Standard 11: Student Learning and Professional Growth

Each candidate is able to promote the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

Each candidate:

  • shapes a culture in which high expectations are the norm for each student as evident in rigorous academic work

Assessment

The following assignments and activities provide evidence of how this standard is met:

EAD 261

EAD 272

EAD 262

ERA 288

  • Review student achievement data websites and compare the achievement of the candidate’s school to two other schools (288 Signature Assignment 1)

EAD 274

EAD 263

EAD 269

  • Prepare documents for the culminating interview simulation (Statement of Philosophy, Resume, and Practicum response) (269 Signature Assignment 3)
  • Participate in an interview simulation for an entry-level administration position (269 Embedded Fieldwork Assignment 4)
  • Prepare a capstone paper on the current state and desired state of your site (269 Signature Assignment 4)
  • promotes equity, fairness, and respect among all members of the school community

Assessment

The following assignments and activities provide evidence of how this standard is met:

EAD 261

EAD 272

EAD 262

EAD 274

EAD 263

EAD 269

  • facilitates the use of a variety of appropriate content/based learning materials and learning strategies that recognize students as active learners, value reflection and inquiry, emphasize the quality versus the amount of student application and performance, and utilize appropriate and effective technology

Assessment

The following assignments and activities provide evidence of how this standard is met:

EAD 261

EAD 272

EAD 262

EAD 274

EAD 263

EAD 269

  • guides and supports the long-term professional development of all staff consistent with the ongoing effort to improve the learning of all students relative to the content standards

Assessment

The following assignments and activities provide evidence of how this standard is met:

EAD 261

EAD 272

EAD 262

EAD 274

EAD 263

  • provides opportunities for all members of the school community to develop and use skills in collaboration, distributed leadership, and shared responsibility

EAD 261

  • Shadow an educational leader and ask a series of open-ended questions designed by the class, with vision being a primary question (261 Signature Assignment 1)
  • Prepare a paper on changing the educational environment to produce a school culture of high achievement for all students (261 Signature Assignment 3)

EAD 272

EAD 262

EAD 263

EAD 269

  • Prepare documents for the culminating interview simulation (Statement of Philosophy, Resume, and Practicum response) (269 Signature Assignment 3)
  • Participate in an interview simulation for an entry-level administration position (269 Embedded Fieldwork Assignment 4)
  • Prepare a capstone paper on the current state and desired state of your site (269 Signature Assignment 4)
  • creates an accountability system grounded in standards-based teaching and learning

EAD 261

EAD 272

EAD 262

ERA 288

  • Review student achievement data websites and compare the achievement of the candidate’s school to two other schools (288 Signature Assignment 1)

EAD 274

EAD 263

EAD 269

  • utilizes multiple assessments to evaluate student learning in an ongoing process focused on improving the academic performance of each student

EAD 261

EAD 272

ERA 288

  • Review student achievement data websites and compare the achievement of the candidate’s school to two other schools (288 Signature Assignment 1)

Program Planning Prompts:

Satisfactory performance is defined as achieving competence as expected for entry-level administrators.

At the end of the program and in the final section of the Candidate Portfolio for Administrative Field Experience/Administrative Internship and Signature Assignments (Appendix 2), a summative analysis takes place by the candidate’s advisor, the fieldwork supervisor (which may also be the candidate’s advisor), and the district mentor. This evaluation is based on the numerous formative assessments that have taken place during the candidate’s progress through the preparation program and the accompanying embedded fieldwork activities. The rating of the candidate is based upon a benchmark of achieving competence expected for entry-level administrators.

The faculty of the Educational Leadership and Administration Program are fully cognizant of the benchmark of competence. As noted in General Precondition 8, all faculty members are closely involved with the day-to-day work of school leaders either as leadership coaches for school and district leaders and/or as consultants to school districts, providing professional development to school leaders and teachers on a regular basis.

The Educational Leadership and Administration Program utilizes the Descriptions of Practice (WestEd, 2003) as a guide in the development of criteria and rubrics for candidate expectations. The third category clearly states, “Practice that meets the standard”, which is the basic criteria for the beginning or entry-level administrator. The Descriptions of Practice may be found in Appendix 13.

The program is designed to provide opportunities for candidates to learn how to maximize academic achievement for students for all ethnic, race, socioeconomic, cultural, academic, linguistic or family backgrounds; gender, gender identity and sexual orientation; students with disabilities and advanced learners; and students with a combination of special instructional needs. (See Program Standard 4).

The great majority of the assessments in the program take diversity into account. Assessment details may be found in Program Standard 4 and in the following courses and fieldwork activities:

Assessment

The following assignments and activities provide evidence of how this standard is met:

EAD 261

EAD 272

EAD 262

EAD 274

EAD 263

EAD 269

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