of trust, and respect that focuses on continuous in instruction and student learning. Domain II: Accessing and Using Research to Improve Practice and Student Learning (see Appendix A for a list of functions to address) The teacher leader how research creates new State which researchers or research ideas have influenced the way you teach today. State what it was about this research that compelled you to make changes to your teaching practices. Describe the most significant impact research has had on your teaching practice and student learning. Select two functions and write about your growth/influence/involvement for each function selected. In the closing paragraphs, address how your artifact illustrates the functions of this domain.
informs policies and practices and improves teaching and learning. The teacher leader models and facilitates the use of systematic inquiry as a critical of teachers’ ongoing learning and Domain III: Promoting Professional Learning for Continuous Improvement (see Appendix A for a list of functions to address) The As you teaching what was your idea of what professional learning meant. State how your ideas about professional learning have developed/changed? State your most significant understanding of professional learning for continuous improvement and how you
1 Fostering a Collaborative Culture to Support Educator Development and Student Learning 2 Accessing and Using Research to Improve Practice and Student Learning 3 Promoting Professional Learning for Continuous Improvement 4 Facilitating Improvements in Instruction and Student Learning 5 Using Assessments and Data for School and District Improvement 6 Improving Outreach and collaboration with Families and Community 7 Advocating for Student Learning and the Profession Curriculum & Instruction Culminating Portfolio Evidence Chart Leadership Identity and Impact Provide a 1-2 artifacts for each facet which illustrate your competence in these areas. No. Leadership Identity and Impact Evidence Description of Artifact Location of Artifact (Page or Tab) 1 Leadership mission, vision, values, goals and beliefs summarized and graphically displayed 2 Ability to assess and impact high quality teaching 3 Contributions as a leader to the success of the school and student achievement
4 Advocating academic equity and success for diverse learners 5 Assessments and Data for School and District Improvement 6 Comprehensive Field Experience Summary/Graphically displayed C.3 C&I Culminating Portfolio Assessment ver. 10.2015 Candidate Name ________Submission Date _____ Proficient: The student provides evidence of a thorough understanding/knowledge of the specified criteria and solid performance of its associated competencies. Developing: The student provides evidence that reflects a basic understanding/knowledge of the specified criteria and developing performance of its associated competencies. Needs Improvement: The student provides evidence that reflects a limited or flawed understanding/knowledge of the specified criteria and/or an unimpressive performance of its associated competencies. Evaluation: Self Peer Instructor Required Element Needs Improvement 0/1 Developing 2/3 Proficient 4 Pts Portfolio Presentation 4 Visual Appeal: Cover, Layout, Table of Contents, Professional Appearance, Proper Mechanics Missing some aspects Reflects some originality Reflect originality, creativity, and leadership identity Program Requirements 8 Completed Matrix with artifacts designated for all Teacher Leader Standard functions with instructor signatures Missing elements Completed with minor errors Completed professionally and completely Teacher Leadership Reflection Paper Incomplete or indirect evidence Basic evidence of competence in this Domain Thorough & solid evidence of competence Professionalism 4 Professional Resume Incomplete or indirect evidence Basic evidence of competence in this Domain Thorough & solid evidence of competence State-Aligned Criteria 32 Disposition Evidence Internal: Portfolio Self-Evaluation and Disposition Inventory Incomplete or indirect evidence Basic evidence of competence in this Domain Thorough & evidence of competence Disposition Evidence: External: Letters of Recommendation and/or Evaluations Incomplete or indirect evidence Basic evidence of competence in this Domain Thorough & evidence of competence Ability of the candidate to plan an appropriate learning environment Incomplete or indirect evidence evidence of competence in this Domain Thorough & solid evidence of competence Ability of the candidate’s impact on providing a supportive environment for students’ learning Incomplete or indirect Basic evidence of competence in this Thorough & solid evidence of competence
evidence Domain Ability to positively impact students in diverse settings Incomplete or indirect evidence evidence of competence in this Domain Thorough & solid evidence of competence Designing professional development to meet teaching and learning needs Incomplete or indirect evidence Basic evidence of competence in this Domain Thorough & evidence of competence Building school culture that focuses on student learning Incomplete or indirect evidence Basic evidence of competence in this Domain Thorough & solid evidence of competence Using assessments to improve student learning and foster student achievement. Incomplete or indirect evidence Basic evidence of competence in this Domain Thorough & solid evidence of competence Program Domain Evidence (min. 1 artifact for each; not to exceed 3 in any domain) 28 Domain 1 Fostering a Collaborative Culture to Support Educator Development and Student Learning Incomplete or indirect evidence Basic evidence of competence in this Domain Thorough & solid evidence of competence in this Domain Domain 2 Accessing and Using Research to Improve Practice and Student Learning Incomplete or indirect evidence Basic evidence of competence in this Domain Thorough & solid evidence of competence in this Domain Domain 3 Promoting Professional Learning for Continuous Improvement Incomplete or indirect evidence Basic evidence of competence in this Domain Thorough & solid evidence of competence in this Domain Domain 4 Facilitating Improvements in Instruction and Student Learning Incomplete or indirect evidence Basic evidence of competence in this Domain Thorough & solid evidence of competence in this Domain Domain 5 Using Assessments and Data for School and District Improvement Incomplete or indirect evidence Basic evidence of competence in this Domain Thorough & solid evidence of competence in this Domain Domain 6 Improving Outreach and Collaboration with Families and Community Incomplete or indirect evidence evidence of competence in this Domain Thorough & solid evidence of competence in this Domain Domain 7 Advocating for Student Learning and the Profession Incomplete or indirect evidence evidence of competence in this Domain Thorough & solid evidence of competence in this Domain Leadership Identity and Impact 20 Leadership mission, vision, values, goals, and belief; summary/ graphic display Incomplete or indirect evidence Basic evidence of competence Thorough & solid evidence of competence Ability to assess and impact high quality teaching Incomplete or indirect evidence Basic evidence of competence Thorough & solid evidence of competence Contributions as a leader to the success of the school and student achievement Incomplete or indirect evidence Basic evidence of competence Thorough & solid evidence of competence Advocating academic equity and success for diverse learners Incomplete or indirect evidence Basic evidence of competence Thorough & solid evidence of competence Comprehensive Field Experience Summary/Graphic display Incomplete or indirect evidence Basic evidence of competence Thorough & solid evidence of competence Overall Portfolio Efficacy 4 Overall effectiveness of the portfolio as a comprehensive, professional representation of teacher competencies as a leader Incomplete or indirect evidence evidence of competence in this Domain Thorough & solid evidence of competence TOTAL /100
EDN 630 b. Models effective skills in listening, presenting ideas, leading discussions, clarifying, mediating, and identifying the needs of self and others in order to advance shared goals and professional learning EDN 500, EDN 503, EDN 533, EDN 534 Proficient Developing c. Employs facilitation skills to create trust among colleagues, develop collective wisdom, build ownership & action that Proficient Developing
Domain 2 – Accessing and Research to Improve Practice and Student Learning Alignment to the conceptual framework of the department of education: (I) Planning & Preparation, (II) Instruction, (III) Classroom Environment, (IV) Professional Responsibility Functions The teacher leader: SELF-ASSESSED of competency ARTIFACT serving as evidence of knowledge/performance competency COURSE for which artifact was submitted VERIFICATION by instructor & date of submission a. Assists colleagues in accessing and using research in order to select appropriate strategies to improve student learning EDN 501, EDN 533, EDN 697 IV Proficient Developing b. Facilitates the analysis of student learning data, collaborative interpretation of results, and application of findings to improve teaching and learning EDN 501, EDN 534 I Proficient Developing c. Supports colleagues in collaborating with the higher education institutions and organizations engaged in researching critical educational issues EDN 536, EDN 630 IV Proficient Developing d. Teaches and supports colleagues to collect, analyze, and communicate data from their classrooms to improve teaching and learning EDN 501, EDN 534 I Proficient Developing Domain 3- Promoting Professional Learning for Continuous Improvement Alignment to the conceptual framework of the department of education: (I) Planning & Preparation, (II) Instruction, (III) Classroom Environment, (IV) Professional Responsibility Functions The teacher leader: SELF-ASSESSED level of competency ARTIFACT serving as evidence of knowledge/performance competency COURSE for artifact was submitted VERIFICATION by instructor & date of submission a. Collaborates with colleagues and school administrators to plan professional learning that is job-embedded, sustained over time, aligned with content standards, and linked to school/district improvement goals EDN 500, EDN 630, EDN 697 I, IV Proficient Developing b. Uses information about adult learning to respond to the diverse learning needs of colleagues by identifying, promoting, and facilitating varied and differentiated professional learning EDN 630, EDN 697 IV Proficient Developing c. Facilitates professional learning among colleagues EDN 630 IV Proficient Developing Alignment to the conceptual framework of the department of education:
a. Shares information with colleagues regarding how and national trends and policies can impact classroom practices and expectations for student learning EDN 534, EDN630 II, IV Proficient Developing b. Works with colleagues to identify and use research to advocate for teaching and learning processes that meet the of all students EDN 630, EDN 697 I, IV Proficient Developing c. Collaborates with colleagues to select appropriate opportunities to advocate for the rights and/or needs of students, to secure additional resources within the building or district that support student learning, and to communicate effectively with targeted audiences such as parents and community members EDN 536, EDN 600 III, IV Proficient Developing d. Advocates for professional resources, including financial support and human and other material resources, that allow colleagues to spend significant time learning about effective practices and developing a professional learning community focused on school improvement goals EDN 534, EDN 630, EDN 697 I, IV Proficient Developing e. Represents and advocates for the profession in contexts outside of the classroom (e.g., being a member of committees or task forces addressing curriculum, assessment, professional development or other educational issues; participating in local, state or national educational professional associations or professional standards boards; serving as an assessor/scorer for state or national-level assessments of teachers or students) EDN 503, EDN 533, EDN 697 IV Proficient Developing Additional Criteria (Section 8): NCC requirements for successful completion of the program Alignment to the conceptual framework of the department of education: (I) Planning & Preparation, (II) Instruction, (III) Classroom Environment, (IV) Professional Responsibility Functions The teacher leader: level of competency ARTIFACT serving as evidence of knowledge/performance competency COURSE for which artifact was submitted VERIFICATION by instructor & date of submission 8a. Demonstrates evidence of leadership experience at diverse settings, other than the school in which employed III Proficient Developing