Longwood Education Program SPA Assessment Plan
Longwood Educational Program: Educational Leadership
Program Coordinator e-mail Address: sokolgr@longwood.edu
Program Coordinator: Gerry Sokol
Program Coordinator Office Phone: 395-2687
Educational Leadership Constituent
SPA Name: Council
SPA Website:
Date SPA Assessment Plan Submitted: June 29, 2006
Longwood SPA Assessment Plan – Educational Leadership
Date Plan Approved by AIR:
Page 1
Gerry Sokol 6/28/2016
Chart 1: Required (RQ) and Recommended (RC) Standards for Each Assessment
ELCC STANDARDS
Recommended Method of Assessment:
1.1 Develop a School Vision of Learning.
1.2
1.3
1.4
1.5
2.1
2.2
2.3
Articulate a School Vision of Learning.
Implement a School Vision of Learning.
Steward a School Vision of Learning.
Promote Community Involvement in School Vision.
Promote a Positive School Culture.
Provide Effective Instructional Program.
Apply Best Practice to Student Learning.
2.4 Design Comprehensive Professional Growth Plans.
3.1 Manage the Organization.
3.2 Manage the Operations.
3.3 Manage the Resources.
4.1 Collaborate with Families and Other Community
Members.
4.2 Respond to Community Interests and Needs.
4.3 Mobilize Community Resources.
5.1 Acts with Integrity.
5.2
5.3
6.1
6.2
6.3
Acts Fairly.
Acts Ethically.
Understand the Larger Educational Context.
Respond to the Larger Educational Context.
Influence the Larger Educational Context.
1
Content
Knowledg
e
2
Content
Knowledg
e
3
Professional
KSD
State
Assessment
Comp Exam
SI Plan
RC
RC
SPA Assessments
4
5
Professional Effects on
KSD
Student
Learning
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
7.1 Substantial Internship
7.2 Sustained Internship
7.3 Standards-based Internship
No requirement to assess this standard.
7.4 Real Settings
7.5 Planned and Guided Cooperatively
7.6 Credit
No requirement to assess this standard.
Longwood SPA Assessment Plan – Educational Leadership
RC
RC
RC
8
NONE
RC
RC
RC
RC
7
Professional KSD
Action Research
RC
RC
6
Content
Knowledge
No requirement to assess this standard.
No requirement to assess this standard.
No requirement to assess this standard.
Page 2
Gerry Sokol 6/28/2016
Chart 2: Program Assessment Descriptions and Delineation of Specific Items that Meet SPA Standards
ELCC STANDARDS
1.1 Develop a School Vision of Learning.
1.2
1.3
1.4
1.5
2.1
2.2
Articulate a School Vision of Learning.
Implement a School Vision of Learning.
Steward a School Vision of Learning.
Promote Community Involvement in School Vision.
Promote a Positive School Culture.
Provide Effective Instructional Program.
2.3 Apply Best Practice to Student Learning.
2.4 Design Comprehensive Professional Growth Plans.
3.1 Manage the Organization.
3.2 Manage the Operations.
3.3 Manage the Resources.
4.1 Collaborate with Families and Other Community
Members.
4.2 Respond to Community Interests and Needs.
4.3 Mobilize Community Resources.
5.1
5.2
5.3
6.1
6.2
6.3
1
SLLA
2
COMPS
Overall Score
Overall Score
3
School
Improvement
Plan
(Rubric)
SPA Assessments
4
5
Internship
Graduate
Evaluation
Survey
(Rubric)
6
Electronic
Portfolio
(Rubric)
Items A, B, D
Items A, C
Q 1.1
Items A, B
Items A, C
Q 1.2
Item D
Q 1.4
Item E
Item F
Items A, C
Sections A, D, I, J, N
Sections A, D, I, J, N
Sections A, D, I, J, N
Sections A, D, I, J, N
Item C
Item I
Q 2.1
Item D
Sections B, E, K, L, O, T
Overall Score
Items B, C
Items G-I
Q 2.2
Sections B, E, K, L, O, T
Overall Score
Items C, E
Items H, I
Q 2.3
Sections B, E, K, L, O, T
Overall Score
Items C, E
Items J, K
Q 2.4
Item E
Q 3.1
Sections I, J
Item E
Q 3.2
Sections I, J
Item E
Q 3.3
Overall Score
Item F
Q 4.1
Sections M, Q, S
Overall Score
Item F
Q 4.2
Sections M, Q, S
Overall Score
Item F
Q 4.3
Sections M, Q, S
Item L
Q 5.1
Sections C, F, G
Item M
Q 5.2
Sections C, F, G
Item N
Q 5.3
Sections C, F, G
Q 6.1
Sections H, P-S
Q 6.2
Sections H, P-S
Q 6.3
Sections H, P-S
Overall Score
Overall Score
Acts with Integrity.
Acts Fairly.
Acts Ethically.
Understand the Larger Educational Context.
Respond to the Larger Educational Context.
Influence the Larger Educational Context.
Item D
Items A, B
7.1 Substantial Internship
7.2 Sustained Internship
7.3 Standards-based Internship
No requirement to assess this standard.
7.4 Real Settings
7.5 Planned and Guided Cooperatively
7.6 Credit
No requirement to assess this standard.
Longwood SPA Assessment Plan – Educational Leadership
8
NONE
Sections A, D, I, J, N
Items A, C
Overall Score
7
Performance
Standards
Evaluation
(Rubric)
Sections B, E, K, L, O, T
Sections I, J
No requirement to assess this standard.
Overall Score
Section U
No requirement to assess this standard.
No requirement to assess this standard.
Page 3
Gerry Sokol 6/28/2016
Chart 3: List of Assessments and Time of Administration
(Taken from the SPA Report Template: SECTION II— LIST OF ASSESSMENTS)
Type or
Form of Assessment
When the Assessment
Is Administered
State Required Assessment for Licensure
Final Semester
or After Graduation
Written Assessment
Final Semester
Project
EDUC 504
Internship Proposal
Internship Hours
Last Semester(s)
5 GRADUATE SURVEY
Survey
EDUC 690
6 ELECTRONIC PORTFOLIO
Project
621
Faculty Evaluation Form
Final Semester
Name of Assessment
1
SLLA
2 COMPREHENSIVE EXAM (COMPS)
3 SCHOOL IMPROVEMENT PLAN
4 INTERNSHIP EVALUATION
7
PERFORMANCE STANDARDS
EVALUATION (DISPOSITION)
8 NONE
Longwood SPA Assessment Plan – Educational Leadership
Page 4
Gerry Sokol 6/28/2016
APPENDIX:
Standard Aligned Assessment Rubrics
Longwood SPA Assessment Plan – Educational Leadership
Page 5
COMPREHENSIVE EXAMINATION EVALUATION
EDUCATIONAL LEADERSHIP (Assessment #2)
*An overall score of “3” is Acceptable.
Folder #: __________
Rating
Indicator
Key Theories and/or
Ideas are Cited
0
Indicator Not Met
Responses lack
reference to theories
or constructive idea
for addressing the
question
Research or
Systematic Approach
Responses lacks a
research design or
systematic approach to
solving a school issue
Response lacks an
organized approach to
addressing the issue.
Response does not
present a plan to
resolve the issue.
Responses lack
references to content
knowledge in
educational leadership
Logical and
Organized Approach
Understands
Competencies from
Course Work
Thoroughness and
Accuracy of
Responses
Responses are not
confined to the
question. Responses
do not thoroughly
address the questions.
Inaccurate information
is presented in the
responses
Evaluator: _______________
1
Indicator Met
Leadership, Learning,
and/or Developmental
Theories are referenced.
Constructive ideas for
addressing the question
and resolving the school
issue are cited
A research design or a
systematic approach to
solving a school issues
is presented
Response is well
organized. Responses
address the issues,
compelling factors to
contend with, and a
plan to resolve the issue.
Response presented
indicates knowledge of
educational leadership.
Responses should
reference some of the
following competencies:
Principles of leadership,
legal or school policies,
community
involvement, staff
relationships.
Responses address all
areas of the question.
Responses do not
exceed the perimeter of
the question. Responses
cite accurate
information. Response
are written
grammatically correct
and lack spelling errors.
Total Scores For Each Question
Longwood SPA Assessment Plan – Educational Leadership
Page 6
Questions
& Score
Q1
Q2
Q3
Q1
Q2
Q3
Q1
Q2
Q3
Q1
Q2
Q3
Q1
Q2
Q3
NCATE Assessment: School Improvement Plan (Assessment #3)
EDUC 504, 542/43, 572, 690
*A score of 2.5 or higher across indicators aligned to any standard is considered is Acceptable.
Rating
Indicator
A. Analyze School
Improvement Plan
(Standards 1.1, 1.2)
1
Indicator Not Met
a. Candidate school review
does not match the school
improvement plan.
2
Indicator Partially Met
a. Candidate writes a review of
a schools improvement plan.
B. Describe Organizational
Theories
(Standards 1.1, 1.2, 2.2 )
C. Select Strategic Goals for
Developing a School
improvement Plan
(Standards 2.1, 2.2, 2.3, 2.4)
a. Candidate is unable to
describe an organizational
theory
a. Candidate is unable to
develop a survey to collect
information related to school
improvement
a. Candidate describes an
organizational theory as it
relates to school improvement
a. Candidate designs a survey
form based to collect
information related to a school
improvement plan.
D. Develop a School
improvement Plan
(Standard 1.1)
a. Candidate written
improvement plan does not
represent any school
documentation or school
personnel interviews.
a. Candidate writes a report
that lacks an understanding of
instructional strategies.
a. Candidate’s written school
improvement plan lacks input
from current school
documentation and school
personnel interviews.
a. Candidate writes a report on
instructional strategies but
shows a lack of relationship to
school improvement.
a. Candidate is able to describe
personnel needs but lack the
ability to develop personnel
improvement plans related to
school improvement.
E. Determine Instructional
Strategies Related to School
Improvement
(Standards 2.3,2.4)
F. Provide a Description of
School Personnel in relation to
School Improvement
(Standard 1.4)
a. Candidate is unable to
describe personnel needs
related to school improvement.
Longwood SPA Assessment Plan – Educational Leadership
Page 7
3
Indicator Met
a. Candidate writes an analysis
of a schools improvement
plan.
b. Candidate analyzes a
schools’ improvement plan by
assessing a schools’ student
assessment data
a. Candidate describes two
organizational theories related
to school improvement.
a. Candidate designs a
research-based survey form to
collect information from the
school and community related
to a school improvement plan
a. Candidate conducts
interviews with school
personnel, review school
documents and writes a school
improvement plan.
a. Candidate analyzes and
writes a report on instructional
strategies as they related to
school improvement.
a. Candidate is able to describe
school personnel needs as
related to school improvement.
b. Candidate is able develop a
personnel improvement plan
as it relates to school
improvement.
Score
NCATE Assessment: Internship Evaluation (Assessment #4)
EDUC 690
A score of 2.5 or higher across indicators aligned to any standard is considered is Acceptable.
Rating
Indicator
Administrative Proficiencies
A. School Mission & Vision
(Standards 1.1-1.4)
Administrative Proficiencies
B. Communication Skills
Administrative Proficiencies
C. School improvement Plan
(Standards 1.1-1.4)
Administrative Proficiencies
D. Group Processes
Administrative Proficiencies
E. Fiscal
(Standards 3.1-3.3)
Supervisory Proficiencies
F. Curriculum
(Standards 4.1-4.3)
Supervisory Proficiencies
G. Instruction
(Standard 2.2)
1
Indicator Not Met
a. Candidate does
not hold
faculty/staff meeting
to discuss mission
and vision
statements or review
the schools’ strategic
plan.
2
Indicator Partially
Met
a. Candidate leads
faculty/staff meeting
but lack
documentation
regarding mission and
vision statements and
review or update of
school’s strategic
plan.
a. Candidate does
not make a video or
write a self critique
a. Candidate makes a
10-15 video but does
not write a thorough
self critique
a. Candidate is
unable to develop a
survey to collect
information related
to school
improvement
a. Candidate does
not develop an
agenda for the
meeting or write a
critique
a. Candidate designs a
survey form based to
collect information
related to a school
improvement plan.
a. Candidate
analyzes school
budget but does not
write a report.
a. Candidate does
not lead a parents’
advisory meeting
a. Candidate
observes students
but does not write a
journal
Longwood SPA Assessment Plan – Educational Leadership
a. Candidate prepares
an agenda and
facilitates the meeting
but does not write a
thorough critique of
the meeting.
a. Candidate analyzes
school budget but
written report does
not address the
school improvement
plan.
a. Candidate leads a
parents’ advisory
meeting but lacks an
agenda and review
summary
a. Candidate observes
students in at
elementary and
secondary level but
journals entries are
not related to a
3
Indicator Met
a. Candidate leads a
faculty/staff discussion to
determine collective
understanding of mission and
vision.
b. Serve as a group facilitator
to review, revise and update
schools’ strategic plan.
a. Candidate makes a 10-15
minute video in which group
dynamics are the focus. Write
a self critique of
strengths/weaknesses/
implications of observed
verbal and non-verbal
communication skills
a. Candidate designs a
research-based survey form to
collect information from the
school and community related
to a school improvement plan
a. Candidate prepares an
agenda and serves a facilitator
for a faculty meeting.
b. Writes an analysis of how
effectively the meeting was
conducted.
a. Candidate analyzes the
school budget and writes a
report on how specific
allocations support the school
improvement plan.
a. Candidate leads a parents’
advisory meeting to secure
input from about educational
strategies for attaining state
standards
b. Candidate prepares an
agenda for the meeting
c. Candidate writes a review
summary of the meeting.
a. Candidate observes
students at elementary and
secondary level
b. Candidate journals
developmental task related to
theoretical base.
Page 8
Score
theoretical base
Supervisory Proficiencies
H. Instruction Student Data
(Standards 2.2-2.3)
Supervisory Proficiencies
I. Instruction Scheduling
(Standards 2.1-2.3)
Supervisory Proficiencies
J. Evaluation Observation
(Standard 2.4)
K. Professional Development
(Standard 2.4)
a. Candidate does
not disaggregate
school’s student
data.
a. Candidate
disaggregates school’s
student data but does
not prepare a written
report.
a. Candidate does
not prepare a plan
for staffing, student
scheduling and
grouping.
a. Candidate prepares
a plan for staffing,
student scheduling
and grouping but
does not show how
plan relates to
instruction
a. Candidate observes
a beginning and
“masters” teacher but
does not prepare a
written suggestions or
commendations
a. Candidate
observes only a
beginning or a
“masters” teacher
and does not
provide written
suggestions or
commendations
a. Candidate does
not design a survey
Longwood SPA Assessment Plan – Educational Leadership
a. Candidate designs
survey and
administers survey
but does not compile
the results.
a. Candidate disaggregates
school’s student data from
state assessment
b. Based upon data and
current issues prepares a
written report to address
learning differences, diversity
and ethnic considerations.
a. Candidate prepares a plan
for staffing, student
scheduling and grouping
explaining how the plan
relates to instruction.
a. Candidate observes a
beginning teacher and
“masters” teacher.
b. Conduct a conference,
giving oral and written
feedback, with specific
suggestions and
commendations.
a. Candidate designs a survey
based upon critical areas from
the school improvement plan.
b. Candidate administers the
survey to faculty/staff to
determine needs.
c. Candidate compiles results
Page 9
Educational Leadership Survey Draft 01
(Assessment #5)
*A Score of “3” Considered Acceptable
(1=Poor, 2=Fair, 3=Good, 4=Excellent)
Page 1
Educational Leadership Survey Draft 01
Please fill out this survey as completely as possible. We especially need you to provide your
Longwood ID so that we can verify that you are affiliated with Longwood. Rest assured that
your responses are kept confidential and are reported with any identifying information
removed. By completing this survey you are helping Longwood improve its programs. Thank
you.
Please provide your Longwood ID/CWID:
{Enter text answer}
[
]
In general, how well do you feel Longwood's educational leadership program prepared you for
administration? Would you say that your overall preparation was...
{Choose one}
( ) Poor?
( ) Fair?
( ) Good?
( ) Excellent?
Longwood has adopted the following educational goals regarding what graduates should know
and be able to do after completing our educational leadership program. Please indicate
whether you received Poor, Fair, Good, or Excellent preparation to meet each of these.
Educational Leadership Standard I: Vision
1.1 Develop a vision.......
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
1.2 Articulate a vision...
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
Longwood SPA Assessment Plan – Educational Leadership
Page 10
1.4 Steward a vision
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
Educational Leadership Standard II: Positive Environment
2.1 Promote positive school culture
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
2.2 Provide effective instructional program
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
2.3 Apply best practice to student learning
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
Educational Leadership Standard III: Management
3.1 Manage the organization
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
3.2 Manage operations
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
Longwood SPA Assessment Plan – Educational Leadership
Page 11
3.3 Manage resources
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
Page 2
Educational Leadership Standard IV: Community Relations
4.1 Collaborate with families and other community members
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
4.2 Respond to community interests and needs
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
4.3 Mobilize community resources
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
Educational Leadership Standard V: Ethical Behavior
5.1 Demonstrate a respect for the rights of others with regard to confidentiality and dignity
and engage in honest interactions.
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
Longwood SPA Assessment Plan – Educational Leadership
Page 12
5.2 Demonstrate the ability to combine impartiality, sensitivity to student diversity, and ethical
considerations in their interactions with others.
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
5.3 Make and explain decisions based upon ethical and legal principles.
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
Educational Leadership Standard VI: Educational Context
6.1 Understand the larger context
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
6.2 Respond to the larger context
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
6.3 Influence the larger context
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
If you answered "Poor" to any of the previous items, please indicate how Longwood could
have better prepared you in these areas.
{Enter answer in paragraph form}
[
Longwood SPA Assessment Plan – Educational Leadership
]
Page 13
Electronic Portfolio (Assessment #6)
EDUC 621
A score of 2.5 or higher across indicators aligned to any standard is considered is Acceptable.
Rating
Indicator
A. Analyze Schools’
Technology Materials and
Plan
(621)
(Standard 3.3)
B. Develop Teachers
Technology Performance
Standards (621)
(Standard 3.3)
1
Indicator Not Met
a. Candidate develops
a power point that
does not represent a
comprehensive review
of the schools’
technology.
a. Candidate does not
develop a teacher’s
technology
performance
instrument
2
Indicator Partially Met
a. Candidate develops a
power point that lacks
comprehension and
presentation lacks
organization.
3
Indicator Met
a. Candidate develops a
power point
presentation describing
the schools’ technology
plan and materials
a. Candidate develops a
teacher’s technology
performance evaluation
instrument but lacks
relationship to Va.
State standards
a. Candidate designs an
teacher observation
form but lack
relationship to best
practices
a. Candidate develops a
teacher’s technology
performance evaluation
instrument related to
Va. State standards.
C. Develop Teacher
Observation Form
(571)
a. Candidate is unable
to develop a practical
teacher observation
form.
D. Describe Theories of
Motivation Related to
Team Work and
Facilitating Group
Leadership (504, 690)
(Standards 1.2, 2.1,2.4)
a. Candidate lacks a
description of the
theories related to
working with school
personnel and
community members.
a. Candidate
description of the
theories lacks a
procedure for
implementation with
school personnel and
community members.
E. Develop an Electronic
Professional Portfolio
(621), (628)
(Standard 1.4)
a. Candidate develops
an electronic
professional portfolio
that is poorly
organized and difficult
to navigate
a. Candidate develops
an electronic
professional portfolio
that is easy to navigate
but lacks components
of a resume, leadership
and community
philosophy.
Longwood SPA Assessment Plan – Educational Leadership
Page 14
a. Candidate designs a
research-based
observation form to
monitor instructional
performance and
improve instruction.
b. Candidate writes a
report on best practices
of instructional
strategies.
a. Candidate describes
two theories of
motivation related to
team work and
leadership.
b. Candidate describes
how theories can be
implemented with
school personnel and
community members
a. Candidate develops
an electronic
professional portfolio
that is easy to navigate
and consist of a resume,
leadership and
community philosophy,
and educational
commendations.
Score
EDUCATIONAL LEADERSHIP PROFESSIONAL PERFORMANCE STANDARDS
PERFORMANCE EVALUATION (Assessment #7)
A score of 2.5 or higher across indicators aligned to any standard is considered is Acceptable.
Student____________________
Faculty____________________
1 Indicator Not Met
Program Completion Date_____
Evaluation Date _____________
Rating Scale
2 Indicator Partially Met
A. LEADERSHIP SKILLS
1. The student demonstrated the ability to lead individuals and group processes
2. The student demonstrated the ability to facilitate the development of a shared strategic
plan and school vision
3. The student formulated goals and establishing priorities for a school
4. The student explained leadership and organizational theories
B. PROBLEM ANALYSIS
1. The student analyzed problems by demonstrating data collection, data analysis, and
identifying causes to problems
2. The student applied conflict management techniques and use creative solutions in
solving problems
C. DECISION MAKING
1. The student used ethical and moral standards in developing solutions to problems
2. The student made high-quality and timely decisions
3. The student analyzed and apply alternate solutions to problems
D. PLANNING
1. The student planned and schedule her/his own and the work of others
2. The student developed short and long term goals, establish timelines and manage project
changes
E. IMPLEMENTATION
1. The student demonstrated the ability to facilitate, coordinate and collaborate on task
2. The student monitored those responsible for carrying out projects and plans
F. DELEGATION
1. The student assigns tasks and responsibilities
2. The student demonstrated skills to monitor and follow-up on delegated activities
G. SUPERVISION AND MOTIVATION OF OTHERS
1. The student demonstrated the skills to plan activities and encourage participation
2. The student demonstrated teamwork and collegiality
3. The student demonstrated supervisory skills by providing feedback and constructive
support
H. INTERPERSONAL SENSITIVITY
1. The student recognized multicultural differences and deal tactfully with others
2. The student demonstrated a respect for different cultures, individuals, and role
differences, including those due to age, gender, race, ethnicity, national origin, religion,
sexual orientation, disability, language and socioeconomic status
3. The student responded to feelings, identifying affect and addressing those feelings in an
empathetic manner
4. The student demonstrated respect the fundamental right, dignity and worth of all people
5. The student respected the rights of individuals privacy, confidentiality, and choices
regarding self-determination and autonomy
6. The student demonstrated effective use of non-verbal communication skills through the
effective use of eyes, head, hands, feet, and posture
I. ORAL COMMUNICATIONS
1. The student made oral presentations
2. The student demonstrated the use of communication aids
3. The student demonstrated effective counseling skills with faculty, staff, students and
parents
4. The student collaborated with an individual for a specific strategic purpose
5. The student understood content and primary elements of a conversation
Longwood SPA Assessment Plan – Educational Leadership
Page 15
3 Indicator Met
1
2
3
1
2
3
1
1
2
2
3
3
1
2
3
1
2
3
1
1
1
2
2
2
3
3
3
Standard
5
1
1
2
2
3
3
Standard
1
1
1
2
2
3
3
Standard
2
1
1
2
2
3
3
Standard
5
1
1
2
2
3
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
1
2
2
3
3
1
2
3
1
1
2
2
3
3
Standard
1
Standard
2
Standard
5
Standard
6
Standard
1&3
J. WRITTEN COMMUNICATIONS
1. The student expressed ideas clearly in written form
2. The student wrote memoranda, letters, reports, and other job related documents
K. INSTRUCTION
1. The student created instructional programs for improving teaching and learning
2. The student recognized appropriate teaching methods, differences in learning styles and
achievement
L. CURRICULUM
1. The student explained different curriculum design models
2. The student aligned curriculums with anticipated learner outcomes
3. The student monitored social and technological developments as they affect curriculum
M. STUDENT GUIDANCE AND DEVELOPMENT
1. The student demonstrated an understanding of human growth and development
2. The student recognized when and how to provide support services for special need
children
3. The student coordinated community organizations that can assist children and their
families
N. STAFF DEVELOPMENT
1. The student identified a school’s staff development needs
2. The student facilitated and monitor staff development programs
3. The student initiated self-development programs
O. RESEARCH, MEASUREMENT, EVALUATION
1. The student demonstrated the procedures for educational research and evaluation studies
2. The student explained the diagnostic information used to assess children, school staff
and the school environment
3. The student demonstrated the skills needed to conduct needs assessments, interpreting
measurements results, and designing programs
P. RESOURCE ALLOCATION AND MANAGEMENT
1. The student is able to procure, appropriate, monitor, account for and evaluate fiscal,
human material resources
2. The student demonstrated the skills to manage all fiscal responsibilities associated the
budgetary process
Q. PHILOSOPHICAL AND CULTURAL VALUES
1. The student explained the role of education in a democratic society
2. The student recognized philosophical influences and the value education plays in the
community
R. LEGAL POLICY AND POLITICAL APPLICATION
1. The student demonstrated an understanding of state and federal educational laws and
regulations
2. The student demonstrated an understanding of civil and criminal liabilities, intentional
tort, and contracts
3. The student demonstrated an understanding of legal governing boards effecting school
policies
S. PUBLIC RELATIONS
1. The student demonstrated an understanding of the use of the media in education
2. The student demonstrated the use of the media in public participation, support,
collaboration and school promotions
T. TECHNOLOGY
1. The student explained the use and promote technology as an information system and a
curriculum aid
2. Students demonstrated the application of technology in school management, staff
evaluations, and student achievement
U. PERSONAL DEVELOPMENT
1. The student practiced self reflection to improve their leadership and management skills
2. The student developed a professional portfolio that list work- shops attended,
professional affiliations, current readings, etc.
3. The student conducted themselves in an ethical manner so as to promote confidence in
the profession
Longwood SPA Assessment Plan – Educational Leadership
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1
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3
1
2
3
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2
3
1
2
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2
3
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2
3
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2
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1
2
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2
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3
2
3
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
1
1
1
Standard
1&3
Standard
2
Standard
2
Standard
4
Standard
1
Standard
2
Standard
6
Standard
4& 6
Standard
6
Standard
4& 6
Standard
2
Standard
7
4. The student recognized the boundaries of her/his competencies and the limitations of
her/his expertise
5. The student took responsibility for compensating for her/his deficiencies
6. The student took responsibility for assuring other’s welfare when encountering the
boundaries of her/his expertise
7. The student provided only those services and apply only those techniques for which
she/he is qualified by education, training and expertise
8. The student demonstrated basic cognitive, sensory, and motor capacities to respond to
others
9. The student demonstrated self-control (such as anger control, impulse control) in
interpersonal relationships with faculty, peers, children, and others
10. The student exhibited appropriate levels of self-assurance, confidence, and trust in
her/his own ability
11. The student demonstrated the ability to receive, integrate, and utilize feedback from
peers, teachers, and supervisors
12. The student refrained from making statements which are false, misleading, or deceptive
13. The student maintained appropriate attire and personal hygiene
Comments:
Longwood SPA Assessment Plan – Educational Leadership
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