Gardner-Webb University Gardner-Webb University School of Education Master of Arts in Executive Leadership Studies Handbook

Transcription

1 Gardner-Webb University Gardner-Webb University School of Education Master of Arts in Executive Leadership Studies Handbook

2 Page 2 of 145 Table of Contents Program Description... 5 Program Format Descriptions... 6 Traditional Model... 6 Students Admitted Prior to Fall Semester Students Admitted Fall Semester Students Admitted Fall Semester Online Model... 9 Students Admitted Prior to Fall Semester Students Admitted Fall Semester Cohort Model Students Admitted Fall Semester Students Admitted Spring Semester Students Admitted Fall Semester Add-on License Students Admitted Prior to Fall Semester Students Admitted Fall Semester 2010 & Spring Semester Students Admitted Fall Semester Course Descriptions Technology Internship Internship Special Note Internship Committee Committee Roles Defined Internship Supervisor Reviewer Evaluator Portfolio Manager Internship Artifact Review Process (IARP) Dispositions Licensure Evaluation Process Licensure Evaluation... 22

3 Page 3 of 145 Certification of Competency Portfolio Management Electronic Portfolio Artifact/Standard Alignment Chart Suggested Timeline Portfolio Artifact Submission Process Chart Artifact One - Positive Impact on Student Learning and Development Analysis and Action Plan for Student Learning (APPSL) APPSL Scoring Rubric Artifact Two Teacher Empowerment and Leadership Analysis and Action Plan for Teacher Empowerment and Leadership (AAPTEL) AAPTEL Scoring Rubric Artifact Three Community Involvement and Engagement Stakeholder Improvement Plan (SIP) SIP Scoring Rubric Artifact Four Organizational Management Organizational Management Analysis (OMA) OMA Scoring Rubric Artifact Five School Culture and Safety Cultural Advocacy and Action Plan (CAAP) CAAP Scoring Rubric Artifact Six School Improvement School Improvement Action Plan (SIAP) SIAP Scoring Rubric Certification of Competency LEA/IHE Certification of Competency Internship Forms Forms for Students Admitted Prior to Fall Semester Internship Form Descriptions General Objectives of the Internship Internship Checklist Internship Log SADM 695/ Internship Evaluation

4 Page 4 of 145 Professional Growth Statement Forms for Students Admitted Fall Semester 2010 to Present Internship Log MELS Taskstream Account Renewal/Creation Compressing Video for TaskStream Requesting Comments on Artifacts Site-Supervisor Login

5 Page 5 of 145 Program Description Gardner-Webb University provides multiple opportunities for aspiring school leaders to obtain a Master of Arts Degree in Executive Leadership Studies and licensure in School Administration from the North Carolina Department of Public Instruction (NCDPI). Classes are offered face-toface at 12 different campuses located between Asheville and Raleigh and online. Currently, there are three avenues available for students to earn their degree: face-to-face instruction in our traditional program geared for the practicing educator, a fully online program with all classes required to complete the MELS degree offered in a cyclical pattern over two calendar years, and a combination program that allows the traditional student to take both online and face-to-face classes to complete the program at a flexible accelerated pace. The program requires 36 credit hours consisting of classroom work (30 credit hours) and an internship (6 credit hours). Beginning Fall Semester 2011, new students will only be admitted to the cohort model. In addition, Gardner-Webb University provides the opportunity for educators who already hold a Master s Degree to complete the requirements for add-on licensure in school administration by completing the core courses in executive leadership (18 credit hours), internships (six credit hours) and producing the electronic portfolio required by NCDPI. Add-on licensure students must complete the same requirements as degree-seeking students, including appropriate coursework and either the School Leaders Licensure Assessment (SLLA) for students who entered the program prior to Fall Semester 2010 or the electronic portfolio for students who entered the program during or after Fall Semester Beginning Fall Semester 2010, Gardner-Webb offers an accelerated program based on the cohort model. Cohort model students experience the MELS program by taking classes that integrate multiple courses into single semester six credit-hour classes. The cohort model program is designed to allow candidates to complete their degree in five semesters. Students who enroll in the MELS program beginning Fall Semester 2011, will participate in cohort model classes either in a fully online program or in a blended program that combines face-to-face instruction and web-based technology. Each of these delivery models will utilize an integrated curriculum that incorporates theory with practice. This integrated curriculum satisfies the newly adopted North Carolina Standards for Executive Leadership required for licensure.

6 Program Format Descriptions Traditional Page 6 of 145 Traditional Format - Students Admitted Prior to Fall 2010 In order to honor the catalog requirements at the time of admittance to Graduate School the School of Education continues to offer the traditional curriculum. Students enrolled in the School Administration Program prior to the Fall Semester 2010 are categorized into two groups. These groups consist of students who entered the program prior to Fall Semester 2009 and those who entered the program during Fall Semester 2009 and before Fall Semester The only difference between these two groups is that students who entered the program at any point during the academic year (Fall 2009, Spring 2010, or Summer 2010) were given the opportunity to choose the electronic portfolio as a graduation requirement in lieu of written comprehensive exams. All other requirements remain the same. These requirements include: 30 credit hours of course work and 6 credit hours of internship. All students who entered the program prior to Fall Semester 2010 must take the SLLA as a North Carolina requirement for licensure as a school leader. The course of study for students who fit these categories include: EDUC 610 Curriculum Development (3 hrs) or MELS 610 Curriculum Leadership for Executive Leaders (3 hrs); EDUC 614 Measurement and Assessment (3 hrs) or MELS 614 Instructional Assessment (3 hrs); EDUC 615 Strategies of Teaching (3hrs) or MELS 615 Instructional Leadership (3hrs); SADM 618 Educational Leadership (3 hrs) or MELS 618 Strategic Leadership (3 hrs); EDUC 620 or SADM 620 or MELS 620 Data Acquisition and Analysis (3 hrs); SADM 645 Current Trends (3 hrs) or MELS st Century Trends and Issues (3 hrs); SADM 650 School Law (3 hrs) or MELS 650 Legal Issues in 21st Century (3 hrs); SADM 655 School Finance and Budgeting (3 hrs) or MELS 655 Resource Development and Management (3 hrs); SADM 660 The Principalship (3 hrs) or MELS 660 The School Executive(3 hrs); SADM 665 Supervision of Instruction (3 hrs) or MELS 665 Instructional Supervision (3 hrs); SADM 695 Internship I (3 hrs); and SADM 696 Internship II (3 hrs).

7 Page 7 of 145 In the past, students have been allowed to accelerate their program by taking more than one course per semester either online or at a different site. This policy remains in effect for students who are not in a cohort program. Students typically at the end of their program, take a course along with an internship course for two semesters to complete their program. As a general rule, a student should accumulate 24 credit hours before attempting to take the internship classes. The student s academic advisor must request that a student be placed into the first internship class. This decision is based upon the student s number of credit hours and projected date of graduation. Internship classes are offered each semester. With internship classes readily available, a student may take their internship in a Fall-Spring, Spring-Summer, or Summer-Fall combination. Internship classes offered in the summer are 10-week classes. Students who interrupt their course of study by withdrawing from all classes in a semester are subject to the requirements of the catalog when they resume their course of study. Traditional Format Students Admitted Fall Semester 2010 The traditional program requires 36 credit hours and consists of the following courses: MELS 610 Curriculum Leadership for Executive Leaders (3 hrs); MELS 614 Instructional Assessment (3 hrs), MELS 615 Instructional Leadership for Executive Leaders (3 hrs); MELS 618* Strategic Leadership for Executive Leaders (3 hrs); MELS 620 Data Acquisition and Analysis (3 hrs), MELS 645* 21st Century Trends and Issues for Executive Leaders (3 hrs); MELS 650* Legal Issues for Executive Leaders in the 21st Century (3 hrs); MELS 655* Resource Development and Management for Executive Leaders (3 hrs); MELS 660* The School Executive (3 hrs); MELS 665* Instructional Supervision for Executive Leaders (3 hrs); and MELS 691-MELS 696 Internships (1 hr X 6) Now MELS 697. The six internship hours are dispersed throughout the program with one internship hour being a corequisite for each of the six core * courses. Graduation from Gardner-Webb University with a Master of Arts Degree in Executive Leadership Studies requires that the student complete thirtysix (36) credit hours, including six (6) credit hours of internship, and satisfactorily complete all components of six (6) artifacts that address the seven (7) North Carolina Standards for Executive Leaders. For students who seek licensure as an Executive Leader in school administration, all six

8 Page 8 of 145 artifacts must be completed at the proficiency level as outlined by the scoring rubrics for the twenty (20) elements of the standards dispersed throughout the six (6) artifacts. Traditional Format Beginning Fall Semester 2011 (No New Students Admitted to Traditional Program) Beginning with Fall Semester 2011, new students entering Gardner-Webb University s Master of Arts in Executive Leadership Studies will enter the program in a cohort rather than the traditional program. This means that students will follow a prescribed course of study rather than being able to enter at any point in the course rotation. This course rotation is defined as follows: Semester One Two Three Four Five STUDENTS ADMITTED BEGINNING FALL 2011 Course Descriptions MELS 601 Executive Leadership in a 21 st Century Change Environment (6 hrs.) Examines current trends and issues in education. Candidates will examine controversial issues and determine strategies for leading school staffs to beneficial decisions. Provides theoretical and practical experiences in dealing with the day-to-day functions of the school principal. Candidates will learn to address issues involving leadership, conflict management, the change process, communications, and organization. MELS 697 Executive Leader Internship I (2 hrs) MELS 602 Research and Assessment for 21 st Century Executive Leaders (6 hrs.) Focuses on current research that addresses problems experienced by school executives in the 21st Century. The student will learn the basic principles of research and use those principles to investigate the research literature that addresses an identified problem in their school or district. Utilizing accepted research criteria with sound support from the literature, the student will be better equipped to resolve educational problems and dilemmas in today's schools and school systems. Provides candidates the knowledge and skills needed to understand measurement and assessment as they relate to current trends in state and national testing. Special attention given to national, state, and district testing methodologies. MELS 603 Resource Management for 21 st Century Executive Leaders (6 hrs.) Provides knowledge concerning statutes and landmark cases that have impacted education through the years. Candidates will relate actual school situations to federal and state law. Provides practice in creating a school budget and understanding the various demands on the budget: grade levels, instructional materials, curriculum, personnel, and facility and transportation needs. MELS 697 Executive Leader Internship II (2hrs) MELS st Century Curriculum and Instructional Development (6 hrs.) Assists the candidate in identifying and understanding the learning and teaching of curriculum, instruction, and assessment for the 21st Century. Includes study of appropriate instructional and evaluative methodology used to teach a diverse population of students. Provides knowledge and practice to Executive Leadership candidates in guiding teachers in effective models and strategies for teaching all students to a high level of achievement. Emphasis on differentiation of instruction for specific student populations. MELS st Century School Leadership (6 hrs.) Prepares executives to lead schools as they face the challenges of the 21st Century. Candidates will articulate the mission, goals, and values of the school, and work to lead staff through the vehicle of a professional learning team. Provides candidates an opportunity to understand and practice the teacher supervision and evaluation process used in their state and district. Candidates will learn to base their judgments on the various levels of teacher development, with attention to cognitive readiness, willingness, and past experiences. MELS 697 Executive Leader Internship III (2hrs)

9 Page 9 of 145 The internship hour(s) that are co-requisite(s) to the course offerings begin with the first semester and culminate in the fifth semester of the program. By the end of the fifth semester, the student should be at a minimum proficient in all seven (7) standards and twenty-one (21) competencies required by North Carolina for licensure of school executives. In addition, the electronic portfolio consisting of six (6) artifacts produced during the five (5) semesters in the program will be submitted by students to the School of Education faculty as proof of their understanding of the standards and competencies addressed in the program; thus satisfying the degree requirement. Gardner-Webb will continue to honor its commitments to returning students and will continue to provide classes for these students to complete their degree in a reasonable period of time. Academic advisors will be available to assist students in planning their academic pathway to degree completion. Online Online Format Students Admitted Prior to Fall 2011 Gardner-Webb University currently offers all the courses necessary to complete a Master of Arts Degree in School Administration or a Master of Arts in Executive Leadership Studies online. Students in the traditional face-to-face program may take online classes to accelerate their program, and students who wish to complete their entire program online have the opportunity to do so. Online courses are offered in the following sequence: Fall Spring Semester Summer (10-week courses) Course(s) MELS 618 Strategic Leadership (3 hrs) MELS 620 Data Acquisition and Analysis (3 hrs) MELS 665 Instructional Supervision (3 hrs) MELS 615 Instructional Leadership (3 hrs) MELS 620 Legal Issues in 21st Century (3 hrs) MELS st Century Trend and Issues (3 hrs) MELS 610 Curriculum Leadership (3 hrs) MELS 655 Resource Development and Management (3 hrs) MELS 614 Instructional Assessment (3 hrs) MELS 660 The School Executive (3 hrs) Internships are offered online every semester. All online courses offered during Summer Semester are 10-week courses. Online students have the same requirements as face-to-face students with respect to degree requirements and North Carolina licensure requirements.

10 Online Format - Students Admitted Beginning Fall Semester 2011 Page 10 of 145 Beginning Fall Semester 2011, students admitted to the Master of Arts in Executive Leadership Studies wishing to complete their degree via distance learning will be in the cohort model. Online students will follow the same course rotation as students admitted to the traditional program. For course rotation sequence and module descriptions see the chart and internship description contained within the description of the traditional format beginning Fall Cohort Cohort Format - Students Admitted Fall Semester 2010 Beginning Fall Semester 2010, Gardner-Webb University introduced a new format for its Master of Arts in Executive Leadership Studies Program. The program s design is based on a revised curriculum that meets the new Pre-service North Carolina Executive Leadership Standards. As a part of this revised curriculum, the internship classes will be offered throughout the program s five semesters. Students who elect to participate in the cohort format will take four (4) semesters with seven (7) credit hours and a final semester with eight (8) credit hours. The cohort model offers the courses in a prescribed sequence. The courses are integrated modules with multiple program topics studied in a single semester. The following rotation is for cohort admitted to the MELS Program Fall Semester 2010: Semester One Two Three COHORT STUDENTS ADMITTED FALL 2010 Course Descriptions MELS 660 The School Executive (3 hrs) An overview of the responsibilities associated with the position of principal with emphasis on the conceptual, technical, and human aspects. Numerous practical activities. MELS st Century Trends and Issues for Executive Leaders (3 hrs) A specialized study of current/critical trends and issues in educational administration. Emphasis will be placed on trends and issues across the federal, state and local levels. MELS 697 Executive Leader Internship (1 hr) MELS 620 Data Acquisition and Analysis (3 hrs) A study of quantitative and qualitative research methodologies and techniques, including the interpretation and analysis of research applicable to the school administrator in 21st Century schools. MELS 614 Instructional Assessment (3 hrs) Survey of a wide range of standardized testing instruments, including ability tests, interest inventories, and personality tests. Individual research projects will link assessment with classroom practices. MELS 697 Executive Leader Internship (1 hr) MELS 650 Legal Issues for Executive Leaders in the 21st Century (3 hrs) An examination of the legal aspects of school and school systems operations. Special emphasis given to case law, discipline, personnel, and policies and procedures. MELS 655 Resource Development and Management for Executive Leaders (3 hrs) A study of the theory and operations of school financial systems. Special emphasis will be given to local, state, and national revenue sources, and the budgeting methods and processes used at the central and school levels. MELS 697 Executive Leader Internship (1 hr)

11 Page 11 of 145 Four Five MELS st Century Curriculum and Instructional Development (6 hrs) Assists the candidate in identifying and understanding the learning and teaching of curriculum, instruction, and assessment for the 21st Century. Includes study of appropriate instructional and evaluative methodology used to teach a diverse population of students. Provides knowledge and practice to Executive Leadership candidates in guiding teachers in effective models and strategies for teaching all students to a high level of achievement. Emphasis on differentiation of instruction for specific student populations. MELS 697 Executive Leader Internship (1 hr) MELS st Century School Leadership (6 hrs) Prepares executives to lead schools as they face the challenges of the 21st Century. Candidates will articulate the mission, goals, and values of the school, and work to lead staff through the vehicle of a professional learning team. Provides candidates an opportunity to understand and practice the teacher supervision and evaluation process used in their state and district. Candidates will learn to base their judgments on the various levels of teacher development, with attention to cognitive readiness, willingness, and past experiences. MELS 697 Executive Leader Internship (2 hrs) The internship hour(s) that are co-requisite(s) to the course offerings begin with the first semester and culminate in the fifth semester of the program. By the end of the fifth semester, the student should be at a minimum proficient in all seven (7) standards and twenty-one (21) competencies required by North Carolina for licensure in executive leadership. In addition, the electronic portfolio produced during the five semesters in the program will be submitted by students to the School of Education faculty as proof of their understanding of the standards and competencies addressed in the program; thus satisfying the degree requirement. Cohort Format - Students Admitted Spring Semester 2011 Beginning Spring Semester 2011, Gardner-Webb University revised the new cohort format for its Master of Arts in Executive Leadership Studies Program. The program s design is based on a revised curriculum that meets the new Pre-service North Carolina Executive Leadership Standards. The revision is related to registration for Internship hours. Instead of students registering each semester for one credit hour of internship, students will only register for internship hours for the first, third and fifth semesters and will register for two credit hours. As a part of this revised curriculum, the internship classes will be offered throughout the program s five semesters. Students who elect to participate in the cohort format will take three (3) semesters with eight (8) credit hours and two semesters with six (6) credit hours. The cohort model offers the courses in a prescribed sequence. The courses are integrated modules with multiple program topics studied in a single semester. The following rotation is for cohort admitted to the MELS Program Spring Semester 2011:

12 Page 12 of 145 Semester One Two Three Four Five COHORT STUDENTS ADMITTED SPRING 2011 Course Descriptions MELS 660 The School Executive (3 hrs) An overview of the responsibilities associated with the position of principal with emphasis on the conceptual, technical, and human aspects. Numerous practical activities. MELS st Century Trends and Issues for Executive Leaders (3 hrs) A specialized study of current/critical trends and issues in educational administration. Emphasis will be placed on trends and issues across the federal, state and local levels. MELS 697 Executive Leader Internship (2 hrs) MELS 620 Data Acquisition and Analysis (3 hrs) A study of quantitative and qualitative research methodologies and techniques, including the interpretation and analysis of research applicable to the school administrator in 21st Century schools. MELS 614 Instructional Assessment (3 hrs) Survey of a wide range of standardized testing instruments, including ability tests, interest inventories, and personality tests. Individual research projects will link assessment with classroom practices. MELS 603 Resource Management for 21 st Century Executive Leaders (6 hrs) Provides knowledge concerning statutes and landmark cases that have impacted education through the years. Candidates will relate actual school situations to federal and state law. Provides practice in creating a school budget and understanding the various demands on the budget: grade levels, instructional materials, curriculum, personnel, and facility and transportation needs. MELS 697 Executive Leader Internship (2 hrs) MELS st Century Curriculum and Instructional Development (6 hrs) Assists the candidate in identifying and understanding the learning and teaching of curriculum, instruction, and assessment for the 21st Century. Includes study of appropriate instructional and evaluative methodology used to teach a diverse population of students. Provides knowledge and practice to Executive Leadership candidates in guiding teachers in effective models and strategies for teaching all students to a high level of achievement. Emphasis on differentiation of instruction for specific student populations. MELS st Century School Leadership (6 hrs) Prepares executives to lead schools as they face the challenges of the 21st Century. Candidates will articulate the mission, goals, and values of the school, and work to lead staff through the vehicle of a professional learning team. Provides candidates an opportunity to understand and practice the teacher supervision and evaluation process used in their state and district. Candidates will learn to base their judgments on the various levels of teacher development, with attention to cognitive readiness, willingness, and past experiences. MELS 697 Executive Leader Internship (2 hrs) The internship hour(s) that are co-requisite(s) to the course offerings begin with the first semester and culminate in the fifth semester of the program. By the end of the fifth semester, the student should be at a minimum proficient in all seven (7) standards and twenty-one (21) competencies required by North Carolina for licensure in executive leadership. In addition, the electronic portfolio produced during the five semesters in the program will be submitted by students to the School of Education faculty as proof of their understanding of the standards and competencies addressed in the program; thus satisfying the degree requirement. Cohort Format - Students Admitted Beginning Fall Semester 2011

13 Page 13 of 145 Beginning Fall Semester 2011, all students admitted to Gardner-Webb University s Master of Arts Executive Leadership Studies Program will be in a cohort model either face-to-face or online. For registration purposes, course numbers and course descriptions have been revised to facilitate registration. The program s design is based on a revised curriculum that meets the new Pre-service North Carolina Executive Leadership Standards. The revision is related to registration for internship hours. Instead of students registering each semester for one credit hour of internship, students will only register for two credit hours of internship hours for the first, third and fifth semesters. As a part of this revised curriculum, students will have support for their internship all five semesters whether they are registered for the internship hours or not. Students who elect to participate in the cohort format will take three (3) semesters with eight (8) credit hours and two semesters with six (6) credit hours. The cohort model offers the courses in a prescribed sequence. The courses are integrated modules with multiple program topics studied in a single semester. The following rotation is for cohort students admitted to the MELS Program Spring Semester 2011 Semester One Two Three STUDENTS ADMITTED BEGINNING FALL 2011 Course Descriptions MELS 601 Executive Leadership in a 21 st Century Change Environment (6 hrs) Examines current trends and issues in education. Candidates will examine controversial issues and determine strategies for leading school staffs to beneficial decisions. Provides theoretical and practical experiences in dealing with the day-to-day functions of the school principal. Candidates will learn to address issues involving leadership, conflict management, the change process, communications, and organization. MELS 697 Executive Leader Internship (2 hrs) MELS 602 Research and Assessment for 21 st Century Executive Leaders (6 hrs) Focuses on current research that addresses problems experienced by school executives in the 21st Century. The student will learn the basic principles of research and use those principles to investigate the research literature that addresses an identified problem in their school or district. Utilizing accepted research criteria with sound support from the literature, the student will be better equipped to resolve educational problems and dilemmas in today's schools and school systems. Provides candidates the knowledge and skills needed to understand measurement and assessment as they relate to current trends in state and national testing. Special attention given to national, state, and district testing methodologies. MELS 603 Resource Management for 21 st Century Executive Leaders (6 hrs) Provides knowledge concerning statutes and landmark cases that have impacted education through the years. Candidates will relate actual school situations to federal and state law. Provides practice in creating a school budget and understanding the various demands on the budget: grade levels, instructional materials, curriculum, personnel, and facility and transportation needs. MELS 697 Executive Leader Internship (2 hrs) Four Five MELS st Century Curriculum and Instructional Development (6 hrs) Assists the candidate in identifying and understanding the learning and teaching of curriculum, instruction, and assessment for the 21st Century. Includes study of appropriate instructional and evaluative methodology used to teach a diverse population of students. Provides knowledge and practice to Executive Leadership candidates in guiding teachers in effective models and strategies for teaching all students to a high level of achievement. Emphasis on differentiation of instruction for specific student populations. MELS st Century School Leadership (6 hrs)

14 Page 14 of 145 Prepares executives to lead schools as they face the challenges of the 21st Century. Candidates will articulate the mission, goals, and values of the school, and work to lead staff through the vehicle of a professional learning team. Provides candidates an opportunity to understand and practice the teacher supervision and evaluation process used in their state and district. Candidates will learn to base their judgments on the various levels of teacher development, with attention to cognitive readiness, willingness, and past experiences. MELS 697 Executive Leader Internship (2 hrs) Add-on Licensure Format Students Admitted Prior to Fall 2010 Candidates who have a Master s Degree and hold a North Carolina teaching certificate may add school administration to their license. The student is subject to the rules of the Licensure Division of the North Carolina Department of Public Instruction at the time they enter the program. The course requirements for add-on licensure are the core courses in school administration plus six (6) internship hours. Prior to Fall Semester 2010, the courses required for licensure are as follows: SADM 618 Educational Leadership (3 hrs) or MELS 618 Strategic Leadership (3 hrs); SADM 645 Current Trends (3 hrs) or MELS st Century Trends and Issues (3 hrs); SADM 650 School Law (3 hrs) or MELS 650 Legal Issues in 21st Century (3 hrs); SADM 655 School Finance and Budgeting (3 hrs) or MELS 655 Resource Development and Management (3 hrs); SADM 660 The Principalship (3 hrs) or MELS 660 The School Executive (3 hrs); SADM 665 Supervision of Instruction (3 hrs) or MELS 665 Instructional Supervision (3 hrs); SADM 695 Internship I (3 hrs); and SADM 696 Internship II (3 hrs). In addition to Gardner-Webb s course requirements, a candidate must successfully complete the School Leadership Licensure Assessment (SLLA) to be recommended for a North Carolina School Administrator License. Candidates may register to take the SLLA at Make sure in the registration process that a copy of the scores are sent to Gardner-Webb University. Add-on Licensure Format Students Admitted Fall Semester 2010 & Spring Semester 2011 Candidates who have a Master s Degree and hold a North Carolina teaching certificate may add school leadership to their license. The student is subject to the rules of the Licensure Division of the North Carolina Department of Public Instruction at the time they enter the program. Beginning

15 Page 15 of 145 Fall Semester 2010, the internship will be taken by a co-requisite for each of the six (6) core courses. The required courses paired with the appropriate internship course are as follows: Core Course (hrs) MELS 618 Strategic Leadership (3 hrs) MELS st Century Trends and Issues (3 hrs) MELS 650 Legal Issues in 21st Century (3 hrs) MELS 655 Resource Development and Management (3 hrs) MELS 660 The School Executive (3 hrs) MELS 665 Instructional Supervision (3 hrs) Internship Course (hr) MELS 697 (1 hr) MELS 697 (1 hr) MELS 697 (1 hr) MELS 697 (1 hr) MELS 697 (1 hr) MELS 697 (1 hr) In addition to Gardner-Webb s course requirements, a candidate must demonstrate proficiency in all seven (7) standards and twenty-one (21) competencies required by North Carolina for licensure in executive leadership. Add-on Licensure Format Students Admitted Fall Semester 2011 The North Carolina State Board of Education requires all add-on licensure students to complete the same requirements related to the electronic portfolio as degree seeking students. Beginning Fall Semester 2011, all students are admitted in a cohort model. Students seeking an add-on license in school administration must complete the requirement by joining a face-to-face cohort or by joining an online cohort. The length of the program is five semesters with the student having a break in coursework during the second and fourth semester. This break in coursework allows the student to continue the internship experience and provides time for the student to develop portions of the electronic portfolio. The course rotation for the add-on licensure candidate is as follows: Semester Core Course (hrs) Internship Course (hrs) One MELS 601 (6 hrs) Executive Leadership MELS 697 (2 hrs) in a 21 st Century Change Environment Two Three MELS 603 (6 hrs) Resource Management for 21 st Century Executive Leaders MELS 697 (2 hrs) Four Five MELS 605 (6 hrs) 21 st Century School Leadership MELS 697 (2 hrs) In addition to Gardner-Webb s course requirements, a candidate must demonstrate proficiency in all seven (7) standards and twenty-one (21) competencies required by North Carolina for licensure in executive leadership (Appendix _).

16 Course Descriptions Page 16 of 145 MELS 601 Executive Leadership in a 21 st Century Change Environment (6 hrs) Examines current trends and issues in education. Candidates will examine controversial issues and determine strategies for leading school staffs to beneficial decisions. Provides theoretical and practical experiences in dealing with the day-to-day functions of the school principal. Candidates will learn to address issues involving leadership, conflict management, the change process, communications, and organization. MELS 602 Research and Assessment for 21 st Century Executive Leaders (6 hrs) Focuses on current research that addresses problems experienced by school executives in the 21st Century. The student will learn the basic principles of research and use those principles to investigate the research literature that addresses an identified problem in their school or district. Utilizing accepted research criteria with sound support from the literature, the student will be better equipped to resolve educational problems and dilemmas in today's schools and school systems. Provides candidates the knowledge and skills needed to understand measurement and assessment as they relate to current trends in state and national testing. Special attention given to national, state, and district testing methodologies. MELS 603 Resource Management for 21 st Century Executive Leaders (6 hrs) Provides knowledge concerning statutes and landmark cases that have impacted education through the years. Candidates will relate actual school situations to federal and state law. Provides practice in creating a school budget and understanding the various demands on the budget: grade level needs, instructional material needs, curriculum needs, personnel needs, and facility and transportation needs. MELS st Century Curriculum and Instructional Development (6 hrs) Assists the candidate in identifying and understanding the learning and teaching of curriculum, instruction, and assessment for the 21st Century. Includes study of appropriate instructional and evaluative methodology used to teach a diverse population of students. Provides knowledge and practice to Executive Leadership candidates in guiding teachers in effective models and strategies for teaching all students to a high level of achievement. Emphasis on differentiation of instruction for specific student populations. MELS st Century School Leadership (6 hrs) Prepares executives to lead schools as they face the challenges of the 21st Century. Candidates will articulate the mission, goals, and values of the school, and work to lead staff through the vehicle of a professional learning team. Provides candidates an opportunity to understand and practice the teacher supervision and evaluation process used in their state and district. Candidates will learn to base their judgments on the various levels of teacher development, with attention to cognitive readiness, willingness, and past experiences. MELS 610 Curriculum Leadership for Executive Leaders (3 hrs) This course is an examination and analysis of curriculum development and legal issues as they relate to design, implementation, and evaluation within the learning community. MELS 614 Instructional Assessment (3 hrs)

17 Page 17 of 145 This course surveys a wide range of standardized testing instruments, including ability tests, interest inventories, and personality tests. Individual research projects will link assessment with classroom practices. MELS 615 Instructional Leadership for Executive Leaders (3 hrs) Instructional leadership is an examination of a variety of strategies of instruction with a focus on curriculum/content area integration within the classroom. MELS 618 Strategic Leadership for Executive Leaders (3 hrs) Strategic Leadership introduces candidates to a theoretical foundation of organizational behavior. Exposure to systems theory, motivation, leadership styles, organizations, change and conflict, and decision-making are incorporated into the curriculum. MELS 620 Data Acquisition and Analysis (3 hrs) This course is a study of quantitative and qualitative research methodologies and techniques, including the interpretation and analysis of research applicable to the school administrator in 21st Century schools. MELS st Century Trends and Issues for Executive Leaders (3 hrs) The candidate will experience a specialized study of current/critical trends and issues in educational administration. Emphasis will be placed on trends and issues across the federal, state and local levels. MELS 650 Legal Issues for Executive Leaders in the 21st Century (3 hrs) The candidate examines the legal aspects of school and school system operations. Special emphasis is given to case law, discipline, personnel, and policies and procedures. MELS 655 Resource Development and Management for Executive Leaders (3 hrs) This course is a study of the theory and operations of school financial systems. Special emphasis will be given to local, state, and national revenue sources, and the budgeting methods and processes used at the central and school levels. MELS 660 The School Executive (3 hrs) The candidate will be presented an overview of the responsibilities associated with the position of principal with emphasis on the conceptual, technical, and human aspects. Numerous practical activities will be integrated into the curriculum. MELS 665 Instructional Supervision for Executive Leaders (3 hrs) The candidate examines the role of the principal relative to the instructional program, staff development, and curriculum evaluation with emphasis upon a clinical and developmental approach to supervision. MELS 697 Internship (1-3 hr/s) A student in the Master of Arts in Executive Leadership Studies is required to complete six (6) semester hours of internship. The internship hours are tied to the six (6) core courses in the traditional MELS Program. These courses include MELS 618, MELS 645, MELS 650, MELS 655, MELS 660 and MELS 665. For students in the cohort model, MELS 697 is required when taking MELS 601, MELS 603 and MELS 605.

18 Page 18 of 145 MELS 699 Internship Continuation (1 hr) The internship continuation course is available to students who have completed the 36 semesterhour MELS Program but have not completed the electronic portfolio at a level worthy of a Master of Arts Degree in Executive Leadership Studies or have not completed the requirements for licensure required by the North Carolina State Board of Education. In order to complete these requirements the student must have the assistance of their Internship Supervisor; therefore, the student must be enrolled at Gardner-Webb University. A student may take MELS 699 multiple times. Technology Technology has become an integral part of academic work in the School of Education at Gardner- Webb University. Students have the opportunity to complete some classes in an online format, some classes in a face-to-face format, and some classes in a blended format where students have some face-to-face instruction and some instruction and/or activities online. The goal is to engage students in a rigorous academic environment that provides flexibility in scheduling for the student and retains the student-professor relationship. In order to accomplish this goal, Gardner-Webb University utilizes some of the latest technologies. Three of the technologies used are Blackboard, TaskStream, and WebEx. Blackboard is the course management system for Gardner-Webb University instruction. An instructor can facilitate a robust array of instructional activities and communication possibilities within the BlackBoard environment. TaskStream is the newest of the technologies employed by the School of Education. The purpose of TaskSteam is to provide students a web-based repository for all the artifacts required to demonstrate proficiencies in the seven (7) standards and twenty-one (21) competencies required to meet Gardner-Webb s graduation requirements in MELS and North Carolina s requirements for licensure as a School Executive. WebEx is used for two purposes. One is to record webinars by professors for students to review on their own schedule. The second use is for the professor to have a live online class meeting in which formal presentations and two-way communications between students and professor can occur. WebEx requires students to have audio equipment that will allow them to both hear and verbally reply during sessions. This can be accomplished by a headset combination with a microphone. In addition, if the student would like to be seen, an inexpensive video camera is necessary. Most courses in the MELS program have these technologies required as a part of the curriculum. One word of caution: You cannot always rely on school computers to connect and be effective with these technologies because of school district security measures.

19 Page 19 of 145 In later sections of this document you will find documentation on how to access and setup your account in TaskStream and how to access BlackBoard and WebEX. Internship Internship Special Note In the revised school administration program (MELS), students will not only experience a change in the way the internship is delivered, but will also be subject to a more rigorous experience. This is true of all school executive preparation programs in North Carolina. Colleges and universities have revised their curricula to meet the new standards adopted by the North Carolina Board of Education and implemented by the North Carolina Department of Public Instruction. Students are now required to produce an electronic portfolio that consists of six (6) evidences. These six (6) evidences, collectively, must demonstrate a minimum rating of proficient on seven (7) standards and twenty-one (21) competencies. In addition to these evidences, the candidates are required to document four hundred (400) hours of experience in the role of a school executive. Numerous forms are available to assist the students in the documentation of these hours. Each of the activities performed by the candidate should be linked to the North Carolina standard, element, and descriptor or competency. To facilitate the effective development of the evidences, proficiencies in the competencies, and monitoring of the internship hours, the candidate will be assigned an Internship Supervisor and a Portfolio Manager. The process of assessing candidates work is both formative and summative. The candidate can submit work to the Internship Supervisor and faculty reviewers for formative assessment throughout the process. Reviewer feedback will be attached to the candidate s account upon completion. Candidates will continue to submit for review by requesting comments from his/her reviewers until the Internship Supervisor indicates that the evidence meets proficient criteria on all parts of the evidence. At that point the candidate will submit the evidence(s) to his/her evaluators, beginning the summative process. The evaluators who complete this process are assigned by Gardner-Webb University s School of Education. With these new requirements in mind, it is imperative that students entering the Executive Leadership Studies Program begin to work with a building level administrator to garner their support for the internship. In the end, the building-level site supervisor will be asked to verify your readiness as an Executive Leader. Internship Committee

20 Page 20 of 145 The Internship Committee is designed to provide candidates with a cohesive group of faculty members who are experienced in educational leadership and diverse in educational philosophy. The goal of the committee is to provide continuity for the candidate throughout the MELS Program. The Internship Committee is defined by the roles that its members play during the enrollment of the candidate. Each candidate will have an Internship Supervisor, a set of reviewers, a set of evaluators, a Site Supervisor, and a Portfolio Manager. Committee Member Roles Defined Internship Supervisor: The Internship Supervisor is a faculty member who serves as the main contact between the University and the Candidate and between the University and the school and/or school district. The Internship Supervisor is the key member of the committee who provides the candidate with continuity throughout the MELS Program. The Internship Supervisor serves in the roles of reviewer and evaluator of the candidate s work. This includes the experiences documented in the evidences of the electronic portfolio and the supervision of the 400 internship hours. Reviewer: There are three reviewers on the committee who will give formative feedback on the six artifacts of the electronic portfolio. The candidate will submit his/her documents for review before they are submitted for evaluation. The review process allows the candidate to submit and revise an artifact as many times as necessary to achieve proficiency on all the descriptors required by the artifact. The three reviewers are the Internship Supervisor and two additional faculty members. The Internship Supervisor should decide, along with the candidate and the other committee members, when the artifact is ready for evaluation. Evaluator: There are two faculty members who will serve as evaluators for the candidate s work. One of the evaluators is the Internship Supervisor and the other is a faculty member. The artifact presented for evaluation should be in its final form. The rubric assigned to the artifact will be used to determine if the artifact meets one of four levels; emerging, developing, proficient or accomplished. For an artifact to meet the requirements, both evaluators must rate it at the proficient level. At this point in the process, the evaluators have the option to send the artifact back to the candidate for revision. Should there be a discrepancy in rating on any of the criteria, the Portfolio Manager will reconcile the evaluation. Portfolio Manager: The Portfolio Manager will serve as the monitor of progress for a group of candidates. If there is a discrepancy between evaluator ratings, the Portfolio Manager has several options to resolve the issue(s). These options include, but are not limited to: averaging

21 Page 21 of 145 the two evaluations, taking one evaluator s rating over the other, completing a third evaluation of the candidate s work, or sending the artifact back to the candidate for additional work. Internship Artifact Review Process (IARP) The IARP process begins when a student requests the committee reviewers to review work for one or more of the six evidences that comprise the electronic portfolio. Each evidence consists of multiple parts; therefore, it is feasible that the candidate will not complete all the parts necessary to complete an evidence in one semester. This phase is the formative phase of the process. Faculty committee members who serve as reviewers (3 reviewers) are expected do a formative assessment of the candidate s work and return it to the student in a reasonable amount of time. This formative phase of development may take multiple reviews by the reviewers before they deem the artifact ready for evaluation. There are an endless number of possibilities that could occur during the review process resulting in the candidate needing guidance. The Internship Supervisor, who is also a reviewer, should be the person on the candidate s committee who will resolve conflicting feedback and determine when the work should move to the evaluation phase. By the time a candidate s document is deemed ready for evaluation, the document should be able to pass the rubric at the proficiency level on each criterion of the rubric. The rubrics are designed to assess the worthiness of the artifacts and to assess whether the candidate s work satisfies the descriptors required for licensure. When the candidate receives permission from the Internship Supervisor to submit the artifact(s) for evaluation, all the parts of the evidence should be completed and meet the requirements. Example: Evidence one has five parts: Part A, Part B, Part C, Part D, Part E. For an evidence to be evaluated properly all the parts need to be present and meet the proficiency requirements of the rubric. The evaluators (2 evaluators) will examine the evidence and apply the rubric. If the candidate s work does not meet the proficiency levels, the evaluators will return the evidence to the candidate for revision. If the candidate s work does meet the proficiency levels but the two evaluators have discrepancies on one or more of the criteria, an evaluation manager, who is also the Portfolio Manager, will reconcile the evaluation. Upon completion of all the parts of an evidence that satisfies all the criteria at a minimal of proficiency, the candidate s evidence is ready to become a part of the electronic portfolio. Dispositions In addition to the six evidences that comprise the electronic portfolio, the candidate is required to complete three (3) self-assessments of dispositions. These self-assessments should be completed

22 Page 22 of 145 during the first, third and fifth semesters. Once the candidate completes the self-assessment, the Internship Supervisor can complete the disposition assessment from a supervisor s perspective. This should also be done three (3) times as outlined above. On the same time schedule, the Site Supervisor, the person with whom the candidate is working at the school-level or district-level, will independently complete the Disposition Assessment during the first, third, and fifth semesters. Between the Internship Supervisor and Site Supervisor s three assessments and the candidate s three self-assessments, changes in behaviors associated with dispositions can be detected. Licensure Evaluation Process A candidate will be recommended for licensure as an executive leader based on the successful completion by the candidate of the six evidences, the completion of the disposition assessments, the certification of competency, documentation of a minimum of 400 administrative internship hours, and a Final Licensure Evaluation. Licensure Evaluation: The candidate s evaluators complete the Licensure Evaluation prior to completion of the program. This assessment will be the deciding assessment for recommendation of licensure. This is an assessment of all 37 descriptors distributed throughout the six (6) evidences. The minimal level of acceptance for licensure is proficiency on all thirty-seven (37) descriptors. Certification of Competency: The candidate submits the Certification of Competency at the end of the program. The purpose of the certification is to identify artifacts within the electronic portfolio that demonstrate the 21 competencies required. The Internship Supervisor and the Site Supervisor will evaluate the certificate based on a rubric. All the criteria of the certificate must meet or exceed expectations. Portfolio Management Throughout the process, the Portfolio Manager monitors the progress of the candidate with respect to the electronic portfolio, certification of competency, final licensure evaluation, and disposition surveys. Monitoring is done to ensure the candidate will be on target to graduate on schedule. Electronic Portfolio

23 Page 23 of 145 This section of the handbook provides information related to the electronic portfolio. The section includes the following documents: Artifact and Standard Alignment Suggested Timeline Graphical Depiction of the Artifact Submission Process Each of the six evidences that complete the portfolio with explanation and scoring rubrics

24 Page 24 of 145 Artifact/Standard Alignment

25 Page 25 of 145 Artifacts Suggested Timeline for Artifact Completion Semester 1 MELS 601 Licensure Semester 2 MELS 602 Semester 3 MELS 603 Licensure Semester 4 MELS 604 Semester 5 MELS 605* Licensure Analysis and Action Plan for Student Learning (AAPSL) 1A. PLC Implementation STI/RC 1B. PLC Facilitation STI/RC 1C. Areas of Improvement Investigation STI WIP WIP WIP RC/SFE 1D. AAPSL Reflection STI WIP WIP WIP RC/SFE 1E. Action Plan STI WIP RC/SFE Analysis and Action Plan for Teacher Empowerment and Leadership (AAPTEL) 2A. AAPTEL Research WIP STI/RC 2B. Graphic Checklist Visual WIP STI WIP STI/RC 2C. Gap Analysis WIP STI WIP STI/RC 2D. Opportunities for Empowerment WIP STI WIP STI/RC 2E. Action Plan WIP STI STI/RC Stakeholder Involvement Plan (SIP) 3A. Needs Assessment STI/RC 3B. Organizational Analysis STI/RC WIP RC 3C. Resource Identification WIP WIP STI/RC 3D. Marketing Plan WIP WIP STI/RC 3E. Process Journal WIP WIP STI/RC Organizational Management Analysis (OMA) 4A. Contextual Analysis STI/RC 4B. Instructional Capacity Building STI/RC RC/SFE 4C. Assessing Services for Special Populations WIP WIP STI/RC 4D. Building a Schedule STI/RC Cultural Advocacy and Action Plan (CAAP) 5A. Climate Survey Analysis STI/RC 5B. Needs Assessment STI/RC WIP RC 5C. School Environmental Analysis STI WIP WIP WIP RC/SFE 5D. Cultural Competence Audit STI WIP WIP WIP RC/SFE 5E. Graphic Organization Chart STI/RC/SFE School Improvement Action Plan (SIAP) 6A. School Data Image Project WIP STI/RC 6B. School Data Disaggregation Project WIP STI/RC 6C. Climate Analysis Project STI/RC 6D. Focus Group Project STI/RC RC/SFE 6E. Resource Allocation Evaluation Project STI/RC 6F. Graphic Organizer STI/RC * Artifact components for MELS 605 must be submitted for review by mid-semester in order to proceed to evaluation in a timely manner. All other artifacts should have been submitted for evaluation prior to beginning MELS 605. MELS 603 will also include a clinical/instructional supervision experience. WIP- Work in Progress; STI Submit to Instructor; RC Request Comments; SFE Submit for Evaluation

26 Page 26 of 145 Portfolio Artifact Submission Process FORMATIVE PHASE SUMMATIVE PHASE Artifact Request for Comment Review Approved Yes Artifact submitted for Evaluation Evaluation Approval Yes No No Artifact Revised Request Repeated Artifact Revised Resubmitted

27 Page 27 of 145 Descriptions of the Six Electronic Evidences and Competencies Required of Interns Positive Impact on Student Learning and Development Descriptors of the elements addressed in the evidence: 1b1, 1c1, 2a1, 2a2, 3c1, 4a2, 5b1, 6b3 Name of Evidence: Analysis and Action Plan for Student Learning (AAPSL) The purpose of this evidence is for candidates to demonstrate success as educational leaders in relation to making decisions that impact student learning and development. The artifact components provide candidates with smaller projects leading to a larger endeavor where they can practice curriculum leadership in a P-12 learning environment. The projects encourage graduate candidates to work with school administration and professional learning communities to discuss and reflect on improvement of student learning based on topics emerging from planning documents at the school. The ultimate proof of success as an educational leader is the positive impact that decisions have on student learning and development. The purpose of the AAPSL is to conduct a comprehensive analysis of best practices in teaching and learning and to develop, present, and implement an action plan that will guide school leadership in school improvement. In the development of the AAPSL, the candidate will refer to research in the literature regarding best practices and the data available in the school from the following sources: the Teacher Working Conditions Survey or similar climate survey instrument, student performance data, and candidate-initiated surveys of learning communities. It is especially important that as a prospective educational leader of increasingly diverse school communities, the candidate identify instructional strategies that are effective with students who have been underserved. The ultimate goal is academic growth for all students. The associated artifacts and products of the AAPSL should include evidence of relevant research findings on best practices for continuous improvement, understanding use of curriculum auditing, instructional planning and assessment, securing effective instructional strategies, curriculum alignment and articulation, and the use of assessment data regarding instruction, knowledge of state standards in relation to student growth, and the results of the Teacher Working Conditions (or other similar instrument) survey. Specific directions and requirements for the evidence provided to the candidates: Part A: PLC Implementation The candidate, with the approval of the school leadership, will establish a professional learning community with a minimum of three peers to research areas of need in student learning and development in school. Part B: PLC Facilitation The PLC members will articulate and prioritize the most pressing needs and address those identified needs in an action plan developed in Part C.

28 Page 28 of 145 Part C: Areas of Improvement Investigation The candidate will lead the PLC to research best instructional practices in the identified need. The PLC will utilize research data and school data to develop the action plan. The action plan should include an evaluation process that recognizes performance as the primary basis for reward and recognition. Part D: AAPSL Reflection The candidate will keep a process journal and reflect upon the development process of the AAPSL and the potential impact on student learning and development. Part E: Action Plan. The candidate will present an action plan to the school administration that addresses the following components: The importance of the action plan Alignment with Student and Community Learning Outcomes Short-term, mid-term and long-term goals and objectives Specific activities aligned with the designated goals and objectives Indicators of success Measurement techniques of the indicators Clarification of roles and responsibilities Formative and summative assessment criteria The action plan will be presented to the school administrative team for their feedback and recommendations regarding a broader presentation to the School Improvement Team. How the evidence specifically addresses the descriptors of the elements of the standards for which it is cited: Each of the descriptors will be addressed in the AAPSL as explained in the following list. In addition to the individual evidence provided for this standard, the descriptors will be introduced and supported in multiple courses in the program course of studies. The intent is to enhance learning and to build skills with the artifacts that will be included in the AAPSL as the candidates work through the program. Descriptor 1b1 Works with others to systematically consider new and better ways of leading for improved student achievement for all students and engages stakeholders in the change process. It is expected that the candidate will include this as part of the development of the curriculum audit as part of the AAPSL. Descriptor 4a2 Routinely participates in professional development focused on improving instructional programs and practices. It is expected that the candidate will include a robust professional development component in the AAPSL. Descriptor 6b3 Works with others to implement district initiatives directed at improving student achievement.

29 Page 29 of 145 It is expected that the candidate will include specific research-based initiatives directed at improvement of student achievement as part of the AAPSL. Descriptor 2a1 Works with others to systematically focus on the alignment of learning, teaching, curriculum, instruction, and assessment to maximize student learning. It is expected that the candidate will lead a PLC to discern gaps in best practices in teaching and actual practice in the learning process. Descriptor 3c1 Works with others to use established criteria for performance as the primary basis for reward and recognition. It is expected that the candidate will study and present examples of fair and equitable assessment, including rubric development. Descriptor 5b1 Works with others to resolve problems and/or areas of conflict within the school in ways that improve student achievement. It is expected that the candidate s APPSL will present research-based conflict management strategies and techniques that can lead to improved teaching and learning as a part of the action plan. Descriptor 1c1 Works with others to incorporate principles of continuous improvement and 21st Century concepts into the School Improvement Plan. It is expected that the candidate will exhibit knowledge and understanding of 21st Century learning in relation to developing a school improvement plan. Descriptor 2a2 Helps organize targeted opportunities for teachers to learn how to teach their subjects well with engaging lessons. It is expected that the candidate s APPSL will provide professional development that focuses on the development of engaging lessons. All candidates must present an Analysis and Action Plan for Student Learning (AAPSL) that addresses the descriptors outlined in the accompanying rubric. The AAPSL is to be presented to the school s administrative team for their review and, with their approval, to the School Improvement Team for consideration and possible implementation. The candidate will take the leadership role in facilitation of the AAPSL. The analysis and action plan will require candidates to gather and analyze data, to identify priorities for impacting student learning and development, and to create a structure for implementing the priorities. A successful evidence will demonstrate the ability to: 1. Conduct critical data analyses on student performance data to understand where priorities for improving student achievement might exist. 2. Translate data analyses into considered action items for stakeholders in this process of improving student achievement and development. 3. Convert this information into a workable agenda for change. 4. Structure and communicate how learning, teaching, curriculum, instruction, and assessment are an aligned system for improving student learning and success. 5. Create and deliver structured opportunities for teachers to engage in focused professional development designed to improve the quality of their teaching as well as their ability to engage students in their own learning.

30 Page 30 of Communicate to internal and external stakeholders how information from the Teacher Working Conditions Survey is a useful tool for improving instruction and student learning. 7. Work with and engage others in school improvement processes so that the sense of stakeholdership for school improvement is enhanced and even expanded. How the evidence will be evaluated by the institution: Projects in the specified courses will be evaluated by separate course rubrics that are included in this handbook and in TaskStream. The professor of each course will determine the timeline for submission of the specified project. A rubric for the AAPSL is included in this handbook and in TaskStream. The candidate s experiences and reflections should be articulated in the process journal for this evidence. The self-reflection of personal development and growth as an instructional leader, along with the candidate s commitment to the improvement of student learning, will be a significant element used by the program faculty and a representative of the LEA in determining the readiness of the candidate for school-level executive leadership. Evidences in the culminating project will be evaluated using the following rubric:

31 Page 31 of 145 ELECTRONIC EVIDENCE # 1 ARTIFACT RUBRIC Positive Impact on Student Learning and Development Analysis and Action Plan for Student Learning (AAPSL) Key Artifacts: Establishment of a PLC, Best Practices Analysis, Action Plan, Process Journal Assignment Description Emerging Developing Proficient Accomplished Part A: PLC Implementation The candidate with the approval of the school leadership will establish a professional learning community with a minimum of three peers to research areas of need in student learning and development in school. The candidate is knowledgeable of the tenants of a PLC and exhibits knowledge of student learning theory. The candidate has identified areas needed for improvement in the student learning. The candidate has identified colleagues as potential members of the PLC. The candidate, working with other PLC members has identified areas of student learning that needs further investigation. The candidate has lead an active PLC and identified areas for improvement in the student learning process. The candidate has reported the findings of the PLC to the School Leadership Team. Assignment Description Emerging Developing Proficient Accomplished Part B: PLC Facilitation The PLC members will articulate and prioritize the most pressing needs and address those identified needs in an action plan developed in Part E. The candidate and the PLC have presented evidence that a list of needs have been developed. The candidate and the PLC have investigated possible strategies that are research based and agree are feasible for implementation. The candidate led PLC has outlined the major needs in the form of an action plan that will be developed to systematically address the students learning needs. The candidate led PLC has presented the outline action plan to the school Leadership Team for discussion and modification. Assignment Description Emerging Developing Proficient Accomplished Part C: Areas of Improvement Investigation The candidate will lead the PLC to research best instructional practices in the identified need. The PLC will utilize research data and school data to develop the action plan. The action plan should include an evaluation process that recognizes performance as the primary basis for reward and recognition. The candidate has knowledge of best instructional practices associated with the identified needs. The candidate has utilized data to specify needs and shows some evidence that researched-based strategies will be used to address the needs Working with the PLC, the candidate has connected the researchbased strategies with the learning needs of the students. Working with the PLC, the candidate has developed an evaluation plan to assess the success of Working with the PLC and School Leadership Team the candidate has prepared the staff for implementation of the action plan.

32 the strategies and has identified milestones for success in student learning. Page 32 of 145 Assignment Description Emerging Developing Proficient Accomplished Part D: AAPSL Reflection The candidate will keep a process journal and reflect upon the development process of the AAPSL and the potential impact on student learning and development. The candidate reflects knowledge of student learning and development. The candidate has begun to establish the connections of data, needs, and strategies for improvement. The candidate has reflected in depth on the process of developing the AAPSL. The candidate reflects on changes in their own behavior as a result of the development of the AAPSL Assignment Description Emerging Developing Proficient Accomplished Part E: Action Plan The candidate will present an action plan that addresses the following components: The importance of the action plan Alignment with Student and Community Learning Outcomes Short-term, mid-term and long-term goals and objectives Specific activities aligned with the designated goals and objectives Indicators of success Measurement techniques of the indicators Clarification of roles and responsibilities Formative and summative assessment criteria The candidate demonstrates knowledge of the steps in developing an action plan. The candidate demonstrates that knowledge and understanding related to systematic investigation of needs and solutions are essential. The candidate has incorporated most of the elements in the action plan. Working with the PLC, the candidate has developed a complete action plan as outlined and articulated that plan to the school leadership team. Working with the school leadership team, the candidate and the PLC members have implemented the research based strategies to meet the learning needs of the students.

33 Evaluation Rubric: ELECTRONIC EVIDENCE # 1 DESCRIPTOR RUBRIC Strategic Leadership 1b. Leading Change: The school executive articulates a vision, and implementation strategies, for improvements and changes which result in improved achievement for all students. Page 33 of 145 Emerging Developing Proficient Accomplished Not Demonstrated Is knowledgeable of research and theory associated with school change particularly the relationship between school vision, student achievement, and organizational change. Identifies changes necessary for the improvement of student learning. 1b1. Works with others to systematically consider new and better ways of leading for improved student achievement for all students and engages stakeholders in the change process. Adapts/varies leadership style according to the changing needs of the school and community. Effectively communicates the impact of change. 1c. School Improvement Plan: The school improvement plan provides the structure for the vision, values, goals and changes necessary for improved achievement for all students. Emerging Developing Proficient Accomplished Not Demonstrated Understands statutory requirements regarding the School Improvement Plan. Works with others to facilitate the collaborative development of the annual School Improvement Plan to realize strategic goals and objectives. Uses the North Carolina Teacher Working Conditions Survey and other data sources to develop a framework for the School Improvement Plan. 1c1. Works with others to incorporate principles of continuous improvement and 21st century concepts into the School Improvement Plan. The candidate works with others to implement the school improvement plan and creates a plan for evaluating the improvement process.

34 Page 34 of 145 Instructional Leadership 2a. Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The school executive leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for students. Emerging Developing Proficient Accomplished Not Demonstrated Comprehends literature, research, and theory associated with learning, teaching, curriculum, instruction, and assessment. Is knowledgeable of: the North Carolina Standard Course of Study, state and federal standards for accountability, and best instructional practices. Draws from a variety of data, including student assessment data, to identify areas of strength and weakness in learning, teaching, curriculum, and instruction. 2a1. Works with others to systematically focus on the alignment of learning, teaching, curriculum, instruction, and assessment to maximize student learning. 2a2. Helps organize targeted opportunities for teachers to learn how to teach their subjects well with engaging lessons. Works with others to create a curriculum audit to be used in the school improvement process. Cultural Leadership 3c. Acknowledges Failures; Celebrates Accomplishments and Rewards: The school executive acknowledges failures and celebrates accomplishments of the school in order to define the identity, culture and performance of the school. Emerging Developing Proficient Accomplished Not Demonstrated Can identify a range of criteria by which school success may be judged and with techniques that have been shown to be effective in recognizing and acknowledging both successes and failures within a school. Works with others to recognize the importance of acknowledging failures and celebrating accomplishments of the school and staff. 3c1. Works with others to use established criteria for performance as the primary basis for reward and recognition. Works with others to recognize individual and collective contributions toward attainment of strategic goals.

35 Human Resource Leadership 4a. Professional Development/Learning Communities: The school executive ensures that the school is a professional learning community. Page 35 of 145 Emerging Developing Proficient Accomplished Not Demonstrated Understands the importance of developing effective professional learning communities and results-oriented professional development. Understands the importance of continued personal learning and professional development. Analyzes a school context/community, drawing from sources including the North Carolina Teacher Working Conditions Survey and student achievement data, to develop concrete suggestions or strategies for professional development that reflect characteristics of, and promote the use of, professional learning communities. 4a2. Routinely participates in professional development focused on improving instructional programs and practices. Works with others to create a process for evaluating instructional programs and practices resulting from the development of professional learning communities and results-oriented professional development. Managerial Leadership 5b. Conflict Management and Resolution: The school executive effectively and efficiently manages the complexity of human interactions so that the focus of the school can be on improved student achievement. Emerging Developing Proficient Accomplished Not Demonstrated Understands factors that affect conflict and conflict resolution, and is aware of multiple strategies that can be used to resolve or manage conflict in a school setting. Demonstrates awareness of potential problems and/or areas of conflict within the school that affect students learning and achievement. 5b1. Works with others to resolve problems and/or areas of conflict within the school in ways that improve student achievement. The candidate will document areas of conflict that occur, the methods used to deal with the conflict and the direct impact it had on student achievement. External Development Leadership 6b. Federal, State and District Mandates: The school executive designs protocols and processes in order to comply with federal, state, and district mandates. Emerging Developing Proficient Accomplished Not Demonstrated Is knowledgeable of applicable federal, state, and district mandates. Understands district goals and initiatives directed at improving student achievement. Works with others to design protocols and processes to comply with federal, state, and district mandates. Works with others to develop strategies for implementing district initiatives directed at improving student achievement. 6b3. Works with others to implement district initiatives directed at improving student achievement. Works with others to provide opportunities for staff members to express opinions contrary to those of authority or in relation to potentially discordant issues, particularly those that affect student achievement. Works with others to discuss with staff and implement solutions to address potentially discordant issues.

36 Page 36 of 145 Teacher Empowerment and Leadership Descriptors of the elements addressed in the evidence: 4a1, 1d2, 1d1, 3d1, 4b1, 4c1 Name of Evidence: Analysis and Action Plan for Teacher Empowerment and Leadership (AAPTEL) The purpose of this evidence is for candidates to demonstrate success as educational leaders in relation to empowering teachers to become effective leaders and decision makers. The components of the artifact will provide candidates with opportunities to collaboratively analyze and create an action plan that reflects the empowerment of teachers. In today s schools, collaborative decision-making is one of the primary leadership functions for a 21st Century School Executive. Leaders make decisions concerning every possible part of the school s operation. These include the individuals in the school, the various groups in the school, school structure, the instructional program, the administrative program, and the daily operations that require strong leadership and decision-making for effective operation of the school day. Collaborative leadership and decision-making result in positively impacting the balance and smooth operation of an effective school. Therefore, knowing the process of collaborative decisionmaking and the components of effective leadership practices is vital to school leaders. Furthermore, the practice of these components is necessary to the establishment of a positive school climate and total success in the teaching and learning process. The ultimate result of effective collaborative decision-making and leadership in the school setting is sustained academic growth of all students. The AAPTEL will include relevant research findings on best practices for teacher empowerment and leadership, a visual depiction of best practices, an alignment of theoretical best practices to actual school practices, and the development of an action plan to resolve school problems. The AAPTEL will be presented to the school administrative team for their feedback and recommendations regarding a broader presentation to the School Improvement Team. Specific directions and requirements for the evidence provided to the candidates: Part A: AAPTEL Research The candidate will conduct a research study reflecting various teacher empowerment and leadership best practices to include such researchers as Todd Whitaker, Robert Marzano, Linda Darling-Hammond, and others. Part B: Graphic Checklist Visual The candidate will develop a visual checklist of best practices for teacher empowerment and leadership resulting from Part A. Part C: Gap Analysis The candidate will utilize the checklist of best practices and relate these to actual practices in the school determining the gap that will be the foundation for the action plan for student learning and development.

37 Page 37 of 145 Part D: Opportunities for Empowerment The candidate will utilize the results of the analysis and the identified opportunities for teacher empowerment as the foundation for the action plan. Part E: Action Plan Using an approved action plan format, the candidate will lead a PLC to develop a teacher empowerment leadership action plan that includes the following: a report of best practices, a visual checklist, a gap analysis, and an action plan. The action plan will include: A vision for positive school environment Documentation to support identified needs List of strategic indicators of success Specific short-term and long-term goals and objectives Activities to address identified goals and objectives A plan to communicate progress with vital stakeholders Specific timeline of activities Plan for stakeholder involvement and buy-in Specific roles and responsibilities for this action plan Formative and summative assessment criteria How the evidence specifically addresses the descriptors of the elements of the standards for which it is cited: Below is a list of the descriptors that align with this evidence that will provide the specific experience. During the process of developing the AAPTEL, the candidate will demonstrate skills in communication, delegation, organizational ability, systems thinking, and the use of technology. The candidate will also facilitate collaborative groups, facilitate the execution of plans, and create processes for distributive leadership. Descriptor 4a1 Works with others to provide structures for the implementation and development of effective professional learning communities and results-oriented professional development. This portion of the AAPTEL highlights the professional development structure for introducing results-oriented training in professional learning communities. Information from the needs assessment and organizational analysis should be used to develop the professional development structure. Descriptor 1d2 Works with others to encourage teachers and support staff to assume leadership and decision-making roles in the school. This portion of the AAPTEL highlights the delivery of staff development in the areas of leadership and decision making. Information from the needs assessment will assist candidates in guiding teachers to determine their leadership styles and opportunities for decision making. Descriptor 1d1 Works with others to create opportunities for staff to demonstrate leadership skills by empowering them to assume leadership and decision-making roles.

38 Page 38 of 145 This portion of the AAPTEL highlights the empowerment of teachers for leadership and decision-making tasks by the candidate. The candidate s AAPTEL will depict a graphic representation of teacher empowerment and leadership in the decision-making process. Descriptor 3d1 Identifies strategies for building a sense of efficacy and empowerment among staff. This portion of the AAPTEL highlights the candidate s ability to build a sense of efficacy and empowerment among the staff. Using information from the organizational analysis, candidates will develop and administer a staff survey to determine the knowledge, skills, and dispositions concerning the culture of the school. Descriptor 4b1 Supports, mentors, and coaches staff members and emerging teacher leaders. This portion of the AAPTEL highlights the candidate s ability to support, mentor, and coach the staff and emerging teacher leaders by using the needs assessment and survey results to capture this information in the action plan. Descriptor 4c1 Works with others to provide formal feedback to teachers concerning the effectiveness of their classroom instruction and ways to improve their instructional practice. This portion of the AAPTEL model highlights the candidate s ability to participate in peer observations for student learning. All candidates must present an Analysis and Action Plan for Teacher Empowerment and Leadership (AAPTEL) that addresses the descriptors outlined in the accompanying rubric. The AAPTEL is to be presented to the school s administrative team for their review and, with their approval, to the School Improvement Team for implementation. The action plan will include: an analysis of the school s capacity and commitment to improve teacher empowerment and leadership, and an action plan based on the analysis that addresses one or more priorities to improve the school s capacity to impact teacher empowerment and leadership so that improved opportunities for teachers, in turn, can impact student learning and development. In completing this evidence, candidates will be required to gather and analyze data, develop/establish criteria for best practices in distributed leadership, teacher empowerment, and professional development, and develop and present an action plan for improvement. The action plan will include structures and processes for implementation. The candidate will be expected to take the lead role in implementing the plan. The site supervisor will assess the candidate s role in leading the initiative. A successful evidence will demonstrate the ability to: 1. Apply the concepts of professional efficacy, distributed leadership and teacher empowerment to provide opportunities for teachers, support staff, and community members to assume leadership responsibility for some key aspect of school improvement. 2. Encourage and support initiatives designed to distribute leadership opportunities and responsibilities to others. 3. Understand and apply the principles of professional collaboration and a positive work environment to school improvement, including improved student success. 4. Analyze and apply school climate data, including TWCS data, to initiatives or improving the school s climate and working conditions. 5. Construct and administer instruments designed to solicit feedback on school climate, aggregate and disaggregate these data, and develop possible actions based on those data.

39 Page 39 of Understand the critical elements of a successful professional learning community in order to lead in the creation of or continuing development of a PLC in the school. 7. Construct effective staff development plans and structures intended to build capacity for improving instructional programs and practices. 8. Apply principles of effective and open communications to the School Capacity Building Project. How the evidence will be evaluated by the institution: Projects in the specified courses will be evaluated by separate course rubrics that are included in this handbook and in TaskStream. The candidate s experiences and reflections should be articulated in an addendum to the completed AAPTEL. The self-reflection of personal development and growth as an educational leader, along with the candidate s commitment to teacher empowerment and leadership, will be a significant element used by the program faculty and a representative of the LEA in determining the readiness of the candidate for school-level executive leadership.

40 Page 40 of 145 Evaluation Rubric: ELECTRONIC EVIDENCE # 2 ARTIFACT RUBRIC Teacher Empowerment and Leadership Analysis and Action Plan for Teacher Empowerment and Leadership (AAPTEL) Key Artifacts: Teacher Empowerment and Leadership Research, Graphic Visual Checklist of Teacher Empowerment and Leadership, Gap Analysis Theoretical and Actual Practices, Action Plan Assignment Description Emerging Developing Proficient Accomplished Part A: AAPTEL Research The candidate will conduct a research study reflecting various teacher empowerment and leadership best practices found in the current literature. The candidate will summarize the findings from the current literature. The candidate will work with others to analyze and critique the findings from the current literature. The candidate will work with others to create activities that provide leadership opportunities and the empowerment of staff. The candidate will work with others to evaluate the decisionmaking activities of the staff and other activities resulting from empowerment. Assignment Description Emerging Developing Proficient Accomplished Part B: Graphic Checklist Visual The candidate will develop a visual checklist of best practices for teacher empowerment and leadership resulting from Part A. The candidate will research the literature to develop a checklist of best practices. The candidate will work with others to demonstrate to teachers how to include best practices in teaching. The candidate will work with others to delineate various methods in teaching and implement the practices. The candidate will document one or more best practices used in the implementation process. Assignment Description Emerging Developing Proficient Accomplished Part C: Gap Analysis The candidate will utilize the checklist of best practices and relate these to actual practices in the school determining the gap that will be the foundation for the action plan for student learning and development. The candidate will analyze classroom practices in relationship to research-based best practices (See B above) to create the foundation of the action plan for student learning and development. The candidate will work with others to demonstrate the empowerment of teachers to develop action plans. Upon observing teaching, the candidate will work with others to implement and record usage of best practices within the school. The candidate will work with others to evaluate and revise the teaching plan to reflect best practice for student learning and development.

41 Page 41 of 145 Assignment Description Emerging Developing Proficient Accomplished Part D: Opportunities for Empowerment The candidate will utilize the results of the analysis and the identified opportunities for teacher empowerment as the foundation for the action plan. The candidate will enumerate gaps in order of need. The candidate will work with others to determine methods for closing the gap. The candidate will work with others to empower teachers to close the gap. The candidate will work with others to evaluate strategies used in closing the gap. Assignment Description Emerging Developing Proficient Accomplished Part E: Action Plan Using an approved action plan format, the candidate will lead a PLC to develop a teacher empowerment leadership action plan that includes the following: a report of best practices, a visual checklist, a gap analysis, an action plan. The action plan will include: A vision for positive school environment Documentation to support identified needs List of strategic indicators of success Specific short-term and longterm goals and objectives Activities to address identified goals and objectives A plan to communicate progress with vital stakeholders Specific timeline of activities Plan for stakeholder involvement and buy-in Specific roles and responsibilities for this action plan Formative and summative assessment criteria The candidate will lead the PLC to determine the ideas for the plan for teacher empowerment and leadership. The candidate will work with others to develop the plan using the ideas developed. The candidate will work with others to create a plan for implementation that provides for student learning and teacher empowerment.. The candidate will analyze, revise, and alter the plan for improvement of student learning as dictated by observation and data analysis.

42 ELECTRONIC EVIDENCE # 2 DESCRIPTOR RUBRIC Strategic Leadership 1d. Distributive Leadership: The school executive creates and utilizes processes to distribute leadership and decision making throughout the school. Emerging Developing Proficient Accomplished Not Understands the importance of providing opportunities for teachers to assume leadership and decision-making roles within the school. Works with others to plan and provide leadership development activities for staff members. 1d1. Works with others to create opportunities for staff to demonstrate leadership skills by empowering them to assume leadership and decision-making roles. The candidate will document the opportunities for demonstrated leadership and empowerment. 1d. Distributive Leadership: The school executive creates and utilizes processes to distribute leadership and decision making throughout the school. Emerging Developing Proficient Accomplished Not Understands the importance of providing opportunities for teachers to assume leadership and decision-making roles within the school. Works with others to plan and provide leadership development activities for staff members. 1d2. Works with others to encourage teachers and support staff to assume leadership and decisionmaking roles in the school. The candidate will lead the staff to document the leadership and decision-making roles assumed in the school. Page 42 of 145 Demonstrated Demonstrated Cultural Leadership 3d. Efficacy and Empowerment: The school executive develops a sense of efficacy and empowerment among staff which influences the school s identity, culture, and performance. Emerging Developing Proficient Accomplished Not Understands the importance of building a sense of efficacy and empowerment among staff. Understands the importance of developing a sense of wellbeing among staff, students, and parents/guardians. Analyzes school contexts and cultures and identifies areas of both high and low levels of staff efficacy and empowerment 3d1. Identifies strategies for building a sense of efficacy and empowerment among staff. Document and analyze the implementation of strategies to empower staff. Demonstrated

43 Human Resource Leadership 4a. Professional Development/Learning Communities: The school executive ensures that the school is a professional learning community. Emerging Developing Proficient Accomplished Not Understands the importance of developing effective professional learning communities and resultsoriented professional development. Understands the importance of continued personal learning and professional development. Analyzes a school context/community, drawing from sources including the North Carolina Teacher Working Conditions Survey and student achievement data, to develop concrete suggestions or strategies for professional development that reflect characteristics of, and promote the use of, professional learning communities. 4a1. Works with others to provide structures for and implement the development of effective professional learning communities and results-oriented professional development. Work with others to provide a means for evaluation of the implementation of structures for PLCs and results-oriented professional development. Document the process developed for this. Page 43 of 145 Demonstrated 4b. Recruiting, Hiring, Placing and Mentoring of staff: The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff. Emerging Developing Proficient Accomplished Not Understands theories and research on the recruitment, placement, and mentoring of school staff at all levels. Comprehends state and federal laws or regulations related to the recruitment, placement, and mentoring of school staff. Using a variety of data at the school level: Identifies school needs in recruiting new teachers and staff. Identifies school needs in hiring new teachers and staff Identifies school needs in placing new teachers and staff. Identifies school needs in mentoring new teachers and staff. 4b1. Supports, mentors, and coaches staff members and emerging teacher leaders. Works with others to guide the learning community in establishing and implementing data-based goals for enhancing recruitment, employment, retention, mentoring, professional development, and support of all teachers and staff Demonstrated

44 Page 44 of 145 4c. Teacher and Staff Evaluation: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus, student achievement. Emerging Developing Proficient Accomplished Not Demonstrated Understands multiple tools and approaches to the evaluation of school staff. Demonstrates ability to adhere to legal requirements for teacher and staff evaluation. 4c1. Works with others to provide formal feedback to teachers concerning the effectiveness of their classroom instruction and ways to improve their instructional practice. From multiple evaluation tools, the candidate will utilize and record best practices for effective classroom improvement.

45 Page 45 of 145 Community Involvement and Engagement Descriptors of the elements addressed in the evidence: 6a1, 3a2, 5c1, 5c2 Name of Evidence: Stakeholder Involvement Plan (SIP) Candidates will work with the school administrative team to select, organize, and lead a team consisting of both internal and external stakeholders to create a Stakeholder Involvement Plan (SIP). The SIP team will cultivate involvement and interaction aimed at parental involvement and school-community outreach and partnerships. The SIP team members will identify communication gaps, data deficiencies, and lost opportunities for collaboration, develop possible strategic solutions to address these deficiencies, and present them to school leadership and the school improvement team for consideration and implementation. The plan will focus on the decisionmaking process, data-driven decisions, and the ability to solicit community involvement. The SIP will highlight the strengths that currently exist among the stakeholders related to involvement and communication. As a result of the analyses, the SIP team will outline short-term and long-term objectives for the school and its community partners to attain. The SIP will include the following components: needs assessment, organizational analysis, potential resources that will support the efforts, a viable marketing plan for the school that incorporates the needs of the community, and a process journal of activities. Specific directions and requirements for the evidence provided to the candidates: Part A: Needs Assessment The candidate will lead the SIP Team in conducting a needs assessment to determine the gaps in communication between the internal and external communities and potential opportunities for involvement of these two communities in decisions that have a direct effect on the community and the schools. The needs assessment should include a background description of the setting, a clear statement of the purpose of the needs assessment, a list of participants who participated during the needs assessment process and at what stage of the process the participants were active, an analysis of the findings, a set of recommendations that identifies avenues of communication that will be established, and a set of recommendations that includes both short-term and long-term objectives to establish the SIP. Part B: Organizational Analysis The candidate will lead the SIP Team in conducting an organizational analysis to determine the climate of the school. The Teacher Working Conditions Survey may be used in the event a secondary climate survey is not feasible. As a result of the analysis, the Team should evaluate the school leadership and use the evaluation as a validation instrument for the TWCS and/or climate survey. The Team will use the results of the school leadership evaluation and the results of the TWCS to determine the strengths and weaknesses of the school leadership. From this analysis, the Team will make recommendations to be addressed in the SIP. The organization analysis should include a background of the organizational setting, the participants in the organizational analysis, a detailed description of the procedures used for data collection and analysis, and the recommendations previously mentioned.

46 Page 46 of 145 Part C: Resource Identification The Team should identify both fiscal and human resources necessary to complete the SIP. This includes funding necessary to accomplish the short-term and long-term objectives identified to establish the SIP, as well as resources to sustain the SIP. Resource identification would also require that the candidate identify the human capital within the school and community for expertise and talent that would facilitate a successful development and implementation of the SIP. Part D: Marketing Plan The Team will develop a marketing plan based on the needs assessment results, the organizational analyses results, and the resource identification. The plan should include a statement of the purpose of the marketing plan, strengths of the current school program and how it can enhance the image of the school within the community, opportunities for input from the community related to the decision-making process, opportunities for involvement by the community in school activities such as concerts, theater events, athletic contests, academic challenge events, and other social gatherings that would bring the public into the school environment. The plan should include an implementation plan that makes use of a variety of media from the traditional printed form to the more elaborate electronic form. Finally, the Marketing Plan should include a timeline for implementation and a feedback component for evaluation and reflection. Part E: Process Journal The candidate should keep a detailed journal of the activities, decision points, conflicts, resolutions, successes, and failures of the process during the development of the SIP. At the end of the journal, a reflective summary of the process should be included. Within the reflection, the candidate should elaborate on the lessons learned and successes and opportunities for improvement in leadership skills experienced throughout the process. How the evidence specifically addresses the descriptors of the elements of the standards: Below is a list of the descriptors that are aligned with this evidence, as well as the course(s) that will provide the specific experience. During the process of developing Community Involvement and Engagement evidence, the candidate will develop and demonstrate several skills. First in the area of effective communications, the candidate will demonstrate skills in oral and written communications, listening skills, negotiating skills, and effective feedback. Second the candidate will develop and demonstrate skills in how to manage conflict both in human relationships and cultural differences. Third the candidate will develop and demonstrate skills in public presentation and public relations. In addition, the candidate will demonstrate organizational skills when working with diverse groups of stakeholders from both internal and external communities. 3a2. Seeks input from the School Improvement Team and other stakeholders to make decisions. The candidate will demonstrate through the needs assessment and organizational analysis that stakeholders are involved in the final decisions related to SIP. The candidate will produce evidence that feedback received from the school leadership team and the SIT committee is incorporated into subsequent meetings of the SIP team and in the final SIP.

47 Page 47 of 145 The candidate will analyze the TWC Survey, or analyze data from an instrument approved by the class instructor, or create an instrument to assess the involvement of stakeholders in the decision-making process. If the instrument is created, the candidate should conduct the survey and analyze the results for validation purposes. As a follow-up to analysis of the decision-making data, the candidate will develop recommendations based on the findings that will become a part of the SIP. 5c1. Works with others to utilize a system of open communication that provides for the timely, responsible sharing of information with the school community. The candidate will demonstrate timely and open communications by adhering to an agreed upon schedule of events, communicating between the school and the community, demonstrating willingness to listen to all parties, and giving consideration to all concerns throughout the process. This can be demonstrated in the journals written, feedback given, meetings conducted, and communications delivered. 5c2. Works with others to provide information in different formats in multiple ways through different media in order to ensure communication with all members of the community. The candidate will establish an open line of communication with all stakeholders by utilizing 21st Century Web 2.0 tools such as blogs, twitter, or social media sites. In addition, the candidate will show evidence of communicating through , school and community websites, and oral and written communications. Descriptor: 6a1. Works with others to engage parents/guardians and all community stakeholders in a shared responsibility for student and school success reflecting the community s vision of the school. The candidate will satisfy descriptor 6a1 by showing evidence that s/he has actively involved internal and external stakeholders in the development of the SIP and by ensuring that the plan developed reflects not only the vision of the school but also addresses the vision of the community related to the school. Journaling and SIP team minutes will clearly show that the candidate collaborated with both internal and external stakeholders. The Stakeholder Involvement Plan will clearly address the needs that were identified in the needs assessment and the organizational analysis. The final SIP will ensure that the input from the stakeholders is a reflection of community and school needs and vision. Culminating Project: The candidate, leading an SIP Team will develop, present, and implement a comprehensive Stakeholder Involvement Plan (SIP) by utilizing the Needs Assessment, Organizational Analysis, Resource Identification Project, and Graphical Organizer and addressing descriptors 6a1, 3a2, 5c1, and 5c2. The SIP will focus on the decision-making process, data-driven decisions, communications both internal and external to the school community, and soliciting community involvement through an aggressive marketing plan. All candidates must present a Stakeholder Involvement Plan (SIP) that addresses the descriptors outlined in the accompanying rubric. The SIP is to be presented to the school s administrative team for their review and, with their approval, to the School Improvement Team for implementation. This evidence will focus on improving how a school can increase its capacity to engage its community partners in the complex work of improving student success. The Project will require

48 Page 48 of 145 candidates to develop, collect, and analyze survey data, as well as conduct interviews and focus groups with various constituencies inside and outside the school. Once the plan has been approved by the supervisor, the candidate will facilitate the implementation of the plan and involvement of key members of the various school communities. A successful evidence will demonstrate the ability to: 1. Participate in and work with the School Improvement Team (SIT) and their decisionmaking processes. 2. Assess the history and successes/failures of previous and current efforts at community engagement on behalf of enhancing student success. 3. Construct and administer various assessment tools (e.g., surveys, interviews, focus groups, etc.) in working with various stakeholder groups aligned with the school and its improvement priorities. 4. Communicate the school s vision, mission, and program to community stakeholders. 5. Acquire critical information and feedback from community stakeholders to communicate with the school s administration and SIT. 6. Articulate an understanding of the values and challenges of ethnic, cultural, and ideological diversity in meeting the schools mission and goals. How will the evidence be evaluated by the institution: The evidence will be evaluated by the quality, the completeness, and the theoretical soundness of the candidate s submissions. The candidate s SIP not only must have all the elements prescribed by the instructions in the sections of this document, it must also represent academic achievement worthy of a Master s in Executive Leadership Studies degree for each of the following elements of the evidence: needs assessment, organizational analysis, resource identification, marketing plan, and process journal. The candidate s experiences and reflections should be articulated in the Process Journal outlined in the SIP. The self-reflection of personal development and growth as a collaborating educational leader, along with the candidate s commitment to involvement from internal and external stakeholders and collaboration between the school and community, will be a significant element used by the program faculty and a representative of the LEA in determining the readiness of the candidate for school-level executive leadership.

49 Electronic Rubric: ELECTRONIC EVIDENCE # 3 ARTIFACT RUBRIC Community Involvement and Engagement Stakeholder Involvement Plan(SIP) Key Artifacts: Needs Assessment, Organizational Analysis, Resource Identification, Marketing Plan, Process Journal Part A: Page 49 of 145 Assignment Description Emerging Developing Proficient Accomplished Needs Assessment The candidate will conduct a needs assessment to determine the gaps in communication between the internal and external communities and potential opportunities for involvement of these two communities in decisions that have a direct effect on the community and the schools. The needs assessment should include a background description of the setting, a clear statement of the purpose of the needs assessment, a list of participants who participated during the needs assessment process and at what stage of the process the participants were active, an analysis of the findings, a set of recommendations that identifies avenues of communication that will be established, and a set of recommendations that includes both short-term and long-term objectives to establish the SIP. The candidate researches the components and purposes of a needs assessment. The candidate works with others to develop a needs assessment that includes all necessary components of the assessment. The candidate demonstrates proficiency in administering the needs assessment to the staff and providing the results for implementation. The candidate leads the staff in creating an evaluation process for the needs assessment and makes appropriate revisions for future utilization.

50 Page 50 of 145 Assignment Description Emerging Developing Proficient Accomplished Part B: Organizational Analysis The candidate will conduct an organizational analysis to determine the climate of the school. The Teacher Working Conditions Survey may be used in the event a secondary climate survey is not feasible. As a result of the analysis, the candidate should evaluate the school leadership and use the evaluation as a validation instrument for the TWCS and/or climate survey. The candidate will use the results of the school leadership evaluation and the results of the TWCS to determine the strengths and weaknesses of the school leadership. From this analysis the candidate will make recommendations to be addressed in the SIP. The organization analysis should include a background of the organizational setting, the participants in the organizational analysis, a detailed description of the procedures used for data collection and analysis, and the recommendations previously mentioned. The candidate researches the components of the organizational analysis and the reason for it. The candidate works with others to select a climate survey for use in analyzing the climate of the school. The candidate will lead the staff to determine recommendations to be addressed in the SIP. These will be documented for further use. The candidate will implement the climate portion of the plan and conduct formative evaluations of the process.. Assignment Description Emerging Developing Proficient Accomplished Part C: Resource Identification The candidate should identify both fiscal and human resources necessary to complete the SIP. This includes funding necessary to accomplish the short-term and long-term objectives identified to establish the SIP, as well as resources to sustain the SIP. Resource identification would also require that the candidate identify the human capital within the school and community for expertise and talent that would facilitate a successful development and implementation of the SIP. The candidate has researched and developed an understanding of the necessary fiscal and human resources required in the SIP. The candidate works with others to develop specific resources (human and fiscal) for developing and implementing the SIP. The candidate works with others to determine further needs and enumerates the results in a visual to assss needs. The school is recipient of allocations to meet needs and to accomplish long term and short term goals.

51 Page 51 of 145 Assignment Description Emerging Developing Proficient Accomplished Part D: Marketing Plan The candidate will develop a marketing plan based on the needs assessment results, the organizational analyses results, and the resource identification. The plan should include a statement of the purpose of the marketing plan, strengths of the current school program and how it can enhance the image of the school within the community, opportunities for input from the community related to the decisionmaking process, opportunities for involvement by the community in school activities such as concerts, theater events, athletic contest, academic challenge events, and other social gatherings that would bring the public into the school environment. The plan should include an implementation plan that makes use of a variety of media from the traditional printed form to the more elaborate electronic form. Finally, the Marketing Plan should include a timeline for implementation and a feedback component for evaluation and reflection. The candidate researches the components and purposes of the marketing plan.. The candidate works with others to develop the marketing plan with timeline and feedback components, evaluation, and reflection. The candidate works with others to develop an implementation plan for marketing. The candidate works with others to implement all portions of the plan and provide evaluation for the portions implemented. Assignment Description Emerging Developing Proficient Accomplished Part E: Process Journal The candidate should keep a detailed journal of the activities, decision points, conflicts, resolutions, successes, and failures of the process during the development of the SIP. At the end of the journal, a reflective summary of the process should be included. Within the reflection, the candidate should elaborate on the lessons learned, successes experienced, and opportunities for improvement in leadership. The candidate researches the purpose of a Process Journal and creates an outline of the components. The candidate will determine pivotal points in the process and reflect upon lessons learned. The candidate will develop a list of activities from the journal depicting decision points, conflicts, resolutions, successes, and failures of the process. From the journal, the candidate and others will identify opportunities for improvement and create a plan for addressing them.

52 Page 52 of 145 Cultural Leadership 3a. Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative work environment can play in the school s culture. Emerging Developing Proficient Accomplished Not Comprehends literature, research, and theory associated with organizational climate, particularly as it is manifested in schools. Identifies characteristics of a collaborative work environment within the school. Analyzes data from the Teacher Working Conditions Survey and other data sources from parents, students, teachers, and stakeholders to diagnose and evaluate the teaching and learning environment within the school. 3a2. Seeks input from the School Improvement Team and other stakeholders to make decisions. The candidate will implement steps for achieving a collaborative work environment within schools and evaluate through written reflection. Demonstrated Managerial Leadership 5c. Systematic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student achievement. Understands the importance of open, effective communication in the operation of the school. Works with others to routinely involve the school improvement team in school wide communications processes. Works with others to design a system of open communication that provides for the timely, responsible sharing of information to, from, and with the school community. 5c1.Works with others to utilize a system of open communication that provides for the timely, responsible sharing of information within the school community. The candidate will determine the effectiveness of the process by interacting with stakeholders concerning effective communications in the operation of schools. Document your process.

53 Page 53 of 145 5c. Systematic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student achievement. Understands the importance of open, effective communication in the operation of the school. Works with others to routinely involve the school improvement team in school wide communications processes. Works with others to design a system of open communication that provides for the timely, responsible sharing of information to, from, and with the school community. 5c2. Works with others to provide information in different formats in multiple ways through different media in order to ensure communication with all members of the community. Works with others to determine the use of different formats in multiple ways to ensure communication with all members of the community. External Development Leadership 6a. Parent and Community Involvement and Outreach: The school executive designs structures and processes which result in parent and community engagement, support and ownership for the school. Understands theory and research on parental and community engagement in schools, and can apply this both to the analysis/examination of school settings and to development of concrete strategies for improving involvement. Interacts with, and acknowledges that parents/guardians and community members have a critical role in developing community engagement, support, and ownership of the school. Identifies the positive, culturally-responsive traditions of the school and community. 6a1. Works with others to engage parents/guardians and all community stakeholders in a shared responsibility for student and school success reflecting the community s vision of the school. Works with others to implement processes that empower parents/guardians and all community stakeholders to make significant decisions.

54 Page 54 of 145 Organizational Management Descriptors of the elements addressed in the evidence: 2b2, 2b1, 4c2, 5d1, 5d2, 6b1, 5a1, 5a2 Name of Evidence: Organizational Management Analysis (OMA) School executives who excel in 21st Century schools will be those who understand and demonstrate skills in domains of both leadership and management. This includes the ability to effectively utilize budget resources to positively influence student achievement. It also includes the ability to make wise decisions related to the ever-changing complexity of human behavior. This is highlighted by the executive s ability to resolve conflict in a positive and productive way. To be effective in conflict resolution, a leader must develop multiple avenues of effective and open communication. These domains overlap with an ebb and flow that the capable executive can discern and utilize to the benefit of the organization. This area will highlight several key evidences related to the ability of the executive to manage the complex systems inherent in a 21st Century school. The candidate will complete an analysis that demonstrates an understanding of an executive leader focused on organizational management. The analysis will require a thorough description and examination of how the school works and how it can be improved. The candidate will incorporate current data, qualitative procedures, and an examination of artifacts that demonstrate alignment with district and state requirements. The candidate will also address the impact of the findings of the analysis on transformational opportunities. All candidates will complete a project entitled Assessing a School s Organization and Management Plan. This assessment will focus on how effectively and efficiently the school is managed to support its broader mission of meeting student learning needs. There are four components of the assessment that will assist candidates in securing the information required for the completion of this evidence. These components are: Specific directions and/or requirements for the evidence provided to the candidate. Part A: Contextual Analysis Each candidate will complete a contextual analysis. The first part of the analysis requires a detailed analysis of the school and its context, both internally and externally. In this analysis, organizational structures, management routines, and operations are included in the analysis. Included in the analysis will be to determine the degree of involvement and participation school personnel have in making budget recommendations and decisions as well as a determination of the degree of inclusion of the School Improvement Team input in budget and resource decisions. Part B: Instructional Capacity Building Each candidate, in cooperation with his/her principal, will assume responsibility for leading activities that address the instructional capacity of a number of teachers at the discretion of the building administrator. The plan for formative assessment of the designated staff members will be subject to administrative approval.

55 Page 55 of 145 Part C: Assessing Services for Special Populations Through collaborative efforts with exceptional learner s staff, candidates will examine the school s ability to address the educational and socio-emotional needs of children in special population categories. It is the intent of this activity to determine if the school is providing legally compliant and ethically sound services to all children as well as identify mandates and initiatives at all levels, along with their purpose and compliance guidelines. Part D: Building a Schedule With agreement from the building administrator, the candidate will assume responsibility for constructing a schedule to meet a defined set of necessary circumstances and/or conditions in the school. Through this process, the candidate will assess the strengths and weaknesses of the school s scheduling procedures as an organizing tool for meeting key school improvement outcomes. The schedule should demonstrate the necessary accommodations for individual and group needs. The Evidence is a document that analyzes the status of the school s organization and management procedures and then makes recommendations for improvement to the building administrator. The project will take the form of a narrative report that will address sound management principles. This Assessment is to be presented to the school s administrative team. The candidate is to advocate for whatever implementation the school s administration regards as feasible. The candidate will facilitate implementation of the recommended changes indentified in the analysis. The candidate will be instructed to lead identified teams such as the School Improvement Team, the School Leadership Team, or a Professional Learning Community Cadre in the implementation of the recommended changes. Assessment of the candidate will be the ability to lead the implementation processes with regard to identified needs and enhancements. The narrative report and possible levels of implementation will demonstrate: Knowledge of legal requirements for planning of instructional time Knowledge of best scheduling practices Knowledge of best practices in mentoring and coaching teachers Knowledge of the North Carolina Teacher Evaluation System Knowledge of the value of teacher leadership Knowledge of how to recruit potential teacher leaders Knowledge of the functions of a school improvement team Knowledge of communications media and formats Knowledge of sources of federal, state, and district policies intended for school improvement goals Knowledge of the North Carolina s accountability system How the evidence specifically addresses the descriptors of the elements of the standards for which it is cited in Sections I and II. Each of the descriptors will be addressed in the Organizational Management Analysis (OMA) as explained in the following list. In addition to the individual evidence provided for this standard, the descriptors will be introduced and supported in multiple courses in the program course of study. The intent is to build skills and artifacts that will contribute to the OMA as candidates work through the program. 2b1. Adheres to legal requirements for planning and instructional time.

56 Page 56 of 145 It is expected that the candidate will include this as part of the policy analysis piece of the case study. 2b2. Reviews scheduling processes and protocols that maximize staff input and address diverse student learning needs. It is expected that the candidate will address these elements in the policy analysis and the contextual assessment especially in the experience in working with the School Improvement Team. 4c2. Works with others to implement district and state evaluation policies in a fair and equitable manner. This competency will be addressed in the policy analysis as the candidate will examine the adherence to policy regulations and requirements. 5d1. Works with others to communicate and enforce clear expectations, structures, rules, and procedures for students and staff. This competency will be demonstrated in the case study as the candidate completes the communications plan assessment with the examination of the student and faculty handbooks. 5d2. Works with others to effectively implement district rules and procedures. Working with the School Improvement Team and the Administrative Leadership Team, the candidate will demonstrate knowledge and skills in ensuring that district rules and policies are followed. 6b1. Works with others to ensure compliance with federal, state, and district mandates. The policy analysis of the case study will ensure that the candidate is fully versed in compliance issues associated with federal, state, and local mandates. 5a1. Works with others to incorporate the input of the School Improvement Team in budget and resource decisions. The candidate, in the contextual analysis, will be expected to experience this element in working with the School Improvement Team as well as have the opportunity to include demonstrated knowledge in the recommendations phase of the OMA. 5a2. Works with others to use feedback and data to assess the success of funding and program decisions. The candidate will demonstrate this element in the reflection piece of the OMA with regard to theoretical needs and the experience in working with the School Improvement Team. A successful evidence will demonstrate: 1. Knowledge of the legal requirements for planning and instructional time and apply those requirements in constructing a schedule. 2. Knowledge of best scheduling practices most likely to meet diverse student learning needs and help produce increased student achievement and success. 3. Knowledge of best practices in mentoring and coaching teachers for helping them improve their instructional practices. 4. Understanding of the value of teacher leadership and help identify and recruit potential teacher leaders for the school. 5. Knowledge of the NC Teacher Evaluation System and apply it to observing teachers and giving them constructive feedback for improving their instructional practice. 6. Knowledge of the NC Teacher Evaluation System and be able to apply it in a fair and equitable manner. 7. Knowledge of the purpose and function of a School Improvement Team and assess its participation in critical decision-making, including the allocation and distribution of

57 Page 57 of 145 resources, as well as general program effectiveness. 8. Knowledge of a variety of communications media and formats and appropriately match the media and the message to the audience. 9. Knowledge of the various sources of federal, state, and district policy and apply their core principles to the school s improvement goals and priorities. 10. Knowledge and understanding of the requirements of the state s accountability system and apply that understanding in helping set student achievement priorities for the school. How will the evidence be evaluated by the institution: Projects in the specified courses will be evaluated by separate course rubrics that are included in TaskStream. The professor for each course will determine the timeline for submission of the specified project. The candidate s experiences and reflections should be articulated in the process journal for this evidence. The self-reflection of personal development and growth as an instructional leader, along with the candidate s commitment to the improvement of student learning, will be a significant element used by the program faculty and a representative of the LEA in determining the readiness of the candidate for school-level executive leadership. A rubric for Management Planning can be found in this handbook and in TaskStream.

58 Page 58 of 145 Electronic Rubric: ELECTRONIC EVIDENCE # 4 ARTIFACT RUBRIC Organizational Management Organizational Management Analysis (OMA) Key Artifacts: Contextual Analysis, Building Instructional Capacity, Assessing Services for Special Populations, Building a Schedule Assignment Description Emerging Developing Proficient Accomplished Part A: Contextual Analysis Each candidate will complete a contextual analysis. The first part of the analysis requires a detailed analysis of the school and its context, both internally and externally. In this analysis, organizational structures, management routines, and operations are included. Included in the analysis will be to determine the degree of involvement and participation school personnel have in making budget recommendations and decisions as well as a determination of the degree of inclusion of the School Improvement Team input in budget and resource decisions. Analysis of school context at the internal and external (district, state, and federal) levels reflects a lack of full knowledge of demographic information regarding students and staff and/or structures, rules and procedures. The contextual analysis reflects a lack of full knowledge of the school s budgeting processes and procedures. Analysis of school context at the internal and external (district, state, and federal) levels includes minimal demographic information regarding students and staff. In addition, the contextual analysis demonstrates a minimal understanding of district, state, and federal policy, law and mandates. The analysis also demonstrates a minimal understanding of structures, rules and procedures in place for students and staff. The contextual analysis briefly describes the school s budgeting processes and procedures. Within this description, participation of school personnel and the School Improvement Team is referenced. Analysis of school context at the internal and external (district, state, and federal) levels includes demographic information regarding students and staff and places this information within a state and national context. In addition, the contextual analysis demonstrates understanding of district, state, and federal policy, law and mandates. The analysis also demonstrates understanding of structures, rules and procedures in place for students and staff. The contextual analysis clearly describes the school s budgeting processes and procedures. Within this description, participation of school personnel and the School Improvement Team is delineated. Analysis of school context at the internal and external (district, state, and federal) levels includes demographic information regarding students and staff and places this information within a state and national context. In addition, the contextual analysis demonstrates understanding of district, state, and federal policy, law and mandates. The analysis also demonstrates understanding of structures, rules and procedures in place for students and staff. In addition, the analysis includes a critique of current structures and procedures in terms of equitability and transparency. The contextual analysis clearly describes the school s budgeting processes and procedures. Within this description, participation of school personnel and the School

59 Page 59 of 145 Improvement Team is delineated. In addition, the analysis includes a critique of current structures and procedures in terms of equitability and transparency. Assignment Description Emerging Developing Proficient Accomplished Part B: Instructional Capacity Building Each candidate, in cooperation with his/her principal, will assume responsibility for leading activities that address the instructional capacity of a number of teachers at the discretion of the building administrator. The plan for formative assessment of the designated staff members will be subject to administrative approval. Professional development activities addressing instructional capacity of staff demonstrate minimal understanding of school site (as determined by the School Improvement Team), district, and state initiatives for improving student achievement. The formative assessment plan demonstrates narrow understanding of tools and approaches to evaluation; minimally adheres to legal requirements for evaluation; and lacks description of fair and equitable implementation of evaluation policies. Professional development activities addressing instructional capacity of staff demonstrate understanding of school site (as determined by the School Improvement Team), district, and state initiatives for improving student achievement. The formative assessment plan demonstrates minimal understanding of multiple tools and approaches to evaluation; adheres to legal requirements for evaluation; and implements evaluation policies in a fair and equitable manner. Professional development activities addressing instructional capacity of staff demonstrate implementation of school site (as determined by the School Improvement Team), district, and state initiatives for improving student achievement. The formative assessment plan demonstrates clear understanding of multiple tools and approaches to evaluation; adheres to legal requirements for evaluation; and implements evaluation policies in a fair and equitable manner. Professional development activities addressing instructional capacity of staff demonstrate participation in the development of initiatives as well as implementation of school site (as determined by the School Improvement Team), district, and state initiatives for improving student achievement. The formative assessment plan demonstrates utilization of multiple tools and approaches to evaluation; adheres to legal requirements for evaluation; and implements evaluation policies in a fair and equitable manner. In addition, the plan for assessment utilizes results from evaluations to improve instructional practice and thus, student achievement.

60 Page 60 of 145 Assignment Description Emerging Developing Proficient Accomplished Part C: Assessing Services for Special Populations Through collaborative efforts with exceptional learner s staff, candidates will examine the school s ability to address the educational and socio-emotional needs of children in special population categories. It is the intent of this activity to determine if the school is providing legally compliant and ethically sound services to all children as well as identify mandates and initiatives at all levels, along with their purpose and compliance guidelines. Assessment of school site s services for special populations demonstrates lack of collaboration in determination of site compliance with federal, state and district protocols, processes, and evaluation policies. An evaluation of the school s communication and enforcement of expectations, structures, rules, and procedures for students and staff with regards to these special populations is not fully observed. Assessment of school site s services for special populations demonstrates minimal collaboration in determination of site compliance with federal, state and district protocols, processes, and evaluation policies. Included in this assessment is a minimal evaluation of the school s communication and enforcement of expectations, structures, rules, and procedures for students and staff with regards to these special populations. Assessment of school site s services for special populations demonstrates collaboration in determination of site compliance with federal, state and district protocols, processes, and evaluation policies. Included in this assessment is an evaluation of the school s communication and enforcement of expectations, structures, rules, and procedures for students and staff with regards to these special populations. Assessment of school site s services for special populations demonstrates collaboration in determination of site compliance with federal, state and district protocols, processes, and evaluation policies. Included in this assessment is an evaluation of the school s communication and enforcement of expectations, structures, rules, and procedures for students and staff with regards to these special populations. In addition, the assessment provides a plan for collaborative review and possible changes to existing policies and procedures based upon this review.

61 Page 61 of 145 Assignment Description Emerging Developing Proficient Accomplished Part D: Building a Schedule With agreement from the building administrator, the candidate will assume responsibility for constructing a schedule to meet a defined set of necessary circumstances and/or conditions in the school. Through this process, the candidate will assess the strengths and weaknesses of the school s scheduling procedures as an organizing tool for meeting key school improvement outcomes. The schedule should demonstrate the necessary accommodations for individual and group needs. The candidate s submitted work lacks an assessment of the existing scheduling procedures and lacks full utilization of this data to determine the current success of programmatic decisions and may incorporate input of School Improvement Team findings and recommendations. Based on this assessment, the candidate s submitted building schedule lacks clear adherence to legal requirements for planning and instructional time; lacks clear adherence to providing opportunities for individual and ongoing collaborative planning for every teacher; lacks clear adherence to providing age appropriate scheduling addressing the learning needs of diverse student populations; and/or lacks clear adherence to providing opportunities for review of schedule and processes to maximize staff input. The candidate s submitted work reflects a minimal assessment of the existing scheduling procedures and partially utilizes this data to determine the current success of programmatic decisions and incorporates some input of School Improvement Team findings and recommendations. Based on this assessment, the candidate s submitted building schedule adheres to legal requirements for planning and instructional time. In addition, the plan includes one or more following: opportunities for individual and ongoing collaborative planning for every teacher; age appropriate scheduling addressing the learning needs of diverse student populations; and opportunities for review of schedule and processes to maximize staff input. The candidate s submitted work reflects an assessment of the existing scheduling procedures and utilizes this data to determine the current success of programmatic decisions and incorporates input of School Improvement Team findings and recommendations. Based on this assessment, the candidate s submitted building schedule reflects collaboration with others to adhere to legal requirements for planning and instructional time; to provide opportunities for individual and ongoing collaborative planning for every teacher; to provide age appropriate scheduling addressing the learning needs of diverse student populations; and to provide opportunities for review of schedule and processes to maximize staff input. The candidate s submitted work reflects collaboration to complete an assessment of the existing scheduling procedures and to utilize this data to determine the current success of programmatic decisions and incorporates input of School Improvement Team findings and recommendations. Based on this assessment, the candidate s submitted building schedule reflects collaboration with others to adhere to legal requirements for planning and instructional time; to provide opportunities for individual and on-going collaborative planning for every teacher; to provide age appropriate scheduling addressing the learning needs of diverse student populations; and to provide opportunities for review of schedule and processes to maximize staff input. Included in the candidate s submission is a plan for communicating the rationale and procedure of the site schedule in order to facilitate transparency for all school faculty and staff.

62 Page 62 of 145 ELECTRONIC EVIDENCE # 4 DESCRIPTOR RUBRIC Instructional Leadership 2b. Focus on Instructional Time: The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time. Emerging Developing Proficient Accomplished Not Demonstrated Understands the need for teachers to have daily planning and duty-free lunch periods. Is knowledgeable of legal requirements regarding teacher planning time and duty-free lunch periods. Analyzes/evaluates a master schedule to maximize student learning by providing for individual and on-going collaborative planning for every teacher. 2b1. Adheres to legal requirements for planning and instructional time. Is knowledgeable of designs for age-appropriate school schedules which address the learning needs of diverse student populations. 2b. Focus on Instructional Time: The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time. Emerging Developing Proficient Accomplished Not Demonstrated Understands the need for teachers to have daily planning and duty-free lunch periods. Is knowledgeable of legal requirements regarding teacher planning time and duty-free lunch periods. Analyzes/evaluates a master schedule to maximize student learning by providing for individual and on-going collaborative planning for every teacher. 2b2. Reviews scheduling processes and protocols that maximize staff input and address diverse student learning needs. Is knowledgeable of designs for age-appropriate school schedules which address the learning needs of diverse student populations.

63 Page 63 of 145 Human Resource Leadership 4c. Teacher and Staff Evaluation: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus, student achievement. Emerging Developing Proficient Accomplished Not Demonstrated Understands multiple tools and approaches to the evaluation of school staff. Demonstrates ability to adhere to legal requirements for teacher and staff evaluation. 4c2. Works with others to implement district and state evaluation policies in a fair and equitable manner. Managerial Leadership 5a. School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result in, improved student achievement. Emerging Developing Proficient Accomplished Not Demonstrated Is knowledgeable of ethical budgeting and accounting procedures. Understands the school-based budgeting process as it relates to district, state, and federal guidelines. Works with others to utilize input from staff to establish funding priorities and a balanced operational budget for school programs and activities. 5a1. Works with others to incorporate the input of the School Improvement Team in budget and resource decisions. 5a. School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result in, improved student achievement. Emerging Developing Proficient Accomplished Not Demonstrated Is knowledgeable of ethical budgeting and accounting procedures. Understands the school-based budgeting process as it relates to district, state, and federal guidelines. Works with others to utilize input from staff to establish funding priorities and a balanced operational budget for school programs and activities. 5a2.Works with others to use feedback and data to assess the success of funding and program decisions. 5d. School Expectations for Students and Staff: The school executive develops and enforces expectations, structures, rules, and procedures for students and staff. Emerging Developing Proficient Accomplished Not Demonstrated Understands the importance of clear expectations, structures, rules, and procedures for students and staff. Understands district and state policy and law related to student conduct, etc. Works with others to collaboratively develop clear expectations, structures, rules, and procedures for students and staff through the School Improvement Team. 5d1. Works with others to communicate and enforce clear expectations, structures, rules, and procedures for students and staff.

64 5d. School Expectations for Students and Staff: The school executive develops and enforces expectations, structures, rules, and procedures for students and staff. Page 64 of 145 Emerging Developing Proficient Accomplished Not Demonstrated Understands the importance of clear expectations, structures, rules, and procedures for students and staff. Understands district and state policy and law related to student conduct, etc. Works with others to collaboratively develop clear expectations, structures, rules, and procedures for students and staff through the School Improvement Team. 5d2. Works with others to effectively implement district rules and procedures. External Development Leadership 6b. Federal, State and District Mandates: The school executive designs protocols and processes in order to comply with federal, state, and district mandates. Emerging Developing Proficient Accomplished Not Demonstrated Is knowledgeable of applicable federal, state, and district mandates. Understands district goals and initiatives directed at improving student achievement. Works with others to design protocols and processes to comply with federal, state, and district mandates. Works with others to develop strategies for implementing district initiatives directed at improving student achievement. 6b1. Works with others to ensure compliance with federal, state, and district mandates.

65 Page 65 of 145 School Culture and Safety Descriptors of the elements addressed in the evidence: 3a1, 3a3, 3b1, 3d2, 7a1 Name of Evidence: Cultural Advocacy and Action Plan (CAAP) Candidates will develop a Cultural Advocacy and Action Plan (CAAP) to explore and assess the implicit and explicit nature of the school culture. Utilizing the Teacher Working Conditions Survey and/or some other validated cultural assessment as baseline data, the candidate will develop a needs assessment that will identify specific needs of both the school community and the community at large to be addressed in the action plan artifact that supports the CAAP. In addition to the baseline data established by the TWCS and/or some other validated instrument, the candidate will conduct a series of observations that will lead to a better understanding of the school community both internally and externally. This exercise will be qualitative in nature and designed to give the candidate insights into the cultural diversity of the school and surrounding community. Before the final evidence can be assembled, two additional elements need to be in place. The first of these elements is a cultural competence audit that will assess the school s readiness to change. From this audit a series of recommendations will be developed as the foundation for change. A questionnaire will be developed to gather data from constituents that will maximize strengths of the culture and identify cultural differences. The second element of the CAAP needed for completion is a graphical display of the finding of the TWCS, needs assessment, and cultural audit illustrating interrelationships among the artifacts. The development of the final evidence known as the CAAP will include, but not be limited to, the following artifacts: a preliminary assessment of the culture utilizing the TWCS and/or another instrument designed to measure constructs of culture, a needs assessment, observation analysis, cultural competency audit, and a graphical depiction of progress toward the CAAP. Specific directions and requirements for the evidence provided to the candidates: Part A: TWCS Analysis/Climate Survey Analysis The analysis of the climate or TWCS will include data related to the five areas that the North Carolina State Board of Education has identified to measure. These areas include empowerment, leadership, facilities, resources, and time. The candidate will utilize the data to develop the needs assessment. Part B: Needs Assessment The candidate will develop a needs assessment based on the results of the TWCS data. The needs assessment should include a background description of the setting, a clear statement of the purpose of the needs assessment, a list of participants who participated during the needs assessment process, and at what stage of the process the participants were active, an analysis of the findings, and a set of recommendations that identifies strategies that will help lead the school to a safer, more culturally diverse environment for teaching and learning. The needs assessment will be the first of three analyses that contribute to the Cultural Advocacy Action Plan (CAAP). Part C: School Environmental Analysis

66 Page 66 of 145 This component of the CAAP will require the candidate to be a participant observer in the selected school with a deliberate purpose of gathering qualitative data by observations and interviews of existing staff. The candidate will describe the school setting; the community setting; school environment; student achievement; student and staff cultural diversity, including exceptionalities, race, ethnicity, socioeconomic status, gender; and other differences that my exist in the school and community. The School Environmental Analysis is the second of three analyses that contribute to the CAAP. Part D: Cultural Competence Audit The candidate will assess the level of cultural competence at a school by assessing the school vision, mission, school leadership, teacher quality as measured by experience and certifications, teaching and learning, parental involvement and support, conflict resolution, and student achievement. The results of this audit will be the third of three analyses that contribute to the CAAP. The audit should contain a list of recommendations that include specific activities and programs designed to present an action plan that will improve the culture of the school. Part E: Graphical Organization Chart The candidate will develop an electronic framework to graphically display the progress of the school related to cultural advocacy and safety. This framework will have data that will demonstrate graphically the beginning and ending datasets that measure the progress of the school on the parameters identified in the TWCS, Needs Assessment, School Environmental Analysis, and Cultural Competence Audit. An example of this graphical organization chart could be a PERT Chart that not only demonstrates the timeline of the project, but also identifies the relationships among the elements of the CAAP. The candidate will implement activities and processes indicated in the Graphic Organization Chart. Assessment of the proficiency of the candidate to lead and facilitate the identified activities will be accomplished by a joint evaluation of the University supervisor and the site supervisor. Results of the implementation will be included in the final portfolio assessment. How the evidence specifically addresses the descriptors of the elements of the standards for which it is cited in Sections I and II: The following descriptions are designed to illuminate the relationship between the elements of the CAAP and the descriptors of the standards associated with School Culture and Safety. 3a1. Designs strategies for achieving a collaborative and positive work environment within the school. The candidate must present multiple strategies to promote collaboration within the school based on sound theoretical principles supported by the literature. 3a3. Utilizes data from the TWCS and other sources to identify perceptions of the work environment. The analysis of the baseline data from the TWCS will be the genesis of the CAAP. By identifying the strengths and weaknesses of the school climate, the candidate will have a foundation on which to build a needs assessment. The needs assessment will require a collaborative environment that touches all segments of the school community.

67 Page 67 of 145 3b1. Uses shared values, beliefs, and a shared vision to promote a school culture of learning and success. The candidate will utilize the findings from the TWCS, needs assessment, and the observation analysis to lead the school community in developing a shared vision that reflects shared values and beliefs to promote a successful learning experience for students and teachers. 3d2. Identifies strategies for developing a sense of well-being among staff, students, and parents/guardians. The candidate will utilize the data from the TWCS, needs assessment, observation analysis, and cultural competence audit to develop recommendations for strategies to insure the well-being within the school community. The candidate will also present a graphical organization chart that illustrates the progression of how the strategies developed, recommendations were made, and cultural competencies identified have changed over time. 7a1. Works with others to build systems and relationships that utilize the staff s diversity, ideological differences, and expertise to realize the school s goals. The candidate will demonstrate how the observational analysis data is used to build capacity of the school to achieve its goals. The observational analysis data will produce information the candidate can use to maximize the strengths of the staff and minimize the differences that may exist that impede progress toward goal attainment. Culminating Project: The CAAP will consist of an action plan that is derived from the Needs Assessment, School Environmental Analysis, Cultural Competence Audit, and Graphic Organizer. With these data sources as foundation for the CAAP, the candidate will develop and present to the school administration team recommendations and strategies for improving the culture of the school. The intended purposes of the CAAP is to provide a framework for enhanced cultural competence that facilitates improved student learning. A successful evidence will demonstrate: 1. Knowledge and understanding of the concepts of a shared school vision and school culture and apply them to setting priorities focused on student learning and success. 2. Knowledge and understanding of the concepts of equity, diversity, justice, and fairness and apply them towards setting the school s improvement goals and strategies. 3. Knowledge of the value of genuine recognition and reward based on performance and apply those principles in working with students, faculty, staff, and community members. 4. Knowledge and understanding that every organization has conflicts and apply strategic responses to conflict resolution, primarily based on the precept: What is the best resolution to serve students well? 5. Knowledge of school and district, and state rules regarding proper and improper conduct for students and staff, and apply and/or enforce them in the context of clear expectations and procedures. 6. Knowledge of the importance of communicating expectations and work with others to ensure that those communications are articulated and understood.

68 Page 68 of 145 How the evidence will be evaluated by the institution: The candidate s experiences and reflections should be articulated in the process journal for this evidence. The self-reflection of personal development and growth as a school leader, along with the candidate s commitment to the improvement of student learning, will be a significant element used by the program faculty and a representative of the LEA in determining the readiness of the candidate for school-level executive leadership. The following rubric will be used to evaluate the Cultural Advocacy Action Plan (CAAP).

69 Page 69 of 145 Electronic Rubric: ELECTRONIC EVIDENCE # 5 ARTIFACT RUBRIC School Culture and Safety Cultural Advocacy and Action Plan (CAAP) Key Artifacts: TWCS/Climate Survey Analysis, Needs Assessment, School Environmental Analysis, Cultural Competency Audit, Graphical Organization Chart. Part A: Assignment Description Emerging Developing Proficient Accomplished TWCS Analysis/Climate Survey Analysis The analysis of the climate or TWCS will include data related to the five areas that the North Carolina State Board of Education have identified to measure. These areas include empowerment, leadership, facilities, resources, and time. The candidate will utilize the data to develop the needs assessment. Climate analysis minimally references the TWCS to partially examine data related to empowerment, leadership, facilities, resources and/or time. Climate analysis clearly references the TWCS to partially examine data related to empowerment, leadership, facilities, resources and/or time. Climate analysis clearly references the TWCS to examine data related to empowerment, leadership, facilities, resources and time. Climate analysis demonstrates collaboration with others in addition to examination of the TWCS to analyze data related to empowerment, leadership, facilities, resources and time. Assignment Description Emerging Developing Proficient Accomplished Part B: Needs Assessment The candidate will develop a needs assessment based on the results of the TWCS data. The needs assessment should include a background description of the setting, a clear statement of the purpose of the needs assessment, a list of participants who participated during the needs assessment process, and at what stage of the process the participants were active, an analysis of the findings, and a set of recommendations that identifies strategies that will help lead the school to a safer, more culturally diverse environment for teaching and learning. The needs assessment will be the first of three analyses that contribute to the Cultural Advocacy Action Plan (CAAP). Needs assessment minimally references TWCS data analysis developed in Part A. The process of collaboration to develop the needs assessment is present. Recommendations based on identified needs include minimal strategies that improve the school environment for teaching and learning. Needs assessment references TWCS data analysis developed in Part A. The process of collaboration to develop the needs assessment is outlined. Recommendations based on identified needs include some strategies that improve the school environment for teaching and learning with some attention paid to issues of diversity and equity. Needs assessment clearly references TWCS data analysis developed in Part A The process of collaboration to develop the needs assessment is delineated. Recommendations based on identified needs include strategies that improve the school environment for teaching and learning with attention paid to issues of diversity and equity. Needs assessment clearly references TWCS data analysis developed in Part A. The process of collaboration to develop the needs assessment is delineated and includes descriptions of working through issues of discord, inclusion of diverse opinions, and steps toward achieving consensus. Recommendations based on identified needs include strategies that improve the school environment for teaching and learning with

70 Page 70 of 145 attention paid to issues of diversity and equity. Assignment Description Emerging Developing Proficient Accomplished Part C: School Environmental Analysis This component of the CAAP will require the candidate to be a participant observer in the selected school with a deliberate purpose of gathering qualitative data by observations and interviews of existing staff. The candidate will describe the school setting, the community setting, school environment, student achievement, student and staff cultural diversity, including exceptionalities, race, ethnicity, socioeconomic status, gender, and other differences that may exist in the school and community. The School Environmental Analysis is the second of three analyses that contribute to the CAAP. The analysis includes minimal descriptions of the school setting, the community setting, the school environment, student achievement, student and staff cultural diversity, including exceptionalities, race, ethnicity, socioeconomic status, gender, and other differences that may exist in the school and community. The School Environmental Analysis includes a minimal description of the qualitative research process utilized by the candidate. The analysis includes brief descriptions of the school setting, the community setting, the school environment, student achievement, student and staff cultural diversity, including exceptionalities, race, ethnicity, socioeconomic status, gender, and other differences that may exist in the school and community. The School Environmental Analysis includes a brief description of the qualitative research process utilized by the candidate. The analysis includes descriptions of the school setting, the community setting, the school environment, student achievement, student and staff cultural diversity, including exceptionalities, race, ethnicity, socioeconomic status, gender, and other differences that may exist in the school and community. The School Environmental Analysis includes a thorough description of the qualitative research process utilized by the candidate with multiple data sources indicated. The analysis includes descriptions of the school setting, the community setting, the school environment, student achievement, student and staff cultural diversity, including exceptionalities, race, ethnicity, socioeconomic status, gender, and other differences that may exist in the school and community. Assignment Description Emerging Developing Proficient Accomplished Part D: Cultural Competence Audit The candidate will measure the level of cultural competence at a school by assessing the school vision, mission, school leadership, teacher quality as measured by experience and certifications, teaching and learning, parental involvement and support, conflict resolution, and student achievement. The The school culture is minimally described with regards to school vision, mission, school leadership, teacher quality as measured by experience and certifications, teaching The school culture is briefly described with regards to school vision, mission, school leadership, teacher quality as measured by experience and certifications, teaching The school culture is described in detail with regards to school vision, mission, school leadership, teacher quality as measured by experience and certifications, teaching The school culture is described in detail with regards to school vision, mission, school leadership, teacher quality as measured by experience and certifications, teaching

71 results of this audit will be the third of three analyses that contributes to the CAAP. The audit should contain a list of recommendations that include specific activities and programs designed to present an action plan that will improve the culture of the school. and learning, parental involvement and support, conflict resolution, and/or student achievement. Minimal recommendations for activities and programs to improve school culture are poorly aligned with descriptions of current context. and learning, parental involvement and support, conflict resolution, and student achievement. Recommendations for activities and programs to improve school culture are somewhat aligned with descriptions of current context. and learning, parental involvement and support, conflict resolution, and student achievement. Recommendations for activities and programs to improve school culture are aligned with descriptions of current context. Page 71 of 145 and learning, parental involvement and support, conflict resolution, and student achievement. Recommendations for activities and programs to improve school culture are aligned with descriptions of current context and are determined through collaboration with other school stakeholders. Assignment Description Emerging Developing Proficient Accomplished Part E: Graphical Organization Chart The candidate will develop an electronic framework to graphically display the progress of the school related to cultural advocacy and safety. This framework will have data that will demonstrate how the framework will display graphically the beginning and ending datasets that measure the progress of the school on the parameters identified in the TWCS, Needs Assessment, School Environmental Analysis, and Cultural Competence Audit. An example of this graphical organization chart could be a PERT Chart that not only demonstrates the timeline of the project, but also identifies the relationships among the elements of the CAAP. The organization chart/s minimally reflects parameters identified in Parts B-D and utilizes a graphic organizational tool that poorly displays the school s progress towards identified goals. Relationships between these goals and steps towards improvement are unclear. The organization chart/s minimally reflects parameters identified in Parts B-D and utilizes a graphic organizational tool to display the school s progress towards identified goals. Relationships between these goals and steps towards improvement are minimal. The organization chart/s reflects parameters identified in Parts B-D and utilizes a graphic organizational tool to display the school s progress towards identified goals and demonstrates the relationships between these goals and steps towards improvement. The organization chart/s reflects collaboration in its creation. In addition, the chart/s reflects parameters identified in Parts B-D and utilizes a graphic organizational tool to display the school s progress towards identified goals and demonstrates the relationships between these goals and steps towards improvement.

72 Page 72 of 145 ELECTRONIC EVIDENCE # 5 DESCRIPTOR RUBRIC Cultural Leadership 3a. Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative work environment can play in the school s culture. Emerging Developing Proficient Accomplished Not Demonstrated Comprehends literature, research, and theory associated with organizational climate, particularly as it is manifested in schools. Identifies characteristics of a collaborative work environment within the school. Analyzes data from the Teacher Working Conditions Survey and other data sources from parents, students, teachers, and stakeholders to diagnose and evaluate the teaching and learning environment within the school. 3a1. Designs strategies for achieving a collaborative and positive work environment within the school. 3a. Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative work environment can play in the school s culture. Emerging Developing Proficient Accomplished Not Demonstrated Comprehends literature, research, and theory associated with organizational climate, particularly as it is manifested in schools. Identifies characteristics of a collaborative work environment within the school. Analyzes data from the Teacher Working Conditions Survey and other data sources from parents, students, teachers, and stakeholders to diagnose and evaluate the teaching and learning environment within the school. 3a3. Utilizes data gained from the Teacher Working Conditions Survey and other sources to identify perceptions of the work environment.

73 3b. School Culture and Identity: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school. Page 73 of 145 Emerging Developing Proficient Accomplished Not Demonstrated Understands research and scholarship on school culture and its relationship with meaningful school vision, values, and goals. Articulates how a shared vision, mission, values, beliefs, and goals have defined the identity and culture of the school. 3b1. Uses shared values, beliefs and a shared vision to promote a school culture of learning and success. Understands the many aspects of diversity as they apply to schools and their missions. Articulates the influences of school demographics, equity, and diversity in determining the schools mission, vision, and goals. 3d. Efficacy and Empowerment: The school executive develops a sense of efficacy and empowerment among staff which influences the school s identity, culture, and performance. Emerging Developing Proficient Accomplished Not Demonstrated Understands the importance of building a sense of efficacy and empowerment among staff. Understands the importance of developing a sense of wellbeing among staff, students, and parents/guardians. Analyzes school contexts and cultures and identifies areas of both high and low levels of staff efficacy and empowerment. 3d2. Identifies strategies for developing a sense of wellbeing among staff, students, and parents/guardians. Micro-political Leadership 7a. School Executive Micro-political Leadership: The school executive develops systems and relationships to leverage staff expertise and influence in order to affect the school s identity, culture, and performance. Emerging Developing Proficient Accomplished Not Demonstrated Understands theories of leadership and interpersonal relations that are relevant and can be applied by the effective school executive. Understands ethical leadership and the principles of fairness and equity as they apply to people, processes, and resources in schools. Develops strategies to maintain high visibility and easy accessibility throughout the school. Is aware of the expertise, power and influence of staff members, and demonstrates sensitivity to their personal and professional needs. 7a1. Works with others to build systems and relationships that utilize the staff s diversity, ideological differences, and expertise to realize the school s goals. Works with others to employ an awareness of staff s professional needs, issues, and interests to build cohesion and to facilitate distributed governance and shared decision-making.

74 Page 74 of 145 School Improvement Descriptors of the elements addressed in the evidence: 1a1, 1a2, 1c2, 1c1, 3b2, 2a3, 6b2 Name of Evidence: School Improvement Action Plan (SIAP) The evidence for School Improvement is an action plan developed as a result of a collaborative effort by members of the internal and external school communities by conducting a comprehensive analysis of student achievement, an analysis of school climate as measured by the TWCS, an evaluation of resources necessary for school improvement, and a graphical organizer view of the relationships among data sources, school goals and objects, and resources. The SIAP will be the cohesive plan that includes the following series of projects: School Data Image Project, School Data Disaggregation Project, Teacher Working Conditions Survey Analysis Project, Resource Allocation Evaluation Project, and Graphic Organizer. The candidate will synthesize an action plan that addresses the strengths and opportunities for improvement of the school and examine the relationships among the data sources and the resource availability. The SIAP will be presented to the school administration for feedback and possible restructuring of resources that will lead to the implementation of the action plan. Specific directions and/or requirements for the evidence provided to the candidates Part A: School Data Image Project The candidate will lead a professional team of educators in an analysis of school data that will help the team formulate a clear image of the school s academic accomplishments and opportunities for growth. A list of areas to be considered include, but are not limited to, attendance, discipline, standardized test results, benchmark test results, and any other data that team members believe are pertinent to student achievement. The School Data Image will be the foundation of the School Improvement Action Plan (SIAP). The format of the candidate s school data image is left to the candidate s own innovation, creativity, and discretion. Part B: School Data Disaggregation Project Using the School Data Image as a foundation, the candidate will lead a team to further disaggregate the data by subgroups utilizing EVASS or other data analysis tool that provides the School Improvement Team information to accurately reflect on the current status of academic progress and to set appropriate academic goals and expectations to assure each student, at a minimal, makes adequate yearly progress. Part C: Teacher Working Conditions Survey Analysis Project The candidate will lead a team of professional educators in an analysis of the elements of the Teacher Working Conditions Survey (TWCS) and/or other data that are used by the School Improvement Team to draft, monitor, and revise the School Improvement Plan. The candidate will create a visual display that identifies data sources and clearly identifies findings from each source. The Teacher Working Conditions Survey Analysis Project will include the visual display outlined above, a reflection on the usefulness of the display related to student achievement and school goal attainment, and a class presentation complete with a note-taking guide.

75 Page 75 of 145 Part D: Focus Group Project The candidate will assemble a team of stakeholders representing both internal and external school communities for the purpose of conducting a focus group on the findings of the School Data Image Project, School Data Disaggregation Project, and the Teacher Working Conditions Analysis Project. The purpose of the focus group is to receive feedback on the findings of the data-gathering projects and to formulate suggestions that will evolve into recommendations to the School Improvement Team for adjustments and additions to the School Improvement Plan. A report of the findings from the focus group will be submitted as an artifact for the School Improvement Action Plan. Part E: Resource Allocation Evaluation Project The candidate will lead the team in the development of a document that specifies availability of resources to support the School Improvement Plan. Utilizing the data collected and analyzed during the School Data Image, School Data Disaggregation, Teacher Working Conditions Survey, and Focus Group projects, the candidate will identify resources available and resources required to develop and implement the SIAP. Part F: Graphical Organizer The candidate will produce a graphic organizer that illustrates the data collected and analyzed, the major strengths and opportunities for improvement identified by the stakeholders, and the relationships that each of these have with student achievement. The graphic organizer serves as a formative assessment tool for the implementation of the SIAP. The candidate will work with key leadership teams to implement and assess impact of the proposed activities aimed at overall school improvement. The candidate s proficiency will be judged on the ability to assess the needs of the schools, the ability to communicate those needs to key leadership teams and the ability to assess impact of the components of the plan. How the evidence specifically addresses the descriptors of the elements of the standards for which it is cited: The School Improvement Action Plan process will require each candidate to work with a team of faculty in a school to practice essential decision-making processes for school improvement. The candidate and other school improvement team members will develop an action plan that demonstrates an evaluation of the decision-making processes with regard to school improvement, resource allocations, facilitation of the mission and vision, evaluation of instruction, community engagement, alignment to local and state mandates, and the development of an optimal learning environment. The components of effective data-driven, decision-making processes will be demonstrated in the recommendations completed in the action plan. The evidences will include the following at a minimum:

76 Page 76 of 145 Descriptor 1a1 Works with others to develop a shared vision and strategic goals for student achievement that reflect high expectations for students and staff. The candidate will show that s/he works with others through the effective use of focus groups as a qualitative measure of stakeholder needs, understandings, and perceptions. The candidate will also demonstrate the ability to work with others by leading the team to analyze student data and setting goals with high expectations for both students and staff. These activities are critical to a successful SIAP. Descriptor 1a2 Maintains a focus on the vision and strategic goals throughout the year. The candidate, through a graphic organizer, will demonstrate progress over time as a part of the SIAP. Data updates are critical to tracking progress towards strategic goals. The candidate will need to produce multi-cross-sectional data views in order to show progress over time. The candidate will research current School Improvement Team (SIT) goals, objectives, and other findings through surveys and/or interviews with SIT members, as well as other teaching and administrative personnel. The candidate will include his/her school s team structure, names, basic expectations, and summary of accomplishments in this analysis. Maintaining the mission and vision throughout the year as the focus of SIT expectations should be evident. If this is not the case, then a realignment of SIT priorities should be stated as part of the summary findings. The candidate will disaggregate the data from the Teacher Working Conditions (TWC) survey from his/her school. The disaggregation of data from the TWC survey will reflect the strengths and weaknesses of school practices. The candidate will create a graphic of the strengths and weaknesses reflected in these assessments. If any of the findings reflect a lack of focus on the school mission and vision, realignment of SIT priorities should be made. The candidate will conduct professional development training with staff that addresses areas of need identified in the needs assessments or some other instrument that assesses needs. The candidate will submit a video of the training. Descriptor 1c1 Works with others to incorporate principles of continuous improvement and 21st Century concepts into the School Improvement Plan. The School Improvement Action plan is a result of a collaborative effort by stakeholders from the entire school community. It will incorporate principles that assure continuous improvement and have a solid theoretical foundation in the literature. The focus group discussion will enable candidates to engage the community in discussion of how best to incorporate principles of continuous improvement and 21st Century concepts into the SIP with attention to the community s vision for improvement, equity and diversity in the classroom and school, professional development training, and district, state, and federal mandates. Descriptors 3b2 and 6b2 will also reflect these assignments. In consultation with the school administrator, the candidate will conduct a focus group discussion with a representative group of community and business people to determine the 21st Century processes they use to continuously improve their businesses. Based on analysis of the data used to develop the School Improvement Plan (SIP), the candidate will write a plan to show how the principles learned from the group interview could be applied for improvement at the school site. Questions asked should address the school community s vision for improvement, equity and diversity, professional development

77 Page 77 of 145 training, and district, state, and federal mandates. Then, working with a professional learning team, the candidate will develop a graphic organizer that shows district initiatives, tells how they are implemented at the school level, evaluates their success, and offers suggestions for improvement. These reflections will be shared with district level administrators. Descriptor 1c2 Work with others to systematically collect, analyze, and use data regarding the school s progress toward attaining strategic goals and objectives. The candidate will work with others during all the projects incorporated in the School Improvement Action Plan. Five of the six projects contained with the SIAP require the student to collect, analyze, and report data related to the school s attempt to meet its strategic goals and objects. All six of the projects require the student to demonstrate an understanding of data and to provide an appropriate illustration of the data relationships and meaning. The School Data Image Project requires the candidate to work with other school staff in a professional learning community to present a School Data Image that compares academic achievement data from one grading period to another. The following will be considered in this process of data collection and analysis: attendance, discipline, standardized test achievement, benchmark test achievement, the Teacher Working Conditions survey, and any other data that help track the progress of the school. As a group, the candidate and professional learning community will prepare spreadsheets, graphic illustrations and pivot tables that will reflect strengths and weaknesses that must be addressed for continued student achievement aligned with the attainment of strategic goals and objectives. The results of this data collection and analysis will be used in descriptor 1a1 toward the development of the school vision and goals for continued achievement. Descriptor 2a3 Utilizes multiple sources of data, including the Teacher Working Conditions Survey, for the improvement of instruction. The SIAP incorporates data from student achievement, data from teachers from the TWCS, focus-group input from internal and external stakeholders, and resource data to give the candidate a vast amount of data to propose an action plan to improve student achievement via improved instruction. The candidate will work with other school staff in a professional learning team to analyze the results of various data sources including the Teacher Working Conditions survey that are used to draft, monitor, and revise the School Improvement Plan. The candidate will disaggregate the data from the teacher working condition survey from his/her school and create a chart that identifies the data source and the primary finding from that source. Working cooperatively with the school administrator or designee, the candidate will research resource allocation at his/her school. The candidate will graphically represent findings as outlined in the Resource Allocation Evaluation Project and include basic components of a school s budget, including personnel, instructional supplies, capital outlay, services, and other school expenditures. The Resource Allocation Evaluation Project requires the candidate to continuously analyze multiple data sources, such as the TWC, school and district budgets, and School Improvement Plan (SIP) that are used to improve instruction. The processes of drafting, monitoring, and revising the School Improvement Plan are essential to continuous growth.

78 Page 78 of 145 Consulting with the school administrator, the candidate will review the existing teacher and staff evaluation program, research best practices, and offer an evaluation template that reaffirms current practices or presents alternatives for improvement. The following should be included in generating a new template or modifying existing formats: effectiveness of classroom instruction and recommendations for improvement; recommendations should be fair and equitable in order to have district- and state-wide applications. This furnishes candidates the opportunity to provide formal feedback for teachers concerning their teaching effectiveness, as well as ways to improve their instructional practices. Designing feedback for teachers also aids them in designing equitable and fair district-wide teacher evaluations. Descriptor 3b2 Works with others to address diversity and equity as the school develops, monitors, and adjusts the school improvement plan. The School Improvement Action plan will support descriptor 3b2 by demonstrating continual analysis of disaggregated data. From these analyses, the School Improvement Team can adjust the plan to meet the needs of the school. The candidate will create and utilize teams within the school to revisit the School Improvement Plan. The candidate and team will disaggregate and analyze findings, then suggest modifications to the SIP based on diversity and equity needs within the school. Descriptor 6b2 Continually assesses the program of district initiatives and reports results to district-level decision makers. The data analysis projects within the SIAP will provide valuable information to the school, community, and district. The district-level decision makers, as a result of the data efforts at the school level, will have valid information to support or change district initiatives. Working with a professional learning team, the candidate will develop a graphic organizer that shows district initiatives, tells how they are implemented at the school level, evaluate their success, and offer suggestions for improvement. These findings will be shared with district-level administrators for further discussion. The candidate will develop a comprehensive School Improvement Action Plan (SIAP) by addressing descriptors 1a1, 1c2, 1a2, 1c1,2a3, 3b2 and 6b2. The SIAP will focus on the decision-making process; data-driven decisions; communications, both internal and external, to the school community; and collaboration with the school leadership and School Improvement Team. The candidate will also work with others in a professional learning community to analyze the data needed to develop, implement, monitor, and revise the School Improvement Action Plan as a living and changing document that carries out the vision, mission, and goals of the school. The plan will reflect how the district initiatives for continuous improvement are applied. It will be obvious that the final plan focuses on the vision and goals made for continuous school improvement. The candidate will continue to demonstrate the application of the evaluation of pertinent data towards decision-making processes. A successful evidence will demonstrate: 1. Knowledge of the importance of making the school s vision a shared vision and apply

79 Page 79 of 145 such a shared vision to the processes of goal setting and strategic planning. 2. Knowledge of the value of high behavioral and performance expectations for staff and students and communicate those expectations in positive and supportive ways. 3. Knowledge of the importance of maintaining an organizational focus on the vision and strategic priorities and communicate that focus in communications and decision-making processes. 4. Knowledge of the principles of 21st Century learning and continuous improvement and monitor the school improvement planning processes to ensure their inclusion. 5 Knowledge of the tools and techniques of data analysis and apply that knowledge towards the school improvement planning processes. 6. Knowledge that the school s mission and school improvement progress is a part of a district mission and school improvement process and communicate the school s progress in response to district initiatives and requirements. How the evidence is/will be evaluated by the institution: The evidence will be evaluated by the quality, completeness, and theoretical soundness of the candidate s submissions as defined in the rubric in this handbook and on TaskStream. The candidate s experiences and reflections should be articulated in the documentation for this evidence. The self-reflection of personal development and growth as an instructional leader, along with the candidate s commitment to the improvement of student learning, will be a significant element used by the program faculty and a representative of the LEA in determining the readiness of the candidate for school-level executive leadership.

80 Electronic Rubric: Page 80 of 145 ELECTRONIC EVIDENCE # 6 ARTIFACT RUBRIC School Improvement School Improvement Action Plan (SIAP) Key Artifacts: School Data Image Project, School Data Disaggregation Project, Teacher Working Conditions Survey Analysis Project, Focus Group Project, Resource Allocation Evaluation Project, Graphical Organizer Part A: Assignment Description Emerging Developing Proficient Accomplished School Data Image Project The candidate will lead a professional team of educators in an analysis of school data that will help the team formulate a clear image of the school s academic accomplishments and opportunities for growth. A list of areas to be considered include, but are not limited to, attendance, discipline, standardized test results, benchmark test results, and any other data that team members believe are pertinent to student achievement. The School Data Image will be the foundation of the School Improvement Action Plan (SIAP). The format of the candidate s school data image is left to the candidate s own innovation, creativity, and discretion. School data image project conveys minimal analysis of school s accomplishments and areas for growth utilizing few data sources. School data image project conveys some collaborative analysis of school s accomplishments and areas for growth utilizing some data sources. School data image project clearly conveys leadership of a collaborative team in analysis of school s accomplishments and areas for growth utilizing multiple data sources. School data image project clearly conveys leadership of a collaborative team in analysis of school s accomplishments and areas for growth utilizing multiple data sources. School data image is communicated in a format easily understood by stakeholders at a variety of levels. Assignment Description Emerging Developing Proficient Accomplished Part B: School Data Disaggregation Project Using the School Data Image as a foundation, the candidate will further disaggregate the data by subgroups utilizing EVASS or other data analysis tool that provides the School Improvement Team information to accurately reflect on the current status of academic progress and to set appropriate academic goals and expectations to assure each student, at a minimal, makes adequate yearly progress. Data disaggregation minimally communicates information to the School Improvement Team. Disaggregation uses some subgroups to reflect on current status of academic progress and sets some academic goals and expectations Data disaggregation communicates information to the School Improvement Team. Disaggregation uses subgroups to reflect on current status of academic progress and sets some appropriate academic goals and expectations. Data disaggregation communicates information to the School Improvement Team clearly and accurately. Disaggregation uses subgroups to reflect on current status of academic progress and set appropriate academic goals and expectations to assure each student, at a minimum, makes Data disaggregation communicates information to the School Improvement Team clearly and accurately. Disaggregation uses subgroups to reflect on current status of academic progress and set appropriate academic goals and expectations to assure each student, at a minimum, makes adequate yearly progress. In addition, the candidate

81 adequate yearly progress. Page 81 of 145 with provide the School Improvement Team with descriptions of suggested staff development based on stated goals and expectations. Assignment Description Emerging Developing Proficient Accomplished Part C: Teacher Working Conditions Survey Analysis Project The candidate will lead a team of professional educators in an analysis of the elements of the Teacher Working Conditions Survey (TWCS) and/or other data that are used by the School Improvement Team to draft, monitor, and revise the School Improvement Plan. The candidate will create a visual display that identifies data sources and clearly identifies findings from each source. The Teacher Working Conditions Survey Analysis Project will include the visual display outlined above, a reflection on the usefulness of the display related to student achievement and school goal attainment, and a class presentation complete with a note-taking guide. Candidate s visual display of TWCS and/or other data used by School Improvement Team identifies data sources and few findings from each source. A reflection on the usefulness of this display related to student achievement and/or school goal attainment is poorly articulated. The visual display is communicated to peers through a class presentation. Candidate s visual display of TWCS and/or other data used by School Improvement Team identifies data sources and some findings from each source. A reflection on the usefulness of this display related to student achievement and/or school goal attainment is partially articulated. The visual display is communicated to peers through a class presentation. Candidate s visual display of TWCS and/or other data used by School Improvement Team clearly identifies data sources and findings from each source. A reflection on the usefulness of this display related to student achievement and school goal attainment is articulated. The visual display is communicated to peers through an engaging class presentation. Candidate s visual display of TWCS and/or other data used by School Improvement Team clearly identifies multiple data sources and in-depth findings from each source. A reflection on the usefulness of this display related to student achievement and school goal attainment is articulated. The visual display is communicated to peers through an engaging class presentation. Assignment Description Emerging Developing Proficient Accomplished Part D: Focus Group Project The candidate will assemble a team of stakeholders representing both internal and external school communities for the purpose of conducting a focus group on the findings of the School Data Image Project, School Data Disaggregation Project, and the Teacher Working Conditions Analysis Project. The purpose of the focus group is to receive feedback on the findings of the data-gathering projects and to formulate suggestions that will evolve into recommendations to the Candidate submits little evidence of meeting with team of stakeholders. Report of focus group findings contains little feedback based on data presented to stakeholders. Candidate submits minimal evidence of meeting with team of stakeholders. Report of focus group findings contains some feedback based on data presented to stakeholders. Candidate submits evidence of meeting with team of stakeholders including but not limited to: stakeholder members present, agenda, and materials/notes from meeting. Report of focus group findings contains feedback based on data presented Candidate submits evidence of meeting with team of stakeholders including but not limited to: stakeholder members present, agenda, and materials/notes from meeting. Report of focus group findings contains feedback based on data presented to stakeholders and extends this feedback

82 School Improvement Team for adjustments and additions to the School Improvement Plan. A report of the findings from the focus group will be submitted as an artifact for the School Improvement Action Plan. to stakeholders. Page 82 of 145 as recommendations to the School Improvement Team for incorporation into the School Improvement Plan. Assignment Description Emerging Developing Proficient Accomplished Part E: Resource Allocation Evaluation Project The candidate will develop a document that specifies availability of resources to support the School Improvement Plan. Utilizing the data collected and analyzed during the School Data Image, School Data Disaggregation, Teacher Working Conditions Survey, and Focus Group projects, the candidate will identify resources available and resources required to develop and implement the SIAP. Candidate identifies some resources required to support the School Improvement Plan based on completed data analysis projects. Candidate identifies resources required to support the School Improvement Plan based on completed data analysis projects. In addition, the candidate evaluates the current school context and identifies some resources that are available and some that are lacking. Candidate clearly identifies resources required to support the School Improvement Plan based on completed data analysis projects. In addition, the candidate evaluates the current school context and identifies which required resources are available and which are lacking. Candidate clearly identifies resources required to support the School Improvement Plan based on completed data analysis projects. In addition, the candidate evaluates the current school context and identifies which required resources are available and which are lacking. The candidate develops an initial plan for obtaining needed resources. Assignment Description Emerging Developing Proficient Accomplished Part F: Graphical Organizer The candidate will produce a graphic organizer that illustrates the data collected and analyzed, the major strengths and opportunities for improvement identified by the stakeholders, and the relationships that each of these have with student achievement. Graphic organizer poorly displays data collected and analyzed in Parts A-D and inconsistently demonstrates some of the relationships of this data to student achievement. Graphic organizer displays data collected and analyzed in Parts A-D and demonstrates some of the relationships of this data to student achievement. Graphic organizer clearly displays data collected and analyzed in Parts A-D and demonstrates the relationships of this data to student achievement. Graphic organizer clearly displays data collected and analyzed in Parts A-D and demonstrates the relationships of this data to specific areas of student achievement.

83 Page 83 of 145 ELECTRONIC EVIDENCE # 6 DESCRIPTOR RUBRIC Strategic Leadership 1a. School Vision, Mission and Strategic Goals: The school s identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes used to establish these attributes, and the ways they are embodied in the life of the school community. Emerging Developing Proficient Accomplished Not Demonstrated Understands the attributes, characteristics, and importance of school vision, mission, and strategic goals; and can apply this understanding to the analysis and critique of existing school plans. Develops his/her own vision of the changing world in the 21 st century that schools are preparing children to enter. 1a1. Works with others to develop a shared vision and strategic goals for student achievement that reflect high expectations for students and staff. 1a. School Vision, Mission and Strategic Goals: The school s identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes used to establish these attributes, and the ways they are embodied in the life of the school community. Emerging Developing Proficient Accomplished Not Demonstrated Understands the attributes, characteristics, and importance of school vision, mission, and strategic goals; and can apply this understanding to the analysis and critique of existing school plans. Develops his/her own vision of the changing world in the 21 st century that schools are preparing children to enter. 1a2. Maintains a focus on the vision and strategic goals throughout the school year. 1c. School Improvement Plan: The school improvement plan provides the structure for the vision, values, goals and changes necessary for improved achievement for all students. Emerging Developing Proficient Accomplished Not Demonstrated Understands statutory requirements regarding the School Improvement Plan. Works with others to facilitate the collaborative development of the annual School Improvement Plan to realize strategic goals and objectives. 1c1. Works with others to incorporate principles of continuous improvement and 21st century concepts into the School Improvement Plan. Uses the North Carolina Teacher Working Conditions Survey and other data sources to develop a framework for the School Improvement Plan.

84 Page 84 of 145 1c. School Improvement Plan: The school improvement plan provides the structure for the vision, values, goals and changes necessary for improved achievement for all students. Emerging Developing Proficient Accomplished Not Demonstrated Understands statutory requirements regarding the School Improvement Plan. Works with others to facilitate the collaborative development of the annual School Improvement Plan to realize strategic goals and objectives. Uses the North Carolina Teacher Working Conditions Survey and other data sources to develop a framework for the School Improvement Plan. 1c2. Works with others to systematically collect, analyze, and use data regarding the school s progress toward attaining strategic goals and objectives. Instructional Leadership 2a. Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The school executive leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for students. Emerging Developing Proficient Accomplished Not Demonstrated Comprehends literature, research, and theory associated with learning, teaching, curriculum, instruction, and assessment. Is knowledgeable of: the North Carolina Standard Course of Study, state and federal standards for accountability, and best instructional practices. Draws from a variety of data, including student assessment data, to identify areas of strength and weakness in learning, teaching, curriculum, and instruction. 2a3. Utilizes multiple sources of data, including the Teacher Working Conditions Survey, for the improvement of instruction.

85 Cultural Leadership 3b. School Culture and Identity: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school. Emerging Developing Proficient Accomplished Not Demonstrated Understands research and scholarship on school culture and its relationship with meaningful school vision, values, and goals. Understands the many aspects of diversity as they apply to schools and their missions. Articulates how a shared vision, mission, values, beliefs, and goals have defined the identity and culture of the school. Articulates the influences of school demographics, equity, and diversity in determining the schools mission, vision, and goals. 3b2. Works with others to address diversity and equity as the school develops, monitors, and adjusts the school improvement plan. External Development Leadership 6b. Federal, State and District Mandates: The school executive designs protocols and processes in order to comply with federal, state, and district mandates. Emerging Developing Proficient Accomplished Not Demonstrated Is knowledgeable of applicable federal, state, and district mandates. Understands district goals and initiatives directed at improving student achievement. Works with others to design protocols and processes to comply with federal, state, and district mandates. Works with others to develop strategies for implementing district initiatives directed at improving student achievement. 6b2. Continually assesses the progress of district initiatives and reports results to district-level decision-makers. Page 85 of 145

86 Page 86 of 145 Certification of Competency In addition to the seven (7) standards required for licensure as a School Executive, North Carolina mandates that candidates demonstrate twenty-one (21) dispositional competencies. The form that students use to verify these competencies is on the following pages.

87 Page 87 of 145 Additional information on the assessment of competencies developed in the program follows: LEA/IHE Certification of Competency Candidate Name: Principal Name: LEA: IHE: To be recommended for licensure, the candidate must meet or exceed expectations on each of the competencies listed below. The candidate should explain how s/he has met the descriptor and should name specific evidence that is available in the electronic portfolio. Give course and requirement. CHANGE Competency Descriptor Candidate s Explanation & Evidence Change Management o Anticipates or seeks to resolve confrontation, disagreements, or complaints in a constructive manner Comments: Ratings/Comments Meets or exceeds expectations Creative Thinking o Engages in and fosters an environment for others to engage in innovative thinking Meets or exceeds expectations Comments: Results Orientation o o o o Effectively assumes responsibility Recognizes when a decision is required Takes prompt action as issues emerge Resolves short-term issues while balancing them against long-term goals Comments: Meets or exceeds expectations VISION Competency Descriptor Candidate s Explanation & Evidence Environmental Awareness o Becomes aware and remains informed of external and internal trends, interests and issues with potential impacts on school policies, practices, procedures, and positions Comments: Ratings/Comments Meets or exceeds expectations

88 Page 88 of 145 Global Perspective o o Understands the competitive nature of the new global economy Is clear about the knowledge and skills students will need to be successful in this economy Comments: Meets or exceeds expectations Systems Thinking o o Understands the interrelationships and impacts of school and district influences, systems and external stakeholders Applies that understanding to advancing the achievement of the school or team Comments: Meets or exceeds expectations Visionary o Encourages imagineering by creating an environment and structure to capture stakeholder dreams of what the school could become for all the students Comments: Meets or exceeds expectations RELATIONSHIPS Competency Descriptor Candidate s Explanation & Evidence Communication o Effectively listens to others o Clearly and effectively presents and understands information orally and in writing o Acquires, organizes, analyzes, interprets, and maintains information needed to achieve school or team 21st Century objectives o Effectively engages staff and community in the change process in a manner that ensures their support of the change and its successful implementation Comments: Ratings/Comments Meets or exceeds expectations Conflict Management o Anticipates or seeks to resolve confrontation, disagreements, or complaints in a constructive manner Comments: Meets or exceeds expectations Customer Focus o Understands the students as

89 Page 89 of 145 customers of the work of schooling and the servant nature of leadership and acts accordingly Meets or exceeds expectations Comments: CARING Competency Descriptor Candidate s Explanation & Evidence Dialogue/Inquiry o Is skilled in creating a risk free environment for engaging people in conversations that explore issues, challenges or bad relationships that are hindering school performance Responsiveness o Does not leave issues, inquiries, or requirements for information go unattended o Creates a clearly delineated structure for responding to requests/situations in an expedient manner Sensitivity o Effectively perceives the needs and concerns of others o Deals tactfully with others in emotionally stressful situations or in conflict o Knows what information to communicate and to whom o Relates to people of varying ethnic, cultural, and religious backgrounds Comments: Comments: Comments: Ratings/Comments Meets or exceeds expectations Meets or exceeds expectations Meets or exceeds expectations Emotional Intelligence o o Is able to manage oneself through self awareness and self management Is able to manage relationships through empathy, social awareness and relationship management Comments: Meets or exceeds expectations ETHICS

90 Page 90 of 145 Competency Descriptor Candidate s Explanation & Evidence Judgment o Effectively reaching logical conclusions and making high quality decisions based on available information o Giving priority and caution to significant issues o Analyzing and interpreting complex information Comments: Ratings/Comments Meets or exceeds expectations Personal Ethics and Values o Consistently exhibits high standards in the areas of honesty, integrity, fairness, stewardship, trust, respect, and confidentiality Comments: Meets or exceeds expectations Personal Responsibility for Performance o Proactively and continuously improves performance by focusing on needed areas of improvement and enhancement of strengths Comments: Meets or exceeds expectations ORGANIZING Competency Descriptor Candidate s Explanation & Evidence Delegation o Effectively assigns work tasks to others in ways that provide learning experiences for them and in ways that ensure the efficient operation of the school Comments: Ratings/Comments Meets or exceeds expectations Organizational Ability o Effectively plans and schedules one s own work and the work of others so that resources are used appropriately Comments: Meets or exceeds expectations Time Management o Effectively uses available time to complete work tasks and activities that lead to the Meets or exceeds expectations

91 Page 91 of 145 o achievement of desired work or school results Runs effective meetings Comments: TECHNOLOGY Competency Descriptor Candidate s Explanation & Evidence Technology o Effectively utilizes the latest technologies to continuously improve the management of the school and enhance student instruction Comments: Ratings/Comments Meets or exceeds expectations Note: The candidate's signature does not imply agreement with the ratings. Individual Signature Date Candidate Principal University Supervisor LEA Official IHE Official Candidate Comments (optional): Principal Comments (optional):

92 Page 92 of 145 Internship Forms

93 Page 93 of 145 Internship Form for Students Admitted Prior to Fall 2010

94 Page 94 of 145 Internship Forms Descriptions The following pages provide forms that are used to document the four hundred (400) hours of administrative activities required by the internship. General Objectives of the Internship This document outlines the objective of the internship courses. These objectives apply to both students in the MELS Program or continuing students in the SADM Program. Internship Checklist This form is used to document some of the activities the student participates in while under the supervision of the school site supervisor. Internship Log MELS 695/696 The Internship Log is used to document the administrative actvities a candidate experiences from the start of the program to the end of the internship. Students are requested to describe the administrative activities; identify the standard, element, descriptor, and/or competency the activity can be associated with; and to provide the amount of time in hours the candidate spent performing the tasks. Internship Evaluation An Internship Evaluation is completed by the site supervisor for each semester that the candidate is involved in the internship. Students taking multiple classes, each having a corequisite of one of the internship courses, will only have to have one evaluation for that semester. Professional Growth Statement The Professional Growth Statement is completed by the end of the Internship Experience and is required to be submitted to the appropriate personnel and submitted to both BlackBoard and TaskStream. This document requires the candidate to describe the administrative activities that are associated with the Internship; identify the North Carolina Standards, elements, descriptors, and/or competencies that apply; identify the electronic evidence that the activity supports; identify the name of the person that can validate the quality of the experience; provide the date the experience was completed; and provide documentation for validation purposes of the activities.

95 Page 95 of 145 General Objectives of the Internship 1. To relate course work, research, independent study, and simulated experiences to actual administrative/supervisory problems under the direction of an experienced administrator. 2. To develop skills in the areas of curriculum development and evaluation, pupil personnel, personnel and staff development, community relations, research, school business management, communication, personal development, leadership, and applied technology. 3. To develop knowledge and of the responsibilities and duties of the school administrator/supervisor. 4. To develop knowledge of the resources available to a school administrator/supervisor. 5. To gain experience in the administrative processes of planning, organizing, staffing, developing, coordinating, reporting, and budgeting. 6. To become aware of the agencies, both complementary and competing, with which the school relates. 7. To know and understand the laws, policies, and regulations which govern the operation of the schools. 8. To obtain experience in working through and with others toward the realization of common objectives, i.e. public relations. 9. To obtain and use necessary data for the improvement of student achievement and school climate. 10. To identify the culture of a particular school and to incorporate your findings into the operations of the school. 11. To develop skills in differentiating between immediate problems and long-range problems and to analyze appropriate consequences and implications. 12. To be able to coordinate human and material capital. 13. To identify both social issues and possible future trends and be able to incorporate these issues and trends into school planning. 14. To learn and understand the school s culture and to evaluate the impact of that culture on building (school) operation.

96 Page 96 of 145 Internship Checklist Revised 2010

97 Internship Checklist Revised 2010 Page 97 of 145 Student Name: The following items serve as a checklist for activities or experiences for Professional Growth Statement and/or journal entries. Attend one school board meeting; attach an agenda Attend one principal s meeting; attach an agenda Conduct one parent conference (your mentor should be present to critique your performance) Deal with one discipline incident with your school administrator or designee Participate in one interview session Direct one planning activity/session Participate in the textbook adoption process and in textbook adoption meetings Work with scheduling classes, summer school, duty rosters (get approval from your mentor) Participate in at least one School-Based Management and Accountability Program meeting Attend PTA, PTO, PTSA, Open House, etc. and provide a reflection of the activity Attend and supervise an extra-curricular event Supervise or be responsible for crowd control at a school event Attend/participate in one IEP meeting Attend Student Assistant Team meeting Conduct one parent group meeting Participate in ordering materials or supplies Visit your central office and interview one or more administrators to determine the administrator s role in the district and to determine the organization of the district. DEMONSTRATE your ability to: Address small and large groups of adults Communicate effectively both orally and in written form Plan and direct an on-site visit by the university supervisor Supervisor s Signature

98 Page 98 of 145 Internship Log SADM 695/696 Revised

99 Page 99 of 145 Internship Log SADM 695/696 Revised 2010 Date Activity NC Ex. Standard Hours Supervisor s Initial Total Hrs.

100 Page 100 of 145 Internship Evaluation

101 Page 101 of 145 Internship Evaluation A copy of this form will be completed by the Principal-Mentor each semester the student is taking an Internship course Intern Name: Principal-Mentor: University Sponsor: Date: Relationships: N/A Poor Fair Good Excellent How well does the intern relate to faculty? How well does the intern relate to students? How well does the intern relate to administrative teams? How well does the intern relate to staff? How well does the intern relate to parents? Leadership: How well does the intern handle situations? How well does the intern follow through on tasks? How well does the intern accept responsibility? How well does the intern take advantage of learning opportunities? How well does the intern plan, organize, and implement assigned projects? How well does the intern demonstrate the ability to work effectively with individuals and groups? How well does the intern handle suggestions, feedback, and constructive criticism? How well does the intern meet deadlines? How well does the intern participate in school activities? How well does the intern keep a confidence? Characteristics: How would you rate this intern s initiative? How would you rate this intern s work ethic? How would you rate this intern s integrity/ethics? How would you rate this intern s professionalism? How would you rate this intern s judgment? How would you rate this intern s punctuality? How would you rate this intern s creativity? ` How would you rate this intern s enthusiasm? How would you rate this intern s sense of humor? How would you rate this intern s respect for the individual? Overall Evaluation: Supervisor s Signature: Please place this in an envelope and seal it, sign across the seal, and give it to the student to return.

102 Page 102 of 145 Professional Growth Statement

103 Page 103 of 145 Professional Growth Statement Provide your information in the appropriate yellow box. The boxes will expand to accommodate your discussion. Topic: Technology: Administrative Systems Project(s) Description(s): In the box below the candidate should describe the project(s) undertaken to address the topic above. Identification: In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by this activity. Evidence: In the box below identify the electronic evidence associated with each activity. Contact: In the box below identify the person(s) who can verify this activity. Hours: In the box below identify the number of hours spent on each of the projects identified above. Date Attained: In the box below please put the date the project was completed. Documentation/Validation In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic evidences and/or 21 competencies required for NC licensure as a school executive.

104 Page 104 of 145 Topic: Budgeting/Finance Project(s) Description(s): In the box below the candidate should describe the project(s) undertaken to address the topic above. Identification: In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by this activity. Evidence: In the box below identify the electronic evidence associated with each activity. Contact: In the box below identify the person(s) who can verify this activity. Hours: In the box below identify the number of hours spent on each of the projects identified above. Date Attained: In the box below please put the date the project was completed. Documentation/Validation In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic evidences and/or 21 competencies required for NC licensure as a school executive.

105 Page 105 of 145 Topic: Transportation Project(s) Description(s): In the box below the candidate should describe the project(s) undertaken to address the topic above. Identification: In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by this activity. Evidence: In the box below identify the electronic evidence associated with each activity. Contact: In the box below identify the person(s) who can verify this activity. Hours: In the box below identify the number of hours spent on each of the projects identified above. Date Attained: In the box below please put the date the project was completed. Documentation/Validation In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic evidences and/or 21 competencies required for NC licensure as a school executive.

106 Page 106 of 145 Topic: School Nutrition Project(s) Description(s): In the box below the candidate should describe the project(s) undertaken to address the topic above. Identification: In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by this activity. Evidence: In the box below identify the electronic evidence associated with each activity. Contact: In the box below identify the person(s) who can verify this activity. Hours: In the box below identify the number of hours spent on each of the projects identified above. Date Attained: In the box below please put the date the project was completed. Documentation/Validation In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic evidences and/or 21 competencies required for NC licensure as a school executive.

107 Page 107 of 145 Topic: Discipline Project(s) Description(s): In the box below the candidate should describe the project(s) undertaken to address the topic above. Identification: In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by this activity. Evidence: In the box below identify the electronic evidence associated with each activity. Contact: In the box below identify the person(s) who can verify this activity. Hours: In the box below identify the number of hours spent on each of the projects identified above. Date Attained: In the box below please put the date the project was completed. Documentation/Validation In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic evidences and/or 21 competencies required for NC licensure as a school executive.

108 Page 108 of 145 Topic: Faculty Supervision Project(s) Description(s): In the box below the candidate should describe the project(s) undertaken to address the topic above. Identification: In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by this activity. Evidence: In the box below identify the electronic evidence associated with each activity. Contact: In the box below identify the person(s) who can verify this activity. Hours: In the box below identify the number of hours spent on each of the projects identified above. Date Attained: In the box below please put the date the project was completed. Documentation/Validation In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic evidences and/or 21 competencies required for NC licensure as a school executive.

109 Page 109 of 145 Topic: Conducting Meetings Project(s) Description(s): In the box below the candidate should describe the project(s) undertaken to address the topic above. Identification: In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by this activity. Evidence: In the box below identify the electronic evidence associated with each activity. Contact: In the box below identify the person(s) who can verify this activity. Hours: In the box below identify the number of hours spent on each of the projects identified above. Date Attained: In the box below please put the date the project was completed. Documentation/Validation In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic evidences and/or 21 competencies required for NC licensure as a school executive.

110 Page 110 of 145 Topic: Interviewing Project(s) Description(s): In the box below the candidate should describe the project(s) undertaken to address the topic above. Identification: In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by this activity. Evidence: In the box below identify the electronic evidence associated with each activity. Contact: In the box below identify the person(s) who can verify this activity. Hours: In the box below identify the number of hours spent on each of the projects identified above. Date Attained: In the box below please put the date the project was completed. Documentation/Validation In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic evidences and/or 21 competencies required for NC licensure as a school executive.

111 Page 111 of 145 Topic: Preparation of New Staff Members Project(s) Description(s): In the box below the candidate should describe the project(s) undertaken to address the topic above. Identification: In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by this activity. Evidence: In the box below identify the electronic evidence associated with each activity. Contact: In the box below identify the person(s) who can verify this activity. Hours: In the box below identify the number of hours spent on each of the projects identified above. Date Attained: In the box below please put the date the project was completed. Documentation/Validation In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic evidences and/or 21 competencies required for NC licensure as a school executive.

112 Page 112 of 145 Topic: Faculty Issues Project(s) Description(s): In the box below the candidate should describe the project(s) undertaken to address the topic above. Identification: In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by this activity. Evidence: In the box below identify the electronic evidence associated with each activity. Contact: In the box below identify the person(s) who can verify this activity. Hours: In the box below identify the number of hours spent on each of the projects identified above. Date Attained: In the box below please put the date the project was completed. Documentation/Validation In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic evidences and/or 21 competencies required for NC licensure as a school executive.

113 Page 113 of 145 Topic: Scheduling: Instructional/Duties/Activities Project(s) Description(s): In the box below the candidate should describe the project(s) undertaken to address the topic above. Identification: In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by this activity. Evidence: In the box below identify the electronic evidence associated with each activity. Contact: In the box below identify the person(s) who can verify this activity. Hours: In the box below identify the number of hours spent on each of the projects identified above. Date Attained: In the box below please put the date the project was completed. Documentation/Validation In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic evidences and/or 21 competencies required for NC licensure as a school executive.

114 Page 114 of 145 Topic: Exceptional Children Project(s) Description(s): In the box below the candidate should describe the project(s) undertaken to address the topic above. Identification: In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by this activity. Evidence: In the box below identify the electronic evidence associated with each activity. Contact: In the box below identify the person(s) who can verify this activity. Hours: In the box below identify the number of hours spent on each of the projects identified above. Date Attained: In the box below please put the date the project was completed. Documentation/Validation In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic evidences and/or 21 competencies required for NC licensure as a school executive.

115 Page 115 of 145 Topic: Co-curricular Activities Project(s) Description(s): In the box below the candidate should describe the project(s) undertaken to address the topic above. Identification: In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by this activity. Evidence: In the box below identify the electronic evidence associated with each activity. Contact: In the box below identify the person(s) who can verify this activity. Hours: In the box below identify the number of hours spent on each of the projects identified above. Date Attained: In the box below please put the date the project was completed. Documentation/Validation In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic evidences and/or 21 competencies required for NC licensure as a school executive.

116 Page 116 of 145 Topic: Community Relations Project(s) Description(s): In the box below the candidate should describe the project(s) undertaken to address the topic above. Identification: In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by this activity. Evidence: In the box below identify the electronic evidence associated with each activity. Contact: In the box below identify the person(s) who can verify this activity. Hours: In the box below identify the number of hours spent on each of the projects identified above. Date Attained: In the box below please put the date the project was completed. Documentation/Validation In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic evidences and/or 21 competencies required for NC licensure as a school executive.

117 Page 117 of 145 Topic: Observation and/or Evaluation of Teaching Project(s) Description(s): In the box below the candidate should describe the project(s) undertaken to address the topic above. Identification: In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by this activity. Evidence: In the box below identify the electronic evidence associated with each activity. Contact: In the box below identify the person(s) who can verify this activity. Hours: In the box below identify the number of hours spent on each of the projects identified above. Date Attained: In the box below please put the date the project was completed. Documentation/Validation In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic evidences and/or 21 competencies required for NC licensure as a school executive.

118 Page 118 of 145 Topic: Guidance/Counseling Program Project(s) Description(s): In the box below the candidate should describe the project(s) undertaken to address the topic above. Identification: In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by this activity. Evidence: In the box below identify the electronic evidence associated with each activity. Contact: In the box below identify the person(s) who can verify this activity. Hours: In the box below identify the number of hours spent on each of the projects identified above. Date Attained: In the box below please put the date the project was completed. Documentation/Validation In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic evidences and/or 21 competencies required for NC licensure as a school executive.

119 Page 119 of 145 Topic: Safe School Plan Project(s) Description(s): In the box below the candidate should describe the project(s) undertaken to address the topic above. Identification: In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by this activity. Evidence: In the box below identify the electronic evidence associated with each activity. Contact: In the box below identify the person(s) who can verify this activity. Hours: In the box below identify the number of hours spent on each of the projects identified above. Date Attained: In the box below please put the date the project was completed. Documentation/Validation In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic evidences and/or 21 competencies required for NC licensure as a school executive.

120 Page 120 of 145 Topic: School Improvement Plan Project(s) Description(s): In the box below the candidate should describe the project(s) undertaken to address the topic above. Identification: In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by this activity. Evidence: In the box below identify the electronic evidence associated with each activity. Contact: In the box below identify the person(s) who can verify this activity. Hours: In the box below identify the number of hours spent on each of the projects identified above. Date Attained: In the box below please put the date the project was completed. Documentation/Validation In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic evidences and/or 21 competencies required for NC licensure as a school executive.

121 Page 121 of 145 Topic: Curriculum Project(s) Description(s): In the box below the candidate should describe the project(s) undertaken to address the topic above. Identification: In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by this activity. Evidence: In the box below identify the electronic evidence associated with each activity. Contact: In the box below identify the person(s) who can verify this activity. Hours: In the box below identify the number of hours spent on each of the projects identified above. Date Attained: In the box below please put the date the project was completed. Documentation/Validation In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic evidences and/or 21 competencies required for NC licensure as a school executive.

122 Page 122 of 145 Topic: Grant Writing Project(s) Description(s): In the box below the candidate should describe the project(s) undertaken to address the topic above. Identification: In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by this activity. Evidence: In the box below identify the electronic evidence associated with each activity. Contact: In the box below identify the person(s) who can verify this activity. Hours: In the box below identify the number of hours spent on each of the projects identified above. Date Attained: In the box below please put the date the project was completed. Documentation/Validation In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic evidences and/or 21 competencies required for NC licensure as a school executive.

123 Page 123 of 145 Internship Form(s) for Students Admitted Fall Semester 2010 to Present

124 Page 124 of 145 Internship Log MELS 697 Date Activity NC Ex. Standard Hours Supervisor s Initial Total Hrs.

125 Page 125 of 145 TaskStream The following pages offer some explanations and instructions related to TaskStream. Some of the pages give step-by-step directions on how to perform tasks.

126 TaskStream Account Renewal/Creation Page 126 of 145 TaskSteam is used by Gardner-Webb University to assist students in the process of building their evidences for the electronic portfolio. For students who begin their Master of Arts Degree in Executive Leadership Studies Fall Semester 2010, the electronic portfolio will replace the comprehensive exam as a degree requirement and replace the SLLA as a licensure requirement. Students will pay for TaskStream through Gardner-Webb channels and are required to maintain the TaskStream account until they finish their program. Currently, there is a annual fee that will be charged to each student for use of TaskStream. RETURNING STUDENTS: For students in the SADM or MELS who already have an account, you will receive a new key code to renew your subscription to your account. The program code for returning students will be the same as last year and will be included in the that you receive. The following steps should be followed to renew your account. Open your browser and go to On the homepage: In the pale blue section of the Subscriber Login box you will see a link that will take you to the screen where you can renew your subscription. Make the selection Renew my TaskStream subscription. Just below that section, you will take Option 2 I have a TaskStream key code. When you receive your key code you will use that code to renew your account. At that point it should be a matter of following instructions. When you login to your TaskStream account you should see your courses. NEW STUDENTS: Students who are entering Gardner-Webb University for the first time and do not have a TaskStream account will need to establish an account by going to On the TaskStream home page go to the link in the pale blue section of the Subscriber Login box you will see a link that will take you to the screen where you can create your TaskStream account. Click on Subscribe/Renew Today

127 Page 127 of 145 This link will take you to the subscription screen. You should click on the option to Create a new TaskStream subscription as shown below. You will then take Option 2 and key the code that you receive from Gardner-Webb in the appropriate box and then click on continue. After you click continue, you will be asked a series of questions related to your contact information. Please complete as much as you can to make your account complete. This information includes your userid and password. Write it down somewhere safe so you will be able to recall it later. Follow the directions to either logout of the program or return to the homepage. At some point you should try your userid and password. The next step of the process will be to enter the program you are attending. Your code for that program will be in the you receive with the key code for creating your TaskStream account. DO NOT USE A CODE THAT YOU RECEIVE FROM SOURCES OTHER THAN GARDNER-WEBB UNIVERSITY FACULTY OR STAFF. If you use the codes other than the ones in the you risk getting into the wrong program.

128 Page 128 of 145 Using your TaskStream Key Code You have been selected to receive a TaskStream account. The key code that has been issued to you is intended for your use only. Follow the directions below to create/renew your account on TaskStream Advancing Educational Excellence. 1. Go to 2. On the TaskStream home page click the Subscribe/Renew Today link located on the purple area on the top left side of the screen. You should now see the Purchase or Activate Subscription page. 3. Select whether or not you are creating a new account (First Time Subscriber), renewing an account, or converting a guest account. Then enter the key code provided in the appropriate fields and click the Continue button. 4. Complete Steps 2 and 3. During step 3, make sure to note the username and password that you have chosen. This will be the username and password you will use to access TaskStream. 5. Confirm your registration information in Step 4. If you need to edit any of the information you have entered click the Edit button. Otherwise click Continue to complete your registration. 6. The next page will display a link to take you to the home page where you can enter your username and password to login and begin using your TaskStream account. If you have any additional questions or comments, please do not hesitate to contact Mentoring Services at help@taskstream.com or at

129 Page 129 of 145 Compressing Video for TaskStream Currently, TaskStream allows users to upload videos up to 100 megabytes in size. Therefore, in order to upload a video to TaskStream, you will need to compress the video to make sure it is smaller than 100 megabytes in size. Below is a list of issues that may prevent you from uploading your videos on to TaskStream: Videos over 100 megabytes in size DVD video. DVD video is usually much larger in size and cannot be uploaded directly into TaskStream using conventional means. The DVD must be transcoded into a compatible digital video file, such as.wmv,.mov., or mpg. Streaming video from sites such as YouTube cannot be uploaded to TaskStream as is. It can be embedded if you have knowledge of HTML, but we do not recommend embedding video since it is not archival, meaning the video may be removed from the streaming service. Upload size restrictions from your Internet Service Provider (ISP). For more information on your upload size restrictions, please contact your ISP. If your video is larger than 100 MB in size, you will need to compress (make smaller) your video to ensure that you can successfully upload your video to TaskStream. Luckily, all the tools to compress video files come free with your computer, either PC or Mac. There are also free programs available for download. A basic web search for compression tools should give you more options if you do not wish to use the software listed below. How to Compress Video using a PC 1. First open up Windows Movie Maker from the programs menu. 2. Click the File menu, and select Import into Collections. Then choose the video file you want to compress. 3. Your video will import as a series of clips that will appear

130 Page 130 of 145 in a list in the middle of the window. You will want to select all of the clips. 4. Once you have selected the clips, drag them onto the timeline at the bottom of the window. 5. Go to the File menu and select Save Movie File. 6. A new window will appear. Choose My Computer under Movie Location and click Next. 7. Enter a file name for your movie and choose a place on your computer to save your movie. Then click Next.

131 Page 131 of If the only option showing is Best quality for playback on my computer. (recommended), click Show More Choices. Another menu should appear which will have the radio selection, Best fit to file size. Choose a size under 100 megabytes and select Next. 9. Your movie will begin saving to your computer. When it is finished, you will be able to upload the file to TaskStream.

132 Page 132 of 145 How to Compress Video using a Mac 1. First, open up imovie. 2. Click the File menu, and then select Import Movies. 3. Choose the video file you want to compress and click Import. imovie will take some time to import your movie.

133 Page 133 of When your movie has finished importing, you will see it in a series of clips near the bottom of the window. 5. You will now need to select your entire movie by clicking and dragging, or you may right click and choose Select All. 6. Click and drag your selected movie up to the area that says Drag media here to create a new project. 7. Go to the Share menu and now select Export Movie. 8. A window should appear with the following options:

134 Page 134 of 145 Export As: Enter your file name here. Where: Select the area of your computer where you would like to save your file. (i.e. Desktop or Documents) Size to Export: For the most optimal video size for uploading to the web, you will want to select Mobile (480x272). 9. Once you have made your selection, click Export. When your video has finished exporting, you will be able to upload the file to TaskStream.

135 TaskStream Step by Step Requesting Comments Page 135 of 145 The six evidences required for licensure are complex artifacts that may require multiple submissions before the artifact is acceptable. A formative process has been established for students to get feedback on their work prior to submitting the work for evaluation. While the student is developing the six evidences required for licensure, a student formative assessment on his/her work should be completed. Each student has as a part of their Internship Committee three faculty members who serve as reviewers providing formative feedback. The following pages give a pictorial and narrative explanation of how to receive formative feedback before the artifacts are submitted for evaluation. Begin by logging into your TaskStream Account. On the homepage you will see the name of the program in which you are enrolled. In this case it is MA in Executive Leadership Studies Click Here Once you click on the hyperlink MA in Executive Leadership Studies 2010 you will be advanced in the program to the screen that shows a menu on the left that has all the artifacts.

136 Page 136 of 145 At this point it is necessary to identify the artifact or artifacts that you will be uploading documents for review. For the purpose of this demonstration we will address the School Safety and Culture Standard and the CAAP artifact. After you click on the Edit Work button you see a screen that provides options for you to upload your files for review. There are several options you can take to upload material. The most common option would be an attachment. Once you click on Attachment at the bottom of the screen, a page will appear that allows you to identify the file that you will upload.

137 Page 137 of 145 Notice the radio button is selected beside the choice A file saved on my computer. There is a Browse button that will allow you to browse your computer to locate the file. You may wish to give the file a name that is related to the part of the artifact that needs review. Example: Part A Climate Survey Analysis For each file uploaded, click the Add File button When finished Save and Return The file(s) that you uploaded should appear on the screen and you are ready to request comments. Select that Request Comments button and follow the instructions.

138 Page 138 of 145 You can select one or more areas for feedback. In this case, only the CAAP was selected. When finished click on the continue button and a screen should appear that will allow you to select the reviewers for the artifact. You should click on the Select All box and then continue. This will notify each of your reviewers that there is something that needs to be reviewed. A screen then pops up that gives you directions on how to give the reviewers comments. Follow the directions to give the reviewers a message about your submission. You will also notice that the popup window has confirmation that your request for comments has been sent.

139 Page 139 of 145 Once your work has been reviewed, the reviewers will make comments related to your work. You may find the comments by selecting the comments tab on the screen and follow the directions. When you and your Internship Supervisor agree that the work is ready for evaluation, you can have it evaluated by clicking on the Submit Work button.

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141 Page 141 of 145 Site Supervisor Login Directions Students in Gardner-Webb University s Executive Leadership Studies Program have identified personnel at their school or district to serve as their site supervisor. The role of the site supervisor is to give guidance to the candidate while they develop their electronic portfolio as licensure evidence. In addition to facilitating the candidate s work, Gardner-Webb is asking the site supervisor to complete three disposition assessments and a certification of competence over the next two years. The dispositions survey will take about 10 minutes of your time to complete. The instrument is designed to measure your observation of the candidate s dispositions. The University is requesting that this be completed during the first, third, and fifth semesters of the candidate s program. Site supervisors will be notified at the appropriate time to complete the survey. In addition to the three disposition surveys, the site supervisor will be asked to complete the LEA/IHE Certification of Competency. This document addresses 21 competencies and is simply recorded as meets or does not meet expectations. This document will be completed during the fifth semester the candidate is in the program. Site supervisor accounts in Taskstream have been created for all identified site supervisors. You can begin by using your browser to go to You will see the following screen: In the box labeled Subscriber Login (left of screen), type in the username and password assigned to you.

142 Page 142 of 145 There are two scenarios that may exist. One is that you only have a single candidate to evaluate and the other is that you have multiple candidates to evaluate. SINGLE CIDATE Click on this link

143 Page 143 of 145 Notice for the purpose of this guide that only the category site supervisor dispositions under DRF area is chosen and under category authors to display All Individuals (do not filter) is chosen. The results should have your candidates names and a box to select to evaluate. Click on evaluate to continue. After you have completed the survey please be sure to submit your work. MULTIPLE CIDATES Click on this link

144 Page 144 of 145 The next screen will allow you to pick the candidates you want to evaluate. I suggest that you choose: Select all groups. To do that click on the down arrow and you will see the choices of all your candidates or specific candidates. When you click on the arrow the options will appear. Choose the option and then click search Take the radio button options identified as your choices on the next screen. These options will lead you to the candidates who need evaluation. Notice for the purpose of this guide that only the category site supervisor dispositions under DRF area is chosen and under category authors to display All Individuals (do not filter) is chosen. The results should have your candidates names and a box to select to evaluate.

145 Page 145 of 145 Click on evaluate to continue. After you have completed the survey please be sure to submit your work.