Gardner-Webb Universitygardner-webb.edu/Assets/gardnerwebb/shared/files/...Analysis and Action Plan...

Rev. 9-5-11

Gardner-Webb University

Gardner-Webb University

School of Education Master of Arts in

Executive Leadership Studies

Handbook

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Table of Contents

Program Description ........................................................................................................................ 5

Program Format Descriptions .......................................................................................................... 6

Traditional Model ...................................................................................................................... 6

Students Admitted Prior to Fall Semester 2010................................................................ 6

Students Admitted Fall Semester 2010 ............................................................................. 7

Students Admitted Fall Semester 2011 ............................................................................. 8

Online Model ............................................................................................................................. 9

Students Admitted Prior to Fall Semester 2011................................................................ 9

Students Admitted Fall Semester 2011 ........................................................................... 10

Cohort Model ........................................................................................................................... 10


Students Admitted Spring Semester 2011 ...................................................................... 11


Add-on License ........................................................................................................................ 14

Students Admitted Prior to Fall Semester 2010.............................................................. 14

Students Admitted Fall Semester 2010 & Spring Semester 2011 .................................. 15


Course Descriptions ....................................................................................................................... 16

Technology .................................................................................................................................... 18

Internship ...................................................................................................................................... 19

Internship Special Note ............................................................................................................ 19

Internship Committee .............................................................................................................. 20

Committee Roles Defined ........................................................................................................ 20

Internship Supervisor ...................................................................................................... 20

Reviewer ......................................................................................................................... 20

Evaluator ......................................................................................................................... 20

Portfolio Manager ........................................................................................................... 21

Internship Artifact Review Process (IARP)............................................................................. 21

Dispositions ............................................................................................................................. 22

Licensure Evaluation Process .................................................................................................. 22

Licensure Evaluation ...................................................................................................... 22

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Certification of Competency ........................................................................................... 22

Portfolio Management ............................................................................................................. 23

Electronic Portfolio ........................................................................................................................ 23

Artifact/Standard Alignment Chart .......................................................................................... 24

Suggested Timeline.................................................................................................................. 25

Portfolio Artifact Submission Process Chart ........................................................................... 26

Artifact One - Positive Impact on Student Learning and Development .................................. 27

Analysis and Action Plan for Student Learning (APPSL) .............................................. 27

APPSL Scoring Rubric ................................................................................................... 30

Artifact Two – Teacher Empowerment and Leadership .......................................................... 35

Analysis and Action Plan for Teacher Empowerment and Leadership (AAPTEL) ....... 35

AAPTEL Scoring Rubric ................................................................................................ 39

Artifact Three – Community Involvement and Engagement................................................... 44

Stakeholder Improvement Plan (SIP) ............................................................................. 44

SIP Scoring Rubric ......................................................................................................... 48

Artifact Four – Organizational Management ........................................................................... 56

Organizational Management Analysis (OMA) ............................................................... 56

OMA Scoring Rubric ...................................................................................................... 60

Artifact Five – School Culture and Safety .............................................................................. 68

Cultural Advocacy and Action Plan (CAAP) ................................................................. 68

CAAP Scoring Rubric .................................................................................................... 72

Artifact Six – School Improvement ......................................................................................... 77

School Improvement Action Plan (SIAP) ...................................................................... 77

SIAP Scoring Rubric ...................................................................................................... 83

Certification of Competency .......................................................................................................... 89

89 LEA/IHE Certification of Competency ................................................................................... 90

Internship Forms ........................................................................................................................... 95

Forms for Students Admitted Prior to Fall Semester 2010 ...................................................... 96

Internship Form Descriptions ......................................................................................... 97

General Objectives of the Internship ............................................................................. 98

Internship Checklist ........................................................................................................ 99

Internship Log SADM 695/696 .................................................................................... 101

Internship Evaluation .................................................................................................... 103

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Professional Growth Statement .................................................................................... 105

Forms for Students Admitted Fall Semester 2010 to Present ................................................ 126

Internship Log MELS 697 ............................................................................................ 127

Taskstream ................................................................................................................................... 128

Account Renewal/Creation .................................................................................................... 129

Compressing Video for TaskStream ...................................................................................... 132

Requesting Comments on Artifacts ....................................................................................... 138

Site-Supervisor Login ............................................................................................................ 144

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Program Description

Gardner-Webb University provides multiple opportunities for aspiring school leaders to obtain a

Master of Arts Degree in Executive Leadership Studies and licensure in School Administration

from the North Carolina Department of Public Instruction (NCDPI). Classes are offered face-to-

face at 12 different campuses located between Asheville and Raleigh and online. Currently, there

are three avenues available for students to earn their degree: face-to-face instruction in our

traditional program geared for the practicing educator, a fully online program with all classes

required to complete the MELS degree offered in a cyclical pattern over two calendar years, and a

combination program that allows the traditional student to take both online and face-to-face classes

to complete the program at a flexible accelerated pace. The program requires 36 credit hours

consisting of classroom work (30 credit hours) and an internship (6 credit hours). Beginning Fall

Semester 2011, new students will only be admitted to the cohort model.

In addition, Gardner-Webb University provides the opportunity for educators who already hold a

Master’s Degree to complete the requirements for add-on licensure in school administration by

completing the core courses in executive leadership (18 credit hours), internships (six credit hours)

and producing the electronic portfolio required by NCDPI. Add-on licensure students must

complete the same requirements as degree-seeking students, including appropriate coursework and

either the School Leaders Licensure Assessment (SLLA) for students who entered the program

prior to Fall Semester 2010 or the electronic portfolio for students who entered the program during

or after Fall Semester 2010.

Beginning Fall Semester 2010, Gardner-Webb offers an accelerated program based on the cohort

model. Cohort model students experience the MELS program by taking classes that integrate

multiple courses into single semester six credit-hour classes. The cohort model program is

designed to allow candidates to complete their degree in five semesters.

Students who enroll in the MELS program beginning Fall Semester 2011, will participate in cohort

model classes either in a fully online program or in a blended program that combines face-to-face

instruction and web-based technology. Each of these delivery models will utilize an integrated

curriculum that incorporates theory with practice. This integrated curriculum satisfies the newly

adopted North Carolina Standards for Executive Leadership required for licensure.

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Program Format Descriptions

Traditional

Traditional Format - Students Admitted Prior to Fall 2010

In order to honor the catalog requirements at the time of admittance to Graduate School the School

of Education continues to offer the traditional curriculum. Students enrolled in the School

Administration Program prior to the Fall Semester 2010 are categorized into two groups. These

groups consist of students who entered the program prior to Fall Semester 2009 and those who

entered the program during Fall Semester 2009 and before Fall Semester 2010. The only

difference between these two groups is that students who entered the program at any point during

the 2009-2010 academic year (Fall 2009, Spring 2010, or Summer 2010) were given the

opportunity to choose the electronic portfolio as a graduation requirement in lieu of written

comprehensive exams. All other requirements remain the same. These requirements include: 30

credit hours of course work and 6 credit hours of internship. All students who entered the program

prior to Fall Semester 2010 must take the SLLA as a North Carolina requirement for licensure as a

school leader. The course of study for students who fit these categories include:

EDUC 610 Curriculum Development (3 hrs) or MELS 610 Curriculum Leadership for

Executive Leaders (3 hrs);

EDUC 614 Measurement and Assessment (3 hrs) or MELS 614 Instructional Assessment

(3 hrs);

EDUC 615 Strategies of Teaching (3hrs) or MELS 615 Instructional Leadership (3hrs);

SADM 618 Educational Leadership (3 hrs) or MELS 618 Strategic Leadership (3 hrs);

EDUC 620 or SADM 620 or MELS 620 Data Acquisition and Analysis (3 hrs);

SADM 645 Current Trends (3 hrs) or MELS 645 21st Century Trends and Issues (3 hrs);

SADM 650 School Law (3 hrs) or MELS 650 Legal Issues in 21st Century (3 hrs);

SADM 655 School Finance and Budgeting (3 hrs) or MELS 655 Resource Development

and Management (3 hrs);

SADM 660 The Principalship (3 hrs) or MELS 660 The School Executive(3 hrs);

SADM 665 Supervision of Instruction (3 hrs) or MELS 665 Instructional Supervision (3

hrs);

SADM 695 Internship I (3 hrs); and

SADM 696 Internship II (3 hrs).

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In the past, students have been allowed to accelerate their program by taking more than one course

per semester either online or at a different site. This policy remains in effect for students who are

not in a cohort program. Students typically at the end of their program, take a course along with an

internship course for two semesters to complete their program. As a general rule, a student should

accumulate 24 credit hours before attempting to take the internship classes. The student’s

academic advisor must request that a student be placed into the first internship class. This decision

is based upon the student’s number of credit hours and projected date of graduation. Internship

classes are offered each semester. With internship classes readily available, a student may take

their internship in a Fall-Spring, Spring-Summer, or Summer-Fall combination. Internship classes

offered in the summer are 10-week classes. Students who interrupt their course of study by

withdrawing from all classes in a semester are subject to the requirements of the catalog when they

resume their course of study.

Traditional Format – Students Admitted Fall Semester 2010

The traditional program requires 36 credit hours and consists of the following courses:

MELS 610 Curriculum Leadership for Executive Leaders (3 hrs);

MELS 614 Instructional Assessment (3 hrs), MELS 615 Instructional Leadership for

Executive Leaders (3 hrs);

MELS 618* Strategic Leadership for Executive Leaders (3 hrs);

MELS 620 Data Acquisition and Analysis (3 hrs),

MELS 645* 21st Century Trends and Issues for Executive Leaders (3 hrs);

MELS 650* Legal Issues for Executive Leaders in the 21st Century (3 hrs);

MELS 655* Resource Development and Management for Executive Leaders (3 hrs);

MELS 660* The School Executive (3 hrs);

MELS 665* Instructional Supervision for Executive Leaders (3 hrs); and

MELS 691-MELS 696 Internships (1 hr X 6) Now MELS 697.

The six internship hours are dispersed throughout the program with one internship hour being a co-

requisite for each of the six core* courses. Graduation from Gardner-Webb University with a

Master of Arts Degree in Executive Leadership Studies requires that the student complete thirty-

six (36) credit hours, including six (6) credit hours of internship, and satisfactorily complete all

components of six (6) artifacts that address the seven (7) North Carolina Standards for Executive

Leaders. For students who seek licensure as an Executive Leader in school administration, all six

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artifacts must be completed at the proficiency level as outlined by the scoring rubrics for the

twenty (20) elements of the standards dispersed throughout the six (6) artifacts.

Traditional Format – Beginning Fall Semester 2011 (No New Students Admitted to

Traditional Program)

Beginning with Fall Semester 2011, new students entering Gardner-Webb University’s Master of

Arts in Executive Leadership Studies will enter the program in a cohort rather than the traditional

program. This means that students will follow a prescribed course of study rather than being able

to enter at any point in the course rotation. This course rotation is defined as follows:

STUDENTS ADMITTED BEGINNING FALL 2011

Semester Course Descriptions

One MELS 601 Executive Leadership in a 21st Century Change Environment (6 hrs.)

Examines current trends and issues in education. Candidates will examine controversial issues and

determine strategies for leading school staffs to beneficial decisions. Provides theoretical and practical

experiences in dealing with the day-to-day functions of the school principal. Candidates will learn to

address issues involving leadership, conflict management, the change process, communications, and

organization.

MELS 697 Executive Leader Internship I (2 hrs)

Two MELS 602 Research and Assessment for 21st Century Executive Leaders (6 hrs.)

Focuses on current research that addresses problems experienced by school executives in the 21st

Century. The student will learn the basic principles of research and use those principles to investigate

the research literature that addresses an identified problem in their school or district. Utilizing

accepted research criteria with sound support from the literature, the student will be better equipped to

resolve educational problems and dilemmas in today's schools and school systems. Provides

candidates the knowledge and skills needed to understand measurement and assessment as they relate

to current trends in state and national testing. Special attention given to national, state, and district

testing methodologies.

Three MELS 603 Resource Management for 21st Century Executive Leaders (6 hrs.)

Provides knowledge concerning statutes and landmark cases that have impacted education through the

years. Candidates will relate actual school situations to federal and state law. Provides practice in

creating a school budget and understanding the various demands on the budget: grade levels,

instructional materials, curriculum, personnel, and facility and transportation needs.

MELS 697 Executive Leader Internship II (2hrs)

Four MELS 604 21st Century Curriculum and Instructional Development (6 hrs.)

Assists the candidate in identifying and understanding the learning and teaching of curriculum,

instruction, and assessment for the 21st Century. Includes study of appropriate instructional and

evaluative methodology used to teach a diverse population of students. Provides knowledge and

practice to Executive Leadership candidates in guiding teachers in effective models and strategies for

teaching all students to a high level of achievement. Emphasis on differentiation of instruction for

specific student populations.

Five MELS 605 21st Century School Leadership (6 hrs.)

Prepares executives to lead schools as they face the challenges of the 21st Century. Candidates will

articulate the mission, goals, and values of the school, and work to lead staff through the vehicle of a

professional learning team. Provides candidates an opportunity to understand and practice the teacher

supervision and evaluation process used in their state and district. Candidates will learn to base their

judgments on the various levels of teacher development, with attention to cognitive readiness,

willingness, and past experiences.

MELS 697 Executive Leader Internship III (2hrs)

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The internship hour(s) that are co-requisite(s) to the course offerings begin with the first semester

and culminate in the fifth semester of the program. By the end of the fifth semester, the student

should be at a minimum proficient in all seven (7) standards and twenty-one (21) competencies

required by North Carolina for licensure of school executives. In addition, the electronic portfolio

consisting of six (6) artifacts produced during the five (5) semesters in the program will be

submitted by students to the School of Education faculty as proof of their understanding of the

standards and competencies addressed in the program; thus satisfying the degree requirement.

Gardner-Webb will continue to honor its commitments to returning students and will

continue to provide classes for these students to complete their degree in a reasonable period

of time. Academic advisors will be available to assist students in planning their academic

pathway to degree completion.

Online

Online Format – Students Admitted Prior to Fall 2011

Gardner-Webb University currently offers all the courses necessary to complete a Master of Arts

Degree in School Administration or a Master of Arts in Executive Leadership Studies online.

Students in the traditional face-to-face program may take online classes to accelerate their

program, and students who wish to complete their entire program online have the opportunity to do

so. Online courses are offered in the following sequence:

Semester Course(s)

Fall MELS 618 Strategic Leadership (3 hrs)

MELS 620 Data Acquisition and Analysis (3 hrs)

MELS 665 Instructional Supervision (3 hrs)

MELS 615 Instructional Leadership (3 hrs)

Spring MELS 620 Legal Issues in 21st Century (3 hrs)

MELS 645 21st Century Trend and Issues (3 hrs)

MELS 610 Curriculum Leadership (3 hrs)

Summer

(10-week courses)

MELS 655 Resource Development and Management (3 hrs)

MELS 614 Instructional Assessment (3 hrs)

MELS 660 The School Executive (3 hrs)

Internships are offered online every semester. All online courses offered during Summer Semester

are 10-week courses. Online students have the same requirements as face-to-face students with

respect to degree requirements and North Carolina licensure requirements.

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Online Format - Students Admitted Beginning Fall Semester 2011

Beginning Fall Semester 2011, students admitted to the Master of Arts in Executive Leadership

Studies wishing to complete their degree via distance learning will be in the cohort model. Online

students will follow the same course rotation as students admitted to the traditional program. For

course rotation sequence and module descriptions see the chart and internship description

contained within the description of the traditional format beginning Fall 2011.

Cohort

Cohort Format - Students Admitted Fall Semester 2010

Beginning Fall Semester 2010, Gardner-Webb University introduced a new format for its Master

of Arts in Executive Leadership Studies Program. The program’s design is based on a revised

curriculum that meets the new Pre-service North Carolina Executive Leadership Standards. As a

part of this revised curriculum, the internship classes will be offered throughout the program’s five

semesters. Students who elect to participate in the cohort format will take four (4) semesters with

seven (7) credit hours and a final semester with eight (8) credit hours. The cohort model offers the

courses in a prescribed sequence. The courses are integrated modules with multiple program topics

studied in a single semester. The following rotation is for cohort admitted to the MELS Program

Fall Semester 2010:

COHORT STUDENTS ADMITTED FALL 2010


One MELS 660 The School Executive (3 hrs) An overview of the responsibilities associated with the position of principal with emphasis on the

conceptual, technical, and human aspects. Numerous practical activities.

MELS 645 21st Century Trends and Issues for Executive Leaders (3 hrs) A specialized study of current/critical trends and issues in educational administration. Emphasis will

be placed on trends and issues across the federal, state and local levels.

MELS 697 Executive Leader Internship (1 hr)

Two MELS 620 Data Acquisition and Analysis (3 hrs) A study of quantitative and qualitative research methodologies and techniques, including the

interpretation and analysis of research applicable to the school administrator in 21st Century schools.

MELS 614 Instructional Assessment (3 hrs) Survey of a wide range of standardized testing instruments, including ability tests, interest inventories,

and personality tests. Individual research projects will link assessment with classroom practices.


Three MELS 650 Legal Issues for Executive Leaders in the 21st Century (3 hrs) An examination of the legal aspects of school and school systems operations. Special emphasis given

to case law, discipline, personnel, and policies and procedures.

MELS 655 Resource Development and Management for Executive Leaders (3

hrs) A study of the theory and operations of school financial systems. Special emphasis will be given

to local, state, and national revenue sources, and the budgeting methods and processes used at the

central and school levels. MELS 697 Executive Leader Internship (1 hr)

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Four MELS 604 21st Century Curriculum and Instructional Development (6 hrs)








Five MELS 605 21st Century School Leadership (6 hrs)







MELS 697 Executive Leader Internship (2 hrs)




required by North Carolina for licensure in executive leadership. In addition, the electronic

portfolio produced during the five semesters in the program will be submitted by students to the

School of Education faculty as proof of their understanding of the standards and competencies

addressed in the program; thus satisfying the degree requirement.

Cohort Format - Students Admitted Spring Semester 2011

Beginning Spring Semester 2011, Gardner-Webb University revised the new cohort format for its

Master of Arts in Executive Leadership Studies Program. The program’s design is based on a

revised curriculum that meets the new Pre-service North Carolina Executive Leadership Standards.

The revision is related to registration for Internship hours. Instead of students registering each

semester for one credit hour of internship, students will only register for internship hours for the

first, third and fifth semesters and will register for two credit hours. As a part of this revised

curriculum, the internship classes will be offered throughout the program’s five semesters.

Students who elect to participate in the cohort format will take three (3) semesters with eight (8)

credit hours and two semesters with six (6) credit hours. The cohort model offers the courses in a

prescribed sequence. The courses are integrated modules with multiple program topics studied in a

single semester. The following rotation is for cohort admitted to the MELS Program Spring

Semester 2011:

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COHORT STUDENTS ADMITTED SPRING 2011


One MELS 660 The School Executive (3 hrs) An overview of the responsibilities associated with the position of principal with emphasis on the

conceptual, technical, and human aspects. Numerous practical activities.

MELS 645 21st Century Trends and Issues for Executive Leaders (3 hrs) A specialized study of current/critical trends and issues in educational administration. Emphasis will

be placed on trends and issues across the federal, state and local levels.


Two MELS 620 Data Acquisition and Analysis (3 hrs) A study of quantitative and qualitative research methodologies and techniques, including the

interpretation and analysis of research applicable to the school administrator in 21st Century schools.

MELS 614 Instructional Assessment (3 hrs) Survey of a wide range of standardized testing instruments, including ability tests, interest inventories,

and personality tests. Individual research projects will link assessment with classroom practices.

Three MELS 603 Resource Management for 21st Century Executive Leaders (6 hrs)
























required by North Carolina for licensure in executive leadership. In addition, the electronic

portfolio produced during the five semesters in the program will be submitted by students to the

School of Education faculty as proof of their understanding of the standards and competencies

addressed in the program; thus satisfying the degree requirement.

Cohort Format - Students Admitted Beginning Fall Semester 2011

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Beginning Fall Semester 2011, all students admitted to Gardner-Webb University’s Master of Arts

Executive Leadership Studies Program will be in a cohort model either face-to-face or online. For

registration purposes, course numbers and course descriptions have been revised to facilitate

registration. The program’s design is based on a revised curriculum that meets the new Pre-service

North Carolina Executive Leadership Standards. The revision is related to registration for

internship hours. Instead of students registering each semester for one credit hour of internship,

students will only register for two credit hours of internship hours for the first, third and fifth

semesters. As a part of this revised curriculum, students will have support for their internship all

five semesters whether they are registered for the internship hours or not. Students who elect to

participate in the cohort format will take three (3) semesters with eight (8) credit hours and two

semesters with six (6) credit hours. The cohort model offers the courses in a prescribed sequence.

The courses are integrated modules with multiple program topics studied in a single semester. The

following rotation is for cohort students admitted to the MELS Program Spring Semester 2011

STUDENTS ADMITTED BEGINNING FALL 2011


One MELS 601 Executive Leadership in a 21st Century Change Environment (6 hrs)


determine strategies for leading school staffs to beneficial decisions. Provides theoretical and practical

experiences in dealing with the day-to-day functions of the school principal. Candidates will learn to

address issues involving leadership, conflict management, the change process, communications, and

organization.


Two MELS 602 Research and Assessment for 21st Century Executive Leaders (6 hrs)


Century. The student will learn the basic principles of research and use those principles to investigate

the research literature that addresses an identified problem in their school or district. Utilizing

accepted research criteria with sound support from the literature, the student will be better equipped to

resolve educational problems and dilemmas in today's schools and school systems. Provides

candidates the knowledge and skills needed to understand measurement and assessment as they relate

to current trends in state and national testing. Special attention given to national, state, and district

testing methodologies.

Three MELS 603 Resource Management for 21st Century Executive Leaders (6 hrs)














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Add-on Licensure Format – Students Admitted Prior to Fall 2010

Candidates who have a Master’s Degree and hold a North Carolina teaching certificate may add

school administration to their license. The student is subject to the rules of the Licensure Division

of the North Carolina Department of Public Instruction at the time they enter the program. The

course requirements for add-on licensure are the core courses in school administration plus six (6)

internship hours. Prior to Fall Semester 2010, the courses required for licensure are as follows:

SADM 618 Educational Leadership (3 hrs) or MELS 618 Strategic Leadership (3 hrs);

SADM 645 Current Trends (3 hrs) or MELS 645 21st Century Trends and Issues (3 hrs);

SADM 650 School Law (3 hrs) or MELS 650 Legal Issues in 21st Century (3 hrs);

SADM 655 School Finance and Budgeting (3 hrs) or MELS 655 Resource Development

and Management (3 hrs);

SADM 660 The Principalship (3 hrs) or MELS 660 The School Executive (3 hrs);

SADM 665 Supervision of Instruction (3 hrs) or MELS 665 Instructional Supervision (3

hrs);

SADM 695 Internship I (3 hrs); and

SADM 696 Internship II (3 hrs).

In addition to Gardner-Webb’s course requirements, a candidate must successfully complete the

School Leadership Licensure Assessment (SLLA) to be recommended for a North Carolina School

Administrator License. Candidates may register to take the SLLA at www.ets.org. Make sure in

the registration process that a copy of the scores are sent to Gardner-Webb University.

Add-on Licensure Format – Students Admitted Fall Semester 2010 & Spring Semester 2011

Candidates who have a Master’s Degree and hold a North Carolina teaching certificate may add

school leadership to their license. The student is subject to the rules of the Licensure Division of

the North Carolina Department of Public Instruction at the time they enter the program. Beginning

http://www.ets.org/

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Fall Semester 2010, the internship will be taken by a co-requisite for each of the six (6) core

courses. The required courses paired with the appropriate internship course are as follows:

Core Course (hrs) Internship Course (hr)

MELS 618 Strategic Leadership (3 hrs) MELS 697 (1 hr)

MELS 645 21st Century Trends and Issues (3 hrs) MELS 697 (1 hr)

MELS 650 Legal Issues in 21st Century (3 hrs) MELS 697 (1 hr)

MELS 655 Resource Development and Management (3 hrs) MELS 697 (1 hr)

MELS 660 The School Executive (3 hrs) MELS 697 (1 hr)

MELS 665 Instructional Supervision (3 hrs) MELS 697 (1 hr)

In addition to Gardner-Webb’s course requirements, a candidate must demonstrate proficiency in

all seven (7) standards and twenty-one (21) competencies required by North Carolina for licensure

in executive leadership.

Add-on Licensure Format – Students Admitted Fall Semester 2011

The North Carolina State Board of Education requires all add-on licensure students to complete the

same requirements related to the electronic portfolio as degree seeking students. Beginning Fall

Semester 2011, all students are admitted in a cohort model. Students seeking an add-on license in

school administration must complete the requirement by joining a face-to-face cohort or by joining

an online cohort. The length of the program is five semesters with the student having a break in

coursework during the second and fourth semester. This break in coursework allows the student to

continue the internship experience and provides time for the student to develop portions of the

electronic portfolio. The course rotation for the add-on licensure candidate is as follows:

Semester Core Course (hrs) Internship Course (hrs)

One MELS 601 (6 hrs) Executive Leadership

in a 21st Century Change Environment

MELS 697 (2 hrs)

Two

Three MELS 603 (6 hrs) Resource

Management for 21st Century Executive

Leaders

MELS 697 (2 hrs)

Four

Five MELS 605 (6 hrs) 21st Century School

Leadership

MELS 697 (2 hrs)

In addition to Gardner-Webb’s course requirements, a candidate must demonstrate proficiency in

all seven (7) standards and twenty-one (21) competencies required by North Carolina for licensure

in executive leadership (Appendix _).

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Course Descriptions

MELS 601 Executive Leadership in a 21st Century Change Environment (6 hrs)


determine strategies for leading school staffs to beneficial decisions. Provides theoretical and

practical experiences in dealing with the day-to-day functions of the school principal. Candidates

will learn to address issues involving leadership, conflict management, the change process,

communications, and organization.

MELS 602 Research and Assessment for 21st Century Executive Leaders (6 hrs)


Century. The student will learn the basic principles of research and use those principles to

investigate the research literature that addresses an identified problem in their school or district.

Utilizing accepted research criteria with sound support from the literature, the student will be

better equipped to resolve educational problems and dilemmas in today's schools and school

systems. Provides candidates the knowledge and skills needed to understand measurement and

assessment as they relate to current trends in state and national testing. Special attention given to

national, state, and district testing methodologies.

MELS 603 Resource Management for 21st Century Executive Leaders (6 hrs)

Provides knowledge concerning statutes and landmark cases that have impacted education through

the years. Candidates will relate actual school situations to federal and state law. Provides practice

in creating a school budget and understanding the various demands on the budget: grade level

needs, instructional material needs, curriculum needs, personnel needs, and facility and

transportation needs.

MELS 604 21

st Century Curriculum and Instructional Development (6 hrs)




practice to Executive Leadership candidates in guiding teachers in effective models and strategies

for teaching all students to a high level of achievement. Emphasis on differentiation of instruction

for specific student populations.

MELS 605 21

st Century School Leadership (6 hrs)


articulate the mission, goals, and values of the school, and work to lead staff through the vehicle of

a professional learning team. Provides candidates an opportunity to understand and practice the

teacher supervision and evaluation process used in their state and district. Candidates will learn to

base their judgments on the various levels of teacher development, with attention to cognitive

readiness, willingness, and past experiences.

MELS 610 Curriculum Leadership for Executive Leaders (3 hrs)

This course is an examination and analysis of curriculum development and legal issues as they

relate to design, implementation, and evaluation within the learning community.

MELS 614 Instructional Assessment (3 hrs)

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This course surveys a wide range of standardized testing instruments, including ability tests,

interest inventories, and personality tests. Individual research projects will link assessment with

classroom practices.

MELS 615 Instructional Leadership for Executive Leaders (3 hrs)

Instructional leadership is an examination of a variety of strategies of instruction with a focus on

curriculum/content area integration within the classroom.

MELS 618 Strategic Leadership for Executive Leaders (3 hrs)

Strategic Leadership introduces candidates to a theoretical foundation of organizational behavior.

Exposure to systems theory, motivation, leadership styles, organizations, change and conflict, and

decision-making are incorporated into the curriculum.

MELS 620 Data Acquisition and Analysis (3 hrs)

This course is a study of quantitative and qualitative research methodologies and techniques,

including the interpretation and analysis of research applicable to the school administrator in 21st

Century schools.

MELS 645 21st Century Trends and Issues for Executive Leaders (3 hrs)

The candidate will experience a specialized study of current/critical trends and issues in

educational administration. Emphasis will be placed on trends and issues across the federal, state

and local levels.

MELS 650 Legal Issues for Executive Leaders in the 21st Century (3 hrs)

The candidate examines the legal aspects of school and school system operations. Special

emphasis is given to case law, discipline, personnel, and policies and procedures.

MELS 655 Resource Development and Management for Executive Leaders (3 hrs)

This course is a study of the theory and operations of school financial systems. Special emphasis

will be given to local, state, and national revenue sources, and the budgeting methods and

processes used at the central and school levels.

MELS 660 The School Executive (3 hrs)

The candidate will be presented an overview of the responsibilities associated with the position of

principal with emphasis on the conceptual, technical, and human aspects. Numerous practical

activities will be integrated into the curriculum.

MELS 665 Instructional Supervision for Executive Leaders (3 hrs)

The candidate examines the role of the principal relative to the instructional program, staff

development, and curriculum evaluation with emphasis upon a clinical and developmental

approach to supervision.

MELS 697 Internship (1-3 hr/s)

A student in the Master of Arts in Executive Leadership Studies is required to complete six (6)

semester hours of internship. The internship hours are tied to the six (6) core courses in the

traditional MELS Program. These courses include MELS 618, MELS 645, MELS 650, MELS 655,

MELS 660 and MELS 665. For students in the cohort model, MELS 697 is required when taking

MELS 601, MELS 603 and MELS 605.

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MELS 699 Internship Continuation (1 hr)

The internship continuation course is available to students who have completed the 36 semester-

hour MELS Program but have not completed the electronic portfolio at a level worthy of a Master

of Arts Degree in Executive Leadership Studies or have not completed the requirements for

licensure required by the North Carolina State Board of Education. In order to complete these

requirements the student must have the assistance of their Internship Supervisor; therefore, the

student must be enrolled at Gardner-Webb University. A student may take MELS 699 multiple

times.

Technology

Technology has become an integral part of academic work in the School of Education at Gardner-

Webb University. Students have the opportunity to complete some classes in an online format,

some classes in a face-to-face format, and some classes in a blended format where students have

some face-to-face instruction and some instruction and/or activities online. The goal is to engage

students in a rigorous academic environment that provides flexibility in scheduling for the student

and retains the student-professor relationship. In order to accomplish this goal, Gardner-Webb

University utilizes some of the latest technologies. Three of the technologies used are Blackboard,

TaskStream, and WebEx. Blackboard is the course management system for Gardner-Webb

University instruction. An instructor can facilitate a robust array of instructional activities and

communication possibilities within the BlackBoard environment. TaskStream is the newest of the

technologies employed by the School of Education. The purpose of TaskSteam is to provide

students a web-based repository for all the artifacts required to demonstrate proficiencies in the

seven (7) standards and twenty-one (21) competencies required to meet Gardner-Webb’s

graduation requirements in MELS and North Carolina’s requirements for licensure as a School

Executive. WebEx is used for two purposes. One is to record webinars by professors for students

to review on their own schedule. The second use is for the professor to have a live online class

meeting in which formal presentations and two-way communications between students and

professor can occur. WebEx requires students to have audio equipment that will allow them to

both hear and verbally reply during sessions. This can be accomplished by a headset combination

with a microphone. In addition, if the student would like to be seen, an inexpensive video camera

is necessary. Most courses in the MELS program have these technologies required as a part of the

curriculum.

One word of caution: You cannot always rely on school computers to connect and be effective

with these technologies because of school district security measures.

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In later sections of this document you will find documentation on how to access and setup your

account in TaskStream and how to access BlackBoard and WebEX.

Internship

Internship Special Note

In the revised school administration program (MELS), students will not only experience a change

in the way the internship is delivered, but will also be subject to a more rigorous experience. This

is true of all school executive preparation programs in North Carolina. Colleges and universities

have revised their curricula to meet the new standards adopted by the North Carolina Board of

Education and implemented by the North Carolina Department of Public Instruction. Students are

now required to produce an electronic portfolio that consists of six (6) evidences. These six (6)

evidences, collectively, must demonstrate a minimum rating of proficient on seven (7) standards

and twenty-one (21) competencies. In addition to these evidences, the candidates are required to

document four hundred (400) hours of experience in the role of a school executive. Numerous

forms are available to assist the students in the documentation of these hours. Each of the activities

performed by the candidate should be linked to the North Carolina standard, element, and

descriptor or competency. To facilitate the effective development of the evidences, proficiencies in

the competencies, and monitoring of the internship hours, the candidate will be assigned an

Internship Supervisor and a Portfolio Manager. The process of assessing candidates’ work is both

formative and summative. The candidate can submit work to the Internship Supervisor and faculty

reviewers for formative assessment throughout the process. Reviewer feedback will be attached to

the candidate’s account upon completion. Candidates will continue to submit for review by

requesting comments from his/her reviewers until the Internship Supervisor indicates that the

evidence meets proficient criteria on all parts of the evidence. At that point the candidate will

submit the evidence(s) to his/her evaluators, beginning the summative process. The evaluators who

complete this process are assigned by Gardner-Webb University’s School of Education.

With these new requirements in mind, it is imperative that students entering the Executive

Leadership Studies Program begin to work with a building level administrator to garner

their support for the internship. In the end, the building-level site supervisor will be asked to

verify your readiness as an Executive Leader.

Internship Committee

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The Internship Committee is designed to provide candidates with a cohesive group of faculty

members who are experienced in educational leadership and diverse in educational philosophy.

The goal of the committee is to provide continuity for the candidate throughout the MELS

Program. The Internship Committee is defined by the roles that its members play during the

enrollment of the candidate. Each candidate will have an Internship Supervisor, a set of reviewers,

a set of evaluators, a Site Supervisor, and a Portfolio Manager.

Committee Member Roles Defined

Internship Supervisor: The Internship Supervisor is a faculty member who serves as the main

contact between the University and the Candidate and between the University and the school

and/or school district. The Internship Supervisor is the key member of the committee who

provides the candidate with continuity throughout the MELS Program. The Internship

Supervisor serves in the roles of reviewer and evaluator of the candidate’s work. This includes

the experiences documented in the evidences of the electronic portfolio and the supervision of

the 400 internship hours.

Reviewer: There are three reviewers on the committee who will give formative feedback on the

six artifacts of the electronic portfolio. The candidate will submit his/her documents for

review before they are submitted for evaluation. The review process allows the candidate to

submit and revise an artifact as many times as necessary to achieve proficiency on all the

descriptors required by the artifact. The three reviewers are the Internship Supervisor and two

additional faculty members. The Internship Supervisor should decide, along with the candidate

and the other committee members, when the artifact is ready for evaluation.

Evaluator: There are two faculty members who will serve as evaluators for the candidate’s work.

One of the evaluators is the Internship Supervisor and the other is a faculty member. The

artifact presented for evaluation should be in its final form. The rubric assigned to the artifact

will be used to determine if the artifact meets one of four levels; emerging, developing,

proficient or accomplished. For an artifact to meet the requirements, both evaluators must rate

it at the proficient level. At this point in the process, the evaluators have the option to send the

artifact back to the candidate for revision. Should there be a discrepancy in rating on any of the

criteria, the Portfolio Manager will reconcile the evaluation.

Portfolio Manager: The Portfolio Manager will serve as the monitor of progress for a group of

candidates. If there is a discrepancy between evaluator ratings, the Portfolio Manager has

several options to resolve the issue(s). These options include, but are not limited to: averaging

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the two evaluations, taking one evaluator’s rating over the other, completing a third evaluation

of the candidate’s work, or sending the artifact back to the candidate for additional work.

Internship Artifact Review Process (IARP)

The IARP process begins when a student requests the committee reviewers to review work for one

or more of the six evidences that comprise the electronic portfolio. Each evidence consists of

multiple parts; therefore, it is feasible that the candidate will not complete all the parts necessary to

complete an evidence in one semester. This phase is the formative phase of the process. Faculty

committee members who serve as reviewers (3 reviewers) are expected do a formative assessment

of the candidate’s work and return it to the student in a reasonable amount of time. This formative

phase of development may take multiple reviews by the reviewers before they deem the artifact

ready for evaluation. There are an endless number of possibilities that could occur during the

review process resulting in the candidate needing guidance. The Internship Supervisor, who is also

a reviewer, should be the person on the candidate’s committee who will resolve conflicting

feedback and determine when the work should move to the evaluation phase.

By the time a candidate’s document is deemed ready for evaluation, the document should be able

to pass the rubric at the proficiency level on each criterion of the rubric. The rubrics are designed

to assess the worthiness of the artifacts and to assess whether the candidate’s work satisfies the

descriptors required for licensure. When the candidate receives permission from the Internship

Supervisor to submit the artifact(s) for evaluation, all the parts of the evidence should be

completed and meet the requirements. Example: Evidence one has five parts: Part A, Part B, Part

C, Part D, Part E. For an evidence to be evaluated properly all the parts need to be present and

meet the proficiency requirements of the rubric. The evaluators (2 evaluators) will examine the

evidence and apply the rubric. If the candidate’s work does not meet the proficiency levels, the

evaluators will return the evidence to the candidate for revision. If the candidate’s work does meet

the proficiency levels but the two evaluators have discrepancies on one or more of the criteria, an

evaluation manager, who is also the Portfolio Manager, will reconcile the evaluation. Upon

completion of all the parts of an evidence that satisfies all the criteria at a minimal of proficiency,

the candidate’s evidence is ready to become a part of the electronic portfolio.

Dispositions

In addition to the six evidences that comprise the electronic portfolio, the candidate is required to

complete three (3) self-assessments of dispositions. These self-assessments should be completed

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during the first, third and fifth semesters. Once the candidate completes the self-assessment, the

Internship Supervisor can complete the disposition assessment from a supervisor’s perspective.

This should also be done three (3) times as outlined above.

On the same time schedule, the Site Supervisor, the person with whom the candidate is working at

the school-level or district-level, will independently complete the Disposition Assessment during

the first, third, and fifth semesters. Between the Internship Supervisor and Site Supervisor’s three

assessments and the candidate’s three self-assessments, changes in behaviors associated with

dispositions can be detected.

Licensure Evaluation Process

A candidate will be recommended for licensure as an executive leader based on the successful

completion by the candidate of the six evidences, the completion of the disposition assessments,

the certification of competency, documentation of a minimum of 400 administrative internship

hours, and a Final Licensure Evaluation.

Licensure Evaluation: The candidate’s evaluators complete the Licensure Evaluation prior to

completion of the program. This assessment will be the deciding assessment for recommendation

of licensure. This is an assessment of all 37 descriptors distributed throughout the six (6)

evidences. The minimal level of acceptance for licensure is proficiency on all thirty-seven (37)

descriptors.

Certification of Competency: The candidate submits the Certification of Competency at the end

of the program. The purpose of the certification is to identify artifacts within the electronic

portfolio that demonstrate the 21 competencies required. The Internship Supervisor and the Site

Supervisor will evaluate the certificate based on a rubric. All the criteria of the certificate must

meet or exceed expectations.

Portfolio Management

Throughout the process, the Portfolio Manager monitors the progress of the candidate with respect

to the electronic portfolio, certification of competency, final licensure evaluation, and disposition

surveys. Monitoring is done to ensure the candidate will be on target to graduate on schedule.

Electronic Portfolio

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This section of the handbook provides information related to the electronic portfolio. The section

includes the following documents:

Artifact and Standard Alignment

Suggested Timeline

Graphical Depiction of the Artifact Submission Process

Each of the six evidences that complete the portfolio with explanation and scoring rubrics

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Artifact/Standard Alignment

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Suggested Timeline for Artifact Completion

Artifacts Semester 1

MELS 601

Licensure

Semester 2

MELS 602

Semester 3

MELS 603

Licensure

Semester 4

MELS 604

Semester 5

MELS 605*

Licensure

Analysis and Action Plan for Student Learning (AAPSL)

1A. PLC Implementation STI/RC

1B. PLC Facilitation STI/RC

1C. Areas of Improvement Investigation STI WIP WIP WIP RC/SFE

1D. AAPSL Reflection STI WIP WIP WIP RC/SFE

1E. Action Plan STI WIP RC/SFE

Analysis and Action Plan for Teacher Empowerment and Leadership (AAPTEL)

2A. AAPTEL Research WIP STI/RC

2B. Graphic Checklist Visual WIP STI WIP STI/RC

2C. Gap Analysis WIP STI WIP STI/RC

2D. Opportunities for Empowerment WIP STI WIP STI/RC

2E. Action Plan WIP STI STI/RC

Stakeholder Involvement Plan (SIP)

3A. Needs Assessment STI/RC

3B. Organizational Analysis STI/RC WIP RC

3C. Resource Identification WIP WIP STI/RC

3D. Marketing Plan WIP WIP STI/RC

3E. Process Journal WIP WIP STI/RC

Organizational Management Analysis (OMA)

4A. Contextual Analysis STI/RC

4B. Instructional Capacity Building STI/RC RC/SFE

4C. Assessing Services for Special Populations WIP WIP STI/RC

4D. Building a Schedule STI/RC

Cultural Advocacy and Action Plan (CAAP)

5A. Climate Survey Analysis STI/RC

5B. Needs Assessment STI/RC WIP RC

5C. School Environmental Analysis STI WIP WIP WIP RC/SFE

5D. Cultural Competence Audit STI WIP WIP WIP RC/SFE

5E. Graphic Organization Chart STI/RC/SFE

School Improvement Action Plan (SIAP)

6A. School Data Image Project WIP STI/RC

6B. School Data Disaggregation Project WIP STI/RC

6C. Climate Analysis Project STI/RC

6D. Focus Group Project STI/RC RC/SFE

6E. Resource Allocation Evaluation Project STI/RC

6F. Graphic Organizer STI/RC * Artifact components for MELS 605 must be submitted for review by mid-semester in order to proceed to evaluation in a timely manner. All other

artifacts should have been submitted for evaluation prior to beginning MELS 605.

MELS 603 will also include a clinical/instructional supervision experience.

WIP- Work in Progress; STI – Submit to Instructor; RC – Request Comments; SFE – Submit for Evaluation

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Portfolio Artifact Submission Process

Artifact Revised

Request Repeated

Artifact Revised

Resubmitted

No No

Yes Artifact Request

for Comment Review

Approved

Evaluation

Approval

Artifact submitted

for Evaluation

Artifact Ready for

Portfolio Yes

FORMATIVE

PHASE

SUMMATIVE

PHASE

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Descriptions of the Six Electronic Evidences and Competencies Required of

Interns

Positive Impact on Student Learning and Development

Descriptors of the elements addressed in the evidence: 1b1, 1c1, 2a1, 2a2, 3c1, 4a2, 5b1, 6b3

Name of Evidence: Analysis and Action Plan for Student Learning (AAPSL)

The purpose of this evidence is for candidates to demonstrate success as educational leaders in

relation to making decisions that impact student learning and development. The artifact

components provide candidates with smaller projects leading to a larger endeavor where they can

practice curriculum leadership in a P-12 learning environment. The projects encourage graduate

candidates to work with school administration and professional learning communities to discuss

and reflect on improvement of student learning based on topics emerging from planning

documents at the school.

The ultimate proof of success as an educational leader is the positive impact that decisions have

on student learning and development. The purpose of the AAPSL is to conduct a comprehensive

analysis of best practices in teaching and learning and to develop, present, and implement an

action plan that will guide school leadership in school improvement. In the development of the

AAPSL, the candidate will refer to research in the literature regarding best practices and the data

available in the school from the following sources: the Teacher Working Conditions Survey or

similar climate survey instrument, student performance data, and candidate-initiated surveys of

learning communities. It is especially important that as a prospective educational leader of

increasingly diverse school communities, the candidate identify instructional strategies that are

effective with students who have been underserved. The ultimate goal is academic growth for all

students. The associated artifacts and products of the AAPSL should include evidence of relevant

research findings on best practices for continuous improvement, understanding use of curriculum

auditing, instructional planning and assessment, securing effective instructional strategies,

curriculum alignment and articulation, and the use of assessment data regarding instruction,

knowledge of state standards in relation to student growth, and the results of the Teacher Working Conditions (or other similar instrument) survey.

Specific directions and requirements for the evidence provided to the candidates:

Part A: PLC Implementation

The candidate, with the approval of the school leadership, will establish a professional

learning community with a minimum of three peers to research areas of need in student

learning and development in school.

Part B: PLC Facilitation

The PLC members will articulate and prioritize the most pressing needs and address

those identified needs in an action plan developed in Part C.

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Part C: Areas of Improvement Investigation

The candidate will lead the PLC to research best instructional practices in the identified

need. The PLC will utilize research data and school data to develop the action plan. The

action plan should include an evaluation process that recognizes performance as the

primary basis for reward and recognition.

Part D: AAPSL Reflection

The candidate will keep a process journal and reflect upon the development process of

the AAPSL and the potential impact on student learning and development.

Part E: Action Plan.

The candidate will present an action plan to the school administration that addresses the

following components:

The importance of the action plan

Alignment with Student and Community Learning Outcomes

Short-term, mid-term and long-term goals and objectives

Specific activities aligned with the designated goals and objectives

Indicators of success

Measurement techniques of the indicators

Clarification of roles and responsibilities

Formative and summative assessment criteria

The action plan will be presented to the school administrative team for their feedback and

recommendations regarding a broader presentation to the School Improvement Team.

How the evidence specifically addresses the descriptors of the elements of the standards for

which it is cited:

Each of the descriptors will be addressed in the AAPSL as explained in the following list.

In addition to the individual evidence provided for this standard, the descriptors will be

introduced and supported in multiple courses in the program course of studies. The intent

is to enhance learning and to build skills with the artifacts that will be included in the

AAPSL as the candidates work through the program.

Descriptor 1b1 – Works with others to systematically consider new and better ways

of leading for improved student achievement for all students and engages

stakeholders in the change process.

It is expected that the candidate will include this as part of the development of the

curriculum audit as part of the AAPSL.

Descriptor 4a2 – Routinely participates in professional development focused on

improving instructional programs and practices.

It is expected that the candidate will include a robust professional development

component in the AAPSL.

Descriptor 6b3 – Works with others to implement district initiatives directed at

improving student achievement.

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It is expected that the candidate will include specific research-based initiatives directed at

improvement of student achievement as part of the AAPSL.

Descriptor 2a1 – Works with others to systematically focus on the alignment of

learning, teaching, curriculum, instruction, and assessment to maximize student

learning.

It is expected that the candidate will lead a PLC to discern gaps in best practices in

teaching and actual practice in the learning process.

Descriptor 3c1 – Works with others to use established criteria for performance as

the primary basis for reward and recognition.

It is expected that the candidate will study and present examples of fair and equitable

assessment, including rubric development.

Descriptor 5b1 – Works with others to resolve problems and/or areas of conflict

within the school in ways that improve student achievement.

It is expected that the candidate’s APPSL will present research-based conflict

management strategies and techniques that can lead to improved teaching and learning as

a part of the action plan.

Descriptor 1c1 – Works with others to incorporate principles of continuous

improvement and 21st Century concepts into the School Improvement Plan.

It is expected that the candidate will exhibit knowledge and understanding of 21st

Century learning in relation to developing a school improvement plan.

Descriptor 2a2 – Helps organize targeted opportunities for teachers to learn how to

teach their subjects well with engaging lessons.

It is expected that the candidate’s APPSL will provide professional development that

focuses on the development of engaging lessons.

All candidates must present an Analysis and Action Plan for Student Learning (AAPSL) that

addresses the descriptors outlined in the accompanying rubric. The AAPSL is to be presented to

the school’s administrative team for their review and, with their approval, to the School

Improvement Team for consideration and possible implementation. The candidate will take the

leadership role in facilitation of the AAPSL. The analysis and action plan will require candidates

to gather and analyze data, to identify priorities for impacting student learning and development,

and to create a structure for implementing the priorities.

A successful evidence will demonstrate the ability to:

1. Conduct critical data analyses on student performance data to understand where priorities

for improving student achievement might exist.

2. Translate data analyses into considered action items for stakeholders in this process of

improving student achievement and development.

3. Convert this information into a workable agenda for change.

4. Structure and communicate how learning, teaching, curriculum, instruction, and

assessment are an aligned system for improving student learning and success.

5. Create and deliver structured opportunities for teachers to engage in focused professional

development designed to improve the quality of their teaching as well as their ability to

engage students in their own learning.

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6. Communicate to internal and external stakeholders how information from the Teacher

Working Conditions Survey is a useful tool for improving instruction and student

learning.

7. Work with and engage others in school improvement processes so that the sense of

stakeholdership for school improvement is enhanced and even expanded.

How the evidence will be evaluated by the institution:

Projects in the specified courses will be evaluated by separate course rubrics that are included in

this handbook and in TaskStream. The professor of each course will determine the timeline for

submission of the specified project. A rubric for the AAPSL is included in this handbook and in

TaskStream.

The candidate’s experiences and reflections should be articulated in the process journal for this

evidence. The self-reflection of personal development and growth as an instructional leader,

along with the candidate’s commitment to the improvement of student learning, will be a

significant element used by the program faculty and a representative of the LEA in determining

the readiness of the candidate for school-level executive leadership.

Evidences in the culminating project will be evaluated using the following rubric:

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ELECTRONIC EVIDENCE # 1 ARTIFACT RUBRIC

Positive Impact on Student Learning and Development

Analysis and Action Plan for Student Learning (AAPSL)

Key Artifacts: Establishment of a PLC, Best Practices Analysis, Action Plan, Process Journal

Assignment Description Emerging Developing Proficient Accomplished Part A:

PLC Implementation

The candidate with the approval of the school

leadership will establish a professional learning

community with a minimum of three peers to

research areas of need in student learning and

development in school.

The candidate is

knowledgeable of the

tenants of a PLC and

exhibits knowledge of

student learning

theory.

The candidate has

identified areas needed

for improvement in the

student learning.

The candidate has

identified colleagues as

potential members of

the PLC.

The candidate, working

with other PLC

members has identified

areas of student

learning that needs

further investigation.

The candidate has lead

an active PLC and

identified areas for

improvement in the

student learning

process.

The candidate has

reported the findings

of the PLC to the

School Leadership

Team.

Assignment Description Emerging Developing Proficient Accomplished Part B:

PLC Facilitation

The PLC members will articulate and prioritize

the most pressing needs and address those

identified needs in an action plan developed in

Part E.

The candidate and the

PLC have presented

evidence that a list of

needs have been

developed.

The candidate and the

PLC have investigated

possible strategies that

are research based and

agree are feasible for

implementation.

The candidate led PLC

has outlined the major

needs in the form of an

action plan that will be

developed to

systematically address

the students’ learning

needs.

The candidate led PLC

has presented the

outline action plan to

the school Leadership

Team for discussion

and modification.

Assignment Description Emerging Developing Proficient Accomplished Part C:

Areas of

Improvement

Investigation

The candidate will lead the PLC to research best

instructional practices in the identified need.

The PLC will utilize research data and school

data to develop the action plan. The action plan

should include an evaluation process that

recognizes performance as the primary basis for

reward and recognition.

The candidate has

knowledge of best

instructional practices

associated with the

identified needs.

The candidate has

utilized data to specify

needs and shows some

evidence that

researched-based

strategies will be used

to address the needs

Working with the PLC,

the candidate has

connected the research-

based strategies with

the learning needs of

the students.


the candidate has

developed an

evaluation plan to

assess the success of

Working with the PLC

and School Leadership

Team the candidate

has prepared the staff

for implementation of

the action plan.

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Rev. 9-5-11

the strategies and has

identified milestones

for success in student

learning.

Assignment Description Emerging Developing Proficient Accomplished Part D:

AAPSL Reflection

The candidate will keep a process journal and

reflect upon the development process of the

AAPSL and the potential impact on student

learning and development.

The candidate reflects

knowledge of student

learning and

development.

The candidate has

begun to establish the

connections of data,

needs, and strategies for

improvement.

The candidate has

reflected in depth on

the process of

developing the AAPSL.

The candidate reflects

on changes in their

own behavior as a

result of the

development of the

AAPSL

Assignment Description Emerging Developing Proficient Accomplished Part E:

Action Plan

The candidate will present an action plan that

addresses the following components:

The importance of the action plan

Alignment with Student and Community

Learning Outcomes

Short-term, mid-term and long-term goals

and objectives

Specific activities aligned with the

designated goals and objectives

Indicators of success

Measurement techniques of the indicators

Clarification of roles and responsibilities

Formative and summative assessment

criteria

The candidate

demonstrates

knowledge of the steps

in developing an

action plan.

The candidate

demonstrates that

knowledge and

understanding related to

systematic investigation

of needs and solutions

are essential.

The candidate has

incorporated most of

the elements in the

action plan.


the candidate has

developed a complete

action plan as outlined

and articulated that plan

to the school leadership

team.

Working with the

school leadership

team, the candidate

and the PLC members

have implemented the

research based

strategies to meet the

learning needs of the

students.

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Evaluation Rubric:

ELECTRONIC EVIDENCE # 1 DESCRIPTOR RUBRIC

Strategic Leadership 1b. Leading Change: The school executive articulates a vision, and implementation strategies, for improvements and changes which result in improved achievement for all students.

Emerging Developing Proficient Accomplished Not Demonstrated Is knowledgeable of research and

theory associated with school

change particularly the

relationship between school

vision, student achievement, and

organizational change.

AN

D

Identifies changes necessary for

the improvement of student

learning.

AN

D

1b1. Works with others to

systematically consider new and

better ways of leading for

improved student achievement

for all students and engages

stakeholders in the change

process.

AN

D

Adapts/varies leadership style

according to the changing needs of

the school and community.

Effectively communicates the

impact of change.

1c. School Improvement Plan: The school improvement plan provides the structure for the vision, values, goals and changes necessary for improved achievement for all students.

Emerging Developing Proficient Accomplished Not Demonstrated Understands statutory

requirements regarding the

School Improvement Plan.

AN

D

Works with others to facilitate

the collaborative development of

the annual School Improvement

Plan to realize strategic goals

and objectives.

Uses the North Carolina

Teacher Working Conditions

Survey and other data sources to

develop a framework for the


AN

D

1c1. Works with others to

incorporate principles of

continuous improvement and

21st century concepts into the


AN

D

The candidate works with others to

implement the school improvement

plan and creates a plan for

evaluating the improvement

process.

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Instructional Leadership 2a. Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The school executive leads the discussion about standards for curriculum, instruction and assessment based on

research and best practices in order to establish and achieve high expectations for students.

Emerging Developing Proficient Accomplished Not Demonstrated Comprehends literature,

research, and theory associated

with learning, teaching,

curriculum, instruction, and

assessment.

Is knowledgeable of: the North

Carolina Standard Course of

Study, state and federal standards

for accountability, and best

instructional practices.

AN

D

Draws from a variety of data,

including student assessment

data, to identify areas of strength

and weakness in learning,

teaching, curriculum, and

instruction.

AN

D

2a1. Works with others to

systematically focus on the

alignment of learning, teaching,

curriculum, instruction, and

assessment to maximize student

learning.

2a2. Helps organize targeted

opportunities for teachers to

learn how to teach their subjects

well with engaging lessons.

AN

D

Works with others to create a

curriculum audit to be used in the

school improvement process.

Cultural Leadership 3c. Acknowledges Failures; Celebrates Accomplishments and Rewards: The school executive acknowledges failures and celebrates accomplishments of the school in order to define the identity,

culture and performance of the school.

Emerging Developing Proficient Accomplished Not Demonstrated Can identify a range of criteria

by which school success may be

judged and with techniques that

have been shown to be effective

in recognizing and

acknowledging both successes

and failures within a school.

AN

D

Works with others to recognize

the importance of

acknowledging failures and

celebrating accomplishments of

the school and staff.

AN

D

3c1. Works with others to use

established criteria for

performance as the primary

basis for reward and

recognition.

AN

D

Works with others to recognize

individual and collective

contributions toward attainment of

strategic goals.

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Human Resource Leadership 4a. Professional Development/Learning Communities: The school executive ensures that the school is a professional learning community.

Emerging Developing Proficient Accomplished Not Demonstrated Understands the importance of

developing effective professional

learning communities and

results-oriented professional

development.

Understands the importance of

continued personal learning and

professional development.

AN

D

Analyzes a school

context/community, drawing

from sources including the North

Carolina Teacher Working

Conditions Survey and student

achievement data, to develop

concrete suggestions or

strategies for professional

development that reflect

characteristics of, and promote

the use of, professional learning

communities.

AN

D

4a2. Routinely participates in

professional development

focused on improving

instructional programs and

practices.

AN

D

Works with others to create a

process for evaluating instructional

programs and practices resulting

from the development of

professional learning communities

and results-oriented professional

development.

Managerial Leadership 5b. Conflict Management and Resolution: The school executive effectively and efficiently manages the complexity of human interactions so that the focus of the school can be on improved student

achievement.

Emerging Developing Proficient Accomplished Not Demonstrated Understands factors that affect

conflict and conflict resolution,

and is aware of multiple

strategies that can be used to

resolve or manage conflict in a

school setting.

AN

D

Demonstrates awareness of

potential problems and/or areas

of conflict within the school that

affect students’ learning and

achievement.

AN

D


resolve problems and/or areas

of conflict within the school in

ways that improve student

achievement.

AN

D

The candidate will document areas

of conflict that occur, the methods

used to deal with the conflict and

the direct impact it had on student

achievement.

External Development Leadership 6b. Federal, State and District Mandates: The school executive designs protocols and processes in order to comply with federal, state, and district mandates.

Emerging Developing Proficient Accomplished Not Demonstrated Is knowledgeable of applicable

federal, state, and district

mandates.

Understands district goals and

initiatives directed at improving

student achievement. AN

D

Works with others to design

protocols and processes to

comply with federal, state, and

district mandates.

Works with others to develop

strategies for implementing

district initiatives directed at

improving student achievement.

AN

D


implement district initiatives

directed at improving student

achievement.

AN

D

Works with others to provide

opportunities for staff members to

express opinions contrary to those

of authority or in relation to

potentially discordant issues,

particularly those that affect student

achievement.

Works with others to discuss with

staff and implement solutions to

address potentially discordant

issues.

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Teacher Empowerment and Leadership

Descriptors of the elements addressed in the evidence: 4a1, 1d2, 1d1, 3d1, 4b1, 4c1

Name of Evidence: Analysis and Action Plan for Teacher Empowerment and Leadership

(AAPTEL)

The purpose of this evidence is for candidates to demonstrate success as educational leaders in

relation to empowering teachers to become effective leaders and decision makers. The

components of the artifact will provide candidates with opportunities to collaboratively analyze

and create an action plan that reflects the empowerment of teachers.

In today’s schools, collaborative decision-making is one of the primary leadership functions for a

21st Century School Executive. Leaders make decisions concerning every possible part of the

school’s operation. These include the individuals in the school, the various groups in the school,

school structure, the instructional program, the administrative program, and the daily operations

that require strong leadership and decision-making for effective operation of the school day.

Collaborative leadership and decision-making result in positively impacting the balance and

smooth operation of an effective school. Therefore, knowing the process of collaborative decision-

making and the components of effective leadership practices is vital to school leaders.

Furthermore, the practice of these components is necessary to the establishment of a positive

school climate and total success in the teaching and learning process. The ultimate result of

effective collaborative decision-making and leadership in the school setting is sustained academic

growth of all students.

The AAPTEL will include relevant research findings on best practices for teacher empowerment

and leadership, a visual depiction of best practices, an alignment of theoretical best practices to

actual school practices, and the development of an action plan to resolve school problems. The

AAPTEL will be presented to the school administrative team for their feedback and

recommendations regarding a broader presentation to the School Improvement Team.


Part A: AAPTEL Research

The candidate will conduct a research study reflecting various teacher empowerment and

leadership best practices to include such researchers as Todd Whitaker, Robert Marzano,

Linda Darling-Hammond, and others.

Part B: Graphic Checklist Visual

The candidate will develop a visual checklist of best practices for teacher empowerment

and leadership resulting from Part A.

Part C: Gap Analysis

The candidate will utilize the checklist of best practices and relate these to actual practices

in the school determining the gap that will be the foundation for the action plan for student

learning and development.

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Part D: Opportunities for Empowerment

The candidate will utilize the results of the analysis and the identified opportunities for

teacher empowerment as the foundation for the action plan.

Part E: Action Plan

Using an approved action plan format, the candidate will lead a PLC to develop a teacher

empowerment leadership action plan that includes the following: a report of best practices,

a visual checklist, a gap analysis, and an action plan. The action plan will include:

A vision for positive school environment

Documentation to support identified needs

List of strategic indicators of success

Specific short-term and long-term goals and objectives

Activities to address identified goals and objectives

A plan to communicate progress with vital stakeholders

Specific timeline of activities

Plan for stakeholder involvement and buy-in

Specific roles and responsibilities for this action plan

Formative and summative assessment criteria


which it is cited:

Below is a list of the descriptors that align with this evidence that will provide the specific

experience. During the process of developing the AAPTEL, the candidate will demonstrate

skills in communication, delegation, organizational ability, systems thinking, and the use of

technology. The candidate will also facilitate collaborative groups, facilitate the execution

of plans, and create processes for distributive leadership.

Descriptor 4a1 – Works with others to provide structures for the implementation and

development of effective professional learning communities and results-oriented


This portion of the AAPTEL highlights the professional development structure for

introducing results-oriented training in professional learning communities. Information

from the needs assessment and organizational analysis should be used to develop the

professional development structure.

Descriptor 1d2 – Works with others to encourage teachers and support staff to

assume leadership and decision-making roles in the school.

This portion of the AAPTEL highlights the delivery of staff development in the areas of

leadership and decision making. Information from the needs assessment will assist

candidates in guiding teachers to determine their leadership styles and opportunities for

decision making.

Descriptor 1d1 – Works with others to create opportunities for staff to demonstrate

leadership skills by empowering them to assume leadership and decision-making

roles.

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Rev. 9-5-11

This portion of the AAPTEL highlights the empowerment of teachers for leadership and

decision-making tasks by the candidate. The candidate’s AAPTEL will depict a graphic

representation of teacher empowerment and leadership in the decision-making process.

Descriptor 3d1 – Identifies strategies for building a sense of efficacy and

empowerment among staff.

This portion of the AAPTEL highlights the candidate’s ability to build a sense of efficacy

and empowerment among the staff. Using information from the organizational analysis,

candidates will develop and administer a staff survey to determine the knowledge, skills,

and dispositions concerning the culture of the school.

Descriptor 4b1 – Supports, mentors, and coaches staff members and emerging

teacher leaders.

This portion of the AAPTEL highlights the candidate’s ability to support, mentor, and

coach the staff and emerging teacher leaders by using the needs assessment and survey

results to capture this information in the action plan.

Descriptor 4c1 – Works with others to provide formal feedback to teachers

concerning the effectiveness of their classroom instruction and ways to improve their

instructional practice. This portion of the AAPTEL model highlights the candidate’s ability to participate in peer

observations for student learning.

All candidates must present an Analysis and Action Plan for Teacher Empowerment and

Leadership (AAPTEL) that addresses the descriptors outlined in the accompanying rubric. The

AAPTEL is to be presented to the school’s administrative team for their review and, with their

approval, to the School Improvement Team for implementation. The action plan will include: an

analysis of the school’s capacity and commitment to improve teacher empowerment and

leadership, and an action plan based on the analysis that addresses one or more priorities to

improve the school’s capacity to impact teacher empowerment and leadership so that improved

opportunities for teachers, in turn, can impact student learning and development. In completing

this evidence, candidates will be required to gather and analyze data, develop/establish criteria for

best practices in distributed leadership, teacher empowerment, and professional development, and

develop and present an action plan for improvement. The action plan will include structures and

processes for implementation. The candidate will be expected to take the lead role in

implementing the plan. The site supervisor will assess the candidate’s role in leading the initiative.


1. Apply the concepts of professional efficacy, distributed leadership and teacher

empowerment to provide opportunities for teachers, support staff, and community members

to assume leadership responsibility for some key aspect of school improvement.

2. Encourage and support initiatives designed to distribute leadership opportunities and

responsibilities to others.

3. Understand and apply the principles of professional collaboration and a positive work

environment to school improvement, including improved student success.

4. Analyze and apply school climate data, including TWCS data, to initiatives or improving

the school’s climate and working conditions.

5. Construct and administer instruments designed to solicit feedback on school climate,

aggregate and disaggregate these data, and develop possible actions based on those data.

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Rev. 9-5-11

6. Understand the critical elements of a successful professional learning community in order

to lead in the creation of or continuing development of a PLC in the school.

7. Construct effective staff development plans and structures intended to build capacity for

improving instructional programs and practices.

8. Apply principles of effective and open communications to the School Capacity Building

Project.


Projects in the specified courses will be evaluated by separate course rubrics that are included in

this handbook and in TaskStream. The candidate’s experiences and reflections should be

articulated in an addendum to the completed AAPTEL. The self-reflection of personal

development and growth as an educational leader, along with the candidate’s commitment to

teacher empowerment and leadership, will be a significant element used by the program faculty

and a representative of the LEA in determining the readiness of the candidate for school-level

executive leadership.

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Evaluation Rubric:


Teacher Empowerment and Leadership

Analysis and Action Plan for Teacher Empowerment and Leadership (AAPTEL)

Key Artifacts: Teacher Empowerment and Leadership Research, Graphic Visual Checklist of Teacher Empowerment and

Leadership, Gap Analysis – Theoretical and Actual Practices, Action Plan

Assignment Description Emerging Developing Proficient Accomplished Part A: AAPTEL

Research

The candidate will conduct a research

study reflecting various teacher

empowerment and leadership best

practices found in the current

literature.

The candidate will

summarize the

findings from the

current literature.

The candidate will

work with others to

analyze and critique the

findings from the

current literature.

The candidate will

work with others to

create activities that

provide leadership

opportunities and the

empowerment of staff.

The candidate will

work with others to

evaluate the decision-

making activities of

the staff and other

activities resulting

from empowerment.

Assignment Description Emerging Developing Proficient Accomplished Part B: Graphic

Checklist Visual

The candidate will develop a visual

checklist of best practices for teacher

empowerment and leadership

resulting from Part A.

The candidate will

research the literature

to develop a checklist

of best practices.

The candidate will

work with others to

demonstrate to teachers

how to include best

practices in teaching.

The candidate will

work with others to

delineate various

methods in teaching

and implement the

practices.

The candidate will

document one or more

best practices used in

the implementation

process.

Assignment Description Emerging Developing Proficient Accomplished Part C: Gap Analysis The candidate will utilize the

checklist of best practices and relate

these to actual practices in the school

determining the gap that will be the

foundation for the action plan for

student learning and development.

The candidate will

analyze classroom

practices in

relationship to

research-based best

practices (See B

above) to create the

foundation of the

action plan for student

learning and

development.

The candidate will

work with others to

demonstrate the

empowerment of

teachers to develop

action plans.

Upon observing

teaching, the candidate

will work with others to

implement and record

usage of best practices

within the school.

The candidate will

work with others to

evaluate and revise the

teaching plan to reflect

best practice for

student learning and

development.

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Rev. 9-5-11


Opportunities for

Empowerment

The candidate will utilize the results

of the analysis and the identified

opportunities for teacher

empowerment as the foundation for

the action plan.

The candidate will

enumerate gaps in

order of need.

The candidate will

work with others to

determine methods for

closing the gap.

The candidate will

work with others to

empower teachers to

close the gap.

The candidate will

work with others to

evaluate strategies

used in closing the

gap.

Assignment Description Emerging Developing Proficient Accomplished

Part E: Action Plan Using an approved action plan

format, the candidate will lead a

PLC to develop a teacher

empowerment leadership action plan

that includes the following: a report

of best practices, a visual checklist,

a gap analysis, an action plan. The

action plan will include:

A vision for positive school

environment

Documentation to support

identified needs

List of strategic indicators of

success

Specific short-term and long-

term goals and objectives

Activities to address identified

goals and objectives

A plan to communicate

progress with vital stakeholders

Specific timeline of activities

Plan for stakeholder

involvement and buy-in

Specific roles and

responsibilities for this action

plan

Formative and summative

assessment criteria

The candidate will

lead the PLC to

determine the ideas for

the plan for teacher

empowerment and

leadership.

The candidate will

work with others to

develop the plan using

the ideas developed.

The candidate will

work with others to

create a plan for

implementation that

provides for student

learning and teacher

empowerment..

The candidate will

analyze, revise, and

alter the plan for

improvement of

student learning as

dictated by

observation and data

analysis.

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Strategic Leadership 1d. Distributive Leadership: The school executive creates and utilizes processes to distribute leadership and decision making throughout the school.

Emerging Developing Proficient Accomplished Not

Demonstrated Understands the importance of

providing opportunities for

teachers to assume leadership

and decision-making roles

within the school. A

ND

Works with others to plan and

provide leadership

development activities for staff

members.

AN

D

1d1. Works with others to

create opportunities for staff

to demonstrate leadership

skills by empowering them to

assume leadership and

decision-making roles.

AN

D

The candidate will document the

opportunities for demonstrated

leadership and empowerment.

1d. Distributive Leadership: The school executive creates and utilizes processes to distribute leadership and decision making throughout the school.



providing opportunities for

teachers to assume leadership

and decision-making roles

within the school.

AN

D

Works with others to plan and

provide leadership

development activities for staff

members.

AN

D


encourage teachers and

support staff to assume

leadership and decision-

making roles in the school.

AN

D

The candidate will lead the staff

to document the leadership and

decision-making roles assumed

in the school.

Cultural Leadership 3d. Efficacy and Empowerment: The school executive develops a sense of efficacy and empowerment among staff which influences the school’s identity, culture, and

performance.



building a sense of efficacy

and empowerment among staff.


developing a sense of well-

being among staff, students,

and parents/guardians.

AN

D

Analyzes school contexts and

cultures and identifies areas of

both high and low levels of

staff efficacy and

empowerment

AN

D

3d1. Identifies strategies for


and empowerment among

staff.

AN

D

Document and analyze the

implementation of strategies to

empower staff.

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Human Resource Leadership 4a. Professional Development/Learning Communities: The school executive ensures that the school is a professional learning community.



developing effective

professional learning

communities and results-

oriented professional

development.


continued personal learning

and professional development.

AN

D

Analyzes a school

context/community, drawing

from sources including the

North Carolina Teacher

Working Conditions Survey

and student achievement data,

to develop concrete

suggestions or strategies for

professional development that

reflect characteristics of, and

promote the use of,

professional learning

communities.

AN

D


provide structures for and

implement the development

of effective professional

learning communities and

results-oriented professional

development.

AN

D

Work with others to provide a

means for evaluation of the

implementation of structures for

PLCs and results-oriented


Document the process developed

for this.

4b. Recruiting, Hiring, Placing and Mentoring of staff: The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff.


Demonstrated Understands theories and

research on the recruitment,

placement, and mentoring of

school staff at all levels.

Comprehends state and federal

laws or regulations related to

the recruitment, placement, and

mentoring of school staff.

AN

D

Using a variety of data at the

school level:

Identifies school needs in

recruiting new teachers and

staff.


hiring new teachers and

staff


placing new teachers and

staff.


mentoring new teachers

and staff.

AN

D

4b1. Supports, mentors, and

coaches staff members and

emerging teacher leaders.

AN

D

Works with others to guide the

learning community in

establishing and implementing

data-based goals for enhancing

recruitment, employment,

retention, mentoring,

professional development, and

support of all teachers and staff

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4c. Teacher and Staff Evaluation: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus, student

achievement.


Demonstrated Understands multiple tools and

approaches to the evaluation of

school staff.

AN

D

Demonstrates ability to adhere

to legal requirements for

teacher and staff evaluation.

AN

D


provide formal feedback to

teachers concerning the

effectiveness of their

classroom instruction and

ways to improve their

instructional practice.

AN

D

From multiple evaluation tools,

the candidate will utilize and

record best practices for effective

classroom improvement.

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Community Involvement and Engagement

Descriptors of the elements addressed in the evidence: 6a1, 3a2, 5c1, 5c2

Name of Evidence: Stakeholder Involvement Plan (SIP)

Candidates will work with the school administrative team to select, organize, and lead a team

consisting of both internal and external stakeholders to create a Stakeholder Involvement Plan

(SIP). The SIP team will cultivate involvement and interaction aimed at parental involvement and

school-community outreach and partnerships. The SIP team members will identify communication

gaps, data deficiencies, and lost opportunities for collaboration, develop possible strategic

solutions to address these deficiencies, and present them to school leadership and the school

improvement team for consideration and implementation. The plan will focus on the decision-

making process, data-driven decisions, and the ability to solicit community involvement. The SIP

will highlight the strengths that currently exist among the stakeholders related to involvement and

communication. As a result of the analyses, the SIP team will outline short-term and long-term

objectives for the school and its community partners to attain. The SIP will include the following

components: needs assessment, organizational analysis, potential resources that will support the

efforts, a viable marketing plan for the school that incorporates the needs of the community, and a

process journal of activities.


Part A: Needs Assessment

The candidate will lead the SIP Team in conducting a needs assessment to determine the gaps

in communication between the internal and external communities and potential opportunities

for involvement of these two communities in decisions that have a direct effect on the

community and the schools. The needs assessment should include a background description of

the setting, a clear statement of the purpose of the needs assessment, a list of participants who

participated during the needs assessment process and at what stage of the process the

participants were active, an analysis of the findings, a set of recommendations that identifies

avenues of communication that will be established, and a set of recommendations that includes

both short-term and long-term objectives to establish the SIP.

Part B: Organizational Analysis

The candidate will lead the SIP Team in conducting an organizational analysis to determine the

climate of the school. The Teacher Working Conditions Survey may be used in the event a

secondary climate survey is not feasible. As a result of the analysis, the Team should evaluate

the school leadership and use the evaluation as a validation instrument for the TWCS and/or

climate survey. The Team will use the results of the school leadership evaluation and the

results of the TWCS to determine the strengths and weaknesses of the school leadership. From

this analysis, the Team will make recommendations to be addressed in the SIP. The

organization analysis should include a background of the organizational setting, the

participants in the organizational analysis, a detailed description of the procedures used for

data collection and analysis, and the recommendations previously mentioned.

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Part C: Resource Identification

The Team should identify both fiscal and human resources necessary to complete the SIP. This

includes funding necessary to accomplish the short-term and long-term objectives identified to

establish the SIP, as well as resources to sustain the SIP. Resource identification would also

require that the candidate identify the human capital within the school and community for

expertise and talent that would facilitate a successful development and implementation of the

SIP.

Part D: Marketing Plan

The Team will develop a marketing plan based on the needs assessment results, the

organizational analyses results, and the resource identification. The plan should include a

statement of the purpose of the marketing plan, strengths of the current school program and

how it can enhance the image of the school within the community, opportunities for input from

the community related to the decision-making process, opportunities for involvement by the

community in school activities such as concerts, theater events, athletic contests, academic

challenge events, and other social gatherings that would bring the public into the school

environment. The plan should include an implementation plan that makes use of a variety of

media from the traditional printed form to the more elaborate electronic form. Finally, the

Marketing Plan should include a timeline for implementation and a feedback component for

evaluation and reflection.

Part E: Process Journal

The candidate should keep a detailed journal of the activities, decision points, conflicts,

resolutions, successes, and failures of the process during the development of the SIP. At the

end of the journal, a reflective summary of the process should be included. Within the

reflection, the candidate should elaborate on the lessons learned and successes and

opportunities for improvement in leadership skills experienced throughout the process.

How the evidence specifically addresses the descriptors of the elements of the standards:

Below is a list of the descriptors that are aligned with this evidence, as well as the course(s) that

will provide the specific experience.

During the process of developing Community Involvement and Engagement evidence, the

candidate will develop and demonstrate several skills. First in the area of effective

communications, the candidate will demonstrate skills in oral and written communications,

listening skills, negotiating skills, and effective feedback. Second the candidate will develop and

demonstrate skills in how to manage conflict both in human relationships and cultural differences.

Third the candidate will develop and demonstrate skills in public presentation and public relations.

In addition, the candidate will demonstrate organizational skills when working with diverse groups

of stakeholders from both internal and external communities.

3a2. Seeks input from the School Improvement Team and other stakeholders to make

decisions.

The candidate will demonstrate through the needs assessment and organizational analysis

that stakeholders are involved in the final decisions related to SIP. The candidate will

produce evidence that feedback received from the school leadership team and the SIT

committee is incorporated into subsequent meetings of the SIP team and in the final SIP.

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Rev. 9-5-11

The candidate will analyze the TWC Survey, or analyze data from an instrument approved

by the class instructor, or create an instrument to assess the involvement of stakeholders in

the decision-making process. If the instrument is created, the candidate should conduct the

survey and analyze the results for validation purposes. As a follow-up to analysis of the

decision-making data, the candidate will develop recommendations based on the findings

that will become a part of the SIP.

5c1. Works with others to utilize a system of open communication that provides for

the timely, responsible sharing of information with the school community.

The candidate will demonstrate timely and open communications by adhering to an agreed

upon schedule of events, communicating between the school and the community,

demonstrating willingness to listen to all parties, and giving consideration to all concerns

throughout the process. This can be demonstrated in the journals written, feedback given,

meetings conducted, and communications delivered.

5c2. Works with others to provide information in different formats in multiple ways

through different media in order to ensure communication with all members of the

community.

The candidate will establish an open line of communication with all stakeholders by

utilizing 21st Century Web 2.0 tools such as blogs, twitter, or social media sites. In

addition, the candidate will show evidence of communicating through e-mail, school and

community websites, and oral and written communications.

Descriptor: 6a1. Works with others to engage parents/guardians and all community

stakeholders in a shared responsibility for student and school success reflecting the

community’s vision of the school.

The candidate will satisfy descriptor 6a1 by showing evidence that s/he has actively

involved internal and external stakeholders in the development of the SIP and by ensuring

that the plan developed reflects not only the vision of the school but also addresses the

vision of the community related to the school. Journaling and SIP team minutes will clearly

show that the candidate collaborated with both internal and external stakeholders. The

Stakeholder Involvement Plan will clearly address the needs that were identified in the

needs assessment and the organizational analysis. The final SIP will ensure that the input

from the stakeholders is a reflection of community and school needs and vision.

Culminating Project:

The candidate, leading an SIP Team will develop, present, and implement a comprehensive

Stakeholder Involvement Plan (SIP) by utilizing the Needs Assessment, Organizational

Analysis, Resource Identification Project, and Graphical Organizer and addressing

descriptors 6a1, 3a2, 5c1, and 5c2. The SIP will focus on the decision-making process,

data-driven decisions, communications both internal and external to the school community,

and soliciting community involvement through an aggressive marketing plan.

All candidates must present a Stakeholder Involvement Plan (SIP) that addresses the descriptors

outlined in the accompanying rubric. The SIP is to be presented to the school’s administrative team

for their review and, with their approval, to the School Improvement Team for implementation.

This evidence will focus on improving how a school can increase its capacity to engage its

community partners in the complex work of improving student success. The Project will require

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Rev. 9-5-11

candidates to develop, collect, and analyze survey data, as well as conduct interviews and focus

groups with various constituencies inside and outside the school.

Once the plan has been approved by the supervisor, the candidate will facilitate the

implementation of the plan and involvement of key members of the various school communities.


1. Participate in and work with the School Improvement Team (SIT) and their decision-

making processes.

2. Assess the history and successes/failures of previous and current efforts at community

engagement on behalf of enhancing student success.

3. Construct and administer various assessment tools (e.g., surveys, interviews, focus

groups, etc.) in working with various stakeholder groups aligned with the school and its

improvement priorities.

4. Communicate the school’s vision, mission, and program to community stakeholders.

5. Acquire critical information and feedback from community stakeholders to communicate

with the school’s administration and SIT.

6. Articulate an understanding of the values and challenges of ethnic, cultural, and

ideological diversity in meeting the schools mission and goals.

How will the evidence be evaluated by the institution:

The evidence will be evaluated by the quality, the completeness, and the theoretical

soundness of the candidate’s submissions. The candidate’s SIP not only must have all the

elements prescribed by the instructions in the sections of this document, it must also

represent academic achievement worthy of a Master’s in Executive Leadership Studies

degree for each of the following elements of the evidence: needs assessment,

organizational analysis, resource identification, marketing plan, and process journal.

The candidate’s experiences and reflections should be articulated in the Process Journal

outlined in the SIP. The self-reflection of personal development and growth as a

collaborating educational leader, along with the candidate’s commitment to involvement

from internal and external stakeholders and collaboration between the school and

community, will be a significant element used by the program faculty and a representative

of the LEA in determining the readiness of the candidate for school-level executive

leadership.

Page 49 of 145

Rev. 9-5-11

Electronic Rubric:


Community Involvement and Engagement

Stakeholder Involvement Plan(SIP) Key Artifacts: Needs Assessment, Organizational Analysis, Resource Identification, Marketing Plan, Process Journal


Needs Assessment

The candidate will conduct a needs

assessment to determine the gaps in

communication between the internal

and external communities and potential

opportunities for involvement of these

two communities in decisions that have

a direct effect on the community and

the schools. The needs assessment

should include a background

description of the setting, a clear

statement of the purpose of the needs

assessment, a list of participants who

participated during the needs

assessment process and at what stage of

the process the participants were active,

an analysis of the findings, a set of

recommendations that identifies

avenues of communication that will be

established, and a set of

recommendations that includes both

short-term and long-term objectives to

establish the SIP.

The candidate

researches the

components and

purposes of a needs

assessment.

The candidate works

with others to develop a

needs assessment that

includes all necessary

components of the

assessment.

The candidate

demonstrates

proficiency in

administering the needs

assessment to the staff

and providing the

results for

implementation.

The candidate leads

the staff in creating an

evaluation process for

the needs assessment

and makes appropriate

revisions for future

utilization.

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Rev. 9-5-11


Organizational

Analysis

The candidate will conduct an

organizational analysis to determine the

climate of the school. The Teacher

Working Conditions Survey may be

used in the event a secondary climate

survey is not feasible. As a result of the

analysis, the candidate should evaluate

the school leadership and use the

evaluation as a validation instrument

for the TWCS and/or climate survey.

The candidate will use the results of the

school leadership evaluation and the

results of the TWCS to determine the

strengths and weaknesses of the school

leadership. From this analysis the

candidate will make recommendations

to be addressed in the SIP. The

organization analysis should include a

background of the organizational

setting, the participants in the

organizational analysis, a detailed

description of the procedures used for

data collection and analysis, and the

recommendations previously

mentioned.

The candidate

researches the

components of the

organizational analysis

and the reason for it.

The candidate works

with others to select a

climate survey for use

in analyzing the climate

of the school.

The candidate will lead

the staff to determine

recommendations to be

addressed in the SIP.

These will be

documented for further

use.

The candidate will

implement the climate

portion of the plan and

conduct formative

evaluations of the

process..


Resource

Identification

The candidate should identify both

fiscal and human resources necessary to

complete the SIP. This includes funding

necessary to accomplish the short-term

and long-term objectives identified to

establish the SIP, as well as resources

to sustain the SIP. Resource

identification would also require that

the candidate identify the human capital

within the school and community for

expertise and talent that would facilitate

a successful development and

implementation of the SIP.

The candidate has

researched and

developed an

understanding of the

necessary fiscal and

human resources

required in the SIP.

The candidate works

with others to develop

specific resources

(human and fiscal) for

developing and

implementing the SIP.

The candidate works

with others to

determine further needs

and enumerates the

results in a visual to

assss needs.

The school is recipient

of allocations to meet

needs and to

accomplish long term

and short term goals.

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Rev. 9-5-11


Marketing Plan

The candidate will develop a marketing

plan based on the needs assessment

results, the organizational analyses

results, and the resource identification.

The plan should include a statement of

the purpose of the marketing plan,

strengths of the current school program

and how it can enhance the image of

the school within the community,

opportunities for input from the

community related to the decision-

making process, opportunities for

involvement by the community in

school activities such as concerts,

theater events, athletic contest,

academic challenge events, and other

social gatherings that would bring the

public into the school environment. The

plan should include an implementation

plan that makes use of a variety of

media from the traditional printed form

to the more elaborate electronic form.

Finally, the Marketing Plan should

include a timeline for implementation

and a feedback component for

evaluation and reflection.

The candidate

researches the

components and

purposes of the

marketing plan..

The candidate works


the marketing plan with

timeline and feedback

components,

evaluation, and

reflection.

The candidate works


an implementation plan

for marketing.

The candidate works

with others to

implement all portions

of the plan and provide

evaluation for the

portions implemented.


Process Journal

The candidate should keep a detailed

journal of the activities, decision

points, conflicts, resolutions,

successes, and failures of the process

during the development of the SIP. At

the end of the journal, a reflective

summary of the process should be

included. Within the reflection, the

candidate should elaborate on the

lessons learned, successes

experienced, and opportunities for

improvement in leadership.

The candidate

researches the

purpose of a Process

Journal and creates an

outline of the

components.

The candidate will

determine pivotal points

in the process and

reflect upon lessons

learned.

The candidate will

develop a list of

activities from the

journal depicting

decision points,

conflicts, resolutions,

successes, and failures

of the process.

From the journal, the

candidate and others

will identify

opportunities for

improvement and

create a plan for

addressing them.

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Rev. 9-5-11

Cultural Leadership 3a. Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative work environment can play in the

school’s culture.


Demonstrated Comprehends literature,


with organizational climate,

particularly as it is manifested

in schools.

AN

D

Identifies characteristics of a

collaborative work

environment within the school.

Analyzes data from the

Teacher Working Conditions

Survey and other data sources

from parents, students,

teachers, and stakeholders to

diagnose and evaluate the

teaching and learning

environment within the school.

AN

D

3a2. Seeks input from the

School Improvement Team

and other stakeholders to

make decisions.

AN

D

The candidate will implement

steps for achieving a

collaborative work environment

within schools and evaluate

through written reflection.

Managerial Leadership 5c. Systematic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student

achievement.


open, effective communication

in the operation of the school.

AN

D

Works with others to routinely

involve the school

improvement team in school

wide communications

processes.

Works with others to design a

system of open communication

that provides for the timely,

responsible sharing of

information to, from, and with

the school community.

AN

D

5c1.Works with others to

utilize a system of open

communication that provides

for the timely, responsible

sharing of information within


AN

D

The candidate will determine the

effectiveness of the process by

interacting with stakeholders

concerning effective

communications in the operation

of schools. Document your

process.

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Rev. 9-5-11

5c. Systematic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student

achievement.


open, effective communication

in the operation of the school.

AN

D

Works with others to routinely

involve the school

improvement team in school

wide communications

processes.

Works with others to design a

system of open communication

that provides for the timely,

responsible sharing of

information to, from, and with


AN

D


provide information in

different formats in multiple

ways through different media

in order to ensure

communication with all

members of the community.

Works with others to determine

the use of different formats in

multiple ways to ensure

communication with all members

of the community.

External Development Leadership 6a. Parent and Community Involvement and Outreach: The school executive designs structures and processes which result in parent and community engagement, support and ownership

for the school. Understands theory and

research on parental and

community engagement in

schools, and can apply this

both to the

analysis/examination of school

settings and to development of

concrete strategies for

improving involvement.

AN

D

Interacts with, and

acknowledges that

parents/guardians and

community members have a

critical role in developing

community engagement,

support, and ownership of the

school.

Identifies the positive,

culturally-responsive traditions

of the school and community.

AN

D


engage parents/guardians and

all community stakeholders in

a shared responsibility for

student and school success

reflecting the community’s

vision of the school. AN

D

Works with others to implement

processes that empower

parents/guardians and all

community stakeholders to make

significant decisions.

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Rev. 9-5-11

Organizational Management

Descriptors of the elements addressed in the evidence: 2b2, 2b1, 4c2, 5d1, 5d2, 6b1, 5a1, 5a2

Name of Evidence: Organizational Management Analysis (OMA)

School executives who excel in 21st Century schools will be those who understand and

demonstrate skills in domains of both leadership and management. This includes the ability to

effectively utilize budget resources to positively influence student achievement. It also includes the

ability to make wise decisions related to the ever-changing complexity of human behavior. This is

highlighted by the executive’s ability to resolve conflict in a positive and productive way. To be

effective in conflict resolution, a leader must develop multiple avenues of effective and open

communication. These domains overlap with an ebb and flow that the capable executive can

discern and utilize to the benefit of the organization. This area will highlight several key evidences

related to the ability of the executive to manage the complex systems inherent in a 21st Century

school. The candidate will complete an analysis that demonstrates an understanding of an

executive leader focused on organizational management. The analysis will require a thorough

description and examination of how the school works and how it can be improved. The candidate

will incorporate current data, qualitative procedures, and an examination of artifacts that

demonstrate alignment with district and state requirements. The candidate will also address the

impact of the findings of the analysis on transformational opportunities.

All candidates will complete a project entitled “Assessing a School’s Organization and

Management Plan.” This assessment will focus on how effectively and efficiently the school is

managed to support its broader mission of meeting student learning needs. There are four

components of the assessment that will assist candidates in securing the information required for

the completion of this evidence. These components are:

Specific directions and/or requirements for the evidence provided to the candidate.

Part A: Contextual Analysis

Each candidate will complete a contextual analysis. The first part of the analysis requires a

detailed analysis of the school and its context, both internally and externally. In this

analysis, organizational structures, management routines, and operations are included in the

analysis. Included in the analysis will be to determine the degree of involvement and

participation school personnel have in making budget recommendations and decisions as

well as a determination of the degree of inclusion of the School Improvement Team input

in budget and resource decisions.

Part B: Instructional Capacity Building

Each candidate, in cooperation with his/her principal, will assume responsibility for leading

activities that address the instructional capacity of a number of teachers at the discretion of

the building administrator. The plan for formative assessment of the designated staff

members will be subject to administrative approval.

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Rev. 9-5-11

Part C: Assessing Services for Special Populations

Through collaborative efforts with exceptional learner’s staff, candidates will examine the

school’s ability to address the educational and socio-emotional needs of children in special

population categories. It is the intent of this activity to determine if the school is providing

legally compliant and ethically sound services to all children as well as identify mandates

and initiatives at all levels, along with their purpose and compliance guidelines.

Part D: Building a Schedule With agreement from the building administrator, the candidate will assume responsibility

for constructing a schedule to meet a defined set of necessary circumstances and/or

conditions in the school. Through this process, the candidate will assess the strengths and

weaknesses of the school’s scheduling procedures as an organizing tool for meeting key

school improvement outcomes. The schedule should demonstrate the necessary

accommodations for individual and group needs.

The Evidence is a document that analyzes the status of the school’s organization and

management procedures and then makes recommendations for improvement to the building

administrator. The project will take the form of a narrative report that will address sound

management principles. This Assessment is to be presented to the school’s administrative

team. The candidate is to advocate for whatever implementation the school’s

administration regards as feasible. The candidate will facilitate implementation of the

recommended changes indentified in the analysis. The candidate will be instructed to lead

identified teams such as the School Improvement Team, the School Leadership Team, or a

Professional Learning Community Cadre in the implementation of the recommended

changes. Assessment of the candidate will be the ability to lead the implementation

processes with regard to identified needs and enhancements. The narrative report and

possible levels of implementation will demonstrate:

Knowledge of legal requirements for planning of instructional time

Knowledge of best scheduling practices

Knowledge of best practices in mentoring and coaching teachers

Knowledge of the North Carolina Teacher Evaluation System

Knowledge of the value of teacher leadership

Knowledge of how to recruit potential teacher leaders

Knowledge of the functions of a school improvement team

Knowledge of communications media and formats

Knowledge of sources of federal, state, and district policies intended for school

improvement goals

Knowledge of the North Carolina’s accountability system


which it is cited in Sections I and II.

Each of the descriptors will be addressed in the Organizational Management Analysis

(OMA) as explained in the following list. In addition to the individual evidence provided

for this standard, the descriptors will be introduced and supported in multiple courses in the

program course of study. The intent is to build skills and artifacts that will contribute to the

OMA as candidates work through the program.

2b1. Adheres to legal requirements for planning and instructional time.

Page 56 of 145

Rev. 9-5-11

It is expected that the candidate will include this as part of the policy analysis piece of the

case study.

2b2. Reviews scheduling processes and protocols that maximize staff input and

address diverse student learning needs.

It is expected that the candidate will address these elements in the policy analysis and the

contextual assessment especially in the experience in working with the School

Improvement Team.

4c2. Works with others to implement district and state evaluation policies in a fair

and equitable manner.

This competency will be addressed in the policy analysis as the candidate will examine the

adherence to policy regulations and requirements.

5d1. Works with others to communicate and enforce clear expectations, structures,

rules, and procedures for students and staff.

This competency will be demonstrated in the case study as the candidate completes the

communications plan assessment with the examination of the student and faculty

handbooks.

5d2. Works with others to effectively implement district rules and procedures.

Working with the School Improvement Team and the Administrative Leadership Team, the

candidate will demonstrate knowledge and skills in ensuring that district rules and policies

are followed.

6b1. Works with others to ensure compliance with federal, state, and district

mandates.

The policy analysis of the case study will ensure that the candidate is fully versed in

compliance issues associated with federal, state, and local mandates.

5a1. Works with others to incorporate the input of the School Improvement Team in

budget and resource decisions.

The candidate, in the contextual analysis, will be expected to experience this element in

working with the School Improvement Team as well as have the opportunity to include

demonstrated knowledge in the recommendations phase of the OMA.

5a2. Works with others to use feedback and data to assess the success of funding and

program decisions.

The candidate will demonstrate this element in the reflection piece of the OMA with regard

to theoretical needs and the experience in working with the School Improvement Team.

A successful evidence will demonstrate:

1. Knowledge of the legal requirements for planning and instructional time and apply

those requirements in constructing a schedule.

2. Knowledge of best scheduling practices most likely to meet diverse student learning

needs and help produce increased student achievement and success.

3. Knowledge of best practices in mentoring and coaching teachers for helping them

improve their instructional practices.

4. Understanding of the value of teacher leadership and help identify and recruit potential

teacher leaders for the school.

5. Knowledge of the NC Teacher Evaluation System and apply it to observing teachers

and giving them constructive feedback for improving their instructional practice.

6. Knowledge of the NC Teacher Evaluation System and be able to apply it in a fair and

equitable manner.

7. Knowledge of the purpose and function of a School Improvement Team and assess its

participation in critical decision-making, including the allocation and distribution of

Page 57 of 145

Rev. 9-5-11

resources, as well as general program effectiveness.

8. Knowledge of a variety of communications media and formats and appropriately match

the media and the message to the audience.

9. Knowledge of the various sources of federal, state, and district policy and apply their

core principles to the school’s improvement goals and priorities.

10. Knowledge and understanding of the requirements of the state’s accountability system

and apply that understanding in helping set student achievement priorities for the

school.

How will the evidence be evaluated by the institution:

Projects in the specified courses will be evaluated by separate course rubrics that are

included in TaskStream. The professor for each course will determine the timeline for

submission of the specified project.

The candidate’s experiences and reflections should be articulated in the process journal for

this evidence. The self-reflection of personal development and growth as an instructional

leader, along with the candidate’s commitment to the improvement of student learning, will

be a significant element used by the program faculty and a representative of the LEA in

determining the readiness of the candidate for school-level executive leadership.

A rubric for Management Planning can be found in this handbook and in TaskStream.

Page 58 of 145

Rev. 9-5-11

Electronic Rubric:


Organizational Management Organizational Management Analysis (OMA) Key Artifacts: Contextual Analysis, Building Instructional Capacity, Assessing Services for Special Populations, Building a Schedule


Contextual Analysis

Each candidate will complete a

contextual analysis.

The first part of the analysis

requires a detailed analysis of the

school and its context, both

internally and externally. In this

analysis, organizational

structures, management routines,

and operations are included.

Included in the analysis will be to

determine the degree of

involvement and participation

school personnel have in making

budget recommendations and

decisions as well as a

determination of the degree of

inclusion of the School

Improvement Team input in

budget and resource decisions.

Analysis of school

context at the internal

and external (district,

state, and federal) levels

reflects a lack of full

knowledge of

demographic

information regarding

students and staff and/or

structures, rules and

procedures.

The contextual analysis

reflects a lack of full

knowledge of the

school’s budgeting

processes and

procedures.

Analysis of school




includes minimal

demographic


students and staff. In

addition, the contextual

analysis demonstrates a

minimal understanding

of district, state, and

federal policy, law and

mandates. The analysis

also demonstrates a

minimal understanding

of structures, rules and

procedures in place for

students and staff.


briefly describes the


processes and

procedures. Within this

description,

participation of school

personnel and the

School Improvement

Team is referenced.

Analysis of school




includes demographic


students and staff and

places this information

within a state and

national context. In


analysis demonstrates

understanding of

district, state, and

federal policy, law and

mandates. The analysis

also demonstrates

understanding of



students and staff.


clearly describes the


processes and

procedures. Within this

description,


personnel and the

School Improvement

Team is delineated.

Analysis of school context

at the internal and external

(district, state, and federal)

levels includes

demographic information

regarding students and

staff and places this

information within a state

and national context. In


analysis demonstrates

understanding of district,

state, and federal policy,

law and mandates. The

analysis also demonstrates

understanding of



students and staff. In

addition, the analysis

includes a critique of

current structures and

procedures in terms of

equitability and

transparency.


clearly describes the


processes and procedures.

Within this description,


personnel and the School

Page 59 of 145

Rev. 9-5-11

Improvement Team is

delineated. In addition, the

analysis includes a critique

of current structures and

procedures in terms of

equitability and

transparency.


Instructional

Capacity Building

Each candidate, in cooperation

with his/her principal, will

assume responsibility for leading

activities that address the

instructional capacity of a number

of teachers at the discretion of the

building administrator.

The plan for formative

assessment of the designated staff

members will be subject to

administrative approval.

Professional

development activities

addressing instructional

capacity of staff

demonstrate minimal

understanding of school

site (as determined by

the School Improvement

Team), district, and state

initiatives for improving

student achievement.

The formative

assessment plan

demonstrates narrow

understanding of tools

and approaches to

evaluation; minimally

adheres to legal

requirements for

evaluation; and lacks

description of fair and

equitable

implementation of

evaluation policies.

Professional



capacity of staff

demonstrate

understanding of school

site (as determined by

the School

Improvement Team),

district, and state

initiatives for

improving student

achievement.

The formative

assessment plan

demonstrates minimal

understanding of

multiple tools and

approaches to

evaluation; adheres to

legal requirements for

evaluation; and

implements evaluation

policies in a fair and

equitable manner.

Professional



capacity of staff

demonstrate

implementation of

school site (as

determined by the

School Improvement

Team), district, and

state initiatives for

improving student

achievement.

The formative

assessment plan

demonstrates clear

understanding of

multiple tools and

approaches to

evaluation; adheres to


evaluation; and

implements evaluation

policies in a fair and

equitable manner.

Professional development

activities addressing

instructional capacity of

staff demonstrate

participation in the

development of initiatives

as well as implementation

of school site (as

determined by the School

Improvement Team),

district, and state initiatives

for improving student

achievement.

The formative assessment

plan demonstrates

utilization of multiple tools

and approaches to

evaluation; adheres to legal

requirements for

evaluation; and implements

evaluation policies in a fair

and equitable manner. In

addition, the plan for

assessment utilizes results

from evaluations to

improve instructional

practice and thus, student

achievement.

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Rev. 9-5-11


Assessing Services

for Special

Populations

Through collaborative efforts

with exceptional learner’s staff,

candidates will examine the

school’s ability to address the

educational and socio-emotional

needs of children in special

population categories. It is the

intent of this activity to determine

if the school is providing legally

compliant and ethically sound

services to all children as well as

identify mandates and initiatives

at all levels, along with their

purpose and compliance

guidelines.

Assessment of school

site’s services for special

populations

demonstrates lack of

collaboration in

determination of site

compliance with federal,

state and district

protocols, processes, and

evaluation policies. An

evaluation of the

school’s communication

and enforcement of

expectations, structures,

rules, and procedures for

students and staff with

regards to these special

populations is not fully

observed.


site’s services for

special populations

demonstrates minimal

collaboration in


compliance with

federal, state and

district protocols,

processes, and


Included in this

assessment is a minimal

evaluation of the

school’s

communication and

enforcement of


rules, and procedures

for students and staff

with regards to these

special populations.


site’s services for

special populations

demonstrates

collaboration in


compliance with

federal, state and

district protocols,

processes, and


Included in this

assessment is an

evaluation of the

school’s

communication and

enforcement of


rules, and procedures

for students and staff

with regards to these

special populations.

Assessment of school site’s

services for special

populations demonstrates

collaboration in


compliance with federal,

state and district protocols,

processes, and evaluation

policies. Included in this

assessment is an evaluation

of the school’s

communication and

enforcement of



students and staff with

regards to these special

populations.

In addition, the assessment

provides a plan for

collaborative review and

possible changes to

existing policies and

procedures based upon this

review.

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Rev. 9-5-11


Building a Schedule

With agreement from the building

administrator, the candidate will

assume responsibility for

constructing a schedule to meet a

defined set of necessary

circumstances and/or conditions

in the school.

Through this process, the

candidate will assess the strengths

and weaknesses of the school’s

scheduling procedures as an

organizing tool for meeting key

school improvement outcomes.

The schedule should demonstrate

the necessary accommodations

for individual and group needs.

The candidate’s

submitted work lacks an

assessment of the

existing scheduling

procedures and lacks full

utilization of this data to

determine the current

success of programmatic

decisions and may

incorporate input of

School Improvement

Team findings and

recommendations.

Based on this

assessment, the

candidate’s submitted

building schedule lacks

clear adherence to legal

requirements for

planning and

instructional time; lacks

clear adherence to

providing opportunities

for individual and on-

going collaborative

planning for every

teacher; lacks clear

adherence to providing

age appropriate

scheduling addressing


diverse student

populations; and/or lacks

clear adherence to

providing opportunities

for review of schedule

and processes to

maximize staff input.

The candidate’s

submitted work reflects

a minimal assessment

of the existing

scheduling procedures

and partially utilizes

this data to determine

the current success of

programmatic decisions

and incorporates some

input of School

Improvement Team

findings and

recommendations.

Based on this

assessment, the


building schedule

adheres to legal

requirements for

planning and

instructional time. In

addition, the plan

includes one or more

following: opportunities


going collaborative

planning for every

teacher; age appropriate

scheduling addressing


diverse student

populations; and

opportunities for review

of schedule and

processes to maximize

staff input.

The candidate’s

submitted work reflects

an assessment of the

existing scheduling

procedures and utilizes

this data to determine

the current success of


and incorporates input

of School Improvement

Team findings and

recommendations.

Based on this

assessment, the


building schedule

reflects collaboration

with others to adhere to


planning and

instructional time; to

provide opportunities


going collaborative

planning for every

teacher; to provide age

appropriate scheduling

addressing the learning

needs of diverse student

populations; and to

provide opportunities

for review of schedule

and processes to


The candidate’s submitted

work reflects collaboration

to complete an assessment

of the existing scheduling

procedures and to utilize

this data to determine the

current success of


and incorporates input of

School Improvement Team

findings and

recommendations.

Based on this assessment,

the candidate’s submitted

building schedule reflects

collaboration with others to

adhere to legal

requirements for planning

and instructional time; to

provide opportunities for

individual and on-going

collaborative planning for

every teacher; to provide

age appropriate scheduling

addressing the learning

needs of diverse student

populations; and to provide

opportunities for review of

schedule and processes to


Included in the candidate’s

submission is a plan for

communicating the

rationale and procedure of

the site schedule in order to

facilitate transparency for

all school faculty and staff.

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Rev. 9-5-11


Instructional Leadership 2b. Focus on Instructional Time: The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time.

Emerging Developing Proficient Accomplished Not Demonstrated Understands the need for

teachers to have daily planning

and duty-free lunch periods.

Is knowledgeable of legal

requirements regarding teacher

planning time and duty-free

lunch periods.

Is knowledgeable of designs

for age-appropriate school

schedules which address the

learning needs of diverse

student populations.

AN

D

Analyzes/evaluates a master

schedule to maximize student

learning by providing for



every teacher.

AN

D

2b1. Adheres to legal

requirements for planning and

instructional time.

2b. Focus on Instructional Time: The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time.

Emerging Developing Proficient Accomplished Not Demonstrated Understands the need for

teachers to have daily planning

and duty-free lunch periods.

Is knowledgeable of legal

requirements regarding teacher

planning time and duty-free

lunch periods.

Is knowledgeable of designs

for age-appropriate school

schedules which address the

learning needs of diverse

student populations.

AN

D

Analyzes/evaluates a master

schedule to maximize student

learning by providing for



every teacher.

AN

D

2b2. Reviews scheduling

processes and protocols that

maximize staff input and

address diverse student

learning needs.

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Human Resource Leadership 4c. Teacher and Staff Evaluation: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus, student

achievement.

Emerging Developing Proficient Accomplished Not Demonstrated Understands multiple tools and

approaches to the evaluation of

school staff. AN

D

Demonstrates ability to adhere

to legal requirements for

teacher and staff evaluation. AN

D


implement district and state

evaluation policies in a fair

and equitable manner.

AN

D

Managerial Leadership 5a. School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result in, improved student achievement.

Emerging Developing Proficient Accomplished Not Demonstrated Is knowledgeable of ethical

budgeting and accounting

procedures.

Understands the school-based

budgeting process as it relates

to district, state, and federal

guidelines.

AN

D

Works with others to utilize

input from staff to establish

funding priorities and a

balanced operational budget for

school programs and activities. AN

D


incorporate the input of the

School Improvement Team in

budget and resource

decisions.

AN

D

5a. School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result in, improved student achievement.

Emerging Developing Proficient Accomplished Not Demonstrated Is knowledgeable of ethical

budgeting and accounting

procedures.

Understands the school-based

budgeting process as it relates

to district, state, and federal

guidelines.

AN

D

Works with others to utilize

input from staff to establish

funding priorities and a

balanced operational budget for

school programs and activities. AN

D

5a2.Works with others to use

feedback and data to assess

the success of funding and

program decisions. AN

D

5d. School Expectations for Students and Staff: The school executive develops and enforces expectations, structures, rules, and procedures for students and staff.


clear expectations, structures,


students and staff.

Understands district and state

policy and law related to

student conduct, etc.

AN

D

Works with others to

collaboratively develop clear

expectations, structures, rules,

and procedures for students and

staff through the School

Improvement Team.

AN

D


communicate and enforce



students and staff.

A

ND

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5d. School Expectations for Students and Staff: The school executive develops and enforces expectations, structures, rules, and procedures for students and staff.




students and staff.

Understands district and state

policy and law related to

student conduct, etc.

A

ND


collaboratively develop clear

expectations, structures, rules,

and procedures for students and

staff through the School

Improvement Team.

AN

D


effectively implement district

rules and procedures.

AN

D


Emerging Developing Proficient Accomplished Not Demonstrated Is knowledgeable of applicable


mandates.

Understands district goals and

initiatives directed at

improving student

achievement.

AN

D

Works with others to design

protocols and processes to

comply with federal, state, and

district mandates.

Works with others to develop

strategies for implementing

district initiatives directed at

improving student

achievement. A

ND


ensure compliance with


mandates.

AN

D

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School Culture and Safety

Descriptors of the elements addressed in the evidence: 3a1, 3a3, 3b1, 3d2, 7a1

Name of Evidence: Cultural Advocacy and Action Plan (CAAP)

Candidates will develop a Cultural Advocacy and Action Plan (CAAP) to explore and assess the

implicit and explicit nature of the school culture. Utilizing the Teacher Working Conditions Survey

and/or some other validated cultural assessment as baseline data, the candidate will develop a

needs assessment that will identify specific needs of both the school community and the

community at large to be addressed in the action plan artifact that supports the CAAP. In addition

to the baseline data established by the TWCS and/or some other validated instrument, the

candidate will conduct a series of observations that will lead to a better understanding of the school

community both internally and externally. This exercise will be qualitative in nature and designed

to give the candidate insights into the cultural diversity of the school and surrounding community.

Before the final evidence can be assembled, two additional elements need to be in place. The first

of these elements is a cultural competence audit that will assess the school’s readiness to change.

From this audit a series of recommendations will be developed as the foundation for change. A

questionnaire will be developed to gather data from constituents that will maximize strengths of

the culture and identify cultural differences. The second element of the CAAP needed for

completion is a graphical display of the finding of the TWCS, needs assessment, and cultural audit

illustrating interrelationships among the artifacts. The development of the final evidence known as

the CAAP will include, but not be limited to, the following artifacts: a preliminary assessment of

the culture utilizing the TWCS and/or another instrument designed to measure constructs of

culture, a needs assessment, observation analysis, cultural competency audit, and a graphical

depiction of progress toward the CAAP.


Part A: TWCS Analysis/Climate Survey Analysis

The analysis of the climate or TWCS will include data related to the five areas that the

North Carolina State Board of Education has identified to measure. These areas include

empowerment, leadership, facilities, resources, and time. The candidate will utilize the

data to develop the needs assessment.

Part B: Needs Assessment

The candidate will develop a needs assessment based on the results of the TWCS data. The

needs assessment should include a background description of the setting, a clear statement

of the purpose of the needs assessment, a list of participants who participated during the

needs assessment process, and at what stage of the process the participants were active, an

analysis of the findings, and a set of recommendations that identifies strategies that will

help lead the school to a safer, more culturally diverse environment for teaching and

learning. The needs assessment will be the first of three analyses that contribute to the

Cultural Advocacy Action Plan (CAAP).

Part C: School Environmental Analysis

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This component of the CAAP will require the candidate to be a participant observer in the

selected school with a deliberate purpose of gathering qualitative data by observations and

interviews of existing staff. The candidate will describe the school setting; the community

setting; school environment; student achievement; student and staff cultural diversity,

including exceptionalities, race, ethnicity, socioeconomic status, gender; and other

differences that my exist in the school and community. The School Environmental

Analysis is the second of three analyses that contribute to the CAAP.

Part D: Cultural Competence Audit

The candidate will assess the level of cultural competence at a school by assessing the

school vision, mission, school leadership, teacher quality as measured by experience and

certifications, teaching and learning, parental involvement and support, conflict resolution,

and student achievement. The results of this audit will be the third of three analyses that

contribute to the CAAP. The audit should contain a list of recommendations that include

specific activities and programs designed to present an action plan that will improve the

culture of the school.

Part E: Graphical Organization Chart

The candidate will develop an electronic framework to graphically display the progress of

the school related to cultural advocacy and safety. This framework will have data that will

demonstrate graphically the beginning and ending datasets that measure the progress of the

school on the parameters identified in the TWCS, Needs Assessment, School

Environmental Analysis, and Cultural Competence Audit. An example of this graphical

organization chart could be a PERT Chart that not only demonstrates the timeline of the

project, but also identifies the relationships among the elements of the CAAP.

The candidate will implement activities and processes indicated in the Graphic

Organization Chart. Assessment of the proficiency of the candidate to lead and facilitate

the identified activities will be accomplished by a joint evaluation of the University

supervisor and the site supervisor. Results of the implementation will be included in the

final portfolio assessment.


which it is cited in Sections I and II: The following descriptions are designed to illuminate the relationship between the elements

of the CAAP and the descriptors of the standards associated with School Culture and

Safety.

3a1. Designs strategies for achieving a collaborative and positive work environment

within the school. The candidate must present multiple strategies to promote collaboration within the school

based on sound theoretical principles supported by the literature.

3a3. Utilizes data from the TWCS and other sources to identify perceptions of the

work environment.

The analysis of the baseline data from the TWCS will be the genesis of the CAAP. By

identifying the strengths and weaknesses of the school climate, the candidate will have a

foundation on which to build a needs assessment. The needs assessment will require a

collaborative environment that touches all segments of the school community.

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Rev. 9-5-11

3b1. Uses shared values, beliefs, and a shared vision to promote a school culture of

learning and success.

The candidate will utilize the findings from the TWCS, needs assessment, and the

observation analysis to lead the school community in developing a shared vision that

reflects shared values and beliefs to promote a successful learning experience for students

and teachers.

3d2. Identifies strategies for developing a sense of well-being among staff, students,


The candidate will utilize the data from the TWCS, needs assessment, observation analysis,

and cultural competence audit to develop recommendations for strategies to insure the

well-being within the school community. The candidate will also present a graphical

organization chart that illustrates the progression of how the strategies developed,

recommendations were made, and cultural competencies identified have changed over

time.

7a1. Works with others to build systems and relationships that utilize the staff’s

diversity, ideological differences, and expertise to realize the school’s goals.

The candidate will demonstrate how the observational analysis data is used to build

capacity of the school to achieve its goals. The observational analysis data will produce

information the candidate can use to maximize the strengths of the staff and minimize the

differences that may exist that impede progress toward goal attainment.

Culminating Project:

The CAAP will consist of an action plan that is derived from the Needs Assessment,

School Environmental Analysis, Cultural Competence Audit, and Graphic Organizer. With

these data sources as foundation for the CAAP, the candidate will develop and present to

the school administration team recommendations and strategies for improving the culture

of the school. The intended purposes of the CAAP is to provide a framework for enhanced

cultural competence that facilitates improved student learning.


1. Knowledge and understanding of the concepts of a shared school vision and school

culture and apply them to setting priorities focused on student learning and success.

2. Knowledge and understanding of the concepts of equity, diversity, justice, and

fairness and apply them towards setting the school’s improvement goals and

strategies.

3. Knowledge of the value of genuine recognition and reward based on performance

and apply those principles in working with students, faculty, staff, and community

members.

4. Knowledge and understanding that every organization has conflicts and apply

strategic responses to conflict resolution, primarily based on the precept: “What is

the best resolution to serve students well?”

5. Knowledge of school and district, and state rules regarding proper and improper

conduct for students and staff, and apply and/or enforce them in the context of clear

expectations and procedures.

6. Knowledge of the importance of communicating expectations and work with others

to ensure that those communications are articulated and understood.

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Rev. 9-5-11


The candidate’s experiences and reflections should be articulated in the process journal

for this evidence. The self-reflection of personal development and growth as a school

leader, along with the candidate’s commitment to the improvement of student learning,

will be a significant element used by the program faculty and a representative of the

LEA in determining the readiness of the candidate for school-level executive

leadership.

The following rubric will be used to evaluate the Cultural Advocacy Action Plan (CAAP).

Page 69 of 145

Rev. 9-5-11

Electronic Rubric:


School Culture and Safety Cultural Advocacy and Action Plan (CAAP) Key Artifacts: TWCS/Climate Survey Analysis, Needs Assessment, School Environmental Analysis, Cultural Competency Audit, Graphical

Organization Chart.


TWCS

Analysis/Climate

Survey Analysis

The analysis of the climate or TWCS will

include data related to the five areas that

the North Carolina State Board of

Education have identified to measure.

These areas include empowerment,

leadership, facilities, resources, and time.

The candidate will utilize the data to

develop the needs assessment.

Climate analysis

minimally references

the TWCS to partially

examine data related

to empowerment,

leadership, facilities,

resources and/or time.

Climate analysis clearly

references the TWCS to

partially examine data

related to

empowerment,


resources and/or time.

Climate analysis clearly

references the TWCS to

examine data related to

empowerment,


resources and time.

Climate analysis

demonstrates

collaboration with others

in addition to examination

of the TWCS to analyze

data related to

empowerment, leadership,

facilities, resources and

time.


Needs Assessment

The candidate will develop a needs

assessment based on the results of the

TWCS data. The needs assessment should

include a background description of the

setting, a clear statement of the purpose of

the needs assessment, a list of participants

who participated during the needs

assessment process, and at what stage of

the process the participants were active, an

analysis of the findings, and a set of

recommendations that identifies strategies

that will help lead the school to a safer,

more culturally diverse environment for

teaching and learning. The needs

assessment will be the first of three

analyses that contribute to the Cultural

Advocacy Action Plan (CAAP).

Needs assessment

minimally references

TWCS data analysis

developed in Part A.

The process of

collaboration to

develop the needs

assessment is present.

Recommendations

based on identified

needs include minimal

strategies that improve

the school

environment for

teaching and learning.

Needs assessment

references TWCS data

analysis developed in

Part A. The process of

collaboration to develop

the needs assessment is

outlined.

Recommendations

based on identified

needs include some

strategies that improve

the school environment

for teaching and

learning with some

attention paid to issues

of diversity and equity.

Needs assessment

clearly references

TWCS data analysis

developed in Part A

The process of

collaboration to

develop the needs

assessment is

delineated.

Recommendations

based on identified

needs include strategies

that improve the school

environment for

teaching and learning

with attention paid to

issues of diversity and

equity.

Needs assessment clearly

references TWCS data

analysis developed in Part

A. The process of

collaboration to develop

the needs assessment is

delineated and includes

descriptions of working

through issues of discord,

inclusion of diverse

opinions, and steps

toward achieving

consensus.

Recommendations based

on identified needs

include strategies that

improve the school

environment for teaching

and learning with

Page 70 of 145

Rev. 9-5-11

attention paid to issues of

diversity and equity.


School

Environmental

Analysis

This component of the CAAP will require

the candidate to be a participant observer

in the selected school with a deliberate

purpose of gathering qualitative data by

observations and interviews of existing

staff. The candidate will describe the

school setting, the community setting,

school environment, student achievement,

student and staff cultural diversity,

including exceptionalities, race, ethnicity,

socioeconomic status, gender, and other

differences that may exist in the school and

community. The School Environmental

Analysis is the second of three analyses

that contribute to the CAAP.

The analysis includes

minimal descriptions

of the school setting,

the community setting,

the school

environment, student

achievement, student

and staff cultural

diversity, including

exceptionalities, race,

ethnicity,

socioeconomic status,

gender, and other

differences that may

exist in the school and

community.

The School

Environmental Analysis

includes a minimal

description of the

qualitative research

process utilized by the

candidate. The analysis

includes brief

descriptions of the

school setting, the

community setting, the

school environment,

student achievement,

student and staff

cultural diversity,

including


ethnicity,


gender, and other



community.

The School


includes a brief

description of the



candidate. The analysis

includes descriptions of

the school setting, the

community setting, the

school environment,

student achievement,

student and staff

cultural diversity,

including


ethnicity,


gender, and other



community.

The School


includes a thorough

description of the



candidate with multiple

data sources indicated.

The analysis includes

descriptions of the school

setting, the community

setting, the school

environment, student

achievement, student and

staff cultural diversity,

including exceptionalities,

race, ethnicity,


gender, and other

differences that may exist

in the school and

community.


Cultural Competence

Audit

The candidate will measure the level of

cultural competence at a school by

assessing the school vision, mission,

school leadership, teacher quality as

measured by experience and certifications,

teaching and learning, parental

involvement and support, conflict

resolution, and student achievement. The

The school culture is

minimally described

with regards to school

vision, mission, school

leadership, teacher

quality as measured by

experience and

certifications, teaching


briefly described with

regards to school


leadership, teacher


experience and



described in detail with

regards to school


leadership, teacher


experience and



described in detail with

regards to school vision,

mission, school

leadership, teacher quality

as measured by

experience and


Page 71 of 145

Rev. 9-5-11

results of this audit will be the third of

three analyses that contributes to the

CAAP. The audit should contain a list of

recommendations that include specific

activities and programs designed to present

an action plan that will improve the culture

of the school.

and learning, parental

involvement and

support, conflict

resolution, and/or


Minimal

recommendations for

activities and

programs to improve

school culture are

poorly aligned with

descriptions of current

context.


involvement and

support, conflict

resolution, and student

achievement.

Recommendations for

activities and programs

to improve school

culture are somewhat

aligned with


context.


involvement and

support, conflict

resolution, and student

achievement.

Recommendations for

activities and programs

to improve school

culture are aligned with


context.


involvement and support,

conflict resolution, and


Recommendations for

activities and programs to

improve school culture

are aligned with


context and are

determined through

collaboration with other

school stakeholders.


Graphical

Organization Chart

The candidate will develop an electronic

framework to graphically display the

progress of the school related to cultural

advocacy and safety. This framework will

have data that will demonstrate how the

framework will display graphically the

beginning and ending datasets that

measure the progress of the school on the

parameters identified in the TWCS, Needs

Assessment, School Environmental

Analysis, and Cultural Competence Audit.

An example of this graphical organization

chart could be a PERT Chart that not only

demonstrates the timeline of the project,

but also identifies the relationships among

the elements of the CAAP.

The organization

chart/s minimally

reflects parameters

identified in Parts B-D

and utilizes a graphic

organizational tool

that poorly displays

the school’s progress

towards identified

goals. Relationships

between these goals

and steps towards

improvement are

unclear.

The organization chart/s

minimally reflects

parameters identified in

Parts B-D and utilizes a

graphic organizational

tool to display the

school’s progress

towards identified

goals. Relationships

between these goals and

steps towards

improvement are

minimal.

The organization

chart/s reflects




tool to display the

school’s progress

towards identified goals

and demonstrates the

relationships between

these goals and steps

towards improvement.

The organization chart/s

reflects collaboration in

its creation. In addition,

the chart/s reflects




tool to display the

school’s progress towards

identified goals and

demonstrates the

relationships between

these goals and steps

towards improvement.

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Rev. 9-5-11


Cultural Leadership 3a. Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative work environment can play in the

school’s culture.





in schools. A

ND

Identifies characteristics of

a collaborative work

environment within the

school.


Teacher Working

Conditions Survey and other

data sources from parents,

students, teachers, and

stakeholders to diagnose

and evaluate the teaching

and learning environment

within the school.

AN

D

3a1. Designs strategies for

achieving a collaborative and

positive work environment

within the school.

AN

D

3a. Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative work environment can play in the

school’s culture.





in schools.

AN

D

Identifies characteristics of

a collaborative work

environment within the

school.


Teacher Working


data sources from parents,

students, teachers, and

stakeholders to diagnose

and evaluate the teaching

and learning environment

within the school.

AN

D

3a3. Utilizes data gained from

the Teacher Working


sources to identify perceptions

of the work environment.

AN

D

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Rev. 9-5-11

3b. School Culture and Identity: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school.

Emerging Developing Proficient Accomplished Not Demonstrated Understands research and

scholarship on school culture

and its relationship with

meaningful school vision,

values, and goals.

Understands the many aspects

of diversity as they apply to

schools and their missions.

AN

D

Articulates how a shared

vision, mission, values,

beliefs, and goals have

defined the identity and


Articulates the influences of

school demographics,

equity, and diversity in

determining the schools’

mission, vision, and goals.

AN

D

3b1. Uses shared values,

beliefs and a shared vision to

promote a school culture of

learning and success.

AN

D

3d. Efficacy and Empowerment: The school executive develops a sense of efficacy and empowerment among staff which influences the school’s identity, culture, and performance.



and empowerment among

staff.





AN

D

Analyzes school contexts

and cultures and identifies

areas of both high and low

levels of staff efficacy and

empowerment.

AN

D

3d2. Identifies strategies for




AN

D

Micro-political Leadership 7a. School Executive Micro-political Leadership: The school executive develops systems and relationships to leverage staff expertise and influence in order to affect the school’s identity,

culture, and performance.

Emerging Developing Proficient Accomplished Not Demonstrated Understands theories of

leadership and interpersonal

relations that are relevant and

can be applied by the effective

school executive.

Understands ethical leadership

and the principles of fairness

and equity as they apply to

people, processes, and

resources in schools.

AN

D

Develops strategies to

maintain high visibility and

easy accessibility

throughout the school.

Is aware of the expertise,

power and influence of staff

members, and demonstrates

sensitivity to their personal

and professional needs.

AN

D


build systems and

relationships that utilize the

staff’s diversity, ideological

differences, and expertise to

realize the school’s goals.

AN

D


employ an awareness of

staff’s professional needs,

issues, and interests to

build cohesion and to

facilitate distributed

governance and shared

decision-making.

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School Improvement

Descriptors of the elements addressed in the evidence: 1a1, 1a2, 1c2, 1c1, 3b2, 2a3, 6b2

Name of Evidence: School Improvement Action Plan (SIAP)

The evidence for School Improvement is an action plan developed as a result of a collaborative

effort by members of the internal and external school communities by conducting a comprehensive

analysis of student achievement, an analysis of school climate as measured by the TWCS, an

evaluation of resources necessary for school improvement, and a graphical organizer view of the

relationships among data sources, school goals and objects, and resources. The SIAP will be the

cohesive plan that includes the following series of projects: School Data Image Project, School

Data Disaggregation Project, Teacher Working Conditions Survey Analysis Project, Resource

Allocation Evaluation Project, and Graphic Organizer. The candidate will synthesize an action

plan that addresses the strengths and opportunities for improvement of the school and examine the

relationships among the data sources and the resource availability. The SIAP will be presented to

the school administration for feedback and possible restructuring of resources that will lead to the

implementation of the action plan.

Specific directions and/or requirements for the evidence provided to the candidates

Part A: School Data Image Project

The candidate will lead a professional team of educators in an analysis of school data that

will help the team formulate a clear image of the school’s academic accomplishments and

opportunities for growth. A list of areas to be considered include, but are not limited to,

attendance, discipline, standardized test results, benchmark test results, and any other data

that team members believe are pertinent to student achievement. The School Data Image

will be the foundation of the School Improvement Action Plan (SIAP). The format of the

candidate’s school data image is left to the candidate’s own innovation, creativity, and

discretion.

Part B: School Data Disaggregation Project

Using the School Data Image as a foundation, the candidate will lead a team to further

disaggregate the data by subgroups utilizing EVASS or other data analysis tool that

provides the School Improvement Team information to accurately reflect on the current

status of academic progress and to set appropriate academic goals and expectations to

assure each student, at a minimal, makes adequate yearly progress.

Part C: Teacher Working Conditions Survey Analysis Project

The candidate will lead a team of professional educators in an analysis of the elements of

the Teacher Working Conditions Survey (TWCS) and/or other data that are used by the

School Improvement Team to draft, monitor, and revise the School Improvement Plan. The

candidate will create a visual display that identifies data sources and clearly identifies

findings from each source. The Teacher Working Conditions Survey Analysis Project will

include the visual display outlined above, a reflection on the usefulness of the display

related to student achievement and school goal attainment, and a class presentation

complete with a note-taking guide.

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Rev. 9-5-11

Part D: Focus Group Project

The candidate will assemble a team of stakeholders representing both internal and external

school communities for the purpose of conducting a focus group on the findings of the

School Data Image Project, School Data Disaggregation Project, and the Teacher Working

Conditions Analysis Project. The purpose of the focus group is to receive feedback on the

findings of the data-gathering projects and to formulate suggestions that will evolve into

recommendations to the School Improvement Team for adjustments and additions to the

School Improvement Plan. A report of the findings from the focus group will be submitted

as an artifact for the School Improvement Action Plan.

Part E: Resource Allocation Evaluation Project

The candidate will lead the team in the development of a document that specifies

availability of resources to support the School Improvement Plan. Utilizing the data

collected and analyzed during the School Data Image, School Data Disaggregation,

Teacher Working Conditions Survey, and Focus Group projects, the candidate will identify

resources available and resources required to develop and implement the SIAP.

Part F: Graphical Organizer

The candidate will produce a graphic organizer that illustrates the data collected and

analyzed, the major strengths and opportunities for improvement identified by the

stakeholders, and the relationships that each of these have with student achievement. The

graphic organizer serves as a formative assessment tool for the implementation of the

SIAP.

The candidate will work with key leadership teams to implement and assess impact of the

proposed activities aimed at overall school improvement. The candidate’s proficiency will

be judged on the ability to assess the needs of the schools, the ability to communicate those

needs to key leadership teams and the ability to assess impact of the components of the

plan.


which it is cited:

The School Improvement Action Plan process will require each candidate to work with a

team of faculty in a school to practice essential decision-making processes for school

improvement. The candidate and other school improvement team members will develop an

action plan that demonstrates an evaluation of the decision-making processes with regard to

school improvement, resource allocations, facilitation of the mission and vision, evaluation

of instruction, community engagement, alignment to local and state mandates, and the

development of an optimal learning environment. The components of effective data-driven,

decision-making processes will be demonstrated in the recommendations completed in the

action plan. The evidences will include the following at a minimum:

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Rev. 9-5-11

Descriptor 1a1 – Works with others to develop a shared vision and strategic goals for

student achievement that reflect high expectations for students and staff.

The candidate will show that s/he works with others through the effective use of focus

groups as a qualitative measure of stakeholder needs, understandings, and perceptions. The

candidate will also demonstrate the ability to work with others by leading the team to

analyze student data and setting goals with high expectations for both students and staff.

These activities are critical to a successful SIAP.

Descriptor 1a2 – Maintains a focus on the vision and strategic goals throughout the

year.

The candidate, through a graphic organizer, will demonstrate progress over time as a part

of the SIAP. Data updates are critical to tracking progress towards strategic goals. The

candidate will need to produce multi-cross-sectional data views in order to show progress

over time.

The candidate will research current School Improvement Team (SIT) goals, objectives, and

other findings through surveys and/or interviews with SIT members, as well as other

teaching and administrative personnel. The candidate will include his/her school’s team

structure, names, basic expectations, and summary of accomplishments in this analysis.

Maintaining the mission and vision throughout the year as the focus of SIT expectations

should be evident. If this is not the case, then a realignment of SIT priorities should be

stated as part of the summary findings. The candidate will disaggregate the data from the

Teacher Working Conditions (TWC) survey from his/her school. The disaggregation of

data from the TWC survey will reflect the strengths and weaknesses of school practices.

The candidate will create a graphic of the strengths and weaknesses reflected in these

assessments. If any of the findings reflect a lack of focus on the school mission and vision,

realignment of SIT priorities should be made. The candidate will conduct professional

development training with staff that addresses areas of need identified in the needs

assessments or some other instrument that assesses needs. The candidate will submit a

video of the training.

Descriptor 1c1 – Works with others to incorporate principles of continuous

improvement and 21st Century concepts into the School Improvement Plan.

The School Improvement Action plan is a result of a collaborative effort by stakeholders

from the entire school community. It will incorporate principles that assure continuous

improvement and have a solid theoretical foundation in the literature. The focus group

discussion will enable candidates to engage the community in discussion of how best to

incorporate principles of continuous improvement and 21st Century concepts into the SIP

with attention to the community’s vision for improvement, equity and diversity in the

classroom and school, professional development training, and district, state, and federal

mandates. Descriptors 3b2 and 6b2 will also reflect these assignments.

In consultation with the school administrator, the candidate will conduct a focus group

discussion with a representative group of community and business people to determine the

21st Century processes they use to continuously improve their businesses. Based on

analysis of the data used to develop the School Improvement Plan (SIP), the candidate will

write a plan to show how the principles learned from the group interview could be applied

for improvement at the school site. Questions asked should address the school

community’s vision for improvement, equity and diversity, professional development

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Rev. 9-5-11

training, and district, state, and federal mandates. Then, working with a professional

learning team, the candidate will develop a graphic organizer that shows district initiatives,

tells how they are implemented at the school level, evaluates their success, and offers

suggestions for improvement. These reflections will be shared with district level

administrators.

Descriptor 1c2 – Work with others to systematically collect, analyze, and use data

regarding the school’s progress toward attaining strategic goals and objectives.

The candidate will work with others during all the projects incorporated in the School

Improvement Action Plan. Five of the six projects contained with the SIAP require the

student to collect, analyze, and report data related to the school’s attempt to meet its

strategic goals and objects. All six of the projects require the student to demonstrate an

understanding of data and to provide an appropriate illustration of the data relationships

and meaning.

The School Data Image Project requires the candidate to work with other school staff in a

professional learning community to present a School Data Image that compares academic

achievement data from one grading period to another. The following will be considered in

this process of data collection and analysis: attendance, discipline, standardized test

achievement, benchmark test achievement, the Teacher Working Conditions survey, and

any other data that help track the progress of the school. As a group, the candidate and

professional learning community will prepare spreadsheets, graphic illustrations and pivot

tables that will reflect strengths and weaknesses that must be addressed for continued

student achievement aligned with the attainment of strategic goals and objectives. The

results of this data collection and analysis will be used in descriptor 1a1 toward the

development of the school vision and goals for continued achievement.

Descriptor 2a3 – Utilizes multiple sources of data, including the Teacher Working

Conditions Survey, for the improvement of instruction. The SIAP incorporates data from student achievement, data from teachers from the TWCS,

focus-group input from internal and external stakeholders, and resource data to give the

candidate a vast amount of data to propose an action plan to improve student achievement

via improved instruction.

The candidate will work with other school staff in a professional learning team to analyze

the results of various data sources including the Teacher Working Conditions survey that

are used to draft, monitor, and revise the School Improvement Plan. The candidate will

disaggregate the data from the teacher working condition survey from his/her school and

create a chart that identifies the data source and the primary finding from that source.

Working cooperatively with the school administrator or designee, the candidate will

research resource allocation at his/her school. The candidate will graphically represent

findings as outlined in the Resource Allocation Evaluation Project and include basic

components of a school’s budget, including personnel, instructional supplies, capital

outlay, services, and other school expenditures. The Resource Allocation Evaluation

Project requires the candidate to continuously analyze multiple data sources, such as the

TWC, school and district budgets, and School Improvement Plan (SIP) that are used to

improve instruction. The processes of drafting, monitoring, and revising the School

Improvement Plan are essential to continuous growth.

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Consulting with the school administrator, the candidate will review the existing teacher and

staff evaluation program, research best practices, and offer an evaluation template that

reaffirms current practices or presents alternatives for improvement. The following should

be included in generating a new template or modifying existing formats: effectiveness of

classroom instruction and recommendations for improvement; recommendations should be

fair and equitable in order to have district- and state-wide applications. This furnishes

candidates the opportunity to provide formal feedback for teachers concerning their

teaching effectiveness, as well as ways to improve their instructional practices. Designing

feedback for teachers also aids them in designing equitable and fair district-wide teacher

evaluations.

Descriptor 3b2 – Works with others to address diversity and equity as the school

develops, monitors, and adjusts the school improvement plan.

The School Improvement Action plan will support descriptor 3b2 by demonstrating

continual analysis of disaggregated data. From these analyses, the School Improvement

Team can adjust the plan to meet the needs of the school.

The candidate will create and utilize teams within the school to revisit the School

Improvement Plan. The candidate and team will disaggregate and analyze findings, then

suggest modifications to the SIP based on diversity and equity needs within the school.

Descriptor 6b2 – Continually assesses the program of district initiatives and reports

results to district-level decision makers. The data analysis projects within the SIAP will provide valuable information to the school,

community, and district. The district-level decision makers, as a result of the data efforts at

the school level, will have valid information to support or change district initiatives.

Working with a professional learning team, the candidate will develop a graphic organizer

that shows district initiatives, tells how they are implemented at the school level, evaluate

their success, and offer suggestions for improvement. These findings will be shared with

district-level administrators for further discussion.

The candidate will develop a comprehensive School Improvement Action Plan (SIAP) by

addressing descriptors 1a1, 1c2, 1a2, 1c1,2a3, 3b2 and 6b2. The SIAP will focus on the

decision-making process; data-driven decisions; communications, both internal and

external, to the school community; and collaboration with the school leadership and School

Improvement Team.

The candidate will also work with others in a professional learning community to analyze

the data needed to develop, implement, monitor, and revise the School Improvement

Action Plan as a living and changing document that carries out the vision, mission, and

goals of the school. The plan will reflect how the district initiatives for continuous

improvement are applied. It will be obvious that the final plan focuses on the vision and

goals made for continuous school improvement. The candidate will continue to

demonstrate the application of the evaluation of pertinent data towards decision-making

processes.


1. Knowledge of the importance of making the school’s vision a shared vision and apply

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such a shared vision to the processes of goal setting and strategic planning.

2. Knowledge of the value of high behavioral and performance expectations for staff and

students and communicate those expectations in positive and supportive ways.

3. Knowledge of the importance of maintaining an organizational focus on the vision and

strategic priorities and communicate that focus in communications and decision-making

processes.

4. Knowledge of the principles of 21st Century learning and continuous improvement and

monitor the school improvement planning processes to ensure their inclusion.

5 Knowledge of the tools and techniques of data analysis and apply that knowledge

towards the school improvement planning processes.

6. Knowledge that the school’s mission and school improvement progress is a part of a

district mission and school improvement process and communicate the school’s progress

in response to district initiatives and requirements.

How the evidence is/will be evaluated by the institution:

The evidence will be evaluated by the quality, completeness, and theoretical soundness of

the candidate’s submissions as defined in the rubric in this handbook and on TaskStream.

The candidate’s experiences and reflections should be articulated in the documentation for

this evidence. The self-reflection of personal development and growth as an instructional

leader, along with the candidate’s commitment to the improvement of student learning, will

be a significant element used by the program faculty and a representative of the LEA in

determining the readiness of the candidate for school-level executive leadership.

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Electronic Rubric:


School Improvement School Improvement Action Plan (SIAP) Key Artifacts: School Data Image Project, School Data Disaggregation Project, Teacher Working Conditions Survey Analysis Project,

Focus Group Project, Resource Allocation Evaluation Project, Graphical Organizer


School Data Image

Project

The candidate will lead a professional

team of educators in an analysis of school

data that will help the team formulate a

clear image of the school’s academic

accomplishments and opportunities for

growth. A list of areas to be considered

include, but are not limited to, attendance,

discipline, standardized test results,

benchmark test results, and any other data

that team members believe are pertinent

to student achievement. The School Data

Image will be the foundation of the

School Improvement Action Plan (SIAP).

The format of the candidate’s school data

image is left to the candidate’s own

innovation, creativity, and discretion.

School data image

project conveys

minimal analysis of

school’s

accomplishments and

areas for growth

utilizing few data

sources.

School data image

project conveys some

collaborative analysis

of school’s

accomplishments and

areas for growth

utilizing some data

sources.

School data image

project clearly conveys

leadership of a

collaborative team in

analysis of school’s

accomplishments and

areas for growth

utilizing multiple data

sources.

School data image project

clearly conveys leadership

of a collaborative team in

analysis of school’s

accomplishments and

areas for growth utilizing

multiple data sources.

School data image is

communicated in a format

easily understood by

stakeholders at a variety

of levels.


School Data

Disaggregation

Project

Using the School Data Image as a

foundation, the candidate will further

disaggregate the data by subgroups

utilizing EVASS or other data analysis

tool that provides the School

Improvement Team information to

accurately reflect on the current status of

academic progress and to set appropriate

academic goals and expectations to assure

each student, at a minimal, makes

adequate yearly progress.

Data disaggregation

minimally

communicates

information to the

School Improvement

Team. Disaggregation

uses some subgroups

to reflect on current

status of academic

progress and sets some

academic goals and

expectations

Data disaggregation

communicates

information to the

School Improvement

Team. Disaggregation

uses subgroups to

reflect on current status

of academic progress

and sets some

appropriate academic

goals and expectations.

Data disaggregation

communicates

information to the

School Improvement

Team clearly and

accurately.

Disaggregation uses

subgroups to reflect on

current status of

academic progress and

set appropriate

academic goals and

expectations to assure

each student, at a

minimum, makes

Data disaggregation

communicates

information to the School

Improvement Team

clearly and accurately.

Disaggregation uses

subgroups to reflect on

current status of academic

progress and set

appropriate academic

goals and expectations to

assure each student, at a

minimum, makes

adequate yearly progress.

In addition, the candidate

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adequate yearly

progress.

with provide the School

Improvement Team with

descriptions of suggested

staff development based

on stated goals and

expectations.


Teacher Working

Conditions Survey

Analysis Project

The candidate will lead a team of

professional educators in an analysis of

the elements of the Teacher Working

Conditions Survey (TWCS) and/or other

data that are used by the School

Improvement Team to draft, monitor, and

revise the School Improvement Plan. The

candidate will create a visual display that

identifies data sources and clearly

identifies findings from each source. The

Teacher Working Conditions Survey

Analysis Project will include the visual

display outlined above, a reflection on the

usefulness of the display related to

student achievement and school goal

attainment, and a class presentation

complete with a note-taking guide.

Candidate’s visual

display of TWCS

and/or other data used

by School

Improvement Team

identifies data sources

and few findings from

each source.

A reflection on the

usefulness of this

display related to

student achievement

and/or school goal

attainment is poorly

articulated.

The visual display is

communicated to

peers through a class

presentation.


display of TWCS


by School Improvement

Team identifies data

sources and some

findings from each

source.

A reflection on the

usefulness of this

display related to

student achievement

and/or school goal

attainment is partially

articulated.


communicated to peers

through a class

presentation.


display of TWCS


by School Improvement

Team clearly identifies

data sources and

findings from each

source.

A reflection on the

usefulness of this

display related to

student achievement

and school goal

attainment is

articulated.



through an engaging

class presentation.

Candidate’s visual display

of TWCS and/or other

data used by School

Improvement Team

clearly identifies multiple

data sources and in-depth

findings from each

source.

A reflection on the

usefulness of this display

related to student

achievement and school

goal attainment is

articulated.



through an engaging class

presentation.


Focus Group Project

The candidate will assemble a team of

stakeholders representing both internal

and external school communities for the

purpose of conducting a focus group on

the findings of the School Data Image

Project, School Data Disaggregation

Project, and the Teacher Working

Conditions Analysis Project. The purpose

of the focus group is to receive feedback

on the findings of the data-gathering

projects and to formulate suggestions that

will evolve into recommendations to the

Candidate submits

little evidence of

meeting with team of

stakeholders. Report

of focus group

findings contains little

feedback based on

data presented to

stakeholders.

Candidate submits

minimal evidence of

meeting with team of

stakeholders. Report of

focus group findings

contains some feedback

based on data presented

to stakeholders.

Candidate submits

evidence of meeting

with team of

stakeholders including

but not limited to:

stakeholder members

present, agenda, and

materials/notes from

meeting. Report of

focus group findings

contains feedback

based on data presented

Candidate submits

evidence of meeting with

team of stakeholders

including but not limited

to: stakeholder members

present, agenda, and

materials/notes from

meeting. Report of focus

group findings contains

feedback based on data

presented to stakeholders

and extends this feedback

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Rev. 9-5-11

School Improvement Team for

adjustments and additions to the School

Improvement Plan. A report of the

findings from the focus group will be

submitted as an artifact for the School

Improvement Action Plan.

to stakeholders. as recommendations to


Team for incorporation

into the School

Improvement Plan.


Resource Allocation

Evaluation Project

The candidate will develop a document

that specifies availability of resources to

support the School Improvement Plan.

Utilizing the data collected and analyzed

during the School Data Image, School

Data Disaggregation, Teacher Working

Conditions Survey, and Focus Group

projects, the candidate will identify

resources available and resources

required to develop and implement the

SIAP.

Candidate identifies

some resources

required to support the

School Improvement

Plan based on

completed data

analysis projects.

Candidate identifies

resources required to

support the School

Improvement Plan

based on completed

data analysis projects.

In addition, the

candidate evaluates the

current school context

and identifies some

resources that are

available and some that

are lacking.

Candidate clearly

identifies resources


School Improvement

Plan based on

completed data analysis

projects. In addition,

the candidate evaluates

the current school

context and identifies

which required

resources are available

and which are lacking.

Candidate clearly

identifies resources


School Improvement Plan

based on completed data

analysis projects. In

addition, the candidate

evaluates the current

school context and

identifies which required

resources are available

and which are lacking.

The candidate develops an

initial plan for obtaining

needed resources.

Assignment Description Emerging Developing Proficient Accomplished Part F:

Graphical Organizer

The candidate will produce a graphic

organizer that illustrates the data

collected and analyzed, the major

strengths and opportunities for

improvement identified by the

stakeholders, and the relationships that

each of these have with student

achievement.

Graphic organizer

poorly displays data

collected and analyzed

in Parts A-D and

inconsistently

demonstrates some of

the relationships of

this data to student

achievement.

Graphic organizer

displays data collected

and analyzed in Parts

A-D and demonstrates

some of the

relationships of this

data to student

achievement.

Graphic organizer

clearly displays data

collected and analyzed

in Parts A-D and

demonstrates the

relationships of this

data to student

achievement.

Graphic organizer clearly

displays data collected

and analyzed in Parts A-D

and demonstrates the

relationships of this data

to specific areas of


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Strategic Leadership 1a. School Vision, Mission and Strategic Goals: The school’s identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes used to establish

these attributes, and the ways they are embodied in the life of the school community.

Emerging Developing Proficient Accomplished Not Demonstrated Understands the attributes,

characteristics, and

importance of school

vision, mission, and

strategic goals; and can

apply this understanding to

the analysis and critique of

existing school plans.

AN

D

Develops his/her own

vision of the changing

world in the 21st century

that schools are preparing

children to enter.

AN

D


develop a shared vision

and strategic goals for

student achievement that

reflect high expectations

for students and staff.

AN

D

1a. School Vision, Mission and Strategic Goals: The school’s identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes used to establish

these attributes, and the ways they are embodied in the life of the school community.

Emerging Developing Proficient Accomplished Not Demonstrated Understands the attributes,

characteristics, and

importance of school

vision, mission, and

strategic goals; and can

apply this understanding to

the analysis and critique of

existing school plans.

AN

D

Develops his/her own

vision of the changing

world in the 21st century

that schools are preparing

children to enter. A

ND

1a2. Maintains a focus on

the vision and strategic

goals throughout the

school year.

AN

D





AN

D


facilitate the collaborative

development of the annual


to realize strategic goals

and objectives.


Teacher Working

Conditions Survey and

other data sources to

develop a framework for


Plan.

AN

D


incorporate principles of

continuous improvement

and 21st century concepts

into the School

Improvement Plan.

AN

D

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Rev. 9-5-11





AN

D


facilitate the collaborative

development of the annual


to realize strategic goals

and objectives.


Teacher Working

Conditions Survey and

other data sources to

develop a framework for


Plan.

AN

D


systematically collect,

analyze, and use data

regarding the school’s

progress toward attaining

strategic goals and

objectives.

AN

D

Instructional Leadership 2a. Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The school executive leads the discussion about standards for curriculum, instruction and assessment

based on research and best practices in order to establish and achieve high expectations for students.


research, and theory

associated with learning,

teaching, curriculum,

instruction, and assessment.

Is knowledgeable of: the

North Carolina Standard

Course of Study, state and

federal standards for

accountability, and best

instructional practices.

AN

D

Draws from a variety of

data, including student

assessment data, to identify

areas of strength and

weakness in learning,

teaching, curriculum, and

instruction.

AN

D

2a3. Utilizes multiple

sources of data, including

the Teacher Working

Conditions Survey, for the

improvement of

instruction.

AN

D

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Cultural Leadership 3b. School Culture and Identity: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school.

Emerging Developing Proficient Accomplished Not Demonstrated Understands research and

scholarship on school

culture and its relationship

with meaningful school

vision, values, and goals.

Understands the many

aspects of diversity as they

apply to schools and their

missions.

AN

D

Articulates how a shared

vision, mission, values,

beliefs, and goals have

defined the identity and


Articulates the influences

of school demographics,

equity, and diversity in

determining the schools’

mission, vision, and goals.

AN

D


address diversity and

equity as the school

develops, monitors, and

adjusts the school

improvement plan.

AN

D


Emerging Developing Proficient Accomplished Not Demonstrated Is knowledgeable of

applicable federal, state,

and district mandates.

Understands district goals

and initiatives directed at

improving student

achievement.

AN

D


design protocols and

processes to comply with


mandates.


develop strategies for

implementing district

initiatives directed at

improving student

achievement.

AN

D

6b2. Continually assesses

the progress of district

initiatives and reports

results to district-level

decision-makers.

AN

D

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Certification of Competency

In addition to the seven (7) standards required for licensure as a School Executive, North Carolina

mandates that candidates demonstrate twenty-one (21) dispositional competencies. The form that

students use to verify these competencies is on the following pages.

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Rev. 9-5-11

Additional information on the assessment of competencies developed in the program follows:

LEA/IHE Certification of Competency

Candidate Name:

Principal Name:

LEA: IHE:

To be recommended for licensure, the candidate must meet or exceed expectations on each of the competencies listed

below. The candidate should explain how s/he has met the descriptor and should name specific evidence that is

available in the electronic portfolio. Give course and requirement.

CHANGE

Competency Descriptor Candidate’s

Explanation &

Evidence

Ratings/Comments

Change

Management

o Anticipates or seeks to

resolve confrontation,

disagreements, or complaints

in a constructive manner

Meets or exceeds

expectations

Comments:

Creative

Thinking

o Engages in and fosters an

environment for others to

engage in innovative thinking

Meets or exceeds

expectations

Comments:

Results

Orientation

o Effectively assumes

responsibility

o Recognizes when a decision

is required

o Takes prompt action as issues

emerge

o Resolves short-term issues

while balancing them against

long-term goals

Meets or exceeds

expectations

Comments:

VISION


Explanation &

Evidence

Ratings/Comments

Environmental

Awareness

o Becomes aware and remains

informed of external and

internal trends, interests and

issues with potential impacts

on school policies, practices,

procedures, and positions

Meets or exceeds

expectations

Comments:

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Rev. 9-5-11

Global

Perspective

o Understands the competitive

nature of the new global

economy

o Is clear about the knowledge

and skills students will need

to be successful in this

economy

Meets or exceeds

expectations

Comments:

Systems

Thinking

o Understands the

interrelationships and

impacts of school and

district influences, systems

and external stakeholders

o Applies that understanding

to advancing the

achievement of the school or

team

Meets or exceeds

expectations

Comments:

Visionary o Encourages imagineering by

creating an environment and

structure to capture

stakeholder dreams of what

the school could become for

all the students

Meets or exceeds

expectations

Comments:

RELATIONSHIPS


Explanation &

Evidence

Ratings/Comments

Communication o Effectively listens to others

o Clearly and effectively

presents and understands

information orally and in

writing

o Acquires, organizes,

analyzes, interprets, and

maintains information

needed to achieve school or

team 21st Century objectives

o Effectively engages staff and

community in the change

process in a manner that

ensures their support of the

change and its successful

implementation

Meets or exceeds

expectations

Comments:

Conflict

Management

o Anticipates or seeks to

resolve confrontation,

disagreements, or complaints

in a constructive manner

Meets or exceeds

expectations

Comments:

Customer Focus o Understands the students as

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Rev. 9-5-11

customers of the work of

schooling and the servant

nature of leadership and acts

accordingly

Meets or exceeds

expectations

Comments:

CARING


Explanation &

Evidence

Ratings/Comments

Dialogue/Inquiry o Is skilled in creating a risk

free environment for

engaging people in

conversations that explore

issues, challenges or bad

relationships that are

hindering school

performance

Meets or exceeds

expectations

Comments:

Responsiveness o Does not leave issues,

inquiries, or requirements for

information go unattended

o Creates a clearly delineated

structure for responding to

requests/situations in an

expedient manner

Meets or exceeds

expectations

Comments:

Sensitivity o Effectively perceives the

needs and concerns of others

o Deals tactfully with others in

emotionally stressful

situations or in conflict

o Knows what information to

communicate and to whom

o Relates to people of varying

ethnic, cultural, and religious

backgrounds

Meets or exceeds

expectations

Comments:

Emotional

Intelligence

o Is able to manage oneself

through self awareness and

self management

o Is able to manage

relationships through

empathy, social awareness

and relationship

management

Meets or exceeds

expectations

Comments:

ETHICS

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Rev. 9-5-11


Explanation &

Evidence

Ratings/Comments

Judgment

o Effectively reaching logical

conclusions and making high

quality decisions based on

available information

o Giving priority and caution

to significant issues

o Analyzing and interpreting

complex information

Meets or exceeds

expectations

Comments:

Personal Ethics

and Values

o Consistently exhibits high

standards in the areas of

honesty, integrity, fairness,

stewardship, trust, respect,

and confidentiality

Meets or exceeds

expectations

Comments:

Personal

Responsibility

for Performance

o Proactively and continuously

improves performance by

focusing on needed areas of

improvement and

enhancement of strengths

Meets or exceeds

expectations

Comments:

ORGANIZING


Explanation &

Evidence

Ratings/Comments

Delegation o Effectively assigns work

tasks to others in ways that

provide learning experiences

for them and in ways that

ensure the efficient operation

of the school

Meets or exceeds

expectations

Comments:

Organizational

Ability

o Effectively plans and

schedules one’s own work

and the work of others so

that resources are used

appropriately

Meets or exceeds

expectations

Comments:

Time

Management

o Effectively uses available

time to complete work tasks

and activities that lead to the

Meets or exceeds expectations

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Rev. 9-5-11

achievement of desired work

or school results

o Runs effective meetings

Comments:

TECHNOLOGY


Explanation &

Evidence

Ratings/Comments

Technology o Effectively utilizes the latest

technologies to continuously

improve the management of

the school and enhance

student instruction

Meets or exceeds

expectations

Comments:

Note: The candidate's signature does not imply agreement with the ratings.

Individual Signature Date

Candidate

Principal

University Supervisor

LEA Official

IHE Official

Candidate Comments (optional):

Principal Comments (optional):

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Internship Forms

Page 93 of 145

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Internship Form

for Students Admitted

Prior to Fall 2010

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Internship Forms Descriptions

The following pages provide forms that are used to document the four hundred (400) hours of

administrative activities required by the internship.

General Objectives of the Internship

This document outlines the objective of the internship courses. These objectives apply to both

students in the MELS Program or continuing students in the SADM Program.

Internship Checklist

This form is used to document some of the activities the student participates in while under the

supervision of the school site supervisor.

Internship Log MELS 695/696

The Internship Log is used to document the administrative actvities a candidate experiences

from the start of the program to the end of the internship. Students are requested to describe

the administrative activities; identify the standard, element, descriptor, and/or competency the

activity can be associated with; and to provide the amount of time in hours the candidate spent

performing the tasks.

Internship Evaluation

An Internship Evaluation is completed by the site supervisor for each semester that the

candidate is involved in the internship. Students taking multiple classes, each having a co-

requisite of one of the internship courses, will only have to have one evaluation for that

semester.

Professional Growth Statement

The Professional Growth Statement is completed by the end of the Internship Experience and

is required to be submitted to the appropriate personnel and submitted to both BlackBoard and

TaskStream. This document requires the candidate to describe the administrative activities that

are associated with the Internship; identify the North Carolina Standards, elements, descriptors,

and/or competencies that apply; identify the electronic evidence that the activity supports;

identify the name of the person that can validate the quality of the experience; provide the date

the experience was completed; and provide documentation for validation purposes of the

activities.

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Rev. 9-5-11

General Objectives of the Internship

1. To relate course work, research, independent study, and simulated experiences to actual

administrative/supervisory problems under the direction of an experienced administrator.

2. To develop skills in the areas of curriculum development and evaluation, pupil personnel,

personnel and staff development, community relations, research, school business

management, communication, personal development, leadership, and applied technology.

3. To develop knowledge and of the responsibilities and duties of the school

administrator/supervisor.

4. To develop knowledge of the resources available to a school administrator/supervisor.

5. To gain experience in the administrative processes of planning, organizing, staffing,

developing, coordinating, reporting, and budgeting.

6. To become aware of the agencies, both complementary and competing, with which the

school relates.

7. To know and understand the laws, policies, and regulations which govern the operation of

the schools.

8. To obtain experience in working through and with others toward the realization of common

objectives, i.e. public relations.

9. To obtain and use necessary data for the improvement of student achievement and school

climate.

10. To identify the culture of a particular school and to incorporate your findings into the

operations of the school.

11. To develop skills in differentiating between immediate problems and long-range problems

and to analyze appropriate consequences and implications.

12. To be able to coordinate human and material capital.

13. To identify both social issues and possible future trends and be able to incorporate these

issues and trends into school planning.

14. To learn and understand the school’s culture and to evaluate the impact of that culture on

building (school) operation.

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Internship Checklist Revised 2010

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Internship Checklist Revised 2010

Student Name: _____________________________________

The following items serve as a checklist for activities or experiences for Professional Growth Statement

and/or journal entries.

Attend one school board meeting; attach an agenda

Attend one principal’s meeting; attach an agenda

Conduct one parent conference (your mentor should be present to critique your performance)

Deal with one discipline incident with your school administrator or designee

Participate in one interview session

Direct one planning activity/session

Participate in the textbook adoption process and in textbook adoption meetings

Work with scheduling – classes, summer school, duty rosters (get approval from your mentor)

Participate in at least one School-Based Management and Accountability Program meeting

Attend PTA, PTO, PTSA, Open House, etc. and provide a reflection of the activity

Attend and supervise an extra-curricular event

Supervise or be responsible for crowd control at a school event

Attend/participate in one IEP meeting

Attend Student Assistant Team meeting

Conduct one parent group meeting

Participate in ordering materials or supplies

Visit your central office and interview one or more administrators to determine the administrator’s

role in the district and to determine the organization of the district.

DEMONSTRATE your ability to:

Address small and large groups of adults

Communicate effectively both orally and in written form

Plan and direct an on-site visit by the university supervisor

Supervisor’s Signature______________________________

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Internship Log SADM 695/696 Revised

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Internship Log SADM 695/696 Revised 2010

Date Activity NC Ex.

Standard Hours

Supervisor’s Initial Total Hrs.

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Internship Evaluation

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Internship Evaluation A copy of this form will be completed by the Principal-Mentor each semester the student is taking an Internship course

Intern Name: _______________________ Principal-Mentor: ________________________

University Sponsor: ___________________________________ Date: __________

Relationships: N/A Poor Fair Good Excellent

How well does the intern relate to faculty? 0 1 2 3 4

How well does the intern relate to students? 0 1 2 3 4

How well does the intern relate to administrative teams? 0 1 2 3 4

How well does the intern relate to staff? 0 1 2 3 4

How well does the intern relate to parents? 0 1 2 3 4

Leadership: How well does the intern handle situations? 0 1 2 3 4

How well does the intern follow through on tasks? 0 1 2 3 4

How well does the intern accept responsibility? 0 1 2 3 4

How well does the intern take advantage of learning opportunities? 0 1 2 3 4

How well does the intern plan, organize, and implement assigned

projects? 0 1 2 3 4

How well does the intern demonstrate the ability to work effectively

with individuals and groups? 0 1 2 3 4

How well does the intern handle suggestions, feedback, and

constructive criticism? 0 1 2 3 4

How well does the intern meet deadlines? 0 1 2 3 4

How well does the intern participate in school activities? 0 1 2 3 4

How well does the intern keep a confidence? 0 1 2 3 4

Characteristics: How would you rate this intern’s initiative? 0 1 2 3 4

How would you rate this intern’s work ethic? 0 1 2 3 4

How would you rate this intern’s integrity/ethics? 0 1 2 3 4

How would you rate this intern’s professionalism? 0 1 2 3 4

How would you rate this intern’s judgment? 0 1 2 3 4

How would you rate this intern’s punctuality? 0 1 2 3 4

How would you rate this intern’s creativity? ` 0 1 2 3 4

How would you rate this intern’s enthusiasm? 0 1 2 3 4

How would you rate this intern’s sense of humor? 0 1 2 3 4

How would you rate this intern’s respect for the individual? 0 1 2 3 4

Overall Evaluation: 1 2 3 4

Supervisor’s Signature:___________________________________

Please place this in an envelope and seal it, sign across the seal, and give it to the student to return.

Page 102 of 145

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Professional Growth Statement

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Professional Growth Statement Provide your information in the appropriate yellow box. The boxes will expand to accommodate your discussion.

Topic: Technology: Administrative Systems

Project(s) Description(s): In the box below the candidate should describe the project(s) undertaken to address the topic above.

Identification:

In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by

this activity.

Evidence: In the box below identify

the electronic evidence

associated with each

activity.

Contact:

In the box below identify

the person(s) who can verify

this activity.

Hours: In the box below

identify the number of

hours spent on each of

the projects identified

above.

Date Attained:

In the box below please put

the date the project was

completed.

Documentation/Validation In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic

evidences and/or 21 competencies required for NC licensure as a school executive.

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Topic: Budgeting/Finance


Identification:


this activity.




activity.

Contact:



this activity.





above.

Date Attained:



completed.



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Topic: Transportation


Identification:


this activity.




activity.

Contact:



this activity.





above.

Date Attained:



completed.



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Topic: School Nutrition


Identification:


this activity.




activity.

Contact:



this activity.





above.

Date Attained:



completed.



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Topic: Discipline


Identification:


this activity.




activity.

Contact:



this activity.





above.

Date Attained:



completed.



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Topic: Faculty Supervision


Identification:


this activity.




activity.

Contact:



this activity.





above.

Date Attained:



completed.



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Topic: Conducting Meetings


Identification:


this activity.




activity.

Contact:



this activity.





above.

Date Attained:



completed.



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Topic: Interviewing


Identification:


this activity.




activity.

Contact:



this activity.





above.

Date Attained:



completed.



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Topic: Preparation of New Staff Members


Identification:


this activity.




activity.

Contact:



this activity.





above.

Date Attained:



completed.



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Topic: Faculty Issues


Identification:


this activity.




activity.

Contact:



this activity.





above.

Date Attained:



completed.



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Topic: Scheduling: Instructional/Duties/Activities


Identification:


this activity.




activity.

Contact:

In the box below identify the

person(s) who can verify this

activity.





above.

Date Attained:



completed.



Page 114 of 145

Rev. 9-5-11

Topic: Exceptional Children


Identification:


this activity.




activity.

Contact:



this activity.





above.

Date Attained:



completed.



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Topic: Co-curricular Activities


Identification:


this activity.




activity.

Contact:



this activity.





above.

Date Attained:



completed.



Page 116 of 145

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Topic: Community Relations


Identification:


this activity.




activity.

Contact:



this activity.





above.

Date Attained:



completed.



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Topic: Observation and/or Evaluation of Teaching


Identification:


this activity.




activity.

Contact:



this activity.





above.

Date Attained:



completed.



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Topic: Guidance/Counseling Program


Identification:


this activity.




activity.

Contact:



this activity.





above.

Date Attained:



completed.



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Topic: Safe School Plan


Identification:


this activity.




activity.

Contact:



this activity.





above.

Date Attained:



completed.



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Topic: School Improvement Plan


Identification:


this activity.




activity.

Contact:



this activity.





above.

Date Attained:



completed.



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Topic: Curriculum


Identification:


this activity.




activity.

Contact:



this activity.





above.

Date Attained:



completed.



Page 122 of 145

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Topic: Grant Writing


Identification:


this activity.




activity.

Contact:



this activity.





above.

Date Attained:



completed.



Page 123 of 145

Rev. 9-5-11

Internship Form(s) for Students Admitted Fall Semester 2010

to Present

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Internship Log MELS 697

Date Activity NC Ex.

Standard Hours

Supervisor’s Initial Total Hrs.

Page 125 of 145

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TaskStream

The following pages offer some explanations and instructions related to TaskStream. Some

of the pages give step-by-step directions on how to perform tasks.

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TaskStream Account Renewal/Creation

TaskSteam is used by Gardner-Webb University to assist students in the process of building their evidences

for the electronic portfolio. For students who begin their Master of Arts Degree in Executive Leadership

Studies Fall Semester 2010, the electronic portfolio will replace the comprehensive exam as a degree

requirement and replace the SLLA as a licensure requirement. Students will pay for TaskStream through

Gardner-Webb channels and are required to maintain the TaskStream account until they finish their

program. Currently, there is a annual fee that will be charged to each student for use of TaskStream.

RETURNING STUDENTS:

For students in the SADM or MELS who already have an account, you will receive a new key code to

renew your subscription to your account. The program code for returning students will be the same as last

year and will be included in the e-mail that you receive. The following steps should be followed to renew

your account.

Open your browser and go to www.taskstream.com . On the homepage:

In the pale blue section of the Subscriber Login box you will see a link that will take you to the screen

where you can renew your subscription.

Make the selection Renew my TaskStream subscription.

Just below that section, you will take Option 2 – I have a TaskStream key code. When you receive your key

code you will use that code to renew your account.

At that point it should be a matter of following instructions. When you login to your TaskStream account

you should see your courses.

NEW STUDENTS:

Students who are entering Gardner-Webb University for the first time and do not have a TaskStream

account will need to establish an account by going to www.taskstream.com . On the TaskStream home page

go to the link in the pale blue section of the Subscriber Login box you will see a link that will take you to

the screen where you can create your TaskStream account. Click on Subscribe/Renew Today

http://www.taskstream.com/


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This link will take you to the subscription screen. You should click on the option to Create a new

TaskStream subscription as shown below. You will then take Option 2 and key the code that you receive

from Gardner-Webb in the appropriate box and then click on continue.

After you click continue, you will be asked a series of questions related to your contact information. Please

complete as much as you can to make your account complete. This information includes your userid and

password. Write it down somewhere safe so you will be able to recall it later. Follow the directions to

either logout of the program or return to the homepage. At some point you should try your userid and

password.

The next step of the process will be to enter the program you are attending. Your code for that program will

be in the e-mail you receive with the key code for creating your TaskStream account. DO NOT USE A

CODE THAT YOU RECEIVE FROM SOURCES OTHER THAN GARDNER-WEBB

UNIVERSITY FACULTY OR STAFF. If you use the codes other than the ones in the e-mail you risk

getting into the wrong program.

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Using your TaskStream Key Code

You have been selected to receive a TaskStream account. The key code that has been issued to

you is intended for your use only. Follow the directions below to create/renew your account on

TaskStream ‘Advancing Educational Excellence’.

1. Go to www.taskstream.com

2. On the TaskStream home page click the

Subscribe/Renew Today link located on

the purple area on the top left side of the

screen.

You should now see the Purchase or

Activate Subscription page.

3. Select whether or not you are creating a new

account (First Time Subscriber), renewing an

account, or converting a guest account. Then

enter the key code provided in the appropriate

fields and click the Continue button.

4. Complete Steps 2 and 3. During step 3, make sure to note the username and password that you

have chosen.

This will be the username and password you will use to access TaskStream.

5. Confirm your registration

information in Step 4. If you need to

edit any of the information you have

entered click the Edit button.

Otherwise click Continue to

complete your registration.

6. The next page will display a link to take you to the home page where you can enter your

username and password to login and begin using your TaskStream account.

If you have any additional questions or comments, please do not hesitate to contact Mentoring

Services at [email protected] or at 800-311-5656.


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Compressing Video for TaskStream

Currently, TaskStream allows users to upload videos up to 100 megabytes in size. Therefore, in order to

upload a video to TaskStream, you will need to compress the video to make sure it is smaller than 100

megabytes in size.

Below is a list of issues that may prevent you from uploading your videos on to TaskStream:

Videos over 100 megabytes in size

DVD video. DVD video is usually much larger in size and cannot be uploaded directly into

TaskStream using conventional means. The DVD must be transcoded into a compatible digital

video file, such as .wmv, .mov., or mpg.

Streaming video from sites such as YouTube cannot be uploaded to TaskStream as is. It can be

embedded if you have knowledge of HTML, but we do not recommend embedding video since it is

not archival, meaning the video may be removed from the streaming service.

Upload size restrictions from your Internet Service Provider (ISP). For more information on your

upload size restrictions, please contact your ISP.

If your video is larger than 100 MB in size, you will need to compress (make smaller) your video to ensure

that you can successfully upload your video to TaskStream. Luckily, all the tools to compress video files

come free with your computer, either PC or Mac. There are also free programs available for download. A

basic web search for compression tools should give you more options if you do not wish to use the software

listed below.

How to Compress Video using a PC

1. First open up Windows Movie Maker from the programs menu.

2. Click the File menu, and select Import

into Collections. Then choose the video

file you want to compress.

3. Your video

will import as a

series of clips

that will appear

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in a list in the middle of the window. You will want to select all of the clips.

4. Once you have selected

the clips, drag them onto

the timeline at the bottom

of the window.

5. Go to the File menu and select Save

Movie File.

6. A new window will appear. Choose “My

Computer” under Movie Location and click

“Next.”

7. Enter a file name for your movie and choose a

place on your computer to save your movie. Then click

“Next”.

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8. If the only option showing is “Best quality

for playback on my computer. (recommended)”,

click ‘’Show More Choices’’. Another menu

should appear which will have the radio

selection, “Best fit to file size”. Choose a size

under 100 megabytes and select “Next”.

9. Your movie will begin saving to your computer. When it is finished, you will be able to upload the file

to TaskStream.

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How to Compress Video using a Mac

1. First, open up iMovie.

2. Click the File menu, and then select

Import Movies.

3. Choose the video file you want to

compress and click Import. iMovie

will take some time to import your

movie.

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4. When your movie has finished importing, you will see it in a series of clips near the bottom of the

window.

5. You will now need to select your entire movie by clicking and dragging, or you may right

click and choose Select All.

6. Click and drag your selected movie up

to the area that says “Drag media here to

create a new project”.

7. Go to the Share menu and now select Export Movie.

8. A window should appear with the following options:

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Export As: Enter your file name here.

Where: Select the area of your computer where you would like to save your file. (i.e. Desktop or

Documents)

Size to Export: For the most optimal video size for uploading to the web, you will want to select

“Mobile (480x272).

9. Once you have made your selection, click Export. When your video has finished exporting, you will be

able to upload the file to TaskStream.

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TaskStream Step by Step – Requesting Comments

The six evidences required for licensure are complex artifacts that may require multiple

submissions before the artifact is acceptable. A formative process has been established for

students to get feedback on their work prior to submitting the work for evaluation. While the

student is developing the six evidences required for licensure, a student formative assessment on

his/her work should be completed. Each student has as a part of their Internship Committee three

faculty members who serve as reviewers providing formative feedback. The following pages give

a pictorial and narrative explanation of how to receive formative feedback before the artifacts are

submitted for evaluation.

Begin by logging into your TaskStream Account. On the homepage you will see the name of

the program in which you are enrolled. In this case it is MA in Executive Leadership Studies

2010.

Once you click on the hyperlink MA in Executive Leadership Studies 2010 you will be

advanced in the program to the screen that shows a menu on the left that has all the artifacts.

Click Here

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At this point it is necessary to identify the artifact or artifacts that you will be uploading

documents for review. For the purpose of this demonstration we will address the School

Safety and Culture Standard and the CAAP artifact.

After you click on the Edit Work button you see a screen that provides options for you to

upload your files for review.

There are several options you can take to upload material. The most common option would

be an attachment. Once you click on Attachment at the bottom of the screen, a page will

appear that allows you to identify the file that you will upload.

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The file(s) that you uploaded should appear on the screen and you are ready to request

comments.

Select that Request Comments button and follow the instructions.

Notice the radio button is selected beside the choice “A file saved on my computer. There is a Browse button that will allow

you to browse your computer to locate the file.

You may wish to give the file a name that is related to the part of the artifact that needs review. Example: Part A

Climate Survey Analysis

For each file uploaded, click the Add File button

When finished Save and Return

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You can select one or more areas for feedback. In this case, only the CAAP was selected.

When finished click on the continue button and a screen should appear that will allow you to

select the reviewers for the artifact.

You should click on the Select All box and then continue. This will notify each of your

reviewers that there is something that needs to be reviewed. A screen then pops up that gives

you directions on how to give the reviewers comments. Follow the directions to give the

reviewers a message about your submission. You will also notice that the popup window has

confirmation that your request for comments has been sent.

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Once your work has been reviewed, the reviewers will make comments related to your work.

You may find the comments by selecting the comments tab on the screen and follow the

directions.

When you and your Internship Supervisor agree that the work is ready for evaluation, you

can have it evaluated by clicking on the Submit Work button.

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Site Supervisor Login

Directions Students in Gardner-Webb University’s Executive Leadership Studies Program have identified

personnel at their school or district to serve as their site supervisor. The role of the site supervisor

is to give guidance to the candidate while they develop their electronic portfolio as licensure

evidence. In addition to facilitating the candidate’s work, Gardner-Webb is asking the site

supervisor to complete three disposition assessments and a certification of competence over the

next two years. The dispositions survey will take about 10 minutes of your time to complete. The

instrument is designed to measure your observation of the candidate’s dispositions. The

University is requesting that this be completed during the first, third, and fifth semesters of the

candidate’s program. Site supervisors will be notified at the appropriate time to complete the

survey. In addition to the three disposition surveys, the site supervisor will be asked to complete

the LEA/IHE Certification of Competency. This document addresses 21 competencies and is

simply recorded as meets or does not meet expectations. This document will be completed during

the fifth semester the candidate is in the program.

Site supervisor accounts in Taskstream have been created for all identified site supervisors. You

can begin by using your browser to go to www.taskstream.com . You will see the following

screen:

In the box labeled Subscriber Login (left of screen), type in the username and password assigned

to you.


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There are two scenarios that may exist. One is that you only have a single candidate to evaluate

and the other is that you have multiple candidates to evaluate.

SINGLE CANDIDATE

Click on this link

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Notice for the purpose of this guide that only the category site supervisor dispositions under

DRF area is chosen and under category authors to display All Individuals (do not filter) is

chosen. The results should have your candidates’ names and a box to select to evaluate.

Click on evaluate to continue.

After you have completed the survey please be sure to submit your work.

MULTIPLE CANDIDATES

Click on this link

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The next screen will allow you to pick the candidates you want to evaluate. I suggest that you

choose: Select all groups. To do that click on the down arrow and you will see the choices of all

your candidates or specific candidates.

Take the radio button options identified as your choices on the next screen. These options

will lead you to the candidates who need evaluation.

Notice for the purpose of this guide that only the category site supervisor dispositions under

DRF area is chosen and under category authors to display All Individuals (do not filter) is

chosen. The results should have your candidates’ names and a box to select to evaluate.

When you click on the

arrow the options will

appear. Choose the option

and then click search

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Click on evaluate to continue.

After you have completed the survey please be sure to submit your work.

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