Educational Leadership
Scoring Rubric for Grading
The Learning Portfolio
Student Name:
Date:
Learning Portfolios are graded in the following areas: Integrative essay (Reflective narrative), content for each
standard, artifact entries that meet standard criteria, APA format, grammar/proofreading, coherence, and
electronic format. Students must receive “Acceptable” or “Target” scores in all 10 standards. All standards
scored as “Unacceptable” will require revision.
Evaluation of Content for Each Standard
Target: The student’s essay clearly communicates that the student has mastered the standard. The student uses
specific “indicators” from the standard to communicate how well he/she mastered the knowledge, skills, or
dispositions of the particular standard. Evidence that the student has mastered the standard is clearly provided
through all of the following:
1. The student’s essay contains the following:
 The knowledge, skills and dispositions learned that will assist him or her as a future
administrator.
 New information acquired that changed his or her knowledge and understanding of the
“key indicator" under discussion.
 What was learned about himself or herself and his or her ability as a leader regarding the
concepts examined in the standard.
 What was learned in experiences (artifacts) that proved helpful in examining the standard.
2. References from the research and theory knowledge base are cited to help explain the knowledge
base mastered by the student.
3. References to artifacts are included where appropriate. The artifacts are clearly connected to the
standard and show that the student has mastered the concept indicators under consideration. A
minimum of two appropriate artifacts are required for each standard essay.
4. Correct APA format is used in the essay.
5. Correct grammar, sentence structure, transitions, and proofreading is evident.
Acceptable The student uses specific “indicators” from the standard to communicate how well he/she mastered
the knowledge, skills, or dispositions of the particular standard. Evidence of developing mastery is provided,
however, one or two of the above are not well written or insufficiently developed to show complete mastery.
Unacceptable The student does not provide sufficient information to clearly show that he or she has sufficient
mastery of the standard. Indicators may be discussed, but much of the evidence is too superficially connected to
the standard, that is, the research/theory base is not well developed or the artifacts are not clearly connected to
the standard. Students may also receive this evaluation if there are major problems with writing style or APA
format.
Learning Portfolio Rubric—Page 2
1. Vision – High Performing Leaders have a personal vision for their school and the
knowledge, skills, and dispositions to develop, articulate, and implement a shared vision that
is supported by the larger organization and the school community.
Target

Acceptable

Unacceptable

Comments:
2. Instructional Leadership – High Performing Leaders promote a positive learning culture,
provide an effective instructional program, and apply best practices to student learning,
especially in the area of reading and other foundational skills.
Target

Acceptable

Unacceptable

Comments:
3. Managing the Learning Environment – High Performing Leaders manage the organization,
operations, facilities and resources in ways that maximize the use of resources in an
instructional organization and promote a safe, efficient, legal, and effective learning
environment.
Target

Acceptable

Unacceptable

Comments:
4. Community and Stakeholder Partnerships – High Performing Leaders collaborate with
families, business, and community members, respond to diverse community interests and needs,
work effectively within the larger organization and mobilize community resources.
Target

Comments:
Acceptable

Unacceptable

Learning Portfolio Rubric—Page 3
5. Decision Making Strategies – High Performing Leaders plan effectively, use critical
thinking and problem solving techniques, and collect and analyze data for continuous school
improvement.
Target

Acceptable

Unacceptable

Comments:
6. Diversity – High Performing Leaders understand, respond to, and influence the personal,
political, social, economic, legal, and cultural relationships in the classroom, the school and the
local community.
Target

Acceptable

Unacceptable

Comments:
7. Technology – High Performing Leaders plan and implement the integration of technological
and electronic tools in teaching, learning, management, research, and communication
responsibilities.
Target

Acceptable

Unacceptable

Comments:
8. Learning, Accountability, and Assessment – High Performing Leaders monitor the success
of all students in the learning environment, align the curriculum, instruction, and assessment
processes to promote effective student performance, and use a variety of benchmarks, learning
expectations, and feedback measures to ensure accountability for all participants engaged in the
educational process.
Target

Comments:
Acceptable

Unacceptable

Learning Portfolio Rubric—Page 4
9. Human Resource Development – High Performing Leaders recruit, select, nurture and,
where appropriate, retain effective personnel, develop mentor and partnership programs, and
design and implement comprehensive professional growth plans for all staff – paid and
volunteer.
Target

Acceptable

Unacceptable

Comments:
10. Ethical Leadership – High Performing Leaders act with integrity, fairness, and honesty in
an ethical manner.
Target

Acceptable

Unacceptable

Comments:
11. Dispositions -- Educational Leadership candidates demonstrate their beliefs in dispositions included
in all of the standards. You completed the Educational Leader Candidate Belief Scale (ELCBS) in
several classes. In the first class, Principles of Educational Leadership, you completed this scale and
indicated those dispositions in which you needed to improve. In this essay, tell us what experiences you
had to help you improve your dispositions and what impact these experiences had on your attitudes.
These experiences may be work-related, internship experiences, classroom activities/assignments,
readings and other related experiences.
Target

Acceptable

Unacceptable

Comments:
12. William Cecil Golden Individual Leadership Development Plan (ILDP) – Include your
ILDP as an artifact and in a short essay indicate what activities you accomplished for each goal
you established and what outcomes resulted from each activities. In other words, what progress
have you made in accomplishing each of your goals?
Target

Comments:
Acceptable

Unacceptable

Learning Portfolio Rubric—Page 5
Comments on Professional Portfolio:
Portfolio Approved ___ Yes
___ No (See required revisions below)
Revisions Required as Follows:
Faculty Signature (s):
____________________________________________ Date: __________