District Level ELLC Assessment # 2 (Professional Content Standard): Developing... wide Vision for an Ideal district using Dimensions of a...

District Level ELLC Assessment # 2 (Professional Content Standard): Developing... wide Vision for an Ideal district using Dimensions of a...

District Level ELLC Assessment # 2 (Professional Content Standard): Developing a Districtwide Vision for an Ideal district using Dimensions of a professional learning Community
Rubric – Assessment #2 (Content Area Skills) – Developing a District-wide Vision for an Ideal
district using Dimensions of a professional learning Community
Student Name: __________________________________________ Semester/Year; _________
Professor’s Name: _____________________
Camus/School – Project Completion: __________________________
Assessment Score: ______________________________________
University of Texas at Brownsville Campus Level Licensure Assessment Evaluation by Assessor
Candidate’s Name: _______________________________________
School/District: _________________________________________
Assessor’s Signature: ____________________________________
Date: _________________________________________________
Directions: Please provide feedback regarding the experiences of the candidate. Please review the artifacts
completed by the candidate and performance in the supervised internship and field experiences. Note the
candidate’s current competency in each of the areas by circling the appropriate descriptor.
Rubric for Assessment #2: Developing a Vision – District-wide
Student Name: _________________ Semester/Year: ________________________
Professor’s Name: ______________________________________________________
Where Project is completed: _____________________________________________
Assessment Score: ________________
Assessment Area
Exceeds Target
3 points
Meets Target
2 points
Does Not Met
Target
1 points
Score
1
1.1 Develop a Vision
a. Candidates develop and
demonstrate the skills needed to
work with a board of education
to facilitate the
development of a vision of
learning for a school district
that promotes the success of all
students.
Candidates develop
and demonstrate
the in-depth skills
needed to work
with a board of
education to
facilitate the
development of a
vision of learning
for a school district
that promotes the
success of all
students.
Candidates develop
and demonstrate
the general skills
needed to work
with a board of
education to
facilitate the
development of a
vision of learning
for a school district
that promotes the
success of all
students.
Candidates develop
and demonstrate
the limited skills
needed to work
with a board of
education to
facilitate the
development of a
vision of learning
for a school district
that promotes the
success of all
students.
1.1 Develop a Vision
b. Candidates base development
of the vision on relevant
knowledge and theories
applicable to school-level
leaders
applied to a school district
context.
Candidates base indepth
development of
the vision on
relevant
knowledge and
theories applicable
to school-level
leaders
applied to a school
district context.
Candidates base
general
development of
the vision on
relevant
knowledge and
theories applicable
to school-level
leaders
applied to a school
district context.
Candidates base
limited
development of the
vision on relevant
knowledge and
theories applicable
to school-level
leaders
applied to a school
district context.
1.1 Develop a Vision
c. Candidates use data-based
research strategies to create a
vision that takes into account
the diversity of learners in a
district.
Candidates use indepth data-based
research strategies
to create a
vision that takes
into account the
diversity of
learners in a
district.
Candidates use
general data-based
research strategies
to create a
vision that takes
into account the
diversity of
learners in a
district.
Candidates use
limited data-based
research strategies
to create a
vision that takes
into account the
diversity of learners
in a
district.
1.1 Develop a Vision
d. Candidates demonstrate
knowledge of ways to use a
district’s vision to mobilize
additional resources to support
the vision.
Candidates
demonstrate indepth knowledge
of ways to use a
district’s vision to
mobilize additional
resources to
support
the vision.
Candidates
demonstrate
general knowledge
of ways to use a
district’s vision to
mobilize additional
resources to
support
the vision.
Candidates
demonstrate
limited knowledge
of ways to use a
district’s vision to
mobilize additional
resources to
support
the vision.
2
1.2 Articulate a Vision
a. Candidates demonstrate the
ability to articulate the
components of this vision for a
district and the leadership
processes necessary to
implement and support the
vision.
Candidates
demonstrate the
in-depth ability to
articulate the
components of this
vision for a district
and the leadership
processes
necessary to
implement and
support the vision.
Candidates
demonstrate the
general ability to
articulate the
components of this
vision for a district
and the
leadership
processes necessary
to implement and
support the vision.
Candidates
demonstrate the
limited ability to
articulate the
components of this
vision for a district
and the
leadership processes
necessary to
implement and
support the vision.
1.2 Articulate a Vision
b. Candidates demonstrate the
ability to use data-based
research strategies and strategic
planning processes that focus on
student learning to inform the
development of a vision,
drawing on relevant information
sources such as student
assessment results, student and
family demographic data, and an
analysis of community needs.
Candidates
demonstrate the
in-depth ability to
use data-based
research strategies
and strategic
planning processes
that focus on
student learning to
inform the
development of a
vision, drawing on
relevant
information
sources such as
student
assessment results,
needs assessment
results, student
and family
demographic data,
and an analysis of
community needs
Candidates
demonstrate the
general ability to
use data-based
research strategies
and strategic
planning processes
that focus on
student learning to
inform the
development of a
vision, drawing on
relevant
information
sources such as
student
assessment results,
student and family
demographic data,
and an analysis of
community needs
Candidates
demonstrate the
limited ability to
use data-based
research strategies
and strategic
planning processes
that focus on
student learning to
inform the
development of a
vision, drawing on
relevant
information sources
such as student
assessment results,
student and family
demographic data,
and an analysis of
community needs
1.2 Articulate a Vision
c. Candidates demonstrate the
ability to communicate the
vision to school boards, staff,
parents, students, and
community members through
the use of symbols, ceremonies,
stories and other activities.
Candidates
demonstrate the
in-depth ability to
communicate the
vision to school
boards, staff,
parents, students,
and community
members through
the use of symbols,
ceremonies,
stories and other
Candidates
demonstrate the
general ability to
communicate the
vision to school
boards, staff,
parents, students,
and community
members through
the use of symbols,
ceremonies,
stories and other
Candidates
demonstrate the
limited ability to
communicate the
vision to school
boards, staff,
parents, students,
and community
members through
the use of symbols,
ceremonies,
stories and other
3
activities.
Candidates
demonstrate the indepth ability to
plan programs to
motivate staff,
students, and
families to achieve
a school
district’s vision.
activities.
Candidates
demonstrate the
general ability to
plan programs to
motivate staff,
students, and
families to achieve
a school
district’s vision.
activities.
Candidates
demonstrate the
limited ability to
plan programs to
motivate staff,
students, and
families to achieve a
school
district’s vision.
1.3 Implement a Vision
b. Candidates design researchbased processes to effectively
implement a district vision
throughout an entire school
district
and community.
Candidates design
in-depth researchbased processes to
effectively
implement a district
vision throughout
an entire school
district
and community.
Candidates design
general researchbased processes to
effectively
implement a district
vision throughout
an entire school
district
and community.
Candidates design
limited researchbased processes to
effectively
implement a district
vision throughout
an entire school
district
and community.
Total Points Possible
27
18
9
1.3 Implement a Vision
a. Candidates demonstrate the
ability to plan programs to
motivate staff, students, and
families to achieve a school
district’s vision.
3: Exceeds Expectations – Displays an understanding of procedures beyond what a candidate would be expected
to know. Intern has entry-level leadership skills beyond what is expected of a candidate at the Master’s degree
level.
2: Meets Expectations – Has the basic understanding of the role of a campus leader. Candidate is capable of
understanding the overall operation of campus leadership at a level expected at the Master’s degree level.
1: Unacceptable – Candidate lacks basic understanding of school leadership role(s). Candidate has difficulty in
applying the standards within the role as a campus leader.
ELCC Standard 2.0: candidates who complete the program are educational leaders who have the knowledge and
ability to promote the success of all students by promoting a positive school culture, providing an effective
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