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LIST OF EXHIBITS FOR STANDARD 3

EXHIBIT 3c.16

SOUTHEASTERN LOUISIANA UNIVERSITY

COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT DEPARTMENT OF EDUCATIONAL LEADERSHIP AND TECHNOLOGY

 EDUCATIONAL LEADERSHIP PRACTICUM/INTERNSHIP EVALUATION FORM 

________________________________________
Name of Practicum Student

 

________________________________________

Name of School Supervisor

 

________________________________________

Name of School

 

            Because you have served as the on-site supervisor for a practicum student, could you please evaluate the overall effectiveness of the candidate based on the elements of the ELCC standards listed below?  Attached is a more detailed document that includes sub-elements that describe specific behaviors.  This will assist you in determining to what degree the candidate has met the standard.  Please check the most appropriate box. 

Criteria Related to ELCC Standards

All Criteria Met

Some Criteria Met

No Criteria Met

No Chance to Observe

 

Develops a vision; articulates a vision; implements a vision; stewards a vision; promotes community involvement in the vision.

 

 

 

 

 

 

Promotes positive school culture; provides effective instructional program; applies best practices to student learning; designs comprehensive professional growth plans.

 

 

 

 

 

 

Manages the organization; manages operations; manages resources.

 

 

 

 

 

 

Collaborates with families and other community members; responds to diverse community interests and needs; mobilizes community resources.

 

 

 

 

 

Acts with integrity; acts fairly; acts ethically.

 

 

 

 

 

 

Understands the larger context; responds to the larger context; influences the larger context.

 

 

 

 


CANDIDATE  DISPOSITIONS AND SKILLS

Using the following ratings, please rate the candidate you supervised on the dispositions and skills listed.

4          Accomplished, Excellent, or Outstanding

3          Proficient, Dependable, or Diligent

2          Below Average, Inconsistent, or Occasionally Careless

1          Poor, Unsatisfactory, or Marginal

HUMAN RELATIONSHIPS 

Place an X in box to indicate performance level

1

2

3

4

·        Acceptance by others

 

 

 

 

·        Ability to work with others

 

 

 

 

·        Communication skills

 

 

 

 

·        Maintains the dignity of individuals when correcting, disciplining, or reprimanding

 

 

 

 

 PROFESSIONAL JUDGMENT 

Place an X in box to indicate performance level

1

2

3

4

·        Maturity

 

 

 

 

·        Consideration of all aspects when making decisions

 

 

 

 

·        Fair and equitable

 

 

 

 

·        Ability to think on feet

 

 

 

 

·        Bases decisions on laws, policies, and standard operating procedures

 

 

 

 

 ABILITY TO LEARN 

Place an X in box to indicate performance level

1

2

3

4

·        Is a willing and active learner

 

 

 

 

·        Learns quickly

 

 

 

 

·        Asks questions when uncertain

 

 

 

 

·        Assumes responsibility to “find out” on his/her own

 

 

 

 

 APTITUDE AND APPLICATION

Place an X in box to indicate performance level

1

2

3

4

·        Enthusiasm

 

 

 

 

·        Interest and industriousness

 

 

 

 

·        Application and information to solve problems

 

 

 

 

·        Innately attuned to a leadership role

 

 

 

 

·        Accomplishes goals through hard work and persistence

 

 

 

 

DEPENDABILITY

Place an X in box to indicate performance level

1

2

3

4

·        Follows through with tasks

 

 

 

 

·        Adheres to timelines, appointments

 

 

 

 

·        Notifies others when circumstances necessitate schedule changes

 

 

 

 

·        Can be counted on

 

 

 

 

QUALITY OF WORK 

Place an X in box to indicate performance level

1

2

3

4

·        Useful and applicable to school problems, needs

 

 

 

 

·        Written communication demonstrates correct use of English mechanics

 

 

 

 

·        Oral communication demonstrates correct use of English

 

 

 

 

·        Is willing to put in extra time to get the job done

 

 

 

 

·        Overall impression of all work attempted

 

 

 

 

OVERALL PERFORMANCE 

Place an X in box to indicate performance level

1

2

3

4

·        Leadership skills

 

 

 

 

·        Personal initiative

 

 

 

 

·        Ability to work effectively with others

 

 

 

 

·        Potential as an effective school administrator

 

 

 

 


What qualities, if any, may render this student an unlikely candidate for a leadership position?

 

 

 

 

What are this student’s most desirable characteristics?

 

 

Would you consider this student for a leadership position, if you had a vacancy? ___ Yes ___ No

Please provide any other information you would like us to know about the practicum student and the practicum experience.

 

Date _________________                  Signed ________________________________________

                                                           

                                                            Official Position   ________________________________

 

THANK YOU FOR YOUR ASSISTANCE IN FACILITATING THIS EXPERIENCE.

 

Please return to the assessment portion to the person highlighted:

 

            Dr. Tony Armenta                    Dr. Rayma Harchar                  Dr. Bob Smith

            SLU 10549                              SLU 10549                              SLU 10549

            Hammond, LA 70402              Hammond, LA 70402              Hammond, LA 70402

            Ph. (985) 549-5204                 Ph. (985) 549-3426                 Ph. (985) 549-5852

            Fax: (985) 549-5712                Fax: (985) 549-5712                Fax: (985) 549-5712

            tony.armenta@selu.edu rharchar@selu.edu                   bob.smith@selu.edu    

                                                                            

Educational Leadership Constituents Council (ELCC) 

Standards for Advanced Programs in Educational Leadership

(Building-Level Standards)

 

Standard 1: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a district vision of learning supported by the school community.

1.1 Develop a Vision

a.   Develops a vision of learning for a school that promotes the success of all students.  
b.   Bases this 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. 

1.2 Articulate a Vision

a.   Demonstrates the ability to articulate the components of this vision for a school and  the leadership processes necessary to implement and support the vision.
b.   Demonstrates the ability to use data-based research strategies and strategic planning processes that focus on student learning to 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. 
c.   Demonstrates the ability to communicate the vision to staff, parents, students, and  community members through the use of symbols, ceremonies, stories, and other   activities. 

1.3 Implement a Vision 

a.   Formulates the initiatives necessary to motivate staff, students, and families to achieve  the school’s vision. 
b.   Develops plans and processes for implementing the vision (e.g., articulating the vision and related goals, encouraging challenging standards, facilitating collegiality and  teamwork, structuring significant work, ensuring appropriate use of student assessments,  providing autonomy, supporting innovation, delegating responsibility, developing leadership in others, and securing needed resources). 

1.4 Steward a Vision 

a.   Demonstrates an understanding of the role effective communication skills play in   building a shared commitment to the vision. 
b.   Designs or adopts a system for using data-based research strategies to regularly  monitor, evaluate, and revise the vision.
c.   Assumes stewardship of the vision through various methods.
 

1.5 Promote Community Involvement in the Vision 

a.   Demonstrates the ability to involve community members in the realization of the vision  and in related school improvement efforts.
b.   Acquires and demonstrates the skills needed to communicate effectively with all  stakeholders about implementation of the vision.
 

Standard 2 Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.

2.1 Promote Positive School Culture

a.   Assesses school culture using multiple methods and implement context-appropriate        strategies that capitalize on the diversity (e.g., population, language, disability, gender,   race, socio-economic) of the school community to improve school        programs and culture. 

2.2 Provide Effective Instructional Program 

a.   Demonstrates the ability to facilitate activities that apply principles of effective instruction to improve instructional practices and curricular materials.
b.   Demonstrates the ability to make recommendations regarding the design,  implementation, and evaluation of a curriculum that fully accommodates learners’ diverse needs.
c.   Demonstrates the ability to use and promote technology and information systems to  enrich curriculum and instruction, to monitor instructional practices and provide staff the assistance needed for improvement.

 2.3 Apply Best Practice to Student Learning 

a.   Demonstrates the ability to assist school personnel in understanding and applying best  practices for student learning.
b.   Applies human development theory, proven learning and motivational theories, and concern for diversity to the learning process.
c.   Demonstrates an understanding of how to use appropriate research strategies to promote  an environment for improved student achievement. 

2.4 Design Comprehensive Professional Growth Plans 

a.   Designs and demonstrates an ability to implement well-planned, context-appropriate  professional development programs based on reflective practice and research on  student  learning consistent with the school vision and goals.
b.   Demonstrates the ability to use strategies such as observations, collaborative reflection, and adult learning strategies to form comprehensive professional growth plans with teachers and other school personnel.
c.   Develops and implements personal professional growth plans that reflect a commitment to life-long learning.

Standard 3 Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment. 

3.1 Manage the Organization 

a.   Demonstrates the ability to optimize the learning environment for all students by applying appropriate models and principles of organizational development and  management, including research and data driven decision- making with attention to indicators of equity, effectiveness, and efficiency.   b.   Develops plans of action for focusing on effective organization and management of  fiscal, human, and material resources, giving priority to student learning, safety,  curriculum, and instruction.
c.   Demonstrates an ability to manage time effectively and deploy financial and human  resources in ways that promote student achievement.

3.2 Manage Operations

a.   Demonstrates the ability to involve staff in conducting operations and setting  priorities using appropriate and effective needs assessment, research-based data, and group process skills to build consensus, communicate, and resolve conflicts in order to align resources with the organizational vision.
b.   Develops communications plans for staff that includes opportunities for staff to develop their family and community collaboration skills.
c.   Demonstrates an understanding of how to apply legal principles to promote educational equity and provide a safe, effective, and efficient facility. 

3.3 Manage Resources 

a.   Uses problem-solving skills and knowledge of strategic, long-range, and operational  planning (including applications of technology) in the effective, legal, and  equitable use of fiscal, human, and material resource allocation and alignment that focuses on teaching  and learning.
b.   Creatively seeks new resources to facilitate learning.
c.   Applies and assesses current technologies for school management, business procedures, and scheduling.
 

Standard 4 Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.

4.1 Collaborate with Families and Other Community Members

a.   Demonstrates an ability to bring together the resources of family members and the  community to positively affect student learning.
b.   Demonstrates an ability to involve families in the education of their children based on the belief that families have the best interests of their children in mind.
c.   Demonstrates the ability to use public information and research-based knowledge of  issues and trends to collaborate with families and community members.
d.   Applies an understanding of community relations models, marketing strategies and  processes, data-based decision-making, and communications theory to create  frameworks for school, family, business, community, government, and higher education partnerships.
e.   Develops various methods of outreach aimed at business, religious, political, and service organizations.
f.    Demonstrates the ability to involve families and other stakeholders in school decision- making processes, reflecting an understanding that schools are an integral part of the larger community.
g.   Demonstrates the ability to collaborate with community agencies to integrate health,  social, and other services.
h.   Develops a comprehensive program of community relations and demonstrates the ability  to work with the media. 

4.2 Respond to Community Interests and Needs 

a.   Demonstrates active involvement within the community, including interactions with  individuals and groups with conflicting perspectives.
b.   Demonstrates the ability to use appropriate assessment strategies and research methods to understand and accommodate diverse school and community conditions and  dynamics. 
c.   Provides leadership to programs serving students with special and exceptional needs.
d.   Demonstrates the ability to capitalize on the diversity (cultural, ethnic, racial, economic, and special interest groups) of the school community to improve school programs and  meet the diverse needs of all students.  

4.3 Mobilize Community Resources 

a.   Demonstrates an understanding of and ability to use community resources, including   youth services, to support student achievement, solve school problems, and achieve school goals.
b.   Demonstrates how to use school resources and social service agencies to serve the community.
c.   Demonstrates an understanding of ways to use public resources and funds appropriately   and effectively to encourage communities to provide new resources to address emerging  student problems.
 

Standard 5 Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner.

5.1 Acts with Integrity

a.   Demonstrates a respect for the rights of others with regard to confidentiality and dignity and engage in honest interactions.

 5.2 Acts Fairly 

a.   Demonstrates the ability to combine impartiality, sensitivity to student diversity, and ethical considerations in their interactions with others. 

5.3 Acts Ethically 

a.   Makes and explains decisions based upon ethical and legal principles. 

Standard 6 Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

6.1 Understand the Larger Context

a.   Acts as informed consumer of educational theory and concepts appropriate to school    context and can demonstrate the ability to apply appropriate research methods to a school context.
b.   Demonstrates the ability to explain how the legal and political systems and  institutional framework of schools have shaped a school and community, as well as the opportunities available to children and families in a particular school.
c.   Demonstrates the ability to analyze the complex causes of poverty and other disadvantages and their effects on families, communities, children, and learning.
d.   Demonstrates an understanding of the policies, laws, and regulations enacted by local,  state, and federal authorities that affect schools, especially those that might improve  educational and social opportunities.  
e.   Demonstrates the ability to describe the economic factors shaping a local community and the effects economic factors have on local schools.
f.    Demonstrates the ability to analyze and describe the cultural diversity in a school  community.
g.   Describes community norms and values and how they relate to the role of the school in promoting social justice.
h.   Demonstrates the ability to explain various theories of change and conflict resolution and  the appropriate application of those models to specific communities. 

6.2 Respond to the Larger Context

a.   Demonstrates the ability to communicate with members of a school community   concerning trends, issues, and potential changes in the environment in which the school  operates, including maintenance of an ongoing dialogue with representatives of diverse    community groups.

6.3 Influence the Larger Context

a.   Demonstrates the ability to engage students, parents, and other members of the community in advocating for adoption of improved policies and laws.
b.   Applies an understanding of the larger political, social, economic, legal, and cultural context to develop activities and policies that benefit students and their families.
c.   Advocates for policies and programs that promote equitable learning opportunities and success for all students, regardless of socioeconomic background, ethnicity, gender,  disability, or other individual characteristics.
 

 

  

 


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