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THE COMPREHENSIVE PORTFOLIO ASSESSMENT AND HANDBOOK

Building Level Leadership

Students in the Master’s Degree and Principal Certification Programs

Updated Fall 2015

Educational Administration, Curriculum and Supervision

Department of Educational Leadership & Policy Studies

The Jeannine Rainbolt College of Education

The University of Oklahoma

820 Van Vleet Oval

Norman, OK 73019

http://education.ou.edu/departments/eacs/

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TABLE OF CONTENTS

Introduction ............................................................................................................3

Portfolio Development ...........................................................................................5

Portfolio Document ................................................................................................5

Appendix A: Artifacts, Portfolio Format and Evaluation ...............................10

Appendix B: Portfolio Prompts and Scoring Guide .........................................13

Portfolio Scoring Rubric for Prompts................................................................19

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Comprehensive Portfolio Development and Evaluation

INTRODUCTION

All students in a master’s or principal certification program in Educational Administration, Curriculum and Supervision (EACS) are

required to successfully complete and submit a portfolio prior to the completion of the program. For students in a master’s program, the

portfolio constitutes the comprehensive examination for the non-thesis program.

Purpose

The Comprehensive Portfolio provides the master’s and/or certification candidate the opportunity to document his/her accomplishments,

and skills related to educational leadership and administration. The process of portfolio development and the substance of the portfolio

document are under girded by the mission of the EACS Program Area and the College of Education as well as the conceptual framework

of Program Area.

College of Education Mission Statement

The mission of the College of Education is to promote inquiry and practices that foster democratic life and that are fundamental to the

interrelated activities of teaching, research, and practice in the multi-disciplinary field of education.

EACS Mission Statement

The mission of EACS is to promote critical inquiry that addresses important issues relating to teaching, learning, and leadership in order

that service and collaboration among colleagues and the professional communities may be enhanced.

EACS Conceptual Framework

The Educational Administration, Curriculum and Supervision (EACS) area believes that PK-12 schools are complex organizations that

need leaders who understand: 1) the theoretical and conceptual aspects of schools, their people, and programs for both children and adults

who are constantly learning from the context of the organization; 2) the technical knowledge of the content areas and areas of

specialization found within the EACS knowledge bases; 3) the integration of theory, research, and practice as a means of grounding new

best practices.

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The EACS curriculum is under girded by a dynamic knowledge base that reflects current and recommended practices as examined

through basic and applied research. The EACS graduate should be able to transfer theory and research into practice and to analyze

practice through theory and research. To this end, theory, research, and practice are viewed as reciprocal and equal in developing and

refining program area offerings. The curriculum is vertically and horizontally articulated, allowing students the opportunity to study both

the broader area of leadership and an area of emphasis as they become proficient in understanding, applying, and conducting research -

both formally, as scholar leaders, and informally, as informed practitioners through action research. The curriculum provides the

conceptual and philosophical bases of continuing education as students develop specified competencies.

The EACS faculty recognize the unique learning needs of our adult students. Accordingly, the faculty encourages learning through the

utilization of a variety of instructional approaches (e.g., lecture, discussion, large and small group work, computer and non-computer

simulation, site visitations, and interactions with practitioners) in order to properly engage students in learning.

Further, the faculty of EACS recognize that as an outgrowth of its conceptual framework there are knowledge bases accepted by learned

societies such as UCEA and the National Policy Board For Educational Administration (NPBEA). Within these accepted but evolving

knowledge bases there are competencies and skills that may also be applied in regulated field experiences such as internships and practica.

The competencies and skills evolve (broadly) around the following:

1. societal and cultural influences on schooling;

2. teaching and learning processes that are responsive to individual differences among

students, teachers, administrators, and families;

3. theories of organizations and organizational change;

4. policy analysis and studies (e.g., legal and economic);

5. leadership and professional development;

6. moral and ethical dimensions of schooling in a pluralistic society;

7. instructional and administrative technologies available to support effective school

leadership and decision making.

STANDARDS

The Comprehensive Portfolio is grounded in the standards for advanced programs in Educational Leadership for Principals by the

Educational Leadership Constituent Council (ELCC).

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PORTFOLIO DEVELOPMENT

The portfolio development process is ongoing. Beginning at the interview for admission, the admissions committee will discuss portfolio

requirements with the applicant. Students should begin preparing the portfolio upon entering the program and should continue through

the time of formal submission of the final document.

At the time of admission, a student is assigned a faculty advisor. Although the candidate is ultimately responsibility for developing the

portfolio document and preparing for the presentation, the faculty advisor assumes an important advisory role in the portfolio

development process.

The portfolio must draw on required EACS courses of the program. The student should use the standard Course Portfolio Evaluation

form, located in the Appendix. Completed course evaluation forms should be included in the student’s Comprehensive Portfolio.

PORTFOLIO DOCUMENT

The portfolio consists of two parts. The first of these is the NARRATIVE section, which includes written responses to the 19 portfolio

prompts. Second is the APPENDIX, which includes artifacts to support the written responses. Each of these sections is described in

detail below.

NARRATIVE SECTION

The narrative section includes six documents, each including responses to several prompts (between three and five prompts per document,

depending on the ELCC standard). Each of the six documents will include approximately 10 pages of narrative. Each response, to a

specific prompt, should cite scholarly literature and best practices in support of the discussion, and a list of references should be included

at the end of each of the six documents. Each response MUST refer to specific artifacts in the Appendix of the portfolio that support that

response. The written response to each individual prompt coupled with artifacts MUST demonstrate your competency in the relevant

ELCC standard elements. Portfolio reviewers will provide a separate, stand-alone evaluation for each individual prompt response and

supporting artifacts (the scoring rubrics are included in the Appendix).

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PROMPTS

Following are the prompts, along with courses that can be used as a basis for the written response and artifacts: Remember, your

responses MUST demonstrate your understanding of and your ability to apply ELCC standards.

Document 1: Visionary Leadership – A building-level leader must have knowledge of how to promote the success of students by

understanding principles for the development, articulation, implementation, and stewardship of a school vision of learning.

1. Define vision and discuss the role of the educational leader to develop, articulate, implement, and steward a shared vision of

learning. (ELCC 1.1)

EACS 5233 Organization of Education, EACS 5543 School Level Instructional Leadership

2. Identify and discuss specific school variables related to organizational effectiveness (grounded in theory and evidence). Provide

specific strategies for data collection, data use and plan development for school improvement. (ELCC 1.2)

EACS 5233 Organization of Education, EACS 5403 Inquiry for Performance Improvement

3. Explain a principal’s role in the promotion of continuous and sustained improvement, such as but not limited to vision and change

processes (ground in theory and evidence). (ELCC 1.3)

EACS 5233 Organization of Education, EACS 5920 Principal Internship, EACS 5403 Inquiry for Performance Improvement

4. Explain how to evaluate school progress and how to evaluate and revise plans supported by school stakeholders. (ELCC 1.4)

EACS 5233 Organization of Education, EACS 5403 Inquiry for Performance Improvement

Document 2: Instructional Leadership – A building-level leader must have knowledge of principles for advocating, nurturing and

sustaining a school culture and instructional programs conducive to student learning and staff professional growth.

5. Explain how a principal promotes student success through a school culture and instructional program with collaboration, trust

and a personalized learning environment (ground in theory and evidence). (ELCC 2.1)

EACS 5543 School Level Instructional Leadership, EACS 5573 Supervision of Instruction, EACS 5920 Principal Internship

6. Discuss research-based practices for creating and evaluating a comprehensive, rigorous, and coherent curricular and

instructional school program. (ELCC 2.2)

EACS 5543 School Level Instructional Leadership, EACS 5573 Supervision of Instruction, EACS 5920 Principal Internship

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7. How can a leader develop and supervise the instructional and leadership capacity of school staff? (ELCC 2.3)

EACS 5573 Supervision of Instruction, EACS 5920 Principal Internship

8. Discuss a leader’s role in promoting effective and appropriate technologies to support teaching and learning in a school

environment. (ELCC 2.4)

EACS 5573 Supervision of Instruction, EACS 5920 Principal Internship

Document 3: Organizational Leadership – A building-level leader must have knowledge of best practices regarding management

of a school organization, operations, and resources for a safe, efficient, and effective learning environment.

9. Provide recommendations (based on theory and evidence) for the effective use of organizational planning, monitoring, and

evaluation of school management and operations that focus on learning needs of students. (ELCC 3.1)

EACS 5343 Financial Leadership in Schools

10. What are key elements, based on theory and evidence, of effective school level fiscal and technological operations? Include specific

recommendations for policies and procedures that protect the welfare and safety of students and staff within the school.

(ELCC 3.2, 3.3)

EACS 5343 Financial Leadership in Schools, EACS 5543 School Level Instructional Leadership, EACS 5920 Principal Internship

11. Explain how features of distributed school leadership can promote and encourage instructional practices that support high-

quality instruction and student learning. Discuss the role of the principal to develop school capacity for distributed leadership,

and the role of the principal to ensure teacher and organizational time focuses on supporting high-quality school instruction

and student learning. Include evidence and theory to support your claims/rationale. (ELCC 3.4, 3.5)

EACS 5543 School Level Instructional Leadership, EACS 5920 Principal Internship

Document 4: Collaborative Leadership – A building-level leader must have knowledge of strategies for collaboration with faculty

and community members, understanding of diverse community interests and needs, and best practices for mobilizing community

resources.

12. Explain how collaborating with faculty and community members in collecting and analyzing information related to the schools

larger educational environment can enhance student success. (ELCC 4.1) EACS 5333 Politics in Educational Administration, EACS 5920 Principal Internship

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13. Describe the types of resources within the larger school environment that school leaders can mobilize to enhance learning

opportunities for all students. (ELCC 4.2)

EACS 5333 Politics in Educational Administration, EACS 5920 Principal Internship

14. Discuss strategies and actions that school leaders can use to build and sustain cooperative relationships with families, caregivers,

and community partners. (ELCC 4.3, 4.4)

EACS 5333 Politics in Educational Administration, EACS 5920 Principal Internship

Document 5: Ethical Leadership - A building-level leader models and applies knowledge that promotes the success of every

student by acting with integrity, fairness, and engages in ethical manner to ensure a school system of accountability for every

student’s academic and social success.

15. What is your understanding of integrity and acting with integrity? How is that different from the multiple meanings of fairness

that would ensures student academic and social success? (ELCC 5.1) EACS 5243 Education and the Law, EACS 5573 Supervision of Instruction, EACS 5920 Principal Internship

16. Describe the commonly recognized ethical reference points for decision making available

to the educational leader. How do these systems or “paradigms” help you when interacting with others by modeling principles of

self-awareness and making moral and legal decisions? (ELCC 5.2, 5.4)

EACS 5243 Education and the Law, EACS 5573 Supervision of Instruction, EACS 5920 Principal Internship

17. What are the foundational principles of social justice? Why are the values of democracy, equity, and diversity paramount in

public schooling? (ELCC 5.3, 5.5)

EACS 5243 Education and the Law, EACS 5573 Supervision of Instruction, EACS 5920 Principal Internship

Document 6: Contextual Leadership – A building-level leader must have knowledge of how to respond to and influence the

political, social, economic, legal, and cultural context within a school.

18. Describe the major areas of inquiry that guide education law and provide key case law analysis for school policy making that would

allow you to be an advocate for students, families, and caregivers. (ELCC 6.1) EACS 5243 Education and the Law, EACS 5920 Principal Internship

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19. Discuss current issues in education law with their policy solutions and emerging trends. How must these be communicated with

school stakeholders to influence local, district, state, and national decisions affecting student learning for the improvement

of the school community especially as they relate to influencing decisions that affect student learning and to adapt school-

based leadership strategies? (ELCC 6.2, 6.3) EACS 5243 Education and the Law, EACS 5920 Principal Internship

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APPENDIX A

This section will contain all of the documents and artifacts that support the responses to the prompts. Examples of artifacts by ELCC

standard elements include:

Standard 1.0 (ELCC 1.1, 1.2, 1.3, and 1.4)

EACS 5233 Organization of Education Development of Vision Performance Activity; Vision Plan activity

EACS 5233 Organization of Education Field Experience

EACS 5533 School Level Instructional Leadership Models of Best Practices in Education Essay; A Plan of Instructional

Improvement

EACS 5920 Principal Internship for ELCC 1.3

EACS 5403 Inquiry for Performance Improvement Continuous Improvement Plan or Problem Solving Study or related

assignments with data use for school improvement decisions

Other artifacts that demonstrate your skills and competency related to visionary leadership

Standard 2.0 (ELCC 2.1, 2.2, 2.3, and 2.4)

EACS 5543 School Level Instructional Leadership Models of Best Practices in Education Essay; A Plan of Instructional

Improvement

EACS 5573 Supervision of Instruction Authentic Supervision Activity

EACS 5543 School Level Instructional Leadership Field Experience

EACS 5573 Supervision of Instruction Field Experience

EACS 5920 Principal Internship for ELCC Elements 2.1, 2.2, 2.3, and 2.4

Other artifacts that demonstrate your skills and competency related to visionary leadership

Standard 3.0 (ELCC 3.1, 3.2, and 3.3)

EACS 5343 Financial Leadership Organizational and Resource Management Activity

EACS 5343 Financial Leadership School Operations Activity

EACS 5343 Financial Leadership Field Experience

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EACS 5543 School Level Instructional Leadership Models of Best Practices in Education Essay: A Plan of Instructional

Improvement

EACS 5920 Principal Internship for ELCC Element 3.2

Other artifacts that demonstrate your skills and competency related to organizational leadership


EACS 5333 Politics in Ed Admin Legislative Policy Brief paper/presentation

EACS 5333 Politics in Ed Admin Interviews with school board members/class presentation

EACS 5333 Politics in Ed Admin Field Experience




Other artifacts that demonstrate your skills and competency related to collaborative leadership


EACS 5573 Supervision of Instruction Authentic Supervision Activity

EACS 5263 Education and the Law Performance and Field Activity

EACS 5593 Principal Leadership; Case Narrative and Analysis




Other artifacts that demonstrate your skills and competency related to ethical leadership

Standard 6.0 (ELCC 61, 6.2, and 6.3)

EACS 5533 School Level Instructional Leadership Models of Best Practices in Education Essay; A Plan of Instructional Improvement

EACS 5263 Education and the Law Legal Analysis Performance Activity




Other artifacts that demonstrate your skills and competency related to leadership in the larger context

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PORTFOLIO FORMAT

The Portfolio document MUST be submitted in electronic format. Students who have been admitted to candidacy should have a link to

the EACS Comprehensive Portfolio through learn.ou.edu under Permanent Courses (if the link is not available, please contact ELPS

staff). Please upload the portfolio into the Dropbox. Instructions for the order of the narratives and artifacts are included in the Dropbox.

Please ensure that your uploaded submission is complete. Also, allow yourself time to access the learn.ou.edu site to ensure that you are

able to submit all documents by the designated portfolio submission due date. If you are experiencing technical difficulties to upload your

documents to the Dropbox, you should notify the ELPS staff.

Each page comprising the portfolio should be in one of the following file formats:

Portable document format (.pdf file);

Microsoft office format (.doc, xls, .ppt files);

Word document in rich text format (.rtf file); or,

Hyperlink markup language (.htm file)

Other file formats may be used if the EACS program area coordinator grants permission PRIOR to the submission of the portfolio.

PORTFOLIO EVALUATION

The portfolio will typically be due 10 business days prior to the final day of classes of the semester in which it is to be submitted, unless

an alternative date is indicated by program area coordinator at the beginning of the semester.

Please refer to the Comprehensive Portfolio Scoring Guide included in Appendix B. The portfolio document will be evaluated by at least

three members of the faculty. Faculty reviewers will use the scoring rubric to evaluate each of the responses as ‘Meets Expectations’ (2

points) ‘Expectation’s Minimally Met’ (1 point), or ‘Expectation Not Met’ (0 points). An average score will then be derived for each

response. In order to earn a SATISFACTORY, a candidate must receive an average evaluation of ‘Expectations Minimally Met’ or

‘Meets Expectations’ (average score of 1 or higher) on EACH of the 19 responses.

The expectation of the faculty is that all candidates will successfully complete the portfolio process. However, any student who receives

an UNSATISFACTORY or ‘Expectations Not Met’ score may attempt to successfully complete the process at least one semester later

(by Graduate College policy). It is anticipated that candidate will make substantive changes to the portfolio document to help ensure

success during this second attempt. These changes are critical because a candidate is allowed a maximum of two attempts.

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APPENDIX B

PORTFOLIO PROMPTS AND SCORING GUIDE

ELCC Standard One: A building-level education leader applies knowledge that promotes the success of every student by collaboratively

facilitating the development, articulation, implementation, and stewardship of a shared school vision of learning through the collection and

use of data to identify school goals, assess organizational effectiveness, and implement school plans to achieve school goals; promotion of

continual and sustainable school improvement; and evaluation of school progress and revision of school plans supported by school-based

stakeholders.

Prompts for Standards 1.1, 1.2, 1.3, and 1.4:

Prompt 1. Define vision and discuss the role of the educational leader to develop, articulate, implement, and steward a shared vision working with

diverse stakeholders.

Assessment of candidate’s ability to understand and collaboratively develop, articulate, implement, and steward a shared vision of learning for a

school: (ELCC 1.1)

Prompt 2. Identify and discuss specific school variables related to organizational effectiveness (grounded in theory and evidence). Provide specific

strategies for data collection, data use and plan development for school improvement.)

Assessment of candidate’s ability to understand and can collect and use data to identify school goals, assess organizational effectiveness, and

create and implement plans to achieve school goals:

(ELCC 1.2)

Prompt 3. Explain a principal’s role in the promotion of continuous and sustained improvement, such as but not limited to vision and change processes

(ground in theory and evidence).

Assessment of candidate’s ability to understand and can promote continual and sustainable school improvement: (ELCC 1.3)

Prompt 4. Explain how to monitor and evaluate improvement plans and how to communicate this progress with stakeholders.

Assessment of candidate’s ability to understand can evaluate school progress and revise school plans supported by school stakeholders: (ELCC 1.4)

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ELCC Standard 2.0: A building-level education leader applies knowledge that promotes the success of every student by sustaining a school

culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with

high expectations for students; creating and evaluating a comprehensive, rigorous and coherent curricular and instructional school

program; developing and supervising the instructional and leadership capacity of school staff; and promoting the most effective and

appropriate technologies to support teaching and learning within a school environment.

Prompts for Standards 2.1, 2.2, 2.3, and 2.4:

Prompt 5. Explain how a principal promotes student success through a school culture and instructional program with collaboration, trust and a personalized

learning environment (ground in theory and evidence).

Assessment of candidate’s ability to understand and sustain a school culture and instructional program conducive to student learning

through collaboration, trust, and a personalized learning environment with high expectations for students: (ELCC 2.1)

Prompt 6. Discuss research-based practices for creating and evaluating a comprehensive rigorous, and coherent curricular and instructional school

program.

Assessment of candidate’s ability to understand and create and evaluate a comprehensive, rigorous, and coherent curricular and

instructional school program: (ELCC 2.2)

Prompt 7. How can a leader develop and supervise the instructional and leadership capacity of school staff?

Assessments of candidate’s ability to understand and develop and supervise the instructional and leadership capacity of school staff:

(ELCC 2.3)

Prompt 8. Discuss a leader’s role in promoting effective and appropriate technologies to support teaching and learning in a school environment.

Candidates understand and can promote the most effective and appropriate technologies to support teaching and learning in a school

environment: (ELCC 2.4)

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ELCC Standard 3.0: A building-level education leader applies knowledge that promotes the success of every student by ensuring the

management of the school organization, operation, and resources through monitoring and evaluating the school management and

operational systems; efficiently using human, fiscal, and technological resources in a school environment; promoting and protecting the

welfare and safety of school students and staff; developing school capacity for distributed leadership; and ensuring that teacher and

organizational time is focused to support high-quality instruction and student learning.

Prompts 3.1, 3.2, 3.3, 3.4, and 3.5:

Prompt 9. Provide recommendations (based on theory and evidence) for the effective use of organizational planning, management and evaluation of school

management and operations that focus on learning needs of students.

Assessment of the candidates understanding of monitoring and evaluation school management and operational systems: (ELCC 3.1)

Prompt 10. What are key elements, based on theory and evidence, of effective school level fiscal operations? Include specific recommendations for policies

and procedures that protect the welfare and safety of students and staff within the school.

Assessment of candidates ability to understand and efficiently use human, fiscal, and technological resources to manage school operations and can

understand and promote school-based policies and procedures that protect the welfare and safety of students and staff across the school:

(ELCC 3.2, 3.3)

Prompt 11. Explain how features of distributed school leadership can promote and encourage instructional practices that support high-quality

instruction and student learning. Discuss the role of the principal to develop school capacity for distributed leadership, and the role of the principal to

ensure teacher and organizational time focuses on supporting high-quality school instruction and student learning. Include evidence and theory to

support your claims/rationale.

Assessment of candidate’s ability to understand and develop school capacity for distributed leadership and to understand and ensure teacher and

organizational time focuses on supporting high-quality school instruction and student learning: (ELCC 3.4, 3.5)

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ELCC Standard 4.0: A building-level education leader applies knowledge that promotes the success of every student by collaborating with faculty

and community members, responding to diverse community interests and needs, and mobilizing community resources on behalf of the school by

collecting and analyzing information pertinent to improvement of the school’s educational environment; promoting an understanding, appreciation,

and use of the diverse cultural, social, and intellectual resources within the school community; building and sustaining positive school relationships

with families and caregivers; and cultivating productive school relationships and community partners.

Prompts 4.1, 4.2, 4.3 and 4.4:

Prompt 12. Explain how collaborating with faculty and community members in collecting and analyzing information related to the schools larger

educational environment can enhance student success.

Assessment of candidate’s ability to understand and collaborate with faculty and community members by collecting and analyzing information

pertinent to the improvement of the school’s educational environment: (ELCC 4.1)

Prompt 13. Describe the types of resources within the larger school environment that school leaders can mobilize to enhance learning opportunities

for all students.

Assessment of candidates ability to understand and mobilize resources by promoting understanding, appreciation, and use of the community’s

diverse cultural, social, and intellectual resources within the school community: (ELCC 4.2)

Prompt 14. Discuss strategies and actions that school leaders can use to build and sustain cooperative relationships with families, caregivers, and

community partners.

Assessment of candidate’s ability to understand and respond to community interests and needs by building and sustaining positive relationships with

families and caregivers: (ELCC 4.3, 4.4)

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ELCC Standard 5.0: A building-level education leader applies knowledge that promotes the success of every student by acting with integrity,

fairness, and in an ethical manner to ensure a school system of accountability for every student’s academic and social success by modeling

school principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school;

safeguarding the values of democracy, equity, and diversity within the school; evaluating the potential moral and legal consequences of

decision making in the school; and promoting social justice within the school to ensure that individual student needs inform all aspects of

schooling.

Prompts 5.1, 5.2, 5.3, 5.4, and 5.5:

Prompt 15. What is your understanding of integrity and acting with integrity? How is that different from the multiple meanings of fairness so as to

ensure student academic and social success?

Assessment of candidate’s ability to understand and act with integrity and fairness to ensure a school system of accountability for every student’s

academic and social success: (ELCC 5.1)

Prompt 16. Describe the commonly recognized ethical reference points for decision-making available to the educational leader. How do these

systems or “paradigms” help you when interacting with others and making decisions?

Assessment of candidates ability to understand and model principles of self-awareness, reflective practice, transparency, and ethical behaviors as

related to their roles within the school and candidates ability to evaluate the potential moral and legal consequences of decision-making in the school:

(ELCC 5.2, 5.4)

Prompt 17. What are the foundational principles of social justice? Why are the values of democracy, equity, and diversity paramount in public

schooling?

Assessment of candidate’s ability to understand and safeguard the values of democracy, equity, and diversity within the school and their ability to

promote social justice within the school to ensure that individual student needs inform all aspects of schooling: (ELCC 5.3, 5.5)

18

ELCC Standard 6.0: A building-level education leader applies knowledge that promotes the success of every student by understanding , responding

to and influencing the larger political, social, economic, legal, and cultural context through advocating for school students, families, and caregivers;

acting to influence local, district, state, and national decisions affecting student learning in a school environment; and anticipating and assessing

emerging trends and initiatives in order to adapt school-based leadership strategies.

Prompts 6.1, 6.2, and 6.3:

Prompt 18. Describe the major areas of inquiry that guide education law and provide key case law analysis for school policy making.

Assessment of candidate’s ability to understand and advocate for school, students, families, and caregivers: (ELCC 6.1)

Prompt 19. Discuss the current issues in education law with their policy solutions. How might these issues be communicated with school stakeholders for the

improvement of the school community?

Assessment of candidate’s ability to understand and act to influence local, district, state, and national decisions affecting student learning within the

school context as well as anticipate and assess emerging trends and initiatives in order to adapt school-based leadership strategies: (ELCC 6.2, 6.3)

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Portfolio Scoring Rubric for Prompts

ASSESSMENT

TASKS

EXPECTATIONS

NOT MET

(0 POINTS)

EXPECTATIONS MINIMALLY

MET

(1 POINT)

MEETS

EXPECTATIONS

(2 POINTS)

ELCC Standard 1.1

Prompt 1

Ability to collaboratively

develop, articulate, and

steward a shared vision of

learning for a school.

************

Quality of narrative,

scholarly literature, and

Response indicated little to no

evidence of the ability to design

and support a collaborative

process for regarding developing,

articulating, implementation, and

stewarding a school vision.

Neither did it include a sufficient

description of the following areas:

collaborative school

visioning;

theories relevant to

building,

articulating,

implementing, and

stewarding a

school vision;

methods for

involving school

stakeholders in the

visioning process.

(1.1)

************

The narrative is of substandard

quality, lacking understanding

Response mentioned an

adequate description regarding

design and support of the

collaborative process for

developing, articulating,

implementation, and stewarding

a school vision. It also included

a sufficient description of two

of the following areas:

collaborative school visioning;


building, articulating,

implementing, and

stewarding a school

vision;

methods for

involving school

stakeholders in the

visioning process.

(1.1)

************ The narrative is of sufficient

quality, including a reasonable

Response demonstrated a

complete and thorough

understanding and application

regarding the design and

support of a collaborative

process for developing,

articulating, and stewarding a

school vision. The response

also included a comprehensive

well-designed description of

the following areas:

collaborative school

visioning;


building,

articulating,

implementing, and

stewarding a school

vision;

methods for

involving school

stakeholders in the

visioning process.

(1.1)

************

The narrative is of

exceptional quality, including

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artifacts to support

standard element

of processes supporting the

development of a vision.

The narrative is supported with

little or (no scholarly literature

addressing the development of

a vision.

Insufficient artifacts are

referenced and presented in the

Appendix to support the

candidate’s ability to develop a

vision.

depth of understanding and

application of the processes

supporting the development of a

vision.

Sufficient scholarly literature

(more than one citation) is used

to support the candidate’s

discussion of the process of

vision development.

Appropriate artifacts are

referenced in the narrative and

presented in the Appendix to

support the candidate’s ability to

develop a vision.

The candidate discusses with

alacrity relevant knowledge.

in-depth understanding,

reflection, and application of

the school leader’s role in

developing a school vision.

An extensive amount of high-

quality scholarly literature is

used to support the

candidate’s discussion of

vision development.

A large array of high-quality

artifacts are referenced in the

narrative and presented in the


candidate’s ability to develop

a vision.

The candidate provides an

extraordinary discussion of

the relevant knowledge.

ELCC Standard 1.2

Prompt 2

Collect and use data to

identify school goals


evidence of the ability to collect

and use data to identify school

goals, nor did it provide any

information regarding the

following:

the design and use of

assessment data for

learning;

organizational

effectiveness and

learning strategies; tactical and strategic

program planning;

implementation and

evaluation of school

improvement

Response mentioned a

description of how to collect

and use data to identify school

goals. Also, limited information

was provided in two of the

following areas:


assessment data for

learning;

organizational

effectiveness and

learning strategies; tactical and strategic program planning;

implementation and


improvement

Response provided a

comprehensive and well-rounded

description of a plan of how to

collect and use data to identify

school goals. The response also

included a comprehensive

description of the three following

areas:


assessment data for

learning;

organizational

effectiveness and

learning strategies; tactical and strategic program planning;

implementation and

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************


scholarly literature,

artifacts, and research

strategies to support

standard element

processes;

variables that affect

student achievement. the design and use of

assessment data for

learning. (1.2)

*************


quality, lacking understanding of

the issues related to the

articulation of school variables

related to organizational

effectiveness and strategies for

data collection, data use and plan

development.


little or no scholarly literature

addressing the articulation of

school variables related to

organizational effectiveness and

strategies for data collection,

data use and plan development




candidate’s ability to understand

school improvement processes.

The candidate does not identify

or discuss research strategies,

planning processes, or

communication elements.

processes;


student achievement. (1.2)

*************

The narrative is of sufficient



application of the issues specific

to school variables related to







discussion of the issues related to

the articulation of school

variables related to








understand school improvement

processes.

The candidate both identifies and

appropriately discusses research

strategies, planning processes,

and some communication

elements.


improvement

processes;


student achievement. (1.2)

************ The narrative is of exceptional

quality, including in-depth

understanding, reflection, and

application of the issues specific

to school variables related to






used to support the candidate’s

discussion of school variables

related to organizational

effectiveness and strategies for

data collection, data use and

plan development





candidate’s ability to

understand school improvement

processes.



research strategies, planning

processes, and numerous

22

communication elements.

ELCC Standard 1.3

Prompt 3

Promotes continual

and sustainable

school improvement

************

Quality of narrative and artifacts

to support

Standard element


evidence of the ability to promote

continuous and sustainable school

improvement, nor did it provide

any information regarding any of

the following:

continual and sustained

improvement models and

processes;

school change processes

for continual and

sustainable improvement;

role of professional

learning in continual and

sustainable school

improvement. (1.3)

************



pertaining to continuous and

sustained improvement




candidate’s ability to promote

continuous and sustained

Response identified strategies

and practices that promote

continuous and sustainable

school improvement. It also

provided sufficient information

regarding two of the following:



processes;

school change processes for

continual and sustainable

improvement;

role of professional learning

in continual and sustainable

school improvement. (1.3)

************




discussion pertaining to


improvement





promote continuous and

Response provided a


description for identifying

strategies or practices to build

organizational capacity that

promote continuous and

sustainable school improvement.

The response also included a

comprehensive description of the

following areas:



processes;

school change processes for

continual and sustainable

improvement;

role of professional

learning in continual and

sustainable school

improvement. (1.3)

************ An extensive amount of high-

quality scholarly literature

pertaining to continuous and

sustained improvement





candidate’s ability to promote


improvement.

23

improvement. sustained improvement.

ELCC Standard 1. 4

Prompt 4

Evaluate school

progress and revise

school plans

supported by school

stakeholders

************



research strategies to

support standard element


evidence of the ability to

evaluate school progress and

how to revise those plans

supported by school

stakeholders, nor did it provide

any information regarding the

following:

effective strategies for

monitoring the

implementation, revision

of plans to achieve school

improvement goals, and

program evaluation

models. (1.4)

************

The narrative is of

substandard quality, lacking

understanding of the various

processes to monitor and

evaluate improvement plans,

and how to communicate this

with stakeholders.

The narrative is supported

with little or no scholarly

literature addressing the




with stakeholders.


Response mentioned a

description of how to develop a

school plan to monitor program

development and

implementation of school goals.

Limited information was also

provided for the following:


monitoring the

implementation, revision of

plans to achieve school


program evaluation models.

(1.4)

************




application of the various




with stakeholders.




discussion the processes to

monitor and evaluate

improvement plans, and how to

communicate this with

Response provided a


description of a plan of how to

develop a school plan to monitor

program development and

implementation of school goals.

The response also included a

comprehensive well-rounded

description of the following:


monitoring the

implementation, revision of

plans to achieve school


program evaluation models.

(1.4)

************

The narrative is of exceptional



application of the various




with stakeholders.




discussion of the processes to

monitor and evaluate

improvement plans, and how to

communicate this with

24

referenced and presented in

the Appendix to support the

candidate’s ability to monitor,

evaluate and communicate a

plan.

The candidate does not

identify or discuss the systems

for using data-based research

strategies to monitor and

evaluate an improvement

plan.

stakeholders.





monitor, evaluate and

communicate a plan.

The candidate both identifies

and appropriately discusses the

systems for using data-based

research strategies to monitor

and evaluate an improvement

plan.

stakeholders.





candidate’s ability to monitor,

evaluate and communicate a

plan.


extraordinary discussion of the

systems for using data-based

research strategies to monitor

and evaluate an improvement

plan.

ASSESSMENT

TASKS

EXPECTATIONS

NOT MET

(0 POINTS)


MET

(1 POINT)

MEETS

EXPECTATIONS

(2 POINTS)

ELCC Standard 2.1

Prompt 5

Sustain a school culture

and instructional

program


evidence of the ability to promote

and sustain a school culture and

instructional program through

collaboration that promotes student

learning, nor did it provide any


following:

theories on human

development behavior,

personalized learning

environment, and

motivation;

school culture and ways it

can be influenced to ensure

student success. (2.1)

Response mentioned an adequate

description regarding how to

sustain a school culture through

collaboration that promotes

student learning. It also included

a sufficient description of one of


theories on human



environment, and motivation;


can be influenced to ensure

student success. (2.1)

************

The narrative is of sufficient quality,

Response provided a


description of the ability to

promote and sustain a school

culture that promotes student

learning. The response also

included a well-rounded

comprehensive description of all

of the following:

theories on human



environment, and

motivation;


can be influenced to

ensure student success.

25

************



artifacts to support

standard element

************ The narrative is of substandard


school culture and its relationship

with the instructional program that

explains how a principal promotes

student success through

collaboration, trust, and a

personalized learning environment.



addressing school culture and the

instructional program.

Insufficient artifacts are referenced

and presented in the Appendix to


promote a positive school culture to

support the learning environment.

including a reasonable depth of

understanding and application of the

integration of school culture and the

instructional program that explains

how a principal promotes student

success through collaboration, trust,

and a personalized learning

environment.

Sufficient scholarly literature (more

than one citation) is used to support

the candidate’s discussion of school

culture and the instructional

program.

Appropriate artifacts are referenced

in the narrative and presented in the

Appendix to support the candidate’s

ability to promote a positive school

culture to support the learning

environment.

(2.1)

************




application of the integration of

school culture and the

instructional program that

explains how a principal promotes

student success through

collaboration, trust, and a


environment. .


quality scholarly literature is used


discussion of school culture and

the instructional program.





candidate’s ability to promote a

positive school culture to support

the learning environment.

ELCC Standard 2.2

Prompt 6

Create and evaluate a

comprehensive,

rigorous, and coherent

curricular and

instructional school

program


evidence of understanding and

creation and evaluation of a

comprehensive, rigorous, and

coherent curricular program, nor

did it provide any information

regarding any of the following:

curriculum

development and

Response mentioned an adequate description

regarding how to

create and evaluate a

comprehensive,

rigorous, and coherent

curricular and

instructional school

program. It also included a

sufficient description of two of


Response provided a comprehensive

and well-rounded description of the

ability to create and evaluate a


coherent curricular and

instructional school program. The

response also included a

well-rounded comprehensive

description of all of the following:

curriculum

26

*************


artifacts, scholarly

literature, artifacts,

theory, and measures of

teacher performance

instructional

delivery theories;

measures of teacher

performance;

multiple methods of

evaluation, accountability

systems, data collection, and

analysis of evidence;

school technology and

information systems to

support and monitor student

learning (2.2)

************



research-based practices for

creating and evaluating a


coherent curricular and

instructional school program.



addressing the improvement of

instruction through effective

curriculum design and evaluation.


curriculum

development and

instructional delivery

theories;

measures of teacher

performance;

multiple methods of evaluation,

accountability systems, data

collection, and analysis of

evidence;

school technology

and information

systems to support

and monitor

student (2.2)

************



research-based practices for creating

and evaluating a comprehensive,

rigorous, and coherent curricular and

instructional school program.


than one citation) is used to address

the improvement of instruction

through effective curriculum design

and evaluation.




ability to provide an effective

instructional program.

development and

instructional

delivery theories;

measures of teacher

performance;

multiple methods of

evaluation, accountability

systems, data collection, and

analysis of evidence;

school technology and

information systems to

support and monitor student. (2.2)

************




application of research-based

practices for creating and

evaluating a comprehensive,

rigorous, and coherent curricular

and instructional school program.

.



to address the improvement of

instruction through effective

curriculum design and evaluation.

27



provide an effective instructional

program.

The candidate does not relate the

discussion to theory and measures

of teacher performance.


appropriately discusses theory, and

measures of teacher performance.





candidate’s ability to provide an

effective instructional program.



theory, measures of teacher

performance, performance.

ELCC Standard 2.3

Prompt 7

Develop and supervise the

instructional and

leadership capacity of

school staff

*************


artifacts, scholarly

literature, artifacts,

and research strategies.


evidence of understanding how to

develop and supervise the

instructional and leadership

capacity of school staff, nor did it

provide any information regarding

any of the following:

high-quality professional

development for school staff

and leaders;

instructional leadership

practices;

leadership theory, change

processes, and evaluation;

standards for high-quality

teacher, principal, and

district practice. (2.3)

************



strategies for the supervision of

instruction and leadership capacity.



regarding how to

develop and supervise the


capacity of school staff. It also

included a sufficient description

of two of the following areas:


development for school staff

and leaders;

instructional leadership practices;






************



understanding and application of

strategies for the supervision of

instruction and leadership capacity.




and well-rounded description of the

how to develop and supervise the


capacity of school staff. The


well-rounded comprehensive



development for school

staff and leaders;

instructional leadership

practices;






************




application of strategies for the

28


pertaining to strategies for effective

supervision of instruction and

leadership capacity.




apply best practices for leading

instruction.

The candidate does not identify or

discuss appropriate research

strategies.

the candidate’s discussion pertaining

to strategies for effective supervision

of instruction and leadership

capacity.




ability to apply best practices for

leading instruction.


appropriately discusses appropriate

research strategies.

supervision of instruction and

leadership capacity.



pertaining to strategies for

effective supervision of

instruction and leadership

capacity.





candidate’s ability to apply best

practices for leading instruction.



appropriate research strategies.

ELCC Standard 2.4

Prompt 8

Promote the most

effective and

appropriate

technologies to

support teaching and

learning in a school

environment


evidence of how to promote the

most effective and appropriate

technologies to support teaching

and learning in a school

environment, nor did it provide any

information regarding any of the following:

technology and its uses for

instruction within the

school;

infrastructures for the

ongoing support, review,

and planning of

instructional technology.

(2.4)


regarding how to

promote the most effective and appropriate

technologies to

support teaching and learning

in a school environment. It also

included a sufficient description

of the two following areas:

technology and its uses for

instruction within the

school;


ongoing support, review, and

planning of instructional

technology. (2.4)


and well-rounded description of how

to promote the most effective and

appropriate technologies to

support teaching and learning in a

school environment. The response

also included a well-rounded

comprehensive description of all

of the following:

technology and its uses

for instruction within the

school;


ongoing support, review,

and planning of

instructional technology.

29

************



artifacts

************



strategies for technology use for

improved instruction.



pertaining to technology strategies

for leading effective instruction.




apply best practices of technology

use to support teaching and student

learning.

************




strategies for technology use for

improved instruction.



the candidate’s discussion pertaining

to technology strategies for leading

effective instruction.




ability to apply best practices of

technology use to support teaching

and student learning.

(2.4)

************




application of strategies for

technology use for improved

instruction



pertaining to technology strategies

for leading effective instruction.





candidate’s ability to apply best

practices of technology use to

support teaching and student

learning.

ELCC Standard 3.1

Prompt 9

Monitor and evaluate

school management and

operational systems


evidence of how to monitor and

evaluate school management

and operational systems, nor did it

provide any information regarding

following:

school management of

organizational, operational,

and legal resources;


marketing and public

relations functions. (3.1)


regarding how to

monitor and evaluate school management and

operational

systems. It also included a

sufficient description of the two

following areas:


organizational, operational,

and legal resources;


marketing and public

relations functions.

(3.1)


and well-rounded description of how

to monitor and evaluate school

management and operational

systems. The response also included

a well-rounded comprehensive



organizational,

operational, and legal

resources;

school management of marketing

and public relations functions.

(3.1)

30

************


best-practice literature,

and artifacts

************



organizational planning and the

connection to equity, effectiveness,

and efficiency.


little or no best practices literature

addressing organizational

management.




manage the organization.

**********




organizational planning and the

connection to equity, effectiveness,

and efficiency.

Sufficient best practices literature

(more than one citation) is used to

support the candidate’s discussion of

organizational management.




ability to manage the organization.

************




application of organizational

planning and the connection to

equity, effectiveness, and

efficiency.


quality best practices literature is


discussion of organizational

management.





candidate’s ability to manage the

organization.

ELCC Standard 3.2

Prompt 10 (Part 1)

Use of human,

fiscal, and technological resources

to manage

school operations

Response had little to no description

for efficiently using human, fiscal,

and technology resources within the

district to improve student learning.

Neither did the response include a

sufficient description of the

following areas:

methods and procedures for

managing school resources,

including the strategic

management of human

capital, school operations,

and school facilities;

alignment of resources to


description for efficiently using

human, fiscal, and technology

resources within the school to

improve student learning.

Response also included a

sufficient description of two of


methods and procedures for

managing school resources,

including the strategic

management of human

capital, school operations,

and school facilities;

Response provided a


description for efficiently using

human, fiscal, and technology

resources within the school to

improve student learning.



following areas:

methods and procedures

for managing school

resources, including the

strategic management of

human capital, school

31

************



and artifacts

and forecasting resource

requirements for the school; technology and management

systems.. (3.2)

************



operations and fiscal management.



addressing operations and fiscal

management




manage school operations.

alignment of resources to and

forecasting

resource requirements for the

school; technology and management

systems. (3.2)

**********












ability to manage operations.

operations, and school

facilities;

alignment of resources to

and forecasting resource

requirements for the

school; technology and management

systems. (3.2)

************




application of operations and

fiscal management.




discussion of operations and fiscal

management.





candidate’s ability to manage

operations.

ELCC Standard 3.3

Prompt 10 (Part 2)

Protecting the welfare

and safety of student

and staff

Response provided an insufficient

description for promoting school-

based policies and procedures for

protecting the welfare and safety of

students and staff in the school and

did not include the following:




protecting the welfare and safety

of students and staff in the school.


Response provided a




protecting the welfare and safety

of student and staff in the school,

32

************



and artifacts

school strategies supporting

safe and secure learning

environments including

prevention, crisis

management, and public

relations;


student development of

self-management, civic

literacy, and positive

leadership skills; school-based discipline

management policies and plans (3.3)

**********



operations and fiscal management

and its alignment to the welfare of

students and staff.



addressing operations and fiscal

management.




manage school operations for the

welfare of students and staff.

sufficient description of one of



safe and secure learning

environments including

prevention, crisis

management, and public

relations;


student development of self-

management, civic literacy,

and positive leadership

skills; school-based discipline


************




operations and fiscal management

and its alignment to the welfare of

students and staff.








ability to manage operations for the

welfare of students and staff.

plus a well-defined description of


school strategies

supporting safe and secure

learning environments

including prevention,

crisis management, and

public relations;

school strategies

supporting student

development of self-

management, civic

literacy, and positive

leadership skills; school-based discipline


************




application of operations and

fiscal management and its

alignment to the welfare of

students and staff.




discussion of operations and fiscal

management.

33





candidate’s ability to manage

operations for the welfare of

students and staff.

ELCC Standard 3.4

Prompt 11 (Part 1)

Develop school capacity

for distributed leadership

************



and artifacts

Response had little to no

description how to develop school

capacity for distributed leadership,

nor did the response provide any


following:

the meaning of distributed leadership in a school environment and how to create and sustain it. (3.4)

************



addressing distributed leadership.





school capacity to distribute

leadership.


for how to develop

distributed leadership and also

adequate information was

provided for the following

areas:

the meaning of distributed leadership in a school environment and how to create and sustain it.. (3.4)

************



understanding of distributed

leadership.




distributed leadership.




ability to develop school capacity to

distribute leadership.


and well-rounded description for

how to develop distributed

leadership and detailed and

comprehensive evidence was

provided for the following:

the meaning of distributed leadership in a school environment and how to create and sustain it.. (3.4)

************




application of distributed

leadership.




discussion of distributed

leadership.






34


leadership.

ELCC Standard 3.5

Prompt 11 (Part 2)

Ensure that teacher and

organizational time

focuses on supporting

high-quality school

instruction and student

learning.

************



and artifacts


description how to ensure that

teacher and organizational time

focuses on supporting

high-quality school instruction

and student learning, nor did the response provided any information

regarding the following:

supervision strategies that

ensure that teachers

maximize time spent on

high- quality instruction

and student learning; management theories on

effective school time, priorities, and schedules. (3.5)

************



distributed leadership that is

aligned to teaching and learning.



addressing distributed leadership

for improved instruction.






Response identified strategies

and practices how to ensure that teacher and

organizational

time focuses on supporting

high-quality school instruction and and

student learning. The


sufficient description of one





high- quality instruction and

student learning; management theories on

effective school time, priorities, and schedules. (3.5)

************



understanding of distributed

leadership that is aligned to teaching

and learning.




distributed leadership for improved

instruction.





develop school capacity to


and well-rounded description how

to ensure that teacher and

organizational time focuses on

supporting high-quality school

instruction and student learning.

In addition a well-defined


following areas were also

provided:




high- quality instruction

and student learning; management theories on

effective school time, priorities, and schedules.

(3.5)

************




application of distributed

leadership that is aligned to

teaching and learning.




discussion of distributed

leadership for improved

instruction.


35

leadership; and to ensure

teacher and organizational time

focuses on supporting high-

quality school instruction and

student learning.

distribute leadership; and to

ensure teacher and organizational

time focuses on supporting high-

quality school instruction and

student learning.






leadership; and to ensure teacher

and organizational time focuses

on supporting high-quality school

instruction and student learning.

ELCC Standard 4.1

Prompt 12

Collaborate with faculty

and community

members

************


description how to collaborate

with faculty and community

r egarding information pertinent

to the improvement of the school’s

educational environment, nor did

the response address the following

collaboration and

communication

techniques to improve

the school’s educational

environment; information pertinent to the

school’s educational environment. (4.1)

************


quality, lacking demonstration of

Response also identified

strategies and practices how to collaborate

with faculty and

community r ega rding

information pertinent to the improvement of

the school’s

educational environment. The


sufficient description of one


collaboration and

communication


the school’s educational



************


including a reasonable

demonstration and application of



to collaborate with faculty and

community members by

collecting and analyzing

information pertinent to the

improvement of the school’s

educational environment. In

addition, a well-defined


following areas were also provided:

collaboration and

communication


the school’s

educational



************


quality, including extraordinary

36



artifacts, and research

based knowledge

bringing together the resources of

faculty and the community to

positively affect student learning.



addressing collaboration with

stakeholders and other community

members.




collaborate with faculty and

community.

The candidate does not

demonstrate the ability to use

public information and research-

based knowledge of issues and

trends to collaborate with faculty

and community members.






the candidate’s discussion of

collaboration with stakeholders and

other community members.




ability to collaborate with faculty

and community.

The candidate provides clear

evidence of his/her ability to use

public information and research-

based knowledge of issues and

trends to collaborate with faculty and

community members.








discussion of collaboration with

stakeholders and other community

members.





candidate’s ability to collaborate

with faculty and community.

The candidate provides

substantial evidence of his/her

ability to use public information

and research-based knowledge of

issues and trends to collaborate

with faculty and community

members.

ELCC Standard 4.2

Prompt 13

Mobilize Community

Resources


description how to mobilize

community resources, by

promoting an understanding,

appreciation, and use of the

diverse cultural, social, and

intellectual resources within the

school community, nor did the

response address the following:

identify and mobilize effective


understanding of how to

mobilize community resources

by promoting an

understanding, appreciation,

and use of the diverse cultural, social, and

intellectual

resources within the school community.

The response also addressed an adequate

description for one of the

following:



to mobilize community resources

by promoting an understanding,

appreciation, and use of the


intellectual resources within the

school community and a

comprehensive and complete

response of the following:

37

************



artifacts, assessment

strategies and research

based knowledge and

methods

community resources;

school-based cultural

competence;


intellectual community

resources. (4.2)

************


quality, lacking candidate

demonstration of the types of

resources within the larger school

environment that school leaders

can mobilize to enhance learning

opportunities for all students.



addressing the types of resources

within the larger school

environment that school leaders

can mobilize to enhance learning

opportunities for all students.




candidate’s ability to respond to

community interests and needs;

and to describe and identify the

types of resources within the

larger school environment that

school leaders can mobilize to

identify and mobilize effective

community resources;


competence;



resources (4.2)

*************




the types of resources within the



enhance learning opportunities for

all students.



the candidate’s discussion of the

types of resources within the larger

school environment that school

leaders can mobilize to enhance

learning opportunities for all

students. Appropriate artifacts are




respond to community interests and

needs: and to describe and identify

the types of resources within the


identify and mobilize

effective community

resources;


competence;



resources. (4.2)

************


quality, including extraordinary

demonstration and application

of the types of resources within

the larger school environment

that school leaders can mobilize

to enhance learning

opportunities for all students. .


quality best practices literature

is used to support the

candidate’s discussion of the




enhance learning opportunities

for all students.





candidate’s ability to respond to

38


all students.

The candidate does not discuss the

use of appropriate assessment

strategies and research methods to

understand and accommodate

diverse school and community

conditions and dynamics.



all students.

The candidate properly discusses

the use of appropriate assessment

strategies and research methods to




community interests and needs;

and to describe and identify the




enhance learning opportunities

for all students.


exceptional discussion of

appropriate assessment strategies

and research methods to




ELCC Standard 4.3

Prompt 14 (Part 1)

Respond to community

interests and needs by

building and sustaining

positive school

relationships with

families and caregivers


description how to understand and

respond to community interests and needs

needs by building and sustaining

positive school relationships,

nor did the response address any of thes,

the following:

the needs of

students, parents or

caregivers;

school organizational

culture that promotes

open communication

with families and

caregivers;

school strategies for

effective oral and written

communication with

families and caregivers;

approaches to collaboration



respond to community

interests and needs by

building and sustaining

positive school relationships.

The response also mentioned

adequate information for two of

the following:

the needs of


caregivers;



open communication with




communication with




to understand and how to respond to

community interests and needs

by building and sustaining

positive school relationships. The

response also provided a



the needs of


caregivers;



open communication

with families and

caregivers;



communication with

39

************


Scholarly literature, and

artifacts

with families and

caregivers. (4.3)

************



the utilization of families and

various partners.



addressing the inclusion of families

and communities in schools.




involve families and communities

approaches to collaboration

with families and caregivers.

(4.3)

************



understanding of the utilization of

families and various community

partners.




inclusion of families and

communities in schools.

Multiple artifacts are referenced in

the narrative and presented in the


ability to involve families and

communities.


approaches to

collaboration with

families and caregivers.

(4.3)

*************




application of the utilization of


partners.




discussion of the inclusion of

families and communities in

schools.

An extraordinarily large array of



Appendix to involve families and

communities.

ELCC Standard 4.4

Prompt 14 (Part 2)

Responding to

community interests


description how to respond to

community interests and needs by

building and sustaining productive

school relationships with

Response provided an adequate


respond to community interests

and needs by building and

sustaining productive school relationships


and well-rounded description and

understanding of how to respond to

community interests and needs by

building and sustaining productive

40

and needs by building

and sustaining

productive school relationships

with

community partners

************



artifacts

community partners, nor did the response

address any of the following areas:

the needs of school

community partners;



open communication

with community

partners;

school strategies for effective

oral and written communication with

community partners;

collaboration methods to

develop and sustain

productive relationships

with community

partners. (4.4)

************



the utilization of families and

various partners.



addressing the inclusion of families

and communities in schools.




involve families and communities.

with community

partners. Adequate information

was provided for two of the

following:

the needs of school

community partners;



open communication with

community partners;

school strategies for effective

oral and written communication with

community partners;

collaboration methods to

develop and sustain

productive relationships

with community partners.

(4.4)

************



understanding of the utilization of


partners.




inclusion of families and

communities in schools.




ability to involve families and

communities.

school relationships with community

partners. The response also

provided a comprehensive

well-rounded description of the

following:

the needs of school

community partners;



open communication

with community

partners;

school strategies for effective oral and written communication with

community partners;

collaboration methods

to develop and sustain

productive

relationships with

community partners.

(4.4)

************




application of the utilization of


partners.




discussion of the inclusion of

families and communities in

schools.

41




Appendix to involve families and

communities.

ELCC Standard 5.1

Prompt 15

Act with integrity and

fairness to ensure a

school system of

accountability for every

student’s academic and

social success

************



artifacts


description how to act with

integrity and fairness to ensure a

school system of accountability for

every student’s academic and

social success, nor did the

response address any of the

following areas:

practices demonstrating principles of integrity and fairness;

federal, state, and local legal and policy guidelines that creates operational

definitions of accountability, equity, and social justice. (5.1)

************


quality, lacking the understanding

of integrity and what fairness

means.



addressing integrity and the

meanings of fairness.



understanding and description

of how to act with integrity and

fairness to ensure a school

system of accountability for


social success. Adequate

information was provided for

one of the following:

practices demonstrating principles of integrity and

fairness; federal, state, and local legal

and policy guidelines that

creates operational definitions of accountability, equity,

and social justice. (5.1)

************


including a general understanding of

what integrity means and what

fairness means.



the candidate’s discussion of

integrity and the meanings of

fairness.




understanding of how to act with

integrity and fairness to ensure a

school system of accountability for


social success. The response also



following:

practices demonstrating

principles of integrity and fairness;

federal, state, and local legal

and policy guidelines that creates operational

definitions of

accountability, equity, and social justice. (5.1)

************




analysis of what integrity means

and what fairness means.




discussion of integrity and the

42



understand and act with integrity

and highlight the different




ability to understand and act with

integrity and highlight the different








and act with integrity and

highlights the different meanings

of fairness.

ELCC Standard 5.2

Prompt 16 (part 1)

Understands and can

model principles of self-

awareness, reflective

practice, transparency,

and ethical behavior as

related to their roles

within the school

*************



artifacts


description how model principles

of self- awareness, reflective

practice, transparency, and ethical behavior

as related to their roles

within the school; neither did the

response include a sufficient

description of the following

areas:

the basic principles of ethical

behavior established

by legal and professional organizations;

the relationship between ethical behavior, school culture, and student

achievement; the effect of ethical behavior

on one’s own leadership. (5.2)

************



of commonly recognized ethical

reference points for decision


for modeling

principles of self- awareness,

reflective practice,

transparency, and ethical

behavior as related to their

roles within the school. Adequate


one of the following:

the basic principles of ethical

behavior established

by legal and professional organizations;

the relationship between ethical behavior, school culture, and student achievement;

the effect of ethical behavior on one’s own leadership. (5.2)

************



commonly recognized ethical

reference points for decision making.



the candidate’s discussion of ethical



understanding of modeling

principles of self- awareness,

reflective practice, transparency,

and ethical behavior as related

to their roles within the school.

The response also provided a



the basic principles of ethical behavior established

by legal and professional

organizations; the relationship between

ethical behavior, school

culture, and student achievement;

the effect of ethical behavior

on one’s own leadership. (5.2)

************




43

making.



addressing ethical decision making.




engage in reflective ethical

decision making.

decision making.




ability to engage in reflective ethical

decision making.

analytical application of



making.




discussion of ethical decision

making.





candidate’s ability to engage in

reflective ethical decision making.

ELCC Standard 5.4

Prompt 16 (Part 2)

Understands and can

evaluate the potential

moral and legal

consequences of decision

making in the school

************



description regarding the

understanding and evaluating of the

potential moral and legal


making in the school, nor was any response

provided for the

following:

moral and legal

consequences of

decision making in

schools;

strategies to prevent

difficulties related to

moral and legal issues. (5.4)

************



understanding and description

of how to evaluate the potential

moral and legal consequences

of decision making in the school.

Adequate information was

provided for one of the

following:

moral and legal

consequences of

decision making in

schools;



moral and legal issues.

(5.4)



understanding evaluating the

potential moral and legal


making in the school. The response

also provided a comprehensive


following:

moral and legal

consequences of

decision making in

schools;



moral and legal

issues. (5.4)

************


44


artifacts, and reflection

on systems or paradigms


of commonly recognized ethical


making.



addressing ethical decision making.




engage in reflective ethical

decision making.

The candidate does not effectively

discuss how they are aided by

knowing and reflecting on systems

or “paradigms” when interacting

with others.




reference points for decision making.



the candidate’s discussion of ethical

decision making.




ability to engage in reflective ethical

decision making.

The candidate effectively discusses

how they are aided by knowing and

reflecting on systems or “paradigms”

when interacting with others.



analytical application of



making.




discussion of ethical decision

making.





candidate’s ability to engage in

reflective ethical decision making.

The candidate includes a

thorough discussion of how they

are aided by knowing and

reflecting on systems or

“paradigms” when interacting

with others.

ELCC Standard 5.3

Prompt 17 (Part 1)

Understands and can

safeguard the values of

democracy, equity, and

diversity

************



artifacts



understanding and safeguarding of

democracy, equity, and diversity.,

nor did the response address the

following areas: (5.3)

************



of 1) values of democracy, 2)


description and understanding

of how to safeguard the values of democracy,

equity, and

diversity. (5.3)

************



1) values of democracy, 2) equity,



understanding of safeguarding

the values of democracy, equity,

and diversity. (5.3)

************




45

equity, and 3) the basis for

diversity.


little or no scholarly literature.




understand and engage with issues

of 1) values of democracy, 2)

equity, and 3) diversity

and 3) the basis for diversity.



the candidate’s discussion.




ability to understand and engage

with issues of 1) values of

democracy, 2) equity, and 3)

diversity.

analysis of 1) values of

democracy, 2) equity, and 3) the

basis for diversity.




discussion.






and engage with issues of 1)

values of democracy, 2) equity,

and 3) diversity.

ELCC Standard 5.5

Prompt 17 (Part2)

Understands and can

promote social justice

within a school to ensure

that individual student

needs inform all aspects

of schooling

**********





understanding and promoting of

social justice within a school to

ensure that individual student

needs inform all aspects of

schooling, nor did the response

address the following areas:

the relationship between

social justice, school

culture, and student

achievement;

theories of efficacy. (5.5)

************





of how to promote social justice

within a school to ensure

that individual student

needs inform all aspects

of schooling. Adequate


one of the following areas:


social justice, school culture,

and student achievement;


************



social justice.




understanding of promoting

social justice within a school to

ensure that individual student

needs inform all aspects of

schooling. The response also



following areas:


social justice, school

culture, and student

achievement;


************



46

artifacts

of social justice.


little or no scholarly literature.




understand social justice.


the candidate’s discussion.




ability to understand and engage

with issues of social justice.


analysis of social justice.




discussion.






and engage with issues of social

justice.

ELCC Standard 6.1

Prompt 18

Understands and can

advocate for school

students, families, and

caregivers

************



understanding and

advocating for school students,

families, and caregivers, nor did


areas:

policies, laws, and

regulations enacted by

state, local, and federal

authorities that affect

schools;

the effect that poverty,

disadvantages, and

resources have on

families, caregivers,

communities, students,

and learning. (6.1)

************




for advocating for school

students, families, and

caregivers. Adequate



policies, laws, and

regulations enacted by state,

local, and federal authorities

that affect schools;


disadvantages, and

resources have on families,

caregivers, communities,

students, and learning. (6.1)

************





understanding of understanding

for advocating for school students,

families, and caregivers. The

response also provided a



policies, laws, and

regulations enacted by

state, local, and federal

authorities that affect

schools;


disadvantages, and

resources have on

families, caregivers,

communities, students,

and learning. (6.1)

************

47



artifacts


the larger context of policy and

legal advocacy



addressing the larger advocacy

context.



support the candidate’s

understanding of the larger context

of policy and legal advocacy.





the candidate’s understanding of the

larger advocacy context.








understanding of the larger

context of policy and legal

advocacy.




understanding of the larger

advocacy context.





candidate’s understanding of the

larger context of policy and legal

advocacy.

ELCC Standard 6.2

Prompt 19 (Part 1)

Understand and can act

to influence local, district,

state, and national

decisions affecting

student learning in a

school environment



understanding and act to influence

local, district, state, and national

decisions affecting student learning

in a school environment, nor did


areas:

the larger, political, social,

economic, legal, and cultural

context;

ways that power and

political skills can influence

local, state, or federal

decisions. (6.2)



understand and can act to

influence local, district, state,

and national decisions affecting

student learning in a school

environment. Adequate



the larger, political, social, economic,

legal, and cultural context;

ways that power and



decisions. (6.2)



understanding of how to act to

influence local, district, state, and

national decisions affecting student

learning in a school environment.




the larger, political, social, economic,

legal, and cultural context;

ways that power and



decisions. (6.2)

48

************



artifacts

************



the key legal components guiding

policy making.



addressing the larger context of

trends and initiatives for improved

school-based leadership strategies.




adapt leadership strategies to

address emerging school issues

************



understanding of the key legal

components guiding policy making.



the candidate’s ability to respond to

the larger context of trends and

initiatives for improved school-based

leadership strategies.




ability to adapt leadership strategies

to address emerging school issues.

************




components guiding policy

making.



to support the candidate’s ability

to respond to the larger context of

trends and initiatives for

improved school-based leadership

strategies.





candidate’s ability to adapt

leadership strategies to address

emerging school issues.

ELCC Standard 6.3

Prompt 19 (Part 2)

Understand and can

anticipate and assess

emerging trends and

initiatives in order to

adapt school-based

leadership strategies



understand and anticipate and

assess emerging trends and

initiatives in order to adapt

school-based leadership strategies,

nor did the response address the

following two areas:

future issues and trends

that can affect schools

(e.g., entrepreneurial

approaches);

contemporary and



understand and anticipate and

assess emerging trends and


school-based leadership

strategies. Adequate



future issues and trends that

can affect schools (e.g.,

entrepreneurial

approaches);

contemporary and emerging



understanding of how to anticipate

and assess emerging trends and






future issues and trends

that can affect schools

(e.g., entrepreneurial

approaches);

contemporary and

49

************



artifacts

emerging leadership

strategies to address

trends. (6.3)

************



the key legal components guiding

policy making.



addressing the larger context of

trends and initiatives for improved





adapt leadership strategies to

address emerging school issues.

leadership strategies to

address trends. (6.3)

************




components guiding policy making.



the candidate’s ability to respond to

the larger context of trends and

initiatives for improved school-based

leadership strategies.




ability to adapt leadership strategies

to address emerging school issues.

emerging leadership

strategies to address

trends. (6.3)

************




components guiding policy

making.



to support the candidate’s ability

to respond to the larger context of

trends and initiatives for

improved school-based leadership

strategies.





candidate’s ability to adapt

leadership strategies to address

emerging school issues.

50


Comprehensive Portfolio

Course Portfolio Evaluation Form

STUDENT: _________________________________________________

COURSE: __________________________________________________

INSTRUCTOR: ______________________________________________

SEMESTER: ________________________________________________

Instructions:

Courses forming a student’s M.Ed. and/or certification program contribute to the student’s competencies that are assessed through the

Comprehensive Portfolio. Each student is encouraged to solicit feedback from individual course instructors about the development of relevant

competencies that are part of that course. A student may include copies of these completed documents in the APPENDIX: Artifacts and Documentation

of the portfolio document.

INSTRUCTOR COMMENTS:

Instructor Signature Date

51

Data Tables Scoring

Results for:

Comprehensive Portfolio

EXPECTATIONS NOT MET

(0 points)


MET (1 point)

MEETS EXPECTATIONS

(2 points)

ELCC 1.1

ELCC 1.2

ELCC 1.3

ELCC 1.4

ELCC 1.0 % % %

ELCC 2.1

ELCC 2.2

ELCC 2.3

ELCC 2.4

ELCC 2.0 % % %

ELCC 3.1

ELCC 3.2

ELCC 3.3

ELCC 3.4

ELCC 3.5

ELCC 3.0 % % %

ELCC 4.1

ELCC 4.2

ELCC 4.3

ELCC 4.4

ELCC 4.0 % % %

ELCC 5.1

ELCC 5.2

ELCC 5.3

ELCC 5.4

ELCC 5.5

ELCC 5.0 % % %

ELCC 6.1

ELCC 6.2

ELCC 6.3

ELCC 6.0 % % %

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