7366 - Page 1

Term Information

Course Change Information What change is being proposed? (If more than one, what changes are being proposed?)

The faculty is requesting that a fully online version of this course be approved. Is currently approved as a face-to-face or hybrid course. The topic list has also

been updated and course learning objectives have been added.

What is the rationale for the proposed change(s)?

The rationale is to provide a completely on-line delivery of ESEADM 7366 as an alternative to the existing hybrid delivery. This will provide more flexibility in the

offering of this course.

What are the programmatic implications of the proposed change(s)?

(e.g. program requirements to be added or removed, changes to be made in available resources, effect on other programs that use the course)?

There will be no impact on the current program requirements. The resources will expand considerably including the use of Bulletin Boards, Carmen Connect,

videos, On-line Discussion (Chat) and Live Presentations. There will be no effect on other programs that use this course.

Is approval of the requrest contingent upon the approval of other course or curricular program request? No

Is this a request to withdraw the course? No

General Information

Offering Information

COURSE CHANGE REQUEST7366 - Status: PENDING

Last Updated: Malone,Helen Irene11/09/2016

Effective Term Spring 2017

Previous Value Summer 2013

Course Bulletin Listing/Subject Area Educ Sts: Educational Admin

Fiscal Unit/Academic Org EHE Educational Studies - D1280

College/Academic Group Education & Human Ecology

Level/Career Graduate

Course Number/Catalog 7366

Course Title Administrative Responsibilities, Policy, and Perspectives

Transcript Abbreviation Admin Rsp Pol Pers

Course Description Role of the superintendent in standards-based education reform and the improvement of the instructionalprogram to serve diverse student needs effectively and equitably.

Semester Credit Hours/Units Fixed: 3

Length Of Course 14 Week, 12 Week, 8 Week, 7 Week, 6 Week, 4 Week

Flexibly Scheduled Course Never

Does any section of this course have a distanceeducation component?

Yes

Is any section of the course offered 100% at a distance

Greater or equal to 50% at a distance

Less than 50% at a distance

Previous Value Yes, Greater or equal to 50% at a distance, Less than 50% at a distance

Grading Basis Letter Grade

Repeatable No

Course Components Lecture

Grade Roster Component Lecture

7366 - Page 2

Prerequisites and Exclusions

Cross-Listings

Subject/CIP Code

Requirement/Elective Designation

Course Details

COURSE CHANGE REQUEST7366 - Status: PENDING

Last Updated: Malone,Helen Irene11/09/2016

Credit Available by Exam No

Admission Condition Course No

Off Campus Sometimes

Campus of Offering Columbus

Prerequisites/Corequisites Permission of instructor

Previous Value

Exclusions Not open to students with credit for EduPL 725 or 843.

Cross-Listings

Subject/CIP Code 13.0401

Subsidy Level Doctoral Course

Intended Rank Masters, Doctoral, Professional

The course is an elective (for this or other units) or is a service course for other units

Course goals or learningobjectives/outcomes

Individuals working or preparing to work in a P-12 district leadership position need to know and

demonstrate the knowledge, skills, and dispositions outlined in the 2011 Educational Leadership Constituent Council

(ELCC) Standards for District Leader

•

Standard 1.0: facilitating the development, articulation, implementation, and stewardship

of the vision of learning that is shared and supported by district stakeholders.

•

Standard 2.0 advocating, nurturing, and sustaining a school culture and instructional program

conducive to student learning an staff professional growth.

•

Standard 3.0 ensuring the management of the organization, operations, and resources for a safe, efficient and

effective learning environment.

•

Standard 4.0 collaborating with families and community members, responding to diverse

community interests and needs, and mobilizing community resources.

•

Standard 5.0 acting with integrity, fairness, and in an ethical manner.•Standard 6.0 understanding, responding to, and influencing the larger political, social,

economic, legal, and cultural context.

•

Previous Value

7366 - Page 3

COURSE CHANGE REQUEST7366 - Status: PENDING

Last Updated: Malone,Helen Irene11/09/2016

Content Topic List Leadership Style•Leading the Change And Managing the Status Quo•Planning and Organizing for Improvement•Mission, Vision, Values, Goals and Action Plans•Leadership and Governance•Environmental Scan•Leading Instruction and Developing Principals/Evaluating Superintendents•Decision-Making Data-Based, Communication and Other•Collaborative Strategies for Improvement•

Previous Value Curriculum Standards•Performance Standards•State Assessments•Vertical and Horizontal Alignment•Curriculum Audit•Diversity Audit•Data-Based Decision Making•Bridging Role of the Superintendent•School Improvement Team Planning•Ethical and Legal Issues•

Attachments Syllabus ESEADM 7366 (Distance) FINAL.pdf: Syllabus

(Syllabus. Owner: Malone,Helen Irene)

•

Comments

Workflow Information Status User(s) Date/Time Step

Submitted Malone,Helen Irene 11/09/2016 09:59 AM Submitted for Approval

Approved Malone,Helen Irene 11/09/2016 10:06 AM Unit Approval

Pending Approval

Odum,Sarah A.

Zircher,Andrew Paul

Warnick,Bryan R.

Achterberg,Cheryl L

11/09/2016 10:06 AM College Approval

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The Ohio State University College of Education and Human Ecology

School of Educational Studies

ESEADM 7366 Administrative Responsibilities, Policy and Perspectives

Credit: 3 Semester Hours (graduate credit) Summer Term 2016, Hybrid offering

Dr. Jack Conrath Dr. Kim Miller-Smith 614-506-0116 conrath.5@osu.edu course section # 11489 614-832-3880 miller-smith.1@osu.edu course section # 19683 Office hours Arranged Dates and Times RATIONALE ESEADM 7366 is designed to explore the administrator’s responsibility to recognize and enhance equity and the rights of individuals within the school setting. This course is designed to provide Superintendent licensure students, concentrating their studies in P-12 educational administration, a particular emphasis on the role of the superintendent in education reform leading to the improvement of the instructional program. The purpose of ESEADM 7366 is to prepare students of educational administration to become more deeply aware of the implementation and use of data, implications of standards of curriculum, the role and interrelationships of educators (teachers, principals and superintendents), and the purpose of professional development in addressing student learning in the larger context of a complex public education accountability framework. Materials and assignments will assist in developing superintendent perspectives of these issues by incorporating real-life information from candidates’ districts and buildings focusing on developing a perspective through the lens of the superintendent’s role. Relationship to Other Courses/Curricula: The Accelerated Superintendent Licensure Program for the superintendent’s license includes a series of five required courses in educational administrative policy, communication, operations, current issues and leadership. The superintendent license also requires an additional six-month field experience. This course is required for the superintendent’s license. Prerequisite: Permission of Instructor

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PROGRAM STANDARDS ADDRESSED Individuals working or preparing to work in a P-12 district leadership position need to know and demonstrate the knowledge, skills, and dispositions outlined in the 2011 Educational Leadership Constituent Council (ELCC) Standards for District Leaders. Candidate Standards-Based Conceptual Framework to the ELCC School Leaders Standards. A school administrator is an educational leader who promotes the success of all students by: Standard 1.0: facilitating the development, articulation, implementation, and stewardship of the vision of learning that is shared and supported by district stakeholders. Standard 2.0 advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning an staff professional growth. Standard 3.0 ensuring the management of the organization, operations, and resources for a safe, efficient and effective learning environment. Standard 4.0 collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. Standard 5.0 acting with integrity, fairness, and in an ethical manner. Standard 6.0 understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

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Candidate Standards-Based ELCC School Leaders Standards ELCC A prospective superintendent… 1.1

demonstrates the ability to develop and implement a shared vision of learning through the development and implementation of policies that protect students’ rights, community ideas and cultures, and school improvement practices.

1.2 1.3

demonstrates the ability to understand, collect, and use data to analyze and drive district-level decisions that would promote continuous improvement of practices that would promote the success of every student.

1.4 demonstrates the planned evaluation and revision of district-level planning that would promote the success of every student.

3.4 demonstrates the ability to facilitate leadership activities at the district and/or building level that improve key stakeholder’s knowledge and understanding of Ohio’s accountability framework through the utilization of standards-based instructional practices and curricular materials.

2.2 4.2

designs, implements, and evaluates a standards-based instructional program that promotes and develops district leadership capacity to provide effective instructional programs fully that accommodates learners’ diverse needs.

4.2 develops a practical understanding of the effective management of school resources and operations for supporting a safe, efficient, and effective learning environment.

3.4 demonstrates an understanding of how to use appropriate research strategies to promote an environment for improved leadership, instruction, and student achievement.

5.1 5.2 5.3

makes and explains decisions based upon ethical and legal principles.

3.5 supports district instruction and student learning 5.5 exhibits social justice in leadership The Special Program Area (SPA) assessments of NCATE (assessment 2 and 3) which are found in TK20 are designed to provide additional insights and knowledge into these strands and their application and relevance within the educational environment and realm of superintendent responsibilities.

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DIVERSITY Through course readings, discussions, and activities, students will gain the knowledge, skills, and dispositions necessary for diversity (language, cultural, ethnic, racial, economic, and special needs) to create a school culture that promotes and supports the academic and social success for all students. OFF CAMPUS FIELD EXPERIENCE Students will be required to conduct a thorough analysis of a school district and develop its improvement plan. The analysis will include obtaining and analyzing a district‘s data, determining needs and assets, conducting an environmental scan, creating and evaluating a rigorous curricular and instructional program, identifying and interviewing stakeholders included in the development and constructing ways to evaluate, support and sustain the plan. TECHNOLOGY Students will explore technology’s capacity to aid in the ability to analyze and communicate various types of data and instructional systems to promote student achievement and district improvement. Additionally, students will use technology and on-line resources to enhance their productivity and professional knowledge. This course will be delivered through a hybrid format. CARMEN will be the “hub” for course materials, communication, posting of assignments, and interaction with the instructor. Candidates should be proficient in the use of technology related to retrieving online information and be proficient accessing and participating in CARMEN Connect for webinars and the submission of assignment components online.

COURSE ASSIGNMENTS Self-Assessment and Professional Inquiry: Series of Interviews (35 points) An on-going assignment for this class will be the completion of the Superintendent’s Standards-Based Guiding Questions. The self-assessment tool is aligned with the Ohio Superintendent Standards, provides insight into the work of district level administrators, and allows an opportunity to determine areas of strength and areas of potential growth. After completing the self-assessment, identify your areas of strength and 2-3 personal goals that you would like to focus on more specifically during this course. The goals should include the paths and the choices you will follow to gain more expertise in the identified areas. To gain a perspective of several standards integral to the focus of this course, you will be asked to conduct and then reflect upon 4 interview experiences. Candidates will arrange interviews with the appropriate district-level administrator(s) in their district or another district who

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are considered experts in the following four related areas: shared vision and district goals; technology, district operations, and learning and instruction; community resources and evaluating trends; and integrity, self-awareness and reflective practice. Likewise, the candidate will write questions or observation points (use the Ohio Standards for Superintendents for detail and more in-depth question content.) The goal of this assignment is for you to gather the perceptions and beliefs of practicing district-level administrators or witness interactions where these components will be observed. Focused questioning through interviews and/or observing responsibilities in action - will help inform your thinking as you write your School District Improvement Plan. After each interview the candidate will write a summary of the event and a reflection of the topic in TK20. The reflection should include thoughts about what was learned, why it matters, and your appraisal of the event. Interview or meeting/observation notes may serve as the required artifacts of evidence. Interview # 1 – suggested district-level administrator: Superintendent/Assistant Superintendent ELCC Standards 1.1 vision of learning for a district understand and collaboratively develop, articulate, implement and steward a shared district vision of learning 1.2 district goals understand and collect and use data to identify district goals, assess organizational effectiveness and implement district plans to achieve district goals. Interview #2 – suggested district-level administrator: Curriculum/Technology/Teaching and Learning Director ELCC Standards 2.4 technology understand and promote the most effective and appropriate district technologies to support teaching and learning within the district 3.2 manage district operations understand and efficiently use human, fiscal and technological resources in the district 3.5 support district instruction and student learning understand and ensure that district time focuses on supporting high quality instruction and student learning

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Interview #3 – suggested district-level administrator: Superintendent/Assistant Superintendent/Title Director/Curriculum Director/Family Engagement or Public Relations Director ELCC Standards 4.2 resources in the district community understand and mobilize community resources by promoting understanding, appreciation and use of the community cultural, social and intellectual resources throughout the district. 6.3 evaluate and implement trends understand and anticipate and assess emerging trends and initiatives in order to adapt district level leadership strategies Interview # 4: suggested district-level administrator – someone you admire and respect ELCC Standards 5.1 integrity and fairness act with integrity and fairness to ensure a district system of accountability for every student’s academic and social success. 5.2 self-awareness, reflective practice, transparency, and ethical behavior model principles of self-awareness, reflective practice, transparency and ethical behavior related to role in the district The sharing of your discoveries in the areas of identified needs and the interviews/observations will be the focus of a Carmen-Connect session. After that class, you should post on TK20 your final discoveries and responses to the 2- 3 areas you identified after the self-assessment focusing on what you learned and how this has added to your knowledge and understandings. Due Date – July 15 Module Assignments (20 Points) There are 9 modules included in ESEADM 7366 course. Within each module, a task has been identified that involves individual submissions and collaborative discussions. The purpose of all the tasks is to develop an understanding of the standards and the choices that lead to the development of a School District Improvement Plan focusing on establishing and maintaining high expectations for student achievement. The completion and assessment of all tasks will comprise 20% of the grade for the course. Complete Modules at your own pace.

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School District Improvement Plan (SDIP) (45 Points) Each candidate will complete a School District Improvement Plan (SDIP) based on information and data collected from a candidate selected school district. The focus of this plan must be related to instruction and student achievement. The plan should be prepared and submitted in an electronic format suitable for distribution and presentation to interested parties. Core student data collected must include information and statistics on any and all sub-groups in the district as defined by Every Student Succeeds Act (ESSA) criteria. The candidate will provide the following information in a written paper:

1. A brief introduction to the district and the setting in which the SDIP will be implemented

2. Explain the process you would use to develop or revise, articulate, and implement the mission, vision, and goals for the district to ensure a focus on high expectations for all students and how this will be utilized in the SDIP process

3. Explain how you would collect and use data to identify district goals, assess

organizational effectiveness and implement district plans to achieve district goals as articulated in the mission, and vision

4. Explain how you would create and evaluate a comprehensive, rigorous, and coherent

curricular and instructional program

5. Identify faculty and community members that you would include in the SDIP development.

6. Explain how you would research and develop a plan for a diverse district and community

and how you would capitalize on the diversity of the community to advocate for students with exceptional needs and to improve achievement for all students

7. Explain collaborative strategies to plan professional development activities for your

administrative team that focus on student outcomes, relate to vision and goals of the district, apply research-based learning strategies, and involve the study of current best practices

8. Explain how you will support and evaluate the plan to sustain improvement.

Due Date – August 2

NOTE: The final plan will be submitted to TK20.

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GRADING SCALE A 94-100 C 74-76 A- 90-93 C- 70-73 B+ 87-89 D+ 67-69 B 84-86 D 64-66 B- 80-83 E 63 and below C+ 77-79 REQUIRED READING Harvey, J. J., Cambron-McCabe, N., Cunningham, L. L., & Koff, R. H. (2013). The superintendent's fieldbook: A guide for leaders of learning. 2nd (second) edition. Thousand Oaks, CA: Corwin Press. ISBN-978-1-4522-1749-9 Marzano, R. J. & Waters, T. (2009). District leadership that works: Striking the right balance. Bloomington, IN: Solution Tree, ISBN-978-1-935249-19-1 RECOMMENDED READING DuFour, Richard, and Robert E. Eaker. (1998) Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Bloomington, IN: National Education Service. ISBN-978-1-879639-60-7 WEBSITE RESOURCES Battelle for Kids Website www.battelleforkids.org Ohio Department of Education Website www.ode.state.oh.us Ohio Leadership Advisory Council Website www.ohioleadership.org Moving Your Numbers Website www.movingyournumbers.org

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Class/ Module Session

Topics Assignments/Readings Due

Session 1 F2F

Course Overview Review Syllabus and Assignments

ASSIGNMENTS Read Course Syllabus with Assignments

Module 1

Leadership Style

ASSIGNMENTS Read

1. Introduction to Module 1 2. Ohio Standards for Superintendents 3. Gates, Blanchard & Hersey: Diagnosing Educational

Leadership Problems: A Situational Approach 4. Waters & Grubb: Leading Schools: Distinguishing the

Essential from the Important 5. Waters & Marzano: School District Leadership that

Works: The Effect of Superintendent Leadership on Student Achievement (Working Paper)

6. Leadership Foundation for Higher Learning: 10 x Leadership Styles

Assignments

1. Take Leadership Style Inventory (link is on Carmen) 2. Task #2 – Module 1

Module 2

Leading the Change And Managing the Status Quo

ASSIGMNENTS Read

1. Introduction to Module # 2 2. Heifetz and Laurie: The Work of Leadership 3. Creelman Research: Interview with Ron Heifetz:

Adaptive Leadership 4. Marzano & Waters: District Leadership that Works –

chapter 7, “The Perils and Promises of Second-Order Change”

View

1. OLAC Module: The Change Process – sections 3 through 8

Assignment

1. Task #1 – Module 2

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Module 3 Planning and Organizing for Improvement

ASSIGNMENTS Read

1. Introduction to Module #3 2. The Ohio Improvement Process (OIP) Guide 3. Fullan: Leading in a Culture of Change – chapter 4,

“Relationships”(ERIC Document on Carmen) 4. Harvey, Cambron-McCabe, Cunningham & Koff:

Superintendents Fieldbook - Chapter 5, “Addressing Race and Class”

View

1. Moving Your Numbers website – Assignment

5. Begin or continue work on Assessment 2/Self-Assessment and Interviews

6. Task #1 – Module 3

Module 4 Mission, Vision,

Values, Goals and Action Plans

ASSIGNMENT Read

1. Introduction to Module #4 2. DuFour and Eaker, Professional Learning

Communities at Work – chapters 4 and 5, “Mission and Vision” “Values and Goals”

Assignments

1. Task #1 – Module 4 2. Begin constructing, thinking about or writing the

School District Improvement Plan

Module 5 Leadership and

Governance

ASSIGNMENTS Read

1. Introduction to Module # 5 2. Harvey, Cambron-McCabe, Cunningham & Koff:

Superintendents Fieldbook - Chapter 3, “Coping with Governance Challenges”

View 1. OLAC Module: Board Development and Governance

Assignments

1. Complete Assessment 2/Self-Assessment and Interviews (Due July 15)

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Session 2 Carmen-Connect

Discuss Self-Assessment/Personal Goals and District-Level Interviews

ASSIGNMENTS Preparation for Discussion

1. Read the Instruction Guide for using Carmen Conect 2. Be ready to discuss your personal growth goals which

were determined by you after taking the self-assessment

3. Be ready to discuss your learning from the district-level administrator interviews

Module 6

Environmental Scan ASSIGNMENTS Read

1. Introduction to Module #6 2. Morrison: Environmental Scanning 3. CPS Human Resources: Conducting and

Environmental Scan Worksheet 4. Education Leadership: Environmental Scanning is

Vital to Strategic Planning 5. Ohio Guide to 2015 Ohio School Report Cards

View

1. 2015 Local Report Card Overview Assignment

1. Task #1 – Module 5 & 6 2. Continue to work on School District Improvement

Plan

Module 7

Leading Instruction and Developing Principals/Evaluating Superintendents

ASSIGNMENTS Read

1. Introduction to Module 7 2. Marzano & Waters: District Leadership that Works –

chapters 3 and 4, “Selecting and Monitoring Nonnegotiable Goals for Achievement” “Selecting and Monitoring Nonnegotiable Goals for Instruction”

3. Harvey, Cambron-McCabe, Cunningham & Koff: Superintendents Fieldbook - Chapter 6, “Developing Your Principals”

4. Marzano Observation Protocol 5. Fink & Resnik: Developing Principals as Instructional

Leaders 6. Ohio Superintendent Evaluation System

Assignments

1. Task #1 – Module 7

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Module 8

Decision-Making Data-Based, Communication and Other

ASSIGNMENT Read

1. Introduction to Module 8 2. AASA: Klempen – Reinventing Decision Making 3. Kerrins & Kushing: The Classic Mistakes of New

Superintendents 4. NASSP: Skalski & Romero – Data-Based Decision

Making 5. Sagebrush White Paper – Data-Driven Decision

Making: A Powerful Tool for School Improvement View

1. Data-Driven Decision Making Process-Powerpoint Assignment

1. Task #1 – Module 8

Module 9

Collaborative Strategies for Improvement

ASSIGNMENT Read

1. Introduction to Module 9 2. Marzano & Waters: District Leadership that Works –

chapter 5, “Collaborative Goal Setting, Board Alignment and Allocation of Resources”

3. ASPA – Collaborative Management 4. ASPA – The Blackbox of Collaboration

Assignment

1. Task #1 – Module 9 2. Complete School District Improvement Plan (Due

August 2)

Session 2 F2F

Sharing of SDIP Wrap-Up

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STATEMENT OF STUDENT RIGHTS Any student with a documented disability who may require special accommodations should self-identify to the instructor as early in the quarter as possible to receive effective and timely accommodations. ACADEMIC INTEGRITY (ACADEMIC MISCONDUCT) The Ohio State University’s Code of Student Conduct (Section 3335-23-04) defines academic misconduct as: “Any activity that tends to compromise the academic integrity of the University, or subvert the educational process.” Examples of academic misconduct include (but are not limited to) plagiarism, collusion (unauthorized collaboration), copying the work of another student, and possession of unauthorized materials during an examination. Ignorance of the University’s Code of Student Conduct is never considered an “excuse” for academic misconduct. To review the Code of Student Conduct and, specifically, the sections dealing with academic misconduct, please see oaa.osu.edu/coam/home.html. If a faculty member suspects that a student has committed academic misconduct in a course, the faculty member is obligated by University Rules to report his/her suspicions to the Committee on Academic Misconduct. If COAM determines that a student has violated the University’s Code of Student Conduct (i.e., committed academic misconduct), the sanctions for the misconduct could include a failing grade in the course and suspension or dismissal from OSU.

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Brownstein*and*Conrath,*J.,*2013* Page*1*of*3*

ASSIGNMENTS AND SCORING GUIDES

PERFORMANCE ASSESSMENT: SELF-ASSESSMENT AND PROFESSIONAL INQUIRY: SERIES OF INTERVIEWS

(35 Points)

P o ssion S int n nt Po t o io: Ass ss nt : Co s 3

SPA ASSESSMENT : D o in S oo Dist i t I o nt P n (SDIP)

ESEADM 3 A inist ti R s onsi i iti s n P s ti sAss ss nt R i

Exceeds(Expectations((4(to(5(points)(

Meets(Expectations((2(to(3(points)(

Emerging((0(to(1(points)*

A. SharedVision(ELCC*1.1*–understand)CF*Goal*2NCATE*1e

Description*and*artifact(s)*provide*evidence*of*knowledge*of*theories*relevant*to**UBuilding*UArticulating*UImplementing**UStewarding**a*district*vision*AND*Examples)are)explicit)to)learning)outcomes.)AND*Reflection*on*shared(vision*1) Is*clear,*well*developed,*and*includes*athorough*description*of*what*was*learned.AND2) Connects)artifact)and)examples)to)whatknowledge)was)learned,)thought,understood,)evaluated,)or)analyzed

Description)and)artifact(s))provide)evidence*of*knowledge*of*theories*relevant*to**UBuilding*UArticulating*UImplementing*UStewarding**a*district*vision*AND*Reflection*on*shared(vision*1) Is)clear,)well)developed,)andincludes)a)thorough)descriptionof)what)was)learned

Evidence*of*knowledge*of*theories*is*absent)or)not)relevant*to**UBuilding*UArticulating*UImplementing**UStewarding**a*district*vision*AND/OR*Reflection*on*shared(vision*1) Is*absent,)not)well)developed,and/or*does)not*include*athorough*description*of*what*waslearned

B. DistrictGoals(ELCC*1.2*–understand)

Evidence*of*knowledge*of*1) Tactical*and*strategic*program*planning;AND2) Designing*and*using*assessment*data*forlearningANDProvides)examples)explicit)to)district)needs.ANDReflection*on*district(goals1) Is*clear,*well*developed,*and*includes*athorough*description*of*what*was*learned.AND2) Connects)artifact)and)examples)to)whatknowledge)was)learned,)thought,understood,)evaluated,)or)analyzed

Evidence*of*knowledge*of*1) Tactical*and*strategicprogram*planning;2) Designing*and*usingassessment*data*forlearningANDReflection*on*district(goals1) Is)clear,)well)developed,)andincludes)a)thorough)descriptionof)what)was)learned

Evidence*provided*addresses*minimally)or)does)not)demonstrate*knowledge*of**1) Tactical*and*strategic*programplanningAND/OR2) Designing*and*using*assessmentdata*for*learningAND/ORReflection*on*district(goals1) Is*absent,)not)well)developed,and/or*does)not*include*athorough*description*of*what*waslearned

C.*Technology*(ELCC*2.4*–*understand)*

NCATE*1e*

Provides*at)least)two*pieces*of*evidence*of*knowledge*of**technology*and*its*uses*for*instruction*within*the*district*AND*Reflection*on*technology*1) Is*clear,*well*developed,*and*includes*athorough*description*of*what*was*learned.AND

Provides*at)least)one*piece*of*evidence*of*knowledge*of**technology*and*its*uses*for*instruction*within*the*district*AND*Reflection*on*technology*1) Is)clear,)well)developed,)andincludes)a)thorough)descriptionof)what)was)learned

Knowledge*of*technology*and*its*uses*for*instruction*within*the*district*is)not)clearly*demonstrated*or*absent*AND/OR*Reflection*on*technology*1) Is*absent,)not)well)developed,and/or*does)not*include*athorough*description*of*what*was

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Brownstein*and*Conrath,*J.,*2013** * ******* * * * * * Page*2*of*3*

2)*Connects)artifact)and)examples)to)what)knowledge)was)learned,)thought,)understood,)evaluated,)or)analyzed*

learned*

D.*District(Operations*(ELCC*3.2)*

Evidence*of*knowledge*of:**1)*Methods*and*procedures*for*managing*district*resources*AND*2)*Strategic*management*of*human*capital,*district(operations,*and*facilities(AND*Provides)examples)explicit)to)district)needs.)AND*Reflection*on*technology*1)*Is*clear,*well*developed,*and*includes*a*thorough*description*of*what*was*learned.*AND*2)*Connects)artifact)and)examples)to)what)knowledge)was)learned,)thought,)understood,)evaluated,)or)analyzed.)

Evidence*of*knowledge*of:**1)*Methods*and*procedures*for*managing*district*resources**AND*2)*Strategic*management*of*human*capital,*district(operations,*and*facilities*AND*Reflection*on*district(operations*1)*Is)clear,)well)developed,)and)includes)a)thorough)description)of)what)was)learned**

Evidence*of*knowledge*of:**1)*Methods*and*procedures*for*managing*district*resources*AND*2)*Strategic*management*of*human*capital,*district(operations,*and*facilities*is)not)clearly*demonstrated*or*absent*AND/OR*Reflection*on*district(operations*1)*Is*absent,)not)well)developed,*and/or*does)not*include*a*thorough*description*of*what*was*learned*

E.*Instruction(and(Learning*(ELCC*3.5)*

Evidence*of*knowledge*of*management*theories*on*effective**1)*District*time*2)*Priorities*3)*Schedules*AND*Provides)examples)explicit)to)district)needs)AND*Reflection*on*learning(and(instruction*1)*Is*clear,*well*developed,*and*includes*a*thorough*description*of*what*was*learned*AND*2)*Connects)artifact)and)examples)to)what)knowledge)was)learned,)thought,)understood,)evaluated,)or)analyzed)

Evidence*of*knowledge*of*management*theories*on*effective**1)*District*time*2)*Priorities**3)*Schedules*AND*Reflection*on*learning(and(instruction*1)*Is)clear,)well)developed,)and)includes)a)thorough)description)of)what)was)learned*

Evidence*of*knowledge*of*management*theories*on*effective**1)*District*time*2)*Priorities*3)*Schedules*is)not)clearly)demonstrated)or)absent)AND/OR*Reflection*on(instruction(and(learning*1)*Is*absent,)not)well)developed,*and/or*does)not*include*a*thorough*description*of*what*was*learned)

F.*Community(Resources*(ELCC*4.2)**NCATE*1f*

Evidence*of*knowledge*of*various**1)*Cultural*2)*Social*and**3)*Intellectual**resources(within(a(district(community.*AND**Provides)examples)explicit)to)district)needs)AND*Reflection*on*community(resources*1)*Is*clear,*well*developed,*and*includes*a*thorough*description*of*what*was*learned*AND*2)*Connects)artifact)and)examples)to)what)knowledge)was)learned,)thought,)understood,)evaluated,)or)analyzed)

Evidence*of*knowledge*of*various**1)*Cultural**2)*Social*and**3)*Intellectual**resources(within(a(district(community*AND*Reflection*on*community(resources*1)*Is)clear,)well)developed,)and)includes)a)thorough)description)of)what)was)learned**

Evidence*of*knowledge*of*various**1)*Cultural**2)*Social*and**3)*Intellectual**resources(within(a(district(community*is*not)clearly)demonstrated)or)absent)AND/OR*Reflection*on*community(resources*1)*Is*absent,)not)well)developed,*and/or*does*not*include*a*thorough*description*of*what*was*learned)

G.*Integrity(and(Fairness*(ELCC*5.1)*CF*Goal*5*NCATE*1g**

Evidence*of*knowledge*of*practices*demonstrating*principles*of*integrity(and(fairness(AND*Provides)examples)explicit)to)district)needs)AND*Reflection*on*integrity(and(fairness*1)*Is*clear,*well*developed,*and*includes*a*thorough*description*of*what*was*learned*AND*

Evidence*of*knowledge*of*practices*demonstrating*principles*of*integrity(and(fairness(AND*Reflection*on*integrity(and(fairness*1)*Is)clear,)well)developed,)and)includes)a)thorough)description)of)what)was)learned*

Evidence*of*knowledge*of*practices*demonstrating*principles*of*integrity(and(fairness(is*not)clearly)demonstrated)or)absent)AND/OR*Reflection*on*integrity(and(fairness*1)*Is*absent,)not)well)developed,*and/or*does)not*include*a*thorough*description*of*what*was*

16

Brownstein*and*Conrath,*J.,*2013** * ******* * * * * * Page*3*of*3*

2)*Connects)artifact)and)examples)to)what)knowledge)was)learned,)thought,)understood,)evaluated,)or)analyzed)

( learned(

I.*Evaluate(and(Implement(Trends*(ELCC*6.3)*

Evidence*of*knowledge*of*principles*of*future*issues(and(trends*that*can*affect*districts*(e.g.,*entrepreneurial*approaches)*AND*Provides)examples)explicit)to)district)needs)AND*Reflection*on*evaluation(and(implementation(of(trends*1)*Is*clear,*well*developed,*and*includes*a*thorough*description*of*what*was*learned*AND*2)*Connects)artifact)and)examples)to)what)knowledge)was)learned,)thought,)understood,)evaluated,)or)analyzed)

Evidence*of*knowledge*of*principles*of*future)issues(and(trends)that*can*affect*districts*(e.g.,*entrepreneurial*approaches)*AND*Reflection*on*evaluation(and(implementation(of(trends*1)*Is)clear,)well)developed,)and)includes)a)thorough)description)of)what)was)learned**

Evidence*of*knowledge*of*principles*of*future)issues(and(trends)that*can*affect*districts*(e.g.,*entrepreneurial*approaches)*is*not)clearly)demonstrated)or)absent)AND/OR*Reflection*on*evaluation(and(implementation(of(trends*1)*Is*absent,)not)well)developed,*and/or*does*not*include*a*thorough*description*of*what*was*learned*

H.*SelfQAwareness(and(Reflective(Practice*(ELCC*5.2)***CF*Goal*6*

Evidence*of*knowledge*of*principles*of**1)*SelfQawareness*2)(Reflective(practice*AND*Response*demonstrates*an*inCdepth*reflection*on,*and*personalization*of,*the*theories,*concepts,*and/or*strategies*included*in*this*rubric*AND*Viewpoints*and*interpretations*are*insightful*and*well*supported*AND*Response*shows*strong*evidence*of*synthesis*of*ideas*presented*and*insights*gained*throughout*the*program*up*to*this*point*AND*The*implications*of*these*insights*for*the*respondent's*overall*practice*are*thoroughly)detailed,*as*applicable*AND*Directly)connects)to)portfolio)artifacts)and)supporting)evidence*

Evidence*of*knowledge*of*principles*of**1)*SelfQawareness*2)(Reflective(practice(AND*Response*demonstrates*a*general)reflection)on,*and*personalization*of,*the*theories,*concepts,*and/or*strategies*included*in*this*rubric*AND*Viewpoints*and*interpretations*are*supported**AND*Response*shows*evidence*of*synthesis*of*ideas*presented*and*insights*gained*throughout*the*program*up*to*this*point*AND*The*implications*of*these*insights*for*the*respondent's*overall*practice*are*presented,*as*applicable*

Evidence*of*knowledge*of*principles*of**1)*SelfQawareness*2)(Reflective(practice*is)not)clearly)demonstrated)or)absent)AND/OR*Response*demonstrates*a*minimal)or)lack)of*reflection*on,*and*personalization*of,*the*theories,*concepts,*and/or*strategies*included*in*this*rubric*AND/OR*Viewpoints*and*interpretations*are*unsupported)or)supported)with)flawed)arguments*AND/OR*Response*shows)little)to)no*evidence*of*synthesis*of*ideas*presented*and*insights*gained*throughout*the*entire*course*AND*Few*implications*of*these*insights*for*the*respondent's*overall*practice*are*presented,*as*applicable*

Comments**!

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PERFORMANCE ASSESSMENT: SCHOOL DISTRICT IMPROVEMENT PLAN (45 Points)

SPA ASSESSMENT # 3:

Developing a School District Improvement Plan (SDIP) ESEADM 7366 Administrative Responsibilities and Perspectives

Assessment Rubric

Performance Descriptors

Exemplary Meets Standard

Proficient Meets Standard

Basic Does Not Meet

Standard

Unacceptable Does Not Meet

Standard

Score

3 2 1 0 Explain the process you would use to develop/revise, articulate, and implement the mission, vision, and goals for the district (ELCC 1.1, 1.3, 1.4)

Candidate was able to clearly articulate a process for developing, revising, and implementing a vision with a clear connection to high expec-tations for student achievement as the driving consideration for all steps in the process.

Candidate was able to design a process for developing, revising and implementing a vision with clear steps delineated for process completion. There is also a connection to high expec-tations for all students.

Candidate was able to design a process for designing or revising the district vision but stops short of developing a specific implementation plan. There was not a clear connection to high expectations for all students.

Candidate was not able to demonstrate the ability to design a process for developing, revising, or implementing a district vision; there is no clear connection between the vision and high expectations for all students.

Explain how you would collect and use data to identify district goals, assess organizational effectiveness, and implement district plans as articulated in the mission and vision (ELCC 1.2)

Candidate developed a plan for the collection of data and how the data would be used in support of the SDIP process. There is a clear connection between the data, the district plan, and high expectations for students.

Candidate developed a plan for the collection of data and how the data would be used in support of the SDIP process. The candidate was able to relate some of the data to identifying district goals and organiza-tional plans.

Candidate was able to identify a plan for collecting data but the data collected is not clearly tied to the district mission and vision. There was not a clear plan for how this data would be used in the SDIP process.

Candidate was not able to articulate neither a plan for data collection and use nor the data that would be collected and used.

Explain how you would create and evaluate a comprehensive, rigorous, and coherent curricular and instructional program (ELCC 2.1)

Candidate was able to clearly articulate a plan to create and evaluate the district instructional program with a clear identification and elaboration on how the plan was comprehen-sive, rigorous and coherently connected the district’s mission, vision, and goals and high expec-tations for students.

Candidate was able to clearly articulate and develop a plan to create and evaluate the district instructional program; this plan connects to the district mission, vision, and goals and considers the impact the curricular and instructional programs have on student learning.

Candidate was able to articulate a plan to create and evaluate the curricular and instructional program with little connection to the district mission, vision, and goals.

Candidate was not able to articulate an evaluation process and system for evaluating the curricular and instructional program.

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Identify faculty and community members that you would include in the SDIP and explain how you would utilize then to gather and analyze information in the development and implementation of the SDIP (ELCC 4.1)

Candidate was able to identify specific faculty and community members that should be included and provided a specific plan indicating how they would be involved in the development and implementation process.

Candidate was able to identify specific faculty and community members that should be included and provided a general overview indicating how they would be involved in the development and implementation process.

Candidate was able to identify specific faculty and community members that should be included and indicated that they would be involved in the development and implementation process.

Candidate was not able to specifically identify faculty and community members that should be included in the SDIP develop-ment and how they would be specifically utilized in the process.

Explain how you would research and develop a plan for a diverse district and community and how you would capitalize on the diversity to advocate for all students (ELCC 4.1, 4.2, 4.4)

Candidate was able to develop a plan for identifying diversity within the district and community and clearly connects this diversity in supporting and extending student achievement.

Candidate was able to develop a plan for identifying diversity within the district and community and for identifying how the diversity elements connect to the district vision.

Candidate was able to develop a plan for identifying diversity within the district and community.

Candidate was not able to clearly develop a plan for identifying and capitalizing on the diversity of the district and community.

Identify 2 specific goals based on data gathered and then using the prescribed forms, delineate strategies, action steps, responsible persons, timelines, budgetary considerations, and evaluation criteria for each of the two goals (ELCC 3.1, 3.2, 3.3, 3.4)

Candidate was able to identify two specific goals that are connected to the data gathered and developed plans that are coherently linked across the plan components with specific formative and summative assessments to determine plan effectiveness.

Candidate was able to identify two specific goals that are connected to the data gathered and developed two coherently linked plans to address these goals.

Candidate was able to identify two goals but these were not specifically connected to the data gathered and the plans only provide a cursory connection between the goals and the required components.

Candidate was not able to identify specific goals that were connected to the data gathered or to develop co-herent plans to address these goals.

Explain how you would assess and modify the plan annually to make adjustments and to formulate new action steps to evaluate district progress and revise district plans supported by stakeholders (ELCC 1.4)

Candidate was able to clearly explain how the action steps would be assessed for the purpose of making adjust-ments and revisions to the SDIP relative to the district mission, vision, and goals with a clear connection to high expectations for students.

Candidate was able to clearly explain how the action steps would be assessed for the purpose of making adjust-ments and revisions to the SDIP relative to the district mission, vision, and goals.

Candidate was able to explain that the SDIP would be assessed and modified but was not able to specifically identify how this would occur and how the adjustments and revisions connected to the mission, vision, and goals of the district.

Candidate was not able to identify ways that could be used to adjust the SDIP annually and to formulate new actions steps.

Explain collaborative strategies to plan professional development activities that focus on student outcomes,

Candidate was able to collaboratively develop a plan for professional development that clearly connects to

Candidate was able to develop a plan for professional development that clearly connects to the district

Candidate was able to develop a plan for professional development that has a connection to the SDIP in part

Candidate was not able to identify relevant professional development that connects to and

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relate to mission, vision and goals, apply research-based learning strategies, involve the study of current best practices and incorporate relevant research (ELCC3.5)

the district mission, vision, and goals and specific connection to research-based best practices that have the greatest impact on achieving high expecta-tions for student learning.

mission, vision, and goals and has a loose connection to commonly-known best practices.

but not as a whole and hos no connection to any research base.

supports the SDIP based on the data gathered.