€¦ · web view1.5 candidates engage in reflective practice concerning leadership roles and...
TRANSCRIPT
d.2 Teacher Leader Key Assessments
Benchmarks and Benchmark Evidence Following the guidelines proposed by Licensure Rule 3301-24-05 (E) (16) Tentative language, admission requirements include: (a) successful completion of four years of teaching experience, (b) a master’s degree, and (c) recommendation by a building administrator. Currently, this program is proposed as a non-matriculating program; however, students applying to enter graduate school must have achieved an undergraduate GPA of 3.0.
Year # Applicants # Admitted # Completers2009-2010 31 31 292010-2011 24 24 24
Assessment 1 (Required): Assessment of the candidate’s skill in evidence-based principles of effective leadership and teacher learning.
1. Leadership Case Study. This assignment is a critical examination of a case study about teacher leadership, which is discussed in collaboration with no more than five peers in the course.
2. This assessment encourages candidates to explore the differences between leading and managing – essential to encouraging high level of performance from others. As shown below, the assessment rubric is aligned with the Teacher Leader Standards. Each indicator addressed is noted on the rubric.
3. Data
Rating Indicator 2009-2010 2010-20110 Not addressed 3.2% (1)1 Candidates articulate their knowledge of effective leadership to
encourage high levels of performance for educators through analysis of the problems inherent in the case.
2 Candidates articulate their knowledge of effective leadership to encourage high levels of performance for educators through analysis of the problems inherent in the case. Although citations are included, some are not relevant.
4.2%(1)
3 Candidates articulate their knowledge of effective leadership to encourage high levels of performance for educators through analysis of the problems inherent in the case. The analysis includes relevant citations from course readings.
96.8% (30) 95.8% (23)
0 Not addressed 3.2% (1)1 Candidates articulate their knowledge of effective leadership to
encourage high levels of performance for educators through listing the kinds of support, training, and skills needed by the principal to improve teacher learning and student outcomes at the case study school.
2 Candidates articulate their knowledge of effective leadership to encourage high levels of performance for educators through listing the kinds of support, training, and skills needed by the principal to improve teacher learning and student outcomes at the case study school. Although citations are included, some are not relevant.
4.2%(1)
3 Candidates articulate their knowledge of effective leadership to encourage high levels of performance for educators through listing the kinds of support, training, and skills needed by the principal to improve teacher learning and student outcomes at the case study school. Lists include relevant citations from course readings.
96.8% (30) 95.8% (23)
0 Not addressed 3.2% (1)1 Candidates articulate their knowledge of effective leadership to
encourage high levels of performance for educators through listing the kinds of support, training, and skills needed by the teacher leader to improve teacher learning and student outcomes at the case study school.
2 Candidates articulate their knowledge of effective leadership to encourage high levels of performance for educators through listing the kinds of support, training, and skills needed by the teacher leader to improve teacher learning and student outcomes at the case study school. Although citations are included, some are not relevant.
20% (4)
3 Candidates articulate their knowledge of effective leadership to encourage high levels of performance for educators through listing the kinds of support, training, and skills needed by the teacher leader to improve teacher learning and student outcomes at the case study school. Lists include relevant citations from course readings.
96.8% (30) 80% (20)
0 Not addressed 3.2% (1)1 Candidates articulate their knowledge of effective leadership to
encourage high levels of performance by describing how to facilitate a culture conducive to teacher and student learning.
2 Candidates articulate their knowledge of effective leadership to encourage high levels of performance by describing how to facilitate a culture conducive to teacher and student learning. Although citations are included, some are not relevant.
3 Candidates articulate their knowledge of effective leadership to encourage high levels of performance by describing how to facilitate a culture conducive to teacher and student learning. Descriptions include relevant citations from course readings.
96.8% (30) 100% (24)
N 31 24
4. Interpretation of Data
Data across both years suggests that candidates were highly successful with this assignment (i.e., only one individual was rated at less than a three both years). High rates of success were likely due to the clarity of the assignment, as well as the collaborative support built in to it (i.e., groups of individuals were allowed to work together). It is likely that the two individuals who were not as successful on this assignment chose to work independently rather than collaboratively with peers. Taken together, the evidence suggests that those who worked together did better on the assignment.
5. Assessment description and scoring guide
Leadership Case Study
Part I: Working in a group no larger than five people, read the following case study.
Situation: the superintendent of a low-performing, suburban-rural school district has learned about teacher leadership and has asked the high school principal to identify a group of teachers to assume leadership responsibilities to improve student achievement.
Teacher: Science teacher James Hendrickson has taught all levels of science in his 20-year teaching career, but is currently teaching freshman science. He is concerned that students’ needs are not being met. Hendrickson would like to make science more student-centered, adding hands-on, active, inquiry-based strategies that would engage students. When approached by his principal to take on a leadership role, Hendrickson knows what he’d like to tackle.
Hendrickson is passionate about teaching science and is excited about learning new ways to help students “get it.” He eagerly accepts the appointment of leader of the freshman team of six science teachers, novice to veterans, and is given a release bell to do research and to work with the teachers on his team. He is committed to his school district and to quality science instruction and is thrilled that his interest fits the district initiative to improve student achievement. Hendrickson is content in the classroom and has no interest in becoming an administrator.
Principal: The principal appoints Hendrickson to the task of finding a way to improve student achievement in science. The principal does not respond to requests from Hendrickson to meet, to discuss details of the initiative, or to report progress or glitches. Hendrickson ultimately presents an improvement plan to the principal that includes a block period three days a week. The principal looks at the plan and says it isn’t possible. She further states that Hendrickson was to have worked up a plan to improve student achievement without affecting the schedule and that he was to have led a ninth-grade science initiative and that he was not asked to “lead the school.”
Colleagues: Fellow teachers are not interested in overhauling the curriculum or their teaching strategies. Many are content with the students getting out of “it what they put in”, some with fulfilling the “letter of the law” of their contract with the district, and many are resentful that Hendrickson has a free bell to do whatever he wants. The ninth-grade team meets behind his back with the science department chair (who doesn’t understand why Hendrickson is leading part of the science department) to complain about him.
Hendrickson: Hendrickson feels like he has two full-time jobs and that his own teaching is suffering while he is trying to do research, implement changes, get everybody on board, and encourage other teachers to make changes. He feels like he is rowing a boat while building it. Ninth-grade science teachers are all over the building, have no common planning time, refuse to stay after school, and are “otherwise committed” on district professional development days. Most do not respond to email. Hendrickson has been asked to present the freshman science improvement plan to the principal and the superintendent in six months. He is frustrated, angry, and scared, but still committed.
The task: After discussing this case among your group, using 150-250 words, address each of the following questions. Answers may be formatted into a narrative or a combination of a narrative and a list. Keep in mind that strong answers are well supported by course readings.
1) What problems/flaws are inherent in this situation from the beginning? How is it set up for failure? How is it short-sighted?
2) What support/training/skills does the principal need to successfully implement teacher leadership in her building?
3) What support/training/skills does Hendrickson need to successfully lead this initiative?
4) Keeping in mind that 75% of a good paint job lies in the prep work (e.g., three hours of planning for one hour of teaching), present the group’s version of an ideal way for the superintendent, the principal, and the teacher to set the stage for meaningful teacher leadership that will improve student achievement outcomes in this case. This answer should be from 250-500 words.
Lead
ersh
ip in
pur
suit
of p
erfo
rman
ce
0 1 2 3 Weight PointsNot addressed
Candidates articulate their knowledge of effective leadership to encourage high levels of performance for educators through analysis of the problems inherent in the case.
Candidates articulate their knowledge of effective leadership to encourage high levels of performance for educators through analysis of the problems inherent in the case. Although citations are included, some are not relevant.
Candidates articulate their knowledge of effective leadership to encourage high levels of performance for educators through analysis of the problems inherent in the case. The analysis includes relevant citations from course readings.
2
Not addressed
Candidates articulate their knowledge of effective leadership to encourage high levels of performance for educators through listing the kinds of support, training, and skills needed by the principal to improve teacher learning and student outcomes at the case study school.
Candidates articulate their knowledge of effective leadership to encourage high levels of performance for educators through listing the kinds of support, training, and skills needed by the principal to improve teacher learning and student outcomes at the case study school. Although citations are included, some are not relevant.
Candidates articulate their knowledge of effective leadership to encourage high levels of performance for educators through listing the kinds of support, training, and skills needed by the principal to improve teacher learning and student outcomes at the case study school. Lists include relevant citations from course readings.
2
Not addressed
Candidates articulate their knowledge of effective leadership to encourage high levels of performance for educators through listing the kinds of support, training, and skills needed by the teacher leader to improve teacher learning and student outcomes at the case study school.
Candidates articulate their knowledge of effective leadership to encourage high levels of performance for educators through listing the kinds of support, training, and skills needed by the teacher leader to improve teacher learning and student outcomes at the case study school. Although citations are included, some are not relevant.
Candidates articulate their knowledge of effective leadership to encourage high levels of performance for educators through listing the kinds of support, training, and skills needed by the teacher leader to improve teacher learning and student outcomes at the case study school. Lists include relevant citations from course readings.
2
Not addressed
Candidates articulate their knowledge of effective leadership to encourage high levels of performance by describing how to facilitate a culture conducive to teacher and student learning.
Candidates articulate their knowledge of effective leadership to encourage high levels of performance by describing how to facilitate a culture conducive to teacher and student learning. Although citations are included, some are not relevant.
Candidates articulate their knowledge of effective leadership to encourage high levels of performance by describing how to facilitate a culture conducive to teacher and student learning. Descriptions include relevant citations from course readings.
4
Total /30
Assessment 2 (Required) Assessment of the candidate’s use of data-based decisions and evidence-based practices.
1. Action Research Project. In collaboration with building leaders, candidates will develop and implement an action research project around a concern with quality instruction.
2. Standards and indicators addressed through the assessment are noted on the rubric below.
3. Data - This program has only been in place two years; data are available for both years.
Rating Indicator 2009-2010
2010-2011
Evidenced-based principals of effective leadership (1.2)0 Not addressed1 The stated problem or concern is inconsistent with the proposed strategy or
hypothesis. Descriptions of methodological variables are missing or inadequate to address the problem or concern.
2 The stated problem or concern is researchable and the stated strategy or hypothesis is consistent with the problem. However, descriptions of some methodological variables are inadequately described.
3.3% (1) 4.2% (1)
3 Candidates demonstrate skill in managing the change process by assisting and supporting teacher learning through professional development around an appropriate (e.g., amenable to research) problem or concern with quality instruction (section a), and develop a parsimonious strategy or hypothesis (section b) to mitigate the problem or concern, identify and describe pertinent methodological variables (participants, context, data to be collected, and data collection plan) (section d.i.-v.)
96.7% (29)
95.8% (23)
(1.3, 1.5)0 Not addressed1 Selection of the tools is appropriate. Analysis lacks depth and/or clarity.2 Selection of tools is appropriate to the problem or concern. Analysis is
mostly clear and in depth.56.7% (17)
8.4% (2)
3 Candidates understand and apply strategies that assist adult learning and development through the appropriate selection and analysis of a protocol for collaborative inquiry, reflective practice, or coaching conversations (section d.vi and d.vii).
43.3% (13)
91.6% % (22)
1.7
0 Not addressed1 Links to continuous improvement of practice but links to student outcomes
are weak or missing.2 Links to continuous improvement of practice and student learning are
evident but lack clarity.23.3% (7) 4.2% (1)
3 Candidates facilitate the development of efficacy among other teachers in their school and district through clearly linking what was learned to continuous improvement of practice and student learning (section f).
76.7% (23)
95.8% (23)
Data-based decision making (2.4)
0 Not addressed1 Evidence collected is only somewhat related to improving practice and
student learning.2 Evidence collected is relevant to improving practice and student learning. 13.3% (4) 4.2% (1)3 Candidates support teachers in responding to the intervention process by
designing, implementing, and gathering appropriate data and evidence (sections a and b) that relates directly to the stated problem of practice. Collected evidence is highly relevant to practice and improving student learning outcomes.
86.7% (26)
95.8% (23)
Develop/support shared vision (4.3)0 Not addressed1 Next steps are somewhat related to continuous improvement of practice
and student outcomes.2 Next steps are related more distally to continuous improvements in practice
and student learning outcomes.13.3% (4) 4.2% (1)
3 Candidates participate in designing practices and structures that create and maintain an effective learning culture (across the project) through reflection of next steps that are directly related to continuous improvements in practice and student learning.
86.7% (26)
95.8% (23)
N 30 24
4. Interpretation of Data
Candidate performance on three standards and indicators (i.e., 1.3 Candidates understand and apply strategies that assist adult learning and development; 1.5 Candidates engage in reflective practice concerning leadership roles and responsibilities, and encourage reflective practice in others.; and 1.7 Candidates facilitate the development of efficacy among other teachers in their school and district) was lower in 2009-2010, which suggested changes to the assignment or instruction may be needed. In particular, 17 candidates for standards 1.3 and 1.5 scored at level 2 around the concepts of working with adults and practices associated with engaging colleagues in problem-solving processes (i.e., reflection, inquiry, and coaching conversations). However in 2010-2011, only 2 students scored a level 2. This suggests that no changes to the assignment were needed.
In the 2009-2010 in an effort to address the efficacy of peers and the district by linking what was learned to continuous improvement and study learning, 7 candidates presented information that included the big idea, but lacked clarity. The following year, only 1 candidate had difficulty with this item. Again, this suggests that no changes to the assignment were needed.
In summary, this assignment is functioning as expected to afford candidates the ability to demonstrate their knowledge of designated TL standards.
5. Assessment and Scoring Guide
Action Research Project
1. Action research project around quality instruction. In collaboration with your building principal, identify an area of need around which to build a project. Applying what you’ve learned in class, develop the following.
a. Research problem or issue of inquiryi. Concern with quality instruction
b. Background of the problem in the literature reviewi. What does the research say about the issue and proposed solutions?
c. Proposed strategy (strategies) or hypothesisd. Methodology
i. Participantsii. Context
iii. Data to be collectediv. How to collect the datav. When the data will be collected
vi. Analysis or protocol for collaborative inquiryvii. Reflective practice and coaching conversations
e. Findings and conclusionsi. What do the data indicate about the problem and proposed strategy?
f. Next stepsi. How do I use this process and resulting data to influence continuous
improvement for colleagues in their practice and continuous improvement for student learning?
Papers are expected to follow APA format. The narrative, exclusive of references, figures, and title page should be no longer than 20 double-spaced pages in 12-point font.
0 1 2 3 Weight ScoreEv
iden
ced-
base
d pr
inci
pals
of e
ffecti
ve
lead
ersh
ip (1
.2)
Not addressed
The stated problem or concern is inconsistent with the proposed strategy or hypothesis. Descriptions of methodological variables are missing or inadequate to address the problem or concern.
The stated problem or concern is researchable and the stated strategy or hypothesis is consistent with the problem. However, descriptions of some methodological variables are inadequately described.
Candidates demonstrate skill in managing the change process by assisting and supporting teacher learning through professional development around an appropriate (e.g., amenable to research) problem or concern with quality instruction (section a), and develop a parsimonious strategy or hypothesis (section b) to mitigate the problem or concern, identify and describe pertinent methodological variables (participants, context, data to be collected, and data collection plan) (section d.i.-v.)
(1.3
, 1.5
)
Not addressed
Selection of the tools is appropriate. Analysis lacks depth and/or clarity.
Selection of tools is appropriate to the problem or concern. Analysis is mostly clear and in depth.
Candidates understand and apply strategies that assist adult learning and development through the appropriate selection and analysis of a protocol for collaborative inquiry, reflective practice, or coaching conversations (section d.vi and d.vii).
(1.7
)
Not addressed
Links to continuous improvement of practice but links to student outcomes are weak or missing.
Links to continuous improvement of practice and student learning are evident but lack clarity.
Candidates facilitate the development of efficacy among other teachers in their school and district through clearly linking what was learned to continuous improvement of practice and student learning (section f).
Data
-bas
ed d
ecisi
on m
akin
g (2
.4)
Not addressed
Evidence collected is only somewhat related to improving practice and student learning.
Evidence collected is relevant to improving practice and student learning.
Candidates support teachers in responding to the intervention process by designing, implementing, and gathering appropriatedata and evidence (sections a and b) that relates directly to the stated problem of practice. Collected evidence is highly relevant to practice and improving student learning outcomes.
Deve
lop/
supp
ort
shar
ed v
ision
(4.3
)
Not addressed
Next steps are somewhat related to continuous improvement of practice and student outcomes.
Next steps are related more distally to continuous improvements in practice and student learning outcomes.
Candidates participate in designing practices and structures that create and maintain an effective learning culture (across the project) through reflection of next steps that are directly related to continuous improvements in practice and student learning.
Assessment 4 (Required) Assessment of candidate’s ability to promote and support professional learning and improved practice
1. Coaching case study. Candidates will conduct a coaching case study with a mentee at their school and report about their efforts.
2. Standards and indicators addressed through this assessment are noted on the scoring guide.
3. Data.
Teacher Leader Assessment 4: Coaching Case Study
Rating Indicators 2009-10 2010-11Evidenced-based principals of effective leadership
0 Not addressed1 The reflections of the teacher leader and mentee were inadequately
collected (e.g., not systematically collected using an appropriate tool). Raw reflections may or may not be attached.
2 The reflections of the teacher leader and mentee are adequately collected and attached as an appendix to the case.
6 (20.7%) 9 (37.5%)
3 1.5 Candidates engage in reflective practice concerning leadership roles and responsibilities, and encourage reflective practice in others by effectively collecting teacher leader and mentee reflections using an appropriate tool (section 5). Raw reflections are included as an appendix to the case.
23 (79.3%) 15 (62.5%)
Data-based decision making0 Not addressed1 The data plan inadequately links teacher performance to student
outcomes. Measures are indirect.2 Data plan adequately links teacher performance to student outcomes;
links are more distantly linked than directly linked.1 (3.4%) 1 (4.2%)
3 2.1 Candidates support teachers in responding to the intervention process by designing, implementing, and gathering appropriate data and evidence through effective development of an action plan that links teacher performance to student outcomes (section 2)
28 (96.6%) 23 (95.8%)
Promotes and models ongoing professional learning and improved practice0 Not addressed1 Candidates inadequately link the needs assessment to the Standards
for Ohio Educators.2 Candidates adequately link the needs assessment to the Standards for
Ohio Educators.1 (4.2%)
3 5.1 Candidates use their knowledge of professional standards, including the Standards for Ohio Educators, to support teachers’ professional growth by effectively linking mentee needs assessments back to the standards (section 1).
29 (100%) 23 (95.8%)
0 Not addressed1 Report suggests that candidates inadequately demonstrated
competency in teaching adult learners.
2 Report suggests that candidates adequately demonstrated competency in teaching adult learners.
8 (27.6%) 3 (12.5%)
3 5.2 Candidates work effectively with individuals and groups of teachers by demonstrating skills and competencies needed to teach adult learners through effectively through reporting about efforts with modeling, observing, collaboratively exploring data, and engaging in dialogue with mentees (section 3).
21 (72.4%) 21 (87.5%)
0 Not addressed1 Report suggests that candidate demonstrated inadequate skills serving
as a coach to others.2 Report suggests that candidate demonstrated adequate skills serving as
a coach to others.1 (3.4%)
3 5.3 Candidates demonstrate skills in serving as mentors and coaches to others through effectively reporting on feedback provided during the coaching experience (section 4).
28 (96.6%) 24 (100%)
0 Not addressed1 Report suggests that the candidate did an inadequate job of promoting
reflective practice in their mentee.2 Report suggests that the candidate did an adequate job of promoting
reflective practice in their mentee.1 (3.4%)
3 5.5 Candidates engage in activities that promote reflective practices in others as demonstrated through providing effective feedback through the coaching case of practice (section 4).
28 (96.6%) 24 (100%)
N 29 24
4. Interpretation of data.During the first year of the program, two items lower than a 3 had more than 20% of the candidates scoring at level 2. The first item addressed TL standard 1.5 (Candidates engage in reflective practice concerning leadership roles and responsibilities, and encourage reflective practice in others) and TL standard 5.2 (Candidates work effectively with individuals and groups of teachers by demonstrating skills and competencies needed to teach adult learners). However, in the second year only TL standard 1.5 continued to have a larger than expected proportion of individuals (i.e., 37.5%) achieve at level 2. Since reflection is a skill that is developed over time, discussion boards aimed at improving teacher leader candidates’ reflexive skills will be added across the program.
5. Assessment documentation including assignment as given to students and scoring rubric:
Coaching Case of Practice
Candidates will conduct a case of practice by: (a) identifying a coaching/mentoring situation and conduct a needs assessment, (b) identifying action plan, (c) observing, and (d) providing feedback. In addition, a mechanism for reflection should be embedded throughout the case.
1. Identifying a coaching/mentoring situation and conduct a needs assessment. Describe the situation. Collaboratively conduct a needs assessment of the situation around the Big Four (i.e., behavior, content, explicit instruction, and assessment) to determine the candidate’s needs, as well as expectations, of the coaching situation. The needs
assessment should link to the Standards for Ohio Educators and articulate how this case will support teacher’s growth.
2. Identifying an action plan. The action plan should include a timeline for modeling, observing, collaboratively exploring data, and engaging in dialogue. Action plans should articulate the kinds of evidence that will be collected (e.g., classroom observation instrument, student work samples, protocol). Evidence should directly link teacher performance to student outcomes. In addition, a tool for reflection should be identified (e.g., journal).
3. Observing. Report on both observations (i.e., model lesson, mentee observation). Describe both the model lesson and the mentee lesson observed. Although lesson plans are not required, sufficient detail should be included to afford readers the “being there” experience.
4. Providing feedback. Collaboratively explore data from both lessons and report on the discussion. In particular, address the content of the discussion. Again, provide readers with a “being there” experience.
5. Reflection. Cases should include teacher leader reflection and mentee reflection. In particular, teacher leaders and mentees should reflect upon what they did well and what they want to improve upon for all components (e.g., needs assessment, action plan.
0 1 2 3 Weight Points
Evid
ence
d-ba
sed
prin
cipa
ls of
effe
ctive
Not addressed
The reflections of the teacher leader and mentee were inadequately collected (e.g., not systematically collected using an appropriate tool). Raw reflections may or may not be attached.
The reflections of the teacher leader and mentee are adequately collected and attached as an appendix to the case.
1.5 Candidates engage in reflective practice concerning leadership roles and responsibilities, and encourage reflective practice in others by effectively collecting teacher leader and mentee reflections using an appropriate tool (section 5). Raw reflections are included as an appendix to the case.
Data
-bas
ed
deci
sion
mak
ing
Not addressed
The data plan inadequately links teacher performance to student outcomes. Measures are indirect.
Data plan adequately links teacher performance to student outcomes; links are more distantly linked than directly linked.
2.1 Candidates support teachers in responding to the intervention process by designing, implementing, and gathering appropriate data and evidence through effective development of an action plan that links teacher performance to student outcomes (section 2)
Prom
otes
and
mod
els o
ngoi
ng p
rofe
ssio
nal l
earn
ing
and
impr
oved
pra
ctice
Not addressed
Candidates inadequately link the needs assessment to the Standards for Ohio Educators.
Candidates adequately link the needs assessment to the Standards for Ohio Educators.
5.1 Candidates use their knowledge of professional standards, including the Standards for Ohio Educators, to support teachers’ professional growth by effectively linking mentee needs assessments back to the standards (section 1).
Not addressed
Report suggests that candidates inadequately demonstrated competency in teaching adult learners.
Report suggests that candidates adequately demonstrated competency in teaching adult learners.
5.2 Candidates work effectively with individuals and groups of teachers by demonstrating skills and competencies needed to teach adult learners through effectively through reporting about efforts with modeling, observing, collaboratively exploring data, and engaging in dialogue with mentees (section 3).
Not addressed
Report suggests that candidate demonstrated inadequate skills serving as a coach to others.
Report suggests that candidate demonstrated adequate skills serving as a coach to others.
5.3 Candidates demonstrate skills in serving as mentors and coaches to others through effectively reporting on feedback provided during the coaching experience (section 4).
Not addressed
Report suggests that the candidate did an inadequate job of promoting reflective practice in their mentee.
Report suggests that the candidate did an adequate job of promoting reflective practice in their mentee.
5.5 Candidates engage in activities that promote reflective practices in others as demonstrated through providing effective feedback through the coaching case of practice (section 4).
Assessment 5 (Optional) Additional assessment that addresses Ohio Teacher Leader Endorsement Standards
1. Candidate Dispositions Progress Report. Candidates are assessed in the field by mentor or instructor regarding institutional standards as aligned with Teacher Leader Standards.
2. Standards and indicators are noted in the assessment.
3. Data
Teacher Leader Assessment 5: Disposition Progress Report
Indicator 2009-10 2010-11
1. The Candidate demonstrates professional behavior in attendance. The Candidate:has perfect attendance record 3 (14.3%) 6 (46%)is rarely absent 18 (85.7%) 4 (30%)is sometimes absent 3 (23%)is absent frequently.2. The Candidate demonstrates professional behavior by being punctual. The Candidate is:never late 17 (81%) 8(62%)almost always on time 4 (19%) 5(38%)usually on timefrequently late.3. The Candidate demonstrates initiative. The Candidate:consistently generates ideas and implements plans independently 20 (95.2%) 10(77%)often generates ideas and implements plans independently. 1 (4.8%) 3(23%)Sometimes generates ideas and implements plans independentlySeldom generates ideas and implements plans independently.4. The Candidate is responsible. The Candidate:consistently attends to assigned tasks or duties on schedule without prompting. 19 (90.5%) 13(100%)usually attends to assigned tasks or duties on schedules without prompting 2 (9.5%)sometimes attends to assigned tasks or duties on schedule without promptingseldom attends to assigned tasks or duties on schedule without prompting.5. The Candidate is responsive to constructive feedback/supervision. The Candidate:consistently accepts suggestions and feedback and adjusts performance accordingly 19 (90.5%) 11(75%)usually accepts suggestions and feedback and adjusts performance accordingly. 2 (9.5%) 2 (15%)at times accepts suggestions and feedback and adjusts performance accordingly.unreceptive to feedback and reacts defensively6. The Candidate has rapport with students/peers/others. The Candidate:consistently seeks opportunities to work with students/peers/others and relates easily and positively 19 (90.5%) 12(92.4%)usually seeks opportunities to work with students/peers/others and relates easily and positively 2 (9.5%) 1(7.6%)at times seeks opportunities to work with students/peers/others and relates easily and positively.at times hesitates to work with students/peers/others
7. The Candidate is committed to high ethical and professional standards. Standard 5.6 Candidates model professional, ethical behavior and expect it from others. Regarding each of the following statements about the Candidate, please indicate yes, no or unable to judge: (Yes responses indicated)
a) The Candidate maintains high ethical and professional standards. 21 (100%) 13(100%)b) The Candidate cites program policies and professional practices and responds appropriately. 21 (100%) 13(100%)c) The Candidate maintains a professional appearance. 21 (100%) 13(100%)8. The Candidate demonstrates a commitment to reflection, assessment, and learning as an ongoing process. Evidence the Candidate possesses this disposition:is consistently evident. 21 (100%) 10 (77%)is usually evident 3 (23%)is sometimes evidentis inconsistent with, or contrary to, this dispositionI am unable to judge the Candidate’s possession of this disposition9. The Candidate is willing to work with other professionals to improve the overall learning environment for students.Standard 3.2 Candidates nurture open and effective lines of communication with students, parents, other educators, administrators, and the community through professional learning communities. Standard 3.3 Candidates work with stakeholders to identify appropriate resources for enhancing collaboration. Evidence the Candidate possesses this disposition:is consistently evident. 21 (100%) 11(75%)is usually evident 2 (15%)is sometimes evidentis inconsistent with, or contrary to, this dispositionI am unable to judge the Candidate’s possession of this disposition10. The Candidate appreciates that “knowledge” includes multiple perspectives and that development of knowledge is influenced by the perspective of the "knower." Standard 1.3: Candidates understand and apply strategies that assist adult learning and development. Standard 1.4: Candidates respect the diversity of the school staff, teachers, administrators, and other personnel. Evidence the Candidate possesses this disposition:is consistently evident. 21 (100%) 10 (77%)is usually evident 3 (23%)is sometimes evidentis inconsistent with, or contrary to, this dispositionI am unable to judge the Candidate’s possession of this disposition11. The Candidate is dedicated to teaching the subject matter and to keeping informed and is competent in the discipline and its pedagogy. Evidence the Candidate possesses this disposition:is consistently evident. 21 (100%) 12(92.4%)is usually evident 1(7.6%)is sometimes evidentis inconsistent with, or contrary to, this dispositionI am unable to judge the Candidate’s possession of this disposition12. In designing curriculum, the Candidate appreciates both the particular content of the subject area and the diverse needs, assets, and interests of the students and values both short and long-term planning. Standard 5.1 Candidates use their knowledge of the professional standards, including the Standards for Ohio Educators to support teachers’ professional growth. Standard 5.2 Candidates work effectively with individuals and groups of teachers by demonstrating the skills and competencies needed to teach adult learners. Standard 5.5 Candidates engage in activities that promote reflective practices in others. Evidence the Candidate possesses this disposition:Is consistently evident. 21 (100%) 11(75%) Is usually evident 2(15%)
Is sometimes evident is inconsistent with, or contrary to, this disposition I am unable to judge the Candidate’s possession of this disposition13. The Candidate is committed to the expression and use of democratic values in the classroom. Evidence the Candidate possesses this disposition:is consistently evident. 21 (100%) 10(77%)is usually evident 3 (23%)is sometimes evidentis inconsistent with, or contrary to, this dispositionI am unable to judge the Candidate’s possession of this disposition14. The Candidate takes responsibility for making the classroom and the school a “safe harbor” for learning, in other words, a place that is protected, predictable, and has a positive climate. Evidence the Candidate possesses this disposition:is consistently evident. 21 (100%) 13(100%)is usually evidentis sometimes evidentis inconsistent with, or contrary to, this dispositionI am unable to judge the Candidate’s possession of this disposition15. The Candidate recognizes the fundamental need of students to develop and maintain a sense of self-worth and that student misbehavior may be attempts to protect self-esteem. Evidence the Candidate possesses this disposition:is consistently evident. 21 (100%) 12 (92.4%)is usually evident 1 (7.6%)is sometimes evidentis inconsistent with, or contrary to, this dispositionI am unable to judge the Candidate’s possession of this disposition16. The Candidate believes that all children can learn and persists in helping every student achieve success. Evidence the Candidate possesses this disposition:is consistently evident. 21 (100%) 13 (100%)is usually evidentis sometimes evidentis inconsistent with, or contrary to, this disposition I am unable to judge the Candidate’s possession of this disposition17. The candidate values all students for their potential as people and helps them learn to value each other. Evidence the Candidate possesses this disposition:is consistently evident. 21 (100%) 13(100%)is usually evidentis sometimes evidentis inconsistent with, or contrary to, this dispositionI am unable to judge the Candidate’s possession of this dispositionN 21
4. Interpretation of data.Unlike other assessments that are a result of coursework, these data are gathered from cooperating principals, and they are the common assessments used across programs at the University of Cincinnati. Thus, the challenge is the lower response rate due to asking busy school
leaders to complete the information. To gather this information, multiple email requests were made. In the future, it may be necessary to follow up by phone to improve the response rates.5. Assessment documentation.
Candidate Dispositions Progress Report
Candidate’s Name: Program :
Name of Individual Completing Report:
Please indicate position:
Field Experience School:
Signature of Individual Completing Form: Date
Signature of Candidate: Date:
Candidate’s signature only indicates that he/she has reviewed the Report and does not imply agreement.
1. The Candidate demonstrates professional behavior in attendance. The Candidate: has perfect attendance record is rarely absent is sometimes absent is absent frequently.
2. The Candidate demonstrates professional behavior by being punctual. The Candidate is:
never late almost always on time usually on time frequently late.
3. The Candidate demonstrates initiative. The Candidate:
consistently generates ideas and implements plans independently often generates ideas and implements plans independently. Sometimes generates ideas and implements plans independently Seldom generates ideas and implements plans independently.
4. The Candidate is responsible. The Candidate:
Consistently attends to assigned tasks or duties on schedule without prompting. Usually attends to assigned tasks or duties on schedules without prompting Sometimes attends to assigned tasks or duties on schedule without prompting Seldom attends to assigned tasks or duties on schedule without prompting.
5. The Candidate is responsive to constructive feedback/supervision. The Candidate: Consistently accepts suggestions and feedback and adjusts performance
accordingly Usually accepts suggestions and feedback and adjusts performance accordingly. At times accepts suggestions and feedback and adjusts performance
accordingly.
unreceptive to feedback and reacts defensively
6. The Candidate has rapport with students/peers/others. The Candidate: consistently seeks opportunities to work with students/peers/others and relates
easily and positively usually seeks opportunities to work with students/peers/others and relates
easily and positively at times seeks opportunities to work with students/peers/others and relates
easily and positively. at times hesitates to work with students/peers/others
1. The Candidate is committed to high ethical and professional standards.
Standard 5.6 Candidates model professional, ethical behavior and expect it from others.
Regarding each of the following statements about the Candidate, please indicate yes, no or unable to judge:Yes No Cannot Rate a) Maintains high ethical and professional standards (e.g. respecting confidentiality) b) The Candidate cites program policies and professional practices and responds appropriately. c) The Candidate maintains a professional appearance.
7. The Candidate demonstrates a commitment to reflection, assessment, and learning as an ongoing process. Evidence the Candidate possesses this disposition:
is consistently evident. Is usually evident Is sometimes evident is inconsistent with, or contrary to, this disposition I am unable to judge the Candidate’s possession of this disposition
1. The Candidate is willing to work with other professionals to improve the overall learning environment for students.
Standard 3.2 Candidates nurture open and effective lines of communication with students, parents, other educators, administrators, and the community through professional learning communities.
Standard 3.3 Candidates work with stakeholders to identify appropriate resources for enhancing collaboration.
Evidence the Candidate possesses this disposition:
Is consistently evident. Is usually evident Is sometimes evident is inconsistent with, or contrary to, this disposition I am unable to judge the Candidate’s possession of this disposition
10. The Candidate appreciates that “knowledge” includes multiple perspectives and that development of knowledge is influenced by the perspective of the "knower."
Standard 1.3: Candidates understand and apply strategies that assist adult learning and development.
Standard 1.4: Candidates respect the diversity of the school staff, teachers, administrators, and other personnel.
Evidence the Candidate possesses this disposition:
Is consistently evident. Is usually evident Is sometimes evident is inconsistent with, or contrary to, this disposition I am unable to judge the Candidate’s possession of this disposition
11. The Candidate is dedicated to teaching the subject matter and to keeping informed and is competent in the discipline and its pedagogy. Evidence the Candidate possesses this disposition:
Is consistently evident. Is usually evident Is sometimes evident is inconsistent with, or contrary to, this disposition I am unable to judge the Candidate’s possession of this disposition
12. In designing curriculum, the Candidate appreciates both the particular content of the subject area and the diverse needs, assets, and interests of the students and values both short and long-term planning.
Standard 5.1 Candidates use their knowledge of the professional standards, including the Standards for Ohio Educators to support teachers’ professional growth.
Standard 5.2 Candidates work effectively with individuals and groups of teachers by demonstrating the skills and competencies needed to teach adult learners.
Standard 5.5 Candidates engage in activities that promote reflective practices in others.
Evidence the Candidate possesses this disposition:
Is consistently evident. Is usually evident Is sometimes evident is inconsistent with, or contrary to, this disposition I am unable to judge the Candidate’s possession of this disposition\Dispositions
13. The Candidate is committed to the expression and use of democratic values in the classroom. Evidence the Candidate possesses this disposition:
Is consistently evident. Is usually evident Is sometimes evident is inconsistent with, or contrary to, this disposition I am unable to judge the Candidate’s possession of this disposition
14. The Candidate takes responsibility for making the classroom and the school a “safe harbor” for learning, in other words, a place that is protected, predictable, and has a positive climate. Evidence the Candidate possesses this disposition:
Is consistently evident. Is usually evident Is sometimes evident is inconsistent with, or contrary to, this disposition I am unable to judge the Candidate’s possession of this disposition
15. The Candidate recognizes the fundamental need of students to develop and maintain a sense of self-worth and that student misbehavior may be attempts to protect self-esteem. Evidence the Candidate possesses this disposition:
Is consistently evident. Is usually evident Is sometimes evident is inconsistent with, or contrary to, this disposition I am unable to judge the Candidate’s possession of this disposition
16. The Candidate believes that all children can learn and persists in helping every student achieve success. Evidence the Candidate possesses this disposition:
Is consistently evident. Is usually evident Is sometimes evident is inconsistent with, or contrary to, this disposition I am unable to judge the Candidate’s possession of this disposition
17. The candidate values all students for their potential as people and helps them learn to value each other. Evidence the Candidate possesses this disposition:
Is consistently evident. Is usually evident Is sometimes evident is inconsistent with, or contrary to, this disposition I am unable to judge the Candidate’s possession of this disposition
Assessment 6 (optional) Additional assessment that addresses Ohio Teacher Leader Endorsement Standards
1. Mentor Assessment of Use of Technology. Candidates are assessed in the field regarding infusion of technology as aligned with Teacher Leader Standards.
2. Standards and indicators addressed through this assessment and related to the use of technology are: Standard 1.3: Candidates understand and apply strategies that assist adult learning and development. Standard 1.3: Candidates understand and apply strategies that assist adult learning and development. Standard 1.4: Candidates respect the diversity of the school staff, teachers, administrators, and other personnel. 3.3 Candidates work with stakeholders to identify appropriate resources for enhancing collaboration. Standard 5.2 Candidates work effectively with individuals and groups of teachers by demonstrating the skills and competencies needed to teach adult learners. Standard 5.5 Candidates engage in activities that promote reflective practices in others. Standard 5.6 Candidates model professional, ethical behavior and expect it from others.
3. Data
Teacher Leader Assessment 6: Percent of Candidates Successfully Infusing Technologies
Technology2009-2010
2010-2011
Word Processing 100.0% 100.0%E-Mail 100.0% 100.0%Overhead Projector 70.0% 87.5%Internet Resources for Lessons 90.0% 87.5%Internet-Based Data/Programs 80.0% 87.5%VCR/DVD 80.0% 87.5%Educational Software 80.0% 87.5%Electronic Grade Book 80.0% 62.5%Handhelds (PDA's Graphing Calculators) 70.0% 62.5%Powerpoint, Hyperstudio, Corel Presentations 80.0% 87.5%Camrecorder 80.0% 62.5%Digital Camera 90.0% 62.5%Scanner 70.0% 87.5%Videoconferencing, Web-Cam 80.0% 75.0%Creating Webpages 60.0% 50.0%Smartboard 100.0% 100.0%Survey Applications 40.0% 50.0%N 10 84. Interpretation of the data. You may want to talk about the issue of compliance in
completion – the candidates ask people to complete it but it doesn’t happen – other reasons, what the data do tell you, how you think you could get better data.
Unlike other assessments that are a result of coursework, these data are gathered from cooperating principals, and they are the common assessments used across programs at the University of Cincinnati. Thus, the challenge is the lower response rate due to asking busy school leaders to complete the information. To gather this information, multiple email requests were made. In the future, it may be necessary to follow up by phone to improve the response rates.
5. Assessment
The following list indicates various technologies that may be used in school. Review each of these technologies. If the candidate had the opportunity to use the technology, please rate his or her ability. Do not rate technologies when there was no opportunity to use them.Technology
Weakness Satisfactory StrengthWord Processing
Overhead Projector
Internet Resources for Lessons
Internet-Based Data/Programs
VCR/DVD
Educational Software
Electronic Grade Book
Handhelds (PDA's Graphing Calculators)
Powerpoint, Hyperstudio, Corel Presentations
Camrecorder
Digital Camera
Scanner
Videoconferencing, Web-Cam
Creating Webpages
Smartboard
Survey Applications
Other: