Disposition Assessment Tools, Data Tables, and Analysis of the Data
for NCATE – Educational Leadership Superintendency Program
The following ELCC performance assessments included evaluations of the dispositions of
fairness and a belief that all students can learn.
ELCC
Assessment
1
1
2
3
4
6
Data Analysis
Disposition Assessment Tool
Illinois Certification Testing
System: Field 187
Superintendent Test
Illinois Certification Testing
System: Field 187
Superintendent Test
School District Leadership and
Organizational Management:
Perspectives on Issues,
Evaluating School Facilities, and
Planning School Improvement
Monitoring Instruction,
Behavior, and Learning:
Curriculum Theory and
Qualitative Data Collection,
Analysis, and Writing Reports
The Superintendent Internship
Subarea 1
Percent of
Candidates
Meeting
Proficiency
93.61%
Percent of
Candidates
Not Meeting
Proficiency
6.39%
Subarea 3
95.74%
4.26%
100%
0%
100%
0%
88%: “A”
both
semesters
6%: 1 “A” &
1 “B” per
semester
6%: “B”
3
Incompletes
100%
0%
Section or
Standard
Element
1.1, 1.2,
1.3, 1.4,
1.5, 3.2,
3.3, 4.1,
4.2, 4.3
2.1, 2.2,
2.3, 5.1,
5.2, 5.3,
6.1, 6.3
1.3, 2.1,
2.2, 2.3,
2.4, 3.1,
3.2, 3.3,
4.1, 4.2,
4.3, 5.1,
5.2, and
6.1.
Local, State, and Federal Laws,
2.1, 2.2,
Regulations, and Policies to
2.3, 2.4,
Improve Education: Researching 5.1, 5.2,
Case Law and Preparing Mini5.3, 6.1,
Briefs; Case Briefs and
6.2, 6.4
Presentation Podcast
Development; Interviewing State
Legislators; Developing a
Resource Guide; and Planning
for Professional Development
Assessment 1 contains two subtests that specifically address the professional dispositions
of fairness and a belief that all students can learn. Specifically, students were assessed on
the following test objectives:
 Subarea 1
 Understand the importance of creating a vision of educational excellence that is
shared and supported by the school community
 Understand how to promote and nurture a positive school climate that values
respect, dignity, and fairness for all individuals
• Subarea 3
 Understand principles of public school governance and legal and ethical
guidelines related to schools and education
In reviewing the data, the department found that one individual who has been our only
candidate who has experienced the need to retake the state test is responsible for the
percentage of candidates not meeting proficiency; he was unable to pass the assessment
until the third try. However, coursework and observations validated his ability and
dispositions as worthy of certification.
Assessment 2 consists of three separate assessment projects focused on vision and
mission; management of operations and resources; and collaborating with families and the
community. Specifically, students were assessed on the following rubric indicators:
 Candidate developed a component and activities to assure that all publics served by
the organization receive equal respect and treatment in the plan
 Candidate developed a component to assure that all aspects of the plan stand the
legal test of the law and are safe and provide opportunities in a safe, effective, and
efficient environment
 Candidate demonstrated the skills and knowledge to make a strategic plan
operational utilizing problem solving skills by developing plans to assure all 6 goals
are effective, legal, fiscally responsible, and are allotted material resources to focus
successfully on teaching and learning
 Candidate demonstrated the ability to capitalize on the diversity among the key 6
members to improve school programs and serve all student needs
 Candidate demonstrated the ability to use community resources, including 6
members of the power structure to support student achievement and achieve school
goals
 Candidate demonstrated the ability to conduct a “Quality of Space” survey and
accurately analyze the data effectively to evaluate existing school facilities for
instructional effectiveness
 The candidate demonstrated exemplary skills and ability needed to work with the
board of education to facilitate the development of a vision, mission, core values,
and SMART learning goals for the district that promotes the success of all students
Student scores are reported using a four-point scale. Proficiency consists of the
percentage of students who receive either a three or a four rating. Students who receive
a two on one or more rubric strands are given the opportunity to resubmit their work in
order to learn the content or skills; however, a two is recorded as not having met the
standard.
Assessment 3 is made up of two major authentic assessments projects designed to give
school district leader candidates a solid foundation for monitoring instruction, behavior,
and learning. Specifically, students were assessed on the following rubric indicators:
 Candidate accurately researched and analyzed multiple data sets to determine the
context; used a detailed decision-making model to identify a potential solution; and
researched and comprehensively planned an intervention to improve student
achievement
 Candidate filed an IRB for study before the first class; the reflective paper
comprehensively outlined the probable impact the study will have on continuous
school improvement
 Candidate successfully completed the Respect section of the NIH on-line assessment
and wrote a brief paper identifying five possible school situations where
confidentiality could easily be broken
 Candidate respected the principles of confidentiality and dignity of the participants
and the data from candidate’s study; IRB was filed with the Compliance Officer for
the university, complete with information related to how data are secured and
confidentiality maintained
 Candidate identified, justified, and explained their logic for selecting their sample
relative to ethical methodology
 Candidate successfully completed the NIH Ethics and filed a copy within the
department
 Candidate wrote a reflection paper reflecting upon the impact of ethical versus
unethical research
Student scores are reported using a four-point scale. Proficiency consists of the
percentage of students who receive either a three or a four rating. Students who receive
a two on one or more rubric strands are given the opportunity to resubmit their work in
order to learn the content or skills; however, a two is recorded as not having met the
standard.
Assessment 4 is the clinical field experience in the intern’s major area of specialization
under the supervision of a local school or school district administrator and a department
faculty member. The internship requires a minimum of 75 clock hours of planned activity
for each semester hour of credit, and two hours of credit are taken for each of two
semesters for a total of 300 clock hours. It is in the internship when professional
dispositions and attitudes outlined in Standard 5.0 are carefully monitored by the site
supervisor and also the department supervisor as the candidates carry out the myriad of
responsibilities of the superintendency. While a portfolio documenting activities is
submitted to the department supervisor, it is the reflections written by the candidates that
typically reflect their dispositions and attitudes about issues of fairness, equity, and ethics,
as well as their belief that all students can learn, and the validation from the site supervisor
that the candidate has acted in a professional manner. Specifically, students were assessed
on the following ELCC indicators:
 Interns develop a vision of learning for a school that promotes the success of all
students
 Interns assess district culture using multiple methods and implement contextappropriate strategies that capitalize on the diversity (e.g., population, language,
disability, gender, race, socio-economic) of the school community to improve
district programs and culture
 Interns demonstrate an understanding of how to use appropriate research
strategies to promote an environment for improved student achievement
 Interns demonstrate the ability to optimize the learning environment for all
students by applying appropriate models and principles of organizational
development and management, including research and data driven decision making
with attention to indicators of equity, effectiveness, and efficiency
 Interns demonstrate an ability to manage time effectively and deploy financial and
human resources in ways that promote student achievement
 Interns demonstrate an understanding of how to apply legal principles to promote
educational equity and provide safe, effective, and efficient facilities
 Interns demonstrate an ability to bring together the resources of family members
and the community to positively affect student learning
 Interns provide leadership to programs serving students with special and
exceptional needs
 Interns demonstrate the ability to capitalize on the diversity (cultural, ethnic, racial,
economic, and special interest groups) of the school community to improve district
programs and meet the diverse needs of all students
 Interns demonstrate a respect for the rights of others with regard to confidentiality
and dignity and engage in honest interactions
 Interns demonstrate the ability to combine impartiality, sensitivity to student
diversity, and ethical considerations in their interactions with others
 Interns make and explain decisions based upon ethical and legal principles
 Interns advocate for policies and programs that promote equitable learning
opportunities and success for all students, regardless of socioeconomic background,
ethnicity, gender, disability, or other individual characteristics
The two students who did not receive “As” both semesters received “Bs” due to lack of
performance in completely all components of the internship. In addition, three students
withdrew. While this is does occur from time to time, it is somewhat understandable as
these candidates as working principals. Often, there is simply not the time available for
them to complete additional responsibilities, depending on other factors in their
personal and professional lives. However, it is not a reflection of their dispositions of
fairness and a belief that all students can learn.
Assessment 6 consists of three major authentic projects, providing candidates first-hand
opportunities to engage in understanding and responding to the dynamics and influence the
larger context that affects educational systems. Specifically, students were assessed on the
following rubric indicators:
 The candidate demonstrated a strong ability to utilize the skills and identified at
least five policies that are relevant to confidentiality, dignity, and honesty
interactions: these may include issues related to student records, medical records,
counseling services, demeaning speech, student interpersonal behavior, corporal
punishment, video surveillance, and processes for communications between
students, teachers and the administration
 The candidate demonstrated a strong ability to utilize the applicable skills and
provisions with respect to discipline procedures and/or grade changes, and at least
two other provisions related to impartiality, sensitivity to student diversity, or
interactions with others; policies may include RTI, IDEA, 504, ESL/Bilingual
Programs, Religious Accommodations, Fee Waivers, or Bullying; candidate identified
due process and articulated the proper steps to application of the provisions of law
 The candidate developed a written analysis and presentation of the connections
between the ethical and legal principles and the policies as well as the practices
being implemented in schools
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The candidate demonstrated a strong ability to understand the larger
political, social, economic, legal, and cultural context to develop activities and
policies that benefit their district and its students
The candidate demonstrated a strong ability to apply understanding of larger
context to develop activities and policies that benefit students and their families
The candidate demonstrated a strong ability to advocate for policies and programs
that promote equitable learning opportunities and success for all students
The required plan of regularly informing the greater context and the personal
professional involvement plan were comprehensive and both addressed a deep
understanding and commitment to developing open lines of communications with
local, state, and federal authorities to advocate for improved policies and to promote
equitable learning opportunities for all students
The candidate developed exemplary guidelines that would help principals provide
effective instructional programs
A variety of diverse guidelines that directly impact improved instructional practice
were included in the resource guide
The resource guide included three or more guidelines for accommodations for the
diverse needs of students
A variety of criteria that will assist principals to reflect on their understanding and
then the application of best practices for student learning were included in the
resource guide; information on at least three or more criteria that will support the
principal in the application of developmental and motivational theories for
enhancement of the learning process was included in the resources guide
Student scores are reported using a four-point scale. Proficiency consists of the
percentage of students who receive either a three or a four rating. Students who receive
a two on one or more rubric strands are given the opportunity to resubmit their work in
order to learn the content or skills; however, a two is recorded as not having met the
standard.