Content Knowledge
RUBRICS
FOR
EDUCATIONAL LEADERSHIP STANDARDS
SUPERINTENDENT
SOE STANDARD – 1 Disciplinary Foundations
RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS
Disciplinary foundations: demonstrates interpretive, normative, critical understanding of educational phenomenon through the use of the humanities, social sciences and psychological sciences within the disciplinary foundations of education (e.g., anthropology, history, philosophy and psychology of education)
| |DOES NOT MEET |MEETS |EXCEEDS |
| |(undergraduate/graduate level ) |(undergraduate/graduate level) |(undergraduate/graduate level) |
|Understand one or more of the disciplinary |Understands in a limited or perfunctory way|Demonstrates a beginning (minimum), and general|Demonstrates exceptional and sophisticated appreciation, |
|knowledge bases that inform the |one or more of the disciplinary foundations|awareness and appreciation of one or more of |clarity, creativity and critical/analytical understanding|
|anthropological, historical, philosophical, |as related to the interpretive study of the|the disciplinary foundations as related to the |of one or more of the disciplinary foundations as related|
|psychological and/or sociological contexts, |social and cultural contexts and |interpretive study of the social and cultural |to the interpretive study of the social and cultural |
|including the complexities of class, |complexities of educational phenomenon |contexts and complexities of educational |contexts and complexities of educational phenomenon |
|ethnicity, gender, race and/or sexuality as |and/or praxis. (e.g., no appreciation for |phenomenon and/or praxis (e.g., can identify |and/or praxis. (e.g., exhibits analytical |
|it relates to the interpretive study of |the interpretive study of educational |and summarize the essential or core ideas, |sophistication.) |
|educational phenomenon and/or praxis |phenomenon as related to the disciplinary |concepts and theories.) | |
| |foundations of education) | | |
|Understand modes of educational inquiry of |Exhibits little or no interests in |Exhibits a general appreciation for developing |Demonstrates an exceptional and sophisticated ability to |
|one or more of the disciplinary foundations |developing the critical/analytical skills |the critical/analytical skills and |critically/analytically use interpretive modes of |
|of education knowledge bases as related to |and understanding for using the |understanding necessary for using interpretive |educational inquiry to develop systematic logical |
|the interpretive study of educational |interpretive modes of educational inquiry |modes of educational inquiry related to the |argument(s) and synthesis issues and ideas related to one|
|phenomenon and/or praxis. |as related to one or more of the |disciplinary foundations knowledge bases. |or more of the disciplinary foundations of education |
| |disciplinary foundations knowledge bases. | |knowledge bases. |
|Understand the theoretical significance of |Exhibits little or no appreciation for past|Exhibits a general appreciation for the past |Demonstrates an exceptional and sophisticated |
|past and present ideas, theories and/or |and present ideas, theories and/or |and present ideas in the interpretive study of |appreciation of past and/or present ideas, theories |
|intellectual traditions for the interpretive|intellectual traditions in one or more of |educational phenomenon and/or praxis as related|and/or intellectual traditions for the interpretive study|
|study of educational phenomenon and/or |the disciplinary foundations of education |to one or more of the disciplinary foundations |of educational phenomenon and/or praxis (e.g., exhibits |
|praxis. |as it relates to the interpretive study of |knowledge bases. (e.g., desires to make |an extraordinary desire to creatively, critically and |
| |educational phenomenon and/or praxis. |connections between past and/or present |systematically interpret the connections between past |
| | |theories and/or intellectual traditions) |and/or present theories and/or intellectual traditions. |
Prepared by Stephen Haymes June 5, 2002
SOE STANDARD --2 Transformation
RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS
Transformation: Demonstrates an understanding of the human transformative dimension of educational phenomenon and/or praxis at the level of the self and/or the social.
| |DOES NOT MEET |MEETS |EXCEEDS) |
| |(undergraduate/graduate level ) |(undergraduate/graduate) |(undergraduate/graduate level) |
|Understand theoretical frame-works that |Understands in a limited or perfunctory way|Demonstrates a beginning (minimum), and general|Demonstrates exceptional and sophisticated appreciation, |
|inform an understanding of the human |theoretical frameworks of human |awareness and appreciation for theoretical |clarity, creativity and critical/analytical understanding|
|transformative dimensions of educational |transformation in social and cultural |frameworks of human transformation in social |for theoretical frameworks of human transformation in |
|phenomenon and/or praxis at the level of the|contexts as related to educational |and cultural context as related to educational |social and cultural context as related to educational |
|self and/or the social, as related to the |phenomenon and/or praxis (e.g., no |phenomenon and/or praxis (e.g., exhibits an |phenomenon and/or praxis. (e.g., exhibits analytical |
|dynamics of class, ethnicity, gender, race, |appreciation for the educational study of |appreciation and desire to know; can identify |sophistication and exceptional appreciation for the |
|and/or sexuality, as well as other cultural |human transformation in social and cultural|and summarize the essential or core ideas, |educational study of human transformation in social and |
|contexts. |contexts. |concepts and theories as related to the |cultural contexts) |
| | |educational study of human transformation in | |
| | |social and cultural contexts. | |
|Understand the relationship between the |Exhibits little or no interests in |Exhibits a general appreciation for developing |Demonstrates an exceptional and sophisticated ability and|
|organizing principles of a social order and |developing the ability and |the ability and critical/analytical skills |use of critical/analytical skills necessary to understand|
|educational phenomenon, and/or praxis the |critical/analytical skills necessary to |necessary to understand the organizing |the organizing principles influencing the educational |
|influence of that relationship on human self|understand and appreciate the organizing |principles influencing the educational dynamics|dynamics of human transformation. |
|and/or social transformation. |principles influencing the educational |of human transformation. | |
| |dynamics of human transformation. | | |
Prepared by Stephen Haymes, June 5, 2002
SOE STANDARD --3 Identity Development
RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS
Identity Development. Understands the sociocultural process of human development over the lifespan and historical time, the dynamic of identity construction through interpersonal and societal relations, and the role of individual agency and collective action in bringing about personal and social transformation.
| |DOES NOT MEET |MEETS |EXCEEDS) |
| |(at the preservice level ) |(at the preservice level) |(at the preservice level) |
|Understands the social and psychological |Demonstrates a limited (rote) understanding|Demonstrates a basic understanding of human |Demonstrates a profound understanding of the social, |
|dimensions of human development within, both|of the social and cultural dimensions of |development as a social, psychological, and |psychological, and cultural dimensions of human |
|ontogenetically and phylogenetically. |human development. Exhibits limited |cultural process within and across generations |development within the lifespan and across historical |
| |ability or an unwillingness to engage new |(e.g. articulates and compares focal |time. Poses thoughtful, insightful questions and |
| |ideas, theories, and concepts, or to |theoretical perspectives, their implications, |initiates analytical, theoretically grounded, |
| |consider the ways in which social, cultural|and limitations). |interdisciplinary inquiry to examine and address complex |
| |and institutional factors shape human | |issues regarding human life. |
| |development. | | |
|Understands that social institutions and |Demonstrates a limited interest in or |Demonstrates a basic, minimal understanding of |Demonstrates a broad-based understanding of the complex |
|relations of power and privilege frame the |understanding of the role of power and |the role of social institutions and power |role of institutions and societal relations of power and |
|processes of human development and the |privilege in the construction of identities|relationships in constructing/ contesting |privilege in the construction of identities and in |
|construction of the discipline itself. |and the processes of human growth and |identities and processes of human development. |shaping multiple aspects of human growth and change. |
| |change. Demonstrates an inability to |Has a beginning appreciation for the |Demonstrates a sophistication in interrogating and |
| |consider, embrace, or systematically |sociological dimensions as well as the |synthesizing the multifaceted and complex interdependent |
| |challenge new ideas through written |psychological dimensions of human development. |relationship |
| |inquiry, analysis, or discussion, or | |between the individual and social dimensions of human |
| |debate. | |thought and activity. |
| | | | |
|Understands the interdependent |Demonstrates limited understanding of |Demonstrates a general understanding and |Demonstrates profound understanding of the |
|nature/construction of dimensions of |identity as a social construction and the |appreciation of dimensions of identity, e.g. |sociocultural/historical construction of identities |
|identity, e.g. race, |interdependence of dimensions of identity. |race, social class, and gender as |created in the context of socioeconomic and political |
|social class, ethnicity, gender, sexuality. |Displays an inability or unwillingness to |interdependent social constructions that are |relationships. Able to critically examine, |
| |be self-reflexive or develop the |forged in the context of sociohistorical |self-reflexively engage, and problematize identificatory |
| |skills/tools to understand the significance|relationships. |meanings, lived experiences and institutional practices |
| |of | |that inform concepts and representations of the self and |
| |dimensions of identity. | |other. |
|Understands the complexity of processes of |Demonstrates little understanding of or is |Demonstrates a self-reflective understanding of|Demonstrates a deep, self-reflective understanding of the|
|human growth and change. |unable to grasp the sociocultural or |identity as a sociocultural, historical process|sociocultural and historical process of identity |
| |historical nature of the process of |of meaning-making on the individual and social |formation. Exhibits an ability to analyze and examine |
| |identity formation, e.g. is unable to |level. |the complex relationship between maturational processes |
| |simultaneously consider | |at the individual level and socio-historical processes at|
| |individual-psychological and the | |the societal level. |
| |social-relational nature of human growth | | |
| |and change. | | |
|Understands the role of institutions and |Demonstrates a limited understanding of the|Demonstrates a basic understanding of the role |Demonstrates an understanding of the role of human agency|
|individual agency in shaping and contesting |role of institutions or societal structures|of institutions and human agency in identity |and institutions in processes of identity construction |
|identity constructions in the in the context|in the construction of individual and |construction processes. |that promote personal and social transformation. |
|of social relations. |social identities. | |Illustrates an interest in and commitment to critically |
| | | |examine and interpret theoretical perspectives, |
| | | |institutional policy and social practice as they inform |
| | | |the construction and |
| | | |negotiation of identities. |
|Understands and appreciates issues of |Demonstrates a limited or no understanding |Demonstrates an understanding of difference and|Demonstrates a profound understanding of difference and |
|difference and multivocality in the |of difference or multivocality in education|multivocality in education in promoting social |multivocality in multiple educational sites in |
|educational process as they challenge |and the importance of social equity in |equity and human growth and change, e.g. |promoting/inhibiting human growth and change. Values and|
|identificatory formations that support |promoting human growth and change. |curriculum, policy, professional practice. |demonstrates the ability to interpret and synthesize a |
|social inequity and thwart human growth and | | |multiplicity of voices and theoretical perspectives and |
|change. | | |to consider their implications for educational policy and|
| | | |practice |
SOE STANDARD – 4 Understanding Difference
RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS
Understanding Difference. Understands the multiple subjectivities and social relations of race, ethnicity, class, gender, and sexuality as they define a range of possibilities for all youth irrespective of differences.
| |DOES NOT MEET |MEETS |EXCEEDS) |
| |(at the preservice level ) |(at the preservice level) |(at the preservice level) |
| |Demonstrates a limited understanding of the|Understands that race, social class, gender and|Demonstrates a broad understanding of and ability to |
|Understands that social relations of race, |social constructs of race, social class, |other dimensions of identity are social |examine the multiple expressions of societal relations of |
|ethnicity, gender, social class, and |and gender, and are unable to grasp the |constructs that grow out of relations of power |power and privilege that historically frame the constructs |
|sexuality as relations of power and |hierarchical relationships in society |that privilege some and marginalize others. |of race, social class, gender, etc. and frame the lived |
|privilege that serve the interests of |that institutionalize privileged positions | |experiences of individuals and dynamics amongst groups |
|dominant groups and |for some and marginalized positions for | |within/across institutions and national boundaries. |
|marginalize others. |others. | | |
| | | | |
| | | | |
| |Demonstrates a limited understanding of the|Understands that identity construction |Demonstrates an understanding of the complex the |
|Understands that individuals negotiate |relationship between an individual’s or |processes mutually inform individuals’ lived |relationship between the construction of social identities,|
|multiple dimensions of identity that are |group’s lived experience and social |experience and social position across social |individuals’ lived experiences and perceptions, and the |
|informed |position as it contributes to the |contexts. |relative positions of power and privilege of |
|by and frame their lived experience and |interdependent individual and social | |marginalized/dominant groups that reaffirm/ contest the |
|social position across social contexts. |identities constructed. | |identificatory constructs. Understands the contradictory |
| | | |and complex negotiations of meaning that are |
| | | |interdependently created through an |
| | | |individual’s and groups’ lived experience and social |
| | | |position. |
|Understands that educational contexts can |Demonstrates a limited understanding of and|Understands that educational contexts are |Demonstrates an understanding of the complex and |
|promote particular constructs of identity |interest in the role of educational |instrumental in the construction of identities,|multifaceted role of social institutions, pedagogical |
|that can facilitate/inhibit individual and |institutions and pedagogical practices in |that these constructs inform individual/ |practices and structures of power, in constructing |
|collective expressions of difference, and |the construction of dimensions of identity |collective expressions of/reactions |identities and promoting ideological formations that |
|reinforce relations of power and social |and a limited understanding of the role of |to individual/collective difference, and can |mutually reinforce/contest hierarchical social |
|inequity. |social constructs in maintenance/ |reinforce social hierarchies of power. |relations in educational and other institutions, both |
| |disruption of relations of social inequity.| |nationally and globally. |
EDUCATIONAL LEADERSHIP STANDARD (SUPERINTENDENT) -- 5. (1.1-1.5) VISION
RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS
Vision. At the district level, promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a district vision of learning supported by the school community.
| |DOES NOT MEET |MEETS |EXCEEDS) |
| |(at the preservice level) |(at the preservice level) |(at the preservice level) |
|Develops a Vision |Develops a vision based on little or no relevant |Develops a vision based on sufficient relevant |Develops a vision based on thorough and detailed relevant|
| |knowledge and theories applicable to school-level |knowledge and theories applicable to school-level |knowledge and theories applicable to school-level leaders|
|A&S 801 |leaders applied to a school district context. |leaders applied to a school district context. |applied to a school district context. |
|Articulates a Vision |Demonstrates limited ability to articulate the |Demonstrates adequate ability to articulate the |Demonstrates highly effective ability to articulate the |
| |components of this vision for a district and the |components of this vision for a district and the |components of this vision for a district and the |
|A&S 801 |leadership processes necessary to implement and |leadership processes necessary to implement and |leadership processes necessary to implement and support |
| |support the vision. |support the vision. |the vision. |
|Implements a Vision |Demonstrates minimal ability to plan activities to |Demonstrates appropriate ability to plan activities |Demonstrates highly skillful ability to plan activities |
| |motivate staff, students, and families to achieve a |to motivate staff, students, and families to achieve |to motivate staff, students, and families to achieve a |
|A&S 801 |school district’s vision. |a school district’s vision. |school district’s vision. |
|Stewards a Vision |Engages in an inadequate collection, organization, and|Engages in an adequate collection, organization, and |Engages in an extensive collection, organization, and |
| |analysis of a variety of information, including |analysis of a variety of information, including |analysis of a variety of information, including student |
|A&S 801 |student performance data, required to assess progress |student performance data, required to assess progress|performance data, required to assess progress toward a |
| |toward a districts vision, mission, and goal. |toward a districts vision, mission, and goal. |districts vision, mission, and goal. |
|Promotes Community |Demonstrates an inadequate capacity to bring together |Demonstrates an acceptable capacity to bring together|Demonstrates a heightened capacity to bring together and |
|Involvement in the Vision |and communicate effectively with stakeholders within |and communicate effectively with stakeholders within |communicate effectively with stakeholders within the |
| |the district and the larger community concerning |the district and the larger community concerning |district and the larger community concerning |
|A&S 823 |implementation and realization of the vision. |implementation and realization of the vision. |implementation and realization of the vision. |
EDUCATIONAL LEADERSHIP STANDARD (SUPERINTENDENT) -- 6, 7, 8, 9 (2.1-2.4) CURRICULAR LEADER
RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS
Curricular Leader. At the district level, promotes the success of all students by promoting a positive district culture, providing effective instructional programs, applying best practice to student learning, and designing comprehensive professional growth plans for staff.
| |DOES NOT MEET |MEETS |EXCEEDS |
|Promote Positive School Culture |Failed to demonstrate the ability to create a |Demonstrated at an acceptable level the ability |Revealed a remarkable ability to create a positive |
| |positive district and school culture through the |to create a positive district and school culture |district and school culture through the effective |
|A&S 823 |effective utilization of staff in collaboration |through the effective utilization of staff in |utilization of staff in collaboration with parents, |
| |with parents, community groups and businesses. |collaboration with parents, community groups and |community groups and businesses. |
| | |businesses. | |
|Provide Effective Instructional |Demonstrated limited ability to use qualitative and|Demonstrated an acceptable ability to use |Demonstrated a highly efficient capacity to use |
|Program |quantitative data and appropriate research methods |qualitative and quantitative data and appropriate|qualitative and quantitative data and appropriate research|
| |to analyze the effectiveness of a district’s |research methods to analyze the effectiveness of |methods to analyze the effectiveness of a district’s |
|A&S 803 |instructional program. |a district’s instructional program. |instructional program. |
|Apply Best practice to Student |Limited understanding of how to use appropriate |Adequate understanding of how to use appropriate |Comprehensive knowledge and understanding of how to use |
|Learning |research strategies to profile student performance |research strategies to profile student |appropriate research strategies to profile student |
| |in a district, including an analysis of differences|performance in a district, including an analysis |performance in a district, including an analysis of |
|CS 751 |among subgroups. |of differences among subgroups. |differences among subgroups. |
|Design Comprehensive Professional |Demonstrates minimal ability to use observations |Demonstrates a functional capacity to use |Demonstrates a highly skilled ability to use observations |
|Growth Plans |and collaborative reflection to form professional |observations and collaborative reflection to form|and collaborative reflection to form professional growth |
| |growth plans with district and school personnel. |professional growth plans with district and |plans with district and school personnel. |
|A&S 803 | |school personnel. | |
EDUCATIONAL LEADERSHIP STANDARD (SUPERINTENDENT) -- 10. (3.1-3.3) MANAGEMENT
RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS
Management. At the district level, promotes the success of all students by ensuring management of the organization, operation, and resources of a district in a way that promotes a safe, efficient, and effective learning environment.
| |DOES NOT MEET |MEETS |EXCEEDS |
|Manage the Organization |An inadequate awareness of how to effectively |A satisfactory awareness of how to effectively |An desirable awareness of how to effectively organize |
| |organize fiscal, human, and material resources to |organize fiscal, human, and material resources to|fiscal, human, and material resources to give priority to |
|A&S 803 |give priority to student learning and safety while |give priority to student learning and safety |student learning and safety while demonstrating an |
| |demonstrating an understanding of district |while demonstrating an understanding of district |understanding of district budgeting processes and |
| |budgeting processes and fiduciary responsibilities.|budgeting processes and fiduciary |fiduciary responsibilities. |
| | |responsibilities. | |
|Manage Operations |Plan to involve stakeholders in aligning resources |Plan to involve stakeholders in aligning |Plan to involve stakeholders in aligning resources and |
| |and priorities to maximize ownership and |resources and priorities to maximize ownership |priorities to maximize ownership and accountability is |
|A&S 873 |accountability is incomplete. |and accountability is satisfactory. |thorough and effectual. |
|Manage Resources |Failed to reveal an understanding of school |Gave evidence of an understanding of school |Provided extensive evidence of an understanding of school |
| |district finance structures and models to ensure |district finance structures and models to ensure |district finance structures and models to ensure that |
|A&S 873 |that adequate financial resources are allocated |that adequate financial resources are allocated |adequate financial resources are allocated equitably for |
| |equitably for the district. |equitably for the district. |the district. |
SOE STANDARD -- 11 & 12 TECHNOLOGY I & II
RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS
Technology I. At the district level, promotes the success of all students by understanding/using technology to enhance curriculum & student learning.
Technology II. At the district level, understands and uses technology to enhance his/her own professional practice and district operations
| |DOES NOT MEET |MEETS |EXCEEDS |
|Understanding and using technology|Is unable to evaluate the effectiveness of |Has adequate knowledge to determine the |Demonstrates keen insight into deciding which |
|to enhance curriculum and student |hardware and software, or is unable to discern |educational effectiveness of technological |technological resources are most appropriate for |
|learning |developmentally appropriate uses for various |resources and demonstrates an ability to use |students and has the ability to clearly and |
| |students of different ages and abilities. |these resources in a developmentally appropriate |succinctly articulate the reasons for the |
|A&S 811 | |fashion. The candidate also has the ability to |resource's appropriateness or lack of |
| | |articulate the benefits of the given resource to |appropriateness to the district's various |
| | |the district's various constituencies. |constituencies. |
|Using technology to enhance |Lacks the skills required to effectively use |Has facility in using computer hardware, standard|Creatively uses technology in the office setting |
|his/her own professional practice |standard office productivity software, school |office productivity software, school management |to provide him/herself easy access to school |
|and school operations |management programs, electronic communications and|programs, electronic communications and is able |district data and educational resources and to |
| |is able to access electronic educational |to access electronic educational resources. |effectively communicate with diverse populations.|
|A&S 873 |resources. | | |
EDUCATIONAL LEADERSHIP STANDARD (SUPERINTENDENT) -- 13. (6.1-6.3) LARGER CONTEXT
RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS
Larger Context. At the district level, promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
| |DOES NOT MEET |MEETS |EXCEEDS |
|Understand the larger context |Demonstrates limited awareness of larger, |Effectively demonstrates awareness of larger, |Very effectively demonstrates awareness of larger, |
| |political, social, economic, legal, and cultural |political, social, economic, legal, and cultural |political, social, economic, legal, and cultural context. |
|A&S 843 |context. |context. | |
|Respond to the larger context |Demonstrates limited awareness of need to respond |Effectively demonstrates awareness of need to |Very effectively demonstrates awareness of need to respond|
| |to the larger political, social, economic, legal |respond to the larger political, social, |to the larger political, social, economic, legal and |
|A&S 843 |and cultural context. |economic, legal and cultural context. |cultural context. |
|Influence the larger context |Demonstrates limited awareness of need to influence|Effectively demonstrates awareness of need to |Very effectively demonstrates awareness of need to |
| |to the larger political, social, economic, legal |influence the larger political, social, economic,|influence the larger political, social, economic, legal |
|A&S 843 |and cultural context. |legal and cultural context. |and cultural context. |
SOE STANDARD -- 14 INQUIRY (T&L)
RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS
Inquiry. Undertakes independent inquiry and use technology as one tool to assist him or her in the overall inquiry process
| |DOES NOT MEET |MEETS |EXCEEDS) |
|Value of inquiry |Is reluctant to read or conduct research, |Explains the value of reading and conducting |Reads or conducts research with clear enthusiasm , |
| |expressing little understanding of its |research in education through |expressing a heightened awareness of its value in education|
| |value in education | | |
| | | | |
|Key concepts |Explanation and/or use of key concepts, |Explains and uses key concepts, assumptions, |Explanation and use of key concepts, assumptions, debates, |
| |assumptions, debates, and ways of knowing |debates, and ways of knowing that inform the |and ways of knowing that inform the design, collection, and |
| |that inform the design, collection, and |design, collection, and analysis of research in|analysis of research in education is skillful, thorough, and|
| |analysis of research in education is |education |detailed |
| |inadequate or incorrect | | |
|Designing inquiry |Design and/or conduct of inquiry in |Designs/conducts meaningful inquiry in |Design and/or conduct of inquiry in education on an |
| |education on an independent basis is |education on an independent basis that builds |independent basis is highly appropriate and firmly built on |
| |superficial, incorrect, and/or not built on|on existing theoretical frameworks |a thorough knowledge of existing theoretical frameworks |
| |existing theoretical frameworks | | |
|Ethical Issues in Inquiry |Has little awareness of ethical issues in |Has basic awareness of ethical issues in |Can explain ethical dilemmas in research clearly and |
| |research |research |thoughtfully |
|Evaluating existing research |Evaluative judgments about the quality of |Makes meaningful evaluative judgments about the|Evaluative judgments about the quality of existing research |
| |existing research in education are |quality of existing research in education |in education are insightful and demonstrate application of |
| |superficial or inappropriate | |strong critical thinking skills |
| | | | |
|Use of technology in research |Demonstrates minimal familiarity with a |Demonstrates familiarity with a range of |Demonstrates thorough familiarity with a range of |
| |range of technological resources that |technological resources that support |technological resources that support educational inquiry and|
| |support educational inquiry and use of |educational inquiry and accesses appropriate |use of technology when conducting research in education is |
| |technology when conducting research in |technology resources when conducting research |highly appropriate and effective |
| |education is minimal or inappropriate |in education | |
EDUCATIONAL LEADERSHIP STANDARD (SUPERINTENDENT) -- 15. (4.1-4.3) COLLABORATION
RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS
Collaboration. At the district level, promotes the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.
| |DOES NOT MEET |MEETS |EXCEEDS |
|Collaborate with Families and |Limited awareness of strategies for effective |Demonstrates adequate awareness of strategies for |Very effectively demonstrates adequate awareness|
|other community members |collaboration with schools, families of students, and |effective collaboration with schools, families of |of strategies for effective collaboration with |
| |other stakeholders in the community of the district. |students, and other stakeholders in the community of |schools, families of students, and other |
|A&S 823 | |the district. |stakeholders in the community of the district. |
|Respond to community interests |Reveals a limited awareness of the processes to ensure|Effectively demonstrates an awareness of the |Very effectively demonstrates an awareness of |
|and needs |that information about community concerns, |processes to ensure that information about community |the processes to ensure that information about |
| |expectations, and needs is integral to district |concerns, expectations, and needs is integral to |family and community concerns, expectations, and|
|A&S 823 |operations. |district operations. |needs is integral to district operations. |
|Mobilize Community resources |Limited awareness of how to mobilize community |Effectively demonstrates how to mobilize community |Very effectively demonstrates how to mobilize |
| |resources to help districts solve problems and achieve|resources to help districts solve problems and |community resources to help districts solve |
|A&S 823 |goals. |achieve goals. |problems and achieve goals. |
EDUCATIONAL LEADERSHIP STANDARD (SUPERINTENDENT) -- 16. (5.1-5.3) ETHICS
RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS
Ethics. At the district level, promotes the success of all students by acting with integrity, fairness, and in an ethical manner.
| |DOES NOT MEET |MEETS |EXCEEDS |
|Acts with Integrity |Demonstrates limited awareness of necessity to act |Effectively demonstrates awareness of necessity to |Very effectively demonstrates awareness of |
| |with integrity. Demonstrates limited awareness of |act with integrity. Effectively demonstrates |necessity to act with integrity. Very |
|A&S 833 |rules that require a superintendent to act with |awareness of rules that require a superintendent to |effectively demonstrates awareness of rules that|
| |integrity. |act with integrity. |require a superintendent to act with integrity. |
|Acts Fairly |Demonstrates limited awareness of necessity to act |Effectively demonstrates awareness of necessity to |Very effectively demonstrates awareness of |
|A&S 833 |fairly. Demonstrates limited awareness of rules that |act fairly. Effectively demonstrates awareness of |necessity to act fairly. Very effectively |
| |require a superintendent to act fairly. |rules that require a superintendent to act fairly. |demonstrates awareness of rules that require a |
| | | |superintendent to act fairly. |
|Acts Ethically |Demonstrates limited awareness of necessity to act |Effectively demonstrates awareness of necessity to |Very effectively demonstrates awareness of |
|A&S 833 |ethically. Demonstrates limited awareness of rules |act ethically. Effectively demonstrates awareness of|necessity to act ethically. Very effectively |
| |that require a superintendent to act ethically. |rules that require a superintendent to act ethically.|demonstrates awareness of rules that require a |
| | | |superintendent to act ethically. |
EDUCATIONAL LEADERSHIP STANDARD (SUPERINTENDENT) -- 17. (7.1-7.5) INTERNSHIP
RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS
Internship. The internship provides significant opportunities for candidates to synthesize and apply the knowledge and practice and develop the skills identified in Standards 1-6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit.
| |Does Not Meet |Meets |Exceeds |
|Substantial |Failed to demonstrate the ability to |Demonstrated the ability to accept genuine responsibility for|An exemplary assumption of responsibility in effectively leading, |
| |accept genuine responsibility for |leading, facilitating and making decisions typical of those |facilitating, and making decisions critical to local district |
| |leading, facilitating and making |made by district-based educational leaders through |leadership through substantial responsibilities that increased |
| |decisions typical of those made by |substantial responsibilities that increased over time in |over time in amount and complexity and involved direct interaction|
| |district-based educational leaders. |amount and complexity and involved direct interaction and |and involvement with staff, students, parents, and community |
| | |involvement with staff, students, parents, and community |leaders. |
| | |leaders. | |
|Standards-based |Inadequate knowledge base and skill |Applied skills and knowledge articulated in these standards |An impressive level of knowledge and skills in the application of |
| |level in the application of federal, |as well as federal, state, and local standards for |these standards as well as federal, state, and local standards for|
| |state, and local standards as well as |educational leaders. |district leaders. |
| |these standards. | | |
|Real Settings |The settings were very limited. |Experiences included work with appropriate community |Experience included work with many and diverse community |
| | |organizations such as social service groups and local |institutions, groups, and social services agencies. |
| | |businesses. | |
|Planned and Guided |Experiences were planned cooperatively |Experiences were planned cooperatively by the site |Experiences were planned cooperatively by the site supervisor, the|
|Cooperatively |by the site supervisor, the individual,|supervisor, the individual, and the institution personnel to |individual, and the institution personnel to provide inclusion of |
| |and the institution personnel, but |provide inclusion of appropriate opportunities to apply |appropriate opportunities to apply skills, knowledge, and research|
| |there was a break down in their |skills, knowledge, and research contained in the standards. |contained in the standards and were executed at an exemplary |
| |execution. |These three individuals worked together to meet individual |level. These three individuals worked together to meet individual|
| |Mentors were provided training to guide|and program needs. |and program needs. |
| |the intern experience. |Mentors were provided training to guide the intern |Mentors were provided training to guide the intern experience. |
| | |experience. | |
|Credit |Credit was not awarded. |4 quarter hours credit is awarded for the intern experience. |4 quarter hours credit is awarded for the intern experience. |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
Related searches
- why is content knowledge important
- why is content important
- why is content marketing important
- financial content most recent stock quotes
- blood alcohol content chart
- content management ecommerce
- open source content management system
- web content management system
- learning content management system
- top 10 content management systems
- importance of content marketing
- determines news content crossword