ORAL EXAMINATION RATING SHEET FOR EDUCATION …



BASE RUBRIC

FOR EDUCATIONAL ADMINISTRATION (Principal)

Candidates for the Master of Science in Educational Administration will provide leadership in the school setting through demonstrating the following competencies in a variety of settings, including oral examination, practicum performance, and follow up survey of self and employer.

Definition of Terms:

4. Advanced (A level)

The candidate demonstrates a broad and deep understanding of the knowledge and skills of leadership. The candidate initiates multiple opportunities for implementation of the knowledge or skill and seeks wide participation via varied and active modes of engagement to develop a strong school leadership team. The candidate completes tasks on time with little or no supervision. The candidate seeks advice and seeks answers to appropriate problems. You would want your child or relative to have this person as an administrator.

3. Proficient (B level)

The candidate demonstrates adequate understanding of the knowledge and skills of leadership. The candidate initiates opportunities for implementation of the knowledge or skill and seeks some participation via varied and active modes of engagement to develop a strong school leadership team. The candidate completes tasks on time with minimal supervision. The candidate sometimes seeks advice and sometimes seeks answers to appropriate problems. This candidate would be an adequate administrator.

2. Progressing (C level)

The candidate demonstrates a minimal understanding of the knowledge and skills of leadership. The candidate initiates single opportunities for implementation of the knowledge or skill. The candidate demonstrates a top-down paradigm of educational leadership and does not seek wide stakeholder participation. Passive modes of leadership are exhibited. The candidate must be reminded to complete tasks on time. The candidate rarely seeks advice and rarely seeks answers to appropriate problems. At the current level of development you would not want your child or relative to have this person as an administrator.

1. Unacceptable (D level)

This candidate exhibits a distinct lack of understanding of the educational leadership process. Serious deficiencies in the knowledge and skills to be an educational administrator are apparent. The candidate does not seek advice and does not seek answers to appropriate problems. This candidate should be counseled about their choice of administration as a career path.

Candidate will:

|PRINCIPLE/STANDARD KNOWLEDGE OF STANDARD |

|Rating Scale: 1— Unacceptable (D) 2 – Progressing (C) 3 – Proficient (B) 4 – Advanced (A) |1 |2 |3 |4 |

|Principle 1: Candidates have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of |

|learning supported by the school community. (ISLLC 1; CAEP A1.1) |

|PRIN 1.1: Uses a variety of assessment techniques in making decisions about student learning and school improvement. (Assessment) (ISLLC 1.1; CAEP A1.1, | | | | |

|A1.1a, A1.1b, A1.1c, A1.1d) | | | | |

|1 - Does not describe assessments or offer |2 - Describes one or two assessments used in |3 - Describes several assessments used to assess |4 - Describes performance and paper/pencil |

|procedures used to links student data to school |individual classrooms. Gives examples of using |student learning. Gives examples of using data to |assessments with examples of matching to the type of |

|improvement efforts. |data to improve instruction for a classroom. |improve instruction for a school. |data desired. Gives examples of methods of using |

| | | |data to improve student learning holistically and |

| | | |procedures for leading staff in improving curriculum |

| | | |and instruction. |

|PRIN 1.2: Communicates effectively. (Communication) (ISLLC 1.2; CAEP A1.1, A1.1d, A1.1e, A1.1f) | | | | |

|1 - Written or oral communications are not |2 - Written or oral communications are |3 - Written or oral communications are appropriate for|4 - Both written and oral communications are |

|appropriate for audience and/or communications |appropriate for audience. Communications exhibit|audience. Communications exhibit errors. |appropriate for audience and exhibit few or no |

|exhibit many errors. |many errors. | |errors. |

|PRIN 1.3: Works to meet the educational needs of all learners in all settings. (Inclusive Learning Environments) (ISLLC 1.3; CAEP A1.1, A1.1d, A1.1f) | | | | |

|1 - Does not describe differences in learners and is|2 - Describes differences in learners but does |3 - Describes differences in learners. Is able to give|4 - Describes differences in learners and strategies |

|unable to offer strategies for meeting learning |not offer strategies for meeting learning |a few strategies for meeting all learning differences.|for meeting all learning differences. Articulates |

|differences. Cannot describe a vision and/or mission|differences. Defines and gives examples of a |Describes plans and initiatives to implement the |plans and initiatives to implement the vision and |

|statement. |vision and mission statements. |vision and mission statements. |mission statements and communicate the vision and |

| | | |mission to appropriate constituencies. |

|PRIN 1.4: Models and practices effective methodologies including the use of technology to support student learning. (Methodology) (ISLLC 1.4; CAEP A1.1, | | | | |

|A1.1e) | | | | |

|1 - Portfolio/ assignments exhibit ineffective |2 - Portfolio/assignments exhibit a low level of |3 - Portfolio/ assignments exhibit a medium level of |4 - Portfolio/ assignments exhibit a high level of |

|technology usage. Offers no examples of using |technology usage. Offers few examples of using |technology usage. Offers examples of using technology|technology usage. Offers varied examples of using |

|technology as either pedagogical or administrative |technology as either pedagogical or |as either pedagogical or administrative tools. |technology as pedagogical and administrative tools. |

|tools. |administrative tools. | | |

|PRIN 1.5: Utilizes creativity and problem solving skills to improve student learning. (Thinking Skills) (ISLLC 1.5; CAEP A1.1, A1.1c, A1.1f) | | | | |

|1 - When provided an obstacle candidate cannot |2 - When provided an obstacle candidate can |3 - When provided an obstacle candidate can describe |4 - When provided an obstacle candidate can describes|

|describe examples of improving student learning. |describe one or two examples of improving student|multiple examples of improving student learning. |multiple and creative examples of improving student |

| |learning. | |learning. |

|Principle 2.0 – Candidates are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program,|

|applying best practice to student learning, and designing comprehensive professional growth plans for staff. (ISLLC 2; CAEP A1.1) |

|PRIN 2.1: Communicates effectively with various constituencies within the school community. (Communication) (ISLLC 2.1; CAEP A1.1, A1.1d, A1.1f) | | | | |

|1 - Describes a constituency but does not offer |2 - Describes a constituency and strategies to |3 - Describes several constituencies and strategies to|4 - Describes several constituencies and strategies |

|strategies to deliver or seek information. |deliver or seek information. |deliver information to each group. |to create two-way communication with each group. |

|PRIN 2.2: Provides leadership that appropriately involves all members of the educational and school community. (Leadership) (ISLLC 2.2; CAEP A1.1, A1.1d, | | | | |

|A1.1f) | | | | |

|1 - Displays little knowledge of leadership models. |2 - Displays knowledge about the meaning of |3 - Displays knowledge about the meaning of |4 - Displays knowledge about the meaning of |

|Cannot describe the process of setting school |distributed leadership. Is uncertain of the |distributed leadership and how to create and sustain |distributed leadership and how to create and sustain |

|improvement goals. |process of setting school improvement goals. |it. Demonstrates knowledge of setting school |it. Demonstrates skills/abilities to work |

| | |improvement goals. |collaboratively with others to accomplish school |

| | | |improvement goals. |

| PRIN 2.3: Explores, assesses, develops, and implements educational concepts that enhance teaching and learning. (Methodology) (ISLLC 2.3; CAEP A1.1, A1.1a,| | | | |

|A.1b, A1.1c, A1.1e) | | | | |

|1 - Plans to hire a consultant or rely on the |2 - Understands coordinated and articulated |3 - Describes the process of researching, planning, |4 - Articulates the process of collaborating with |

|curriculum director. |curriculum, but cannot describe the process for |implementing, and evaluating a coordinated and |faculty to research, plan, implement, and evaluate a |

| |developing, implementing, and/or assessing. |articulated curriculum. |coordinated and articulated curriculum. |

|PRIN 2.4: Reflects and evaluates information or thinking for refinement and self-improvement. (Thinking Skills) (ISLLC 2.4; CAEP A1.1, A1.1a, A1.1c, A1.1f) | | | | |

|1 - Cannot articulate the differences between |2 - Gives examples of sources of quality |3 - Gives examples of sources of quality information. |4 - Describes the characteristics of quality sources |

|popular and research-based information. |information. Does not see a need for refining |Provides limited examples of changes in practice or |of information. Provides multiple examples of changes|

| |practice or self-improvement. |thinking based on quality information. |in thinking or practice based on reflective use of |

| | | |quality information. |

|Principle 3.0 – Candidates are educational leaders who have the knowledge and ability to promote the success of all students by managing the organizational, operations, and resources in a way that promotes a |

|safe, efficient and effective learning environment. (ISLLC 3; CAEP A1.1) |

|PRIN 3.1: Gathers, analyzes, and utilizes data to make decisions about curricular, personnel, and physical resources. (Professionalism) (ISLLC 3.1; CAEP | | | | |

|A1.1, A1.1a, A1.1b, A1.1c, A1.1d, A1.1e, A1.1f) | | | | |

|1 - Describes either a type of data gathering method|2 - Describes different types of data gathering |3 - Describes and gives examples of different types of|4 - Describes and gives examples of different types |

|or a data types used to make decisions about |methods or data types used to make decisions |data gathering methods and data types used to make |of data gathering methods and data types used to make|

|curriculum, personnel, or physical resources. |about curriculum, personnel, or physical |decisions about either curriculum, personnel, and |decisions about curriculum, personnel, and physical |

| |resources. |physical resources. |resources. |

|PRIN 3.2: Demonstrates effective means of communication about organizations, operations, and resources. (Professionalism) (ISLLC 3.2; CAEP A1.1, A1.1d, | | | | |

|A1.1e, A1.1f) | | | | |

|1 - Cannot describe the relationships and roles of a|2 - Describes the relationships and roles of all |3 - Describes the relationships and roles of all |4 - Describes the relationships and roles of all |

|school and its governing structure (chain of |levels of a school (chain of command). |levels of a school district and its governing |levels of a school district and its governing |

|command). | |structure (chain of command). |structure (chain of command). Describes budget |

| | | |authority. |

|PRIN 3.3: Identifies and creatively coordinates the use of available human and material resources. (Professionalism) (ISLLC 3.3; CAEP A1.1, A1.1c, A1.1f) | | | | |

|1 - Describes process for supervising or evaluating |2 - Describes process for supervising and |3 - Describes process for supervising and evaluating a|4 - Describes process for supervising and evaluating |

|a struggling teacher. |evaluating a struggling teacher. Outlines the |struggling teacher. Outlines the process for |a struggling teacher. Outlines timeline and process |

| |process for terminating either a probationary or |terminating either a probationary or non-tenured |for terminating both a probationary and non-tenured |

| |non-tenured teacher. |teacher, including the role of the school board. |teacher, including the role of the school board. |

|PRIN 3.4: Sets high expectations for meeting the needs of all learners. (Inclusive Learning Environments) (ISLLC 3.4; CAEP A1.1, A1.1d, A1.1f) | | | | |

|1 - Expresses the belief that some students can |2 - Expresses the belief that most students can |3 - Expresses the belief that all students can learn. |4 - Expresses the belief that all students can learn.|

|learn. |learn. |Provides examples of setting high standards for all |Provides examples of setting high standards and |

| | |students. |providing appropriate supports for all students. |

|PRIN 3.5: Inspires others to acquire new competencies and experiences. (Leadership) (ISLLC 3.5; CAEP A1.1, A1.1d, A1.1f) | | | | |

|1 - Is unsure of the difference between supervision |2 - Describes the difference between supervision |3 - Describes the difference between supervision and |4 - Describes the difference between supervision and |

|and evaluation. |and evaluation. |evaluation. Gives ideas for supporting teachers/staff|evaluation. Gives ideas for supporting |

| | |in growing professionally. |teachers/staff in growing professionally. |

| | | |Demonstrates knowledge and skill in developing |

| | | |professional development/mentoring plans. |

|PRIN 3.6: Demonstrates research skills to identify quality information for school improvement. (Assessment) (ISLLC 3.6; CAEP A1.1, A1.1a, A1.1b, A1.1c) | | | | |

|1 - Quantitative and qualitative data are mentioned.|2 - Describes differences between quantitative |3 - Demonstrates knowledge of one research design used|4 - Demonstrates knowledge of different research |

|Defines reliability and validity incorrectly. |and qualitative data. Can define reliability and |to obtain valid and reliable information Describes |designs used to obtain valid and reliable |

| |validity. |differences between quantitative and qualitative data.|information. Describes differences between |

| | |Can define reliability and validity. |quantitative and qualitative data. Gives at least one|

| | | |example of the use of research-based information/data|

| | | |for school improvement. |

|Principle 4.0 – Candidates are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse |

|community interests and needs and mobilizing community resources. (ISLLC 4; CAEP A1.1) |

|PRIN 4.1: Regularly assesses the needs of the community and responds appropriately. (Assessment) (ISLLC 4.1; CAEP A1.1, A1.1a, A1.1b, A1.1c, A1.1d, A1.1e) | | | | |

|1 - Gives one example of a community needs |2 - Describes the processes for conducting a |3 - Describes the processes for conducting a community|4 - Describes the processes for conducting a |

|assessment. |community needs assessment. Gives one example of|needs assessment and for utilizing information in |community needs assessment and for utilizing |

| |a community needs assessment. |planning, implementing, and assessing programs. Gives |information in planning, implementing, and assessing |

| | |one example of a community needs assessment. |programs. Gives one example of a community needs |

| | | |assessment. |

|PRIN 4.2: Assures that a multicultural, non-sexist and developmentally appropriate program is provided. (Inclusive Learning Environments) (ISLLC 4.2; CAEP | | | | |

|A1.1, A1.1d, A1.1f) | | | | |

|1 - Gives one example of an inclusive practice in |2 - Defines inclusive learning environment and/or|3 - Describes either characteristics of an inclusive |4 - Describes characteristics of an inclusive |

|the classroom or activities. |developmental levels. Gives one example of an |learning environment OR how developmental levels |learning environment and how developmental levels |

| |inclusive practice in the classroom or |impact programming. Gives either one example of how an|impact programming. Gives one or more examples of |

| |activities. |administrator can ensure inclusive practices OR an |ways an administrator can ensure inclusive practices |

| | |example of developmentally appropriate levels in |and developmentally appropriate levels in classroom |

| | |classroom instruction or activities. |instruction or activities. |

|PRIN 4.3: Uses leadership position to promote positive social change. (Leadership) (ISLLC 4.3; CAEP A1.1, A1.1d, A1.1f) | | | | |

|1 - Describes leadership styles. |2 - Describes leadership styles. Is unsure of |3 - Describes leadership styles. Understands own |4 - Describes leadership styles. Understands own |

| |own leadership style and the effect of leadership|leadership style and the effect of leadership approach|leadership style and how to use it to effectively |

| |approach on others. |on others. |change community and school culture. |

|Principle 5.0 -- Candidates are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairness, and in an ethical manner. (ISLLC 5; CAEP A1.1) |

|PRIN 5.1: Commits to a specific set of values for the leadership role which demonstrates respect for all persons. (Leadership) (ISLLC 5.1; CAEP A1.1, A1.1d,| | | | |

|A1.1f) | | | | |

|1 - Cannot recall knowledge about federal, state, |2 - Provides limited knowledge about federal, |3 - Provides knowledge about federal, state, and local|4 - Provides knowledge about federal, state, and |

|and local legal/policy guidance. |state, and local legal/policy guidance. |legal/policy guidance, but does not give examples of |local legal/policy guidance to create operational |

| | |operational definitions of accountability, equity, and|definitions of accountability, equity, and social |

| | |social justice. |justice. |

|PRIN 5.2: Demonstrates knowledge and understanding of the purpose of education and the role of leadership in modern society. (Professionalism) (ISLLC 5.1; | | | | |

|CAEP A1.1, A1.1d, A1.1f) | | | | |

|1 - Describes one leadership style. Has not |2 - Describes various types of leadership. Has |3 - Describes various types of leadership styles. Can|4 - Describes various types of leadership styles and |

|determined a personal leadership style. |not determined a personal leadership style. |articulate own leadership style and how to act upon |their potential impact on leading a school. Can |

| | |it. |articulate own leadership style and how to act upon |

| | | |it. |

|Principle 6.0 – Candidates are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, |

|economic, legal and cultural context. (ISLLC 6; CAEP A1.1) |

|PRIN 6.1: Applies effective strategies for dealing with political issues. (Methodology) (ISLLC 6.1; CAEP A1.1, A1.1d, A1.1f) | | | | |

|1 - Does not provide knowledge one or two aspects of|2 - Provides knowledge one or two aspects of the |3 - Provides knowledge one or two aspects of the |4 - Provides knowledge about the larger political, |

|the larger political, social, economic, legal, and |larger political, social, economic, legal, and |larger political, social, economic, legal, and |social, economic, legal, and cultural context. Can |

|cultural context. |cultural context. Cannot give examples of how |cultural context. Can give examples of how these |give examples of how these influences affect the |

| |these influences affect the success of all |influences affect the success of all students. |success of all students. |

| |students. | | |

|PRIN 6.2: Communicates effectively with internal and external publics. (Communication) (ISLLC 6.2; CAEP A1.1, A1.1d, A1.1e, A1.1f) | | | | |

|1 - Defines internal and external publics. |2 - Defines internal and external publics. Gives|3 - Defines internal and external publics. Gives one |4 - Defines internal and external publics. Gives |

| |one strategy for communicating with either |strategy for communicating with both internal and |multiple strategies for communicating with both |

| |internal or external publics. |external publics. |internal and external publics. |

|PRIN 6.3: Understands the framework of policies, laws, and regulations enacted by local, state, and federal authorities. (Leadership) (Leadership) (ISLLC | | | | |

|6.3; CAEP A1.1, A1.1d, A1.1f) | | | | |

|1 - Does not describe the relationship between, |2 - Describes the at least one law or regulation |3 - Describes the differences between federal, state, |4 - Describes the differences between federal, state,|

|federal, state, and local laws/regulations. Can give|stemming from federal, state, and/or local levels|and local laws/regulations and their impact on local |and local laws/regulations and their impact on local |

|a specific example of how a law or regulation |and its impact on local school districts. |school districts. Can give a specific example of how |school districts. Can give specific examples of laws|

|impacts a school. | |a law or regulation impacts a school. |and regulations from each level and their impact on |

| | | |schools. |

1/10/2018

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