Gardner-Webb University
Gardner-Webb University
School of Education
Master of Arts in
Executive Leadership Studies
Handbook
Rev. 9-5-11
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Table of Contents
Program Description ........................................................................................................................ 5
Program Format Descriptions ..........................................................................................................6
Traditional Model ......................................................................................................................6
Students Admitted Prior to Fall Semester 2010................................................................ 6
Students Admitted Fall Semester 2010 .............................................................................7
Students Admitted Fall Semester 2011 .............................................................................8
Online Model ............................................................................................................................. 9
Students Admitted Prior to Fall Semester 2011................................................................ 9
Students Admitted Fall Semester 2011 ...........................................................................10
Cohort Model ........................................................................................................................... 10
Students Admitted Fall Semester 2010 ...........................................................................10
Students Admitted Spring Semester 2011 ......................................................................11
Students Admitted Fall Semester 2011 ...........................................................................13
Add-on License ........................................................................................................................ 14
Students Admitted Prior to Fall Semester 2010.............................................................. 14
Students Admitted Fall Semester 2010 & Spring Semester 2011 ..................................15
Students Admitted Fall Semester 2011 ...........................................................................15
Course Descriptions ....................................................................................................................... 16
Technology ....................................................................................................................................18
Internship ......................................................................................................................................19
Internship Special Note ............................................................................................................19
Internship Committee ..............................................................................................................20
Committee Roles Defined ........................................................................................................20
Internship Supervisor ......................................................................................................20
Reviewer ......................................................................................................................... 20
Evaluator ......................................................................................................................... 20
Portfolio Manager ...........................................................................................................21
Internship Artifact Review Process (IARP).............................................................................21
Dispositions ............................................................................................................................. 22
Licensure Evaluation Process ..................................................................................................22
Licensure Evaluation ......................................................................................................22
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Certification of Competency........................................................................................... 22
Portfolio Management .............................................................................................................23
Electronic Portfolio ........................................................................................................................ 23
Artifact/Standard Alignment Chart .......................................................................................... 24
Suggested Timeline..................................................................................................................25
Portfolio Artifact Submission Process Chart ...........................................................................26
Artifact One - Positive Impact on Student Learning and Development ..................................27
Analysis and Action Plan for Student Learning (APPSL) ..............................................27
APPSL Scoring Rubric ...................................................................................................30
Artifact Two – Teacher Empowerment and Leadership .......................................................... 35
Analysis and Action Plan for Teacher Empowerment and Leadership (AAPTEL) .......35
AAPTEL Scoring Rubric ................................................................................................ 39
Artifact Three – Community Involvement and Engagement...................................................44
Stakeholder Improvement Plan (SIP) .............................................................................44
SIP Scoring Rubric .........................................................................................................48
Artifact Four – Organizational Management ...........................................................................56
Organizational Management Analysis (OMA) ............................................................... 56
OMA Scoring Rubric ......................................................................................................60
Artifact Five – School Culture and Safety ..............................................................................68
Cultural Advocacy and Action Plan (CAAP) .................................................................68
CAAP Scoring Rubric ....................................................................................................72
Artifact Six – School Improvement ......................................................................................... 77
School Improvement Action Plan (SIAP) ......................................................................77
SIAP Scoring Rubric ......................................................................................................83
Certification of Competency..........................................................................................................89
89 LEA/IHE Certification of Competency ...................................................................................90
Internship Forms ........................................................................................................................... 95
Forms for Students Admitted Prior to Fall Semester 2010 ...................................................... 96
Internship Form Descriptions ......................................................................................... 97
General Objectives of the Internship .............................................................................98
Internship Checklist ........................................................................................................99
Internship Log SADM 695/696 .................................................................................... 101
Internship Evaluation ....................................................................................................103
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Professional Growth Statement .................................................................................... 105
Forms for Students Admitted Fall Semester 2010 to Present ................................................126
Internship Log MELS 697 ............................................................................................ 127
Taskstream ...................................................................................................................................128
Account Renewal/Creation ....................................................................................................129
Compressing Video for TaskStream ...................................................................................... 132
Requesting Comments on Artifacts ....................................................................................... 138
Site-Supervisor Login ............................................................................................................144
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Program Description
Gardner-Webb University provides multiple opportunities for aspiring school leaders to obtain a
Master of Arts Degree in Executive Leadership Studies and licensure in School Administration
from the North Carolina Department of Public Instruction (NCDPI). Classes are offered face-toface at 12 different campuses located between Asheville and Raleigh and online. Currently, there
are three avenues available for students to earn their degree: face-to-face instruction in our
traditional program geared for the practicing educator, a fully online program with all classes
required to complete the MELS degree offered in a cyclical pattern over two calendar years, and a
combination program that allows the traditional student to take both online and face-to-face classes
to complete the program at a flexible accelerated pace. The program requires 36 credit hours
consisting of classroom work (30 credit hours) and an internship (6 credit hours). Beginning Fall
Semester 2011, new students will only be admitted to the cohort model.
In addition, Gardner-Webb University provides the opportunity for educators who already hold a
Master’s Degree to complete the requirements for add-on licensure in school administration by
completing the core courses in executive leadership (18 credit hours), internships (six credit hours)
and producing the electronic portfolio required by NCDPI. Add-on licensure students must
complete the same requirements as degree-seeking students, including appropriate coursework and
either the School Leaders Licensure Assessment (SLLA) for students who entered the program
prior to Fall Semester 2010 or the electronic portfolio for students who entered the program during
or after Fall Semester 2010.
Beginning Fall Semester 2010, Gardner-Webb offers an accelerated program based on the cohort
model. Cohort model students experience the MELS program by taking classes that integrate
multiple courses into single semester six credit-hour classes. The cohort model program is
designed to allow candidates to complete their degree in five semesters.
Students who enroll in the MELS program beginning Fall Semester 2011, will participate in cohort
model classes either in a fully online program or in a blended program that combines face-to-face
instruction and web-based technology. Each of these delivery models will utilize an integrated
curriculum that incorporates theory with practice. This integrated curriculum satisfies the newly
adopted North Carolina Standards for Executive Leadership required for licensure.
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Program Format Descriptions
Traditional
Traditional Format - Students Admitted Prior to Fall 2010
In order to honor the catalog requirements at the time of admittance to Graduate School the School
of Education continues to offer the traditional curriculum. Students enrolled in the School
Administration Program prior to the Fall Semester 2010 are categorized into two groups. These
groups consist of students who entered the program prior to Fall Semester 2009 and those who
entered the program during Fall Semester 2009 and before Fall Semester 2010. The only
difference between these two groups is that students who entered the program at any point during
the 2009-2010 academic year (Fall 2009, Spring 2010, or Summer 2010) were given the
opportunity to choose the electronic portfolio as a graduation requirement in lieu of written
comprehensive exams. All other requirements remain the same. These requirements include: 30
credit hours of course work and 6 credit hours of internship. All students who entered the program
prior to Fall Semester 2010 must take the SLLA as a North Carolina requirement for licensure as a
school leader. The course of study for students who fit these categories include:

EDUC 610 Curriculum Development (3 hrs) or MELS 610 Curriculum Leadership for
Executive Leaders (3 hrs);

EDUC 614 Measurement and Assessment (3 hrs) or MELS 614 Instructional Assessment
(3 hrs);

EDUC 615 Strategies of Teaching (3hrs) or MELS 615 Instructional Leadership (3hrs);

SADM 618 Educational Leadership (3 hrs) or MELS 618 Strategic Leadership (3 hrs);

EDUC 620 or SADM 620 or MELS 620 Data Acquisition and Analysis (3 hrs);

SADM 645 Current Trends (3 hrs) or MELS 645 21st Century Trends and Issues (3 hrs);

SADM 650 School Law (3 hrs) or MELS 650 Legal Issues in 21st Century (3 hrs);

SADM 655 School Finance and Budgeting (3 hrs) or MELS 655 Resource Development
and Management (3 hrs);

SADM 660 The Principalship (3 hrs) or MELS 660 The School Executive(3 hrs);

SADM 665 Supervision of Instruction (3 hrs) or MELS 665 Instructional Supervision (3
hrs);

SADM 695 Internship I (3 hrs); and

SADM 696 Internship II (3 hrs).
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In the past, students have been allowed to accelerate their program by taking more than one course
per semester either online or at a different site. This policy remains in effect for students who are
not in a cohort program. Students typically at the end of their program, take a course along with an
internship course for two semesters to complete their program. As a general rule, a student should
accumulate 24 credit hours before attempting to take the internship classes. The student’s
academic advisor must request that a student be placed into the first internship class. This decision
is based upon the student’s number of credit hours and projected date of graduation. Internship
classes are offered each semester. With internship classes readily available, a student may take
their internship in a Fall-Spring, Spring-Summer, or Summer-Fall combination. Internship classes
offered in the summer are 10-week classes. Students who interrupt their course of study by
withdrawing from all classes in a semester are subject to the requirements of the catalog when they
resume their course of study.
Traditional Format – Students Admitted Fall Semester 2010
The traditional program requires 36 credit hours and consists of the following courses:

MELS 610 Curriculum Leadership for Executive Leaders (3 hrs);

MELS 614 Instructional Assessment (3 hrs), MELS 615 Instructional Leadership for
Executive Leaders (3 hrs);

MELS 618* Strategic Leadership for Executive Leaders (3 hrs);

MELS 620 Data Acquisition and Analysis (3 hrs),

MELS 645* 21st Century Trends and Issues for Executive Leaders (3 hrs);

MELS 650* Legal Issues for Executive Leaders in the 21st Century (3 hrs);

MELS 655* Resource Development and Management for Executive Leaders (3 hrs);

MELS 660* The School Executive (3 hrs);

MELS 665* Instructional Supervision for Executive Leaders (3 hrs); and

MELS 691-MELS 696 Internships (1 hr X 6) Now MELS 697.
The six internship hours are dispersed throughout the program with one internship hour being a corequisite for each of the six core* courses. Graduation from Gardner-Webb University with a
Master of Arts Degree in Executive Leadership Studies requires that the student complete thirtysix (36) credit hours, including six (6) credit hours of internship, and satisfactorily complete all
components of six (6) artifacts that address the seven (7) North Carolina Standards for Executive
Leaders. For students who seek licensure as an Executive Leader in school administration, all six
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artifacts must be completed at the proficiency level as outlined by the scoring rubrics for the
twenty (20) elements of the standards dispersed throughout the six (6) artifacts.
Traditional Format – Beginning Fall Semester 2011 (No New Students Admitted to
Traditional Program)
Beginning with Fall Semester 2011, new students entering Gardner-Webb University’s Master of
Arts in Executive Leadership Studies will enter the program in a cohort rather than the traditional
program. This means that students will follow a prescribed course of study rather than being able
to enter at any point in the course rotation. This course rotation is defined as follows:
Semester
One
STUDENTS ADMITTED BEGINNING FALL 2011
Course Descriptions
MELS 601 Executive Leadership in a 21st Century Change Environment (6 hrs.)
Examines current trends and issues in education. Candidates will examine controversial issues and
determine strategies for leading school staffs to beneficial decisions. Provides theoretical and practical
experiences in dealing with the day-to-day functions of the school principal. Candidates will learn to
address issues involving leadership, conflict management, the change process, communications, and
organization.
Two
MELS 697 Executive Leader Internship I (2 hrs)
MELS 602 Research and Assessment for 21st Century Executive Leaders (6 hrs.)
Focuses on current research that addresses problems experienced by school executives in the 21st
Century. The student will learn the basic principles of research and use those principles to investigate
the research literature that addresses an identified problem in their school or district. Utilizing
accepted research criteria with sound support from the literature, the student will be better equipped to
resolve educational problems and dilemmas in today's schools and school systems. Provides
candidates the knowledge and skills needed to understand measurement and assessment as they relate
to current trends in state and national testing. Special attention given to national, state, and district
testing methodologies.
Three
MELS 603 Resource Management for 21st Century Executive Leaders (6 hrs.)
Provides knowledge concerning statutes and landmark cases that have impacted education through the
years. Candidates will relate actual school situations to federal and state law. Provides practice in
creating a school budget and understanding the various demands on the budget: grade levels,
instructional materials, curriculum, personnel, and facility and transportation needs.
Four
MELS 697 Executive Leader Internship II (2hrs)
MELS 604 21st Century Curriculum and Instructional Development (6 hrs.)
Assists the candidate in identifying and understanding the learning and teaching of curriculum,
instruction, and assessment for the 21st Century. Includes study of appropriate instructional and
evaluative methodology used to teach a diverse population of students. Provides knowledge and
practice to Executive Leadership candidates in guiding teachers in effective models and strategies for
teaching all students to a high level of achievement. Emphasis on differentiation of instruction for
specific student populations.
Five
MELS 605 21st Century School Leadership (6 hrs.)
Prepares executives to lead schools as they face the challenges of the 21st Century. Candidates will
articulate the mission, goals, and values of the school, and work to lead staff through the vehicle of a
professional learning team. Provides candidates an opportunity to understand and practice the teacher
supervision and evaluation process used in their state and district. Candidates will learn to base their
judgments on the various levels of teacher development, with attention to cognitive readiness,
willingness, and past experiences.
MELS 697 Executive Leader Internship III (2hrs)
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The internship hour(s) that are co-requisite(s) to the course offerings begin with the first semester
and culminate in the fifth semester of the program. By the end of the fifth semester, the student
should be at a minimum proficient in all seven (7) standards and twenty-one (21) competencies
required by North Carolina for licensure of school executives. In addition, the electronic portfolio
consisting of six (6) artifacts produced during the five (5) semesters in the program will be
submitted by students to the School of Education faculty as proof of their understanding of the
standards and competencies addressed in the program; thus satisfying the degree requirement.
Gardner-Webb will continue to honor its commitments to returning students and will
continue to provide classes for these students to complete their degree in a reasonable period
of time. Academic advisors will be available to assist students in planning their academic
pathway to degree completion.
Online
Online Format – Students Admitted Prior to Fall 2011
Gardner-Webb University currently offers all the courses necessary to complete a Master of Arts
Degree in School Administration or a Master of Arts in Executive Leadership Studies online.
Students in the traditional face-to-face program may take online classes to accelerate their
program, and students who wish to complete their entire program online have the opportunity to do
so. Online courses are offered in the following sequence:
Semester
Fall
Spring
Summer
(10-week courses)
Course(s)
MELS 618 Strategic Leadership (3 hrs)
MELS 620 Data Acquisition and Analysis (3 hrs)
MELS 665 Instructional Supervision (3 hrs)
MELS 615 Instructional Leadership (3 hrs)
MELS 620 Legal Issues in 21st Century (3 hrs)
MELS 645 21st Century Trend and Issues (3 hrs)
MELS 610 Curriculum Leadership (3 hrs)
MELS 655 Resource Development and Management (3 hrs)
MELS 614 Instructional Assessment (3 hrs)
MELS 660 The School Executive (3 hrs)
Internships are offered online every semester. All online courses offered during Summer Semester
are 10-week courses. Online students have the same requirements as face-to-face students with
respect to degree requirements and North Carolina licensure requirements.
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Online Format - Students Admitted Beginning Fall Semester 2011
Beginning Fall Semester 2011, students admitted to the Master of Arts in Executive Leadership
Studies wishing to complete their degree via distance learning will be in the cohort model. Online
students will follow the same course rotation as students admitted to the traditional program. For
course rotation sequence and module descriptions see the chart and internship description
contained within the description of the traditional format beginning Fall 2011.
Cohort
Cohort Format - Students Admitted Fall Semester 2010
Beginning Fall Semester 2010, Gardner-Webb University introduced a new format for its Master
of Arts in Executive Leadership Studies Program. The program’s design is based on a revised
curriculum that meets the new Pre-service North Carolina Executive Leadership Standards. As a
part of this revised curriculum, the internship classes will be offered throughout the program’s five
semesters. Students who elect to participate in the cohort format will take four (4) semesters with
seven (7) credit hours and a final semester with eight (8) credit hours. The cohort model offers the
courses in a prescribed sequence. The courses are integrated modules with multiple program topics
studied in a single semester. The following rotation is for cohort admitted to the MELS Program
Fall Semester 2010:
Semester
One
COHORT STUDENTS ADMITTED FALL 2010
Course Descriptions
MELS 660 The School Executive (3 hrs)
An overview of the responsibilities associated with the position of principal with emphasis on the
conceptual, technical, and human aspects. Numerous practical activities.
MELS 645 21st Century Trends and Issues for Executive Leaders (3 hrs)
A specialized study of current/critical trends and issues in educational administration. Emphasis will
be placed on trends and issues across the federal, state and local levels.
Two
MELS 697 Executive Leader Internship (1 hr)
MELS 620 Data Acquisition and Analysis (3 hrs)
A study of quantitative and qualitative research methodologies and techniques, including the
interpretation and analysis of research applicable to the school administrator in 21st Century schools.
MELS 614 Instructional Assessment (3 hrs)
Survey of a wide range of standardized testing instruments, including ability tests, interest inventories,
and personality tests. Individual research projects will link assessment with classroom practices.
Three
MELS 697 Executive Leader Internship (1 hr)
MELS 650 Legal Issues for Executive Leaders in the 21st Century (3 hrs)
An examination of the legal aspects of school and school systems operations. Special emphasis given
to case law, discipline, personnel, and policies and procedures.
MELS 655 Resource Development and Management for Executive Leaders (3
hrs) A study of the theory and operations of school financial systems. Special emphasis will be given
to local, state, and national revenue sources, and the budgeting methods and processes used at the
central and school levels.
MELS 697 Executive Leader Internship (1 hr)
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Four
MELS 604 21st Century Curriculum and Instructional Development (6 hrs)
Assists the candidate in identifying and understanding the learning and teaching of curriculum,
instruction, and assessment for the 21st Century. Includes study of appropriate instructional and
evaluative methodology used to teach a diverse population of students. Provides knowledge and
practice to Executive Leadership candidates in guiding teachers in effective models and strategies for
teaching all students to a high level of achievement. Emphasis on differentiation of instruction for
specific student populations.
Five
MELS 697 Executive Leader Internship (1 hr)
MELS 605 21st Century School Leadership (6 hrs)
Prepares executives to lead schools as they face the challenges of the 21st Century. Candidates will
articulate the mission, goals, and values of the school, and work to lead staff through the vehicle of a
professional learning team. Provides candidates an opportunity to understand and practice the teacher
supervision and evaluation process used in their state and district. Candidates will learn to base their
judgments on the various levels of teacher development, with attention to cognitive readiness,
willingness, and past experiences.
MELS 697 Executive Leader Internship (2 hrs)
The internship hour(s) that are co-requisite(s) to the course offerings begin with the first semester
and culminate in the fifth semester of the program. By the end of the fifth semester, the student
should be at a minimum proficient in all seven (7) standards and twenty-one (21) competencies
required by North Carolina for licensure in executive leadership. In addition, the electronic
portfolio produced during the five semesters in the program will be submitted by students to the
School of Education faculty as proof of their understanding of the standards and competencies
addressed in the program; thus satisfying the degree requirement.
Cohort Format - Students Admitted Spring Semester 2011
Beginning Spring Semester 2011, Gardner-Webb University revised the new cohort format for its
Master of Arts in Executive Leadership Studies Program. The program’s design is based on a
revised curriculum that meets the new Pre-service North Carolina Executive Leadership Standards.
The revision is related to registration for Internship hours. Instead of students registering each
semester for one credit hour of internship, students will only register for internship hours for the
first, third and fifth semesters and will register for two credit hours. As a part of this revised
curriculum, the internship classes will be offered throughout the program’s five semesters.
Students who elect to participate in the cohort format will take three (3) semesters with eight (8)
credit hours and two semesters with six (6) credit hours. The cohort model offers the courses in a
prescribed sequence. The courses are integrated modules with multiple program topics studied in a
single semester. The following rotation is for cohort admitted to the MELS Program Spring
Semester 2011:
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Semester
One
COHORT STUDENTS ADMITTED SPRING 2011
Course Descriptions
MELS 660 The School Executive (3 hrs)
An overview of the responsibilities associated with the position of principal with emphasis on the
conceptual, technical, and human aspects. Numerous practical activities.
MELS 645 21st Century Trends and Issues for Executive Leaders (3 hrs)
A specialized study of current/critical trends and issues in educational administration. Emphasis will
be placed on trends and issues across the federal, state and local levels.
Two
MELS 697 Executive Leader Internship (2 hrs)
MELS 620 Data Acquisition and Analysis (3 hrs)
A study of quantitative and qualitative research methodologies and techniques, including the
interpretation and analysis of research applicable to the school administrator in 21st Century schools.
MELS 614 Instructional Assessment (3 hrs)
Survey of a wide range of standardized testing instruments, including ability tests, interest inventories,
and personality tests. Individual research projects will link assessment with classroom practices.
Three
MELS 603 Resource Management for 21st Century Executive Leaders (6 hrs)
Provides knowledge concerning statutes and landmark cases that have impacted education through the
years. Candidates will relate actual school situations to federal and state law. Provides practice in
creating a school budget and understanding the various demands on the budget: grade levels,
instructional materials, curriculum, personnel, and facility and transportation needs.
Four
MELS 697 Executive Leader Internship (2 hrs)
MELS 604 21st Century Curriculum and Instructional Development (6 hrs)
Assists the candidate in identifying and understanding the learning and teaching of curriculum,
instruction, and assessment for the 21st Century. Includes study of appropriate instructional and
evaluative methodology used to teach a diverse population of students. Provides knowledge and
practice to Executive Leadership candidates in guiding teachers in effective models and strategies for
teaching all students to a high level of achievement. Emphasis on differentiation of instruction for
specific student populations.
Five
MELS 605 21st Century School Leadership (6 hrs)
Prepares executives to lead schools as they face the challenges of the 21st Century. Candidates will
articulate the mission, goals, and values of the school, and work to lead staff through the vehicle of a
professional learning team. Provides candidates an opportunity to understand and practice the teacher
supervision and evaluation process used in their state and district. Candidates will learn to base their
judgments on the various levels of teacher development, with attention to cognitive readiness,
willingness, and past experiences.
MELS 697 Executive Leader Internship (2 hrs)
The internship hour(s) that are co-requisite(s) to the course offerings begin with the first semester
and culminate in the fifth semester of the program. By the end of the fifth semester, the student
should be at a minimum proficient in all seven (7) standards and twenty-one (21) competencies
required by North Carolina for licensure in executive leadership. In addition, the electronic
portfolio produced during the five semesters in the program will be submitted by students to the
School of Education faculty as proof of their understanding of the standards and competencies
addressed in the program; thus satisfying the degree requirement.
Cohort Format - Students Admitted Beginning Fall Semester 2011
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Beginning Fall Semester 2011, all students admitted to Gardner-Webb University’s Master of Arts
Executive Leadership Studies Program will be in a cohort model either face-to-face or online. For
registration purposes, course numbers and course descriptions have been revised to facilitate
registration. The program’s design is based on a revised curriculum that meets the new Pre-service
North Carolina Executive Leadership Standards. The revision is related to registration for
internship hours. Instead of students registering each semester for one credit hour of internship,
students will only register for two credit hours of internship hours for the first, third and fifth
semesters. As a part of this revised curriculum, students will have support for their internship all
five semesters whether they are registered for the internship hours or not. Students who elect to
participate in the cohort format will take three (3) semesters with eight (8) credit hours and two
semesters with six (6) credit hours. The cohort model offers the courses in a prescribed sequence.
The courses are integrated modules with multiple program topics studied in a single semester. The
following rotation is for cohort students admitted to the MELS Program Spring Semester 2011
Semester
One
STUDENTS ADMITTED BEGINNING FALL 2011
Course Descriptions
MELS 601 Executive Leadership in a 21st Century Change Environment (6 hrs)
Examines current trends and issues in education. Candidates will examine controversial issues and
determine strategies for leading school staffs to beneficial decisions. Provides theoretical and practical
experiences in dealing with the day-to-day functions of the school principal. Candidates will learn to
address issues involving leadership, conflict management, the change process, communications, and
organization.
Two
MELS 697 Executive Leader Internship (2 hrs)
MELS 602 Research and Assessment for 21st Century Executive Leaders (6 hrs)
Focuses on current research that addresses problems experienced by school executives in the 21st
Century. The student will learn the basic principles of research and use those principles to investigate
the research literature that addresses an identified problem in their school or district. Utilizing
accepted research criteria with sound support from the literature, the student will be better equipped to
resolve educational problems and dilemmas in today's schools and school systems. Provides
candidates the knowledge and skills needed to understand measurement and assessment as they relate
to current trends in state and national testing. Special attention given to national, state, and district
testing methodologies.
Three
MELS 603 Resource Management for 21st Century Executive Leaders (6 hrs)
Provides knowledge concerning statutes and landmark cases that have impacted education through the
years. Candidates will relate actual school situations to federal and state law. Provides practice in
creating a school budget and understanding the various demands on the budget: grade levels,
instructional materials, curriculum, personnel, and facility and transportation needs.
MELS 697 Executive Leader Internship (2 hrs)
Four
MELS 604 21st Century Curriculum and Instructional Development (6 hrs)
Assists the candidate in identifying and understanding the learning and teaching of curriculum,
instruction, and assessment for the 21st Century. Includes study of appropriate instructional and
evaluative methodology used to teach a diverse population of students. Provides knowledge and
practice to Executive Leadership candidates in guiding teachers in effective models and strategies for
teaching all students to a high level of achievement. Emphasis on differentiation of instruction for
specific student populations.
Five
MELS 605 21st Century School Leadership (6 hrs)
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Prepares executives to lead schools as they face the challenges of the 21st Century. Candidates will
articulate the mission, goals, and values of the school, and work to lead staff through the vehicle of a
professional learning team. Provides candidates an opportunity to understand and practice the teacher
supervision and evaluation process used in their state and district. Candidates will learn to base their
judgments on the various levels of teacher development, with attention to cognitive readiness,
willingness, and past experiences.
MELS 697 Executive Leader Internship (2 hrs)
Add-on Licensure Format – Students Admitted Prior to Fall 2010
Candidates who have a Master’s Degree and hold a North Carolina teaching certificate may add
school administration to their license. The student is subject to the rules of the Licensure Division
of the North Carolina Department of Public Instruction at the time they enter the program. The
course requirements for add-on licensure are the core courses in school administration plus six (6)
internship hours. Prior to Fall Semester 2010, the courses required for licensure are as follows:

SADM 618 Educational Leadership (3 hrs) or MELS 618 Strategic Leadership (3 hrs);

SADM 645 Current Trends (3 hrs) or MELS 645 21st Century Trends and Issues (3 hrs);

SADM 650 School Law (3 hrs) or MELS 650 Legal Issues in 21st Century (3 hrs);

SADM 655 School Finance and Budgeting (3 hrs) or MELS 655 Resource Development
and Management (3 hrs);

SADM 660 The Principalship (3 hrs) or MELS 660 The School Executive (3 hrs);

SADM 665 Supervision of Instruction (3 hrs) or MELS 665 Instructional Supervision (3
hrs);

SADM 695 Internship I (3 hrs); and

SADM 696 Internship II (3 hrs).
In addition to Gardner-Webb’s course requirements, a candidate must successfully complete the
School Leadership Licensure Assessment (SLLA) to be recommended for a North Carolina School
Administrator License. Candidates may register to take the SLLA at www.ets.org. Make sure in
the registration process that a copy of the scores are sent to Gardner-Webb University.
Add-on Licensure Format – Students Admitted Fall Semester 2010 & Spring Semester 2011
Candidates who have a Master’s Degree and hold a North Carolina teaching certificate may add
school leadership to their license. The student is subject to the rules of the Licensure Division of
the North Carolina Department of Public Instruction at the time they enter the program. Beginning
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Fall Semester 2010, the internship will be taken by a co-requisite for each of the six (6) core
courses. The required courses paired with the appropriate internship course are as follows:
Core Course (hrs)
MELS 618 Strategic Leadership (3 hrs)
MELS 645 21st Century Trends and Issues (3 hrs)
MELS 650 Legal Issues in 21st Century (3 hrs)
MELS 655 Resource Development and Management (3 hrs)
MELS 660 The School Executive (3 hrs)
MELS 665 Instructional Supervision (3 hrs)
Internship Course (hr)
MELS 697 (1 hr)
MELS 697 (1 hr)
MELS 697 (1 hr)
MELS 697 (1 hr)
MELS 697 (1 hr)
MELS 697 (1 hr)
In addition to Gardner-Webb’s course requirements, a candidate must demonstrate proficiency in
all seven (7) standards and twenty-one (21) competencies required by North Carolina for licensure
in executive leadership.
Add-on Licensure Format – Students Admitted Fall Semester 2011
The North Carolina State Board of Education requires all add-on licensure students to complete the
same requirements related to the electronic portfolio as degree seeking students. Beginning Fall
Semester 2011, all students are admitted in a cohort model. Students seeking an add-on license in
school administration must complete the requirement by joining a face-to-face cohort or by joining
an online cohort. The length of the program is five semesters with the student having a break in
coursework during the second and fourth semester. This break in coursework allows the student to
continue the internship experience and provides time for the student to develop portions of the
electronic portfolio. The course rotation for the add-on licensure candidate is as follows:
Semester
One
Two
Three
Four
Five
Core Course (hrs)
MELS 601 (6 hrs) Executive Leadership
in a 21st Century Change Environment
Internship Course (hrs)
MELS 697 (2 hrs)
MELS 603 (6 hrs) Resource
Management for 21st Century Executive
Leaders
MELS 697 (2 hrs)
MELS 605 (6 hrs) 21st Century School
Leadership
MELS 697 (2 hrs)
In addition to Gardner-Webb’s course requirements, a candidate must demonstrate proficiency in
all seven (7) standards and twenty-one (21) competencies required by North Carolina for licensure
in executive leadership (Appendix _).
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Course Descriptions
MELS 601 Executive Leadership in a 21st Century Change Environment (6 hrs)
Examines current trends and issues in education. Candidates will examine controversial issues and
determine strategies for leading school staffs to beneficial decisions. Provides theoretical and
practical experiences in dealing with the day-to-day functions of the school principal. Candidates
will learn to address issues involving leadership, conflict management, the change process,
communications, and organization.
MELS 602 Research and Assessment for 21st Century Executive Leaders (6 hrs)
Focuses on current research that addresses problems experienced by school executives in the 21st
Century. The student will learn the basic principles of research and use those principles to
investigate the research literature that addresses an identified problem in their school or district.
Utilizing accepted research criteria with sound support from the literature, the student will be
better equipped to resolve educational problems and dilemmas in today's schools and school
systems. Provides candidates the knowledge and skills needed to understand measurement and
assessment as they relate to current trends in state and national testing. Special attention given to
national, state, and district testing methodologies.
MELS 603 Resource Management for 21st Century Executive Leaders (6 hrs)
Provides knowledge concerning statutes and landmark cases that have impacted education through
the years. Candidates will relate actual school situations to federal and state law. Provides practice
in creating a school budget and understanding the various demands on the budget: grade level
needs, instructional material needs, curriculum needs, personnel needs, and facility and
transportation needs.
MELS 604 21st Century Curriculum and Instructional Development (6 hrs)
Assists the candidate in identifying and understanding the learning and teaching of curriculum,
instruction, and assessment for the 21st Century. Includes study of appropriate instructional and
evaluative methodology used to teach a diverse population of students. Provides knowledge and
practice to Executive Leadership candidates in guiding teachers in effective models and strategies
for teaching all students to a high level of achievement. Emphasis on differentiation of instruction
for specific student populations.
MELS 605 21st Century School Leadership (6 hrs)
Prepares executives to lead schools as they face the challenges of the 21st Century. Candidates will
articulate the mission, goals, and values of the school, and work to lead staff through the vehicle of
a professional learning team. Provides candidates an opportunity to understand and practice the
teacher supervision and evaluation process used in their state and district. Candidates will learn to
base their judgments on the various levels of teacher development, with attention to cognitive
readiness, willingness, and past experiences.
MELS 610 Curriculum Leadership for Executive Leaders (3 hrs)
This course is an examination and analysis of curriculum development and legal issues as they
relate to design, implementation, and evaluation within the learning community.
MELS 614 Instructional Assessment (3 hrs)
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This course surveys a wide range of standardized testing instruments, including ability tests,
interest inventories, and personality tests. Individual research projects will link assessment with
classroom practices.
MELS 615 Instructional Leadership for Executive Leaders (3 hrs)
Instructional leadership is an examination of a variety of strategies of instruction with a focus on
curriculum/content area integration within the classroom.
MELS 618 Strategic Leadership for Executive Leaders (3 hrs)
Strategic Leadership introduces candidates to a theoretical foundation of organizational behavior.
Exposure to systems theory, motivation, leadership styles, organizations, change and conflict, and
decision-making are incorporated into the curriculum.
MELS 620 Data Acquisition and Analysis (3 hrs)
This course is a study of quantitative and qualitative research methodologies and techniques,
including the interpretation and analysis of research applicable to the school administrator in 21st
Century schools.
MELS 645 21st Century Trends and Issues for Executive Leaders (3 hrs)
The candidate will experience a specialized study of current/critical trends and issues in
educational administration. Emphasis will be placed on trends and issues across the federal, state
and local levels.
MELS 650 Legal Issues for Executive Leaders in the 21st Century (3 hrs)
The candidate examines the legal aspects of school and school system operations. Special
emphasis is given to case law, discipline, personnel, and policies and procedures.
MELS 655 Resource Development and Management for Executive Leaders (3 hrs)
This course is a study of the theory and operations of school financial systems. Special emphasis
will be given to local, state, and national revenue sources, and the budgeting methods and
processes used at the central and school levels.
MELS 660 The School Executive (3 hrs)
The candidate will be presented an overview of the responsibilities associated with the position of
principal with emphasis on the conceptual, technical, and human aspects. Numerous practical
activities will be integrated into the curriculum.
MELS 665 Instructional Supervision for Executive Leaders (3 hrs)
The candidate examines the role of the principal relative to the instructional program, staff
development, and curriculum evaluation with emphasis upon a clinical and developmental
approach to supervision.
MELS 697 Internship (1-3 hr/s)
A student in the Master of Arts in Executive Leadership Studies is required to complete six (6)
semester hours of internship. The internship hours are tied to the six (6) core courses in the
traditional MELS Program. These courses include MELS 618, MELS 645, MELS 650, MELS 655,
MELS 660 and MELS 665. For students in the cohort model, MELS 697 is required when taking
MELS 601, MELS 603 and MELS 605.
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MELS 699 Internship Continuation (1 hr)
The internship continuation course is available to students who have completed the 36 semesterhour MELS Program but have not completed the electronic portfolio at a level worthy of a Master
of Arts Degree in Executive Leadership Studies or have not completed the requirements for
licensure required by the North Carolina State Board of Education. In order to complete these
requirements the student must have the assistance of their Internship Supervisor; therefore, the
student must be enrolled at Gardner-Webb University. A student may take MELS 699 multiple
times.
Technology
Technology has become an integral part of academic work in the School of Education at GardnerWebb University. Students have the opportunity to complete some classes in an online format,
some classes in a face-to-face format, and some classes in a blended format where students have
some face-to-face instruction and some instruction and/or activities online. The goal is to engage
students in a rigorous academic environment that provides flexibility in scheduling for the student
and retains the student-professor relationship. In order to accomplish this goal, Gardner-Webb
University utilizes some of the latest technologies. Three of the technologies used are Blackboard,
TaskStream, and WebEx. Blackboard is the course management system for Gardner-Webb
University instruction. An instructor can facilitate a robust array of instructional activities and
communication possibilities within the BlackBoard environment. TaskStream is the newest of the
technologies employed by the School of Education. The purpose of TaskSteam is to provide
students a web-based repository for all the artifacts required to demonstrate proficiencies in the
seven (7) standards and twenty-one (21) competencies required to meet Gardner-Webb’s
graduation requirements in MELS and North Carolina’s requirements for licensure as a School
Executive. WebEx is used for two purposes. One is to record webinars by professors for students
to review on their own schedule. The second use is for the professor to have a live online class
meeting in which formal presentations and two-way communications between students and
professor can occur. WebEx requires students to have audio equipment that will allow them to
both hear and verbally reply during sessions. This can be accomplished by a headset combination
with a microphone. In addition, if the student would like to be seen, an inexpensive video camera
is necessary. Most courses in the MELS program have these technologies required as a part of the
curriculum.
One word of caution: You cannot always rely on school computers to connect and be effective
with these technologies because of school district security measures.
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In later sections of this document you will find documentation on how to access and setup your
account in TaskStream and how to access BlackBoard and WebEX.
Internship
Internship Special Note
In the revised school administration program (MELS), students will not only experience a change
in the way the internship is delivered, but will also be subject to a more rigorous experience. This
is true of all school executive preparation programs in North Carolina. Colleges and universities
have revised their curricula to meet the new standards adopted by the North Carolina Board of
Education and implemented by the North Carolina Department of Public Instruction. Students are
now required to produce an electronic portfolio that consists of six (6) evidences. These six (6)
evidences, collectively, must demonstrate a minimum rating of proficient on seven (7) standards
and twenty-one (21) competencies. In addition to these evidences, the candidates are required to
document four hundred (400) hours of experience in the role of a school executive. Numerous
forms are available to assist the students in the documentation of these hours. Each of the activities
performed by the candidate should be linked to the North Carolina standard, element, and
descriptor or competency. To facilitate the effective development of the evidences, proficiencies in
the competencies, and monitoring of the internship hours, the candidate will be assigned an
Internship Supervisor and a Portfolio Manager. The process of assessing candidates’ work is both
formative and summative. The candidate can submit work to the Internship Supervisor and faculty
reviewers for formative assessment throughout the process. Reviewer feedback will be attached to
the candidate’s account upon completion. Candidates will continue to submit for review by
requesting comments from his/her reviewers until the Internship Supervisor indicates that the
evidence meets proficient criteria on all parts of the evidence. At that point the candidate will
submit the evidence(s) to his/her evaluators, beginning the summative process. The evaluators who
complete this process are assigned by Gardner-Webb University’s School of Education.
With these new requirements in mind, it is imperative that students entering the Executive
Leadership Studies Program begin to work with a building level administrator to garner
their support for the internship. In the end, the building-level site supervisor will be asked to
verify your readiness as an Executive Leader.
Internship Committee
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The Internship Committee is designed to provide candidates with a cohesive group of faculty
members who are experienced in educational leadership and diverse in educational philosophy.
The goal of the committee is to provide continuity for the candidate throughout the MELS
Program. The Internship Committee is defined by the roles that its members play during the
enrollment of the candidate. Each candidate will have an Internship Supervisor, a set of reviewers,
a set of evaluators, a Site Supervisor, and a Portfolio Manager.
Committee Member Roles Defined
Internship Supervisor: The Internship Supervisor is a faculty member who serves as the main
contact between the University and the Candidate and between the University and the school
and/or school district. The Internship Supervisor is the key member of the committee who
provides the candidate with continuity throughout the MELS Program. The Internship
Supervisor serves in the roles of reviewer and evaluator of the candidate’s work. This includes
the experiences documented in the evidences of the electronic portfolio and the supervision of
the 400 internship hours.
Reviewer: There are three reviewers on the committee who will give formative feedback on the
six artifacts of the electronic portfolio. The candidate will submit his/her documents for
review before they are submitted for evaluation. The review process allows the candidate to
submit and revise an artifact as many times as necessary to achieve proficiency on all the
descriptors required by the artifact. The three reviewers are the Internship Supervisor and two
additional faculty members. The Internship Supervisor should decide, along with the candidate
and the other committee members, when the artifact is ready for evaluation.
Evaluator: There are two faculty members who will serve as evaluators for the candidate’s work.
One of the evaluators is the Internship Supervisor and the other is a faculty member. The
artifact presented for evaluation should be in its final form. The rubric assigned to the artifact
will be used to determine if the artifact meets one of four levels; emerging, developing,
proficient or accomplished. For an artifact to meet the requirements, both evaluators must rate
it at the proficient level. At this point in the process, the evaluators have the option to send the
artifact back to the candidate for revision. Should there be a discrepancy in rating on any of the
criteria, the Portfolio Manager will reconcile the evaluation.
Portfolio Manager: The Portfolio Manager will serve as the monitor of progress for a group of
candidates. If there is a discrepancy between evaluator ratings, the Portfolio Manager has
several options to resolve the issue(s). These options include, but are not limited to: averaging
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the two evaluations, taking one evaluator’s rating over the other, completing a third evaluation
of the candidate’s work, or sending the artifact back to the candidate for additional work.
Internship Artifact Review Process (IARP)
The IARP process begins when a student requests the committee reviewers to review work for one
or more of the six evidences that comprise the electronic portfolio. Each evidence consists of
multiple parts; therefore, it is feasible that the candidate will not complete all the parts necessary to
complete an evidence in one semester. This phase is the formative phase of the process. Faculty
committee members who serve as reviewers (3 reviewers) are expected do a formative assessment
of the candidate’s work and return it to the student in a reasonable amount of time. This formative
phase of development may take multiple reviews by the reviewers before they deem the artifact
ready for evaluation. There are an endless number of possibilities that could occur during the
review process resulting in the candidate needing guidance. The Internship Supervisor, who is also
a reviewer, should be the person on the candidate’s committee who will resolve conflicting
feedback and determine when the work should move to the evaluation phase.
By the time a candidate’s document is deemed ready for evaluation, the document should be able
to pass the rubric at the proficiency level on each criterion of the rubric. The rubrics are designed
to assess the worthiness of the artifacts and to assess whether the candidate’s work satisfies the
descriptors required for licensure. When the candidate receives permission from the Internship
Supervisor to submit the artifact(s) for evaluation, all the parts of the evidence should be
completed and meet the requirements. Example: Evidence one has five parts: Part A, Part B, Part
C, Part D, Part E. For an evidence to be evaluated properly all the parts need to be present and
meet the proficiency requirements of the rubric. The evaluators (2 evaluators) will examine the
evidence and apply the rubric. If the candidate’s work does not meet the proficiency levels, the
evaluators will return the evidence to the candidate for revision. If the candidate’s work does meet
the proficiency levels but the two evaluators have discrepancies on one or more of the criteria, an
evaluation manager, who is also the Portfolio Manager, will reconcile the evaluation. Upon
completion of all the parts of an evidence that satisfies all the criteria at a minimal of proficiency,
the candidate’s evidence is ready to become a part of the electronic portfolio.
Dispositions
In addition to the six evidences that comprise the electronic portfolio, the candidate is required to
complete three (3) self-assessments of dispositions. These self-assessments should be completed
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during the first, third and fifth semesters. Once the candidate completes the self-assessment, the
Internship Supervisor can complete the disposition assessment from a supervisor’s perspective.
This should also be done three (3) times as outlined above.
On the same time schedule, the Site Supervisor, the person with whom the candidate is working at
the school-level or district-level, will independently complete the Disposition Assessment during
the first, third, and fifth semesters. Between the Internship Supervisor and Site Supervisor’s three
assessments and the candidate’s three self-assessments, changes in behaviors associated with
dispositions can be detected.
Licensure Evaluation Process
A candidate will be recommended for licensure as an executive leader based on the successful
completion by the candidate of the six evidences, the completion of the disposition assessments,
the certification of competency, documentation of a minimum of 400 administrative internship
hours, and a Final Licensure Evaluation.
Licensure Evaluation: The candidate’s evaluators complete the Licensure Evaluation prior to
completion of the program. This assessment will be the deciding assessment for recommendation
of licensure. This is an assessment of all 37 descriptors distributed throughout the six (6)
evidences. The minimal level of acceptance for licensure is proficiency on all thirty-seven (37)
descriptors.
Certification of Competency: The candidate submits the Certification of Competency at the end
of the program. The purpose of the certification is to identify artifacts within the electronic
portfolio that demonstrate the 21 competencies required. The Internship Supervisor and the Site
Supervisor will evaluate the certificate based on a rubric. All the criteria of the certificate must
meet or exceed expectations.
Portfolio Management
Throughout the process, the Portfolio Manager monitors the progress of the candidate with respect
to the electronic portfolio, certification of competency, final licensure evaluation, and disposition
surveys. Monitoring is done to ensure the candidate will be on target to graduate on schedule.
Electronic Portfolio
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This section of the handbook provides information related to the electronic portfolio. The section
includes the following documents:

Artifact and Standard Alignment

Suggested Timeline

Graphical Depiction of the Artifact Submission Process

Each of the six evidences that complete the portfolio with explanation and scoring rubrics
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Artifact/Standard Alignment
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Suggested Timeline for Artifact Completion
Artifacts
Semester 1
MELS 601
Licensure
Semester 2
MELS 602
Semester 3
MELS 603
Licensure
Semester 4
MELS 604
Semester 5
MELS 605*
Licensure
Analysis and Action Plan for Student Learning (AAPSL)
1A. PLC Implementation
1B. PLC Facilitation
1C. Areas of Improvement Investigation
STI/RC
STI/RC
STI
1D. AAPSL Reflection
1E. Action Plan
STI
STI
WIP
WIP
WIP
RC/SFE
WIP
WIP
WIP
WIP
RC/SFE
RC/SFE
Analysis and Action Plan for Teacher Empowerment and Leadership (AAPTEL)
2A. AAPTEL Research
2B. Graphic Checklist Visual
2C. Gap Analysis
WIP
WIP
WIP
STI/RC
STI
STI
2D. Opportunities for Empowerment
2E. Action Plan
WIP
WIP
WIP
WIP
STI/RC
STI/RC
STI
STI
WIP
STI/RC
STI/RC
STI/RC
STI/RC
WIP
WIP
WIP
RC
STI/RC
WIP
WIP
WIP
WIP
STI/RC
STI/RC
Stakeholder Involvement Plan (SIP)
3A. Needs Assessment
3B. Organizational Analysis
3C. Resource Identification
3D. Marketing Plan
3E. Process Journal
Organizational Management Analysis (OMA)
4A. Contextual Analysis
4B. Instructional Capacity Building
4C. Assessing Services for Special Populations
WIP
WIP
STI/RC
STI/RC
STI
STI
WIP
WIP
WIP
4D. Building a Schedule
STI/RC
STI/RC
STI/RC
STI/RC
RC/SFE
Cultural Advocacy and Action Plan (CAAP)
5A. Climate Survey Analysis
5B. Needs Assessment
5C. School Environmental Analysis
5D. Cultural Competence Audit
RC
WIP
WIP
WIP
WIP
5E. Graphic Organization Chart
RC/SFE
RC/SFE
STI/RC/SFE
School Improvement Action Plan (SIAP)
6A. School Data Image Project
6B. School Data Disaggregation Project
6C. Climate Analysis Project
6D. Focus Group Project
6E. Resource Allocation Evaluation Project
6F. Graphic Organizer
WIP
WIP
STI/RC
STI/RC
STI/RC
STI/RC
RC/SFE
STI/RC
STI/RC
* Artifact components for MELS 605 must be submitted for review by mid-semester in order to proceed to evaluation in a timely manner. All other
artifacts should have been submitted for evaluation prior to beginning MELS 605.
MELS 603 will also include a clinical/instructional supervision experience.
WIP- Work in Progress; STI – Submit to Instructor; RC – Request Comments; SFE – Submit for Evaluation
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Portfolio Artifact Submission Process
FORMATIVE
PHASE
Artifact Request
for Comment
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Review
Approved
SUMMATIVE
PHASE
Yes
Artifact submitted
for Evaluation
Evaluation
Approval
No
No
Artifact Revised
Request Repeated
Artifact Revised
Resubmitted
Yes
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Descriptions of the Six Electronic Evidences and Competencies Required of
Interns
Positive Impact on Student Learning and Development
Descriptors of the elements addressed in the evidence: 1b1, 1c1, 2a1, 2a2, 3c1, 4a2, 5b1, 6b3
Name of Evidence: Analysis and Action Plan for Student Learning (AAPSL)
The purpose of this evidence is for candidates to demonstrate success as educational leaders in
relation to making decisions that impact student learning and development. The artifact
components provide candidates with smaller projects leading to a larger endeavor where they can
practice curriculum leadership in a P-12 learning environment. The projects encourage graduate
candidates to work with school administration and professional learning communities to discuss
and reflect on improvement of student learning based on topics emerging from planning
documents at the school.
The ultimate proof of success as an educational leader is the positive impact that decisions have
on student learning and development. The purpose of the AAPSL is to conduct a comprehensive
analysis of best practices in teaching and learning and to develop, present, and implement an
action plan that will guide school leadership in school improvement. In the development of the
AAPSL, the candidate will refer to research in the literature regarding best practices and the data
available in the school from the following sources: the Teacher Working Conditions Survey or
similar climate survey instrument, student performance data, and candidate-initiated surveys of
learning communities. It is especially important that as a prospective educational leader of
increasingly diverse school communities, the candidate identify instructional strategies that are
effective with students who have been underserved. The ultimate goal is academic growth for all
students. The associated artifacts and products of the AAPSL should include evidence of relevant
research findings on best practices for continuous improvement, understanding use of curriculum
auditing, instructional planning and assessment, securing effective instructional strategies,
curriculum alignment and articulation, and the use of assessment data regarding instruction,
knowledge of state standards in relation to student growth, and the results of the Teacher
Working Conditions (or other similar instrument) survey.
Specific directions and requirements for the evidence provided to the candidates:
Part A: PLC Implementation
The candidate, with the approval of the school leadership, will establish a professional
learning community with a minimum of three peers to research areas of need in student
learning and development in school.
Part B: PLC Facilitation
The PLC members will articulate and prioritize the most pressing needs and address
those identified needs in an action plan developed in Part C.
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Part C: Areas of Improvement Investigation
The candidate will lead the PLC to research best instructional practices in the identified
need. The PLC will utilize research data and school data to develop the action plan. The
action plan should include an evaluation process that recognizes performance as the
primary basis for reward and recognition.
Part D: AAPSL Reflection
The candidate will keep a process journal and reflect upon the development process of
the AAPSL and the potential impact on student learning and development.
Part E: Action Plan.
The candidate will present an action plan to the school administration that addresses the
following components:

The importance of the action plan

Alignment with Student and Community Learning Outcomes

Short-term, mid-term and long-term goals and objectives

Specific activities aligned with the designated goals and objectives

Indicators of success

Measurement techniques of the indicators

Clarification of roles and responsibilities

Formative and summative assessment criteria
The action plan will be presented to the school administrative team for their feedback and
recommendations regarding a broader presentation to the School Improvement Team.
How the evidence specifically addresses the descriptors of the elements of the standards for
which it is cited:
Each of the descriptors will be addressed in the AAPSL as explained in the following list.
In addition to the individual evidence provided for this standard, the descriptors will be
introduced and supported in multiple courses in the program course of studies. The intent
is to enhance learning and to build skills with the artifacts that will be included in the
AAPSL as the candidates work through the program.
Descriptor 1b1 – Works with others to systematically consider new and better ways
of leading for improved student achievement for all students and engages
stakeholders in the change process.
It is expected that the candidate will include this as part of the development of the
curriculum audit as part of the AAPSL.
Descriptor 4a2 – Routinely participates in professional development focused on
improving instructional programs and practices.
It is expected that the candidate will include a robust professional development
component in the AAPSL.
Descriptor 6b3 – Works with others to implement district initiatives directed at
improving student achievement.
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It is expected that the candidate will include specific research-based initiatives directed at
improvement of student achievement as part of the AAPSL.
Descriptor 2a1 – Works with others to systematically focus on the alignment of
learning, teaching, curriculum, instruction, and assessment to maximize student
learning.
It is expected that the candidate will lead a PLC to discern gaps in best practices in
teaching and actual practice in the learning process.
Descriptor 3c1 – Works with others to use established criteria for performance as
the primary basis for reward and recognition.
It is expected that the candidate will study and present examples of fair and equitable
assessment, including rubric development.
Descriptor 5b1 – Works with others to resolve problems and/or areas of conflict
within the school in ways that improve student achievement.
It is expected that the candidate’s APPSL will present research-based conflict
management strategies and techniques that can lead to improved teaching and learning as
a part of the action plan.
Descriptor 1c1 – Works with others to incorporate principles of continuous
improvement and 21st Century concepts into the School Improvement Plan.
It is expected that the candidate will exhibit knowledge and understanding of 21st
Century learning in relation to developing a school improvement plan.
Descriptor 2a2 – Helps organize targeted opportunities for teachers to learn how to
teach their subjects well with engaging lessons.
It is expected that the candidate’s APPSL will provide professional development that
focuses on the development of engaging lessons.
All candidates must present an Analysis and Action Plan for Student Learning (AAPSL) that
addresses the descriptors outlined in the accompanying rubric. The AAPSL is to be presented to
the school’s administrative team for their review and, with their approval, to the School
Improvement Team for consideration and possible implementation. The candidate will take the
leadership role in facilitation of the AAPSL. The analysis and action plan will require candidates
to gather and analyze data, to identify priorities for impacting student learning and development,
and to create a structure for implementing the priorities.
A successful evidence will demonstrate the ability to:
1. Conduct critical data analyses on student performance data to understand where priorities
for improving student achievement might exist.
2. Translate data analyses into considered action items for stakeholders in this process of
improving student achievement and development.
3. Convert this information into a workable agenda for change.
4. Structure and communicate how learning, teaching, curriculum, instruction, and
assessment are an aligned system for improving student learning and success.
5. Create and deliver structured opportunities for teachers to engage in focused professional
development designed to improve the quality of their teaching as well as their ability to
engage students in their own learning.
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6. Communicate to internal and external stakeholders how information from the Teacher
Working Conditions Survey is a useful tool for improving instruction and student
learning.
7. Work with and engage others in school improvement processes so that the sense of
stakeholdership for school improvement is enhanced and even expanded.
How the evidence will be evaluated by the institution:
Projects in the specified courses will be evaluated by separate course rubrics that are included in
this handbook and in TaskStream. The professor of each course will determine the timeline for
submission of the specified project. A rubric for the AAPSL is included in this handbook and in
TaskStream.
The candidate’s experiences and reflections should be articulated in the process journal for this
evidence. The self-reflection of personal development and growth as an instructional leader,
along with the candidate’s commitment to the improvement of student learning, will be a
significant element used by the program faculty and a representative of the LEA in determining
the readiness of the candidate for school-level executive leadership.
Evidences in the culminating project will be evaluated using the following rubric:
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ELECTRONIC EVIDENCE # 1 ARTIFACT RUBRIC
Positive Impact on Student Learning and Development
Analysis and Action Plan for Student Learning (AAPSL)
Key Artifacts: Establishment of a PLC, Best Practices Analysis, Action Plan, Process Journal
Assignment
Description
Emerging
Developing
Part A:
PLC Implementation
Assignment
Part B:
PLC Facilitation
Assignment
Part C:
Areas of
Improvement
Investigation
The candidate with the approval of the school
leadership will establish a professional learning
community with a minimum of three peers to
research areas of need in student learning and
development in school.
The candidate is
knowledgeable of the
tenants of a PLC and
exhibits knowledge of
student learning
theory.
Description
Emerging
The PLC members will articulate and prioritize
the most pressing needs and address those
identified needs in an action plan developed in
Part E.
The candidate and the
PLC have presented
evidence that a list of
needs have been
developed.
Description
Emerging
The candidate will lead the PLC to research best
instructional practices in the identified need.
The PLC will utilize research data and school
data to develop the action plan. The action plan
should include an evaluation process that
recognizes performance as the primary basis for
reward and recognition.
The candidate has
knowledge of best
instructional practices
associated with the
identified needs.
The candidate has
identified areas needed
for improvement in the
student learning.
The candidate has
identified colleagues as
potential members of
the PLC.
Developing
The candidate and the
PLC have investigated
possible strategies that
are research based and
agree are feasible for
implementation.
Developing
The candidate has
utilized data to specify
needs and shows some
evidence that
researched-based
strategies will be used
to address the needs
Proficient
Accomplished
The candidate, working
with other PLC
members has identified
areas of student
learning that needs
further investigation.
The candidate has lead
an active PLC and
identified areas for
improvement in the
student learning
process.
The candidate has
reported the findings
of the PLC to the
School Leadership
Team.
Proficient
Accomplished
The candidate led PLC
has outlined the major
needs in the form of an
action plan that will be
developed to
systematically address
the students’ learning
needs.
The candidate led PLC
has presented the
outline action plan to
the school Leadership
Team for discussion
and modification.
Proficient
Accomplished
Working with the PLC,
the candidate has
connected the researchbased strategies with
the learning needs of
the students.
Working with the PLC
and School Leadership
Team the candidate
has prepared the staff
for implementation of
the action plan.
Working with the PLC,
the candidate has
developed an
evaluation plan to
assess the success of
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the strategies and has
identified milestones
for success in student
learning.
Assignment
Part D:
AAPSL Reflection
Description
The candidate will keep a process journal and
reflect upon the development process of the
AAPSL and the potential impact on student
learning and development.
Assignment
Part E:
Action Plan
Rev. 9-5-11
Description
The candidate will present an action plan that
addresses the following components:
 The importance of the action plan

Alignment with Student and Community
Learning Outcomes

Short-term, mid-term and long-term goals
and objectives

Specific activities aligned with the
designated goals and objectives

Indicators of success

Measurement techniques of the indicators

Clarification of roles and responsibilities

Formative and summative assessment
criteria
Emerging
Developing
Proficient
Accomplished
The candidate reflects
knowledge of student
learning and
development.
The candidate has
begun to establish the
connections of data,
needs, and strategies for
improvement.
The candidate has
reflected in depth on
the process of
developing the AAPSL.
The candidate reflects
on changes in their
own behavior as a
result of the
development of the
AAPSL
Emerging
Developing
Proficient
Accomplished
The candidate
demonstrates
knowledge of the steps
in developing an
action plan.
The candidate
demonstrates that
knowledge and
understanding related to
systematic investigation
of needs and solutions
are essential.
Working with the PLC,
the candidate has
developed a complete
action plan as outlined
and articulated that plan
to the school leadership
team.
Working with the
school leadership
team, the candidate
and the PLC members
have implemented the
research based
strategies to meet the
learning needs of the
students.
The candidate has
incorporated most of
the elements in the
action plan.
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Evaluation Rubric:
ELECTRONIC EVIDENCE # 1 DESCRIPTOR RUBRIC
Strategic Leadership
1b. Leading Change: The school executive articulates a vision, and implementation strategies, for improvements and changes which result in improved achievement for all students.
Developing
Proficient
AND
AND
Identifies changes necessary for
the improvement of student
learning.
1b1. Works with others to
systematically consider new and
better ways of leading for
improved student achievement
for all students and engages
stakeholders in the change
process.
Accomplished
Not Demonstrated
Adapts/varies leadership style
according to the changing needs of
the school and community.
Effectively communicates the
impact of change.
AND
Emerging
Is knowledgeable of research and
theory associated with school
change particularly the
relationship between school
vision, student achievement, and
organizational change.
1c. School Improvement Plan: The school improvement plan provides the structure for the vision, values, goals and changes necessary for improved achievement for all students.
Developing
Uses the North Carolina
Teacher Working Conditions
Survey and other data sources to
develop a framework for the
School Improvement Plan.
Accomplished
1c1. Works with others to
incorporate principles of
continuous improvement and
21st century concepts into the
School Improvement Plan.
AND
AND
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Proficient
Works with others to facilitate
the collaborative development of
the annual School Improvement
Plan to realize strategic goals
and objectives.
The candidate works with others to
implement the school improvement
plan and creates a plan for
evaluating the improvement
process.
AND
Emerging
Understands statutory
requirements regarding the
School Improvement Plan.
Not Demonstrated
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Instructional Leadership
2a. Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The school executive leads the discussion about standards for curriculum, instruction and assessment based on
research and best practices in order to establish and achieve high expectations for students.
Developing
Accomplished
2a1. Works with others to
systematically focus on the
alignment of learning, teaching,
curriculum, instruction, and
assessment to maximize student
learning.
AND
AND
Is knowledgeable of: the North
Carolina Standard Course of
Study, state and federal standards
for accountability, and best
instructional practices.
Proficient
Draws from a variety of data,
including student assessment
data, to identify areas of strength
and weakness in learning,
teaching, curriculum, and
instruction.
2a2. Helps organize targeted
opportunities for teachers to
learn how to teach their subjects
well with engaging lessons.
Not Demonstrated
Works with others to create a
curriculum audit to be used in the
school improvement process.
AND
Emerging
Comprehends literature,
research, and theory associated
with learning, teaching,
curriculum, instruction, and
assessment.
Cultural Leadership
3c. Acknowledges Failures; Celebrates Accomplishments and Rewards: The school executive acknowledges failures and celebrates accomplishments of the school in order to define the identity,
culture and performance of the school.
Developing
Accomplished
3c1. Works with others to use
established criteria for
performance as the primary
basis for reward and
recognition.
AND
AND
Rev. 9-5-11
Proficient
Works with others to recognize
the importance of
acknowledging failures and
celebrating accomplishments of
the school and staff.
Works with others to recognize
individual and collective
contributions toward attainment of
strategic goals.
AND
Emerging
Can identify a range of criteria
by which school success may be
judged and with techniques that
have been shown to be effective
in recognizing and
acknowledging both successes
and failures within a school.
Not Demonstrated
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Human Resource Leadership
4a. Professional Development/Learning Communities: The school executive ensures that the school is a professional learning community.
Developing
Accomplished
4a2. Routinely participates in
professional development
focused on improving
instructional programs and
practices.
AND
AND
Understands the importance of
continued personal learning and
professional development.
Proficient
Analyzes a school
context/community, drawing
from sources including the North
Carolina Teacher Working
Conditions Survey and student
achievement data, to develop
concrete suggestions or
strategies for professional
development that reflect
characteristics of, and promote
the use of, professional learning
communities.
AND
Emerging
Understands the importance of
developing effective professional
learning communities and
results-oriented professional
development.
Not Demonstrated
Works with others to create a
process for evaluating instructional
programs and practices resulting
from the development of
professional learning communities
and results-oriented professional
development.
Managerial Leadership
5b. Conflict Management and Resolution: The school executive effectively and efficiently manages the complexity of human interactions so that the focus of the school can be on improved student
achievement.
5b1. Works with others to
resolve problems and/or areas
of conflict within the school in
ways that improve student
achievement.
Accomplished
AND
Proficient
Demonstrates awareness of
potential problems and/or areas
of conflict within the school that
affect students’ learning and
achievement.
AND
Developing
AND
Emerging
Understands factors that affect
conflict and conflict resolution,
and is aware of multiple
strategies that can be used to
resolve or manage conflict in a
school setting.
Not Demonstrated
The candidate will document areas
of conflict that occur, the methods
used to deal with the conflict and
the direct impact it had on student
achievement.
External Development Leadership
6b. Federal, State and District Mandates: The school executive designs protocols and processes in order to comply with federal, state, and district mandates.
Developing
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Works with others to develop
strategies for implementing
district initiatives directed at
improving student achievement.
Accomplished
6b3. Works with others to
implement district initiatives
directed at improving student
achievement.
AND
AND
Understands district goals and
initiatives directed at improving
student achievement.
Proficient
Works with others to design
protocols and processes to
comply with federal, state, and
district mandates.
AND
Emerging
Is knowledgeable of applicable
federal, state, and district
mandates.
Works with others to provide
opportunities for staff members to
express opinions contrary to those
of authority or in relation to
potentially discordant issues,
particularly those that affect student
achievement.
Works with others to discuss with
staff and implement solutions to
address potentially discordant
issues.
Not Demonstrated
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Teacher Empowerment and Leadership
Descriptors of the elements addressed in the evidence: 4a1, 1d2, 1d1, 3d1, 4b1, 4c1
Name of Evidence: Analysis and Action Plan for Teacher Empowerment and Leadership
(AAPTEL)
The purpose of this evidence is for candidates to demonstrate success as educational leaders in
relation to empowering teachers to become effective leaders and decision makers. The
components of the artifact will provide candidates with opportunities to collaboratively analyze
and create an action plan that reflects the empowerment of teachers.
In today’s schools, collaborative decision-making is one of the primary leadership functions for a
21st Century School Executive. Leaders make decisions concerning every possible part of the
school’s operation. These include the individuals in the school, the various groups in the school,
school structure, the instructional program, the administrative program, and the daily operations
that require strong leadership and decision-making for effective operation of the school day.
Collaborative leadership and decision-making result in positively impacting the balance and
smooth operation of an effective school. Therefore, knowing the process of collaborative decisionmaking and the components of effective leadership practices is vital to school leaders.
Furthermore, the practice of these components is necessary to the establishment of a positive
school climate and total success in the teaching and learning process. The ultimate result of
effective collaborative decision-making and leadership in the school setting is sustained academic
growth of all students.
The AAPTEL will include relevant research findings on best practices for teacher empowerment
and leadership, a visual depiction of best practices, an alignment of theoretical best practices to
actual school practices, and the development of an action plan to resolve school problems. The
AAPTEL will be presented to the school administrative team for their feedback and
recommendations regarding a broader presentation to the School Improvement Team.
Specific directions and requirements for the evidence provided to the candidates:
Part A: AAPTEL Research
The candidate will conduct a research study reflecting various teacher empowerment and
leadership best practices to include such researchers as Todd Whitaker, Robert Marzano,
Linda Darling-Hammond, and others.
Part B: Graphic Checklist Visual
The candidate will develop a visual checklist of best practices for teacher empowerment
and leadership resulting from Part A.
Part C: Gap Analysis
The candidate will utilize the checklist of best practices and relate these to actual practices
in the school determining the gap that will be the foundation for the action plan for student
learning and development.
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Part D: Opportunities for Empowerment
The candidate will utilize the results of the analysis and the identified opportunities for
teacher empowerment as the foundation for the action plan.
Part E: Action Plan
Using an approved action plan format, the candidate will lead a PLC to develop a teacher
empowerment leadership action plan that includes the following: a report of best practices,
a visual checklist, a gap analysis, and an action plan. The action plan will include:

A vision for positive school environment

Documentation to support identified needs

List of strategic indicators of success

Specific short-term and long-term goals and objectives

Activities to address identified goals and objectives

A plan to communicate progress with vital stakeholders

Specific timeline of activities

Plan for stakeholder involvement and buy-in

Specific roles and responsibilities for this action plan

Formative and summative assessment criteria
How the evidence specifically addresses the descriptors of the elements of the standards for
which it is cited:
Below is a list of the descriptors that align with this evidence that will provide the specific
experience. During the process of developing the AAPTEL, the candidate will demonstrate
skills in communication, delegation, organizational ability, systems thinking, and the use of
technology. The candidate will also facilitate collaborative groups, facilitate the execution
of plans, and create processes for distributive leadership.
Descriptor 4a1 – Works with others to provide structures for the implementation and
development of effective professional learning communities and results-oriented
professional development.
This portion of the AAPTEL highlights the professional development structure for
introducing results-oriented training in professional learning communities. Information
from the needs assessment and organizational analysis should be used to develop the
professional development structure.
Descriptor 1d2 – Works with others to encourage teachers and support staff to
assume leadership and decision-making roles in the school.
This portion of the AAPTEL highlights the delivery of staff development in the areas of
leadership and decision making. Information from the needs assessment will assist
candidates in guiding teachers to determine their leadership styles and opportunities for
decision making.
Descriptor 1d1 – Works with others to create opportunities for staff to demonstrate
leadership skills by empowering them to assume leadership and decision-making
roles.
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This portion of the AAPTEL highlights the empowerment of teachers for leadership and
decision-making tasks by the candidate. The candidate’s AAPTEL will depict a graphic
representation of teacher empowerment and leadership in the decision-making process.
Descriptor 3d1 – Identifies strategies for building a sense of efficacy and
empowerment among staff.
This portion of the AAPTEL highlights the candidate’s ability to build a sense of efficacy
and empowerment among the staff. Using information from the organizational analysis,
candidates will develop and administer a staff survey to determine the knowledge, skills,
and dispositions concerning the culture of the school.
Descriptor 4b1 – Supports, mentors, and coaches staff members and emerging
teacher leaders.
This portion of the AAPTEL highlights the candidate’s ability to support, mentor, and
coach the staff and emerging teacher leaders by using the needs assessment and survey
results to capture this information in the action plan.
Descriptor 4c1 – Works with others to provide formal feedback to teachers
concerning the effectiveness of their classroom instruction and ways to improve their
instructional practice.
This portion of the AAPTEL model highlights the candidate’s ability to participate in peer
observations for student learning.
All candidates must present an Analysis and Action Plan for Teacher Empowerment and
Leadership (AAPTEL) that addresses the descriptors outlined in the accompanying rubric. The
AAPTEL is to be presented to the school’s administrative team for their review and, with their
approval, to the School Improvement Team for implementation. The action plan will include: an
analysis of the school’s capacity and commitment to improve teacher empowerment and
leadership, and an action plan based on the analysis that addresses one or more priorities to
improve the school’s capacity to impact teacher empowerment and leadership so that improved
opportunities for teachers, in turn, can impact student learning and development. In completing
this evidence, candidates will be required to gather and analyze data, develop/establish criteria for
best practices in distributed leadership, teacher empowerment, and professional development, and
develop and present an action plan for improvement. The action plan will include structures and
processes for implementation. The candidate will be expected to take the lead role in
implementing the plan. The site supervisor will assess the candidate’s role in leading the initiative.
A successful evidence will demonstrate the ability to:
1. Apply the concepts of professional efficacy, distributed leadership and teacher
empowerment to provide opportunities for teachers, support staff, and community members
to assume leadership responsibility for some key aspect of school improvement.
2. Encourage and support initiatives designed to distribute leadership opportunities and
responsibilities to others.
3. Understand and apply the principles of professional collaboration and a positive work
environment to school improvement, including improved student success.
4. Analyze and apply school climate data, including TWCS data, to initiatives or improving
the school’s climate and working conditions.
5. Construct and administer instruments designed to solicit feedback on school climate,
aggregate and disaggregate these data, and develop possible actions based on those data.
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6. Understand the critical elements of a successful professional learning community in order
to lead in the creation of or continuing development of a PLC in the school.
7. Construct effective staff development plans and structures intended to build capacity for
improving instructional programs and practices.
8. Apply principles of effective and open communications to the School Capacity Building
Project.
How the evidence will be evaluated by the institution:
Projects in the specified courses will be evaluated by separate course rubrics that are included in
this handbook and in TaskStream. The candidate’s experiences and reflections should be
articulated in an addendum to the completed AAPTEL. The self-reflection of personal
development and growth as an educational leader, along with the candidate’s commitment to
teacher empowerment and leadership, will be a significant element used by the program faculty
and a representative of the LEA in determining the readiness of the candidate for school-level
executive leadership.
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Page 40 of 145
Evaluation Rubric:
ELECTRONIC EVIDENCE # 2 ARTIFACT RUBRIC
Teacher Empowerment and Leadership
Analysis and Action Plan for Teacher Empowerment and Leadership (AAPTEL)
Key Artifacts: Teacher Empowerment and Leadership Research, Graphic Visual Checklist of Teacher Empowerment and
Leadership, Gap Analysis – Theoretical and Actual Practices, Action Plan
Assignment
Description
Emerging
Developing
Proficient
Accomplished
Part A: AAPTEL
Research
Assignment
Part B: Graphic
Checklist Visual
The candidate will conduct a research
study reflecting various teacher
empowerment and leadership best
practices found in the current
literature.
The candidate will
summarize the
findings from the
current literature.
Description
Emerging
Developing
The candidate will develop a visual
checklist of best practices for teacher
empowerment and leadership
resulting from Part A.
The candidate will
research the literature
to develop a checklist
of best practices.
The candidate will
work with others to
demonstrate to teachers
how to include best
practices in teaching.
Assignment
Description
Emerging
Part C: Gap Analysis
The candidate will utilize the
checklist of best practices and relate
these to actual practices in the school
determining the gap that will be the
foundation for the action plan for
student learning and development.
The candidate will
analyze classroom
practices in
relationship to
research-based best
practices (See B
above) to create the
foundation of the
action plan for student
learning and
development.
Rev. 9-5-11
The candidate will
work with others to
analyze and critique the
findings from the
current literature.
Developing
The candidate will
work with others to
demonstrate the
empowerment of
teachers to develop
action plans.
The candidate will
work with others to
create activities that
provide leadership
opportunities and the
empowerment of staff.
Proficient
The candidate will
work with others to
delineate various
methods in teaching
and implement the
practices.
The candidate will
work with others to
evaluate the decisionmaking activities of
the staff and other
activities resulting
from empowerment.
Accomplished
The candidate will
document one or more
best practices used in
the implementation
process.
Proficient
Accomplished
Upon observing
teaching, the candidate
will work with others to
implement and record
usage of best practices
within the school.
The candidate will
work with others to
evaluate and revise the
teaching plan to reflect
best practice for
student learning and
development.
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Assignment
Part D:
Opportunities for
Empowerment
Description
The candidate will utilize the results
of the analysis and the identified
opportunities for teacher
empowerment as the foundation for
the action plan.
Assignment
Part E: Action Plan
Description
Emerging
Using an approved action plan
format, the candidate will lead a
PLC to develop a teacher
empowerment leadership action plan
that includes the following: a report
of best practices, a visual checklist,
a gap analysis, an action plan. The
action plan will include:
The candidate will
lead the PLC to
determine the ideas for
the plan for teacher
empowerment and
leadership.










Rev. 9-5-11
Emerging
The candidate will
enumerate gaps in
order of need.
A vision for positive school
environment
Documentation to support
identified needs
List of strategic indicators of
success
Specific short-term and longterm goals and objectives
Activities to address identified
goals and objectives
A plan to communicate
progress with vital stakeholders
Specific timeline of activities
Plan for stakeholder
involvement and buy-in
Specific roles and
responsibilities for this action
plan
Formative and summative
assessment criteria
Developing
The candidate will
work with others to
determine methods for
closing the gap.
Developing
The candidate will
work with others to
develop the plan using
the ideas developed.
Proficient
The candidate will
work with others to
empower teachers to
close the gap.
Proficient
The candidate will
work with others to
create a plan for
implementation that
provides for student
learning and teacher
empowerment..
Accomplished
The candidate will
work with others to
evaluate strategies
used in closing the
gap.
Accomplished
The candidate will
analyze, revise, and
alter the plan for
improvement of
student learning as
dictated by
observation and data
analysis.
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ELECTRONIC EVIDENCE # 2 DESCRIPTOR RUBRIC
Strategic Leadership
1d. Distributive Leadership: The school executive creates and utilizes processes to distribute leadership and decision making throughout the school.
1d1. Works with others to
create opportunities for staff
to demonstrate leadership
skills by empowering them to
assume leadership and
decision-making roles.
Accomplished
AND
Works with others to plan and
provide leadership
development activities for staff
members.
Proficient
AND
Understands the importance of
providing opportunities for
teachers to assume leadership
and decision-making roles
within the school.
Developing
AND
Emerging
Not
Demonstrated
The candidate will document the
opportunities for demonstrated
leadership and empowerment.
1d. Distributive Leadership: The school executive creates and utilizes processes to distribute leadership and decision making throughout the school.
1d2. Works with others to
encourage teachers and
support staff to assume
leadership and decisionmaking roles in the school.
Accomplished
AND
Works with others to plan and
provide leadership
development activities for staff
members.
Proficient
AND
Understands the importance of
providing opportunities for
teachers to assume leadership
and decision-making roles
within the school.
Developing
AND
Emerging
Not
Demonstrated
The candidate will lead the staff
to document the leadership and
decision-making roles assumed
in the school.
Cultural Leadership
3d. Efficacy and Empowerment: The school executive develops a sense of efficacy and empowerment among staff which influences the school’s identity, culture, and
performance.
Developing
Rev. 9-5-11
Analyzes school contexts and
cultures and identifies areas of
both high and low levels of
staff efficacy and
empowerment
Accomplished
3d1. Identifies strategies for
building a sense of efficacy
and empowerment among
staff.
Document and analyze the
implementation of strategies to
empower staff.
AND
Understands the importance of
developing a sense of wellbeing among staff, students,
and parents/guardians.
AND
Understands the importance of
building a sense of efficacy
and empowerment among staff.
Proficient
AND
Emerging
Not
Demonstrated
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Human Resource Leadership
4a. Professional Development/Learning Communities: The school executive ensures that the school is a professional learning community.
Developing
Analyzes a school
context/community, drawing
from sources including the
North Carolina Teacher
Working Conditions Survey
and student achievement data,
to develop concrete
suggestions or strategies for
professional development that
reflect characteristics of, and
promote the use of,
professional learning
communities.
Accomplished
4a1. Works with others to
provide structures for and
implement the development
of effective professional
learning communities and
results-oriented professional
development.
Not
Demonstrated
Work with others to provide a
means for evaluation of the
implementation of structures for
PLCs and results-oriented
professional development.
Document the process developed
for this.
AND
Understands the importance of
continued personal learning
and professional development.
AND
Understands the importance of
developing effective
professional learning
communities and resultsoriented professional
development.
Proficient
AND
Emerging
4b. Recruiting, Hiring, Placing and Mentoring of staff: The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff.
Developing
Rev. 9-5-11
Using a variety of data at the
school level:
 Identifies school needs in
recruiting new teachers and
staff.
 Identifies school needs in
hiring new teachers and
staff
 Identifies school needs in
placing new teachers and
staff.
 Identifies school needs in
mentoring new teachers
and staff.
Accomplished
4b1. Supports, mentors, and
coaches staff members and
emerging teacher leaders.
Works with others to guide the
learning community in
establishing and implementing
data-based goals for enhancing
recruitment, employment,
retention, mentoring,
professional development, and
support of all teachers and staff
AND
Comprehends state and federal
laws or regulations related to
the recruitment, placement, and
mentoring of school staff.
AND
Understands theories and
research on the recruitment,
placement, and mentoring of
school staff at all levels.
Proficient
AND
Emerging
Not
Demonstrated
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4c. Teacher and Staff Evaluation: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus, student
achievement.
Developing
Rev. 9-5-11
AND
Demonstrates ability to adhere
to legal requirements for
teacher and staff evaluation.
AND
Understands multiple tools and
approaches to the evaluation of
school staff.
Proficient
4c1. Works with others to
provide formal feedback to
teachers concerning the
effectiveness of their
classroom instruction and
ways to improve their
instructional practice.
Accomplished
AND
Emerging
From multiple evaluation tools,
the candidate will utilize and
record best practices for effective
classroom improvement.
Not
Demonstrated
Page 45 of 145
Community Involvement and Engagement
Descriptors of the elements addressed in the evidence: 6a1, 3a2, 5c1, 5c2
Name of Evidence: Stakeholder Involvement Plan (SIP)
Candidates will work with the school administrative team to select, organize, and lead a team
consisting of both internal and external stakeholders to create a Stakeholder Involvement Plan
(SIP). The SIP team will cultivate involvement and interaction aimed at parental involvement and
school-community outreach and partnerships. The SIP team members will identify communication
gaps, data deficiencies, and lost opportunities for collaboration, develop possible strategic
solutions to address these deficiencies, and present them to school leadership and the school
improvement team for consideration and implementation. The plan will focus on the decisionmaking process, data-driven decisions, and the ability to solicit community involvement. The SIP
will highlight the strengths that currently exist among the stakeholders related to involvement and
communication. As a result of the analyses, the SIP team will outline short-term and long-term
objectives for the school and its community partners to attain. The SIP will include the following
components: needs assessment, organizational analysis, potential resources that will support the
efforts, a viable marketing plan for the school that incorporates the needs of the community, and a
process journal of activities.
Specific directions and requirements for the evidence provided to the candidates:
Part A: Needs Assessment
The candidate will lead the SIP Team in conducting a needs assessment to determine the gaps
in communication between the internal and external communities and potential opportunities
for involvement of these two communities in decisions that have a direct effect on the
community and the schools. The needs assessment should include a background description of
the setting, a clear statement of the purpose of the needs assessment, a list of participants who
participated during the needs assessment process and at what stage of the process the
participants were active, an analysis of the findings, a set of recommendations that identifies
avenues of communication that will be established, and a set of recommendations that includes
both short-term and long-term objectives to establish the SIP.
Part B: Organizational Analysis
The candidate will lead the SIP Team in conducting an organizational analysis to determine the
climate of the school. The Teacher Working Conditions Survey may be used in the event a
secondary climate survey is not feasible. As a result of the analysis, the Team should evaluate
the school leadership and use the evaluation as a validation instrument for the TWCS and/or
climate survey. The Team will use the results of the school leadership evaluation and the
results of the TWCS to determine the strengths and weaknesses of the school leadership. From
this analysis, the Team will make recommendations to be addressed in the SIP. The
organization analysis should include a background of the organizational setting, the
participants in the organizational analysis, a detailed description of the procedures used for
data collection and analysis, and the recommendations previously mentioned.
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Part C: Resource Identification
The Team should identify both fiscal and human resources necessary to complete the SIP. This
includes funding necessary to accomplish the short-term and long-term objectives identified to
establish the SIP, as well as resources to sustain the SIP. Resource identification would also
require that the candidate identify the human capital within the school and community for
expertise and talent that would facilitate a successful development and implementation of the
SIP.
Part D: Marketing Plan
The Team will develop a marketing plan based on the needs assessment results, the
organizational analyses results, and the resource identification. The plan should include a
statement of the purpose of the marketing plan, strengths of the current school program and
how it can enhance the image of the school within the community, opportunities for input from
the community related to the decision-making process, opportunities for involvement by the
community in school activities such as concerts, theater events, athletic contests, academic
challenge events, and other social gatherings that would bring the public into the school
environment. The plan should include an implementation plan that makes use of a variety of
media from the traditional printed form to the more elaborate electronic form. Finally, the
Marketing Plan should include a timeline for implementation and a feedback component for
evaluation and reflection.
Part E: Process Journal
The candidate should keep a detailed journal of the activities, decision points, conflicts,
resolutions, successes, and failures of the process during the development of the SIP. At the
end of the journal, a reflective summary of the process should be included. Within the
reflection, the candidate should elaborate on the lessons learned and successes and
opportunities for improvement in leadership skills experienced throughout the process.
How the evidence specifically addresses the descriptors of the elements of the standards:
Below is a list of the descriptors that are aligned with this evidence, as well as the course(s) that
will provide the specific experience.
During the process of developing Community Involvement and Engagement evidence, the
candidate will develop and demonstrate several skills. First in the area of effective
communications, the candidate will demonstrate skills in oral and written communications,
listening skills, negotiating skills, and effective feedback. Second the candidate will develop and
demonstrate skills in how to manage conflict both in human relationships and cultural differences.
Third the candidate will develop and demonstrate skills in public presentation and public relations.
In addition, the candidate will demonstrate organizational skills when working with diverse groups
of stakeholders from both internal and external communities.
3a2. Seeks input from the School Improvement Team and other stakeholders to make
decisions.
The candidate will demonstrate through the needs assessment and organizational analysis
that stakeholders are involved in the final decisions related to SIP. The candidate will
produce evidence that feedback received from the school leadership team and the SIT
committee is incorporated into subsequent meetings of the SIP team and in the final SIP.
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The candidate will analyze the TWC Survey, or analyze data from an instrument approved
by the class instructor, or create an instrument to assess the involvement of stakeholders in
the decision-making process. If the instrument is created, the candidate should conduct the
survey and analyze the results for validation purposes. As a follow-up to analysis of the
decision-making data, the candidate will develop recommendations based on the findings
that will become a part of the SIP.
5c1. Works with others to utilize a system of open communication that provides for
the timely, responsible sharing of information with the school community.
The candidate will demonstrate timely and open communications by adhering to an agreed
upon schedule of events, communicating between the school and the community,
demonstrating willingness to listen to all parties, and giving consideration to all concerns
throughout the process. This can be demonstrated in the journals written, feedback given,
meetings conducted, and communications delivered.
5c2. Works with others to provide information in different formats in multiple ways
through different media in order to ensure communication with all members of the
community.
The candidate will establish an open line of communication with all stakeholders by
utilizing 21st Century Web 2.0 tools such as blogs, twitter, or social media sites. In
addition, the candidate will show evidence of communicating through e-mail, school and
community websites, and oral and written communications.
Descriptor: 6a1. Works with others to engage parents/guardians and all community
stakeholders in a shared responsibility for student and school success reflecting the
community’s vision of the school.
The candidate will satisfy descriptor 6a1 by showing evidence that s/he has actively
involved internal and external stakeholders in the development of the SIP and by ensuring
that the plan developed reflects not only the vision of the school but also addresses the
vision of the community related to the school. Journaling and SIP team minutes will clearly
show that the candidate collaborated with both internal and external stakeholders. The
Stakeholder Involvement Plan will clearly address the needs that were identified in the
needs assessment and the organizational analysis. The final SIP will ensure that the input
from the stakeholders is a reflection of community and school needs and vision.
Culminating Project:
The candidate, leading an SIP Team will develop, present, and implement a comprehensive
Stakeholder Involvement Plan (SIP) by utilizing the Needs Assessment, Organizational
Analysis, Resource Identification Project, and Graphical Organizer and addressing
descriptors 6a1, 3a2, 5c1, and 5c2. The SIP will focus on the decision-making process,
data-driven decisions, communications both internal and external to the school community,
and soliciting community involvement through an aggressive marketing plan.
All candidates must present a Stakeholder Involvement Plan (SIP) that addresses the descriptors
outlined in the accompanying rubric. The SIP is to be presented to the school’s administrative team
for their review and, with their approval, to the School Improvement Team for implementation.
This evidence will focus on improving how a school can increase its capacity to engage its
community partners in the complex work of improving student success. The Project will require
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candidates to develop, collect, and analyze survey data, as well as conduct interviews and focus
groups with various constituencies inside and outside the school.
Once the plan has been approved by the supervisor, the candidate will facilitate the
implementation of the plan and involvement of key members of the various school communities.
A successful evidence will demonstrate the ability to:
1. Participate in and work with the School Improvement Team (SIT) and their decisionmaking processes.
2. Assess the history and successes/failures of previous and current efforts at community
engagement on behalf of enhancing student success.
3. Construct and administer various assessment tools (e.g., surveys, interviews, focus
groups, etc.) in working with various stakeholder groups aligned with the school and its
improvement priorities.
4. Communicate the school’s vision, mission, and program to community stakeholders.
5. Acquire critical information and feedback from community stakeholders to communicate
with the school’s administration and SIT.
6. Articulate an understanding of the values and challenges of ethnic, cultural, and
ideological diversity in meeting the schools mission and goals.
How will the evidence be evaluated by the institution:
The evidence will be evaluated by the quality, the completeness, and the theoretical
soundness of the candidate’s submissions. The candidate’s SIP not only must have all the
elements prescribed by the instructions in the sections of this document, it must also
represent academic achievement worthy of a Master’s in Executive Leadership Studies
degree for each of the following elements of the evidence: needs assessment,
organizational analysis, resource identification, marketing plan, and process journal.
The candidate’s experiences and reflections should be articulated in the Process Journal
outlined in the SIP. The self-reflection of personal development and growth as a
collaborating educational leader, along with the candidate’s commitment to involvement
from internal and external stakeholders and collaboration between the school and
community, will be a significant element used by the program faculty and a representative
of the LEA in determining the readiness of the candidate for school-level executive
leadership.
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Electronic Rubric:
ELECTRONIC EVIDENCE # 3 ARTIFACT RUBRIC
Community Involvement and Engagement
Stakeholder Involvement Plan(SIP)
Key Artifacts: Needs Assessment, Organizational Analysis, Resource Identification, Marketing Plan, Process Journal
Assignment
Description
Emerging
Developing
Proficient
Accomplished
Part A:
Needs Assessment
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The candidate will conduct a needs
assessment to determine the gaps in
communication between the internal
and external communities and potential
opportunities for involvement of these
two communities in decisions that have
a direct effect on the community and
the schools. The needs assessment
should include a background
description of the setting, a clear
statement of the purpose of the needs
assessment, a list of participants who
participated during the needs
assessment process and at what stage of
the process the participants were active,
an analysis of the findings, a set of
recommendations that identifies
avenues of communication that will be
established, and a set of
recommendations that includes both
short-term and long-term objectives to
establish the SIP.
The candidate
researches the
components and
purposes of a needs
assessment.
The candidate works
with others to develop a
needs assessment that
includes all necessary
components of the
assessment.
The candidate
demonstrates
proficiency in
administering the needs
assessment to the staff
and providing the
results for
implementation.
The candidate leads
the staff in creating an
evaluation process for
the needs assessment
and makes appropriate
revisions for future
utilization.
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Assignment
Part B:
Organizational
Analysis
Assignment
Part C:
Resource
Identification
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Description
Emerging
Developing
Proficient
Accomplished
The candidate will conduct an
organizational analysis to determine the
climate of the school. The Teacher
Working Conditions Survey may be
used in the event a secondary climate
survey is not feasible. As a result of the
analysis, the candidate should evaluate
the school leadership and use the
evaluation as a validation instrument
for the TWCS and/or climate survey.
The candidate will use the results of the
school leadership evaluation and the
results of the TWCS to determine the
strengths and weaknesses of the school
leadership. From this analysis the
candidate will make recommendations
to be addressed in the SIP. The
organization analysis should include a
background of the organizational
setting, the participants in the
organizational analysis, a detailed
description of the procedures used for
data collection and analysis, and the
recommendations previously
mentioned.
The candidate
researches the
components of the
organizational analysis
and the reason for it.
The candidate works
with others to select a
climate survey for use
in analyzing the climate
of the school.
The candidate will lead
the staff to determine
recommendations to be
addressed in the SIP.
These will be
documented for further
use.
The candidate will
implement the climate
portion of the plan and
conduct formative
evaluations of the
process..
Description
The candidate should identify both
fiscal and human resources necessary to
complete the SIP. This includes funding
necessary to accomplish the short-term
and long-term objectives identified to
establish the SIP, as well as resources
to sustain the SIP. Resource
identification would also require that
the candidate identify the human capital
within the school and community for
expertise and talent that would facilitate
a successful development and
implementation of the SIP.
Emerging
The candidate has
researched and
developed an
understanding of the
necessary fiscal and
human resources
required in the SIP.
Developing
The candidate works
with others to develop
specific resources
(human and fiscal) for
developing and
implementing the SIP.
Proficient
Accomplished
The candidate works
with others to
determine further needs
and enumerates the
results in a visual to
assss needs.
The school is recipient
of allocations to meet
needs and to
accomplish long term
and short term goals.
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Assignment
Part D:
Marketing Plan
Assignment
Part E:
Process Journal
Rev. 9-5-11
Description
The candidate will develop a marketing
plan based on the needs assessment
results, the organizational analyses
results, and the resource identification.
The plan should include a statement of
the purpose of the marketing plan,
strengths of the current school program
and how it can enhance the image of
the school within the community,
opportunities for input from the
community related to the decisionmaking process, opportunities for
involvement by the community in
school activities such as concerts,
theater events, athletic contest,
academic challenge events, and other
social gatherings that would bring the
public into the school environment. The
plan should include an implementation
plan that makes use of a variety of
media from the traditional printed form
to the more elaborate electronic form.
Finally, the Marketing Plan should
include a timeline for implementation
and a feedback component for
evaluation and reflection.
Emerging
The candidate
researches the
components and
purposes of the
marketing plan..
Developing
Proficient
Accomplished
The candidate works
with others to develop
the marketing plan with
timeline and feedback
components,
evaluation, and
reflection.
The candidate works
with others to develop
an implementation plan
for marketing.
The candidate works
with others to
implement all portions
of the plan and provide
evaluation for the
portions implemented.
Description
Emerging
Developing
The candidate should keep a detailed
journal of the activities, decision
points, conflicts, resolutions,
successes, and failures of the process
during the development of the SIP. At
the end of the journal, a reflective
summary of the process should be
included. Within the reflection, the
candidate should elaborate on the
lessons learned, successes
experienced, and opportunities for
improvement in leadership.
The candidate
researches the
purpose of a Process
Journal and creates an
outline of the
components.
The candidate will
determine pivotal points
in the process and
reflect upon lessons
learned.
Proficient
The candidate will
develop a list of
activities from the
journal depicting
decision points,
conflicts, resolutions,
successes, and failures
of the process.
Accomplished
From the journal, the
candidate and others
will identify
opportunities for
improvement and
create a plan for
addressing them.
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Cultural Leadership
3a. Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative work environment can play in the
school’s culture.
Developing
Analyzes data from the
Teacher Working Conditions
Survey and other data sources
from parents, students,
teachers, and stakeholders to
diagnose and evaluate the
teaching and learning
environment within the school.
Accomplished
3a2. Seeks input from the
School Improvement Team
and other stakeholders to
make decisions.
AND
Identifies characteristics of a
collaborative work
environment within the school.
AND
Comprehends literature,
research, and theory associated
with organizational climate,
particularly as it is manifested
in schools.
Proficient
Not
Demonstrated
The candidate will implement
steps for achieving a
collaborative work environment
within schools and evaluate
through written reflection.
AND
Emerging
Managerial Leadership
5c. Systematic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student
achievement.
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The candidate will determine the
effectiveness of the process by
interacting with stakeholders
concerning effective
communications in the operation
of schools. Document your
process.
AND
Works with others to design a
system of open communication
that provides for the timely,
responsible sharing of
information to, from, and with
the school community.
5c1.Works with others to
utilize a system of open
communication that provides
for the timely, responsible
sharing of information within
the school community.
AND
Works with others to routinely
involve the school
improvement team in school
wide communications
processes.
AND
Understands the importance of
open, effective communication
in the operation of the school.
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AND
AND
5c. Systematic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student
achievement.
Understands the importance of
Works with others to routinely
5c2. Works with others to
Works with others to determine
open, effective communication
involve the school
provide information in
the use of different formats in
in the operation of the school.
improvement team in school
different formats in multiple
multiple ways to ensure
wide communications
ways through different media
communication with all members
processes.
in order to ensure
of the community.
communication with all
Works with others to design a
members of the community.
system of open communication
that provides for the timely,
responsible sharing of
information to, from, and with
the school community.
External Development Leadership
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AND
AND
AND
6a. Parent and Community Involvement and Outreach: The school executive designs structures and processes which result in parent and community engagement, support and ownership
for the school.
Understands theory and
Interacts with, and
6a1. Works with others to
Works with others to implement
research on parental and
acknowledges that
engage parents/guardians and
processes that empower
community engagement in
parents/guardians and
all community stakeholders in
parents/guardians and all
schools, and can apply this
community members have a
a shared responsibility for
community stakeholders to make
both to the
critical role in developing
student and school success
significant decisions.
analysis/examination of school
community engagement,
reflecting the community’s
settings and to development of
support, and ownership of the
vision of the school.
concrete strategies for
school.
improving involvement.
Identifies the positive,
culturally-responsive traditions
of the school and community.
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Organizational Management
Descriptors of the elements addressed in the evidence: 2b2, 2b1, 4c2, 5d1, 5d2, 6b1, 5a1, 5a2
Name of Evidence: Organizational Management Analysis (OMA)
School executives who excel in 21st Century schools will be those who understand and
demonstrate skills in domains of both leadership and management. This includes the ability to
effectively utilize budget resources to positively influence student achievement. It also includes the
ability to make wise decisions related to the ever-changing complexity of human behavior. This is
highlighted by the executive’s ability to resolve conflict in a positive and productive way. To be
effective in conflict resolution, a leader must develop multiple avenues of effective and open
communication. These domains overlap with an ebb and flow that the capable executive can
discern and utilize to the benefit of the organization. This area will highlight several key evidences
related to the ability of the executive to manage the complex systems inherent in a 21st Century
school. The candidate will complete an analysis that demonstrates an understanding of an
executive leader focused on organizational management. The analysis will require a thorough
description and examination of how the school works and how it can be improved. The candidate
will incorporate current data, qualitative procedures, and an examination of artifacts that
demonstrate alignment with district and state requirements. The candidate will also address the
impact of the findings of the analysis on transformational opportunities.
All candidates will complete a project entitled “Assessing a School’s Organization and
Management Plan.” This assessment will focus on how effectively and efficiently the school is
managed to support its broader mission of meeting student learning needs. There are four
components of the assessment that will assist candidates in securing the information required for
the completion of this evidence. These components are:
Specific directions and/or requirements for the evidence provided to the candidate.
Part A: Contextual Analysis
Each candidate will complete a contextual analysis. The first part of the analysis requires a
detailed analysis of the school and its context, both internally and externally. In this
analysis, organizational structures, management routines, and operations are included in the
analysis. Included in the analysis will be to determine the degree of involvement and
participation school personnel have in making budget recommendations and decisions as
well as a determination of the degree of inclusion of the School Improvement Team input
in budget and resource decisions.
Part B: Instructional Capacity Building
Each candidate, in cooperation with his/her principal, will assume responsibility for leading
activities that address the instructional capacity of a number of teachers at the discretion of
the building administrator. The plan for formative assessment of the designated staff
members will be subject to administrative approval.
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Part C: Assessing Services for Special Populations
Through collaborative efforts with exceptional learner’s staff, candidates will examine the
school’s ability to address the educational and socio-emotional needs of children in special
population categories. It is the intent of this activity to determine if the school is providing
legally compliant and ethically sound services to all children as well as identify mandates
and initiatives at all levels, along with their purpose and compliance guidelines.
Part D: Building a Schedule
With agreement from the building administrator, the candidate will assume responsibility
for constructing a schedule to meet a defined set of necessary circumstances and/or
conditions in the school. Through this process, the candidate will assess the strengths and
weaknesses of the school’s scheduling procedures as an organizing tool for meeting key
school improvement outcomes. The schedule should demonstrate the necessary
accommodations for individual and group needs.
The Evidence is a document that analyzes the status of the school’s organization and
management procedures and then makes recommendations for improvement to the building
administrator. The project will take the form of a narrative report that will address sound
management principles. This Assessment is to be presented to the school’s administrative
team. The candidate is to advocate for whatever implementation the school’s
administration regards as feasible. The candidate will facilitate implementation of the
recommended changes indentified in the analysis. The candidate will be instructed to lead
identified teams such as the School Improvement Team, the School Leadership Team, or a
Professional Learning Community Cadre in the implementation of the recommended
changes. Assessment of the candidate will be the ability to lead the implementation
processes with regard to identified needs and enhancements. The narrative report and
possible levels of implementation will demonstrate:
 Knowledge of legal requirements for planning of instructional time
 Knowledge of best scheduling practices
 Knowledge of best practices in mentoring and coaching teachers
 Knowledge of the North Carolina Teacher Evaluation System
 Knowledge of the value of teacher leadership
 Knowledge of how to recruit potential teacher leaders
 Knowledge of the functions of a school improvement team
 Knowledge of communications media and formats
 Knowledge of sources of federal, state, and district policies intended for school
improvement goals
 Knowledge of the North Carolina’s accountability system
How the evidence specifically addresses the descriptors of the elements of the standards for
which it is cited in Sections I and II.
Each of the descriptors will be addressed in the Organizational Management Analysis
(OMA) as explained in the following list. In addition to the individual evidence provided
for this standard, the descriptors will be introduced and supported in multiple courses in the
program course of study. The intent is to build skills and artifacts that will contribute to the
OMA as candidates work through the program.
2b1. Adheres to legal requirements for planning and instructional time.
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It is expected that the candidate will include this as part of the policy analysis piece of the
case study.
2b2. Reviews scheduling processes and protocols that maximize staff input and
address diverse student learning needs.
It is expected that the candidate will address these elements in the policy analysis and the
contextual assessment especially in the experience in working with the School
Improvement Team.
4c2. Works with others to implement district and state evaluation policies in a fair
and equitable manner.
This competency will be addressed in the policy analysis as the candidate will examine the
adherence to policy regulations and requirements.
5d1. Works with others to communicate and enforce clear expectations, structures,
rules, and procedures for students and staff.
This competency will be demonstrated in the case study as the candidate completes the
communications plan assessment with the examination of the student and faculty
handbooks.
5d2. Works with others to effectively implement district rules and procedures.
Working with the School Improvement Team and the Administrative Leadership Team, the
candidate will demonstrate knowledge and skills in ensuring that district rules and policies
are followed.
6b1. Works with others to ensure compliance with federal, state, and district
mandates.
The policy analysis of the case study will ensure that the candidate is fully versed in
compliance issues associated with federal, state, and local mandates.
5a1. Works with others to incorporate the input of the School Improvement Team in
budget and resource decisions.
The candidate, in the contextual analysis, will be expected to experience this element in
working with the School Improvement Team as well as have the opportunity to include
demonstrated knowledge in the recommendations phase of the OMA.
5a2. Works with others to use feedback and data to assess the success of funding and
program decisions.
The candidate will demonstrate this element in the reflection piece of the OMA with regard
to theoretical needs and the experience in working with the School Improvement Team.
A successful evidence will demonstrate:
1. Knowledge of the legal requirements for planning and instructional time and apply
those requirements in constructing a schedule.
2. Knowledge of best scheduling practices most likely to meet diverse student learning
needs and help produce increased student achievement and success.
3. Knowledge of best practices in mentoring and coaching teachers for helping them
improve their instructional practices.
4. Understanding of the value of teacher leadership and help identify and recruit potential
teacher leaders for the school.
5. Knowledge of the NC Teacher Evaluation System and apply it to observing teachers
and giving them constructive feedback for improving their instructional practice.
6. Knowledge of the NC Teacher Evaluation System and be able to apply it in a fair and
equitable manner.
7. Knowledge of the purpose and function of a School Improvement Team and assess its
participation in critical decision-making, including the allocation and distribution of
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resources, as well as general program effectiveness.
8. Knowledge of a variety of communications media and formats and appropriately match
the media and the message to the audience.
9. Knowledge of the various sources of federal, state, and district policy and apply their
core principles to the school’s improvement goals and priorities.
10. Knowledge and understanding of the requirements of the state’s accountability system
and apply that understanding in helping set student achievement priorities for the
school.
How will the evidence be evaluated by the institution:
Projects in the specified courses will be evaluated by separate course rubrics that are
included in TaskStream. The professor for each course will determine the timeline for
submission of the specified project.
The candidate’s experiences and reflections should be articulated in the process journal for
this evidence. The self-reflection of personal development and growth as an instructional
leader, along with the candidate’s commitment to the improvement of student learning, will
be a significant element used by the program faculty and a representative of the LEA in
determining the readiness of the candidate for school-level executive leadership.
A rubric for Management Planning can be found in this handbook and in TaskStream.
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Electronic Rubric:
ELECTRONIC EVIDENCE # 4 ARTIFACT RUBRIC
Organizational Management
Organizational Management Analysis (OMA)
Key Artifacts: Contextual Analysis, Building Instructional Capacity, Assessing Services for Special Populations, Building a Schedule
Assignment
Description
Emerging
Developing
Proficient
Accomplished
Part A:
Contextual Analysis
Each candidate will complete a
contextual analysis.
The first part of the analysis
requires a detailed analysis of the
school and its context, both
internally and externally. In this
analysis, organizational
structures, management routines,
and operations are included.
Included in the analysis will be to
determine the degree of
involvement and participation
school personnel have in making
budget recommendations and
decisions as well as a
determination of the degree of
inclusion of the School
Improvement Team input in
budget and resource decisions.
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Analysis of school
context at the internal
and external (district,
state, and federal) levels
reflects a lack of full
knowledge of
demographic
information regarding
students and staff and/or
structures, rules and
procedures.
The contextual analysis
reflects a lack of full
knowledge of the
school’s budgeting
processes and
procedures.
Analysis of school
context at the internal
and external (district,
state, and federal) levels
includes minimal
demographic
information regarding
students and staff. In
addition, the contextual
analysis demonstrates a
minimal understanding
of district, state, and
federal policy, law and
mandates. The analysis
also demonstrates a
minimal understanding
of structures, rules and
procedures in place for
students and staff.
The contextual analysis
briefly describes the
school’s budgeting
processes and
procedures. Within this
description,
participation of school
personnel and the
School Improvement
Team is referenced.
Analysis of school
context at the internal
and external (district,
state, and federal) levels
includes demographic
information regarding
students and staff and
places this information
within a state and
national context. In
addition, the contextual
analysis demonstrates
understanding of
district, state, and
federal policy, law and
mandates. The analysis
also demonstrates
understanding of
structures, rules and
procedures in place for
students and staff.
The contextual analysis
clearly describes the
school’s budgeting
processes and
procedures. Within this
description,
participation of school
personnel and the
School Improvement
Team is delineated.
Analysis of school context
at the internal and external
(district, state, and federal)
levels includes
demographic information
regarding students and
staff and places this
information within a state
and national context. In
addition, the contextual
analysis demonstrates
understanding of district,
state, and federal policy,
law and mandates. The
analysis also demonstrates
understanding of
structures, rules and
procedures in place for
students and staff. In
addition, the analysis
includes a critique of
current structures and
procedures in terms of
equitability and
transparency.
The contextual analysis
clearly describes the
school’s budgeting
processes and procedures.
Within this description,
participation of school
personnel and the School
Page 59 of 145
Improvement Team is
delineated. In addition, the
analysis includes a critique
of current structures and
procedures in terms of
equitability and
transparency.
Assignment
Part B:
Instructional
Capacity Building
Description
Emerging
Developing
Proficient
Accomplished
Each candidate, in cooperation
with his/her principal, will
assume responsibility for leading
activities that address the
instructional capacity of a number
of teachers at the discretion of the
building administrator.
Professional
development activities
addressing instructional
capacity of staff
demonstrate minimal
understanding of school
site (as determined by
the School Improvement
Team), district, and state
initiatives for improving
student achievement.
Professional
development activities
addressing instructional
capacity of staff
demonstrate
understanding of school
site (as determined by
the School
Improvement Team),
district, and state
initiatives for
improving student
achievement.
Professional
development activities
addressing instructional
capacity of staff
demonstrate
implementation of
school site (as
determined by the
School Improvement
Team), district, and
state initiatives for
improving student
achievement.
Professional development
activities addressing
instructional capacity of
staff demonstrate
participation in the
development of initiatives
as well as implementation
of school site (as
determined by the School
Improvement Team),
district, and state initiatives
for improving student
achievement.
The formative
assessment plan
demonstrates minimal
understanding of
multiple tools and
approaches to
evaluation; adheres to
legal requirements for
evaluation; and
implements evaluation
policies in a fair and
equitable manner.
The formative
assessment plan
demonstrates clear
understanding of
multiple tools and
approaches to
evaluation; adheres to
legal requirements for
evaluation; and
implements evaluation
policies in a fair and
equitable manner.
The formative assessment
plan demonstrates
utilization of multiple tools
and approaches to
evaluation; adheres to legal
requirements for
evaluation; and implements
evaluation policies in a fair
and equitable manner. In
addition, the plan for
assessment utilizes results
from evaluations to
improve instructional
practice and thus, student
achievement.
The plan for formative
assessment of the designated staff
members will be subject to
administrative approval.
The formative
assessment plan
demonstrates narrow
understanding of tools
and approaches to
evaluation; minimally
adheres to legal
requirements for
evaluation; and lacks
description of fair and
equitable
implementation of
evaluation policies.
Rev. 9-5-11
Page 60 of 145
Assignment
Part C:
Assessing Services
for Special
Populations
Rev. 9-5-11
Description
Emerging
Developing
Proficient
Accomplished
Through collaborative efforts
with exceptional learner’s staff,
candidates will examine the
school’s ability to address the
educational and socio-emotional
needs of children in special
population categories. It is the
intent of this activity to determine
if the school is providing legally
compliant and ethically sound
services to all children as well as
identify mandates and initiatives
at all levels, along with their
purpose and compliance
guidelines.
Assessment of school
site’s services for special
populations
demonstrates lack of
collaboration in
determination of site
compliance with federal,
state and district
protocols, processes, and
evaluation policies. An
evaluation of the
school’s communication
and enforcement of
expectations, structures,
rules, and procedures for
students and staff with
regards to these special
populations is not fully
observed.
Assessment of school
site’s services for
special populations
demonstrates minimal
collaboration in
determination of site
compliance with
federal, state and
district protocols,
processes, and
evaluation policies.
Included in this
assessment is a minimal
evaluation of the
school’s
communication and
enforcement of
expectations, structures,
rules, and procedures
for students and staff
with regards to these
special populations.
Assessment of school
site’s services for
special populations
demonstrates
collaboration in
determination of site
compliance with
federal, state and
district protocols,
processes, and
evaluation policies.
Included in this
assessment is an
evaluation of the
school’s
communication and
enforcement of
expectations, structures,
rules, and procedures
for students and staff
with regards to these
special populations.
Assessment of school site’s
services for special
populations demonstrates
collaboration in
determination of site
compliance with federal,
state and district protocols,
processes, and evaluation
policies. Included in this
assessment is an evaluation
of the school’s
communication and
enforcement of
expectations, structures,
rules, and procedures for
students and staff with
regards to these special
populations.
In addition, the assessment
provides a plan for
collaborative review and
possible changes to
existing policies and
procedures based upon this
review.
Page 61 of 145
Assignment
Description
Emerging
Developing
Proficient
Accomplished
Part D:
Building a Schedule
With agreement from the building
administrator, the candidate will
assume responsibility for
constructing a schedule to meet a
defined set of necessary
circumstances and/or conditions
in the school.
The candidate’s
submitted work lacks an
assessment of the
existing scheduling
procedures and lacks full
utilization of this data to
determine the current
success of programmatic
decisions and may
incorporate input of
School Improvement
Team findings and
recommendations.
The candidate’s
submitted work reflects
a minimal assessment
of the existing
scheduling procedures
and partially utilizes
this data to determine
the current success of
programmatic decisions
and incorporates some
input of School
Improvement Team
findings and
recommendations.
The candidate’s
submitted work reflects
an assessment of the
existing scheduling
procedures and utilizes
this data to determine
the current success of
programmatic decisions
and incorporates input
of School Improvement
Team findings and
recommendations.
The candidate’s submitted
work reflects collaboration
to complete an assessment
of the existing scheduling
procedures and to utilize
this data to determine the
current success of
programmatic decisions
and incorporates input of
School Improvement Team
findings and
recommendations.
Based on this
assessment, the
candidate’s submitted
building schedule
reflects collaboration
with others to adhere to
legal requirements for
planning and
instructional time; to
provide opportunities
for individual and ongoing collaborative
planning for every
teacher; to provide age
appropriate scheduling
addressing the learning
needs of diverse student
populations; and to
provide opportunities
for review of schedule
and processes to
maximize staff input.
Based on this assessment,
the candidate’s submitted
building schedule reflects
collaboration with others to
adhere to legal
requirements for planning
and instructional time; to
provide opportunities for
individual and on-going
collaborative planning for
every teacher; to provide
age appropriate scheduling
addressing the learning
needs of diverse student
populations; and to provide
opportunities for review of
schedule and processes to
maximize staff input.
Through this process, the
candidate will assess the strengths
and weaknesses of the school’s
scheduling procedures as an
organizing tool for meeting key
school improvement outcomes.
The schedule should demonstrate
the necessary accommodations
for individual and group needs.
Rev. 9-5-11
Based on this
assessment, the
candidate’s submitted
building schedule lacks
clear adherence to legal
requirements for
planning and
instructional time; lacks
clear adherence to
providing opportunities
for individual and ongoing collaborative
planning for every
teacher; lacks clear
adherence to providing
age appropriate
scheduling addressing
the learning needs of
diverse student
populations; and/or lacks
clear adherence to
providing opportunities
for review of schedule
and processes to
maximize staff input.
Based on this
assessment, the
candidate’s submitted
building schedule
adheres to legal
requirements for
planning and
instructional time. In
addition, the plan
includes one or more
following: opportunities
for individual and ongoing collaborative
planning for every
teacher; age appropriate
scheduling addressing
the learning needs of
diverse student
populations; and
opportunities for review
of schedule and
processes to maximize
staff input.
Included in the candidate’s
submission is a plan for
communicating the
rationale and procedure of
the site schedule in order to
facilitate transparency for
all school faculty and staff.
Page 62 of 145
ELECTRONIC EVIDENCE # 4 DESCRIPTOR RUBRIC
Instructional Leadership
2b. Focus on Instructional Time: The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time.
Emerging
Developing
Accomplished
Not Demonstrated
2b1. Adheres to legal
requirements for planning and
instructional time.
AND
Is knowledgeable of legal
requirements regarding teacher
planning time and duty-free
lunch periods.
Proficient
Analyzes/evaluates a master
schedule to maximize student
learning by providing for
individual and on-going
collaborative planning for
every teacher.
AND
Understands the need for
teachers to have daily planning
and duty-free lunch periods.
Is knowledgeable of designs
for age-appropriate school
schedules which address the
learning needs of diverse
student populations.
2b. Focus on Instructional Time: The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time.
Emerging
Developing
Rev. 9-5-11
AND
Is knowledgeable of legal
requirements regarding teacher
planning time and duty-free
lunch periods.
Is knowledgeable of designs
for age-appropriate school
schedules which address the
learning needs of diverse
student populations.
Proficient
Analyzes/evaluates a master
schedule to maximize student
learning by providing for
individual and on-going
collaborative planning for
every teacher.
2b2. Reviews scheduling
processes and protocols that
maximize staff input and
address diverse student
learning needs.
AND
Understands the need for
teachers to have daily planning
and duty-free lunch periods.
Accomplished
Not Demonstrated
Page 63 of 145
Human Resource Leadership
4c. Teacher and Staff Evaluation: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus, student
achievement.
Proficient
4c2. Works with others to
implement district and state
evaluation policies in a fair
and equitable manner.
Accomplished
Not Demonstrated
AND
Demonstrates ability to adhere
to legal requirements for
teacher and staff evaluation.
AND
Developing
AND
Emerging
Understands multiple tools and
approaches to the evaluation of
school staff.
Managerial Leadership
5a. School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result in, improved student achievement.
Works with others to
collaboratively develop clear
expectations, structures, rules,
and procedures for students and
staff through the School
Improvement Team.
5a1. Works with others to
incorporate the input of the
School Improvement Team in
budget and resource
decisions.
Accomplished
Not Demonstrated
AND
Works with others to utilize
input from staff to establish
funding priorities and a
balanced operational budget for
school programs and activities.
Proficient
AND
AND
AND
Developing
Works with others to utilize
input from staff to establish
funding priorities and a
balanced operational budget for
school programs and activities.
AND
Emerging
Is knowledgeable of ethical
budgeting and accounting
procedures.
Understands the school-based
budgeting process as it relates
to district, state, and federal
guidelines.
5a. School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result in, improved student achievement.
Proficient
5a2.Works with others to use
feedback and data to assess
the success of funding and
program decisions.
Accomplished
Not Demonstrated
AND
Developing
AND
Emerging
Is knowledgeable of ethical
budgeting and accounting
procedures.
Understands the school-based
budgeting process as it relates
to district, state, and federal
guidelines.
5d. School Expectations for Students and Staff: The school executive develops and enforces expectations, structures, rules, and procedures for students and staff.
Understands district and state
policy and law related to
student conduct, etc.
Rev. 9-5-11
Proficient
5d1. Works with others to
communicate and enforce
clear expectations, structures,
rules, and procedures for
students and staff.
Accomplished
AND
Developing
AND
Emerging
Understands the importance of
clear expectations, structures,
rules, and procedures for
students and staff.
Not Demonstrated
Page 64 of 145
5d. School Expectations for Students and Staff: The school executive develops and enforces expectations, structures, rules, and procedures for students and staff.
Proficient
Accomplished
Not Demonstrated
5d2. Works with others to
effectively implement district
rules and procedures.
AND
Works with others to
collaboratively develop clear
expectations, structures, rules,
and procedures for students and
staff through the School
Improvement Team.
AND
Understands district and state
policy and law related to
student conduct, etc.
Developing
AND
Emerging
Understands the importance of
clear expectations, structures,
rules, and procedures for
students and staff.
External Development Leadership
6b. Federal, State and District Mandates: The school executive designs protocols and processes in order to comply with federal, state, and district mandates.
Developing
Rev. 9-5-11
Works with others to develop
strategies for implementing
district initiatives directed at
improving student
achievement.
Accomplished
6b1. Works with others to
ensure compliance with
federal, state, and district
mandates.
AND
AND
Understands district goals and
initiatives directed at
improving student
achievement.
Proficient
Works with others to design
protocols and processes to
comply with federal, state, and
district mandates.
AND
Emerging
Is knowledgeable of applicable
federal, state, and district
mandates.
Not Demonstrated
Page 65 of 145
School Culture and Safety
Descriptors of the elements addressed in the evidence: 3a1, 3a3, 3b1, 3d2, 7a1
Name of Evidence: Cultural Advocacy and Action Plan (CAAP)
Candidates will develop a Cultural Advocacy and Action Plan (CAAP) to explore and assess the
implicit and explicit nature of the school culture. Utilizing the Teacher Working Conditions Survey
and/or some other validated cultural assessment as baseline data, the candidate will develop a
needs assessment that will identify specific needs of both the school community and the
community at large to be addressed in the action plan artifact that supports the CAAP. In addition
to the baseline data established by the TWCS and/or some other validated instrument, the
candidate will conduct a series of observations that will lead to a better understanding of the school
community both internally and externally. This exercise will be qualitative in nature and designed
to give the candidate insights into the cultural diversity of the school and surrounding community.
Before the final evidence can be assembled, two additional elements need to be in place. The first
of these elements is a cultural competence audit that will assess the school’s readiness to change.
From this audit a series of recommendations will be developed as the foundation for change. A
questionnaire will be developed to gather data from constituents that will maximize strengths of
the culture and identify cultural differences. The second element of the CAAP needed for
completion is a graphical display of the finding of the TWCS, needs assessment, and cultural audit
illustrating interrelationships among the artifacts. The development of the final evidence known as
the CAAP will include, but not be limited to, the following artifacts: a preliminary assessment of
the culture utilizing the TWCS and/or another instrument designed to measure constructs of
culture, a needs assessment, observation analysis, cultural competency audit, and a graphical
depiction of progress toward the CAAP.
Specific directions and requirements for the evidence provided to the candidates:
Part A: TWCS Analysis/Climate Survey Analysis
The analysis of the climate or TWCS will include data related to the five areas that the
North Carolina State Board of Education has identified to measure. These areas include
empowerment, leadership, facilities, resources, and time. The candidate will utilize the
data to develop the needs assessment.
Part B: Needs Assessment
The candidate will develop a needs assessment based on the results of the TWCS data. The
needs assessment should include a background description of the setting, a clear statement
of the purpose of the needs assessment, a list of participants who participated during the
needs assessment process, and at what stage of the process the participants were active, an
analysis of the findings, and a set of recommendations that identifies strategies that will
help lead the school to a safer, more culturally diverse environment for teaching and
learning. The needs assessment will be the first of three analyses that contribute to the
Cultural Advocacy Action Plan (CAAP).
Part C: School Environmental Analysis
Rev. 9-5-11
Page 66 of 145
This component of the CAAP will require the candidate to be a participant observer in the
selected school with a deliberate purpose of gathering qualitative data by observations and
interviews of existing staff. The candidate will describe the school setting; the community
setting; school environment; student achievement; student and staff cultural diversity,
including exceptionalities, race, ethnicity, socioeconomic status, gender; and other
differences that my exist in the school and community. The School Environmental
Analysis is the second of three analyses that contribute to the CAAP.
Part D: Cultural Competence Audit
The candidate will assess the level of cultural competence at a school by assessing the
school vision, mission, school leadership, teacher quality as measured by experience and
certifications, teaching and learning, parental involvement and support, conflict resolution,
and student achievement. The results of this audit will be the third of three analyses that
contribute to the CAAP. The audit should contain a list of recommendations that include
specific activities and programs designed to present an action plan that will improve the
culture of the school.
Part E: Graphical Organization Chart
The candidate will develop an electronic framework to graphically display the progress of
the school related to cultural advocacy and safety. This framework will have data that will
demonstrate graphically the beginning and ending datasets that measure the progress of the
school on the parameters identified in the TWCS, Needs Assessment, School
Environmental Analysis, and Cultural Competence Audit. An example of this graphical
organization chart could be a PERT Chart that not only demonstrates the timeline of the
project, but also identifies the relationships among the elements of the CAAP.
The candidate will implement activities and processes indicated in the Graphic
Organization Chart. Assessment of the proficiency of the candidate to lead and facilitate
the identified activities will be accomplished by a joint evaluation of the University
supervisor and the site supervisor. Results of the implementation will be included in the
final portfolio assessment.
How the evidence specifically addresses the descriptors of the elements of the standards for
which it is cited in Sections I and II:
The following descriptions are designed to illuminate the relationship between the elements
of the CAAP and the descriptors of the standards associated with School Culture and
Safety.
3a1. Designs strategies for achieving a collaborative and positive work environment
within the school.
The candidate must present multiple strategies to promote collaboration within the school
based on sound theoretical principles supported by the literature.
3a3. Utilizes data from the TWCS and other sources to identify perceptions of the
work environment.
The analysis of the baseline data from the TWCS will be the genesis of the CAAP. By
identifying the strengths and weaknesses of the school climate, the candidate will have a
foundation on which to build a needs assessment. The needs assessment will require a
collaborative environment that touches all segments of the school community.
Rev. 9-5-11
Page 67 of 145
3b1. Uses shared values, beliefs, and a shared vision to promote a school culture of
learning and success.
The candidate will utilize the findings from the TWCS, needs assessment, and the
observation analysis to lead the school community in developing a shared vision that
reflects shared values and beliefs to promote a successful learning experience for students
and teachers.
3d2. Identifies strategies for developing a sense of well-being among staff, students,
and parents/guardians.
The candidate will utilize the data from the TWCS, needs assessment, observation analysis,
and cultural competence audit to develop recommendations for strategies to insure the
well-being within the school community. The candidate will also present a graphical
organization chart that illustrates the progression of how the strategies developed,
recommendations were made, and cultural competencies identified have changed over
time.
7a1. Works with others to build systems and relationships that utilize the staff’s
diversity, ideological differences, and expertise to realize the school’s goals.
The candidate will demonstrate how the observational analysis data is used to build
capacity of the school to achieve its goals. The observational analysis data will produce
information the candidate can use to maximize the strengths of the staff and minimize the
differences that may exist that impede progress toward goal attainment.
Culminating Project:
The CAAP will consist of an action plan that is derived from the Needs Assessment,
School Environmental Analysis, Cultural Competence Audit, and Graphic Organizer. With
these data sources as foundation for the CAAP, the candidate will develop and present to
the school administration team recommendations and strategies for improving the culture
of the school. The intended purposes of the CAAP is to provide a framework for enhanced
cultural competence that facilitates improved student learning.
A successful evidence will demonstrate:
1. Knowledge and understanding of the concepts of a shared school vision and school
culture and apply them to setting priorities focused on student learning and success.
2. Knowledge and understanding of the concepts of equity, diversity, justice, and
fairness and apply them towards setting the school’s improvement goals and
strategies.
3. Knowledge of the value of genuine recognition and reward based on performance
and apply those principles in working with students, faculty, staff, and community
members.
4. Knowledge and understanding that every organization has conflicts and apply
strategic responses to conflict resolution, primarily based on the precept: “What is
the best resolution to serve students well?”
5. Knowledge of school and district, and state rules regarding proper and improper
conduct for students and staff, and apply and/or enforce them in the context of clear
expectations and procedures.
6. Knowledge of the importance of communicating expectations and work with others
to ensure that those communications are articulated and understood.
Rev. 9-5-11
Page 68 of 145
How the evidence will be evaluated by the institution:
The candidate’s experiences and reflections should be articulated in the process journal
for this evidence. The self-reflection of personal development and growth as a school
leader, along with the candidate’s commitment to the improvement of student learning,
will be a significant element used by the program faculty and a representative of the
LEA in determining the readiness of the candidate for school-level executive
leadership.
The following rubric will be used to evaluate the Cultural Advocacy Action Plan (CAAP).
Rev. 9-5-11
Page 69 of 145
Electronic Rubric:
ELECTRONIC EVIDENCE # 5 ARTIFACT RUBRIC
School Culture and Safety
Cultural Advocacy and Action Plan (CAAP)
Key Artifacts: TWCS/Climate Survey Analysis, Needs Assessment, School Environmental Analysis, Cultural Competency Audit, Graphical
Organization Chart.
Assignment
Description
Emerging
Developing
Proficient
Accomplished
Part A:
TWCS
Analysis/Climate
Survey Analysis
Assignment
Part B:
Needs Assessment
Rev. 9-5-11
The analysis of the climate or TWCS will
include data related to the five areas that
the North Carolina State Board of
Education have identified to measure.
These areas include empowerment,
leadership, facilities, resources, and time.
The candidate will utilize the data to
develop the needs assessment.
Climate analysis
minimally references
the TWCS to partially
examine data related
to empowerment,
leadership, facilities,
resources and/or time.
Climate analysis clearly
references the TWCS to
partially examine data
related to
empowerment,
leadership, facilities,
resources and/or time.
Climate analysis clearly
references the TWCS to
examine data related to
empowerment,
leadership, facilities,
resources and time.
Climate analysis
demonstrates
collaboration with others
in addition to examination
of the TWCS to analyze
data related to
empowerment, leadership,
facilities, resources and
time.
Description
Emerging
Developing
Proficient
Accomplished
The candidate will develop a needs
assessment based on the results of the
TWCS data. The needs assessment should
include a background description of the
setting, a clear statement of the purpose of
the needs assessment, a list of participants
who participated during the needs
assessment process, and at what stage of
the process the participants were active, an
analysis of the findings, and a set of
recommendations that identifies strategies
that will help lead the school to a safer,
more culturally diverse environment for
teaching and learning. The needs
assessment will be the first of three
analyses that contribute to the Cultural
Advocacy Action Plan (CAAP).
Needs assessment
minimally references
TWCS data analysis
developed in Part A.
The process of
collaboration to
develop the needs
assessment is present.
Recommendations
based on identified
needs include minimal
strategies that improve
the school
environment for
teaching and learning.
Needs assessment
references TWCS data
analysis developed in
Part A. The process of
collaboration to develop
the needs assessment is
outlined.
Recommendations
based on identified
needs include some
strategies that improve
the school environment
for teaching and
learning with some
attention paid to issues
of diversity and equity.
Needs assessment
clearly references
TWCS data analysis
developed in Part A
The process of
collaboration to
develop the needs
assessment is
delineated.
Recommendations
based on identified
needs include strategies
that improve the school
environment for
teaching and learning
with attention paid to
issues of diversity and
equity.
Needs assessment clearly
references TWCS data
analysis developed in Part
A. The process of
collaboration to develop
the needs assessment is
delineated and includes
descriptions of working
through issues of discord,
inclusion of diverse
opinions, and steps
toward achieving
consensus.
Recommendations based
on identified needs
include strategies that
improve the school
environment for teaching
and learning with
Page 70 of 145
attention paid to issues of
diversity and equity.
Assignment
Part C:
School
Environmental
Analysis
Description
Emerging
Developing
Proficient
Accomplished
This component of the CAAP will require
the candidate to be a participant observer
in the selected school with a deliberate
purpose of gathering qualitative data by
observations and interviews of existing
staff. The candidate will describe the
school setting, the community setting,
school environment, student achievement,
student and staff cultural diversity,
including exceptionalities, race, ethnicity,
socioeconomic status, gender, and other
differences that may exist in the school and
community. The School Environmental
Analysis is the second of three analyses
that contribute to the CAAP.
The analysis includes
minimal descriptions
of the school setting,
the community setting,
the school
environment, student
achievement, student
and staff cultural
diversity, including
exceptionalities, race,
ethnicity,
socioeconomic status,
gender, and other
differences that may
exist in the school and
community.
The School
Environmental Analysis
includes a minimal
description of the
qualitative research
process utilized by the
candidate. The analysis
includes brief
descriptions of the
school setting, the
community setting, the
school environment,
student achievement,
student and staff
cultural diversity,
including
exceptionalities, race,
ethnicity,
socioeconomic status,
gender, and other
differences that may
exist in the school and
community.
The School
Environmental Analysis
includes a brief
description of the
qualitative research
process utilized by the
candidate. The analysis
includes descriptions of
the school setting, the
community setting, the
school environment,
student achievement,
student and staff
cultural diversity,
including
exceptionalities, race,
ethnicity,
socioeconomic status,
gender, and other
differences that may
exist in the school and
community.
The School
Environmental Analysis
includes a thorough
description of the
qualitative research
process utilized by the
candidate with multiple
data sources indicated.
The analysis includes
descriptions of the school
setting, the community
setting, the school
environment, student
achievement, student and
staff cultural diversity,
including exceptionalities,
race, ethnicity,
socioeconomic status,
gender, and other
differences that may exist
in the school and
community.
Assignment
Description
Emerging
Developing
Proficient
Accomplished
Part D:
Cultural Competence
Audit
The candidate will measure the level of
cultural competence at a school by
assessing the school vision, mission,
school leadership, teacher quality as
measured by experience and certifications,
teaching and learning, parental
involvement and support, conflict
resolution, and student achievement. The
The school culture is
minimally described
with regards to school
vision, mission, school
leadership, teacher
quality as measured by
experience and
certifications, teaching
The school culture is
briefly described with
regards to school
vision, mission, school
leadership, teacher
quality as measured by
experience and
certifications, teaching
The school culture is
described in detail with
regards to school
vision, mission, school
leadership, teacher
quality as measured by
experience and
certifications, teaching
The school culture is
described in detail with
regards to school vision,
mission, school
leadership, teacher quality
as measured by
experience and
certifications, teaching
Rev. 9-5-11
Page 71 of 145
results of this audit will be the third of
three analyses that contributes to the
CAAP. The audit should contain a list of
recommendations that include specific
activities and programs designed to present
an action plan that will improve the culture
of the school.
Assignment
Part E:
Graphical
Organization Chart
Rev. 9-5-11
and learning, parental
involvement and
support, conflict
resolution, and/or
student achievement.
Minimal
recommendations for
activities and
programs to improve
school culture are
poorly aligned with
descriptions of current
context.
and learning, parental
involvement and
support, conflict
resolution, and student
achievement.
Recommendations for
activities and programs
to improve school
culture are somewhat
aligned with
descriptions of current
context.
and learning, parental
involvement and
support, conflict
resolution, and student
achievement.
Recommendations for
activities and programs
to improve school
culture are aligned with
descriptions of current
context.
and learning, parental
involvement and support,
conflict resolution, and
student achievement.
Recommendations for
activities and programs to
improve school culture
are aligned with
descriptions of current
context and are
determined through
collaboration with other
school stakeholders.
Description
Emerging
Developing
Proficient
Accomplished
The candidate will develop an electronic
framework to graphically display the
progress of the school related to cultural
advocacy and safety. This framework will
have data that will demonstrate how the
framework will display graphically the
beginning and ending datasets that
measure the progress of the school on the
parameters identified in the TWCS, Needs
Assessment, School Environmental
Analysis, and Cultural Competence Audit.
An example of this graphical organization
chart could be a PERT Chart that not only
demonstrates the timeline of the project,
but also identifies the relationships among
the elements of the CAAP.
The organization
chart/s minimally
reflects parameters
identified in Parts B-D
and utilizes a graphic
organizational tool
that poorly displays
the school’s progress
towards identified
goals. Relationships
between these goals
and steps towards
improvement are
unclear.
The organization chart/s
minimally reflects
parameters identified in
Parts B-D and utilizes a
graphic organizational
tool to display the
school’s progress
towards identified
goals. Relationships
between these goals and
steps towards
improvement are
minimal.
The organization
chart/s reflects
parameters identified in
Parts B-D and utilizes a
graphic organizational
tool to display the
school’s progress
towards identified goals
and demonstrates the
relationships between
these goals and steps
towards improvement.
The organization chart/s
reflects collaboration in
its creation. In addition,
the chart/s reflects
parameters identified in
Parts B-D and utilizes a
graphic organizational
tool to display the
school’s progress towards
identified goals and
demonstrates the
relationships between
these goals and steps
towards improvement.
Page 72 of 145
ELECTRONIC EVIDENCE # 5 DESCRIPTOR RUBRIC
Cultural Leadership
3a. Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative work environment can play in the
school’s culture.
Developing
Proficient
Analyzes data from the
Teacher Working
Conditions Survey and other
data sources from parents,
students, teachers, and
stakeholders to diagnose
and evaluate the teaching
and learning environment
within the school.
Accomplished
Not Demonstrated
3a1. Designs strategies for
achieving a collaborative and
positive work environment
within the school.
AND
AND
Identifies characteristics of
a collaborative work
environment within the
school.
AND
Emerging
Comprehends literature,
research, and theory associated
with organizational climate,
particularly as it is manifested
in schools.
3a. Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative work environment can play in the
school’s culture.
Developing
Analyzes data from the
Teacher Working
Conditions Survey and other
data sources from parents,
students, teachers, and
stakeholders to diagnose
and evaluate the teaching
and learning environment
within the school.
Accomplished
3a3. Utilizes data gained from
the Teacher Working
Conditions Survey and other
sources to identify perceptions
of the work environment.
AND
AND
Rev. 9-5-11
Proficient
Identifies characteristics of
a collaborative work
environment within the
school.
AND
Emerging
Comprehends literature,
research, and theory associated
with organizational climate,
particularly as it is manifested
in schools.
Not Demonstrated
Page 73 of 145
3b. School Culture and Identity: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school.
Proficient
Accomplished
Not Demonstrated
AND
3b1. Uses shared values,
beliefs and a shared vision to
promote a school culture of
learning and success.
AND
Articulates how a shared
vision, mission, values,
beliefs, and goals have
defined the identity and
culture of the school.
Articulates the influences of
school demographics,
equity, and diversity in
determining the schools’
mission, vision, and goals.
3d. Efficacy and Empowerment: The school executive develops a sense of efficacy and empowerment among staff which influences the school’s identity, culture, and performance.
Developing
AND
Understands the importance of
developing a sense of wellbeing among staff, students,
and parents/guardians.
Analyzes school contexts
and cultures and identifies
areas of both high and low
levels of staff efficacy and
empowerment.
Proficient
Accomplished
Not Demonstrated
3d2. Identifies strategies for
developing a sense of wellbeing among staff, students,
and parents/guardians.
AND
Emerging
Understands the importance of
building a sense of efficacy
and empowerment among
staff.
AND
Understands the many aspects
of diversity as they apply to
schools and their missions.
Developing
AND
Emerging
Understands research and
scholarship on school culture
and its relationship with
meaningful school vision,
values, and goals.
Micro-political Leadership
7a. School Executive Micro-political Leadership: The school executive develops systems and relationships to leverage staff expertise and influence in order to affect the school’s identity,
culture, and performance.
Rev. 9-5-11
Proficient
Is aware of the expertise,
power and influence of staff
members, and demonstrates
sensitivity to their personal
and professional needs.
AND
AND
Understands ethical leadership
and the principles of fairness
and equity as they apply to
people, processes, and
resources in schools.
Developing
Develops strategies to
maintain high visibility and
easy accessibility
throughout the school.
7a1. Works with others to
build systems and
relationships that utilize the
staff’s diversity, ideological
differences, and expertise to
realize the school’s goals.
Accomplished
AND
Emerging
Understands theories of
leadership and interpersonal
relations that are relevant and
can be applied by the effective
school executive.
Works with others to
employ an awareness of
staff’s professional needs,
issues, and interests to
build cohesion and to
facilitate distributed
governance and shared
decision-making.
Not Demonstrated
Page 74 of 145
School Improvement
Descriptors of the elements addressed in the evidence: 1a1, 1a2, 1c2, 1c1, 3b2, 2a3, 6b2
Name of Evidence: School Improvement Action Plan (SIAP)
The evidence for School Improvement is an action plan developed as a result of a collaborative
effort by members of the internal and external school communities by conducting a comprehensive
analysis of student achievement, an analysis of school climate as measured by the TWCS, an
evaluation of resources necessary for school improvement, and a graphical organizer view of the
relationships among data sources, school goals and objects, and resources. The SIAP will be the
cohesive plan that includes the following series of projects: School Data Image Project, School
Data Disaggregation Project, Teacher Working Conditions Survey Analysis Project, Resource
Allocation Evaluation Project, and Graphic Organizer. The candidate will synthesize an action
plan that addresses the strengths and opportunities for improvement of the school and examine the
relationships among the data sources and the resource availability. The SIAP will be presented to
the school administration for feedback and possible restructuring of resources that will lead to the
implementation of the action plan.
Specific directions and/or requirements for the evidence provided to the candidates
Part A: School Data Image Project
The candidate will lead a professional team of educators in an analysis of school data that
will help the team formulate a clear image of the school’s academic accomplishments and
opportunities for growth. A list of areas to be considered include, but are not limited to,
attendance, discipline, standardized test results, benchmark test results, and any other data
that team members believe are pertinent to student achievement. The School Data Image
will be the foundation of the School Improvement Action Plan (SIAP). The format of the
candidate’s school data image is left to the candidate’s own innovation, creativity, and
discretion.
Part B: School Data Disaggregation Project
Using the School Data Image as a foundation, the candidate will lead a team to further
disaggregate the data by subgroups utilizing EVASS or other data analysis tool that
provides the School Improvement Team information to accurately reflect on the current
status of academic progress and to set appropriate academic goals and expectations to
assure each student, at a minimal, makes adequate yearly progress.
Part C: Teacher Working Conditions Survey Analysis Project
The candidate will lead a team of professional educators in an analysis of the elements of
the Teacher Working Conditions Survey (TWCS) and/or other data that are used by the
School Improvement Team to draft, monitor, and revise the School Improvement Plan. The
candidate will create a visual display that identifies data sources and clearly identifies
findings from each source. The Teacher Working Conditions Survey Analysis Project will
include the visual display outlined above, a reflection on the usefulness of the display
related to student achievement and school goal attainment, and a class presentation
complete with a note-taking guide.
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Part D: Focus Group Project
The candidate will assemble a team of stakeholders representing both internal and external
school communities for the purpose of conducting a focus group on the findings of the
School Data Image Project, School Data Disaggregation Project, and the Teacher Working
Conditions Analysis Project. The purpose of the focus group is to receive feedback on the
findings of the data-gathering projects and to formulate suggestions that will evolve into
recommendations to the School Improvement Team for adjustments and additions to the
School Improvement Plan. A report of the findings from the focus group will be submitted
as an artifact for the School Improvement Action Plan.
Part E: Resource Allocation Evaluation Project
The candidate will lead the team in the development of a document that specifies
availability of resources to support the School Improvement Plan. Utilizing the data
collected and analyzed during the School Data Image, School Data Disaggregation,
Teacher Working Conditions Survey, and Focus Group projects, the candidate will identify
resources available and resources required to develop and implement the SIAP.
Part F: Graphical Organizer
The candidate will produce a graphic organizer that illustrates the data collected and
analyzed, the major strengths and opportunities for improvement identified by the
stakeholders, and the relationships that each of these have with student achievement. The
graphic organizer serves as a formative assessment tool for the implementation of the
SIAP.
The candidate will work with key leadership teams to implement and assess impact of the
proposed activities aimed at overall school improvement. The candidate’s proficiency will
be judged on the ability to assess the needs of the schools, the ability to communicate those
needs to key leadership teams and the ability to assess impact of the components of the
plan.
How the evidence specifically addresses the descriptors of the elements of the standards for
which it is cited:
The School Improvement Action Plan process will require each candidate to work with a
team of faculty in a school to practice essential decision-making processes for school
improvement. The candidate and other school improvement team members will develop an
action plan that demonstrates an evaluation of the decision-making processes with regard to
school improvement, resource allocations, facilitation of the mission and vision, evaluation
of instruction, community engagement, alignment to local and state mandates, and the
development of an optimal learning environment. The components of effective data-driven,
decision-making processes will be demonstrated in the recommendations completed in the
action plan. The evidences will include the following at a minimum:
Rev. 9-5-11
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Descriptor 1a1 – Works with others to develop a shared vision and strategic goals for
student achievement that reflect high expectations for students and staff.
The candidate will show that s/he works with others through the effective use of focus
groups as a qualitative measure of stakeholder needs, understandings, and perceptions. The
candidate will also demonstrate the ability to work with others by leading the team to
analyze student data and setting goals with high expectations for both students and staff.
These activities are critical to a successful SIAP.
Descriptor 1a2 – Maintains a focus on the vision and strategic goals throughout the
year.
The candidate, through a graphic organizer, will demonstrate progress over time as a part
of the SIAP. Data updates are critical to tracking progress towards strategic goals. The
candidate will need to produce multi-cross-sectional data views in order to show progress
over time.
The candidate will research current School Improvement Team (SIT) goals, objectives, and
other findings through surveys and/or interviews with SIT members, as well as other
teaching and administrative personnel. The candidate will include his/her school’s team
structure, names, basic expectations, and summary of accomplishments in this analysis.
Maintaining the mission and vision throughout the year as the focus of SIT expectations
should be evident. If this is not the case, then a realignment of SIT priorities should be
stated as part of the summary findings. The candidate will disaggregate the data from the
Teacher Working Conditions (TWC) survey from his/her school. The disaggregation of
data from the TWC survey will reflect the strengths and weaknesses of school practices.
The candidate will create a graphic of the strengths and weaknesses reflected in these
assessments. If any of the findings reflect a lack of focus on the school mission and vision,
realignment of SIT priorities should be made. The candidate will conduct professional
development training with staff that addresses areas of need identified in the needs
assessments or some other instrument that assesses needs. The candidate will submit a
video of the training.
Descriptor 1c1 – Works with others to incorporate principles of continuous
improvement and 21st Century concepts into the School Improvement Plan.
The School Improvement Action plan is a result of a collaborative effort by stakeholders
from the entire school community. It will incorporate principles that assure continuous
improvement and have a solid theoretical foundation in the literature. The focus group
discussion will enable candidates to engage the community in discussion of how best to
incorporate principles of continuous improvement and 21st Century concepts into the SIP
with attention to the community’s vision for improvement, equity and diversity in the
classroom and school, professional development training, and district, state, and federal
mandates. Descriptors 3b2 and 6b2 will also reflect these assignments.
In consultation with the school administrator, the candidate will conduct a focus group
discussion with a representative group of community and business people to determine the
21st Century processes they use to continuously improve their businesses. Based on
analysis of the data used to develop the School Improvement Plan (SIP), the candidate will
write a plan to show how the principles learned from the group interview could be applied
for improvement at the school site. Questions asked should address the school
community’s vision for improvement, equity and diversity, professional development
Rev. 9-5-11
Page 77 of 145
training, and district, state, and federal mandates. Then, working with a professional
learning team, the candidate will develop a graphic organizer that shows district initiatives,
tells how they are implemented at the school level, evaluates their success, and offers
suggestions for improvement. These reflections will be shared with district level
administrators.
Descriptor 1c2 – Work with others to systematically collect, analyze, and use data
regarding the school’s progress toward attaining strategic goals and objectives.
The candidate will work with others during all the projects incorporated in the School
Improvement Action Plan. Five of the six projects contained with the SIAP require the
student to collect, analyze, and report data related to the school’s attempt to meet its
strategic goals and objects. All six of the projects require the student to demonstrate an
understanding of data and to provide an appropriate illustration of the data relationships
and meaning.
The School Data Image Project requires the candidate to work with other school staff in a
professional learning community to present a School Data Image that compares academic
achievement data from one grading period to another. The following will be considered in
this process of data collection and analysis: attendance, discipline, standardized test
achievement, benchmark test achievement, the Teacher Working Conditions survey, and
any other data that help track the progress of the school. As a group, the candidate and
professional learning community will prepare spreadsheets, graphic illustrations and pivot
tables that will reflect strengths and weaknesses that must be addressed for continued
student achievement aligned with the attainment of strategic goals and objectives. The
results of this data collection and analysis will be used in descriptor 1a1 toward the
development of the school vision and goals for continued achievement.
Descriptor 2a3 – Utilizes multiple sources of data, including the Teacher Working
Conditions Survey, for the improvement of instruction.
The SIAP incorporates data from student achievement, data from teachers from the TWCS,
focus-group input from internal and external stakeholders, and resource data to give the
candidate a vast amount of data to propose an action plan to improve student achievement
via improved instruction.
The candidate will work with other school staff in a professional learning team to analyze
the results of various data sources including the Teacher Working Conditions survey that
are used to draft, monitor, and revise the School Improvement Plan. The candidate will
disaggregate the data from the teacher working condition survey from his/her school and
create a chart that identifies the data source and the primary finding from that source.
Working cooperatively with the school administrator or designee, the candidate will
research resource allocation at his/her school. The candidate will graphically represent
findings as outlined in the Resource Allocation Evaluation Project and include basic
components of a school’s budget, including personnel, instructional supplies, capital
outlay, services, and other school expenditures. The Resource Allocation Evaluation
Project requires the candidate to continuously analyze multiple data sources, such as the
TWC, school and district budgets, and School Improvement Plan (SIP) that are used to
improve instruction. The processes of drafting, monitoring, and revising the School
Improvement Plan are essential to continuous growth.
Rev. 9-5-11
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Consulting with the school administrator, the candidate will review the existing teacher and
staff evaluation program, research best practices, and offer an evaluation template that
reaffirms current practices or presents alternatives for improvement. The following should
be included in generating a new template or modifying existing formats: effectiveness of
classroom instruction and recommendations for improvement; recommendations should be
fair and equitable in order to have district- and state-wide applications. This furnishes
candidates the opportunity to provide formal feedback for teachers concerning their
teaching effectiveness, as well as ways to improve their instructional practices. Designing
feedback for teachers also aids them in designing equitable and fair district-wide teacher
evaluations.
Descriptor 3b2 – Works with others to address diversity and equity as the school
develops, monitors, and adjusts the school improvement plan.
The School Improvement Action plan will support descriptor 3b2 by demonstrating
continual analysis of disaggregated data. From these analyses, the School Improvement
Team can adjust the plan to meet the needs of the school.
The candidate will create and utilize teams within the school to revisit the School
Improvement Plan. The candidate and team will disaggregate and analyze findings, then
suggest modifications to the SIP based on diversity and equity needs within the school.
Descriptor 6b2 – Continually assesses the program of district initiatives and reports
results to district-level decision makers.
The data analysis projects within the SIAP will provide valuable information to the school,
community, and district. The district-level decision makers, as a result of the data efforts at
the school level, will have valid information to support or change district initiatives.
Working with a professional learning team, the candidate will develop a graphic organizer
that shows district initiatives, tells how they are implemented at the school level, evaluate
their success, and offer suggestions for improvement. These findings will be shared with
district-level administrators for further discussion.
The candidate will develop a comprehensive School Improvement Action Plan (SIAP) by
addressing descriptors 1a1, 1c2, 1a2, 1c1,2a3, 3b2 and 6b2. The SIAP will focus on the
decision-making process; data-driven decisions; communications, both internal and
external, to the school community; and collaboration with the school leadership and School
Improvement Team.
The candidate will also work with others in a professional learning community to analyze
the data needed to develop, implement, monitor, and revise the School Improvement
Action Plan as a living and changing document that carries out the vision, mission, and
goals of the school. The plan will reflect how the district initiatives for continuous
improvement are applied. It will be obvious that the final plan focuses on the vision and
goals made for continuous school improvement. The candidate will continue to
demonstrate the application of the evaluation of pertinent data towards decision-making
processes.
A successful evidence will demonstrate:
1. Knowledge of the importance of making the school’s vision a shared vision and apply
Rev. 9-5-11
Page 79 of 145
such a shared vision to the processes of goal setting and strategic planning.
2. Knowledge of the value of high behavioral and performance expectations for staff and
students and communicate those expectations in positive and supportive ways.
3. Knowledge of the importance of maintaining an organizational focus on the vision and
strategic priorities and communicate that focus in communications and decision-making
processes.
4. Knowledge of the principles of 21st Century learning and continuous improvement and
monitor the school improvement planning processes to ensure their inclusion.
5 Knowledge of the tools and techniques of data analysis and apply that knowledge
towards the school improvement planning processes.
6. Knowledge that the school’s mission and school improvement progress is a part of a
district mission and school improvement process and communicate the school’s progress
in response to district initiatives and requirements.
How the evidence is/will be evaluated by the institution:
The evidence will be evaluated by the quality, completeness, and theoretical soundness of
the candidate’s submissions as defined in the rubric in this handbook and on TaskStream.
The candidate’s experiences and reflections should be articulated in the documentation for
this evidence. The self-reflection of personal development and growth as an instructional
leader, along with the candidate’s commitment to the improvement of student learning, will
be a significant element used by the program faculty and a representative of the LEA in
determining the readiness of the candidate for school-level executive leadership.
Rev. 9-5-11
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Electronic Rubric:
ELECTRONIC EVIDENCE # 6 ARTIFACT RUBRIC
School Improvement
School Improvement Action Plan (SIAP)
Key Artifacts: School Data Image Project, School Data Disaggregation Project, Teacher Working Conditions Survey Analysis Project,
Focus Group Project, Resource Allocation Evaluation Project, Graphical Organizer
Assignment
Description
Emerging
Developing
Proficient
Accomplished
Part A:
School Data Image
Project
Assignment
Part B:
School Data
Disaggregation
Project
Rev. 9-5-11
The candidate will lead a professional
team of educators in an analysis of school
data that will help the team formulate a
clear image of the school’s academic
accomplishments and opportunities for
growth. A list of areas to be considered
include, but are not limited to, attendance,
discipline, standardized test results,
benchmark test results, and any other data
that team members believe are pertinent
to student achievement. The School Data
Image will be the foundation of the
School Improvement Action Plan (SIAP).
The format of the candidate’s school data
image is left to the candidate’s own
innovation, creativity, and discretion.
School data image
project conveys
minimal analysis of
school’s
accomplishments and
areas for growth
utilizing few data
sources.
School data image
project conveys some
collaborative analysis
of school’s
accomplishments and
areas for growth
utilizing some data
sources.
School data image
project clearly conveys
leadership of a
collaborative team in
analysis of school’s
accomplishments and
areas for growth
utilizing multiple data
sources.
School data image project
clearly conveys leadership
of a collaborative team in
analysis of school’s
accomplishments and
areas for growth utilizing
multiple data sources.
School data image is
communicated in a format
easily understood by
stakeholders at a variety
of levels.
Description
Emerging
Developing
Proficient
Accomplished
Using the School Data Image as a
foundation, the candidate will further
disaggregate the data by subgroups
utilizing EVASS or other data analysis
tool that provides the School
Improvement Team information to
accurately reflect on the current status of
academic progress and to set appropriate
academic goals and expectations to assure
each student, at a minimal, makes
adequate yearly progress.
Data disaggregation
minimally
communicates
information to the
School Improvement
Team. Disaggregation
uses some subgroups
to reflect on current
status of academic
progress and sets some
academic goals and
expectations
Data disaggregation
communicates
information to the
School Improvement
Team. Disaggregation
uses subgroups to
reflect on current status
of academic progress
and sets some
appropriate academic
goals and expectations.
Data disaggregation
communicates
information to the
School Improvement
Team clearly and
accurately.
Disaggregation uses
subgroups to reflect on
current status of
academic progress and
set appropriate
academic goals and
expectations to assure
each student, at a
minimum, makes
Data disaggregation
communicates
information to the School
Improvement Team
clearly and accurately.
Disaggregation uses
subgroups to reflect on
current status of academic
progress and set
appropriate academic
goals and expectations to
assure each student, at a
minimum, makes
adequate yearly progress.
In addition, the candidate
Page 81 of 145
adequate yearly
progress.
Assignment
Part C:
Teacher Working
Conditions Survey
Analysis Project
with provide the School
Improvement Team with
descriptions of suggested
staff development based
on stated goals and
expectations.
Description
Emerging
Developing
Proficient
Accomplished
The candidate will lead a team of
professional educators in an analysis of
the elements of the Teacher Working
Conditions Survey (TWCS) and/or other
data that are used by the School
Improvement Team to draft, monitor, and
revise the School Improvement Plan. The
candidate will create a visual display that
identifies data sources and clearly
identifies findings from each source. The
Teacher Working Conditions Survey
Analysis Project will include the visual
display outlined above, a reflection on the
usefulness of the display related to
student achievement and school goal
attainment, and a class presentation
complete with a note-taking guide.
Candidate’s visual
display of TWCS
and/or other data used
by School
Improvement Team
identifies data sources
and few findings from
each source.
A reflection on the
usefulness of this
display related to
student achievement
and/or school goal
attainment is poorly
articulated.
The visual display is
communicated to
peers through a class
presentation.
Candidate’s visual
display of TWCS
and/or other data used
by School Improvement
Team identifies data
sources and some
findings from each
source.
A reflection on the
usefulness of this
display related to
student achievement
and/or school goal
attainment is partially
articulated.
The visual display is
communicated to peers
through a class
presentation.
Candidate’s visual
display of TWCS
and/or other data used
by School Improvement
Team clearly identifies
data sources and
findings from each
source.
A reflection on the
usefulness of this
display related to
student achievement
and school goal
attainment is
articulated.
The visual display is
communicated to peers
through an engaging
class presentation.
Candidate’s visual display
of TWCS and/or other
data used by School
Improvement Team
clearly identifies multiple
data sources and in-depth
findings from each
source.
A reflection on the
usefulness of this display
related to student
achievement and school
goal attainment is
articulated.
The visual display is
communicated to peers
through an engaging class
presentation.
Assignment
Description
Emerging
Developing
Proficient
Accomplished
Part D:
Focus Group Project
The candidate will assemble a team of
stakeholders representing both internal
and external school communities for the
purpose of conducting a focus group on
the findings of the School Data Image
Project, School Data Disaggregation
Project, and the Teacher Working
Conditions Analysis Project. The purpose
of the focus group is to receive feedback
on the findings of the data-gathering
projects and to formulate suggestions that
will evolve into recommendations to the
Candidate submits
little evidence of
meeting with team of
stakeholders. Report
of focus group
findings contains little
feedback based on
data presented to
stakeholders.
Candidate submits
minimal evidence of
meeting with team of
stakeholders. Report of
focus group findings
contains some feedback
based on data presented
to stakeholders.
Candidate submits
evidence of meeting
with team of
stakeholders including
but not limited to:
stakeholder members
present, agenda, and
materials/notes from
meeting. Report of
focus group findings
contains feedback
based on data presented
Candidate submits
evidence of meeting with
team of stakeholders
including but not limited
to: stakeholder members
present, agenda, and
materials/notes from
meeting. Report of focus
group findings contains
feedback based on data
presented to stakeholders
and extends this feedback
Rev. 9-5-11
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School Improvement Team for
adjustments and additions to the School
Improvement Plan. A report of the
findings from the focus group will be
submitted as an artifact for the School
Improvement Action Plan.
to stakeholders.
as recommendations to
the School Improvement
Team for incorporation
into the School
Improvement Plan.
Assignment
Description
Emerging
Developing
Proficient
Accomplished
Part E:
Resource Allocation
Evaluation Project
The candidate will develop a document
that specifies availability of resources to
support the School Improvement Plan.
Utilizing the data collected and analyzed
during the School Data Image, School
Data Disaggregation, Teacher Working
Conditions Survey, and Focus Group
projects, the candidate will identify
resources available and resources
required to develop and implement the
SIAP.
Candidate identifies
some resources
required to support the
School Improvement
Plan based on
completed data
analysis projects.
Candidate identifies
resources required to
support the School
Improvement Plan
based on completed
data analysis projects.
In addition, the
candidate evaluates the
current school context
and identifies some
resources that are
available and some that
are lacking.
Candidate clearly
identifies resources
required to support the
School Improvement
Plan based on
completed data analysis
projects. In addition,
the candidate evaluates
the current school
context and identifies
which required
resources are available
and which are lacking.
Candidate clearly
identifies resources
required to support the
School Improvement Plan
based on completed data
analysis projects. In
addition, the candidate
evaluates the current
school context and
identifies which required
resources are available
and which are lacking.
The candidate develops an
initial plan for obtaining
needed resources.
Assignment
Description
Emerging
Developing
Proficient
Accomplished
Part F:
Graphical Organizer
Rev. 9-5-11
The candidate will produce a graphic
organizer that illustrates the data
collected and analyzed, the major
strengths and opportunities for
improvement identified by the
stakeholders, and the relationships that
each of these have with student
achievement.
Graphic organizer
poorly displays data
collected and analyzed
in Parts A-D and
inconsistently
demonstrates some of
the relationships of
this data to student
achievement.
Graphic organizer
displays data collected
and analyzed in Parts
A-D and demonstrates
some of the
relationships of this
data to student
achievement.
Graphic organizer
clearly displays data
collected and analyzed
in Parts A-D and
demonstrates the
relationships of this
data to student
achievement.
Graphic organizer clearly
displays data collected
and analyzed in Parts A-D
and demonstrates the
relationships of this data
to specific areas of
student achievement.
Page 83 of 145
ELECTRONIC EVIDENCE # 6 DESCRIPTOR RUBRIC
Strategic Leadership
1a. School Vision, Mission and Strategic Goals: The school’s identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes used to establish
these attributes, and the ways they are embodied in the life of the school community.
Proficient
1a1. Works with others to
develop a shared vision
and strategic goals for
student achievement that
reflect high expectations
for students and staff.
Accomplished
Not Demonstrated
AND
Develops his/her own
vision of the changing
world in the 21st century
that schools are preparing
children to enter.
AND
Developing
AND
Emerging
Understands the attributes,
characteristics, and
importance of school
vision, mission, and
strategic goals; and can
apply this understanding to
the analysis and critique of
existing school plans.
1a. School Vision, Mission and Strategic Goals: The school’s identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes used to establish
these attributes, and the ways they are embodied in the life of the school community.
Proficient
1a2. Maintains a focus on
the vision and strategic
goals throughout the
school year.
Accomplished
Not Demonstrated
AND
Develops his/her own
vision of the changing
world in the 21st century
that schools are preparing
children to enter.
AND
Developing
AND
Emerging
Understands the attributes,
characteristics, and
importance of school
vision, mission, and
strategic goals; and can
apply this understanding to
the analysis and critique of
existing school plans.
1c. School Improvement Plan: The school improvement plan provides the structure for the vision, values, goals and changes necessary for improved achievement for all students.
Proficient
1c1. Works with others to
incorporate principles of
continuous improvement
and 21st century concepts
into the School
Improvement Plan.
Uses the North Carolina
Teacher Working
Conditions Survey and
other data sources to
develop a framework for
the School Improvement
Plan.
Accomplished
AND
AND
Rev. 9-5-11
Developing
Works with others to
facilitate the collaborative
development of the annual
School Improvement Plan
to realize strategic goals
and objectives.
AND
Emerging
Understands statutory
requirements regarding the
School Improvement Plan.
Not Demonstrated
Page 84 of 145
1c. School Improvement Plan: The school improvement plan provides the structure for the vision, values, goals and changes necessary for improved achievement for all students.
Proficient
1c2. Works with others to
systematically collect,
analyze, and use data
regarding the school’s
progress toward attaining
strategic goals and
objectives.
Uses the North Carolina
Teacher Working
Conditions Survey and
other data sources to
develop a framework for
the School Improvement
Plan.
Accomplished
Not Demonstrated
AND
AND
Developing
Works with others to
facilitate the collaborative
development of the annual
School Improvement Plan
to realize strategic goals
and objectives.
AND
Emerging
Understands statutory
requirements regarding the
School Improvement Plan.
Instructional Leadership
2a. Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The school executive leads the discussion about standards for curriculum, instruction and assessment
based on research and best practices in order to establish and achieve high expectations for students.
Developing
Rev. 9-5-11
Accomplished
2a3. Utilizes multiple
sources of data, including
the Teacher Working
Conditions Survey, for the
improvement of
instruction.
AND
AND
Is knowledgeable of: the
North Carolina Standard
Course of Study, state and
federal standards for
accountability, and best
instructional practices.
Proficient
Draws from a variety of
data, including student
assessment data, to identify
areas of strength and
weakness in learning,
teaching, curriculum, and
instruction.
AND
Emerging
Comprehends literature,
research, and theory
associated with learning,
teaching, curriculum,
instruction, and assessment.
Not Demonstrated
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Cultural Leadership
3b. School Culture and Identity: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school.
Developing
Articulates the influences
of school demographics,
equity, and diversity in
determining the schools’
mission, vision, and goals.
AND
AND
Understands the many
aspects of diversity as they
apply to schools and their
missions.
Proficient
Articulates how a shared
vision, mission, values,
beliefs, and goals have
defined the identity and
culture of the school.
3b2. Works with others to
address diversity and
equity as the school
develops, monitors, and
adjusts the school
improvement plan.
Accomplished
Not Demonstrated
AND
Emerging
Understands research and
scholarship on school
culture and its relationship
with meaningful school
vision, values, and goals.
External Development Leadership
6b. Federal, State and District Mandates: The school executive designs protocols and processes in order to comply with federal, state, and district mandates.
Developing
Rev. 9-5-11
Works with others to
develop strategies for
implementing district
initiatives directed at
improving student
achievement.
Accomplished
6b2. Continually assesses
the progress of district
initiatives and reports
results to district-level
decision-makers.
AND
AND
Understands district goals
and initiatives directed at
improving student
achievement.
Proficient
Works with others to
design protocols and
processes to comply with
federal, state, and district
mandates.
AND
Emerging
Is knowledgeable of
applicable federal, state,
and district mandates.
Not Demonstrated
Page 86 of 145
Certification of Competency
In addition to the seven (7) standards required for licensure as a School Executive, North Carolina
mandates that candidates demonstrate twenty-one (21) dispositional competencies. The form that
students use to verify these competencies is on the following pages.
Rev. 9-5-11
Page 87 of 145
Additional information on the assessment of competencies developed in the program follows:
LEA/IHE Certification of Competency
Candidate Name:
Principal Name:
LEA:
IHE:
To be recommended for licensure, the candidate must meet or exceed expectations on each of the competencies listed
below. The candidate should explain how s/he has met the descriptor and should name specific evidence that is
available in the electronic portfolio. Give course and requirement.
CHANGE
Competency
Change
Management
Descriptor
o
Candidate’s
Explanation &
Evidence
Anticipates or seeks to
resolve confrontation,
disagreements, or complaints
in a constructive manner
Ratings/Comments
Meets or exceeds
expectations
Comments:
Creative
Thinking
o
Engages in and fosters an
environment for others to
engage in innovative thinking
Meets or exceeds
expectations
Comments:
Results
Orientation
o
o
o
o
Effectively assumes
responsibility
Recognizes when a decision
is required
Takes prompt action as issues
emerge
Resolves short-term issues
while balancing them against
long-term goals
Meets or exceeds
expectations
Comments:
VISION
Competency
Environmental
Awareness
Rev. 9-5-11
Descriptor
o
Becomes aware and remains
informed of external and
internal trends, interests and
issues with potential impacts
on school policies, practices,
procedures, and positions
Candidate’s
Explanation &
Evidence
Ratings/Comments
Meets or exceeds
expectations
Comments:
Page 88 of 145
Global
Perspective
o
o
Systems
Thinking
o
o
Visionary
o
Understands the competitive
nature of the new global
economy
Is clear about the knowledge
and skills students will need
to be successful in this
economy
Meets or exceeds
expectations
Comments:
Understands the
interrelationships and
impacts of school and
district influences, systems
and external stakeholders
Applies that understanding
to advancing the
achievement of the school or
team
Meets or exceeds
expectations
Comments:
Encourages imagineering by
creating an environment and
structure to capture
stakeholder dreams of what
the school could become for
all the students
Meets or exceeds
expectations
Comments:
RELATIONSHIPS
Competency
Communication
Descriptor
o
o
o
o
Conflict
Management
o
Effectively listens to others
Clearly and effectively
presents and understands
information orally and in
writing
Acquires, organizes,
analyzes, interprets, and
maintains information
needed to achieve school or
team 21st Century objectives
Effectively engages staff and
community in the change
process in a manner that
ensures their support of the
change and its successful
implementation
Anticipates or seeks to
resolve confrontation,
disagreements, or complaints
in a constructive manner
Candidate’s
Explanation &
Evidence
Ratings/Comments
Meets or exceeds
expectations
Comments:
Meets or exceeds
expectations
Comments:
Customer Focus
Rev. 9-5-11
o
Understands the students as
Page 89 of 145
customers of the work of
schooling and the servant
nature of leadership and acts
accordingly
Meets or exceeds
expectations
Comments:
CARING
Competency
Dialogue/Inquiry
Responsiveness
Descriptor
o
o
o
Sensitivity
o
o
o
o
Emotional
Intelligence
o
o
Candidate’s
Explanation &
Evidence
Is skilled in creating a risk
free environment for
engaging people in
conversations that explore
issues, challenges or bad
relationships that are
hindering school
performance
Meets or exceeds
expectations
Comments:
Does not leave issues,
inquiries, or requirements for
information go unattended
Creates a clearly delineated
structure for responding to
requests/situations in an
expedient manner
Meets or exceeds
expectations
Comments:
Effectively perceives the
needs and concerns of others
Deals tactfully with others in
emotionally stressful
situations or in conflict
Knows what information to
communicate and to whom
Relates to people of varying
ethnic, cultural, and religious
backgrounds
Meets or exceeds
expectations
Comments:
Is able to manage oneself
through self awareness and
self management
Is able to manage
relationships through
empathy, social awareness
and relationship
management
Meets or exceeds
expectations
Comments:
ETHICS
Rev. 9-5-11
Ratings/Comments
Page 90 of 145
Competency
Judgment
Descriptor
o
o
o
Personal Ethics
and Values
Personal
Responsibility
for Performance
o
o
Candidate’s
Explanation &
Evidence
Effectively reaching logical
conclusions and making high
quality decisions based on
available information
Giving priority and caution
to significant issues
Analyzing and interpreting
complex information
Ratings/Comments
Meets or exceeds
expectations
Comments:
Consistently exhibits high
standards in the areas of
honesty, integrity, fairness,
stewardship, trust, respect,
and confidentiality
Meets or exceeds
expectations
Comments:
Proactively and continuously
improves performance by
focusing on needed areas of
improvement and
enhancement of strengths
Meets or exceeds
expectations
Comments:
ORGANIZING
Competency
Delegation
Organizational
Ability
Time
Management
Rev. 9-5-11
Descriptor
o
o
o
Effectively assigns work
tasks to others in ways that
provide learning experiences
for them and in ways that
ensure the efficient operation
of the school
Effectively plans and
schedules one’s own work
and the work of others so
that resources are used
appropriately
Effectively uses available
time to complete work tasks
and activities that lead to the
Candidate’s
Explanation &
Evidence
Ratings/Comments
Meets or exceeds
expectations
Comments:
Meets or exceeds
expectations
Comments:
Meets or exceeds expectations
Page 91 of 145
o
achievement of desired work
or school results
Runs effective meetings
Comments:
TECHNOLOGY
Competency
Technology
Descriptor
o
Candidate’s
Explanation &
Evidence
Effectively utilizes the latest
technologies to continuously
improve the management of
the school and enhance
student instruction
Note: The candidate's signature does not imply agreement with the ratings.
Individual
Signature
Date
Candidate
Principal
University Supervisor
LEA Official
IHE Official
Candidate Comments (optional):
Principal Comments (optional):
Rev. 9-5-11
Ratings/Comments
Meets or exceeds
expectations
Comments:
Page 92 of 145
Internship Forms
Rev. 9-5-11
Page 93 of 145
Internship Form
for Students Admitted
Prior to Fall 2010
Rev. 9-5-11
Page 94 of 145
Internship Forms Descriptions
The following pages provide forms that are used to document the four hundred (400) hours of
administrative activities required by the internship.
General Objectives of the Internship
This document outlines the objective of the internship courses. These objectives apply to both
students in the MELS Program or continuing students in the SADM Program.
Internship Checklist
This form is used to document some of the activities the student participates in while under the
supervision of the school site supervisor.
Internship Log MELS 695/696
The Internship Log is used to document the administrative actvities a candidate experiences
from the start of the program to the end of the internship. Students are requested to describe
the administrative activities; identify the standard, element, descriptor, and/or competency the
activity can be associated with; and to provide the amount of time in hours the candidate spent
performing the tasks.
Internship Evaluation
An Internship Evaluation is completed by the site supervisor for each semester that the
candidate is involved in the internship. Students taking multiple classes, each having a corequisite of one of the internship courses, will only have to have one evaluation for that
semester.
Professional Growth Statement
The Professional Growth Statement is completed by the end of the Internship Experience and
is required to be submitted to the appropriate personnel and submitted to both BlackBoard and
TaskStream. This document requires the candidate to describe the administrative activities that
are associated with the Internship; identify the North Carolina Standards, elements, descriptors,
and/or competencies that apply; identify the electronic evidence that the activity supports;
identify the name of the person that can validate the quality of the experience; provide the date
the experience was completed; and provide documentation for validation purposes of the
activities.
Rev. 9-5-11
Page 95 of 145
General Objectives of the Internship
1. To relate course work, research, independent study, and simulated experiences to actual
administrative/supervisory problems under the direction of an experienced administrator.
2. To develop skills in the areas of curriculum development and evaluation, pupil personnel,
personnel and staff development, community relations, research, school business
management, communication, personal development, leadership, and applied technology.
3. To develop knowledge and of the responsibilities and duties of the school
administrator/supervisor.
4. To develop knowledge of the resources available to a school administrator/supervisor.
5. To gain experience in the administrative processes of planning, organizing, staffing,
developing, coordinating, reporting, and budgeting.
6. To become aware of the agencies, both complementary and competing, with which the
school relates.
7. To know and understand the laws, policies, and regulations which govern the operation of
the schools.
8. To obtain experience in working through and with others toward the realization of common
objectives, i.e. public relations.
9. To obtain and use necessary data for the improvement of student achievement and school
climate.
10. To identify the culture of a particular school and to incorporate your findings into the
operations of the school.
11. To develop skills in differentiating between immediate problems and long-range problems
and to analyze appropriate consequences and implications.
12. To be able to coordinate human and material capital.
13. To identify both social issues and possible future trends and be able to incorporate these
issues and trends into school planning.
14. To learn and understand the school’s culture and to evaluate the impact of that culture on
building (school) operation.
Rev. 9-5-11
Page 96 of 145
Internship Checklist Revised 2010
Rev. 9-5-11
Page 97 of 145
Internship Checklist Revised 2010
Student Name: _____________________________________
The following items serve as a checklist for activities or experiences for Professional Growth Statement
and/or journal entries.
Attend one school board meeting; attach an agenda
Attend one principal’s meeting; attach an agenda
Conduct one parent conference (your mentor should be present to critique your performance)
Deal with one discipline incident with your school administrator or designee
Participate in one interview session
Direct one planning activity/session
Participate in the textbook adoption process and in textbook adoption meetings
Work with scheduling – classes, summer school, duty rosters (get approval from your mentor)
Participate in at least one School-Based Management and Accountability Program meeting
Attend PTA, PTO, PTSA, Open House, etc. and provide a reflection of the activity
Attend and supervise an extra-curricular event
Supervise or be responsible for crowd control at a school event
Attend/participate in one IEP meeting
Attend Student Assistant Team meeting
Conduct one parent group meeting
Participate in ordering materials or supplies
Visit your central office and interview one or more administrators to determine the administrator’s
role in the district and to determine the organization of the district.
DEMONSTRATE your ability to:
Address small and large groups of adults
Communicate effectively both orally and in written form
Plan and direct an on-site visit by the university supervisor
Supervisor’s Signature______________________________
Rev. 9-5-11
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Internship Log SADM 695/696 Revised
Rev. 9-5-11
Page 99 of 145
Internship Log SADM 695/696 Revised 2010
Date
Supervisor’s Initial
Rev. 9-5-11
Activity
NC Ex.
Standard
Total Hrs.
Hours
Page 100 of 145
Internship Evaluation
Rev. 9-5-11
Page 101 of 145
Internship Evaluation
A copy of this form will be completed by the Principal-Mentor each semester the student is taking an Internship course
Intern Name: _______________________ Principal-Mentor: ________________________
University Sponsor: ___________________________________
Relationships:
Date: __________
N/A
Fair
Good
Excellent
0
0
0
0
0
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
4
4
4
4
4
0
0
0
0
1
1
1
1
2
2
2
2
3
3
3
3
4
4
4
4
0
1
2
3
4
0
1
2
3
4
0
0
0
0
1
1
1
1
2
2
2
2
3
3
3
3
4
4
4
4
0
0
0
0
0
0
0
0
0
0
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
4
4
Overall Evaluation:
1
2
3
4
How well does the intern relate to faculty?
How well does the intern relate to students?
How well does the intern relate to administrative teams?
How well does the intern relate to staff?
How well does the intern relate to parents?
Poor
Leadership:
How well does the intern handle situations?
How well does the intern follow through on tasks?
How well does the intern accept responsibility?
How well does the intern take advantage of learning opportunities?
How well does the intern plan, organize, and implement assigned
projects?
How well does the intern demonstrate the ability to work effectively
with individuals and groups?
How well does the intern handle suggestions, feedback, and
constructive criticism?
How well does the intern meet deadlines?
How well does the intern participate in school activities?
How well does the intern keep a confidence?
Characteristics:
How would you rate this intern’s initiative?
How would you rate this intern’s work ethic?
How would you rate this intern’s integrity/ethics?
How would you rate this intern’s professionalism?
How would you rate this intern’s judgment?
How would you rate this intern’s punctuality?
How would you rate this intern’s creativity?
How would you rate this intern’s enthusiasm?
How would you rate this intern’s sense of humor?
How would you rate this intern’s respect for the individual?
`
Supervisor’s Signature:___________________________________
Please place this in an envelope and seal it, sign across the seal, and give it to the student to return.
Rev. 9-5-11
Page 102 of 145
Professional Growth Statement
Rev. 9-5-11
Page 103 of 145
Professional Growth Statement
Provide your information in the appropriate yellow box. The boxes will expand to accommodate your discussion.
Topic: Technology: Administrative Systems
Project(s) Description(s):
In the box below the candidate should describe the project(s) undertaken to address the topic above.
Identification:
In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by
this activity.
Evidence:
Contact:
Hours:
Date Attained:
In the box below identify
the electronic evidence
associated with each
activity.
In the box below identify
the person(s) who can verify
this activity.
In the box below
identify the number of
hours spent on each of
the projects identified
above.
In the box below please put
the date the project was
completed.
Documentation/Validation
In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic
evidences and/or 21 competencies required for NC licensure as a school executive.
Rev. 9-5-11
Page 104 of 145
Topic: Budgeting/Finance
Project(s) Description(s):
In the box below the candidate should describe the project(s) undertaken to address the topic above.
Identification:
In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by
this activity.
Evidence:
Contact:
Hours:
Date Attained:
In the box below identify
the electronic evidence
associated with each
activity.
In the box below identify
the person(s) who can verify
this activity.
In the box below
identify the number of
hours spent on each of
the projects identified
above.
In the box below please put
the date the project was
completed.
Documentation/Validation
In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic
evidences and/or 21 competencies required for NC licensure as a school executive.
Rev. 9-5-11
Page 105 of 145
Topic: Transportation
Project(s) Description(s):
In the box below the candidate should describe the project(s) undertaken to address the topic above.
Identification:
In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by
this activity.
Evidence:
Contact:
Hours:
Date Attained:
In the box below identify
the electronic evidence
associated with each
activity.
In the box below identify
the person(s) who can verify
this activity.
In the box below
identify the number of
hours spent on each of
the projects identified
above.
In the box below please put
the date the project was
completed.
Documentation/Validation
In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic
evidences and/or 21 competencies required for NC licensure as a school executive.
Rev. 9-5-11
Page 106 of 145
Topic: School Nutrition
Project(s) Description(s):
In the box below the candidate should describe the project(s) undertaken to address the topic above.
Identification:
In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by
this activity.
Evidence:
Contact:
Hours:
Date Attained:
In the box below identify
the electronic evidence
associated with each
activity.
In the box below identify
the person(s) who can verify
this activity.
In the box below
identify the number of
hours spent on each of
the projects identified
above.
In the box below please put
the date the project was
completed.
Documentation/Validation
In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic
evidences and/or 21 competencies required for NC licensure as a school executive.
Rev. 9-5-11
Page 107 of 145
Topic: Discipline
Project(s) Description(s):
In the box below the candidate should describe the project(s) undertaken to address the topic above.
Identification:
In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by
this activity.
Evidence:
Contact:
Hours:
Date Attained:
In the box below identify
the electronic evidence
associated with each
activity.
In the box below identify
the person(s) who can verify
this activity.
In the box below
identify the number of
hours spent on each of
the projects identified
above.
In the box below please put
the date the project was
completed.
Documentation/Validation
In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic
evidences and/or 21 competencies required for NC licensure as a school executive.
Rev. 9-5-11
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Topic: Faculty Supervision
Project(s) Description(s):
In the box below the candidate should describe the project(s) undertaken to address the topic above.
Identification:
In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by
this activity.
Evidence:
Contact:
Hours:
Date Attained:
In the box below identify
the electronic evidence
associated with each
activity.
In the box below identify
the person(s) who can verify
this activity.
In the box below
identify the number of
hours spent on each of
the projects identified
above.
In the box below please put
the date the project was
completed.
Documentation/Validation
In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic
evidences and/or 21 competencies required for NC licensure as a school executive.
Rev. 9-5-11
Page 109 of 145
Topic: Conducting Meetings
Project(s) Description(s):
In the box below the candidate should describe the project(s) undertaken to address the topic above.
Identification:
In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by
this activity.
Evidence:
Contact:
Hours:
Date Attained:
In the box below identify
the electronic evidence
associated with each
activity.
In the box below identify
the person(s) who can verify
this activity.
In the box below
identify the number of
hours spent on each of
the projects identified
above.
In the box below please put
the date the project was
completed.
Documentation/Validation
In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic
evidences and/or 21 competencies required for NC licensure as a school executive.
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Topic: Interviewing
Project(s) Description(s):
In the box below the candidate should describe the project(s) undertaken to address the topic above.
Identification:
In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by
this activity.
Evidence:
Contact:
Hours:
Date Attained:
In the box below identify
the electronic evidence
associated with each
activity.
In the box below identify
the person(s) who can verify
this activity.
In the box below
identify the number of
hours spent on each of
the projects identified
above.
In the box below please put
the date the project was
completed.
Documentation/Validation
In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic
evidences and/or 21 competencies required for NC licensure as a school executive.
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Topic: Preparation of New Staff Members
Project(s) Description(s):
In the box below the candidate should describe the project(s) undertaken to address the topic above.
Identification:
In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by
this activity.
Evidence:
Contact:
Hours:
Date Attained:
In the box below identify
the electronic evidence
associated with each
activity.
In the box below identify
the person(s) who can verify
this activity.
In the box below
identify the number of
hours spent on each of
the projects identified
above.
In the box below please put
the date the project was
completed.
Documentation/Validation
In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic
evidences and/or 21 competencies required for NC licensure as a school executive.
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Topic: Faculty Issues
Project(s) Description(s):
In the box below the candidate should describe the project(s) undertaken to address the topic above.
Identification:
In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by
this activity.
Evidence:
Contact:
Hours:
Date Attained:
In the box below identify
the electronic evidence
associated with each
activity.
In the box below identify
the person(s) who can verify
this activity.
In the box below
identify the number of
hours spent on each of
the projects identified
above.
In the box below please put
the date the project was
completed.
Documentation/Validation
In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic
evidences and/or 21 competencies required for NC licensure as a school executive.
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Topic: Scheduling: Instructional/Duties/Activities
Project(s) Description(s):
In the box below the candidate should describe the project(s) undertaken to address the topic above.
Identification:
In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by
this activity.
Evidence:
Contact:
Hours:
Date Attained:
In the box below identify
the electronic evidence
associated with each
activity.
In the box below identify the
person(s) who can verify this
activity.
In the box below
identify the number of
hours spent on each of
the projects identified
above.
In the box below please put
the date the project was
completed.
Documentation/Validation
In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic
evidences and/or 21 competencies required for NC licensure as a school executive.
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Topic: Exceptional Children
Project(s) Description(s):
In the box below the candidate should describe the project(s) undertaken to address the topic above.
Identification:
In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by
this activity.
Evidence:
Contact:
Hours:
Date Attained:
In the box below identify
the electronic evidence
associated with each
activity.
In the box below identify
the person(s) who can verify
this activity.
In the box below
identify the number of
hours spent on each of
the projects identified
above.
In the box below please put
the date the project was
completed.
Documentation/Validation
In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic
evidences and/or 21 competencies required for NC licensure as a school executive.
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Topic: Co-curricular Activities
Project(s) Description(s):
In the box below the candidate should describe the project(s) undertaken to address the topic above.
Identification:
In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by
this activity.
Evidence:
Contact:
Hours:
Date Attained:
In the box below identify
the electronic evidence
associated with each
activity.
In the box below identify
the person(s) who can verify
this activity.
In the box below
identify the number of
hours spent on each of
the projects identified
above.
In the box below please put
the date the project was
completed.
Documentation/Validation
In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic
evidences and/or 21 competencies required for NC licensure as a school executive.
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Topic: Community Relations
Project(s) Description(s):
In the box below the candidate should describe the project(s) undertaken to address the topic above.
Identification:
In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by
this activity.
Evidence:
Contact:
Hours:
Date Attained:
In the box below identify
the electronic evidence
associated with each
activity.
In the box below identify
the person(s) who can verify
this activity.
In the box below
identify the number of
hours spent on each of
the projects identified
above.
In the box below please put
the date the project was
completed.
Documentation/Validation
In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic
evidences and/or 21 competencies required for NC licensure as a school executive.
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Topic: Observation and/or Evaluation of Teaching
Project(s) Description(s):
In the box below the candidate should describe the project(s) undertaken to address the topic above.
Identification:
In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by
this activity.
Evidence:
Contact:
Hours:
Date Attained:
In the box below identify
the electronic evidence
associated with each
activity.
In the box below identify
the person(s) who can verify
this activity.
In the box below
identify the number of
hours spent on each of
the projects identified
above.
In the box below please put
the date the project was
completed.
Documentation/Validation
In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic
evidences and/or 21 competencies required for NC licensure as a school executive.
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Topic: Guidance/Counseling Program
Project(s) Description(s):
In the box below the candidate should describe the project(s) undertaken to address the topic above.
Identification:
In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by
this activity.
Evidence:
Contact:
Hours:
Date Attained:
In the box below identify
the electronic evidence
associated with each
activity.
In the box below identify
the person(s) who can verify
this activity.
In the box below
identify the number of
hours spent on each of
the projects identified
above.
In the box below please put
the date the project was
completed.
Documentation/Validation
In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic
evidences and/or 21 competencies required for NC licensure as a school executive.
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Topic: Safe School Plan
Project(s) Description(s):
In the box below the candidate should describe the project(s) undertaken to address the topic above.
Identification:
In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by
this activity.
Evidence:
Contact:
Hours:
Date Attained:
In the box below identify
the electronic evidence
associated with each
activity.
In the box below identify
the person(s) who can verify
this activity.
In the box below
identify the number of
hours spent on each of
the projects identified
above.
In the box below please put
the date the project was
completed.
Documentation/Validation
In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic
evidences and/or 21 competencies required for NC licensure as a school executive.
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Topic: School Improvement Plan
Project(s) Description(s):
In the box below the candidate should describe the project(s) undertaken to address the topic above.
Identification:
In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by
this activity.
Evidence:
Contact:
Hours:
Date Attained:
In the box below identify
the electronic evidence
associated with each
activity.
In the box below identify
the person(s) who can verify
this activity.
In the box below
identify the number of
hours spent on each of
the projects identified
above.
In the box below please put
the date the project was
completed.
Documentation/Validation
In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic
evidences and/or 21 competencies required for NC licensure as a school executive.
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Topic: Curriculum
Project(s) Description(s):
In the box below the candidate should describe the project(s) undertaken to address the topic above.
Identification:
In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by
this activity.
Evidence:
Contact:
Hours:
Date Attained:
In the box below identify
the electronic evidence
associated with each
activity.
In the box below identify
the person(s) who can verify
this activity.
In the box below
identify the number of
hours spent on each of
the projects identified
above.
In the box below please put
the date the project was
completed.
Documentation/Validation
In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic
evidences and/or 21 competencies required for NC licensure as a school executive.
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Topic: Grant Writing
Project(s) Description(s):
In the box below the candidate should describe the project(s) undertaken to address the topic above.
Identification:
In the box below the candidate should identify the Standard, Element, Descriptor, and/ or Competency Satisfied by
this activity.
Evidence:
Contact:
Hours:
Date Attained:
In the box below identify
the electronic evidence
associated with each
activity.
In the box below identify
the person(s) who can verify
this activity.
In the box below
identify the number of
hours spent on each of
the projects identified
above.
In the box below please put
the date the project was
completed.
Documentation/Validation
In the box below provide an explanation of how the activity listed contributes to one or more of the six electronic
evidences and/or 21 competencies required for NC licensure as a school executive.
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Internship Form(s) for Students Admitted Fall Semester 2010
to Present
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Internship Log MELS 697
Date
Supervisor’s Initial
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Activity
NC Ex.
Standard
Total Hrs.
Hours
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TaskStream
The following pages offer some explanations and instructions related to TaskStream. Some
of the pages give step-by-step directions on how to perform tasks.
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TaskStream Account Renewal/Creation
TaskSteam is used by Gardner-Webb University to assist students in the process of building their evidences
for the electronic portfolio. For students who begin their Master of Arts Degree in Executive Leadership
Studies Fall Semester 2010, the electronic portfolio will replace the comprehensive exam as a degree
requirement and replace the SLLA as a licensure requirement. Students will pay for TaskStream through
Gardner-Webb channels and are required to maintain the TaskStream account until they finish their
program. Currently, there is a annual fee that will be charged to each student for use of TaskStream.
RETURNING STUDENTS:
For students in the SADM or MELS who already have an account, you will receive a new key code to
renew your subscription to your account. The program code for returning students will be the same as last
year and will be included in the e-mail that you receive. The following steps should be followed to renew
your account.
Open your browser and go to www.taskstream.com . On the homepage:
In the pale blue section of the Subscriber Login box you will see a link that will take you to the screen
where you can renew your subscription.
Make the selection Renew my TaskStream subscription.
Just below that section, you will take Option 2 – I have a TaskStream key code. When you receive your key
code you will use that code to renew your account.
At that point it should be a matter of following instructions. When you login to your TaskStream account
you should see your courses.
NEW STUDENTS:
Students who are entering Gardner-Webb University for the first time and do not have a TaskStream
account will need to establish an account by going to www.taskstream.com . On the TaskStream home page
go to the link in the pale blue section of the Subscriber Login box you will see a link that will take you to
the screen where you can create your TaskStream account. Click on Subscribe/Renew Today
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This link will take you to the subscription screen. You should click on the option to Create a new
TaskStream subscription as shown below. You will then take Option 2 and key the code that you receive
from Gardner-Webb in the appropriate box and then click on continue.
After you click continue, you will be asked a series of questions related to your contact information. Please
complete as much as you can to make your account complete. This information includes your userid and
password. Write it down somewhere safe so you will be able to recall it later. Follow the directions to
either logout of the program or return to the homepage. At some point you should try your userid and
password.
The next step of the process will be to enter the program you are attending. Your code for that program will
be in the e-mail you receive with the key code for creating your TaskStream account. DO NOT USE A
CODE THAT YOU RECEIVE FROM SOURCES OTHER THAN GARDNER-WEBB
UNIVERSITY FACULTY OR STAFF. If you use the codes other than the ones in the e-mail you risk
getting into the wrong program.
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Using your TaskStream Key Code
You have been selected to receive a TaskStream account. The key code that has been issued to
you is intended for your use only. Follow the directions below to create/renew your account on
TaskStream ‘Advancing Educational Excellence’.
1. Go to www.taskstream.com
2. On the TaskStream home page click the
Subscribe/Renew Today link located on
the purple area on the top left side of the
screen.
You should now see the Purchase or
Activate Subscription page.
3. Select whether or not you are creating a new
account (First Time Subscriber), renewing an
account, or converting a guest account. Then
enter the key code provided in the appropriate
fields and click the Continue button.
4. Complete Steps 2 and 3. During step 3, make sure to note the username and password that you
have chosen.
This will be the username and password you will use to access TaskStream.
5. Confirm your registration
information in Step 4. If you need to
edit any of the information you have
entered click the Edit button.
Otherwise click Continue to
complete your registration.
6. The next page will display a link to take you to the home page where you can enter your
username and password to login and begin using your TaskStream account.
If you have any additional questions or comments, please do not hesitate to contact Mentoring
Services at help@taskstream.com or at 800-311-5656.
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Compressing Video for TaskStream
Currently, TaskStream allows users to upload videos up to 100 megabytes in size. Therefore, in order to
upload a video to TaskStream, you will need to compress the video to make sure it is smaller than 100
megabytes in size.
Below is a list of issues that may prevent you from uploading your videos on to TaskStream:




Videos over 100 megabytes in size
DVD video. DVD video is usually much larger in size and cannot be uploaded directly into
TaskStream using conventional means. The DVD must be transcoded into a compatible digital
video file, such as .wmv, .mov., or mpg.
Streaming video from sites such as YouTube cannot be uploaded to TaskStream as is. It can be
embedded if you have knowledge of HTML, but we do not recommend embedding video since it is
not archival, meaning the video may be removed from the streaming service.
Upload size restrictions from your Internet Service Provider (ISP). For more information on your
upload size restrictions, please contact your ISP.
If your video is larger than 100 MB in size, you will need to compress (make smaller) your video to ensure
that you can successfully upload your video to TaskStream. Luckily, all the tools to compress video files
come free with your computer, either PC or Mac. There are also free programs available for download. A
basic web search for compression tools should give you more options if you do not wish to use the software
listed below.
How to Compress Video using a PC
1. First open up Windows Movie Maker from the programs menu.
2. Click the File menu, and select Import
into Collections. Then choose the video
file you want to compress.
3. Your video
will import as a
series of clips
that will appear
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in a list in the middle of the window. You will want to select all of the clips.
4. Once you have selected
the clips, drag them onto
the timeline at the bottom
of the window.
5. Go to the File menu and select Save
Movie File.
6. A new window will appear. Choose “My
Computer” under Movie Location and click
“Next.”
7. Enter a file name for your movie and choose a
place on your computer to save your movie. Then click
“Next”.
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8. If the only option showing is “Best quality
for playback on my computer. (recommended)”,
click ‘’Show More Choices’’. Another menu
should appear which will have the radio
selection, “Best fit to file size”. Choose a size
under 100 megabytes and select “Next”.
9. Your movie will begin saving to your computer. When it is finished, you will be able to upload the file
to TaskStream.
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How to Compress Video using a Mac
1. First, open up iMovie.
2. Click the File menu, and then select
Import  Movies.
3. Choose the video file you want to
compress and click Import. iMovie
will take some time to import your
movie.
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4. When your movie has finished importing, you will see it in a series of clips near the bottom of the
window.
5. You will now need to select your entire movie by clicking and dragging, or you may right
click and choose Select All.
6. Click and drag your selected movie up
to the area that says “Drag media here to
create a new project”.
7. Go to the Share menu and now select Export Movie.
8. A window should appear with the following options:
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
Export As: Enter your file name here.

Where: Select the area of your computer where you would like to save your file. (i.e. Desktop or
Documents)

Size to Export: For the most optimal video size for uploading to the web, you will want to select
“Mobile (480x272).
9. Once you have made your selection, click Export. When your video has finished exporting, you will be
able to upload the file to TaskStream.
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TaskStream Step by Step – Requesting Comments
The six evidences required for licensure are complex artifacts that may require multiple
submissions before the artifact is acceptable. A formative process has been established for
students to get feedback on their work prior to submitting the work for evaluation. While the
student is developing the six evidences required for licensure, a student formative assessment on
his/her work should be completed. Each student has as a part of their Internship Committee three
faculty members who serve as reviewers providing formative feedback. The following pages give
a pictorial and narrative explanation of how to receive formative feedback before the artifacts are
submitted for evaluation.
Begin by logging into your TaskStream Account. On the homepage you will see the name of
the program in which you are enrolled. In this case it is MA in Executive Leadership Studies
2010.
Click Here
Once you click on the hyperlink MA in Executive Leadership Studies 2010 you will be
advanced in the program to the screen that shows a menu on the left that has all the artifacts.
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At this point it is necessary to identify the artifact or artifacts that you will be uploading
documents for review. For the purpose of this demonstration we will address the School
Safety and Culture Standard and the CAAP artifact.
After you click on the Edit Work button you see a screen that provides options for you to
upload your files for review.
There are several options you can take to upload material. The most common option would
be an attachment. Once you click on Attachment at the bottom of the screen, a page will
appear that allows you to identify the file that you will upload.
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Notice the radio button is selected beside the choice “A file
saved on my computer. There is a Browse button that will allow
you to browse your computer to locate the file.
You may wish to give the file a name that is related to the
part of the artifact that needs review. Example: Part A
Climate Survey Analysis
For each file uploaded, click
the Add File button
When finished Save and Return
The file(s) that you uploaded should appear on the screen and you are ready to request
comments.
Select that Request Comments button and follow the instructions.
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You can select one or more areas for feedback. In this case, only the CAAP was selected.
When finished click on the continue button and a screen should appear that will allow you to
select the reviewers for the artifact.
You should click on the Select All box and then continue. This will notify each of your
reviewers that there is something that needs to be reviewed. A screen then pops up that gives
you directions on how to give the reviewers comments. Follow the directions to give the
reviewers a message about your submission. You will also notice that the popup window has
confirmation that your request for comments has been sent.
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Once your work has been reviewed, the reviewers will make comments related to your work.
You may find the comments by selecting the comments tab on the screen and follow the
directions.
When you and your Internship Supervisor agree that the work is ready for evaluation, you
can have it evaluated by clicking on the Submit Work button.
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Site Supervisor Login
Directions
Students in Gardner-Webb University’s Executive Leadership Studies Program have identified
personnel at their school or district to serve as their site supervisor. The role of the site supervisor
is to give guidance to the candidate while they develop their electronic portfolio as licensure
evidence. In addition to facilitating the candidate’s work, Gardner-Webb is asking the site
supervisor to complete three disposition assessments and a certification of competence over the
next two years. The dispositions survey will take about 10 minutes of your time to complete. The
instrument is designed to measure your observation of the candidate’s dispositions. The
University is requesting that this be completed during the first, third, and fifth semesters of the
candidate’s program. Site supervisors will be notified at the appropriate time to complete the
survey. In addition to the three disposition surveys, the site supervisor will be asked to complete
the LEA/IHE Certification of Competency. This document addresses 21 competencies and is
simply recorded as meets or does not meet expectations. This document will be completed during
the fifth semester the candidate is in the program.
Site supervisor accounts in Taskstream have been created for all identified site supervisors. You
can begin by using your browser to go to www.taskstream.com . You will see the following
screen:
In the box labeled Subscriber Login (left of screen), type in the username and password assigned
to you.
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There are two scenarios that may exist. One is that you only have a single candidate to evaluate
and the other is that you have multiple candidates to evaluate.
SINGLE CANDIDATE
Click on this link
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Notice for the purpose of this guide that only the category site supervisor dispositions under
DRF area is chosen and under category authors to display All Individuals (do not filter) is
chosen. The results should have your candidates’ names and a box to select to evaluate.
Click on evaluate to continue.
After you have completed the survey please be sure to submit your work.
MULTIPLE CANDIDATES
Click on this link
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The next screen will allow you to pick the candidates you want to evaluate. I suggest that you
choose: Select all groups. To do that click on the down arrow and you will see the choices of all
your candidates or specific candidates.
When you click on the
arrow the options will
appear. Choose the option
and then click search
Take the radio button options identified as your choices on the next screen. These options
will lead you to the candidates who need evaluation.
Notice for the purpose of this guide that only the category site supervisor dispositions under
DRF area is chosen and under category authors to display All Individuals (do not filter) is
chosen. The results should have your candidates’ names and a box to select to evaluate.
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Click on evaluate to continue.
After you have completed the survey please be sure to submit your work.
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