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Exhibit Room Louisiana St. Supp. Rep. SPA Reports  

 

LIST OF EXHIBITS FOR STANDARD 1

EXHIBIT  1e.5

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%

 



 

  

 


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