Comments: 3.1 Advanced Knowledge of Curriculum, Instruction, and Assessment Program Admission Criterion #3 1 Candidate demonstrates essentially no depth of knowledge/understanding of curriculum content, instructional practices, and assessment principles. 2 Candidate demonstrates limited depth of knowledge/understanding of curriculum content, instructional practices, and assessment principles. 3 (Target) Candidate demonstrates sufficient depth of knowledge/understanding of curriculum content, instructional practices, and assessment principles. 4 Candidate demonstrates exceptional depth of knowledge/understanding of curriculum content, instructional practices, and assessment principles. Comments: 6.1 Problem Solving Performance Program Evaluation Criterion #6 1 Candidate demonstrates essentially no knowledge of how to monitor organizational performance and modify structures to contribute the school’s improvement effort. 2 Candidate demonstrates limited knowledge of how to monitor organizational performance and modify structures to match the school’s improvement efforts. 3 (Target) Candidate demonstrates sufficient knowledge of how to monitor organizational performance and modify structures to match the school’s improvement efforts. 4 Candidate demonstrates exceptional knowledge of how to monitor organizational performance and modify structures to match the school’s improvement efforts. Comments: 6.2 Problem Solving Evaluation Program Admission criterion #6 1 Candidate demonstrates essentially no depth of knowledge/understanding of principles of program evaluation and how to tie these results into subsequent cycles of continuous improvement. 2 Candidate demonstrates limited depth of knowledge/understanding of principles of program evaluation and how to tie these results into subsequent cycles of continuous improvement. 3 (Target) Candidate demonstrates sufficient of knowledge/understanding of principles of program evaluation and how to tie these results into subsequent cycles of continuous improvement. 4 Candidate demonstrates exceptional depth of knowledge/understanding of principles of program evaluation and how to tie these results into subsequent cycles of continuous improvement. Comments: Signature: __________________________________________ Date: ______________________ THIS RECOMMENDATION RATING FORM AND A LETTER OF RECOMMENDATION SHOULD BE COMPLETED, PLACED IN A SEALED ENVELOPE, AND RETURNED TO THE APPLICANT. Organizational
various stakeholder groups. Comments: 1.2 Ability to Improve Student Commitment to All Program Admission Criterion #1 1 Candidate demonstrates essentially no commitment to the principles of equity and helping all children achieve at high levels. 2 Candidate demonstrates limited commitment to the principles of equity and helping all children achieve at high levels. 3 (Target) Candidate demonstrates sufficient commitment to the principles of equity and helping all children achieve at high levels. 4 Candidate demonstrates exceptional commitment to the principles of equity and helping all children achieve at high levels. Comments: 1.3 Ability to Improve Student and Monitoring Outcomes. Program Admission Criterion #1 1 Candidate demonstrates essentially no understanding of how/why to assess/ monitor student outcomes. 2 Candidate demonstrates limited understanding of how/why to assess/ monitor student outcomes. 3 (Target) Candidate demonstrates sufficient understanding of how/why to assess/ monitor student outcomes. 4 Candidate demonstrates exceptional understanding of how/why to assess/ monitor student outcomes. Comments: 3.1 Advanced Knowledge of Curriculum, Instruction, and Assessment Program Admission Criterion #3 1 Candidate demonstrates essentially no of knowledge/understanding of curriculum content, instructional practices, and assessment principles. 2 Candidate demonstrates limited depth of knowledge/understanding of curriculum content, instructional practices, and assessment principles. 3 (Target) Candidate demonstrates sufficient depth of knowledge/understanding of curriculum content, instructional practices, and assessment principles. 4 Candidate demonstrates exceptional of knowledge/understanding of curriculum content, instructional practices, and assessment principles. Comments: 6.1 Problem Solving Performance Program Evaluation Criterion #6 1 Candidate demonstrates essentially no knowledge of how to monitor organizational performance and modify structures to contribute the school’s improvement effort. 2 Candidate demonstrates limited knowledge of how to monitor organizational performance and modify structures to match the school’s improvement efforts. 3 (Target) Candidate demonstrates sufficient knowledge of how to monitor organizational performance and modify structures to match the school’s improvement efforts. 4 Candidate demonstrates exceptional knowledge of how to monitor organizational performance and modify structures to match the school’s improvement efforts. Comments: Organizational
Applicants must score 3 (target) or better in all six program categories in Phase 2 to advance to Phase 3. Phase 2 Rubric for Personal Essays and Résumé Name of Applicant: ____________________________________________________________ Scored by: ___________________________________________________________________ Component 1 2 3 (Target) 4 From Leadership Self-Assessment Statement 1. Self-assessment of leadership and awareness of growth/improvement Program Admission Criterion #2 Applicant does not articulate a coherent philosophy and provides no self-awareness of growth/improvement as a leader. Philosophy is articulated but is limited regarding vision; awareness of potential for change is limited. Leadership philosophy is coherent and includes vision; recognition of strengths and weaknesses in leadership is demonstrated. Leadership philosophy is coherent and includes a vision committed to helping all children achieve their highest potential; strengths and weaknesses are recognized and the focus for improving knowledge, skills, and dispositions of leadership. From Résumé 2. Experience in Educational Leadership Program Admission Criterion #2 Applicant does not demonstrate sufficient experience in educational leadership to warrant a position in the cohort. Some experience in educational leadership is demonstrated but no evidence of initiating such endeavors. Applicant has multiple experiences in educational leadership and provides evidence of initiating some of these activities. Applicant has multiple experiences in educational leadership across several types of activities. Several of these are self initiated (e.g., SBDM, Dept. Chair, Team leader, Text book committee curriculum coordinator, Nat’l Board). From Personal Essay—Description of Best Practices 3.Reflection on Best Practices Limited knowledge/ understanding of best practices in curriculum, instruction, and assessment is demonstrated. Basic knowledge of best practices in curriculum instruction and assessment is demonstrated but is not related to Basic knowledge of best practices in curriculum, instruction, and assessment is demonstrated. This understanding is Knowledge of best practices in curriculum, instruction, and assessment is conceptually rich and thorough and is interwoven with
Program Admission Criterion #3 improved student outcomes. related to improving student outcomes. knowledge of how best practices influence and are central to improving student outcomes. From Personal of Best Practices 4. Implementation of Best Practices: Example Program Admission criterion #3 Applicant’s example of implementing best practices is incomplete and does not reflect the ability to translate “knowledge about” into “knowledge applied.” Applicant’s example of implementing best practices is complete but does not reflect the ability to translate “knowledge about” into “knowledge applied.” Applicant’s example of implementing best practices is complete and reflects understanding of how to translate “knowledge about” into “knowledge applied” (e.g., inclusion of information about change in skill levels or classroom structures). Applicant’s example of implementing best practices is detailed and focused on how “knowledge about” translates into implementation. Included are strategies such as changing skills, dispositions, and structures; need for evaluating implementation processes and student outcomes; ongoing formative and summative assessment; etc. From Both Personal Essays 5.Quality of writing mechanics, fluency Program Admission Criterion #4, Written communication Leadership and Best Practices essays are unacceptable, full of numerous grammar errors, misspelling, and awkward phrasing. Leadership and Best Practices essays are below standard. Meaning is impaired because of awkward phrases and sentences; grammatical errors and proofing errors detract from message of the essay. Leadership and Best Practices essays are acceptable. Meaning is clear and generally free from usage or other proofing errors. Leadership and Best Practices essays are exceptionally well written. Writing flows from sentence, paragraph, topic to the next. Meaning is sharp and language is eloquent and free of proofing errors. From Both Personal Essays. 6. Quality of writing –substance of thought, organization. Program Admission Criterion #4, Written communication Leadership and Best Practices essays are unacceptable. Content is unorganized and hard to follow and/or Substance of content does not reflect current knowledge about leadership or best practice. Leadership and Best Practices essays are below standard. Content is hard to follow and does not reflect hierarchical gradations in meaning. Substance of content reflects some understanding of leadership and Leadership and Best Practices essays are acceptable. Content is organized, from one topic to the next, is easy to follow. Substantive knowledge for both leadership and best practices Leadership and best Practices essays are exceptional with respect to thought and organization. Organization reflects hierarchical subdivisions and provides both overall and specific guidance for the reader.
Application Materials Summary Rubric Phase 2 Note: One rubric is to be filled out for each applicant. The Admissions Committee will do this form by consensus, based on the various completed rubrics that have been completed separately by each Admissions Committee member. The source(s) for each Program Admissions Criterion are noted on the form below: Applicant: __________________________________ Date: ___________________________ Admission Criterion Sources of Information 1 2 3 (Target) 4 1. Ability to Improve Student Achievement Recommendation Rating Form 1.1 Recommendation Rating Form 1.2 Recommendation Rating Form 1.3 The candidate provides insufficient evidence of “Ability to Improve Student Achievement” to warrant consideration in the cohort. The candidate presents limited evidence of “Ability to Improve Student Achievement,” inconsistent with advancing to the responsibilities of the principal. The candidate presents evidence of “Ability to Improve Student Achievement” that is consistent with the responsibilities/knowledge of principals at the beginning of training. The candidate presents evidence of “Ability to Improve Student Achievement” that is exceptionally advanced with respect to the responsibilities/knowledge required for principals at the beginning of training. 2. Leadership Letter of Recommendation Rubric as a principal Letter of Recommendation Rubric including dispositions necessary to leadership. Rubric for Personal Essays The candidate provides insufficient evidence of leadership (potential ability; character; philosophy/growth/ improvement; experience) to warrant consideration in the cohort. The candidate presents limited evidence of leadership (potential ability; character; philosophy/growth/ improvement; experience), consistent with assuming the responsibilities of the principal. The candidate presents evidence of leadership (potential ability; character; philosophy/growth/ improvement; experience) that is consistent with the responsibilities/knowledge of principals at the beginning of training. The candidate presents evidence of leadership (potential ability; character; philosophy/growth/ improvement; experience) that is exceptionally advanced with respect to the responsibilities/knowledge required for principals at the beginning of training.
and Résumé of leadership and awareness of growth/ improvement Rubric for Personal Essays and Résumé in educational leadership 3. Advanced knowledge of Curriculum, Instruction, and Assessment Recommendation Rating Form Rubric Knowledge of Curriculum, Instruction, and Assessment Rubric for Personal Essays 3--Reflection on Best Practices Rubric for Personal Essays of Best Practices: Example The candidate provides insufficient evidence of “Advanced knowledge of Curriculum, Instruction, and Assessment” to warrant consideration for the cohort. The candidate presents limited evidence of “Advanced knowledge of Curriculum, Instruction, and Assessment” commensurate with assuming the responsibilities of the principal. The candidate presents evidence of “Advanced knowledge of Curriculum, Instruction, and Assessment” that is consistent with the responsibilities/knowledge of principals at the beginning of training. The candidate presents evidence of “Advanced knowledge of Curriculum, Instruction, and Assessment” that is exceptionally advanced with respect to the responsibilities/knowledge required for principals at the beginning of training. 4. Proficiency in Written Communication Rubric for Personal Essays 5--Quality of Writing: Usage, Mechanics, Fluency. The candidate demonstrates insufficient command of written communication competencies to warrant consideration for the cohort. The candidate demonstrates limited command of written communication competencies commensurate with assuming the responsibilities of the principal. The candidate demonstrates acceptable command of written communication competencies consistent with the responsibilities/skills of The candidate demonstrates command of written communication competencies that are exceptionally advanced for principals at the beginning of training.
Phase 3 On-Demand Writing Task and Interview Applicants, whose application were rated 3 or higher in all categories for Phase 2 will advance to Phase 3. Phase 3 is a one-day process consisting of two components: an interview an on-demand writing sample Each applicant will be interviewed by members of the Admission Committee composed of EALR faculty and school district administrators. The interview will be scored by committee members using a rubric (see below), which addresses both content and presentation. Applicants will be required to submit an on-demand writing sample by responding to a prompt. The On-Demand Writing Rubric (see below) will be used to score all writing samples. The content covered in the interview and the on-demand writing provides additional insight into the of preparation of the applicants in areas important to the success of principals. Applicants must score 3 or better in all categories to advance to Phase 4 where final selection will take place. Interview Rubric Phase 3 Applicant: _____________________________________________Date:_________________ Section 1 2 3 (Target) 4 1. Experience Motivation Expectations Program Admission Criterion #2 The applicant has no apparent vision of himself/herself as a leader of others, or as a teacher. He/she shows evidence of only limited participation in school/district initiatives. Career advancement and rank change are primary motivators to the applicant. High expectations for others and self are not evident. The applicant articulates a vision as a teacher, but not as a leader of teachers. It is unclear whether he/she significantly participated in school/district improvement initiatives. Student learning is secondary to personal achievement as the central motivator for the applicant as evidenced by articulated attitudes. The applicant presents evidence of a clear vision as a teacher and an emerging vision as a leader of teachers. There is limited evidence of applicant-led innovations. The applicant provides evidence of significant participation in school/district initiatives. Student learning is central to the actions and attitudes of the The applicant articulates a clear and compelling vision of himself/herself as a school leader. This vision is supported by examples of applicant-led innovations or change efforts to improve student learning. Student learning is central to the actions and attitudes of the applicant. It is evident that the candidate holds high
There is some evidence of high expectations for self. applicant. She/he demonstrates high expectations for self and others. expectations for self and others. 2. Advanced knowledge of curriculum, instruction, and for Learning: -Differentiated- Instruction - Current Research- strategies Program Admission Criterion #3 The applicant does not communicate a discernible view of instructional best practice. The applicant articulates a view of instruction that meets the needs of most, but not all students. approaches are not articulated, and there is little evidence that they are followed. The applicant articulates a clear understanding of the connection between assessment of individual students and the adaptation of instruction to meet each individual student’s needs. The applicant articulates a research-based approach to his/her teaching. The applicant articulates a clear understanding of the connection between assessment of individual students and the adaptation of instruction to meet each individual student’s needs. The applicant articulates a research-based approach to his/her teaching. The applicant serves as a mentor and/or has led professional development on the use of strategies. 3. Oral Communication Program Admission Criterion #3 Communication of ideas is jumbled and awkward. Oral communication skills are limited and insufficient to warrant consideration in the cohort. Oral communication skills are adequate, but not commensurate with the demands for oral skills demanded of the principal. The applicant communicates his/her ideas clearly in the interview, consistent with the responsibilities of principals at the beginning of their training. The applicant communicates his/her ideas clearly in the interview, providing evidence of successful experience in communicating with a variety of audiences. Oral skills are advanced compared to most principals at the beginning of their training.