SYLLABUS
EDAD 516 INSTRUCTIONAL LEADERSHIP DEVELOPMENT
SUMMER 2014 SEMESTER SECTION 110
Instructor: Brenda Russell, Ed.D.
Assistant Professor, Educational Leadership
Department of Professional Education and Policy Studies
Texas A&M University-Central Texas
100 Leadership Place, Killeen TX 76549
Office: 322J Warrior Hall, 1002 Leadership Place
Work Email: brenda.russell@ct.tamus.edu
Work Phone: 254.519.5768
Cell Phone: 512.626.9668
I.
Office Hours: By appointment
Home Email: brendarussell04@gmail.com
Fax Number: 254.519.5786
DESCRIPTION OF COURSE
Catalog Description:
The study of instructional leadership emphasizes the appropriate use of instructional practices within the
framework of theory and research to enhance organizational effectiveness and improve school culture.
The content of instructional leadership development training is supported by the Texas Education
Agency (TEA) as an integral part of administrator preparation and certification. An additional state
determined fee is required for students to obtain the Instructional Leadership Development certificate
after completion of the course.
Expanded Course Description:
The purpose of EDAD 516 Instructional Leadership is to help aspiring school administrators develop an
understanding of the instructional leadership skills necessary to become effective campus principals.
The course will require students to develop a general knowledge and understanding of a focus on the use
of student performance outcomes and data driven decision making in the areas of curriculum,
instruction, and assessment; supervision of campus personnel; professional development;
communication and community partnerships; and organizational management.
EDAD 516 Instructional Leadership is designed to address state requirements for principal preparation
programs. As required by Texas Administrative Code Title 19, Part 7, Chapter 241, (a) the standards
identified in §241.15 of this title (relating to Standards for the Principal Certificate) shall be the
curricular basis for programs preparing individuals to be principals. Entities shall establish benchmarks
and structured assessments of the candidate's progress and needed growth throughout the program based
on the standards identified in §241.15 of this title, and (b) structured, field-based practicum with
experiences at diverse types of campuses must be focused on actual experiences with each of the
standards identified in §241.15 of this title whereby candidates must demonstrate proficiency in each of
the standards.
II.
KNOWLEDGE BASE
This class is a study of the instructional leader’s duties and responsibilities. The course will review
effective teaching practices as well as identify the instructional leader’s role in classroom observations,
conferencing teachers and developmental supervision. This course meets the Texas Education Agency
requirements for Instructional Leadership Development (ILD).
Guiding Questions:
 What is the foundation of Instructional Leadership Development?
 How do curriculum, instruction & assessment guide teaching and learning?
 What is the significance of supervision of teachers and how does that happen?
 What role does professional development play in instructional leadership?
 How do communication and community partnerships impact the role of the instructional leader?
 What role does organizational management plan in instructional leadership?

What does the new educational administrator need to do in order to establish himself/herself in his/her first
administrative position?
Required texts (with the exception of the ILD manual, they may be purchased from a
variety of
sources):
 Instructional Leadership Development, Moving Texas Forward, Texas Education Agency (Order this
manual from Region 13 online store @ esc13.net (products section). You must have this text on the first
day of class.


American Psychological Association. (2009). Publication manual of the American Psychological Association (6th
ed.). Washington, DC: Author. (ISBN# 978143380562)
Fullan, M. (2003). The Moral Imperative of School Leadership. Thousand Oaks, CA: Corwin Press. (ISBN#
9780761938736)
And one of the following books on school reform depending on your school level (will not be at CTC Bookstore):
 National Association of Elementary School Principals. (2008). Leading learning communities: Standards for
what principals should know and be able to do (second edition). Alexandria, VA: Author. (for elementary)
 National Association of Secondary School Principals. (2006). Breaking ranks in the middle: Strategies for
leading middle school reform. Reston, VA: Author. (for middle school)
 National Association of Secondary School Principals. (2004). Breaking ranks II: Strategies for leading high
school reform. Reston, VA: Author. (for high school)
III.
COURSE LEARNING FRAMEWORK
Course Objective #1: Analysis of decision making process in increasing student and school success.
Learning Objectives
1.1 Demonstrate understanding
that all decisions should lead to
quality learning for all students
to support achievement and a
vision that assures “learning for
all”.
Learning Activities
Classroom scenario group
discussions
Facilitation of On-line Study &
Sharing of Research
Assessment for Learning
Sharing of related research article
Evaluation case study and
development of action plan
Collaborative Scoring of Study
Assessment of Learning
Course Final
Assessment
Comprehensive
Exam
Internship Experience
Principal TExES
Examination
1.2 Demonstrate understanding
and use of systems thinking
Classroom scenario discussions
Sharing of related research article
Evaluation case study and
development of action plan
SLPPS Completers
Survey
District Satisfaction
Survey
Course Objective #2: Application of roles of instructional leader ensuring student success.
Learning Objectives
Learning Activities
Assessment for Learning
2.1 Utilize 4 critical elements in
understanding and making
decisions regarding teaching and
learning
Classroom teaching and learning
scenarios: classroom observations
conferencing, developmental
supervision
Evaluation of case study and
development of action plan
2.2 Apply framework for
continuous improvement to
school organization and
individuals in order to promote
student success
Classroom teaching and learning
scenarios: classroom observations,
conferencing, developmental
supervision
Evaluation of case study and
development of action plan
Assessment of Learning
Course Final
Assessment
Masters Comps Exam
Internship Experience
Problem Based Learning Project
Problem Based Learning Project
Paper, Presentation Materials,
Scoring Rubric
Principal TExES
Exam
SLPPS Completers
Survey
District Satisfaction
Survey
* Denotes Practicum Learning Activity
IV. ILD CERTIFICATION
This class is a study of the instructional leader’s duties and responsibilities. The course will review
effective teaching practices as well as identify the instructional leader’s role in classroom observations,
conferencing teachers and developmental supervision. This course meets the Texas Education Agency
requirements for Instructional Leadership Development (ILD).
ILD training is a scripted program prepared by the Texas Education Agency and is based on clock hours.
In order to be recommended for ILD certification, students may not miss any scheduled class. Therefore
attendance/participation in all sessions and completion of all assignments is critical. You will not be
certified in ILD if you miss ANY class.
After completion of this class you will be required to submit an on-line application for your certificate. A
$25 certification fee required by ESC Region XIII must be paid to the university by the final class
meeting.
V. CLASS SCHEDULE
The class is scheduled to meet from 8:00 a.m-12:30 p.m. on the following Saturdays: June 14th & 28th; July 12th &
26th; and August 2nd in room 310 at Founder’s Hall. Because of the partial online component for instructional
delivery, a more specific schedule (p. 17) will be shared at the first class meeting. Any changes in the class schedule
will be announced by the instructor. Students are expected to check their email prior to coming to class.
VI. ASSIGNMENTS AND ACTIVITIES

Online Study School Improvement/Redesign (40 Points – 6/22/14 through 7/12/14 )
Each student will participate in an on-line dialogue focused on school improvement using the appropriate school
level text. The analysis should be a thoughtful reflection about the themes and concepts that comprise best
practice in school re-design. Each student is expected to include citations, explanations and critiques of 3
research studies during this dialogue and is expected to participate a minimum of 12 times during the 3 week
period. A grade will be determined based on The Collaborative Participation Rubric (p. 12) with each student in
the group assessing and scoring the participation of the others and themselves for an average total score.
 Leadership and School Restructuring Problem-Based Learning Project (120 Points8/2/14)
Problem-Based Learning (PBL) is an instructional strategy for preparing administrators that was developed at
Stanford University and later field-tested at Vanderbilt University. As a means by which new knowledge is
introduced and learning, PBL emphasizes three major goals: (1) the development of administrative skills, (2)
the development of problem-solving skills, and (3) the acquisition of the knowledge base that underlies
administrative practice. The basic unit of instruction in a PBL curriculum is a project. Students are organized
into teams and work on defined projects to grapple with the problem and to achieve the learning objectives
embedded in each project. In each project, students will be assigned different roles (team leader, facilitator,
recorder, and team member). In EDAK 516, students will be involved in a PBL project dealing with leadership
and the redesign of an elementary, middle level, or high school campus community. Requirements for this
project include a group paper and action plan, a group presentation, and presentation materials. More specific
information about the project and required products will be disseminated in the course. The Collaborative
Participation Rubric (p. 15), the Written Product Rubric (p. 16) and the Class Presentation Rubric (p. 17) will be
used for assessment.



Completion of Requirements for ILD Certification (100 points)
Each student will be required to complete the assignments and activities associated with the state based training
Instructional Leadership Development which is one of two certifications required to assess teachers in Texas
using the Professional Development Appraisal System. Assessment will be based on student attendance and full
participation in completion of assignments and activities as directed by state requirements.
Attendance/Class Participation (100 points throughout class sessions)
Attendance and participation is significant not only to the individual student, but also to the group as a whole.
Students are expected to be in attendance for the full session of each class. In addition students are expected to
participate as learners. This includes: preparedness for class; adherence to classroom norms (to be established)
and the anchors for learning (to be reviewed in class); active participation in discussions; and active listening to
those speaking. The Collaborative Participation rubric (p.12) will be used as the assessment.
Final Exam (100 points; Due 8/3/14)
Each student will submit a 4-5 page written reflection (APA format) addressing his/her moral imperative as a
school leader in relationship to the major themes of Instructional Leadership Development. This assignment is to
be based on learning from the text The Moral Imperative of School Leadership by Fullan. The Written Product
Rubric (p. 13) will be used to assess this assignment.
VII. EVALUATION AND GRADING:
The instructor will determine grades for the course assignments and assessments through the use the assignment
criteria and assessment rubrics outlined in the syllabus. Instructor, self, and peer evaluation will be utilized as
means of assessing growth and learning. Assignments turned in from 1-3 days after the posted due date are
subject to a maximum of 45% reduction of points based on the date received by the instructor. Assignments that
are more than 3 days late may not be accepted. In no case should materials be those submitted for another
course; neither should the materials submitted be a collection of file materials. A course grade of Incomplete (I)
will not be given except in extremely unusual cases. Note: Points designated in ( ) following items are the
maximum number of points.
To earn the Grade of A:
 432-480 accrued points for the following activities/items:
 On-Line Study (40 points)
 PBL Project (120 points)
 Attendance/Class Participation (100 points)


Completion of ILD Certificate Requirements (100 points)
Final Assessment (100 points)
To earn the Grade of B:
 364-431 accrued points for the following activities/items:
 On-Line Study (40 points)
 PBL Project (120 points)
 Attendance/Class Participation (100 points)
 Completion of ILD Certificate Requirements (100 points)
 Final Assessment (100 points)
***Point system may be revised if necessary to accommodate unexpected changes in course schedule.
Any student not meeting the grading guidelines described above will receive a grade of C or lower and is subject to remediation that
may include retaking the course. Students in this situation must see their advisor immediately.
WRITING PROFICIENCY
Students who struggle with mechanics and format issues related to course written work are encouraged to seek additional
outside support services to achieve writing proficiency in course assignments. TAMU-CT offers at no-charge an online
tutoring platform – Tutor.com - that enables TAMU-CT students to log-in and receive FREE online tutoring and writing
support. This tool provides tutoring in Writing, Statistics, and other areas. Students may gain access by going to
www.tutor.com/tamuct and entering in their University Student ID as their username and Birthday (mmddyyyy) as their
password. Once you log-in, you have the option to change your log-in information. If you have difficulties contact Student
Affairs at www.ct.tamus.edu/AcademicSupport or 254.519.5496.
Drop Policy
If you discover that you need to drop this class, you must go to the Records Office and ask for the necessary paperwork.
Professors cannot drop students; this is always the responsibility of the student. The record’s office will provide a deadline
for which the form must be returned, completed and signed. Return the signed form to the records office, wait 24 hours,
go into Duck Trax, and confirm that you are no longer enrolled. If you are still enrolled, FOLLOW-UP with the records
office immediately. You are to attend class until the procedure is complete to avoid penalty for absence. Should you miss
the deadline or fail to follow the procedure, you will receive an F in the course.
Academic Integrity
Texas A&M University - Central Texas expects all students to maintain high standards of honor in personal and scholarly
conduct. Any deviation from this expectation may result in a minimum of a failing grade for the assignment and
potentially a failing grade for the course. All academic dishonesty concerns will be reported to the university's Office of
Student Conduct. Academic dishonesty includes, but is not limited to, cheating on an examination or other academic
work, plagiarism and improper citation of sources, using another student's work, collusion, and the abuse of resource
materials. When in doubt on collaboration, citation, or any issue, please contact me before taking a course of action. More
information can be found at http://www.tamuct.edu/departments/studentconduct/academicintegrity.php
Disability Support Services
If you have or believe you have a disability and wish to self-identify, you can do so by providing documentation to
the Disability Support Coordinator. Students are encouraged to seek information about accommodations to help assure
success in their courses. Please call (254) 501-5831 or visit Founder's Hall 114, Suite 114. Additional information can be
found at http://www.tamuct.edu/departments/disabilitysupport/index.php
Library Services
INFORMATION LITERACY focuses on research skills which prepare individuals to live and work in an informationcentered society. Librarians will work with students in the development of critical reasoning, ethical use of information,
and the appropriate use of secondary research techniques. Help may include, yet is not limited to: exploration of
information resources such as library collections and services, identification of subject databases and scholarly journals,
and execution of effective search strategies. Library Resources are outlined and accessed at.
http://www.tarleton.edu/centraltexas/departments/library/
Tutoring
Tutoring is available to all TAMUCT students, both on-campus and online. Subjects tutored include Accounting, Finance,
Statistics, Mathematics, and Writing. Tutors are available at the Tutoring Center in Warrior Hall, Room 111.
Visit www.ct.tamus.edu/AcademicSupport and click "Tutoring Support" for tutor schedules and contact info. If you have
questions, need to schedule a tutoring session, or if you're interested in becoming a tutor, contact Academic Support
Programs at 254-501-5830 or by emailing tutoring@ct.tamus.edu.
Chat live with a tutor 24/7 for almost any subject on your computer! Tutor.com is an online tutoring platform that enables
TAMU-CT students to log-in and receive FREE online tutoring and writing support. This tool provides tutoring in
Mathematics, Writing, Career Writing, Chemistry, Physics, Biology, Spanish, Calculus, and Statistics. To access
Tutor.com, log into your Blackboard account and click "Online Tutoring."
UNILERT
Emergency Warning System for Texas A&M University – Central Texas
UNILERT is an emergency notification service that gives Texas A&M University-Central Texas the ability to
communicate health and safety emergency information quickly via email and text message. By enrolling in UNILERT,
university officials can quickly pass on safety-related information, regardless of your location. Please enroll today at
TAMUCT.org/UNILERT.
*Professor reserves the right to amend this syllabus at any time.
XVI. SELECTED RESOURCES
Note: This list of works is not exhaustive and represents only a sampling of the body of work related to the field and
issues of campus administration.
Anderson, M. (1991). Principals: How to train, recruit, select, induct, and evaluate leaders for America's schools.
Eugene, OR: ERIC Clearinghouse on Educational Management.
Beck, L., & Murphy, J. (1993). Understanding the principalship: Metaphorical themes 1920s-1990s. New York: Teachers
College Press.
Blase, J., Blase, J., Anderson, G., & Dungan, S. (1995). Democratic principals in action: Eight pioneers. Thousand Oaks,
CA: Corwin Press.
Blase, J. & Kirby, P. (1992). Bringing out the best in teachers: What effective principals do. Newbury Park, CA: Corwin
Press.
Bolman, L. & Deal, T. (1993). The path to school leadership. Newbury Park, CA: Corwin Press.
Brown, G. & Irby, B. (1997). The principal portfolio. Thousand Oaks, CA: Corwin Press.
Daresh, J. (2004). Beginning the assistant principalship: A practical guide for new school administrators. Thousand
Oaks, CA: Corwin Press.
Daresh, J. & Arrowsmith, T. (2003). A practical guide for new school leaders. Thousand Oaks, CA: Corwin Press.
Fullan, M. (2007). The new meaning of educational change. New York: Teachers College Press.
Fullan, M. (2006). Turnaround change (Jossey-Bass Leadership Library in Education). San Francisco, CA: Jossey-Bass.
Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass.
Fullan, M. & Hargreaves, A. (1996). What's worth fighting for in your school? New York: Teachers College Press.
Glanz, J. (2005). What every principal should know about operations. Thousand Oaks, CA: Corwin Press.
Glanz, J. (2006). What every principal should know about strategic leadership. Thousand Oaks, CA: Corwin Press.
Glatthorn, A. (2000). The principal as curriculum leader: Shaping what is taught and tested. Thousand Oaks, CA: Corwin
Press.
Goldring, E. & Rallis. (1993). Principals of dynamic schools: Taking charge of change. Newbury Park, CA: Corwin
Press.
Hallinger, P. Leithwood, K. & Murphy, J. (Eds.). (1993). Cognitive perspectives on educational leadership. New York:
Teachers College Press.
Hargreaves, A. & Fullan, M. (1998). What's worth fighting for out there? New York: Teachers College Press.
Hart, A. W. (1999). Principal succession: Establishing leadership in schools. Albany, NY: SUNY Press.
Hart, A. W. & Bredeson, P. (1996). The principalship: A theory of professional learning and practice. New York:
McGraw-Hill.
Hartzell, G., Williams, R. & Nelson, K. (1995). New voices in the field: The work lives of first-year assistant principals.
Thousand Oaks, CA: Corwin Press.
Herman, J. (1994). Crisis management. Thousand Oaks, CA: Corwin.
Hicks, A. (1996). Speak softly and carry your own gym key: A female high school principal's guide to survival. Thousand
Oaks, CA: Corwin Press.
Hoy, W. & Miskel, C. (2008). Educational administration: Theory, research, and practice (8th ed). New York: McGrawHill.
Hughes, L. (Ed.). (1994). The principal as leader. New York: Merrill.
Katz, N., & Lawyer, J. (1994). Conflict resolution: Building bridges. Thousand Oaks, CA: Corwin.
Leithwood, K. & Steinbach, R. (1995). Expert problem solving. Albany, NY: SUNY Press.
Lieberman, A. & Miller, L. (1991). Staff development for education in the 1990's. NY: Teachers College Press.
Lunenburg, F. (1995). The principalship: Concepts and applications. New York: Prentice Hall.
Marshall, C. (1992). The assistant principal: Leadership choices and challenges. Newbury Park, CA; Corwin Press.
Marshall, C. (1993). The unsung role of the career assistant principal. Reston, VA: National Association of Secondary
School Principals.
Morley, C. (1994). How to get the most out of meetings. Alexandria, VA: Association. for Supervision and Curriculum
Development.
Murphy, J. & Beck, L. (1995). School-based management as school reform: Taking stock. Thousand Oaks, CA: Corwin
Press.
Murphy, J. & Louis, K. 5. (1994). Reshaping the principalship: Insights from transformational reform efforts. Thousand
Oaks, CA: Corwin Press.
Norton, M. & Kelly, L. (1997). Resource allocation: Managing money and people. Larchmont, NY: Eye on Education.
Quinn, R. (2004). Building the bridge as you walk on it: A guide for leading change. San Francisco, CA: Jossey-Bass.
Quinn, R. (2000). Change the world: How ordinary people can achieve extraordinary results. San Francisco, CA: JosseyBass.
Quinn, R. (1996). Deep change: Discovering the leader within. San Francisco, CA: Jossey-Bass.
Regan, H. & Brooks, G. (1995). Out of women's experience: Creating relational leadership. Thousand Oaks, CA: Corwin
Press.
Robbins, P. & Alvy, H. (2004). The new principal’s fieldbook: Strategies for success. Thousand Oaks, CA: Corwin Press.
Robbins, P. & Alvy, H. (2002). The principal's companion: Strategies and hints to make the job easier. Thousand Oaks,
CA: Corwin Press.
Saskin, M. & Walberg, H. (1993). Educational leadership and culture. San Francisco, CA: McCutchan.
Schein, E. (1992). Organizational culture and leadership. San Francisco: Jossey-Bass.
Schlechty, P. (2005). Creating great schools: 6 critical systems at the heart of educational innovation. San Francisco, CA:
Jossey-Bass.
Schlechty, P. 2001. Inventing better schools: An action plan for educational reform. San Francisco, CA: Jossey-Bass.
Schlechty, P. (1990). Schools for the 21st century: Leadership imperatives for educational reform. San Francisco, CA:
Jossey-Bass.
Schlechty, P. (2002). Working on the work: An action plan for teachers, principals, and superintendents. San Francisco,
CA: Jossey-Bass.
Schmoker, M. (1997). Results: The key to continuous improvement. Alexandria, VA: ASCD.
Senge, P. (2000). Schools that learn: A fifth discipline fieldbook for educators, parents, and everyone who cares about
education. New York: Doubleday.
Senge, P. (1999). The dance of change: The challenges to sustaining momentum in learning organizations. New York:
Doubleday.
Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. New York: Doubleday.
Sergiovanni, T. (2005). The principalship: A reflective practice perspective (5th ed). Boston: Allyn & Bacon.
Sergiovanni, T. (1992). Moral leadership. San Francisco, CA: Jossey-Bass.
Simonson, W. & Robbins, M. (2000). Citizen participation in resource allocation. Boulder, CO: Westview Press.
Simpson, P. (2000). Assistant principal’s survival guide: Practical guidelines and materials for managing all of your
work areas. Thousand Oaks, CA: Corwin Press.
Sorenson, R. & Goldsmith, L. (2006). The principal’s guide to school budgeting. Thousand Oaks, CA: Corwin Press.
Thorpe, R. (Ed.). (1995). The first year as principal. Portsmouth, NH: Heinemann.
Tracy, D. (1990). The power pyramid: How to get power by giving it away. New York: Morrow.
Ubben, G. & Hughes, L. (2006). The principal: Creative leadership for effective schools (6th ed). Boston: Allyn & Bacon.
Vroom, V. & Jago, A. (1988). The new leadership: Managing participation in organizations. Englewood Cliffs, NJ:
Prentice-Hall.
Wheatley, M. (2007). Finding our way: Leadership for an uncertain time. San Francisco, CA: Berrett-Koehler.
Whitaker, K. & Moses, M. (1994). The restructuring handbook: A guide to school revitalization. Boston: Allyn & Bacon.
Whitaker, T. (2006). What great principals do differently: Fifteen things that matter most. Larchmont, NY: Eye on
Education
*Professor reserves the right to amend this syllabus at any time.
GRADING CRITERIA AND RUBRICS
EVALUATION OF PAPERS, PROJECTS, PRESENTATIONS, AND PARTICIPATION
The focus of the evaluation process is on improving professional performance. Just as there is no silver bullet, secret
formula or set of foolproof steps for ensuring success as a school administrator, there is no magic formula for assigning
grades in a graduate class focused on professional preparation. The value of the learning that occurs as a result of being in
a class is the ultimate measure of success—not the grade that is assigned. Graduate students are generally evaluated on
their overall performance in a course, not on a single criterion or performance. To facilitate the assigning of grades, a
standard set of criteria and grading rubrics will be used in evaluating student performance. Use of the criteria and rubrics
is at the discretion of the instructor. In all cases, the awarding of grades is not automatic. The judgment of the instructor
will determine whether or not each assignment is satisfactorily completed. Accuracy and care in preparing materials are
essential.
In addition to specific suggestions and/or criteria given in individual courses, the following grading criteria and rubrics
will be used in the course. Rubrics are scoring guidelines (criteria) for evaluating work (a performance or a product) and
for giving feedback. Students should check their work against the criteria to ensure they are providing evidence of quality
work. It is important to let your audience know the purpose your work, what you have learned, and the level of mastery
you have obtained. If you don't show it or share it—it will not be known. Throughout the course students will be asked to
evaluate their own work through reflection. Students will also be asked to evaluate the work of their cohort members
through peer evaluation. Evaluation is used to support learning, not to discredit or embarrass.

Collaborative Participation
Prompt attendance and active, informed participation at all class meetings – both on line and face-to-face – is
expected. When absence if unavoidable, students are expected to contact the professor prior to the beginning of the
class session.

Written Product
Written work is evaluated on both content and style. Your writing demonstrates how you think and reason. It reflects
your ability to communicate what you know or have discovered in a clear and organized manner. APA is the official
style guide for written papers.

Class Presentations
Presentations are evaluated on both the content and the style of presentation. Students are expected to apply sound
principles of oral communication, nonverbal communication, and adult learning when making presentations. The use
of technology and effective graphics should enhance, not replace, the content of the presentation.

Professional Portfolio
Prepared initially in EDAD 500, each student should have a professional portfolio organized by six topics linked to
the seven standards for the Texas principal certificate. The artifacts in the portfolio should document knowledge,
skills, and values related to each of the standards. A narrative discussion or reflection must be included with each
artifact.

School Portfolio
Prepared by each student, the school portfolio clearly spells out important information about the school—its purpose,
mission, and vision; the values and beliefs held by staff; its plans for improvement; the reasons particular approaches
have been chosen; and, the results of school-wide improvement efforts.
COLLABORATIVE PARTICIPATION ASSESSMENT RUBRIC
Dimensions
5
4
3
2
1
0
Dimension 1:
Engagement
Present, prompt, and
prepared; consistently
participates by
developing ideas and
posing questions from a
comprehensive and
reflective perspective
Present, generally
prompt and prepared;
frequently participates
by offering ideas and
asking questions from a
more inclusive
perspective
Non-attendance and/or
pattern of tardiness
and/or lack of
preparation; participates
infrequently with
contributions offered
from a narrowly
focused perspective;
may demonstrate offtask behavior
Dimension 2:
Summary
Consistently
demonstrates an
organized, succinct,
and polished synthesis
of major themes and
concepts
Generally demonstrates
an organized and
logical examination of
major themes and
concepts
Demonstrates minimal
knowledge of major
themes and concepts;
summary lacks breadth
and/or depth
Dimension 3:
Connections/
Critique
Consistently
contributes unique and
insightful connections
and critique linking
major themes/concepts,
prior learning, current
research and the field
of practice
Generally offers clear
and relevant
connections and
critique between major
themes/concepts, prior
learning, current
research and the field
of practice
Offers infrequent and/or
shallow connections and
critique among major
themes/concepts, prior
learning, current
research and the field of
practice
Dimension 4:
Mechanics/
Communication
Skills
Consistently uses
professional language
and correct grammar
when speaking;
consistently listens
actively while others
speak; consistently
seeks feedback to
ensure understanding is
achieved during course
activity
Generally uses
professional language
and correct grammar
when speaking;
generally listens
actively while others
speak; frequently seeks
feedback to ensure
understanding is
achieved during course
activity
Seldom uses
professional language
and/or correct grammar
when speaking; rarely
listens actively while
others speak; seldom
seeks feedback to ensure
understanding is
achieved during course
activity
WRITTEN PRODUCT ASSESSMENT RUBRIC
Dimensions
5
4
3
2
1
0
Dimension 1:
Engagement
Interesting and inviting
introduction, coherent
sequence/transition of
ideas, and thoughtful
conclusion
Introduction, body, and
conclusion provide
logical flow of ideas
that engages reader
Product lacks structure
and coherence to engage
reader in a meaningful
flow of ideas
Dimension 2:
Summary
Consistently
demonstrates an
organized, succinct,
and polished synthesis
of major themes and
concepts
Generally demonstrates
an organized and
logical examination of
major themes and
concepts
Demonstrates minimal
knowledge of major
themes and concepts;
summary lacks breadth
and/or depth
Dimension 3:
Connections/
Critique
Unique and insightful
connections and
critique linking major
themes/concepts, prior
learning, current
research and the field
of practice
Clear and relevant
connections and
critique between major
themes/concepts, prior
learning, current
research and the field
of practice
Infrequent and/or
shallow connections and
critique among major
themes/concepts, prior
learning, current
research and the field of
practice
Dimension 4:
Mechanics/
APA Format
Mechanically sound
and follows APA
format with less than
two errors (mechanical
or formatting)
Mechanically sound
and follows APA
format, with two to
three errors
(mechanical or
formatting)
Not mechanically
sound;
four or more mechanical
and/or formatting errors
CLASS PRESENTATION ASSESSMENT RUBRIC
Dimensions
5
4
3
2
1
0
Dimension 1:
Engagement
Interesting and inviting
introduction, coherent
sequence/transition of
ideas, and thoughtful
conclusion
Introduction, body, and
conclusion provide
logical flow of ideas
that engages audience
Product lacks structure
and coherence to engage
reader in a meaningful
flow of ideas
Dimension 2:
Summary
Consistently
demonstrates an
organized, succinct,
and polished synthesis
of major themes and
concepts
Generally demonstrates
an organized and
logical examination of
major themes and
concepts
Demonstrates minimal
knowledge of major
themes and concepts;
summary lacks breadth
and/or depth
Dimension 3:
Connections/
Critique
Unique and insightful
connections and
critique linking major
themes/concepts, prior
learning, current
research and the field
of practice
Clear and relevant
connections and
critique between major
themes/concepts, prior
learning, current
research and the field
of practice
Infrequent and/or
shallow connections and
critique among major
themes/concepts, prior
learning, current
research and the field of
practice
Dimension 4:
Mechanics/
Communication
Skills
Establishes and
maintains an open,
thoughtful, and
facilitative relationship
with the audience;
speaks with appropriate
modulation, pace, and
volume; no
grammatical or
pronunciation errors
Establishes and
maintains an
instructional
relationship with the
audience; speaks
clearly; two or fewer
errors in grammar
and/or pronunciation
Minimal or no
connection with the
audience; lacks clarity in
speaking; three or more
errors in grammar
and/or pronunciation.
CRITERIA AND RUBRIC FOR ASSESSING PROFESSIONAL PORTFOLIO
AREA
EXCEPTIONAL
ACCEPTABLE
UNACCEPTABLE
CONCEPTUALIZATION
Selection of entries is
carefully made to
demonstrate in-depth
comprehension of
preparation goals and Texas
Principal standards and
dispositions, as well as a
high degree of insight
regarding their
interdependence with
professional practice.
Selection of entries demonstrates
knowledge of preparation goals
and Texas Principal standards
and dispositions, and an
adequate understanding of their
interdependence with
professional practice.
Selection of entries
reflects insufficient
evidence of knowledge of
preparation goals and/or
Texas Principal standards
and dispositions, and/or
an inadequate
understanding of their
interdependence with
professional practice.
COHERENCE
Enhanced by adherence to
thematic framework
grounded in student’s
leadership philosophy and
reinforced by selection of
entries. Theme provides a
unique perspective that
allows for creative
development of ideas.
Student’s leadership philosophy
provides thematic unity for
portfolio, allowing for logical
development of ideas.
No visible thematic
framework exists to
explain relationships
between and among
entries. Development of
ideas is vague and
student’s leadership
philosophy is unclear.
PERSONAL/
PROFESSIONAL
GROWTH
Portfolio demonstrates
sustained reflection and
critical thought.
Assimilation of knowledge,
both propositional and
procedural, is central to the
presentation, providing
evidence of reflection and
development of
knowledge/skill/values.
Presentation demonstrates
ability to engage in
reflection-on-action as well
as reflection-in-action.
Strong evidence of selfguided self-assessment of
learning and growth.
Portfolio demonstrates evidence
of reflection and critical thought.
A degree of insightfulness is
apparent in the student’s work,
and elements of reflection and
development of
knowledge/skill/values are
recognizable. Presentation
addresses process of portfolio
development and rationale for
selection of entries. Evidence of
self-assessment of learning and
growth.
Portfolio demonstrates
little evidence of
reflection or critical
thought. Presentation
addresses neither the
processes of portfolio
development nor reasons
for inclusion of selected
entries. Little evidence of
reflection or development
of knowledge/skill/values.
Little or very limited
assessment of own
learning and growth.
PRESENTATION
Ideas expressed cogently
and with attention to detail.
Portfolio and presentation
are enhanced by creative
application of range of
media options, and there are
no mechanical errors to
detract from the
presentation.
Ideas are expressed in a clear
fashion. Connections between
and among portfolio entries are
made clear through logical use
of media options and there are
few mechanical errors.
Presentation does not
conform to expectations
for graduate work. Media
options are confusing or
absent, resulting in a
portfolio of discrete
entries. Ideas are poorly
articulated and multiple
mechanical errors detract .
Note: Rubric adapted from portfolio rubric used in Marshall University Leadership Studies Program
CRITERIA AND RUBRIC FOR ASSESSING SCHOOL PORTFOLIO DEVELOPMENT
ASSESSMENT AREA
EXCEPTIONAL
RATING
ACCEPTABLE
RATING
UNACCEPTABLE
CONCEPTUALIZATION
Selection of entries is
carefully made to
demonstrate in-depth
comprehension of continuous
improvement, as well as a
high degree of insight
regarding the interdependence
of parts of an integrated
management system.
Selection of entries
demonstrates knowledge of
continuous improvement, and
an adequate understanding of
the parts of an integrated
management system.
Selection of entries reflects
insufficient evidence of
knowledge of the
management of continuous
improvement and/or an
inadequate understanding
of an integrated
management system.
COHERENCE
Portfolio is enhanced by
adherence to portfolio
framework grounded in
student’s philosophy of the
continuous improvement
journey and reinforced by
selection of entries.
Philosophy supporting school
“story” provides a unique
perspective that allows for
creative development of ideas
Student’s philosophy of the
continuous improvement
journey provides unity for
portfolio “story”, allowing for
logical development of ideas.
No visible philosophic,
grounded framework exists
to explain relationships
between and among entries.
Development of ideas is
vague and student’s
philosophy concerning
continuous improvement is
unclear.
PLANNING
FOR GROWTH OVER
TIME
Portfolio demonstrates
sustained reflection and
critical thought related to the
ability to plan for and engage
in organizational capacity
building over time.
Assimilation of knowledge,
both propositional and
procedural, is central to the
presentation, providing
evidence of reflection and
development of ideas and
actions.
Portfolio demonstrates some
evidence of reflection and
critical thought related to the
ability to plan for and engage
in organizational capacity
building over time. A degree
of insightfulness is apparent
in the student’s work;
addresses process of portfolio
development and rationale for
selection of entries. Evidence
of assessment of
improvement needs.
Portfolio demonstrates little
evidence of reflection or
critical thought.
Presentation addresses
neither the processes of
portfolio development nor
reasons for inclusion of
selected entries. Little
evidence of reflection or
development of continuous
improvement process steps.
PRESENTATION
Ideas expressed cogently and
with attention to detail.
Portfolio and presentation are
enhanced by creative
application of range of media
options, and there are no
mechanical errors to detract
from the presentation.
Ideas are expressed in a clear
fashion. Connections
between and among portfolio
entries are made clear through
logical use of media options
and there are few mechanical
errors.
Presentation does not
conform to expectations for
graduate work. Media
options are confusing or
absent, resulting in a
portfolio of discrete entries.
Ideas are poorly articulated
and multiple technical
errors detract from
presentation.
RATING
Note: Rubric adapted from materials used in The School Portfolio (Victoria Bernhardt) and Marshall University Leadership Studies Program.
EDAK 516-110 CLASS SCHEDULE JUNE 3-AUGUST 2, 2014
SUNDAY
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
June 1
June 2
June 3
June 4
June 5
June 6
June 7
June 8
June 9
June 10
June 11
June 12
June 13
June 14
June 15
June 16
June 17
June 18
June 19
June 20
June 21
June 22
June 23
June 24
June 25
June 26
June 27
June 28
June 30
July 1
July 2
July 3
July 4
July 5
July 7
July 8
July 9
July 10
July 11
July 12
July 14
July 15
July 16
July 17
July 18
July 19
On Line Dialogue:
School
Improvement/Redesign
June 29
On Line Dialogue:
School
Improvement/Redesign
July 6
On Line Dialogue:
School
Improvement/Redesign
July 13
On Line Group PBL
Planning
July 20
COMPS
July 21
July 22
July 23
July 24
July 25
July 26
July 28
July 29
July 30
July 31
Aug 1
Aug 2
On Line Group PBL
Planning
July 27
On Line Group PBL
Planning
Aug 3
Final Exam Due
PBL Presentations
Aug 4
Aug 5
Aug 6
Aug 7
Aug 8
Aug 9
COMMENCEMENT
10 AM
Bell County Expo
Center