4/09/07
Assessment 6: Scoring Guide
Portfolio Assessment
Building/District Level
Assessment of portfolio
Instructions
Please circle the appropriate rating based on your knowledge of the intern.
Standard 1.0: In the portfolio, candidates demonstrate that they are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community.
Performance Descriptors / Exemplary / Proficient / Basic / Unacceptable / Score4 points / 3 points / 2 points / 0 points
1.1
Develop school vision / The candidate effectively demonstrated leadership in formulating the school’s vision and strategic direction. / The candidate demonstrated the ability to develop and maintained accountability plans that reflected the school’s mission and goals. / The candidate minimally participated but demonstrated a basic understanding for a school wide strategic planning processes. / The candidate did not understand and did not participate in the school wide strategic planning processes.
1.2
Articulate a vision / The candidate effectively demonstrated and evaluated school programs, structures, and activities with reference to goals and vision. / The candidate demonstrated and used a variety of strategies to communicate and build relationships with all stakeholders. / The candidate had little impact on aligning the behavior of other stakeholders with the school vision. / The candidate did not understand and did not participate in articulating a vision.
1.3
Implement a vision / The candidate effectively demonstrated the ability to direct and guide programmatic growth commensurate with established goals. / The candidate demonstrated the ability to work collaboratively with colleagues in planning for and implementing successes. / The candidate demonstrated a basic understanding for implementing vision related activities. / The candidate did not participate in implementing a vision.
1.4
Steward a vision / The candidate effectively demonstrated the ability and assumed a leadership role in regularly renewing the school’s vision leadership. / The candidate demonstrated the ability to reinforce vocabulary and concepts related to vision. Publicly celebrates milestones and intermediate successes. / The candidate demonstrated and exhibited some behavior or language that was inconsistent with the school vision. / The candidate did not provide any behavior or language to steward a vision.
1.5
Promote community involvement / The candidate effectively demonstrated the ability to engage the community in formulating and evaluating school or program goals and strategies. / The candidate had successes with the greater school community. Incorporated community resources into mission-related strategies. / The candidate demonstrated a basic understanding on how to acknowledge contributions of others in achieving goals. Tends to work in isolation. / The candidate did not understand how to promote community involvement.
Total Score
Grading Scale: Exemplary- 18-20 pts (A) Proficient- 16-17 pts (B) Basic- 14-15 pts (C) Unacceptable- 13 pts and below
Comments:
Standard 2.0: In theportfolio, candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.
Performance Descriptors / Exemplary / Proficient / Basic / Unacceptable / Score4 points / 3 points / 2 points / 0 points
2.1
Promote positive culture / The candidate effectively demonstrated the ability to create opportunities to reinforce school values on a school-wide basis. / The candidate demonstrated the ability for modeling expected behavior and recognizes others who exhibit desired behaviors. / The candidate demonstrated some language or behavior that undermined school values. / The candidate did not promote a positive culture.
2.2
Provide effective instructional program / The candidate effectively demonstrated the ability to systematically ensure alignment between curriculum, instruction, and assessment. / The candidate knows all domains of the school’s instructional program. Used student performance data to guide decisions about the instructional program. / The candidate had limited understanding of the school’s instructional program. Is not proactive in reviewing program effectiveness. / The candidate did not understand how to provide an effective instructional program.
2.3
Apply best practice to student learning / The candidate effectively demonstrated the ability and developed and/or coordinated instructional programs that utilized best practices identified through research. / The candidate demonstrated the ability and has knowledge of current effective instructional methods / The candidate did not actively seek current knowledge about best practices. Tends to be satisfied with the status quo. / The candidate did not understand how to apply best practices to student learning.
2.4
Design comprehensive professional growth plans / Candidate effectively demonstrated the ability to assisted staff in identifying and participating in professional development activities that were clearly linked to implementation of the school’s strategic vision. / Candidate demonstrated the ability and has an effective working knowledge of the school division’s professional development plan. Participates in developing professional development plans for other school staff. / Candidate demonstrated a basic understanding of how individual professional growth plans fit into the larger framework of school needs. / Candidate did not understand how to design a comprehensive professional plan.
Total Score
Grading Scale: Exemplary- 18-20 pts (A) Proficient- 16-17 pts (B) Basic- 14-15 pts (C)Unacceptable- 13 pts and below
Comments:
Standard 3.0: In the portfolio, candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.
Performance Descriptors / Exemplary / Proficient / Basic / Unacceptable / Score4 points / 3 points / 2 points / 0 points
3.1
Manage the organization / The candidate effectively demonstrated the ability to managed change in the school through modeling, consensus building, feedback, and accountability. Effectively accessed and coordinates resources to achieve goals. / The candidate demonstrated the ability to created appropriate project timelines and accountability mechanisms. Is knowledgeable and consistently adheres to pertinent laws, rules, and regulations. Communicated effectively with staff, students, and other stakeholders. / The candidate demonstrated a basic understanding how to set appropriate goals or consistently failed to meet deadlines. Violated pertinent policies or inconsistently applied them. / The candidate did not understand how to manage the organization.
3.2 Manage operations / The candidate effectively demonstrated the ability to coordinate staff in all operational areas on improving school culture and student performance. / The candidate demonstrated the ability to routinely monitor the school environment and instructional program. / The candidate allowed significant operational difficulties to go unnoticed or are not responded to in a timely manner. / The candidate did not understand how to manage the operations of a school.
3.3 Manage resources / The candidate effectively demonstrated the ability to proactively acquire additional resources to pursue mission-relevant goals. Developed an implemented creative solution to overcome perceived resource impediments. / The candidate demonstrated the ability and ensured that staff and students had necessary materials and information for a safe, secure, and effective learning environment. Ensured that instructional programs are appropriately staffed and supported and that resources are properly accounted. / The candidate demonstrated some basic ability for oversights in planning or managing resources caused operational difficulties. Attributes poor personal or organizational performance to lack of resources. / The candidate did not understand how to manage resources for the operation of a school.
Total Score
Grading Scale: Exemplary- 11-12 pts (A) Proficient- 9-10 pts (B) Basic- 7-8 pts (C) Unacceptable- 6 pts and below
Comments:
Standard 4.0: In the portfolio,candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.
Performance Descriptors / Exemplary / Proficient / Basic / Unacceptable / Score4 points / 3 points / 2 points / 0 points
4.1
collaborate with families and other community members / The candidate effectively demonstrated the ability and provided leadership in establishing and maintaining home-school and school-community relations in a manner that supports the school’s strategic goals. / The candidate demonstrated the ability to develop and maintain positive relationships with families and community members. Uses a variety of strategies to communicate with various stakeholder groups. / The candidate demonstrated limited or passive involvement with families or community agencies. / The candidate did not collaborate or communicate with families and other community members.
4.2
Respond to community interests and needs / The candidate effectively demonstrated the ability to collect and analyzed data from community stakeholders or on community resources to support planning and program development. / The candidate demonstrated the ability and understood how pertinent community interests and needs impact the educational program. Solicits feedback from the community regarding program development and school performance. / The candidate demonstrated little awareness of/or responsiveness to specific community needs. / The candidate did not respond to community interests and needs.
4.3
Mobilize community resources / The candidate effectively demonstrated the ability to establish and maintain active collaboration with community members, businesses, and other agencies to enhance the instructional program. / The candidate demonstrated the ability to utilize a variety of community resources to enhance instructional and extracurricular programs. / The candidate rarely demonstrated the ability and opportunities to involve the community in pursuing school goals. / The candidate did not involve the community in pursuing school goals.
Total Score
Grading Scale: Exemplary- 11-12 pts (A) Proficient- 9-10 pts (B) Basic- 7-8 pts (C) Unacceptable- 6 pts and below
Comments:
Standard 5.0: In the portfolio, candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students acting with integrity, fairly, and ethically.
Performance Descriptors / Exemplary / Proficient / Basic / Unacceptable / Score4 points / 3 points / 2 points / 0 points
5.1
Act with integrity / The candidate effectively demonstrated the ability to influence others to be honest and accept responsibility for their actions. Confronted others’ off-mission behavior in a constructive manner. / The candidate demonstrated the ability to be honest, direct, and solution-focused. Acknowledges responsibility for actions. / The candidate engaged in duplicitous behavior or covers up problems. / The candidate did not act with integrity.
5.2
Act fairly / The candidate effectively demonstrated the ability to recognize and address policies or practices that adversely and unevenly affect the welfare of students or staff. / The candidate demonstrated the ability and used sound, selfless judgment when rendering decisions that affect others. Openly solicits feedback from those who are affected by decisions. / The candidate inappropriately favors some students or staff, makes belittling comments about other. Prejudges situations without collecting sufficient information. / The candidate did not act fairly.
5.3
Act ethically / The candidate
effectively demonstrated the ability to resolve ethical conflicts on the basis of ethical principles. Judgments reflect an abiding concern for students’ well being. / The candidate demonstrated the ability to consistently implement policies and procedures. Willingly shared time, information, and resources to help others achieve goals. / The candidate seemed to be motivated more by self-interest than the school’s mission. Violates school policies or circumvents established procedures. / The candidate did not act ethically.
Total Score
Grading Scale: Exemplary- 11-12 pts (A) Proficient- 9-10 pts (B) Basic- 7-8 pts (C) Unacceptable- 6 pts and below
Comments:
Standard 6.0: In the portfolio, candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural contexts.
Performance Descriptors / Exemplary / Proficient / Basic / Unacceptable / Score4 points / 3 points / 2 points / 0 points
6.1
Understand the larger context / The candidate has effectively demonstrated the ability for a comprehensive understanding of the school mission and goals, and how external constituencies and broader trends impact the school’ ability to meet its goals. / The candidate knew stakeholders, influential community members, and the political structure of the school and community. Kept informed about major trends in education and other fields. / The candidate exhibited limited concern for/or understanding of matters outside the immediate sphere of influence and activity. / The candidate did not understand the larger context.
6.2
Respond to the larger context / The candidate effectively demonstrated the ability to initiate change in response to changing external circumstances. Kept close track of developments in policy circles and in the local community. Anticipated the need for change, and helped others recognize and adapt. / The candidate demonstrated the ability to made decisions that were sensitive to the social, economic, and cultural diversity of the school community. Adapts external mandates in a manner that ensures both compliance and the furtherance of the school’s mission. / The candidate rarely demonstrated the ability to initiated change at personal or organizational levels. Stayed in a reactive or maintenance posture relative to most responsibilities. Seemed unaware of how actions are viewed by or influenced by external groups. / The candidate did not respond to the larger context.
6.3
Influence the larger context / The candidate effectively demonstrated the ability to pursue changes in the community or policy context that further the school’s mission. / The candidate demonstrated the ability to maintain active involvement in professional societies. Participates in school division, community, or state organizations that have direct or indirect effects on schooling. / The candidate minimally demonstrated the ability to participate in professional organizations, or in school division or state committees. / The candidate did not participate in professional organizations, or in school division or state committees.
Total Score
Grading Scale: Exemplary- 11-12 pts (A) Proficient- 9-10 pts (B) Basic- 7-8 pts (C) Unacceptable- 6 pts and below
Comments:
Please provide additional information regarding the candidate’s strengths and areas that need further development (include any suggestions for further development). Append pages, if necessary.
University Supervisor’s Assessment Rubric
To be completed by candidate’s university supervisor
Intern (please print or type)Date
University Supervisor (please print or type)Date
Purpose
The ELCC standards serve as the culminating assessment of on-the-job performance for principal licensure candidates. The standards and sub-standards are based on those promulgated by the Educational Leadership Constituent Council, which approves principal preparation programs under the auspices of the National Council for Accreditation of Teacher Education (NCATE). The rubrics contained in the assessment instrument were developed locally, through individual feedback from instructors, principal licensure candidates and acting school administrators. (This form uses ELCC standards.)
Scoring Guidelines for University Supervisor
Based on your knowledge of the candidate’s performance, please rate the candidate as “Exemplary,” “Proficient,” “Basic,” or “Unacceptable” according to the provided rubrics. You may leave an item blank if you have insufficient knowledge about the candidate’s performance in a specific area. A brief written justification should be provided for “exemplary” and “unacceptable” ratings. The written justification should be appended to the assessment instrument.
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