d.2 Teacher Leader Key Assessments
Benchmarks and Benchmark Evidence Following the guidelines proposed by Licensure Rule 330124-05 (E) (16) Tentative language, admission requirements include: (a) successful completion of
four years of teaching experience, (b) a master’s degree, and (c) recommendation by a building
administrator. Currently, this program is proposed as a non-matriculating program; however,
students applying to enter graduate school must have achieved an undergraduate GPA of 3.0.
Year
2009-2010
2010-2011
# Applicants
# Admitted
# Completers
31
24
31
24
29
24
Assessment 1 (Required): Assessment of the candidate’s skill in evidence-based principles of effective
leadership and teacher learning.
1.
Leadership Case Study. This assignment is a critical examination of a case study about teacher
leadership, which is discussed in collaboration with no more than five peers in the course.
2. This assessment encourages candidates to explore the differences between leading and
managing – essential to encouraging high level of performance from others. As shown below,
the assessment rubric is aligned with the Teacher Leader Standards. Each indicator addressed is
noted on the rubric.
3. Data
Rating
0
1
2
3
0
1
Indicator
Not addressed
Candidates articulate their knowledge of effective leadership to
encourage high levels of performance for educators through analysis
of the problems inherent in the case.
Candidates articulate their knowledge of effective leadership to
encourage high levels of performance for educators through analysis
of the problems inherent in the case. Although citations are
included, some are not relevant.
Candidates articulate their knowledge of effective leadership to
encourage high levels of performance for educators through analysis
of the problems inherent in the case. The analysis includes relevant
citations from course readings.
Not addressed
Candidates articulate their knowledge of effective leadership to
encourage high levels of performance for educators through listing
the kinds of support, training, and skills needed by the principal to
improve teacher learning and student outcomes at the case study
school.
2009-2010
2010-2011
3.2% (1)
4.2%(1)
96.8% (30)
3.2% (1)
95.8% (23)
2
Candidates articulate their knowledge of effective leadership to
encourage high levels of performance for educators through listing
the kinds of support, training, and skills needed by the principal to
improve teacher learning and student outcomes at the case study
school. Although citations are included, some are not relevant.
3
Candidates articulate their knowledge of effective leadership to
encourage high levels of performance for educators through listing
the kinds of support, training, and skills needed by the principal to
improve teacher learning and student outcomes at the case study
school. Lists include relevant citations from course readings.
0
Not addressed
1
Candidates articulate their knowledge of effective leadership to
encourage high levels of performance for educators through listing
the kinds of support, training, and skills needed by the teacher leader
to improve teacher learning and student outcomes at the case study
school.
2
Candidates articulate their knowledge of effective leadership to
encourage high levels of performance for educators through listing
the kinds of support, training, and skills needed by the teacher leader
to improve teacher learning and student outcomes at the case study
school. Although citations are included, some are not relevant.
Candidates articulate their knowledge of effective leadership to
encourage high levels of performance for educators through listing
the kinds of support, training, and skills needed by the teacher leader
to improve teacher learning and student outcomes at the case study
school. Lists include relevant citations from course readings.
3
0
Not addressed
1
Candidates articulate their knowledge of effective leadership to
encourage high levels of performance by describing how to facilitate
a culture conducive to teacher and student learning.
Candidates articulate their knowledge of effective leadership to
encourage high levels of performance by describing how to facilitate
a culture conducive to teacher and student learning. Although
citations are included, some are not relevant.
Candidates articulate their knowledge of effective leadership to
encourage high levels of performance by describing how to facilitate
a culture conducive to teacher and student learning. Descriptions
include relevant citations from course readings.
N
2
3
4.
4.2%(1)
96.8% (30)
95.8% (23)
3.2% (1)
20% (4)
96.8% (30)
80% (20)
3.2% (1)
96.8% (30)
100% (24)
31
24
Interpretation of Data
Data across both years suggests that candidates were highly successful with this assignment (i.e.,
only one individual was rated at less than a three both years). High rates of success were likely due
to the clarity of the assignment, as well as the collaborative support built in to it (i.e., groups of
individuals were allowed to work together). It is likely that the two individuals who were not as
successful on this assignment chose to work independently rather than collaboratively with peers.
Taken together, the evidence suggests that those who worked together did better on the
assignment.
5.
Assessment description and scoring guide
Leadership Case Study
Part I: Working in a group no larger than five people, read the following case study.
Situation: the superintendent of a low-performing, suburban-rural school district has learned about
teacher leadership and has asked the high school principal to identify a group of teachers to assume
leadership responsibilities to improve student achievement.
Teacher: Science teacher James Hendrickson has taught all levels of science in his 20-year teaching
career, but is currently teaching freshman science. He is concerned that students’ needs are not being
met. Hendrickson would like to make science more student-centered, adding hands-on, active, inquirybased strategies that would engage students. When approached by his principal to take on a leadership
role, Hendrickson knows what he’d like to tackle.
Hendrickson is passionate about teaching science and is excited about learning new ways to help
students “get it.” He eagerly accepts the appointment of leader of the freshman team of six science
teachers, novice to veterans, and is given a release bell to do research and to work with the teachers on
his team. He is committed to his school district and to quality science instruction and is thrilled that his
interest fits the district initiative to improve student achievement. Hendrickson is content in the
classroom and has no interest in becoming an administrator.
Principal: The principal appoints Hendrickson to the task of finding a way to improve student
achievement in science. The principal does not respond to requests from Hendrickson to meet, to discuss
details of the initiative, or to report progress or glitches. Hendrickson ultimately presents an
improvement plan to the principal that includes a block period three days a week. The principal looks at
the plan and says it isn’t possible. She further states that Hendrickson was to have worked up a plan to
improve student achievement without affecting the schedule and that he was to have led a ninth-grade
science initiative and that he was not asked to “lead the school.”
Colleagues: Fellow teachers are not interested in overhauling the curriculum or their teaching strategies.
Many are content with the students getting out of “it what they put in”, some with fulfilling the “letter of
the law” of their contract with the district, and many are resentful that Hendrickson has a free bell to do
whatever he wants. The ninth-grade team meets behind his back with the science department chair (who
doesn’t understand why Hendrickson is leading part of the science department) to complain about him.
Hendrickson: Hendrickson feels like he has two full-time jobs and that his own teaching is suffering while
he is trying to do research, implement changes, get everybody on board, and encourage other teachers
to make changes. He feels like he is rowing a boat while building it. Ninth-grade science teachers are all
over the building, have no common planning time, refuse to stay after school, and are “otherwise
committed” on district professional development days. Most do not respond to email. Hendrickson has
been asked to present the freshman science improvement plan to the principal and the superintendent in
six months. He is frustrated, angry, and scared, but still committed.
The task: After discussing this case among your group, using 150-250 words, address each of the
following questions. Answers may be formatted into a narrative or a combination of a narrative and a
list. Keep in mind that strong answers are well supported by course readings.
1) What problems/flaws are inherent in this situation from the beginning? How is it set up for failure?
How is it short-sighted?
2) What support/training/skills does the principal need to successfully implement teacher leadership in
her building?
3) What support/training/skills does Hendrickson need to successfully lead this initiative?
4) Keeping in mind that 75% of a good paint job lies in the prep work (e.g., three hours of planning for
one hour of teaching), present the group’s version of an ideal way for the superintendent, the principal,
and the teacher to set the stage for meaningful teacher leadership that will improve student
achievement outcomes in this case. This answer should be from 250-500 words.
0
Not
addressed
Leadership in pursuit of performance
Not
addressed
Not
addressed
Not
addressed
1
Candidates articulate
their knowledge of
effective leadership to
encourage high levels
of performance for
educators through
analysis of the
problems inherent in
the case.
Candidates articulate
their knowledge of
effective leadership to
encourage high levels
of performance for
educators through
listing the kinds of
support, training, and
skills needed by the
principal to improve
teacher learning and
student outcomes at
the case study school.
Candidates articulate
their knowledge of
effective leadership to
encourage high levels
of performance for
educators through
listing the kinds of
support, training, and
skills needed by the
teacher leader to
improve teacher
learning and student
outcomes at the case
study school.
Candidates articulate
their knowledge of
effective leadership to
encourage high levels
of performance by
describing how to
facilitate a culture
conducive to teacher
and student learning.
2
Candidates articulate their
knowledge of effective leadership
to encourage high levels of
performance for educators
through analysis of the problems
inherent in the case. Although
citations are included, some are
not relevant.
Candidates articulate their
knowledge of effective leadership
to encourage high levels of
performance for educators
through listing the kinds of
support, training, and skills
needed by the principal to
improve teacher learning and
student outcomes at the case
study school. Although citations
are included, some are not
relevant.
Candidates articulate their
knowledge of effective leadership
to encourage high levels of
performance for educators
through listing the kinds of
support, training, and skills
needed by the teacher leader to
improve teacher learning and
student outcomes at the case
study school. Although citations
are included, some are not
relevant.
Candidates articulate their
knowledge of effective leadership
to encourage high levels of
performance by describing how
to facilitate a culture conducive
to teacher and student learning.
Although citations are included,
some are not relevant.
3
Candidates articulate their
knowledge of effective
leadership to encourage high
levels of performance for
educators through analysis of
the problems inherent in the
case. The analysis includes
relevant citations from
course readings.
Candidates articulate their
knowledge of effective
leadership to encourage high
levels of performance for
educators through listing the
kinds of support, training,
and skills needed by the
principal to improve teacher
learning and student
outcomes at the case study
school. Lists include relevant
citations from course
readings.
Candidates articulate their
knowledge of effective
leadership to encourage high
levels of performance for
educators through listing the
kinds of support, training,
and skills needed by the
teacher leader to improve
teacher learning and student
outcomes at the case study
school. Lists include relevant
citations from course
readings.
Weight
2
Candidates articulate their
knowledge of effective
leadership to encourage high
levels of performance by
describing how to facilitate a
culture conducive to teacher
and student learning.
Descriptions include relevant
citations from course
readings.
4
Points
2
2
Total
/30
Assessment 2 (Required) Assessment of the candidate’s use of data-based decisions and evidencebased practices.
1.
Action Research Project. In collaboration with building leaders, candidates will develop and
implement an action research project around a concern with quality instruction.
2. Standards and indicators addressed through the assessment are noted on the rubric below.
3. Data - This program has only been in place two years; data are available for both years.
Rating
Indicator
20092010
20102011
3.3% (1)
4.2% (1)
96.7%
(29)
95.8%
(23)
56.7%
(17)
43.3%
(13)
8.4% (2)
23.3% (7)
4.2% (1)
76.7%
(23)
95.8%
(23)
Evidenced-based principals of effective leadership (1.2)
0
1
2
3
Not addressed
The stated problem or concern is inconsistent with the proposed strategy or
hypothesis. Descriptions of methodological variables are missing or
inadequate to address the problem or concern.
The stated problem or concern is researchable and the stated strategy or
hypothesis is consistent with the problem. However, descriptions of some
methodological variables are inadequately described.
Candidates demonstrate skill in managing the change process by assisting
and supporting teacher learning through professional development around
an appropriate (e.g., amenable to research) problem or concern with quality
instruction (section a), and develop a parsimonious strategy or hypothesis
(section b) to mitigate the problem or concern, identify and describe
pertinent methodological variables (participants, context, data to be
collected, and data collection plan) (section d.i.-v.)
(1.3, 1.5)
0
1
2
3
Not addressed
Selection of the tools is appropriate. Analysis lacks depth and/or clarity.
Selection of tools is appropriate to the problem or concern. Analysis is
mostly clear and in depth.
Candidates understand and apply strategies that assist adult learning and
development through the appropriate selection and analysis of a protocol
for collaborative inquiry, reflective practice, or coaching conversations
(section d.vi and d.vii).
91.6% %
(22)
1.7
0
1
Not addressed
Links to continuous improvement of practice but links to student outcomes
are weak or missing.
2
Links to continuous improvement of practice and student learning are
evident but lack clarity.
3
Candidates facilitate the development of efficacy among other teachers in
their school and district through clearly linking what was learned to
continuous improvement of practice and student learning (section f).
Data-based decision making (2.4)
0
1
2
3
Not addressed
Evidence collected is only somewhat related to improving practice and
student learning.
Evidence collected is relevant to improving practice and student learning.
Candidates support teachers in responding to the intervention process by
designing, implementing, and gathering appropriate data and evidence
(sections a and b) that relates directly to the stated problem of practice.
Collected evidence is highly relevant to practice and improving student
learning outcomes.
13.3% (4)
86.7%
(26)
4.2% (1)
95.8%
(23)
13.3% (4)
4.2% (1)
86.7%
(26)
95.8%
(23)
Develop/support shared vision (4.3)
0
1
2
3
Not addressed
Next steps are somewhat related to continuous improvement of practice
and student outcomes.
Next steps are related more distally to continuous improvements in practice
and student learning outcomes.
Candidates participate in designing practices and structures that create and
maintain an effective learning culture (across the project) through reflection
of next steps that are directly related to continuous improvements in
practice and student learning.
N
30
24
4. Interpretation of Data
Candidate performance on three standards and indicators (i.e., 1.3 Candidates
understand and apply strategies that assist adult learning and development; 1.5
Candidates engage in reflective practice concerning leadership roles and responsibilities,
and encourage reflective practice in others.; and 1.7 Candidates facilitate the
development of efficacy among other teachers in their school and district) was lower in
2009-2010, which suggested changes to the assignment or instruction may be needed.
In particular, 17 candidates for standards 1.3 and 1.5 scored at level 2 around the
concepts of working with adults and practices associated with engaging colleagues in
problem-solving processes (i.e., reflection, inquiry, and coaching conversations).
However in 2010-2011, only 2 students scored a level 2. This suggests that no changes
to the assignment were needed.
In the 2009-2010 in an effort to address the efficacy of peers and the district by linking
what was learned to continuous improvement and study learning, 7 candidates
presented information that included the big idea, but lacked clarity. The following year,
only 1 candidate had difficulty with this item. Again, this suggests that no changes to
the assignment were needed.
In summary, this assignment is functioning as expected to afford candidates the ability
to demonstrate their knowledge of designated TL standards.
5. Assessment and Scoring Guide
Action Research Project
1. Action research project around quality instruction. In collaboration with your building
principal, identify an area of need around which to build a project. Applying what
you’ve learned in class, develop the following.
a. Research problem or issue of inquiry
i. Concern with quality instruction
b. Background of the problem in the literature review
i. What does the research say about the issue and proposed solutions?
c. Proposed strategy (strategies) or hypothesis
d. Methodology
i. Participants
ii. Context
iii. Data to be collected
iv. How to collect the data
v. When the data will be collected
vi. Analysis or protocol for collaborative inquiry
vii. Reflective practice and coaching conversations
e. Findings and conclusions
i. What do the data indicate about the problem and proposed strategy?
f. Next steps
i. How do I use this process and resulting data to influence continuous
improvement for colleagues in their practice and continuous
improvement for student learning?
Papers are expected to follow APA format. The narrative, exclusive of references, figures, and
title page should be no longer than 20 double-spaced pages in 12-point font.
1
The stated problem or
concern is inconsistent
with the proposed
strategy or hypothesis.
Descriptions of
methodological
variables are missing or
inadequate to address
the problem or concern.
2
The stated problem or
concern is researchable
and the stated strategy
or hypothesis is
consistent with the
problem. However,
descriptions of some
methodological
variables are
inadequately described.
Not
addressed
Selection of the tools is
appropriate. Analysis
lacks depth and/or
clarity.
Selection of tools is
appropriate to the
problem or concern.
Analysis is mostly clear
and in depth.
Not
addressed
Links to continuous
improvement of practice
but links to student
outcomes are weak or
missing.
Links to continuous
improvement of practice
and student learning are
evident but lack clarity.
Not
addressed
Evidence collected is
only somewhat related
to improving practice
and student learning.
Evidence collected is
relevant to improving
practice and student
learning.
Not
addressed
Next steps are
somewhat related to
continuous
improvement of practice
and student outcomes.
Next steps are related
more distally to
continuous
improvements in
practice and student
learning outcomes.
Develop/support
shared vision (4.3)
Data-based decision making
(2.4)
(1.7)
(1.3, 1.5)
Evidenced-based principals of effective
leadership (1.2)
0
Not
addressed
3
Candidates demonstrate skill in
managing the change process by
assisting and supporting teacher
learning through professional
development around an
appropriate (e.g., amenable to
research) problem or concern with
quality instruction (section a), and
develop a parsimonious strategy or
hypothesis (section b) to mitigate
the problem or concern, identify
and describe pertinent
methodological variables
(participants, context, data to be
collected, and data collection plan)
(section d.i.-v.)
Candidates understand and apply
strategies that assist adult learning
and development through the
appropriate selection and analysis
of a protocol for collaborative
inquiry, reflective practice, or
coaching conversations (section d.vi
and d.vii).
Candidates facilitate the
development of efficacy among
other teachers in their school and
district through clearly linking what
was learned to continuous
improvement of practice and
student learning (section f).
Candidates support teachers in
responding to the intervention
process by designing,
implementing, and gathering
appropriate
data and evidence (sections a and
b) that relates directly to the stated
problem of practice. Collected
evidence is highly relevant to
practice and improving student
learning outcomes.
Candidates participate in designing
practices and structures that create
and maintain an effective learning
culture (across the project) through
reflection of next steps that are
directly related to continuous
improvements in practice and
student learning.
Weight
Score
Assessment 4 (Required) Assessment of candidate’s ability to promote and support
professional learning and improved practice
1. Coaching case study. Candidates will conduct a coaching case study with a mentee at their
school and report about their efforts.
2. Standards and indicators addressed through this assessment are noted on the scoring guide.
3. Data.
Teacher Leader Assessment 4: Coaching Case Study
Rating Indicators
Evidenced-based principals of effective leadership
0
Not addressed
1
The reflections of the teacher leader and mentee were inadequately
collected (e.g., not systematically collected using an appropriate tool).
Raw reflections may or may not be attached.
2
The reflections of the teacher leader and mentee are adequately
collected and attached as an appendix to the case.
3
1.5 Candidates engage in reflective practice concerning leadership roles
and responsibilities, and encourage reflective practice in others by
effectively collecting teacher leader and mentee reflections using an
appropriate tool (section 5). Raw reflections are included as an
appendix to the case.
Data-based decision making
0
Not addressed
1
2
2009-10
2010-11
6 (20.7%)
9 (37.5%)
23 (79.3%)
15 (62.5%)
1 (3.4%)
1 (4.2%)
28 (96.6%)
23 (95.8%)
The data plan inadequately links teacher performance to student
outcomes. Measures are indirect.
Data plan adequately links teacher performance to student outcomes;
links are more distantly linked than directly linked.
3
2.1 Candidates support teachers in responding to the intervention
process by designing, implementing, and gathering appropriate data
and evidence through effective development of an action plan that links
teacher performance to student outcomes (section 2)
Promotes and models ongoing professional learning and improved practice
0
Not addressed
1
Candidates inadequately link the needs assessment to the Standards
for Ohio Educators.
2
Candidates adequately link the needs assessment to the Standards for
Ohio Educators.
3
5.1 Candidates use their knowledge of professional standards, including
the Standards for Ohio Educators, to support teachers’ professional
growth by effectively linking mentee needs assessments back to the
standards (section 1).
0
Not addressed
1
Report suggests that candidates inadequately demonstrated
competency in teaching adult learners.
1 (4.2%)
29 (100%)
23 (95.8%)
2
3
0
1
2
3
0
1
2
3
Report suggests that candidates adequately demonstrated competency
in teaching adult learners.
5.2 Candidates work effectively with individuals and groups of teachers
by demonstrating skills and competencies needed to teach adult
learners through effectively through reporting about efforts with
modeling, observing, collaboratively exploring data, and engaging in
dialogue with mentees (section 3).
Not addressed
Report suggests that candidate demonstrated inadequate skills serving
as a coach to others.
Report suggests that candidate demonstrated adequate skills serving as
a coach to others.
5.3 Candidates demonstrate skills in serving as mentors and coaches to
others through effectively reporting on feedback provided during the
coaching experience (section 4).
Not addressed
Report suggests that the candidate did an inadequate job of promoting
reflective practice in their mentee.
Report suggests that the candidate did an adequate job of promoting
reflective practice in their mentee.
5.5 Candidates engage in activities that promote reflective practices in
others as demonstrated through providing effective feedback through
the coaching case of practice (section 4).
N
8 (27.6%)
3 (12.5%)
21 (72.4%)
21 (87.5%)
1 (3.4%)
28 (96.6%)
24 (100%)
1 (3.4%)
28 (96.6%)
24 (100%)
29
24
4. Interpretation of data.
During the first year of the program, two items lower than a 3 had more than 20% of the
candidates scoring at level 2. The first item addressed TL standard 1.5 (Candidates engage in
reflective practice concerning leadership roles and responsibilities, and encourage reflective
practice in others) and TL standard 5.2 (Candidates work effectively with individuals and groups
of teachers by demonstrating skills and competencies needed to teach adult learners). However,
in the second year only TL standard 1.5 continued to have a larger than expected proportion of
individuals (i.e., 37.5%) achieve at level 2. Since reflection is a skill that is developed over time,
discussion boards aimed at improving teacher leader candidates’ reflexive skills will be added
across the program.
5. Assessment documentation including assignment as given to students and scoring rubric:
Coaching Case of Practice
Candidates will conduct a case of practice by: (a) identifying a coaching/mentoring situation and
conduct a needs assessment, (b) identifying action plan, (c) observing, and (d) providing
feedback. In addition, a mechanism for reflection should be embedded throughout the case.
1. Identifying a coaching/mentoring situation and conduct a needs assessment. Describe
the situation. Collaboratively conduct a needs assessment of the situation around the
Big Four (i.e., behavior, content, explicit instruction, and assessment) to determine the
candidate’s needs, as well as expectations, of the coaching situation. The needs
assessment should link to the Standards for Ohio Educators and articulate how this case
will support teacher’s growth.
2. Identifying an action plan. The action plan should include a timeline for modeling,
observing, collaboratively exploring data, and engaging in dialogue. Action plans should
articulate the kinds of evidence that will be collected (e.g., classroom observation
instrument, student work samples, protocol). Evidence should directly link teacher
performance to student outcomes. In addition, a tool for reflection should be identified
(e.g., journal).
3. Observing. Report on both observations (i.e., model lesson, mentee observation).
Describe both the model lesson and the mentee lesson observed. Although lesson plans
are not required, sufficient detail should be included to afford readers the “being there”
experience.
4. Providing feedback. Collaboratively explore data from both lessons and report on the
discussion. In particular, address the content of the discussion. Again, provide readers
with a “being there” experience.
5. Reflection. Cases should include teacher leader reflection and mentee reflection. In
particular, teacher leaders and mentees should reflect upon what they did well and
what they want to improve upon for all components (e.g., needs assessment, action
plan.
Promotes and models ongoing professional learning and improved practice
Data-based
decision making
Evidenced-based
principals of effective
leadership
0
Not
addressed
Not
addressed
1
The reflections of the
teacher leader and
mentee were
inadequately collected
(e.g., not systematically
collected using an
appropriate tool). Raw
reflections may or may
not be attached.
The data plan
inadequately links
teacher performance to
student outcomes.
Measures are indirect.
2
The reflections of the
teacher leader and
mentee are
adequately collected
and attached as an
appendix to the case.
3
1.5 Candidates engage in reflective practice
concerning leadership roles and
responsibilities, and encourage reflective
practice in others by effectively collecting
teacher leader and mentee reflections using
an appropriate tool (section 5). Raw
reflections are included as an appendix to
the case.
Data plan adequately
links teacher
performance to
student outcomes;
links are more
distantly linked than
directly linked.
Candidates
adequately link the
needs assessment to
the Standards for
Ohio Educators.
2.1 Candidates support teachers in
responding to the intervention process by
designing, implementing, and gathering
appropriate data and evidence through
effective development of an action plan that
links teacher performance to student
outcomes (section 2)
5.1 Candidates use their knowledge of
professional standards, including the
Standards for Ohio Educators, to support
teachers’ professional growth by effectively
linking mentee needs assessments back to
the standards (section 1).
5.2 Candidates work effectively with
individuals and groups of teachers by
demonstrating skills and competencies
needed to teach adult learners through
effectively through reporting about efforts
with modeling, observing, collaboratively
exploring data, and engaging in dialogue
with mentees (section 3).
5.3 Candidates demonstrate skills in serving
as mentors and coaches to others through
effectively reporting on feedback provided
during the coaching experience (section 4).
Not
addressed
Candidates
inadequately link the
needs assessment to
the Standards for Ohio
Educators.
Not
addressed
Report suggests that
candidates
inadequately
demonstrated
competency in teaching
adult learners.
Report suggests that
candidates
adequately
demonstrated
competency in
teaching adult
learners.
Not
addressed
Report suggests that
candidate
demonstrated
inadequate skills
serving as a coach to
others.
Report suggests that
the candidate did an
inadequate job of
promoting reflective
practice in their
mentee.
Report suggests that
candidate
demonstrated
adequate skills
serving as a coach to
others.
Report suggests that
the candidate did an
adequate job of
promoting reflective
practice in their
mentee.
Not
addressed
5.5 Candidates engage in activities that
promote reflective practices in others as
demonstrated through providing effective
feedback through the coaching case of
practice (section 4).
Weight
Points
Assessment 5 (Optional) Additional assessment that addresses Ohio Teacher Leader Endorsement
Standards
1. Candidate Dispositions Progress Report. Candidates are assessed in the field by mentor or instructor
regarding institutional standards as aligned with Teacher Leader Standards.
2. Standards and indicators are noted in the assessment.
3. Data
Teacher Leader Assessment 5: Disposition Progress Report
Indicator
2009-10
2010-11
1. The Candidate demonstrates professional behavior in attendance. The Candidate:
has perfect attendance record
3 (14.3%)
6 (46%)
is rarely absent
18 (85.7%)
4 (30%)
3 (23%)
17 (81%)
4 (19%)
8(62%)
5(38%)
20 (95.2%)
1 (4.8%)
10(77%)
3(23%)
19 (90.5%)
2 (9.5%)
13(100%)
19 (90.5%)
2 (9.5%)
11(75%)
2 (15%)
19 (90.5%)
2 (9.5%)
12(92.4%)
1(7.6%)
is sometimes absent
is absent frequently.
2. The Candidate demonstrates professional behavior by being punctual. The Candidate is:
never late
almost always on time
usually on time
frequently late. 
3. The Candidate demonstrates initiative. The Candidate:
consistently generates ideas and implements plans independently
often generates ideas and implements plans independently.
Sometimes generates ideas and implements plans independently
Seldom generates ideas and implements plans independently.
4. The Candidate is responsible. The Candidate:
consistently attends to assigned tasks or duties on schedule without prompting.
usually attends to assigned tasks or duties on schedules without prompting
sometimes attends to assigned tasks or duties on schedule without prompting
seldom attends to assigned tasks or duties on schedule without prompting.
5. The Candidate is responsive to constructive feedback/supervision. The Candidate:
consistently accepts suggestions and feedback and adjusts performance accordingly
usually accepts suggestions and feedback and adjusts performance accordingly.
at times accepts suggestions and feedback and adjusts performance accordingly.
unreceptive to feedback and reacts defensively
6. The Candidate has rapport with students/peers/others. The Candidate:
consistently seeks opportunities to work with students/peers/others and relates easily and
positively
usually seeks opportunities to work with students/peers/others and relates easily and positively
at times seeks opportunities to work with students/peers/others and relates easily and
positively.
at times hesitates to work with students/peers/others
7. The Candidate is committed to high ethical and professional standards. Standard 5.6 Candidates model professional,
ethical behavior and expect it from others. Regarding each of the following statements about the Candidate, please
indicate yes, no or unable to judge: (Yes responses indicated)
a) The Candidate maintains high ethical and professional standards.
21 (100%)
13(100%)
b) The Candidate cites program policies and professional practices and responds appropriately.
21 (100%)
13(100%)
c) The Candidate maintains a professional appearance.
21 (100%)
13(100%)
8. The Candidate demonstrates a commitment to reflection, assessment, and learning as an ongoing process. Evidence the
Candidate possesses this disposition:
is consistently evident.
21 (100%)
10 (77%)
is usually evident
3 (23%)
is sometimes evident
is inconsistent with, or contrary to, this disposition
I am unable to judge the Candidate’s possession of this disposition
9. The Candidate is willing to work with other professionals to improve the overall learning environment for students.
Standard 3.2 Candidates nurture open and effective lines of communication with students, parents, other educators,
administrators, and the community through professional learning communities. Standard 3.3 Candidates work with
stakeholders to identify appropriate resources for enhancing collaboration. Evidence the Candidate possesses this
disposition:
is consistently evident.
21 (100%)
11(75%)
is usually evident
2 (15%)
is sometimes evident
is inconsistent with, or contrary to, this disposition
I am unable to judge the Candidate’s possession of this disposition
10. The Candidate appreciates that “knowledge” includes multiple perspectives and that development of knowledge is
influenced by the perspective of the "knower." Standard 1.3: Candidates understand and apply strategies that assist
adult learning and development. Standard 1.4: Candidates respect the diversity of the school staff, teachers,
administrators, and other personnel. Evidence the Candidate possesses this disposition:
is consistently evident.
21 (100%)
10 (77%)
is usually evident
3 (23%)
is sometimes evident
is inconsistent with, or contrary to, this disposition
I am unable to judge the Candidate’s possession of this disposition
11. The Candidate is dedicated to teaching the subject matter and to keeping informed and is competent in the discipline
and its pedagogy. Evidence the Candidate possesses this disposition:
12(92.4%)
is consistently evident.
21 (100%)
is usually evident
1(7.6%)
is sometimes evident
is inconsistent with, or contrary to, this disposition
I am unable to judge the Candidate’s possession of this disposition
12. In designing curriculum, the Candidate appreciates both the particular content of the subject area and the diverse
needs, assets, and interests of the students and values both short and long-term planning. Standard 5.1 Candidates use
their knowledge of the professional standards, including the Standards for Ohio Educators to support teachers’
professional growth. Standard 5.2 Candidates work effectively with individuals and groups of teachers by demonstrating
the skills and competencies needed to teach adult learners. Standard 5.5 Candidates engage in activities that promote
reflective practices in others. Evidence the Candidate possesses this disposition:
Is consistently evident.
21 (100%)
11(75%)
Is usually evident
2(15%)
Is sometimes evident
is inconsistent with, or contrary to, this disposition
I am unable to judge the Candidate’s possession of this disposition
13. The Candidate is committed to the expression and use of democratic values in the classroom. Evidence the Candidate
possesses this disposition:
is consistently evident.
21 (100%)
10(77%)
is usually evident
3 (23%)
is sometimes evident
is inconsistent with, or contrary to, this disposition
I am unable to judge the Candidate’s possession of this disposition
14. The Candidate takes responsibility for making the classroom and the school a “safe harbor” for learning, in other
words, a place that is protected, predictable, and has a positive climate. Evidence the Candidate possesses this disposition:
is consistently evident.
21 (100%)
13(100%)
is usually evident
is sometimes evident
is inconsistent with, or contrary to, this disposition
I am unable to judge the Candidate’s possession of this disposition
15. The Candidate recognizes the fundamental need of students to develop and maintain a sense of self-worth and that
student misbehavior may be attempts to protect self-esteem. Evidence the Candidate possesses this disposition:
is consistently evident. 
21 (100%)
12 (92.4%)
is usually evident
1 (7.6%)
is sometimes evident
is inconsistent with, or contrary to, this disposition
I am unable to judge the Candidate’s possession of this disposition
16. The Candidate believes that all children can learn and persists in helping every student achieve success. Evidence the
Candidate possesses this disposition:
is consistently evident.
21 (100%)
13 (100%)
is usually evident
is sometimes evident
is inconsistent with, or contrary to, this disposition
I am unable to judge the Candidate’s possession of this disposition
17. The candidate values all students for their potential as people and helps them learn to value each other. Evidence the
Candidate possesses this disposition:
is consistently evident.
21 (100%)
13(100%)
is usually evident
is sometimes evident
is inconsistent with, or contrary to, this disposition
I am unable to judge the Candidate’s possession of this disposition
N
21
4. Interpretation of data.
Unlike other assessments that are a result of coursework, these data are gathered from cooperating
principals, and they are the common assessments used across programs at the University of Cincinnati.
Thus, the challenge is the lower response rate due to asking busy school leaders to complete the
information. To gather this information, multiple email requests were made. In the future, it may be
necessary to follow up by phone to improve the response rates.
5. Assessment documentation.
Candidate Dispositions Progress Report
Candidate’s Name:
Program :
Name of Individual Completing Report:
Please indicate position:
Field Experience School:
Signature of Individual Completing Form:
Date
Signature of Candidate:
Date:
Candidate’s signature only indicates that he/she has reviewed the Report and does not imply agreement.
1. The Candidate demonstrates professional behavior in attendance. The Candidate:

has perfect attendance record

is rarely absent

is sometimes absent

is absent frequently.
2. The Candidate demonstrates professional behavior by being punctual. The Candidate is:




never late
almost always on time
usually on time
frequently late.
3. The Candidate demonstrates initiative. The Candidate:




consistently generates ideas and implements plans independently
often generates ideas and implements plans independently.
Sometimes generates ideas and implements plans independently
Seldom generates ideas and implements plans independently.
4. The Candidate is responsible. The Candidate:




Consistently attends to assigned tasks or duties on schedule without prompting.
Usually attends to assigned tasks or duties on schedules without prompting
Sometimes attends to assigned tasks or duties on schedule without prompting
Seldom attends to assigned tasks or duties on schedule without prompting.
5. The Candidate is responsive to constructive feedback/supervision. The Candidate:

Consistently accepts suggestions and feedback and adjusts performance accordingly

Usually accepts suggestions and feedback and adjusts performance accordingly.

At times accepts suggestions and feedback and adjusts performance accordingly.

unreceptive to feedback and reacts defensively
6. The Candidate has rapport with students/peers/others. The Candidate:

consistently seeks opportunities to work with students/peers/others and relates easily
and positively

usually seeks opportunities to work with students/peers/others and relates easily and
positively


at times seeks opportunities to work with students/peers/others and relates easily and
positively.
at times hesitates to work with students/peers/others
1. The Candidate is committed to high ethical and professional standards.
Standard 5.6 Candidates model professional, ethical behavior and expect it from others.
Regarding each of the following statements about the Candidate, please indicate yes, no or unable to
judge:
Yes No Cannot Rate


 a) Maintains high ethical and professional standards (e.g. respecting confidentiality)


 b) The Candidate cites program policies and professional practices and responds
appropriately.


 c) The Candidate maintains a professional appearance.
7. The Candidate demonstrates a commitment to reflection, assessment, and learning as an ongoing
process. Evidence the Candidate possesses this disposition:

is consistently evident.

Is usually evident

Is sometimes evident

is inconsistent with, or contrary to, this disposition

I am unable to judge the Candidate’s possession of this disposition
1. The Candidate is willing to work with other professionals to improve the overall learning
environment for students.
Standard 3.2 Candidates nurture open and effective lines of communication with students, parents,
other educators, administrators, and the community through professional learning communities.
Standard 3.3 Candidates work with stakeholders to identify appropriate resources for enhancing
collaboration.
Evidence the Candidate possesses this disposition:





Is consistently evident.
Is usually evident
Is sometimes evident
is inconsistent with, or contrary to, this disposition
I am unable to judge the Candidate’s possession of this disposition
10. The Candidate appreciates that “knowledge” includes multiple perspectives and that development
of knowledge is influenced by the perspective of the "knower."
Standard 1.3: Candidates understand and apply strategies that assist adult learning and
development.
Standard 1.4: Candidates respect the diversity of the school staff, teachers, administrators, and other
personnel.
Evidence the Candidate possesses this disposition:





Is consistently evident.
Is usually evident
Is sometimes evident
is inconsistent with, or contrary to, this disposition
I am unable to judge the Candidate’s possession of this disposition
11. The Candidate is dedicated to teaching the subject matter and to keeping informed and is
competent in the discipline and its pedagogy. Evidence the Candidate possesses this disposition:





Is consistently evident.
Is usually evident
Is sometimes evident
is inconsistent with, or contrary to, this disposition
I am unable to judge the Candidate’s possession of this disposition
12. In designing curriculum, the Candidate appreciates both the particular content of the subject area
and the diverse needs, assets, and interests of the students and values both short and long-term
planning.
Standard 5.1 Candidates use their knowledge of the professional standards, including the Standards
for Ohio Educators to support teachers’ professional growth.
Standard 5.2 Candidates work effectively with individuals and groups of teachers by demonstrating
the skills and competencies needed to teach adult learners.
Standard 5.5 Candidates engage in activities that promote reflective practices in others.
Evidence the Candidate possesses this disposition:





Is consistently evident.
Is usually evident
Is sometimes evident
is inconsistent with, or contrary to, this disposition
I am unable to judge the Candidate’s possession of this disposition\Dispositions
13. The Candidate is committed to the expression and use of democratic values in the classroom.
Evidence the Candidate possesses this disposition:





Is consistently evident.
Is usually evident
Is sometimes evident
is inconsistent with, or contrary to, this disposition
I am unable to judge the Candidate’s possession of this disposition
14. The Candidate takes responsibility for making the classroom and the school a “safe harbor” for
learning, in other words, a place that is protected, predictable, and has a positive climate. Evidence the
Candidate possesses this disposition:



Is consistently evident.
Is usually evident
Is sometimes evident


is inconsistent with, or contrary to, this disposition
I am unable to judge the Candidate’s possession of this disposition
15. The Candidate recognizes the fundamental need of students to develop and maintain a sense of selfworth and that student misbehavior may be attempts to protect self-esteem. Evidence the Candidate
possesses this disposition:





Is consistently evident.
Is usually evident
Is sometimes evident
is inconsistent with, or contrary to, this disposition
I am unable to judge the Candidate’s possession of this disposition
16. The Candidate believes that all children can learn and persists in helping every student achieve
success. Evidence the Candidate possesses this disposition:





Is consistently evident.
Is usually evident
Is sometimes evident
is inconsistent with, or contrary to, this disposition
I am unable to judge the Candidate’s possession of this disposition
17. The candidate values all students for their potential as people and helps them learn to value each
other. Evidence the Candidate possesses this disposition:





Is consistently evident.
Is usually evident
Is sometimes evident
is inconsistent with, or contrary to, this disposition
I am unable to judge the Candidate’s possession of this disposition
Assessment 6 (optional) Additional assessment that addresses Ohio Teacher Leader Endorsement
Standards
1.
Mentor Assessment of Use of Technology. Candidates are assessed in the field regarding infusion
of technology as aligned with Teacher Leader Standards.
2. Standards and indicators addressed through this assessment and related to the use of technology
are: Standard 1.3: Candidates understand and apply strategies that assist adult learning and
development. Standard 1.3: Candidates understand and apply strategies that assist adult learning
and development. Standard 1.4: Candidates respect the diversity of the school staff, teachers,
administrators, and other personnel. 3.3 Candidates work with stakeholders to identify
appropriate resources for enhancing collaboration. Standard 5.2 Candidates work effectively
with individuals and groups of teachers by demonstrating the skills and competencies needed to
teach adult learners. Standard 5.5 Candidates engage in activities that promote reflective
practices in others. Standard 5.6 Candidates model professional, ethical behavior and expect it
from others.
3. Data
Teacher Leader Assessment 6: Percent of Candidates Successfully Infusing Technologies
Technology
Word Processing
E-Mail
Overhead Projector
Internet Resources for Lessons
Internet-Based Data/Programs
VCR/DVD
Educational Software
Electronic Grade Book
Handhelds (PDA's Graphing Calculators)
Powerpoint, Hyperstudio, Corel Presentations
Camrecorder
Digital Camera
Scanner
Videoconferencing, Web-Cam
Creating Webpages
Smartboard
Survey Applications
N
4.
20092010
100.0%
100.0%
70.0%
90.0%
80.0%
80.0%
80.0%
80.0%
70.0%
80.0%
80.0%
90.0%
70.0%
80.0%
60.0%
100.0%
40.0%
10
20102011
100.0%
100.0%
87.5%
87.5%
87.5%
87.5%
87.5%
62.5%
62.5%
87.5%
62.5%
62.5%
87.5%
75.0%
50.0%
100.0%
50.0%
8
Interpretation of the data. You may want to talk about the issue of compliance in completion –
the candidates ask people to complete it but it doesn’t happen – other reasons, what the data do
tell you, how you think you could get better data.
Unlike other assessments that are a result of coursework, these data are gathered from cooperating
principals, and they are the common assessments used across programs at the University of Cincinnati.
Thus, the challenge is the lower response rate due to asking busy school leaders to complete the
information. To gather this information, multiple email requests were made. In the future, it may be
necessary to follow up by phone to improve the response rates.
5. Assessment
The following list indicates various technologies that may be used in school.
Review each of these technologies. If the candidate had the opportunity to
use the technology, please rate his or her ability. Do not rate technologies
when there was no opportunity to use them.
Technology
Weakness Satisfactory Strength
Word Processing
E-Mail
Overhead Projector
Internet Resources for Lessons
Internet-Based Data/Programs
VCR/DVD
Educational Software
Electronic Grade Book
Handhelds (PDA's Graphing Calculators)
Powerpoint, Hyperstudio, Corel Presentations
Camrecorder
Digital Camera
Scanner
Videoconferencing, Web-Cam
Creating Webpages
Smartboard
Survey Applications
Other: