EDL 586 LEADERSHIP PERFORMANCE ASSESSMENT
Department of Educational Leadership
Todd Morano, Ed.D.
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Azusa Pacific University Mission Statement:
Azusa Pacific University is an evangelical Christian community of
disciples and scholars who seek to advance the work of God in the world
through academic excellence in liberal arts and professional programs
of higher education that encourage students to develop a Christian
perspective of truth and life.
EDL 586
Spring 2, 2012
Instructor:
e-mail:
Dr. Todd Morano
tmorano@apu.edu
COURSE:
EDL586 Leadership Performance Assessment
Hours: By Appointment
5 Units
REQUIRED TEXTS AND STUDY RESOURCES:
Marcos, Teri (2009). The Case Study Handbook – Coursepack for EDL586
SUGGESTED READING:
Hanson, Karen (2004). Case Study Handbook for Educational Leaders. Corwin Press,
Thousand Oaks, CA.
Reeves, D. B. (2004). Assessing educational leaders: evaluating performance for
improved individual and organizational results. Thousand Oaks, CA: Corwin Press
REQUIRED SOFTWARE/WEBSERVICES:
http://www.taskstream.com
Projects are required to be posted to TaskStream by the last class meeting.
(Students who fail to post required signature assignments to TaskStream will
receive an Incomplete for the course grade).
COURSE DESCRIPTION:
This course leads candidates to synthesize the learning they have experienced
throughout the previous courses. Candidates will finalize the case studies that
have been evolving with input from each previous course. They will develop an
analysis of their own Leadership Performance Assessment, including analysis of
how their personal Strengths will serve them in leadership positions. Candidates
will present the case study and their own Leadership Performance assessment to
an evaluative panel as a capstone experience during this final course. They will
be assessed on the California Professional Standards for Educational Leaders
through rubrics.
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In that this is the culminating course for the MA in Educational Leadership~Tier I PASC,
candidates who have remaining coursework to complete for their program may not enroll
in this course until such time as all previous coursework has been completed.
AZUSA PACIFIC UNIVERSITY
SCHOOL OF EDUCATION LEARNER GOALS
(As expressed in the Ethical, Responsive and Informed Educator):
Ethical educators who are able to understand and articulate the integration of a
Christian worldview in their professional communities of practice.
Responsive educators who practice reflective critical thinking in their engagements
with diverse communities of learners.
Informed and collaborative scholarly educators who are dedicated to professional
growth and lifelong learning.
STUDENT OUTCOMES AND EXPECTED COMPETENCIES. By the end of this
semester the candidate will have had the opportunity to:
Learner Goals
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Become familiar with the professional journals, books, and
2, 3
research materials in educational leadership.
Gain an understanding of the basic research processes
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used in school leadership.
Become knowledgeable consumers of professional research findings.
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Appreciate the importance of research in the progress of society.
2, 3
Acquire an understanding of the ethical principles involved in
1, 3
carrying out a research study and reporting the findings.
Establish a research philosophy that is objective, analytic and unbiased.
1, 2
Be encouraged to pursue professional learning and inquiry.
2, 3
Learn the significance of analysis and interpretation of data.
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Evaluate research methodology.
1, 3
Attain reasonable skills in planning a research project and in writing
1, 2
a research proposal in accordance with the APA format.
Review and refine a personal vision of education and instruction that provides 3
multiple opportunities for the candidate to engage in reflection on teaching and
learning (CCTC Std. 10a).
Articulate strategies for implementing a shared vision in such a way that
2, 3
an entire school community can understand and act on the school mission
based upon local, state, and national standards (CCTC Std. 10b).
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Describe, support, and maintain high expectations for the academic
1, 2, 3
and social development of all students, the enhancement of faculty
performance, and the contributions of all adults in the implementation of
the school’s vision (CCTC Std.10c).
Research and apply change theory to the implementation of instructional
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programs that enhance student achievement and organizational effectiveness
(CCTC Std. 10b).
Apply multiple assessment measures to evaluate student learning in a
2, 3
focused inquiry of school improvement that addresses all the students (Std. 11c).
Apply research and technology-provided data to design, implement, support,
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evaluate, and improve an instructional program that serves diverse student
learning styles and needs (CCTC Std. 11b).
Apply strategies for guiding, motivating, delegating, and building consensus 1, 2
among the diverse constituencies in the school and community to develop,
articulate, implement and steward a shared vision of teaching and learning
(CCTC Std. 10e).
Candidates will additionally have the opportunity to:
 Describe school programs that evidence a shared vision for achievement.
 Describe a school culture that values equity, fairness and respect among all
members of the school community, blending research, resources, technology,
professional development, and accountability to promote student learning.
 Describe a safe, well-maintained, productive school through efficient
management, collaborative decision-making.
 Explain a process for strengthening the school program by collaborating with
families and community members and mobilizing community resources in order
to respond to diverse community interests and needs.
 Identify, explain and defend a personal code of ethics, integrity, justice,
commitment, fairness, shared decision-making and personal development.
 Explain ways to respond to and influence the larger political, social, economic,
legal and cultural context of the school.
Performance Expectations of Candidates in the MA/PASC
To reflect the department’s vision and mission to prepare educational leaders through
experiences that promote excellence in their God-given strengths, personal and
professional leadership reflection, and best leadership practices that build
exemplary schools, candidates are expected to attain the following 10 performance
goals:
God-Given Strengths (Ethical)
Goal 1:
broad and deep knowledge of self as a leader;
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Goal 2:
Goal 3:
ability to be caring and ethical leaders in order to build teaching
and learning environments that draw on the strengths of students’
diverse cultures and learning styles;
ability to lead teachers and professional learning communities to
be active and effective participants in a political and social
democracy;
Personal and Professional Leadership Reflection (Informed)
Goal 4:
strong communication skills;
Goal 5:
strong technological literacy skills;
Goal 6:
ability to incorporate information about family and community
expectations into school decision-making and activities.
Best Leadership Practices that Build Exemplary Schools (Responsive)
Goal 7:
broad and deep understanding of a shared school vision;
Goal 8:
ability to identify barriers to accomplishing the vision;
Goal 9:
ability to shape a culture in which high expectations are the norm
for each student;
Goal 10:
ability to collaborate with the professional educational community;
CCTC Standards and
California Professional Standards for
Educational Leaders (CPSELs)
1. facilitating the development, articulation,
implementation, and stewardship of a vision
of learning that is shared and supported by
the school community (Visionary leadership)
Interstate School Leadership Licensure
Consortium (ISLLC)
National Standards for Educational Leadership
a. Facilitating the development, articulation,
implementation, and stewardship of a vision
of learning that is shared and supported by
the school community (Visionary
Leadership);
2. advocating, nurturing, and sustaining a
school culture and instructional program
conducive to student learning and staff
professional growth (Professional Culture)
b. Advocating, nurturing, and sustaining a school
culture and instructional program conducive to
student learning and staff professional growth
(Professional Culture);
3. ensuring management of the organization,
operations, and resources for a safe, efficient,
and effective learning environment
(Efficient/Effective Learning Environment).
c. ensuring management of the organization,
operations, and resources for a safe, efficient,
and effective learning environment (Efficient
Operation/Effective Learning);
4. collaborating with families and community
members, responding to diverse community
interests and needs, and mobilizing
community resources (Responsive to
community).
d. collaborating with families and community
members, responding to diverse community
interests and needs, and mobilizing
community resources (Responsive to
Community);
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5. modeling a personal code of ethics and
developing professional leadership capacity
(Ethical Leadership).
6. responding to, and influencing the larger
political, social economic, legal, and cultural
context (Politically and Culturally Sensitive
Understanding)
e. acting with integrity, fairness, and in an
ethical manner (Ethical Leader);
f. promotes the success of all students by
understanding, responding to, and influencing
the larger political, social economic, legal, and
cultural context (Politically & Multiculturally
Sensitive)
Assignments mandated for all sections of the course and used as program assessment
data to demonstrate collective student mastery of the associated
CPSELs, CCTC, or ISLLC standards
COURSE OUTLINE:
The following topics will comprise the overall course content and presentations:
Candidates will work independently and/or in small groups with APU faculty and
site supervisors to defend a leadership case study that has evolved across the
program with input from each sequenced course. Additionally, they will submit a
written summative document of their case study and a self-assessment Leadership
document based upon the California Professional Standards for Educational
Leaders and APU’s MA/PASC’s eight strands for leadership.
COURSE REQUIREMENTS ATTENDANCE AND PARTICIPATION
Students are expected to take an active role in all scheduled class sessions and activities.
The climate and learning experiences of the classroom are nearly impossible to capture
by reading the notes of another individual. Class attendance will have a direct bearing on
one’s overall evaluation. In that just nine face-to-face sessions, with nine online sessions
are scheduled, individuals finding it necessary to be absent twice should consider a
withdrawal from class.
ONLINE THREADED DISCUSSIONS
Individuals are invited and highly encouraged to login asynchronously within each of the
nine work weeks of the course as a supportive component for questions and responses
from peers and faculty. Collaboration within and among teams during periods of
increased workload, particularly workloads with deadlines, increases the productivity of
not only the team as a whole but of the individual members as well. Candidates are
encouraged to use the course site for posting their progress for feedback, as well as to
read and comment on the work of their class counterparts.
READINGS IN RESEARCH (3)
Individuals will progress toward initiating and conducting research through a weekly
inquiry, examination, and evaluation of reported research findings. These may be taken
from journals, the Internet, or magazine and news articles. Findings will be reported in
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class weekly, with regard to bias, support of literature, and appropriate application of data
analysis and conclusions. Presented in no more than one page, double-spaced, 12 font.
CASE STUDY Candidates will work independently and/or in small groups with APU
faculty and site supervisors to defend a leadership case study that has evolved across the
program with input from each sequenced course. Candidates will submit their case study
based on the Progress of Assignments criteria below:
PROGRESS OF ASSIGNMENTS FOR CASE STUDY (Due Weekly)
A series of assignments is designed to assist students by monitoring progress and
providing feedback in completion of the final research report.
DUE
 Research Question and Method/Instrument
 Introduction/Background of Case Study and Problem Statement
 Review of Literature and List of References
 Findings and Analysis
 Discussion of Results
 Summary and Conclusion
 Final Case study to include: Cover page, Table of Contents, and Appendices
 In Class Presentation of Case Study in Small Group
*Final Case Study Uploaded to Task Stream by Week #8.
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8*
Week 9
COLLOQUIA PRESENTATION
Case Study presentations will be scheduled for candidates on main campus. A schedule for the
Colloquia will be available from the Department office.
PROFESSIONAL GROWTH PLAN and LCAS Used as a self-assessment based upon
the California Professional Standards for Educational Leaders and APU’s MA/PASC’s
eight strands for leadership, candidates will dialogue their growth in class including areas
of strength and improvement using the candidate’s Leadership Competency Analysis
Survey results (LCAS) and StrengthsFinder Inventory Assessment.
COURSE EVALUATION AND ASSESSMENT
The candidate’s written case study report and Professional Growth Plan self-assessment
will be evaluated on a four point rubric. The candidate’s oral presentation will also be
evaluated by a team of university professors and current educational practitioners on a
four point rubric.
COURSE EVALUATION PLAN:
A
(Grading Rubrics)
Exceptional quality. Instructor’s expectations for the assignment have been
exceeded. Careful, accurate analysis and keen insight characterize the work.
Comprehensive knowledge of relevant disciplines and mastery of course
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content is reflected through original interpretations. Oral and/or written
expression of work is professional in quality and indicates creative thought.
A-
Excellent quality. Instructor’s expectations for the assignment have been
met. Oral and/or written expression of the work meets standards normally
associated with graduate school.
B+
Superior quality, although some aspect of the assignment falls short of
expectations. Oral and/or written expression of the work meets standards
normally associated with graduate school.
B
Acceptable quality, although more than one aspect of the assignment falls
short of expectations. Oral and/or written expression of the work meets
standards normally associated with graduate school.
B-
Acceptable quality, although more than one aspect of the assignment falls
short of expectations. Oral and/or written expression of the work meets
minimal expectations associated with graduate school, but the quality of the
composition or presentation detracts from the content.
C
Inferior quality, barely meeting minimal expectations for graduate credit.
Oral and/or written expression of the work does not meet standards normally
associated with graduate school.
F
Unsatisfactory work.
COURSE POLICIES:
Academic Integrity: Professional educators should be held to the highest standards of
academic honesty. The Graduate Catalog specifically addresses this expectation in the
following statement:
The maintenance of academic integrity and quality education is the
responsibility of each student at Azusa Pacific University. Cheating or
plagiarism in connection with an academic program is an offense for which a
student will be expelled, suspended, or disciplined. Academic dishonesty is a
serious offense, which diminishes the quality of scholarship and defrauds those
who depend upon the integrity of the educational system.
Citations: Written work requiring references will be prepared according to the
Publication Manual of the American Psychological Association. (APA Format).
Azusa Pacific University, in compliance with Title VI and VII of the Civil
Rights Acts of 1964, and Title IX of the Educational Amendments of 1972,
does not discriminate on the basis of race, color, national origin, gender, age,
disability, status as a veteran, or any other characteristic protected by law, in
any of these policies, practices, or procedures.
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In compliance with section 504 of the Rehabilitation Act of 1973, Azusa Pacific
University does not discriminate on the basis of disability in the recruitment and
admission of students, or in the operation of any of its programs and activities, as
specified by federal laws and regulations. Students with Disabilities: Students in this
course who have a disability that might prevent them from fully demonstrating their
abilities should meet with an advisor in the Learning Enrichment Center as soon as
possible to initiate disability verification and discuss accommodations that may be
necessary to ensure full participation in the successful completion of course
requirements.
Available Support Services: Learning Enrichment Center; Library; Media &
Computer Centers; Technology.
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Students with Disabilities: Any student in this course who has a disability that might
prevent her/him from fully demonstrating her/his abilities should meet with an advisor in
the Learning Enrichment Center as soon as possible to initiate disability verification and
discuss accommodations that may be necessary to ensure your full participation in the
successful completion of course requirements.
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Support services are available in the Learning Enrichment Center for persons desiring
additional assistance in the course.
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Students who are not attending the central campus may discuss options and
accommodations with the course instructor and the local Campus Director.
LIBRARY AND MEDIA SUPPORT SERVICES:
APU maintains excellent library and on-line, full-text databases available to all
registered students. It is highly recommended that you visit the Darling (Graduate
Library) and the Marshburn (Undergraduate Library), to become familiar with on-line
databases. Cougar’s Den will be utilized throughout your graduate program. For
more information on computing and internet access contact the IMT department at
(626)815-5050 and let them know you are an off-campus graduate student and would
like to establish your own internet account.
Write the Names, Telephone Numbers, and E-Mails of two class members here:
(1)_______________________________________________________________
(2)_______________________________________________________________
INSTRUCTOR AVAILABILITY:
In an effort to assist with individual growth, questions and/or conflicts, the instructor
will be available before and after each scheduled class session, as well as through
email and phone during the week.
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Internet Resources for EDL586 Leadership Performance Assessment:
www.apu.edu
APU’s on-line library contains electronic searching capabilities for books, journals, ERIC
documents, as well as other databases. Requires APU identification.
www.cde.gov
The California Department of Education’s official website.
www.ascd.org
Association of Supervision and Curriculum Development contains resources on current trends
and issues in staff development and curriculum.
www.edsource.org
The official web site for EdSource contains resources on California school improvement issues
as well as databases on school and pupil performance.
www.accesseric.org
The web site for ERIC contains database and on-line searching capabilities for documents
from all the clearinghouses. It includes the thesaurus for descriptors.
www.nassp.org
National Association of Secondary School Principals web site contains resources on current
issues in secondary curriculum.
www.nmsa.org
National Middle School Association web site contains resources on current issues in middle
school curriculum.
www.goldmine.cde.ca.gov
California Department of Education web site contains resources on California school
improvement issues, grant opportunities, as well as various databases.
www.edreform.com
The Center for Education reform web site contains resources on national school improvement
issues as well as databases on school and pupil performance.
www.ed.gov
The U.S. Department of Education web site contains resources on federal school improvement
issues, grant opportunities, as well as various databases.
www.californiaresearchbureau
The official website of the California State Library Report Center.
Bibliography for Educational Leadership586-Performance Assessment
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Clifton, D. O. & Anderson, E. (2001). StengthsQuest, Washington, D.C.: The
Gallup Organization.
Marzano, R. J. (2003). What works in schools: Translating research into action.
Alexandria, VA.: ASCD.
Reeves, D. B. (2004). Accountability in action (2nd ed.). Englewood, CO: Center
for Performance Assessment.
Reeves, D. B. (2004). Assessing educational leaders: Evaluating performance
for improved individual and organizational results. Thousand Oaks, CA.
Corwin Press.
Reeves, D. B. (2002). Holistic accountability: Serving students, schools and
communities. Thousand Oaks, CA. Corwin Press.
Schmoker, M. (2000). Results: The key to continuous school improvement (2nd
ed). Alexandria, VA: ASCD.
Taylor, C. S. & Nolen, S. B. (2005). Classroom assessment: Supporting teaching
and learning in real classrooms. Upper Saddle River, N.J: Pearson, Merrill,
Prentice Hall.
READINGS IN RESEARCH
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The Researcher as Consumer
FORMAT
In no more than one page, please format your weekly research readings as
follows and be prepared to share your findings each week in class. Pages
57-70 in the text supply a rich list of journal, literature, and Internet
resources.
1.
Title of Research
2.
Source (Journal, Textbook, Internet, News Article, TV, etc.)
3.
Date
4.
Survey of Research (Synopsis)
5.
Was researcher objective or biased? Discuss.
6.
Was the researcher systematic in providing answers to the
inquiry?
Research question(s), problem and purpose statements,
methodology, data collection, interpretation of results and
conclusions.
7.
Can the research be inferred to a larger population? Explain.
8.
Were the conclusions accurate and trustworthy? Discuss.
9.
State one new question arising from your reading of this research.
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