Educational Leadership Program

Assessment #8: Steward A Vision

Brief Description

ELCC standard 1.4 is Steward A Vision. The essence of this standard is encapsulated in sub-element b:

Candidates understand the theory and research related to organizational and educational leadership and engage in the collection, organization, and analysis of a variety of information, including student performance data, required to assess progress toward a district’s vision, mission, and goals.

Within the SBU Educational Leadership Program there is a realization that educational leaders are constantly faced with challenges, problems, issues and needs. When does an effective leader move beyond the limits of personal knowledge and research the current literature for advice and guidance? In education, as with any organization, too much time and resources are spent trying to fix symptoms. Educational leaders must become astute at recognizing the difference between symptoms, problems and the causes of problems if meaningful changes are to be designed and implemented. Gathering information and understandings from the literature can assist the educational leader in designing a comprehensive plan for solving problems. Hence, there is an underlying goal of the Educational Leadership Program to develop each candidate into effective “consumers of research”. Furthermore, the course teaches that successful educational leaders must be able to identify, clarify and address barriers to student learning and communicate the importance of developing learning strategies for diverse populations.

Faculty members familiar with educational research methodology met in the spring of 2006 and modified a course called Project Seminar (CEQ 595) that enables our candidates (aspiring educational leaders) to learn how to recognize the difference between symptoms, problems and the causes of problems, and become skilled at gathering information and understandings from the literature with the goal of designing comprehensive plans for solving problems. A twenty-five page, APA approved, research paper is due at the conclusion of the course. This modified course was first introduced in the fall of 2006.

Alignment to Standards

The Steward A Vision assessment is used by the instructor at the end of CEQ595, Project Seminar, to determine whether candidates have developed the knowledge, skills and dispositions pursuant to specific ELCC standards that are aligned to the above goal (#1 Brief Description). It assesses the professional and pedagogical knowledge and skills (1.4) necessary to work effectively with students, families, colleagues and other community stakeholders (community relations) and the ability to support student learning and development (2.3 and 2.4).

·  1.4 Steward A District Vision of Learning

·  2.3 Apply Best Practice to Student Learning

·  2.4 Design Comprehensive Professional Growth Plans

These standards have been aligned with the New York State Leadership Competencies.

INSTRUCTIONS FOR THE PROJECT SEMINAR RESEARCH PAPER:

The design of Project Seminar (CEQ 595) is focused on the successful completion of a twenty-five page research paper (literature review) to be submitted to the instructor by the end of the semester. Each candidate is required to consult with school district administration so the research accomplished has relevance and importance to an actual need or problem in the work setting. The investigation and analysis enables the candidate to become the “in-house expert” on this topic. Each candidate will work with school district administration to identify the actual research problem so that the research done has practical and real significance for generating an effective solution.

As candidates read the studies they gathered should begin to create a solution or recommendation regarding the problem or issue that was identified. Using the guidance and strategies obtained from the research, candidates then work with school district administrators to develop a strategic plan for eliminating or addressing the research problem. During this extensive research process each candidate should make particular attention on accomplishing the following three objectives:

1.  Can the candidate understand the theory and research related to organizational and educational leadership and engage in the collection, organization, and analysis of a variety of information, including student performance data, required to assess progress toward a district’s vision, mission, and goals. (1.4)

2.  Can the candidate demonstrate the ability to facilitate and engage in activities that use best practices and sound educational research to improve instructional programs. (2.3)

3.  Can the candidate demonstrate knowledge of adult learning strategies and the ability to apply technology and research to professional development design focusing on authentic problems and tasks, mentoring, coaching, conferencing, and other techniques that promote new knowledge and skills in the workplace. (2.4)

Scoring Guide

The faculty member teaching Project Seminar evaluates each candidate using a 4-point rubric for each of the ELCC leadership standards (research paper objectives listed in 5a). The level of proficiency is to be rated from 1 (Unacceptable) to 4 (Distinguished) using the accompanying rubrics as a guide for the evaluation. Use the ELCC sub-elements listed in the boxes for assistance during the evaluation process.

Scoring Guide:

Plan Component
Being Assessed / 1.4 Steward A District Vision of Learning
Unacceptable - 1 / Min Meets - 2 / Meets Standards - 3 / Distinguished - 4
1.4 Can the candidate understand the theory and research related to organizational and educational leadership and engage in the collection, organization, and analysis of a variety of information, including student performance data, required to assess progress toward a district’s vision, mission, and goals. / Candidate does not demonstrate the ability to align and, as necessary, redesign administrative policies and practices required for full implementation of a district vision. (ELCC 1.4a)
Candidate does not understand the theory and research related to organizational and educational leadership and does not engage in the collection, organization, and analysis of a variety of information, including student performance data, required to assess progress toward a district’s vision, mission, and goals. (ELCC 1.4b) / Candidate demonstrates a partial ability to align and, as necessary, redesign administrative policies and practices required for full implementation of a district vision. (ELCC 1.4a)
Candidate partially understands the theory and research related to organizational and educational leadership and partially engages in the collection, organization, and analysis of a variety of information, including student performance data, required to assess progress toward a district’s vision, mission, and goals. (ELCC 1.4b) / Candidate can demonstrate the ability to align and, as necessary, redesign administrative policies and practices required for full implementation of a district vision. (ELCC 1.4a)
Candidate can understand the theory and research related to organizational and educational leadership and engage in the collection, organization, and analysis of a variety of information, including student performance data, required to assess progress toward a district’s vision, mission, and goals. (ELCC 1.4b) / Candidate demonstrates a strong ability to align and, as necessary, redesign administrative policies and practices required for full implementation of a district vision. (ELCC 1.4a)
Candidates has a comprehensive understanding of the theory and research related to organizational and educational leadership and regularly engages in the collection, organization, and analysis of a variety of information, including student performance data, required to assess progress toward a district’s vision, mission, and goals. (ELCC 1.4b)
2.3 Can the candidate demonstrate the ability to facilitate and engage in activities that use best practices and sound educational research to improve instructional programs. / 2.3 Apply Best Practice to Student Learning
Unacceptable - 1 / Min Meets - 2 / Meets Standards - 3 / Distinguished - 4
Candidate does not demonstrate the ability to facilitate and engage in activities that use best practices and sound educational research to improve instructional programs. (ELCC 2.3a)
Candidate does not demonstrate an ability to assist school and district personnel in understanding and applying best practices for student learning. (ELCC 2.3b)
Candidate does not understand and cannot apply human development theory, proven learning, and motivational theories, and concern for diversity to the learning process. (ELCC 2.3c)
Candidate does not understand how to use appropriate research strategies to profile student performance in a district and analyze differences among subgroups. (ELCC 2.3d) / Candidate demonstrates some ability to facilitate and engage in activities that use best practices and sound educational research to improve instructional programs. (ELCC 2.3a)
Candidate partially demonstrates an ability to assist school and district personnel in understanding and applying best practices for student learning. (ELCC 2.3b)
Candidate partially understands and can partially apply human development theory, proven learning, and motivational theories, and concern for diversity to the learning process. (ELCC 2.3c)
Candidate partially understands how to use appropriate research strategies to profile student performance in a district and analyze differences among subgroups. (ELCC 2.3d) / Candidate can demonstrate the ability to facilitate and engage in activities that use best practices and sound educational research to improve instructional programs. (ELCC 2.3a)
Candidate can demonstrate an ability to assist school and district personnel in understanding and applying best practices for student learning. (ELCC 2.3b)
Candidate can understand and can apply human development theory, proven learning, and motivational theories, and concern for diversity to the learning process. (ELCC 2.3c)
Candidate can understand how to use appropriate research strategies to profile student performance in a district and analyze differences among subgroups. (ELCC 2.3d) / Candidate demonstrates a strong ability to facilitate and engage in activities that use best practices and sound educational research to improve instructional programs. (ELCC 2.3a)
Candidate demonstrates a strong ability to assist school and district personnel in understanding and applying best practices for student learning. (ELCC 2.3b)
Candidate comprehensively understands and can apply human development theory, proven learning, and motivational theories, and concern for diversity to the learning process. (ELCC 2.3c)
Candidate comprehensively understands how to use appropriate research strategies to profile student performance in a district and analyze differences among subgroups. (ELCC 2.3d)
2.4 Can the candidate demonstrate knowledge of adult learning strategies and the ability to apply technology and research to professional development design focusing on authentic problems and tasks, mentoring, coaching, conferencing, and other techniques that promote new knowledge and skills in the workplace. / 2.4 Design Comprehensive Professional Growth Plans
Unacceptable - 1 / Min Meets - 2 / Meets Standards - 3 / Distinguished - 4
Candidate does not demonstrate knowledge of adult learning strategies and the ability to apply technology and research to professional development design focusing on authentic problems and tasks, mentoring, coaching, conferencing, and other techniques that promote new knowledge and skills in the workplace. (ELCC 2.4a)
Candidate does not demonstrate the ability to use strategies such as observations and collaborative reflection to help form comprehensive professional growth plans with district and school personnel. (ELCC 2.4b)
Candidate cannot develop personal professional growth plans that reflect commitment to life-long learning and best practices. (ELCC 2.4c) / Candidate demonstrates some knowledge of adult learning strategies and the ability to apply technology and research to professional development design focusing on authentic problems and tasks, mentoring, coaching, conferencing, and other techniques that promote new knowledge and skills in the workplace. (ELCC 2.4a)
Candidate demonstrates some ability to use strategies such as observations and collaborative reflection to help form comprehensive professional growth plans with district and school personnel. (ELCC 2.4b)
Candidate can partially develop personal professional growth plans that reflect commitment to life-long learning and best practices. (ELCC 2.4c) / Candidates can demonstrate knowledge of adult learning strategies and the ability to apply technology and research to professional development design focusing on authentic problems and tasks, mentoring, coaching, conferencing, and other techniques that promote new knowledge and skills in the workplace. (ELCC 2.4a)
Candidate can demonstrate the ability to use strategies such as observations and collaborative reflection to help form comprehensive professional growth plans with district and school personnel. (ELCC 2.4b)
Candidate can develop personal professional growth plans that reflect commitment to life-long learning and best practices. (ELCC 2.4c) / Candidate demonstrates comprehensive knowledge of adult learning strategies and a strong ability to apply technology and research to professional development design focusing on authentic problems and tasks, mentoring, coaching, conferencing, and other techniques that promote new knowledge and skills in the workplace. (ELCC 2.4a)
Candidate demonstrates a strong ability to use strategies such as observations and collaborative reflection to help form comprehensive professional growth plans with district and school personnel. (ELCC 2.4b)
Candidate can effectively develop personal professional growth plans that reflect commitment to life-long learning and best practices. (ELCC 2.4c)