St. Cloud State University
Masters and Specialist
Handbook: Meeting Procedures, Graduation
Requirements, and Scoring Rubrics
Educational Leadership and Administration
Revised: May 12, 2011
2
Table of Contents
Page
Masters and Specialist Preliminary Meeting Checklist ......................................................................3
Masters and Specialist Final Meeting Checklist .................................................................................4
School of Graduate Studies Checklist ................................................................................................5
Checklist for All Graduate Students ...................................................................................................6
Additional Checklist for Plan A: Thesis and Field Study ...................................................................6
Rubric for Portfolio Proposal .............................................................................................................7
Rubric for Completed Portfolio ..........................................................................................................8
Rubric for Thesis/Field Study (proposal) ...........................................................................................9
Rubric for Thesis/Field Study (completed) ........................................................................................12
Masters Competencies Assessment Rubric (Pre/Post) .......................................................................16
3
Masters and Specialist Preliminary Meeting Checklist: (thesis, field study, or portfolio)
Applied for the EDAD program (and been accepted) and have a Program of Study (POS) form
on file in the office of the School of Graduate Studies.
Requested three faculty members to serve on your POS.
o Two from EDAD (one is your advisor) and one from outside of the department
o Ask your advisor for a list of faculty (names and emails) from outside of the
department if you are not familiar with other faculty outside of EDAD
o You must have a proposal meeting the semester before you plan to graduate (i.e.,
defend your thesis or portfolio).
Have thesis/field study/portfolio proposal approved by Advisor before you go forward and
schedule preliminary meeting.
Provided POS committee with a range of meeting dates and times from which to select.
Called EDAD and asked secretary to reserve a “smart classroom” for that time and date.
Called Graduate Studies and informed them of POS committee members (indicating your
advisor).
o Have Graduate Studies send the signature sheet to your advisor a week before
meeting.
Reconfirmed – a week before the meeting – time, date and location of the meeting to all POS
committee members.
Send thesis/field study proposal or electronic portfolio link to all committee members at least
two weeks in advance.
Prepared a very brief agenda to handout along with proposal or portfolio plan (see portfolio
components below). For thesis/field study, the agenda covers chapters 1-3.
o Introduction
o Career map
o Three competencies with philosophy statements and two artifacts per competency
o List of Master courses
o Comment/suggestions
Received official POS committee approval or suggested modifications of proposal or
portfolio.
Confirmed that advisor forwarded the POS committee signature form along with either
portfolio proposal documents or thesis field study proposal
4
Final Meeting:
Have Advisor approve final portfolio or thesis/field study before you go forward.
Provided POS committee with a range of dates and times from which to select.
Called EDAD and asked secretary to reserve a “smart classroom” for that time and date.
Called Graduate Studies and informed them of POS committee members (indicating your
advisor).
o Have Graduate Studies send the signature sheet to your advisor a week before
meeting.
Send thesis/field study proposal or electronic portfolio link to all committee members at least
two weeks in advance.
A week before the meeting - reconfirmed time, date and location of the meeting to all POS
committee members.
Prepared a very brief agenda to handout along with completed thesis/field study or electronic
portfolio.
o Introduction
o Career map
o Professional development plan
o Thirteen competencies with philosophy statements and two artifacts per competency
o List of Master courses
o Comment/suggestions
POS committee approved your final product or made suggested modifications.
After committee has approved final electronic portfolio, burn copies for advisor and committee
members or see additional checklist on following pages for thesis and field study.
o Revisions made on thesis and field study and approved by advisor
o For thesis/field study need committee signatures on all approval sheets (bond paper)
Advisor forwarded the final signature form to graduate studies.
Applied for graduation to ensure degree is posted on transcript. The form is located at
http//:www.stcloudstate.edu/graduatestudies/forms/current.asp
o If you have questions on your degree completion status, please call 320.308.2114
Note: If you plan to go on for administrative licensure (6th year) submit the form “Change of
Graduate Program” located at the web address listed above.
5
School of Graduate Studies Checklist:
Applications for Graduation or Completion:
Specialist, Master’s and Sixth Year Program: Filed an application for graduation accompanied
by a $20 non-refundable processing fee at the beginning of the semester in which the work for the
degree is anticipated to be completed.
Graduate Certificate: File an application for completion with the Graduate Studies Office.
Deadline dates are the same as those for application for graduation as listed in the academic
calendar and in each semester’s class schedule.
Specialist or Master’s Degree
Submitted an application for graduation accompanied by a $20 non-refundable processing fee
was submitted at the beginning of the semester which the degree is to be granted
Completed and passed all courses required on the approved program. All changes must be
substantiated by an approved petition.
Maintained a 3.0 (B) average or greater in the major, in the total program, and in all graduate
courses at St. Cloud State University.
Completed and passed the required final examination(s); written, oral, or both.
Submitted three approved copies of their Thesis, Field Study, Creative Work, or Starred
Paper(s) to the Graduate Studies Office for binding along with the required binding fee.
Submitted two additional abstracts by those completing a Thesis or Field Study.
Conferring of Specialist or Master’s Degree
Attended commencement exercises (optional, but encouraged to participate)
Attended commencement (optional, but encouraged to participate)
Note: Diplomas for Specialist and master’s degree programs will be mailed by the Office of
Records and Registration to the address on the application for graduation approximately eight
weeks after the close of the semester. A transcript with the degree posted upon it should be
available through the Office of Records and Registration approximately three weeks after the end of
the semester in which the student graduated.
6
Checklist for All Graduate Students
Completed all courses on the Approved Program Form within the seven-year time limit for
completion of the program.
Requested a current transcript from the Office of Records and Registration.
Checked transcript to determine all course work is completed.
Completed and passed all courses on the Approved Program Form.
Made up and submitted incomplete grades to the instructor.
Achieved a 3.0 grade point average or greater in the major, the total program, and the overall
graduate courses attempted (a 3.25 grade point average required for Specialist in Educational
Administration).
Fulfilled the residence requirement.
Completed a Final Written Comprehensive Examination for Plans A, B, or C if required.
Submitted all final copies (except Professional Project/Portfolio) on 100% cotton paper for
binding along with a $9.00 binding fee.
Additional Checklist for Plan A: Thesis and Field Study
Submitted four review copies of the field study or thesis to the School of Graduate Studies by
the appropriate deadline.
Scheduled final oral exams during the last week of the semester.
Submitted, after final oral examination, a minimum of three final copies of your field study or
thesis by the appropriate deadline.
o Signatures of committee required on each approval page.
o The thesis or field study is registered in the School of Graduate Studies for binding.
o If a bound copy is desired, additional copy submitted to the School of Graduate Studies.
o Two additional signed copies of the abstract required for further distribution by the School
of Graduate Studies.
o Abstract required for Field Study and Thesis.
Electronic Portfolio Proposal Rubric
Criteria
1
Unacceptable
2
Acceptable
3
Excellent Presentation (professional look of
Efolio; oral presentation; links work
properly)
Presentation lacks evidence of
preparation and is disorganized.
Efolio is not clearly organized;
contains many errors; not
professional in appearance.
Presentation is organized.
Efolio is organized and contains
some errors but is otherwise
reasonably professional in
appearance. A few links do not
work.
Presentation is well organized
and has depth. Efolio contains
very few errors; is readable and
very professional in
appearance. All links work
properly.
Philosophies (three)
(values and beliefs about core
competencies with APA citations)
Philosophies are not included or
are extremely weak; no evidence
of scholarly or reflective thought;
appears to be hastily written. No
references or citations.
Philosophies are present with
good evidence of reflective
thought and scholarship;
contains some references and
citations
Philosophies are present and
very well written; have strong
evidence of reflective and/or
scholarly thought with
references and citations.
Career map
(major events or experiences that
shaped the professional development
of the candidate)
No career map submitted. Career map is present and
reasonably professional. Most
events and experiences
documented.
Career map is presented with
major events and experiences
documents in relation to
professional development
Core competencies (three) and
Artifacts (two for each
competency)
(Selection of three competencies and
a reflective statement linking each
artifact with the competency)
Competencies have not been
selected; artifacts are missing and
no reflective statement.
Competencies have been
selected; at least one quality
artifact is present for each
competency. One or more
reflective statements missing.
Competencies have been
selected; two or more artifacts
are present with reflective
statements for each. Artifacts
are of high quality.
List of Courses
(courses listed from the candidate’s
program of study for the masters
degree)
No list of courses submitted. List of courses submitted and
presented in a reasonably
professional manner.
List of courses submitted and
presented in a very professional
manner.
Name of Candidate: Score:
Name of Committee member:
Comments:
8
Completed Masters Electronic Portfolio Rubric
Criteria
1
Unacceptable
2
Acceptable
3
Excellent Presentation (professional look of
Efolio; oral presentation; links work
properly)
Presentation lacks evidence of
preparation and is disorganized.
Efolio is not clearly organized;
contains many errors; not
professional in appearance.
Presentation is organized. Efolio is
organized and contains some errors but
is otherwise reasonably professional in
appearance. A few links do not work.
Presentation is well organized and
has depth. Efolio contains very few
errors; is readable and very
professional in appearance. All links
work properly.
Philosophies (all 13)
(values and beliefs about core
competencies with APA citations)
Philosophies are not included or
are extremely weak; no evidence
of scholarly or reflective thought;
appears to be hastily written. No
references or citations.
Philosophies are present with good
evidence of reflective thought and
scholarship; contains some references
and citations
Philosophies are present and very
well written; have strong evidence of
reflective and/or scholarly thought
with references and citations.
Career map and Résumé
(major events or experiences that
shaped the professional development of
the candidate)
No career map or résumé
submitted.
Career map and résumé are present and
reasonably professional. Most events
and experiences documented.
Career map and résumé are
presented with major events and
experiences documents in relation to
professional development
Core competencies (all 13) and
Artifacts (two for each competency)
(Selection of thirteen competencies and
a reflective statement linking each
artifact with the competency)
Competencies have not been
selected; artifacts are missing and
no reflective statement.
Competencies have been selected; at
least one quality artifact is present for
each competency. One or more
reflective statements missing.
Competencies have been selected;
two or more artifacts are present
with reflective statements for each.
Artifacts are of high quality.
List of Courses
(courses listed from the candidate’s
program of study for the masters
degree)
No list of courses submitted. List of courses submitted and presented
in a reasonably professional manner.
List of courses submitted and
presented in a very professional
manner.
Agenda, Efolio, Disk Copy, and link
(Candidate has prepared an agenda and
has provided a disk for committee and
efolio link)
Agenda and disk copy/link not
submitted.
Agenda and disk copy/link submitted
and reasonably presented.
Agenda and disk copy/link
submitted. Materials are presented in
a very professional manner.
Name of Candidate: Score:
Name of Committee member:
Comments:
Thesis/Field Study Proposal Rubric
The rubric detailed below is modeled from Wilson & Morrow (2000). This rubric will be used by
your MS committee to evaluate your thesis. Criteria under chapters one through three will be used
to evaluate the thesis proposal for the preliminary meeting.
Topic
Unsatisfactory
1
Satisfactory
2
Exemplary
3
Insignificant to student and
committee
Significant to the student,
thesis committee and program
of study
Significant to the field of
scholars in this area
Scope too narrow to warrant
six semester hours
Scope sufficient to warrant six
semester hours
Scope warrant more than six
semester hours
Project is not feasible given
resources and timeline
Project is feasible given
resources and timeline
Project is extremely feasible
given resources and timeline
Chapter One (Introduction)
Unsatisfactory
1
Satisfactory
2
Exemplary
3
Mismatch between problem and
research questions/hypotheses
Some relationship between
problem and research
questions/hypotheses
Clear relationship between
problem and research
question/hypotheses
Superficial treatment of problem Adequate treatment of problem,
no obvious admissions
Demonstrates clear
understanding of problem
through inclusion of multiple
perspectives and placement of
problem in context
Missing one or more of the
following components:
introduction, statement of the
problem, purpose for the study,
objectives, assumptions,
delimitations, hypotheses,
research questions, definition of
terms, and human subjects
approval
Most of the components were
included
All components included and
clearly described
10
Chapter Two (Review of Related Literature)
Unsatisfactory
1
Satisfactory
2
Exemplary
3
Fewer than 15 sources 15 to 25 sources More than 25 sources
Includes only opinion and
application articles
Includes primarily research and
synthesis articles
Includes a variety of high quality
sources, including articles from
peer-reviewed journals, with
emphasis on research and
synthesis
No clear organization Well organized Organizational pattern
demonstrates understanding of
prior research on the topic
Variables not discussed Independent and dependent
variables discussed
Independent and dependent
variables thoroughly analyzed
and discussed
Review of literature is not current All recently published relevant
articles cited
Up-to-the-minute journal,
internet sources cited
Chapter Three (Methods)
Unsatisfactory
1
Satisfactory
2
Exemplary
3
Mismatch between research
methods and
questions/hypotheses
Uses accepted standard research
methodology
Shows thorough understanding of
research methodology used
including assumptions of
statistical tests
No discussion of instrumentation
noted
Instrumentation discussed Thoughtful explanation of
instruments used for
measurement and/or observation
Participation and sampling not
discussed
Participation and sampling
discussed
Participation and sampling
thoroughly discussed
Threats to external validity not
discussed
Threats to external validity
discussed
Threats to external validity
thoroughly discussed
Data collection procedures
description sketchy
Data collection procedures fully
described
Data collection procedures
described well enough to be
easily replicated
Pilot test not discussed Pilot test of some procedures
conducted
Pilot test of all procedures,
including analysis conducted
Statistical and analytical
procedures not discussed
Statistical and analytical
procedures discussed
Statistical and analytical
procedures discussed well
enough to be easily replicated
11
General
Unsatisfactory
1
Satisfactory
2
Exemplary
3
Contains many spelling and
grammatical errors
Contains few spelling and
grammatical errors
Contains no spelling or
grammatical errors, demonstrates
creative use of language
Does not follow APA style Follows APA style Conscientiously follows APA
style
Does not follow SCSU thesis
guidelines
Follows SCSU thesis guidelines Conscientiously follows SCSU
thesis guidelines
Includes sketchy descriptions Includes adequate descriptions Uses rich descriptive technique
where appropriate
Organizational plan inconsistent Good organizational plan Organizational plan enhances
project and promotes reading
comprehension
Does not maintain focus on
research problem
Maintains focus on research
problem
Enhances focus of research
problem
Minimum score = 48 points (no score less than a 2 in each criteria)
Total score out of a maximum of 72 points:___________________
12
Completed Thesis/Field Study Rubric
Topic
Unsatisfactory
1
Satisfactory
2
Exemplary
3
Insignificant to student and
committee
Significant to the student,
thesis committee and program
of study
Significant to the field of
scholars in this area
Scope too narrow to warrant
six semester hours
Scope sufficient to warrant six
semester hours
Scope warrant more than six
semester hours
Project is not feasible given
resources and timeline
Project is feasible given
resources and timeline
Project is extremely feasible
given resources and timeline
Prefatory Material
Unsatisfactory
1
Satisfactory
2
Exemplary
3
No abstract provided Abstract (100-200 words)
provided
Abstract (300-400 words)
provided
No table of contents provided Table of contents provided Table of contents complete
with all subheadings provided
No list of tables provided List of tables provided List of tables with complete
titles and page numbers
provided
No list of figures provided List of figures provided List of figures with complete
titles and page numbers
provided
13
Chapter One (Introduction)
Unsatisfactory
1
Satisfactory
2
Exemplary
3
Mismatch between problem
and research
questions/hypotheses
Some relationship between
problem and research
questions/hypotheses
Clear relationship between
problem and research
question/hypotheses
Superficial treatment of
problem
Adequate treatment of
problem, no obvious
admissions
Demonstrates clear
understanding of problem
through inclusion of multiple
perspectives and placement of
problem in context
Missing one or more of the
following components:
introduction, statement of the
problem, purpose for the
study, objectives,
assumptions, delimitations,
hypotheses, research
questions, definition of terms,
and human subjects approval
Most of the components were
included
All components included and
clearly described
Chapter Two (Review of Related Literature)
Unsatisfactory
1
Satisfactory
2
Exemplary
3
Fewer than 15 sources 15 to 25 sources More than 25 sources
Includes only opinion and
application articles
Includes primarily research
and synthesis articles
Includes a variety of high
quality sources, including
articles from peer-reviewed
journals, with emphasis on
research and synthesis
No clear organization Well organized Organizational pattern
demonstrates understanding of
prior research on the topic
Variables not discussed Independent and dependent
variables discussed
Independent and dependent
variables thoroughly analyzed
and discussed
Review of literature is not
current
All recently published relevant
articles cited
Up-to-the-minute journal,
internet sources cited
14
Chapter Three (Methods)
Unsatisfactory
1
Satisfactory
2
Exemplary
3
Mismatch between research
methods and
questions/hypotheses
Uses accepted standard
research methodology
Shows thorough
understanding of research
methodology used including
assumptions of statistical tests
No discussion of
instrumentation noted
Instrumentation discussed Thoughtful explanation of
instruments used for
measurement and/or
observation
Participation and sampling not
discussed
Participation and sampling
discussed
Participation and sampling
thoroughly discussed
Threats to external validity not
discussed
Threats to external validity
discussed
Threats to external validity
thoroughly discussed
Data collection procedures
description sketchy
Data collection procedures
fully described
Data collection procedures
described well enough to be
easily replicated
Pilot test not discussed Pilot test of some procedures
conducted
Pilot test of all procedures,
including analysis conducted
Statistical and analytical
procedures not discussed
Statistical and analytical
procedures discussed
Statistical and analytical
procedures discussed well
enough to be easily replicated
Chapter Four (Results)
Unsatisfactory
1
Satisfactory
2
Exemplary
3
Inaccurate or incomplete
analysis
Adequate analysis Insightful analysis and
interpretation of data
Lacks adequate narrative
description of findings
Includes adequate narrative
description of findings
Clear and complete narrative
description of findings
Lacks appropriate charts
and/or tables
Tables and charts adequately
support narrative
Tables and charts substantially
enhance narrative
15
Chapter Five (Summary, Conclusions, Discussion, Limitations, and
Recommendations)
Unsatisfactory
1
Satisfactory
2
Exemplary
3
Lacks summary Summary adequately covers all
components of the project
Clear, concise, and thorough
summary, publication quality
Lacks conclusion or conclusion
not supported by data
Conclusions supported by data Insightful conclusions, well
supported by data
Discussion is not included or
lacks relevance
Discussion is present and is
moderately relevant to the field
of study or practitioners
Discussion is insightful and well-
thought out; tied to current
practice and issues
Limitations not addressed Superficial treatment of
limitations
Insightful treatment of limitations
Results not tied to review of
related literature
Results tied to review of related
literature
Results compared and contrasted
with findings of prior researchers
and thoroughly discussed
Lacks recommendations for
further research and practice or
recommendation are consistent
with findings
Recommendations for further
research and practice are
consistent the findings
Thorough exploration of ideas
for further research and practice
General
Unsatisfactory
1
Satisfactory
2
Exemplary
3
Contains many spelling and
grammatical errors
Contains few spelling and
grammatical errors
Contains no spelling or
grammatical errors, demonstrates
creative use of language
Does not follow APA style Follows APA style Conscientiously follows APA
style
Does not follow SCSU thesis
guidelines
Follows SCSU thesis guidelines Conscientiously follows SCSU
thesis guidelines
Includes sketchy descriptions Includes adequate descriptions Uses rich descriptive technique
where appropriate
Organizational plan inconsistent Good organizational plan Organizational plan enhances
project and promotes reading
comprehension
Does not maintain focus on
research problem
Maintains focus on research
problem
Enhances focus of research
problem
Minimum score = 72 points (no score less than a 2 in each criteria)
Total score out of a maximum of 108 points:___________________
16
Educational Administration Masters Core Competencies: Pre and Post Self-Assessment
Name: Candidate Signature: (print name)
Pre Assessment Score: Date:
Post Assessment Score: Date:
Minnesota State Core Competencies: Pre Assessment Post Assessment
A. Leadership =
B. Organizational Management =
C. Diversity Leadership =
D. Policy and Law =
E. Political Influence and Governance =
F. Communication =
G. Community Relations =
H. Curriculum Planning and Development =
I. Instructional Management =
J. Human Resource Management =
K. Values and Ethics of Leadership =
L. Judgment and Problem Analysis =
M. Safety and Security =
Total Points: 78 =
Revised: November 25, 2009
17
Criteria
and
Descriptors
Rating Scale
Minor Moderate Exemplary
Candidate’s Knowledge, skills, and dispositions are negligible; not evident
Candidate’s Knowledge, skills, and dispositions are developing or emerging
Candidate’s Knowledge, skills, and dispositions are commendable or excellent
1 2 3 4 5 6
A. Leadership:
1. demonstrate leadership by
collaboratively assessing and improving
culture, and climate;
2. demonstrate leadership by providing
purpose and direction for individuals and
groups;
3. model shared leadership and decision-
making strategies;
4. demonstrate an understanding of issues
affecting education;
5. through a visioning process, formulate
strategic plans and goals with staff and
community;
6. set priorities in the context of stakeholder
needs;
7. serve as a spokesperson for the welfare
of all learners in a multicultural context;
8. understand how education is impacted by
local, state, national, and international
events;
9. demonstrate the ability to facilitate and
motivate others;
10. demonstrate the ability to implement
change or educational reform.
18
Criteria
and
Descriptors
Rating Scale
Minor Moderate Exemplary
Candidate’s Knowledge, skills, and dispositions are negligible; not evident
Candidate’s Knowledge, skills, and dispositions are developing or emerging
Candidate’s Knowledge, skills, and dispositions are commendable or excellent
1 2 3 4 5 6
B. Organizational Management
1. demonstrate an understanding of
organizational systems;
2. define and use processes for gathering,
analyzing, managing and using data to
plan and make decisions for program
evaluation;
3. plan and schedule personal and
organizational work, establish procedures
to regulate activities and projects, and
delegate and empower others at
appropriate levels;
4. demonstrate the ability to analyze need
and allocate personnel and material
resources;
5. develop and manage budgets and
maintain accurate fiscal records;
6. demonstrate and understanding of
facilities development, planning and
management;
7. understand and use technology as a
management tool.
19
Criteria
and
Descriptors
Rating Scale
Minor Moderate Exemplary Candidate’s Knowledge, skills, and
dispositions are negligible; not evident Candidate’s Knowledge, skills, and
dispositions are developing or emerging Candidate’s Knowledge, skills, and dispositions
are commendable or excellent
1 2 3 4 5 6
C. Diversity Leadership
1. demonstrate an understanding and
recognition of the significance of
diversity, and respond to the needs of
diverse learners;
2. create and monitor a positive learning
environment for all students;
3. create and monitor a positive working
environment for all staff;
4. promote sensitivity of diversity
throughout the school community;
5. demonstrate the ability to adapt
educational programming to the needs of
diverse constituencies;
20
Criteria
and
Descriptors
Rating Scale
Minor Moderate Exemplary Candidate’s Knowledge, skills, and
dispositions are negligible; not evident Candidate’s Knowledge, skills, and
dispositions are developing or emerging Candidate’s Knowledge, skills, and dispositions
are commendable or excellent
1 2 3 4 5 6 D. Policy and Law
1. develop, adjust, and implement policy to
meet local, state, and federal requirements
and constitutional provisions, standards,
and regulatory applications;
2. recognize and apply standards of care
involving civil and criminal liability for
negligence, harassment, and intentional
torts;
3. demonstrate an understanding of state,
federal, and case law governing general
education, special education, and
community education.
E. Political Influence and Governance
1. exhibit an understanding of school
districts as a political system, including
governance models;
2. demonstrate the ability to involve
stakeholders in the development of
educational policy;
3. understand the role and coordination of
social agencies and human services;
4. demonstrate the ability to align
constituencies in support of priorities and
build coalitions for programmatic and
financial support.
21
Criteria
and
Descriptors
Rating Scale
Minor Moderate Exemplary Candidate’s Knowledge, skills, and
dispositions are negligible; not evident Candidate’s Knowledge, skills, and
dispositions are developing or emerging Candidate’s Knowledge, skills, and
dispositions are commendable or excellent
1 2 3 4 5 6
F. Communication
1. formulate and carry out plans for internal
and external communications;
2. demonstrate facilitation skills;
3. recognize and apply an understanding of
individual and group behavior in normal
and stressful situations;
4. facilitate teamwork;
5. demonstrate an understanding of conflict
resolution and problem solving strategies;
6. make presentations that are clear and easy
to understand
7. respond, review, and summarize
information for groups
8. communicate appropriately (speaking,
listening, and writing) for different
audiences— students, teachers, parents,
community, and other stakeholders;
9. understand and utilize appropriate
communication technology.
22
G. Community Relations
1. articulate organizational purpose and
priorities to the community and media;
2. request and respond to community
feedback;
3. demonstrate the ability to build
community consensus;
4. relate political initiatives to stakeholders,
including parental involvement programs;
5. identify and interact with internal and
external publics;
6. understand and respond to the news
media;
7. promote a positive image of schools and
the school district;
8. monitor and address perceptions about
school-community issues;
9. demonstrate the ability to identify and
articulate critical community issues which
may impact local education.
Criteria
and
Descriptors
Rating Scale
Minor Moderate Exemplary Candidate’s Knowledge, skills, and
dispositions are negligible; not evident Candidate’s Knowledge, skills, and
dispositions are developing or emerging Candidate’s Knowledge, skills, and
dispositions are commendable or excellent
1 2 3 4 5 6
23
H. Curriculum Planning and Development
1. demonstrate the ability to enhance
teaching and learning through curriculum
assessment and strategic planning for all
learners, including pre-K, elementary,
middle, junior high school, high school,
special education and adult levels;
2. demonstrate the ability to provide
planning and methods to anticipate trends
and educational implications;
3. demonstrate the ability to develop,
implement, and monitor procedures to
align, sequence, and articulate curriculum
and validate curricular procedures;
4. demonstrate the ability to identify
instructional objectives and use valid and
reliable performance indicators and
evaluative procedures to measure
performance outcomes;
5. appropriately use learning technologies;
6. demonstrate an understanding of
alternative instructional designs,
curriculum, behavior management, and
assessment accommodations and
modifications;
7. demonstrate an understanding of the
urgency of global competitiveness.
Criteria
and
Descriptors
Rating Scale
Minor Moderate Exemplary Candidate’s Knowledge, skills, and
dispositions are negligible; not evident Candidate’s Knowledge, skills, and
dispositions are developing or emerging Candidate’s Knowledge, skills, and
dispositions are commendable or excellent
1 2 3 4 5 6
24
I. Instructional Management
1. demonstrate an understanding of research
of learning and instructional strategies;
2. describe and apply research and best
practices on integrating curriculum and
resources to help all learners achieve at
high levels;
3. demonstrate the ability to utilize data for
instructional decision making;
4. demonstrate the ability to design
appropriate assessment strategies for
measuring learner outcomes;
5. demonstrate the ability to implement
alternative instructional designs,
curriculum, behavior management, and
assessment accommodations and
modifications;
6. demonstrate the ability to be responsive to
the needs, interests and abilities of gifted
and talented students;
7. demonstrate the ability to identify
appropriate school structures and
resources for gifted and talented students;
8. demonstrate the ability to appropriately
use technology to support instruction.
Criteria
and
Descriptors
Rating Scale
Minor Moderate Exemplary Candidate’s Knowledge, skills, and
dispositions are negligible; not evident Candidate’s Knowledge, skills, and
dispositions are developing or emerging Candidate’s Knowledge, skills, and dispositions
are commendable or excellent
1 2 3 4 5 6
25
J. Human Resource Management
1. demonstrate knowledge of effective
personnel recruitment, selection, and
retention;
2. demonstrate an understanding of staff
development to improve the performance
of all staff members;
3. demonstrate the ability to select and apply
appropriate models for supervision and
evaluation;
4. describe and demonstrate the ability to
apply the legal requirements for personnel
selection, development, retention, and
dismissal;
5. demonstrate understanding of
management responsibilities to act in
accordance with federal and state
constitutional provisions, statutory and
case law, regulatory applications toward
education, local rules, procedures and
directives governing human resource
management;
6. demonstrate understanding of labor
relations and collective bargaining;
7. demonstrate understanding of the
administration of employee contracts,
benefits, and financial accounts.
Criteria
and
Descriptors
Rating Scale
Minor Moderate Exemplary Candidate’s Knowledge, skills, and
dispositions are negligible; not evident Candidate’s Knowledge, skills, and
dispositions are developing or emerging Candidate’s Knowledge, skills, and
dispositions are commendable or excellent
1 2 3 4 5 6
26
K. Values and Ethics of Leadership
1. demonstrate understanding of the role of
education in a democratic society;
2. demonstrate understanding of and model
democratic value systems, ethics, and
moral leadership;
3. demonstrate the ability to balance
complex community demands in the best
interest of learners; and
4. help learners grow and develop as caring,
informed citizens;
5. demonstrate understanding and
application of the Minnesota Board of
School Administrators Code of Ethics for
Administrators.
Criteria
and
Descriptors
Rating Scale
Minor Moderate Exemplary
Candidate’s Knowledge, skills, and
dispositions are negligible; not evident Candidate’s Knowledge, skills, and
dispositions are developing or emerging Candidate’s Knowledge, skills, and dispositions
are commendable or excellent
1 2 3 4 5 6
27
L. Judgment and Problem Analysis
1. identify the elements of a problem
situation by analyzing relevant
information, framing issues, identifying
possible causes, and reframing possible
solutions;
2. demonstrate adaptability and conceptual
flexibility;
3. assist others in forming opinions about
problems and issues,
4. reach logical conclusions by making
quality, timely decisions based on
available information;
5. identify and give priority to significant
issues;
6. demonstrate understanding of and utilize
appropriate technology in problem
analysis;
7. demonstrate understanding of different
leadership and decision-making strategies,
including but not limited to collaborative
models, and model appropriately their
implementation.
Criteria
and
Descriptors
Rating Scale
Minor Moderate Exemplary
Candidate’s Knowledge, skills, and
dispositions are negligible; not evident Candidate’s Knowledge, skills, and
dispositions are developing or emerging Candidate’s Knowledge, skills, and
dispositions are commendable or excellent
1 2 3 4 5 6
28
H. Safety and Security
1. demonstrate the ability to develop and
implement policies and procedures for
safe and secure educational environments;
2. demonstrate the ability to formulate
safety and security plans to implement
security procedures including an
articulated emergency chain of
command, safety procedures required
by law, law enforcement assistance,
communication with the public, and
evacuation procedures;
3. demonstrate the ability to identify areas of
vulnerability associated with school buses,
buildings, and grounds and formulate a
plan to take corrective action;
4. demonstrate understanding of procedural
predictabilities and plan variations where
possible;
5. demonstrate the ability to develop plans
that connect every student with a school
adult, eliminate bullying and profiling and
implement recommended threat
assessment procedures.
Criteria
and
Descriptors
Rating Scale
Minor Moderate Exemplary
Candidate’s Knowledge, skills, and
dispositions are negligible; not evident Candidate’s Knowledge, skills, and
dispositions are developing or emerging Candidate’s Knowledge, skills, and
dispositions are commendable or excellent
1 2 3 4 5 6