the Plan to Improve Instruction, Student Learning andthe School Culture
Textbox 3.3.1: Working with the Team During Implementation (PDF)
Step 4: Reflecting on the Collaborative Team and the School CultureTextbox 3.4.1: Self-Reflection and Feedback (PDF)
49
Performance Assessment for School Leaders (PASL) Links (5 of 5)
7. Scoresa. Scoring Policiesb. Getting Your Scoresc. Sending Your Scoresd. Understanding Your Scorese. How Tasks Are Scoredf. Resubmitting Your Tasksg. PASL Sample Test Taker Score Report (PDF)
8. Frequently Asked Questions
9. E-mail PASL: [email protected]
50
APPENDIX F
PASL Student Scoring Commitment
51
Internship in Executive School Leadership GADM 826/MED 593
Student Scoring Commitment
Dear Sir/Ma’am:
The Internship in Executive School Leadership (GADM 826/MED 593) requires the completion and scoring of the three Performance Assessment for School Leaders’ tasks.
Please consider the following three options, complete this form and return it.
Option 1 Option 2 Description ETS® Submission
Spring 2019 Professor of Record Submission
Spring 2019 Registration Opens July 25th, 2018
Registration Deadline April 1st, 2019
Task Submission Opens January 4th, 2019
Task Submission Deadline April 10th, 2019 Monday, April 29th, 2019 @
8:00 am * The fee for PASL submission to ETS® is $350.
I _______________________________________________ choose _______________________ to submit my PASL tasks. (Print Full Name) (Print Option)
______________________________________________ Signature
______________________________________________ Date
52
1. Strategically Leading Organizations (MED 512/GHED 702)2. Effective Leadership (MED 501/GHED 701)3. Culturally Responsive Education (MED 502/GHED 602)4. Leadership of Curricular and Instructional Practices (MED 525/GADM 825)5. Leading from the Middle (MED 543)6. Executive Leadership: The Superintendency (GADM 821)7. Internship in Executive School Leadership (MED 593/GADM 826)
53
Appendix G
Cooperating Administrator Orientation Video & Memos
VideoCooperating Administrator Introduction Video: Click Here (Youtube:5:45) Hardlink: https://youtu.be/CkmFpYWtmac
Memos
Strategically Leading Organizations (MED 512/GHED 702)
Post-Assignment Orientation
To: Cooperating Administrator
From: Dr. Patrick Otto, Chair of the Graduate School of Education, Oral Roberts University
Re: ORU Graduate Student Request for Post-Assignment Collaboration
Dear Sir/Ma’am:
Thank you for your consideration of our graduate candidate’s request to collaborate with you on one or more post-assignments. We need your help to prepare outstanding leaders in the field of education. Your partnership with this candidate, and the Graduate School of Education, is truly appreciated. Thank you.
The candidate is required to complete this post-assignment for one or more of the following reasons:
(1) Earn the course credit for MED 512/GHED 702: Strategically Leading Organizations.(2) Practice education best practices evaluated in the ETS® Performance Assessment for School
Leaders (PASL). The student may complete the PASL at the end of the program during afull-time Internship in Executive School Leadership that will be fulfilled at another site.
(3) Fulfill 24 internship working hours.
Please review and discuss with the graduate candidate the post-assignment to be completed. We are asking you to please provide the graduate candidate with the time, access and guidance to successfully complete the post-assignment.
If you have any questions, please feel free to contact me or our director of graduate internships.
Sincerely,
Dr. Otto Chair, Graduate School of Education [email protected] 918.495.7087
Prof. Ellis Director of Graduate Internships [email protected] 918.495.6867
54
Effective Leadership (MED 501/GHED 701) Post-Assignment Orientation
To: Cooperating Administrator
From: Dr. Patrick Otto, Chair of the Graduate School of Education, Oral Roberts University
Re: ORU Graduate Student Request for Post-Assignment Collaboration
Dear Sir/Ma’am:
Thank you for your consideration of our graduate candidate’s request to collaborate with you on one or more post-assignments. We need your help to prepare outstanding leaders in the field of education. Your partnership with this candidate, and the Graduate School of Education, is truly appreciated. Thank you.
The candidate is required to complete this post-assignment for one or more of the following reasons:
(1) Earn the course credit for MED 502/GHED 701: Effective Leadership.(2) Practice education best practices evaluated in the ETS® Performance Assessment for School
Leaders (PASL). The student may complete the PASL at the end of the program during afull-time Internship in Executive School Leadership that will be fulfilled at another site.
(3) Fulfill 24 internship working hours.
Please review and discuss with the graduate candidate the post-assignment to be completed. We are asking you to please provide the graduate candidate with the time, access and guidance to successfully complete the post-assignment.
If you have any questions, please feel free to contact me or our director of graduate internships.
Sincerely,
Dr. Otto Chair, Graduate School of Education [email protected] 918.495.7087
Prof. Ellis Director of Graduate Internships [email protected] 918.495.6867
55
Culturally Responsive Education (MED 502/GHED 502) Post-Assignment Orientation
To: Cooperating Administrator
From: Dr. Patrick Otto, Chair of the Graduate School of Education, Oral Roberts University
Re: ORU Graduate Student Request for Post-Assignment Collaboration
Dear Sir/Ma’am:
Thank you for your consideration of our graduate candidate’s request to collaborate with you on one or more post-assignments. We need your help to prepare outstanding leaders in the field of education. Your partnership with this candidate, and the Graduate School of Education, is truly appreciated. Thank you.
The candidate is required to complete this post-assignment for one or more of the following reasons:
(1) Earn the course credit for MED 502/GHED 602: Culturally Responsive Education.(2) Practice education best practices evaluated in the ETS® Performance Assessment for School
Leaders (PASL). The student may complete the PASL at the end of the program during afull-time Internship in Executive School Leadership that will be fulfilled at another site.
(3) Fulfil 24 internship working hours.
Please review and discuss with the graduate candidate the post-assignment to be completed. We are asking you to please provide the graduate candidate with the time, access and guidance to successfully complete the post-assignment.
If you have any questions, please feel free to contact me or our director of graduate internships.
Sincerely,
Dr. Otto Chair, Graduate School of Education [email protected] 918.495.7087
Prof. Ellis Director of Graduate Internships [email protected] 918.495.6867
56
Leadership of Curricular and Instructional Practices (MED 525/GADM 825)
Post-Assignment Orientation
To: Cooperating Administrator
From: Dr. Patrick Otto, Chair of the Graduate School of Education, Oral Roberts University
Re: ORU Graduate Student Request for Post-Assignment Collaboration
Dear Sir/Ma’am:
Thank you for your consideration of our graduate candidate’s request to collaborate with you on one or more post-assignments. We need your help to prepare outstanding leaders in the field of education. Your partnership with this candidate, and the Graduate School of Education, is truly appreciated. Thank you.
The candidate is required to complete this post-assignment for one or more of the following reasons:
(1) Earn the course credit for MED 525/GADM 825: Leadership of Curricular and InstructionalPractices
(2) Practice education best practices evaluated in the ETS® Performance Assessment for SchoolLeaders (PASL). The student may complete the PASL at the end of the program during afull-time Internship in Executive School Leadership that will be fulfilled at another site.
(3) Fulfill 24 internship working hours.
Please review and discuss with the graduate candidate the post-assignment to be completed. We are asking you to please provide the graduate candidate with the time, access and guidance to successfully complete the post-assignment.
If you have any questions, please feel free to contact me or our director of graduate internships.
Sincerely,
Dr. Otto Chair, Graduate School of Education [email protected] 918.495.7087
Prof. Ellis Director of Graduate Internships [email protected] 918.495.6867
57
Leading from the Middle (MED 543) Post-Assignment Orientation
To: Cooperating Administrator
From: Dr. Patrick Otto, Chair of the Graduate School of Education, Oral Roberts University
Re: ORU Graduate Student Request for Post-Assignment Collaboration
Dear Sir/Ma’am:
Thank you for your consideration of our graduate candidate’s request to collaborate with you on one or more post-assignments. We need your help to prepare outstanding leaders in the field of education. Your partnership with this candidate, and the Graduate School of Education, is truly appreciated. Thank you.
The candidate is required to complete this post-assignment for one or more of the following reasons:
(1) Earn the course credit for MED 543: Leading from the Middle.(2) Practice education best practices evaluated in the ETS® Performance Assessment for School
Leaders (PASL). The student may complete the PASL at the end of the program during afull-time Internship in Executive School Leadership that will be fulfilled at another site.
(3) Fulfill 24 internship working hours.
Please review and discuss with the graduate candidate the post-assignment to be completed. We are asking you to please provide the graduate candidate with the time, access and guidance to successfully complete the post-assignment.
If you have any questions, please feel free to contact me or our director of graduate internships.
Sincerely,
Dr. Otto Chair, Graduate School of Education [email protected] 918.495.7087
Prof. Ellis Director of Graduate Internships [email protected] 918.495.6867
58
Executive Leadership: The Superintendency (GADM 821) Post-Assignment Orientation
To: Cooperating Administrator
From: Dr. Patrick Otto, Chair of the Graduate School of Education, Oral Roberts University
Re: ORU Graduate Student Request for Post-Assignment Collaboration
Dear Sir/Ma’am:
Thank you for your consideration of our graduate candidate’s request to collaborate with you on one or more post-assignments. We need your help to prepare outstanding leaders in the field of education. Your partnership with this candidate, and the Graduate School of Education, is truly appreciated. Thank you.
The candidate is required to complete this post-assignment for one or more of the following reasons:
(1) Earn the course credit for GADM 821: Executive Leadership: The Superintedency.(2) Practice education best practices evaluated in the ETS® Performance Assessment for School
Leaders (PASL). The student may complete the PASL at the end of the program during afull-time Internship in Executive School Leadership that will be fulfilled at another site.
(3) Fulfill 24 internship working hours.
Please review and discuss with the graduate candidate the post-assignment to be completed. We are asking you to please provide the graduate candidate with the time, access and guidance to successfully complete the post-assignment.
If you have any questions, please feel free to contact me or our director of graduate internships.
Sincerely,
Dr. Otto Chair, Graduate School of Education [email protected] 918.495.7087
Prof. Ellis Director of Graduate Internships [email protected] 918.495.6867
59
Internship in Executive School Leadership Orientation (MED 593/GADM 826)
To: Cooperating Administrator
From: Dr. Patrick Otto, Chair of the Graduate School of Education, Oral Roberts University
Re: ORU Graduate Student Request for Post-Assignment Collaboration
Dear Sir/Ma’am:
Thank you for your consideration of our graduate candidate’s request to collaborate with you on her/his Internship in Executive School Leadership. We need your help to prepare outstanding leaders in the field of education. Your partnership with this candidate, and the Graduate School of Education, is truly appreciated. Thank you.
Introduction to the ETS® Performance Assessment for School Leaders (PASL)
This internship fulfills a unique design in the candidate’s program, as it asks the candidate to collaborate with you, as well as the faculty, staff and students at your site, to complete the three tasks required for the ETS® Performance Assessment for School Leaders (PASL).
The PASL tasks assess proven best practices in administration and are designed to be completed within the context of normal school operations. The 3 tasks require your intern to submit to ETS® 19 artifacts, one 15-minute video and the responses to 70 questions in 22.5 pages or less. We are asking you to provide the time, access and guidance to enable your intern to successfully complete the following three PASL tasks.
PASL Tasks
Task 1: Your intern will work with you to identify a problem or challenge, research the issue, and develop and implement a plan that will affect instructional practice and student achievement.
Task 2: Your intern will work with you and a team of colleagues with different levels of experience to develop a list of significant professional development needs. Once the group decides on the priority area for professional development your intern will facilitate the professional development and analyze its effectiveness with walk-through observations and a feedback survey.
60
Task 3: Your intern will work with you to identify a team of 3-5 colleagues with varying levels and kinds of experience to develop a collaborative team. Your intern will then provide leadership of the collaborative team by facilitating the development of a plan to improve instruction, student learning, and the school culture. Your intern will be required to submit a 15-minute video demonstrating the facilitation and colleague feedback of the plan.
Intern Evaluations
In addition to collaborating with the Intern to complete the PASL tasks we would like you to evaluate your intern at the middle and end of the internship using the McREL evaluation tool found in the internship handbook.
Documents
For more details on your responsibilities, your intern’s responsibilities, PASL and the evaluation tool please see review the internship handbook with the candidate that contains the links, examples or exact copies of every document that is required.
Next Steps
Before agreeing to collaborate please take the time to review the internship handbook with the candidate. If you are aware of, and accept, the responsibilities for this exciting initiative please take the time sign the internship application form that the intern will provide. Then, set aside time for your intern to meet with you to do an in-depth review of the three task requirements and develop a plan to accomplish the work within the timeline for PASL submission to ETS®.
Director of Graduate Internships
Our director of graduate internships will be in touch with you once the internship application has been submitted to answer any questions you may have and check on the progress of the candidate.
We are here to help every step of the way. If you have any questions, please don’t hesitate to call or e-mail myself or the director of graduate internships.
Thank you,
Dr. Otto Chair, Graduate School of Education [email protected] 918.495.7087
Mr. Ellis Director of Graduate Internships [email protected] 918.495.6867
61
APPENDIX H
Intern Evaluation: McREL
62
McREL’s
principalevaluation system
NOTE: This document has been edited from the original to reflect the design of the Internship in Executive School Leadership at Oral Roberts University.
Internship Evaluation
The goal of this internship is to achieve growth and development in the skills and knowledge it takes to be a successful administrator and demonstrate experience with proven methodologies for school improvement. An intern's final grade will take into account the results of this evaluation and other indicators of performance. The goal for both the intern and cooperating administrator is for the intern to (1) show improvement, and (2) complete the internship with "proficient" or "accomplished" in each category. Candidates will be formally observed twice by their cooperating administrator. Below are the steps for you to be aware of regarding the evaluations:
Step Graduate Candidate Task
Cooperating Administrator Task
1 Meet together to review the PASL tasks and outline the plan and timeline. Sign off on page 2.
2
Complete a plan and timeline for completing the PASL tasks. The “Graduate Candidate PASL Summary Goal-Setting Form” chart on page 3 is an example of how you could
organize your plan and timeline.
3 Conference together to: (1) review the plan and timeline, and (2) review the evaluation tool
together. Sign off on page 2.
4 Make any edits to the plan and timeline that arose from conferencing. Submit these to
the director of graduate internships.
5 Complete a “pre-conference” mid-semester self-evaluation using pages 4-13.
Complete a “pre-conference” mid-semester graduate candidate evaluation using pages 4-
13. 6 Conference regarding the evaluations (see below for instructions). Sign off on page 2.
7 Submit “post-conference” mid-semester
evaluation to the graduate candidate and the director of graduate internships.
8 Complete a “pre-conference” end-of-semester self-evaluation using pages 4-13.
Complete a “pre-conference” end-of-semester graduate candidate evaluation
using pages 4-13. 9 Conference regarding the evaluations (see below for instructions). Sign off on page 2.
10 Submit “post-conference” end-of-semester
evaluation to the graduate candidate and the director of graduate internships.
Conferencing Procedure:
At each conference the graduate candidate and the cooperating administrator will each share hisor her rating for each category.
On items with no scoring difference no conversation is necessary. On items with a scoring difference of one category you may discuss it, but please keep it brief. On any items with more than one category of difference discussion is encouraged. After the
discussion, either person may change his or her rating, or keep it the same.
64
McREL’s PRinciPaL EvaLuation systEM
GRADUATE CANDIDATE EVALUATION PROCESS DOCUMENTATION FORM
Name: __________________________________________________________ ID#: ____________________________________
School: ___________________________________________________ School Year: ____________________________________
Evaluator: ________________________________________________________ Title: ____________________________________
The graduate candiate’s evaluation is based, in part, on a formal discussion of performance and conferences conducted
on the following dates:
Date Length of Meeting Graduate Candidate's Signature Cooperating Administrator's Signature
Internship Start Conference Date: ____________________________________________________________
Mid-Semester Conference Date: _________________________________________________________________
End-of-Semester Conference Date: _________________________________________________________________
n Developing: Candidate demonstrated adequate growth toward achieving standard(s) during the period ofperformance, but did not demonstrate competence on standard(s) of performance.
n Proficient: Candidate demonstrated basic competence on standard(s) of performance.
n Accomplished: Candidate exceeded basic competence on standard(s) for performance most of the time.
n Distinguished: Candidate consistently and significantly exceeded basic competence on standard(s) ofperformance.
n Not Demonstrated: Candidate did not demonstrate competence on or adequate progress toward achievingstandard(s) of performance.
65
GR
ADU
ATE
CAN
DID
ATE
PASL
SU
MM
AR
Y G
OAL
-SET
TIN
G F
OR
M
Gra
d. C
andi
date
: ___
____
____
____
____
____
____
____
____
S
choo
l: _
____
____
____
____
____
_ S
choo
l Yea
r: _
____
____
____
___
INST
RU
CTI
ON
S: T
his
goal
-set
ting
form
may
be
com
plet
ed b
y th
e gr
adua
te c
andi
date
follo
win
g th
e se
lf-as
sess
men
t pro
cess
. The
goa
ls, a
s w
ell a
s ac
tiviti
es, o
utco
mes
and
tim
elin
e, w
ill be
revi
ewed
by
the
grad
uate
can
dida
te's
sup
ervi
sor.
PASL
TA
SKR
Es
po
ns
iBiL
itiE
sg
oa
L(s)
kE
Y a
ct
ivit
iEs/s
tR
atE
giE
s
(Wh
at Y
ou n
EE
d t
o d
o t
o
ac
co
Mp
Lis
h t
hE g
oa
L)o
ut
co
ME
st
iME
Lin
E F
oR
ac
hiE
vin
g g
oa
LR
Es
ou
Rc
Es n
EE
dE
d
PASL
TA
SK 1
PASL
TA
SK 2
PASL
TA
SK 3
Can
dida
te S
igna
ture
: ___
____
____
____
____
____
____
____
____
____
____
____
Dat
e: _
____
____
____
____
____
____
Coo
pera
ting
Adm
inis
trato
r Sig
natu
re: _
____
____
____
____
____
____
____
____
____
____
____
Dat
e: _
____
____
____
____
____
____
66
McREL’s PRinciPaL EvaLuation systEM
Graduate Candidate's Leadership Responsibilities Associated with Managing Change:
Managing change involves understanding the implications of change efforts for stakeholders and adjusting leadership behaviors accordingly.
a. change agent: Is willing to and actively challenges the status quo.
developing pRoficient accomplisheddistinguished
(comment RequiRed)
not demonstRated
(comment RequiRed)
R Uses a variety of data to identify necessary change initiatives.
. . . and
R Builds on data analysis to define processes and protocols in order to create or adopt new and better ways to improve school and classroom practices.
. . . and
R Consistently attempts to operate at the edge instead of the center of the schools’ competence by leading the implementation of research-based initiatives even though outcomes may be uncertain.
. . . and
R Leverages the influence of opinion leaders to strategically target and frame change initiatives in order to increase the rate of adoption.
R Is recognized in the education community as an advocate for new and innovative ways of schooling.
b. Flexibility: Adapts his or her leadership behavior to the needs of the current situation and is comfortable with dissent.
R Understands the importance of how different change initiatives may be perceived differently by various stakeholders and how they may impact others.
. . . and
R Adapts leadership style to the needs of specific situations.
R Implements procedures that encourage teachers and staff to express opinions and perceptions even if they are contrary to those held by individuals in positions of authority.
. . . and
Creates and uses transitions teams during times of change to
R Assist individuals in transitioning into the new ways of doing things.
R Adapt quickly to changing environments and contexts.
. . . and
Improves collective efficacy by
R Effectively managing change.
R Building on the collective ability of the school community to adapt to contextual conditions.
c. ideals and Beliefs: Communicates and operates from strong ideals and beliefs about school and schooling.
R Possesses well-defined ideals and beliefs about schools and schooling that align with district non-negotiable goals.
. . . and
R Creates demand for change through sharing beliefs about school, teaching, and learning with teachers and staff.
R Demonstrates behaviors that exemplify stated beliefs about school and schooling.
. . . and
R Creates demand for change by communicating ideals and beliefs throughout the community.
R Creates opportunities to implement change that exemplifies ideals and beliefs.
. . . and
R Shares leadership in a manner that extends and promotes the ideals and beliefs about schools and schooling throughout the community.
R Perseveres in the face of challenges to effectively sustain positive change.
The Graduate Candidate's Evaluation Rubric
67
d. intellectual Stimulation: Ensures that the faculty and staff are aware of the most current theories and practices and makes the discussion of these aregular aspect of the school culture.
developing pRoficient accomplisheddistinguished
(comment RequiRed)
not demonstRated
(comment RequiRed)
R Understands and articulates the current rigorous and relevant research and theory on effective schooling.
. . . and
R Uses rigorous and relevant research and theory on effective schooling to create demand for change by providing professional development opportunities.
. . . and
R Uses the outcomes of professional development on rigorous and relevant research and theory on effective schooling to guide professional learning community discussions and activities.
. . . and
R Provides vicarious and mastery experiences for teachers that capitalize on staff development outcomes and discussions of effective schools practice.
e. Knowledge of curriculum, instruction, and assessment: Is knowledgeable about the current curriculum, instruction, and assessment practices.
R Articulates knowledge of curriculum, instruction, and assessment in a way that enables staff to understand and apply the knowledge.
. . . and
R Provides guidance regarding curriculum, instruction, and assessment in order to ensure effective practices in every classroom.
. . . and
R Provides mastery and vicarious experiences of research-based practices in curriculum design, instructional strategies, and assessment practices through professional development and action research.
. . . and
R Leverages mastery and vicarious experiences to increase the collective efficacy of teachers and staff.
f. Monitor and Evaluate: Monitors the effectiveness of school practices and their impact on student learning.
R Understands the impact of school practices on student learning and achievement.
R Understands the impact that change may have on individuals in the school.
. . . and
Uses a variety of data and processes to
R Drive decisions about initiating new and innovative research-based programs and interventions.
R Monitor the needs and performance of individuals, groups, and the school as a whole.
. . . and
R Routinely works collaboratively with teachers and staff to assess the impact of research-based programs and interventions on student learning and achievement.
. . . and
R Monitors the fidelity and consistency of the implementation of research-based practices and their impact on student learning and achievement.
g. Optimize: Inspires and leads new and challenging innovations.
R Portrays a positive attitude about the ability of teachers and staff to accomplish school goals.
. . . and
R Inspires teachers and staff to individually and collectively accomplish school goals.
. . . and
R Inspires and motivates teachers and staff to accomplish things they consider to be beyond their grasp.
. . . and
R Promotes perseverance and hope during challenging times.
68
McREL’s PRinciPaL EvaLuation systEM
coMMEnts:
REcoMMEndEd actions:
REsouRcEs nEEdEd to coMpLEtE thEsE actions:
EvidEncE oR docuMEntation that MaY BE usEd to suppoRt Ratings:
R ELL Monitoring Notebook
R Professional Development Plan
R Regular Feedback to Teachers and Staff Regarding Performance
R Planning and Leading Professional Development
R Classroom Walkthrough Data
R Monitoring Plan
R Operating Principles and Working Agreements
R ______________________________________________
R ______________________________________________
69
Graduate Candidate's Leadership Responsibilities Associated with Focus of Leadership:
Focus of leadership involves accurately and pro-actively targeting appropriate areas for school improvement efforts.
a. contingent rewards: Recognizes and rewards individual accomplishments.
developing pRoficient accomplisheddistinguished
(comment RequiRed)
not demonstRated
(comment RequiRed)
R Develops criteria and procedures for recognizing hard work and results from individuals and groups.
. . . and
Capitalizes on formal and informal opportunities to
R Recognize the accomplishments and hard work of all stakeholders.
R Maximize the intangible assets of a school.
. . . and
R Involves all stakeholder groups in the recognition and reward process.
. . . and
R Promotes the accomplishments of the school.
R Inspires all stakeholders to make significant contributions.
R Improves perceptions of stakeholders that they have the ability to contribute to increases in student achievement.
b. Discipline: Protects teachers from issues and influences that would detract from their time or focus.
R Communicates to the entire school community the importance of an effective learning environment, and that instructional time and focus are the school’s top priority.
. . . and
Establishes systems that minimize or eliminate interruptions and distractions to classroom instruction, including
R A school schedule that maximizes instructional time.
R Policies and procedures that maximize the use of instructional time.
. . . and
R Enforces policies and procedures related to instruction time to assure that all staff members and all students benefit from periods of focused instruction.
. . . and
R Serves as a champion for protecting and maximizing instructional time and focus to assure an effective learning environment.
c. Focus: Establishes clear goals and keeps those goals in the forefront of the school’s attention.
R Understands the importance of setting high expectations for student learning and achievement.
. . . and
R Leads the school community in the establishment of rigorous and concrete goals to ensure student learning and achievement.
. . . and
Creates processes and procedures to
R Clearly communicate the goals and progress toward achieving them to all members of the school community.
R Maintain a consistent focus on the school’s goals.
. . . and
R Leverages high, concrete goals in order to continually create demand for innovation and improvement.
70
McREL’s PRinciPaL EvaLuation systEM
d. involvement in curriculum, instruction, and assessment: Is directly involved in helping teachers design curricular activities and address assessmentand instructional issues.
developing pRoficient accomplisheddistinguished
(comment RequiRed)
not demonstRated
(comment RequiRed)
R Demonstrates knowledge and understanding of curriculum, instruction, and assessment issues.
. . . and
R Actively initiates activities to address curriculum, instruction, and assessment issues.
Provides and actively participates with teachers in meaningful professional development and opportunities to
R Reflect upon their practice.
R Engage in peer-to-peer learning.
R Design instructional and curricular activities.
R Address assessment issues.
. . . and
Models effective pedagogy that includes
R Communicating learning goals.
R Acquiring and integrating knowledge.
R Extending and refining knowledge.
R Applying knowledge.
. . . and
R Helps teachers adopt, adapt, or design rigorous research-based curriculum, instruction, and assessment practices, programs, and interventions.
e. Order: Establishes a set of standard operating procedures and routines.
R Is developing clear structures, rules, procedures, and routines for student and staff behavior.
. . . and
R Has established and consistently enforces policies, procedures, and routines that maximize opportunities for all students to learn.
. . . and
R Maximizes the established policies, procedures, and routines to build a culture that is safe, orderly, and enhances student and teacher abilities to engage in meaningful and productive work.
. . . and
R Uses an orderly environment to sustain confidence in the school’s ability to educate all children.
f. Outreach: Is an advocate and spokesperson of the school to all stakeholders.
R Communicates with stakeholder groups about school initiatives and activities.
. . . and
Advocates for the school with
R The Community.
R Parents.
R Central Office.
R Teachers.
R Staff.
R Students.
. . . and
R Collects perception data from the school community to inform advocacy activities.
Uses community relationships as both tangible and intangible assets to engage all stakeholders in
R Family and community involvement initiatives.
R School governance and improvement.
R Contributing to improving student learning and achievement.
71
g. resources: Provides teachers with material and professional development necessary for the execution of their jobs.
developing pRoficient accomplisheddistinguished
(comment RequiRed)
not demonstRated
(comment RequiRed)
Assesses the resource needs of teachers and staff, including
R Professional development needs.
R Tools, materials, and equipment needs.
. . . and
Ensures that teachers and staff have
R Professional development that enhances their teaching.
R Tools, materials, and equipment necessary to perform their duties.
. . . and
R Seeks out additional resources to maximize outcomes for all students.
. . . and
R Implements processes and procedures that ensure the long-term viability of effective programs and practices.
coMMEnts:
REcoMMEndEd actions:
REsouRcEs nEEdEd to coMpLEtE thEsE actions:
EvidEncE oR docuMEntation that MaY BE usEd to suppoRt Ratings:
R Principal Training
R University/School Associations
R Formal Evaluations
R New Program Adoptions
R Grade-Level Meeting Agendas
R Progress Toward Achieving Goals
R Student Handbook
R Safety Plan
R Budget Notebook
R Student Support Plan
R Recognition Events
R Staff Handbook
R Site Calendar
R Master Schedule
R Staff and Teacher Surveys
R Community Activities
R Student Achievement Meetings, Protocols, and Schedules
R ______________________________________________
R ______________________________________________
R ______________________________________________
72
McREL’s PRinciPaL EvaLuation systEM
Graduate Candidate's Leadership Responsibilities Associated with Purposeful Community:
A purposeful community is one with the collective efficacy and capability to develop and use assets to accomplish goals that matter to all community members through agreed upon processes.
a. affirmation: Recognizes and celebrates school accomplishment and acknowledges failures.
developing pRoficient accomplisheddistinguished
(comment RequiRed)
not demonstRated
(comment RequiRed)
Privately or individually acknowledges successes and failures of
R Students.
R Teachers.
R Staff.
R The school as a whole.
R Communicates the nature of failures and the need to take action to address them.
. . . and
Publicly and fairly recognizes the successes and failures of
R Students.
R Teachers.
R Staff.
R The school as a whole.
R Communicates to teachers and staff actions taken and how they contributed to success or failure of school initiatives.
. . . and
Has a plan for systematically and fairly recognizing successes and failures of
R Students.
R Teachers.
R Staff.
R The school as a whole.
R Utilizes the recognition of failure as an opportunity to create demand for improvement.
. . . and
Publicly interprets and communicates
R Failure as temporary and specific.
R Success as permanent and pervasive.
R Uses successes and failures to increase the belief of teachers and staff in their ability to impact student achievement.
b. communication: Establishes strong lines of communication with teachers and among students.
R Implements a variety of strategies to communicate with the teachers, staff, and the larger school community.
R Is accessible to some stakeholder groups.
. . . and
R Implements a variety of strategies to encourage effective open communication between and among students, teachers, staff, and the larger school community.
R Is easily accessible to all stakeholder groups.
. . . and
R Systematically monitors and takes steps to improve communication structures within the school.
R Develops and monitors effective systems and protocols to enable stakeholder groups to communicate with each other and with the principal.
. . . and
R Leverages communications among and between stakeholder groups to increase the adoption of new and innovative change initiatives within the district or school.
c. culture: Fosters shared beliefs and a sense of community and cooperation.
R Demonstrates a belief through words and actions that teachers and staff can impact student learning and achievement.
R Demonstrates an understanding of how unity of purpose, teamwork, and commitment to the work are interrelated and support the work of the school.
. . . and
R Is the driving force behind a community-wide belief that teachers and staff can impact student learning and achievement.
R Leads the development of an understanding of a unified purpose and a shared vision for the school.
. . . and
R Routinely and systematically monitors the level of collective efficacy in the school.
R Assures that unity of purpose, teamwork, and commitment to the work are at the core of all decisions, activities, and initiatives.
. . . and
R Leverages vicarious and mastery experiences to build collective efficacy around teacher and staff ability to impact student learning and achievement.
R Monitors, evaluates, and annually updates the school’s purpose, shared vision, and the systems and procedures that support the schools purpose and vision.
73
d. input: Involves teachers in the design and implementation of important decisions.
developing pRoficient accomplisheddistinguished
(comment RequiRed)
not demonstRated
(comment RequiRed)
R Demonstrates an understanding of the importance of providing opportunities for stakeholder input on important issues and decisions.
. . . and
R Seeks input from and provides opportunities for stakeholder groups to be involved in the school’s decision-making processes.
. . . and
R Creates opportunities and sets expectations for stakeholder groups to assume meaningful leadership and decision-making roles.
. . . and
R Leverages stakeholder group input in order to create systems and processes that support rigorous education and relevant outcomes that matter to all.
e. relationships: Demonstrates awareness of the personal aspects of teachers and staff.
R Knows teachers and staff on an appropriate personal level in order to keep informed about issues within their lives that may enhance or detract from their performance.
. . . and
R Creates opportunities for teachers and staff to share personal and professional aspirations, prior experiences and successes, interests, and outside activities.
R Acknowledges significant events in the lives of teachers and staff.
. . . and
R Identifies and uses the collection of skills, knowledge, and interests teachers and staff members bring to their jobs to provide opportunities for professional growth.
. . . and
R Strategically uses the strengths and interests of staff to significantly improve student performance.
f. Situational awareness: Is aware of the details and the undercurrents in the running of the school and uses this information to address current andpotential problems.
R Understands the nature and impact on the school culture of informal groups and relationships among teachers and staff.
. . . and
R Recognizes and addresses potential conflicts and undercurrents among stakeholder groups, and/or issues in the school that could create discord.
. . . and
R Implements strategies to ensure that relationships among formal and informal groups impact the school in a positive way.
.. . . and
R Leverages opportunities to build and strengthen trusting and productive relationships in order to strengthen the school’s capacity to meet future challenges.
g. Visibility: Has quality contacts and interactions with teachers and students.
Develops a systematic and strategic plan for visibility that includes
R Frequent visits to classrooms.
R Frequent interactions with all stakeholder groups.
. . . and
Implements the strategic plan for visibility that includes
R Frequent visits to classrooms.
R Frequent interactions with all stakeholder groups.
. . . and
R Uses classroom visitations and interactions with stakeholder groups to reinforce the outcomes that matter to all and the overall purpose of the school.
. . . and
R Has established a purposeful community and developed meaningful networks and strategic alliances to accomplish the school’s goals.
74
McREL’s PRinciPaL EvaLuation systEM
coMMEnts:
REcoMMEndEd actions:
REsouRcEs nEEdEd to coMpLEtE thEsE actions:
EvidEncE oR docuMEntation that MaY BE usEd to suppoRt Ratings:
R School Vision and Mission Statements
R Progress Toward Achievement of Smart Goals
R Staff Conference Agendas and Minutes
R Staff Bulletins and Newsletters
R Team Meeting Agendas
R Teacher Survey Data
R Community Survey Data
R Identification and Use of Human and Fiscal Resources
R PTA/Principal’s Newsletter
R Master Schedule
R PTA Calendar
R School Calendar
R ELL Support Schedule
R Faculty Meeting Agendas, Sign In Sheets, Minutes
R Clear Vision and Mission about Improving Student Achievement
R Student Achievement Data
R Student Attendance Data
R Teacher Attendance Data
R Graduation and Promotion Rates
R ______________________________________________
R ______________________________________________
75
RECORDING EVALUATION RESULTS
COOPERATING ADMINISTRATOR SUMMARY EVALUATION WORKSHEET This form is used to summarize self-assessment and evaluator ratings in preparation for the mid-semester and end-of-semester evaluation conferences. The graduate candidate and cooperating administrator each complete the form by recording ratings based on the ratings of practices collected on the rubric. During mid-semester and end-of-semester evaluation conferences, the graduate candidate and cooperating administrator will jointly complete the final version of this form and agree on the final ratings.
Graduate Candidate: ________________________________________________ Date: ____________________________
School: _______________________________________________________ District:___________________________________
Cooperating Admin: ________________________________________________ Title:___________________________________
distinguishEd
accoMpLishEd
pRoFiciEnt
dEvELoping
not
dEMonstRatEd
aff
iRm
atio
n
co
mm
un
icat
ion
cu
ltu
Re
inp
ut
Re
lati
on
sh
ips
sit
uat
ion
al
aw
aR
en
es
s
vis
ibil
ity
ov
ER
aLL
: pu
Rp
os
EF
uL
co
MM
un
itY
ch
an
ge a
ge
nt
fle
xib
ilit
y
ide
als
an
d b
eli
efs
inte
lle
ctu
al
sti
mu
lati
on
kn
ow
led
ge o
f c
uR
Ric
ulu
m,
ins
tRu
cti
on, a
nd a
ss
es
sm
en
t
mo
nit
oR a
nd e
valu
ate
op
tim
ize
ov
ER
aLL
: Ma
na
gin
g c
ha
ng
E
co
nti
ng
en
t R
ew
aR
ds
dis
cip
lin
e
foc
us
inv
olv
em
en
t in
cu
RR
icu
lum
, in
stR
uc
tio
n,
an
d a
ss
es
sm
en
t
oR
de
R
ou
tRe
ac
h
Re
so
uR
ce
s
ov
ER
aLL
: Fo
cu
s o
F L
Ea
dE
Rs
hip
puRposEFuL coMMunitY Managing changE Focus oF LEadERship
76
Mid-continent Research for Education and Learning
4601 DTC BlvD., STe. 500, Denver, CO 80237-2596
Phone 800.781.0156 • Fax 303.337.3005
Web site WWW.mcrel.org • e mail [email protected]
O R A L R O B E R T S U N I V E R S I T Y
7 7 7 7 S O U T H L E W I S A V E N U E
T U L S A , O K L A H O M A 7 4 1 7 1
W W W . O R U . E D U | 9 1 8 . 4 9 5 . 6 1 6 1