|
EDL Advanced Candidate Case Study
with Rubric
Assessment 2: Case Study; Seminar I:
Facilitating a High Quality Learning Community
1. Description of Assessment:
The candidates for the Educational Leadership
program at Southeastern Louisiana University are asked to create a
Case Study of their home school with a school profile; statement
of the problem; linkage of the problem to Standard One (vision)
and Two (culture of learning); and a plan for solving this
problem. The finished product is a Case Study in electronic format
of a narrative, a power point presentation and supporting evidence
that includes: an assessment of the school culture through surveys
and data collection that are used to identify the barriers to
student achievement; development of the school description using
multiple data; evaluation of the case study using ELCC standards;
suggested recommendations for improvement based on ELCC Standards
One and Two; and a presentation highlighting the narrative and
evidence in a presentation format such as Microsoft’s Power Point.
2. Alignment to the ELCC Standards
addressed in this assessment: In this Case Study, candidates
are required to critique and develop a vision with a team of
teachers, in order to use the vision in their classroom to focus
all on learning (1.1a, 1.1b) During team meetings the candidate
leads the teachers in exploring relevant knowledge and theories as
well as student assessment results (1.2a, 1.2b). Upon completion
of the vision, the vision is communicated through newsletters and
parent meetings. The candidate describes these processes in the
narrative of the case study.
The candidate
creates a school profile including the assessment of the culture
through surveys and focus groups and writes a plan for
implementing researched based strategies for developing a new
culture that addresses diversity, technology and school
improvement (2.1a, 2.2a, 2.2b, 2.2c). Within the plan the
candidate must provide for professional development and explain
how they applied various theories of adult learning (2.3a, 2.3b,
2.3c).
3. Summary of Data Findings: All
candidates developed a Case Study of their assigned school which
included: profile of school, statement of problem, and linkage of
the problem to ELCC Standards 1 and 2. The Case Study provided a
plan for solving the identified school problem. Data indicated
that improvements in candidate knowledge and skill from the
2005-2006 to the 2006-2007 school years in the following areas:
research strategies used (1.1b); recognition of contributions of
staff and students in communicating the vision (1.2c); and
application of principles of effective instruction (2.2a).
All candidates
presented their findings to the Seminar cohort that included three
of the following activities: oral presentation, use of electronic
presentation software, handouts, graphics, and database software.
4. Interpretation of how data provides
evidence that ELCC standards have been met: All candidates
were able to demonstrate their knowledge of database research
strategies (1.16); use of effective oral and written expression
(1.4.). 95% of the students in 2006-2007 were able to utilize
multiple methods to identify barriers to teaching learning as
related to diversity issues (2.1a).
However, 8 of the
2006-2007 students demonstrated limited knowledge of theories
related to developing, implementing, and maintaining a vision
(1.2b). As a result, the faculty recommends additional emphasis
be placed in Seminar I on the processes related to development and
maintenance of a vision for a school by an educational leader.
Attachment A
Case Study Directions
Assessment #2, Required Artifact
Directions to Candidates:
From the research conducted during this
seminar, create a Case Study of your home school with the
following components:
- Develop a
vision of learning that promotes the success of all students and
bases this vision on relevant
knowledge and theories (1.1a, 1.1b)
- Create a plan
for how you will articulate the components as the leader to
implement and support the vision. (1.2a)
- Communicate
the vision to staff, parents, and students during a public forum
such as a faculty meeting (1.2c)
-
Use the data-based research strategies learned in class to create a
school profile. Include relevant information sources such as
student assessment results, student and family demographic data,
and an analysis of community needs. (1.2b)
-
Create an assessment and analysis of school culture using multiple
methods. Within this analysis identify problems and barriers to
student learning (2.1a)
-
Create a plan for improvement that has the following standards:
- Create a
plan to implement strategies that capitalize on the diversity
of the school community to improve school programs and culture
of learning (2.1a)
-
Identify an appropriate research strategy to promote an
environment for improved student achievement (2.3c)
- Plan for
activities to assist teachers in applying principles of
effective instruction and best practice to improve
instructional practices and curricular materials (2.2a, 2.3a)
- In your plan
show a knowledge of human
development theory, proven learning and motivational theories,
and concern for diversity to the learning process (2.3b)
- Create a
plan for a new and improved design, implementation strategies,
and evaluation of a curriculum that fully accommodates
learners’ diverse needs (2.2b)
- Include the
use and promotion of technology to enrich
curriculum/instruction, to monitor teaching and provide staff
the assistance needed for improvement (2.2c)
The finished product is a Case Study in
electronic format of a narrative. Be prepared to share your
narrative and artifacts with others by highlighting the points of
your case study using an electronic presentation format such as
PowerPoint. Time for presentation is 15-20 minutes
Please use the Case Study Rubric for a
detailed scoring guide.
Attachment B
SPA #2 Case Study Rubric: Seminar I
Facilitation a High Performance Learning Culture
|
Learning Outcomes |
Points |
|
1. |
Oral Presentation |
45 Points Possible (based on 15 elements)
25 Points to meet Target Goal
25- 32 Points = Emerging School Leader
33-39 Points = Proficient School Leader
40-45 Points = Accomplished School Leader |
|
2. |
Written Expression |
|
3. |
Technology (ISTE) |
|
4. |
Research (School Profile) |
|
5. |
Case Study |
SPA Content Assessment #2 – Emerging:
limited knowledge and little or no evidence of application of the
standards; Proficient: good knowledge and clear evidence, but not
consistent application of the standards; Accomplished: well versed
in leadership knowledge and clear, convincing, and consistent
evidence application of the standards.
|
|
ELCC Standard Element/Skill Area |
U: 0 points |
Emer: 1
point |
Pro: 2
points |
Acc: 3
points |
Total/
Target |
|
I. |
Communication |
|
|
|
|
|
|
1. |
Oral
Presentation Skills (ELCC 1.4a)
Speaks
very clearly; makes and maintains eye contact with audience;
keeps and maintains the attention of the audience |
|
|
|
|
/2 |
|
2. |
Written
Skills (Grammar, Spelling)
Mature
command of language and usage; variety of correct sentence
patterns; effective transitions; consistent tense; excellent
agreement; no spelling or punctuation errors |
|
|
|
|
/2 |
|
II |
Technology |
|
|
|
|
|
|
3. |
ISTE
Standard 2, ELCC Standard 2.2c
LEARNING AND TEACHING—Shows
the ability to ensure that curricular design, instructional
strategies, and learning environments integrate appropriate
technologies to maximize learning and teaching. |
|
|
|
|
|
|
4. |
ISTE
Standard 3, ELCC 2.4a
PRODUCTIVITY AND PROFESSIONAL
PRACTICE—Shows the
ability to apply technology to enhance their professional
practice and to increase their own productivity and that of
others. |
|
|
|
|
|
|
|
Subtotal: Technology |
|
/2-3 |
/4-5 |
/5-6 |
/4 |
|
III |
Research (School Profile) |
|
|
|
|
|
|
5. |
1.1
B
The case
study shows how data-based research strategies and strategic
planning processes were used, and that there was a focus on
student learning inform the development of a vision, drawing
on relevant information sources such as student assessment
results, student and family demographic data, and an analysis
of community needs. |
|
|
|
|
|
|
6. |
2.1 a
Assesses
school culture using multiple methods and implementation of
context-appropriate strategies that identify the barriers to
effective teaching and learning and capitalize on the
diversity (e.g., population, language, disability, gender,
race, socio-economic) of the school community to improve
school programs and culture were employed. |
|
|
|
|
|
|
7 |
2.2 b
Develops
the school profile in order to make recommendations regarding
the design, implementation, and evaluation of a curriculum
that fully accommodates learners’ diverse needs. |
|
|
|
|
|
|
8 |
2.3 c
Uses
appropriate research strategies to profile student performance
in a school and analyze possible differences among subgroups
of students to promote an environment for improved student
achievement. |
|
|
|
|
|
|
|
Subtotal: Research |
|
4-6 |
7-9 |
10-12 |
/7 |
|
IV |
Case Study |
|
|
|
|
|
|
9 |
1.1
a
Develops a
vision that has been created that includes all students and is
consistently integrated. |
|
|
|
|
|
|
10 |
1.2
a
Shows the
ability to articulate a vision when involving stakeholders in
its development and they shared in the decision-making
processes. |
|
|
|
|
|
|
11 |
1.2b
Bases
vision on relevant knowledge and theories, including but not
limited to an understanding of learning goals in a pluralistic
society, the diversity of learners and learners’ needs,
schools as interactive social and cultural systems, and social
and organizational change. This vision is embedded in every
aspect of the case study. |
|
|
|
|
|
|
12 |
1.2 c
Has the
ability to communicate the vision to staff, parents, students,
and community members through the use of symbols, ceremonies,
stories, and other activities. These activities were noted
throughout the case study. (Values and recognizes
contributions of staff and students.) |
|
|
|
|
|
|
13 |
2.2 a
Shows the
ability to apply principles of effective instruction improve
instructional practices and curricular materials. |
|
|
|
|
|
|
14 |
2.3 a
Understands and applies best practice to student learning and
shows the ability to assist staff in this endeavor. |
|
|
|
|
|
|
15 |
2.3 b
Applies
human development theory, personality theory, proven learning
and motivational theories, and concern for diversity to the
learning process to both adult and student learners. |
|
|
|
|
|
|
|
Subtotal: Case Study |
|
/5-9 |
/10-16 |
/17-21 |
/10 |
|
|
Total |
|
/25-32 |
/33-39 |
/40-45 |
Target /25 |
Attachment C
|
Learning Outcome Aligned with ELCC |
School Year 2005-2006 (N=26)
DME = Does not meet expectations
ME = Meets expectations
EE = Exceeds expectations
|
|
|
DME% |
ME% |
EE% |
|
1 Oral
Presentation (1.4 Communication) |
4% |
63% |
33% |
|
2.
Written Expression (1.4 Communication) |
8% |
46% |
46% |
|
3. Uses
technology to promote teaching and learning (2.2c) |
0% |
92% |
8% |
|
4. Uses
technology for Professional Development Plans (2.4a) |
8% |
54% |
38% |
|
5.
Uses data-based
research strategies
(1.1b) |
8% |
69% |
23% |
|
6. Uses
multiple methods to
identify the barriers to effective teaching and learning and
capitalize on diversity
(2.1a) |
23% |
62% |
15% |
|
7.
Creates and uses the
school profile to make recommendations that fully
accommodates learners’ diverse needs
(2.2b) |
31% |
58% |
12% |
|
8.
Uses research
strategies to analyze possible differences among subgroups
of students (2.3c) |
23% |
62% |
15% |
|
9.
Develops a vision that
includes all students
(1.1a) |
31% |
58% |
12% |
|
10.
Shows the ability to
articulate a vision when involving stakeholders in the
shared in the decision-making processes
(1.2a) |
31% |
62% |
27% |
|
11.
Bases vision on
relevant knowledge and theories
(1.2b) |
31% |
66% |
23% |
|
12.
Shows a plan to value
and recognize contributions of staff and students in the
communication of the vision during celebrations.
(1.2c) |
31% |
66% |
23% |
|
13.
Shows the ability to
apply principles of effective instruction improve
instructional practices and curricular materials
(2.2a) |
27% |
66% |
8% |
|
14.
Understands and
applies best practice to student learning and shows the
ability to assist staff in this endeavor.
(2.3a) |
0% |
85% |
15% |
|
15.
Applies human
development theory, personality theory, proven learning and
motivational theories, and concern for diversity to the
learning process to both adult and student learners.
(2.3b) |
4% |
73% |
23% |
|
Learning Outcome Aligned with ELCC |
School Year 2006-2007 (N=20)
DME = Does not meet expectations
ME = Meets expectations
EE = Exceeds expectations
|
|
|
DME% |
ME% |
EE% |
|
1 Oral
Presentation (1.4 Communication) |
5% |
80% |
15% |
|
2.
Written Expression (1.4 Communication) |
0% |
75% |
25% |
|
3. Uses
technology to promote teaching and learning (2.2c) |
0% |
85% |
15% |
|
4. Uses
technology for Professional Development Plans (2.4a) |
10% |
80% |
10% |
|
5.
Uses data-based
research strategies
(1.1b) |
0% |
70% |
30% |
|
6. Uses
multiple methods to
identify the barriers to effective teaching and learning and
capitalize on diversity
(2.1a) |
15% |
70% |
15% |
|
7.
Creates and uses the
school profile to make recommendations that fully
accommodates learners’ diverse needs
(2.2b) |
30% |
60% |
10% |
|
8.
Uses research
strategies to analyze possible differences among subgroups
of students (2.3c) |
5% |
75% |
20% |
|
9.
Develops a vision that
includes all students
(1.1a) |
30% |
60% |
10% |
|
10.
Shows the ability to
articulate a vision when involving stakeholders in the
shared in the decision-making processes
(1.2a) |
35% |
55% |
10% |
|
11.
Bases vision on
relevant knowledge and theories
(1.2b) |
40% |
50% |
10% |
|
12.
Shows a plan to value
and recognize contributions of staff and students in the
communication of the vision during celebrations.
(1.2c) |
0% |
65% |
35% |
|
13.
Shows the ability to
apply principles of effective instruction improve
instructional practices and curricular materials
(2.2a) |
5% |
75% |
20% |
|
14.
Understands and
applies best practice to student learning and shows the
ability to assist staff in this endeavor.
(2.3a) |
0% |
60% |
40% |
|
15.
Applies human
development theory, personality theory, proven learning and
motivational theories, and concern for diversity to the
learning process to both adult and student learners.
(2.3b) |
5% |
75% |
20% |
SPA #2 Case Study Rubric: Seminar I
Facilitation a High Performance Learning Culture
Attachment C
|
Learning Outcome Aligned with ELCC |
School Year 2005-2006 (N=26)
DME = Does not meet expectations
ME = Meets expectations
EE = Exceeds expectations
|
|
|
DME% |
ME% |
EE% |
|
1 Oral
Presentation (1.4 Communication) |
4% |
63% |
33% |
|
2.
Written Expression (1.4 Communication) |
8% |
46% |
46% |
|
3. Uses
technology to promote teaching and learning (2.2c) |
0% |
92% |
8% |
|
4. Uses
technology for Professional Development Plans (2.4a) |
8% |
54% |
38% |
|
5.
Uses data-based
research strategies
(1.1b) |
8% |
69% |
23% |
|
6. Uses
multiple methods to
identify the barriers to effective teaching and learning and
capitalize on diversity
(2.1a) |
23% |
62% |
15% |
|
7.
Creates and uses the
school profile to make recommendations that fully
accommodates learners’ diverse needs
(2.2b) |
31% |
58% |
12% |
|
8.
Uses research
strategies to analyze possible differences among subgroups
of students (2.3c) |
23% |
62% |
15% |
|
9.
Develops a vision that
includes all students
(1.1a) |
31% |
58% |
12% |
|
10.
Shows the ability to
articulate a vision when involving stakeholders in the
shared in the decision-making processes
(1.2a) |
31% |
62% |
27% |
|
11.
Bases vision on
relevant knowledge and theories
(1.2b) |
31% |
66% |
23% |
|
12.
Shows a plan to value
and recognize contributions of staff and students in the
communication of the vision during celebrations.
(1.2c) |
31% |
66% |
23% |
|
13.
Shows the ability to
apply principles of effective instruction improve
instructional practices and curricular materials
(2.2a) |
27% |
66% |
8% |
|
14.
Understands and
applies best practice to student learning and shows the
ability to assist staff in this endeavor.
(2.3a) |
0% |
85% |
15% |
|
15.
Applies human
development theory, personality theory, proven learning and
motivational theories, and concern for diversity to the
learning process to both adult and student learners.
(2.3b) |
4% |
73% |
23% |
|
Learning Outcome Aligned with ELCC |
School Year 2006-2007 (N=20)
DME = Does not meet expectations
ME = Meets expectations
EE = Exceeds expectations
|
|
|
DME% |
ME% |
EE% |
|
1 Oral
Presentation (1.4 Communication) |
5% |
80% |
15% |
|
2.
Written Expression (1.4 Communication) |
0% |
75% |
25% |
|
3. Uses
technology to promote teaching and learning (2.2c) |
0% |
85% |
15% |
|
4. Uses
technology for Professional Development Plans (2.4a) |
10% |
80% |
10% |
|
5.
Uses data-based
research strategies
(1.1b) |
0% |
70% |
30% |
|
6. Uses
multiple methods to
identify the barriers to effective teaching and learning and
capitalize on diversity
(2.1a) |
15% |
70% |
15% |
|
7.
Creates and uses the
school profile to make recommendations that fully
accommodates learners’ diverse needs
(2.2b) |
30% |
60% |
10% |
|
8.
Uses research
strategies to analyze possible differences among subgroups
of students (2.3c) |
5% |
75% |
20% |
|
9.
Develops a vision that
includes all students
(1.1a) |
30% |
60% |
10% |
|
10.
Shows the ability to
articulate a vision when involving stakeholders in the
shared in the decision-making processes
(1.2a) |
35% |
55% |
10% |
|
11.
Bases vision on
relevant knowledge and theories
(1.2b) |
40% |
50% |
10% |
|
12.
Shows a plan to value
and recognize contributions of staff and students in the
communication of the vision during celebrations.
(1.2c) |
0% |
65% |
35% |
|
13.
Shows the ability to
apply principles of effective instruction improve
instructional practices and curricular materials
(2.2a) |
5% |
75% |
20% |
|
14.
Understands and
applies best practice to student learning and shows the
ability to assist staff in this endeavor.
(2.3a) |
0% |
60% |
40% |
|
15.
Applies human
development theory, personality theory, proven learning and
motivational theories, and concern for diversity to the
learning process to both adult and student learners.
(2.3b) |
5% |
75% |
20% |
|
