Updated February 2009
PROGRAM REPORT FOR
THE PREPARATION OF EDUCATIONAL LEADERS
(Preparation of PK-12, PK-8, or 7-12 Principals)
Educational Leadership Constituent Council (ELCC)
South Dakota Department of Education
COVER SHEET
Seeking NCATE Accreditation: ___ Yes
Institution:
Oglala Lakota College
Date submitted
Name of Preparer
Phone #
State
_x__ No
South Dakota
March 31, 2012
Dawn Frank
(605) 455-6006
Email
dfrank@olc.edu
Program documented in this report:
Name of institution’s program (s) Pre K-12 Principal Certification and Degree
Grade levels for which candidates are being prepared Pre K-12
Degree or award level Masters of Arts in Education Administration
Is this program offered at more than one site? □ Yes
If yes, list the sites at which the program is offered
X No
Title of the state license for which candidates are prepared
Pre K-12 Principal
Program report status:
X Initial Review
 Response to a Not Met Decision
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SECTION I—CONTEXT
1. Description of the institution and the college/school/division in which program resides:
Oglala Lakota College
Since the creation of the Pine Ridge Indian Reservation, Oglala leaders have pressed the federal
government to meet the educational obligations it promised in treaties and agreements. With the advent
of efforts to extent tribal sovereignty by American Indians throughout the United States came recognition
by Lakota’s that control of education is also the control of its destiny. On March 4, 1971, the Oglala
Sioux Tribal Council exercised its sovereignty by chartering the Lakota Higher Education Center. This
marked the commencement of a vision’s realization which continues to evolve in the history of the Oglala
Lakota.
During its non-accredited years, the college entered into arrangements with Black Hills State College,
University of South Dakota, and South Dakota State University to “borrow” their accreditation for various
associate degree programs. Students were taught on the reservation by faculty chosen by the college,
but approved by the state institutions, who taught the same courses as offered in South Dakota colleges.
Today Oglala Lakota College has maintained collaboration with these institutes as well as other institutes
of higher learning, although have secured its own national and state accreditations.
When accreditation was granted in 1983 for Oglala Lakota College by North Central Association
Accreditation, the degree offerings were an Associate Degree in Education, a Bachelor’s Degree in
Elementary Education, Human Services, General Studies, Nursing, Lakota Studies, Business and
certification in vocational fields. In subsequent accreditations by North Central in 1987, 1992, 1994, and
1998 the college has expanded it’s Bachelor Degrees in Lakota Studies, Human Services, and Applied
Sciences.
As part of its mission the Oglala Lakota College designed and developed a graduate program entitled
Managers as Warriors from 1990-1992 and implemented the program in 1993. The Oglala Lakota College
Board of Trustees created the Graduate Studies Department on April 1995 meeting the increased demand
for graduate courses and degrees sustaining the current graduate program Master of Arts Degree in
Lakota Leadership and Management. In 1998, North Central Accreditation Association granted approval
for the Education Administration component of the degree. South Dakota State Department of Education
and Cultural Affairs granted the Educational Administration emphasis Master of Arts level on March 20,
2000. Education Administration adopted the Educational Leadership Constituent Council (ELCC)
professional standards in 2007.
The Associates of Arts Degree in Early Childhood Education with Child Development Associate has been
ongoing at Oglala Lakota College. Just recently, in 2011, the South Dakota Board of Education approved
Oglala Lakota College to provide for a Bachelor’s Degree in Birth – 3rd Grade Early Childhood Education.
Previous to this, in 2002, South Dakota Department of Education had accredited Oglala Lakota College’s
Bachelor Degrees in K-12 Special Education along with a Bachelor of Science in Secondary Education,
Physical Science Degree.
The policy making body of the graduate program is the Graduate Policy and Review Committee. Graduate
Policy and Review Committee is chaired by Director of Graduate Studies, composed of Vice President for
Instructional Affairs, academic department chairpersons, faculty with earned doctorates, and members of
the graduate faculty. A recommendation for degree requirements and curriculum originate within each
department, reviewed by the Graduate Advisory Boards, moves to the Graduate Policy and Review
Committee, is subject to review by the Graduate Faculty, Vice President for Instructional Affairs, requires
action by the President of Oglala Lakota College, and the Board of Trustees.
The most recent comprehensive visit took place in March 2003, by the Higher Learning Commission, a
commission of the North Central Association of Colleges and Schools. During the 2006-2007 academic
year, the Education and Graduate Studies Department created the Four Directional Conceptual
Framework Model for both departments: Teacher preparation and the Education Administration program.
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GRADUATE STUDIES DEPARTMENT FOUR DIRECTIONAL CONCEPTUAL FRAMEWORK MODEL
Wounspe na oitancan un wolakolkiciyapi meaning learning Lakota ways of life in community through education
and leadership is the philosophy for the Four Directional Conceptual Framework Model incorporating Oyate
IkceTatuye Topakiya Wocicala Hena Wopasi, meaning measuring knowledge of the four directions to capture
the capstone experiences for the program. The Four Directional Conceptual Framework model demonstrates
the unique organization of the overall institutional structure of shared leadership and shared vision of the
Oglala Lakota College correlating with the programs.
The Four Direction Model also known as the Lakota Mental Health
Model was developed from Bear Shield et al. (2000) who utilized
cultural indicators to measure human development. These indicators
assist in determining the disposition of the candidate and their
capabilities of acquiring content knowledge, pedagogical and
professional knowledge, skills, decision making, and the importance
of stewardship within organizations as the candidate move towards
completion of the degree. The four dimensions of measurement
include: 1) Wiyohpeyata (West) 2) Waziyata (North) 3)
Wiyohinyanpata (East) 4) Itokagata (South). All four directions
correspond equally to the four stages of growth, which include
spiritual, physical, intellectual, and emotional components of
development. These stages balance an individual. Therefore, the Four
Directional Conceptual Framework Model is grounded in the Lakota
world view and cannot be separate from the intellectual component
of human development. This world view is utilized in this Four
Directional Conceptual Framework Model which demonstrates
educational excellence and high standards within the program.
Philosophy: The belief of the degree program is dedicated to the reality that Lakota leaders and
managers must have a foundation in Lakota beliefs, values, thought, and philosophy. Specifically, the
curriculum is guided by the principle that traditional Lakota beliefs recognized a leader as someone who
works for, with and among the people, rather than above them, someone who lives for the people and
takes action that is for the people rather than for personal and material gain.
Vision: The vision of the Graduate Program is Wolakota within professionals as they continue in their
training to become leaders and managers; Lakota leaders who will live, preserve, and continue the
Lakota way of life for coming generations.
Mission Statement: The Graduate Program is committed to the belief that the leaders and mangers,
who will take the Lakota into the 21st century, must have a foundation in; Lakota language, spirituality,
belief, values, thought and philosophy. Delivery of the curriculum is guided by the principle that Lakota
leaders work for, with, and among the people, rather than for personal or material gain. The rigor of the
program will be a source of pride for dedicated professionals. Our graduate candidates strive to
demonstrate Wolakota, excellence and confidence as they translate theory into quality practice.
Purpose of Graduate Program: The purpose of the Graduate Program at Oglala Lakota College is to
develop individual management and leadership skills that are harmonious with Lakota values. Further, the
knowledge base of the graduate program is designed to produce candidates with expanded intellectual
application, independence in reading and research, using critical thinking skills in decision making, and
ability to design and implement change through strategic planning.
Goal: To graduate leaders who are sage managers/leaders in the Lakota community.
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Oglala Lakota College Graduate Studies learning outcomes
The following broad learning outcomes are designed to meet the Lakota standards of the Lakota
leadership and Management emphasized in the Four Directional Model and the Educational Leadership
Constituent Council (ELCC) standards: 1) Candidates will integrate their knowledge and demonstrate
qualities necessary for Wolakota leadership; 2) Candidates will specify and implement how Lakota values,
belief systems, and life-styles of leaders and managers impact people and societies; 3) Candidates will
recognize and practice listening, Lakota oratory skills, and other appropriate methods in the expression of
Lakota values; 4) Candidates will assess how historical processes of colonization affected Lakota culture
and the social organization of indigenous peoples. Use the assessment to develop a plan of action for
change; 5) Candidates will practice concepts of organizing communities and constructing change; 6)
Candidates will examine and evaluate financial management systems and recommend strategies for
monitoring these systems; 7) Candidates will identify, synthesize and interpret forces that underlie
environmental issues using the Lakota world view of Mitakuye Oyasin. Determine how people and nature
influence and affect environment, community, and curriculum; 8) Candidates will analyze and apply the
development and implementation process of exercising tribal rights; 9) Candidates will comprehend,
interpret, and demonstrate the nature and significance of research, and provide them opportunities for
application and implementation of research techniques; 10) Candidates will demonstrate an
understanding of the larger political, economic and legal context within policies benefiting the diverse
learner needs and school community
2. Description of the field and clinical experiences required for the program, including the
number of hours for early field experiences and the number of hours/weeks for student
teaching or internship.
The principal internship is part of the LMEA 796 School Community Action Project (SCAP) six credit hour
course. The internship is designed to take place over a period of two (2) consecutive semesters serving
under a licensed principal at an elementary, middle, or secondary level school. The intern is required to
have successfully completed thirty (30) hours of their program of study with a 3.00 GPA in each required
course before entering for the school internship. Candidates must apply one semester prior to entry.
The internship includes all job responsibilities of the principalship at the age/grade span for which
authorization is sought. The internship includes time spent in at least two of k-12 administration:
elementary, junior high, middle school, and/or secondary school. A total of 120 hours is required for the
internship and shall be completed within two (2) semester’s equivalent to 60 hours per semester.
The candidate intern maintains a log of his/her activities that entails a brief description of the task
involved, the date, the beginning, ending time, the amount of time involved. Candidate intern maintains a
reflective journal, record intern hours, and upload student artifact that corresponds with each activity
within the electronic portfolio section of internship, using the following link www.foliotek.com. The
reflective journal describes the activity, the ELCC standard in which the activity meets, number of hours
recorded for specific activity, and how this activity is connected to their supported student artifact
produced within the internship. The Cooperating School Administrator (COSA) verifies the candidates’
activity intern hours. Education Administration Coordinator reviews for progress and completion
throughout. The final scoring and analysis of completed activities and hours are complete prior to exiting
the program. Complete Internship is a graduation and certification requirement. See section IV,
assessment #4 for further description. See attachment F for Principal Internship Overview, including
assessment tools.
3. Description of the criteria for admission, retention, and exit from the program, including
required GPAs and minimum grade requirements for the content courses accepted by the
program.
As a means of retention, the Graduate Studies Department carefully considered the contextual diversity
of its candidates. Special consideration is given to the candidates’ unique socio-economic and personal
circumstances while working toward a degree. The Four Directional Conceptual Framework Model has
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Updated February 2009
built in the transition points for admission into the program (Wiyohpiyata [West]), candidate retention
(Waziyata [North] and Wiyohinyanpata [East]) and exit from the program (Itokagata [South]).
Wiyohpiyata (West) - Admission/Entrance Requirements
Students begin in the West and continue clockwise. Therefore, this is the first stage of the entering
students’ education journey. Admission to the OLC Education Administration program is specified in the
OLC catalog and Graduate Studies Handbook. Applications are accepted in the spring semester for fall
entering students. Individuals are considered ‘Students’ until they meet ‘Candidacy’.
Students must apply for preadmission status by completing a graduate application, submitting a $15.00
application fee, and attaching the following documents to validate that the student has met the entrance
requirements: Official transcripts stating the date undergraduate degree was conferred, valid copy of
teaching certificate in elementary or secondary education, tribal enrollment or lineage form (if
applicable), current resume, three letters of reference that validate the candidates disposition, ethics, and
civic engagement, two writing samples: philosophy of education and autobiography. Writing samples
must follow specified criteria stated in catalog and handbook. Students must meet the following entrance
requirements:






Must have a bachelor’s degree from a regionally accredited institution.
Must have a 2.5 GPA with a 3.0 in undergraduate major field
Must have a 3.0 GPA in all undergraduate Language Arts course work.
Have three years teaching experience in elementary or secondary education or a combination of
years as a certified teacher.
Score a 42 on each writing sample: Philosophy of Education and Autobiography.
Participate in Graduate Studies Orientation
Students not meeting writing expectations or meeting with weakness must successfully complete the
LakM 503 Introduction to Graduate School seminar and resubmit writing samples to be considered for fall
entry. Writing samples must meet graduate program expectations before entrance into the core courses.
Students may enroll in graduate core courses LakM 603, LakM 513, LakM 533 upon acceptance into the
program. Students are required to complete the core with a B or better, 3.00 in each course to be eligible
for candidacy status. Candidacy status is transition point toward becoming an Education Administration
“Masters Candidate”. Candidacy status is defined in the OLC catalog and Graduate Studies Handbook.
Waziyata (North) – Candidacy/Professional core requirements and Wiyohinyanpata (East) –
Professional requirements – Retention
Retention is the key to the success of candidates. Therefore, retention is covered in two transition points
of the Four Directional Conceptual Framework Model. Retention is a shared responsibility between
students, faculty, and graduate studies administration. Candidates have the personal responsibility to
attend class and make adequate progress. Candidates are required to: complete all graduate courses
with a B or better in order to remain in good academic standing and maintain current teaching
certification. Candidates are not allowed to miss more than nine contact hours per course.
Communication between candidates, faculty and the graduate studies department staff is key in assisting
the candidates who require extra support. In addition, faculty convey candidate course progress and
provides direct course feedback through the designated assessment tools i.e. course and program matrix.
It is these activities which assist with the retention of graduate candidates.
Exiting the Program: ITOKAGATA (South) Capstone experience and comprehensive
electronic portfolio, exit-Induction
Effective Lakota leaders demonstrate compassion and generosity through the delivery and giving of their
knowledge, skills and ability to the educational and local communities as defined in the Four Directional
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Updated February 2009
Conceptual Framework Model. Candidates must successfully complete 36 credit hours within the plan of
study with a B or better, 3.00 (9 core, 21 professional hours, 6 clinical practice and field work).
Candidates exiting the program are required to: submit the comprehensive electronic portfolio and
receive a portfolio score of 3.00 or greater; submit completed SCAP project and receive a score of 2.00 or
greater; complete internship process minimum of 120 hours and receive a score of 2.00 or greater;
complete disposition rating and receive an 80% average on each of the ELCC standard; participate in
induction services including completion of first and third year employer and graduate satisfaction surveys.
4. Provide a table showing the major transition points and key assessments in the program.
Transition Points
Wiyohpiyata (West) – Admission/entrance requirements
1. Must have a bachelor’s degree from a regionally accredited
institution.
2. Must have a 2.5 GPA with a 3.0 in undergraduate major
field.
3. Must have a 3.0 GPA in all undergraduate Language Arts
course work.
4. Have three years teaching experience in elementary or
secondary education or a combination of years as a
certified teacher.
5. Score a 42 on each writing sample: Philosophy of
Education and Autobiography.
6. Participate in Graduate Studies Orientation.
Waziyata (North) - Candidacy/Professional Core
Requirements – Mid point
1. Must complete candidacy application.
2. Successfully complete LakM 603, LakM 513, LakM 533 with
B or better.
3. Complete National Institute of Health training to conduct
research.
Wiyohinyanpata (East) – Professional
Requirement/Retention – Mid point
1. Must complete 21 hours of professional core courses.
a. LMEA 703 Instructional Supervision.
b. LMEA 713 School Administration.
c. LMEA 743 School Finance.
d. LMEA 796 School Community Action
Project/internship.
e. Two elective courses totaling six credit hours.
Itokagata (South) – Exit From Program
1. Candidates must successfully complete 36 credit hours
with a B or better, 3.00 GPA (9 core, 21 professional
hours, 6 clinical practice and field work).
2. Candidates exiting the program are required to submit the
comprehensive electronic portfolio and receive portfolio
score of 3.00 or greater.
3. Submit completed SCAP project and receive a score of 2.00
or greater, complete internship process minimum of 120
hours and receive a score of 2.00 or greater.
4. Complete disposition rating and receive an 80% average
on each of the ELCC standards.
1. Follow up studies - participate in induction services:
complete first and third year OLC employer and graduate
satisfaction surveys.
Assessment
1.
2.
3.
4.
Application: transcript
Application: transcript
Application: transcript
Application: teaching certificate,
resume, and reference letters
5. Application: writing samples
6. Application: sign in sheet
Note: Candidacy is a check point for
review to ensure candidate is on track
1. Application
2. Grades
3. NIH training certificate
1.
GPA 3.00 or better
a. GPA 3.00 or better
b. GPA 3.00 or better
c. GPA 3.00 or better
d. GPA 3.00 or better
e. GPA 3.00 or better
1. GPA3.00 or better and
Assessment tools.
2. Scoring Rubric
3. Scoring Rubric
4. Disposition Survey
1. OLC Employer Satisfaction
Survey and Graduate
Satisfaction Survey
6
Updated February 2009
5. Please attach files to describe a program of study that outlines the courses and
experiences required for candidates to complete the program. The program of study
must include course titles.
Pre K-12 Principal Certification and Degree – Education Administration
See course descriptions Attachment C. The Oglala Lakota Graduate program considers six credit hours as
full-time status. This program requires a minimum of 36 credit hours toward plan of study including a
capstone project entitled School Community Action Project, and Internship. The candidates create a
research-based school community action project and defense, and complete a comprehensive electronic
portfolio. The portfolio is created from a culmination of the 36 credit hours of course activities, tasks and
assignments. The portfolio provides evidence of meeting the ELCC standards. Candidates must meet all
admission and entrance requirements, complete candidacy application to validate progress, and exiting
requirements. Candidates who complete the program are eligible for Pre-k-12 Principal Certification and
positions as determined through the State of South Dakota.
Core and required courses
LakM 603
Wowapi Woecun Na Wounspe Wankatuyahci Glustanpi Kte Kin
Hena (Research, writing and statistics for graduate work)
LakM 513
Lakota Woitancan Na Wokicanye Kin Oeglayapikte
(Lakota Foundations for leadership and management)
LakM 533
Tiospaye (Lakota Social Organization)
LMEA 703
Wowapi Wounspe Itancan (Instructional Design)
LMEA 713
Wayawapi Itancan – (School Administration) Kucila (Elementary),
Eyokogna (Middle), Wakatuya (Secondary)
LMEA 723
Woksape
(Counseling Theories and socio-culture foundations)
LMEA 733
Oyate Wicoun (Fundamentals of Curriculum Development)
LMEA 743
Mazaska Wounspe Okicanye (School Finance)
LMEA 796
Wayawa Tiospaye Woecun Wicokan
(School Community Action Project and Internship)
Electives (2)
LakM 583
Lakota Tamakoce Un Wokicanye Na Woanwanyanke Wounspe
(Lakota Environment Management and Protection)
LakM 593
Lakota Kin Iyecinka Igloayapi Kta Un Hecel Eglepikte Wounspe
(Establishing Lakota Sovereignty)
LMEA 603
Owayawa Ta Wounspe (School Law)
LMEA 753
Nagi Wounspe Wakatuya (Advanced Educational Psychology)
LMEA 763
Wopasi Wounspe (Statistics)
LMEA 773
Wopasi Woecun (Survey Design)
3 hrs.
3 hrs.
3 hrs.
3 hrs.
3 hrs.
3 hrs.
3 hrs.
3 hrs.
3 hrs.
6 hrs.
3 hrs.
3
3
3
3
hrs.
hrs.
hrs.
hrs.
7. Candidate Information -The graduate courses are scheduled on a suggested rotational schedule.
Candidates may complete the plan within three years—for example two years of Lakota Leadership Core
and Educational Administration professional course work, and one year School community Action Project
and Internship. Candidates who may have started the program in 2008 take classes based on their
personal schedule. A total of six graduate credit hours is equivalent to full time status for the Oglala
Lakota College Graduate program.
8. Faculty Information - A copy of a Faculty Information chart is included as Attachment C: Faculty
Information at the end of this document.
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Updated February 2009
SECTION II— LIST OF ASSESSMENTS
The following table lists the assessments of the Oglala Lakota College Graduate program: Lakota Leadership and Management Education
Administration.
Name of Assessment
1 Licensure assessment, or other contentbased assessmentComprehensive Portfolio
2 Assessment of content knowledge in
educational leadership
Performance Assessment: LMEA course
outcomes
3 Assessment of ability to develop
supervisory plan for classroom-based
instruction
School Improvement Plan
4 Assessment of internship/clinical
practice Internship and
Internship
5 Assessment of ability to support student
learning and development
Employer satisfaction survey
6 Content-based assessment – application
of content
School Community Action Project (SCAP)
Action research
7 Assessment of abilities in organizational
management and community relations
(optional)
Type or
Form of Assessment
Comprehensive Electronic Portfolio
Rubric
Analysis of all 22 indicators directly aligned
with all 6 ELCC standards
LMEA Course matrix
Content course grades on capstone
assignment (e.g. research projects,
strategic plans, etc.)
School Improvement Plan rubric to
guide and score the candidates school
improvement plan.
Review and analysis of Principal
Internship Guide sections: Internship
Activities Logs and Cooperating
Administrator Evaluations to determine
how each candidate has met all six ELCC
standards in internship.
Employer Satisfaction Survey
Analysis of overall SCAP scores by three
graduate faculty and staff using SCAP
Rubric. Candidates present proposal and
defend final product.
Internship Disposition Rating (selfassessment)
Internship Disposition rating
8 Additional assessment that addresses
ELCC standards (optional)
None
When the Assessment
Is Administered
Culmination of required courses. Candidates
build and support all 6 ELCC standards (total of
22 indicators) throughout plan of study. Final
evaluation and overall scoring takes place in
the last semester upon exiting program. (May)
Required courses;
LMEA 713 School Administration
LMEA 743 School Finance
Required course - LMEA 703, Instructional
Supervision
Upon completion of 30 credit hours of plan of
study. LMEA 796 School Community Action
Project and Internship. Overall Evaluation and
scoring completed upon completion of 120
hours.
Exit of program.
Induction year after program completion. First
and third year survey.
Culmination of program course work at end of
program. Final 6 credit hour required course LMEA 796 SCAP and internship. Upon
completion of research and final colloquium
presentation.
After completion of 30 credit hours.
Prior to start of internship
Exit of internship
None
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Updated February 2009
SECTION III—RELATIONSHIP OF ASSESSMENT TO STANDARDS
ELCC or ARSD 24:53:08:01 STANDARD
APPLICABLE ASSESSMENTS FROM SECTION II
Standard 1.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all
students by facilitating the development, articulation, implementation, and stewardship of a school vision of learning supported by the school
community.
x#1 x#3 x#5 x#7
x#2 □#4 x#6 n/a#8
1.1 Develop a School Vision of Learning.
1.2 Articulate a School Vision of Learning.
x#1
x#2
x#3
□#4
x#5
x#6
x#7
n/a #8
1.3 Implement a School Vision of Learning.
x#1
□#2
x#3
X#4
□#5
x#6
x#7
n/a#8
1.4 Steward a School Vision of Learning.
x#1
x#2
x#3
□#4
x#5
x#6
□7
n/a#8
1.5 Promote Community Involvement in School Vision.
x#1
□#2
x#3 □ #5 □#7
□x#4 x#6 n/a □#8
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 instructional program, applying best practice to student learning, and
designing comprehensive professional growth plans for staff.
x#1 x#3 x#5 x#7
x#2 x#4 x#6 n/a#8
2.1 Promote a Positive School Culture.
x#1 x#3 x#5 x#7
□#2 x#4 x#6 n/a#8
x#1 x#3 x#5 x#7
x#2 x#4 x#6 n/a#8
2.3 Apply Best Practice to Student Learning.
x#1 x#3 □#5 x#7
x#2 x#4 x#6 n/a#8
2.4 Design Comprehensive Professional Growth Plans.
Standard 3.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all
students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.
x#1 x#3 x#5 x#7
x#2 □#4 x#6 n/a#8
3.1 Manage the Organization.
x#1 x#3 x#5 x#7
x#2 x#4 x#6 n/a#8
3.2 Manage the Operations.
2.2 Provide Effective Instructional Program.
3.3 Manage the Resources.
x#1
x#2
x#3
□#4
x#5
x#6
x#7
n/a#8
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ELCC or ARSD 24:53:08:01 STANDARD
APPLICABLE ASSESSMENTS FROM SECTION II
Standard 4.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all
students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing
community resources.
x#1 X#3 x#5
x#7
x#2 X#4 x#6 n/a#8
4.1 Collaborate with Families and Other Community Members.
4.2 Respond to Community Interests and Needs.
x#1
x#2
□#3
X#4
x#5
x#6
x#7
n/a#8
4.3 Mobilize Community Resources.
x#1
x#2
□#3
X#4
x#5
x#6
x#7
n/a#8
Standard 5.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all
students by acting with integrity, fairly, and in an ethical manner
x#1 x#3 x #5
x#7
□#2 x#4 □#6 n/a#8
5.1 Acts with Integrity.
5.2 Acts Fairly.
x#1
□#2
x#3
x#4
x#5
□#6
x#7
n/a#8
5.3 Acts Ethically.
x#1
□#2
x#3
x#4
x#5
□#6
x#7
n/a#8
Standard 6.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all
students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
x#1 x#3 □#5 x#7
x#2 x#4 x#6 n/a#8
6.1 Understand the Larger Educational Context.
6.2 Respond to the Larger Educational Context.
x#1
□#2
x#3
x#4
x#5
x#6
x#7
n/a#8
6.3 Influence the Larger Educational Context.
x#1
□#2
x#3
x#4
x#5
x#6
x#7
n/a#8
Standard 7.0: Internship. The internship provides significant opportunities for candidates to synthesize and apply the knowledge and practice and
develop the skills identified in Standards 1-6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively
by the institution and school district personnel for graduate credit.
x#1 □#3 □#5 x#7
7.3 Candidates apply skills and knowledge articulated in the first six ELCC standards as well
□#2 x#4 □#6 n/a#8
as state and local standards for educational leaders. Experiences are designed to
accommodate candidates’ individual needs.
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SECTION IV—EVIDENCE FOR MEETING STANDARDS
#1 (Required)-CONTENT KNOWLEDGE: Data from licensure tests or professional examinations
of content knowledge. ARSD 24:53:08:01 standards addressed in this entry could include but are not
limited to: 1.1, 1.4, 2.3, 3.2, 4.1, 4.2, 4.3, and 6.1.
South Dakota Department of Education does not require the completion of a Praxis exam for pre-12 principal
endorsement.
1. A brief description of the assessment and its use in the program (one sentence may be sufficient);
Description: Comprehensive Portfolio
All Candidates must complete the comprehensive portfolio. Candidates create section II of the comprehensive
portfolio through a culmination of activities, tasks, and assignments in each required course, to support and
help formulate the indicator response. The comprehensive portfolio is designed to demonstrate how each
candidate has met all six ELCC standards and 22 key indicators. The comprehensive portfolio consists of two
sections: Section I: supports admission requirements. The section II narrative includes the brief executive
summary of Portfolio documents and written responses to 22 portfolio key indicators with supporting student
artifacts listed under each of the comprehensive portfolio standards.
Candidates complete upload portfolio key indicator responses and candidate artifacts to Foliotek, an
electronic portfolio system. This system can be accessed using the following website
addresshttp://www.foliotek.com
All candidates are expected to successfully complete the portfolio with a scale score of 3> prior to
graduation and UCO sign off on the principal certification. Candidates can request continual feedback as the
portfolio develops throughout their course of study. This request can be made at any time throughout their
plan of study. Candidates are allowed to reconstruct any of the key indicators prior to their final semester.
However, once candidates submit their portfolio for final review, they cannot retract it until it has been
scored. Candidates who receives <3 will be considered unsatisfactory and will not be allowed to move
toward Graduation and the OLC UCO sign off. Candidates who receive an unsatisfactory score may
resubmit a second time. Candidates are allowed only two submissions on the comprehensive portfolio
before they are dropped from the program.
2. A chart or description of how this assessment specifically aligns with the standards it is cited for
in Section III.
Section II of the comprehensive portfolio has six standards and 22 key indicators that are directly aligned
with each of the six ELCC standards and 22 elements including: Visionary leadership, Instructional
Leadership, Organizational leadership, Collaborative Leadership, Ethical Leadership, and Contextual
Leadership. Key indicators responses are inclusive of the ELCC standards and OLC Graduate Studies Lakota
Leadership and Management: Education Administration program goal and objectives. Comprehensive
portfolio is aligned with the ELCC standards 1.2, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2,
4.3, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, and 7.3.
3. A brief analysis of the data findings;
All candidates are required “meet expectations” on each of the 22 key indicators. Candidate must receive
an overall average scale score of 3 or greater on the Comprehensive portfolio to pass and exit the program.
Multiple reviewers include randomly selected faculty members of the department and Education
Administration Advisory Committee. The overall scores will be averaged between reviewers.
11
Updated February 2009
Reviewers will use the scoring rubric to evaluate each of the responses as ‘outstanding’ (5 points), ‘meets
with strengths’ (4 point), ‘meets expectation’ (3 points), ‘meets with weakness’ (2 points), ‘does not meet
expectations’ (1 point).
4. An interpretation of how that data provides evidence for meeting standards; and
The results of the comprehensive portfolio will demonstrate candidate attainment of content knowledge
and competency and provide evidence of meeting all six ELCC standards and 22 elements within each
standard and OLC Education Administration program and learning objectives. It will also justify how student
integrate and interpret the Lakota standards into leadership. The comprehensive portfolio will justify
candidates integrate coursework and/or related field experience for the purpose of connecting theory to
practice, documenting student growth and development relative to performance and program standards
throughout their program of study.
5. Attachment of assessment documentation, including:
(a) the assessment tool or description of the assignment;
(b) the scoring guide for the assessment; and
Please refer to Attachment D: Comprehensive Portfolio, of this report for the written Comprehensive portfolio,
Candidate Guide and Scoring Rubrics for each of the 22 indicators. Each candidate receives a copy of the
written Comprehensive portfolio, access id and password to Foliotek, and step by step hands on instruction of
both tools and portfolio process during Graduate orientation.
The portfolio consists of four parts. The first part is section I. Section I houses evidence for admission
and meeting candidacy. The second part is Section II. This is the narrative section, which includes an
executive summary of the comprehensive portfolio, written responses to the 22 portfolio key indicators,
and Candidate artifacts generated from each course to provide supporting evidence to each key indicator.
The third part is appendix A. This section acts as a pullout tool to guide candidates toward the
suggested courses and artifacts. The forth part appendix B: Comprehensive Portfolio Scoring Guide.
(c) candidate data derived from the assessment.
Cohort 1
Candidates
ARLMEA
CSELMEA
IWLMEA
Total Scoring from
each reviewer (levels)
Meets with strengths
Outstanding
Meets with strengths
Outstanding
Meets expectations
Meets with weaknesses
Total
Scoring
from each
reviewer
(points)
77
96
77
96
44
31
Comprehensive
Score
Total
Rescore
(points)
Total Rescore
(levels)
Comprehensive
Rescore
66
66
Meets expectations
Meets expectations
66%
86.5%
86.5%
37.5%
Analysis: Results are reflective of students who submitted portfolios in the spring of 2012 from cohort 1.
Candidate IWLMEA did not meet expectations therefore; had the option to make modifications and
resubmit one time for rescore. Data is reflective of spring 2009 entering candidates considered LMEA
cohort 1.
12
Updated February 2009
#2 (Required)-CONTENT KNOWLEDGE: Assessment of content knowledge in educational
leadership. ARSD 24:53:08:01 standards addressed in this entry could include but are not limited to: 1.1,
1.4, 2.3, 3.2, 4.1, 4.2, 4.3, and 6.1. Examples of assessments include comprehensive examinations, essays,
portfolios, content-course grades, and case studies.
1. A brief description of the assessment and its use in the program (one sentence may be sufficient);
Description: Performance Assessment: LMEA 713 School Administration course matrix and LMEA
743 School Finance course matrix
The purpose of the course matrix is to identify individual candidate performance through content-course
grades in each course in relation to the student learning outcomes. The course student learning outcomes
are aligned to reflect the ELCC standards listed below in section 2. Although there are three additional
required courses, LMEA 713 and LMEA 743 are the foundation for effective leadership. The matrix lists the
results of the identified capstone work sample (s) in each course that best describes the candidates’ content
knowledge, pedagogical professional knowledge and skills and application of key principles in Educational
Administration. Key principles include but are not limited to; visionary leadership, strategic planning,
implementation, and stewardship, school culture and climate, professional development, organizational and
motivational theory, effective communication and collaboration, resource allocation, etc.
2. A chart or description of how this assessment specifically aligns with the standards it is cited for
in Section III.
LMEA 713 school administration is in alignment with ELCC standards 1.1, 1.2, 1.4, 2.1, 2.3, 2.4.
LMEA 743 School Finance is in alignment with ELCC standards 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 6.1
Candidates must achieve a 3.00 or greater within each required course with an overall average of 3.00. (3.00
= proficient, 4.00 = advance)
3. A brief analysis of the data findings;
Candidates enrolled in summer 2010, fall 2010 and fall 2011 on an overall average scored 3.22 a level of
proficiency in LMEA 743 School finance and 3.63 in LMEA 713 School Administration.
The following pass rate is listed for three semesters including; summer 2010, fall 2010, fall 2011. LMEA 743
is 86% >3.00. LMEA 713 is pass rate is 98% who received >3.00
4. An interpretation of how that data provides evidence for meeting standards; and
The results of the data demonstrate that candidates are proficient in the Education Administration goals and
objectives within the two courses that are directly aligned with the ELCC standards 1.1, 1.2, 1.4, 2.1, 2.3,
2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 6.1,
5. Attachment of assessment documentation, including:
(a) The assessment tool or description of the assignment;
(b) The scoring guide for the assessment; and
Please see Attachment E1 & E2 for LMEA 713 & 743 course matrix. The course goals of both LMEA 713 and
LMEA 743 are aligned with Graduate Studies program, Lakota and ELCC standards. Therefore the course
goals reflect the intended outcomes of each course. Faculty select a capstone work sample from within their
course that best describes the candidates’ content knowledge and application of key principles in Educational
Administration. The capstone work samples are usually the final product of the course. Task assignments and
13
Updated February 2009
activities developed in class assist in strategically building each capstone assignment. These tasks are graded
separately as the course progresses. The candidate can reassess and reconstruct their task assignments to
generate a final product. Therefore, the final scores are placed within the relevant course student learning
outcome.
(c) candidate data derived from the assessment.
number
number
enrolled
Completed
<3.00
3.00
4.00
<3.00
3.00
4.00
22
22
2
5
15
--
--
--
Fall 2010
21
20
--
--
--
0
3
17
Fall 2011
11
11
0
0
4
0
2
4
Semester
Summer
2010
LMEA 743
LMEA 713
Pass Rate
LMEA
743
LMEA
713
0.91
--
Fall 2010
--
0.95
Fall 2011
0.80
1.00
Total
1.71
1.95
Average
86%
98%
Semester
Summer 2010
Entering students in spring 2010 are anticipated to exit in spring 2012. Candidates who enrolled in academic
years 2007-2008 (zero candidates), 2008-2009 (3 candidates), and 2009-2010 (19 candidates) have not
completed the program and therefore data will not be available until they exit. It is the candidates’
responsibility to register for the courses every semester once admitted into the program. Candidates
determine their own schedule around work, family, etc. See Attachment A.
14
Updated February 2009
#3 (Required) PROFESSIONAL KNOWLEDGE, SKILLS, and DISPOSITIONS: Assessment that
demonstrates candidates can effectively develop supervisory plans for classroom-based
instruction, and other identified professional responsibilities in educational leadership. ARSD
24:53:08:01 standards that could be addressed in this assessment include but are not limited to: 1.2, 1.3,
1.4, 1.5, 2.1, 2.2, 2.4, 5.1, 5.2, and 5.3.
1. A brief description of the assessment and its use in the program (one sentence may be sufficient);
Description: School Improvement Plan
The purpose of the School Improvement Plan project is to critique school administrative roles and
responsibilities, evaluate current methods, and the student learning environment to identify best practices.
Apply the domains of supervision in instructional, curricular, and professional development plans for teachers,
staff and administrators. As well as facilitate the development, articulation and implementation of a school
and community vision of learning to ensure the candidate’s development of pedagogical and professional
knowledge, skills and dispositions.
Candidates will develop a school improvement plan related to the identified domains using the Essential
School System Purpose and Responsibilities (ESSPAR) Investigative Questions for Assessing Progress.
Candidates will critique the eight essential responsibilities of school systems. Candidates will investigate
questions that follow where their school is in meeting each of the eight responsibilities
2. A chart or description of how this assessment specifically aligns with the standards it is cited for in Section
III.
This project requires candidates to collect, interpret and analyze the school systems core values in regards to
all students learning at high levels (ELCC 1.1, 1.2, 1.3, 1.4) and develop a plan of action to ensure culture
and climate of care, commitment and continuous improvement (ELCC 1.5, 2.1, 2.4, 3.1, 4.1, 5.1). Candidates
will evaluate and summarize current systems of high learning standards and how the school promotes
standards-based teaching and learning to that all students learn at high levels (ELCC 2.2, 2.3) as well as
assess the capacity current personnel have in meeting performance expectations and managing fiscal and
material resources (3.2, 3.3). Using collected data, candidates will evaluate to how schools implement shared
accountability and engage school community, the larger community and grassroots organizations in achieving
the essential purpose and core values (5.2, 5.3, 6.1, 6.2, and 6.3).
3. A brief analysis of the data findings;
Instructional Supervision faculty will use the scoring rubric to evaluate candidate responses to each of the
following ratings: responsibility, summary of performance, and quality of writing.
A rating of ‘outstanding’ or has ‘met the expectation’ will suggest that the candidate has completed the
assignment successfully, and has the content, pedagogical and professional knowledge to understand school
administrative roles and responsibilities, evaluate current methods, and the student learning environment to
identify best practices. These results will indicate that the candidate will be able to apply the domains of
supervision in instructional, curricular, and professional development plans for teachers, staff and
administrators. It will also indicate that the candidates facilitate the development, articulation and
implementation of a school and community vision of learning.
The data for ‘not meeting’ the criteria for the school assignment will suggest that the candidate will find it
difficult to apply the domains of supervision in instructional, curricular, and professional development plans
for teachers, staff, and administrators. The candidate may not be an effective leader in the facilitation, the
development, articulation and implementation of a school and community vision of learning.
15
Updated February 2009
4. An interpretation of how that data provides evidence for meeting standards
The School Improvement Plan project is used to demonstrate candidate attainment of content knowledge
and competency in the relevant ELCC elements. Results will provide indicators of program effectiveness as
well as assist in continuous program and curriculum improvement. Results will demonstrate how each
student has met the student learning objectives and ELCC elements relevant to LMEA 703 Instructional
Supervision course.
A rating of outstanding or meeting expectations on a completed School Improvement Plan will provide
evidence that the candidate has met the ELCC standards aligned to this project.
5. Attachment of assessment documentation, including:
(a) the assessment tool or description of the assignment;
Based on the essential school system purpose and responsibilities (ESSPAR) tool there are eight essential
responsibilities of the school system. Candidates will utilize the investigative questions, within each
responsibility to evaluate, assess and interpret how their school of choice measures in meeting each of the
eight responsibilities.
Candidates will provide a reflection response for each question and rate the school on how well they are
meeting the responsibility. Each area is rated from 1 to 10, with 1 being “not very well” and 10 being “very
well.” Candidates will provide an average rating for each responsibility along with a statement that
summarizes the extent of implementation.
Candidates will develop a school improvement plan related to the identified domains using the Essential
School System Purpose and Responsibilities (ESSPAR) Investigative Questions for Assessing Progress.
ELCC standards are provided below each question as a reference. Effective and efficient school leaders
should demonstrate knowledge, skills and dispositions represented by ELCC standards.
(b) the scoring guide for the assessment;
Please refer to Attachment F: School Improvement Plan Rubric, of this report for the complete scoring rubric
of the School Improvement Plan assessment. Instructional Supervision faculty will use the scoring rubric to
evaluate candidate responses to each of the responsibilities, summary of performance and quality of writing
as ‘outstanding’ (20 points), ‘meets expectations (16-19 points) and ‘does not meet expectations’ (10-15
points). The three levels will identify if the candidate rates outstanding or has met the expectation or did not
meet expectations.
(c) candidate data derived from the assessment.
Due to significant changes in assessment tools and strategies, candidate data is unavailable for the new
assessment process and tools. We anticipate data for the School Improvement Plan to be available in May
2012. Entering students in spring 2010 are anticipated to exit in spring 2012. Candidates who enrolled in
academic years 2007-2008(zero candidates), 2008-2009 (3 candidates), 2009-2010 (19 candidates) have not
completed the program and therefore data will not be available until they exit. It is the candidates’
responsibility to register for the courses every semester once admitted into the program. Candidates
determine their own schedule around work, family, etc. See Attachment A.
16
Updated February 2009
Candidate 1
8 Essential Responsibilities
Responsibility #1
DNM
10-15
M
16-19
Core Value (ELCC 1.1, 1.2,
1.3, 1.4, 1.5)
Candidate 2
O
20
DNM
10-15
M
16-19
Candidate 3
O
20
DNM
10-15
M
16-19
Candidate 4
O
20
18
DNM
10-15
M
16-19
Candidate 5
O
20
DNM
10-15
M
16-19
20
18
18
Culture and Climate (ELCC
1.5, 2.1, 3.1, 5.1, 4.1, 2.4)
20
18
Responsibility #3
Standards-based Teaching
and Learning (ELCC 2.2,
2.3, 4.1)
20
20
20
20
20
20
20
20
18
18
20
20
18
18
18
18
18
18
18
18
18
O
20
18
Responsibility #2
20
20
20
18
18
Responsibility #4
Performance Expectations
for Staff (ELCC 2.1, 2.4)
20
18
Responsibility #5
Professional Learning and
Human Resources (ELCC
2.4, 3.1, 3.2, 3.3)
13
Responsibility #6
Fiscal and Material
Resources (ELCC 3.1, 3.3,
5.2)
Responsibility #7
Accountability (ELCC 2.3,
3.1, 3.2, 4.1, 5.1, 5.2, 5.3)
18
18
18
18
20
Responsibility #8
Advocacy and Engagement
(ELCC 6.1, 6.2, 6.3)
Conclusion: Summary of
School Performance
Quality of Writing
Sub total
Total Score
36
20
20
18
18
20
20
18
18
120
108
160
196
72
192
80
188
144
20
40
13
126
184
40
179
17
Updated February 2009
#4 (Required)-PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: Assessment that
demonstrates candidates' knowledge, skills, and dispositions are applied effectively in
internship/clinical practice. ARSD 24:53:08:01 standards that could be addressed in this assessment
include but are not limited to: 1.3, 2.1, 2.2, 2.3, 2.4, 3.2, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1, 6.2, and 6.3.
1. A brief description of the assessment and its use in the program (one sentence may be sufficient);
Description: Principal Internship Guide: see attached assessment tools
The principal internship reveals how candidates integrate coursework and/or related field experience for the
purpose of connecting theory to practice. Principal internships are designed to take place over a period of two
(2) consecutive semesters serving under a licensed principal at elementary, middle, or secondary level.
Candidates are required to complete 120 hours of internship hours. The internship portfolio includes a
description of each internship activity, suggested artifact, a log of internship hours completed, and a
Cooperating On-site Administrator’s Assessment of Intern.
Candidate receives a copy of the Principal Internship Overview, access id and password to Foliotek
http://www.foliotek.com/, and step by step hands on instruction during the graduate studies School
Community Action Project course orientation, held during the spring semester prior to fall entry.
The overall expectation of graduate studies department is that all candidates successfully complete the
required 120 hour internship with an overall average rating of 2. However, any student who receives <2
will be considered unsatisfactory and may attempt to successfully complete the process by making
suggested changes to activity descriptions or redo the internship activity to meet the specific ELCC element.
2. A chart or description of how this assessment specifically aligns with the standards it is cited for in
Section III.
The internship portfolio is designed to measure candidates’ understanding of and ability to apply the standard
areas as recommended in Section III (1.3, 2.1, 2.2, 2.3, 2.4, 3.2, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1, 6.2 and
6.3).
3. A brief analysis of the data findings;
The data will indicate the quality and level of the candidates’ performance during the internship. All
candidates are measured on their performance for each ELCC element. All candidates are required to
receive a score of 2 (meets expectation) on each of the 15 elements and an overall average score of 2
(meets expectation) or greater (exceeding expectation) on the Internship section of the portfolio to pass
and exit the program.
A score of less than 2 will indicate that the student does not meet expectations and may have to repeat
activities, hours, or tasks.
A score of 2 suggests the candidate has adequate knowledge, skills, and professional disposition of an
educational leader. A score of 2 provides evidence that the candidate successfully applied the content
knowledge, pedagogical and professional knowledge to their internship experience. The score of 2 indicates
that the candidate has the ability to successfully apply their knowledge and skills as first year
administrators within the school to be an effective leader within the educational community.
A score of 3 suggests the candidate has outstanding knowledge, skills, and professional disposition of an
educational leader. A score of 3 provides evidence that the candidate effectively applied the content
knowledge, pedagogical and professional knowledge to their internship experience. The score of 3 indicates
18
Updated February 2009
that the candidate has the ability to effectively apply their knowledge and skills as first year administrators
within the school to be an effective leader within the educational community.
4. An interpretation of how that data provides evidence for meeting standards; and
The principal internship data demonstrates how candidates’ interpret and apply the content knowledge and
pedagogical and professional knowledge skills, and dispositions in a real school situation. Candidates who
receive a score of 2 will indicate that they a have meet the ELCC elements and OLC Education
Administration program objectives rooted in the cultural context. Candidates who receive greater than 2
will have exceeded the expectation. The internship experience is directly aligned with the ELCC standards.
5. Attachment of assessment documentation, including:
(a) the assessment tool or description of the assignment;
(b) the scoring guide for the assessment; and
Please refer to Attachment G: Principal Internship Guide, of this report for the Principal Internship Overview
including: candidate activities guide, required forms, activity log and scoring criteria for the 15 ELCC
internship elements. The process and success of the internship experience is dependent upon the
collaboration of the intern, graduate faculty instructing LMEA 796, and the cooperating School Administrator.
Upon completion of internship, the graduate studies program faculty and staff will review the completed
internship and evaluate each of the activity descriptions and artifact with a score of 3 (outstanding), 2 (meets
expectation), 1 (does not meet expectation).
All candidates are measured on their performance for each element. All candidates are required to receive
a score of 2 (meets expectation) on each of the 15 elements and an overall average score of 2 (meets
expectation) or greater (exceeding expectation) on the Internship portfolio to pass and exit the program.
The principal internship overview document consists of five parts:
1) Internship Description: A description of the internship course and required hours for successful
completion.
2) Internship Requirements: provides a description of internship responsibilities, required agreement
forms, and directions for keeping the internship log and internship activities descriptions
3) Internship Activities: provides a list of required ELCC elements the internship must meet. A list of
potential activities is provided as a sample for the intern and cooperating school administrator.4)
Appendices: Appendices A-G is distributed to the intern to utilize and share with their cooperating
school administrator.
(c) candidate data derived from the assessment.
Cohort 1
Students
ARLMEA
Total Score (Levels)
Meet Expectations
CSELMEA
IWLMEA
Outstanding
Meet Expectations
Total Score
(Points)
30
38
30
19
Updated February 2009
Additional one page description to determine internship/clinical experience meets ELCC
standards 7.0 inclusive.
To comply with standard 7.0, we require all internships contain the following elements:
Substantial ELCC 7.1: To help ensure that internships are comprised of a wide-range of meaningful
activities, we require that candidates develop an internship plan before the start of their internship. The
plan, developed in collaboration with the intern’s cooperating school administrator, serves as a guide for
the internship by documenting the activities the candidate will perform. Each plan includes:
(1) calendar of planned internship hours and activities
(2) brief statement of each anticipated internship activity
Throughout the internship the plan is modified as new opportunities emerge.
Sustained ELCC 7.2: Candidates conduct their internship on a full-time basis, over a period of two (2)
consecutive semesters. The internship time frame and activities are planned in collaboration between the
intern and their cooperating school administrator.
Real-Setting Experience ELCC 7.4: The candidate will undertake the internship experience in multiple
school level settings; elementary, middle and secondary, to ensure they meet the internship requirements
for the school building leadership. Candidates conduct their internship during the regular school year, when
students are in session and substantial contact with students, teachers, parents and community members
are met.
Planned and Guided Cooperatively ELCC 7.5: Each candidate locates and recruits a cooperating school
administrator to conduct their internship experience under. The cooperating school administrator must be a
certified principal in elementary, middle school or secondary level. The education administration program
coordinator and education administration faculty review the intern’s completed activities and hours at three
periods throughout the year long internship experience. The education administration faculty communicates
with each cooperating school administrator at the beginning of the fall and spring semesters.
College Credit ELCC 7.6: Candidates will earn 6 credit hours for their internship experience.
20
Updated February 2009
#5 (Required)-EFFECTS ON STUDENT LEARNING: Assessment that demonstrates candidates’
ability to support student learning and development. ARSD 24:53:08:01 standards that could be
addressed in this assessment include but are not limited to: 1.1; 1.2; 1.4; 2.1; 2.2; 2.3; 3.1; 3.2; 3.3; 4.1;
4.2; 4.3; 5.1; 5.2; 5.3; 6.2; and 6.3.
1. A brief description of the assessment and its use in the program (one sentence may be sufficient);
Description: Employer satisfaction survey
The employer survey is administered to school administrators or supervisors who employ OLC Education
Administration graduates. The purpose of the employer survey is to collect information regarding the
performance and satisfaction of OLC Education Administration graduates in their first and third year of
employment after exiting the program. Data will be used to enhance program, and curriculum.
The employer survey helps to evaluate candidate performance and satisfaction of the Lakota Leadership and
Management: Education Administration program. The employer survey is inclusive of OLC program goals,
course outcomes, and ELCC standards.
2. A chart or description of how this assessment specifically aligns with the standards it is cited for
in Section III.
Employer survey - survey questions are inclusive of ELCC standards: 1.1; 1.2; 1.4; 2.1; 2.2; 2.3; 3.1; 3.2;
3.3; 4.1; 4.2; 4.3; 5.1; 5.2; 5.3; 6.2; and 6.3.
3. A brief analysis of the data findings;
Candidates in the induction year as a first year administrator are expected to rate a minimum of ‘Proficient’ in
the first year evaluation and proficient in the third year evaluation, in the areas all six areas of the ELCC
standards directly listed on the survey.
The results of the data will help to determine how employers of the candidates during the first and third year
rate as employees within an educational institution or organization. The rating of 27.6 (60%) through 32.3
(69%) Insufficient will indicate that the graduates performance is insufficient and unsatisfactory. Graduates
demonstrate little to no evidence in meeting this element. The rating of 32.3 (70%) through 36.7 (79%)
Emergent will indicate that the graduates performance is emerging and needs further development
somewhat satisfied. The graduates demonstrate only partial evidence in meeting this element; more
evidence is needed before determining proficiency with respect to this element. The rating of 36.8 (80%)
through 41.3 (89%) Proficient will indicate that the graduate performance is proficient and satisfactory.
Graduates demonstrate sufficient evidence in the element. The graduate has met this element. The rating of
41.4 (90%) or greater is Outstanding will indicate that the graduate performance is outstanding and is
highly satisfactory. Graduates demonstrate direct evidence of exceeding the demands of this standard.
First year survey: Proficient, and outstanding ratings in the first year as administrators will indicate that the
program and curriculum has effectively produced graduates who have the content knowledge, pedagogical
skills and ability to manage programs and support and promote student learning and development.
Insufficient or emergent ratings in the first year as administrators will indicate that the program and/or
curriculum need revision in the areas identified in the survey.
Third year: Proficient, and outstanding ratings in the third year as administrators will indicate that the
program and curriculum has effectively produced graduates who continue to maintain and apply the content
knowledge, pedagogical skills within their management of programs and continue to support and promote
student learning and development. Insufficient or emergent ratings in the third year as administrators will
indicate that the program and/or curriculum will need to revisit the areas identified in the survey.
21
Updated February 2009
4. An interpretation of how that data provides evidence for meeting standards; and
Each question is worth 1-4 points on a Likert scale. Candidates are expected to average equal to or greater
than 3 to be considered proficient in meeting the ELCC standards.
The results are expected to demonstrate that that the candidate is able recognize the ELCC standards and
apply them to their content knowledge, skills, and abilities within their experience as a first and third year
administrator. The results of first year administrators who rate as proficient indicate direct evidence of
meeting the ELCC standards. Application of their content knowledge, skills and abilities are expected to
increase to a level of outstanding or remain proficient by the time the administrators are in their third year.
5. Attachment of assessment documentation, including:
(a) the assessment tool or description of the assignment;
(b) the scoring guide for the assessment; and
Please refer to Attachment H of this report for the employer survey. Each employer of the graduate will
receive an electronic survey via survey monkey to complete the survey during the first year and third year of
employment.
The graduate survey consists of 3 sections inclusive of OLC program goals, course outcomes, and the ELCC
standards (listed in questions 2 of assessment 5) to rate the performance and satisfaction of the graduates’
employment as first and third year administrators working within an Administrative position.
The three sections include; section 1) demographic information and directions, section 2) includes six
subsection with questions tailored specifically to the ELCC standards 1.1; 1.2; 1.4; 2.1; 2.2; 2.3; 3.1; 3.2;
3.3; 4.1; 4.2; 4.3; 5.1; 5.2; 5.3; 6.2; and 6.3. Section 3) consists of eight open ended questions.
Section 2 uses a scoring range of 1-4 as identified; 1) 27.6 (60%) through 32.3 (69%) = Insufficient –
employee performance is insufficient and unsatisfactory. Employee demonstrates little to no evidence in
meeting this element. 2) 32.3 (70%) through 36.7 (79%) = Emergent – employee performance is
emerging and needs further development somewhat satisfied. Employee demonstrates only partial
evidence in meeting this element; more evidence is needed before determining proficiency with respect to
this element. 3) 36.8 (80%) through 41.3 (89%) = Proficient –employee performance is proficient and
satisfactory. Employee demonstrates sufficient evidence in the element. Employee has met this element 4)
41.4 (90%) or greater Outstanding – employee performance is outstanding and is highly satisfactory.
Employee demonstrates direct evidence of exceeding the demands of this standard.
The induction year as first year administrators, works with the candidate to provide continued candidate
support within their first year of employment.
(c) candidate data derived from the assessment.
Due to significant changes in assessment tools and strategies, candidate data is unavailable for the new
assessment process and tools. We anticipate data for the Employer Survey to be available in May 2012.
Entering students in spring 2010 are anticipated to exit in spring 2012. Candidates who enrolled in academic
years 2007-2008(zero candidates), 2008-2009 (3 candidates), 2009-2010 (19 candidates) have not
completed the program and therefore data will not be available until they exit. It is the candidates’
responsibility to register for the courses every semester once admitted into the program. Candidates
determine their own schedule around work, family, etc. See Attachment A.
22
Updated February 2009
#6 (Required)-CONTENT KNOWLEDGE: Assessment of the application of content knowledge
in educational leadership. ARSD 24:53:08:01 standards addressed in this entry could include but are
not limited to: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, and 6.1.
1. A brief description of the assessment and its use in the program (one sentence may be sufficient);
Description: School Community Action Project
The School Community Action Project (SCAP) is a community action research project in the K-12 school or
educational environment. The SCAP is guided by a three member committee with a doctoral qualified
faculty chairperson, an expert in the specific academic field, and a local community person who possesses
Lakota expertise. The topic of research must address the contextual factors found in all aspects within a K12 school or educational community, with broader impacts of the research, focused on student learning.
The SCAP project consists of five chapters: 1) introduction, 2) literature review, 3) methods, 4) findings,
and 5) discussion. The full SCAP overview is detailed in the OLC Graduate Studies Handbook. Appropriate
qualitative and quantitative research strategies, data collection, and data analysis are followed dependent
upon on the design of the research. The SCAP is completed concurrently with the internship during a six
credit-hour year long course, over two semester timeframe.
Successful completion of the SCAP project provides evidence that the candidate is highly prepared to be an
educational leader within a school or educational institution. Completion of the SCAP demonstrates that the
candidate has the knowledge, skills and abilities to be an effective leader as identified in the ELCC
standards listed below.
A scoring guide is used to rate the completed projects aligned to the designated standard and to provide
evidence of meeting the requirements of the project and student learning. The SCAP is scored by a three–
member faculty review team upon completion of the project. The final research report is assessed to guide
future project development as well as content-based program assessment from a formative perspective. It
also is an assessment of professional knowledge related to the conduct of research and in the institutional
review board process for behavioral/human subject studies. These include the academic peer community
and the local community where the research is situated.
2. A chart or description of how this assessment specifically aligns with the standards it is cited for
in Section III.
The SCAP aligns with the following ELCC standards including; 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1,
3.2, 3.3, 4.1, 4.2, 4.3, 6.1, 6.2, and 6.3.
3. A brief analysis of the data findings;
The data is expected to demonstrate the candidates level of quality, acquired knowledge and skills, and
their ability apply this content knowledge to the context of a school as an educational leader, referred to in
the ELCC standards. The data is expected to reveal the caliber of the candidates work and to determine if
the work is outstanding (3 points), acceptable (2 points), unacceptable (1 point), or not complete (no
points).
4.
An interpretation of how that data provides evidence for meeting standards; and
Candidates are expected to receive an average score of 2 or greater on the SCAP. An acceptable SCAP
indicates successful completion. Successful completion of the SCAP project provides evidence that the
candidate is fully prepared to be an educational leader within a school or educational institution.
Completion of the project demonstrates that the candidate has the knowledge, skills and abilities to make
23
Updated February 2009
informed, evidence based, data driven decisions to be an effective leader. The rubric and SCAP process
provides direct evidence that the ELCC standards have been met.
5. Attachment of assessment documentation, including:
(a) the assessment tool or description of the assignment;
(b) the scoring guide for the assessment; and
Please see attachment I for the School Community Action Project Rubric and scoring guide. The SCAP is
evaluated based on seven components: 1)Topic selection, 2) evidence of community collaboration in the
areas of problem statement formulation,3) fully developed proposal including introduction, literature review
and proposed methods 4) data collection, findings, and analysis, 5) discussion, 6) proper APA formatting, 7)
mechanics of writing.
The scoring guide consists of seven components. Each component is scored using a scale score range of 03; three points for Outstanding = highly prepared and qualified to be an educational leader within a school
or educational institution. Two points for Acceptable = appropriately prepared and qualified to be an
educational leader with the school or educational institution, and one point for unacceptable = unprepared
to be an educational leader within the school or educational institution, zero points for not completing the
SCAP. All seven components are averaged to receive the final rating. Candidates must receive two or
greater.
(c) candidate data derived from the assessment
ARLMEA
CSELMEA
IWLMEA
Reviewer
1
20.00
17.00
17.00
Reviewer
2
17.50
12.70
12.60
Reviewer
3
14.33
11.13
9.62
Reviewer
4
0.00
0.00
0.00
Total
Score
51.83
40.83
39.22
Ave
17.28
13.61
13.07
Rescore
Ave
16.33
24
Updated February 2009
#7 (Optional)-PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: Assessment that
demonstrates candidates' abilities in organizational management and community relations.
ARSD 24:53:08:01 standards that could be addressed in this assessment include but are not limited to: 3.1,
3.2, 3.3, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1, 6.2, and 6.3. Examples of assessments include school-based
strategic plans, school simulations, and school intervention plans.
1. A brief description of the assessment and its use in the program (one sentence may be sufficient);
Description: Internship Disposition Rating (Pre/post self-assessment)
Internship Disposition Rating (IDR) (pre/post self-assessment) is designed to create a profile of the
candidate’s professional disposition in educational leadership. The IDR assists the candidate in identifying
their professional dispositions and discovering how their attitudes, values and beliefs can have an impact on
student learning and development, organizational management and community relations.
Through self-assessment candidates’ identify and evaluate their behavior, attitude, values, and beliefs in
the pre IDR. The post IDR will provide the learning experience in clinical practice to implement
professional, cultural, and ethical practices that incorporate fairness and equitable services to all students
and staff under the philosophy that all students can learn (NCATE, 2012). The IDR serves as a tool for the
candidate to move toward the demonstration of Wolakota within their professional practice.
2. A chart or description of how this assessment specifically aligns with the standards it is cited for
in Section III.
Candidate experiences, formal education and clinical practice, involves direct interaction and involvement with
personnel, administrators, students, staff, parents and community members and organizations. Each activity
throughout the internship experience requires candidates to address, assess and reflect on the nature of
leadership in the school community.
The IDR measures the candidates’ knowledge, skills, disposition in instructional and organizational
management, and community relations. The IDR is aligned to meet ELCC elements (1.3, 2.1, 2.2, 2.3, 2.4,
3.2, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, and 7.3). Additional ELCC elements 1.1, 1.2, 3.1, 3.3 not
included in the internship experience. However, combined, they provide a thorough application and
measurement of meeting the ELCC standards. Therefore the IDR encourages the candidate to reflect on
personal beliefs, values and leadership concepts from a Wolakota perspective and professional practice
3. A brief analysis of the data findings;
The data is expected to demonstrate the candidates’ individual disposition before (pre) entering clinical
practice and upon exit (post) of clinical practice. The data will determine how candidates rate themselves
on the following scale of having little, some, sufficient or exemplary knowledge, skills and disposition in
relation to organizational management and community relations.
Candidates are expected to receive a score of 78.4 on each of six standards listed within the IDR, and
receive at minimum of 80% on the pre and post IDR combined. A rating of 88.2 (90%) will indicate that
the candidate is highly qualified and has exemplary knowledge, skills, ability, and disposition to be an
effective leader. A rating of 78.4 (80%) will indicate a sufficient rating and demonstrate that the candidate
has sufficient knowledge, skills, ability, and disposition to be an effective leader. A rating of 68.6 (70%) will
indicate that the candidate has some knowledge, skills, ability, and disposition to be a leader, but not
enough to be effective, the candidate may struggle as a leader. A rating of 58.8 (60%) indicates that the
candidate has little knowledge, skills, ability, and disposition to be a leader and possess little to some of the
25
Updated February 2009
content knowledge, pedagogical or professional knowledge to be a leader derived within the course content
to be an effective leader.
5. An interpretation of how that data provides evidence for meeting standards;
The IDR is directly aligned with the specific ELCC elements: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3,
4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, and 7.3. The candidates IDR will provide direct evidence as to how
each candidate relates to the ELCC element listed above. The IDR data will identify the candidates ratings
in four categories: little, some, sufficient, and exemplary. An exemplary or sufficient rating (of 78.4 or
higher) will indicate that the candidate has met the ELCC standards. A rating of some or little (of 68.6 or
lower) will indicate that the candidate does not possess sufficient knowledge, skills, and disposition in
meeting the ELCC standards.
The data will also help to reveal changes within the candidates’ disposition as they move toward the
demonstration of Wolakota within their professional practice. The results of the data will assist the
Graduate Studies Department in program evaluation and candidate assessment, contributing toward
continued program and curricular enhancement
5. Attachment of assessment documentation, including:
(a) the assessment tool or description of the assignment;
(b) the scoring guide for the assessment; and
Please refer to Attachment J of this report for the Internship Disposition Rating (pre/post self-assessment) for
the assessment tool and scoring guide. Each candidate receives a copy of the Internship Disposition Rating
and step by step hands on instructions during the graduate studies School Community Action Project course
orientation, held the semester prior to beginning the internship experience.
(a) candidate data derived from the assessment.
Cohort 1 Standard Standard Standard Standard Standard Standard Candidates 1: Average 2: Average 3: Average 4: Average 5: Average 6: Average Post = Total /15 = Total /21 = Total /17 = Total /14 = Total /16 = Total /14 Disposition Average = Average = Average = Average = Average = Average = Rating LFLMEA ALLMEA ARLMEA CSELMEA FWBLMEA IWLMEA 3.87 3.60 3.07 3.87 4.00 3.53 3.95 3.90 3.48 3.95 4.00 3.76 3.65
3.82
3.59
3.76
3.94
3.71
3.77
3.92
3.62
4.00
4.00
3.92
4.00
3.80
3.40
4.00
4.00
4.00
3.71 3.64 3.14 4.00 4.00 3.21 Totals 3.82
3.78
3.38
3.93
3.99
3.69
26
Updated February 2009
Cohort 2 Candidates Pre Disposition Rating DALMEA NBBLMEA GYLMEA NLLMEA
MMLMEA
OSLMEA
AWLMEA
Standard Standard Standard Standard Standard Standard 1: Average 2: Average 3: Average 4: Average 5: Average 6: Average = Total /15 = Total /21 = Total /17 = Total /13 = Total /15 = Total /14 Average = Average = Average = Average = Average = Average = 4.00 2.87 3.00 3.73 3.33 2.87 3.67 4.00 2.76 1.57 4.00 3.81 2.86 3.76 4.00 2.06 1.65 4.00 3.47 2.47 3.71 4.00 2.38 1.38 4.00 3.77 2.69 3.92 4.00 3.00 1.67 4.00 3.93 2.80 4.00 4.00 2.43 1.21 4.00 3.64 2.43 4.00 Totals 4.00 2.58 1.75 3.96 3.66 2.69 3.84 27
Updated February 2009
#8 (Optional)-Additional assessment that addresses ARSD 24:53:08:01standards. Examples of
assessments include portfolio tasks, postgraduate 360 evaluations, action research projects, needs
assessment projects, faculty intervention plans, strategic plans, simulations, school intervention plans,
internship evaluations, candidate test scores on comprehensive exams, licensure tests not reported in #1,
and follow-up studies of employers.
NONE
SECTION V—USE OF ASSESSMENT RESULTS TO IMPROVE
CANDIDATE AND PROGRAM PERFORMANCE
Evidence must be presented in this section that assessment results have been analyzed and have been or
will be used to improve candidate performance and strengthen the program. This description should not
link improvements to individual assessments but, rather, it should summarize principal findings from the
evidence, the faculty’s interpretation of those findings, and changes made in (or planned for) the program
as a result. Describe the steps program faculty has taken to use information from assessments for
improvement of both candidate performance and the program. This information should be organized
around (1) content knowledge, (2) professional and pedagogical knowledge, skill, and
dispositions, and (3) student learning.)
Content knowledge assessments
In fall, 2010 the faculty began a review of all courses in the Lakota Leadership & Management degree in
Educational Administration. The review found inconsistencies in course syllabi, student learning outcomes,
and content material required under State and ELCC Standards. Furthermore, the review found that Lakota
knowledge and values outcomes were not emphasized in each course across the curriculum.
The results of the assessment indicated the need for a full realignment of course outcomes to relevant
State/ELCC standards, and to program outcomes under the Graduate Studies Department goal for Lakota
knowledge and values for community leaders. The faculty commenced this alignment process in the fall,
2011 and it was completed in spring 2011.
The results of the realignment resulted in redevelopment and refinement of the seven assessments used
within the Education Administration program from 2009-2011.
This process ensured that each course has a consistent presentation of program outcomes, course and
program assessments aligned with ELCC Standards, and that all of the standards were represented in the
required courses. The course syllabi also include OLC Graduate Studies goals in Lakota knowledge and
values that are expected of education administrators in the community.
The process is ongoing. Each future semester’s course syllabi will be reviewed for the applicability and
currency of content outcomes documented through the program and course matrices. The assessment
tools used in each course are revisited, and considered in the context of the Department’s 22 ELCC
portfolio key indicators. This semester-by-semester process will provide for ongoing updates to the course
content in the future. Final reviews of course assessments are complete at the end of each academic year.
28
Updated February 2009
Professional and pedagogical knowledge, skill and disposition
Graduate studies faculty reviewed the progress of Candidates in using an Internet-based professional
portfolio assessment tool. The portfolio process was established in fall 2009 and implemented in spring
2010, by the department to assess candidate progress in meeting pedagogical knowledge, skills and
abilities under the ELCC standards with 22 elements. A pilot review in May 2011, found that students had
difficulty writing a required reflective response piece for each artifact. These were intended to connect
theory from coursework to actual clinical practice and induction.
Faculty found candidates have had difficulty conceptualizing the relevance and practical application of the
reflective essays. Thus, candidate portfolios were not completed on an incremental basis as originally
conceived. Evidence needed to be submitted on a course-by-course basis. The portfolio indicators were
thus integrated as assignments and task to be completed within each course as the candidate progressed.
A working seminar was established in fall, 2011 to assist candidates (See Attachment A below) in better
understanding the process, to upload artifacts, and in writing reflective responses to connect theory to
practice under each of the 22 key indicators within the comprehensive portfolio. Moreover, faculty identified
specific course assessment tools under each course outcome that could be uploaded by the students to
meet the 22 comprehensive portfolio key indicators through the (above) syllabi review process. Class
assignments meeting the ELCC and comprehensive portfolio key indicators were clearly identified for
candidates and faculty through this formative assessment process. Through shared responsibility between
students, faculty, and graduate studies administration, candidates were able to make adequate progress.
Student learning
The faculty conducts an annual assessment of student applications to the Lakota Leadership &
Management degree in Educational Administration. A panel of three faculty and administrators is convened
to evaluate the applications using a defined rubric which considers the candidates writing skills, Lakota
community values, and general educational philosophy. The assessment is designed to inform the faculty
and administration of the learning level of incoming applicants.
The review of spring, 2011 found that students were generally unprepared for graduate level writing (APA,
etc.). While applications were complete, some students had deficiencies in writing skill, grammar and APA
conventions in autobiographical essays and educational philosophy. Some students did not submit a wellconstructed autobiography or statement of their educational philosophy.
A seminar for incoming applicants was developed to address student learning preparedness. The non-credit
Introduction to Graduate Studies seminar was developed and made a program requirement based on the
applicant’s autobiography and philosophy rubric score of the faculty and administrative panel. Applicants
are given 6 contact hours of educative writing, APA style formatting, and other refresher course skills so
that graduate level courses can commence without interruption.
29
Attachment A
Candidate Information
CANDIDATE INFORMATION
Directions: Provide three years of data on candidates enrolled in the program and
completing the program, beginning with the most recent academic year for which
numbers have been tabulated. Report the data separately for the levels/tracks (e.g.,
baccalaureate, post-baccalaureate, alternate routes, master’s, doctorate) being
addressed in this report. Data must also be reported separately for programs offered at
multiple sites. Update academic years (column 1) as appropriate for your data span.
Create additional tables as necessary.
Program: Education Administration Pre K-12 principal
certification
Academic
# of Candidates
# of Program
Year
Enrolled in the
Completers
Program
2011-2012
2010-2011
2009-2010
2008-2009
7
0
19
3
-1-
0
0
0
Attachment B
Program of Study Course
Description
-2-
PROGRAM OF STUDY COURSE DESCRIPTION
LakM 603 WowapiWoecun Na WounspeWankatuyahciGlustanpiKte Kin Hena (Research, Writing, and Statistics for
Graduate Work) This course is designed for new graduate students. The purpose of the course is to provide
students an introduction to graduate study developing specific writing skills and a knowledge base needed to be
successful in the graduate program, i.e. Formulating the question, developing hypothesis, developing a project
model, reviewing literature, data collection, technical writing using APA style, and adapting research to
appropriate audiences. This course will emphasize Lakota values of honesty, courage, and fortitude. Lakota
language will be spoken as much as possible during class hours. 3 graduate credits
LakM 513 Lakota Woitancan Na Wokicanye Kin UnOegleyapikte (Lakota Foundations for Leadership/Management)
This course is the introductory course to the graduate program. Students will explore Lakota philosophy and
theology, the foundation of Lakota leadership/management. Students will examine Lakota Leadership and
management strategies by studying contemporary and historical Lakota leaders and managers’ strategies,
thereby developing their management strategies to address the unique environment of the reservation. Lakota
values emphasized in this course: respect, generosity, and humility. Lakota language will be spoken as much as
possible during class hours. 3 graduate credits
LakM 533 Tiospaye (Lakota Social Organization) This course is an in-depth analysis of Lakota political, economic,
religious system, and a strong emphasis on interpreting the relationships between various aspects of Lakota
social organization and Lakota leadership and management practices. This course will emphasize the Lakota
values of respect and humility. Lakota language will be spoken as much as possible during class hours. 3
graduate credits
LMEA 703Wowapi WounspeItancan (Instructional Supervision):This course is designed for candidates to examine
values, belief system, and life style to gain understanding of and to determine their leadership style. Candidates
will analyze leadership styles to determine the impact they have on society and schools. Candidates will study and
understand the role of administrators in general supervision of educational programs. Finally, candidates will
study leadership styles and develop strategic plan(s) for professional development. This course will emphasize the
Lakota values of wisdom, courage, respect, generosity, fortitude and humility. Lakota language will be spoken as
much as possible during class hours. Prerequisite: LakM 603, LakM 513, LakM 533. 3 graduate credits
LMEA 713Wayawapi Itancan – School Administration 713 (E) Kucila (Elementary); 713 (M) Eyokogna (Middle);
713(S) Wakatuya (Secondary)-This course is designed to furnish candidates an awareness of, gain knowledge of,
practice listening skills. It will examine and explore non-defensive and non-offensive speaking styles, oral
advocacy, and working within conflict situations. Further, an in-depth study of skills in decision-making, selfexpression, consensus building techniques and strategies of negotiation, and a comparison and contrast of
combative communication styles of communication.Finally, a study of problems and practices in organizing and
administering school programs and how communication is the knowledge base for success. Candidates will enroll
for level of administration for which they are seeking endorsement. This course will emphasize the Lakota values
of wisdom, courage, respect, generosity, fortitude and humility. Lakota language will be spoken as much as
possible during class hours. LMEA 713-(E) elementary, LMEA 713-(M) middle school, LMEA 713-(S) secondary.
Prerequisite: LakM 603, LakM 513, LakM 533. 3 graduate credits
LMEA 723 Woksape(Counseling Theories and Socio-culture Foundations) A study assessing how historical
processes associated with European expansion and colonization affected culture and social organization of
indigenous peoples. Specifically, effects of the market system, missionizing, integration into the capitalist world
system, and colonization. Finally, a study of current counseling theories, emphasizing counseling relationships and
intervention strategies, focuses on counseling methods for schools, agency and college counselors. This course
will emphasize the Lakota values of patience, fortitude and wisdom. Lakota language will be spoken as much as
possible during class hours. Prerequisite: LakM 603, LakM 513, LakM 533. 3 graduate credits
LMEA 733 Oyate Wicoun
(Fundamentals of Curriculum Development) This course is designed to focus on
school curriculum through an examination of principles and practices essential to developing and administering
curricular programs, including knowledge and understanding of measurability, scope and sequence taxonomy,
program designs, and fit between a planned program and an implemented one. This course will emphasize the
-3-
Lakota values of wisdom, courage, respect, generosity, fortitude and humility. Lakota language will be spoken as
much as possible during class hours. Prerequisite: LakM 603, LakM 513, LakM 533. 3 graduate credits
LMEA 743Mazaska WounspeOkicanye(School Finance)-A course designed to develop understanding and the
ability to monitor financial management systems. Focus: Budgets and business management accounting for
nonprofit, audit analysis and spreadsheets, Indian School Equalization Program (ISEP), Public school finance,
management of plant, equipment, insurance, transportation, and food services. This course will emphasize the
Lakota values of honesty, fortitude and wisdom. Lakota language will be spoken as much as possible during class
hours. Prerequisite: LakM 603, LakM 513, LakM 533. 3 graduate credits
LMEA 603 Owayawa Ta Woupe(School Law) Principles of law applicable to practical problems of school
organization and administration. Study of organizational structure and administrative procedures at the federal,
state, and local government level used in education/special education service delivery systems. This course will
emphasize the Lakota values of wisdom and honesty. Lakota language will be spoken as much as possible during
class hours. Prerequisite: LakM 603, LakM 513, LakM 533. 3 graduate credits
LMEA 753 NagiWounspeWakatuya (Advanced Educational Psychology) Learning process with special emphasis on
human abilities, early and contemporary learning theories with applications to selected developments in teaching
and persistent problems and issues in education. This course will emphasize the Lakota values. Lakota language
will be spoken as much as possible during class hours. Prerequisite: LakM 603, LakM 513, LakM 533. 3 graduate
credits
LMEA 763 WopasiWounspe (Statistics) An introductory yet comprehensive survey of elementary statistical
analysis in educational research. Computer-oriented.This course will emphasize Lakota values of honesty courage
and fortitude. Lakota language will be spoken as much as possible during class hours. Prerequisite: LakM 603,
LakM 513, LakM 533. 3 graduate credits
LMEA 773 WopasiWoecun (Survey Design) A course designed to prepare graduate candidates in social context of
question asking and designing questionnaires from start to finish. This course will emphasize the Lakota values.
Lakota language will be spoken as much as possible during class hours. Prerequisite: LakM 603, LakM 513, LakM
533. 3 graduate credits
LakM 583 Lakota TamakoceUnWokicanye Na WoanwanyankeWounspe(LakotaEnvironment Management and
Protection) This course is designed for candidates to examine global, political economic and ideological forces
that underlie the environmental crises. It is further designed for candidates to compare the Lakota view of the
relationship of human beings to nature with those of other cultures. Finally, strategies and tactics that can be
implemented to protect the environment will be explored. This course emphasizes Lakota values of respect and
courage. Lakota language will be spoken as much as possible during class hours. Prerequisite: LakM 603, LakM
513, LakM 533. 3 graduate credits
LakM 593 Lakota Kin IyecinkaIgloayapiKtaUnHecelEgleplikteWounspe (Establishing Lakota Sovereignty) This
course is designed for candidates to examine: The constraints and the possibilities permitted under the current
federal-Indian relationship. They will learn the development and implementation process of asserting and
exercising tribal rights to make decisions as a society with the full attributes of a sovereign nation including
recognition by other governments. Course will include a review of past and current activities of tribal involvement
at the international level. This course emphasizes Lakota values of respect and courage. Lakota language will be
spoken as much as possible during class hours. Prerequisite: LakM 603, LakM 513, LakM 533. 3 graduate credits
-4-
Attachment C
Faculty Information
-5-
FACULTY INFORMATION
Faculty
Member
Name
Dawn
Frank
Highest
Degree, Field, &
University
Ph.D.
Biological Sciences
South Dakota State
University
MA-Lakota Leadership
and Management, Oglala
Lakota College
Assignment:
Indicate the role of
the faculty
member
OLC Graduate
Department
Director/Chair:
Faculty
Rank
Assistant
Professor
Tenure
Track
(Yes/
No)
Scholarship, Leadership in Professional
Associations, and Service: List up to 3
major contributions in the past 3 years
Yes
Integrating Lakota Culture and Biological
Science into a Holistic Research
Methodology: Lakol Wico Un na Wico Han
Wopasi
Core:
LakM 603
LakM 533
Professional:
LakM 583
Research SCAP:
LMEA 796
Andrew
Thompson
Ed.D.
Adult & Higher Education
University of
South Dakota
MBA-Finance, University
of New Mexico
BA-Economics University
of New Mexico
Shannon
Amiotte
Ed.D
Education Admin
University of SD
MS-Curriculum &
Faculty/clinical
supervision:
Assistant
Professor
yes
Core:
LakM 603
Professional:
LMEA 703
Grant Act on tribal college agricultural and
native-knowledge-based curricula
Member-Association for Institutional
Research, and Focus group assessment of
OLC Foundational Studies Dept.
PRAXIS test Supervisor, and Member-South
Dakota PRAXIS test advisory council.
SCAP/CAP graduate committee chair and
member.
Professional:
LMEA 733
LMEA 743
Research SCAP:
LMEA 796
Faculty
clinical supervisor
American Evaluators Association
Member of the Indigenous evaluation TIG
Member of the Qualitative & quantitative TIG
EPSCOR member 2011-current
Assessment Chair 2008-2011
OLC institutional Research and Review Board
Chair
OST Research and Review Board member.
Developed cultural curriculum for Teca
Aicibleza Pi Kte program
CAP committee member
2010 dissertation (USD)-Effect of 1994 Land-
Faculty
professor
yes
NBPTS Candidate Support Provider
South Dakota and National Council for
Teachers of Mathematics,
Member Badlands, SD Learning Association.
Reading Math Research LWS, unpublished.
Teaching or other
professional experience in
P-12 schools
Oglala Sioux Tribe
Teca Aicibleza Pi Kte
collaboration with Little
Wound School 4-9 grade,
2001-2004.
OLC Education Administration
Coordinator for Graduate
programs.
Supervision of OLC General
Education Development
(GED) program.
Supervision of clinical and
research hours of SCAP
Candidates
Wall High School
Rocky Ford School
Crazy Horse School
Pre K-12, 12 years combined
experience.
Art Fisher
Instruction, Black Hills
State University
LMEA 733
LMEA 753
M.A. Ed.
Gifted & Talented
Education,
Oklahoma City
University
Faculty clinical
supervisor
Assistant
Professor
yes
Dean of
Education
Assistant
Professor
yes
TIE collaborate on Dakota Assets
Milken Award
Blue Ribbon Panel
Local and state presentations.
Assistant
Professor
yes
SCAP/CAP graduate committee member
Adjunct
Professor
No
SCAP/CAP graduate committee member.
Student publications
Environmental Consultant
Director of Tropical Research Program
(NUTRO)
Academic Student Advisor for Sitting Bull
College
Professional:
LMEA 703
LMEA 713
BS- K-8 elementary w/
Middle level, Oglala
Lakota College
Tom
Raymond
Pat Lee
Daniel
Buresh
MS in
Education/Elementary
Education Administration,
Black Hills State
University
OLC Dean of
Education:
JD
Arizona State University
Faculty
PhD Public Health &
Environmental Sciences,
minor environmental
Engineering
Oregon State University
BS Environmental Health,
Oregon State University
professional: LMEA
703
LMEA 713
Professional:
LakM 533
LakM 593
LMEA 603
Adjunct faculty
Clinical supervisor
National Board for Professional Teaching
Standards (NBCT) 2001-2011.
NCA accreditation Review for Red Cloud High
School
SCAP graduate committee Chair/Expert.
National Indian Education
NBPTS Candidate Support Provider
Dakota ASSETS’
OLC Dean of Education 7 years
Local and State Presentations
Consultant for the Pine Ridge School.
Consultant for Little Wound School
SCAP graduate Committee member
Student Affairs Committee member
Core:
LakM 603
Professional
LMEA 763
Research:
LMEA 796
-1-
Red Cloud Indian School
Wall School District
Our Lady of Lourdes
School
Wolf Creek School
Preschool special education
paraprofessional 4 years.
Elementary teacher 4-8 8
years.
Director Gifted and Talented
3 years.
Wolf Creek School
Crazy Horse School
Todd County Schools
pK-12 combined teaching
experience 6 years, PK-12
administrator 19 years
combined experience
Tuba City Public School
Newcastle High School
Red Mesa High School
Teaching 27 semesters at
Sitting Bull College in
Environmental Science.
Linda
Earring
Ed.D.
Education Admin
University of South
Dakota
MA-Education
University of South
Dakota
Adjunct faculty:
Professional:
LMEA 713
LMEA 733
LMEA 703
LMEA 603
Adjunct
Professor
No
SCAP Graduate committee member
John Haas
PhD Candidate-University
of SD
AM
Ed Psychology &
Guidance
University of SD
Adjunct faculty:
Professional:
LMEA 713
LMEA 703
Adjunct
Instructor
no
Peggy
Phelps
PhD candidate
In Counseling Psychology
MA in Educational
Administration
MA in Education
MS
Counseling & Human
Resources Development
M.Ed- Educational
Administration:
Curriculum Supervision
University of Oklahoma
Professional course
work
LMEA 723
Adjunct
Instructor
no
Education
Administration
Coordinator
Adjunct
Diana
Cournoyer
Little Wound School assessment coordinator
Interim School Board member for a K-12
school, selected by the Education Committee
of the Oglala Sioux Tribe.
Designing the accreditation process for
schools.
Designing a Strategic Planning process for
improving student success.
Redstone Education: assessment, evaluation
consultant
Member of the National Indian Education
Association
Federal programs account
manager
Academic Advisor to the Education
Administration Candidates.
Red Cloud High School
Instruction Affairs committee member
Institutional Development Committee
member
Institutional Review Board member
Professional :
LakM 604 Portfolio
Seminar
-2-
Macy Public Schools
Little Wound HS
Sho Ban School
Wyoming Indian H S
Pine Ridge HS
Little Wound School
Pine Ridge High School
School counselor pk-12
No
Core:
LakM 533
Little Wound High School,
Pine Ridge High School,
Wounded Knee Dist. School,
Winnebago Public School,
Cheyenne Eagle Butte HS
Lower Brule High School, St.
Paul’s High School
1 year superintendent
29 years combined
experience as a teaching
experience /principal.
Pine Ridge High School
Secondary school guidance
counselor 2 years.
Attachment D
Comprehensive Portfolio
COMPREHENSIVE PORTFOLIO
For
Graduate Study
Lakota Leadership and Management
Emphasis in
Education Administration
Master of Arts
Oglala Lakota College
Adopted April 2010
Modified 9/15/2010
Modified 11/2011
-1-
Comprehensive Portfolio Development
1.
PURPOSE OF GRADUATE PROGRAM
The purpose of the graduate program at Oglala Lakota College is to develop individual
management and leadership skills that are harmonious with Lakota values. Further, the
knowledge base of the graduate program is designed to produce students with expanded
intellectual application, independence in reading and research, using critical thinking
skills in decision making, and ability to design and move toward change through strategic
planning.
2.
GRADUATE PROGRAM OVERVIEW
Oglala Lakota College’s graduate programs of study are designed to expand
understanding of contemporary society through a full application of the Lakota culture
and its world relationships; to increase knowledge in a particular area; to challenge values
and philosophy; to encourage independent research, and implementation; to develop and
refine communication skills; to foster reflective thinking processes; to provide intellectual
stimulation and a foundation for continued study (Oglala Lakota Catalog, 2011).
EDUCATION ADMINISTRATION OBJECTIVES
Students will integrate their knowledge and development of qualities necessary
for Wolakota leadership.
Students will specify and implement how Lakota values, belief systems, and lifestyles of leaders and managers impact peoples and societies.
Students will recognize and practice listening, Lakota oratory skills, and other
appropriate methods in the expression of Lakota values.
Students will assess how historical processes of colonization affected Lakota
culture and the social organization of indigenous peoples. Use the assessment to
develop a plan of action for change.
Students will practice concepts of organizing communities and constructing
change.
Students will examine and evaluate financial management systems and
recommend strategies for monitoring these systems
Students will identify, synthesize and interpret forces that underlie environmental
issues using the Lakota world view of Mitakuye Oyasin. Determine how people
and nature influence and affect environment, community, and curriculum.
Students will analyze and apply the development and implementation process of
exercising of tribal rights.
Students will comprehend, interpret, and demonstrate the nature and significance
of research, and provide them opportunities for application and implementation of
research techniques.
Students will demonstrate an understanding of the larger political, economic and
legal context within policies benefiting the diverse learner needs and school
community.
(education administration objectives modified fall 2011)
-2-
3.
INTRODUCTION
Participants accepted in the Lakota Leadership and Management: Education
Administration masters program are required to successfully complete a portfolio prior to
the completion of the program. The portfolio will be used to document student growth
and development relative to performance and program standards throughout their
program of study.
4.
PORTFOLIO DEVELOPMENT
The portfolio development process is ongoing. Students should integrate coursework
and/or related field experience for the purpose of connecting theory and practice. Upon
entering the program the Graduate Studies Department will provide the students with
documents, information and guidance related to the portfolio process. The comprehensive
portfolio should draw on each LakM and LMEA course of the program. The student
should use the portfolio evaluation rubric attached.
Suggested timeline for completing key indicator responses
Suggested timeline below is aligned with the Lakota Leadership and Management:
Education Administration course rotation for program of study. This is only a suggested
timeline to assist you in monitoring the completion of specific key indicator responses
per semester.
Semester 1
Key indicators #1, #2, #3, #4,#5, #6, #10, #15, #16
Fall
Semester 2
Key indicators#8, #9
Spring
Semester 3
Key indicators#11, #14, #17, #18, #19
Fall
Semester 4
Key indicators#7, #12, #13
Spring
Semester 5
Key indicators #20, #21, #22
Fall
5.
STANDARDS
The portfolio is groundedCon in:
 Standards for Advanced Programs in Educational Leadership for Principals,
Superintendents, Curriculum Directors, and Supervisors, by National Policy
Board for Educational Administration.
http://www.npbea.org/ELCC/ELCCStandards%20_5-02.pdf
 Competencies required by state of South Dakota standards (Appendix B)
 Oglala Lakota College Dept of Education Conceptual Framework,
http://www.olc.edu/~afisher/newsite/Conceptual%20Framework.htm
-3-
6.
PORTFOLIO DOCUMENT
The portfolio document consists of four parts:The first is SECTION I, which consists of
your entrance requirements; resume, autobiography, philosophy of education, reference
letters speaking to your leadership abilities, transcripts to demonstrate graduation from an
accredited teacher preparation program and valid teaching certificate.
SECTION II is theNARRATIVE, whichincludesan Executive Summary of the
portfolio document and written responses to the 22 portfolio key indicators. The
executive summary includes a one-two paragraph overview of each standard which
summarizes and explains the value of the standard’s contents for readers to review. The
executive summary serves primarily as an introduction to the reader, describing each
standardscontents and clarifying why these particular contents are important.
The narrative section includesa separate document for eachkey indicatorresponse.Key
indicators are presented in question form related to each ELCC standard. You will
formulate a reflective response and provide a theoretical base to justify your response.
Eachkey indicator response should be a minimum of one – two page(s), double-spaced,
APA style formatting and cite scholarly literature and integrate the Lakota philosophy
and belief in support of the topic. A list of references should be included at the end of
each key indicator.
The third section is APPENDIX A, is a pullout tool to guide you toward the suggested
courses and work samples that you may reference within your reflective responses to
each key indicator. Your responses MUST reference a specific student work sample
within your indicator response to defend your choice of evidence as suggested in the
scoring rubric. Students can not use the same work sample for each key indicator.The
written response to each key indicator and the supporting student work samplemust
demonstrate competency in the relevant ELCC element, SD State standard(s) and cultural
value.
The forth section isAPPENDIX BComprehensive Portfolio Scoring Guide. The
portfolio document will be evaluated by faculty members and Education Administration
Advisory Committee using the relevant scoring rubric. Evaluators will use Foliotek, an
electronic portfolio system, to view each candidate’s portfolio. The scoring guide and
scores are tallied electronically when reports are generated on an average scale score.
SECTION I: ENTRANCE REQUIREMENTS






Resume
Autobiography
Philosophy of Education
Reference letters
Transcripts
Teacher Certification
-4-
SECTION II: NARRATIVE
Executive Summary

Synopsis of each ELCC standard
Standard 1: Visionary Leadership
Key Indicator 1: Define vision, and discuss the role of the educational Lakota leader in
developing this vision.[ELCC 1.1] [SD State Competency #6][Lakota values: wisdom
and courage]LakM 513 Lakota Leadership and Management, LakM 533 Lakota Social
Organization, LakM 603 Graduate Research and Writing, LMEA 703 Instructional
Supervision, LMEA 713 School Administration, LMEA 796 Principal Internship
Key Indicator 2: How can a Lakota leader best articulate components of the vision, and what
Lakota leadership ways of knowing and doingare necessary to implement and support the vision?
[ELCC 1.2] [SD State Competency #7] [Lakota values: wisdom and courage]LakM 513
Lakota Leadership and Management, LakM 533 Lakota Social Organization, LakM 603
Graduate Research and Writing, LMEA 703 Instructional Supervision, LMEA 713 School
Administration, LMEA 796 Principal Internship, LMEA 773 Survey Design
Key Indicator 3: Identify and discuss specific strategies (grounded in the literature and
the Lakota philosophy and belief system) that may be used by a Lakota leader to promote
the implementation of a shared vision. [ELCC 1.3] [SD State Competencies #6 &
#7][Lakota values: wisdom and courage]LakM 513 Lakota Leadership and
Management, LakM 533 Lakota Social Organization, LMEA 703 Instructional
Supervision, LMEA 713 School Administration, LMEA 796 Principal Internship
Key Indicator 4: Provide at least threeexamples of specific strategies (grounded in
literature and Lakota philosophy and belief system) for guiding a climate ofcontinuous
improvement among educational staff and community members[ELCC 1.4] [SD State
Competencies #6, #1, #7][Lakota values: wisdom and courage]LakM 513 Lakota
Leadership and Management, LakM 533 Lakota Social Organization, LakM 603
Graduate Research and Writing, LMEA 703 Instructional Supervision, LMEA 713 School
Administration, LMEA 796 Principal Internship, LMEA 773 Survey Design
Key Indicator 5: Provide at least three examples of specific strategies (grounded in
literature and Lakota philosophy and belief system) for involving variousstakeholders and
community members in the entire process of developing, implementing, and maintaining
the vision. [ELCC 1.5] [SD State Competencies #1, #3, #5, #6][Lakota values:
wisdom and courage]LakM 513 Lakota Leadership and Management, LakM 533 Lakota
Social Organization, LakM 603 Graduate Research and Writing, LMEA 703
Instructional Supervision, LMEA 713 School Administration, LMEA 796 Principal
Internship, LMEA 773 Survey Design
Standard 2: Instructional Leadership
Key Indicator 6: What are the dynamics and relationship of the school community, school
culture and the state education system? [ELCC 2.1][SD State Competency #1][Lakota
values: wisdom and courage]LakM 513 Lakota Leadership and Management, LakM
-5-
533 Lakota Social Organization,LMEA 703 Instructional Supervision, LMEA 713 School
Administration, LMEA 723 Counseling Theories, LMEA 796 Principal Internship
Key Indicator 7:Using Lakota ways of knowing and doing, what are cutting edge
procedures for designing and evaluating curricula, and what roledoes technology play in
the process of designing and evaluating curricula? [ELCC 2.2] [SD State Competencies
#2 & #4][Lakota values: wisdom and courage]LMEA 703 Instructional Supervision,
LMEA 713 School Administration, LMEA 733 Curriculum Development, LMEA 796
Principal Internship
Key Indicator 8:Provide three examples ofcutting edge strategies(based on scholarly
literature and Lakota philosophy and belief system) for improved instruction connected to
increased student achievement. [ELCC 2.3] [SD State Competencies #2 & #4][Lakota
values: wisdom and courage]LakM 603 Graduate Research and Writing, LMEA 703
Instructional Supervision, LMEA 713 School Administration , LMEA 723 Counseling
Theories, LMEA 733 Curriculum Development, LMEA 796 Principal Internship, LMEA
773 Survey Design
Key Indicator 9:Provide three examples of cutting edge strategies (based on scholarly
literature and Lakota philosophy and belief system) for designing, implementing, and
evaluating professional growth and development plans. [ELCC 2.4][SD State
Competencies #4, #6, #7] [Lakota values: wisdom and courage]LakM 603 Graduate
Research and Writing, LMEA 703 Instructional Supervision, LMEA713 School
Administration, LMEA 733 Curriculum Development, LMEA 796 Principal Internship
Key Indicator10:Discuss strategies(based on scholarly literature and Lakota philosophy
and belief system) for reinforcing student’s foundation in Lakota history, values, thought
and philosophy, and for students to develop leadership skills that will provide a catalyst
for change. [Lakota values: respect, generosity, wisdom, fortitude, courage and
humility] LakM 513 Lakota Leadership and Management, LakM 533 Lakota Social
Organization, LMEA 703 Instructional Supervision
Standard 3: Organizational Leadership
Key Indicator 11: Provide recommendations of cutting edge strategies(based on scholarly
literature and Lakota philosophy and belief system) for schools to effectively utilize
organizational planning that aligns resources to the learning needs of students.[ELCC
3.1] [SD State Competencies #5 & #6] [Lakota values: patience and fortitude]LakM
513 Lakota Leadership and Management,LakM 533 Lakota Social Organization, LakM
603 Graduate Research and Writing, LMEA 713School Administration, LMEA 723
Counseling Theories, LMEA 733 Curriculum Development, LMEA 743 School Finance,
LMEA 603 School Law, LMEA 796 Principal Internship
Key Indicator 12: What are key elements(based on scholarly literature and Lakota
philosophy and belief system) of effective school level fiscal operations that utilize a
variety of funding sources (including facilities)? [ELCC 3.2] [SD State Competency
#5][Lakota values: patience and fortitude] LakM 513 Lakota Leadership and
Management, LakM 533 Lakota Social Organization, LakM 603 Graduate Research and
Writing,LMEA 603 School Law, LMEA 743 School Finance, LMEA 796 Principal
Internship, LMEA 753 Advanced Educational Psychology
-6-
Key Indicator 13: Provide recommendations(based on scholarly literature and Lakota
philosophy and belief system) for schools to effectively manage resources (including
technology and creative funding sources) in order tomaximize student learning. [ELCC
3.3][SD State Competencies #2 & #3][Lakota values: patience and fortitude] LMEA
713 School Administration, LMEA 723 Counseling Theories,LMEA 733 Curriculum
Development, LMEA 743 School Finance, LMEA 603 School Law, LMEA 796 Principal
Internship
Standard 4: Collaborative Leadership
Key Indicator 14: Discuss the nature of the symbiotic relationship between schools and
the Oyate (larger community) that they serve, includingTiwahe (families), Tiospaye
(extended family), community agencies, grassroots, etc. [ELCC 4.1] [SD State
Competency #3][Lakota values: patience and fortitude] LakM 513 Lakota Leadership
and Management, LakM 533 Lakota Social Organization, LakM 603 Graduate Research
and Writing, LMEA 713 School Administration, LMEA 723 Counseling Theories, LMEA
743 School Finance, LMEA 603 School Law, LMEA 753 Advanced Educational
Pyschology, LMEA 763 Statistics, LMEA 796 Principal Internship
Key Indicator 15:Identify cultural, economic, community agencies and grassroots
organizations in your area. Discuss the importance of educators reaching out to these
community resources (based on scholarly literature and Lakota philosophy and belief
system). [ELCC 4.2] [SD State Competency #3][Lakota values: patience and
fortitude] LakM 513 Lakota Leadership and Management, LakM 533 Lakota Social
Organization, LakM 603 Graduate Research and Writing, LMEA 713 School
Administration,LMEA 723 Counseing Theories, LMEA 733 Curriculum Development,
LMEA 753 Advanced Educational Psychology, LMEA 603 School Law, LMEA 796
Principal Internship
Key Indicator 16: What is the role of the school leader in mobilizing community
resources to achieve the school’s vision (based on scholarly literature and Lakota
philosophy and belief system)? [ELCC 4.3] [SD State Competency #3][Lakota values:
patience and fortitude] LakM 513 Lakota Leadership and Management, LakM 533
Lakota Social Organization, LMEA 713 School Administration, LMEA 723 Counseling
Theories, LMEA 733 Curriculum Development, LMEA 743 School Finance, LMEA 753
Advanced Educational Psychology, LMEA 603 School Law, LMEA 796 Principal
Internship
Standard 5: Ethical Leadership
Key Indicator 17: What is your understanding of the terms integrity, fairness and ethics
according to Lakota values? How are they interrelated? How can they be distinguished?
How does the application of your understanding of integrity aid in respecting the rights of
others in your interactions culturally? Compare this understanding to ethical systems used
in leadership. [ELCC 5.1] [SD State Competency #5][Lakota values: knowledge and
wisdom] LakM 513 Lakota Leadership/Management, LakM 533 Lakota Social
Organization, LMEA 703 Instructional Supervision, LMEA 713 School Administration,
LMEA 796 Principal Internship
-7-
Key Indicator 18: Describe the commonly recognized systems of ethical decision making
available to the Lakota educational leader. How do these systems help in your interacting
with others with fairness? [ELCC 5.2] [SD State Competency #5][Lakota values:
knowledge and wisdom] LakM 513 Lakota Leadership and Management, LakM 533
Lakota Social Organization, LMEA 703 Instructional Supervision, LMEA 713 School
Administration, LMEA 796 Principal Internship
Key Indicator 19: Describe moral based terms that may be used to enhance and clarify
communicating ethical decisions. What is meant by a personal code of ethics? What is a
professional code of ethics? Describe your own personal code as it compares or contrasts
to the professional code for the organization supporting your area of interest i.e. AASA
(American Association of School Administrators), NASSP (National Association of
Secondary School Principals), and NAESP (National Association of Elementary School
Principals).[ELCC 5.3][Lakota values: knowledge and wisdom] LakM 513 Lakota
Leadership and Management, LakM 533 Lakota Social Organization, LMEA 703
Instructional Supervision, LMEA 713 School Administration, LMEA 796 Principal
Internship
Standard 6: Contextual Leadership
Key Indicator 20: Develop a plan of action (based on scholarly literature and Lakota
philosophy and belief system) for how to promote success within the political, social,
economic, legal and cultural context for a variety of fiscally managed schools.[ELCC
6.1] [SD state competencies #1, #2, #3, #4, #5, #6, #7] [Lakota values: knowledge and
wisdom]LakM 513 Lakota Leadership and Management, LakM 533 Lakota Social
Organization, LakM 603 Graduate Research and Writing, LakM 593 Establishing Lakota
Sovereignty, LMEA 713 School Administration, LMEA 723 Counseling Theories, LMEA
733 Curriculum Development, LMEA 743 School Finance, LMEA 603 School Law,
LMEA 796 Principal Internship
Key Indicator 21: Describe the major areas of inquiry that guide education law and
provide keycomponents for school policy making. What are the primary constitutional
tests fordeciding education law conflicts in the area of students’ rights (based on
scholarly literature and Lakota philosophy and belief system)? [ELCC 6.2] [Lakota
values: knowledge and wisdom]LakM 513 Lakota Leadership and Management, LakM
533 Lakota Social Organization,LMEA 713 School Administration, LMEA 723
Counseling Theories, LMEA 603 School Law, LMEA 753 Advanced Educational
Psychology, LMEA 796 Principal Internship
Key Indicator 22: What current issues and policy solutions in education lawmight be used
tocommunicate with school stakeholders for the improvement of the school community
(based on scholarly literature and Lakota philosophy and belief system)?[ELCC 6.3][SD
State competency #3][Lakota values: knowledge and wisdom] LakM 513 Lakota
Leadership and Management, LakM 533 Lakota Social Organization,LakM 593
Establishing Lakota Sovereignty,LMEA 713 School Administration, LMEA 723
Counseling Theories,LMEA 743 School Finance, LMEA 603 School Law, LMEA 753
Advanced Educational Psychology, LMEA 773 Survey Design, LMEA 796 Principal
Internship
-8-
PORTFOLIO FORMAT
Portfolio key indicators and student work samples will be uploaded to Foliotek, an
electronic portfolio system.
PORTFOLIO EVALUATION
Please refer to APPENDIX B, portfolio scoring guide to evaluate each of your responses.
Reviewers will use the scoring rubric to evaluate each of the responses as ‘outstanding’
(5 points), ‘meets with strengths’ (4 points),‘meets expectations’ (3 points)‘meets with
weakness’ (2 points), ‘does not meet expectations’ (1 point). An average score will then
be derived for each response. In order to earn a SATISFACTORY, a candidate must
receive an average evaluation of ‘meets expectation’ or higher equivalent to 3> on EACH
of the 22 responses.
The overall expectation of graduate studies department is that all candidates successfully
complete the portfolio process. However, any student who receives an
UNSATISFACTORY score may attempt to successfully complete the process by making
suggested changes to the portfolio document to help ensure success during the second
attempt.
-9-
APPENDIX A
CANDIDATE GUIDE AND SCORING RUBRIC
This section lists the courses and suggested student work samples that support the
responses to the key indicators. Examples of student work samples by ELCC standards
include:
Visionary Leadership
Standard 1.0 [ELCC 1.1, 1.2, 1.3, 1.4, and 1.5]
 LakM 513 Lakota Foundations for Leadership and Management Leadership style
article critiques
 LakM 533 Lakota Social OrganizationMajor group project
 LMEA 703 Instructional Supervision Supervision Activity
 LMEA 713 School AdministrationField Experience
 LMEA 796 Principal Internship Intern Activity
 Other student work samples that demonstrate your skills and competency related
to visionary leadership
 Examples of cultural values and explain use in classroom
Instructional Leadership
Standard 2.0 [ELCC 2.1, 2.2, 2.3, and 2.4]
 LMEA 703 Instructional SupervisionField Experience, Educational Platform
 LMEA 713 School AdministrationPhilosophy of Administration Paper
 LMEA 733 Fundamentals for Curriculum DevelopmentDesigned Evaluation Tool
 LMEA 796 Principal Internship Intern Activity
 Other student work samples that demonstrate your skills and competency related
to visionary leadership
Organizational Leadership
Standard 3.0 [ELCC 3.1, 3.2, and 3.3]
 LakM 513 Lakota Foundations for Leadership and Management
 LMEA 713 School Administration
 LMEA 603 School Law
 LMEA 743 School FinanceDraft School Budget and Justification
 LMEA 796 Principal Internship Intern Activity
 Other student work samples that demonstrate your skills and competency related
to visionary leadership
Collaborative Leadership
Standard 4.0 [ELCC 4.1, 4.2, and 4.3]
 LakM 513 Lakota Foundations for Leadership and Management
 LakM 533 Lakota Social Organization
 LMEA 713 School AdministrationPhilosophy of Education
 LMEA 723 Counseling Theories and Socio-Culture FoundationsCommunity
Building Activity
 LMEA 796 Principal Internship Intern Activity
- 10 -

Other student work samples that demonstrate your skills and competency related
to visionary leadership
Ethical Leadership
Standard 5.0 [ELCC 5.1, 5.2, and 5.3]
 LakM 513 Lakota Foundations for Leadership and Management
 LakM 533 Lakota Social Organization
 LMEA 713 School Administration
 LMEA 796 Principal Internship Intern Activity
 Other student work samples that demonstrate your skills and competency related
to visionary leadership
Contextual Leadership
Standard 6.0 [6.1, 6.2, and 6.3]
 LAKM 533 Lakota Social Organization
 LAKM 593 Establishing Lakota Sovereignty
 LMEA 703 Instructional Supervision
 LMEA 713 School Administration
 LMEA 723 Counseling Theories and Socio-Culture Foundations
 LMEA 733 Fundamentals of Curriculum Development
 LMEA 743 School Finance
 LMEA 603 School Law
 LMEA 796 Principal Internship Intern Activity
 Other student work samples that demonstrate your skills and competency
related to visionary leadership
- 11 -
APPENDIX B
COMPREHENSIVE PORTFOLIO SCORING GUIDE
Assessment of the candidate’s abilities to develop a vision
Visionary Lakota Leadership
Standard #1, Key Indicator # 1:Define vision, and discuss the role of the educational Lakota leader in developing this vision.
Examples of student work samples (choose a minimum of one to support Standard #1, Key Indicator #1)[ELCC 1.1] [SD state competency #6] [Lakota values:
wisdom and courage]








LakM 513 Lakota Foundations for Leadership and Management Leadership style article critiques
LakM 533 Lakota Social Organization Major group project
LakM 603 Graduate Research, Writing and Statistics
LMEA 703 Instructional Supervision Supervision Activity
LMEA 713 School Administration Field Experience
LMEA 796 Principal Internship Intern Activity
Other student work samples or professional development that demonstrate your skills and competency related to visionary Lakota leadership
Examples of cultural values and explain use in classroom
Reviewers: Choose which of the five measurements BEST represents candidate competency (ELCC 1.1), circle the score below
Does Not Meet
Expectation
 The narrative does
not demonstrate an
understanding of
processes supporting the
development of a vision
 The narrative is
not supported with
scholarly literature
addressing the
development of a vision
 Student work
sample is not referenced
supporting the candidate’s
ability to develop a vision
Meets with Weakness
Meets Expectations
Meets with Strengths
Outstanding
 The narrative lacks
quality in understanding
the development of a
vision
 One scholoary
literature is cited, however
does not address the
development of a vision
 One student work
sample is referenced,
however it does not
demonstrate the
candidates ability to
develop a vision
 The narrative is of
quality in understanding
the development of a
vision.
 One scholarly
literature iscited to
support the candidate’s
processes supporting the
development of a vision
 One student work
sample is referenced
supporting the candidate’s
ability to develop a vision.
 The candidate
 The narrative is of
sufficient quality and
demonstrates the
candidates ability to
developa vision.
 One-two scholarly
literatures are cited to
support the candidate’s
processes supporting the
development of a vision
 One-two
student work sample(s)
are
referencedclearlysupportin
 The narrative is of
exceptional quality,
including in-depth
understanding, reflection,
and application of the
school leader’s role in
developing a school
vision.
 Two or more
scholarlyliteratures are
cited to support the
candidate’s discussion of
vision development.
 Two or more
- 12 -
 The candidate does
notdiscuss relevant
knowledge and activities,
as specified in ELCC
1.1.b
 Candidate does not
define or discuss their
vision using the relevant
Lakota values; courage
and wisdom
1
 The candidate
discusses knowledgeas
specified in ELCC 1.1b,
however does not make a
connection to vision
development
 Candidate
defines the relevant
Lakota values; courage
and wisdom, however
does not make a
connection to vision
development
discussesrelevant
knowledge and activities,
as specified in ELCC
1.1.b.
 Candidate defines
their vision using the
relevant Lakota values;
courage and wisdom
g the candidate’s ability to
develop a vision.
 The candidate
discusses, with eagerness,
relevant knowledge and
activities, as specified in
ELCC 1.1.b.
 Candidate clearly
defines &discusses their
vision using the relevant
Lakota values; courage
and wisdom
2
3
4
Total score _____________
- 13 -
student work samples are
referenced supporting the
candidate’s ability to
develop a vision.
 The candidate
provides an extraordinary
discussion of the relevant
knowledge and activities,
as specified in ELCC
1.1.b
 Candidate defines
&discusses, in detail, their
vision using the relevant
Lakota values; courage
and wisdom
5
Assessment of the candidate’s abilities to articulate a vision
Visionary Lakota Leadership
Standard # 1, Key Indicator # 2:How can a Lakota leader best articulate components of the vision, and what Lakota leadership ways of knowing
and doing are necessary to implement and support the vision?
Examples of student work samples (choose a minimum of one to support Standard #1, Key Indicator #2)[ELCC 1.2] [SD state competency #7]
[Lakota values: wisdom and courage]
 LakM 513 Lakota Foundations for Leadership and Management Leadership style article critiques
 LakM 533 Lakota Social Organization Major group project
 LakM 603 Graduate Research, Writing and Statisitics
 LMEA 703 Instructional Supervision Supervision Activity
 LMEA 713 School Administration Field Experience
 LMEA 773 Survey Design
 LMEA 796 Principal Internship Intern Activity
 Other student work samples or professional development experience that demonstrates your skills and competency related to visionary Lakota
leadership
 Examples of cultural values and explain use in classroom
Reviewers: Choose which of the five measurements BEST represents candidate competency (ELCC 1.2), circle the score below
Does Not Meet
Expectation
 The narrative does
not demonstrate an
understanding of issues
related to the articulation
of a vision
 The narrative is
not supported with
scholarly literature
addressing the articulation
of a vision
 Student work
sample is not referenced
supporting the candidate’s
ability to articulate avision
Meets with Weakness
Meets Expectation
Meets with Strength
Outstanding
 The narrative lacks
quality, including an
understanding and
application of the issues
related to the articulation
of a vision
 One scholoary
literature is cited, however
it does not address the
issues related to the
articulation of a vision
 One student work
sample is referenced,
however it does not
 The narrative is of
quality in understanding
the application of the
issues related to the
articulation of a vision
 One scholarly
literature iscited
addressing the articulation
of a vision
 One student work
sample is referenced
supporting the candidate’s
ability to articulatea
vision.
 The narrative is of
sufficient quality,
including a reasonable
understanding and
application of the issues
related to the articulation
of a vision
 One-two scholarly
literatures are
citeddefining and
discussing the issues
related to the articulation
of a vision
 One-two student
 The narrative is of
exceptional quality,
including in-depth
understanding, reflection,
and application of the
issues related to the
articulation of a vision
 Two or more
scholarly literatures are
cited to support the
candidate’s discussion of
vision articulation
 Two or more
student work samples
- 14 -
 The candidate does
notdiscuss research
strategies, planning
processes, or
communication elements
as specified in ELCC 1.2b
 The candidate does
not discuss evidence of
his/her ability to
communicate the vision as
specified in ELCC 1.2c
 Candidate does not
articulate components of
the vision using the
relevant Lakota values;
courage and wisdom
1
demonstrate the
candidate’s ability to
articulate a vision
 The candidate
does not use relevant
knowledge when
discussing research
strategies, planning or
communication elements
as specified in ELCC 1.2b
 The candidate does
not use relevant
knowledge when
discussing evidence of
his/her ability to
communicate the vision as
specified in ELCC 1.2c
 Candidate defines
relevant Lakota values;
courage and wisdom,
however does not make a
connection to vision
articulation
2
 The candidate
uses relevant knowledge
when discussing research
strategies, planning or
communication elements
as specified in ELCC 1.2b
 The candidateuses
relevant knowledge when
discussing evidence of
his/her ability to
communicate the vision as
specified in ELCC 1.2c
 Candidate defines
their vision using the
relevant Lakota values;
courage and wisdom
work sample(s) are
referenced
clearlysupporting the
candidate’s ability to
articulate a vision
 The candidate
clearly discusses relevant
research strategies,
planning or
communication elements
as specified in ELCC 1.2b
 The candidate
clearly discusses evidence
of his/her ability to
communicate the vision as
specified in ELCC 1.2c
 Candidate defines
and articulates
components of the vision
using the relevant Lakota
values; courage and
wisdom
arereferenced supporting
the candidate’s ability to
articulate a vision
 The candidate
provides an extraordinary
discussion of research
strategies, planning or
communication elements
as specified in ELCC 1.2b
 The candidate
presents substantial
evidence of his/her ability
to communicate the vision
as specified in ELCC 1.2c
 Candidate
articulates, in detail,
components of the vision
relevant to Lakota values;
courage and wisdom
3
4
5
Total score _____________
- 15 -
Assessment of the candidate’s abilities to implement a vision
Visionary Lakota Leadership
Standard # 1, Key Indicator # 3:Identify and discuss specific strategies (grounded in the literature and the Lakota philosophy and belief system)
that may be used by a Lakota leader to promote the implementation of a shared vision.
Examples of student work samples (choose a minimum of one to support Standard #1, Key Indicator #3)[ELCC 1.3] [SD state competency #6 &
#7][Lakota values: wisdom and courage]
 LakM 513 Lakota Foundations for Leadership and Management Leadership style article critiques
 LakM 533 Lakota Social Organization Major group project
 LMEA 703 Instructional Supervision Supervision Activity
 LMEA 713 School Administration Field Experience
 LMEA 796 Principal Internship Intern Activity
 Other student work samples or professional development experience that demonstrates your skills and competency related to visionary Lakota
leadership
 Examples of cultural values and explain use in classroom
Reviewers: Choose which of the five measurements BEST represents candidate competency (ELCC 1.3), circle the score below
Does Not Meet
Expectation
 The narrative does
not demonstrate an
understanding of effective
strategies for
implementation of a
vision
 The narrative is
not supported with
scholarly literature
pertaining to the
implementation of a
vision
 Student work
sample is not referenced
supporting the candidate’s
ability to implement a
Meets with Weakness
Meets Expectation
Meets with Strength
Outstanding
 The narrative lacks
quality, including an
understanding and
application of effective
strategies for
implementation of a
vision
 One scholoary
literature is cited, however
the candidate does not
discuss the article’s
relevance to the
implementation of a
vision
 One student work
sample is referenced,
 The narrative is of
quality, including an
understanding and
application of effective
strategies for
implementation of a
vision
 One scholoary
literature is cited to
support the candidates
discussion pertaining to
implementation of a
vision
 One student work
sample is referenced
supporting the candidate’s
 The narrative is of
sufficient quality,
including a reasonable
depth of understanding
and application of
effective strategies for
implementation of a
vision
 One-two scholarly
literatures are used to
support the candidates
discussion pertaining to
implementation of a
vision
 One-two student
work
 The narrative is of
exceptional quality,
including in-depth
understanding, reflection,
and application of
effective strategies for
implementation of a
vision
 Two or more
scholarly literatures are
used pertaining to the
implementation of a
vision
 Two or more
student work samples are
referenced supporting the
- 16 -
vision
 The candidate does
not identify or discuss
initiatives, plans or
processes that promote the
implementation of a
vision as specified in
ELCC 1.3
 Candidate does not
identify or discuss
initiatives, plans or
processes that promote the
implementation of a plan
using relevant Lakota
values; courage and
wisdom
1
however it does not
demonstrate the
candidate’s ability to
implement a vision
 The candidate
references initiatives or
plans that promote the
implementation of a
vision as specified in
ELCC 1.3
 Candidate
references initiatives or
plans that promote the
implementation of a plan
using relevant Lakota
values; courage and
wisdom
2
ability to implement a
vision
 The candidate
identifies and discusses
initiatives or plans that
promote the
implementation of a
vision as specified in
ELCC 1.3
 Candidate
identifies and discusses
initiatives or plans that
promote the
implementation of a
vision using relevant
Lakota values; courage
and wisdom
3
Total score _____________
- 17 -
sample(s)arereferenced
clearly supporting the
candidate’s ability to
implement a vision
 The candidate
clearly identifies and
discusses initiatives, plans
or processes that promote
the implementation of a
vision as specified in
ELCC 1.3
 Candidate
clearly identifies and
discusses initiatives, plans
or processes that promote
the implementation of a
vision using relevant
Lakota values; courage
and wisdom
candidates ability to
implement a vision
 The candidate
provides an extraordinary
discussion of initiatives,
plans, or processes that
promote the
implementation of a
vision as specified in
ELCC 1.3
 Candidate
identifies and disucsses, in
detail, initiatives, plans or
processes that promote the
implementation of a
vision using relevant
Lakota values; courage
and wisdom
4
5
Assessment of the candidate’s abilities to steward a vision
Visionary Lakota Leadership
Standard # 1, Key Indicator #4:Provide at least three examples of specific strategies (grounded in literature and Lakota philosophy and belief
system) for guiding a climate of continuous improvement among educational staff and community members.
Examples of student work samples (choose a minimum of one to support Standard #1, Key Indicator #4)[ELCC 1.4] [SD state competency #6, #1,
#7][Lakota values: wisdom and courage]
 LakM 513 Lakota Foundations for Leadership and Management Leadership style article critiques
 LakM 533 Lakota Social Organization Major group project
 LakM 603 Graduate Research, Writing and Statistics
 LMEA 703 Instructional Supervision Supervision Activity
 LMEA 713 School Administration Field Experience
 LMEA 773 Survey Design
 LMEA 796 Principal Internship Intern Activity
 Other student work samples or professional development experiencethat demonstrate your skills and competency related to visionary Lakota
leadership
 Examples of cultural values and explain use in classroom
Reviewers: Choose which of the five measurements BEST represents candidate competency (ELCC 1.4), circle the score below
Does Not Meet
Expectation
 The narrative does
not demonstrate an
understanding of various
mechanisms that underlay
stewardship of a vision
 The narrative is
not supported with
scholarly literature
addressing the
stewardship of a vision
 Student work
sample is not referenced
supporting the candidate’s
ability to steward a vision
Meets with Weakness
Meets Expectation
Meets with Strength
Outstanding
 The narrative lacks
quality, including an
understanding and
application of the various
mechanisms that underlay
stewardship of a vision
 One scholoary
literature is cited, however
the candidate does not
discuss the article’s
relevance to the
stewardship of a vision
 One student work
sample is referenced,
 The narrative is of
quality, including an
understanding of the
various mechanisms that
underlay stewardship of a
vision
 One scholarly
literatureis cited to
support the candidates
discussion of the
stewardship of a vision
 One student work
sample is referenced
supporting the candidate’s
 The narrative is of
sufficient quality,
including a reasonable
depth of understanding
and application of the
various mechanisms that
underlay stewardship of a
vision
 One-two scholarly
literatures are cited to
support the candidates
discussion of the
stewardship of a vision
 One-two student
 The narrative is of
exceptional quality,
including in-depth
understanding, reflection,
and application of the
various mechanisms that
underlay stewardship of a
vision
 Two or more
scholarly literatures are
used to support the
candidates discussion of
the stewardship of a vision
 Two or more
- 18 -
 The candidate does
not identify or discuss the
systems for using databased research strategies
to steward the vision as
specified in ELCC 1.4b
 Candidate does not
identify or discuss the
various methods at his/her
disposal for the
stewardship of continuous
improvement for ALL
staff members, as
specified in ELCC 1.4c
 Candidate does not
identify or discuss the
specific strategies for
guiding a climate of
continuous improvement
for ALL staff members
relevant to Lakota values;
courage and wisdom
however it does not
demonstrate the
candidate’s ability to
steward a vision
 The candidate
identifies the system for
using data-based research
strategies to steward the
vision as specified in
ELCC 1.4b
 Candidate
identifies various methods
at his/her disposal for the
stewardship of continuous
improvement for ALL
staff members, as
specified in ELCC 1.4c
 Candidate
identifies strategies for
guiding a climate of
continuous improvement
for ALL staff members
relevant to Lakota values;
courage and wisdom
ability to steward a vision
 The candidate
identifies and discusses
the system for using databased research strategies
to steward the vision as
specified in ELCC 1.4b
 The candidate
identifies and discusses
various methods at his/her
disposal for the
stewardship of continuous
improvement for ALL
staff members as specified
in ELCC 1.4c
 Candidate
identifies and discusses
strategies for guiding a
climate of continuous
improvement for ALL
staff members relevant to
Lakota values; courage
and wisdom
work sample(s)are
referenced clearly
supporting the candidate’s
ability to steward a vision
 The candidate
concisely identifies and
discusses the system for
using data-based research
strategies to steward the
vision as specified in
ELCC 1.4b
 The candidate
concisely identifies and
discusses various methods
at his/her disposal for the
stewardship of continuous
improvement for ALL
staff members as specified
in ELCC 1.4c
 The candidate
concisely identifies and
discusses strategies for
guiding a climate of
continuous improvement
for ALL staff members
relevant to Lakota values;
courage and wisdom
1
2
3
4
Total score _____________
- 19 -
student work samples are
referenced supporting the
candidate’s ability to
steward a vision
 The candidate
provides an extraordinary
discussion of systems for
using data-based research
strategies to steward the
vision as specified in
ELCC 1.4b
 The candidate
provides an extraordinary
discussion identifying
various methods at his/her
disposal for the
stewardship of continuous
improvement for ALL
staff members as specified
in ELCC 1.4c
 Candidate
identifies and disucsses, in
detail,strategies for
guiding a climate of
continuous improvement
for ALL staff members
relevant to Lakota values;
courage and wisdom
5
Assessment of the candidate’s abilities to promote community involvement in the vision
Visionary Lakota Leadership
Standard # 1, Key Indicator #5:Provide at least three examples of specific strategies (grounded in literature and Lakota philosophy and belief
system) for involving various stakeholders and community members in the entire process of developing, implementing, and maintaining the vision.
Examples of student work samples (choose a minimum of one to support Standard #1, Key Indicator #5)[ELCC 1.5] [SD state competency #1, #3,
#5, #6][Lakota values: wisdom and courage]
 LakM 513 Lakota Foundations for Leadership and Management Leadership style article critiques
 LakM 533 Lakota Social Organization Major group project
 LakM 603 Graduate Research, Writing and Statistics
 LMEA 703 Instructional Supervision Supervision Activity
 LMEA 713 School Administration Field Experience
 LMEA 773 Survey Design
 LMEA 796 Principal Internship Intern Activity
 Other student work samples or professional development experience that demonstrate your skills and competency related to visionary Lakota
leadership
 Examples of cultural values and explain use in classroom
Reviewers: Choose which of the five measurements BEST represents candidate competency (ELCC 1.5), circle the score below
Does Not Meet
Expectation
 The narrative does
not demonstrate an
understanding of effective
strategies for involving
the community in the
vision
 The narrative is
not supported with
scholarly literature about
effectively involving
various communities in
the vision
 Student work
Meets with Weakness
Meets Expectation
Meets with Strength
Outstanding
 The narrative lacks
quality, including an
understanding and
application of effective
strategies for involving
the community in the
vision
 One scholoary
literature is cited, however
the candidate does not
discuss the article’s
relevance regarding
involvement of various
 The narrative is of
sufficient quality,
including a reasonable
depth of understanding
and application of
effective strategies for
involving the community
in the vision
 One-two scholarly
literatures are cited to
support the effective
involvement of various
communities in the vision
 The narrative is of
sufficient quality,
including a reasonable
depth of understanding
and application of
effective strategies for
involving the community
in the vision
 One-two scholarly
literatures are cited to
support the effective
involvement of various
communities in the vision
 The narrative is of
exceptional quality,
including in-depth
understanding, reflection,
and application of
effective strategies for
involving the community
in the vision
 Two or more
scholarly literatures are
cited to support the
effective involvement of
various communities in
- 20 -
sample does not support
the candidate’s ability to
promote community
involvement in the vision
 Candidate does
identify or discuss specific
strategies that promote
community involvement,
specified in ELCC 1.5
 Candidate does not
provide specific strategies
which promote
community involvement
relevant to Lakota values;
courage and wisdom
communities in the vision
 One student work
sample is referenced,
however it does not
demonstrate the
candidate’s ability to
promote community
involvement in the vision
 Candidate
identifies strategies that
promote community
involvement, as specified
in ELCC 1.5
 Candidate
provides strategies which
promote community
involvement relevant to
Lakota values; courage
and wisdom
 One student work
sample is referenced
supporting the candidate’s
ability to promote
community involvement
in the vision
 Candidate
identifies and discusses
specific strategies that
promote community
involvement, as specified
in ELCC 1.5
 Candidate
identifies and discusses
specific strategies which
promote community
involvement relevant to
Lakota values; courage
and wisdom
 One student work
sample is referenced
supporting the candidate’s
ability to promote
community involvement
in the vision
 Candidate
identifies and discusses
specific strategies that
promote community
involvement, as specified
in ELCC 1.5
 Candidate
identifies and discusses
specific strategies which
promote community
involvement relevant to
Lakota values; courage
and wisdom
the vision
 One or more
student work samples are
referenced supporting the
candidate’s ability to
promote community
involvement in the vision
 Candidate
provides an extraordinary
discussion of specific
strategies that promote
community involvement,
as specified in ELCC 1.5
 Candidate
identifies and disucsses, in
detail, specific strategies
which promote
community involvement
relevant to Lakota values;
courage and wisdom
1
2
3
4
5
Total score _____________
- 21 -
Assessment of the candidate’s ability to promote a positive school culture
Instructional Lakota Leadership
Standard #2, Key Indicator #6:What are the dynamics and relationship of the school community, school culture and the state education system?
Examples of student work samples (choose a minimum of one to support Standard #2, Key Indicator #6)[ELCC 2.1] [SD state competency #1 &
#3][Lakota values: wisdom and courage]
 LakM 513 Lakota Leadership and Management
 LakM 533 Lakota Social Organization

LMEA 703 Instructional Supervision Field Experience, Educational Platform

LMEA 713 School Administration Philosophy of Administration Paper

LMEA 723 Counseling Theories

LMEA 796 Principal Internship Intern Activity

Other student work samples or professional development experience that demonstrate your skills and competency related to instructional
Lakota leadership
Reviewers: Choose which of the five measurements BEST represents candidate competency (ELCC 2.1), circle the score below
Does Not Meet
Expectation
 The narrative does
not demonstrate an
understanding of diversity
and its relationship to
school culture
 The narrative is
not supported with
scholarly literature
addressing school culture
 Student work
sample is not referenced
supporting the candidate’s
ability to promote a
positive school culture
 The candidate does
identify or discuss the
dynamics that promote
Meets with Weakness
Meets Expectation
Meets with Strength
Outstanding
 The narrative lacks
quality, including an
understanding and
application of diversity
and its relationship to
school culture
 One scholoary
literature is cited, however
the candidate does not
discuss the article’s
relevance to school
culture or community
 One student work
sample is referenced,
however does not
demonstrate the
candidate’s ability to
 The narrative is of
sufficient quality,
including a reasonable
depth of understanding
and application of
diversity and its
relationship to school
culture
 One-two scholarly
literatures are cited to
support the candidate’s
discussion of school
culture
 One student work
sample is referenced
supporting the candidate’s
ability to promote a
 The narrative is of
sufficient quality,
including a reasonable
depth of understanding
and application of
diversity and its
relationship to school
culture
 One-two scholarly
literatures are cited to
support the candidate’s
discussion of school
culture
 One student work
sample is referenced
supporting the candidate’s
ability to promote a
 The narrative is of
exceptional quality,
including in-depth
understanding, reflection,
and application of
diversity and its
relationship to school
culture
 Two or more
scholarly literatures are
cited to support the
candidate’s discussion of
school culture
 One or more
student work samples are
referenced supporting the
candidate’s ability to
- 22 -
school culture, as
specified in ELCC 2.1a
 Candidate does not
identify or discuss the
dynamics that promote
school culture, relevant to
Lakota values; courage
and wisdom
promote a positive school
culture
 The candidate
identifies the dynamics
that promote school
culture, as specified in
ELCC 2.1a
 Candidate
identifies the dynamics
that promote school
culture, relevant to Lakota
values; courage and
wisdom
positive school culture
 The candidate
identifies and discusses
the dynamics that promote
school culture, as
specified in ELCC 2.1a
 Candidate
identifies and discusses
the dynamics that promote
school culture, relevant to
Lakota values; courage
and wisdom
positive school culture
 The candidate
identifies and discusses
the dynamics that promote
school culture, as
specified in ELCC 2.1a
 Candidate
identifies and discusses
the dynamics that promote
school culture, relevant to
Lakota values; courage
and wisdom
1
2
3
4
Total score _____________
- 23 -
promote a positive school
culture
 The candidate
provides an extraordinary
discussion the dynamics
that promote school
culture, as specified in
ELCC 2.1a
 Candidate
identifies and disucsses, in
detail, the dynamics that
promote school culture,
relevant Lakota to values;
courage and wisdom
5
Assessment of the candidate’s ability to promote an effective instructional program
Instructional Lakota Leadership
Standard #2, Key Indicator #7:Using Lakota ways of knowing and doing, what are cutting edge procedures for designing and evaluating
curricula, and what role does technology play in the process of designing and evaluating curricula?
Examples of student work samples (choose a minimum of one to support Standard #2, Key Indicator #7)[ELCC 2.2][SD state competency #2 &
#4][Lakota values: wisdom and courage]
 LMEA 703 Instructional Supervision Field Experience, Educational Platform
 LMEA 713 School Administration Philosophy of Administration Paper
 LMEA 733 Fundamentals for Curriculum Development Designed Evaluation Tool
 LMEA 796 Principal Internship Intern Activity
 Other student work samples or professional development experience that demonstrate your skills and competency related to instructional
Lakota leadership
Reviewers: Choose which of the five measurements BEST represents candidate competency (ELCC 2.2), circle the score below
Does Not Meet
Expectation
 The narrative does
not demonstrate
anunderstanding of
curriculardesign and
evaluation.
 The narrative is
notsupported with
scholarly literature
addressing the
improvement of
instructionthrough
effective curriculum
design and evaluation.
 Student work
sampleis not referenced
supporting the
candidate’s ability to
providean effective
Meets with Weakness
Meets Expectation
Meets with Strength
Outstanding
 The narrative lacks
quality inunderstanding
curricular design and
evaluation.
 One scholarly
literatures is cited,
however does not address
the improvement of
instruction through
effective curriculum
design and evaluation.
 One student work
sample is referenced,
however does not
demonstrate the
candidate’s ability to
provide an effective
instructional program.
 The narrative is of
minimal quality in
understanding curricular
design and evaluation
 One scholarly
literatureis cited to
address the improvement
of instruction through
effective curriculum
design and evaluation.
 One student work
sample is referenced
supporting the candidate’s
ability to provide an
effective instructional
program.
 The candidate
discusses critical elements
 The narrative is of
sufficient quality,
including a reasonable
depth of understanding
curricular design and
evaluation.
 One-two scholarly
literature(s) is/are cited to
address the improvement
of instruction through
effective curriculum
design and evaluation
 One-two student
work sample(s) is/are
referenced clearly
supporting the candidates
ability to provide an
effective instructional
 The narrative is of
exceptional quality,
including in-depth
understanding, reflection,
and application of
curricular design and
evaluation.
 Two or
morescholarly literatures
are cited to address the
improvement of
instruction
through effective
curriculum
design and evaluation.
 Two or more
student work samples are
referenced supporting the
- 24 -
instructional
program.
 The candidate does
notrelate the discussion to
criticalelements such as
diverselearner needs as
indicated inELCC 2.2.b.
 The candidate does
notindicate the appropriate
useof technology and
information systems to
support instruction as
indicated in ELCC 2.2.c.
 Candidate does not
discuss cutting edge
procedures for designing
and evaluating curricula
using Lakota values;
courage and wisdom with
appropriate citations.
 The
candidatediscusses
elements such as diverse
learner needs as indicated
in ELCC 2.2.b, however
does not make a
connection to effective
instructional programs
 The candidate
discusses use of
technology and
information systems to
support instruction as
indicated in ELCC 2.2.c,
however does not make a
connection to effective
instructional programs
 Candidate does
discuss cutting edge
procedures for designing
and evaluating curricula
however does not make a
connectionto Lakota
values; courage and
wisdom,
such as diverse learner
needs as indicated in
ELCC 2.2.b.
 The candidate
discusses the appropriate
use of technology and
information systems to
support instruction as
indicated in ELCC 2.2.c.
 Candidate does
discuss cutting edge
procedures for designing
and evaluating curricula
using Lakota values;
courage and wisdom with
one appropriate citations.
program
 The candidate
concisely identifies and
discusses critical
elements such as diverse
learner needs as indicated
in ELCC 2.2b
 The candidate
concisely identifies and
discusses the appropriate
use of technology and
information systems to
support instruction as
indicated in ELCC 2.2.c
 Candidate
concisely identifies and
discusses cutting edge
procedures for designing
and evaluating curricula
using Lakota values;
courage and wisdom
candidate’s ability
to provide an effective
instructional program.
 The candidate
provides anextraordinary
discussion ofcritical
elements such as
indicated in ELCC 2.2.b.
 The candidate
provides anextraordinary
discussion of the
appropriate use of
technologyand
information systems to
support instruction as
indicated
in ELCC 2.2.c.
 Candidate
discusses, indetail, cutting
edge procedures for
designing and evaluating
curricula using Lakota
values; courage and
wisdom
1
2
3
4
5
Total score _____________
- 25 -
Assessment of the candidate’s ability to apply best practice to student learning
Instructional Lakota Leadership
Standard #2, Key Indicator #8:Provide three examples of cutting edge strategies (based on scholarly literature and Lakota philosophy and belief system)
for improved instruction connected to increased student achievement.
Examples of student work samples (choose a minimum of one to support Standard #2, Key Indicator #8)[ELCC 2.3] [SD state competency #2 &
#4][Lakota values: wisdom and courage]
 LakM 603 Graduate Research, Writing and Statistics
 LMEA 703 Instructional Supervision Field Experience, Educational Platform
 LMEA 713 School Administration Philosophy of Administration Paper
 LMEA 723 Counseling Theories
 LMEA 733 Fundamentals for Curriculum Development Designed Evaluation Tool
 LMEA 773 Survey Design
 LMEA 796 Principal Internship Intern Activity
 Other student work samples or professional development experience that demonstrate your skills and competency related to
instructionalLakota leadership
Reviewers: Choose which of the five measurements BEST represents candidate competency (ELCC 2.3), circle the score below
Does Not Meet
Expectation
 The narrative does
not demonstrate
anunderstanding of
strategies for improved
instruction.
 The narrative is
notsupported with
scholarly literature
pertaining to strategies for
effective instruction
 Student work
sample isnot referenced to
support thecandidate’s
ability to apply best
Meets with Weakness
Meets Expectation
 The narrative lacks
 The narrative is of
quality in understanding
minimal quality in
of strategies for improved understanding of
instruction
strategies for improved
instruction
 One scholarly
literature is cited, however
 One scholarly
does not pertain to
literature is cited to
strategies for effective
support the candidate’s
instruction
discussion pertaining to
strategies for effective
 One student work
instruction
sample is referenced,
however does not pertain
 One studentwork
to candidate’s ability to
sampleisreferenced to
apply best practices to
support the candidate’s
- 26 -
Meets with Strength
Outstanding
 The narrative is of
sufficient quality,
including a reasonable
depth of understanding
and application of
strategies for improved
instruction
 One-two scholarly
literature(s) is/are cited to
support the candidate’s
discussion pertaining to
strategies for effective
instruction
 One-two student
 The narrative is of
exceptional quality,
including in-depth
understanding, reflection,
and application of
strategies for improved
instruction.
 Two ormore
scholarlyliteratures are
cited to support the
candidate’s discussion
pertaining to strategies for
effective instruction
 Two or more
practices to student
learning
 The candidate does
notidentify or discuss
various theories as
specified in ELCC 2.3.b.
 The candidate does
notidentify or discuss
appropriate research
strategies as specified in
ELCC 2.3.c.
 Candidate does not
provide three examples of
cutting edge strategies for
improved instruction
using Lakota values;
courage and wisdom
1
student learning
 The candidate
discusses theories as
specified in ELCC 2.3.b,
however does not make a
connection to improved
instruction
 The candidate
discusses research
strategies as specified in
ELCC 2.3.c, however
does not make a
connection to improved
instruction
 Candidate
discusses examples of
cutting edge strategies for
improved instruction,
however does not make a
connection to Lakota
values; courage and
wisdom
ability to apply best
practices to student
learning.
 The candidate
discusses theories as
specified in ELCC 2.3.b.
 The candidate
discusses research
strategies as specified in
ELCC 2.3.c.
 Candidate
discusses examples of
cutting edge strategies for
improved instruction
using Lakota values;
courage and wisdom
worksample(s)is/are
referenced to support the
candidate’s ability to
apply best practices to
student learning.
 The candidate
identifies and discusses
various theories as
specified in ELCC 2.3.b.
 The candidate
identifies and discusses
the appropriate research
strategies as specified in
ELCC 2.3.c.
 Candidate
concisely discusses
examples of cutting edge
strategies for improved
instruction using Lakota
values; courage and
wisdom
2
3
4
Total score _____________
- 27 -
student work samples are
referenced to
support the candidate’s
abilityto apply best
practices to student
learning.
 The candidate
provides anextraordinary
discussion ofvarious
theories as specified in
ELCC 2.3.b.
 The candidate
provides anextraordinary
discussion of
theappropriate research
strategies as specified in
ELCC 2.3.c.
 Candidate
provides, indetail, three
examples of cutting edge
strategies for improved
instruction using Lakota
values; courage and
wisdom.
5
Assessment of the candidate’s ability to design comprehensive professional growth plans
Instructional Lakota Leadership
Standard #2, Key Indicator #9:Provide three examples of cutting edge strategies (based on scholarly literature and Lakota philosophy and belief
system) for designing, implementing, and evaluating professional growth and development plans.
Examples of student work samples (choose a minimum of one to support Standard #2, Key Indicator #9)[ELCC 2.4] [SD state competency #4, #6
& #7][Lakota values: wisdom and courage]
 LakM 603 Graduate Research, Writing and Statistics
 LMEA 703 Instructional Supervision Field Experience, Educational Platform
 LMEA 713 School Administration Philosophy of Administration Paper
 LMEA 733 Fundamentals for Curriculum Development Designed Evaluation Tool
 LMEA 796 Principal Internship Intern Activity
 Other student work samples or professional development experience that demonstrate your skills and competency related to
instructionalLakota leadership
Reviewers: Choose which of the five measurements BEST represents candidate competency (ELCC 2.4), circle the score below
Does Not Meet
Expectation
 The narrative does
not demonstrate an
understanding of
strategies for improved
instruction.
 The narrative is
notsupported with
scholarly literature
pertaining to strategies for
effective instruction
 Student work
sample isnot referenced to
support thecandidate’s
ability to apply best
practices to student
learning
Meets with Weakness
Meets Expectation
Meets with Strength
Outstanding
 The narrative lacks
quality in understanding
of strategies for improved
instruction.
 One scholarly
literature is cited, however
doesnot pertain to
strategies for effective
instruction
 Student work
sample isreferenced,
however does not
demonstrate the
candidate’s ability to
apply best practices to
student learning
 The narrative is of
minimal quality in
understanding of
strategies for improved
instruction
 One scholarly
literature is cited to
support the candidate’s
discussion pertaining to
strategies for effective
instruction
 One student work
sampleis referenced to
support the candidate’s
ability to apply best
practices to student
 The narrative is of
sufficient quality,
including a reasonable
depth of understanding
and application of
strategies for improved
instruction
 One-two scholarly
literature(s) is/are cited to
support the candidate’s
discussion pertaining to
strategies for effective
instruction
 One-two student
worksample(s)is/are
referenced to support the
 The narrative is of
exceptional quality,
including in-depth
understanding, reflection,
and application of
strategies for improved
instruction.
 Two or more
scholarlyliterature(s)
is/are cited to support the
candidate’s discussion
pertaining to strategies for
effective instruction
 Two or more
student work samples are
referenced to
- 28 -
 The candidate does
discuss professional
development programs
based on reflective
practice and research as
specified in ELCC 2.4a
 The candidate does
not identify or discuss
various strategies as
specified in ELCC 2.4b
 Candidate does not
identify or discuss
examples of cutting edge
strategies for professional
development plansusing
Lakota values; courage
and wisdom
1
 The candidate
discusses professional
development programs
based on reflective
practice and research as
specified in ELCC 2.4a,
however does not make a
connection to improved
instruction
 The candidate
discusses various
strategies as specified in
ELCC 2.4b, however does
not make a connection to
improved instruction
 Candidate
discusses examples of
cutting edge strategies for
professional development
plans, however does not
make a connection to
Lakota values; courage
and wisdom
learning..
 The candidate
discusses professional
development programs
based on reflective
practice and research as
specified in ELCC 2.4a
 The candidate
discusses various
strategies as specified in
ELCC 2.4b
 Candidate
discusses examples of
cutting edge strategies for
professional development
plansusing Lakota values;
courage and wisdom
candidate’s ability to
apply best practices to
student learning.
 The candidate
identifies and discusses
well-planned, contextappropriate professional
development programs
based on reflective
practice and research as
specified in ELCC 2.4a
 The candidate
identifies and discusses
various strategies as
specified in ELCC 2.4b
 Candidate
concisely identifies and
discusses examples of
cutting edge strategies for
professional development
plansusing Lakota values;
courage and wisdom
2
3
4
Total score _____________
- 29 -
support the candidate’s
abilityto apply best
practices to student
learning.
 The candidate
provides anextraordinary
discussion of wellplanned, contextappropriate professional
development programs
based on reflective
practice and research as
specified in ELCC 2.4a
 The candidate
provides an extraordinary
discussion of various
strategies as specified in
ELCC 2.4b
 Candidate
identifies and discusses,
indetail, examples of
cutting edge strategies for
professional development
plansusing Lakota values;
courage and wisdom.
5
Assessment of the candidate’s ability to promote Lakota culture and values in educational settings
Instructional Lakota Leadership
Standard #2, Key Indicator #10:Discuss strategies (based on scholarly literature and Lakota philosophy and belief system) for reinforcing student’s
foundation in Lakota history, values, thought and philosophy, and for students to develop leadership skills that will provide a catalyst for change.
Examples of student work samples (choose a minimum of one to support Standard #2, Key Indicator #10)[Lakota values: respect, generosity, wisdom,
courage, fortitude and humility]
 LakM 513 Lakota Foundations for Leadership and Management
 LakM 533 Lakota Social Organization
 LMEA 703 Instructional Supervision Field Experience, Educational Platform
 LMEA 796 Principal Internship Intern Activity
 Other student work samplesor professional development experience that demonstrate your skills and competency related to instructional
Lakota leadership
Reviewers: Choose which of the five measurements BEST represents candidate competency, circle the score below
Does Not Meet
Expectation
 The narrative is of
substandard quality,
lackingunderstanding of
strategies for promoting
Lakota culture and values
in educational settings.
 The narrative is
notsupported with
scholarly literature
pertaining to strategies for
promoting Lakota culture
and values in educational
settings
 Student work
sample isnot referenced
and presented in
Meets with Weakness
Meets Expectation
 The narrative lacks
 The narrative is of
quality in understanding
minimal quality in
of strategies for
understanding of
promotiong Lakota culture strategies for promotiong
and values in educational
Lakota culture and values
settings
in educational settings
 One scholarly
 One scholarly
literature is cited, however literature iscited to
does not support the
support the candidate’s
candidate’s discussion for discussion pertaining to
promoting Lakota culture
strategies for promoting
and values in educational
Lakota culture and values
settings
in educational settings
 One student work
 One student work
sample is referenced,
sample is referenced to
however does not support support the candidate’s
- 30 -
Meets with Strength
Outstanding
 The narrative is of
sufficient quality,
including a reasonable
depth of understanding
and application for
promoting Lakota culture
and values in educational
settings
 One-two scholarly
literature(s) is/are cited to
support the candidate’s
discussion pertaining to
strategies for promoting
Lakota culture and values
in educational settings
 One-two student
 The narrative is of
exceptional quality,
including in-depth
understanding, reflection,
and application of
strategies for promoting
Lakota culture and values
in educational settings.
 Two or more
scholarly literatures
pertaining to strategies for
promoting Lakota culture
and values in educational
settings.
 Two or more
student work samples are
the appendix to support
thecandidate’s ability to
promote Lakota culture
and values in educational
settings
 Candidate does not
use appropriate Lakota
philosophy or values
reference
1
the candidate’s ability to
promote Lakota culture
and values in educational
settings
 Candidate uses
appropriate Lakota
philosophy or values
reference
ability to promote Lakota
culture and values in
educational settings.
 Candidate usesa
minimum of one
appropriate Lakota
philosophy or values
reference
work sample(s) is/are
referenced to support the
candidate’s ability to
promote Lakota culture
and values in educational
settings
 Candidate uses
one-two appropriate
Lakota philosophy of
values references
referenced tosupport the
candidate’s abilityto
promote Lakota culture
and values in educational
settings.
 Candidate uses
two or moreappropriate
Lakota philosophy and
belief system citations.
2
3
4
5
Total score _____________
- 31 -
Assessment of the candidate’s ability to manage the organization
Organizational Lakota Leadership
Standard #3, Key Indicator #11:Provide recommendations of cutting edge strategies (based on scholarly literature and Lakota philosophy and belief
system) for schools to effectively utilize organizational planning that aligns resources to the learning needs of students.
Examples of student work samples (choose a minimum of one to support Standard #3, Key Indicator #11)[ELCC 3.1] [SD state competency #5 & #6]
[Lakota values: patience and fortitude]

LakM 513 Lakota Foundations for Leadership and Management

LakM 533 Lakota Social Organization

LakM 603 Graduate Research, Writing and Statistics

LMEA 713 School Administration

LMEA 723 Counseling Theories

LMEA 733 Curriculum Development

LMEA 743 School Finance Draft School Budget and Justification

LMEA 603 School Law

LMEA 796 Principal Internship Intern Activity

Other student work samples or professional development experience that demonstrate your skills and competency related to
organizationalLakota leadership
Reviewers: Choose which of the five measurements BEST represents candidate competency (ELCC 3.1), circle the score below
Does Not Meet
Expectation
 The narrative does
not demonstrate an
understanding of
organizational planning or
the connection to equity,
effectiveness, and
efficiency
 The narrative is
not supported with
scholarly literature
addressing organizational
management
 Student work
Meets with Weakness
Meets Expectation
Meets with Strength
Outstanding
 The narrative lacks
quality, including an
understanding of
organizational planning or
the connection to equity,
effectiveness, and
efficiency
 One scholoary
literature is cited, however
the candidate does not
discuss the article’s
relevance toorganizational
management
 The narrative is of
minimal quality in
understanding of
organizational planning or
the connection to equity,
effectiveness, and
efficiency
 One scholarly
literature is cited to
support the candidate’s
discussion pertaining to
organizational
management
 The narrative is of
sufficient quality,
including a reasonable
depth of understanding of
organizational planning or
the connection to equity,
effectiveness, and
efficiency
 One-two scholarly
literatures are cited to
support the candidates
discussion pertaining to
organizational
 The narrative is of
exceptional quality,
including in-depth
understandingof
organizational planning or
the connection to equity,
effectiveness, and
efficiency
 Two or more
scholarly literatures are
cited pertaining to
organizational
management
- 32 -
sample is not referenced
supporting the candidate’s
ability to manage the
organization
 Candidate
provides no evidence of
his/her ability to develop
plans of action for
focusing on effective
organization and
management of resources
as specified in ELCC 3.1b
 Candidate does not
connect the deployment of
resources to student
achievement, as indicted
in ELCC 3.1c
 Candidate does not
provide recommendations,
using relevant Lakota
values; patience and
fortitude, for effective
planning to enhance
student learning
1
 One student work
sample is referenced,
however it does not
demonstrate the
candidate’s ability to
manage the organization
 Candidate
identifies plans of action,
however does not make a
connection to focusing on
effective organization and
management of resources
as specified in ELCC 3.1b
 Candidate
discusses deployment of
resources, however does
not make a connection to
student achievement, as
indicted in ELCC 3.1c
 Candidate uses
Lakota values; patience
and fortitude, however
does not make a
connection to effective
planning to enhance
student learning
 One student work
sample is referenced
supporting the candidate’s
ability to manage the
organization
 Candidate
identifies and discusses
plans of action for
focusing on effective
organization and
management of resources
as specified in ELCC 3.1b
 Candidate
discusses the connection
between the deployment
of resources to student
achievement, as indicted
in ELCC 3.1c
 Candidate
uses Lakota values;
patience and fortitude, in
discussing effective
planning to enhance
student learning
2
3
Total score _____________
- 33 -
management
 One - two student
worksample(s) is/are
referenced supporting the
candidate’s ability to
manage the organization
 Candidate
provides convincing
evidence of his/her ability
to develop plans of action
for focusing on effective
organization and
management of resources
as specified in ELCC 3.1b
 Candidate
demonstrates
theconnection between the
deployment of resources
to student achievement, as
indicted in ELCC 3.1c
 Candidate
provides sufficient
recommendations, using
Lakota values; patience
and fortitude, for effective
planning to enhance
student learning
4
 Two or more
student work samples are
referenced supporting the
candidates ability to
manage the organization
 Candidate
provides an extraordinary
discussion of plans of
action for focusing on
effective organization and
management of resources
as specified in ELCC 3.1b
 Candidate
provides an extraordinary
discussion connectingthe
deployment of resources
to student achievement, as
indicted in ELCC 3.1c
 Candidate
providesdetailed
recommendations, using
patience and fortitude, for
effective planning to
enhance student learning
5
Assessment of the candidate’s ability to manage operations
Organizational Lakota Leadership
Standard #3, Key Indicator #12:What are key elements (based on scholarly literature and Lakota philosophy and belief system) of effective
school level fiscal operations that utilize a variety of funding sources (including facilities)?
Examples of student work samples (choose a minimum of one to support Standard #3, Key Indicator #12)[ELCC 3.2] [SD state competency
#5][Lakota values: patience and fortitude]

LakM 513 Lakota Leadership and Management

LakM 533 Lakota Social Organization

LakM 603 Graduate Research, Writing and Statistics

LMEA 603 School Law

LMEA 743 School Finance Draft School Budget and Justification

LMEA 753 Advanced Educational Psychology

LMEA 796 Principal Internship Intern Activity

Other student work samples or professional development experience that demonstrate your skills and competency related to
organizationalLakota leadership
Reviewers: Choose which of the five measurements BEST represents candidate competency (ELCC 3.2), circle the score below
Does Not Meet
Expectation
 The narrative does
not demonstrate
anunderstanding of
operations management
and its alignment to
organizational vision.
 The narrative is
notsupported with
scholarly literature
addressing operations
management.
 Student work
sample isnot referenced
supporting thecandidate’s
ability to manage school
Meets with Weakness
Meets Expectation
Meets with Strength
Outstanding
 The narrative does
not demonstrate an
understanding of
operations management
and its alignment to
organizational vision.
 The narrative
supported with scholarly
literature, however does
not address operations
management.
 Student work
sample isreferenced,
however does not
support thecandidate’s
 The narrative is of
minimal quality of
understanding operations
management and its
alignment to
organizational vision.
 One scholarly
literature is used to
support the candidate’s
discussion of operations
management
 One student work
sample is usedto support
the candidate’s ability to
manage operations.
 The narrative is of
sufficient quality,
including a reasonable
depth of understanding
operations management
and its alignment to
organizational vision
 One-two scholarly
literature)s)is/are used to
support the candidate’s
discussion of operations
management
 One-two student
work sample(s) is/are
used to support the
 The narrative is of
exceptional quality,
including in-depth
understanding, reflection,
and application of
operations management
and its alignment to
organizational vision.
 Two or more
scholarly literatures are
used to support the
candidate’s discussion of
operations management.
 Two or more
student work samples are
- 34 -
operations.
 The candidate does
notdemonstrate the ability
to involve staff in
conducting operations and
setting priorities as
indicated in ELCC 3.2.a.
 The candidate does
notapply legal and other
principles to efficient,
safe, effective facilities
management as indicated
in ELCC 3.2.c.
 Relevant to Lakota
values; patience and
fortitude, the candidate
does notdiscuss key
elements for effective
school level fiscal
operations utilizing a
variety of funding sources.
1
ability to manage school
operations.
 The candidate
discusses staff
involvement, however
does not make a connectin
to conducting operations
and setting priorities as
indicated in ELCC 3.2.a.
 The candidate
discusses legal and other
principles, however does
not make a connection to
efficient, safe, effective
facilities management as
indicated in ELCC 3.2.c.
 Candidate
discusses elements of
effective school level
fiscal operations utilizing
a variety of funding
sources, however does not
make a connection to
Lakota values; patience
and fortitude
 The candidate
demonstrates the ability to
involve staff in
conducting operations and
setting priorities as
indicated in ELCC 3.2.a.
 The candidate
applies legal and other
principles to efficient,
safe, effective facilities
management as indicated
in ELCC 3.2.c.
 Candidate
discusses elements of
effective school level
fiscal operations utilizing
a variety of funding
sources using Lakota
values; patience and
fortitude
candidate’s ability to
manage operations
 The candidate
demonstrates a sufficient
ability to involve staff in
conducting operations
and setting priorities as
indicated in ELCC 3.2a
 The candidate
clearly applies legal and
other principles to
efficient, safe, effective
facilities management as
indicated in ELCC 3.2c
 Candidate
clearly discusses elements
of effective school level
fiscal operations utilizing
a variety of funding
sources using Lakota
values; patience and
fortitude
2
3
4
Total score _____________
- 35 -
referenced tosupport the
candidate’s abilityto
manage operations.
 The candidate
demonstrates an
extraordinary ability to
involve staff in
conducting operations and
setting priorities as
indicated in ELCC 3.2.a.
 The candidate
makes an exceptional
application of both legal
and other principles to the
efficient, safe, effective
management of facilities,
as indicated in ELCC
3.2.c.
 Relevant to Lakota
values; patience and
fortitude, the candidate
discusses, in detail, key
elements for effective
school level fiscal
operations utilizing a
variety of funding sources.
5
Assessment of the candidate’s ability to manage resources
Organizational Lakota Leadership
Standard #3, Key Indicator #13:Provide recommendations (based on scholarly literature and Lakota philosophy and belief system) for schools to
effectively manage resources (including technology and creative funding sources) in order to maximize student learning.
Examples of student work samples (choose a minimum of one to support Standard #3, Key Indicator #13)[ELCC 3.3] [SD state competency #2 & #3]
[Lakota values: patience and fortitude]
 LMEA 713 School Administration
 LMEA 723 Counseling Theories
 LMEA 733 Curriculum Development
 LMEA 603 School Law
 LMEA 743 School Finance Draft School Budget and Justification
 LMEA 796 Principal Internship Intern Activity
 Other student work samples or professional development experience that demonstrate your skills and competency related to organizational
Lakota leadership
Reviewers: Choose which of the five measurements BEST represents candidate competency (ELCC 3.3), circle the score below
Does Not Meet
Expectations
 The narrative does
not demonstrate an
understanding of resource
management that is
aligned to teaching and
learning.
 The narrative is
notsupported with
scholarly literature
addressing resource
management.
 Student work
sample isnot referenced
to support thecandidate’s
ability to manage
resources
Meets with Weakness
Meets Expectation
Meets with Strength
Outstanding
 The narrative lacks
quality in understanding
of resource management
that is aligned to teaching
and learning
 One scholarly
literature is cited
addressing resource
management, however
does not make a
connection to teaching
and learning
 One student work
sample is referenced,
however does not make a
connection to the
 The narrative is of
minimal quality in
understanding of resource
management that is
aligned to teaching and
learning
 One scholarly
literature is cited
addressing resource
management
 One student work
sample is referenced to
support the candidate’s
ability to manage
resources
 The candidate
 The narrative is of
sufficient quality,
including a reasonable
depth of understanding of
resource management that
is aligned to teaching and
learning.
 One-two scholarly
literature(s)is/are used to
support the candidate’s
discussion of resource
management.
 One-two student
worksample(s)is/are
referenced to support the
candidate’s ability to
 The narrative is of
exceptional quality,
including in-depth
understanding, reflection,
and application of
resource management that
is aligned to teaching and
learning.
 Two or more
scholarly literatures are
used to support the
candidate’s discussion of
resource management.
 Twoor more
student work samples are
tosupport the candidate’s
- 36 -
 The candidate does
noteffectively discuss
creative funding sources
as specified in 3.3.b.
 The candidate does
noteffectively discuss
administrative
technologies as specified
in ELCC 3.3.c.
 Candidate does not
provide recommendations,
using Lakota values;
patience and fortitude, for
effectively managing
resources to maximize
student learning.
1
candidate’s ability to
manage resources
 The candidate
discusses creative funding
sources as specified in
3.3b, however does not
make a connection to
teaching and learning
 The candidate
discusses administrative
technology as specified in
ELCC 3.3c, however does
not make a connection to
teaching and learning
 Candidate
discusses elements for
effectively managing
resources to maximize
student learning, however
does not make a
connection to Lakota
values; patience and
fortitude
2
discusses creative funding
sources as specified in
3.3.b.
 The candidate
discusses administrative
technologies as specified
in ELCC 3.3.c.
 Candidate
providesrecommendations
, using Lakota values;
patience and fortitude, for
effectively managing
resources to maximize
student learning.
manage resources.
 The candidate
provides effective
strategies for seeking
creative funding sources
as specified in 3.3.b.
 The candidate
demonstrates the ability
to apply and assess
administrative
technologies, as specified
in 3.3.c.
 Candidate
provides substantial
recommendations, using
relevant Lakota values;
patience and fortitude, for
effectively managing
resources to maximize
student learning
abilityto manage
resources.
 The candidate
provides exemplary
strategies for seeking
creative funding sources
as specified in 3.3.b.
 The candidate
demonstrates an
extraordinary ability to
apply and assess
administrative
technologies, as specified
in 3.3.c.
 Candidate
providesdetailed
recommendations, using
relevant Lakota values;
patience and fortitude, for
effectively managing
resources to maximize
student learning.
3
4
5
Total score _____________
- 37 -
Assessment of the candidate’s ability to collaborate with families and other community members
Collaborative Lakota Leadership
Standard #4, Key Indicator #14:Discuss the nature of the symbiotic relationship between schools and the Oyate (larger community) that they
serve, including Tiwahe (families), Tiospaye (extended family), community agencies, grassroots, etc.
Examples of student work samples (choose a minimum of one to support Standard #4, Key Indicator #14)[ELCC 4.1] [SD state competency #3]
[Lakota values: patience and fortitude]
 LakM 513 Lakota Foundations for Leadership and Management
 LakM 533 Lakota Social Organization
 LakM 603 Graduate Research, Writing and Statistics
 LMEA 713 School Administration Philosophy of Education
 LMEA 723 Counseling Theories and Socio-Culture Foundations Community Building Activity
 LMEA 743 School Finance
 LMEA 603 School Law
 LMEA 753 Advanced Educational Pyschology
 LMEA 763 Statistics
 LMEA 796 Principal Internship Intern Activity
 Other student work samples or professional development experience that demonstrate your skills and competency related to
collaborativeLakota leadership
Reviewers: Choose which of the five measurements BEST represents candidate competency (ELCC 4.1), circle the score below
Does Not Meet
Expectation
 The narrative is of
substandard quality,
lacking demonstration in
bringing together the
resources of Tiwahe
(families), Tiospaye
(extended family), and the
Oyate (larger community)
to positively affect student
learning
 The narrative is
not supported with
Meets with Weakness
Meets Expectation
Meets with Strength
Outstanding
 The narrative is
lacking quality in
demonstrating bringing
together the resources of
Tiwahe (families),
Tiospaye (extended
family), and the Oyate
(larger community) to
positively affect student
learning
 One scholarly
literature is cited, however
 The narrative is of
minimal quality in
demonstrating bringing
together the resources of
Tiwahe (families),
Tiospaye (extended
family), and the
Oyate (larger community)
to positively affect student
learning
 One student work
sample isreferenced and
 The narrative is of
sufficient quality,
including a reasonable
demonstration and
application of bringing
together the resources of
Tiwahe (families),
Tiospaye (extended
family), and the
Oyate (larger community)
to positively affect student
learning
 The narrative is of
exceptional quality,
including extraordinary
demonstration and
application of bringing
together the resources of
Tiwahe (families),
Tiospaye (extended
family), and the Oyate
(larger community) to
positively affect student
learning
- 38 -
scholarly literature
addressing collaboration
with Tiwahe (families),
Tiospaye (extended
families) and the Oyate
(larger community).
 Student work
sample is notreferenced
and presented in the
Appendix to support the
candidate’s ability to
collaborate with Tiwahe
(families), Tiospaye
(extended families) and
the Oyate (larger
community).
 The candidate does
notdemonstrate the ability
to use public information
and research-based
knowledge of issues and
trends to
collaborate with Tiwahe
(families), Tiospaye
(extended families) and
the Oyate (larger
community).
 The candidate does
notdemonstrate an
understanding of
community relations
models, marketing
strategies and processes,
data-based decisionmaking, and
communications theory or
does not effectively
address collaboration with
Tiwahe (families),
Tiospaye (extended
family), and the Oyate
(larger community)
 One student work
sample is used, however
does not support the
candidate’s ability to
collaborate with Tiwahe
(families), Tiospaye
(extended family), and the
Oyate (larger community)
 The candidate
discusses the use of public
information and researchbased knowledge of
issues, however does not
discuss collaboration with
Tiwahe (families),
Tiospaye (extended
family), and the Oyate
(larger community)
 The candidate
demonstrates minimal
understanding of
community relations,
marketing strategies and
processes, data-based
decision-making, and
communication theory or
methods of outreach
aimed at business,
political, and service
organizations
presented in the Appendix
to support the candidate’s
ability to collaborate with
Tiwahe (families),
Tiospaye (extended
family) and the Oyate
(larger community).
 The candidate
provides clearevidence of
his/her ability to use
public information and
research-based knowledge
of issues and trends to
collaborate with Tiwahe
(families), Tiospaye
(extended families) and
the Oyate (larger
community).
 Candidates
provides convincing
evidence of his/her
understanding of
community relations
models, marketing
strategies and processes,
data based decisionmaking, and
communications theory or
methods of outreach
aimed at business,
religious, political, and
service organizations
 The candidate
demonstrateshis/her
ability to collaborate with
community agencies to
- 39 -
 One-two scholarly
literatures are used to
support the candidate’s
discussion of
collaboration with Tiwahe
(families), Tiospaye
(extended family) and the
Oyate (larger community).
 One student work
sample isreferenced and
presented in the Appendix
to support the candidate’s
ability to collaborate with
Tiwahe (families),
Tiospaye (extended
family) and the Oyate
(larger community).
 The candidate
provides clear evidence of
his/her ability to use
public information and
research-based knowledge
of issues and trends to
collaborate with Tiwahe
(families), Tiospaye
(extended families) and
the Oyate (larger
community).
 Candidates
provides convincing
evidence of his/her
understanding of
community relations
models, marketing
strategies and processes,
data based decision-
 Two - three
scholarly literatures are
used to support the
candidate’s discussion of
collaboration with Tiwahe
(families) Tiospaye
(extended family) and the
Oyate (larger community).
 One or more
student worksamples are
referenced and presented
in the appendix to support
the candidate’s ability to
collaborate with Tiwahe
(families), Tiospaye
(extended family) and the
Oyate (larger community).
 The candidate
providessubstantial
evidence of his/her ability
to use public information
and research-based
knowledge of issues and
trends to collaborate with
Tiwahe (families),
Tiospaye (extended
family) and the Oyate
(larger community).
 Candidates
providessubstantial
evidence of his/her
understanding of
community relations
models, marketing
strategies and processes,
data based decision-
methods of outreach
aimed at business,
religious, political, and
service organizations
 The candidate does
notsufficiently
demonstrate his/her ability
to collaborate with
community agencies to
integrate health, social,
and other services and to
develop a comprehensive
program of community
relations and demonstrate
the ability to work with
the media.
 Candidate does not
discussthe nature of the
symbiotic relationship
between schools and
Tiwahe (families),
Tiospaye (extended
families) and the Oyate
(larger community), using
relevant Lakota values;
patience and fortitude.
1
 The candidate
demonstrateshis/her
ability to collaborate with
community agencies to
integrate health, social,
and other services and to
develop a comprehensive
program of community
relations and demonstrate
the ability to work with
the media.
 Candidate
provides minimal
discussion of the nature of
the symbiotic relationship
between schools and
Tiwahe (families),
Tiospaye (extended
families) and the Oyate
(larger community), using
relevant Lakota values;
patience and fortitude.
integrate health, social,
and other services and to
develop a comprehensive
program of community
relations and demonstrate
the ability to work with
the media.
 Candidate
discusses thenature of the
symbiotic relationship
between schools and
Tiwahe (families),
Tiospaye (extended
families) and the Oyate
(larger community), using
relevant Lakota values;
patience and fortitude.
making, and
communications theory or
methods of outreach
aimed at business,
religious, political, and
service organizations
 The candidate
demonstrateshis/her
ability to collaborate with
community agencies to
integrate health, social,
and other services and to
develop a comprehensive
program of community
relations and demonstrate
the ability to work with
the media.
 Candidate
discusses thenature of the
symbiotic relationship
between schools and
Tiwahe (families),
Tiospaye (extended
families) and the Oyate
(larger community), using
relevant Lakota values;
patience and fortitude.
2
3
4
Total score _____________
- 40 -
making, and
communications theory or
methods of outreach
aimed at business,
religious, political, and
service organizations
 The candidate
demonstratesan
extraordinary ability to
collaborate with
community agencies to
integrate health, social,
and other services to
develop a comprehensive
program of comm.
relations and demonstrate
the ability to work with
the media.
 Candidate
discusses, indetail, the
nature of the symbiotic
relationship between
schools and Tiwahe
(families), Tiospaye
(extended families) and
the Oyate (larger
community), using
relevant Lakota values;
patience and fortitude.
5
Assessment of the candidate’s ability to respond to community interests and needs
Collaborative Lakota Leadership
Standard #4, Key Indicator #15: Identify cultural, economic, community agencies and grassroots organizations in your area. Discuss the
importance of educators reaching out to these community resources (Based on scholarly literature and Lakota philosophy and belief system).
Examples of student work samples (choose a minimum of one to support Standard #4, Key Indicator #15)[ELCC 4.2] [SD state competency #3]
[Lakota values: patience and fortitude]
 LakM 513 Lakota Foundations for Leadership and Management
 LakM 533 Lakota Social Organization
 LakM 603 Graduate Research, Writing and Statistics
 LMEA 713 School Administration Philosophy of Education
 LMEA 723 Counseling Theories and Socio-Culture Foundations Community Building Activity
 LMEA 733 Curriculum Development
 LMEA 753 Advanced Educational Psychology
 LMEA 603 School Law
 LMEA 796 Principal Internship Intern Activity
 Other student work sampled or professional development experience that demonstrate your skills and competency related to
collaborativeLakota leadership
Reviewers: Choose which of the five measurements BEST represents candidate competency (ELCC 4.2), circle the score below
Does Not Meet
Expectation
 The narrative does
not demonstrate an
understanding
ofcommunity involvement
skills and abilities.
 The narrative is
notsupported with
scholarly literature
addressingcommunity
involvement.
 Student work
sample isnot referenced to
support the candidate’s
Meets with Weakness
Meets Expectation
Meets with Strength
Outstanding
 The narrative lacks
quality in
understandingcommunity
involvement
skills and abilities.
 One scholarly
literatureis cited, however
does
notaddresscommunity
involvement.
 One student work
sample is cited, however
does not discuss the
 The narrative is of
minimal quality in
understanding community
involvement skills and
abilities
 One scholarly
literature is cited
addressing community
involvement
 One student work
sample is cited supporting
the candidate’s ability to
respond to community
 The narrative is of
sufficient quality,
including a reasonable
demonstration and
application of community
involvement skills and
abilities.
 One-two scholarly
literatures are used to
support the candidate’s
discussion of community
involvement.
 One student work
 The narrative is of
exceptionalquality,
including extraordinary
demonstration and
applicationof community
involvementskills and
abilities.
 Two or more
scholarly literatures are
used to support the
candidate’s discussion of
community involvement.
 Two or more
- 41 -
ability to respond to
community interests and
needs.
 The candidate does
notdiscuss the use of
appropriateassessment
strategies andresearch
methods to understand
and accommodate diverse
school and community
conditions and dynamics.
 The candidate does
notdemonstrate the ability
to provide leadership to
programs serving students
with special and
exceptional needs
 The candidate does
notdemonstrate the ability
tocapitalize on the
diversity(cultural, ethnic,
racial,economic, and
grassrootsgroups) of the
schoolcommunity to
improve school
programs and meet the
diverse needs of all
students.
 Relevant to Lakota
values; patience and
fortitude, the candidate
does not identify or
discuss the importance of
reaching out to a variety
of community resources.
candidate’s ability to
respond to community
interests and needs.
 The candidate
discussesassessment
strategies, however does
not make a connection to
diverse school and
community conditions
 The candidate
demonstrates limited
ability to provide
leadership to programs
serving students with
special and exceptional
needs
 The candidate
demonstrates limited
ability tocapitalize on the
diversity(cultural, ethnic,
racial,economic, and
grassrootsgroups) of the
schoolcommunity to
improve school
programs and meet the
diverse needs of all
students.
 Candidate
discusses the importance
of reaching out to a
variety of community
resources, however does
not make a connection to
Lakota values; patience
and fortitude
interests and needs
 The candidate
discusses assessment
strategies and research
methods to understand
and accommodate diverse
school and community
conditions and dynamics
 The candidate
demonstrates the ability to
provide leadership to
programs serving students
with special and
exceptional needs
 The candidate
demonstrates the ability to
capitalize on the diversity
(cultural, ethnic, racial,
economic, and grassroots
groups) of the school
community to improve
school programs and meet
the diverse needs of all
students.
 Candidate
discusses the importance
of reaching out to a
variety of community
resources, using Lakota
values; patience and
fortitude
- 42 -
sample is referenced to
support the candidate’s
ability to respond to
community interests and
needs.
 The candidate
properlydiscusses the use
of appropriateassessment
strategies andresearch
methods to understand
and accommodate diverse
school and community
conditions and dynamics.
 The candidate
appropriately
demonstrates the ability to
provide leadership to
programs serving students
with special and
exceptional needs.
 The candidate
appropriately
demonstrates the ability to
capitalize on the diversity
(cultural, ethnic, racial,
economic, and grassroots
groups) of the school
community to improve
schoolprograms and meet
the diverseneeds of all
students.
 Relevant to Lakota
values; patience and
fortitude, the candidate
identifies and discusses
the importance of
student work samples are
referenced to support the
candidate’s ability
respond to community
interests and needs.
 The candidate
provides anexceptional
discussion of appropriate
assessment strategies and
research methods to
understand and
accommodate diverse
school and community
conditions and dynamics.
 The candidate
demonstratesan
exceptional ability to
provideleadership to
programs serving
students with special and
exceptional needs.
 The candidate
demonstratesan
exceptional ability to
capitalize on the diversity
(cultural, ethnic, racial,
economic, and grassroots
groups) of the school
community to improve
school programs and meet
the diverse needs of all
students.
 Relevant to Lakota
values;patience and
fortitude, the candidate
identifies and discusses, in
reaching out to a variety
of community resources.
1
2
3
Total score _____________
- 43 -
4
detail, the importance of
reaching out to a variety
of community resources.
5
Assessment of the candidate’s ability to mobilize community resources
Collaborative Lakota Leadership
Standard #4, Key Indicator #16:What is the role of the school leader in mobilizing community resources to achieve the school’s vision (based on
scholarly literature and Lakota philosophy and belief system)?
Examples of student work samples (choose a minimum of one to support Standard #4, Key Indicator #16)[ELCC 4.3] [SD state competency #3]
[Lakota values: patience and fortitude]
 LakM 513 Lakota Foundations for Leadership and Management
 LakM 533 Lakota Social Organization
 LMEA 713 School Administration Philosophy of Education
 LMEA 723 Counseling Theories and Socio-Culture Foundations Community Building Activity
 LMEA 733 Curriculum Development
 LMEA 743 School Finance
 LMEA 753 Advanced Educational Psychology
 LMEA 603 School Law
 LMEA 796 Principal Internship Intern Activity
 Other student work samples or professional development experience that demonstrate your skills and competency related to
collaborativeLakota leadership
Reviewers: Choose which of the five measurements BEST represents candidate competency (ELCC 4.3), circle the score below
Does Not Meet
Expectations
 The narrative does
not demonstrate an
understanding of the
utilization of various
community resources to
achieve the school’s
vision.
 The narrative is
not supported with
scholarly literature
addressingmobilization of
communityresources.
 Student work
Meets with Weakness
Meets Expectation
Meets with Strength
Outstanding
 The narrative lacks
quality in understanding
of the utilization of
various community
resources to achieve the
school’s vision.
 One scholarly
literature is cited, however
does not address
mobilization of
communityresources.
 One student work
sample is cited, however
 The narrative is of
minimal quality in
understanding of the
utilization of various
community resources to
achieve the school’s
vision.
 One scholarly
literature is cited
addressingmobilization of
communityresources.
 One student work
sample is cited
 The narrative is of
sufficient quality,
including a reasonable
depth of understanding of
the utilization of various
community resources to
achieve the school’s
vision.
 One-two scholarly
literatures are used to
support the candidate’s
discussion of mobilization
of community resources.
 The narrative is of
exceptional quality,
including in-depth
understanding, reflection,
and application of the
utilization of various
community resources to
achieve the school’s vision.
 Two or more
scholarly literatures are
used to support the
candidate’s discussion of
mobilization of community
- 44 -
sample is not referenced
and presented inthe
Appendix to support the
candidate’s ability to
mobilize community
resources.
 The candidate does
noteffectively demonstrate
howto use school
resources and
social service agencies to
serve the community as
indicated in ELCC 4.3.b.
 The candidate does
noteffectively demonstrate
anunderstanding of ways
to usepublic resources and
funds, asindicated in
ELCC 4.3.c.
 Using relevant
Lakotavalues; patience
and fortitude, the
candidate does not discuss
the role of the school
leader in mobilizing
community resources.
1
does not support the
candidate’s ability to
mobilize community
resources.
 The candidate
references school
resources and social
service agencies, however
does not address
serving the community as
indicated in ELCC 4.3.b.
 The candidate
lacks understanding of
ways to use public
resources and funds, as
indicated in ELCC 4.3.c.
 Candidate
discusses the role of the
school leader in
mobilizing community
resources, however does
not make connection to
Lakota values; patience
and fortitude
supportingthecandidate’s
ability to mobilize
community resources.
 The candidate
references howto use
school resources and
social service agencies to
serve the community as
indicated in ELCC 4.3.b.
 The candidate
demonstrates
anunderstanding of ways
to usepublic resources and
funds, asindicated in
ELCC 4.3.c.
 Candidate
discusses the role of the
school leader in
mobilizing community
resources, using
Lakotavalues; patience
and fortitude
 One student work
sample is referenced and
presented in the appendix
to support the candidate’s
ability to mobilize
community resources.
 The candidate
effectively demonstrates
how to use school
resources and social
service agencies to serve
the community as
indicated in
ELCC 4.3.b.
 The candidate
effectively demonstrates
an understanding of ways
to use public resources
and funds, as indicated in
ELCC 4.3.c
 Candidate
discusses the role of the
school leader in
mobilizing community
resources, using
Lakotavalues; patience
and fortitude
resources.
 Two or more
student work samples are
referenced and presented in
the appendix to mobilize
community resources.
 The candidate
demonstrates an
exceptional ability to use
school resources and social
service agencies to serve
the community as indicated
in ELCC 4.3.b.
 The candidate
demonstrates an
extraordinary
understanding of ways to
use public resources and
funds, as indicated in
ELCC 4.3.c
 Candidate
discusses, in detail, the role
of the school leader in
mobilizing community
resources, using relevant
Lakota values; patience and
fortitude
2
3
4
5
Total score _____________
- 45 -
Assessment of the candidate’s ability to act with integrity
Ethical Lakota Leadership
Standard #5, Key Indicator #17:What is your understanding of the terms integrity, fairness and ethics according to Lakota values? How are they
interrelated? How can they be distinguished? How does the application of your understanding of integrity aid in respecting the rights of others in
your interactions culturally? Compare this understanding to ethical systems used in leadership.
Examples of student work samples (choose a minimum of one to support Standard #5, Key Indicator #17)[ELCC 5.1] [SD state competency #5]
[Lakota values: knowledge and wisdom]
 LakM 513 Lakota Foundations for Leadership and Management
 LakM 533 Lakota Social Organization
 LMEA 703 Instructional Supervision
 LMEA 713 School Administration
 LMEA 796 Principal Internship Intern Activity
 Other student work samples or professional development experience that demonstrate your skills and competency related to ethical Lakota
leadership
Reviewers: Choose which of the five measurements BEST represents candidate competency (ELCC 5.1), circle the score below
Does Not Meet
Expectations
 The narrative
does not demonstrate an
understanding of ethical
systems.
 The narrative is
notsupported with
scholarly literature
addressing integrity and
ethical systems.
 Student work
sample isnot referenced
and presented in the
Appendix to support the
candidate’s ability to act
with integrity.
 The candidate
Meets with Weakness
Meets Expectation
Meets with Strength
Outstanding
 The narrative
lacks quality in
understanding ethical
systems.
 One scholarly
literatureis cited, however
does not address integrity
and ethical systems.
 One student work
sample is cited, however
does not support the
candidate’s ability to act
with integrity.
 The candidate
discusses confidentiality,
dignity, andhonest
 The narrative
is of minimal quality in
understanding ethical
systems.
 One scholarly
literature is cited
addressing integrity and
ethical systems.
 One student work
sample is cited supporting
the candidate’s ability to
act with integrity.
 The candidate
discusses confidentiality,
dignity, andhonest
interactions as
 The narrative is of
sufficient quality,
including a general
understanding of ethical
systems.
 One-two scholarly
literature(s)is/are cited to
support the candidate’s
discussion of integrity and
ethical systems.
 One-two student
work sample(s) is/are
referenced supporting the
candidate’s ability to act
with integrity.
 The candidate
 The narrative is of
exceptional quality,
including in-depth
understanding, reflection,
and application of ethical
systems.
 Two or more
scholarly literatures are
cited to support the
candidate’s discussion of
integrity and ethical
systems.
 Two or more
student work samples are
referenced supporting the
candidate’s ability to act
- 46 -
does noteffectively
discuss confidentiality,
dignity, andhonest
interactions as
indicated in ELCC 5.1.a.
 Using relevant
Lakotavalues; knowledge
and wisdom, the
candidate does not
demonstrate an
understanding of the
terms integrity, fairness
and ethics.
interactions, however
does not make connection
to the school system as
indicated in ELCC 5.1.a.
 Candidate
demonstrate an
understanding of the
terms integrity, fairness
and ethics, however does
not use Lakotavalues;
knowledge and wisdom
1
2
indicated in ELCC 5.1.a.
 Candidate
demonstrates an
understanding of the
terms integrity, fairness
and ethics, using
Lakotavalues; knowledge
and wisdom
3
Total score _____________
- 47 -
effectively discusses
confidentiality, dignity,
and honest interactions as
indicated in ELCC 5.1.a.
 Using Lakota
values; knowledge and
wisdom, the candidate
clearly demonstrates an
understanding of the terms
integrity, fairness and
ethics.
4
with integrity.
 The candidate
includes athorough
discussion (supported
by scholarly literature) of
confidentiality, dignity,
andhonest interactions as
indicatedin ELCC 5.1.a.
 Using Lakota
values; knowledge and
wisdom, the candidate
demonstrates a thorough
understanding of the terms
integrity, fairness and
ethics.
5
Assessment of the candidate’s ability to act fairly
Ethical Lakota Leadership
Standard #5, Key Indicator #18:Describe the commonly recognized systems of ethical decision making available to the Lakota educational
leader. How do these systems help in your interacting with others with fairness?
Examples of student work samples (choose a minimum of one to support Standard #5, Key Indicator #18)[ELCC 5.2] [SD state competency #5]
[Lakota values: knowledge and wisdom]
 LakM 513 Lakota Foundations for Leadership and Management
 LakM 533 Lakota Social Organization
 LMEA 703 Instructional Supervision
 LMEA 713 School Administration
 LMEA 796 Principal Internship Intern Activity
 Other student work samples or professional development experience that demonstrate your skills and competency related to ethical Lakota
leadership
Reviewers: Choose which of the five measurements BEST represents candidate competency (ELCC 5.2), circle the score below
Does Not Meet
Expectations
 The narrative
does not demonstrate
understanding of systems
of ethical decision
making.
 The narrative is
notsupported with
scholarly literature
addressing ethical
decision making.
 Student work
sample isnot referenced
and presented in the
appendix to support the
candidate’s ability to
interact fairly with
Meets with Weakness
Meets Expectation
Meets with Strength
Outstanding
 The narrative
lacks quality in
understanding of systems
of ethical decision making
 One scholarly
literatureis cited, however
does not address ethical
decision making.
 One student work
sample is cited, however
does not support the
candidate’s ability to
interact fairly with others.
 The candidate
discusses impartiality,
sensitivity, however does
 The narrative is
of minimal quality in
understanding of systems
of ethical
 One scholarly
literature is cited
addressing ethical
decision making.
 One student work
sample is cited supporting
the candidate’s ability to
interact fairly with others
 The candidate
discusses impartiality,
sensitivity to student
diversity, and ethical
 The narrative is of
sufficient quality,
including a reasonable
depth of understanding
and application of
strategies for improved
instruction
 One-two scholarly
literature(s) is/are cited to
support the candidate’s
discussion of ethical
decision making
 One-two student
work sample(s) is/are
referenced to support the
candidate’s ability to
 The narrative is of
exceptional quality,
including in-depth
understanding, reflection,
and application of systems
of ethical decision making.
 Two or more
scholarly literatures are
cited to support the
candidate’s discussion of
ethical decision making.
 Two or more
student work samples are
referenced to support the
candidate’s ability to
interact fairly with others.
- 48 -
others.
 The candidate
does noteffectively
discuss impartiality,
sensitivity to student
diversity, and ethical
considerations as
indicated in ELCC 5.2.a.
 Referencing
Lakotavalues; knowledge
and wisdom, the
candidate does not
demonstrate the ability to
interact fairly with
others.
1
not make connection to
student diversity as
indicated in ELCC 5.2.a.
 Candidate
demonstrates the ability to
interact fairly with others,
however does not
referemce Lakota values;
knowledge and wisdom
considerations as
indicated in ELCC 5.2.a.
 Candidate
demonstrates the ability to
interact fairly with others,
using Lakota values;
knowledge and wisdom
interact fairly with others.
 The candidate
effectively discusses
impartiality, sensitivity to
student diversity, and
ethical considerations as
indicated in ELCC 5.2.a.
 Using relevant
Lakotavalues; knowledge
and wisdom, the candidate
clearly demonstrates the
ability to interact fairly
with others.
 The candidate
includes a thorough
discussion (supported by
scholarly literature) of
impartiality, sensitivity to
student diversity, and
ethical considerations as
indicated in ELCC 5.2.a.
 Using relevant
Lakotavalues; knowledge
and wisdom, the candidate
thoroughly demonstrates
the ability to interact fairly
with others.
2
3
4
5
Total score _____________
- 49 -
Assessment of the candidate’s ability to act ethically
Ethical Lakota Leadership
Standard #5, Key Indicator #19:Describe moral based terms that may be used to enhance and clarify communicating ethical decisions. What is meant by
a personal code of ethics? What is a professional code of ethics? Describe your own personal code as it compares or contrasts to the professional code for
the organization supporting your area of interest i.e. AASA (American Association of School Administrators), NASSP (National Association of Secondary
School Principals), and NAESP (National Association of Elementary School Principals).
Examples of student work samples (choose a minimum of one to support Standard #5, Key Indicator #19)[ELCC 5.3] [Lakota values: knowledge and
wisdom]
 LakM 513 Lakota Foundations for Leadership and Management
 LakM 533 Lakota Social Organization
 LMEA 703 Instructional Supervision
 LMEA 713 School Administration
 LMEA 796 Principal Internship Intern Activity
 Other student work samples or professional development experience that demonstrate your skills and competency related to ethicalLakota
leadership
Reviewers: Choose which of the five measurements BEST represents candidate competency (ELCC 5.3), circle the score below
Does Not Meet
Expectations
 The narrative
does not demonstrate
anunderstanding of codes
of ethics.
 The narrative is
notsupported with
scholarly literature
addressing ethical codes.
 Student work
sample isnot referenced
and presented inthe
appendix to support the
candidate’s ability to act
with integrity.
 The candidate
Meets with Weakness
Meets Expectation
Meets with Strength
Outstanding
 The narrative
lacks quality in
understanding of codes of
ethics.
 One scholarly
literatureis cited, however
does not address ethical
codes.
 One student work
sample isreferenced,
however does not support
thecandidate’s ability to
act with integrity.
 The candidate
discusses decision making
 The narrative is of
minimal quality in
understanding of codes of
ethics
 One scholarly
literature is cited
addressing ethical codes
 One student work
sample is referenced
supporting the candidate’s
ability to act with
integrity
 The candidate
discusses decision making
based on ethical and legal
 The narrative is of
sufficient quality,
including a general
understanding of codes of
ethics.
 One-two scholarly
literatures are used to
support the candidate’s
discussion of ethical
codes.
 One student work
sample is referenced and
presented in the appendix
to support the candidate’s
ability to act with
 The narrative is of
exceptional quality,
including in-depth
understanding, reflection,
and application of systems
of codes of ethics.
 Two or more
scholarly literatures are
used to support the
candidate’s discussion of
ethical codes.
 Two or more
student work samples are
referenced to support the
candidate’s ability to act
- 50 -
does noteffectively
discuss decision making
based on ethical and
legal principles as
indicated in ELCC 5.3.a.
 Using relevant
Lakotavalues; knowledge
and wisdom, the
candidate does not
demonstrate the ability to
interact ethically with
others.
however does not involve
ethical and legal
principles as indicated in
ELCC 5.3.a.
 Candidate
demonstrates the ability to
interact ethically with
others, however does not
reference Lakotavalues;
knowledge and wisdom
principles as indicated in
ELCC 5.3a
 Candidate
demonstrates the ability to
interact ethically with
others, referencing Lakota
values; knowledge and
wisdom
integrity.
 The candidate
effectively discusses
decision making based on
ethical and legal principals
as indicated in ELCC
5.3.a.
 Using relevant
Lakotavalues; knowledge
and wisdom, the candidate
clearly demonstrates the
ability to interact ethically
with others.
1
2
3
4
Total score _____________
- 51 -
with integrity.
 The candidate
includes a thorough
discussion (supported by
scholarly literature) of
decision making based on
ethical and legal principals
as indicated in ELCC
5.3.a.
 Using relevant
Lakotavalues; knowledge
and wisdom, the candidate
thoroughly demonstrates
the ability to interact
ethically with others.
5
Assessment of the candidate’s ability to understand the larger context
Contextual Lakota Leadership
Standard #6, Key Indicator #20: Develop a plan of action (based on scholarly literature and Lakota philosophy and belief system) for how to
promote success within the political, social, economic, legal and cultural context for a variety of fiscally managed schools.
Examples of student work samples (choose a minimum of one to support Standard #6, Key Indicator #20) [ELCC 6.1] [SD state competencies #1,
#2, #3, #4, #5, #6, #7][Lakota values: knowledge and wisdom]
 LakM 513 Lakota Leadership and Management
 LakM 533 Lakota Social Organization
 LakM 603 Graduate Research, Writing and Statistics
 LakM 593 Establishing Lakota Sovereignty
 LMEA 713 School Administration
 LMEA 723 Counseling Theories
 LMEA 733 Curriculum Development
 LMEA 743 School Finance
 LMEA 603 School Law
 LMEA 796 Principal Internship
 Other student work samples or professional development experience that demonstrate your skills and competency related to contextual Lakota
leadership

Reviewers: Choose which of the five measurements BEST represents candidate competency (ELCC 6.1), circle the score below
Does Not Meet
Expectation
 The narrative
does not demonstrate
anunderstanding of the
larger context.
 The narrative is
notsupported with
scholarly literature
understanding the larger
context.
 Student work
sample isnot referenced
Meets with Weakness
Meets Expectation
Meets with Strength
Outstanding
 The narrative
lacks quality in
understanding the larger
context
 One scholarly
literature is cited,
however does not discuss
the understanding of the
larger context
 One student work
sample is referenced,
 The narrative is of
minimal quality in
understanding the larger
context
 One scholarly
literature is cited
discussing the
understanding of the
larger context
 One student work
sample is
 The narrative is of
sufficient quality,
including a reasonable
depth of understanding of
the key components for
promoting success.
 One-two scholarly
literatures are used to
support the candidate’s
ability to understand the
larger context.
 The narrative is of
exceptional quality,
including in-depth
understanding of the key
components for promoting
success.
 Twoor more
scholarlyliteratures are
used to support the
candidate’s ability to
understand the larger
- 52 -
to support the candidate’s
ability to understand the
larger context.
 The candidate
does notsufficiently
explain how the legal and
political systems and
institutional framework
of schools have shaped a
school and community,
indicated in ELCC 6.1b
 The candidate
does notdemonstrate an
understanding of the
policies, laws and
regulations enacted by
tribal, state, and federal
authorities that affect
schools, indicated in 6.1d
 Candidate does
notdemonstrate the
ability to analyze the
complex causes of
poverty and other
disadvantages and their
effects on families,
communities, children
and learning
 Candidate does
notdemonstrate the
ability to describe the
economic factors shaping
a local community and
the effects economic
factors have on local
schools
however does not support
the candidate’s ability to
understand the larger
context
 The candidate
discusses the legal and
political systems and
institutional framework
of schools however does
not make a connection to
shaping a school and
community, as indicated
in ELCC 6.1b
 The candidate
demonstrates an
understanding of the
policies, laws and
regulations enacted by
tribal, state, and federal
authorities, however does
not discuss how it affects
schools, indicated in 6.1d
 Candidate
analyzes the causes of
poverty and other
disadvantages however
does not make a
connection to their effects
on families, communities,
children and learning
 Candidate
demonstrates the ability to
describe the economic
factors however does not
make connection to local
community and the effects
referencedsupporting the
candidate’s ability to
understand the larger
context
 The candidate
discusses how the legal
and political systems and
institutional framework of
schools have shaped a
school community, as
indicated in ELCC 6.1b
 The candidate
demonstrates an
understanding of the
policies, laws and
regulations enacted by
tribal, state, and federal
authorities that affect
schools, as indicated in
6.1d
 Candidate
discusses the causes of
poverty and other
disadvantages and their
effects on families,
communities, children and
learning
 Candidate
demonstrates the ability to
describe the economic
factors shaping a local
community and the effects
economic factors have on
local schools
 Candidate
demonstrates the ability to
- 53 -
 Onestudent work
sample is referenced to
support the candidate’s
ability to understand the
larger context.
 The candidate
sufficiently explains how
the legal and political
systems and institutional
framework of schools have
shaped a school and
community, indicated in
ELCC 6.1b
 The candidate
clearly demonstrates an
understanding of the
policies, laws and
regulations enacted by
tribal, state, and federal
authorities that affect
schools, indicated in 6.1d
 Candidate
demonstratesthe ability to
analyze the complex
causes of poverty and other
disadvantages and their
effects on families,
communities, children and
learning
 Candidate
clearly demonstratesthe
ability to describe the
economic factors shaping a
local community and the
effects economic factors
have on local schools
context.
 Two or more
student work samples are
referenced to support the
candidate’s ability to
understand the larger
context.
 The candidate
provides an exceptional
explanation of how the
legal and political systems
and institutional
framework of schools have
shaped a school and
community, indicated in
ELCC 6.1b
 The candidate
has an extraordinary
understanding of the
policies, laws and
regulations enacted by
tribal, state, and federal
authorities that affect
schools, indicated in 6.1d
 Candidate
demonstratesan
exceptional ability to
analyze the complex
causes of poverty and other
disadvantages and their
effects on families,
communities, children and
learning
 Candidate
demonstratesan
exceptional ability to
 Candidate does
notdemonstrate the
ability to explain various
theories of change and
conflict resolution and
the appropriate
application of those
models to specific
communities.
 The candidate
does not demonstrate the
ability to develop a plan
of action for how to
promote school success
for a variety of fiscally
managed schools using
Lakotavalues; knowledge
and wisdom,
economic factors have on
local schools
 Candidate
demonstrates the ability to
explain various theories of
change and conflict
resolution however does
not apply those models to
specific communities.
 The candidate
discusses a plan of action
for how to promote school
success for a variety of
fiscally managed schools,
however does not use
Lakota values; knowledge
and wisdom.
explain various theories of
change and conflict
resolution and the
appropriate application of
those models to specific
communities
 The candidate
discusses elements to
developing a plan of
action for promoting
school success for a
variety of fiscally
managed schools using
Lakota values; knowledge
and wisdom,
 Candidate
clearlydemonstrates the
ability to explain various
theories of change and
conflict resolution and the
appropriate application of
those models to specific
communities.
 The candidate
clearly demonstrates the
ability to develop a plan of
action for how to promote
school success for a variety
of fiscally managed
schools, using Lakota
values; knowledge and
wisdom
1
2
3
4
Total score _____________
- 54 -
describe the economic
factors shaping a local
community and the effects
economic factors have on
local schools
 Candidate
demonstratesan
exceptional ability to
explain various theories of
change and conflict
resolution and the
appropriate application of
those models to specific
communities.
 The candidate
demonstrates an
exceptional ability to
develop a plan of action
for how to promote school
success for a variety of
fiscally managed schools
using Lakotavalues;
knowledge and wisdom
5
Assessment of the candidate’s ability to respond to the larger context
Contextual Lakota Leadership
Standard #6, Key Indicator #21:Describe the major areas of inquiry that guide education law and provide key components for school policy making.
What are the primary Constitutional tests for deciding education law conflicts in the area of students’ rights?
Examples of student work samples (choose a minimum of one to support Standard #6, Key Indicator #21)[ELCC 6.2] [Lakota values: knowledge and
wisdom]
 LakM 513 Lakota Leadership and Management
 LakM 533 Lakota Social Organization
 LMEA 713 School Administration
 LMEA 723 Counseling Theories
 LMEA 603 School Law
 LMEA 753 Advanced Educational Psychology
 LMEA 796 Principal Internship Intern Activity
 Other student work samples or professional development experience that demonstrate your skills and competency related to contextualLakota
leadership
Reviewers: Choose which of the five measurements BEST represents candidate competency (ELCC 6.2), circle the score below
Does Not Meet
Expectation
 The narrative
does not demonstrate
anunderstanding of the
key legal components
guiding policy making.
 The narrative is
notsupported with
scholarly literature
addressing the larger
context.
 Student
work sample is not
referenced to support the
candidate’s ability to
Meets with Weakness
Meets Expectation
 The narrative
lacks quality in
understanding of key
legal components guiding
policy making
 One scholarly
literature is cited,
however does not address
the larger context
 One student work
sample is referenced,
however does not support
the candidate’s ability to
respond to the larger
 The narrative is of
 The narrative is of
minimal quality in
sufficient quality,
understanding of key legal including a reasonable
components guiding
depth of understanding of
policy making
the key legal components
guiding policy making.
 One scholarly
literature is cited to
 One-two scholarly
support the candidate’s
literatures are used to
ability to respond to the
support the candidate’s
larger context
ability to respond to the
larger context.
 One student work
sample is referenced
 One-two student
supporting the candidate’s worksample is referenced
ability to respond to the
supporting the candidate’s
- 55 -
Meets with Strength
Outstanding
 The narrative is of
exceptional quality,
including in-depth
understanding of the key
legal components guiding
policy making.
 Two or more
scholarlyliteratures are
used to support the
candidate’s ability to
respond to the larger
context.
 Two or more
student work samples are
respond to the larger
context.
 The candidate
does notdemonstrate the
ability to communicate
with members of a
school community
concerning trends, issues,
and potential changes in
the environment in which
the school operates, as
indicated in 6.2.a.
 The candidate
does not demonstrate the
ability to discuss
education law or key
components for school
policy making, using
Lakotavalues; knowledge
and wisdom,
context
 The candidate
discusses communicating
with members of a school
community concerning
issues and potential
changes, however does
not demonstrate
responding to the larger
context, as indicated in
6.2a
 The candidate
discusses education law
or key components for
school policy making,
however does not use
Lakota values;
knowledge and wisdom
larger context
 The candidate
discusses communicating
with members of a school
community concerning
issues and potential
changes in the
environment in which the
school operates, as
indicated in 6.2a
 The candidate
discusses education law or
key components for
school policy making,
using Lakota values;
knowledge and wisdom
1
2
3
Total score _____________
- 56 -
ability to respond to the
larger context.
 The candidate
clearly demonstrates the
ability to communicate
with members of a school
community concerning
trends, issues, and
potential changes in the
environment in which the
school operates, as
indicated in 6.2.a.
 The candidate
demonstrates the ability to
discuss education law or
key components for school
policy making, using
Lakotavalues; knowledge
and wisdom,
4
referenced and presented
in the appendix to support
the candidate’s ability to
respond to the larger
context.
 The candidate
provides anexceptional
discussion of systems for
communication with
members of a school
community concerning
trends, issues, and
potential changes in the
environment in which the
school operates, as
indicated in 6.2.a.
 The candidate
demonstrates an
exceptional ability to
discuss education law or
key components for school
policy making, using
Lakotavalues; knowledge
and wisdom
5
Assessment of the candidate’s ability to influence the larger context
Contextual Lakota Leadership
Standard #6, Key Indicator #22:What current issues and policy solutions in education law might be used to communicate with school stakeholders for
the improvement of the school community?
Examples of student work samples (choose a minimum ofone to support Standard #6, Key Indicator #21)[ELCC 6.3] [Lakota values: knowledge and
wisdom]
 LakM 513 Lakota Leadership and Management
 LakM 533 Lakota Social Organization
 LakM 593 Establishing Lakota Sovereignty
 LMEA 713 School Administration
 LMEA 723 Counseling Theories
 LMEA 743 School Finance
 LMEA 753 Advanced Educational Psychology
 LMEA 773 Survey Design
 LMEA 603 School Law
 LMEA 796 Principal Internship Intern Activity
 Other student work samples or professional development experience that demonstrate your skills and competency related to contextual Lakota
leadership
Reviewers: Choose which of the five measurements BEST represents candidate competency (ELCC 6.3), circle the score below
Does Not Meet
Meets with Weakness
Expectation
 The narrative
 The narrative
does not
lacks quality in
demonstrateunderstandin understanding of the
g of the relevant current
relevant current issues in
issues in education law
education law and
and connected policy
connected policy
solutions
solutions
 The narrative is
 One scholarly
notsupported with
literature is cited,
scholarly literature
however does not
addressing the larger
address the larger context
context.
 One student work
Meets Expectation
Meets with Strength
Outstanding
 The narrative is of
minimal quality in
understanding of the
relevant current issues in
education law and
connected policy
solutions
 One scholarly
literature is cited to
support the candidate’s
ability to influence the
larger context
 The narrative is of
sufficient quality, including
a reasonable depth of
understanding of the
relevant current issues in
education law and
connected policy solutions.
 One-two scholarly
literatures are used to
support the candidate’s
ability to influence the
larger context.
 The narrative is of
exceptional quality,
including indepth
understanding of the
relevant current issues in
education law and
connected policy solutions
 Two or more
scholarlyliteratures are used
to support the candidate’s
ability to influence the
larger context.
- 57 -
 Student work
sample isnot referenced
to support the
candidate’s ability to
influence the larger
context.
 The candidate
does notdemonstrate the
ability to engage
students, parents, and
other members of the
community in
advocating for adoption
of improved policies and
laws, as indicated in
ELCC 6.3.a.
 The candidate
does notdiscuss policies
and programs that
promote equitable
learning opportunities
and success for all
students, as indicated in
ELCC 6.3.c.
 The candidate
does not demonstrate the
ability to discuss current
issues or policy
solutions with school
stakeholders using
Lakotavalues;
knowledge and wisdom
1
sample is referenced,
however does not
support the candidate’s
ability to influence the
larger context
 The candidate
discusses improved
school policies and laws,
however does not
demonstrate the ability to
engage students, parents,
and other members of the
community, as indicated
in ELCC 6.3a
 The candidate
dicusses school policies
and programs, however
does not demonstrate the
abiltiy promote equitable
learning opportunities for
all students, as indicated
in ELCC 6.3c
 The candidate
demonstrates the ability
to discuss current issues
or policy solutions with
school stakeholders,
however does not use
Lakotavalues; knowledge
and wisdom
2
 One student work
sample is referenced to
support the candidate’s
ability to influence the
larger context
 The candidate
discusses engaging
students, parents, and
other members of the
community in advocating
for adoption of improved
policies and laws, as
indicated in 6.3a
 The candidate
discusses policies and
programs that promote
equitable learning
opportunities for all
students, as indicated in
ELCC 6.3c
 The candidate
dicsusses current issues
or policy solutions with
school stakeholders using
Lakota values;
knowledge and wisdom
 One-two student
worksample is referenced
and presented in the
appendix to support the
candidate’s ability to
influence the larger context.
 The candidate
demonstrates the ability to
engage students, parents,
and other members of the
community in advocating
for adoption of improved
policies and laws, as
indicated in 6.3.a.
 The candidate
clearly discusses policies
and programs that promote
equitable learning
opportunities and success
for all students, as
indicated in 6.3.c.
 The candidate
clearly demonstrates the
ability to discuss current
issues or policy solutions
with school stakeholders
usingLakotavalues;
knowledge and wisdom
 Two or more
student work samples are
referenced tosupport the
candidate’s abilityto
influence the larger context.
 The candidate
provides anexceptional
discussion of strategies for
engaging students, parents,
and other members of the
community in advocating
for adoption of improved
policies and laws, as
indicated in 6.3.a.
 The candidate
provides anexceptional
discussion of policies and
programs that promote
equitable learning
opportunities and success
for all students, as indicated
in 6.3.c.
 Using relevant
Lakotavalues; knowledge
and wisdom, the candidate
demonstrates an
exceptional ability to
discuss current issues or
policy solutions with school
stakeholders.
4
5
3
Total score _____________
- 58 -
REFERENCES
Allen, T. (1993).Manager as Warrior. Sioux Falls, SD: SinteGleska University Press.
Reyhner, Jon: Department of Educational Specialties, College of Education
Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774, USA
E-mail: Jon.Reyhner@nau.edu
Jacobs, D. T. (2004). Character education: Coming Full Circle. In Vinson, K. D & Ross, E. W (Ed.),
Defending Public Schools: Curriculum Continuity and Change in the 21stCentury (pp. 77-92). Westport,
CT: Greenwood Publishing.
Young Bear, S. &Theisz, R. D. (1996). Standing in the light: A Lakota way of seeing.University of
Nebraska Press.
National Policy Board for Education Administration: Standards for Advanced Programs in Educational
Leadership for Principals, Superintendents, Curriculum Directors, and Supervisors. (January 2002).
One Feather, Vivian (1972).Lakota Wohilikeegnapi.Curriculum Materials Resource Unit 4. Black Hills
State College, Spearfish, SD.
Oglala Lakota College Department of Education Conceptual Framework,
http://www.olc.edu/~afisher/newsite/Conceptual%20Framework.htm
Oglala Lakota College Cataloge (2011). Graduate Program Overview (p. 127)
- 59 -
Attachment E1
LMEA 713 School Administration
Course Matrix
- 60 -
OGLALA LAKOTA COLLEGE
M. A. in Lakota Leadership and Management: Education Administration
Student Learning Outcomes per graduate course
LMEA 713 WayawapiItancan – School Administration 713 (E) Kucila (Elementary); 713 (M) Eyokogna (Middle); 713(S) Wakatuya (Secondary)
This course is designed to furnish candidates an awareness of, gain knowledge of, practice listening skills. It will examine and explore non-defensive and nonoffensive speaking styles, oral advocacy, and working within conflict situations. Further, an in-depth study of skills in decision-making, self-expression,
consensus building techniques and strategies of negotiation, and a comparison and contrast of combative communication styles of communication.Finally, a
study of problems and practices in organizing and administering school programs and how communication is the knowledge base for success. Candidates will
enroll for level of administration for which they are seeking endorsement. This course will emphasize the Lakota values of wisdom, courage, respect,
generosity, fortitude and humility. Lakota language will be spoken as much as possible during class hours. A alignment with ELCC standards 1.1, 1.2, 1.4, 2.1,
2.3, 2.4, 5.1, 5.2, 5.3, 6.1, 6.2.
Program Goals:
1.
2.
3.
4.
Candidates will integrate their knowledge and development of qualities necessary for Wolakota leadership
Candidates will specify and implement how Lakota values, belief systems, and life-styles of leaders and managers impact peoples and societies
Candidates will recognize and practice listening, Lakota oratory skills, and other appropriate methods in the expression of Lakota values
Candidates will practice concepts of organizing communities and constructing change
Student assessment tool (s): _______Personal Action Plan_________________________________________
STUDENTS WILL:
Student
1
Student
2
Student
3
Student
4
Student
5
Candidates will
justify and
determine how their
vision for learning is
shared and
supported by the
school community.
Assess a school
culture to evaluate
instructional
programs, diversity
in student learning,
and the school
- 61 -
Student
6
Student
7
Student
8
Student
9
Student
10
Total
MEAN
Score
environment;
providing
recommendations
for improvement.
Develop plans for
school organization,
operations, and
resources for a safe,
efficient, and
effective learning
environment.
Discuss
collaborations with
families and
community
members,
responding to
diverse community
interests and needs,
and mobilizing
community
resources in the
educational setting.
Practice the
application of
personal integrity,
fairness, and ethics
in the classroom as a
proxy for the school
environment.
Students will apply
concepts of
organizing
communities and
awareness of
constructing change
- 62 -
Identify faculty and
staff strengths, and
move toward goals
through systematic
planning and
community
involvement
Develop and
articulate
communication
skills and strategies
of negotiation and
conflict resolution in
a Wolakota
community praxis
To practice Lakota
values of wisdom,
courage, respect,
generosity, fortitude
and humility
Utilize the Lakota
language within the
classroom, between
colleagues and within
the research process
Total
Mean Score
Please complete the section below. The overall totals will be used to assist with the program outcomes assessment sheet. 3= proficient, 4= advanced.
- 63 -
Please provide your interpretation of the results. Please discuss how these results can be used in the section below;
1. What do these results mean to the course?
2. How can these assessment results and your interpretations be used for course improvement?
3. What changes do you recommend need to be made to the course assessment based on your analysis of data?
4. Was the assessment tool chosen an appropriate choice to assess the student learning objectives in this course? Why or why not.
Please explain.
5. What assessment tool do you suggest would be best to determine that each student meets the course learning objectives?
6. Please explain how the capstone work sample best describes the candidates’ content knowledge and application of key principles in
Educational Administration, In relation to the ELCC standards 1.1, 1.2, 1.4, 2.1, 2.3, 2.4, 5.1, 5.2, 5.3, 6.1, 6.2.?
7. Do the student learning outcomes in this course reflect the mission of the College and Department? Why or why not. Please
explain.
8. Is the text appropriate for this course? Why or why not?
9. Do you have any recommendations for required text for this course?
Additional comments or suggestions:
- 64 -
Attachment E2
LMEA 743 School Finance Course Matrix
- 65 -
OGLALA LAKOTA COLLEGE
M. A. in Lakota Leadership and Management: Education Administration
Student Learning Outcomes per graduate course
LMEA 743 MazaskaWounspeOkicanye (School Finance)A course designed to develop understanding and the ability to monitor financial
management systems. Focus: Budgets and business management accounting for nonprofit, audit analysis and spreadsheets, Indian School Equalization
Program (ISEP), Public school finance, management of plant, equipment, insurance, transportation, and food services. This course will emphasize the Lakota
values of honesty, fortitude and wisdom. Aligned to the ELCC standards 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.1, 6.1.
Program Goals:
1. Candidates will integrate their knowledge and development of qualities necessary for Wolakota leadership
2. Candidates will recognize and practice listening, Lakota oratory skills, and other appropriate methods in the expression of Lakota values.
3. Candidates will examine and evaluate financial management systems and recommend strategies for monitoring these systems
Student assessment tool (s): ______________________________________________________
STUDENTS WILL:
Student
1
Student
2
Student
3
Student
4
Student
5
Compare and
contrast public
school finance and
BIE funded school
finances
Develop a school
operating budgets
and other control
systems that align
resources to student
learning.
- 66 -
Student
6
Student
7
Student
8
Student 9
Student
10
Total
MEAN
Score
Address
organizational
configurations of
fixed assets,
transportation, food
service and
insurance.
Explain key
elements of school
level fiscal
operations that
utilize a variety of
funding sources.
Be able to present
financial plans and
alternatives before
community and
governmental
stakeholders.
To practice Lakota
values of honesty,
courage, and
fortitude in the
classroom, between
colleagues and
within the research
process
To utilize the Lakota
language within the
classroom, between
colleagues and
within the research
process
Total
Mean Score
- 67 -
Please complete the section below. The overall totals will be used to assist with the program outcomes assessment sheet.
Please provide your interpretation of the results. Please discuss how these results can be used in the section below;
10. What do these results mean to the course?
11. How can these assessment results and your interpretations be used for course improvement?
12. What changes do you recommend need to be made to the course assessment based on your analysis of data?
13. Was the assessment tool chosen an appropriate choice to assess the student learning objectives in this course? Why or why not.
Please explain.
14. What assessment tool do you suggest would be best to determine that each student meets the course learning objectives?
15. Please explain how the capstone work sample best describes the candidates’ content knowledge and application of key principles in
Educational Administration, In relation to the ELCC standards 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.1, 6.1?
16. Do the student learning outcomes in this course reflect the mission of the College and Department?Why or why not. Please
explain.
17. Is the text appropriate for this course? Why or why not?
18. Do you have any recommendations for required text for this course?
Additional comments or suggestions:
- 68 -
Attachment F
School Improvement Plan Rubric
- 69 -
APPENDIX D
LMEA 703 WowapiWounspeItancan
(Instructional Supervision)
Development of School Improvement Plan
Faculty Scoring Rubric
*Essential School System Purpose and Responsibility (ESSPAR), a separate tool, is used to gather school system data. Upon completion of data
gathering the candidate will develop a school improvement plan. The Development of School Improvement Plan Scoring Rubric is utilized to score
the student’s written responses based on the school system data gathered and corresponding ELCC standards within each responsibility.
1
2
Responsibility #1
Core Value
(ELCC 1.1, 1.2, 1.3, 1.4,
1.5)
Responsibility #2
Culture and Climate
(ELCC 1.5, 2.1, 3.1, 5.1,
4.1, 2.4)
Does Not Meet Expectations
10-15
Candidate does not discuss the
extent of implementation of the
developed vision
Meets Expectations
16-19
Candidate discusses the extent of
implementation of the developed
vision
Outstanding
20
Candidate thoroughly discusses the
extent of implementation of the
developed vision
Candidate does not discuss to
what extent the system
articulates, implements or
stewards the vision learning
Candidate discusses to what
extent the system articulates,
implements or stewards the
vision learning
Candidate thoroughly discusses to
what extent the system articulates,
implements or stewards the vision
learning
Candidate does not discuss to
what extent the system
promotes community
involvement in vision
Candidate does not discuss the
extent to which the system
promotes community
involvement and collaboration
with families and community
members
Candidate discusses to what
extent the system promotes
community involvement in vision
Candidate thoroughly discusses to
what extent the system promotes
community involvement in vision
Candidate discusses the extent to
which the system promotes
community involvement and
collaboration with families and
community members
Candidate thoroughly discusses the
extent to which the system
promotes community involvement
and collaboration with families and
community members
Candidate discusses to what
extent the system promotes
positive school culture
Candidate thoroughly discusses to
what extent the system promotes
positive school culture
Candidate does not discuss to
what extent the system
- 70 -
Score
promotes positive school culture
Candidate does not discuss to
what extent the system
manages the organization with
integrity
3
4
5
Responsibility #3
Standards-based
Teaching and Learning
(ELCC 2.2, 2.3, 4.1)
Responsibility #4
Performance
Expectations for Staff
(ELCC 2.1, 2.4)
Responsibility #5
Professional Learning
and Human Resources
(ELCC 2.4, 3.1, 3.2, 3.3)
Candidate does not discuss the
what extent the system utilizes
professional growth plans to
continually improve instruction
Candidate does not discuss to
what extent the system utilizes
effective instructional
programing and apply best
practices to learning
Candidate discusses to what
extent the system manages the
organization with integrity
Candidate thoroughly discusses to
what extent the system manages
the organization with integrity
Candidate discusses the what
extent the system utilizes
professional growth plans to
continually improve instruction
Candidate thoroughly discusses the
what extent the system utilizes
professional growth plans to
continually improve instruction
Candidate discusses to what
extent the system utilizes
effective instructional
programing and apply best
practices to learning
Candidate thoroughly discusses to
what extent the system utilizes
effective instructional programing
and apply best practices to learning
Candidate thoroughly discusses the
extent to which the system
collaborates with families and
community members
Candidate does not discuss the
extent to which the system
collaborates with families and
community members
Candidate discusses the extent to
which the system collaborates
with families and community
members
Candidate does not discuss to
what extent the system
promotes positive school culture
Candidate discusses to what
extent the system promotes
positive school culture
Candidate thoroughly discusses to
what extent the system promotes
positive school culture
Candidate does not discuss to
what extent the system utilizes
professional growth plans to
monitor performance
expectations for improved
instruction
Candidate does not discuss to
what extent the system utilizes
student data to monitor
professional development
Candidate discusses to what
extent the system utilizes
professional growth plans to
monitor performance
expectations for improved
instruction
Candidate discusses to what
extent the system utilizes student
data to monitor professional
development
Candidate thoroughly discusses to
what extent the system utilizes
professional growth plans to
monitor performance expectations
for improved instruction
Candidate does not discuss to
what extent the system utilizes
Candidate discusses to what
extent the system utilizes
Candidate thoroughly discusses to
what extent the system utilizes
- 71 -
Candidate thoroughly discusses to
what extent the system utilizes
student data to monitor
professional development
professional growth plans to
monitor performance
expectations
6
7
Responsibility #6
Fiscal and Material
Resources
(ELCC 3.1, 3.3, 5.2)
Responsibility #7
Accountability
(ELCC 2.3, 3.1, 3.2, 4.1,
5.1, 5.2, 5.3)
professional growth plans to
monitor performance
expectations
professional growth plans to
monitor performance expectations
Candidate thoroughly discusses to
what extent the system manages
the organization
Candidate does not discuss to
what extent the system
manages the organization
Candidate discusses to what
extent the system manages the
organization
Candidate does not discuss to
what extent the system manage
operations
Candidate discusses to what
extent the system manage
operations
Candidate does not discuss to
what extent the system manage
resources
Candidate does not discuss to
what extent the system manage
organization
Candidate discusses to what
extent the system manage
resources
Candidate discusses to what
extent the system manage
organization
Candidate does not discuss to
what extent the system manage
resources
Candidate discusses to what
extent the system manage
resources
Candidate thoroughly discusses to
what extent the system manage
resources
Candidates does not discuss to
what extent the system displays
fair and equitable management
of resources
Candidate does not discuss to
what extent the system applies
best practices to learning
Candidates discusses to what
extent the system displays fair
and equitable management of
resources
Candidate discusses to what
extent the system applies best
practices to learning
Candidates thoroughly discusses to
what extent the system displays
fair and equitable management of
resources
Candidate thoroughly discusses to
what extent the system applies
best practices to learning
Candidate does not discuss to
what extent the system provides
appropriate research and data
to effectively manage the
organization
Candidate discusses to what
extent the system provides
appropriate research and data to
effectively manage the
organization
Candidate thoroughly discusses to
what extent the system provides
appropriate research and data to
effectively manage the
organization
Candidate does not discuss to
what extent the system utilizes
Candidate discusses to what
extent the system utilizes data
Candidate thoroughly discusses to
what extent the system utilizes
- 72 -
Candidate thoroughly discusses to
what extent the system manage
operations
Candidate thoroughly discusses to
what extent the system manage
resources
Candidate thoroughly discusses to
what extent the system manage
organization
8
Responsibility #8
Advocacy and
Engagement
(ELCC 6.1, 6.2, 6.3)
9
Conclusion: Summary
of School Performance
data for instructional and
organizational improvement
for instructional and
organizational improvement
data for instructional and
organizational improvement
Candidate does not discuss the
extent to which the system
collaborates with families and
community members
Candidate discusses the extent to
which the system collaborates
with families and community
members
Candidate thoroughly discusses the
extent to which the system
collaborates with families and
community members
Candidate does not discuss the
extent to which the system acts
with integrity, fairly and
ethically
Candidate does not discuss the
extent to which the system
understands, responds to and
influences the larger educational
context
Candidate does not discuss the
systems strengths and
weaknesses concisely
Candidate discusses the extent to
which the system acts with
integrity, fairly and ethically
Candidate thoroughly discusses the
extent to which the system acts
with integrity, fairly and ethically
Candidate discusses the extent to
which the system understands,
responds to and influences the
larger educational context
Candidate thoroughly discusses the
extent to which the system
understands, responds to and
influences the larger educational
context
Candidate thoroughly discusses the
systems strengths and weaknesses
concisely
Candidate does not identify
specific goals for the school
system to attain
Candidate identifies specific goals
for the school system to attain
Candidate does not discuss
strategies for achieving the
specific goals
Candidate discusses the systems
strengths and weaknesses
concisely
Candidate thoroughly identifies
specific goals for the school system
to attain
Candidate discusses strategies for
achieving the specific goals
Candidate thoroughly discusses
strategies for achieving the specific
goals
- 73 -
10
Quality of Writing
Candidate’s writing has several
errors in spelling and grammar.
Written responses are vague
and disorganized in thought
No APA style formatting utilized,
no references
Candidate’s writing is reasonably
clear, minimal errors in spelling
and grammar. Written responses
are clear and organized
APA style formatting is
attempted with few errors
Few errors in references
Total
Range of
possible points
%
%
Grade
179
200
89.5%
90%
A
159
178
79.5%
80%
B
139
158
69.5%
70%
C
119
138
59.5%
60%
D
<118
<59.5%
<60%
F
- 74 -
Candidate’s written responses are
clear, logical and concise. No
spelling or grammar errors. Paper is
written using APA style formatting
and references
Attachment G
Principal Internship Guide
Principal Internship Guide
1.
INTERNSHIP DESCRIPTION
The principal internship is part of the LMEA 796 School Community Action Project (SCAP) six
credit hour course. Internship is designed to take place over a period of two (2) consecutive
semesters serving under a licensed principal at elementary, middle, or secondary level. You are
required to have successfully completed thirty (30) hours of the program of study with a 3.00 GPA
in each required course before entering the school internship. You are required to apply on
semester prior to entry.
2.
INTERNSHIP REQUIREMENTS
The intern must secure approval from the school(s) of choice. The internship should include all job
responsibilities of the principalship at the age/grade span for which authorization is sought. For a
preschool through grade 12 principal program, the internship must include time spent in at least
two of the levels of elementary school, junior high/middle school, or secondary school.1A total of 12
hours in required for the internship experience and shall be completed within two (2) semesters,
equivalent to 60 hours per semester.
An agreement form with the appropriate signatures must be returned to the Education
Administration Program Coordinator. No internship can officially begin until this form is signed by
the appropriate school official(s) and returned to the Education Administration Program
Coordinator.
The intern will keep a log of his/her activities that entails a brief description of the task involved, the
date, the beginning and ending time, the amount of time involved (expressed in fraction of an hour,
ex. 2.25). A reflective journal corresponding with each activity will should be included covering;
description of the activity, standard met, connections to the student work sample cited. The
cooperating school administrator (COSA) must certify the log of activities, and that you have
completed 120 hours required for your internship. Education Administration Coordinator will review
for progress and completion throughout. The final scoring and analysis of completed internship
activities and hours are completed prior to exiting the program. A complete internship is a
graduation and certification requirement.
SUGGESTED TIMELINE
Log review 1
Log review 2
(Final Submission)
3.
December
April
May
60 hours
60 hours
120 horus
INTERNSHIP ACTIVITIES
The intern is required to participate in activities that focus on ELCC elements; 1.3, 2.1, 2.2, 2.3,
2.4, 3.2, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1, 6.2, and 6.3. The specific activities will be planned
collaboratively between the principal intern and the cooperating school administrator (COSA). The
following is a small sample of potential activities (these are SAMPLE activities; you may choose
others in collaboration with your COSA).
1
South Dakota Legislature Administrative Rule, 24:53:08:01 (4). Retrieved from
http://www.legis.state.sd.us/rules/DisplayRule.aspx?Rule=24:53:08:01
Recommended Activities for Element 1.3
 Write a vision statement for the school and share it with the site based management team.
Demonstrate how stakeholders were involved with the development and present a plan for
implementation.
 Collect, analyze and interpret school data in a way which reflects the school’s values and
mission statements for inclusion in the school improvement plan and/or reports.
 Interview the stakeholders i.e., faculty, students, parents, community members, building
administrators, superintendent or central office administrator(s) etc. to begin ascertaining the
values and norms of the school. Use this data to develop a vision statement and develop a
plan for implementing the vision statement.
 Identify what features and artifacts support and promote the school’s vision and which
detract from the school’s vision, and formulate plans for improvement.
Recommended Activities for Element 2.1
 Assess the school environment by collecting data on the diversity (e.g., population,
language, disability, gender, socio-economic) of the school and community. Use the data to
develop a policy to enhance school programs and the school environment.
 Analyze and revise a written community or school strategic plan that includes activities to
address the diversity and cultural norms for the community. Present your plan at a
staff/faculty meeting or school board meeting.
 Plan, and implement a school activity to promote a positive school environment
Recommended Activities for Element 2.2
 Coordinate a textbook adoption process, curriculum review, or standardized testing program
 Develop an after school peer study/tutoring program
 Assess the level of instructional technology in the school, and develop recommendations for
further implementation and integration to improve student learning.
 Assess procedures for dealing with obsolete hardware and software in the school, and
possibly develop guidelines accordingly.
 Conduct an audit of the IEP development process.
 Assess special education initiatives, such as inclusion, and work with interested faculty in
developing plans for improvement.
Recommended Activities for Element 2.3
 Review scholarly literature and Lakota philosophy and belief system regarding student
learning. Lead a faculty discussion of the application to improved student learning.
 Review scholarly literature and Lakota philosophy and belief system regarding human
development and motivation. Lead a faculty discussion of discussion of the application to
improved student learning.
Recommended Activities for Element 2.4
 Conduct a needs assessment for staff development, needs of the faculty and propose an
appropriate research based recommendations for future in-service endeavors.
 Conduct and/or observe the supervisory cycle. Write a series of summative evaluations and
make specific recommendations in the form of comprehensive growth plans.
 Align staff development activities with existing school-wide school improvement plans.
 Assist in locating ‘experts’ to provide in-service to faculty and staff.
 Develop and/or refine non-certified staff performance evaluations.
 Develop in-service training for non-instructional staff.
Recommended Activities for Element 3.2
 Conduct a needs assessment for organizational/community communication. Evaluate the
perceptions of stakeholders and make recommendations for improvements in the
internal/external communications policy.
 Organize a staff development experience that enhances understanding of how to apply legal
principles to promote educational equity and provide a safe, effective, and efficient school
environment.
 Assist in the preparation of an accreditation visit.
 Assess the extent to which features of site based management and decentralization are
utilized in the school.
 Assess various administrative procedures and provide written recommendations for
improvement.
 Gather information about methods of obtaining and expending funds at the school level.
 Review activity fund accounting procedures.
 Participate in and/or observe the school-wide budget planning, implementation,
management and evaluation process.
 Assist in the development of financial reporting documents.
 Review technologies available to support administrative functions in the school. Research
and review possible technologies available that would improve administrative processes.
Recommended Activities for Element 4.1
 Develop a survey to determine parental/guardian/community resources and expertise to
enhance student learning. Then propose recommendations, in a staff meeting, based on the
data.
 Develop honors programs; award nights, or special student assemblies.
Recommended Activities for Element 4.2
 Interview school board members to better understand their vision for school/community
collaboration.
 Interview key policy makers to better understand community interests, needs and assess
the potential for school/community collaboration.
Recommended Activities for Element 4.3
 Develop and present a plan recommending alignment of social service agency programs
within school improvement needs.
 Investigate counseling delivery systems, formulating possible improvements.
 Review safety practices and modify where appropriate.
Recommended Activities for Element 5.1
 Develop a code of leadership ethics using personal platforms, professional associations and
other documents.
 Activities related to other ELCC elements that demonstrate the candidate’s respect for the
rights of others with regard to confidentiality and dignity and engage in honest interactions.
(An example is ‘Conduct and/or observe the supervisory cycle,’ as indicated in element 2.4.
The candidate may indicate that he/she has demonstrated competency in element 5.1 while
also demonstrating competency in element 2.4).
Recommended Activities for Element 5.2
 Conduct an analysis of school community interaction looking for examples of integrity,
fairness and ethical behavior.
 Activities related to other ELCC elements that demonstrate the candidate’s ability to
combine impartiality, sensitivity to student diversity, and ethical considerations in their
interactions with others. (An example is ‘Use that data to develop a policy to enhance
positive school environment,’ as indicated in element 2.1. The candidate may indicate that
he/she has demonstrated competency in element 5.2 while also demonstrating competency
in element 2.1).
Recommended Activities for Element 5.3
 Analyze and explain how decisions made by the principal were based on ethical and legal
principles.
 Activities related to other ELCC elements that demonstrate the candidate makes and
explains decisions based upon ethical and legal principles. (An example is ‘Assess various
administrative procedures and provide written recommendations for improvement,’ as
indicated in element 3.2. The candidate may indicate that he/she has demonstrated
competency in element 5.3 while also demonstrating competency in element 3.2).
Recommended Activities for Element 6.1
 Prepare a report about a school project or activity for a newspaper, radio or television show.
 Develop a newspaper for parents/guardians or the community
 Develop and/or chair a community and school partnership
Recommended Activities for Element 6.2
 Develop a brochure on student health or fitness and report to the faculty
 Coordinate open houses, parent-teacher conferences, etc.
Recommended Activities for Element 6.3
 Interview five state legislators, lobbyists, tribal leaders, or school board members to
determine strategies useful in influencing change.
4.
APPENDICES DESCRIPTION
Appendix A- Request for Internship Application Form
To be completed by the intern and submit to Education Administration coordinator along with
Appendix B- On Site Administrator Approval From
Appendix B- On Site Administrator Approval Form
Intern will complete the intern information section, sign and date, have the cooperating
administrator sign and date and the superintendent sign and date, if required by school
administration.
Appendix C- Internship Activity Log
Activity log will be completed by intern and signed off by the supervising administrator
Appendix D- Internship Log
Intern will complete the internship log by recording each internship activity, hours completed,
timeframe, date and what ELCC was met.
Appendix E- Principal Internship Cooperating On-site Administrator
Assessment Form
Cooperating Administrator will complete the assessment form by filling in
 Name
 Intern’s name




Building site
Beginning and ending internship date
Amount of hours the intern completed under their supervision
Supervising Administrator’s Assessment of Intern- complete the following based the abilities
of the intern concerning how s/he understands and can apply the standards of the
Educational Leadership Constituency Consortium (ELCC) required and utilized in our
building level program.
Appendix F- Principal Internship and Portfolio Scoring Rubric
Responsibility of the Graduate Studies Department and the Education Administration Advisory
Committee
Appendix G- Principal Internship Scoring Criteria
Scoring criteria to guide intern and cooperating administrator in developing relevant internship
activities
5.
EVALUATION OF INTERNSHIP EXPERIENCE
It is essential that the intern stay in touch with the COSA and periodically schedule conferences so
that the intern can be advised on local school situations and other aspects associated to the
leadership of the school. Throughout the internship experience the Education Administration
Program Coordinator is available to both the intern and the COSA for discussion and assessment
of the internship experience.
At the close of the internship experience the COSA will have a closing conference with the intern.
The COSA will submit a formal evaluation of the intern experience and the Education
Administration Program Coordinator will meet with the intern in a formal concluding conference.
The focus of this conference will address the internship.
Graduate studies department faculty and staff will prepare a formal evaluation of the intern, based
on the activity logs which include; date, time, hours and brief description of each activity and
supporting documents submitted by the intern coupled with feedback provided by the COSA.
Appendix A- Request for Internship Application Form
LMEA 796 Education Administration Principal Internship
Name: ____________________________________________________________________________
Address (Home):________________________________City:_________________________________
Zip: _______________________ Phone :(________) ___________________________
Address (Work):______________________________City: ____________________________
Zip: _______________________ Phone :(________) __________________________
Administrative Internship: Building Level
Proposed Internship Site #1: ________________________________
School District: _______________________________________________________________
Address
(Site):_________________________________________________________________
City: ________________________________________________________________
Zip: _______________________ Phone :(________) __________________________
Cooperating Supervisor: ________________________________________________________
Title: __________________________________________________________________
City: ___________________________________Zip: ________________________
Phone :(_________) ______________________Email: _______________________________
Proposed Internship Site #2: ________________________________
School District: _______________________________________________________________
Address (Site):_________________________________________________________________
City: ______________________________________________Zip:_______________________
Phone :(________) __________________________
Cooperating Supervisor: ________________________________________________________
Title: __________________________________________________________________
City: _______________________________________Zip:________________________
Phone :(_________) ________________________Email:______________________________
Proposed Internship Site #3: ________________________________
School District: _______________________________________________________________
Address (Site):_________________________________________________________________
City: ______________________________________________Zip:_______________________
Phone :(________) __________________________
Cooperating Supervisor: ________________________________________________________
Title: __________________________________________________________________
Address (If different than site):___________________________________________________
City: _______________________________________________Zip:______________________
Phone :(_________) ________________________Email:______________________________
Appendix B - On-Site Administrative Approval Form
Principal Internship
LMEA 796
Semester_______________
Academic Year_______________
Intern Information:
_____________________________________________________________________________
Name
School
_____________________________________________________________________________
Address
Position
_____________________________________________________________________________
City, Zip
School Phone
_____________________________________________________________________________
Home Phone
E-Mail Address
Statement of Confidentiality: I understand that during the course of events associated with intern
experiences, I may be privy to confidential information. I understand that such information may not be shared
and further communicated without permission. Any breech of laws and regulations concerning issues of
confidentiality may result in my receiving a failing grade in the internship experience.
_____________________________________________________________________________
Date
Signature of Student
I have reviewed the requirements for completion of the internship and will provide the student withopportunities
and assistance necessary to fulfill those requirements. The applicant is granted permission to do the internship
under the supervision of the OglalaLakotaCollege and the Supervisor designated below.
_____________________________________________________________________________
Date
Cooperating Principal
_____________________________________________________________________________
Date
Cooperating Superintendent
.
Appendix C - LMEA 796
Internship Activity Log
Name of Intern:
Date of Task/Activity:
Type of Task/Activity:
ELCC ELEMENT ADDRESSED:
Briefly describe the Task/Activity:
Others involved in the Task/Activity:
How will the involvement in this Task/Activity assist you as a future administrator?
____________________________________
Intern Signature
__________________
Date
_____________________________________
Supervising Administrator Signature
__________________
Date
Appendix D - LMEA 796
Internship Log
Hours in standard 1______
Hours in standard 2______
Hours in standard 3______
Hours in standard 4_______
Hours in standard 5_______
Hours in standard 6_______
Participant: _______________________________
DATE
TIME
TOTAL
HOURS
___________
DESCRIPTION
Due Date: ________________
ELCC
Standard(s)
Appendix E
Principal Internship
LMEA 796
Cooperating On-site Administrator
Assessment Form
To:
OLC Graduate Studies Director: ___Dawn Frank_______________
From: Supervising Administrator: ______________________________________
Re:
Principal Internship
Intern’s Name _______________________________________________
Building Site ________________________________________________
Beginning Date ______________________________________________
Ending Date ________________________________________________
On-the-job experience has consisted of ________ clock hours of activities by the intern under my
supervision or under the supervision of my designee(s). To the best of my knowledge, the intern has
acquired the following types of competencies required for the Lakota Leadership and Management
Masters in Education Administration Program by the OglalaLakotaCollege.
*Please complete Cooperating On-site Administrator’s Assessment of Intern on next
page.
Cooperating On-site Administrator’s Assessment of Intern
In an effort to determine the effectiveness of the internship experience the Education
Administration Program at Oglala Lakota College, Graduate Studies Department requests
your input on the abilities of the intern concerning how s/he understands and can apply the
standards of the Educational Leadership Constituency Consortium (ELCC) required and
utilized in our building level programs.
Assessment Questions:
1.
The intern is an educational leader who has the knowledge and ability to promote the
success of all students by facilitating the development, articulation, implementation, and
stewardship of a school or district vision of learning supported by the school community.
(circle one)
1
Strongly Disagree
2
Disagree
3
Agree
4
Strongly Agree
2. The intern is an educational leader who has the knowledge and ability to promote a positive
school culture, provide an effective instructional program, apply best practice to student
learning, and design comprehensive professional growth plans for staff. (circle one)
1
Strongly Disagree
2
Disagree
3
Agree
4
Strongly Agree
3. The intern is an educational leader who has the knowledge and ability to promote the
success of all students by managing the organization, operations, and resources in a way
that promotes a safe, efficient, and effective learning environment. (circle one)
1
Strongly Disagree
2
Disagree
3
Agree
4
Strongly Agree
4. The intern is an educational leader who has the knowledge and ability to promote the
success of all students by collaborating with families and other community members,
responding to diverse community interests and needs, and mobilizing community resources.
(circle one)
1
Strongly Disagree
2
Disagree
3
Agree
4
Strongly Agree
5. The intern is an educational leader who has the knowledge and ability to promote the
success of all students by acting with integrity, fairly, and in and ethical manner. (circle one)
1
Strongly Disagree
2
Disagree
3
Agree
4
Strongly Agree
6. The intern is an educational leader who has the knowledge and ability to promote the
success of all students by understanding, responding to, and influencing the larger political,
social, economic, legal, and cultural context.
1
Strongly Disagree
2
Disagree
3
Agree
4
Strongly Agree
If you have any questions, please fill free to call Graduate Studies Department at (605) 4556128. Thank you for completing this survey, we appreciate your input.
RETURN THIS SURVEY TO:
OglalaLakotaCollege
Graduate Studies Department
Education Administration
PO Box 490
Kyle, SD57752
Appendix F
LMEA 796 Principal Internship and Portfolio Scoring Rubric
Students Name: ____________________________________
TIME LOG
THE CANDIDATE:
Has 120 hours documented covering each of the six standards
Yes
No
THE ELCC 6 STANDARDS
Standard 1:
Facilitated the development, articulation, implementation, and stewardship
of a school vision of learning supported by the community:
Standard Element to Be Assessed:
Implement a vision: 1.3ab (internship activity)
Activity assessed in course work
Yes
No
Description of the Goal
Yes
No
ID ELCC, SD state competency
and Lakota values
Yes
No
Appropriate evidence
Yes
No
Overall quality
5
4
3
Partial
2
1
Standard 2:
Provided an effective instructional program, applying best practices to student
learning, and designed comprehensive professional growth plans for staff:
Standard Elements to Be Assessed:
Promote a positive school culture: 2.1 (internship activity)
Activity assessed in course work
Yes
No
Description of the Goal
Yes
No
ID the ELCC, SD state competency
and Lakota values
Yes
No
Appropriate evidence
Yes
No
Overall quality
5
4
3
Partial
2
1
Provide effective instructional program: 2.2abc (internship activity)
Activity assessed in course work
Yes
No
Description of the Goal
Yes
No
ID the ELCC, SD state competency
and Lakota values
Yes
No
Appropriate evidence
Yes
No
Overall quality
5
4
3
Partial
2
1
Apply best-practice to student learning 2.3abc (internship activity)
Activity assessed in course work
Yes
No
Description of the Goal
Yes
No
ID the ELCC, SD state competency
and Lakota values
Yes
No
Appropriate evidence
Yes
No
Overall quality
5
4
3
Partial
2
1
Design comprehensive professional growth plans: 2.4abc (internship activity)
Activity assessed in course work
Yes
No
Description of the Goal
Yes
No
ID the ELCC, SD state competency
and Lakota values
Yes
No
Appropriate evidence
Yes
No
Overall quality
5
4
3
Partial
2
1
Standard 3:
Managed the organization, operations, and resources in a way that promotes the safe,
efficient, and effective learning environment:
Standard Elements to Be Assessed:
Manage operations 3.2abc (internship activity)
Activity assessed in course work
Yes
No
Description of the Goal
Yes
No
Partial
ID the ELCC, SD state competency
and Lakota values
Yes
No
Appropriate evidence
Yes
No
Overall quality
5
4
3
2
1
Standard 4:
Collaborated with families and other community members, responding to diverse
community interests and needs, and mobilized community resources:
Standard Elements to Be Assessed:
Collaborate w/Family & Other Community Members 4.1abcdefgh (internship activity)
Activity assessed in course work
Yes
No
Description of the Goal
Yes
No
ID the ELCC, SD state competency
and Lakota values
Yes
No
Appropriate evidence
Yes
No
Overall quality
5
4
3
Partial
2
1
Respond to community interests and needs: 4.2abcd (internship activity)
Activity assessed in course work
Yes
No
Description of the Goal
Yes
No
ID the ELCC, SD state competency
and Lakota values
Yes
No
Appropriate evidence
Yes
No
Overall quality
5
4
3
Partial
2
1
Mobilize Community Resources 4.3abc (internship activity)
Activity assessed in course work
Yes
No
Description of the Goal
Yes
No
ID the ELCC, SD state competency
and Lakota values
Yes
No
Appropriate evidence
Yes
No
Partial
Overall quality
5
4
3
2
1
Standard 5:
Acted with integrity, fairly, and in an ethical manner:
Standard Elements to Be Assessed:
Acts with Integrity 5.1 (internship activity)
Activity assessed in course work
Yes
No
Description of the Goal
Yes
No
ID the ELCC, SD state competency
and Lakota values
Yes
No
Appropriate evidence
Yes
No
Overall quality
5
4
3
Partial
2
1
Acts Fairly 5.2 (internship activity)
Activity assessed in course work
Yes
No
Description of the Goal
Yes
No
ID the ELCC, SD state competency
and Lakota values
Yes
No
Appropriate evidence
Yes
No
Overall quality
5
4
3
Partial
2
Acts Ethically 5.3 (internship activity)
Activity assessed in course work
Yes
No
Description of the Goal
Yes
No
ID the ELCC, SD state competency
and Lakota values
Yes
No
Appropriate evidence
Yes
No
Overall quality
5
4
3
Partial
2
1
1
Standard 6:
Understood, responded to, and influenced the larger political, social, economic, legal,
and cultural context:
Standard Elements to Be Assessed:
Understand The Larger Context 6.1abcdefgh (internship activity)
Activity assessed in course work
Yes
No
Description of the Goal
Yes
No
ID the ELCC, SD state competency
and Lakota values
Yes
No
Appropriate evidence
Yes
No
Overall quality
5
4
3
Partial
2
1
Respond to Larger Context 6.2 (internship activity)
Activity assessed in course work
Yes
No
Description of the Goal
Yes
No
ID the ELCC, SD state competency
and Lakota values
Yes
No
Appropriate evidence
Yes
No
Overall quality
5
4
3
Partial
2
1
Influence The Larger Context 6.3abc (internship activity)
Activity assessed in course work
Yes
No
Description of the Goal
Yes
No
ID the ELCC, SD state competency
and Lakota values
Yes
No
Appropriate evidence
Yes
No
Overall quality
5
4
3
Partial
2
1
ADMINISTRATORS EVALUATION
All areas are satisfactory
Yes
No
Yes
No
REFLECTIVE JOURNAL
Consistent reflective feedback
PORTFOLIO DOCUMENT REVIEWER COMMENTS:
Appendix G - Principal Internship Scoring Criteria
The following criteria will be used to differentiate adequate performance of candidate’s internship
experience.


















DOES NOT MEET EXPECTATION:
The internship failed to satisfy minimum two semester time frame and activity planning
requirements.
The intern failed to accept responsibility for leading, facilitating, and making decisions typical of
those made by educational leaders.
Internship experience did not occur in the multiple settings that would have allowed for the
demonstration of a wide range of relevant knowledge and skills.
The intern failed to apply skills and knowledge articulated in the ELCC, SD state competencies and
Lakota values for educational leaders.
The internship experience failed to provide candidate with substantial responsibilities that
increased over the duration of the internship
The intern failed to plan experiences cooperatively with the school site administrator.
MEETS EXPECTATION:
The internship satisfied the minimum two semester time frame and activity planning requirements.
The intern accepted genuine responsibility for leading, facilitating, and making decisions typical of
those made by educational leaders.
Internship experience occurred in multiple settings, allowing for the demonstration of a wide range
of relevant knowledge and skills.
The intern applied skills and knowledge articulated in the ELCC, SD State competencies and
Lakota values for educational leaders.
The internship experience provided candidate with substantial responsibilities that increased over
the duration of the internship.
The intern planned experiences cooperatively with the school site administrator.
OUTSTANDING:
The internship satisfied the minimum two semester time frame and included an exceptional amount
of planning activities.
The intern became heavily involved in critical areas of administrative responsibility, including
leading, facilitating, and decision-making.
Internship experience was distinguished by a quality experience in a variety of educational
settings, demonstrating a connection between knowledge and skills in each setting.
The intern demonstrated extensive application of leadership competencies as articulated in the
ELCC, SD State competencies and Lakota values for educational leaders.
The internship experience provided candidate with exceptional and a high quality amount of
responsibilities that increased significantly over the duration of the internship.
The intern planned experiences extensively with the school site administrator.
Standard
1.3
Does Not Meet Expectation
1
Meets Expectation
2
Outstanding
3
Additionally, the Education Administration Program will evaluate performance in each of the
included ELCC elements. The Education Administration Program will choose the level that BEST
represents the candidate’s performance for each element:
1.3: Implement a Vision
ASSESSMENT OF THE CANDIDATE’S ABILITY TO IMPLEMENT A VISION:
Standard
1.3
Impleme
nt a
Vision
Does Not Meet Expectation
Meets Expectation
Outstanding
 Candidate failed to
demonstrate the ability to
formulate the initiatives
necessary to motivate staff,
students, and families to
achieve the school’s vision.
 Candidate failed to
demonstrate the ability to
develop plans and
processes for implementing
the vision (e.g., articulating
the vision and related
goals, encouraging
challenging standards,
facilitating collegiality and
teamwork, structuring
significant work, ensuring
appropriate use of student
assessments, providing
autonomy, supporting
innovation, delegating
responsibility, developing
leadership in others, and
securing needed
resources).
 Candidate does not
demonstrate the ability to
promote the
implementation of a plan
using relevant Lakota
values; honesty, courage,
fortitude, respect,
generosity and wisdom
 Candidate demonstrated
the ability to formulate the
initiatives necessary to
motivate staff, students,
and families to achieve
the school’s vision.
 Candidate demonstrated
the ability to develop
plans and processes for
implementing the vision
(e.g., articulating the
vision and related goals,
encouraging challenging
standards, facilitating
collegiality and teamwork,
structuring significant
work, ensuring
appropriate use of
student assessments,
providing autonomy,
supporting innovation,
delegating responsibility,
developing leadership in
others, and securing
needed resources).
 Candidate
demonstrates the ability
to promote the
implementation of a plan
using relevant Lakota
values; honesty,
courage, fortitude,
respect, generosity and
wisdom
 Candidate demonstrated
at a high level of
proficiency the ability to
formulate the initiatives
necessary to motivate
staff, students, and
families to achieve the
school’s vision.
 Candidate demonstrated
at a high level of
proficiency the ability to
develop plans and
processes for
implementing the vision
(e.g., articulating the
vision and related goals,
encouraging challenging
standards, facilitating
collegiality and teamwork,
structuring significant
work, ensuring
appropriate use of
student assessments,
providing autonomy,
supporting innovation,
delegating responsibility,
developing leadership in
others, and securing
needed resources).
 Candidate
demonstrates, in detail,
the ability to promote the
implementation of a plan
using relevant Lakota
values; honesty,
courage, fortitude,
respect, generosity and
wisdom
Standard
2.1
Does Not Meet Expectation
1
Meets Expectation
2
Outstanding
3
2.1: Promote Positive School Culture
ASSESSMENT OF THE CANDIDATE’S ABILITY TO PROMOTE A POSITIVE SCHOOL
CULTURE:
Standard
2.1
Promote
PositiveSc
hool
Culture
Does Not Meet Expectation
Meets Expectation
Outstanding
 Candidate failed to
demonstrate the ability to
assess school culture using
multiple methods and
implement context
appropriate strategies that
capitalize on the diversity
(e.g., population, language,
disability, gender, race,
socio-economic) of the
school community to
improve school programs
and culture.
 Candidate does not
demonstrate the ability to
promote a positive school
culture using relevant
Lakota values; honesty,
courage, fortitude, respect,
generosity and wisdom
 Candidate demonstrated
the ability to assess
school culture using
multiple methods and
implement context
appropriate strategies
that capitalize on the
diversity (e.g., population,
language, disability,
gender, race, socioeconomic) of the school
community to improve
school programs and
culture.
 Candidate
demonstrates the ability
to promote a positive
school culture using
relevant Lakota values;
honesty, courage,
fortitude, respect,
generosity and wisdom
 Candidate demonstrated
at a high level of
proficiency the ability to
assess school culture
using multiple methods
and implement context
appropriate strategies
that capitalize on the
diversity (e.g., population,
language, disability,
gender, race, socioeconomic) of the school
community to improve
school programs and
culture.
 Candidate
demonstrates, in detail,
the ability to promote a
positive school culture
using relevant Lakota
values; honesty,
courage, fortitude,
respect, generosity and
wisdom
Standard
2.2
Does Not Meet Expectation
1
Meets Expectation
2
Outstanding
3
2.2: Provide Effective Instructional Program
ASSESSMENT OF THE CANDIDATE’S ABILITY TO PROVIDE EFFECTIVE INSTRUCTIONAL
PROGRAM:
Standard
2.2
Provide an
Effective
Instructional
Program
Does Not Meet Expectation
Meets Expectation
Outstanding
 Candidate failed to
demonstrate the ability to
facilitate activities that
apply principles of effective
instruction to improve
instructional practices and
curricular materials.
 Candidate failed to
demonstrate the ability to
make recommendations
regarding the design,
implementation, and
evaluation of a curriculum
that fully accommodates
learner’s diverse needs.
 Candidate failed to
demonstrate the ability to
use and promote
technology and information
systems to enrich
curriculum and instruction,
to monitor instructional
practices and provide staff
the assistance needed for
improvement.
 Candidate does not
demonstrate the ability to
provide effective
instructional programing
using relevant Lakota
values; honesty, courage,
fortitude, respect,
generosity and wisdom
 Candidate
demonstrated the ability
to facilitate activities that
apply principles of
effective instruction to
improve instructional
practices and curricular
materials.
 Candidate demonstrated
the ability to make
recommendations
regarding the design,
implementation, and
evaluation of a
curriculum that fully
accommodates learner’s
diverse needs.
 Candidate demonstrated
the ability to use and
promote technology and
information systems to
enrich curriculum and
instruction, to monitor
instructional practices
and provide staff the
assistance needed for
improvement.
 Candidate
demonstrates the ability
to provide effective
instructional programing
using relevant Lakota
values; honesty,
courage, fortitude,
respect, generosity and
wisdom
 Candidate demonstrated
at a high level of
proficiency the ability to
facilitate activities that
apply principles of
effective instruction to
improve instructional
practices and curricular
materials.
 Candidate demonstrated
at a high level of
proficiency the ability to
make recommendations
regarding the design,
implementation, and
evaluation of a curriculum
that fully accommodates
learner’s diverse needs.
 Candidate demonstrated
at a high level of
proficiency the ability to
use and promote
technology and
information systems to
enrich curriculum and
instruction, to monitor
instructional practices
and provide staff the
assistance needed for
improvement.
 Candidate
demonstrates, in detail,
the ability to provide
effective instructional
programing using
relevant Lakota values;
honesty, courage,
fortitude, respect,
generosity and wisdom
Standard
2.3
Does Not Meet Expectation
1
Meets Expectation
2
Outstanding
3
2.3: Apply Best Practice
ASSESSMENT OF THE CANDIDATE’S ABILITY TO APPLY BEST PRACTICE:
Standard
2.3
Apply Best
Practices to
Student
Learning
Does Not Meet Expectation
Meets Expectation
Outstanding
 Candidate failed to
demonstrate the ability to
assist school personnel in
understanding and applying
best practices for student
learning.
 Candidate failed to
demonstrate the ability to
apply human development
theory, proven learning and
motivational theories, and
concern for diversity to the
learning process.
 Candidate failed to
demonstrate an
understanding of how to
use appropriate research
strategies to promote an
environment for improved
student achievement.
 Candidate does not
demonstrate the ability to
apply best practice to
student learning using
relevant Lakota values;
honesty, courage,
fortitude, respect,
generosity and wisdom
 Candidate demonstrated
the ability to assist
school personnel in
understanding and
applying best practices
for student learning.
 Candidate demonstrated
the ability to apply
human development
theory, proven learning
and motivational
theories, and concern for
diversity to the learning
process.
 Candidate demonstrated
an understanding of how
to use appropriate
research strategies to
promote an environment
for improved student
achievement.
 Candidate demonstrates
the ability to apply best
practice to student
learning using relevant
Lakota values; honesty,
courage, fortitude,
respect, generosity and
wisdom
 Candidate demonstrated
at a high level of
proficiency the ability to
assist school personnel in
understanding and
applying best practices
for student learning.
 Candidate demonstrated
at a high level of
proficiency the ability to
apply human
development theory,
proven learning and
motivational theories, and
concern for diversity to
the learning process.
 Candidate demonstrated
at a high level of
proficiency an
understanding of how to
use appropriate research
strategies to promote an
environment for improved
student achievement.
 Candidate
demonstrates, in detail,
the ability to apply best
practice to student
learning using relevant
Lakota values; honesty,
courage, fortitude,
respect, generosity and
wisdom
Standard
2.4
Does Not Meet Expectation
1
Meets Expectation
2
Outstanding
3
2.4: Design Comprehensive Professional Growth Plans
ASSESSMENT OF THE CANDIDATE’S ABILITY TO DESIGN PROFESSIONAL GROWTH
PLANS:
Standard
2.4
Design
Comprehensive
Professional
Growth Plans
Does Not Meet
Expectation
Meets Expectation
Outstanding
 Candidate failed to
demonstrate the ability
to implement wellplanned, contextappropriate
professional
development programs
based on reflective
practice and research
on student learning
consistent with the
school vision and goals.
 Candidate failed to
demonstrate the ability
to use strategies such
as observations,
collaborative reflection,
and adult learning
strategies to form
comprehensive
professional growth
plans with teachers and
other school personnel.
 Candidate failed to
demonstrate the ability
to implement personal
professional growth
plans that reflect a
commitment to life-long
learning.
 Candidate does not
demonstrate the ability
to design professional
growth plans using
relevant Lakota values;
honesty, courage,
fortitude, respect,
generosity and wisdom
 Candidate demonstrated
the ability to implement
well-planned, contextappropriate professional
development programs
based on reflective
practice and research on
student learning
consistent with the
school vision and goals.
 Candidate demonstrated
the ability to use
strategies such as
observations,
collaborative reflection,
and adult learning
strategies to form
comprehensive
professional growth
plans with teachers and
other school personnel.
 Candidate demonstrated
the ability to implement
personal professional
growth plans that reflect
a commitment to lifelong learning.
 Candidate
demonstrates the ability
to design professional
growth plans using
relevant Lakota values;
honesty, courage,
fortitude, respect,
generosity and wisdom
 Candidate demonstrated
at a high level of
proficiency the ability to
implement well-planned,
context-appropriate
professional development
programs based on
reflective practice and
research on student
learning consistent with
the school vision and
goals.
 Candidate demonstrated
at a high level of
proficiency the ability to
use strategies such as
observations,
collaborative reflection,
and adult learning
strategies to form
comprehensive
professional growth plans
with teachers and other
school personnel.
 Candidate demonstrated
at a high level of
proficiency the ability to
implement personal
professional growth plans
that reflect a commitment
to life-long learning.
 Candidate
demonstrates, in detail,
the ability to design
professional growth
plans using relevant
Lakota values; honesty,
courage, fortitude,
respect, generosity and
wisdom
Standard
3.2
Does Not Meet Expectation
1
Meets Expectation
2
Outstanding
3
3.2: Manage Operations
ASSESSMENT OF THE CANDIDATE’S ABILITY TO MANAGE OPERATIONS:
Standard
3.2
Manage
Operations
Does Not Meet Expectation
Meets Expectation
Outstanding
 Candidate failed to
demonstrate the ability to
involve staff in conducting
operations and setting
priorities using appropriate
and effective needs
assessments, researchbased data, and group
process skills to build
consensus, communicate,
and resolve conflicts in
order to align resources
with the organizational
vision.
 Candidate failed to
demonstrate the ability to
develop communication
plans for staff that included
opportunities for staff to
develop their family and
community collaboration
skills.
 Candidate failed to
demonstrate an
understanding of how to
apply legal principles to
promote educational equity
and provide a safe,
effective and efficient
facility.
 Candidate does not
demonstrate the ability to
manage operational plans
using relevant Lakota
values; honesty, courage,
fortitude, respect,
generosity and wisdom
 Candidate demonstrated
the ability to involve staff
in conducting operations
and setting priorities using
appropriate and effective
needs assessments,
research-based data, and
group process skills to
build consensus,
communicate, and resolve
conflicts in order to align
resources with the
organizational vision.
 Candidate demonstrated
the ability to develop
communication plans for
staff that included
opportunities for staff to
develop their family and
community collaboration
skills.
 Candidate demonstrated
an understanding of how
to apply legal principles to
promote educational
equity and provide a safe,
effective and efficient
facility.
 Candidate
demonstrates the ability
to manage operational
plans using relevant
Lakota values; honesty,
courage, fortitude,
respect, generosity and
wisdom
 Candidate demonstrated
at a high level of
proficiency the ability to
involve staff in conducting
operations and setting
priorities using
appropriate and effective
needs assessments,
research-based data, and
group process skills to
build consensus,
communicate, and
resolve conflicts in order
to align resources with
the organizational vision.
 Candidate demonstrated
at a high level of
proficiency the ability to
develop communication
plans for staff that
included opportunities for
staff to develop their
family and community
collaboration skills.
 Candidate demonstrated
at a high level of
proficiency an
understanding of how to
apply legal principles to
promote educational
equity and provide a safe,
effective and efficient
facility.
 Candidate
demonstrates, in detail,
the ability to manage
operational plans using
relevant Lakota values;
honesty, courage,
fortitude, respect,
generosity and wisdom
Standard
4.1
Does Not Meet Expectation
1
Meets Expectation
2
Outstanding
3
4.1: Collaborative Leadership
ASSESSMENT OF THE CANDIDATE’S ABILITY TO COLLABORATE WITH FAMILIES AND
OTHER COMMUNITY MEMBERS:
Standard
4.1
Collaborate
w/ Families
and Other
Community
Members
Does Not Meet Expectation
Meets Expectation
Outstanding
 Candidate failed to
demonstrate the ability to
bring together the
resources of family and the
community to positively
affect student learning.
 Candidate failed to
demonstrate the ability to
involve families in the
education of their children
based on the belief that
families have the best
interests of their children in
mind.
 Candidate failed to
demonstrate the ability to
use public information and
research-based knowledge
of issues and trends to
collaborate with families
and community members.
 Candidate failed to
demonstrate how to apply
community relations
models, marketing
strategies and processes,
data-based decisionmaking, and
communication theory to
create frameworks for
school, family, business,
community, government,
and higher education
partnerships.
 Candidate failed to
demonstrate how to
develop various methods of
outreach aimed at
business, religious,
political, and service
organizations.
 Candidate failed to
demonstrate the ability to
involve families and other
stakeholders in school
decision-making processes,
 Candidate demonstrated
the ability to bring together
the resources of family
and the community to
positively affect student
learning.
 Candidate demonstrated
the ability to involve
families in the education of
their children based on the
belief that families have
the best interests of their
children in mind.
 Candidate demonstrated
the ability to use public
information and researchbased knowledge of
issues and trends to
collaborate with families
and community members.
 Candidate demonstrated
the ability to apply
community relations
models, marketing
strategies and processes,
data-based decisionmaking, and
communication theory to
create frameworks for
school, family, business,
community, government,
and higher education
partnerships.
 Candidate demonstrated
the ability to develop
various methods of
outreach aimed at
business, religious,
political, and service
organizations.
 Candidate demonstrated
the ability to involve
families and other
stakeholders in school
decision-making
processes, reflecting an
 Candidate demonstrated
at a high level of
proficiency the ability to
bring together the
resources of family and
the community to
positively affect student
learning.
 Candidate demonstrated
at a high level of
proficiency the ability to
involve families in the
education of their children
based on the belief that
families have the best
interests of their children
in mind.
 Candidate demonstrated
at a high level of
proficiency the ability to
use public information
and research-based
knowledge of issues and
trends to collaborate with
families and community
members.
 Candidate demonstrated
at a high level of
proficiency how to apply
community relations
models, marketing
strategies and processes,
data-based decisionmaking, and
communication theory to
create frameworks for
school, family, business,
community, government,
and higher education
partnerships.
 Candidate demonstrated
at a high level of
proficiencyhow to develop
various methods of
outreach aimed at
business, religious,
reflecting an understanding
that schools are an integral
part of the larger
community.
 Candidate failed to
demonstrate the ability to
collaborate with community
agencies to integrate
health, social, and other
services.
 Candidate failed to
demonstrate the ability to
develop a comprehensive
program of community
relations and demonstrated
the ability to work with the
media.
 Candidate does not
demonstrate the ability to
collaborate with families
and other community
members using relevant
Lakota values; honesty,
courage, fortitude, respect,
generosity and wisdom
understanding that
schools are an integral
part of the larger
community.
 Candidate demonstrated
the ability to collaborate
with community agencies
to integrate health, social,
and other services.
 Candidate demonstrated
the ability to develop a
comprehensive program of
community relations and
demonstrated the ability to
work with the media.
 Candidate
demonstrates the ability
to collaborate with
families and other
community members
using relevant Lakota
values; honesty, courage,
fortitude, respect,
generosity and wisdom
political, and service
organizations.
 Candidate demonstrated
at a high level of
proficiency the ability to
involve families and other
stakeholders in school
decision-making
processes, reflecting an
understanding that
schools are an integral
part of the larger
community.
 Candidate demonstrated
at a high level of
proficiency the ability to
collaborate with
community agencies to
integrate health, social,
and other services.
 Candidate demonstrated
at a high level of
proficiency the ability to
develop a comprehensive
program of community
relations and
demonstrated the ability
to work with the media.
 Candidate
demonstrates, in detail,
the ability to collaborate
with families and other
community members
using relevant Lakota
values; honesty,
courage, fortitude,
respect, generosity and
wisdom
Standard
4.2
Does Not Meet Expectation
1
Meets Expectation
2
Outstanding
3
4.2: Respond to Community Interest and Needs
ASSESSMENT OF THE CANDIDATE’S ABILITY TO RESPOND TO COMMUNITY INTERESTS
AND NEEDS:
Standard
4.2
Respond to
Community
Interests
and Needs
Does Not Meet Expectation
Meets Expectation
Outstanding
 Candidate failed to
demonstrate active
involvement within the
community, including
interactions with individuals
and groups with conflicting
perspectives.
 Candidate failed to
demonstrate how to use
appropriate assessment
strategies and research
methods to understand and
accommodate diverse
school and community
conditions and dynamics.
 Candidate failed to
demonstrate how to provide
leadership to programs
serving students with
special and exceptional
needs.
 Candidate failed to
demonstrate the ability to
capitalize on the diversity
(cultural, economic and
special interests groups) of
the school community to
improve school programs
and meet the diverse needs
of all students.
 Candidate does not
demonstrate the ability to
respond to community
interests and needs using
relevant Lakota values;
honesty, courage,
fortitude, respect,
generosity and wisdom
 Candidate demonstrated
active involvement within
the community, including
interactions with
individuals and groups
with conflicting
perspectives.
 Candidate demonstrated
the ability to use
appropriate assessment
strategies and research
methods to understand
and accommodate diverse
school and community
conditions and dynamics.
 Candidate demonstrated
the ability to provide
leadership to programs
serving students with
special and exceptional
needs.
 Candidate demonstrated
the ability to capitalize on
the diversity (cultural,
economic and special
interests groups) of the
school community to
improve school programs
and meet the diverse
needs of all students.
 Candidate
demonstrates the ability
to respond to community
interests and needs using
relevant Lakota values;
honesty, courage,
fortitude, respect,
generosity and wisdom
 Candidate demonstrated
at a high level of
proficiency active
involvement within the
community, including
interactions with
individuals and groups
with conflicting
perspectives.
 Candidate demonstrated
at a high level of
proficiency the ability to
use appropriate
assessment strategies
and research methods to
understand and
accommodate diverse
school and community
conditions and dynamics.
 Candidate demonstrated
at a high level of
proficiency how to
provide leadership to
programs serving
students with special and
exceptional needs.
 Candidate demonstrated
at a high level of
proficiency the ability to
capitalize on the diversity
(cultural, economic and
special interests groups)
of the school community
to improve school
programs and meet the
diverse needs of all
students.
 Candidatedemonstrates,
in detail, the ability to
respond to community
interests and needs using
relevant Lakota values;
honesty, courage,
fortitude, respect,
generosity and wisdom
Standard
4.3
Does Not Meet Expectation
1
Meets Expectation
2
Outstanding
3
4.3: Mobilize Community Resources
ASSESSMENT OF THE CANDIDATE’S ABILITY TO MOBILIZE COMMUNITY RESOURCES:
Standard
4.3
Mobilize
Community
Resource
Does Not Meet
Expectation
 Candidate failed to
demonstrate an
understanding of and
ability to use community
resources, including
youth services, to support
student achievement,
solve school problems,
and achieve school
goals.
 Candidate failed to
demonstrate how to use
school resources and
social service agencies to
serve the community.
 Candidate failed to
demonstrate an
understanding of ways to
use public resources and
funds appropriately and
efficiently to encourage
communities to provide
new resources to address
emerging student
problems.
 Candidate does not
demonstrate the ability to
mobilize community
resources using relevant
Lakota values; honesty,
courage, fortitude,
respect, generosity and
wisdom
Meets Expectation
 Candidate demonstrated
an understanding of and
ability to use community
resources, including
youth services, to
support student
achievement, solve
school problems, and
achieve school goals.
 Candidate demonstrated
the ability to use school
resources and social
service agencies to
serve the community.
 Candidate demonstrated
an understanding of
ways to use public
resources and funds
appropriately and
efficiently to encourage
communities to provide
new resources to
address emerging
student problems.
 Candidate
demonstrates the ability
to mobilize community
resources using relevant
Lakota values; honesty,
courage, fortitude,
respect, generosity and
wisdom
Outstanding
 Candidate
demonstrated at a high
level of proficiency an
understanding of and
ability to use
community resources,
including youth
services, to support
student achievement,
solve school problems,
and achieve school
goals.
 Candidate
demonstrated at a high
level of proficiency how
to use school resources
and social service
agencies to serve the
community.
 Candidate
demonstrated at a high
level of proficiency an
understanding of ways
to use public resources
and funds appropriately
and efficiently to
encourage communities
to provide new
resources to address
emerging student
problems.
 Candidate
demonstrates, in detail,
the ability to mobilize
community resources
using relevant Lakota
values; honesty,
courage, fortitude,
respect, generosity and
wisdom
Standard
5.1
5.2
5.3
Does Not Meet Expectation
1
1
1
Meets Expectation
2
2
2
Outstanding
3
3
3
5.1: Acts with Integrity
5.2: Acts Fairly
5.3: Acts Ethically
ASSESSMENT OF THE CANDIDATE’S ABILITY TO ACT WITH INTEGRITY, FAIRLY, AND IN AN
ETHICAL MANNER:
Standard
5.1
Acts with
Integrity
5.2
Acts Fairly
5.3
Acts
Ethically
Does Not Meet Expectation
 Candidate failed to
demonstrates respect for
the rights of others with
regard to confidentiality
and dignity and how to
engage in honest
interactions, using relevant
Lakota values; honesty,
courage, fortitude, respect,
generosity and wisdom
 Candidate failed to
demonstrate the ability to
combine impartiality,
sensitivity to student
diversity, and ethical
considerations; using
relevant Lakota values;
honesty, courage,
fortitude, respect,
generosity and wisdomin
their interactions with
others.
 Candidate failed to
demonstrate how to make
and explain decisions
based upon ethical and
legal principles, using
relevant Lakota values;
honesty, courage,
fortitude, respect,
generosity and wisdom
Meets Expectation
 Candidate
demonstrates respect for
the rights of others with
regard to confidentiality
and dignity and how to
engage in honest
interactions, using
relevant Lakota values;
honesty, courage,
fortitude, respect,
generosity and wisdom
 Candidate
demonstrates the ability
to combine impartiality,
sensitivity to student
diversity, and ethical
considerations; using
relevant Lakota values
honesty, courage,
fortitude, respect,
generosity and wisdomin
their interactions with
others.
 Candidate
demonstrates the ability
to make and explain
decisions based upon
ethical and legal
principles, using relevant
Lakota values; honesty,
courage, fortitude,
respect, generosity and
wisdom
Outstanding
 Candidate
demonstrates with a high
level of proficiency
respect for the rights of
others with regard to
confidentiality and dignity
and how to engage in
honest interactions, using
relevant Lakota values;
honesty, courage,
fortitude, respect,
generosity and wisdom.
 Candidate
demonstrates at a high
level of proficiency the
ability to combine
impartiality, sensitivity to
student diversity, and
ethical considerations;
using relevant Lakota
values; honesty, courage,
fortitude, respect,
generosity and wisdom in
their interactions with
others.
 Candidate
demonstrates at a high
level of proficiency how to
make and explain
decisions based upon
ethical and legal
principles, using relevant
Lakota values; honesty,
courage, fortitude,
respect, generosity and
wisdom
Standard
6.1
Does Not Meet Expectation
1
Meets Expectation
2
Outstanding
3
6.1: Understands the Larger Context
ASSESSMENT OF THE CANDIDATE’S ABILITY TO UNDERSTAND THE LARGER CONTEXT:
Standard
6.1
Understand
Larger
Context
Does Not Meet
Expectation
Meets Expectation
Outstanding
 Candidate failed to act as
an informed consumer of
educational theory and
concepts appropriate to
school context and failed
to demonstrate how to
apply appropriate
research methods to a
school context.
 Candidate failed to the
ability to explain how the
legal and political
systems and institutional
frameworks of schools
have shaped a school
and community, as well
as the opportunities
available to children and
families in a particular
school.
 Candidate failed to
demonstrate the ability to
analyze the complex
causes of poverty and
other disadvantages and
their effects on families,
communities, children,
and learning.
 Candidate failed to
demonstrate an
understanding of the
policies, laws, and
regulations enacted by
tribal, local, state, and
federal authorities that
affect schools, especially
those that might improve
educational and social
opportunities.
 Candidate failed to
demonstrate the ability to
describe the economic
factors shaping a local
community and the
effects economic factors
have on local schools.
 Candidate acted as an
informed consumer of
educational theory and
concepts appropriate to
school context and
demonstrated how to
apply appropriate research
methods to a school
context.
 Candidate demonstrated
the ability to explain how
the legal and political
systems and institutional
frameworks of schools
have shaped a school and
community, as well as the
opportunities available to
children and families in a
particular school.
 Candidate demonstrated
the ability to analyze the
complex causes of poverty
and other disadvantages
and their effects on
families, communities,
children, and learning.
 Candidate demonstrated
an understanding of the
policies, laws, and
regulations enacted by
tribal, local, state, and
federal authorities that
affect schools, especially
those that might improve
educational and social
opportunities.
 Candidate demonstrated
the ability to describe the
economic factors shaping
a local community and the
effects economic factors
have on local schools.
 Candidate demonstrated
the ability to analyze and
describe the diversity in a
school community.
 Candidate acted at a high
level of proficiency as an
informed consumer of
educational theory and
concepts appropriate to
school context and
demonstrated how to
apply appropriate
research methods to a
school context.
 Candidate demonstrated
at a high level of
proficiency the ability to
explain how the legal and
political systems and
institutional frameworks
of schools have shaped a
school and community,
as well as the
opportunities available to
children and families in a
particular school.
 Candidate demonstrated
at a high level of
proficiency the ability to
analyze the complex
causes of poverty and
other disadvantages and
their effects on families,
communities, children,
and learning.
 Candidate demonstrated
at a high level of
proficiency an
understanding of the
policies, laws, and
regulations enacted by
tribal, local, state, and
federal authorities that
affect schools, especially
those that might improve
educational and social
opportunities.
 Candidate demonstrated
at a high level of
proficiency the ability to
 Candidate failed to
demonstrate the ability to
analyze and describe the
diversity in a school
community.
 Candidate failed to
describe community
norms and values and
how they relate to the role
of the school in promoting
social justice.
 Candidate failed to
demonstrate the ability to
explain various theories
of change and conflict
resolution and the
appropriate application of
those models to specific
communities.
 Candidate does not
demonstrate relevant
Lakota values; honesty,
courage, fortitude,
respect, generosity and
wisdom
 Candidate can describe
community norms and
values and how they relate
to the role of the school in
promoting social justice.
 Candidate demonstrated
the ability to explain
various theories of change
and conflict resolution and
the appropriate application
of those models to specific
communities.
 Candidate
demonstrates relevant
Lakota values; honesty,
courage, fortitude,
respect, generosity and
wisdom
describe the economic
factors shaping a local
community and the
effects economic factors
have on local schools.
 Candidate demonstrated
at a high level of
proficiency the ability to
analyze and describe the
diversity in a school
community.
 Candidate at a high level
of proficiency can
describe community
norms and values and
how they relate to the role
of the school in promoting
social justice.
 Candidate demonstrated
at a high level of
proficiency the ability to
explain various theories
of change and conflict
resolution and the
appropriate application of
those models to specific
communities.
 Candidate
demonstrates, with
proficiency, relevant
Lakota values; honesty,
courage, fortitude,
respect, generosity and
wisdom
Standard
6.2
Does Not Meet Expectation
1
Meets Expectation
2
Outstanding
3
6.2: Responds to Larger Context
Recommended Activities:
o Develop a brochure on student health or fitness and report to the faculty
o Coordinate open houses, parent-teacher conferences, etc.
ASSESSMENT OF THE CANDIDATE’S ABILITY TO RESPOND TO LARGER CONTEXT:
Standard
6.2
Respond
to Larger
Context
Does Not Meet Expectation
Meets Expectation
Outstanding
 Candidate failed to
demonstrate the ability to
communicate with
members of a school
community concerning
trends, issues, and
potential changes in the
environment in which the
school operates including
maintenance of an ongoing
dialogue with
representatives of diverse
community groups.
 Candidate does not
demonstrate relevant
Lakota values; honesty,
courage, fortitude, respect,
generosity and wisdom in
responding to the larger
community
 Candidate demonstrated
the ability to
communicate with
members of a school
community concerning
trends, issues, and
potential changes in the
environment in which the
school operates including
maintenance of an
ongoing dialogue with
representatives of diverse
community groups.
 Candidate
demonstrates relevant
Lakota values; honesty,
courage, fortitude,
respect, generosity and
wisdom in responding to
the larger community
 Candidate demonstrated
at a high level of
proficiency the ability to
communicate with
members of a school
community concerning
trends, issues, and
potential changes in the
environment in which the
school operates including
maintenance of an
ongoing dialogue with
representatives of diverse
community groups.
 Candidate
demonstrates, with
proficiency, relevant
Lakota values honesty,
courage, fortitude,
respect, generosity and
wisdom in responding to
the larger community
Standard
6.3
Does Not Meet Expectation
1
Meet Expectation
2
Outstanding
3
6.3: Influence the Larger Context
ASSESSMENT OF THE CANDIDATE’S ABILITY TO INFLUENCE THE LARGER CONTEXT:
Standard
6.3
Influence
the
Larger
Context
Does Not Meet Expectation
Meets Expectation
Outstanding
 Candidate failed to
demonstrate the ability to
engage students, parents,
and other members of the
community in advocating
for adoption of improved
policies and laws.
 Candidate failed to
demonstrate how to apply
understanding of the
larger political, social,
economic, legal, and
cultural context to develop
activities and policies that
benefit students and their
families.
 Candidate failed to
demonstrate how to
advocate for policies and
programs that promote
equitable learning
opportunities and success
for all students, regardless
of socioeconomic
background, ethnicity,
gender, disability, or other
individual characteristics.
 Candidate does not
demonstrate relevant
Lakota values; honesty,
courage, fortitude,
respect, generosity and
wisdom in influencing the
larger context
 Candidate demonstrated
the ability to engage
students, parents, and
other members of the
community in advocating
for adoption of improved
policies and laws.
 Candidate demonstrated
how to apply
understanding of the
larger political, social,
economic, legal, and
cultural context to develop
activities and policies that
benefit students and their
families.
 Candidate demonstrate the
ability to advocate for
policies and programs that
promote equitable learning
opportunities and success
for all students, regardless
of socioeconomic
background, ethnicity,
gender, disability, or other
individual characteristics.
 Candidate
demonstrates relevant
Lakota values; honesty,
courage, fortitude,
respect, generosity and
wisdom in influencing the
larger context
 Candidate demonstrated
at a high level of
proficiency the ability to
engage students, parents,
and other members of the
community in advocating
for adoption of improved
policies and laws.
 Candidate demonstrated
at a high level of
proficiency the ability to
apply understanding of the
larger political, social,
economic, legal, and
cultural context to develop
activities and policies that
benefit students and their
families.
 Candidate demonstrated at
a high level of proficiency
how to advocate for
policies and programs that
promote equitable learning
opportunities and success
for all students, regardless
of socioeconomic
background, ethnicity,
gender, disability, or other
individual characteristics.
 Candidate
demonstrates, with
proficiency, relevant
Lakota values; honesty,
courage, fortitude,
respect, generosity and
wisdom in influencing the
larger context
Candidate’s Name ____________________
Date ________________
Please total the overall score for the 15 ELCC internship elements above.
TOTAL SCORE _______/ 15 elements = TOTAL SCALE SCORE__________
References
1. University of Oklahoma; Educational Administration, Curriculum, and Supervision (EACS) program,
1/10/07. http://education.ou.edu/departments_1/eacs_course_listing/
Attachment H
Employer Satisfaction Survey
OGLALA LAKOTA COLLEGE
GRADUATE STUDIES DEPARTMENT
EDUCATION ADMINISTRATION
EMPLOYER SATISFACTION SURVEY
First year administrator______
3rd year Administrator______
Supervisor Name: __________________________Position title: _____________________
Name of school: __________________________________________________________
Telephone: ____________________________________________
Employee Name: ______________________________Position title: _____________________
How long have you supervised the employee: _____ Years employed as administrator:______
As a supervisor for a graduate of the Oglala Lakota College Lakota Leadership and Management:
Education Administration Program, we are inviting you to participate in an employee satisfaction
survey.
The purpose of the following evaluation is to demonstrate the graduates ability to support student
learning and development within a school system, enhance curricula and programing for the Lakota
Leadership and Management: Education Administration degree program. The raw scores and data
analysis will be used to demonstrate evidence of employee satisfaction within reports. Your
confidentiality is held in highest regard. By completing this survey you are giving consent to
participate within this evaluation.
Please use the following rubric to indicate the extent to which you believe best describes the
employee. Respond by circling the number in the appropriate scoring box. At the end of this survey
you are asked to complete eight open ended questions.
1. Insufficient – employee performance is insufficient and unsatisfactory. Demonstrates little to
no evidence in meeting this element.
2. Emergent – employee performance is emerging and needs further development somewhat
satisfied. Demonstrates only partial evidence in meeting this element; more evidence is
needed before determining proficiency with respect to this element.
3. Proficient –employee performance is proficient and satisfactory. Employee demonstrates
sufficient evidence in the element. Employee met this element at a basic level.
4. Outstanding – employee performance is outstanding and highly satisfactory. Employee
demonstrates evidence of exceeding the demands of this standard.
Standard 1: Candidates who complete the program are educational Lakota leaders who have the
knowledge and ability to promote the success of all students by facilitating the development,
articulation, implementation, and stewardship of a school vision of learning supported by the school
community
1.1 Develop a vision
Employee is able to enhance the existing school vision
to promote the success of all students
Employee is able to enhance the vision by utilizing
relevant knowledge in diverse cultural, social, and
economic setting.
1.2 Articulate a vision
Employee is able to articulate the components of the
vision for a school and the leadership processes
necessary to implement and support the vision
Employee is able to 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.
Employee is able to demonstrate the ability to
communicate the vision to staff, parents, students, and
community members.
1.4 Steward a vision
Employee is able to demonstrate an understanding of
the role of effective communication skills within a
shared vision.
Employee is able to assist in designing or adopting a
system for using data based research strategies to
regularly monitor, evaluate, and revise the vision
Employee is able to exhibit stewardship of the vision
through various methods.
Insufficient
Emergent
Proficient
Outstanding
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
Standard 2: Candidates who complete the program are educational Lakota leaders who have the
knowledge and ability to promote the success of all students by promoting a positive school culture,
providing an effective instructional program, applying best practices to student learning, and
designing comprehensive professional growth plans for staff
2.1 Promote Positive School Culture
Employee works to promote positive school culture
using multiple methods and implement contextappropriate strategies that capitalize on the of the
school community.
2.2 Provide Effective Instructional Program
Employee demonstrates the ability to facilitate
activities that apply principles of effective instruction.
Employee demonstrates the ability to make
recommendations regarding the design,
implementation, and evaluation of a curriculum that
accommodates learners’ diverse needs.
Employee demonstrates the ability to promote, use, and
monitor technology and information systems to enrich
curriculum and instruction.
2.3 Apply Best Practice to Student Learning
Employee demonstrates the ability to assist school
personnel in understanding and applying best practices
for student learning
Insufficient
Emergent
Proficient
Outstanding
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
Employee demonstrates an understanding of how to
use appropriate research strategies to promote an
environment for improved student achievement
2.4 Design Comprehensive Professional Growth Plans
Employee demonstrates an ability to implement wellplanned and relevant professional development
programs consistent with the school vision and goals.
Employee demonstrates the ability to use appropriate
strategies to form comprehensive professional growth
plans with teachers and other school personnel.
1
2
3
4
1
2
3
4
1
2
3
4
Standard 3: Candidates who complete the program are educational Lakota leaders who have the
knowledge and ability to promote the success of all students by managing the organization,
operations, and resources in a way that promotes a safe, efficient, and effective learning environment
Employee demonstrates the ability to optimize
appropriate models and principles of organizational
development and management.
Employee develops a plan of action that focuses on
effective organization and management of fiscal,
human, and material resources, promoting student
learning.
3.2 Manage Operations
Employee demonstrates ability to collaborate with
colleagues and staff in planning and conducting
operations.
Employee demonstrates an understanding of how to
apply legal principles to promote educational equity
and provide safe, effective, and efficient facilities.
3.3 Manage Resources
Employee uses problem-solving skills and knowledge
of strategic and operational planning that focuses on
teaching and learning.
Employee creatively seeks new resources to facilitate
learning.
Employee applies and assesses current technologies for
school management, business procedures, and
scheduling
Insufficient
Emergent
Proficient
Outstanding
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
Standard 4: Candidates who complete the program are educational Lakota leaders who have the
knowledge and ability to promote the success of all students by collaborating with families and other
community members, responding to diverse community interests and needs, and mobilizing
community resources
Insufficient
4.1 Collaborate with families and other community members
Employee demonstrates an ability to bring together the
resources of Tiwahe (family) members and the Oyate
1
(community) to affect student learning positively.
Employee demonstrate the ability to involve Tiwahe
(families) and other stakeholders in school decisionmaking processes, reflecting an understanding that
1
schools are an integral part of the (Oyate) larger
community
Employee demonstrates the ability to collaborate with
community agencies to integrate health, social, and
1
other services
Emergent
Proficient
Outstanding
2
3
4
2
3
4
2
3
4
Employee develops a comprehensive program of
community relations and demonstrate the ability to
work with the media
4.2 Respond to community interest and needs
Employee demonstrates active involvement within the
Oyate (community), including interactions with
individuals and groups with conflicting perspectives
Employee demonstrates the ability to use appropriate
assessment strategies and research methods to
understand and accommodate diverse school and Oyate
(community) conditions and dynamics
Employee provides leadership to programs serving
students with special and exceptional needs
Employee demonstrates the ability to capitalize on the
diversity of the school community to improve school
programs and meet the diverse needs of all students
4.3 Mobilize community resources
Employee demonstrates an understanding of how to
use community resources to support student
achievement, solve school problems, and achieve
school goals.
Employee demonstrates how to use school resources
and social service agencies to serve the Oyate
(community)
Employee demonstrates an understanding of ways to
use resources appropriately and effectively collaborate
with Oyate (communities) and grassroots
organizations.
Employees demonstrates an ability to involve families
in the education of their children based on the belief
that Tiwahe (families) have the best interests of their
Wakanyeja (children) in mind
Employee applies an understanding of community
relations and marketing strategies to build and enhance
frameworks for educational community and
stakeholders.
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
Standard 5: Candidates who complete the program are educational Lakota leaders who have the
knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an
ethical manner
5.1 Acts with Integrity
Employee acts with integrity, respect for individual
rights in regards to confidentiality and the Wolakota
perspective
5.2 Acts Fairly
Employee exhibits Okolakiciye (helping one another)
perspective by having a fair and non-bias sensitivity to
student diversity, and their interactions with others
5.3 Acts Ethically
Employee is ethical and utilizes the Lakota philosophy
of working for with and among the people, rather than
above them, someone who lives for the people and
takes action that is for he people rather than for
personal and material gain
Insufficient
Emergent
Proficient
Outstanding
1
2
3
4
1
2
3
4
1
2
3
4
Standard 6: Candidates who complete the program are educational Lakota leaders who have the
knowledge and ability to promote the success of all students by understanding, responding to and
influencing the larger political, social, economic, legal and cultural context
6.2 Respond to the larger context
Employee demonstrates the ability to communicate
concerning social trends and issues, maintaining an
ongoing dialogue with representatives of diverse
community groups and grassroots organizations.
6.3 Influence the larger context
Employee demonstrates the ability to engage students,
parents, and other members of the Oyate (community)
in advocating for adoption of improved policies and
laws.
Employee applies their understanding of the larger
political, social structure, economic, legal, and cultural
context to develop activities and policies that are
relevant to the population
Employee advocates for policies and programs that
promote equitable learning opportunities and success
for all students, regardless of socioeconomic
background, ethnicity, gender, disability, or other
individual characteristics
Satisfaction of graduate student
Employee is fully prepared as an Educational Lakota
Leader within a school system
Employees’ disposition is positive and welcoming to
all teachers and staff
Employees’ disposition is positive and welcoming to
parents and community
Insufficient
Emergent
Proficient
Outstanding
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1. Do you feel the employee is fully prepared as an Educational Lakota leader within your school?
Please explain
2. Describe the employee disposition in working with teachers and staff.
3. Describe the employee disposition in working with parents and community.
4. What are the strengths of the employee?
5. What are the weaknesses of the employee?
6. In what ways could the employee improve?
7. What are some successes of the employee in this academic year?
8. Overall, how satisfied are you with the employees’ performance?
Attachment I
School Community Action Project
Rubric
Graduate Studies
Community Action Project/School Community Action Project Assessment
ITOKAGATA (South) Capstone experience
Community Action Project and School Community Action Project/Internship and
Induction
Itokagata, the Cardinal Direction for South is represented by the color white. This direction is also
known as the WamakaskanSitomni or the Animal Nation. The Animal Nation teaches us how to live
and work together living in harmony with UnciMaka (Grandmother Earth). These teachings
strengthen our understanding of the world and create a solid foundation in preparing the candidates
for their educational journey. Candidates recognize their origins and demonstrate their appreciations
(Bear Shield, et al., 2000). This is the fourth stage of the educational journey where the candidates
demonstrate their leadership skills by developing a community action project or School Community
Action/internship project to recognize identify and propose possible solutions.Candidates reflect on
their first year within the profession. Candidates are required to demonstrate WacanteOgnaka
meaning compassion and generosity. Effective Lakota leaders demonstrate compassion and
generosity through the delivery and giving of their knowledge, skills and ability to the educational
and local communities.
Lakota Leadership and Management: Education Administration Capstone experience
LMEA 796
WayawaTiyospayeWoecunWicokan
(School Community Action Project/Internship)
The School Community Action Project (SCAP) is original research designed collaboratively by the
candidate and a faculty advisor. Results of said or the research are presentation and implementation
of project. The process: Topic selection, proposal submission, project development, project
documentation (technical paper), and a semester of internship that culminates an implementation of
School Community Action Project (SCAP). Internship is on-the-job experience while implementing
SCAP, under the supervision of Graduate program staff. Internship is part of the School Community
Action Project (SCAP) course. Internship is designed to take place over a period of two (2) semesters
serving under a licensed principal at elementary, middle, or secondary level. Candidates are required
to have completed thirty (30) hours of their program before applying for Internship. Candidates can
be placed in any accredited South Dakota school and schools in other states having reciprocity with
South Dakota. Director of Graduate Programs and faculty of LMEA 796 will supervise Candidates
serving an internship. Note: only those Candidates who have completed 30 hours of the program may
register for this course. Prerequisite: All core and professional core requirements 30 credit hours. 6
graduate credits
Program Goal: Candidates will design, interpret, and demonstrate the nature and significance of research,
providing opportunities for application and implementation in Native communities.Meets the following
ELCC standards:1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 4.1, 4.2, 4.3, 6.1, 6.2, and 6.3
The rubric consists of 7 components. Each component is scored using a scale score of 0-3; three points for
Outstanding = highly prepared and qualified to be an educational leader within a school or educational institution.
Two points for Acceptable = appropriately prepared and qualified to be an educational leader with the school or
educational institution, and one point for unacceptable = unprepared to be an educational leader within the school or
educational institution, zero points for not completing the SCAP.
Student name_______________________________________ Year graduated_____________________
Component to be
evaluated
Rating
Rating
Rating
Rating
Not Completing - 0
Unacceptable – 1
Acceptable – 2
Outstanding- 3
1. Topic selection:
Reflect the
students concerns
and must be
socially
meaningful and
have significance
to the reservation
community or
community being
served.
2. Does the project
show evidence of
involvement by
community
members in areas
of: 1)problem
formulation,
2)research and
3)data collection,
definition of an
action plan, and
project
evaluation?
Did not complete topic
selection process
The topic selection
Applies to one area: To the
student only or to the
reservation community, or
community of interest.
Topic addresses the
students concerns and is
significant to the
reservation community, or
community being served.
Topic addresses the
students concerns and
is significant to the
reservation community,
or community being
served, as well as
scholars
Did not complete
problem formulation,
research or data
collection
3. Fully
Development
Proposal;
Introduction,
Literature Review
and Proposed
Methods
Did not provide a
complete defined
purpose of study or
research questions.
Literature review and
methodology is not
fully developed
The project does not show
evidence of involvement
by community members in
only 1 area of:
 problem
formulation
 research
 data collection
definition of
action plan
 project
evaluation/discuss
ion
The project has a poorly
defined purpose of study
or research questions are
not clearly stated.
Literature has less than 25
research reports, books,
peer reviewed professional
journals to support
literature. 75% literature
from non-scholarly
sources. Methodology:
data gathering methods are
not appropriate for
answering the research
questions (s). Data
The project shows
evidence of involvement
by community members in
2 areas of:
 problem
formulation
 research
 data collection
 definition of
action plan
 project
evaluation/discuss
ion
The project has a good
purpose of study stated or
research questions(s)
developed. Literature has a
minimum of 25 research
report, books, peer
reviewed professional
journals to support
literature. 30% literature
from non-scholarly
sources. Methodology:
Data collection yields
detailed, accurate
information that
effectively answers
The project shows
evidence of
involvement by
community members in
3 or more areas of:
 problem
formulation
 research
 data collection
 definition of
action plan
 project
evaluation
The project has a good
purpose of study stated
or research questions(s)
developed. Literature
exceeds the minimum
of 25 research report,
books, peer reviewed
professional journals to
support literature. Only
20% from nonscholarly sources.
Methodology: Data
collection yields
thorough information
collection yields
superficial, mechanistic,
and/or fragmented
information that presents
generalizations or
incomplete answers
research question(s). Data
gathering methods are
inappropriate or illmatched for answering
research questions(s).
Overall information is
useful for individual
benefit.
Analysis is descriptive, not
interpretive: synthesis is
vague and provides no
content
research questions. Data
gathering methods are
projected to be appropriate
for answering the research
questions (s). Overall
information is interesting
and meaningful to the
topic content area,
Tiospaye.
that fully answers
research question (s).
Data gathering methods
are a natural match for
answering research
question (s): data is
projected to be
informative, insightful,
useful and socially
meaningful to the
topical content area,
Tiospaye and Oyate.
Analysis is helpful or
plausible that has meaning
and significance: the
synthesis makes sense and
provides context in
relation to the topic.
Discussion is appropriate
in regards to research
design and findings.
There is a detailed
analysis of the meaning
of the data.
Significance of data is
presented. Synthesis is
concise, yet provides
rich context.
Discussion clearly
connects research
design and findings.
4. Data
Collections,
Findings and
Analysis
Data collection,
findings and analysis
was not completed.
5. Discussion
Discussion is missing
or does not connect to
research design or
findings.
No plans for future
research projects are
provided
Discussion is vague in
providing relevance to
research design and
findings.
6. APA format
Lack of an attempt to
meet APA formatting
guidelines.
7. Mechanics of
Writing
Proper grammar usage
and mechanics are
missing. Organization
of thoughts is difficult
to read.
Format of the document is
not recognizable as APA
style. There are frequent
errors in the body of the
document. Frequent errors
in the APA reference
section.
Mistakes in
marginaligned. 12 point
font, Times New Roman
not used throughout.
Mistakes in document
alignment with table of
contents, list of tables,
figures, and appendixes.
Grammar, usage and
mechanics are poor.
The organization of
thoughts are not clearly
stated.
Research topic and
findings provide weak
recommendations and
contributions toward
expansion of research
Research topic and
findings provide
applicable
recommendations
contributing toward the
expansion of research
Format of APA style is
present with < 10 errors.
< 5 errors in the APA
reference section.
Proper alignment of
margins. Use of 12 point
font, Times New Roman is
used. Double spacing is
visible. Document is
properly aligned with table
of contents, list of tables,
figures, and appendixes.
Grammar, usage and
mechanics are good.
Organization of thoughts
are clearly stated
Research topic and
findings provide
innovative and
significant
recommendations
toward expansion of
research
APA form a clearly
defined without errors.
No errors in the APA
reference section.
Proper alignment of
margins. Use of 12
point font, Times New
Roman is used. Double
spacing is visible where
appropriate. Document
is properly aligned with
table of contents, list of
tables, figures, and
appendixes with no
errors.
Grammar, usage and
writing mechanics are
outstanding.
Organization of
thoughts clearly and
concisely stated
Attachment J
Internship Disposition Rating
(Pre/Post Self-Assessment)
INTERNSHIP DISPOSITION RATING
(PRE/POST SELF-ASSESSMENT)
Internship Professional Disposition Rating (IDR) (pre/post self-assessment) is designed to create
a profile of the candidate’s professional disposition in educational leadership. The IDR assists
the candidate in identifying their professional dispositions and discovering how their attitudes,
values and beliefs can have an impact on student learning and development, organizational
management and community relations.
PURPOSE:
Through self-assessment you will identify and evaluate their behavior, attitude, values, and
beliefs in the pre IDR. The post IDR will provide the learning experience in clinical practice to
implement professional, cultural, and ethical practices that incorporate fairness and equitable
services to all students and staff under the philosophy that all students can learn (NCATE, 2012).
The IDR is directly aligned with specific ELCC elements: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2,
3.3, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3 and 7.3. Collected data will assist the graduate studies
department in program evaluation and candidate assessment, contributing toward continued
program and curricular enhancement.
Read each knowledge and disposition statement. Circle the number that indicates the extent to
which the statement represents your practices at this current time. Please be reflective and honest
in your appraisal.
1. Little – candidate has little knowledge, skills, ability and disposition and does not possess the
contect knowledge, pedagogical or professional knowledge to be an effective school leader
2. Some – candidate has some knowledge, skills, ability and disposition to be a leader
3. Sufficient – candidate has sufficient knowledge, skills, ability and disposition to be an
effective leader
4. Exemplary – candidate is highly qualified and has exemplary knowledge, skills, ability and
disposition to be an effective learder
CANDIDATE NAME: ________________________
PRE______/ POST ______
ELCC Standard 1
Lakota Leaders in Educational Administration who have the knowledge and ability to
promote the success of all students by facilitating the development, articulation,
implementation, and stewardship of a school vision of learning supported by the school
community
To what extent do I have a CURRENT PERSONAL
MASTERY of the following Knowledge Indicators:
LITTLE
1
SOME
2
SUFFICIENT
3
EXEMPLARY
4
the principles of developing and implementing strategic
plans
1
2
3
4
3.
theories of leadership
1
2
3
4
4.
information sources, data collection, and data analysis
strategies
1
2
3
4
5.
effective communications
1
2
3
4
6.
effective consensus-building and negotiation skills
1
2
3
4
LITTLE
1
SOME
2
SUFFICIENT
3
EXEMPLARY
4
1.
learning goals in a pluralistic society
2.
To what extent do I have a CURRENT PERSONAL BELIEF,
VALUE AND COMMITMENT in the following Disposition
indicators:
7.
the educability of all students
8.
a school vision of high standards of learning
1
2
3
4
9.
continuous school improvement
1
2
3
4
10. the inclusion of all members of the school community
1
2
3
4
11. *the knowledge, skills, and values, belief, and life-style
needed to become successful Lakota leaders impacting
people and societies
1
2
3
4
12. *a willingness to continuously examine one’s own way
of knowing and doing, beliefs, and values
1
2
3
4
13. doing the work required for high levels of personal and
organization performance
1
2
3
4
14. *integrating knowledge and qualities necessary for
Wolakota leadership
15. *working for, with and among the people, rather than
above them, lives for the people taking action this is for
the people rather than for personal and material gain
1
2
3
4
1
2
3
4
Standard 1: Average = Total /15 Average = _________
ELCC Standard 1
Notes:
CANDIDATE NAME: ________________________
PRE______/ POST ______
ELCC Standard 2
Lakota Leaders in Educational Administration who have the knowledge and ability to
promote the success of all students by promoting a positive school culture, providing an
effective instructional program, applying best practice to student learning, and designing
comprehensive professional growth plans for staff
To what extent do I have a CURRENT PERSONAL MASTERY of the following
Knowledge indicators:
LITTLE
1
SOME
2
SUFFICIENT
3
EXEMPLARY
4
applied learning theories
1
2
3
4
3.
applied motivational theories
1
2
3
4
4.
comprehensive, rigorous and coherent curriculum program including Lakota
perspective
1
2
3
4
5.
principles of effective instruction
1
2
3
4
6.
assessment and accountability systems to monitor student progress both
academically and culturally
1
2
3
4
7.
understanding diversity in educational programs
1
2
3
4
8.
adult learning and professional development models
1
2
3
4
9.
the change process for systems, organizations and individuals within a variety of
school systems [BIE, public, private; on/off reservations]
1
2
3
4
10. the role of technology in promoting student learning and professional growth
1
2
3
4
11. school cultures and instructional programs conducive to the Lakota perspective
1
2
3
4
12. develop instructional and leadership capacity of staff
1
2
3
4
LITTLE
1
SOME
2
SUFFICIENT
3
EXEMPLARY
4
14 the proposition that all students can learn
1
2
3
4
15 a variety of ways in which teachers can teacher
1
2
3
4
16 lifelong learning for self and others
1
2
3
4
17 professional development as an integral part of school improvement
1
2
3
4
18 the benefits that diversity brings to the school community
1
2
3
4
19 a safe and supportive learning environment
1
2
3
4
20 preparing students to be contributing members of society
1
2
3
4
21 the partnership and collaboration with and among staff
1
2
3
4
1.
student growth and development
2.
To what extent do I have a CURRENT PERSONAL BELIEF, VALUE AND
COMMITMENT in the following Disposition indicators:
13 student learning as the fundamental purpose of schooling
Standard 2: Average = Total /21 Average = _________
ELCC Standard 2
Notes:
CANDIDATE NAME: ________________________
PRE______/ POST ______
Standard 3
Lakota Leaders in Educational Administration who have the knowledge and ability to
promote the success of all students by managing the organization, operations, and
resources in a way that promotes a safe, efficient, and effective learning environment.
To what extent do I have a CURRENT PERSONAL MASTERY of the following
Knowledge indicators:
LITTLE
1
SOME
2
SUFFICIENT
3
EXEMPLARY
4
operational procedures at the school and district level
1
2
3
4
3.
principles and issues relating to school safety and security
1
2
3
4
4.
human resources management and development
1
2
3
4
5.
principles and issues relating to fiscal operations of school management
1
2
3
4
6.
principles and issues relating to school facilities and use of space
1
2
3
4
7.
legal issues impacting school operations
1
2
3
4
8.
current technologies that support management functions
1
2
3
4
LITTLE
1
SOME
2
SUFFICIENT
3
EXEMPLARY
4
10. taking risks to improve schools
1
2
3
4
11. trusting people and their judgment
1
2
3
4
12. accepting responsibility
1
2
3
4
13. high-quality standards, expectation, and performances
1
2
3
4
14. involving stakeholders in management processes
1
2
3
4
15. a safe environment that affirms the dignity and worth of all students
1
2
3
4
16. honors, values, and demonstrates regard for oneself and others
1
2
3
4
17. high ethical standards within professional and personal communications
1
2
3
4
1.
theories and models of organizations and the principles of organizational
development
2.
To what extent do I have a CURRENT PERSONAL BELIEF, VALUE AND
COMMITMENT in the following Disposition indicators:
9.
making management decisions to enhance learning and teaching
Standard 3: Average = Total /17 Average = _________
ELCC Standard 3
Notes:
CANDIDATE NAME: ________________________
PRE______/ POST ______
ELCC Standard 4
Lakota Leaders in Educational Administration who have the knowledge and ability to
promote the success of all students by collaborating with families and other community
members, responding to diverse community interests and needs, and mobilizing
community resources
To what extent do I have a CURRENT PERSONAL MASTERY of the following
Knowledge indicators:
LITTLE
1
SOME
2
SUFFICIENT
3
EXEMPLARY
4
the conditions and dynamics of the diverse school community
1
2
3
4
3.
mobilizing community resources
1
2
3
4
4.
community relations and marketing strategies and processes
1
2
3
4
5.
successful models of school, family, business, community, government and
higher education partnerships
1
2
3
4
LITTLE
1
SOME
2
SUFFICIENT
3
EXEMPLARY
4
1.
emerging issues and trends that potentially impact the school community
2.
To what extent do I have a CURRENT PERSONAL BELIEF, VALUE AND
COMMITMENT in the following Disposition indicators:
6.
schools operating as an integral part of the larger community
7.
collaboration and communication with families and grassroots organizations
1
2
3
4
8.
involvement of families and other stakeholders in school decision-making
processes
1
2
3
4
9.
inclusion of all members of the school community
1
2
3
4
10. families as partners in the education of their children
1
2
3
4
11. the proposition that families have the best interests of their children in mind
1
2
3
4
12. mobilizing community resources to benefit children
1
2
3
4
13. an informed public
1
2
3
4
14. respects cultural perspectives and expectations within a community context
1
2
3
4
Standard 4: Average = Total /14 Average = _________
ELCC Standard 4
Notes:
CANDIDATE NAME: ________________________
PRE______/ POST ______
ELCC Standard 5
Lakota Leaders in Educational Administration who have the knowledge and ability to
promote the success of all students by acting with integrity, fairness, and in an ethical
manner
To what extent do I have a CURRENT PERSONAL MASTERY of the following
Knowledge indicators:
LITTLE
1
SOME
2
SUFFICIENT
3
EXEMPLARY
4
various ethical frameworks and perspectives on ethics
1
2
3
4
3.
the values of the diverse school community
1
2
3
4
4.
professional codes of ethics
1
2
3
4
5.
the philosophy and history of education
1
2
3
4
LITTLE
1
SOME
2
SUFFICIENT
3
EXEMPLARY
4
1.
the purpose of education and the role of leadership in modern society
2.
To what extent do I have a CURRENT PERSONAL BELIEF, VALUE AND
COMMITMENT in the following Disposition indicators:
6.
the ideal of the common good
7.
ethical and legal principles in the decision-making process
1
2
3
4
8.
the right of every student to a free, quality education
1
2
3
4
9.
respect for the rights of others with regard to confidentiality, dignity and engage
in honest communications
1
2
3
4
10. subordinating one’s own interest to the good of the school community
1
2
3
4
11. accepting the consequences for upholding one’s principles and actions
1
2
3
4
12. using the influence of one’s office constructively and productively in the service
of all students and their families
1
2
3
4
13. impartiality and sensitivity to student diversity, and ethical considerations in
interactions with others
1
2
3
4
14. patience and fortitude in managing organizations and resources
1
2
3
4
15. increase knowledge for a foundation of continued growth
1
2
3
4
16. courage to build capacity to support change
1
2
3
4
Standard 5: Average = Total /16 Average = _________
ELCC Standard 5
Notes:
CANDIDATE NAME: ________________________
PRE______/ POST ______
ELCC Standard 6
Lakota Leaders in Educational Administration who have the knowledge and ability to
promote the success of all students by understanding, responding to, and influencing the
larger political, social, economic, legal, and cultural context
To what extent do I have a CURRENT PERSONAL MASTERY of the following
Knowledge indicators:
LITTLE
1
SOME
2
SUFFICIENT
3
EXEMPLARY
4
the role of public education in developing and renewing a democratic society and
an economically productive nation
1
2
3
4
3.
the law as related to education and schooling
1
2
3
4
4.
the political, social, cultural and economic systems and processes that impact
schools
1
2
3
4
5.
models and strategies of change and conflict resolution as applied to the larger
political, social, cultural and economic contexts of schooling
1
2
3
4
6.
global issues and forces affecting teaching and learning
1
2
3
4
7.
the dynamics of policy development and advocacy under our democratic political
system
1
2
3
4
8.
the importance of diversity and equity in a democratic society
1
2
3
4
9.
the past and present educational system on the reservation and its influence on
the current system
1
2
3
4
LITTLE
1
SOME
2
SUFFICIENT
3
EXEMPLARY
4
11. recognizing a variety of ideas, values, and beliefs
1
2
3
4
12. importance of a continuing dialogue with other decision makers affecting
education
1
2
3
4
13. actively participating in the political and policy-making context in the service of
education
1
2
3
4
14. using legal systems to protect student rights and improve student opportunities
1
2
3
4
15. the environment in which schools operate is influenced on behalf of students,
families and the community
1
2
3
4
1.
principles of representative governance that undergird the system of American
schools
2.
To what extent do I have a CURRENT PERSONAL BELIEF, VALUE AND
COMMITMENT in the following Disposition indicators:
10. education as a key to opportunity and social mobility
Standard 6: Average = Total /15 Average = _________
ELCC Standard 6
Notes: