TITLE: KA3_EAD853_Conditions_for_Learning

Transcription

1 TITLE: KA3_EAD853_Conditions_for_Learning WHEN ADMINISTERED DURING THE PREPARATION PROGRAM: x_ Transition Middle INSTRUMENT PURPOSE AND USE: The purpose of the Conditions for Learning key assessment is for candidates to understand how leaders improve student achievement through community resources, climate/culture, and collaboration among all stakeholders. The key assessment is used to determine candidates ability to locate and analyze data related to climate and culture, and develop appropriate recommendations for improving the school culture. Candidates who are not able to demonstrate proficiency on components of the assessment will receive intervention and additional opportunities to demonstrate proficiency. Candidates must demonstrate target performance on this assessment to pass the course. EVALUATION CATEGORIES AND INDICATORS OF ASSESSMENT: Alignment with standards: ISLLC 1.a, 1.b, 1.c, 2.a, 2.c, 2.g, 3.a, 3.b, 3.c, 3.e, 4.a, 4.b, 4.c, 4.d, TSSA 1d, 1e, 2b These are also included on the syllabus (SLOs), program alignment chart/map, and are tagged on this rubric) INFORMATION FOR CANDIDATES: The candidate will conduct a conditions for learning audit for a given school. The audit may be conducted using materials chosen from the Center for School Safety School Safety Audit Protocol, TELL Kentucky data, collaborative self assessment activities from Peterson & Deal s Shaping School Culture Field book, or other previously developed audits and/or local school district audit protocols. The candidate shall collaborate with the local school team to identify the purpose of the audit and select data collection strategies from the following possibilities: Candidates will develop/ use structured interviews for teachers, students, parents, classified staff, and others. Candidates will use structured surveys of teachers, students, parents, classified staff, and others. Candidates will make on site observations of hallways, classrooms, restrooms, and teacher and classified staff work areas. These observations may include instructional walk throughs, teacher student interaction data collection protocols, surveys of areas to determine the level of supervision and safety checks of signage, external security, safety hazards and other related information. (Note: The data collection methods may be those developed by the Center for School Safety or Advanc Ed Audit teams) Candidates shall organize and analyze data related to the audit and develop specific recommendations for action steps for the school. Candidates will present the recommendations to the stakeholder group and work with the faculty in developing a response to the recommendations. Complete the Conditions of Learning audit and submit your Final Project as noted in the course syllabus. CRITERIA FOR SUCCESS:

2 Candidates will receive a grade on the task(s) within this assessment. Candidates will also receive evaluation and feedback in Taskstream that will help candidates recognize progress throughout the course. The expected level of performance on this assessment is accomplished. Criteria for success are included on the rubric below. Successful completion of this assessment is required to earn a C or higher in the course and transition to methods. Candidates who do not meet the expected level of performance will receive intervention and additional opportunities for practice. Candidates must demonstrate target performance on this assessment to pass the course. Candidates are informed of the requirements of the Conditions for Learning Audit Project on the course syllabus and in the class Blackboard site. Candidate s will have access to the assessment rubric through Taskstream and the class Blackboard site. Specific feedback will be provided based on the rubric.

3 SLLC Scoring Rubric for KA Condition for Learning Emerging Developing Accomplished Exemplary (In addition to accomplished) ISLLC Standard 1: An education leaders promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders. Indicator 1.a Collaboratively develop and implement a shared vision and mission develops vision, mission, and goals. engages students and staff in development of shared vision, mission, and goals. shares leadership to establish, conduct, and evaluate processes used to involve students and staff in development & implementation of shared vision, mission, and goals. Candidate inspires and nurtures a culture of collaboration, trust, learning, and high expectations, using skillful intervention, when appropriate. Indicator 1.b Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning Indicator 1.c Create and implement plans to achieve goals displays little or no evidence of new professional learning or sharing that learning with colleagues. identifies specific or measurable improvement goals. uses data to identify priority needs to support an effective instructional program. creates improvement goals related to student achievement. uses data appropriately to inform decisions, implement, monitor and assess the effectiveness of curriculum, instruction, and classroom management for every social success. aligns change strategies, and instructional programs with the school s vision, mission and improvement goals through collaborative planning. and collaboratively uses data appropriately to inform decisions, implement, monitor and assess the effectiveness of curriculum, instruction, and classroom management for every social success. Candidate inspires and nurtures a culture of transparency in the development of vision, mission, and improvement goals to stakeholder groups, fostering student

4 improvement and community support. ISLLC Standard 2: An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. Indicator 2.a Nurture and sustain a culture of collaboration, trust, learning, and high expectations Indicator 2.c Create a personalized and motivating learning environment for students emphasizes learning and/or high expectations in vision, mission, and goals. Candidate ignores the importance of individualization of instruction and student engagement in student achievement. communicates the importance of high expectations and closing of achievement gaps without embedded protocols to support vision, mission, and goals. observes classrooms identifying individualized instruction, high levels of student engagement and/ or creative or innovative teaching. communicates and models, through shared decision making processes, a commitment to high expectations and closing of achievement gaps to establish a collaborative and trusting environment. creates and implements a system of monitoring, feedback and support that ensures instruction is research based and individualized to focus on high levels of student engagement. Candidate consistently provides support and resources for creative and innovative teaching. Candidate inspires and nurtures a culture of collaboration, trust, learning, and high expectations, using skillful intervention, when appropriate. Candidate models and explores creative avenues for addressing student learning and/or behavior needs, providing resources for researchbased instruction and classroom management. Indicator 2.g Maximize time spent on quality instruction Candidate allows inappropriate interruptions and/ or fails to monitor teacher instructional time. protects instructional time from interruptions and/ or inconsistently ensure teacher planning is maximizes instructional time by protecting it from interruptions and supporting creative ways of managing students and Candidate finds creative ways to support instructional time for students beyond the traditional school day.

5 focused on teaching and schedules time for learning. teacher collaboration and planning focused on teaching and learning. ISLLC Standard 3: An education leaders promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment. Indicator 3.a Monitor and evaluate the management and operational systems Indicator 3.b Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources PSEL 9.b, 9.f maintain operational systems. align allocated resources to achieve the school s vision and goals. maintains operational systems or fiscal records to ensure accountability. aligns allocated resources to achieve the school s vision and goals. communicates the effectiveness of operational systems based on relevant data and monitors fiscal records regularly to ensure the accountability of all funds. ensures all reports and compliance activities are submitted in a timely and thorough manner and makes creative use of resources to improve teaching and learning. Candidate seeks and utilizes resources, partnerships, and opportunities beyond district/state funding. Candidate develops capacity within him/herself and staff to efficiently identify, access, and utilize relevant outside resources. Indicator 3.c Promote and protect the welfare and safety of students and staff Candidate rarely on fails to monitors safety and security of physical plant for safety, ADA requirements, and other access Issues. monitors safety and security of physical plant for safety, ADA requirements, and other access Issues. Candidate develops and/ or monitors safety and security of physical plant that consistently maintains the school campus for safety, ADA requirements, and other access issues to support learning of every student. Candidate finds creative ways to collaborate with community partners to maintain school campus safety.

6 Indicator 3.e Ensure teacher and organizational time is focused to support quality instruction and student learning Candidate allows inappropriate interruptions during instructional time and/ or monitors teacher planning and collaboration time. protects instructional time from interruptions or ensures planning periods are focused on teaching and learning. maximizes instructional time by protecting from interruptions and supporting creative ways of managing students and communicates and monitors the expectation that engaging instruction is provided for the entire class period. Candidate finds creative ways to collaborate with and meet the needs of stakeholders outside of existing school structures to support students beyond the traditional school day. ISLLC Standard 4: An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, mobilizing community resources. Indicator 4.a Collect and analyze data and information pertinent to the educational environment use data to inform instructional program decisions. uses data to identify priority needs to support an effective instructional program. Indicator 4.b Promote understanding, appreciation, and use of the community s diverse cultural, social, and intellectual resources demonstrate an understanding, appreciation, and need for the cultural, social and intellectual diversity of the school community. acknowledges the community s cultural, social, and intellectual resources. uses data appropriately to inform decisions, implement, monitor and assess the effectiveness of curriculum, instruction, and classroom management for every social success. utilizes the community s cultural, social, and intellectual resources to enhance the learning environment, where appropriate. Candidate collaborates with other schools, departments, districts and organizations regarding data disaggregation in order to build professional knowledge of school staff. Candidate recruits and networks with families, community partners, and under represented populations to develop relationships to solve common problems and pursue shared purposes. Indicator 4.c involve families in involves families in involves families in Candidate develops mutually beneficial

7 Build and sustain positive relationships with families and caregivers decision making and/ or fails to develop strategies for positive family decision making and/ or may develop strategies for positive family decision making about student success and develops comprehensive strategies for positive family involves community partners in decision making about student success and develops comprehensive strategies for positive community relationships with families and caregivers to expand positive family Indicator 4.d Build and sustain productive relationships with community partners involve community partners in decision making and/ or fails to develop strategies for positive community involves community partners in decision making and may develop strategies for positive community Candidate develops mutually beneficial relationships with business, religious, political, and service organizations to expand community resources ISLLC Standard 5: An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner. Indicator 5.a Ensure a system of accountability for every social success develop policies or systems that assure success for every student. develops and implements policies and systems assuring success for every student. behaves in a trustworthy manner, using professional influence and authority to enhance education and the common good to assure the success of every student. Candidate sustains personal motivation, optimism, commitment, energy, and health by balancing professional and personal responsibilities and encouraging similar actions for others.