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Internship in Executive School Leadership
Handbook
MED 593 & GADM 826
ORAL ROBERTS UNIVERSITY
GRADUATE SCHOOL OF
EDUCATION
2020-2021
INTERNSHIP IN EXECUTIVE SCHOOL LEADERSHIP
MED 593 & GADM 826
TABLE OF CONTENTS
SUMMARY OF CONCEPTUAL FRAMEWORK ..................................................................................... 1
College of Education Internship Philosophy ............................................................................ 2
Theoretical Framework .................................................................................................................. 2
CAEP Accreditation, NELP Standards & PASL ....................................................................... 2
NELP Internship Standards – Master of Education – Building Level ................................ 3
NELP Internship Standards – Doctor of Education – District Level ................................... 4
ORU GRADUATE COLLEGE OF EDUCATION INTERNSHIP REQUIREMENTS ..................... 5
Internship Core Courses & Time Requirements ................................................................... 5
Performance Assessment for School Leaders (PASL) Overview Requirements ...... 6
Intern Responsibilities .................................................................................................................... 8
Director of Graduate Internships Responsibilities .............................................................. 9
Cooperating Administrator (Mentor) Responsibilities ...................................................... 9
Course Syllabi ..................................................................................................................................... 9
Internship Evaluation ..................................................................................................................... 10
Professional & Ethical Responsibilities of the Intern ......................................................... 11
APPENDIX ........................................................................................................................................................... 12
A: ORU Graduate College of Education Conceptual Framework....................................... 13
B: PASL-Aligned Post-Assignment Examples ........................................................................... 17
C: Time Log Example........................................................................................................................... 67
D: Internship Application................................................................................................................. 69
E: Performance Assessment for School Leaders (PASL) Links ......................................... 71
F: Internship Cooperating Administrator Orientation Video and Memo ..................... 77
G: McREL Intern Evaluation Rubric & Report ......................................................................... 80
NELP & PASL Alignment..................................................................................................................... 7
McREL Final Evaluation Rubric Example................................................................................. 11
ORAL ROBERTS UNIVE
RSITY COLLEGE OF EDUCATION
SUMMARY OF CONCEPTUAL FRAMEWORK
Theme: Transformed Educators
“. . . be ye transformed by the renewing of your mind . . ." Romans 12:2
Vision: Transforming Society
The Miracle Ahead
A Transformed Generation
"Ye have not chosen me . . . I have chosen you and ordained you that you should go
and bring forth fruit, and that your fruit should remain.” John 15:16
Mission: Preparing Professional Christian Educators to go into Every Person’s World
“To provide the opportunity for individuals who hold Christian principles to
participate in initial and advanced study in preparation for professional, public, and
private responsibilities in the field of education throughout the world.”
Philosophy: Biblical FoundationChristian Worldview
Nature of the LearnerCreated in God’s Image
Truth and Knowledge—All Truth is God’s Truth
ValuesBiblically Based
Knowledge Base:
Linked to Institutional Standards
Aligned with National Standards, State Competencies, and Standards of the
Profession
Evaluated and assessed in light of current research and best practices
Built upon past achievements and universal truths
1
College of Education Internship Philosophy
The philosophy of education embraced by the Graduate Education Program at Oral Roberts
University is concerned with how theory is applied and tested in practice and how practice
improves theory. The internship embodies that philosophy and is specifically structured to permit
interns to integrate theory and practice in a field-based setting under the guidance of an
experienced cooperating administrator (mentor). The internship program, as developed by the
Graduate School of Education, will provide the intern with a variety of meaningful leadership
experiences in actual school based settings. The experience will be coordinated by the director of
graduate internships in consultation with the cooperating administrator (mentor).
Theoretical Framework
The practical knowledge and skills gained from the actual administrative leadership field
experience of the university supervisors and cooperating administrators (mentors) serves as the
basic foundation for the theoretical framework for the Internship in Executive School Leadership.
Woven into that framework are the recommendations from the learned societies, professional
organizations, and the scholarly literature. For information on the College of Education’s
conceptual framework please see appendix A.
CAEP Accreditation, NELP Standards & PASL
The Council for the Accreditation of Educator Preparation (CAEP) accreditation process has two
primary components: Educator Preparation Program (EPP) Review and Program Review.
Educator Preparation Program Reviews use Advanced Level Standards, developed by CAEP, to
make accreditation decisions for an EPP (the ORU School of Education). Program Reviews use
Program Standards, developed by a Specialized Professional Association (SPA), to determine if a
Program (a specific discipline area) can demonstrate mastery of the SPA standards. Programs
must receive SPA recognition in order for the EPP to receive CAEP accreditation.
The National Educational Leadership Preparation (NELP) standards are aligned to the
Professional Standards for Educational Leaders (PSEL). They provide specific performance
expectations for what novice building and district level leaders should know and be able to do
once they graduate. The NELP standards focus on the knowledge, skills, and attributes required
by administrator candidates to lead and manage educational organizations centered on teaching
and learning. It is important for all administrative candidates to be able to accomplish the tasks
associated with each of the NELP standards and elements.
The Performance Assessment for School Leaders (PASL) is aligned to the NELP standards as
outlined on page 7. Each of the PASL tasks and steps have several corresponding NELP
standard components. These tasks are structured in a way for the intern to experience and
develop the knowledge s/he needs to be a successful administrator at the building or district
level.
2
NELP Internship Standards Master of Education Building Level
During your program, the eight core classes are each aligned to a specific NELP standard.
NELP
Standard
Building Level Leader Description
Program completers understand and demonstrate the capacity to:
ORU
Aligned
Course
Standard One:
Mission, Vision,
and Core Values
(1) collaboratively evaluate, develop, and communicate a school mission and vision designed to
reflect a core set of values and priorities that include data use, technology, equity, diversity,
digital citizenship, and community; and (2) lead improvement processes that include data use,
design, implementation, and evaluation.
Strategically
Leading
Organizations
Standard Two:
Ethics and
Professional
Norms
(1) reflect on, communicate about, cultivate, and model professional dispositions and norms
(i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance,
reflection, lifelong learning that support the educational success and well-being of each student
and adult; (2) evaluate, communicate about, and advocate for ethical and legal decisions; and (3)
model ethical behavior in their personal conduct and relationships and to cultivate ethical
behavior in others.
Effective
Leadership
Standard Three:
Equity and
Cultural
Leadership
(1) use data to evaluate, design, cultivate, and advocate for a supportive and inclusive school
culture; (2) evaluate, cultivate, and advocate for equitable access to educational resources,
technologies, and opportunities that support the educational success and well-being of each
student; and (3) evaluate, cultivate, and advocate for equitable, inclusive, and culturally
responsive instruction and behavior support practices among teachers and staff.
Culturally
Responsive
Education
Standard Four:
Instructional
Leadership
(1) evaluate, develop, and implement high-quality, technology-rich curricula programs and other
supports for academic and non-academic student programs; (2) evaluate, develop, and
implement high-quality and equitable academic and non-academic instructional practices,
resources, technologies, and services that support equity, digital literacy, and the school’s
academic and non-academic systems; (3) evaluate, develop, and implement formal and informal
culturally responsive and accessible assessments that support data-informed instructional
improvement and student learning and well-being; and (4) collaboratively evaluate, develop, and
implement the school’s curriculum, instruction, technology, data systems, and assessment
practices in a coherent, equitable, and systematic manner.
Leadership of
Curricular and
Instructional
Practices
Standard Five:
Community and
External
Leadership
(1) collaboratively engage diverse families in strengthening student learning in and out of
school; (2) collaboratively engage and cultivate relationships with diverse community members,
partners, and other constituencies for the benefit of school improvement and student
development; and (3) communicate through oral, written, and digital means within the larger
organizational, community, and political contexts when advocating for the needs of their school
and community.
Leading from
the Middle
Standard Six:
Operations and
Management
(1) evaluate, develop, and implement management, communication, technology, school-level
governance, and operation systems that support each student’s learning needs and promote the
mission and vision of the school; (2) evaluate, develop, and advocate for a data-informed and
equitable resourcing plan that supports school improvement and student development; and (3)
reflectively evaluate, communicate about, and implement laws, rights, policies, and regulations
to promote student and adult success and well-being.
Operational
Leadership:
Human,
Physical and
Capital
Resources
Standard Seven:
Human Resource
Leadership
(1) collaboratively develop the school’s professional capacity through engagement in recruiting,
selecting, and hiring staff; (2) develop and engage staff in a collaborative professional culture
designed to promote school improvement, teacher retention, and the success and well-being of
each student and adult in the school; (3) personally engage in, as well as collaboratively engage
school staff in, professional learning designed to promote reflection, cultural responsiveness,
distributed leadership, digital literacy, school improvement, and student success; and (4)
evaluate, develop, and implement systems of supervision, support, and evaluation designed to
promote school improvement and student success.
Policy,
Governance, and
Politics
Standard Eight:
Internship and
Clinical Practice
(1) Candidates are provided a variety of coherent, authentic field and/or clinical internship
experiences within multiple school environments that afford opportunities to interact with
stakeholders, synthesize and apply the content knowledge, and develop and refine the
professional skills articulated in each of the components included in NELP building-level
program standards 1–7; (2) Candidates are provided a minimum of six months of concentrated
(10–15 hours per week) internship or clinical experiences that include authentic leadership
activities within a school setting; and (3) Candidates are provided a mentor who has
demonstrated effectiveness as an educational leader within a building setting; is present for a
significant portion of the internship; is selected collaboratively by the intern, a representative of
the school and/or district, and program faculty; and has received training from the supervising
institution.
Internship in
Executive
School
Leadership
3
NELP Internship Standards – Doctor of Education District Level
During your program, the eight core classes are each aligned to a specific NELP standard.
NELP
Standard
ORU Aligned
Course
Standard One:
Mission, Vision,
and Core Values
of values and priorities that include data use, technology, values, equity, diversity, digital citizenship, and
community; and (2) lead district strategic planning and continuous improvement processes that engage
diverse stakeholders in data collection, diagnosis, design, implementation, and evaluation.
Strategically
Leading
Organizations
Standard Two:
Ethics and
Professional
Norms
fairness, integrity, transparency, trust, collaboration, perseverance, reflection, lifelong learning, digital
citizenship) and professional district and school cultures; (2) evaluate and advocate for ethical and legal
decisions; and (3) model ethical behavior in their personal conduct and relationships and to cultivate
ethical behavior in others.
Effective
Leadership
Standard Three:
Equity and
Cultural
Leadership
and advocate for equitable access to safe and nurturing schools and the opportunities and resources,
including instructional materials, technologies, classrooms, teachers, interventions, and adult
relationships, necessary to support the success and well-being of each student; and (3) evaluate, advocate,
and cultivate equitable, inclusive, and culturally responsive instructional and behavior support practices
Culturally
Responsive
Education
Standard Four:
Instructional
Leadership
supports for academic and non-academic student programs; (2) collaboratively evaluate, design, and
cultivate coherent systems of support, coaching, and professional development for educators, educational
professionals, and school and district leaders, including themselves, that promote reflection, digital
literacy, distributed leadership, data literacy, equity, improvement, and student success; (3) design,
implement, and evaluate a developmentally appropriate, accessible, and culturally responsive system of
assessments and data collection, management, and analysis that support instructional improvement,
equity, student learning and well-being, and instructional leadership; and (4) design, implement, and
evaluate district-wide use of coherent systems of curriculum, instruction, assessment, student services,
Leadership of
Curricular and
Instructional
Practices
Standard Five:
Community and
External
Leadership
and out of school; (2) understand, engage, and effectively collaborate and communicate with, through
oral, written, and digital means, diverse families, community members, partners, and other constituencies
to benefit learners, schools, and the district as a whole; and (3) communicate through oral, written, and
digital means within the larger organizational, community, and political contexts and cultivate
relationships with members of the business, civic, and policy community in support of their advocacy for
Executive
Leadership:
The
Superintendency
Standard Six:
Operations and
Management
communication, technology, governance, and operation systems at the district level to support schools in
realizing the district’s mission and vision; (2) develop, communicate, implement, and evaluate a data-
based district resourcing plan and support schools in developing their school-level resourcing plans; and
(3) develop, implement, and evaluate coordinated, data-informed systems for hiring, retaining,
supervising, and developing school and district staff in order to support the district’s collective
Operational
Leadership:
Human, Physical
and Capital
Resources
Standard Seven:
Human Resource
Leadership
with the district’s board of education focused on achieving the district’s shared mission and vision; (2)
design, implement, cultivate, and evaluate effective and collaborative systems for district governance that
engage multiple and diverse stakeholder groups, including school and district personnel, families,
community stakeholders, and board members; (3) evaluate, engage in decision making around,
implement, and appropriately communicate about district, state, and national policy, laws, rules, and
regulations; and (4) understand the implications of larger cultural, social, economic, legal, and political
interests, changes, and expectations and demonstrate the capacity to evaluate and represent district needs
and priorities within larger policy conversations and advocate for district needs and priorities at the local,
Policy,
Governance, and
Politics
Standard Eight:
Internship and
Clinical Practice
within multiple district environments that afford opportunities to interact with stakeholders and synthesize
and apply the content knowledge and develop and refine the professional skills articulated in each of the
components included in NELP district-level program standards 1–7; (2) Candidates are provided a
minimum of six months of concentrated (1015 hours per week) internship or clinical experiences that
include authentic leadership activities within a district setting; and (3) Candidates are provided a mentor
who has demonstrated effectiveness as an educational leader within a district setting; understands the
specific district context; is present for a significant portion of the internship; is selected collaboratively by
the intern, a representative of the district, and program faculty; and is provided with training by the
Internship in
Executive
School
Leadership
4
ORU GRADUATE COLLEGE OF EDUCATION INTERNSHIP REQUIREMENTS
Internship Core Courses & Time Requirements
1. Complete the 5 NELP-aligned core internship related courses that include PASL aligned
post-assignments:
a. Strategically Leading Organizations (MED 512/GHED 702)
b. Effective Leadership (MED 501/GHED 701)
c. Culturally Responsive Education (MED 502/GHED 602)
d. Leadership of Curricular and Instructional Practices (MED 525/GADM 825)
e. Leading from the Middle (MED 543/MED 544) OR Executive Leadership: Superintendency
(GADM 821/GADM 822)
Administrative candidates completing the internship program will have participated in a minimum
of 240 working hours in an array of
school settings with a cooperating administrator who has at
least 3 years of experience as an administrator.
During the five core internship courses you are required to complete the first 120 working hours of
the internship experience, by spending an average of 24 working hours on each of your five post-
assignments. You are required to complete each post-assignment at a site other than the one you
are employed, with a different level of students, under one or more cooperating administrators. This
is a required and valuable learning experience as you gain exposure to a variety of new
educational
contexts and cultures.
You may complete all post-assignments at one site, or a variety of sites.
The post-assignment for each internship
related course will be provided by the professor during
your course. However, examples of post-assignments for the core internship related courses are
found in appendix B (including the rubric and associated documents).
2. Completion of 2 NELP-aligned internship related courses:
a. Operational Leadership: Human, Physical and Capital Resources (MED 523/GADM 823)
b. Policy, Governance and Politics (MED 524/GADM 824)
3. Completion of NELP-aligned internship course:
a. Internship in Executive School Leadership (MED 593/GADM 826)
As a Master or Doctoral level student, you must complete the seven core internship related
courses before you enroll in the Internship in Executive School Leadership course.
During the Internship in Executive School Leadership you are required to complete the other 120
working hours with your cooperating administrator, who will sign off on your time log (see
appendix C). You may complete the Internship in Executive School Leadership course at
your primary place of employment. Much of this time will be used to work closely with your
cooperating administrator and school community in order to complete and submit the 3
Performance Assessment for School Leaders (PASL) tasks.
Enrollment in the Internship in Executive School Leadership course (MED 593/GADM 826)
requires the director of graduate internship’s approval and the completion of the internship
application (appendix D). All relevant information pertaining to the internship is contained in this
handbook and the respective courses’ syllabi.
5
Performance Assessment for School Leaders (PASL) Overview Requirements
The Performance Assessment for School Leaders (PASL) requires you to complete 3 tasks. The 3
tasks require you to submit 20 artifacts, one 15-minute video and answer 70 guiding prompts
(questions) in 22.5 pages or less.
Each of the 3 tasks requires you to work closely with the director of graduate internships, your
cooperating administrator, and other school faculty. Improved student learning is the goal of good
teaching and PASL, therefore each task requires that you submit a sample of student work as
evidence of the impact. Please see appendix E for the complete set of PASL links. Please review
the PASL Candidate and Educator Handbook as a starting point.
Each task is designed to assess your ability to implement a best practice methodology in school
improvement. Here is a very brief description of what you will be required to do for each task:
Task 1: You will work with your cooperating administrator to identify a problem or challenge,
research the issue and develop a plan that will affect instructional practice and student
achievement.
Task 2: You will work with your cooperating administrator and a team of colleagues to develop a
list of significant professional development needs. Once the group decides on the priority area for
professional development you will facilitate the professional development and analyze its
effectiveness with walk-through observations and a feedback survey.
Task 3: You will work with your cooperating administrator to identify a team of teachers with
varying experience to develop a collaborative team. You will then provide leadership of the
collaborative team by facilitating the development of a plan to improve instruction, student
learning, and the school culture. You will be required to submit a 15-minute video demonstrating
the facilitation of the plan. This task is worth twice as much.
For current information about the PASL tasks please visit the PASL website: click here. You will
register for the PASL on their website. On the PASL site you can also learn how to prepare for the
assessment, build and submit your tasks, and review the expected writing guidelines. Please see
samples of pass and fail work in the Library of Examples and understand how you will be
scored. See appendix E for the links to the Library of Examples.
The PASL tasks require time and planning. It is best to take two semesters to complete the
tasks properly. It is highly recommended that you begin working on the PASL tasks in August
2020, formally enroll in this course in spring 2021, and submit your PASL tasks to ETS® at that
time. The director of graduate internships will assist you with planning and preparing your
submission beginning as early as possible. In 2020-2021 the registration window for PASL in the
fall is from August 4
th
to October 19
th
. PASL tasks are due Oct. 28
th
at 2 p.m. EST. The
registration window for PASL in spring 2021 is between Aug. 4
th
, 2020 - April 2
nd
, 2021. Tasks
are to be submitted starting Jan. 5
th
and are due April 13
th
, 2021 at 2 p.m. EST.
6
National Educational Leadership Preparation Standards (NELP) & ETS Performance
Assessment for School Leaders (PASL) Alignment
The intern will be required to participate in eight specified activity areas that represent building and
district level leadership responsibilities addressed by eight NELP standards and respective sub-standards,
and will complete the ETS
®
Performance Assessment for School Leaders (PASL).
The following chart demonstrates the alignment of the PASL task activities with the specific NELP
standards they meet:
PASL TASK
PASL TASK PASL ACTIVITY
NELP BUILDING STANDARD NELP DISTRICT STANDARD
1
1
1.2, 4.4 1.2, 4.4
2 1.2, 2.1, 3.1, 5.2, 6.1, 6.2, 7.2, 7.3 1.2, 2.1, 3.1, 5.2, 6.1, 6.2, 7.2, 7.3
3 1.2, 2.1, 3.1, 7.3 1.2, 2.1, 3.1, 7.3
4 2.1, 7.3 2.1, 7.3
2
1
1.2, 2.1, 3.1, 4.1, 4.2, 4.4, 7.2, 7.3 1.2, 2.1, 3.1, 4.1, 4.2, 4.4, 7.2, 7.3
2 1.2, 4.1, 4.2, 7.3 1.2, 4.1, 4.2, 7.3
3 1.2, 2.1, 3.1, 4.4, 7.2, 7.4 1.2, 2.1, 3.1, 4.4, 7.2
4 1.2, 2.1, 3.1, 4.2 1.2, 2.1, 3.1, 4.2
3
1
1.2, 7.2, 7.3 1.2, 7.3
2 1.2, 2.1, 3.1, 4.2, 4.4, 7.2, 7.3 1.2, 2.1, 3.1, 4.2, 4.4, 7.2, 7.3
3 1.2, 2.1, 4.4, 7.2, 7.3 1.2, 2.1, 4.4, 7.2, 7.3
4
1.2, 2.1, 3.1, 7.2, 7.3, 7.4
2.1, 3.1, 7.2, 7.3
Click here for the official NELP PASL building level alignment document from ETS.
Click here for the official NELP PASL district level alignment document from ETS.
Each of the three PASL tasks has an associated library of examples and rubric that are used to assess the
interns work.
Click here for the links to the PASL Library of Examples.
7
Intern Responsibilities
The ORU Graduate School Internship program embodies a philosophy that is specifically
structured to permit interns to integrate theory and practice in a field-based setting under the
guidance of experienced cooperating administrators (mentors) and the director of graduate
internships. Your responsibilities include the following:
1. Read this internship handbook in entirety.
2. Review how to register, prepare, and submit the PASL tasks. Click here for the PASL website.
3. Consider the cooperating administrators you will approach in order to complete: (1) the PASL
aligned post-assignments in the five core internship related courses, and (2) the three PASL tasks
in the final Internship in Executive School Leadership course.
4. Consult with the director of graduate internships to discuss ideas and options for fulfilling the
internship requirements in order to make your plan.
5. Complete the 7 core internship courses. For the 5 courses with the PASL aligned post-
assignment, work with a Cooperating Administrator and site(s) other than where you
currently work. These must be at a different age level. Use the course specific Cooperating
Administrator Orientation Post-Assignment memos for your introduction (see appendix F
for examples).
6. Review all PASL documents and requirements (see appendix E for PASL links) including how
and when to enroll online for the Fall or Spring testing sessions with ETS
®
. Carefully consider
the time frames and submission requirements.
7. In liaison with the director of graduate internships, find a cooperating administrator to mentor
you for the Internship in Executive School Leadership. Be sure to share with him or her the
Cooperating Administrator Orientation for Executive Internship memo (see appendix F for
example) and this internship handbook before he or she agrees to be your cooperating
administrator.
8. Enroll in and complete the application form for the Internship in Executive School Leadership
(see appendix D), have it signed by the cooperating administrator (mentor) and return it to the
director of graduate internships.
9. Consider carefully when you will register for the PASL. The cost is $350 and it is an
additional course fee. Click here for the page.
10. Perform the internship in a manner satisfactory for the director of graduate internships and the
cooperating administrator, making sure to satisfy both the time and PASL requirements. Submit
your time log (see appendix C) to the director of graduate internships after it has been signed off
by your cooperating administrator
11. Review and discuss your plan, timeline, mid-semester and end-of-semester evaluations (see
appendix G) with your cooperating administrator. Complete mid- and end-of-semester
evaluations with your cooperating administrator.
8
Director of Graduate Internships Responsibilities
Your director of graduate internships is responsible to:
Help you plan and coordinate the internship experience.
Assist you in establishing contact with prospective cooperating administrators (mentors) as
needed.
Ensure that the internship experiences provide significant opportunities in the workplace
for you to synthesize and apply the knowledge, and practice and develop the skills,
identified in the seven NELP standards in diverse learning environments.
Assist you in completing the 3 PASL tasks.
Cooperating Administrator (Mentor) Responsibilities
Post-Assignments for NELP Aligned Core Courses
Your Cooperating Administrator is responsible to:
Review the Internship Memos
Provide you with the time, access and guidance to fulfill the activities outlined in the
PASL aligned post-assignment(s).
Internship in Executive School Leadership Course
Your Cooperating Administrator is responsible to:
Work closely with you to develop and implement a plan in order to fulfill the 3 PASL tasks
in order to submit them to ETS
®
and complete 120 working hours of internship experience.
Be available to allocate sufficient time, energy and attention to mentor you in a wide
variety of meaningful leadership experiences of substantial responsibility, which increase
over time in amount and complexity as you complete the PASL tasks.
Work closely with you while engaging in a significant amount of communication and
actions (ie. meetings, e-mails, trouble-shooting, etc.) in order to complete the PASL tasks.
Continually discuss with you how he or she would approach and solve various situations,
considering the values of the school culture, various strategies and multiple perspectives in
order to complete the PASL tasks.
Evaluate and discuss your performance twice using the McREL evaluation tool in appendix
G. See Internship Evaluation section in this handbook.
Sign off on your time log (appendix C)
Course Syllabi
The syllabi for the 7 internship related courses previously listed, as well as
the Internship in
Executive School
Leadership, are
hereby incorporated and constitute a part of this handbook.
The syllabi may be found here.
9
Internship Evaluation
During the Internship in Executive School Leadership you will be formally observed twice by your
cooperating administrator. For each of the formal observations your cooperating administrator
will use the McREL evaluation tool found in appendix G. Below are the steps for you to be aware
of regarding your evaluations:
Step
Graduate Candidate
Task
Cooperating Administrator
Task
1
Meet together to review the PASL tasks and outline the plan and timeline.
Sign off on page 2.
2
Complete a plan and timeline for completing
the PASL tasks. The “Graduate Candidate
PASL Summary Goal-Setting Form” chart
on page 3 is an example of how you could
organize your plan and timeline.
3
Conference together to: (1) review the plan and timeline, and (2) review the evaluation tool
together.
Sign off on page 2.
4
Make any edits to the plan and timeline that
arose from conferencing. Submit these to
the director of graduate internships.
5
Complete a “pre-conference” mid-semester
self-evaluation using pages 4-13.
Complete a “pre-conference” mid-semester
graduate candidate evaluation using pages 4-
13.
6
Conference regarding the evaluations (see below for instructions). Sign off on page 2.
7
Submit “post-conference” mid-semester
evaluation to the graduate candidate and the
director of graduate internships.
8
Complete a “pre-conference” end-of-
semester self-evaluation using pages 4-13.
Complete a “pre-conference” end-of-
semester graduate candidate evaluation
using pages 4-13.
9
Conference regarding the evaluations (see below for instructions). Sign off on page 2.
10
Submit “post-conference” end-of-semester
evaluation to the graduate candidate and the
director of graduate internships.
Conferencing Procedure:
At each conference the graduate candidate and the cooperating administrator will each share his
or her rating for each category.
On items with no scoring difference no conversation is necessary.
On items with a scoring difference of one category you may discuss it, but please keep it brief.
On any items with more than one category of difference discussion is encouraged. After the
discussion, either person may change his or her rating, or keep it the same.
10
McREL Final Evaluation Rubric Example
Professional and Ethical Responsibilities of the Intern
During all phases of the internship the intern is expected to perform in a positive, professional
manner. The intern will conform to CAEP standards as well as the standards of Oral Roberts
University. The intern will respond professionally in all situations by acting with integrity,
fairness, and in an ethical manner. If, during the course of the internship, the intern becomes aware
of confidential information, the intern hereby acknowledges that such confidential information will
not be communicated or shared with others without the permission of the school.
The intern agrees that placement at the internship site is a privilege extended as a courtesy by the
internship site. Said site is in no way obligated to the intern beyond that expressed in this
handbook. No obligations for future employment or promotion are expressed or implied as a
result of a cooperating administrator (mentor) and respective site permitting an intern to serve an
internship at that site.
A police background check must be completed that complies with the site’s policies. Please check
with your cooperating administrator to ensure that you are in compliance with the site’s policies.
11
APPENDIX
A. ORU Graduate College of Education Conceptual Framework
B. PASL-Aligned Post-Assignment Examples
C. Time Log Sample
D. Internship Application
E. Performance Assessment for School Leaders (PASL) Links
F. McREL Intern Evaluation Rubric & Report
12
APPENDIX A
ORU Graduate College of Education
Conceptual Framework
13
APPENDIX A
ORAL ROBERTS UNIVERSITY
GRADUATE SCHOOL OF EDUCATION
Introduction
The conceptual framework for the Oral Roberts University College of Education provides the
structure for course content and standards, stated student competencies, instruction, assessment,
and evaluation. The College of Education offers a diverse teacher preparation program designed to
equip teacher candidates for initial assignments in elementary and secondary schools as well as
advanced programs for school administration. The three segmentsgeneral education, specialized
education, and professional educationare offered to prepare graduates for professional
responsibilities in public, private, Christian, and home schools.
The philosophy of education which is embraced by the Oral Roberts University College of
Education and which forms the basis for the teacher preparation program is one particularly
concerned with the relationship between educational theory and practice—how theory is applied
and assessed in practice, and how practice is evaluated to improve student performance.
Educating the Whole Person
In keeping with the University's Statement of Purpose, The College of Education is rooted in the
philosophical position that education is the shaping of the whole person: spirit, mind, and body.
At the center of the education program at Oral Roberts University is the understanding that true
wisdom and knowledge come from God. The Bible is God's inspired Word and is upheld as the
standard and central point of reference. The College of Education prepares administrators;
curriculum specialists; and teachers for public, private, and Christian schools to go into every
person's world as transformed educators to transform society.
University Vision and Purpose
The Unit's conceptual framework is linked to the University's vision statement and incorporates the
purposes of the University. The University's vision and purposes are the central focus of the Unit's
design and are reflected in the Unit's activities.
VISION STATEMENT:
Oral Roberts University came into being as a result of its founder, Oral Roberts, obeying God's
mandate to build a university on God's authority and the Holy Spirit. God's commission to Oral
Roberts was to:
Raise up your students to hear My voice, to go where My light is dim, where My voice is heard
small and My healing power is not known. To go even to the uttermost bounds of the earth.
Their work will exceed yours, and in this I am well pleased.
14
STATEMENT OF PURPOSE:
It is the purpose of Oral Roberts University, in its commitment to the historic Christian faith, to
assist the student in his/her quest for knowledge of his/her relationship to God, man, and the
universe. Dedicated to the realization of truth and the achievement of one's potential life capacity,
the University seeks to graduate an integrated person spiritually alive, intellectually alert, and
physically disciplined. To accomplish this purpose, Oral Roberts University seeks to synthesize by
means of interdisciplinary cross-pollination the best traditions in liberal arts, professional, and
graduate education, with a charismatic concern to enable students to go into every person's world
with healing for the totality of human need.
Conceptual Model
A modified Celtic cross represents the visual conceptual framework for the unit. Because of the
Christian foundation of Oral Roberts University, the use of a cross is appropriate as the visual
model for the Conceptual Framework Model for the School of Education. The Celtic cross is
distinguished by a circle surrounding the cross point. The ORU College of Education visual model
consists of a strong foundation formed by the Oral Roberts University Mission and a Christian
Worldview and Biblical Foundation. The cross is capped with General Education, while the
crossbeam contents represent the Academic Area of Emphasis in each subject area of specialty, and
the Professional Education component to represent pedagogical preparation.
These four components reflect the University's focus on Spirit, Mind and Body.
The circle surrounding the point of crossing and merging of the Spirit, Mind, and Body components
further connects all contents by implementing educational Competencies, Experiences, Outreach,
and Assessment.
The Conceptual Framework includes a focus on the Spirit, Mind, and Body of each student:
The Spirit: ORU MissionChristian Worldview and Biblical Foundation
commitment to the Christian heritage, and "Going into every person's
world."
The Mind: General Educationemphasis on the humanities and the arts and sciences.
Academic Area of Emphasissubject area specialty
Professional Educationpedagogical preparation
The Body: Attention to health and physical fitness
All of these combine in the Celtic cross to connect the components through clearly defined
Competencies, Experiences, Assessments, and Outreach activities in the community and
throughout the world to provide continuing assessment to identify successes, evaluate needs, and
identify the basis for future improvements.
The entire Conceptual Model is overlaid on Oral Roberts University's unique Whole Person seal,
symbolizing the University's founding purpose and emphasis on Spirit, Mind, and Body.
15
Theme
Transformed Educators
" . . . be ye transformed by the renewing of your mind . . . " Romans 12:2
The Oral Roberts University School of Education's theme is "Transformed Educators." The School of
Education's desire is to develop and train future educators as teachers, principals, superintendents, and
other professional school personnel who have been transformed by the power of Jesus Christ and who
demonstrate the character and dispositions of Christian values, ethics, and moral integrity. The College of
Education also desires to develop students as transformed professional educators who know and
demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to
help all students learn and to be educational leaders.
Vision
Transforming Society, The Miracle Ahead, A Transformed Generation
"Ye have not chose me . . . I have chosen you and ordained you that you should go and bring forth fruit,
and that your fruit should remain." John 15:16
The Oral Roberts University College of Education vision is to train and develop professional school
personnel who will go into every person's world, into public, private, Christian, and home schools as
transformed educators. As transformed educators they will make such an impact that they will be a
catalyst for transforming society, which in turn will help transform the next generation.
Mission
Preparing Professional Christian Educators to Go Into Every Person's World
The Oral Roberts University College of Education is charged to provide the opportunity for individuals
who hold Christian principles to participate in initial and advanced study in preparation for professional
public and private responsibilities in the field of education throughout the world.
16
APPENDIX B
PASL-Aligned Post-Assignment Examples
1) Strategically Leading Organizations (MED 512/GHED 702)
2) Effective Leadership (MED 501/
GHED 701)
3) Culturally Responsive Education (MED 502/GHED 602)
4) Leadership of Curricular and Instructional Practices (MED 525/GADM 825)
5) Leading from the Middle (MED 543/MED 544)
6) Executive Leadership: The Superintendency (GADM 821/GADM 822)
17
Strategically Leading Organizations
(MED 512/GHED 702)
Post-Assignment Orientation
To: Cooperating Administrator
From: Dr. Patrick Otto, Chair of the Graduate School of Education, Oral Roberts
University
Re: ORU Graduate Student Request for Post-Assignment Collaboration
Dear Sir/Ma’am:
Thank you for your consideration of our graduate candidate’s request to collaborate with you on
one or more post-assignments. We need your help to prepare outstanding leaders in the field of
education. Your partnership with this candidate, and the Graduate School of Education, is truly
appreciated. Thank you.
The candidate is required to complete this post-assignment for one or more of the following
reasons:
(1) Earn the course credit for MED 512/GHED 702: Strategically Leading Organizations.
(2) Practice education best practices evaluated in the ETS
®
Performance Assessment for School
Leaders (PASL). The student may complete the PASL at the end of the program during a
full-time Internship in Executive School Leadership that will be fulfilled at another site.
(3) Fulfill 24 internship working hours.
Please review and discuss with the graduate candidate the post-assignment to be completed. We
are asking you to please provide the graduate candidate with the time, access and guidance to
successfully complete the post-assignment.
If you have any questions, please feel free to contact me or our director of graduate internships.
Sincerely,
Dr. Otto
Chair, Graduate School of Education
jotto@oru.edu
918.495.7087
Prof. Ellis
Director of Graduate Internships
tellis@oru.edu
918.495.6867
18
Strategically Leading Organizations Post-Assignment
19
In light of the course, under your Cooperating Administrator’s leadership and guidance, work with a collaborative team to help develop,
or create, an existing research-based plan to improve alignment and pursuit of the site’s mission, vision or core values. Your "site" is
defined as: Masters School building; Doctorate School district or Higher Education Institution. Please track your time in a self-
created time log (WORD, EXCEL, Google Docs, etc.). (24 working hours)
# Task Artifacts Questions
1
Identify a
significant
problem or
challenge
Submit 1
representative
page of the
longitudinal
data
Discuss with the Cooperating Administrator the importance of the mission, vision, and core values of the site. With
his or her help, identify a challenge related to implementing and assessing the attainment of the mission, vision,
and core values that s/he would like assistance addressing. Respond to the following questions (maximum of 600
words):
a. Describe the significant challenge selected. What is the impact that the challenge has on instructional practice
and student learning? Provide examples to demonstrate the impact of the challenge.
b. What longitudinal data did you collect? Why are the data appropriate? How do the data support the choice of
a significant challenge?
c. What result do you anticipate if the challenge is addressed? How will the result(s) impact instructional practice
and student learning?
2
Establish and
meet with the
team
With the help of your Cooperating Administrator, identify and work with three to five colleagues, with varying levels
of experience to serve as a collaborative research review team to address the identified challenge. Interview the
team to find out more about the challenge in order to focus your research. Respond to the following questions
(maximum of 600 words):
a. Provide a rationale for the choice of each colleague.
b. What steps were taken to elicit/encourage each colleague’s involvement with the team? Why were these steps
taken? How does a Christian worldview influence these decisions?
c. What structure was put in place to support and sustain the team during the collaborative work? Provide a
rationale.
3
Conduct
Research
Submit 1
representative
page of the
research
materials and
resources
Conduct further research to find ideas and solutions to the challenge. Respond to the following questions
(maximum of 600 words):
a. What significant research did you conduct and/or consult?
b. What school and/or district resources did you use?
c. How do the school/community/cultural influences affect the implementation of the research strategies?
Strategically Leading Organizations Post-Assignment
20
4
Share your
Research and
Receive
Feedback
Submit
collaborative
team research
presentation
Share your research findings and possible options for addressing the challenge with the Cooperating
Administrator and the collaborative team.
After you have presented your findings ask them these questions
(you may add others as you wish):
a.
Do you have any comments?
b.
Is there anything you disagree with, or have a different perspective on?
c.
Do you believe these ideas can work here? How might they need to be adapted?
d.
What do you predict the impact would be if…?
5
Reflect
Reflect on the process. Respond to the following questions (maximum of 400 words):
a. From a Christian worldview, and the feedback you received, what changes would you make to the process
if you were to do this again?
b. From a Christian worldview, how has what you have learned influenced the way you will approach future
problem-solving tasks?
6
Report Time
Log, Site
Information &
Cooperating
Administrator
Review
Time Log
Submit and upload your time log in your D2L course shell under: Content - Chalk & Wire Submission
Instructions, Rubrics & Links - Submit Time Log and Complete State School Information & Cooperating
Administrator Self-Assessment. Also complete the 17-question school context and cooperating administrator
survey. The rubric file in the D2L shell contains the questions. For the latest data on your school context
(often a year old) you can find it from your cooperating administrator or your state's education
accountability office. In Oklahoma the site is: https://www.edprofiles.info/report-card
Strategically Leading Organizations Post-Assignment
21
Glossary for Writing Formats
Description (Also List & State): Description in this context is a retelling of what happened in a school situation or event. This kind of writing is meant to set the scene for raters. Your description
should be logically ordered and provide enough detail to allow raters to have a basic sense of your building situation so that they can understand what you are conveying in your analysis.
Critical features are accurately and precisely enumerated or explained.
The elements or features of the events, people, concepts, or strategies referenced are described clearly and in a logical order.
ALL features or elements that would allow an outsider to see as you see whatever is described are included.
Analysis: Analysis deals with reasons, motives, and interpretation and is supported by the concrete evidence you provide in the materials you submit. Your analytic writing will show raters the
thought processes that you used to arrive at the conclusions you make about a leadership situation or event. Analysis demonstrates the significance of the evidence you submit. In some cases, it
will include the achievements that resulted from an activity you facilitated. Or in other cases, it could be a discussion of the results of a survey that solicited feedback from various sources.
Reflection: Reflection is the thought process that occurs after the completion of an activity. This is the kind of thought process that allows you to think deeply about what occurred and what did
not occur during the leadership event and to make decisions about how you would approach similar situations in the future. You could decide to do something the same way, differently, or not
at all. Although reflective thought may occur in many places, in your responses to the reflection questions you must show how you will use what you learned from your leadership experiences to
inform and improve your practice.
NOTE: Analysis and reflection overlap
Analysis and reflection do overlap, though they are not identical. Analysis involves the interpretation and examination of elements or events supported by evidence. Reflection, a particular kind of
analysis, always suggests self-analysis or retrospective consideration of one’s practice. When you are asked to analyze or reflect, be certain that your response meets these criteria.
For example, if you are instructed to analyze the success of a particular activity or some specific strategy, do not use the analysis or reflection sections to explain what happened. Explaining what
happened is a form of description. Moreover, simply stating a conclusion (e.g., “The professional development was a success!”) or saying that you observed the fulfillment of your goals without
giving evidence or examples to support the statement is not analysis. Raters need to be made aware of why you interpreted the results of a lesson the way you did. You need to explain your
interpretation of the evidence (a form of analysis) as well as your understanding of what should come next (a form of reflection).
Analysis deals with reasons, motives, and interpretation. All of these are grounded in the concrete evidence you provide in the artifacts you submit as part of your performance assessment. But you
must explain the significance of events and not expect the rater to draw conclusions. Your examples cannot tell the rater what you inferred about your practice only your analysis and reflection
can do that.
Tell the rater how the professional development in your building affected student performance doing so is a form of analysis and interpretation. Use your evidence of colleagues’ work to explain
and illustrate your practice and also to provide a context for the artifact.
Ask yourself the following questions when preparing your analysis and reflection:
What did my colleagues know before this professional experience?
What did my colleagues learn because of this professional experience?
What did I know about my colleagues and their knowledge before this professional experience?
What did I learn about my colleagues and my leadership because of this professional experience?
What would I do differently? (reflection)
Strategically Leading Organizations Post-Assignment
22
RUBRIC (1 of 3)
Number
Score of 1
Score of 2
Score of 3
Score of 4
1a.
Response provides evidence that
includes the following:
an inaccurate selection of a
significant problem/ challenge that
impacts instructional practice and
student learning, with trivial
examples linked to the impact
Response provides evidence that
includes the following:
a cursory selection of a significant
problem/ challenge that impacts
instructional practice and student
learning, with loosely connected
examples linked to the impact
Response provides evidence that
includes the following:
an appropriate selection of a
significant problem/ challenge that
impacts instructional practice and
student learning, with effective
examples linked to the impact
Response provides evidence that
includes the following:
an insightful selection of a
significant problem/ challenge that
impacts instructional practice and
student learning, with significant
examples tightly linked to the
impact
1b.
little or no use of longitudinal data to
support the choice of the significant
problem/challenge
a limited use of longitudinal data to
support the choice of the significant
problem/challenge
an appropriate use of longitudinal
data to support the choice of the
significant problem/challenge
an extensive use of longitudinal
data collected to support the choice
of the significant problem/challenge
1c.
an inappropriate identification of the
anticipated results of resolving the
problem/ challenge, with an
irrelevant identification of the
anticipated impact on instructional
practice and student learning
a partial identification of the
anticipated results of resolving the
problem/ challenge, with a confusing
identification of the anticipated
impact on instructional practice and
student learning
a relevant identification of the
anticipated results of resolving the
problem/ challenge, with an
appropriate identification of the
impact on instructional practice and
student learning
an insightful identification of the
anticipated results of resolving the
problem/ challenge, with a
significant identification of the
anticipated impact on instructional
practice and student learning
2a.
an inappropriate selection of
colleagues with various levels of
experience to serve as part of the
collaborative team, with a
disconnected rationale for the choice
of each colleague
a cursory selection of appropriate
colleagues with various levels of
experience to serve as part of the
collaborative team, with a partial
rationale for the choice of each
colleague
an informed selection of appropriate
colleagues with various levels of
experience to serve as part of the
collaborative team, with a logical
rationale for the choice of each
colleague
a significant selection of
appropriate colleagues with various
levels of experience to serve as part
of the collaborative team, with a
detailed rationale for the choice of
each colleague
2b.
ineffective steps taken to
elicit/encourage each colleague’s
involvement with the team, with an
irrelevant rationale
With vagueness, uses a Christian
worldview when considering all
stakeholders in his/her learning
community when making
educational decisions
limited steps taken to
elicit/encourage each colleague’s
involvement with the team, with an
incomplete rationale
With some clarity and in general,
uses a Christian worldview when
considering all stakeholders in
his/her learning community when
making educational decisions
effective steps taken to
elicit/encourage each colleague’s
involvement with the team, with an
appropriate rationale
With clarity and a few details, uses a
Christian worldview when
considering all stakeholders in
his/her learning community when
making educational decisions
insightful steps taken to
elicit/encourage each colleague’s
involvement with the team, with a
thorough rationale
With clarity and details, uses a
Christian worldview when
considering all stakeholders in
his/her learning community when
making educational decisions
Strategically Leading Organizations Post-Assignment
23
RUBRIC (2 of 3)
Number
Score of 1
Score of 2
Score of 3
Score of 4
2c.
Response provides evidence that
includes the following:
little or no structure that supports
and sustains the team during the
work, with an inappropriate rationale
Response provides evidence that
includes the following:
a partial structure that supports and
sustains the team during the work,
with an inconsistent rationale
Response provides evidence that
includes the following:
an effective structure that supports
and sustains the team during the
work, with an appropriate rationale
Response provides evidence that
includes the following:
a significant structure that supports
and sustains the team during the
work, with a thorough rationale
3a.
inappropriate identification of
significant research
inconsistent identification of
significant research
appropriate identification of
significant research
insightful identification of
significant research
3b.
trivial identification of the influence
of school and/or district resources
uneven identification of the influence
of school and/or district resources
informed identification of the
influence of school and/or district
resources
extensive identification of the
influence of school and/or district
resources
3c.
minimal identification of the
influence of school/community/
cultural influences on the
implementation of the research
strategies
limited identification of the influence
of school/community/ cultural
influences on the implementation of
the research strategies
appropriate identification of the
influence of school/community/
cultural influences on the
implementation of the research
strategies
significant identification of the
influence of school/community/
cultural influences on the
implementation of the research
strategies
4
a minimal research presentation
designed to resolve the
problem/challenge
a partial research presentation
designed to resolve the
problem/challenge
an effective research presentation
designed to resolve the
problem/challenge
an extensive research presentation
designed to resolve the
problem/challenge
5a.
ineffective reflection on lessons
learned from the entire process of
developing and implementing the
research presentation, with
inappropriate examples that
incorporate a Christian worldview
and the whole person lifestyle;
including the spiritual, physical,
intellectual, social, and emotional
aspects
partial reflection on lessons learned
from the entire process of
developing and implementing the
research presentation, with limited
examples that incorporate a
Christian worldview and the whole
person lifestyle; including the
spiritual, physical, intellectual, social,
and emotional aspects
relevant reflection on lessons learned
from the entire process of
developing and implementing the
research presentation, with
appropriate examples that
incorporate a Christian worldview
and the whole person lifestyle;
including the spiritual, physical,
intellectual, social, and emotional
aspects
substantive reflection on lessons
learned from the entire process of
developing and implementing the
research presentation, with
insightful examples that
incorporate a Christian worldview
and the whole person lifestyle;
including the spiritual, physical,
intellectual, social, and emotional
aspects
Strategically Leading Organizations Post-Assignment
24
RUBRIC (3 of 3)
Number
Score of 1
Score of 2
Score of 3
Score of 4
5b.
Response provides evidence that
includes the following:
minimal identification of how what
has been learned will influence
future approaches to problem-
solving tasks, with inappropriate
examples that incorporate a Christian
worldview and the whole person
lifestyle; including the spiritual,
physical, intellectual, social, and
emotional aspects
Response provides evidence that
includes the following:
inconsistent identification of how
what has been learned will influence
future approaches to problem-
solving tasks, with limited examples
that incorporate a Christian
worldview and the whole person
lifestyle; including the spiritual,
physical, intellectual, social, and
emotional aspects
Response provides evidence that
includes the following:
informed identification of how what
has been learned will influence
future approaches to problem-
solving tasks, with appropriate
examples that incorporate a
Christian worldview and the whole
person lifestyle; including the
spiritual, physical, intellectual, social,
and emotional aspects
Response provides evidence that
includes the following:
significant identification of how
what has been learned will
influence future approaches to
problem-solving tasks, with
insightful examples that
incorporate a Christian worldview
and the whole person lifestyle;
including the spiritual, physical,
intellectual, social, and emotional
aspects
Effective Leadership (MED 501/GHED 701)
Post-Assignment Orientation
To: Cooperating Administrator
From: Dr. Patrick Otto, Chair of the Graduate School of Education, Oral Roberts
University
Re: ORU Graduate Student Request for Post-Assignment Collaboration
Dear Sir/Ma’am:
Thank you for your consideration of our graduate candidate’s request to collaborate with you on
one or more post-assignments. We need your help to prepare outstanding leaders in the field of
education. Your partnership with this candidate, and the Graduate School of Education, is truly
appreciated. Thank you.
The candidate is required to complete this post-assignment for one or more of the following
reasons:
(1) Earn the course credit for MED 502/GHED 701: Effective Leadership.
(2) Practice education best practices evaluated in the ETS
®
Performance Assessment for School
Leaders (PASL). The student may complete the PASL at the end of the program during a
full-time Internship in Executive School Leadership that will be fulfilled at another site.
(3) Fulfill 24 internship working hours.
Please review and discuss with the graduate candidate the post-assignment to be completed. We
are asking you to please provide the graduate candidate with the time, access and guidance to
successfully complete the post-assignment.
If you have any questions, please feel free to contact me or our director of graduate internships.
Sincerely,
Dr. Otto
Chair, Graduate School of Education
jotto@oru.edu
918.495.7087
Prof. Ellis
Director of Graduate Internships
tellis@oru.edu
918.495.6867
25
Effective Leadership Post-Assignment
26
In light of this course, in a group of 2-3 classmates, please interview one site Cooperating Administrator and
his or her collaborative team to learn how they addressed an issue that influenced professional norms, ethical
behavior, responsibility and/or values. Video record your interview. Your "site" is defined as: Masters School
building; Doctorate School district or Higher Education Institution. Please track your time in a self-created
time log (WORD, EXCEL, Google Docs, etc.). (24 working hours)
#
Task Artifacts Questions
1
Identify a past
problem
In a group of 2-3 classmates, please work with one site Cooperating Administrator to identify how s/he helped
worked with an existing team (or created an ad hoc team) to develop and implement a plan to improve the site.
Ideally, the Cooperating Administrator will have artifacts for you to review. Based on this information, you (and
your team) will interview the Cooperating Administrator and the collaborative team involved using the questions
below. Give the questions several days before the interview and ask the Cooperating Administrator if s/he would
like the interviews done at the same time or separately.
2
Interview
Administrator
Questions to be used when interviewing the Cooperating Administrator (submit written summary of 1,000 words
maximum of all the questions):
a. What steps did you and your collaborative team take to implement the plan? Please provide a rationale for
each
step.
b. What responsibility did
each
collaborative team member assume while implementing the plan? What
encouragement or feedback did you offer and why did you offer it? Provide examples.
c. How did your collaborative team elicit feedback from the targeted audience? How did the feedback impact
the implementation of the plan? How did the feedback impact your team members as a whole? Provide
examples.
d. What steps did the collaborative team take to ensure that student learning was being affected as a result of
the implementation of the plan? What process did the team use to collect evidence of student learning?
Provide examples of student learning to support your conclusion.
e. What challenge(s) arose during the implementation of the plan? What steps did you and the team take to
address the challenge(s)? Provide examples.
Effective Leadership Post-Assignment
27
3
Interview
Collaborative
Team
Questions to be used when interviewing the collaborative team that helped to develop and implement the plan
(submit written summary of 600 words maximum of all the questions):
a. To what extent were you able to foster a collaborative team? Provide examples.
b. What did you learn about your team members concerning their professional growth as partners in the
collaborative team?
c. How will the creation of the collaborative team serve as a vehicle for positive change in the school culture?
Cite examples from any part of your work with the collaborative team to support your response.
4
Group
Reflection
As a group discuss the interviews with each other. Use the rubric below to reflect on the work.
From a Christian worldview, report on the implementation of the plan and submit a 2 page group response.
5
Video Record
Team
Responses
10 minute
video
From a Christian worldview, consider the stakeholders and practices in your response. In one ten-minute group
videotaped discussion via Zoom (or another videoconferencing program that allows recording).
a. Based on the quality of the resolution are there are any other viable options to develop and implement the
process if it was to happen again?
b. Evaluate what lessons have you learned from the entire process of developing and implementing the plan?
c. How has what you have learned influenced the way you will approach future problem-solving tasks?
6
Report Time
Log, Site
Information &
Cooperating
Administrator
Review
Time Log
Submit and upload your time log in your D2L course shell under: Content - Chalk & Wire Submission
Instructions, Rubrics & Links - Submit Time Log and Complete State School Information & Cooperating
Administrator Self-Assessment. Also complete the 17-question school context and cooperating administrator
survey. The rubric file in the D2L shell contains the questions. For the latest data on your school context (often a
year old) you can find it from your cooperating administrator or your state's education accountability office. In
Oklahoma the site is: https://www.edprofiles.info/report-card
Effective Leadership Post-Assignment
28
Glossary for Writing Formats
Description (Also List & State): Description in this context is a retelling of what happened in a school situation or event. This kind of writing is meant to set the scene for raters. Your description
should be logically ordered and provide enough detail to allow raters to have a basic sense of your building situation so that they can understand what you are conveying in your analysis.
Critical features are accurately and precisely enumerated or explained.
The elements or features of the events, people, concepts, or strategies referenced are described clearly and in a logical order.
ALL features or elements that would allow an outsider to see as you see whatever is described are included.
Analysis: Analysis deals with reasons, motives, and interpretation and is supported by the concrete evidence you provide in the materials you submit. Your analytic writing will show raters the
thought processes that you used to arrive at the conclusions you make about a leadership situation or event. Analysis demonstrates the significance of the evidence you submit. In some cases, it
will include the achievements that resulted from an activity you facilitated. Or in other cases, it could be a discussion of the results of a survey that solicited feedback from various sources.
Reflection: Reflection is the thought process that occurs after the completion of an activity. This is the kind of thought process that allows you to think deeply about what occurred and what did
not occur during the leadership event and to make decisions about how you would approach similar situations in the future. You could decide to do something the same way, differently, or not
at all. Although reflective thought may occur in many places, in your responses to the reflection questions you must show how you will use what you learned from your leadership experiences to
inform and improve your practice.
NOTE: Analysis and reflection overlap
Analysis and reflection do overlap, though they are not identical. Analysis involves the interpretation and examination of elements or events supported by evidence. Reflection, a particular kind of
analysis, always suggests self-analysis or retrospective consideration of one’s practice. When you are asked to analyze or reflect, be certain that your response meets these criteria.
For example, if you are instructed to analyze the success of a particular activity or some specific strategy, do not use the analysis or reflection sections to explain what happened. Explaining what
happened is a form of description. Moreover, simply stating a conclusion (e.g., “The professional development was a success!”) or saying that you observed the fulfillment of your goals without
giving evidence or examples to support the statement is not analysis. Raters need to be made aware of why you interpreted the results of a lesson the way you did. You need to explain your
interpretation of the evidence (a form of analysis) as well as your understanding of what should come next (a form of reflection).
Analysis deals with reasons, motives, and interpretation. All of these are grounded in the concrete evidence you provide in the artifacts you submit as part of your performance assessment. But you
must explain the significance of events and not expect the rater to draw conclusions. Your examples cannot tell the rater what you inferred about your practice only your analysis and reflection
can do that.
Tell the rater how the professional development in your building affected student performance doing so is a form of analysis and interpretation. Use your evidence of colleagues’ work to explain
and illustrate your practice and also to provide a context for the artifact.
Ask yourself the following questions when preparing your analysis and reflection:
What did my colleagues know before this professional experience?
What did my colleagues learn because of this professional experience?
What did I know about my colleagues and their knowledge before this professional experience?
What did I learn about my colleagues and my leadership because of this professional experience?
What would I do differently? (reflection)
Effective Leadership Post-Assignment
29
RUBRIC (1 of 3)
Number
Score of 1
Score of 2
Score of 3
Score of 4
2a.
Response provides evidence that
includes the following:
irrelevant steps taken with the
team to implement the plan, with
little or no rationale for each step
Response provides evidence that
includes the following:
partial steps taken with the team
to implement the plan, with a
limited rationale for each step
Response provides evidence that
includes the following:
relevant steps taken with the
team to implement the plan, with
an effective rationale for each step
Response provides evidence that
includes the following:
significant steps taken with the
team to implement the plan, with
a thorough rationale for each step
2b.
an inaccurate identification of the
responsibilities assumed by each
team member, with evidence of
minimal encouragement or
feedback offered while
implementing the plan
a cursory identification of the
responsibilities assumed by each
team member, with evidence of
inconsistent encouragement or
feedback offered while
implementing the plan
an appropriate identification of
the responsibilities assumed by
each team member, with evidence
of relevant encouragement or
feedback offered while
implementing the plan
a significant identification of the
responsibilities assumed by each
team member, with evidence of
targeted encouragement or
feedback offered while
implementing the plan
2c.
a trivial method used by the team
to elicit feedback from the
targeted audience to impact the
implementation of the plan and
the work of the team as a whole,
with examples that are
disconnected
a limited method used by the
team to elicit feedback from the
targeted audience to impact the
implementation of the plan and
the work of the team as a whole,
with examples that are loosely
connected
an effective method used by the
team to elicit feedback from the
targeted audience to impact the
implementation of the plan and
the work of the team as a whole,
with examples that are connected
an in-depth method used by the
team to elicit feedback from the
targeted audience to impact the
implementation of the plan and
the work of the team as a whole,
with examples that are tightly
connected
2d.
illogical steps taken to ensure that
the implementation impacted on
student learning, with an
inappropriate evidence-collecting
process used to show the impact
uneven steps taken to ensure that
the implementation impacted on
student learning, with a limited
evidence-collecting process used
to show the impact
logical steps taken to ensure that
the implementation impacted
student learning, with an effective
evidence-collecting process used
to show the impact
consistent steps taken to ensure
that the implementation impacted
on student learning, with a
thorough evidence-collecting
process used to show the impact
2e.
minimal steps taken by the team
to address challenges that arose
during the implementation, with
examples that are disconnected
partial steps taken by the team to
address challenges that arose
during the implementation, with
examples that are vague
effective steps taken by the team
to address challenges that arose
during the implementation, with
examples that are connected
significant steps taken by the
team to address challenges that
arose during the implementation,
with examples that are tightly
connected
Effective Leadership Post-Assignment
30
RUBRIC (2 of 3)
Number
Score of 1
Score of 2
Score of 3
Score of 4
3a.
Response provides evidence that
includes the following:
an inappropriate evaluation of the
extent to which a collaborative
team was fostered, with
ineffective examples from the plan
and artifacts to support the
conclusions
Response provides evidence that
includes the following:
a cursory evaluation of the extent
to which a collaborative team was
fostered, with incomplete
examples from the plan and
artifacts to support the
conclusions
Response provides evidence that
includes the following:
an effective evaluation of the
extent to which a collaborative
team was fostered, with
appropriate examples from the
plan and artifacts to support the
conclusions
Response provides evidence that
includes the following:
a thorough evaluation of the
extent to which a collaborative
team was fostered, with extensive
examples from the plan and
artifacts to support the
conclusions
3b.
a minimal evaluation of the team
members’ professional growth as
partners in the collaborative team
a limited evaluation of the team
members’ professional growth as
partners in the collaborative team
an informed evaluation of the
team members’ professional
growth as partners in the
collaborative team
an insightful evaluation of the
team members’ professional
growth as partners in the
collaborative team
3c.
an ineffective reflection on the
collaborative team as a vehicle for
positive change in the school
culture
a limited reflection on the
collaborative team as a vehicle for
positive change in the school
culture
an effective reflection on the
collaborative team as a vehicle for
positive change in the school
culture
an insightful reflection on the
collaborative team as a vehicle for
positive change in the school
culture
4.
from a Christian worldview, an
inadequate evaluation of the
strengths and weaknesses of the
plan’s development and
implementation, rarely using the
rubric as a measurement for the
various questions.
from a Christian worldview, a
limited evaluation of the strengths
and weaknesses of the plan’s
development and
implementation, somewhat using
the rubric as a measurement for
the various questions.
from a Christian worldview, an
informed evaluation of the
strengths and weaknesses of the
plan’s development and
implementation, clearly using the
rubric as a measurement for the
various questions.
from a Christian worldview, an in-
depth evaluation of the strengths
and weaknesses of the plan’s
development and
implementation, clearly using the
rubric as a measurement for the
various questions.
Effective Leadership Post-Assignment
31
RUBRIC (2 of 3)
Number
Score of 1
Score of 2
Score of 3
Score of 4
5a.
Response provides evidence that
includes the following:
from a Christian worldview,
accounting for stakeholders and
practices, an inadequate reflection
what changes the group would
make to the development and
implementation process, with
examples from the artifacts that
are disconnected
Response provides evidence that
includes the following:
from a Christian worldview,
accounting for stakeholders and
practices, a limited reflection on
what changes the group would
make to the development and
implementation process, with
examples from the artifacts that
are loosely connected
Response provides evidence that
includes the following:
from a Christian worldview,
accounting for stakeholders and
practices, an informed reflection
on what changes the group would
make to the development and
implementation process, with
examples from the artifacts that
are connected
Response provides evidence that
includes the following:
from a Christian worldview,
accounting for stakeholders and
practices, an in-depth reflection
on what changes the group would
make to the development and
implementation process, with
examples from the artifacts that
are tightly connected
5b.
from a Christian worldview,
accounting for stakeholders and
practices, an inadequate
reflection, using specific examples
with details on the lessons you
have learned from this assignment
from a Christian worldview,
accounting for stakeholders and
practices, an limited reflection,
using specific examples with
details on the lessons you have
learned from this assignment
from a Christian worldview,
accounting for stakeholders and
practices, an informed reflection,
using specific examples with
details on the lessons you have
learned from this assignment
from a Christian worldview,
accounting for stakeholders and
practices, an in-depth reflection,
using specific examples with
details on the lessons you have
learned from this assignment
5c.
from a Christian worldview,
accounting for stakeholders and
practices, a general response
without a specific application of
how you will use what you have
learned in future problem-solving
tasks
from a Christian worldview,
accounting for stakeholders and
practices, at least 2 specific,
detailed examples given of how
you will use what you have
learned in future problem-solving
tasks
from a Christian worldview,
accounting for stakeholders and
practices, at least 3 clear, specific
examples given of how you will
use what you have learned in
future problem-solving tasks
from a Christian worldview,
accounting for stakeholders and
practices, at least 3 clear, specific,
detailed examples given of how
you will use what you have
learned in future problem-solving
tasks
Culturally Responsive Education (MED 502/GHED 502)
Post-Assignment Orientation
To: Cooperating Administrator
From: Dr. Patrick Otto, Chair of the Graduate School of Education, Oral Roberts
University
Re: ORU Graduate Student Request for Post-Assignment Collaboration
Dear Sir/Ma’am:
Thank you for your consideration of our graduate candidate’s request to collaborate with you on
one or more post-assignments. We need your help to prepare outstanding leaders in the field of
education. Your partnership with this candidate, and the Graduate School of Education, is truly
appreciated. Thank you.
The candidate is required to complete this post-assignment for one or more of the following
reasons:
(1) Earn the course credit for MED 502/GHED 602: Culturally Responsive Education.
(2) Practice education best practices evaluated in the ETS
®
Performance Assessment for School
Leaders (PASL). The student may complete the PASL at the end of the program during a
full-time Internship in Executive School Leadership that will be fulfilled at another site.
(3) Fulfil 24 internship working hours.
Please review and discuss with the graduate candidate the post-assignment to be completed. We
are asking you to please provide the graduate candidate with the time, access and guidance to
successfully complete the post-assignment.
If you have any questions, please feel free to contact me or our director of graduate internships.
Sincerely,
Dr. Otto
Chair, Graduate School of Education
jotto@oru.edu
918.495.7087
Prof. Ellis
Director of Graduate Internships
tellis@oru.edu
918.495.6867
32
Culturally Responsive Education Post-Assignment
33
In light of this course, under your Cooperating Administrator’s leadership and guidance, identify an area that can be improved
upon by offering professional development at your site. The professional development should improve cultural responsiveness
to the site’s values, while at the same time directly impacting instructional practice and student learning. Complete as a group
or individually. Your "site" is defined as: Masters School building; Doctorate School district or Higher Education Institution.
Please track your time in a self-created time log (WORD, EXCEL, Google Docs, etc.). (24 working hours)
# Task Artifacts Questions
1
Contextual
Information
Describe the context of your site (maximum 2 pages table, narrative or both).
a. Describe your site. Include relevant information about the ethnic, social, economic, cultural, and
geographic factors affecting the site environment.
b. Provide an overview of your site’s faculty. Include relevant information such as the career stages,
teaching styles, and diversity of the staff, and describe leadership opportunities.
2
Identify the
Area of Need
With the Cooperating Administrator discuss 3-5 priority needs within the site. Respond to the following
questions (maximum 400 words):
a. Based on the needs described by the Cooperating Administrator, what need(s) was identified as the
focus for the professional development plan? What is the rationale for how the need can be addressed
in a culturally responsive manner?
(Continued on next page)
Culturally Responsive Education Post-Assignment
34
3
Create a
Professional
Development
Plan
Submit 1
representative
page from the
research (e.g., a
bibliography, a
specific online
resource, or a
district source).
Develop a professional development plan for the appropriate faculty (maximum 1,200 words). You
may create your own or use/modify the PASL School Leader Plan Template. Ensure your plan answers
the following questions:
a. In light of the whole person lifestyle, what is (are) the goal(s) of the professional development plan?
How will you determine whether the goal(s) is (are) achieved?
b. In light of the whole person lifestyle, how will the professional development plan impact instructional
practice and student learning?
c. What research supports the identified focus for the professional development plan (e.g., studies,
strategies, information from experts in the field, primary sources)? Explain the connection between
the research and the identified focus for the professional development plan.
d. What other factors influenced the development of the building-level professional development plan
(e.g., budget, schedules, staff, facilities, time)?
e. What legal parameters did you consider in your planning and advocacy?
f. What stakeholders will you involve in the creation of the professional development plan? Why did you
involve these individuals?
g. What follow-up will you provide to support the implementation of the professional development plan?
Provide a rationale.
4
Report Time
Log, Site
Information &
Cooperating
Administrator
Review
Time Log
Submit and upload your time log in your D2L course shell under: Content - Chalk & Wire Submission
Instructions, Rubrics & Links - Submit Time Log and Complete State School Information & Cooperating
Administrator Self-Assessment. Also complete the 17-question school context and cooperating
administrator survey. The rubric file in the D2L shell contains the questions. For the latest data on your
school context (often a year old) you can find it from your cooperating administrator or your state's
education accountability office. In Oklahoma the site is: https://www.edprofiles.info/report-card
Culturally Responsive Education Post-Assignment
35
Glossary for Writing Formats
Description (Also List & State): Description in this context is a retelling of what happened in a school situation or event. This kind of writing is meant to set the scene for raters. Your description
should be logically ordered and provide enough detail to allow raters to have a basic sense of your building situation so that they can understand what you are conveying in your analysis.
Critical features are accurately and precisely enumerated or explained.
The elements or features of the events, people, concepts, or strategies referenced are described clearly and in a logical order.
ALL features or elements that would allow an outsider to see as you see whatever is described are included.
Analysis: Analysis deals with reasons, motives, and interpretation and is supported by the concrete evidence you provide in the materials you submit. Your analytic writing will show raters the
thought processes that you used to arrive at the conclusions you make about a leadership situation or event. Analysis demonstrates the significance of the evidence you submit. In some cases, it
will include the achievements that resulted from an activity you facilitated. Or in other cases, it could be a discussion of the results of a survey that solicited feedback from various sources.
Reflection: Reflection is the thought process that occurs after the completion of an activity. This is the kind of thought process that allows you to think deeply about what occurred and what did
not occur during the leadership event and to make decisions about how you would approach similar situations in the future. You could decide to do something the same way, differently, or not
at all. Although reflective thought may occur in many places, in your responses to the reflection questions you must show how you will use what you learned from your leadership experiences to
inform and improve your practice.
NOTE: Analysis and reflection overlap
Analysis and reflection do overlap, though they are not identical. Analysis involves the interpretation and examination of elements or events supported by evidence. Reflection, a particular kind of
analysis, always suggests self-analysis or retrospective consideration of one’s practice. When you are asked to analyze or reflect, be certain that your response meets these criteria.
For example, if you are instructed to analyze the success of a particular activity or some specific strategy, do not use the analysis or reflection sections to explain what happened. Explaining what
happened is a form of description. Moreover, simply stating a conclusion (e.g., “The professional development was a success!”) or saying that you observed the fulfillment of your goals without
giving evidence or examples to support the statement is not analysis. Raters need to be made aware of why you interpreted the results of a lesson the way you did. You need to explain your
interpretation of the evidence (a form of analysis) as well as your understanding of what should come next (a form of reflection).
Analysis deals with reasons, motives, and interpretation. All of these are grounded in the concrete evidence you provide in the artifacts you submit as part of your performance assessment. But you
must explain the significance of events and not expect the rater to draw conclusions. Your examples cannot tell the rater what you inferred about your practice only your analysis and reflection
can do that.
Tell the rater how the professional development in your building affected student performance doing so is a form of analysis and interpretation. Use your evidence of colleagues’ work to explain
and illustrate your practice and also to provide a context for the artifact.
Ask yourself the following questions when preparing your analysis and reflection:
What did my colleagues know before this professional experience?
What did my colleagues learn because of this professional experience?
What did I know about my colleagues and their knowledge before this professional experience?
What did I learn about my colleagues and my leadership because of this professional experience?
What would I do differently? (reflection)
Culturally Responsive Education Post-Assignment
36
RUBRIC (1 of 2)
Number
Score of 1
Score of 2
Score of 3
Score of 4
1a.
Response provides evidence
that includes the following:
ineffective description of the
ethnic, social, economic,
cultural, and geographic factors
affecting the school/district
environment
Response provides evidence
that includes the following:
effective description of the
ethnic, social, economic,
cultural, and geographic factors
affecting the school/district
environment
Response provides evidence
that includes the following:
effective description of the
ethnic, social, economic,
cultural, and geographic factors
affecting the school/district
environment with general
connections to the influence
these have on school culture.
Response provides evidence
that includes the following:
effective description of the
ethnic, social, economic,
cultural, and geographic factors
affecting the school/district
environment with specific and
insightful connections to their
influence on school culture.
1b.
minimal explanation of the
career stages, range of teaching
styles, diversity of staff and
leadership opportunities at the
school/district
clearly explains three of (1) the
career stages, (2) range of
teaching styles, (3) diversity of
staff and (4) the leadership
opportunities at the
school/district
clearly explains the career
stages, range of teaching styles,
diversity of staff and leadership
opportunities at the
school/district
clearly and succinctly explains
the career stages, range of
teaching styles, diversity of
staff and leadership
opportunities at the
school/district
2
the inappropriate selection of
need(s) from the prioritized list
with an illogical rationale
the loosely connected selection
of need(s) from the prioritized
list with a confusing rationale
the appropriate selection of
need(s) from the prioritized list
with a logical rationale
the significant selection of
need(s) from the prioritized list
with an extensive rationale
Culturally Responsive Education Post-Assignment
37
RUBRIC (2 of 2)
Number
Score of 1
Score of 2
Score of 3
Score of 4
3a.
Response provides evidence that
includes the following:
in light of the whole person lifestyle,
the inappropriate development of
goals for the professional development
plan and the identification of an
illogical plan for determining whether
the goals are achieved
Response provides evidence that
includes the following:
in light of the whole person lifestyle,
the incomplete development of goals
for the professional development
plan and the identification of a vague
plan for determining whether the
goals are achieved
Response provides evidence that
includes the following:
in light of the whole person lifestyle,
the appropriate development of goals
for the professional development
plan and the identification of a logical
plan for determining whether the
goals are achieved
Response provides evidence that
includes the following:
in light of the whole person lifestyle,
the insightful development of goals
for the professional development
plan and the identification of an
extensive plan for determining
whether the goals are achieved
3b.
in light of the whole person lifestyle,
the ineffective identification of how
the professional development will
impact instructional practice and
student learning
in light of the whole person lifestyle,
the partial identification of how the
professional development will impact
instructional practice and student
learning
in light of the whole person lifestyle,
the effective identification of how the
professional development will impact
instructional practice and student
learning
in light of the whole person lifestyle,
the thorough identification of how
the professional development will
impact instructional practice and
student learning
3c.
the ineffective identification of
research to support the professional
development, with a minimal
connection between the research and
the identified focus of the professional
development plan
the limited identification of research
to support the professional
development, with an uneven
connection between the research and
the identified focus of the
professional development plan
the effective identification of
research to support the professional
development, with an appropriate
connection between the research and
the identified focus of the
professional development plan
the substantive identification of
research to support the professional
development, with a thorough
connection between the research and
the identified focus of the
professional development plan
3d.
a minimal identification of other
factors that influenced the creation of
the building-level professional
development plan
a partial identification of other
factors that influenced the creation
of the building-level professional
development plan
a complete identification of other
factors that influenced the creation
of the building-level professional
development plan
a thorough identification of other
factors that influenced the creation
of the building-level professional
development plan
3e.
a minimal identification of legal
parameters that influenced the
creation of the building-level
professional development plan
a partial identification of legal
parameters that influenced the
creation of the building-level
professional development plan
a complete identification of legal
parameters that influenced the
creation of the building-level
professional development plan
a thorough identification of legal
parameters that influenced the
creation of the building-level
professional development plan
3f.
the inappropriate involvement of
individuals in the creation of the
professional development plan and a
minimal rationale for choosing these
individuals
the limited involvement of individuals
in the creation of the professional
development plan and a partial
rationale for choosing these
individuals
the appropriate involvement of
individuals in the creation of the
professional development plan and a
clear rationale for choosing these
individuals
the significant involvement of
individuals in the creation of the
professional development plan and a
thorough rationale for choosing these
individuals
3g.
ineffective follow-up that supports the
implementation of the professional
development plan with an
inappropriate rationale
incomplete follow-up that supports
the implementation of the
professional development plan with a
limited rationale
effective follow-up that supports the
implementation of the professional
development plan with an
appropriate rationale
significant follow-up that supports
the implementation of the
professional development plan with a
thorough rationale
Copyright © 2016 by Educational Testing Service. All rights reserved.
ETS and the ETS logo are registered trademarks of Educational Testing Service (ETS) in the United States and other countries.
Performance Assessment for School Leaders (PASL)
School Leader Plan Template
This form represents a generic template for creating a plan for each of the tasks. It is
intended to provide guidance as you organize your thoughts to determine what needs to
be done with your colleagues within the task. You do not need to use this specific form,
but you do need to submit a two-page maximum draft of your plan for each of the tasks.
The plan delineated in this document is a draft plan. As you implement it, you will be
making changes. Those changes do not have to be represented here.
Task __ Plan
Identify the components of your plan and list details about each.
Problem/Challenge, Professional
Development Priority, Instructional
Practice to be addressed
Rationale for choosing them
Intended result(s) of the plan
Rationale for choosing them
Resulting impact on student learning
Evidence of impact on student learning
38
39
Colleagues needed for support
(Note: For Task 3, a document describing the
team members is a separate artifact.)
Rationale for choosing them
Strategies to use with colleagues
For recruiting colleagues
While working on planning and
implementation
Costs to consider
Available funds
Source of funds
40
Research information needed: how to get
it and how to distribute it
Where to get the information
How to distribute it
Approval needed for any of the activities
Contact person(s)
Meeting place(s) and time(s)
Communication needed
Timeline for implementation of the plan
(Note: For Task 1, the timeline and steps is a
separate artifact.)
Leadership of Curricular and Instructional Practices
(MED 525/GADM 825)
Post-Assignment Orientation
To: Cooperating Administrator
From: Dr. Patrick Otto, Chair of the Graduate School of Education, Oral Roberts
University
Re: ORU Graduate Student Request for Post-Assignment Collaboration
Dear Sir/Ma’am:
Thank you for your consideration of our graduate candidate’s request to collaborate with you on
one or more post-assignments. We need your help to prepare outstanding leaders in the field of
education. Your partnership with this candidate, and the Graduate School of Education, is truly
appreciated. Thank you.
The candidate is required to complete this post-assignment for one or more of the following
reasons:
(1) Earn the course credit for MED 525/GADM 825: Leadership of Curricular and Instructional
Practices
(2) Practice education best practices evaluated in the ETS
®
Performance Assessment for School
Leaders (PASL). The student may complete the PASL at the end of the program during a
full-time Internship in Executive School Leadership that will be fulfilled at another site.
(3) Fulfill 24 internship working hours.
Please review and discuss with the graduate candidate the post-assignment to be completed. We
are asking you to please provide the graduate candidate with the time, access and guidance to
successfully complete the post-assignment.
If you have any questions, please feel free to contact me or our director of graduate internships.
Sincerely,
Dr. Otto
Chair, Graduate School of Education
jotto@oru.edu
918.495.7087
Prof. Ellis
Director of Graduate Internships
tellis@oru.edu
918.495.6867
41
Leadership of Curricular and Instructional Practices Post-Assignment
42
In light of this course, under your Cooperating Administrator’s leadership and guidance, assess and reflect on the site’s
professional development to improve curriculum and instruction. Your "site" is defined as: Masters School building;
Doctorate School district or Higher Education Institution. Please track your time in a self-created time log (WORD, EXCEL,
Google Docs, etc.). (24 working hours)
#
Task Artifacts Questions
1
Select
participants
whom have
received
professional
development
Submit 1-2
representative
pages from the
professional
development
plan or training
With your Cooperating Administrator, work with the site’s Instructional Leader to identify an area that has
received professional development for curriculum and instruction in the last year. Interview the
Instructional Leader and pose the following questions (submit written summary of 1,000 words maximum
of all the questions):
a. What strategies and/or techniques were used to communicate the importance of the professional
development? Provide a rationale for your choice of strategies and/or techniques.
b. What i
ndividuals did you select as participants in the professional development? Why did you select
them?
c. What a
pproaches were used to facilitate the professional development? Provide a rationale for your
choices.
d. What s
trategies were used to actively engage the participants? Provide a rationale for your selected
strategies.
e. What assignment(s) was (were) given to participants and/or students to demonstrate the impact of the
professional development on instructional practice and student learning? What is the connection between
the assignment(s) and the professional development?
2
Administer
feedback
survey
Submit 1
representative
page of the
completed
Feedback
Survey
With the school’s Instructional Leader follow-up with 3 participants who received the professional
development with different levels of experience. Modify and give this PASL Feedback Survey to the 3
participants. Respond to the following questions (maximum of 600 words):
a. Select three participants who received the professional development with different levels of experience to
determine its effect. Provide a rationale for the selection of each participant.
b. Base
d on the results of the feedback survey, what conclusions can you draw about the effectiveness of the
professional development for the participants? Cite examples from the survey to support your
conclusions.
c. What modifications would you make to the current professional development process? Provide a rationale
for your analysis based on all aspects of the professional development experience.
Leadership of Curricular and Instructional Practices Post-Assignment
43
3
Administer
walk-through
observation,
interview
teacher and
collect
student work
Submit 1
representative
page of the
walk-through
observation
Submit 1
representative
page of student
work (name
removed)
Conduct a walk-through observation and interview with a teacher who is implementing the professional
development in his or her class. Use the PASL Walk-through Observation Form. From a Christian
worldview, respond to the following questions (maximum of 600 words):
a. In what ways did the goal of the professional development influence instructional practice? Provide
specific examples, including those from the walk-through observation form and teacher interview, of the
influence.
b. What follow-up to the professional development training was provided for each participant? Provide
examples if available.
c. What was the impact of each participant’s professional development on student learning? Provide
examples from the teacher interview and student work to support your conclusions.
d. Reflect on to the effectiveness and extent that each stakeholder in the learning community was
considered in the professional development.
4
Report Time
Log, Site
Information
&
Cooperating
Administrator
Review
Time Log
Submit and upload your time log in your D2L course shell under: Content - Chalk & Wire Submission
Instructions, Rubrics & Links - Submit Time Log and Complete State School Information & Cooperating
Administrator Self-Assessment. Also complete the 17-question school context and cooperating administrator
survey. The rubric file in the D2L shell contains the questions. For the latest data on your school context
(often a year old) you can find it from your cooperating administrator or your state's education
accountability office. In Oklahoma the site is:
https://www.edprofiles.info/report-card
Leadership of Curricular and Instructional Practices Post-Assignment
44
Glossary for Writing Formats
Description (Also List & State): Description in this context is a retelling of what happened in a school situation or event. This kind of writing is meant to set the scene for raters. Your description
should be logically ordered and provide enough detail to allow raters to have a basic sense of your building situation so that they can understand what you are conveying in your analysis.
Critical features are accurately and precisely enumerated or explained.
The elements or features of the events, people, concepts, or strategies referenced are described clearly and in a logical order.
ALL features or elements that would allow an outsider to see as you see whatever is described are included.
Analysis: Analysis deals with reasons, motives, and interpretation and is supported by the concrete evidence you provide in the materials you submit. Your analytic writing will show raters the
thought processes that you used to arrive at the conclusions you make about a leadership situation or event. Analysis demonstrates the significance of the evidence you submit. In some cases, it
will include the achievements that resulted from an activity you facilitated. Or in other cases, it could be a discussion of the results of a survey that solicited feedback from various sources.
Reflection: Reflection is the thought process that occurs after the completion of an activity. This is the kind of thought process that allows you to think deeply about what occurred and what did
not occur during the leadership event and to make decisions about how you would approach similar situations in the future. You could decide to do something the same way, differently, or not
at all. Although reflective thought may occur in many places, in your responses to the reflection questions you must show how you will use what you learned from your leadership experiences to
inform and improve your practice.
NOTE: Analysis and reflection overlap
Analysis and reflection do overlap, though they are not identical. Analysis involves the interpretation and examination of elements or events supported by evidence. Reflection, a particular kind of
analysis, always suggests self-analysis or retrospective consideration of one’s practice. When you are asked to analyze or reflect, be certain that your response meets these criteria.
For example, if you are instructed to analyze the success of a particular activity or some specific strategy, do not use the analysis or reflection sections to explain what happened. Explaining what
happened is a form of description. Moreover, simply stating a conclusion (e.g., “The professional development was a success!”) or saying that you observed the fulfillment of your goals without
giving evidence or examples to support the statement is not analysis. Raters need to be made aware of why you interpreted the results of a lesson the way you did. You need to explain your
interpretation of the evidence (a form of analysis) as well as your understanding of what should come next (a form of reflection).
Analysis deals with reasons, motives, and interpretation. All of these are grounded in the concrete evidence you provide in the artifacts you submit as part of your performance assessment. But you
must explain the significance of events and not expect the rater to draw conclusions. Your examples cannot tell the rater what you inferred about your practice only your analysis and reflection
can do that.
Tell the rater how the professional development in your building affected student performance doing so is a form of analysis and interpretation. Use your evidence of colleagues’ work to explain
and illustrate your practice and also to provide a context for the artifact.
Ask yourself the following questions when preparing your analysis and reflection:
What did my colleagues know before this professional experience?
What did my colleagues learn because of this professional experience?
What did I know about my colleagues and their knowledge before this professional experience?
What did I learn about my colleagues and my leadership because of this professional experience?
What would I do differently? (reflection)
Leadership of Curricular and Instructional Practices Post-Assignment
45
RUBRIC (1 of 2)
Number
Score of 1
Score of 2
Score of 3
Score of 4
1
Response provides evidence that
includes the following:
an ineffective response to the
questions that demonstrates the
impact of the professional
development on instructional
practice and student learning, with
little or no connection between
the activities and rationale
Response provides evidence that
includes the following:
a partial response to the questions
that demonstrates the impact of
the professional development on
instructional practice and student
learning, with a cursory connection
between the activities and
rationale
Response provides evidence that
includes the following:
an effective response to the
questions that demonstrates the
impact of the professional
development on instructional
practice and student learning, with
an informed connection between
the activities and rationale
Response provides evidence that
includes the following:
an extensive response to the
questions that demonstrates the
impact of the professional
development on instructional
practice and student learning, with
a significant connection between
the activities and rationale
2a
the ineffective selection of three
participants with different levels of
experience to determine the effect
of the professional development,
with inappropriate rationales for
the selection of each participant
the incomplete selection of three
participants with different levels of
experience to determine the effect
of the professional development,
with limited rationales for the
selection of each participant
the logical selection of three
participants with different levels of
experience to determine the effect
of the professional development,
with appropriate rationales for the
selection of each participant
the significant selection of three
participants with different levels of
experience to determine the effect
of the professional development,
with thorough rationales for the
selection of each participant
2b
minimal conclusions drawn from
the results of the feedback survey
to determine the effectiveness of
the professional development,
with minimal examples from the
survey to support the reflection
limited conclusions drawn from
the results of the feedback survey
to determine the effectiveness of
the professional development,
with incomplete examples from
the survey to support the
reflection
effective conclusions drawn from
the results of the feedback survey
to determine the effectiveness of
the professional development,
with informed examples from the
survey to support the reflection
insightful conclusions drawn from
the results of the feedback survey
to determine the effectiveness of
the professional development,
with substantive examples from
the survey to support the
reflection
2c
little or no identification of
modifications to be made to the
current professional development
process, with a trivial rationale
based on all known aspects for the
professional development
experience
partial identification of
modifications to be made to the
current professional development
process, with a loosely connected
rationale based on all known
aspects for the professional
development experience
relevant identification of
modifications to be made to the
current professional development
process, with an effective rationale
based on all known aspects for the
professional development
experience
detailed identification of
modifications to be made to the
current professional development
process, with an extensive
rationale based on all known
aspects for the professional
development experience
Leadership of Curricular and Instructional Practices Post-Assignment
46
RUBRIC (2 of 2)
Number
Score of 1
Score of 2
Score of 3
Score of 4
3a
Response provides evidence that
includes the following:
from a Christian worldview,
minimal identification of how the
professional development
influenced the instructional
practices of each participant, with
irrelevant examples of the
influence, including those from
the walk-through observation
form
Response provides evidence that
includes the following:
from a Christian worldview,
confusing identification of how
the professional development
influenced the instructional
practices of each participant, with
uneven examples of the influence,
including those from the walk-
through observation form
Response provides evidence that
includes the following:
from a Christian worldview,
appropriate identification of how
the professional development
influenced the instructional
practices of each participant, with
relevant examples of the
influence, including those from
the walk-through observation
form
Response provides evidence that
includes the following:
from a Christian worldview,
insightful identification of how the
professional development
influenced the instructional
practices of each participant, with
significant examples of the
influence, including those from
the walk-through observation
form
3b
from a Christian worldview,
minimal identification of the
method of follow-up provided for
each participant.
from a Christian worldview,
limited identification of the
method of follow-up provided for
each participant, with a partial
example
from a Christian worldview,
informed identification of the
follow-up provided for each
participant, with a connected
example
from a Christian worldview,
thorough identification of the
method of follow-up provided for
each participant, with a significant
example
3c
from a Christian worldview,
minimal identification of the
impact of each participant’s
professional development on
student learning, with ineffective
examples from the student work
sample to support the conclusions
from a Christian worldview,
cursory identification of the
impact of each participant’s
professional development on
student learning, with limited
examples from the student work
sample to support the conclusions
from a Christian worldview,
complete identification of the
impact of each participant’s
professional development on
student learning, with relevant
examples from the student work
sample to support the conclusions
from a Christian worldview,
thorough identification of the
impact of each participant’s
professional development on
student learning, with significant
examples from the student work
sample to support the conclusions
3d
from a Christian worldview,
minimal reflection on the
effectiveness and extent that
each stakeholder in the learning
community was considered in
the professional development
from a Christian worldview,
limited reflection on the
effectiveness and extent that
each stakeholder in the learning
community was considered in
the professional development
from a Christian worldview,
informed reflection on the
effectiveness and extent that
each stakeholder in the learning
community was considered in
the professional development
from a Christian worldview,
thorough reflection on the
effectiveness and extent that
each stakeholder in the learning
community was considered in
the professional development
Copyright © 2016 by Educational Testing Service. All rights reserved.
ETS and the ETS logo are registered trademarks of Educational Testing Service (ETS) in the United States and other countries.
Performance Assessment for School Leaders (PASL)
Post-professional Development Feedback Survey
The fo
llowing is provided as a possible survey for your use to elicit feedback from
the colleagues with whom you collaborated on the recent professional development
experience. You may use this survey, adapt it, or choose one of your own, but you will
need to submit one page from your survey as an artifact for Task 2.
Think about the professional development sessions and activities that we have
experienced together during our work on (insert topic).
Rate each of the following on a scale of 1 to 4, with 4 being
the highest.
Rating:
1, 2, 3, 4
NA
The identification of the professional development need was
appropriate.
Appropriate colleagues were involved in the decision-making
process to identify the need.
Goal(s) of the professional development session(s) were clear.
Session(s) goals were achieved.
Appropriate teachers were involved in the professional
development experience.
Research materials supported the professional development
experience.
Activities/approaches used to facilitate the professional
development were effective.
Participants in the professional development experience (including
the sessions) were effectively engaged.
Follow-up activities were appropriate, supportive, and effective.
The professional development experience had a positive effect on
student learning.
If yo
u were to do this again, what additional activities and/or approaches would
you suggest?
47
Copyright © 2016 by Educational Testing Service. All rights reserved.
ETS and the ETS logo are registered trademarks of Educational Testing Service (ETS) in the United States and other
countries.
Performance Assessment for School Leaders (PASL)
Walk-through Observation Form
The sc
hool leader candidate should use this form to capture evidence during the informal
walk-through that is part of the Task 2 professional development topic. The comments
below should be brief. A completed Walk-through Observation Form can be submitted as
an artifact for Task 2. However, this specific form is optional; the candidate can submit a
form of his or her choosing.
Date/Time: _______________________________ Room: Observer:
Cours
e/Topic of the lesson:
Observable Evidence of Instruction Yes No
Was the learning objective(s) clearly connected to the professional development?
Was instruction tied to the stated objective(s)?
Classroom Environment
1. Record evidence of influence of the professional development on instructional practice/teacher
action.
2. Record evidence of the impact of the teacher’s professional development on student learning.
Student Responses
Ask two students to identify the objective of the lesson. Ask the students how
the teacher knows they understand the information. Record responses from two
students below.
Student 1:
Student 2:
48
Leading from the Middle (MED 543)
Post-Assignment Orientation
To: Cooperating Administrator
From: Dr. Patrick Otto, Chair of the Graduate School of Education, Oral Roberts
University
Re: ORU Graduate Student Request for Post-Assignment Collaboration
Dear Sir/Ma’am:
Thank you for your consideration of our graduate candidate’s request to collaborate with you on
one or more post-assignments. We need your help to prepare outstanding leaders in the field of
education. Your partnership with this candidate, and the Graduate School of Education, is truly
appreciated. Thank you.
The candidate is required to complete this post-assignment for one or more of the following
reasons:
(1) Earn the course credit for MED 543: Leading from the Middle.
(2) Practice education best practices evaluated in the ETS
®
Performance Assessment for School
Leaders (PASL). The student may complete the PASL at the end of the program during a
full-time Internship in Executive School Leadership that will be fulfilled at another site.
(3) Fulfill 24 internship working hours.
Please review and discuss with the graduate candidate the post-assignment to be completed. We
are asking you to please provide the graduate candidate with the time, access and guidance to
successfully complete the post-assignment.
If you have any questions, please feel free to contact me or our director of graduate internships.
Sincerely,
Dr. Otto
Chair, Graduate School of Education
jotto@oru.edu
918.495.7087
Prof. Ellis
Director of Graduate Internships
tellis@oru.edu
918.495.6867
49
Leading From The Middle Post-Assignment
50
In light of this course, under your Cooperating Administrator’s leadership and guidance, work with an existing
leadership team (General leadership, Language, Math, SPED, EL, etc.) to identify an area of research-based
instructional practice that is in need of improvement and help facilitate the development of a plan to address
the need. Please track your time in a self-created time log (WORD, EXCEL, Google Docs, etc.). (24 working
hours)
# Task Artifacts Questions
1
Highlight an
area of need
With your Cooperating Administrator, identify and work with an existing leadership team to
identify an area of research-based instructional practice that is in need of improvement within the
site. Consider the whole person lifestyle, including the spiritual, physical, intellectual, social, and
emotional aspects.
2
Facilitate plan
development
and videotape
Submit 2
representative pages
of your plan.
Submit 1
representative page
from the data-
collecting tool.
Submit 1 ten-minute
video file (either 1
ten-minute unedited
video segment or 2
five-minute unedited
video segments
combined together)
With your Cooperating Administrator (or designate), co-facilitate the creation of a plan to address
the need. Videotape your facilitation. Use a plan outline your Cooperating Administrator would like
you to follow, or you may also use/modify the PASL School Leader Plan Template
Ensure your plan answers the following questions (maximum of 1000 words):
a. What tool(s) did you and your team use to collect data to identify a research-based
instructional practice in need of improvement? Why did your team choose the selected
tool(s)? What data did the tool(s) provide?
b. With reference to the whole person lifestyle: what specific area of research-based
instructional practice will you and the team target? What is the intended impact that an
improvement in the targeted area will have on instruction and student learning? What steps
will you take to measure the impact? Provide a rationale for
each
step.
c. What was the plan your team developed as a result of the data you collected and analyzed?
With reference to the whole person lifestyle, describe the goals, strategies, timeline, and
resources your team decided to use as part of the plan. Provide a rationale for
each
.
d. Which colleagues were targeted to be the focus of the team’s plan? Why did the collaborative
team select them?
e. With reference to the whole person lifestyle, what impact will the collaborative team have on
the improvement of the school culture? Provide a rationale for your conclusion.
Leading From The Middle Post-Assignment
51
3
Reflect on
your
facilitation
For each of the following questions provide examples to support your explanation, including
examples from your ten-minute video (maximum of 800 words):
a. What strategies did you use with the collaborative team members,
individually and as a group
,
to involve them in the planning process?
b. As the collaborative team’s co-facilitator, what strategies did you implement to ensure that
all
members were allowed a voice so that each could provide meaningful input related to the
goal(s)?
c. What challenge(s) were encountered during the planning? How, as a team, did you resolve the
challenge(s)?
d. What steps did you take to reach consensus among the members of the collaborative team
while creating the plan?
4
Report Time
Log, Site
Information &
Cooperating
Administrator
Review
Time Log
Submit and upload your time log in your D2L course shell under: Content - Chalk & Wire
Submission Instructions, Rubrics & Links - Submit Time Log and Complete State School
Information & Cooperating Administrator Self-Assessment. Also complete the 17-question school
context and cooperating administrator survey. The rubric file in the D2L shell contains the
questions. For the latest data on your school context (often a year old) you can find it from your
cooperating administrator or your state's education accountability office. In Oklahoma the site is:
https://www.edprofiles.info/report-card
Leading From The Middle Post-Assignment
52
Glossary for Writing Formats
Description (Also List & State): Description in this context is a retelling of what happened in a school situation or event. This kind of writing is meant to set the scene for raters. Your description
should be logically ordered and provide enough detail to allow raters to have a basic sense of your building situation so that they can understand what you are conveying in your analysis.
Critical features are accurately and precisely enumerated or explained.
The elements or features of the events, people, concepts, or strategies referenced are described clearly and in a logical order.
ALL features or elements that would allow an outsider to see as you see whatever is described are included.
Analysis: Analysis deals with reasons, motives, and interpretation and is supported by the concrete evidence you provide in the materials you submit. Your analytic writing will show raters the
thought processes that you used to arrive at the conclusions you make about a leadership situation or event. Analysis demonstrates the significance of the evidence you submit. In some cases, it
will include the achievements that resulted from an activity you facilitated. Or in other cases, it could be a discussion of the results of a survey that solicited feedback from various sources.
Reflection: Reflection is the thought process that occurs after the completion of an activity. This is the kind of thought process that allows you to think deeply about what occurred and what did
not occur during the leadership event and to make decisions about how you would approach similar situations in the future. You could decide to do something the same way, differently, or not
at all. Although reflective thought may occur in many places, in your responses to the reflection questions you must show how you will use what you learned from your leadership experiences to
inform and improve your practice.
NOTE: Analysis and reflection overlap
Analysis and reflection do overlap, though they are not identical. Analysis involves the interpretation and examination of elements or events supported by evidence. Reflection, a particular kind of
analysis, always suggests self-analysis or retrospective consideration of one’s practice. When you are asked to analyze or reflect, be certain that your response meets these criteria.
For example, if you are instructed to analyze the success of a particular activity or some specific strategy, do not use the analysis or reflection sections to explain what happened. Explaining what
happened is a form of description. Moreover, simply stating a conclusion (e.g., “The professional development was a success!”) or saying that you observed the fulfillment of your goals without
giving evidence or examples to support the statement is not analysis. Raters need to be made aware of why you interpreted the results of a lesson the way you did. You need to explain your
interpretation of the evidence (a form of analysis) as well as your understanding of what should come next (a form of reflection).
Analysis deals with reasons, motives, and interpretation. All of these are grounded in the concrete evidence you provide in the artifacts you submit as part of your performance assessment. But you
must explain the significance of events and not expect the rater to draw conclusions. Your examples cannot tell the rater what you inferred about your practice only your analysis and reflection
can do that.
Tell the rater how the professional development in your building affected student performance doing so is a form of analysis and interpretation. Use your evidence of colleagues’ work to explain
and illustrate your practice and also to provide a context for the artifact.
Ask yourself the following questions when preparing your analysis and reflection:
What did my colleagues know before this professional experience?
What did my colleagues learn because of this professional experience?
What did I know about my colleagues and their knowledge before this professional experience?
What did I learn about my colleagues and my leadership because of this professional experience?
What would I do differently? (reflection)
Leading From The Middle Post-Assignment
53
RUBRIC (1 of 2)
Number
Score of 1
Score of 2
Score of 3
Score of 4
2a.
Response provides evidence that
includes the following:
the inappropriate selection and use of a
tool (or tools) for identifying a research-
based instructional practice in need of
improvement, with little or no support
from the resulting data and a minimal
rationale for tool selection and use
Response provides evidence that
includes the following:
the partial selection and use of a tool (or
tools) for identifying a research-based
instructional practice in need of
improvement, with uneven support from
the resulting data and an uneven
rationale for tool selection and use
Response provides evidence that
includes the following:
the appropriate selection and use of a
tool (or tools) for identifying a research-
based instructional practice in need of
improvement, with appropriate support
from the resulting data and a connected
rationale for tool selection and use
Response provides evidence that
includes the following:
the insightful selection and use of a tool
(or tools) for identifying a research-
based instructional practice in need of
improvement, with thorough support
from the resulting data and a tightly
connected rationale for tool selection
and use
2b.
with reference to the whole person
lifestyle, the targeting of an
inappropriate area of research-based
instructional practice to improve student
learning, with inappropriate steps taken
to measure the intended impact and an
inconsistent rationale
with reference to the whole person
lifestyle, the targeting of a limited area
of research-based instructional practice
to improve student learning, with weak
steps taken to measure the intended
impact and an incomplete rationale
with reference to the whole person
lifestyle, the targeting of a relevant area
of research-based instructional practice
to improve student learning, with
effective steps taken to measure the
intended impact and an effective
rationale
with reference to the whole person
lifestyle, the targeting of a significant
area of research-based instructional
practice to improve student learning,
with significant steps taken to measure
the intended impact and a thorough
rationale
2c.
with reference to the whole person
lifestyle, the creation of an irrelevant
plan based on an analysis of the
collected data, with disconnected goals,
strategies, timeline, and resources and
with an ineffective rationale
with reference to the whole person
lifestyle, the creation of a cursory plan
based on an analysis of the collected
data, with cursory goals, strategies,
timeline, and resources and with an
incomplete rationale
with reference to the whole person
lifestyle, the creation of an informed
plan based on an analysis of the
collected data, with appropriate goals,
strategies, timeline, and resources and
with an effective rationale
with reference to the whole person
lifestyle, the creation of an in-depth plan
based on an analysis of the collected
data, with tightly connected goals,
strategies, timeline, and resources and
with a thorough rationale
2d.
an inappropriate identification of
colleagues to be the focus of the team’s
plan, with minimal reasons for selecting
them
a cursory identification of colleagues to
be the focus of the team’s plan, with
tangential reasons for selecting them
an informed identification of colleagues
to be the focus of the team’s plan, with
aligned reasons for selecting them
a significant identification of colleagues
to be the focus of the team’s plan, with
extensive reasons for selecting them
2e.
with reference to the whole person
lifestyle, an inappropriate identification
of the impact the collaborative team will
have on the improvement of the school
culture with an ineffective rationale
with reference to the whole person
lifestyle, an partial identification of the
impact the collaborative team will have
on the improvement of the school
culture with a limited rationale
with reference to the whole person
lifestyle, an appropriate identification of
the impact the collaborative team will
have on the improvement of the school
culture with an effective rationale
with reference to the whole person
lifestyle, a significant identification of
the impact the collaborative team will
have on the improvement of the school
culture with a thorough rationale
Leading From The Middle Post-Assignment
54
RUBR
IC (2 of 2)
Number
Score of 1
Score of 2
Score of 3
Score of 4
3a.
Response provides evidence that
includes the following:
inappropriate strategies used with
team members, both individually and
as a group, to involve them in the
planning process, with ineffective
examples to support the use of the
identified strategies
Response provides evidence that
includes the following:
limited strategies used with team
members, both individually and as a
group, to involve them in the
planning process, with partial
examples to support the use of the
identified strategies
Response provides evidence that
includes the following:
appropriate strategies used with
team members, both individually
and as a group, to involve them in
the planning process, with effective
examples to support the use of the
identified strategies
Response provides evidence that
includes the following:
insightful strategies used with team
members, both individually and as a
group, to involve them in the
planning process, with thorough
examples to support the use of the
identified strategies
3b.
misinformed strategies used to
ensure that all members of the team
were allowed a voice to provide
meaningful input related to the
goal(s), with inappropriate examples
to support the strategies
limited strategies used to ensure
that all members of the team were
allowed a voice to provide
meaningful input related to the
goal(s), with loosely connected
examples to support the strategies
effective strategies used to ensure
that all members of the team were
allowed a voice to provide
meaningful input related to the
goal(s), with appropriate examples
to support the strategies
significant strategies used to ensure
that all members of the team were
allowed a voice to provide
meaningful input related to the
goal(s), with detailed examples to
support the strategies
3c.
irrelevant resolutions, by the team,
of challenges encountered during
the planning, with a minimal
rationale to support the use of the
identified strategies
inconsistent resolutions, by the
team, of challenges encountered
during the planning, with a vague
rationale to support the use of the
identified strategies
logical resolutions, by the team, of
challenges encountered during the
planning, with an appropriate
rationale to support the use of the
identified strategies
in-depth resolutions, by the team, of
challenges encountered during the
planning, with an extensive rationale
to support the use of the identified
strategies
3d.
little or no steps taken to reach
consensus among members of the
team while creating the plan, with
ineffective examples to support the
identified steps
uneven steps taken to reach
consensus among members of the
team while creating the plan, with
partial examples to support the
identified steps
informed steps taken to reach
consensus among members of the
team while creating the plan, with
appropriate examples to support the
identified steps
significant steps taken to reach
consensus among members of the
team while creating the plan, with
extensive examples to support the
identified steps
Copyright © 2016 by Educational Testing Service. All rights reserved.
ETS and the ETS logo are registered trademarks of Educational Testing Service (ETS) in the United States and other countries.
Performance Assessment for School Leaders (PASL)
School Leader Plan Template
This form represents a generic template for creating a plan for each of the tasks. It is
intended to provide guidance as you organize your thoughts to determine what needs to
be done with your colleagues within the task. You do not need to use this specific form,
but you do need to submit a two-page maximum draft of your plan for each of the tasks.
The plan delineated in this document is a draft plan. As you implement it, you will be
making changes. Those changes do not have to be represented here.
Task __ Plan
Identify the components of your plan and list details about each.
Problem/Challenge, Professional
Development Priority, Instructional
Practice to be addressed
Rationale for choosing them
Intended result(s) of the plan
Rationale for choosing them
Resulting impact on student learning
Evidence of impact on student learning
55
56
Colleagues needed for support
(Note: For Task 3, a document describing the
team members is a separate artifact.)
Rationale for choosing them
Strategies to use with colleagues
For recruiting colleagues
While working on planning and
implementation
Costs to consider
Available funds
Source of funds
57
Research information needed: how to get
it and how to distribute it
Where to get the information
How to distribute it
Approval needed for any of the activities
Contact person(s)
Meeting place(s) and time(s)
Communication needed
Timeline for implementation of the plan
(Note: For Task 1, the timeline and steps is a
separate artifact.)
Executive Leadership: (GADM 821/822) Post-Assignment
Orientation
To: Cooperating Administrator
From: Dr. Patrick Otto, Chair of the Graduate School of Education, Oral Roberts
University
Re: ORU Graduate Student Request for Post-Assignment Collaboration
Dear Sir/Ma’am:
Thank you for your consideration of our graduate candidate’s request to collaborate with you on
one or more post-assignments. We need your help to prepare outstanding leaders in the field of
education. Your partnership with this candidate, and the Graduate School of Education, is truly
appreciated. Thank you.
The candidate is required to complete this post-assignment for one or more of the following
reasons:
(1) Earn the course credit for GADM 821/822: Executive Leadership.
(2) Practice education best practices evaluated in the ETS
®
Performance Assessment for School
Leaders (PASL). The student may complete the PASL at the end of the program during a
full-time Internship in Executive School Leadership that will be fulfilled at another site.
(3) Fulfill 24 internship working hours.
Please review and discuss with the graduate candidate the post-assignment to be completed. We
are asking you to please provide the graduate candidate with the time, access and guidance to
successfully complete the post-assignment.
If you have any questions, please feel free to contact me or our director of graduate internships.
Sincerely,
Dr. Otto
Chair, Graduate School of Education
jotto@oru.edu
918.495.7087
Prof. Ellis
Director of Graduate Internships
tellis@oru.edu
918.495.6867
58
Executive Leadership - The Superintendency Post-Assignment
59
In light of this course, under your Cooperating Administrator’s leadership and guidance, work with an existing leadership
team to identify an area of research-based instructional practice that needs to be addressed and help with the development
of a plan to address the need. Your "site" is defined as the school district. Please track your time in a self-created time log
(WORD, EXCEL, Google Docs, etc.). (24 working hours)
# Task Artifacts Questions
1
Highlight an
area of need
With your Cooperating Administrator, identify and work with an existing leadership team to
identify an area of research-based instructional practice that needs addressing. Consider the
whole person lifestyle, including the spiritual, physical, intellectual, social, and emotional
aspects.
2
Facilitate plan
development
and videotape
Submit 2
representative pages
of your plan.
Submit 1
representative page
from the data-
collecting tool.
Submit 1 ten-minute
video file (either 1
ten-minute unedited
video segment or 2
five-minute unedited
video segments
combined together)
With your Cooperating Administrator (or designate) co-facilitate the creation of a plan to
address the need. Videotape your co-facilitation. You may create your own plan or
use/modify the PASL School Leader Plan Template
Ensure your plan answers the following questions (maximum of 1000 words):
a. What tool(s) did you and your team use to collect data to identify a research-based
instructional practice in need of improvement? Why did your team choose the selected
tool(s)? What data did the tool(s) provide?
b. With reference to the whole person lifestyle: what specific area of research-based
instructional practice will the team target? What is the intended impact that an improvement
in the targeted area will have on instruction and student learning? What steps will be taken
to measure the impact? Provide a rationale for each step.
c. What was the plan the team developed as a result of the data you collected and analyzed?
With reference to the whole person lifestyle, describe the goals, strategies, timeline, and
resources the team decided to use as part of the plan. Provide a rationale for each.
d. Which colleagues were targeted to be the focus of the team’s plan? Why did the collaborative
team select them?
e. With reference to the whole person lifestyle, what impact will the collaborative team have on
the improvement of the school culture? Provide a rationale for your conclusion.
Executive Leadership - The Superintendency Post-Assignment
60
3
Reflect on your
facilitation
For each of the following questions provide examples to support your explanation, including
examples from your ten-minute video (maximum of 800 words):
a. What strategies did you use with the collaborative team members, individually and as a
group, to involve them in the planning process?
b. As the collaborative team’s co-facilitator, what strategies did you implement to ensure that
all members were allowed a voice so that each could provide meaningful input related to the
goal(s)?
c. What challenge(s) were encountered during the planning? How, as a team, did you resolve
the challenge(s)?
d. What steps did you take to reach consensus among the members of the collaborative team
while creating the plan?
4
Report Time
Log, Site
Information &
Cooperating
Administrator
Review
Time Log
Submit and upload your time log in your D2L course shell under: Content - Chalk & Wire
Submission Instructions, Rubrics & Links - Submit Time Log and Complete State School
Information & Cooperating Administrator Self-Assessment. Also complete the 17-question
school context and cooperating administrator survey. The rubric file in the D2L shell contains
the questions. For the latest data on your school context (often a year old) you can find it from
your cooperating administrator or your state's education accountability office. In Oklahoma the
site is: https://www.edprofiles.info/report-card
Executive Leadership - The Superintendency Post-Assignment
61
Glossary for Writing Formats
Description (Also List & State): Description in this context is a retelling of what happened in a school situation or event. This kind of writing is meant to set the scene for raters. Your description
should be logically ordered and provide enough detail to allow raters to have a basic sense of your building situation so that they can understand what you are conveying in your analysis.
Critical features are accurately and precisely enumerated or explained.
The elements or features of the events, people, concepts, or strategies referenced are described clearly and in a logical order.
ALL features or elements that would allow an outsider to see as you see whatever is described are included.
Analysis: Analysis deals with reasons, motives, and interpretation and is supported by the concrete evidence you provide in the materials you submit. Your analytic writing will show raters the
thought processes that you used to arrive at the conclusions you make about a leadership situation or event. Analysis demonstrates the significance of the evidence you submit. In some cases, it
will include the achievements that resulted from an activity you facilitated. Or in other cases, it could be a discussion of the results of a survey that solicited feedback from various sources.
Reflection: Reflection is the thought process that occurs after the completion of an activity. This is the kind of thought process that allows you to think deeply about what occurred and what did
not occur during the leadership event and to make decisions about how you would approach similar situations in the future. You could decide to do something the same way, differently, or not
at all. Although reflective thought may occur in many places, in your responses to the reflection questions you must show how you will use what you learned from your leadership experiences to
inform and improve your practice.
NOTE: Analysis and reflection overlap
Analysis and reflection do overlap, though they are not identical. Analysis involves the interpretation and examination of elements or events supported by evidence. Reflection, a particular kind of
analysis, always suggests self-analysis or retrospective consideration of one’s practice. When you are asked to analyze or reflect, be certain that your response meets these criteria.
For example, if you are instructed to analyze the success of a particular activity or some specific strategy, do not use the analysis or reflection sections to explain what happened. Explaining what
happened is a form of description. Moreover, simply stating a conclusion (e.g., “The professional development was a success!”) or saying that you observed the fulfillment of your goals without
giving evidence or examples to support the statement is not analysis. Raters need to be made aware of why you interpreted the results of a lesson the way you did. You need to explain your
interpretation of the evidence (a form of analysis) as well as your understanding of what should come next (a form of reflection).
Analysis deals with reasons, motives, and interpretation. All of these are grounded in the concrete evidence you provide in the artifacts you submit as part of your performance assessment. But you
must explain the significance of events and not expect the rater to draw conclusions. Your examples cannot tell the rater what you inferred about your practice only your analysis and reflection
can do that.
Tell the rater how the professional development in your building affected student performance doing so is a form of analysis and interpretation. Use your evidence of colleagues’ work to explain
and illustrate your practice and also to provide a context for the artifact.
Ask yourself the following questions when preparing your analysis and reflection:
What did my colleagues know before this professional experience?
What did my colleagues learn because of this professional experience?
What did I know about my colleagues and their knowledge before this professional experience?
What did I learn about my colleagues and my leadership because of this professional experience?
What would I do differently? (reflection)
Executive Leadership - The Superintendency Post-Assignment
62
RUBRIC (1 of 2)
Number
Score of 1
Score of 2
Score of 3
Score of 4
2a.
Response provides evidence that
includes the following:
the inappropriate selection and use of a
tool (or tools) for identifying a research-
based instructional practice in need of
improvement, with little or no support
from the resulting data and a minimal
rationale for tool selection and use
Response provides evidence that
includes the following:
the partial selection and use of a tool (or
tools) for identifying a research-based
instructional practice in need of
improvement, with uneven support from
the resulting data and an uneven
rationale for tool selection and use
Response provides evidence that
includes the following:
the appropriate selection and use of a
tool (or tools) for identifying a research-
based instructional practice in need of
improvement, with appropriate support
from the resulting data and a connected
rationale for tool selection and use
Response provides evidence that
includes the following:
the insightful selection and use of a tool
(or tools) for identifying a research-
based instructional practice in need of
improvement, with thorough support
from the resulting data and a tightly
connected rationale for tool selection
and use
2b.
with reference to the whole person
lifestyle, the targeting of an
inappropriate area of research-based
instructional practice to improve student
learning, with inappropriate steps taken
to measure the intended impact and an
inconsistent rationale
with reference to the whole person
lifestyle, the targeting of a limited area
of research-based instructional practice
to improve student learning, with weak
steps taken to measure the intended
impact and an incomplete rationale
with reference to the whole person
lifestyle, the targeting of a relevant area
of research-based instructional practice
to improve student learning, with
effective steps taken to measure the
intended impact and an effective
rationale
with reference to the whole person
lifestyle, the targeting of a significant
area of research-based instructional
practice to improve student learning,
with significant steps taken to measure
the intended impact and a thorough
rationale
2c.
with reference to the whole person
lifestyle, the creation of an irrelevant
plan based on an analysis of the
collected data, with disconnected goals,
strategies, timeline, and resources and
with an ineffective rationale
with reference to the whole person
lifestyle, the creation of a cursory plan
based on an analysis of the collected
data, with cursory goals, strategies,
timeline, and resources and with an
incomplete rationale
with reference to the whole person
lifestyle, the creation of an informed
plan based on an analysis of the
collected data, with appropriate goals,
strategies, timeline, and resources and
with an effective rationale
with reference to the whole person
lifestyle, the creation of an in-depth plan
based on an analysis of the collected
data, with tightly connected goals,
strategies, timeline, and resources and
with a thorough rationale
2d.
an inappropriate identification of
colleagues to be the focus of the team’s
plan, with minimal reasons for selecting
them
a cursory identification of colleagues to
be the focus of the team’s plan, with
tangential reasons for selecting them
an informed identification of colleagues
to be the focus of the team’s plan, with
aligned reasons for selecting them
a significant identification of colleagues
to be the focus of the team’s plan, with
extensive reasons for selecting them
2e.
with reference to the whole person
lifestyle, an inappropriate identification
of the impact the collaborative team will
have on the improvement of the school
culture with an ineffective rationale
with reference to the whole person
lifestyle, an partial identification of the
impact the collaborative team will have
on the improvement of the school
culture with a limited rationale
with reference to the whole person
lifestyle, an appropriate identification of
the impact the collaborative team will
have on the improvement of the school
culture with an effective rationale
with reference to the whole person
lifestyle, a significant identification of
the impact the collaborative team will
have on the improvement of the school
culture with a thorough rationale
RUBRIC (2 of 2)
Executive Leadership - The Superintendency Post-Assignment
63
Number
Score of 1
Score of 2
Score of 3
Score of 4
3a.
Response provides evidence that
includes the following:
inappropriate strategies used with
team members, both individually and
as a group, to involve them in the
planning process, with ineffective
examples to support the use of the
identified strategies
Response provides evidence that
includes the following:
limited strategies used with team
members, both individually and as a
group, to involve them in the
planning process, with partial
examples to support the use of the
identified strategies
Response provides evidence that
includes the following:
appropriate strategies used with
team members, both individually
and as a group, to involve them in
the planning process, with effective
examples to support the use of the
identified strategies
Response provides evidence that
includes the following:
insightful strategies used with team
members, both individually and as a
group, to involve them in the
planning process, with thorough
examples to support the use of the
identified strategies
3b.
misinformed strategies used to
ensure that all members of the team
were allowed a voice to provide
meaningful input related to the
goal(s), with inappropriate examples
to support the strategies
limited strategies used to ensure
that all members of the team were
allowed a voice to provide
meaningful input related to the
goal(s), with loosely connected
examples to support the strategies
effective strategies used to ensure
that all members of the team were
allowed a voice to provide
meaningful input related to the
goal(s), with appropriate examples
to support the strategies
significant strategies used to ensure
that all members of the team were
allowed a voice to provide
meaningful input related to the
goal(s), with detailed examples to
support the strategies
3c.
irrelevant resolutions, by the team,
of challenges encountered during
the planning, with a minimal
rationale to support the use of the
identified strategies
inconsistent resolutions, by the
team, of challenges encountered
during the planning, with a vague
rationale to support the use of the
identified strategies
logical resolutions, by the team, of
challenges encountered during the
planning, with an appropriate
rationale to support the use of the
identified strategies
in-depth resolutions, by the team, of
challenges encountered during the
planning, with an extensive rationale
to support the use of the identified
strategies
3d.
little or no steps taken to reach
consensus among members of the
team while creating the plan, with
ineffective examples to support the
identified steps
uneven steps taken to reach
consensus among members of the
team while creating the plan, with
partial examples to support the
identified steps
informed steps taken to reach
consensus among members of the
team while creating the plan, with
appropriate examples to support the
identified steps
significant steps taken to reach
consensus among members of the
team while creating the plan, with
extensive examples to support the
identified steps
Copyright © 2016 by Educational Testing Service. All rights reserved.
ETS and the ETS logo are registered trademarks of Educational Testing Service (ETS) in the United States and other countries.
Performance Assessment for School Leaders (PASL)
School Leader Plan Template
This form represents a generic template for creating a plan for each of the tasks. It is
intended to provide guidance as you organize your thoughts to determine what needs to
be done with your colleagues within the task. You do not need to use this specific form,
but you do need to submit a two-page maximum draft of your plan for each of the tasks.
The plan delineated in this document is a draft plan. As you implement it, you will be
making changes. Those changes do not have to be represented here.
Task __ Plan
Identify the components of your plan and list details about each.
Problem/Challenge, Professional
Development Priority, Instructional
Practice to be addressed
Rationale for choosing them
Intended result(s) of the plan
Rationale for choosing them
Resulting impact on student learning
Evidence of impact on student learning
64
65
Colleagues needed for support
(Note: For Task 3, a document describing the
team members is a separate artifact.)
Rationale for choosing them
Strategies to use with colleagues
For recruiting colleagues
While working on planning and
implementation
Costs to consider
Available funds
Source of funds
66
Research information needed: how to get
it and how to distribute it
Where to get the information
How to distribute it
Approval needed for any of the activities
Contact person(s)
Meeting place(s) and time(s)
Communication needed
Timeline for implementation of the plan
(Note: For Task 1, the timeline and steps is a
separate artifact.)
APPENDIX C
Time Log
Sample
67
Appendix C: Sample Time Log
Internship in Executive School Leadership
(See graduate internship web page for this page as a WORD file)
Cooperating Administrator Signature:
Date
On Site OR Off Site Hours Total Hours to Date
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Total On Site Hours:
Internship in Executive School Leadership
Time Log
Student:
Cooperating Administrator:
68
APPENDIX D
Internship Application
69
Student:
Z-No.:__________________
(Last)
(First) (Middle/Maiden)
Home Address:
Cell Phone: ( )
Work Address:
Work Phone: ( )
Internship in Executive School Leadership Cooperating Administrator (Mentor)
School /District Name:
Cooperating Administrator (Mentor):
Position or Title: Phone: ( )
Name and address of specific site in which internship will be completed:
Phone: ( )
Anticipated Start Date: Anticipated End Date:
As Cooperating Administrator (mentor), I
(Print Name)
am willing to accept and work with the above named person in an internship program as described in the ORU
Graduate Education Internship Handbook. I have reviewed
(1) The Cooperating Administrator Orientation video and/or the Internship in Executive School Leadership
Orientation memo,
(2) The ORU Graduate Education Internship Handbook, and
(3) The Intern Evaluation Tool (appendix G in the handbook).
I am aware of and understand my responsibilities as the Cooperating Administrator as outlined therein.
Cooperating Administrator (Mentor) Signature: Date:
Student Signature: Date:
Director of Graduate Internship’s Signature: Date: ____________________
Internship in Executive School Leadership Application
(MED 593 & GADM 826)
70
APPENDIX E
Performance Assessment for School Leaders (PASL) Links
71
Appendix E
Performance Assessment for School Leaders (PASL) Links
(1 of 5)
1. About the PASL
2. Register
a. Dates and Deadlines
b. Request Accommodations
c. Create an Account
3. Task Require
ments
a. PASL Candidate and Educator Handbook (PDF)
b. Task 1: Problem Solving in the Field
i. Task 1 Requirements (PDF)
ii. Task 1 Rubric (PDF)
c. Task 2: Supporting Continuous Professional Development
i. Task 2 Requirements (PDF)
ii. Task 2 Rubric (PDF)
d. Task 3: Creating a Collaborative Culture
i. Task 3 Requirements (PDF)
ii. Task 3 Rubric (PDF)
72
Performance Assessment for School Leaders (PASL) Links
(2 of 5)
4. Prepare for the Assessment
a. Task Overviews
i. Task 1 Overview (PDF)
ii. Task 2 Overview (PDF)
iii. Task 3 Overview (PDF)
b. Ancillary Materials
i. About the Ancillary Materials (PDF)
ii. Glossary (PDF)
iii. Plan Template
1. PDF
2. Word
iv. Walk-through Observation Form
1. PDF
2. Word
v. Post-Professional Development Feedback Survey
1. PDF
2. Word
c. Videos
i. Customer Service Contact Information
ii. Permission Forms
1. Student Release (PDF)
2. Student 18+ Release (PDF)
3. Adult Release (PDF)
d. Submission System User Guide (PDF)
73
Performance Assessment for School Leaders (PASL) Links
(3 of 5)
5. Building and Submitting Your Tasks
a. Dates and Deadlines
b. Task Requirements
c. Written Commentary
d. Artifacts
e. Video
f. Ancillary Materials
g. Permission Forms and Privacy
h. Submitting Your Task Responses
i. Submission System User Guide (PDF)
ii. Resolving Technical Issues
i. Resubmitting Your Tasks
i. Understanding Your Scores
ii. Task 1 Score Report Feedback (PDF)
iii. Task 2 Score Report Feedback (PDF)
iv. Task 3 Score Report Feedback (PDF)
6. Library of Examples
a. Task 1: Problem Solving in the Field
Step 1: Identifying a Problem/ Challenge
Textbox 1.1.1: Identifying the Problem (PDF)
Step 2: Researching and Developing a Plan
Textbox 1.2.1: Researching the Plan (PDF)
Textbox 1.2.2: Developing the Plan (PDF)
Step 3: Implementing the Plan
Textbox 1.3.1: Strategies (PDF)
Textbox 1.3.2: Analysis (PDF)
Step 4: Reflecting on the Plan and the Resolution
Textbox 1.4.1: Reflecting on the Plan and the Resolution (PDF)
74
Performance Assessment for School Leaders (PASL) Links
(4 of 5)
b. Task 2: Supporting Continuous Professional Development
Step 1: Designing Building level Professional Development
Textbox 2.1.1: The Prioritized List (PDF)
Textbox 2.1.2: Planning (PDF)
Step 2: Implementing Building-level Professional Development
Textbox 2.2.1: Workshop Sessions (PDF)
Step 3: Analyzing Three Participants' Responses
Textbox 2.3.1: Impact of Professional Development on Three Participants
(PDF)
Step 4: Reflecting on Building-level Professional Development
Textbox 2.4.1: Reflecting on Building-level Professional Development
(PDF)
c. Task 3: Creating a Collaborative Culture
Step 1: Identifying the Collaborative Team
Textbox 3.1.1: Team Members (PDF)
Step 2: Developing a Plan to Improve Instruction, Student Learning and the
School Culture
Textbox 3.2.1: The Professional Development Plan (PDF)
Textbox: 3.2.2: Working with the Collaborative Team During Planning
(PDF)
Step 3: Implementing the Plan to Improve Instruction, Student Learning and
the School Culture
Textbox 3.3.1: Working with the Team During Implementation (PDF)
Step 4: Reflecting on the Collaborative Team and the School Culture
Textbox 3.4.1: Self-Reflection and Feedback (PDF)
75
Performance Assessment for School Leaders (PASL) Links
(5 of 5)
7. Scores
a. Scoring Policies
b. Getting Your Scores
c. Sending Your Scores
d. Understanding Your Scores
e. How Tasks Are Scored
f. Resubmitting Your Tasks
g. PASL Sample Test Taker Score Report (PDF)
8. Frequently Asked Questions
9. E-mail PASL: ppa
@ets.org
76
Internship in Executiv
e School Leadership (MED 593/GADM 826)
77
Appendix F
Internship in Executive School Leadership
(MED 593/GADM 826)
Cooperating Administrator Orientation Video & Memo
Video
Cooperating Administrator Introduction Video: Click Here (Youtube:5:45)
Hardlink: https://youtu.be/CkmFpYWtmac
Memo
Internship in Executive School Leadership Orientation
(MED 593/GADM 826)
To: Cooperating Adminis
trator
From: Dr. Patrick Ot
to, Chair of the Graduate School of Education, Oral Roberts
University
Re: ORU Graduate Stu
dent Request for Post-Assignment Collaboration
Dear Sir/Ma’am:
Thank you for your consideration of our graduate candidate’s request to collaborate with you on
her/his Internship in Executive School Leadership. We need your help to prepare outstanding
leaders in the field of education. Your partnership with this candidate, and the Graduate School of
Education, is truly appreciated. Thank you.
Dr. Kim Boyd, Dean of the College of Education, and myself, Dr. Patrick Otto, Graduate Chair of the
College of Education, would like to welcome and introduce you to the Internship in Executive
School Leadership Course. Please click here for our video [YouTube | 5:45].
Introduction to the ETS
®
Performance Assessment for School Leaders (PASL)
This internship fulfills a unique design in the candidate’s program, as it asks the candidate to
collaborate with you, as well as the faculty, staff and students at your site, to complete the three
tasks required for the ETS
®
Performance Assessment for School Leaders (PASL).
The PASL tasks assess proven best practices in administration and are designed to be completed
within the context of normal school operations. The 3 tasks require your intern to submit to
ETS® 19 artifacts, one 15-minute video and the responses to 70 questions in 22.5 pages or less.
We are asking you to provide the time, access, and guidance to enable your intern to successfully
complete the following three PASL tasks.
PASL Tasks
Task 1: Your intern will work with you to identify a problem or challenge, research the issue, and
develop and implement a plan that will affect instructional practice and student achievement.
Task 2: Your intern will work with you and a team of colleagues with different levels of experience
to develop a list of significant professional development needs. Once the group decides on the
priority area for professional development your intern will facilitate the professional
development and analyze its effectiveness with walk-through observations and a feedback survey.
78
Task 3: Your intern will work with you to identify a team of 3-5 colleagues with varying levels and
kinds of experience to develop a collaborative team. Your intern will then provide leadership of
the collaborative team by facilitating the development of a plan to improve instruction, student
learning, and the school culture. Your intern will be required to submit a 15-minute video
demonstrating the facilitation and colleague feedback of the plan.
Intern Evaluations
In addition to collaborating with the Intern to complete the PASL tasks we would like you to
evaluate your intern at the middle and end of the internship using the McREL evaluation tool
found in the internship handbook.
Documents
For more details on your responsibilities, your intern’s responsibilities, PASL and the evaluation
tool please see review the internship handbook with the candidate that contains the links,
examples or exact copies of every document that is required.
Next Steps
Before agreeing to collaborate please take the time to review the Internship Handbook with the
candidate. Click here for the Internship Handbook. If you are aware of, and accept, the
responsibilities for this exciting initiative please take the time sign the internship application
form that the intern will provide. Then, set aside time for your intern to meet with you to do an
in-depth review of the three task requirements and develop a plan to accomplish the work within
the timeline for PASL submission to ETS
®
.
Director of Graduate Internships
Our director of graduate internships will be in touch with you once the internship application has
been submitted to answer any questions you may have and check on the progress of the
candidate.
We are here to help every step of the way. If you have any questions, please don’t hesitate to call
or e-mail myself or the director of graduate internships.
Thank you,
Dr. Otto
Chair, Graduate School of Education
jotto@oru.edu
918.495.7087
Mr. Ellis
Director of Graduate Internships
tellis@oru.edu
918.495.6867
79
APPENDIX G
Intern Evaluation: McREL
80
McRELs
principal
evaluation system
NOTE: This document has been edited from the original to reflect the
design of the Internship in Executive School Leadership at Oral
Roberts University.
Int
ernship Evaluation
Th
e goal of this internship is to achieve growth in the skills and knowledge it takes to be a successful
administrator and demonstrate experience with proven methodologies for school improvement. An intern's
f
inal grade will take into account the results o
f
this evaluation and other indicators of performance. The
g
oal for both the intern and cooperating administrator is for the intern to (1) show improvement, and (2)
complete the internship with "proficient" or "accomplished" in each category. Candidates and
Cooperating Administrators will complete this evaluation at the mid-term and final stage of the internship.
Below are the steps to follow for each evaluation:
Step
Graduate Candidate
Task
Cooperating Administrator
Task
1
Meet together to review the PASL tasks and outline the plan and timeline.
Sign off on page 2.
2
Complete a plan and timeline for completing
the PASL tasks. The “Graduate Candidate
PASL Summary Goal-Setting Form” chart
on page 3 is an example of how you could
organize your plan and timeline.
3
Conference together to: (1) review the plan and timeline, and (2) review the evaluation tool
together.
Sign off on page 2.
4
Make any edits to the plan and timeline that
arose from conferencing. Submit these to
the director of graduate internships.
5
Complete a “pre-conference” mid-semester
self-evaluation using pages 4-13.
Complete a “pre-conference” mid-semester
graduate candidate evaluation using pages 4-
13.
6
Conference regarding the evaluations (see below for instructions). Sign off on page 2.
7
Submit “post-conference” mid-semester
evaluation to the graduate candidate and the
director of graduate internships.
8
Complete a “pre-conference” end-of-
semester self-evaluation using pages 4-13.
Complete a “pre-conference” end-of-
semester graduate candidate evaluation
using pages 4-13.
9
Conference regarding the evaluations (see below for instructions). Sign off on page 2.
10
Submit “post-conference” end-of-semester
evaluation to the graduate candidate and the
director of graduate internships.
Conferencing Procedure:
At each conference the graduate candidate and the cooperating administrator will each share his
or her rating for each category.
On items with no scoring difference no conversation is necessary.
On items with a scoring difference of one category you may discuss it, but please keep it brief.
On any items with more than one category of difference discussion is encouraged. After the
discussion, either person may change his or her rating, or keep it the same.
82
McRELs PRinciPaL EvaLuation systEM
GRADUATE CANDIDATE EVALUATION PROCESS
DOCUMENTATION FORM
Name: __________________________________________________________ ID#: ____________________________________
School: ___________________________________________________ School Year: ____________________________________
Evaluator: ________________________________________________________ Title: ____________________________________
The graduate candiate’s evaluation is based, in part, on a formal discussion of performance and conferences conducted
on the following dates:
Date
Length of
Meeting
Graduate Candidate's Signature
Cooperating Administrator's Signature
Internship Start Conference Date: ____________________________________________________________
Mid-Semester Conference Date: _________________________________________________________________
End-of-Semester Conference Date: _________________________________________________________________
n Developing: Candidate demonstrated adequate growth toward achieving standard(s) during the period of
performance, but did not demonstrate competence on standard(s) of performance.
n Proficient: Candidate demonstrated basic competence on standard(s) of performance.
n Accomplished: Candidate exceeded basic competence on standard(s) for performance most of the time.
n Distinguished: Candidate consistently and significantly exceeded basic competence on standard(s) of
performance.
n Not Demonstrated: Candidate did not demonstrate competence on or adequate progress toward achieving
standard(s) of performance.
83
GRADUATE CANDIDATE PASL SUMMARY GOAL-SETTING FORM
Grad. Candidate: ___________________________________ School: ______________________ School Year: ________________
INSTRUCTIONS: This goal-setting form may be completed by the graduate candidate following the self-assessment process. The goals, as
well as activities, outcomes and timeline, will be reviewed by the graduate candidate's supervisor.
PASL TASK
REsponsiBiLitiEs goaL(s)
kEY activitiEs/stRatEgiEs
(What You nEEd to do to
accoMpLish thE goaL)
outcoMEs
tiMELinE FoR
achiEving goaL
REsouRcEs nEEdEd
PASL TASK 1
PASL TASK 2
PASL TASK 3
Candidate Signature: _______________________________________________ Date: _________________________
Cooperating Administrator Signature: _____________________________________________ Date: _________________________
84
McRELs PRinciPaL EvaLuation systEM
Graduate Candidate's Leadership Responsibilities Associated with Managing Change:
Managing Change involves understanding the implications of change efforts for stakeholders and adjusting leadership behaviors accordingly.
a. Change Agent: Is willing to and actively challenges the status quo.
developing pRoficient accomplished
distinguished
(comment RequiRed)
not demonstRated
(comment RequiRed)
R Uses a variety of data
to identify necessary
change initiatives.
. . . and
R Builds on data analysis
to define processes and
protocols in order to
create or adopt new and
better ways to improve
school and classroom
practices.
. . . and
R Consistently attempts
to operate at the
edge instead of the
center of the schools’
competence by leading
the implementation of
research-based initiatives
even though outcomes
may be uncertain.
. . . and
R Leverages the influence
of opinion leaders to
strategically target and
frame change initiatives
in order to increase the
rate of adoption.
R Is recognized in the
education community
as an advocate for new
and innovative ways of
schooling.
b. Flexibility: Adapts his or her leadership behavior to the needs of the current situation and is comfortable with dissent.
R Understands the
importance of how
different change
initiatives may be
perceived differently by
various stakeholders and
how they may impact
others.
. . . and
R Adapts leadership style
to the needs of specific
situations.
R Implements procedures
that encourage teachers
and staff to express
opinions and perceptions
even if they are contrary
to those held by
individuals in positions of
authority.
. . . and
Creates and uses transitions
teams during times of
change to
R Assist individuals in
transitioning into the
new ways of doing
things.
R Adapt quickly to
changing environments
and contexts.
. . . and
Improves collective
efficacy by
R Effectively managing
change.
R Building on the
collective ability of the
school community to
adapt to contextual
conditions.
c. Ideals and Beliefs: Communicates and operates from strong ideals and beliefs about school and schooling.
R Possesses well-defined
ideals and beliefs about
schools and schooling
that align with district
non-negotiable goals.
. . . and
R Creates demand for
change through sharing
beliefs about school,
teaching, and learning
with teachers and staff.
R Demonstrates behaviors
that exemplify stated
beliefs about school and
schooling.
. . . and
R Creates demand
for change by
communicating ideals
and beliefs throughout
the community.
R Creates opportunities to
implement change that
exemplifies ideals and
beliefs.
. . . and
R Shares leadership in a
manner that extends
and promotes the
ideals and beliefs
about schools and
schooling throughout the
community.
R Perseveres in the face of
challenges to effectively
sustain positive change.
The Graduate Candidate's Evaluation Rubric
85
d. Intellectual Stimulation: Ensures that the faculty and staff are aware of the most current theories and practices and makes the discussion of these a
regular aspect of the school culture.
developing pRoficient accomplished
distinguished
(comment RequiRed)
not demonstRated
(comment RequiRed)
R Understands and
articulates the current
rigorous and relevant
research and theory on
effective schooling.
. . . and
R Uses rigorous and
relevant research and
theory on effective
schooling to create
demand for change by
providing professional
development
opportunities.
. . . and
R Uses the outcomes
of professional
development on rigorous
and relevant research
and theory on effective
schooling to guide
professional learning
community discussions
and activities.
. . . and
R Provides vicarious and
mastery experiences for
teachers that capitalize
on staff development
outcomes and
discussions of effective
schools practice.
e. Knowledge of Curriculum, Instruction, and Assessment: Is knowledgeable about the current curriculum, instruction, and assessment practices.
R Articulates knowledge of
curriculum, instruction,
and assessment in a
way that enables staff to
understand and apply
the knowledge.
. . . and
R Provides guidance
regarding curriculum,
instruction, and
assessment in order to
ensure effective practices
in every classroom.
. . . and
R Provides mastery and
vicarious experiences of
research-based practices
in curriculum design,
instructional strategies,
and assessment
practices through
professional development
and action research.
. . . and
R Leverages mastery and
vicarious experiences to
increase the collective
efficacy of teachers and
staff.
f. Monitor and Evaluate: Monitors the effectiveness of school practices and their impact on student learning.
R Understands the impact
of school practices on
student learning and
achievement.
R Understands the impact
that change may have on
individuals in the school.
. . . and
Uses a variety of data and
processes to
R Drive decisions about
initiating new and
innovative research-
based programs and
interventions.
R Monitor the needs
and performance of
individuals, groups, and
the school as a whole.
. . . and
R Routinely works
collaboratively
with teachers and
staff to assess the
impact of research-
based programs
and interventions on
student learning and
achievement.
. . . and
R Monitors the fidelity
and consistency of
the implementation of
research-based practices
and their impact on
student learning and
achievement.
g. Optimize: Inspires and leads new and challenging innovations.
R Portrays a positive
attitude about the ability
of teachers and staff to
accomplish school goals.
. . . and
R Inspires teachers and
staff to individually and
collectively accomplish
school goals.
. . . and
R Inspires and motivates
teachers and staff to
accomplish things they
consider to be beyond
their grasp.
. . . and
R Promotes perseverance
and hope during
challenging times.
86
McRELs PRinciPaL EvaLuation systEM
coMMEnts:
REcoMMEndEd actions:
R
EsouRcEs nEEdEd to coMpLEtE thEsE actions:
E
vidEncE oR docuMEntation that MaY BE usEd to suppoRt Ratings:
R ELL Monitoring Notebook
R Professional Development Plan
R Regular Feedback to Teachers and Staff Regarding
Performance
R Planning and Leading Professional Development
R Classroom Walkthrough Data
R Monitoring Plan
R Operating Principles and Working Agreements
R ______________________________________________
R ______________________________________________
87
Graduate Candidate's Leadership Responsibilities Associated with Focus of Leadership:
Focus of leadership involves accurately and pro-actively targeting appropriate areas for school improvement efforts.
a. Contingent Rewards: Recognizes and rewards individual accomplishments.
developing pRoficient accomplished
distinguished
(comment RequiRed)
not demonstRated
(comment RequiRed)
R Develops criteria
and procedures for
recognizing hard
work and results from
individuals and groups.
. . . and
Capitalizes on formal and
informal opportunities to
R Recognize the
accomplishments
and hard work of all
stakeholders.
R Maximize the intangible
assets of a school.
. . . and
R Involves all stakeholder
groups in the recognition
and reward process.
. . . and
R Promotes the
accomplishments of the
school.
R Inspires all stakeholders
to make significant
contributions.
R Improves perceptions
of stakeholders that
they have the ability to
contribute to increases in
student achievement.
b. Discipline: Protects teachers from issues and influences that would detract from their time or focus.
R Communicates to the
entire school community
the importance of
an effective learning
environment, and that
instructional time and
focus are the school’s
top priority.
. . . and
Establishes systems that
minimize or eliminate
interruptions and distractions
to classroom instruction,
including
R A school schedule that
maximizes instructional
time.
R Policies and
procedures that
maximize the use of
instructional time.
. . . and
R Enforces policies and
procedures related to
instruction time to
assure that all staff
members and all
students benefit from
periods of focused
instruction.
. . . and
R Serves as a champion
for protecting and
maximizing instructional
time and focus to
assure an effective
learning environment.
c. Focus: Establishes clear goals and keeps those goals in the forefront of the school’s attention.
R Understands the
importance of setting
high expectations for
student learning and
achievement.
. . . and
R Leads the school
community in the
establishment of rigorous
and concrete goals to
ensure student learning
and achievement.
. . . and
Creates processes and
procedures to
R Clearly communicate
the goals and progress
toward achieving them
to all members of the
school community.
R Maintain a consistent
focus on the school’s
goals.
. . . and
R Leverages high,
concrete goals in order
to continually create
demand for innovation
and improvement.
88
McRELs PRinciPaL EvaLuation systEM
d. Involvement in Curriculum, Instruction, and Assessment: Is directly involved in helping teachers design curricular activities and address assessment
and instructional issues.
developing pRoficient accomplished
distinguished
(comment RequiRed)
not demonstRated
(comment RequiRed)
R Demonstrates knowledge
and understanding of
curriculum, instruction,
and assessment issues.
. . . and
R Actively initiates activities
to address curriculum,
instruction, and
assessment issues.
Provides and actively
participates with teachers
in meaningful professional
development and
opportunities to
R Reflect upon their
practice.
R Engage in peer-to-peer
learning.
R Design instructional
and curricular activities.
R Address assessment
issues.
. . . and
Models effective pedagogy
that includes
R Communicating
learning goals.
R Acquiring and
integrating knowledge.
R Extending and refining
knowledge.
R Applying knowledge.
. . . and
R Helps teachers adopt,
adapt, or design
rigorous research-based
curriculum, instruction,
and assessment
practices, programs, and
interventions.
e. Order: Establishes a set of standard operating procedures and routines.
R Is developing clear
structures, rules,
procedures, and routines
for student and staff
behavior.
. . . and
R Has established and
consistently enforces
policies, procedures,
and routines that
maximize opportunities
for all students to learn.
. . . and
R Maximizes the
established policies,
procedures, and
routines to build a
culture that
is safe, orderly, and
enhances student and
teacher abilities to
engage in meaningful
and productive work.
. . . and
R Uses an orderly
environment to
sustain confidence in
the school’s ability to
educate all children.
f. Outreach: Is an advocate and spokesperson of the school to all stakeholders.
R Communicates with
stakeholder groups
about school initiatives
and activities.
. . . and
Advocates for the school
with
R The Community.
R Parents.
R Central Office.
R Teachers.
R Staff.
R Students.
. . . and
R Collects perception
data from the
school community
to inform advocacy
activities.
Uses community
relationships as both tangible
and intangible assets to
engage all stakeholders in
R Family and community
involvement initiatives.
R School governance
and improvement.
R Contributing to
improving student
learning and
achievement.
89
g. Resources: Provides teachers with material and professional development necessary for the execution of their jobs.
developing pRoficient accomplished
distinguished
(comment RequiRed)
not demonstRated
(comment RequiRed)
Assesses the resource
needs of teachers and staff,
including
R Professional
development needs.
R Tools, materials, and
equipment needs.
. . . and
Ensures that teachers and
staff have
R Professional
development that
enhances their
teaching.
R Tools, materials, and
equipment necessary
to perform their duties.
. . . and
R Seeks out additional
resources to maximize
outcomes for all
students.
. . . and
R Implements processes
and procedures that
ensure the long-term
viability of effective
programs and practices.
coMMEnts:
REcoMMEndEd actions:
R
EsouRcEs nEEdEd to coMpLEtE thEsE actions:
E
vidEncE oR docuMEntation that MaY BE usEd to suppoRt Ratings:
R Principal Training
R University/School Associations
R Formal Evaluations
R New Program Adoptions
R Grade-Level Meeting Agendas
R Progress Toward Achieving Goals
R Student Handbook
R Safety Plan
R Budget Notebook
R Student Support Plan
R Recognition Events
R Staff Handbook
R Site Calendar
R Master Schedule
R Staff and Teacher Surveys
R Community Activities
R Student Achievement Meetings, Protocols, and Schedules
R ______________________________________________
R ______________________________________________
R ______________________________________________
90
McRELs PRinciPaL EvaLuation systEM
Graduate Candidate's Leadership Responsibilities Associated with Purposeful Community:
A Purposeful Community is one with the collective efficacy and capability to develop and use assets to accomplish goals that matter to all community
members through agreed upon processes.
a. Affirmation: Recognizes and celebrates school accomplishment and acknowledges failures.
developing pRoficient accomplished
distinguished
(comment RequiRed)
not demonstRated
(comment RequiRed)
Privately or individually
acknowledges successes
and failures of
R Students.
R Teachers.
R Staff.
R The school as a whole.
R Communicates the
nature of failures and the
need to take action to
address them.
. . . and
Publicly and fairly recognizes
the successes and failures of
R Students.
R Teachers.
R Staff.
R The school as a whole.
R Communicates to
teachers and staff
actions taken and how
they contributed to
success or failure of
school initiatives.
. . . and
Has a plan for systematically
and fairly recognizing
successes and failures of
R Students.
R Teachers.
R Staff.
R The school as a whole.
R Utilizes the recognition of
failure as an
opportunity to create
demand for
improvement.
. . . and
Publicly interprets and
communicates
R Failure as temporary
and specific.
R Success as permanent
and pervasive.
R Uses successes and
failures to increase
the belief of teachers
and staff in their
ability to impact
student achievement.
b. Communication: Establishes strong lines of communication with teachers and among students.
R Implements a variety
of strategies to
communicate with the
teachers, staff, and the
larger school community.
R Is accessible to some
stakeholder groups.
. . . and
R Implements a variety
of strategies to
encourage effective open
communication between
and among students,
teachers, staff, and the
larger school community.
R Is easily accessible to all
stakeholder groups.
. . . and
R Systematically monitors
and takes steps to
improve communication
structures within the
school.
R Develops and monitors
effective systems and
protocols to enable
stakeholder groups
to communicate with
each other and with the
principal.
. . . and
R Leverages
communications among
and between stakeholder
groups to increase
the adoption of new
and innovative change
initiatives within the
district or school.
c. Culture: Fosters shared beliefs and a sense of community and cooperation.
R Demonstrates a belief
through words and
actions that teachers
and staff can impact
student learning and
achievement.
R Demonstrates an
understanding of
how unity of purpose,
teamwork, and
commitment to the work
are interrelated and
support the work of the
school.
. . . and
R Is the driving force
behind a community-
wide belief that teachers
and staff can impact
student learning and
achievement.
R Leads the development
of an understanding of
a unified purpose and
a shared vision for the
school.
. . . and
R Routinely and
systematically monitors
the level of collective
efficacy in the school.
R Assures that unity of
purpose, teamwork,
and commitment to the
work are at the core of all
decisions, activities, and
initiatives.
. . . and
R Leverages vicarious and
mastery experiences to
build collective efficacy
around teacher and
staff ability to impact
student learning and
achievement.
R Monitors, evaluates,
and annually updates
the school’s purpose,
shared vision, and the
systems and
procedures that support
the schools purpose
and vision.
91
d. Input: Involves teachers in the design and implementation of important decisions.
developing pRoficient accomplished
distinguished
(comment RequiRed)
not demonstRated
(comment RequiRed)
R Demonstrates an
understanding of the
importance of providing
opportunities for
stakeholder input on
important issues and
decisions.
. . . and
R Seeks input from and
provides opportunities
for stakeholder groups
to be involved in the
school’s decision-making
processes.
. . . and
R Creates opportunities
and sets expectations
for stakeholder groups
to assume meaningful
leadership and decision-
making roles.
. . . and
R Leverages stakeholder
group input in order to
create systems and
processes that
support rigorous
education and relevant
outcomes that matter
to all.
e. Relationships: Demonstrates awareness of the personal aspects of teachers and staff.
R Knows teachers and
staff on an appropriate
personal level in order
to keep informed about
issues within their lives
that may enhance
or detract from their
performance.
. . . and
R Creates opportunities
for teachers and staff
to share personal and
professional aspirations,
prior experiences and
successes, interests, and
outside activities.
R Acknowledges significant
events in the lives of
teachers and staff.
. . . and
R Identifies and uses
the collection of skills,
knowledge, and
interests teachers and
staff members bring
to their jobs to provide
opportunities for
professional growth.
. . . and
R Strategically uses the
strengths and interests
of staff to significantly
improve student
performance.
f. Situational Awareness: Is aware of the details and the undercurrents in the running of the school and uses this information to address current and
potential problems.
R Understands the nature
and impact on the school
culture of informal groups
and relationships among
teachers and staff.
. . . and
R Recognizes and
addresses potential
conflicts and
undercurrents among
stakeholder groups, and/
or issues in the school
that could create discord.
. . . and
R Implements strategies to
ensure that relationships
among formal and
informal groups impact
the school in a positive
way.
.. . . and
R Leverages opportunities
to build and strengthen
trusting and productive
relationships in order to
strengthen the school’s
capacity to meet future
challenges.
g. Visibility: Has quality contacts and interactions with teachers and students.
Develops a systematic and
strategic plan for visibility that
includes
R Frequent visits to
classrooms.
R Frequent interactions
with all stakeholder
groups.
. . . and
Implements the strategic
plan for visibility that includes
R Frequent visits to
classrooms.
R Frequent interactions
with all stakeholder
groups.
. . . and
R Uses classroom
visitations and
interactions with
stakeholder groups to
reinforce the outcomes
that matter to all and the
overall purpose of the
school.
. . . and
R Has established a
purposeful community
and developed
meaningful networks
and strategic alliances to
accomplish the school’s
goals.
92
McRELs PRinciPaL EvaLuation systEM
coMMEnts:
REcoMMEndEd actions:
R
EsouRcEs nEEdEd to coMpLEtE thEsE actions:
E
vidEncE oR docuMEntation that MaY BE usEd to suppoRt Ratings:
R School Vision and Mission Statements
R Progress Toward Achievement of Smart Goals
R Staff Conference Agendas and Minutes
R Staff Bulletins and Newsletters
R Team Meeting Agendas
R Teacher Survey Data
R Community Survey Data
R Identification and Use of Human and Fiscal Resources
R PTA/Principal’s Newsletter
R Master Schedule
R PTA Calendar
R School Calendar
R ELL Support Schedule
R Faculty Meeting Agendas, Sign In Sheets, Minutes
R Clear Vision and Mission about Improving Student
Achievement
R Student Achievement Data
R Student Attendance Data
R Teacher Attendance Data
R Graduation and Promotion Rates
R ______________________________________________
R ______________________________________________
93
RECORDING EVALUATION RESULTS
COOPERATING ADMINISTRATOR SUMMARY EVALUATION WORKSHEET
This form is used to summarize self-assessment and evaluator ratings in preparation for the mid-semester and end-of-
semester evaluation conferences. The graduate candidate and cooperating administrator each complete the form by
recording ratings based on the ratings of practices collected on the rubric. During mid-semester and end-of-semester
evaluation conferences, the graduate candidate and cooperating administrator will jointly complete the final version of this
form and agree on the final ratings.
Graduate Candidate: ________________________________________________ Date: ____________________________
School: _______________________________________________________ District:___________________________________
Cooperating Admin: ________________________________________________ Title:___________________________________
distinguishEd
accoMpLishEd
pRoFiciEnt
dEvELoping
not
dEMonstRatEd
affiRmation
communication
cultuRe
input
Relationships
situational awaReness
v
isibility
ovERaLL: puRposEFuL coMMunitY
change agent
flexibility
ideals and beliefs
intellectual stimulation
knowledge of cuRRiculum,
instRuction, and assessment
monitoR and evaluate
optimize
ovERaLL: Managing changE
contingent RewaRds
discipline
focus
involvement in cuRRiculum, instRuction,
and assessment
oRdeR
outReach
ResouRces
ovERaLL: Focus oF LEadERship
puRposEFuL coMMunitY Managing changE Focus oF LEadERship
94
Mid-continent Research for Education and Learning
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P
hone 800.781.0156 • Fax 303.337.3005
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