NCATE Assessment Rubric for *ELP 795 I Signature Artifact:
A Collaboratively Developed District Instructional Innovation Support Plan (DIISP)
Assessment Criteria / Target / Acceptable / UnacceptableINCLUDES COURSE
CONTENT
The project demonstrates a synthesis and application of course content.**
NCATE/(NPEA)
1.1,1.2,1.3,1.4, 1.5
2.1,2.2,2.3,2.4
3.1, 3.2,3.3
4.1,4.2,4.3,
6.1,6.2,6.3,
7.3
DPI Superintendents
1a,b,c,d,e,f.g,I,j,k,l,m,n,o
2a,b,c,d,f,g,h,I,j,k,l,m,n
3a,b,c,d
4a,b,c,d,e,f,h,j
5b,h
6a,b,c,h
7d,e
NCSU CED
L,E,A,D,S,R
ISLLC
1,2,3,4
**See expanded list of
standards addressed / The paper fully and completely addressed the concepts contained in each of the course modules. Core concepts are explained well, with appropriate use of terminology. The plan demonstrates application of concepts to real world contexts and clearly links theory/research to practice. The plan is plausible, follows a logical progression and components are philosophically consistent. There is evidence of critical and reflective thought based upon the assigned readings and discussions in the course. / The paper addressed most of the course modules. Concepts are fairly well explained and utilized n an appropriate manner.
There is a clear attempt to design practices that correspond to theoretical or research literature. Ideas presented in the paper represent a basic understanding of the core concepts found in the course modules. / The project fails to substantially incorporate the big ideas and major themes in the course required readings and modules.
The plan does not represent an understanding or appropriate application or concepts to real world contexts. Ideas are underdeveloped and do not reflect a deep understanding of the course content.
USE OF SCHOLARLY LITERATURE
The project reflects the appropriate use of a wide range of scholarly literature. / The paper skillfully utilizes scholarly literature to build and/or substantiate points made or actions recommended. Specific references are made to a minimum of 25 scholarly sources, especially peer-refereed sources. References are cited appropriately in the conventions outlined in the APA 5th ed. style manual / Scholarly literature is used to substantiate statements or ideas. An adequate number of references (25) are made. Most of the statements or ideas are supported by cited literature. There is or there is little misapplication of the literature. Most of the literature used meets high standards of intellectual rigor, such as found in top tier peer reviewed journals or edited books by credible researchers. The paper adheres to APA 5th ed. citation standards with few or very minor errors. / The paper fails to effectively use scholarly literature to substantiate ideas or statements. An inadequate number (<25) of references are made. Many sources cited are practitioner or propaganda in nature and do not meet accepted standards of intellectual rigor. Sources of non-original material are not properly cited, per university academic integrity policy. Citation format is inconsistent with APA 5th ed. standards.
USE OF WRITTEN EXPRESSION
The project demonstrates proficiency in the use of standard formal written English. / This project is well written in standard formal English and adheres to accepted standards of grammar and spelling.
The paper is well organized in to sections, as outlined on the assignment sheet, and is easy to read and understand. The ideas presented are clear, flow logically, and make sense. Points are well articulated and are free of imprecise, ambiguous or awkward wording. The sections of the paper fit together stylistically and conceptually to form a cohesive whole that reads well and makes a convincing argument. / The paper is written in standard English and adheres to conventional standards for spelling and grammar with few exceptions. The paper is organized into sections. Main points are clearly articulated and supported by detail. The paper demonstrates appropriate use of formal language and technical terms. Few instances of ambiguous or awkward wording are present. The paper has a logical flow, and makes sense. / The paper is in need of major revision because the ideas presented are unclear, illogical, or in sufficient detail is provided. The language used is unclear, inaccurate imprecise or too informal to communicate the necessary detail. There are numerous grammatical and spelling errors. The ideas presented do not make sense, are illogical or inconsistent with each other.
*This course, itssignature artifact, and the assessment rubric were created by La Tefy Schoen Spring 2007, revised fall 2007
NCATESignature Assignment for ELP 795 I :District Instructional Innovation Support Plan (DIISP)
This culminating group project requires students to apply the major theories and research topics covered in the instructional leadership course to a particular district problem involving instruction. Students are expected to demonstrate distributed leadership ability through their participation on this mock district leadership team and the completion of a focused project, namely a cohesive district level plan to implement an innovation that addresses a mutually identified problem. This is a hands-on, learning-by-dong, approach that requires collaboration, organization, and a thorough understanding of the concepts presented in the course readings and the discussions.
The DIISP students create will articulate a vision of successful student achievement, define a problem related to instruction, and develop a comprehensive plan for a district level educational innovation that addresses the defined district need .The plan must follow a prescribed outline and provide details for building buy-in of district stakeholders and building the capacity of the schools and teachers to successfully implement the innovation. Specifically, the DIISP must include suggestions for allocating district resources to support successful implementation, guidelines for providing effective professional development for teachers and school executives so that they have a deep understanding of the frameworks and a repertoire of skills to facilitate the learning of a diverse student population, and a system for monitoring student learning and evaluating the effectiveness of the program’s impact on student learning..
The DIISP takes the form of a term paper (roughly 20 pages in length with at least 25 references) that represents a collaborative work-in-progress throughout most of the semester. Groups simulate gaining internal school support and external community support for the plan by submitting a draft to be critiqued by classmates, and incorporating suggestions before turning in the final paper.
ELP 795 I course materials related to this assignment, including a List of Modules , readings, a Detailed Assignment Description, A Reflective Guide for Developing the Project, and A Peer Critique Guide are posted on class blackboard. These can be accessed at
Professional Standards Addressed by ELP 795 I Signature Assignment
The ELP 795 I Signature Assignment addresses professional standards outlined by the following agencies:
1. NCATE/National Policy Board for Educational Administration (NPEA) Standards for
Advanced Programs in Educational Leadership
2. North Carolina Standards for Superintendents adopted Sept. 2007
3. NCSUCollege of EducationConceptual Framework
4.InterstateSchool Leader Licensure (ISLLC) Standards
5. National Technology Standards for School Administrators (TSSA)
NCATE/National Policy Board for Educational Administration (NPEA) Standards for
Advanced Programs in Educational Leadership addressed by ELP 795 I Signature Assignment:
1.1 Develop a Vision
a. Candidates develop and demonstrate the skills needed to work with a board of education to facilitate the
development of a vision of learning for a school district that promotes the success of all students.
b. Candidates base development of the vision on relevant knowledge and theories applicable to school-level leaders applied to a school district context.
c. Candidates use data-based research strategies to create a vision that takes into account the diversity of learners in a district.
d. Candidates demonstrate knowledge of ways to use a district’s vision to mobilize additional resources to support the vision.
1.2 Articulate a Vision
a. Candidates demonstrate the ability to articulate the components of this vision for a district and the leadership processes necessary to implement and support the vision.
b. Candidates demonstrate the ability to use data-based research strategies and strategic planning processes that focus on student learning to develop a vision, drawing on relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs.
c. Candidates demonstrate the ability to communicate the vision to school boards, staff, parents, students, and community members through the use of symbols, ceremonies, stories, and other activities.
1.3 Implement a Vision
a. Candidates demonstrate the ability to plan programs to motivate staff, students, and families to achieve a school district’s vision.
b. Candidates design research-based processes to effectively implement a district vision throughout an entire school district and community.
1.4 Steward a Vision
a. Candidates demonstrate the ability to align and, as necessary, redesign administrative policies and practices required for full implementation of a district vision.
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.
1.5 Promote Community Involvement in the Vision
a. Candidates demonstrate the ability to bring together and communicate effectively with stakeholders within the district and the larger community concerning implementation and realization of the vision.
2.1 Promote PositiveSchool Culture
a. Candidates develop a sustained approach to improve andmaintain a positive district culture for learning thatcapitalizes on multiple aspects of diversity to meet thelearning needs of all students.
2.2 Provide Effective Instructional Program
a. Candidates demonstrate an understanding of a variety of instructional research methodologies and can analyze the comparable strengths and weaknesses of each method.
b. Candidates are able to use qualitative and quantitative data, appropriate research methods, technology, and information systems to develop a long-range plan for a district that assesses the district’s improvement and accountability systems.
c. Candidates demonstrate the ability to use and promote technology and information systems to enrich district curriculum and instruction, monitor instructional practices, and provide assistance to administrators who have needs for improvement.
d. Candidates demonstrate the ability to allocate and justify resources to sustain the instructional program.
2.3 Apply Best Practice to Student Learning
a. Candidates demonstrate the ability to facilitate and engage in activities that use best practices and sound educational research to improve instructional programs.
b. Candidates demonstrate an ability to assist school and district personnel in understanding and applying best practices for student learning.
c. Candidates understand and can apply human development theory, proven learning, and motivational theories, and concern for diversity to the learning process.
d. Candidates understand how to use appropriate research strategies to profile student performance in a district and analyze differences among subgroups.
2.4 Design Comprehensive Professional Growth Plans
a. Candidates 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.
b. Candidates demonstrate the ability to use strategies such as observations and collaborative reflection to help form comprehensive professional growth plans with district and school personnel.
c. Candidates develop personal professional growth plans that reflect commitment to life-long learning and best practices.
3.1 Manage the Organization
a. Candidates demonstrate the ability to use research-based knowledge of learning, teaching, student development, organizational development, and data management to optimize learning for all students.
c. Candidates demonstrate an ability to manage time effectively and to deploy financial and human resources in a way that promotes student achievement.
3.2 Manage Operations
a. Candidates demonstrate the ability to involve stakeholders in aligning resources and priorities to maximize ownership and accountability.
b. Candidates can use appropriate and effective needs assessment, research-based data, and group process skills to build consensus, communicate, and resolve conflicts in order to align resources with the district vision.
c. Candidates develop staff communication plans for integrating district’s schools and divisions.
d. Candidates develop a plan to promote and support community collaboration among district personnel.
3.3 Manage Resources
a. Candidates use problem-solving skills and knowledge of strategic, long-range, and operational planning (including applications of technology) in the effective, legal, and equitable use of fiscal, human, and material resource allocation that focuses on teaching and learning.
b. Candidates creatively seek new resources to facilitate learning.
4.1 Collaborate with Families and Other Community Members
a. Candidates demonstrate the ability to facilitate the planning and implementation of programs and services that bring together the resources of families and the community to positively affect student learning.
e. Candidates demonstrate the ability to involve community members, groups, and other stakeholders in district decision- making, reflecting an understanding of strategies to capitalize on the district’s integral role in the larger community.
4.2 Respond to Community Interests and Needs
a. Candidates facilitate and engage in activities that reflect an ability to inform district decision-making by collecting and organizing formal and informal information from multiple stakeholders.
4.3 Mobilize Community Resources
b. Candidates demonstrate how to use district resources to the community to solve issues of joint concern.
6.1 Understand the Larger Context
a. Candidates demonstrate the ability to use appropriate research methods, theories, and
concepts to improve district operations.
6.2 Respond to the Larger Context
a. Candidates demonstrate the ability to engage students, parents, members of the school board, and other community members in advocating for adoption of improved policies
and laws.
b. Candidates apply their understanding of the larger political, social, economic, legal, and cultural context to develop activities and policies that benefit their district and its
students.
c. Candidates demonstrate the ability to communicate regularly with all segments of the district community concerning trends, issues, and policies affecting the district.
6.3 Influence the Larger Context
b. Candidates demonstrate the ability to advocate for policies and programs that promote equitable learning opportunities and success for all students, regardless of socioeconomic background, ethnicity, gender, disability, or other individual characteristics.
7.3 Standards-based
a. Candidates apply skills and knowledge articulated in these standards as well as state and local standards for educational leaders.
North Carolina Standards for Superintendents, Revised September 2007
Standard 1 Strategic Leadership
a. Creates a working relationship with the local board of education that results in a shared vision for the district of the changing world in the 21st century that schools are preparing children to enter
b. Systematically challenges the status quo by leading change with potentially beneficial outcomes
c. Systematically considers new ways of accomplishing tasks and is comfortable with major changes in how processes are implemented
d. Models and reinforces the culture of the district by having open discussion sessions with teachers, school executives, staff, board members, and other stakeholders regarding the strategic direction of the district and encouraging their feedback on how to attain the district’s vision, mission, and goals
e. is a driving force behind major initiatives that help students acquire 21st century skills
f. Creates processes that provide for the development, periodic review, and revision of the district’s vision, mission and strategic goals
g. Creates processes that insure the district’s identity (vision, mission, values, beliefs, goals) actually drives decisions and reflects the culture of the district
i. Facilitates the development and implementation of district strategic plan, aligned to the mission, and goals set by the State Board of Education and local priorities, using multiple sources of data (e.g. student performance data, data from the NC Teacher Working Conditions Survey) in concert with the local board of education
j. Determines financial priorities, in concert with local board of education, based on the strategic plan
k. Facilitates the implementation of state education policy
l. Facilitates the setting of high concrete goals and the expectations that all students meet them
m. Monitors progress in meeting district goals
n. Communicates strong professional beliefs about schools, learning, and teaching that reflect latest research and best practice in preparing students for success in college or work
o. Creates processes to distribute leadership throughout the district
Standard 2 Instructional Leadership
a. Leads with a clear, high-profile focus on learning and teaching oriented towards high expectations and concrete goals
b. Challenges staff to reflect deeply on and define the knowledge, skills, and concepts essential for ensuring that every public school student graduates from high school, globally competitive for work and postsecondary education and prepared for life in the 21st century
c. Establishes effectively functioning professional learning communities
d. Establishes collaborative goal setting resulting in non-negotiable goals (i. e. goals that all staff members must act upon) for student achievement and classroom instruction
f. Establishes clear priorities among the district’s instructional goals and objectives
g. Creates processes focusing student test data and formative data from other sources for the improvement of instruction
h. Utilizes an instructional evaluation program that accurately monitors implementation of the district’s instructional program
i. Creates processes for identifying, implementing, and monitoring use of 21st century instructional tools and best practices for meeting diverse student needs
j. Creates processes that ensure the strategic allocation and use of resources to meet instructional goals and meet teacher needs
k. Creates processes to provide formal feedback to school executives concerning the effectiveness of their instructional leadership
l. Monitors student achievement through feedback from the instructional evaluation program
m. Ensures that instructional time is valued and protected
n. Provides professional development for school executives in the area of instructional leadership
Standard 3 Cultural Leadership