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EDL Concentration for EdS
Attachment “E”
Assessment System
Educational Leadership concentration for the Educational Specialist in Leadership for Learning
In this chart, list the 7-8 assessments that will be used to verify how your candidates meet national/state/institutional standards. If a state licensure exam in the content area is not
required, you should substitute an assessment that documents candidate attainment of content knowledge.
Name of Assessment
Title of Assessment1
In What Course/Transition
Point is the Assessment
Administered
1. Licensure assessment
Georgia Certification in Education
Examination (GACE)
Artifact:
Beginning, Entry Requirement
2 – Performance Base
School Climate Project (Building and System Level): Examine the
climate and culture of your school and school district. Identify 3 or
more empirical climate assessment instruments. Select the most
appropriate and, with your principal’s permission, conduct a study of
your school’s climate. Based on your findings, identify ways the
climate could be changed to promote a climate of collaboration that
fosters student learning. This is a Chalk & Wire Activity.
EDL 8810
Vision and Governance
Portfolio entry
Focus: Concentration
Modules
Institutional Standards
PSC/BOR/ELCC
PSC/ELCC - 1, 2, 3, 6
BOR - 5, 9,
End of First Semester
CPO: 1, 6, 8
Artifact
3 –Performance Base
Portfolio Entry
Focus: Concentration
Modules
1
Development of School Finance Project (Building or System
Level): Trace the development of the school finance program in
Georgia through the various stages. Indicate areas of aspects of the
program that may still be in some of the earlier stages, such as
vouchers. Describe the manner in which resources for education are
distributed. This is a Chalk & Wire Activity.
EDL 8820
Managing the Physical
Environment
PSC/ELCC– 3
BOR – 7, 8
CPO: 1, 2, 4, 8
End of second semester
Examples: exam, performance assessment, licensure exam, portfolio, project, reflection, action research, etc
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EDL Concentration for EdS
Artifact:
4 – Performance Base
Portfolio
Curriculum Mapping Focus Group (Building Level): Candidate
will collaborate with teachers and/or administrators to develop a
curriculum map for a particular subject and/or grade level(s). This is
a Chalk & Wire Activity.
Focus: Concentration
Modules
EDL 8830
Curriculum, Assessment, and
Instruction
PSC/ELCC: 2, 6
BOR: 1-4
CPO
1, 3, 4, 7, 8
End of third semester
Artifact
5 – Performance Base
Portfolio
Focus: Concentration
Modules
Mentoring Program: Candidates will develop a mentoring program
for teachers (buiding) or principals (district level) new to the local
school system and based on the needs of the school and the
individual teacher or principal. (Building or System Level). This is a
Chalk & Wire activity.
EDL 8840
Professional Learning
PSC/ELCC: 1, 2, 3, 5
BOR: 1-6, 9
End of fourth semester
CPO: 1-8
EDL 8850
Managing Human Resources
PSC/ELCC/: 2, 3, 4, 5, 6
Artifact
6– Performance Base
Portfolio
Focus: Concentration
Modules
Teacher Recruitment: Examine the various teacher recruitment
programs in the nation and this state and develop a set of “best
practices” for use in your school district.
Contact a human resources administrator in a large urban district, a
small rural district, and a suburban district. Interview the person
responsible for that district’s teacher recruitment. Write a report of
how each district molds the recruitment plan to attract teachers who
are most likely to succeed in that particular district. (Building or
System Level). This is a Chalk & Wire Activity.
BOR: 4, 5, 7, 8
End of fifth semester
CPO: 1, 2,, 4, 5, 6, 7
EDL 8300: Intercultural
Communication & Global
Learning
PSC/ELCC: 2, 3, 4, 5, 6
Artifact
7 – Performance Base
Portfolio
Focus: Concentration
Modules
Action Research Project: The candidate will lead teachers in an
action research project by bringing together resources of family
members and the community to positively affect student
learning. The research will focus on: a) use of interpreter/translator;
b) implementation of tutoring strategies; c) teaching special skills; d)
sharing cultures; and e) describing other support systems This is a
Chalk & Wire Activity.
BOR: 2, 4, 9, 10
CPO: 1, 2, 3, 6, 7, 8
End of fifth semester
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EDL Concentration for EdS
8 – Performance Base
Activity to be determined by assessment of candidate’ needs
Focus: Concentration
Modules
EDL 8860: Transition
PSC/ELCC: 7
End of Program
BOR: 1-10
CPO: 1-8
9-assessment of internship,
practicum, or other clinical
experience…Residency
See above module portfolio artifacts
Focus: Cumulative
Assessment of
Performance in all Modules
10-Assessment of
internship, practicum, or
other clinical
experience…embedded
field experience
School Change Project
EDL 8810: Vision &
Governance
EDL 8820: Managing the
Physical Environment
EDL 8830: Curriculum,
Assessment, and Instruction
EDL 8840: Professional
Learning
EDL 8850: Managing Human
Resources
EDL 8300: Intercultural
Communication & Global
Learning
EDL 8860: Transition Module
EDL 8100: Critical Issues in
School Transformation
Core Course in EdS for
Leadership for Learning
All PSC/ELCC, BOR, and
CPO:
PSC/ELCC: 1, 2, 3
BOR: 1-10
CPO:
11 – Assessment of
candidate ability to plan
and implement appropriate
teaching and learning
experiences
EdS CORE
Advanced Study of Learning Project
Course: EDUC 8100: Advanced
Study of Learning
PSC/ELCC: 2, 5
BOR: 1, 2, 3, 5, 9,10
Core Course in EdS for
Leadership for Learning
CPO: 3, 4, 6, 7
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EDL Concentration for EdS
13-Assessment of
candidate effect on student
learning
Applied Field Research Project
Course: EDRS 8900
Core EdS Program in Leadership
for Learning
PSC/ELCC: 1-6
End Point: End of Year 1
CPO: 1-8
Course: All Performance Base
Modules
PSC/ELCC: 1-7
BOR: 1-10
EdS CORE
14-Dispositions’
Assessment
Portfolio
Beginning Candidate Leader Team Assessment of Candidate’s
Disposition
BOR: 1-10
Completed each term
CPO: 1-8
15-Capstone
The Portfolio Narrative Rubric (PNR)
Capstone Experience
End of Program
All Standards:
BOR, PSC, CPO
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EDL Concentration for EdS