Standard 15: Political, Social, Economic, Legal
and Cultural Understanding

Each candidate promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

Each candidate:

  • works with the governing board and district and local leaders to influence policies that benefit students and support the improvement of teaching and learning

EAD 261

EAD 272

EAD 269

  • influences and supports public policies that ensure the equitable distribution of resources and support for all subgroups of students

EAD 261

EAD 272

EAD 269

  • ensures that the school operates consistently within the parameters of federal, state, and local laws, policies, regulations and statutory requirements

EAD 269

  • generates support for the school by two-way communication with key decision-makers in the school community

EAD 261

EAD 272

EAD 269

  • views him/herself as a leader of a team and also as a member of a larger team

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)

EAD 262

  • Gathers data on personal leadership characteristics using a 360 Degree Feedback Process (262 Signature Assignment 1a)
  • Writes a reflection paper on the results of the personal assessment (262 Signature Assignment 1b)
  • Develops a personal vision statement (262 Signature Assignment 2)

 

  • opens the school to the public and welcomes and facilitates constructive conversations about how to improve student learning and achievement

EAD 269

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

Back to Top