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EDA 505 Syllabus

The College of Saint RoseEDA 505- Introduction to Educational Leadership & Administration

Instructor: Dr. Rich Hawkins Home Address: P.O. Box 707, Moriches, NY 11955Phone & fax: 631 909 1388 ; 631 909 1452Email: [email protected]

Course Description: The purpose of this course will be to explore the organizational setting in which schools function. Students will acquire an overview of organizational theory, culture, leadership, change, conflicts, and decision-making. Through involvement in self-study, class participation activities and discussions, individual projects, research and writing, students will gain insight regarding their own potential as school leaders.

Students will be expected to begin developing their individual Professional Development Portfolios (PDP). This enables you to focus on your future developmental needs as an education leaders. The PDP will be a useful guide in your professional development throughout future EDA courses in general, and in particular will be used in conjunction with an National Council for the Accreditation of Teacher Education (NCATE) rated Reflective Essay that will be completed at the end of your internship. Your portfolio will in part focus on the National Policy Board for Educational Administration’s “Standards for Advanced Programs in Educational Leadership” and the New York State Standards. These standards called the ELCC (Educational Leadership Constituents Council) Standards and the NYS Standards form the basis for all coursework in Education Leadership at the College of Saint Rose. Part of the PDP will also include a self-evaluation instrument called the Interstate School Leaders Licensure Consortium (ISLLC) “School Leadership Self Inventory.” The *ELCC standards are also correlated to the *College of Saint Rose School of Education Standards called “College of Saint Rose Conceptual Framework” and the *New York State Standards called “Essential Knowledge and Skills for Effective School Leadership” that are appended to this course outline.

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Required Texts:

DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting Professional Learning Communities at Work: New Insights for Improving Schools. Bloomington, IN: Solution Tree.

Hawkins, R. J. (Ed.). (2011). The EDA 505 Introduction to Educational Leadership: A Custom Multi Text for College of St. Rose and Center for Integrated Teacher Education. New York. Pearson

Collins, J. (2005). Good to Great and the Social Sectors: A Monograph to Accompany Good to Great. New York: Harper.

Join the Wiki. Click on the website below and ask to join. Include your pertinent information, including email address: http://eda505introtoedleadership.wikispaces.com

Supplementary Resources:

Bolman, L. G., & Deal, T. E. (2008). Reframing Organizations: Artistry, Choice, and Leadership (4th ed.). San Francisco: Jossey Bass.

Cottrell, D. (2002). Monday Morning Leadership. Dallas, TX: Cornerstone Leadership Institute.

Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., & Kleiner, A. (2000). Schools That Learn - A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares About Education. New York, NY: Doubleday.Sergiovanni, T. J. (1994). Building Community in Schools (1999 ed.). San Francisco: Jossey-Bass.

Walton, M. (1986). The Deming Management Method. New York, NY: Putnam.Wheatley, M. J. (2006). Leadership and the New Science. San Francisco, CA:

Berrett-Koehler.

The following Power Points available from Study Guide, Part III at www.citeeducation-strose.com:

Defining Culture & Climate Leadership Defined Leadership Behaviors in Organizations Cause & Effect DiagramThese power points are based on the Roland Leon Green text Practicing the

Art of Leadership (2009)


http://www.citeeducation-strose.com/

New York State Teacher Certification Examinations (NYSCTE) School Leadership Assessments Study Guide www.nystce.com/NY SLA preparation.asp

Course Requirements:

The overarching requirement is that that you stop thinking like a teacher and begin to think like a leader. General requirements for this course will be participation and contribution. You will be expected to lead authentic Learning Communities and therefore, you will be expected to model authentic Learning Communities. We shall expect to learn from one another giving full recognition to the fact that the members of the class have diverse and rich experiences to share. Throughout the course, each class member will actively participate in class discussions and simulations.

To take maximum advantage of the experiences provided, and as a courtesy to colleagues, students must be present, punctual, and actively participating. Readings, projects, and writing assignments must be completed on time. Grades will be reduced for absences and for lateness in attendance and for missed or late assignments. No grades of ‘incomplete’ will be given unless there are extenuating circumstances. This must be negotiated with the instructor (good luck).

Students who miss a class must contact CITE directly. Students who miss one class for reasons other than hospitalization, immediate family bereavement or religious observance (as prescribed by law) will be required to complete a course related assignment (provided by the course instructor or program) approximating 8 hours of work due prior to course completion; receive a final half grade deduction (ex. A= A-, A- =B+) that is connected to the Participation component of the established final grade calculation for each course; and is required to submit all of the assignments due at the missed class no later than one week after the end of the course.

Course Outcomes: Upon completion of EDA 505, students will be able to:

1. Identify, develop and refine an individual vision for leadership and leadership style which embraces the tenets of servant leadership and inquiry.

2. Develop the capacity to understand their current systems deeply and initiate high leverage change initiatives.

3. Develop the capacity to understand and use systems tools for data mining.4. Develop the capacity to understand and design authentic, sustainable, and high

performing learning communities.


http://www.nystce.com/NY%20SLA%20preparation.asp

http://www.nystce.com/NY%20SLA%20preparation.asp

5. Develop the capacity to understand that “people” are the system and the vehicle for change as well as the IQ and EQ capacity to treat all stakeholders with dignity and respect.

6. Use data to influence and inform collaborative decision-making.7. Design assessments that reflect shared vision.8. Utilize knowledge to create a vision that improves the teaching and learning

practices and environment by affecting teacher behavior

Grading

This is the 21st Century. All written assignments will be submitted electronically to the email address listed above on or before the due date. I will not accept paper copies. Make sure your papers are written in MS Word ONLY. Whatever computer you are using, the file suffix for a Word document is “.doc”. Any assignment not following this format will be returned and considered late. Don’t cause yourself a loss of grade by being late!

Remember to place your last name, date (in .00.00.00 format) and assignment #. in the file name. e.g Hawkins.01.22.11.Assign1.doc

All papers will be reviewed and returned electronically using track changes/comments available in the Tool menu. There will be a half grade reduction for any papers that are late for each week that they are late.

20 pts Weekly Reflective Journals10 pts Group Project – Data Analysis10 pts Quotes Assignment10 pts Vision Assignment 5 pts On-demand writing/ Guiding Ideas 5 pts Data Analysis Assignment10 pts Class Participation 30 pts NCATE Reflection with PDP

Grade Ranges: 100-95 = A; 94-90 = A-; 89-85 = B+, 84-80 = B

Americans with Disabilities Act (ADA)If you have a physical, psychological, medical or learning disability that may

affect your ability to carry out assigned class work, please contact, CITE as soon as possible. They will review your concerns and determine what accommodations are necessary and appropriate. All information and documentation of your disability is confidential.

Confidentiality


One purpose of the College of Saint Rose courses, in addition to teaching specific subject matter, is to improve each student's communication skills. Accordingly, each student's writing and comments, within assignments, class exercises, comprehensive projects, oral presentations, etc. shall reflect the highest level of professional excellence.

To meet this requirement, the student should treat all of their written work as if it were presented in the public forum on behalf of his/her school administrator. There are many times when the sharing of information about our schools and district are informative and educational. This adds to learning by integrating "real-life" experiences from course colleagues into the topics under discussion. There may be times, however, when you should leave out specific identifying information that would disclose your employer, work colleagues, students or sensitive work occurrences in current or former schools and districts. It is imperative that we treat any specific examples that are given by our colleagues and classmates with the utmost appropriate care and concern for privacy. Class is a safe space. As they say in Vegas, “What happens in Vegas, stays in Vegas”. The same is true of our class. Lastly, classmates are not to share any information that is protected by confidentiality laws or where sharing the data is or may be otherwise prohibited.

Readings: All readings are to be completed by the class indicated.

Class One: (in class)Review SyllabusSetting Context for ELLC/ISLLC Leadership:

EDA 505 Multi-Text – Reading One: Part One; Chapters 1 (pp. 3-30) and 2 (pp. 31-52).

Class Jig Saw and Group DiscussionReading Three: IntroductionReadings Nine and Ten: Appendix B and Ch. 7Discuss ISLLC Self-Assessment and NCATE assignment

PLC: Ch.1.

Class TwoEDA 505 Multi-Text –

Reading One: Chapter 3 (pp. 54-74)Reading Three: as assigned by InstructorReading Four: Ch.2. (pp. 701-724)Reading Five: Ch.7. (pp. 743-777)

PLC: Chapters. 3, 4 and 12


Class Three:EDA 505 Multi-Text –

Reading One: Chapters 4 and 5 (pp. 77-128)Reading Two: Ch.1. (pp. 409-420) Reading Three: as assigned by InstructorReading Four: Ch.3. (725-742)Reading Six: Ch.1. (pp. 779-810)Reading Eight: Chapters 5 and 7.

PLC: Chs. 5, 6, 7, and 14

Class Four:EDA 505 Multi-Text –

Reading One: Chapters 6 and 8. (pp.131-156; 189-216)Reading Two: Ch.6. (pp.422-474)Reading Three: as assigned by InstructorReading Six: Ch.8. (pp. 836-859)Reading Eight: Chapters 5 and 7.

PLC: Chs. 8, 9, 10

Class Five:EDA 505 Multi-Text –

Reading One: Chapters 7 and 11. (pp.161-186; 278-304)Reading Two: Ch.5. (pp. 477- 516)Reading Three: as assigned by InstructorReading Eight: Chapters 5 and 7.

PLC: Chs. 2, 11, and 13 chapters Good To Great: All; Group Discussion

Class Responsibilities/Assignments

Responsibility #1: Class Participation: Expected weekly (10 points)All students will be expected to help the class develop into an authentic

learning community. Cooperation, trust, openness, willingness to learn from one another and celebration of each class members’ gifts and special talents will be the tools to make this happen.

Assignment #1 Weekly Reflections (4 in total): (20 pts.) a. A written reflection will be e-mailed to me (MS word Only) at the

conclusion of each set of classes.


b. Each reflection will include a 1-2 page narrative (not a list) about your most “significant learning’s” or “aha’s” as well as how you will use your new learning’s and/or how they will influence your behavior as a leader.

c. Your reflection should also address each assigned reading. Anything else you wish to share is also welcome.

d. Reflections should also identify and comment upon the ISLLC standards described in the reflective text.

e. Reflections are due NO LATER than the Thursday following each set of classes.

f. Reflections are to be emailed to me as an attachment written in MS Word and only MS WORD.

Rubric for Evaluation of ReflectionsContent (5 pts)

5 3 1Demonstrates thoughtful insight Some insight shown Limited or no insight offeredregarding topic. Integrates assigned readings. Integrates Some Readings Integrates Few Readings

Assignment #1a: – Take the ISLLC self-assessment on the wiki. Use the MS Word version. Email the completed document to me no later than Wednesday after 1st class.

Assignment #2: Quotes Paper (due no later than session #2: 10 pts)Students will research and articulate five (5) quotes in each of the domains

listed below which best reflects the way you see the world. These quotations should be meaningful to you personally and professionally.

1. Vision2. Communication3. Leadership4. Supervision5. Teaching6. Learning

Each student will write a (3-5 page double space) reflective paper that: Expresses why you value the selected quotes and how you see them affecting

your practice as an administrator. Compare and contrasts the quotes you selected to the “current reality” that you

observe on a daily basis. Compare and contrast the quotes you valued to your present behavior. Ask

yourself, “How closely would an outside observer associate your behavior with those you articulated that you valued”?

Assess your current reality (what you presently know and do) with the concepts expressed in your selected quotes. Where do you see the largest gap between what you value (per the quotes selected) and your current capacity and what


more would you need to know and learn to align your espoused theories with your future reality?

Assignment #3: Vision Project (due session #3: 10 pts)Imagine the perfect school – one with no obstacles to success with ALL

children. You are the principal of the Perfect (elementary, middle, or high) School. The overarching theme or guiding idea of your school is to effectively, efficiently, ethically educate all children to mastery performance levels and embody the tenets of a professional learning community. Your task is to create a narrative description of all facets of your school for an upcoming visitation by the Malcolm Baldridge Awards Committee.

You decide to create this narrative as if you were giving a guided tour of your school. Your narration should create a vivid, Technicolor TM picture of the school you wish to lead starting at the front curb and moving through every hallway and classroom. Speak to everything from how your school looks to how it behaves. Describe the artifacts we see displayed in every space. Describe the physical structure(s) of the building and property; the purpose behind every space and how it is used; the design of specific classrooms; the equipment in the classrooms; the instruction within the various classrooms: how all stakeholders behave and interact; etc . Use your imagination. The goal is for you to begin creating a vision (a mental picture) of the school that you will lead in the future. Try to limit the narration to no more then 5-8 double spaced pages. In addition to sending this to me electronically, print 4 copies to be shared with colleagues for discussion and use in our third class.

Exercise #3.a.: In-Class Group Project – Illuminating the Guiding Ideas

Exchange papers with your colleagues. Based upon your colleagues’ vision, identify the overarching themes or guiding ideas that “govern” this building. Be sure to address all operational domains in the school e.g. teaching, supervision, learning, curriculum, assessment, etc. In addition, detail the evidence your colleague detailed for each principle that would indicate success.

For each Guiding Idea, define the evidence you would accept (quantitative and qualitative) that proves your GI is being met.


Exercise #3.b.: Operating Principles and Non-negotiables (on-demand writing, 10 points)

1. Using the Guiding Ideas formed from your vision statement, create operating principles with a minimum of three “answers” for each. Each “answer” details a specific behavior associated with the GI.

a. E.g.: GI #1= If we believe All Children Can Achieve Mastery, then:i. Answer #1

ii. Answer #2iii. Answer #3

b. GI #2 =i. Answer #1

ii. Answer #2iii. Answer #3

2. Create a statement of your “Non-negotiables.” This is sometimes referred to as Operating Rules. This will be an explicit statement of your personal “line(s) in the sand” - personal beliefs that frame the organizational behaviors of all stakeholders within your domain of leadership.

Assignment #4: Data Analysis (due session #4:)Data-informed decision-making is a hallmark of effective leaders. Log onto

https://www.nystart.gov/publicweb. This will open the school report card site. The latest data posted is for 2007-2008. Click on the dates you wish to view, select your county, then your district, and then your school. Open and download the Accountability and Overview Report and The Comprehensive Information Report (CIR) for your school. You repeat this process for 2006-2007 and 2005-2006. Bring the copies to the 4th class

Exercise # 4: In-Class Group Project, session 3, Analysis and Data Informed Decision-making (5 Points) Tasks:

1. What story does the data tell? a. How would you describe your school’s demographic trends? b. What does your school do well? Evidence? c. What are the areas identified for further growth and improvement?

Evidence?2. Identify any and all patterns over time that the data reveal, positive and

negative. Be particularly sensitive to analyzing gaps in performance levels between disaggregated groupings.

3. What questions does the data raise? What additional information would you need for planning purposes?

4. Identify two areas in need of improvement or further growth. a. What systemic structures are enabling this performance to occur?


https://www.nystart.gov/publicweb

b. What about your present design and thinking (MM’s) which has enabled these structures to produce this pattern of behavior?

c. Create Guiding Ideas for the changes you seek.d. Identify the evidence you will use to determine success.e. Identify the Innovative Infrastructures you will create.f. Identify the theories, methods, and tools you need to make the

innovation a success. Outline these separately for every stakeholder group affected.

5. Based upon your knowledge of the school and its present culture (your current reality), using the MIT Vision Deployment Matrix formulate a plan to implement your change initiative.

6. Predict any unintended consequences based upon your initiative’s intended design.

7. Present your findings to the class. Assignment #5: PROFESSIONAL DEVELOPMENT PORTFOLIO (Program Assessment #2: “Assessment of content knowledge in educational leadership”) (Due on the Wednesday prior to the 5th and final class)

OverviewFor this assessment, you will assemble your Professional Development

Portfolio (PDP) and present it in an oral presentation to your classmates. You also will submit in writing two of the three PDP components:

The Reflection Paper with the Professional Growth Plan. Your NCATE Assessment Reflection, based upon the Portfolio of

Artifacts Notebook. The content of your Portfolio of Artifacts together with the Reflection help to generate your Professional Growth Plan (PGP).

The NCATE Assessment addresses the “Standards for Advanced Programs in Educational Leadership for Principals, Superintendents, Curriculum Directors, and Supervisors” of the Educational Leadership Constituent Council (ELCC).

The oral presentation of the PDP and the written NCATE Assessment Reflection with your Professional Growth Plan will provide evidence that you are building a personal repository of foundational content and the creative capacity to apply that content to your specific school building and district settings. The assessment helps pave the way for your performance during the internships, EDA 546 and 547, and the culminating experiences of your School Building, and School District Leadership preparation.

There is an expectation of ALL candidates in the Leadership programs that vision and professional growth is formed within the larger community, school


building, and district contexts. That is, excellent building leaders must interact and influence the building, the district and community in order to implement an ethical vision that employs best practices on behalf of all students. A District Leader must interact and influence the district and all the schools within it, and the larger community in order to implement an ethical vision that employs ethical best practices on behalf of all students.

Furthermore, because all candidates are accepted to both SBL and SDL programs at the time of admissions, mastery of both SBL and SDL standards is appropriate as you develop your leadership competencies throughout your course of study.

Tasks: Construct a Professional Development Portfolio (PDP) with Three Components: (1) A Portfolio of Artifacts Notebook, and (2) A Reflection Paper that includes a Professional Growth Plan.

The PDP will evidence that the candidate has the ability to develop and articulate a vision of ethical best practices at the building and district leadership levels that is responsive to the larger context in which the building and district are situated, and which is designed to influence that context. The PDP and all its components address ELCC Standards 1.1, 1.2, 2.3, 2.4, and 6.2.

PDP NCATE Assessment ComponentsAs indicated above, there are three components of this PDP NCATE Assessment: (1) the Portfolio Artifacts Notebook; (2) the Reflection; and, (3) Professional Growth Plan. The substance to be contained in each of the assessment components and directions for completing the assessment for evaluation are described below.

1. The Portfolio Artifacts Notebooka. Purpose and Substance of the NotebookThe Portfolio Artifacts Notebook demonstrates the connections between your

own very personal, but professional development as a School Building Leader and School District Leader during this course.

The Notebook is your personal repository of materials (artifacts) that you assemble from the course, though you are encouraged to supplement the notebook with artifacts from your prior experience and from any other SBL and SDL program experiences to date.

The artifacts in the Notebook represent what you determine to be important foundational content that serves to prepare you for your personal, professional


journey, and that informs your development as a Building Leader and School District Leader. The artifacts might include: course handouts; course writing assignments; project presentation handouts; mined excerpts from the textbooks that you treasure including exercises at the end of chapters that you found especially helpful for your learning and professional development style; resumes; favorite sayings; keepsakes that show you as you see yourself or your aspiring self. The readings you should be thinking about include:

(1) Texts (2) Articles distributed by the instructor (3) Any readings you chose from the Blackboard archives(4) Applicable readings from any external source or in any other

courses you might be taking this semester.b. Directions for Assembly and Presentation of the Notebook

Assemble the notebook in a 3-4 inch loose-leaf binder so that as you proceed through the SBL and SDL programs you can add to it. Divide your notebook into sections that are meaningful to you and your professional growth as a Building Leader and School District Leader. You are encouraged to be creative in assembling your notebook, but you must be mindful of the ELCC standards (for both SBL and SDL) that are at the core of your development as a Building Leader and School District Leader. So, for example, you may wish to use the ELCC standards as categories for your Notebook, and create divisions for such areas as “Vision”, “Best Practices”, “Responding to the Larger Context”, etc. You may choose other categories that you think best represent your development, and that are personally and professionally meaningful to your growth as a professional, but your Notebook needs to make reference to the ELCC standards required for the PDP NCATE Assessment and your cultivation in meeting them.

Whichever categories you choose in organizing your notebook, be sure to create a separate section for your “Reflection”, and clearly label your “Professional Growth Plan” within the Reflection (see below for the purpose and substance of the Reflection with Professional Growth Plan).

You will be required to do an oral presentation to your classmates on your PDP, emphasizing your reflections about your development and professional growth as a Building Leader and School District Leader, based on what you assembled in your Portfolio of Artifacts Notebook, and that is truly representative of yourself. Then, you will submit the written Reflection and Professional Growth Plan for assessment.

2. FINAL REFLECTIVE PAPER (due session #5, 30 pts)The NCATE Assessment Reflection with Professional Growth Plan


a. The Purpose and Substance of the Reflection with the Professional Growth Plan

The purpose of your NCATE Assessment Reflection with Professional Growth Plan is, first, to describe your professional growth as a Building Leader and a District Leader throughout this course, and second, to build a plan for your growth consistent with ELCC Building and District Leader standards required for this assessment.

The Reflection and Growth Plan portion discusses, synthesizes, and explains what was meaningful about the items you placed in your Portfolio of Artifacts Notebook. It tells why those items were meaningful, and reflects the impact the items had on you in formulating the Growth Plan consistent with the ELCC standards. The Reflection and Growth Plan are personal—so, do not discuss how “one” grows professionally; reflect on and plan for how YOU have grown and will grow professionally, what has impacted YOU, and what truly represents you in your formulation of your Professional Growth Plan.

b. Directions for Writing and Presenting the NCATE Assessment “Final Reflective Paper” with Professional Growth PlanYour Reflection and Growth Plan will include:(1)The overall process you engaged in when you put your Artifacts

Notebook together and while you were writing your Reflection and Growth Plan.

(2)Your thoughts about how your engagement in these tasks combined to help you understand your own journey to grow professionally in meeting ELCC SBL and SDL standards, and how you are personally represented in your Professional Development Portfolio and Professional Growth Plan.

(3)The specific implications you have derived from pondering the connections between your readings and your Reflection and Growth Plans of those readings.

(4)A description of your personal view of your future as a SBL and SDL educational leader in whatever role you see for yourself as you travel the road ahead.

(5)A discussion of what you now know that you did not know when you began this course.

(6)A projection of what you now know you have yet to learn, and how knowing these things will inform your study and practice as you continue in the Building Leadership and District Leadership programs.

The ways your awareness of the above developed MUST make reference to:(1)Each of the attached ELCC standards. You must include Reflection and

Growth Plans on each of the standards (see attachment of the ELCC


standards to be included in your Reflection and Growth Plan), and the standards must be reflected in your Growth Plan. You must attach the ELCC standards to your Reflection with Growth Plan.

(2) In-class activities, in-class video clips, in-class role play(3) ISLLC self-evaluation inventory distributed and discussed in class.(4)Other inventories made available to you in the Coursepak and on

Blackboard and when given as class handouts.

The oral presentation to your classmates will provide them with your Reflection and Professional Growth Plans contained in the Second Reflection and Plan Paper that is based on what you assembled in your Portfolio Artifacts Notebook, and with your Professional Growth Plan--together these constitute your Professional Development Portfolio.

Evaluation Criteria for PDP (The Portfolio Artifacts Notebook with NCATE Assessment 2 Reflection with professional Growth Plan

A distinguished PDP will:1. Include a well-organized Portfolio Artifacts Notebook that evidences

reference to each of the ELCC standards required for this assessment.2. Include an Assessment 2 Reflection with Professional Growth Plan that

provides clear evidence that you understand the knowledge, skills, and dispositions inherent in the National Standards for Education Leaders, the “ELCC” standards, and that articulates how you have and will develop strengths in each of the mandatory areas of the standards (see standards for NCATE Assessment 2 below).

3. Meets each of the requirements described above for the components of the PDP, the Portfolio Artifacts Notebook and the Assessment 2 Reflection with Professional Growth Plan.

The PDP will be rated on the attached rubric as “distinguished”, “proficient”, “novice” or “unsatisfactory”. Ratings for the assessment are as follows:

Distinguished = Average rubric score 3-2.7Proficient = Average rubric score 2.6-2.0Novice = Average rubric score 1.9-1.0Unsatisfactory = Average rubric score .9 or below

NCATE Evaluation Criteria for Professional Development Plan

A *distinguished paper (see note below) will show evidence of all of the following:1. Clear evidence that the student understands the knowledge, skills, and dispositions

inherent in the New York State and National Standards for Education Leaders and can


articulate how she or he will develop her or his own strengths in each of these areas as progress through the education leadership program ensues.

2. Use of self-evaluation inventories and/or other appropriate tools to align future work as an educational leadership student with the program plans and goals that lie ahead including courses to be taken and the internship opportunities and the New York State Education Leadership Assessment examinations. This part is about self-awareness.

Please note: A student receiving less than a 1.0 overall rating must redo the assignment.

Evaluation Rubric, Assessment 2, SBL and SDLProfessional Development Plan

PDP Project Scoring Rubric 3 points 2 points 1 point 0 points SCOREAssessment and ELCC Indicators

Distinguished Proficient Novice Unsatisfactory

Oral Presentation of PDP:Portfolio of Artifacts Notebook and Oral Presentation of Reflection and Growth Plan Based on Notebook/ ELCC Standards Required for the Assessment

Notebook on hand; used and referenced during oral presentation; provided candidate with guide to well-organized oral presentation of PDP; all ELCC standards for PDP assessment referenced in oral presentation.

Notebook on hand; used and referenced during oral presentation; provided candidate with guide to somewhat organized oral presentation of PDP; many, but not all ELCC standards for PDP assessment referenced in oral presentation.

Notebook on hand; used and referenced during oral presentation; oral presentation of PDP; presentation not well-organized; few ELCC standards referenced during PDP oral presentation.

Notebook not on hand or not effectively used as reference during oral presentation of PDP, and/or oral presentation very disorganized with no adequate reference to ELCC standards required for PDP assessment

Reflection and Growth PlanELLC Standard 1.1 Develop a Vision

SBL Applications

Reflection and Plan provide sophisticated development of vision of learning for school that promotes success of all students. Vision based on in- depth relevant knowledge and theories that demonstrate understanding of learning goals in a pluralistic society, the diversity of learners and learners’ needs. Envisions school as interactive social and cultural system, agency of social & organizational change.

Reflection and Plan and Plan provide developed vision of learning for school that promotes success of all students. Vision based on some relevant knowledge and theories that demonstrate understanding of learning goals in a pluralistic society, the diversity of learners and learners’ needs. Envisions school as somewhat interactive social and cultural system, agency of social & organizational change.

Reflection and Plan and Plan provide emerging vision of learning for school that promotes success of all students. Vision based on little relevant knowledge and few theories that demonstrate understanding of learning goals in a pluralistic society, the diversity of learners and learners’ needs. Vision of school as somewhat static social and cultural system.

Reflection and Plan do not present a vision of school that promotes the success of all students, and/or use no relevant knowledge and theories that demonstrate understanding of learning goals in a pluralistic society, the diversity of learners and learners’ needs, and portray school that is static social and cultural system.

1.1 Additional SDL Applications of Vision

Reflection and Plan reference need to work with board of education. Applies vision to both the building and district levels Data-based strategies are used effectively to account for diversity of learners. Demonstrates knowledge of ways to use district vision to mobilize additional resources to support the vision.

Reflection and Plan reference need to work with board of education. Unevenly applies vision to both the building and district levels Data-based strategies are used, but not to full effect, to account for diversity of learners. Demonstrates knowledge of ways to use district vision to mobilize additional resources to support the vision.

Reflection and Plan reference need to work with board of education. Weak application of vision to district level Data-based strategies are attempted, but do not effectively account for diversity of learners. Limited evidence of knowledge of ways to use district vision to mobilize additional resources to support the vision.

Reflection and Plan do not reference need to work with board of education. No application of vision to district level Data-based strategies are not attempted to account for diversity of learners. No evidence of knowledge of ways to use district vision to mobilize additional resources to support the vision




PDP Project Scoring Rubric(Continued)

3 pointsDistinguished

2 pointsProficient

1 pointNovice

0 pointsUnsatisfactory SCORE

Reflection and Plan PaperELLC Standard 1.2 Articulate a Vision

SBL and SDL Applications

Reflection and Plan and Plan thoroughly articulate components of vision for a school and district, and leadership processes necessary to implement and support the vision. Vision well-informed by data-based research strategies and strategic planning processes that focus on student learning Vision evidences use of relevant information sources such as student assessment results, student and family demographic data, and analysis of community needs. Includes in presentation means for communicating the vision to staff, parents, students, and community members through the use of symbols, ceremonies, stories, and other activities.

Reflection and Plan articulate some components of vision for a school district and leadership processes necessary to implement and support the vision. Vision somewhat informed by data-based research strategies and strategic planning processes that focus on student learning Vision evidences use of some relevant information sources such as student assessment results, student and family demographic data, and analysis of community needs. Some means for communicating the vision to staff, parents, students, and community members through the use of symbols, ceremonies, stories, and other activities.

Reflection and Plan articulate few components of vision for a school and district leadership processes necessary to implement and support the vision. Vision not well-informed by data-based research strategies and strategic planning processes that focus on student learning Vision evidences little use of some relevantinformation sources such as student assessment results, student and family demographic data, andanalysis of community needs. Inadequate means for communicating the vision to staff, parents, students, and community members through the use of symbols, ceremonies, stories, and other activities.

Reflection and Plan present inarticulate sense of school and district, and leadership processes necessary to implement and support a vision. No evidence of data-based research strategies and strategic planning processes that focus on student learning Use of no relevant information sources. Need to communicate vision to staff, parents, students, and community members not evidenced.

Reflection and Growth PlanELCC Standard 2.3 Apply Best Practice to Student Learning


Reflection and Plan demonstrate candidate’s ability to plan for assistance for school personnel in understanding and applying best practices for student learning. Plans to apply human development theory, proven learning and motivational theories, and concern for diversity to the learning process. Demonstrate an understanding of how to use appropriate research strategies to promote an environment for improved student achievement.

Reflection and Plan demonstrate candidate’s ability to plan, albeit somewhat limited in scope, for assistance for school personnel in understanding and applying best practices for student learning. Plans to apply some human development theory, proven learning and motivational theories, and concern for diversity to the learning process. Demonstrate some understanding of how to use appropriate research strategies to promote an environment for improved student achievement.

Reflection and Plan demonstrate limited ability to plan for assistance for school personnel in understanding and applying best practices for student learning. Plans to apply little human development theory, proven learning and motivational theories, and concern for diversity to the learning process. Demonstrate limited understanding of how to use appropriate research strategies to promote an environment for improved student achievement.

Reflection and Plan demonstrate inability to plan for assistance for school personnel in understanding and applying best practices for student learning. Plans do not include human development theory, proven learning and motivational theories, and concern for diversity to the learning process. Demonstrate lack of understanding of how to use appropriate research strategies to promote an environment for improved student achievement.



2 pointsProficient

1 pointNovice


Reflection and Growth PlanELCC Standard 2.3 (Continued)

Additional SDL Applications

Plan demonstrates understanding of need to facilitate and engage in activities that use best practices and sound educational research to improve instructional programs. Plan evidences use of appropriate research strategies to profile student performance in a district and analyze differences among subgroups.

Plan demonstrates understanding of need to facilitate and engage in some activities that use best practices and some sound educational research to improve instructional programs is referenced. Plan evidences uses of some appropriate research strategies to profile student performance in a district with some analysis of differences among subgroups.

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Plan demonstrates limited understanding of need to facilitate and engage in activities that use best practices and sound educational research to improve instructional programs. Plan evidences limited use of appropriate research strategies to profile student performance in a district with limited analysis of differences among subgroups.

Plan demonstrates no understanding of need to facilitate and engage in activities that use best practices and sound educational research to improve instructional programs. Plan evidences no use of appropriate research strategies to profile student performance in a district with limited analysis of differences among subgroups.

Reflection and Growth PlanELCC Standard 2.4Design Comprehensive Professional Growth Plans


Plan provides candidate’s design and demonstrates ability to plan well for context-appropriate professional development programs based on reflective practice and research on student learning consistent with articulated school vision and goals. Demonstrates knowledge of how to use strategies such as observations, collaborative reflection, and at the district level,adult learning strategies, to form comprehensive professional growth plans with teachers and other school personnel at the building level, and at the district level with district and school personnel. Has developed planto implement personal professional growth that reflects commitment to life-long learning, and at the district level, best practices.

Plan provides candidate’s design and demonstrates some planning for context-appropriate professional development programs with missing elements, but based on reflective practice and some research on student learning consistent with articulated school vision and goals. Demonstrates some knowledge of how to use narrow range of strategies such as observations, collaborativeReflection and Plan, and adult learning strategies to form some professional growth plans with teachers and other school personnel. Has developed planto implement personal professional growth that reflects commitment to life-long learning.

Plan provides candidate’s emerging design and demonstrates few elements of planning for context-appropriate professional development programs but based on little reflective practice and limited research on student learning consistent with articulated school vision and goals. Demonstrates limited knowledge of how to use narrow range of strategies such as observations, collaborativeReflection and Plan, and adult learning strategies to form professional growth plans with teachers and other school personnel. Has an underdeveloped planto implement personal professional growth for life-long learning.

Plan is not a context-appropriate professional development program, is not based on reflective practice and research on student learning, and is not consistent with articulated school vision and goals. Does not demonstrates knowledge of how to use strategies such as observations, collaborativeReflection and Plan, and adult learning to form professional growth plans with teachers and other school personnel. Plan does not address personal professional growth or life-long learning.

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2 pointsProficient

1 pointNovice


Reflection and Growth PlanELCC Standard 2.4 (Continued)

Additional SDL Applications

Plan demonstrates knowledge of adult learning strategies; 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.



Plan does not demonstrate knowledge of adult learning strategies; an inability 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.

Reflection and Growth PlanELCC Standard 6.2Respond to the Larger Context

SBL Applications

Reflection and Growth Plans demonstrate the ability to communicate with members of a school community concerning trends, issues, and potential changes in the environment in which the school operates, including maintenance of an ongoing dialogue with representatives of diverse community groups.

Reflection and Growth Plan demonstrate some ability to communicate with members of a school community concerning trends, issues, and potential changes in the environment in which the school operates, including maintenance of an ongoing dialogue with representatives of diverse community groups.

Reflection and Growth Plan demonstrate limited ability to communicate with members of a school community concerning trends, issues, and potential changes in the environment in which the school operates, including maintenance of an ongoing dialogue with representatives of diverse community groups.

Reflection and Growth Plan demonstrate inability to communicate with members of a school community concerning trends, issues, and potential changes in the environment in which the school operates, including maintenance of an ongoing dialogue with representatives of diverse community groups

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The New York State Essential Knowledge and Skills for Effective School Leadership include :

1. Leaders know and understand what it means and what it takes to be a leader. Leadership is the act of identifying important goals and then motivating and enabling othersto devote themselves and all necessary resources to achievement. It includes summoning one's self and others to learn and adapt to the new situation represented by the goal.

2. Leaders have a vision for schools that they constantly share and promote. Leaders have a vision of the ideal, can articulate this vision to any audience, and work diligently to make it a reality. Leaders also know how to build upon and sustain a vision that preceded them.

3. Leaders communicate clearly and effectively.

Leaders possess effective writing and presentation skills. They express themselves clearly, and are confident and capable of responding to the hard questions in a public forum. They are also direct and precise questioners, always seeking understanding.

4. Leaders collaborate and cooperate with others. Leaders communicate high expectations and provide accurate information to foster understanding and to maintain trust and confidence. Leaders reach out to others for support and assistance, build partnerships, secure resources, and share credit for success and accomplishments. School leaders manage change through effective relationships with school boards.

5. Leaders persevere and take the "long view.” Leaders build institutions that endure. They "stay the course," maintain focus, anticipate and work to overcome resistance. They create capacity within the organization to achieve and sustain its vision.

6. Leaders support, develop and nurture staff. Leaders set a standard for ethical behavior. They seek diverse perspectives and alternative points-of view. They encourage initiative, innovation, collaboration, and a strong work ethic. Leaders expect and provide opportunities for staff to engage in continuous personal and professional growth. They recognize individual talents and assign responsibility and authority for specific tasks. Leaders celebrate accomplishments. They identify recruit, mentor, and promote potential leaders..

7. Leaders hold themselves and others responsible and accountable.Leaders embrace and adhere to comprehensive planning that improves the organization. They use data to determine the present state of the organization, identify root cause problems, propose solutions, and validate accomplishments. Leaders respect responsibility and accountability and manage resources effectively and efficiently. They require staff to establish and meet clear indicators of success.

Leaders in education also know and understand good pedagogy and effective classroom practices and support sustained professional development. They recognize the importance of learning standards and significance of assessments.

8. Leaders never stop learning and honing their skills Leaders are introspective and reflective. Leaders ask questions and seek answers. Leaders in education are familiar with current research and best practice, not only in education, but also in other related fields. They maintain a personal plan for self-improvement and continuous learning, and balance their professional and personal lives, making time for other interests.

9. Leaders have the courage to take informed risks. Leaders embrace informed, planned change and recognize that everyone may not support change. Leaders work to win support and are willing to take action in support of their vision even in the face of opposition.

.ELCC I. Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community .1.1 Develop A Vision

Knowledge and Skills 2 and 8

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1.2 Articulate a Vision1.3 Implement A Vision1.4 Steward a Vision1.5 Promote Community InvolvementELCC II. Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff2.1 Promote Positive School Culture2.2 Provide Effective Instructional Program2.3 Apply Best Practice to Student Learning2.4 Design Comprehensive Professional Growth Plans

Conceptual Framework Standards: 1, 2, 3, 4, 6, and 8

Knowledge and Skills 6, 7, and 8

ELCC III. Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes asafe, efficient, and effective learning environment3.1 Manage the Organization3.2 Manage Operations3.3 Manage Resources


ELCC IV. Candidates who complete the program: are educational leaders who have the knowledge and ability to promote the success of all studentsby collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources4.1 Collaborate with Families and other Community Members4.2 Respond to Community Interests and Needs4.3 Mobilize Community Resources

Conceptual Framework Standards: 5, 6, and 7


ELCC V. Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner5.1 Acts with Integrity5.2 Acts Fairly5.3 Acts Ethically

Conceptual Framework Standards: 5

Knowledge and Skills 6, 7, and 8

ELCC VI. Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to and influencing the larger political, social, economic, legal, and cultural context6.1 Understand the Larger Context6.2 Respond to the Larger Context6.3 Influence the Larger Context

Conceptual Framework Standards: 5

Knowledge and Skills 1, 5 and 9

ELCC Standards

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Documents

drrichhawkins.wikispaces.comdrrichhawkins.wikispaces.com/file/view/EDA+505+Syllab… · Web viewEDA 505- Introduction to Educational Leadership & Administration. ... ork . S. tate