CASS Practicum Rubric Updated 1/07

by LewisUniversity

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Description:

Revised rubric to support Administrative Work Sample portfolio for Superintendent Endorsement.

Document Type:

Assessment

Assessment

Performance Assessment

Performance Assessment
Unacceptable (1pt) / Acceptable (2pts) / Target (3pts)
Contextual Factors (2, 10%)
ELCC-2005.7.4 LEWIS-EDU.4.c / Practicum faculty/student population is described; some faculty and/or student demographic information is missing. / Practicum faculty/student population is described; key demographic information is included. / A thorough overview of practicum faculty and student population is presented; all relevant information is included:
- Student gender, ethnicity, language, poverty, special needs;
- Faculty & administrator experience, training, “highly qualified”.
- Management and/or teaching styles
Project Goals (1, 5%)
ELCC-2005.7.1 LEWIS-EDU.1.a / Goals are unclear and/or inappropriate for central office administrator. / Goals for project are presented and appropriate for an administrative position. / Goals for project are presented clearly, are significantly challenging and are appropriate for a district level administrator. Goals are aligned with appropriate standards.
Standards (1, 5%)
ELCC-2005.7.3 / Standards to be addressed are vague or missing. / Goals are linked to state/national standards. / Goals are linked to state/national standards, and are related to Lewis Mission or COE Unit Standards.
Design of Project (1, 5%)
ELCC-2005.7.1 LEWIS-EDU.1.a / Project design is clear and/or not aligned with goals. No evidence of candidate knowledge of context. / Project design is aligned with desired goals; strategies to be employed are appropriate for goals; contextual information is used as needed. / Project design is aligned with desired goals; strategies to be employed are appropriate for goals; contextual information is used as needed. A variety of resources, including technology as appropriate, are integrated in the design.
Review of Related Literature (7, 36%)
LEWIS-EDU.1.a / Review of literature is limited in scope or depth or irrelavent to practicum project. / Review of literature is an in depth investigation of the theoretical base for the project goals and/or activities. / Review of literature clearly answers a research question that serves as the basis for the project. Literature review provides rationale for why this project is considered significant to the educational community.
Decision Making (1, 5%)
ELCC-2005.7.1 LEWIS-EDU.1.a / Candidate advances toward project completion without formative evaluation of their progress. / Candidates use sound professional judgement to evaluate progress toward project goals. / Candidates use sound professional judgement to evaluate progress toward project goals. Appropriate adjustments to implementation strategies or project goals are made based on formative evaluation of progress.
Analysis (1, 5%)
ELCC-2005.7.4 LEWIS-EDU.4.b / Little or no evidence exists that candidate has reviewed his/her progress toward project goals. / Relevant data is presented. Candidate uses assessment data to indicate progress toward project goals. / Qualitative or quantitative data is presented clearly and accurately. Candidate uses assessment data to indicate progress toward goals; data gathered is aligned with project goals for interpretation; possible impact on stakeholders is included in the analysis.
Cooperative Guidance (1, 5%)
ELCC-2005.7.5 LEWIS-EDU.6.a / Candidate plans and implements internship activities. / Candidate, site and university personnel are involved in the planning and implementation of internship activities. / Candidate, site and university personnel are involved in the planning and implementation of internship activities. Evidence of mentoring is included in reflection.
Reflection and Self-evaluation (3, 15%)
LEWIS-EDU.6.a / Reflection on success or weakness of project is missing or weak. No insights for future administrative practice are evident. / Reflection on project status and interpretation of project impact on the school or district is included. / Reflection on the project status is evident. An interpretation of the implications for stakeholders, future administrative practice and relevant professional development is included.
Conventions (1, 5%) / Grammatical errors interfere with communication of content. / Virtually free of any grammatical or mechanical errors that interfere with communication of content. / Free of grammatical or mechanical errors.

Standards

ELCC-2005 Correlated Sets
ELCC-2005.7.1 / Substantial
ELCC-2005.7.3 / Standards-based
ELCC-2005.7.4 / Real Settings
ELCC-2005.7.5 / Planned and Guided Cooperatively
LEWIS-EDU Correlated Sets
LEWIS-EDU.1.a / > comprehensive understanding of content in field: Articulates current issues, trends, controversies, & research & questions & extends an understanding in these areas.
LEWIS-EDU.4.b / > desire and dedication to participate as a member of the professional field: Desire for participating as a member of the professional field is evident through written reflections or observed actions that show willingness and initiative taken to expand one’s own professional experience and understanding
LEWIS-EDU.4.c / > respect and recognize the integrity, diversity, truth, and value of all individuals: Maintains confidentiality in work involving children, colleagues, and families; conversations, written work, and actions clearly evidence respect for the dignity and diversity of others; i.e., consistently demonstrates the Lasallian virtues of dignity, humility, prudence, self coAntrol, and vigilance when working with students, colleagues, supervisors, and others
LEWIS-EDU.6.a / > reflect on research, practice, and their own personal and professional values: Consistently changes one’s own actions or demeanor based on reflections upon research, theory, observations, or input from professionals; reflections consistently indicate growth in Lasallian virtues of calmness, wisdom, patience, gentleness, and zeal
Contextual Factors
The candidate uses information about the district/school context and unique community characteristics to set goals and plan the project.
  • Knowledge of community, district and school factors
  • Knowledge of characteristics of administrative peers, staff and students
  • Knowledge of management and/or teaching styles
  • Knowledge of relevant baseline data
  • Implications of contextual information for project planning and assessment

Project Goals
The candidate sets significant, challenging and appropriate goals.
  • Significance and challenge
  • Clarity
  • Appropriateness for district and/or administrative role
  • Alignment with national and/or state standards

Standards
Relevant standards are stated.
  • Educational Leadership Constituent Council (ELCC)
  • IllinoisState Board of Education Standards for Administrators – Superintendent (IL-CAS.AD.SUP)
  • LewisUniversityCollege of Education Unit Standards

Design of Project
The candidate designs strategies for specific administrative goals, district/school needs, and community contexts.
  • Alignment with practicum project goals
  • Strategies are appropriate and efficient
  • Use of a variety of resources, as needed
  • Use of contextual information and data to select appropriate and relevant activities and resources.
  • Use of available technology

Review of Related Literature
The candidate has reviewed the relevant theoretical base and prior research related to the practicum project.
  • Broadly answers a hypothetical research question
  • Provides rationale for project

Decision-Making
The candidate uses formative evaluation of progress toward project goals to make administrative decisions.
  • Critical decisions reflect sound professional practice
  • Adjustments to project are based on analysis of progress toward goals

Analysis
The candidate uses assessment data to analyze achievement of goals; candidate communicates summative information about the project status.
  • Clarity and accuracy of data presentation
  • Alignment with project goals
  • Sound interpretation of data
  • Evidence of impact on administrative peers, staff and students.

Reflection and Self-Evaluation
The candidate reflects on strategies used and project status in order to improve administrative practice.
  • Interpretation of project impact on district/school(s)
  • Insights on effective planning and assessment
  • Alignment among goals, strategies and assessment included
  • Involvement of District and University mentors discussed
  • Implications for future administrative direction(s)
  • Implications for professional development