Embed Size (px)
Citation preview
ELCC
Key Assessment 2:
Program Portfolio
1. Brief description of the assessment and its use in the program
The Program Portfolio is a sequenced collection of the Program’s Key Assignments,
including reflections on each assignment, and a final reflection. All candidates must
complete the Key Assessments and the Program Portfolio. Satisfactory completion of
the Portfolio with sufficient evidence of meeting all ELCC Standards allows candidates
to graduate the program and receive institutional recommendation for the School
Building Leader License.
Given that the completed portfolio summarizes all elements of what candidates gain
from the program, the entire set of results for the portfolio are presented here for cross-
comparison. However, the unique data that are most directly relevant to this key
assessment are reflections and the exhibit scores on the following two key assignments:
1. Curriculum Map from EDA 720
Completed near the beginning of one’s time in the program, this assignment assesses
candidates’ ability to create an effective, practical curriculum based on their knowledge
both of discipline content and classroom practicalities. This assignment represents the
foundation of candidate’s knowledge as they begin to grow as education leaders.
2. Professional Development Exercise from EDA 733
This assignment, completed near the end of candidates’ time in the program,
includes a mock professional development staff meeting in which the candidates guide
their mock staff through practices and principles, and help them identify what it means
to have the essence of the discipline. This assignment represents both many aspects of
what they have learned from the program as well as how they can build on the
curriculum map, above.
ELCC
2. Description of How This Assessment Specifically Aligns with the
NSTE Standards Cited in Section III.
The Key Assessments are aligned with ELCC Standards as follows. Through completion of all
Key Assignments, candidates demonstrate mastery of all standards.
Exit Portfolio Requirements
Post Masters Advanced Certificate Program for Leadership in Education
Course Exhibit ELCC
Standards
NYS Standards CSI Goals
EDA 710 Curriculum
Map
1.3, 2.1, 2.2,
2.3, 2.4, 3.1
D1, D2, D3,
D4, D5, F, G,
H
1A, 1B, 1C,
2A, 2B, 2C,
2D, 3A, 3B,
3C
EDA 720 Clinical
Observation
Cycle
1.3, 1.4, 2.1. 2.2,
5.1, 5.2, 5.3
B, C, D6, H 1B, 2B, 2D, 3A,
3B, 3C
EDA 724 Leadership
Platform
1.1, 1.2, 1.3, 1.4 A, B 3B, 3C
EDA 726 Me and My
Community
4.1, 4.2, 4.3, 6.1,
6.2
D5, D8 3A, 3B, 3C
EDA 728 Field
Experience
Log/Artifact
3.1, 3.2, 3.3, 4.1 G, H, I 1A, B, C; 2A, B,
C, D; 3A, B, C
EDA 729 Action
Research
Project
1.3, 1.4, 2.1, 2.2,
2.3, 2.4, 5.1, 5.2,
5.3
D (any
subcategory
from 1, 2, 3, 4,
5, 6, 8)
3B, 3C
EDA 731 Action
Research
1.3, 1.4, 2.1, 2.2, D(any
subcategory
3B, 3C
ELCC
Proposal 2.3, 2.4 from 1, 2, 3, 4,
5, 6, 8)
EDA 732 Field
Experience
Reflections
2.1, 2.2, 3.1, 3.2,
3.3, 5.1, 5.2, 5.3
A 3A
EDA 733 Professional
Development
Exercise
1.3, 1.4, 2.1,
2.2, 2.4
H 1A, B, C; 3A,
3B, 3C
EDA 735 1. Legal Case
Study
Description
2. Simulated
Budget
3.1, 3.2, 3.3, 5.1,
5.2, 5.3, 6.1, 6.2,
6.3
I, J 3B, 3C
3. Brief Analysis of the Data Findings
Faculty review of the Program Portfolios has indicated a strong relationship between
candidate reflections on key assignments included in the Portfolio and candidate
demonstration of growth through the program. Review has also indicated a wide
variation in performance on the Program Portfolio Final Reflection and Leadership
Platform, suggesting that candidate performance is determined more by the individual
than by the program.
4. Interpretation of How Data Provide Evidence for Meeting Standards
Because candidates have multiple opportunities to achieve and demonstrate
achievement of mastery of standards, review of the portfolio allows faculty reviewers to
assess whether or not all standards have been met. The requirement that candidates
maintain a GPA of 3.0 and regular monitoring of GPA with a policy of meeting with
candidates whose GPA drops below 3.0, faculty determine whether or not candidates
may proceed through each of the four transition points (admission, admission to the full
ELCC
time internship, exit from the full time internship, and completion of the program),
candidates occasionally leave the program. Therefore, it should not be surprising that
candidates in the ELP all receive a satisfactory score on the Program Portfolio.
The progression of assignment reflections and final reflection provide an important
component of the assessment of the Program Portfolio. Each portfolio is reviewed by
the two full time faculty and one adjunct. The Portfolio Grade is based on review of
these reflections.
The purpose of the Portfolio is to assess growth in meeting all standards as candidates
progress through the program. Faculty collaboratively review and discuss candidate
reflections, providing evidence of growth of individual candidates and of the Program’s
providing experiences that lead to meeting standards. When a significant number of
candidates fail to provide adequate evidence of growth through the program, program
faculty determine the need to change components of the program, including admissions
process and use of adjunct faculty.
5. Assessment Documentation:
(a) Description of the Portfolio Components and Concomitant
Rubrics;
a.1. Key Assignments and Rubrics
1. Curriculum Map Assignment and Rubric
Use what you have learned about curriculum mapping, including backward design and
essential questions, to work with a group of 3-5 cohort members to construct a curriculum map.
Your map should present an outline of instruction for a t least one month, integrating at least
three subject areas (i.e. literacy, social studies, art) or three grade levels (i.e. vertical mapping
grades 1-3.) Each group member must hand in a copy of the map with his/her personal
reflection on the process of creating the map. Each group will have 15 minutes at our last
meeting to present their map to the rest of the class.
Your map must include the following:
1. State and City standards for the content covered
ELCC
2. Approaches to instruction for diverse learners, including ELL, Special Education,
different learning patterns/styles, diverse cultural and economic backgrounds (cultural
relevance)
3. Appropriate and varied materials
4. Effective use of varied instructional methods and assessments representing best
practices
5. Plan for any professional development necessary to implement your map
6. How you will use school and student data to monitor and modify the effectiveness of
your plan of instruction
Curriculum Map Assessment Rubric
Feature Not at all
evident
Somewhat
evident
Very
evident
Outstanding
presentation
Content aligned with standards
Needs of diverse learners addressed
Materials appropriate and clearly
described
Effective use of varied instructional
methods
Data-based assessment of students and
the plan of instruction
Goals and activities clearly lead tom
student mastery of content
Dispositional Rubric
Feature Not at all
evident
Somewhat
evident
Very
evident
Outstanding
presentation
Presentation of Map to the
Class
ELCC
2. Reflective Clinical Supervision Assignment
(ELCC Standards 2.1, 2.2, 2.3, 3.1, 5.1, 5.2, 5.3)
If the colleague on site with whom you practiced the planning conference is not the participant
for the whole clinical supervision cycle, find another teacher who will volunteer to do the
complete cycle. Complete the cycle on site and prepare the following written report:
A. Summarize or recount each phase of the cycle: planning conference, observation,
post-conference, and collaborative reflection. A video- or audiotape can substitute
for the written description.
B. Analyze the data from each approach choice you made and then interpret the data.
1. How much teacher input was there in the planning conference? Would you
recommend a change in the approach to this teacher in another planning session?
Why?
2. Did the observation tool reveal the behaviors on which you and your colleague
agreed to focus? How or why not? Was the observation tool you chose
appropriate and effective? Is it a tool you would use again? Why or why not?
What other tool would you suggest?
3. Which interpersonal approach did you use in the post-conference? Why? What
was the teacher's response? How well did it work?
4. What were the teacher's reactions to the process? How effective was the
collaborative reflection? What did you learn?
C. Provide a final reflection on the whole process, that is, your personal evaluation of
what worked and was of value and what you will think about doing differently in
the future.
ELCC
Assessment: Reflective Clinical Supervision Cycle
(ELCC Standards 2.1, 2.2, 2.3, 3.1, 5.1, 5.2, 5.3)
Feature Not at all
evident
Somewhat
evident
Very
evident
Outstanding
Presentation
1. Clarity and completeness of cycle
description
2. Effectiveness of implementation of:
-planning conf
-observation
-post conf
-collab. reflect
3. Analysis of use of observation tool
Disposition Rubric
Feature Not at all
evident
Somewhat
evident
Very
evident
Outstanding
Presentation
1. Analysis of planning conference
2. Analysis of feedback conference
3. Analysis of collaborative reflection
4. Quality of final reflection
ELCC
3. Leadership Platform
EDA 724
Prepare a first draft of a professional platform in which you articulate your personal
leadership goals and priorities and a school vision for learning. The platform should
reflect your beliefs and values as well as your developing understanding of issues in
school reform.
Your platform should clearly articulate your vision for creating and sustaining an
environment where all students learn at the highest levels. This should include
descriptions of the role of students, teachers, families, communities, policy makers, and
leaders in educational improvement. Use the following questions as a guide:
Student Outcomes
What are your goals or hopes for your students?
What are the types of skills, attitudes, and feelings you want students to
possess?
Instructional Climate
What type of climate is needed to support the student outcomes you identified
above?
What can you do to help establish that climate?
Teaching and Learning
What are your views about teaching and learning?
How should instruction be organized and delivered to support the type of
climate and student outcomes you desire?
Leadership and Governance
What is your philosophy on leadership?
What can leaders do to create effective schools?
How will you exercise leadership in your building?
What will the governance structure look like?
What are your responsibilities as a leader?
How will you work with teachers and staff, students, parents, community, and
district officials?
The Educational Leadership Constituent Council (ELCC) believes that the
knowledge and ability to promote the success of all students requires that
aspiring leaders be able to address the following questions:
1. How would you facilitate the development, articulation, implementation,
and stewardship of a school vision of learning supported by the school community?
2. How would you promote a positive school culture, providing an effective
instructional program, applying best practice to student learning, and designing
ELCC
comprehensive professional growth plans for staff?
3. How would you manage the organization, operations, and resources in a way
that promotes a safe, efficient, and effective learning environment?
4. What are your ideas for collaborating with all families and other
community members, responding to diverse community interests and needs, and
mobilizing
community resources?
5. Provide examples of how you would act with integrity, fairly, and in an
ethical manner.
6. How would you seek to understand, respond to, and influence the larger
political, social, economic, legal, and cultural context?
ELCC Standards 1.1, 1.2, 1.4, 1.5, 4.1, 4,2, 5.1, 5.2, 5.3, 6.1, 6.2
Your platform will be evaluated using the following rubric.
Leadership Platform Rubric
Feature Not at all
evident
Somewhat
evident
Very
evident
Outstanding
Presentation
Clear statement of
personal vision of
schooling
Description of process
for development of
shared vision of
schooling
Role of students in
development and
implementation of
vision
Role of policy makers
in development and
implementation of
vision
Role of leadership in
development,
articulation
implementation, and
stewardship of vision
ELCC
Needs of diverse
learners, teachers, and
families addressed
Understanding of
current efforts in
school reform in NYC,
NY State, and the
USA
Disposition Rubric
Role of teachers in
development and
implementation of
vision
Role of families in
development and
implementation of
vision
Role of communities
in development and
implementation of
vision
ELCC
4A. PPT - Lobby Display
Create a Lobby Display for your school.
1. Choose new slide, and then TITLE SLIDE
2. Type title and name of school
3. Right click and choose DESIGN TEMPLATES. Choose NOTEBOOK and click APPLY.
4. Now add picture slides by adding new slide, using BLANK format.
5. Insert pictures from file. Insert and position each picture on a new slide.
6. Go to EDIT and Select all slides. Then go to SLIDE SHOW and SLIDE TRANSITION.
Choose WIPE LEFT, MEDIUM SPEED, with 3 sec intervals. Apply to all.
7. Go to SET UP SHOW and loop continuously.
8. Click on first slide in outline view. Go to INSERT then MOVIES and SOUNDS. Go to
PLAY CD AUDIO TRACK.
9. Put your CD in the tray. Start on Track 1 and end on track 1. Multiply number of slides
times 3 seconds for total time and check LOOP UNTIL STOPPED. Answer YES to pop
up window.
10. Drag icon off to the side and right click on it. Go to CUSTOM ANIMATION and
MULTIMEDIA SETTINGS. Click PLAY UNTIL STOPPED.
http://microsoft.office.com Go here to download photo album add-in program. It is free and
allows you to enter all photos at once in a album format.
Word Art
1. Open new slide and click on the Word Art icon on the bottom toolbar. Type text in
window. Click and move handles to stretch or drag.
2. Click on toolbar on gallery button. Go to FILL EFFECTS and choose TWO COLOR
PRESET / EARLY SUNRISE.
3. Change shape, rotate, align using toolbar.
4. To create a mirror image:
a. New slide and click on Word Art icon. Choose upper left style of blank block
letters. Choose Impact font and size of 48. Go to EDIT and then DUPLICATE.
Click on copy. Go to Draw menu and choose FLIP HORIZONTAL. Click on FILL
button and choose 2 colors: light blue and lighter blue. For LINE choose dark
blue.
b. Using the line tool on the DRAW toolbar, draw a line between upper and lower
words. Hold down shift key and click on all three: the two words and the line
you just drew. Go to DRAW and then ALIGN then CENTER. Then go to DRAW
and GROUP. Now you can move all three around the slide as one object.
ELCC
4b. Me and My School Community
EDA 726
Effective leadership depends on relationships with the community, its members, and its
resources. Create a profile of you as a learner and prospective leader and the community in
which your school is located. Your profile should include photographs of the neighborhood,
interviews with at least three community members including a business owner, a parent, and
someone without a child in the school, community demographic data, and the name of at least
one organization or business able and willing to offer resources to the school. Resources might
include social services, tutors, venues for events, food for events, etc. Describe what you learned
from collecting this data, and write a reflection on your developing understanding of your
school community and your relationship to the community.
ELCC Standards 1.1, 1.2, 4.2, 4.3
Your profile “Me and My Community” will be assessed using the rubrics below.
Content Rubric
Feature Not at all
evident
Somewhat
evident
Very
evident
Outstanding
Presentation
Photographs of the
neighborhood
Interviews with
community members
School community
demographic data
Description of
learning from the data
Identification of a
community resource
Disposition Rubric
Reflection
ELCC
5. Field Experience Artifact Assignment and Rubric
Create an artifact representing your experience in your summer internship. The artifact
should consist of at least two items from your experience. These may include: meeting agendas;
communications with parents, teachers, or other school or
district leaders; professional development agendas, notices, or notes; photographs of meetings
or workshops; instructional materials you have developed or implemented. The artifact should
provide information about an activity or activities of your internship which you found
meaningful to your development as a leader.
Your artifact must include a caption explaining what the items are and why they were
chosen, how the artifact demonstrates your achievement of one or more ELCC and New York
State Standards, and how the activity represented is aligned with both your vision and your
school/district’s vision for effective schooling. You must also include a reflection describing
your learning about teaching and learning and/or effective schooling and/or leadership. Your
reflection MUST include a statement of your learning about yourself as a developing leader.
(ELCC Standards 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3).
Your artifact will be assessed using the rubrics below.
Field Experience Artifact Rubric
Feature Not at all
evident
Somewhat
evident
Very
evident
Outstandin
g
presentatio
n
Two or more items representing
the field experience
Items chosen demonstrate
candidate in a leadership role
Items demonstrate candidate
achievement of one or more
standards required in the Field
Experience Contract (ELCC, New
York State)
ELCC
Caption clearly describes artifact,
including standards represented
Caption clearly describes artifact,
including explicit alignment with
candidate’s vision for effective
schooling
Caption clearly describes artifact,
including explicit alignment with
school vision for effective
schooling
Field Experience Disposition Rubric
Feature Not at all
evident
Somewhat
evident
Very
evident
Outstandin
g
presentatio
n
Reflection clearly articulates
candidate’s developing sense of
self as leader
ELCC
Field Experience Log
Use the chart below to record your activities and hours in the Field Experience. Refer to your
Field Experience Contract frequently to make sure you are completing activities outlined in the
contract. Your progress toward fulfilling the contract should be monitored by you, your site
supervisor, and the college instructor at least every two weeks. At the end of the Field
Experience, you will have your site supervisor sign your log, and you will turn it in to the
college instructor. Additional pages for the log are available on Blackboard. If you are having
difficulty fulfilling the contract, or participating in/leading activities that meet the standards,
please contact your college instructor immediately. Have fun!
Date Activity Standard(s) Met
ELCC
6. Research Proposal Assignment and Rubric
EDA 731
Use research process skills and knowledge to identify a problem in your school setting,
determine the nature of the problem, formulate a plan to address the problem, and create a plan
to evaluate the effectiveness of your plan of improvement. This process must be executed in
collaboration with teacher colleagues and should also include families, other administrators,
and community members. Your proposal will be evaluated for its organization, use of data in
decision making, relevance, and innovative thinking.
CONTENT RUBRIC
Student Name: Project Title:
Feature Not
evident
Somewhat
evident
Very
evident
Outstanding
Presentation
Data based needs assessment
Use of best practices related to
the identified problem
Realistic one year time line for
design, implementation, and
evaluation
Plan for assessment of the
intervention
Clear format and presentation
Mechanics, including use of
references and citations
DISPOSTION RUBRIC
ELCC
Collaborative problem
identification
Collaborative design of the
implementation
Inclusion of multiple
constituencies (i.e. teachers,
parents, students, community)
Proposed program explicitly
aligned with candidate’s and
school/district’s vision for
improvement of instruction
Reflection on development of
the action research proposal
ELCC
7. Research Project Assignment
EDA 729
During Field Experience II, you will have the opportunity to implement the research proposal
developed in EDA 731. Your final product will include the Proposal, your intervention
addressing the problem including evidence of actions taken in the implementation, and a
preliminary evaluation of the effectiveness of your intervention. This process must be executed
in collaboration with teacher colleagues and should also include families, other administrators,
and community members. Your final paper will be evaluated for its organization, use of data in
decision making, relevance, and innovative thinking. The final and most important element of
the project is your reflection on your learning about your role as a leader in instructional
improvement.
CONTENT RUBRIC
Student Name: Project Title:
Feature Not
evident
Somewhat
evident
Very
evident
Outstanding
Presentation
Original Proposal, modified
using instructor feedback
Use of best practices related to
the identified problem
Realistic time line for
implementation and evaluation
Plan for evaluation of the
intervention
Clear format and presentation
Mechanics, including use of
references and citations
DISPOSTION RUBRIC
ELCC
Feature Not
evident
Somewhat
evident
Very
evident
Outstanding
Presentation
Proposed program explicitly
aligned with candidate’s and
school/district’s vision for
improvement of instruction
Reflection on development of
the action research proposal
Inclusion of multiple
constituencies (i.e. teachers,
parents, students, community)
ELCC
8. Field Experience Reflections
The purpose of the Reflective Journal that you will keep throughout your field
experience is to provide you with a place to openly express the feelings, questions, and issues
that the experience raises for you. You are required to submit at least one entry per week, but
you may wish to record your impressions more often; we will respond to as many entries as
you make. You may choose to record your reflections on email. We will respond to email
journal entries between our meetings if you so request. Please let us know if you would like
(fairly) quick feedback. If you choose this option, send the email entry before class and bring a
hard copy when you come to class. Some of you may also want to use your journal as a field
experience log – just make sure that you include reflective entries.
Your journal entries are also an ideal opportunity for Discussion Board dialogue. Any
ideas or dilemmas in your internships or readings to which your colleagues can respond or
‘nourish,’ can be posted and also submitted as journal entries.
Feature Not evident Somewhat
evident
Very
evident
Outstanding
Reflections demonstrate a growing
sophistication about one’s role as a leader
Reflections show respect for colleagues,
students, and the community
Reflections are well-structured and
coherent
ELCC
9. Five Disciplines Professional Development Assignment
Understanding the Disciplines: Choose your group focus.
Group Discussions will culminate in your teaching your discipline to the rest of the class in a
“mock professional development staff meeting.” You should guide them through practices and
principles, and help them identify what it means to have the essence of the discipline. You will
use one of the sample activities, or create your own. Each group will get approximately 1 hour.
We will have 1 group present at each class.
Each presentation will be graded using the attached rubric.
Professional Development Project Rubric
Feature Not evident Somewhat
evident
Very
evident
Outstanding
Content of professional development
demonstrates knowledge of schools as
interactive social and cultural systems
Content of professional development
demonstrates knowledge of the discipline
chosen
Presentation of professional development
demonstrates ability to communicate
vision
Evaluation form clearly assesses
performance
Responses in self evaluation form
demonstrates clear evaluation of skills
needed to communicate effectively
Clear and appropriate format and
presentation of materials, including use of
ELCC
references and citations.
Professional Development Disposition Rubric
Feature Not evident Somewhat
evident
Very
evident
Outstanding
Collaborative discipline identification
Collaborative design of the presentation
Personal reflection on the experience of
the developing and presenting clearly
demonstrates observation and reflection
techniques needed for life-long learning
ELCC
10A. Legal Case Study
EDA 735
Choose a situation that has actually occurred in your school or district, or a case from the list
provided by the instructor. The situation may involve students, teachers, families, other
administrators, or the community. Describe the situation including all those affected; name
local, state, and federal laws which apply to the situation; explain how you would handle the
situation.
(ELCC Standards 3.1, 3.2, 3.3, 5.1, 5.2, 5.3, 6.1, 6.2)
Your case study will be assessed using the following rubrics.
Content
Feature Not at all
evident
Somewhat
evident
Very
evident
Outstanding
Presentation
Situation clearly described
Appropriate local, state, and federal laws
and regulations named and described
Description reflects understanding of local,
state, and federal regulations
Response to the situation clearly described
Description reflects attention to ethics,
fairness, and integrity in application of laws
and regulations
Disposition
Feature Not at all
evident
Somewhat
evident
Very
evident
Outstanding
Presentation
Attention given to fairness, ethics, and
respect of all parties affected by placement
ELCC
10B. Simulated Budget
To begin creating your simulated budget, consider the resources and personnel for the school in
which you are currently employed or were mostly recently employed. Then, using the
leadership platform and the strategic objections you have developed in your other leadership
courses, prepare a realistic budget that allows you to implement your plan over the course of
one academic year.
Feature Not at all
evident
Somewhat
evident
Very
evident
Outstanding
Ability to apply problem-solving
skills and knowledge of strategic,
long-range, and operational planning
(including applications of technology)
in the effective, legal, and
equitable use of fiscal, human, and
material resource allocation that
focuses on teaching and learning.
Candidate demonstrates creativity in
seeking new resources to facilitate
learning.
Candidate applies an understanding
of school district finance structures
and models to ensure that adequate
financial resources are allocated
equitably for the district.
Candidate applies and assess current
technologies for management,
business procedures, and scheduling.
ELCC
a.2. Assignment Reflections and Rubrics
Your reflection should describe how your exhibit will influence the foundation and
execution of your leadership. An explanation should be given on how your staff and
students will benefit from what you have learned through the completion of the project.
Reflect on changes that you would make in the future in the area(s) covered in your
exhibit as a result of this learning experience. Do not forget to reflect on how your
dispositions enhanced or inhibited your staff’s support and your students’ learning and
refer to any changes you would make in your professional behavior.
If appropriate, reflections should include statements that demonstrate integration of
learning that has occurred through a number of courses.
The maximum time that you have for submission to the instructor of a reflection
statement is one month after the assignment was due.
REFLECTION
Performance Level Expectation
Distinguished
(4)
Response shows a strong and very coherent rationale for match
between exhibit and selected standard; response indicates a
very thoughtful and serious consideration of learning and
growth as a potential teacher; exceptionally well written
Proficient
(3)
Response shows a coherent rationale for match between exhibit
and selected standard; response shows an acceptable
explanation of learning and growth as a potential teacher; well
written.
Emerging
(2)
Response shows an incomplete or inconsistent rationale for
match between exhibit and selected standard; response shows
a somewhat developed explanation of learning and growth as
a potential teacher; quality of writing is inconsistent.
Unacceptable
(1)
Response provides an incoherent or unrelated rationale for
match between exhibit and standard; response shows little or
no explanation of learning and growth as a potential teacher;
poorly written.
ELCC
a.3. Portfolio Final Reflection and Rubric
YOUR PERSONAL METAPHOR
The personal metaphor is the concluding entry in the portfolio. It documents the
changing metaphor of you as a leader. It meets CSI Goal 3 (Development of
Professional Dispositions) and ELCC Standards 2.1, 2.2, 3.1, 3.2, 3.3, 5.1, 5.2, and 5.3.
The metaphor is comprised of four submissions:
1. The first submission is your sense of who you were at the beginning of your program in
education leadership and who you are now as you begin your field experience.
2. The second, submitted after 4 weeks of your field experience, examines what has changed
and what has stayed the same in your original metaphor.
• What factors, events, and experiences have led to the change or resulted in the
confirmation of your metaphor?
3. The third submission, after 8 weeks of your field experience, asks you to think ahead to
your career in education leadership.
• Which aspects of your role as an administrator are you confident with? Where do
these confidences come from?
• What concerns remain? Why?
• How has your metaphor changed?
4. Your final submission, due at the end of your field experience, asks you to look back on
your experiences as a developing professional.
• What do the exhibits and reflections in your portfolio tell about your academic and
professional development as a leader over time?
• How strongly do you feel that you are developing the understanding and gaining
the power necessary to direct your own development as a leader?
• How have your knowledge, skills and dispositions developed over time?
• What stands out in your field experience as most meaningful to your development
as a professional?
• How do you define your metaphor now?
• Give specific examples to help explain your opinions.
REFLECTION RUBRIC
Performance Level Expectation
Distinguished
(4)
Response shows a strong and very coherent rationale
for match between exhibit and selected standard;
response indicates a very thoughtful and serious
ELCC
consideration of learning and growth as a potential
teacher;
exceptionally well written
Proficient
(3)
Response shows a coherent rationale for match between
exhibit and selected standard;
response shows an acceptable explanation of learning
and growth as a potential teacher;
well written.
Emerging
(2)
Response shows an incomplete or inconsistent rationale
for match between exhibit and selected standard;
response shows a somewhat developed explanation of
learning and growth as a potential teacher;
quality of writing is inconsistent.
Unacceptable
(1)
Response provides an incoherent or unrelated rationale
for match between exhibit and standard;
response shows little or no explanation of learning and
growth as a potential teacher;
poorly written.
ELCC
Candidate Data Derived from the Assessments.
N.B., Key assignment data unique to this key assessment (those for EDA
720 and EDA 733) are surrounded by a double border
EDA 710 Curriculum Map
AY 2006 - 2007 AY 2007 - 2008 AY 2008 - 2009
Exhibit Reflection Exhibit Reflection Exhibit Reflection
Score N % N % N % N % N % N %
4 12 50% 15 63% 17 68% 14 56% 11 73% 10 67%
3 12 50% 9 38% 8 32% 11 44% 4 27% 5 33%
2 0 0% 0 0% 0 0% 0 0% 0 0% 0 0%
1 0 0% 0 0% 0 0% 0 0% 0 0% 0 0%
Mean 3.50 -- 3.63 -- 3.68 -- 3.56 -- 3.73 -- 3.67 --
Total 24 100% 24 100% 25 100% 25 100% 15 100% 15 100%
EDA 720 Clinical Observation Cycle
AY 2006 - 2007 AY 2007 - 2008 AY 2008 - 2009
Exhibit Reflection Exhibit Reflection Exhibit Reflection
Score N % N % N % N % N % N %
4 19 79% 18 75% 11 44% 11 44% 9 60% 11 73%
3 4 17% 5 21% 14 56% 14 56% 6 40% 4 27%
2 1 4% 1 4% 0 0% 0 0% 0 0% 0 0%
1 0 0% 0 0% 0 0% 0 0% 0 0% 0 0%
Mean 3.75 -- 3.71 -- 3.44 -- 3.44 -- 3.60 -- 3.73 --
Total 24 100% 24 100% 25 100% 25 100% 15 100% 15 100%
ELCC
EDA 724 Leadership Platform
AY 2006 - 2007 AY 2007 - 2008 AY 2008 - 2009
Exhibit Reflection Exhibit Reflection Exhibit Reflection
Score N % N % N % N % N % N %
4 20 83% 18 75% 19 76% 19 76% 11 73% 12 80%
3 4 17% 6 25% 5 20% 6 24% 4 27% 3 20%
2 0 0% 0 0% 1 4% 0 0% 0 0% 0 0%
1 0 0% 0 0% 0 0% 0 0% 0 0% 0 0%
Mean 3.83 -- 3.75 -- 3.72 -- 3.76 -- 3.73 -- 3.80 --
Total 24 100% 24 100% 25 100% 25 100% 15 100% 15 100%
EDA 726 Me and My Community
AY 2006 - 2007 AY 2007 - 2008 AY 2008 - 2009
Exhibit Reflection Exhibit Reflection Exhibit Reflection
Score N % N % N % N % N % N %
4 19 79% 21 88% 17 68% 19 76% 9 60% 11 73%
3 5 21% 3 13% 8 32% 6 24% 6 40% 4 27%
2 0 0% 0 0% 0 0% 0 0% 0 0% 0 0%
1 0 0% 0 0% 0 0% 0 0% 0 0% 0 0%
Mean 3.79 -- 3.88 -- 3.68 -- 3.76 -- 3.60 -- 3.73 --
Total 24 100% 24 100% 25 100% 25 100% 15 100% 15 100%
EDA 728 Field Experience Log/Artifact
AY 2006 - 2007 AY 2007 - 2008 AY 2008 - 2009
Exhibit Reflection Exhibit Reflection Exhibit Reflection
Score N % N % N % N % N % N %
4 6 25% 10 42% 12 48% 18 72% 5 33% 9 60%
3 16 67% 13 54% 13 52% 7 28% 10 67% 6 40%
2 2 8% 1 4% 0 0% 0 0% 0 0% 0 0%
1 0 0% 0 0% 0 0% 0 0% 0 0% 0 0%
Mean 3.17 -- 3.38 -- 3.48 -- 3.72 -- 3.33 -- 3.60 --
Total 24 100% 24 100% 25 100% 25 100% 15 100% 15 100%
ELCC
EDA 731 Action Research Proposal
AY 2006 - 2007 AY 2007 - 2008 AY 2008 - 2009
Exhibit Reflection Exhibit Reflection Exhibit Reflection
Score N % N % N % N % N % N %
4 8 33% 11 46% 9 36% 12 48% 2 13% 12 80%
3 11 46% 12 50% 10 40% 13 52% 10 67% 2 13%
2 5 21% 1 4% 6 24% 0 0% 3 20% 1 7%
1 0 0% 0 0% 0 0% 0 0% 0 0% 0 0%
Mean 3.13 -- 3.42 -- 3.12 -- 3.48 -- 2.93 -- 3.73 --
Total 24 100% 24 100% 25 100% 25 100% 15 100% 15 100%
EDA 729 Action Research Project
AY 2006 - 2007 AY 2007 - 2008 AY 2008 - 2009
Exhibit Reflection Exhibit Reflection Exhibit Reflection
Score N % N % N % N % N % N %
4 10 42% 15 63% 11 44% 10 40% 6 40% 10 67%
3 13 54% 9 38% 12 48% 15 60% 9 60% 5 33%
2 1 4% 0 0% 2 8% 0 0% 0 0% 0 0%
1 0 0% 0 0% 0 0% 0 0% 0 0% 0 0%
Mean 3.38 -- 3.63 -- 3.36 -- 3.40 -- 3.40 -- 3.67 --
Total 24 100% 24 100% 25 100% 25 100% 15 100% 15 100%
EDA 732 Field Experience Reflections
AY 2006 - 2007 AY 2007 - 2008 AY 2008 - 2009
Exhibit Reflection Exhibit Reflection Exhibit Reflection
Score N % N % N % N % N % N %
4 18 75% 17 71% 19 76% 22 88% 11 73% 12 80%
3 6 25% 7 29% 6 24% 3 12% 4 27% 3 20%
2 0 0% 0 0% 0 0% 0 0% 0 0% 0 0%
1 0 0% 0 0% 0 0% 0 0% 0 0% 0 0%
Mean 3.75 -- 3.71 -- 3.76 -- 3.88 -- 3.73 -- 3.80 --
Total 24 100% 24 100% 25 100% 25 100% 15 100% 15 100%
ELCC
EDA 733 Professional Development Exercise
AY 2006 - 2007 AY 2007 - 2008 AY 2008 - 2009
Exhibit Reflection Exhibit Reflection Exhibit Reflection
Score N % N % N % N % N % N %
4 14 58% 16 67% 11 44% 13 52% 10 67% 10 67%
3 10 42% 8 33% 14 56% 12 48% 5 33% 5 33%
2 0 0% 0 0% 0 0% 0 0% 0 0% 0 0%
1 0 0% 0 0% 0 0% 0 0% 0 0% 0 0%
Mean 3.58 -- 3.67 -- 3.44 -- 3.52 -- 3.67 -- 3.67 --
Total 24 100% 24 100% 25 100% 25 100% 15 100% 15 100%
EDA 735 Legal Case Study Description
AY 2006 - 2007 AY 2007 - 2008 AY 2008 - 2009
Exhibit Reflection Exhibit Reflection Exhibit Reflection
Score N % N % N % N % N % N %
4 8 33% 7 29% 9 36% 12 48% 6 40% 8 53%
3 14 58% 17 71% 16 64% 13 52% 9 60% 7 47%
2 2 8% 0 0% 0 0% 0 0% 0 0% 0 0%
1 0 0% 0 0% 0 0% 0 0% 0 0% 0 0%
Mean 3.25 -- 3.29 -- 3.36 -- 3.48 -- 3.40 -- 3.53 --
Total 24 100% 24 100% 25 100% 25 100% 15 100% 15 100%
EDA 735 Simulated Budget
2. Simulated Budget
AY 2006 - 2007 AY 2007 - 2008 AY 2008 - 2009
Exhibit Reflection Exhibit Reflection Exhibit Reflection
Score N % N % N % N % N % N %
4 11 46% 10 42% 11 44% 12 48% 8 53% 10 67%
3 13 54% 14 58% 14 56% 13 52% 7 47% 5 33%
2 0 0% 0 0% 0 0% 0 0% 0 0% 0 0%
1 0 0% 0 0% 0 0% 0 0% 0 0% 0 0%
Mean 3.46 -- 3.42 -- 3.44 -- 3.48 -- 3.53 -- 3.67 --
Total 24 100% 24 100% 25 100% 25 100% 15 100% 15 100%
