INTERNSHIP
MANUAL
M.Ed. in Teacher Leadership Program
College of Education
and Health Professions
Prepared by
Department of Teacher Education
2014
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M.ED. in TEACHER LEADERSHIP INTERNSHIP MANUAL
College of Education and Health Professions
TABLE OF CONTENTS
I. Mission and Purpose ....................................................................................................3
II. Overview of the Teacher Leadership Internship .........................................................3
A.
B.
C.
D.
E.
Overview
Purpose
Qualifying and Applying for the Internship
Candidate Support Team
Completing Internship Requirements
III. Individual Growth Plan ..............................................................................................5
IV. Teacher Leadership Portfolio ....................................................................................6
A. Purpose of the Portfolio
B. Components of the Portfolio
C. Coursework Artifacts
D. Internship Artifacts
E. Reflections
F. Performance-Based Assessments
G. Explanation of Portfolio Components
IV. Appendices .............................................................................................................11
Appendix A: Teacher-Leadership Standards ......................................................11
Appendix B: Application for Teacher Leadership Internship and ......................12
Documentation of Candidate Support Team
Appendix C: Teacher Leadership Individual Growth Plan.................................14
Appendix D: Teacher Leadership Activity Log..................................................19
Appendix E: Ideas for Teacher Leadership Activities .......................................21
Appendix F: Teacher Leadership Portfolio and Grading Rubric .......................22
Appendix G: Sample Portfolio Home Page .......................................................26
Appendix H: Graduate Model of Appropriate Practice .....................................27
Appendix I: Graduate Dispositions Assessment Form ......................................30
Appendix J: Information on the Georgia Assessment for the Certification.......33
of Educators (GACE) Teacher Leadership Assessment
It is the candidates’ responsibility to check their State teaching certificates as issued by their State Professional
Standards Commissions to ensure they will have a valid teaching certificate at the completion of the teacher
leadership program. Candidates are encouraged to pay close attention to the special requirements of their
states.
For requirements in Georgia, please see the Georgia Professional Standards Commission:
http://www.gapsc.com/commission/policies_guidelines/UpgradeUtility/Upgrade_Initial.aspx
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I.
Mission and Purpose
The Internship for the Teacher Leadership program prepares highly qualified teachers with
advanced depth and breadth of knowledge and skills necessary to serve in teacher leadership roles
in grades P-12 and promote high levels of learning for all students. Throughout the program,
candidates will have multiple opportunities to demonstrate excellence in teaching, scholarship, and
professionalism as they apply their knowledge of teaching and learning in various leadership roles
within and outside their own classrooms. They will continually acquire, integrate, refine, and model
these qualities as they develop the knowledge and skills for teacher leadership roles. Candidates
will use real-world application of knowledge, skills, and dispositions (performance-based teacher
leadership development) as they engage in work in their schools and systems. The work of the
teacher leader is articulated in the Teacher Leadership standards as outlined by the Georgia
Professional Standards Commission (Standards 1 - 7 are listed in Appendix A).
Experiences for documenting Standards 1 - 7 may include artifacts developed during coursework
and/or the internship. While completing the assignments and experiences required in coursework
and the internship, candidates practice and apply knowledge, skills, and dispositions developed
during class experiences.
All interns are reminded that part of the Internship requirement (covering 2 semesters) is to work
with teachers both within and outside their own schools. All interns are required to document work
from three school levels (elementary, middle, high) and in the following grade bands of PreK-2, 35, 6-8, and 9-12 as they mentor, coach, and coordinate with stakeholders, design and implement
professional learning, and/or lead continuous assessment and data analysis for decision making (see
Appendix B for the documentation form).
II.
Overview of the Teacher Leadership Internship
A. Overview
The Internship experience for candidates in the M.Ed. in Teacher Leadership Program takes place
during the final two (or three) semesters of the program. During the earliest semesters of the
program, candidates have access to an electronic portfolio format (in Live Text) and begin
observing and working with students and teachers in P-12 settings. During the later semesters,
candidates register for a total of three semester hours (spread over a minimum of two full
semesters) in EDUL 6685: Teacher Leadership Internship. These courses provide the
Internship/residency experience for the M.Ed. Degree in Teacher Leadership. At the beginning of
the Internship, candidates meet with their University Supervisor and Site-Based Mentor/Coach
(face-to-face or through electronic means) in order to develop and implement an Individual Growth
Plan (IGP) for the internship. During subsequent semesters, the candidate continues collecting
information and participating in experiences from the Internship and completes the Internship
requirements.
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B. Purpose of the Internship
The purpose of the Internship is to provide candidates with authentic teacher leadership experiences
in real schools/system settings. Candidates are to complete approved activities that demonstrate
accomplishments and proficiency in each of the Teacher Leadership Standard (Standards 1 - 7) at
their schools and system under the joint supervision of the Internship coach/university
representative and site mentor/administrator. Candidates are required to complete activities in three
school levels (Elementary, Middle, High) and with teachers in four grade bands (PreK-2, 3-5, 6-8,
9-12). Candidates use artifacts from these experiences in classes and in the internship to develop a
portfolio that documents their knowledge, skills, and dispositions related to the seven (7) Teacher
Leadership standards.
C. Qualifying and Applying For the Internship
To qualify for the Internship, candidates must have successfully completed a minimum of 18
semester hours from Areas I (Foundations) and II (Teacher Leadership) to include EDTL 6156,
EDTL 6157, and EDUL 6235. Additionally, candidates must meet the following requirements prior
to entering the Internship: minimum 3.0 graduate GPA, no more than two grades of “C” in the
graduate coursework, satisfactory completion of all course-embedded key assessments, and
satisfactory ratings on the Graduate Dispositions Instrument.
Candidates must complete and submit the Application for Internship form (see Appendix B) before
the midterm date of the semester prior to beginning the internship. The form must be submitted
and approved prior to registering for EDTL 6685 – Teacher Leadership Internship. The candidate
must register for at least one (1) credit hour of EDTL 6685 each semester until the internship is
completed. A minimum of 3 semester hours must be earned in the internship, and the internship
must take place over a minimum of two full semesters. Internships may be completed during all
terms (Fall, Spring, and Summer).
D. Candidate Support Team
Candidates are supported throughout the internship experience by a Candidate Support Team
(CST). The Candidate Support Team consists of the Candidate, the University Supervisor, and the
site-based Mentor/Coach. The site-based Mentor/Coach must have completed training related to
mentoring/coaching (e.g. coursework and/or training in educational leadership, teacher leadership,
coaching, professional development, etc.). The site mentor/coach may or may not be a practicing
administrator.
The candidate should select someone with whom he/she is comfortable and interested in working.
This person will work closely to mentor the candidate, to observe and provide feedback (both
formally and informally), to advise and give suggestions, and to formally evaluate the experiences
completed by the candidate. The mentor/coach will indicate his/her willingness to serve in this
capacity by signing the appropriate form (Appendix B).
The members of the Candidate Support Team will confer a minimum of four times during the yearlong internship to discuss the candidate’s progress on the Individual Growth Plan. These
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conferences may be completed face-to-face and/or online (through email, video conferencing, or
other technology). NOTE: No more than two (2) conferences may be completed via email.
E. Completing Internship Requirements
Candidates have two primary responsibilities to complete during the Internship:
(1) Individual Growth Plan – The Candidate Support Team (made up of the Candidate, the
University Supervisor and the Site-Based Mentor /Coach) meets to discuss and develop
activities to be accomplished as part of the Individual Growth Plan (see Appendix C).
The activities to be accomplished will assist in further developing the candidate’s
knowledge, abilities, and dispositions as a Teacher Leader. All internship activities are
to be documented and verified on the Internship Activities Log (see Appendix D). This
is also where activities completed in the three school levels and four grade bands will be
documented. It is the candidate’s responsibility to document all activities and have the
local administrator verify the completion of these activities on the appropriate form.
The Individual Growth Plan will be monitored throughout the Internship and revised as
needed, and activities, evaluations, and reflections documenting accomplishments and
growth will all be uploaded in Live Text. Additional details about the Individual Growth
Plan are provided in this document (Section II).
(2) Teacher Leadership Portfolio – The candidate is responsible for developing the Teacher
Leadership Portfolio as outlined in this document and using the template provided in
Live Text. The Portfolio documents the candidate’s expertise in all areas of Teacher
Leadership and includes artifacts from the program courses and the internship as
evidence. The Portfolio must be completed by the end of the Internship, and a grade of
“Satisfactory” must be earned in order to pass the Internship. Additional details about
the Portfolio are provided in this document (Section III).
II.
Individual Growth Plan
The Individual Growth Plan is the primary form that document’s the candidate’s growth as a
Teacher Leader throughout the Internship. The plan is initially developed jointly by the
Candidate Support Team at the beginning the Internship. The procedures for developing the
Individual Growth Plan are as follows:
 the candidate, in consultation with the site-based Mentor/Coach and the University
Supervisor, completes an initial rating of the candidate’s expertise on each of the teacher
leader standards. The ratings will be completed using the following scale.
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Ratings:
4- Master Teacher Leader
3- Teacher Leader
2- Proficient
1- Developing
I am an expert and can teach others to know and apply this.
I am a role model and an expert.
I am ready to apply what I know.
I am learning what I know I need.

After completing the initial rating, the team should brainstorm recommended
experiences, specific content concentration coursework, and/or other activities that will
support the candidate’s development of each standard throughout the internship (see
Appendix E for ideas for Teacher Leadership Activities). Note: activities may be relevant
for development in more than one standard area.

The candidate then proceeds with completing the recommended activities. These are to
be documented on the Internship Activities Log (Appendix D) and verified by the local
administrator or coach. It is the candidate’s responsibility to make sure that activities are
completed with teachers from the three required school levels and the four grade bands.
The Individual Growth Plan should be checked with progress monitoring conferences to be held at
least four times throughout the yearlong internship (initial planning, midpoint of the first semester,
beginning of the second semester, midpoint of the second semester). These conferences may be
held face-to-face or via technology (email, video conferencing, other technology sources). NOTE:
No more than two of the conferences may be held via email. A final rating and report will be
developed by the candidate to provide an overview and final reflection of the growth resulting from
the Individual Growth Plan. All ratings and conference notes (provided on the form) should be
uploaded in Live Text.
III.
Teacher Leadership Portfolio
The culminating project and exit exam requirement in the M.Ed. in Teacher Leadership program is
a capstone portfolio completed during internship. All candidates will begin the development of
their portfolios during their first or second semester of coursework, and they will maintain their
portfolios through the Internship experience. The portfolio is housed in Live Text
(http://www.livetext.com), and candidates will have access to the portfolios as long as their
subscriptions remain current. Candidates purchase a five-year subscription upon entry to the
Teacher Leadership program. Each candidate will schedule and participate in required portfolio
conferences with his/her University Supervisor and Site Mentor/Coach. During the conferences,
the candidate will engage in discussion regarding growth and development as reflected through
components of the portfolio.
A. Purpose of the Portfolio
The purpose of developing an electronic portfolio is to encourage all candidates to look at their own
development both personally and professionally. The portfolio provides ongoing opportunities for
candidates to reflect on their own growth and development as life-long learners and as developing
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teacher leaders. This portfolio should provide evidence of growth, skill development, dispositions,
and performance improvement in each area of the teacher leadership assessment standards.
There will be documentation of candidate growth and expertise for each of the standards in the Live
Text electronic portfolio from coursework and the Internship. Documentation for the Internship
portion will be in the form of artifacts that represent work the candidate self-selects, which allows
for personal choice and diversity in the documentation of individual candidates.
Throughout the program, candidates will be gathering artifacts from coursework to include in the
portfolio. These artifacts will demonstrate candidates’ accomplishments and proficiency in each of
the Teacher Leadership Standards. The “primary artifact” portion displays program artifacts
spanning a candidate’s experience at the M.Ed. level in each of the courses he/she takes. These
documents are materials required by the course instructor for each course in the program of study.
The artifacts may be work completed in class or from the school setting and connected to the
Teacher Leadership standards.
In addition to artifacts from coursework, Teacher Leader candidates will submit a minimum of 7
additional artifacts from their Internship experience. These artifacts will document candidate
participation in a minimum of one approved activity per Standard in the school/system in
consultation with the University Supervisor and Site Mentor/Coach.
The portfolio provides a way for systematic goal setting and planning by a candidate and his/her
University Supervisor and Site Mentor/Coach, building on the initial plan developed at the
beginning of the Internship. Goals will emerge from experiences and insights gleaned from
working with the University Supervisor and Site Mentor/Coach and should be incorporated into the
Individual Growth Plan. Candidates will refine the portfolio each semester by adding artifacts that
demonstrate their growth and development. This is an ongoing process over the course of the
program, reinforcing the dynamic process of goal setting and accomplishment and documented
through the Internship.
Failure to maintain the portfolio will result in delayed program advancement, late completion, and
delayed attainment of the degree being sought. Portfolios will be reviewed periodically by the
University Supervisor, Site Mentor/Coach, and/or other instructors in the program and department.
The final portfolio will be evaluated by the University Supervisor using the Portfolio Grading
Rubric. Satisfactory completion of the Portfolio is required for graduation.
B. Components of the Teacher Leadership Portfolio (see Appendix G)
1. The homepage of the portfolio in Live Text serves as the table of contents.
Introduction
a. Resumé of candidate
b. Philosophy of Teacher Leadership and Education
c. Overall Reflection Statement of Growth as a Teacher Leader
2. Standards with Reflection (1-2 pages each) and Artifacts (minimum of two per standard; at
least one from courses and at least one from Internship)
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Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
Standard 6
Standard 7
3. Activity Log with hours and signatures (Appendix D)
4. Teacher Leadership Individual Growth Plan Rating and Meeting Documentation Forms
(Appendix C)
5. Performance Assessments
Upload 4 assessments (e.g. GMAP, Graduate Dispositions Assessment, TKES or other
school-based evaluation) completed and signed by your site mentor/coach. Include an
explanation of why you chose each particular assessment to place in your portfolio. Refer
to assessments by date of performance.
C. Coursework Artifacts (at least one artifact from each course)
An introduction and reflective paragraph should be included for each course-related artifact. The
artifacts come from specific classes. The six artifacts listed below must be included. Additionally,
candidates must select at least one artifact for each of the remaining courses in the program.
Candidates may choose to submit additional artifacts as evidence of their accomplishments related
to each standard.
 EDUL 6226- Group Project: Curriculum Problem Analysis (TL Standard 3)
 EDUL 6235- Clinical Observation Activity (TL Standards 1, 6)
 EDUL 6255- Balanced Scorecard (TL Standards 2,7)
 EDTL 6156- Needs Assessment and Staff Development Program
(TL Standards 1,2,4,6,7)
 EDTL 6157- Management and Analysis of Educational Data Portfolio
(TL Standard 5)
 EDTL 6685- Graduate Model of Appropriate Practice (GMAP) & Graduate
Dispositions Instruments (TL Standard 3)
 Artifacts from remaining courses
D. Internship Artifacts (at least one artifact for each of the 7 standards. These
artifacts are student selected.)






Standard 1 artifact
Standard 2 artifact
Standard 3 artifact
Standard 4 artifact
Standard 5 artifact
Standard 6 artifact
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
Standard 7 artifact
E. Reflections- For each standard, write a 1-2 page reflection discussing how the
selected artifacts demonstrate your accomplishments and proficiency in that area.







Standard 1 reflection
Standard 2 reflection
Standard 3 reflection
Standard 4 reflection
Standard 5 reflection
Standard 6 reflection
Standard 7 reflection
F. Performance Assessment Rating Forms (GMAP and Graduate Dispositions
Instruments - Appendices H and I)
A minimum of four (4) GMAP assessment instruments and two (2) Graduate Dispositions
assessment instruments must be completed by the candidate’s University Supervisor or Site
Mentor/Coach and uploaded to Live Text. The candidate may also be evaluated using the school
system’s formal evaluation (e.g. TKES) by the school administrator. The candidate must select a
minimum of four performance assessments to be uploaded in the Portfolio. The final GMAP and
Graduate Dispositions Assessments must be included. A written narrative analyzing relative
strengths, weaknesses, and what was learned from each assessment should be uploaded with the
assessments.
G. Explanation of Portfolio Components
Artifacts: Documentation that includes evidence of expertise that should be clear evidence of
meeting the program standards and demonstrate the candidate’s personal/professional growth over
time. Each piece should reflect a point of growth and development in a particular area. An artifact
may be cross-referenced in sections other than its primary placement if the artifact provides
evidence of meeting more than one standard. However, each standard must have at least one
primary artifact. For example, if Artifact A is the primary artifact for Standard 1 and is also crossreferenced in Standard 3, an additional primary artifact should be included for Standard 3. If
artifacts are used as evidence for more than one standard, the reflective narration must clearly
articulate how that artifact meets that particular standard; in other words, the reflective narrations
must be different and directly related to the standard for which the artifact is uploaded.
Each artifact uploaded must include the following three elements:
Introduction: A short narrative introducing the artifact. The introductory narrative for
each artifact is required so that the portfolio reviewer will know the following pieces of
information about each artifact being reviewed:
1. What is the artifact?
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2. Why did the candidate choose this artifact as a representative piece of work for this
specific standard? (i.e. How does the artifact demonstrate the candidate’s proficiency on
the standard?)
3. Why is this particular artifact important to the candidate as evidence of learning,
growth, and development as a leader?
The introduction to the artifact is a key component of the portfolio. The portfolio must
“stand on its own.” The portfolio will be available for review by program instructors,
university and partner school mentors, and accreditation and certification agencies that
review university programs. Because of this fact, the introduction should be concise, well
written, and should answer all of the questions listed above.
Artifact itself: Candidates will choose artifacts in cooperation with the University
Supervisor. The artifacts present “snapshots” of candidate performance in terms of program
content and program standards related to knowledge, skills, and dispositions. They should
be presented in their original form. Artifacts represent the progress of candidates as they
grow through experience. Artifacts are not just the best pieces of student work, but those
most representative of learning, skill development, and a journey toward mastery.
Reflective Paragraph: The reflective element of the artifact is a communication to the
reader, detailing candidate learning in relation to the artifact and the standard for which the
artifact provides evidence of knowledge, skills, and dispositions. The reflection explains
why a specific learning experience was important. Each reflection piece should answer the
following questions:
a. How is this standard significant to your work as a Teacher Leader?
b. How might you use what you learned in regard to this standard to become a better
teacher and leader?
c. How did this standard change or confirm your knowledge or beliefs about teaching and
learning?
NOTE: IF THE PORTFOLIO AND INTERNSHIP ARE NOT SATISFACTORILY
COMPLETED BY THE END OF THE SEMESTER IN WHICH THE CANDIDATE’S
COURSEWORK ENDS, THE GRANTING OF THE DEGREE WILL BE DELAYED
UNTIL ALL REQUIREMENTS FOR THE PORTFOLIO AND INTERNSHIP ARE MET.
RECOMMENDATION FOR STATE CERTIFICATION WILL NOT OCCUR UNTIL ALL
REQUIREMENTS ARE MET.
NOTE: For Georgia certification, candidates must successfully complete the Georgia
Assessments for the Certification of Educators (GACE) in Teacher Leadership. More
information is available at: http://gace.ets.org/
For out-of-state candidates, the most succinct manner for obtaining certification in other
states may be to obtain Georgia certification through the Georgia Professional Standards
Commission, then transfer that certification to the candidate’s home state. All candidates are
encouraged to contact their state certification agencies to determine the appropriate route for
certification in their states.
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APPENDIX A
Teacher Leadership Standards
Georgia Professional Standards Commission
Standard 1
Candidates who complete the program are teacher leaders who will facilitate the design and
implementation of sustained, intensive, and job-embedded professional learning based on identified
student and teacher needs.
Standard 2
Candidates who complete the program are teacher leaders who work with stakeholders to promote
the development of a school culture that fosters excellence and equity in teaching and learning and
focuses on continuous improvement creating a sense of belonging and building a collaborative
work environment.
Standard 3
Candidates who complete the program are teacher leaders who demonstrate a comprehensive
understanding of curriculum and apply this knowledge to the alignment of curriculum, instruction,
and assessment to standards.
Standard 4
Candidates who complete the program are teacher leaders who model best practices in pedagogy
and serve as mentors and coaches for other educators.
Standard 5
Candidates who complete the program are teacher leaders who work with others to design and
implement assessment practices and analyze data for monitoring and improving teaching and
learning through data-informed decision making.
Standard 6
Candidates who complete the program are teacher leaders who access and conduct research, and
apply research findings to improve teaching and learning.
Standard 7
Candidates who complete the program are teacher leaders who demonstrate the ability to
collaborate with stakeholders to improve student learning and to guide positive change.
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APPENDIX B
Application for Teacher Leadership Internship
and
Documentation of Candidate Support Team
Candidates are expected to work cooperatively with University Supervisors and system and school
level personnel within their local school systems in order to identify and/or approve locations for
the Internship and a Site Mentor to supervise the Internship at the school or system level. The Site
Mentor/Coach must have completed training related to mentoring/coaching (e.g. coursework and/or
training in educational leadership, teacher leadership, coaching, professional development, etc.).
The Site Mentor/Coach may or may not be a practicing administrator.
Ideally, the location approval and the site mentor will be selected early in the candidate’s program.
Candidates must complete activities with teachers at all grade bands (Pre-K – Second Grade, Third
– Fifth Grade, Sixth – Eighth Grade, and Ninth – Twelfth Grade) and in all school levels
(Elementary, Middle/Junior High, High). The school and system administrators will indicate their
approval for the Internship by signing the form in Appendix B. This form must be submitted
PRIOR to registering for the first term of Internship; no student will be allowed to begin the
internship before submission of the completed form.
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APPLICATION FOR INTERNSHIP
AND
DOCUMENTATION OF CANDIDATE SUPPORT TEAM
College of Education and Health Professions
Columbus State University
Student Information:
Name:
Date:
Address:
City, State:
Phone: (cell)
(work)
Zip:
Email:
Teaching Certificate Number:
Teaching Field:
Grade Level/Subject:
School:
System:
Candidate Support Team Information:
The Support Team will consist of the Candidate, the University Supervisor, and the Site-Based
Mentor/Coach. These individuals will work together to develop the Individual Growth Plan,
complete all evaluations, monitor the candidate’s progress, and provide professional assistance. The
signatures below indicate agreement to serve in the designated capacity for the candidate.
University Supervisor:
Printed Name
Signature
Printed Name
Signature
On-Site Mentor/Coach:
On-Site Mentor’s Position/Title:
Approval for Teacher Leadership Activities and Internship:
The Candidate is required to complete Teacher Leadership Activities during courses and during the
Internship in all grade bands (Pre-K – 12). The signatures below indicate approval to complete the
required activities in the school and system.
On-Site Administrator:
Printed Name
Signature
Printed Name
Signature
System Administrator:
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APPENDIX C
Teacher Leadership Individual Growth Plan
Name of Candidate _______________________________________ Year
Name of District/School
Name of Site Mentor
Name of University Supervisor
M.Ed. Teacher Leadership - Individual Growth Plan
Directions:
Using the chart and ratings below, the Candidate Support Team should collaboratively evaluate
the candidate’s current progress toward each of the Teacher Leadership Standards. For each
standard, brainstorm recommended experiences, specific content concentration coursework, or
other activities that will support the candidate’s development of the standard during the
internship. Note: activities may be relevant for development in more than one standard area.
Ratings:
4- Master Teacher Leader
3- Teacher Leader
2- Proficient
1-Developing
I am an expert and can teach others to know and apply this.
I am a role model and an expert.
I am ready to apply what I know.
I am learning what I know I need.
The Individual Growth Plan should be developed collaboratively by the Candidate Support Team at
the beginning of the Internship. It should then be monitored with progress monitoring conferences
to be held four times throughout the year-long internship (beginning of the internship, midpoint of
the first semester, beginning of the second semester, midpoint of the second semester). A final
rating and report will be developed by the candidate to provide an overview and final reflection of
the growth resulting from the Individual Growth Plan. All ratings and conference notes (provided
on the form) should be uploaded in Live Text.
Dates of Progress Monitoring Conferences:
Initial Conference
Date:
Candidate Support Team Members Participating:
Semester 1 Midpoint Conference
Date:
Candidate Support Team Members Participating:
Semester 2 Initial Conference
Date:
Candidate Support Team Members Participating:
Semester 2 Midpoint Conference
Date:
Candidate Support Team Members Participating:
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Standard 1: Candidate facilitates the design and implementation of sustained, intensive, and jobembedded professional learning based on identified student and teacher needs. (Circle current level)
Master Teacher
Date:
Developing
Proficient
Teacher Leader
Leader
Projected Activities:
Comments:
Candidate
Comments:
School-Based
Mentor
Comments:
University
Supervisor
Standard 2: Candidate works with stakeholders to promote the development of a school culture that
fosters excellence and equity in teaching and learning and focuses on continuous improvement,
creating a sense of belonging and building a collaborative work environment. (Circle current level)
Master Teacher
Date:
Developing
Proficient
Teacher Leader
Leader
Projected Activities:
Comments:
Candidate
Comments:
School-Based
Mentor
Comments:
University
Supervisor
16
Standard 3: Candidate demonstrates a comprehensive understanding of curriculum and applies this
knowledge to the alignment of curriculum, instruction, and assessment to standards. (Circle current
level)
Master Teacher
Date:
Developing
Proficient
Teacher Leader
Leader
Projected Activities:
Comments:
Candidate
Comments:
School-Based
Mentor
Comments:
University
Supervisor
Standard 4: Candidate models best practices in pedagogy and serves as a mentor and coach for other
educators. (Circle current level)
Master Teacher
Date:
Developing
Proficient
Teacher Leader
Leader
Projected Activities:
Comments:
Candidate
Comments:
School-Based
Mentor
Comments:
University
Supervisor
17
Standard 5: Candidate works with others to design & implement assessment practices and analyze
data for monitoring & improving teaching and learning through data informed decision making.
(Circle current level)
Master Teacher
Date:
Developing
Proficient
Teacher Leader
Leader
Projected Activities:
Comments:
Candidate
Comments:
School-Based
Mentor
Comments:
University
Supervisor
Standard 6: Candidate accesses and conducts research, and applies research findings to improve
teaching and learning. (Circle current level)
Master Teacher
Date:
Developing
Proficient
Teacher Leader
Leader
Projected Activities:
Comments:
Candidate
Comments:
School-Based
Mentor
Comments:
University
Supervisor
18
Standard 7: Candidate demonstrates the ability to collaborate with stakeholders to improve student
learning and to guide positive change. (Circle current level)
Master Teacher
Date:
Developing
Proficient
Teacher Leader
Leader
Projected Activities:
Comments:
Candidate
Comments:
School-Based
Mentor
Comments:
University
Supervisor
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APPENDIX D
Teacher Leadership Activity Log
Candidate
University Supervisor
Principal
Site Coach/Mentor
School System/School/Grade
Dates
Description of Activities
Location/Grades
Verification
(Check all that apply) (Site Admin
Initials)
Schools
___ Elem.
Grades
___ PreK-2
___ Middle
___ 3-5
___ High
___ 6-8
___ 9-12
Schools
___ Elem.
Grades
___ PreK-2
___ Middle
___ 3-5
___ High
___ 6-8
___ 9-12
Schools
___ Elem.
Grades
___ PreK-2
___ Middle
___ 3-5
___ High
___ 6-8
___ 9-12
Schools
___ Elem.
Grades
___ PreK-2
___ Middle
___ 3-5
___ High
___ 6-8
___ 9-12
Schools
___ Elem.
Grades
___ PreK-2
___ Middle
___ 3-5
___ High
___ 6-8
___ 9-12
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Dates
Description of Activities
Location/Grades
Verification
(Check all that apply) (Site Admin
Initials)
Schools
___ Elem.
Grades
___ PreK-2
___ Middle
___ 3-5
___ High
___ 6-8
___ 9-12
Schools
___ Elem.
Grades
___ PreK-2
___ Middle
___ 3-5
___ High
___ 6-8
___ 9-12
Schools
___ Elem.
Grades
___ PreK-2
___ Middle
___ 3-5
___ High
___ 6-8
___ 9-12
Schools
___ Elem.
Grades
___ PreK-2
___ Middle
___ 3-5
___ High
___ 6-8
___ 9-12
Schools: _____ Elem. _____ Middle _____ High
TOTAL NUMBER OF EXPERIENCES IN
Grade Bands: _____ PreK-2
EACH SCHOOL/GRADE LEVEL
_____ 6-8
________________________________________
Site Mentor Signature
Date
_____ 3-5
_____ 9-12
21
APPENDIX E
Ideas for Teacher Leadership Activities
Teacher Leadership Activities can be varied and based on the needs of the particular candidate,
school, and/or system. Teacher Leaders participate in all kinds of activities that result in improving
teaching and learning in their schools and systems. Candidates are reminded that they are required
to complete activities in four grade bands (Pre-K-3, 4-5, 6-8, and 9-12) as well as in three school
levels (elementary school, middle or junior high school, high school). These experiences may also
be completed face-to-face and/or at a distance (online, videotaped, etc.). All activities must be
documented and verified by local school system administrators using the form included in the
handbook.
Activities may include (but are not limited to) the following:
*Working with individual teachers on improving and/or incorporating new methods of teaching
*Conducting professional development with individual teachers, small groups, whole schools, or
groups across school systems.
*Data Analysis for School Improvement purposes (the results need to be used in some way to
improve teaching and learning).
*Fostering collaborative projects that include stakeholders and promote the development of
improved school culture.
*Curriculum development, alignment, and improvement projects.
*Promoting collaborative planning to improve teaching and learning.
*Modeling of best practices for other teachers.
*Assist teachers in analyzing student performance data to inform and improve teaching.
*Complete clinical observations of other teachers to assist in improving teaching and learning.
*Engage families in collaborating with the schools. NOTE: This is required if not completed
previously.
*Conduct and apply research to improve teaching and learning. NOTE: This is required if not
completed previously.
Any other activities that are consistent with the seven standards for the Teacher Leadership
program.
22
APPENDIX F
Teacher Leadership Portfolio and Grading Rubric
Description:
The culminating project in the M.Ed. in Teacher Leadership is a capstone portfolio completed during the Internship. Throughout the program, candidates will be gathering artifacts
(i.e., key assessments and critical assignments) from their coursework to include in their portfolios. These artifacts will demonstrate candidates' accomplishments and proficiency
in each of the Teacher Leadership Standards. Candidates will also write a reflection on each standard discussing how the selected artifacts demonstrate their accomplishments and
proficiency in that area.
Instructions to Candidates:
Throughout the program, you will be gathering artifacts (i.e., key assessments and critical assignments) from your coursework to include in your capstone internship portfolio.
These artifacts will demonstrate your accomplishments and proficiency in each of the Teacher Leadership Standards. Below is a list of the artifacts from which you will select for
inclusion in your capstone portfolio. The artifacts marked with a check () in the table below must be included. In addition, you must submit one artifact from each of the other
required courses. You may choose to submit additional artifacts as evidence of your accomplishments related to each standard. You must have a minimum of two artifacts for each
standard. Select your artifacts to provide evidence of your proficiency in all seven areas outlined in the Teacher Leadership Standards (see matrix below for alignment of standards
with key assessments). For each standard, write a 1-2 page reflection discussing how the selected artifacts demonstrate your accomplishments and proficiency in that area.
Reflections should address the following questions:
a. How is this standard significant to your work as a Teacher Leader?
b. How might you use what you learned from this standard to become a better teacher and leader?
c. How did this standard change or confirm your knowledge or beliefs about teaching and learning?
You will submit your artifacts and your reflections for your capstone portfolio in Live Text.
EDUF 6117
(submit 1 of
the following)
Models &
Principles of
Adult Learning
(TL 1, 2)
EDUF 6116
(submit 1 of
the following)
Research
Article
Analysis &
Evaluation
(TL 5, 6)
Adult Learning
Theories in
Practice
(TL 1, 7)
Course
Project:
Research
Proposal
(TL 5, 6)
Application of
Adult Learning
Theory in
Difficult
Circumstances
(TL 2, 7)
EDUL 6226
EDUL 6235
EDUL 6255
Group
Clinical
Balanced
Project:
Curriculum
Problem
Analysis
(TL 3)
Case
Questions
(TL 3)
Observation
Activity
(TL 1, 6)
Scorecard
(TL 2, 7)
Portfolio
Components
(TL 1, 6)
Portfolio
Content
(TL 2, 7)
Written
Reports
(TL 3)
Class
Activities
(TL 1, 6)
EDTL 6156
EDTL 6157
(submit 1 of
the following)
Needs
Management
Assessment & and Analysis
Staff Devel.
of Educational
Program
Data Portfolio
(TL 1, 2, 4, 6, (TL 5)
7)
Discussion
Score
Leader
Interpretation/
Presentation
Reflection
(TL 1, 2, 4, 6) (TL 5)
Reading
Discussion
Presentation
(TL 5)
EDTL 6158
(submit 1 of
the following)
Presentation &
Handout
(TL 3)
EDTL 6159
(submit 1 of
the following)
RTI Case
Study Project
(TL 3, 5)
Content Area
Pedagogy
Electives
Select Any
Course
Assignments
on Content
Area Pedagogy
(TL 3)
Getting to
Differentiated Observation of
Know Your
Instruction
Teaching &
Students,
Unit &
GMAP
Materials, &
Reflection
(TL 3)
Your Teaching (TL 2, 3, 4, 5,
(TL 3)
7)
Reading
Differentiated
Guides
Instruction
(TL 3)
Unit-A
Collaboration
(TL 2, 3, 4, 5,
7)
EDTL 6685
Teaching
Expertise &
Modeling of
Appr. Practice
(GMAP)
(TL 3)
Graduate
Dispositions
Assessment
Teacher
Leadership
Activities
(TL 1, 2, 3, 4,
5, 6, 7)
23
CAPSTONE PORTFOLIO GRADING RUBRIC
Criteria
Unsatisfactory/Needs Improvement
Portfolio Introduction Section
Did not include all required artifacts.
Supporting Evidence
Limited or no connections made between
artifacts and Teacher Leadership Standards.
Reflections
Reflections include minimal or partial
responses to two or less of the following
questions:
a. How is this standard significant to your
work as a Teacher Leader?
b. How might you use what you learned
from this standard to become a better
teacher and leader?
c. How did this standard change or
confirm your knowledge or beliefs
about teaching and learning?
Reflection and artifacts provide evidence
that demonstrates minimal ability to
facilitate the design and implementation of
sustained, intensive, and job-embedded
professional learning based on identified
student and teacher needs.
Standard I: Candidates who complete
the program are teacher leaders who
will facilitate the design and
implementation of sustained,
intensive, and job-embedded
professional learning based on
identified student and teacher needs.
Standard II: Candidates who complete
the program are teacher leaders who
work with stakeholders to promote the
development of a school culture that
fosters excellence and equity in
teaching and learning and focuses on
continuous improvement creating a
sense of belonging and building a
collaborative work environment.
Reflection and artifacts provide evidence
that demonstrates minimal ability to work
with stakeholders in promoting a school
culture fostering excellence and equity in
teaching and learning or focusing on
continuous improvement through a
collaborative work environment.
Standard III: Candidates who
complete the program are teacher
leaders who demonstrate a
Reflection and artifacts provide evidence
that demonstrates minimal understanding of
curriculum nor the ability to align the
Satisfactory
The portfolio includes a full resume’,
adequate philosophy of education, and
the individual growth plan.
Exemplary
The portfolio includes a professionally
presented resume’, an in-depth
philosophy of education related to
teacher leadership, and the individual
growth plan with a reflective summary.
Adequate connections made between
Strong and meaningful connections
artifacts and Teacher Leadership
made between artifacts and Teacher
Standards.
Leadership Standards.
Reflections include complete responses
Reflections include complete and
to all of the following questions:
thoughtful responses to all of the
a. How is this standard significant to
following questions:
your work as a Teacher Leader?
a. How is this standard significant to
b. How might you use what you
your work as a Teacher Leader?
learned from this standard to
b. How might you use what you
become a better teacher and leader?
learned from this standard to
c. How did this standard change or
become a better teacher and leader?
confirm your knowledge or beliefs
c. How did this standard change or
about teaching and learning?
confirm your knowledge or beliefs
about teaching and learning?
Reflection and artifacts provide evidence Reflection and artifacts provide evidence
that demonstrates advanced ability to
that demonstrates advanced ability to
facilitate the design and implementation facilitate the design and implementation
of sustained, intensive, and jobof sustained, intensive, and jobembedded professional learning based on embedded professional learning based on
identified student and teacher needs.
identified student and teacher needs as
well as evidence showcasing
improvements in teaching and learning.
Reflection and artifacts provide
Reflection and artifacts provide
evidence that demonstrates advanced
evidence that demonstrates advanced
ability to work with stakeholders in
ability to work with stakeholders in
promoting a school culture fostering
promoting a school culture fostering
excellence and equity in teaching and
excellence and equity in teaching and
learning and focusing on continuous
learning and focusing on continuous
improvement through a collaborative,
improvement through a collaborative,
supportive work environment.
supportive work environment as well as
evidence showcasing the effectiveness
of the work.
Reflection and artifacts provide
Reflection and artifacts provide
evidence that demonstrates advanced
evidence that demonstrates deep
understanding of curriculum and the
understanding of curriculum, the ability
24
Criteria
Unsatisfactory/Needs Improvement
Satisfactory
Exemplary
to align the curriculum, instruction and
assessment to standards, and evidence
that supports the improvement of
teaching and learning as a result of this
work.
Reflection and artifacts provide
evidence that demonstrates deep abilities
to model best practices in pedagogy,
serve as a mentor and coach for other
educators, and provide evidence of
improved teaching and learning as a
result of this work.
Reflection and artifacts provide
evidence that demonstrates deep abilities
to work with others to design and
implement assessment practices, to
analyze and use data for monitoring and
improving teaching and learning through
data-driven decision making.
comprehensive understanding of
curriculum and apply this knowledge
to the alignment of curriculum,
instruction, and assessment to
standards.
Standard IV: Candidates who
complete the program are teacher
leaders who model best practices in
pedagogy and serve as a mentor and
coach for other educators.
curriculum, instruction and assessment to
standards.
ability to align the curriculum,
instruction and assessment to standards.
Reflection and artifacts provide evidence
that demonstrates minimal abilities to model
best practices in pedagogy or serve as a
mentor and coach for other educators.
Reflection and artifacts provide
evidence that demonstrates advanced
abilities to model best practices in
pedagogy and serve as a mentor and
coach for other educators.
Standard V: Candidates who complete
the program are teacher leaders who
work with others to design and
implement assessment practices and
analyze data for monitoring and
improving teaching and learning
through data-informed decision
making.
Standard VI: Candidates who
complete the program are teacher
leaders who access and conduct
research, and apply research findings
to improve teaching and learning.
Reflection and artifacts provide evidence
that demonstrates minimal ability to work
with others to design and implement
assessment practices or analyze data for
improving teaching and learning.
Reflection and artifacts provide
evidence that demonstrates ability to
work with others to design and
implement assessment practices, to
analyze and use data for monitoring and
improving teaching and learning through
data-driven decision making.
Reflection and artifacts provide evidence
that demonstrates minimal abilities to access
and conduct research or apply research
findings to improve teaching and learning.
Reflection and artifacts provide
evidence that demonstrates advanced
abilities to access and conduct research
and apply research findings to improve
teaching and learning.
Standard VII: Candidates who
complete the program are teacher
leaders who demonstrate the ability to
collaborate with stakeholders to
improve student learning and to guide
positive change.
Overall Clarity
Reflection and artifacts provide evidence
that demonstrates minimal abilities to
collaborate with stakeholders to improve
student learning or to guide positive change.
Reflection and artifacts provide
evidence that demonstrates advanced
abilities to collaborate with stakeholders
to improve student learning and to guide
positive change.
Writing was awkward OR did not flow
logically.
More than 9 misspelled words, incorrect
grammar, and/or improper punctuation.
Writing was mostly clear and flowed
logically.
5 to 9 misspelled words, incorrect
grammar, and/or improper punctuation.
Overall Mechanics
Comments:
Reflection and artifacts provide
evidence that demonstrates deep
understanding of and abilities to access
and conduct research to improve
teaching and learning as well as
providing evidence showing that the
changes were effective.
Reflection and artifacts provide
evidence that demonstrates the highest
abilities to collaborate with stakeholders
to improve student learning and to lead
positive change that results in
documented success.
Writing was crisp, clear, and flowed
logically.
Work is of publishable quality; 0 to 4
misspelled words, incorrect grammar,
and/or improper punctuation
26
APPENDIX G
Sample Portfolio Home Page
Candidate’s name
I.
Introduction
a. Resume’ of candidate
b. Philosophy of Teacher Leadership and Education
c. Overall Reflection Statement of Growth as a Teacher Leader
II. Standards with Reflection (1-2 pages) and Artifacts (minimum of two per standard; at
least one from courses and at least one from internship)
Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
Standard 6
Standard 7
III. Activity Log with hours and signatures (Appendix D)
IV. Teacher Leadership Individual Growth Plan Rating and Meeting Documentation Forms
(Appendix C)
V. Upload 4 assessments (formal assessments such as the GMAP and/or Dispositions
Assessments, TKES, or other assessments and informal assessments such as conference
notes, emails, etc.; the majority should be formal assessments), completed and signed by
your site mentor or coach. Include an explanation of why you chose each particular
assessment to place in your portfolio. Refer to assessments by date of performance.
27
Appendix H
Graduate Model of Appropriate Practice (GMAP)
Columbus State University/College of Education
Rubric for Evaluating Graduate Students on NBPTS Propositions
Candidate:
Date:
Is a conference needed? ___ Yes ___No If yes, who should be involved:
Instructions: For each competency, mark the cell that describes the candidate’s level of performance.
Proposition 1: Commitment to Students and Learning
Indicators
a. Recognizes individual
differences in students and
adjusts teaching
b. Treats all students equitably
c. Designs lesson to match
student abilities and foster
interest
d. Provides evidence of
teaching to develop multiple
domains
e. Understands how students
develop and learn.
Below Expectations
Meets Expectations
Exceeds Expectations
Demonstrates partial
knowledge of students’
backgrounds, approaches
to learning, skills, and
interests, and attempts to
use this information in
planning for the class as a
whole.
Most practices and teacherstudent interactions
indicate that students are
treated equitably.
Demonstrates good
knowledge of students’
backgrounds, approaches to
learning, skills, and interests;
uses this knowledge to plan
for groups of students;
modifies or extends the
lesson for individual students.
Most practices and teacherstudent interactions are
appropriate and respectful of
the cultural and
developmental differences
among groups of students.
All of the elements of the
lesson are suitable for
students (including those
with special needs) and
engage them in meaningful
learning.
Plans and teaches to foster
the development of multiple
domains, including the social
and emotional.
Uses knowledge of cultural
differences and multiple
intelligences to nurture
learning.
Demonstrates thorough knowledge
and understanding of students’
backgrounds, approaches to
learning, skills, and interests;
adjusts the lesson for individual
students, resulting in greater
success/learning for all students.
Most of the elements of the
lesson are suitable for
students (including those
with special needs) and
engage students in
meaningful learning.
Plans and teaches mainly
to develop a single domain
(ex. cognitive, physical)
related to the content field.
At times uses knowledge
of students’ cultural
backgrounds or multiple
intelligences to nurture
learning.
Practices and interactions
demonstrate genuine caring,
fairness, and respect for all
students. There is no perception of
prejudice or favoritism.
Learning activities are highly
relevant to students. All materials
and resources engage students in
meaningful learning. There is
evidence of student participation in
selecting or adapting materials.
Plans and teaches to foster the
development of multiple domains
and skillfully uses unplanned
opportunities for this purpose.
Draws on knowledge of cultural
and individual differences to
nurture learning; helps to enlarge
student learning and thinking
through an array of strategies.
Proposition 2: Knowledge of Subjects and How to Teach Them
Indicators
a. Demonstrates depth of
knowledge of subject matter
Below Expectations
Meets Expectations
Displays basic content
knowledge in area of
expertise, but articulates
few connections with other
parts of the discipline or
with other disciplines.
Displays solid content
knowledge and makes
connections between the
content and other parts of the
discipline and other
disciplines.
Exceeds Expectations
Displays extensive knowledge of
the subject matter and its
application to real-world settings.
28
Indicators
Below Expectations
Meets Expectations
Exceeds Expectations
b. Presents lesson and content
so that students learn in a
variety of ways
Presents the content
clearly but with little
variety as to strategies,
grouping, and instructional
materials; may not
anticipate student
misconceptions.
Articulates few
connections with other
disciplines.
Instructional practices reflect
current research on best
pedagogical practice within
the discipline, including the
presentation of content in a
variety of ways; anticipates
student misconceptions.
Makes connections, when
appropriate, with other
disciplines.
Displays best pedagogical practice
within the discipline and skillfully
use a variety of strategies,
groupings and materials to bring
about student learning; anticipates
student misconceptions.
c. Links content, when
appropriate, to other
disciplines
Works with colleagues in other
disciplines to plan and implement
integrated lessons.
Proposition 3: Managing and Monitoring Student Learning
Indicators
Below Expectations
Meets Expectations
Exceeds Expectations
a. Clearly articulates goals for
students
Learning objectives/goals
are usually communicated
to students.
Learning objectives/goals are
clearly communicated to
students with an emphasis on
their significance in the lesson.
b. Uses multiple methods/
strategies to meet goals
Demonstrates a limited
repertoire of instructional
strategies.
c. Motivates students to be
engaged in learning
Uses some strategies to
motivate students to be
engaged in learning (e.g.,
links content to prior
learning, asks relevant
questions, displays
enthusiasm for content).
Is sometimes effective in
leading discussions and
organizing group work to
meet the goals of the
lesson; there may be some
distractions and
interruptions to learning.
Assessments are partially
aligned with instructional
goals; may assess in only
one domain. Uses
formative and summative
assessments. Uses data to
plan for future instruction
to the class as a whole.
Uses a variety of approaches
to meet the needs of students
with different learning styles
and for those who need
remediation or enrichment.
Uses a variety of strategies to
motivate students to be
engaged in learning; activities
and outcomes are
appropriately challenging.
Learning objectives/goals are
clearly communicated to students
with an emphasis on their
significance in the lesson;
candidate reinforces the goals at
times throughout the lesson so that
students clearly understand what
they are trying to achieve.
Effectively uses an extensive
repertoire of strategies to meet the
needs of students with different
learning styles and for those who
need remediation or enrichment.
Effectively uses a variety of
motivational strategies so that
students are engaged in learning
that is appropriately challenging;
students are actively involved in
adapting activities to enhance their
knowledge.
Facilitates individual and group
learning by providing scaffolding,
asking high-level questions, and
engaging students in true
discussion. Distractions and
interruptions to learning are rare.
d. Creates a disciplined
learning environment
e. Regularly assesses student
progress
Effectively leads discussions
and organizes group work to
meet goals; there are few
distractions and interruptions
to learning.
Assessments are aligned with
instructional goals; assesses in
multiple domains. Uses
formative and summative
assessments. Uses data to
plan future instruction for
individuals and groups of
students.
Assessments are congruent with
the instructional goals, both in
content and process. Candidate
uses data to plan future instruction.
Students understand how they are
meeting established goals and
participate in planning the next
steps.
29
Proposition 4: Thinking Systematically about Practice
Below Expectations
Meets Expectations
Exceeds Expectations
a. Reflects on practice and
makes difficult choices
Indicators
Reflections on lessons are
generally accurate; makes
global or vague
suggestions as to how to
improve them. Reflection
on larger issues related to
teaching is limited.
Reflects accurately on lessons;
makes several specific,
accurate suggestions for
improvement. Reflects on
larger issues related to
teaching and makes difficult
choices.
b. Seeks the advice of others
to improve practice
Accepts the advice of
colleagues, administrators
and other professionals to
improve practice.
Strives to improve practice by
seeking out the advice of
colleagues, administrators, and
other professionals.
c. Uses research and
scholarship to improve
practice
Occasionally attends
conferences, reads
research and other
professional literature,
and applies the lessons
learned in limited ways.
Attends conferences, reads
research and other
professional literature, and
applies the lessons learned to
improve practice.
Reflections on lessons are
thoughtful and accurate; cites
many specific examples for
improving practice and weighs the
relative strengths of each. Reflects
on larger issues related to teaching,
seeks out relevant information, and
makes difficult choices.
Strives to improve practice by
seeking out the advice of
colleagues, administrators, and
other professionals; systematically
focuses on improving aspects of
teaching.
Regularly attends conferences,
reads research and professional
literature, conducts action research,
and applies the lessons learned to
practice. Evidence supports that
changes have led to improved
student learning.
Proposition 5: Membership in Learning Communities
Indicators
Below Expectations
Meets Expectations
a. Collaborates with other
professionals
Collaborates with other
professionals in a limited
way.
Regularly participates in
collaborative activities with
other professionals.
b. Collaborates with families
Communicates with
families and makes an
effort to engage them in
the instructional program.
Communicates frequently with
families and successfully
engages them in the
instructional program.
c. Uses community resources
Displays limited use of
resources available
through the school,
district, community and
professional associations.
Uses a variety of resources
available through the school,
district, community, and
professional associations.
Comments:
Exceeds Expectations
Initiates collaborative activities
such as mentoring new teachers,
conducting school projects, coauthoring articles for publication,
and making joint presentations.
Communicates frequently with
families on both positive and
negative aspects of student
progress. Responds to family
concerns with sensitivity.
Successfully engages families in
the instructional program.
Skillfully employs school, district,
community, and professional
resources as needed to improve
teaching and/or provide student
services.
30
Appendix I
Graduate Dispositions Assessment
COLUMBUS STATE UNIVERSITY
College of Education
Graduate Disposition Evaluation
“…To Achieve Excellence By Guiding Individuals As They Develop The Proficiency,
Expertise, And Leadership Consistent With Their Professional Roles… ”
Candidate:
Date:
Is a conference needed? ___ Yes ___No If yes, who should be involved:
Instructions: For each competency, mark the cell that describes the candidate’s level of performance.
Disposition
Below Expectations
Meets Expectations
Exemplary
Displays maturity when
seeking solutions to
problems and
implementing
suggestions
(Professionalism)
Demonstrates
professional
responsibility in
carrying out his/her
assigned duties
(Professionalism)
Demonstrates acceptable
professional appearance
and maintains
appropriate cleanliness
(Professionalism)
Enlists participation of
inappropriate personnel
to seek solutions on
his/her behalf; Fails to
identify the appropriate
personnel with whom to
address the problem;
Focuses on blaming
others rather than
seeking solutions; Does
not demonstrate
discretion when
discussing problems; Is
not receptive to
constructive comments
and shows no sign of
implementing change.
Does not maintain
confidentiality of
records, professional
correspondence, or
conversations;
Participates in gossip
about P-12 students,
faculty, or school
personnel; Seldom
displays a thorough
preparation of academic
materials; Does not
consistently abide by
deadlines for
assignments; Has
exhibited behaviors of
dishonesty.
Appearance, attire
and/or cleanliness are
often inappropriate.
If unable to resolve
problems independently,
enlists the help of
faculty or staff to
identify the appropriate
personnel to assist
him/her; Follows
through with that person
to seek a resolution;
Uses discretion in
discussing the problem;
Focuses on solutions
rather than assigning
blame; Is receptive to
constructive comments
and implements
changes.
Maintains
confidentiality of P-12
student records,
professional
correspondence, and
conversations; Refrains
from gossiping;
Consistently displays a
thorough preparation of
academic materials;
Consistently abides by
deadlines for
assignments;
Consistently
demonstrates behaviors
of honesty and integrity.
Seeks solutions independently
and/or identifies the faculty or
staff member who can assist;
Addresses the problem with the
appropriate person and is
prepared with any necessary
documentation; Uses discretion
by discussing the problem with
only the appropriate person(s);
Focuses on solutions rather than
assigning blame, accepting
personal responsibility for
problems when appropriate; Is
receptive to constructive
comments, implements changes,
and seeks feedback from others.
Appearance, attire, and
cleanliness are
appropriate.
Is a role model of
professionalism through personal
appearance, attire, and
cleanliness.
Maintains confidentiality of P-12
student records, professional
correspondence, and
conversations, and does not
tolerate gossiping or abuse of
confidentiality of others; Always
displays a thorough preparation
of academic materials and goes
beyond required criteria; Always
abides by deadlines for
assignments; Always
demonstrates behaviors that
exemplify honesty and integrity,
documenting these thoroughly.
31
Disposition
Below Expectations
Reflects sound judgment
and appropriate selfcontrol, especially in
relating to and selfguarding students
(Professionalism,
Teaching)
Uses objectionable
language; Reveals
inappropriate sensitive
and personal
information about
himself/herself in the
classroom setting; Is
unable to control his/her
emotions and temper;
May use put-downs.
Uses no objectionable
language; Reveals
general personal
information; Models
appropriate emotional
and behavioral
responses; Never loses
his/her temper.
Interacts appropriately
and positively with
others, while
appreciating and valuing
human diversity
(Professionalism,
Teaching)
Interactions with peers,
colleagues, or authority
figures are at times
negative, demeaning,
sarcastic, combative, or
inappropriate. At times
treats others rudely and
with disrespect. Words
or actions are insulting
and show contempt for
others. Communicates
an inability or
unwillingness to work
with some students,
parents or other school
or university personnel.
Does not set and convey
high standards for all
students; displays
inequitable treatment of
learners; does not
persist in helping all
learners achieve success.
Demonstrates no
enthusiasm for teaching
and there is little attempt
to place discipline
content in the context of
everyday life.
Interactions with peers,
colleagues, or authority
figures are appropriate
and positive. Treats
others with courtesy and
respect. Words and
actions are polite and
professional. Works
harmoniously and
effectively with diverse
individuals.
Sets and conveys high
standards for all students
and persists in helping
those students achieve
success; displays
equitable treatment of
learners.
Demonstrates
enthusiasm for teaching
and attempts to make
discipline content
relevant to student’s
everyday life.
Always sets and conveys high
standards for all students and
persists in helping those students
achieve success; displays
equitable treatment of learners.
Teacher is not a member
of any professional
organizations and shows
little interest or benefit
in attaining membership.
Teacher is a member of
a professional
organization and
participates in the
organization to some
degree.
Teacher is highly active in
professional organizations and
views professional organizations
as a valuable medium through
which ideas and information can
be freely and consistently shared.
Demonstrates the belief
that all students can
learn
(Professionalism,
Teaching)
Displays enthusiasm for
the discipline(s) he or
she teaches and
understands the
importance of
developing relevant
connections to everyday
life
(Professionalism,
Teaching)
Demonstrates interest
and involvement in
professional
organizations
(Professionalism,
Scholarship)
Meets Expectations
Exemplary
Always models language that is
exemplary and deals individually
with P-12 students who exhibit
inappropriate language;
Maintains a warm, but
professional attitude with
students; Guides the behavior of
students in a caring and gentle
way. Models appropriate
emotional and behavioral
responses in difficult situations.
Interactions with peers,
colleagues, or authority figures
are appropriate, positive, and
respectful of differing opinions.
Treats other with courtesy,
respect, and open-mindedness.
Listens to and shows interest in
the ideas and opinions of others.
Seeks opportunities to include or
show appreciation for those who
may be excluded. Demonstrates
concern for students by engaging
in service activities benefiting the
profession and the community
(e.g., mentoring, tutoring).
Exudes enthusiasm and
consistently develops and
integrates dynamic, skills based
and student centered instruction
that allows students to apply
knowledge in the context of
everyday life.
32
Disposition
Below Expectations
Meets Expectations
Exemplary
Demonstrate a belief in
the value of using
research-based strategies
in teaching
(Professionalism,
Teaching, and
Scholarship)
Does not demonstrate a
belief in the importance
of research-based
strategies in education
or does not demonstrate
the use of these
strategies in planning,
teaching, and
assessment
Does not reflect upon or
revise teaching
practices. Teacher does
not seek out or
participate in continuing
education or staff
development activities.
Demonstrates a belief in
the importance of
research-based strategies
in education and as a
result demonstrates
knowledge of strategies
and uses these strategies
in planning, teaching,
and assessment.
Reflects upon and
revises teaching
practices. Teacher seeks
out and participates in
some continuing
education and staff
development activities.
Demonstrates a belief in the
importance of research-based
strategies in education and as a
result demonstrates expert
knowledge of strategies and
consistently uses these strategies
in planning, teaching, and
assessment.
Engages in reflection
and self assessment and
demonstrates a
commitment to life long
learning
(Professionalism,
Teaching, and
Scholarship)
Reflects upon and revises
teaching practices and expertly
applies revised practices in the
classroom. Teacher consistently
seeks out and participates in
various continuing education and
staff development activities that
directly develop the teacher’s
expertise in teaching.
Comments (Anything marked “Below Expectations” must include comments):
Candidate Signature
Date
Observer Signature
Date
33
APPENDIX J
Georgia Assessment for the Certification of Educators (GACE)
Teacher Leadership Assessment
TEACHER LEADERSHIP ASSESSMENT
The GACE Teacher Leadership assessment was developed to assess the critical leadership roles
that teachers play in contributing to student and school success. The assessment measures these
leadership roles in the following six areas, called tasks:
•Task 1 –Adult Learning and the Collaborative Culture
•Task 2 –Research for the Improvement of Practice
•Task 3 –Professional Learning
•Task 4 –Observation and Use of Assessment Data
•Task 5 –Collaboration with Families and the Community
•Task 6 –Collaborative Teams and Advocacy
Candidates complete each task by submitting a written response and additional documentation,
called artifacts. The written responses and artifacts are submitted via an online submission
platform. Candidates are expected to write descriptively, analytically, and reflectively when
completing each task. The tasks are scored according to task-specific rubrics, which are included
in the materials supplied to candidates
For more information or to register, visit the Teacher Leadership GACE website at:
gace.ets.org