ADMINISTERED DURING THE PREPARATION PROGRAM

TITLE: Rank1_ELCE_Key Assessment_Portfolio.docx WHEN ADMINISTERED DURING THE PREPARATION PROGRAM): During Program and Program Exit INSTRUMENT PURPOSE AND USE: The purpose of this assessment is to determine the candidate s successful completion of competencies from the 30 credit hour Rank 1, non degree, program in the education leadership department. It will be used to monitor candidates progress through Key Assessments completed during coursework and assessments submitted directly to the faculty advisor for evaluation and mentorship. EVALUTION CATEGORIES AND INDICATORS OF ASSESSMENT Alignment with standards: (KTS, InTASC, CAEP, ISTE, SPA, PGES/OPGES) KTS: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 InTASC: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 TSSA: 1, 2, 3, 4, 5, 6 ISLLC: 1, 2, 3, 4, 5, 6 Other SPA: SPAs vary by subject specialization based on coursework selected by candidates for subject specialization (12 cr. hr.) and electives (18 cr. hr.). INFORMATION FOR THE CANDIDATES This Rank 1 Graduate Portfolio is a task that measures candidate application and synthesis of the ISLLC and TSSA standards. Because self reflection and continuous improvement are the goals for every accomplished administrator, a portfolio of work submitted and evaluated in both courses and by your faculty mentor allow you and the College to chart growth as you enhance your content knowledge and pedagogical skills. The rubric below allow you to reflect on your progress as an effective educator, particularly related to your administrative specialization. Your Graduate Portfolio must be maintained in Taskstream (TS) and you must submit portfolio requirements within the Taskstream portfolio. Taskstream online portfolio system: https://www1.taskstream.com/ For more information about subscribing: http://coe.eku.edu/sites/coe.eku.edu/files/files/taskstream/activateyoursubscription.pdf The Graduate Portfolio for Rank 1 must include the following artifacts: 1. Professional Growth Plan (Pre) which is submitted in TS at the beginning of your program (first semester). It may be revised as you progress through the program but each revision should be dated and copies of each revision included in TS. Based on the Kentucky Teacher Standards Advanced (KTS A) set three to five goals that can be addressed through coursework, independent research, and/or other development opportunities. At least three of these goals must tie directly to your Rank 1 program. For example, an acceptable goal might be stated, I will be able to develop standards based units of study that integrate skills and knowledge with real world applications. Do not set goals that state, for example, I will take and pass a research class or Praxis II. See PGP template form for formatting of this document. 2. Professional Resume (one page) which is submitted in TS at the beginning of your program. 3. Professional 4. Six entries reflecting competencies addressed in the Kentucky Teacher Standards Advanced and specialty (SPA) standards in your program. These are submitted in TS as completed throughout your program. At least four of the entries must come from coursework tasks, not professional development activities. Coursework entries must be evaluated by the course

instructor. The remaining entries must be approved by your faculty advisor and may be compiled from documentation and reflections of professional development or clinical tasks. These are submitted in TS for evaluation by your faculty advisor. 5. Professional Growth Plan Reflection is submitted to TS at the end of your program and evaluated by your faculty advisor. This entry requires you to complete the PGP template form and to write a reflection of your experiences and progress in meeting your goals. See PGP Reflection template form for formatting of this document. 6. Dispositions Evaluations are submitted in TS with the first evaluated by the instructor in your first professional core course and the second by your faculty advisor at exit from the program. Two are required. In addition, you must submit a dispositions chart in which you outline which portfolio artifacts meet dispositional criteria. The dispositions expected include: a. Demonstrate effective oral and written communication b. Demonstrate appropriate interactions with others i. Collaborates effectively ii. Demonstrates appropriate relationships iii. Demonstrates ethical behavior and serves as an appropriate role model iv. Demonstrates appropriate interpersonal behaviors c. Demonstrates appropriate behaviors with diverse populations and is prepared to teach and learn i. Demonstrates appropriate class performance ii. Reflects on one s own learning iii. Promotes student success iv. Focusses on individual student needs d. Demonstrates professionalism i. Implements professional growth ii. Demonstrates appropriate personal appearance 7. Kentucky Teacher Standards Advanced Matrix is a chart completed as the six entries above are completed to align tasks with the ISLLC Standards. It is submitted at the end of your program for evaluation by your faculty mentor (See Matrix form). CRITERIA FOR SUCCESS You will receive a grade on the task(s) within this assessment completed as part of coursework. You will also receive an evaluation in Taskstream for those entries that are Key Assessments in courses. For other task submissions you will receive an evaluation in Taskstream completed by your faculty advisor. These evaluations will help you recognize your progress throughout your program. The expected level of performance on this assessment is Accomplished. Criteria for success are included on with each rubric. Successful completion of this assessment is required to earn a B or higher in all program courses and to receive no Taskstream evaluations with a score below 3.0 holistically. Candidates who do not meet the expected level of performance will redo the task. Candidates are informed of the requirements of the Graduate Rank 1 Portfolio in the Graduate Rank 1 Handbook and in advising with the faculty advisor. Candidates will have access to the assessment rubrics through Taskstream, in courses, and in the Portfolio. Specific feedback will be provided based on the rubrics. Assessment Instruments Professional Growth Plan PRE (Beginning of Program) Name: Date:

Rank I Concentration Area(s): Goal 1 Goal 2 Goal 3 Goal 4

Goal 5 Name: REFLECTION Professional Growth Plan POST (End of program) Date: Rank I Concentration Area(s): Goal 1 Goal 2 Goal 3

Goal 4 Goal 5 END OF PROGRAM RELFECTION Did you achieve your goals? How did coursework help you achieve your goals? Explain how achieving your goals has improved your professional practice. OR explain how your goals may have changed. What evidence is provided to demonstrate that you achieve your goals? Explain how the

entries you included in your portfolio submissions demonstrate evidence of your growth. Describe an area for continued growth in your future career. Dispositions Evaluations All Dispositions must be rated as Target or Acceptable to receive an assessment of Meets Requirement (passing) in Taskstream. A rating of Meets Requirement on this assessment must be obtained to be eligible to receive a rating of Meets Requirement on the program portfolio. Target More than one Taskstream entry in each category Acceptable One Taskstream entry in each category Unacceptable No Taskstream entry in each category Rating Communicates effectively to individuals and groups Demonstrates a belief that all students can learn Advanced Program Dispositions Demonstrates an understanding of subject matter for teaching and learning Demonstrates a belief in a safe learning environment Recognizes and supports a diverse student population Demonstrates professional ethics and behavior Target More than one entry Acceptable One entry Unacceptable No entries Rank 1 Portfolio Standards Matrix Directions: Use the matrix below to track which ISLLC Standards you have demonstrated with each portfolio entry you have included. List the entry in the first column and indicate the number(s) of the substandard for each ISLLC Standard demonstrated by each entry. All ISLLC standards should be demonstrated in at least one entry. All sub standards do not have to be demonstrated. Upon completion of your program, this must be submitted to your advisor in TaskStream to prompt scheduling of your portfolio and exit review. ISLLC Standards Entry 1 2 3 4 5 6

1. 2. 3. 4. 5. 6. 7. 8. *All entries must receive an Accomplished or higher rating as an indication that the quality was satisfactory for further assessment. **All ISLLC Standards must receive a rating of Accomplished or Exemplary.

ISLLC Standards Master Rubric 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. (PSEL Standard 1 & 10) Indicator 1.a Collaboratively develop and implement a shared vision and mission PSEL 1.a; TSSA 1.a, Indicator 1.b Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning PSEL 1.c, 10.d TSSA 3.f, 5.b Indicator 1.c Create and implement plans to achieve goals PSEL 1.d TSSA 3.d, 3.f, 5.b Indicator 1.d Promote continuous and sustainable improvement PSEL 1.f, 10.a, 10.b, 10.h develops vision, mission, and goals. displays little or no evidence of new professional learning or sharing that learning with colleagues. identifies specific or measurable improvement goals. monitors the impact of improvement goals. Candidate engages students and staff in development of shared vision, mission, and goals. Candidate uses data to identify priority needs to support an effective instructional program. Candidate creates improvement goals related to student achievement. Candidate develops, communicates, or builds shared ownership of improvement goals or Candidate shares leadership to establish, conduct, and evaluate processes used to involve students and staff in development & implementation of shared vision, mission, and goals. Candidate uses data appropriately to inform decisions, implement, monitor and assess the effectiveness of curriculum, instruction, and classroom management for every student s academic and social success. Candidate aligns change strategies, and instructional programs with the school s vision, mission and improvement goals through collaborative planning. Candidate collaboratively develops, communicates, and builds shared ownership of improvement goals and Candidate inspires and nurtures a culture of collaboration, trust, learning, and high expectations, using skillful intervention, when appropriate. and collaboratively uses data appropriately to inform decisions, implement, monitor and assess the effectiveness of curriculum, instruction, and classroom management for every student s academic and social success. Candidate inspires and nurtures a culture of transparency in the development of vision, mission, and improvement goals to stakeholder groups, fostering student improvement and community support. Candidate advocates for continuous and sustainable improvement by communicating and

TSSA 2.a, 3.f identifies and removes barriers to the goals. identifies and removes barriers to the shared goals. developing shared improvement goals with all community stakeholders. Candidate inspires and nurtures plans, programs and activities that positively impact the vision, mission, and improvement goals of school and district. Indicator 1.e Monitor and evaluate progress and revise plans PSEL 1.e evaluates progress or revise improvement goals based on data. Candidate creates structures that monitor the impact of improvement goals. Candidate revises plans, programs, and activities based on evidence of progress toward the vision, mission, and improvement goals. 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. (PSEL Standards 4, 5, 6, & 7) Indicator 2.a Nurture and sustain a culture of collaboration, trust, learning, and high expectations PSEL 5.d, 7.e Indicator 2.b Create a comprehensive, rigorous, and coherent curricular program PSEL 4.a, Indicator 2.c Create a personalized and motivating learning environment for students PSEL 4.c, 5.b, emphasizes learning and/or high expectations in vision, mission, and goals. creates or maintains a system to ensure curriculum standards are taught. Candidate ignores the importance of individualization of instruction and student engagement in student achievement. Candidate communicates the importance of high expectations and closing of achievement gaps without embedded protocols to support vision, mission, and goals. Candidate provides direction and purpose for teachers to post standards, learning targets and student work. Candidate observes classrooms identifying individualized instruction, high levels of student engagement and/ or creative or innovative teaching. Candidate 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. Candidate provides opportunities to ensure each academic standard is analyzed and translated (deconstructed) into rigorous, student friendly learning targets both vertically and horizontally for a comprehensive, rigorous curricular program. Candidate 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 Candidate inspires and nurtures a culture of collaboration, trust, learning, and high expectations, using skillful intervention, when appropriate. Candidate utilizes student input and/ or education partners to improve curricular programs and initiatives. Candidate models and explores creative avenues for addressing student learning and/or behavior needs, providing resources for research based instruction and classroom management.

support and resources for creative and innovative teaching. Indicator 2.d Supervise instruction PSEL 4.d Indicator 2.e Develop assessment and accountability systems to monitor student progress PSEL 4.b Indicator 2.f Monitor and evaluate the impact of the instructional program PSEL 6.c Indicator 2.g Maximize time spent on quality instruction PSEL 7.a, 7.b Indicator 2.h Promote the use of the most effective and appropriate technologies to support Candidate spends minimal time interacting with students and/ or teachers. develop a system of assessment to monitor student progress. use data to inform and change instructional programs. Candidate allows inappropriate interruptions and/ or fails to monitor teacher instructional time. Candidate displays limited or no competence in technology critical for Candidate observes classrooms identifying individualized instruction Candidate provides structures that measure student performance through formative and summative assessments. Candidate uses data to identify priority needs or set instructional goals to support an effective instructional program. Candidate protects instructional time from interruptions and/ or inconsistently ensure teacher planning is focused on teaching and learning. Candidate communicates the expectation of using instructional technology Candidate monitors, provides instructional feedback and support to ensure instruction is research based and individualized. Candidate develops protocols that ensure student progress is measured and communicated frequently with students and parents. Candidate uses data appropriately to inform decisions, implement, monitor and assess the effectiveness of curriculum, instruction, and classroom management for every student s academic and social success. Candidate maximizes instructional time by protecting it from interruptions and supporting creative ways of managing students and schedules time for teacher collaboration and planning focused on teaching and learning. Candidate appropriately uses technology to communicate and support teaching and learning Candidate models creative and innovative, research based instructional strategies that individualize learning for students. Candidate identifies future challenges and potential solutions based on anticipated student performance. Candidate collaborates with other schools, departments, districts and organizations in order to build professional knowledge of school staff to support instructional program. Candidate finds creative ways to support instructional time for students beyond the traditional school day. Candidate serves as a model for technology implementation.

teaching and learning PSEL 4.e Indicator 2.i Monitor and evaluate the impact of the instructional program efficient and effective operation of the school. and/ or initiative to learn new technology (including student use of technology to improve student achievement). Candidate rarely on fails to identify research or databased strategies and practices that increase learning for students. Candidate identifies research or data based strategies and practices that increase learning for every student. Candidate is a model for continuously using highquality research and databased strategies and practices that are PSEL 4.g TSSA 1.d, 2.a appropriate in the local context to increase learning for students and faculty. 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. (PSEL Standards 5, & 9) Indicator 3.a Monitor and evaluate the maintain operational management and systems. operational systems PSEL 9.a Indicator 3.b Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources PSEL 9.b, 9.f Indicator 3.c Promote and protect the welfare and safety of students and staff PSEL 5.a align allocated resources to achieve the school s vision and goals. Candidate rarely on fails to monitors safety and security of physical plant for safety, ADA requirements, and other access Issues. Candidate maintains operational systems or fiscal records to ensure accountability. Candidate aligns allocated resources to achieve the school s vision and goals. Candidate monitors safety and security of physical plant for safety, ADA requirements, and other access Issues. Candidate identifies and uses high quality research and data based strategies and practices that are appropriate in the local context to increase learning for every student. Candidate communicates the effectiveness of operational systems based on relevant data and monitors fiscal records regularly to ensure the accountability of all funds. Candidate 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 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 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. Candidate finds creative ways to collaborate with community partners to maintain school campus safety.

Indicator 3.d Develop the capacity for distributed leadership TSSA 2.a, 2.b, 2.c, 3.c Indicator 3.e Ensure teacher and organizational time is focused to support quality instruction and student learning PSEL 9.e distribute leadership opportunities or decisionmaking authority. Candidate allows inappropriate interruptions during instructional time and/ or monitors teacher planning and collaboration time. Candidate distributes leadership on issues that are of little consequence to school functionality or builds leadership capacity among faculty/ staff. protects instructional time from interruptions or ensures planning periods are focused on teaching and learning. Candidate delegates tasks with corresponding levels of authority for instruction and organizational operations or builds leadership capacity among faculty/ staff. 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 nurtures the strengths and talents of students, staff, parents, and community to positively impact the effective and efficient operations of the learning community. 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. (PSEL Standard 8) 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. PSEL 8.c, 8.d TSSA 1.a, 2.a, 6.a, 6.b Indicator 4.b Promote understanding, appreciation, and use of the community s diverse cultural, social, and intellectual resources PSEL 8.f Indicator 4.c demonstrate an understanding, appreciation, and need for the cultural, social and intellectual diversity of the school community. involve families in decision acknowledges the community s cultural, social, and intellectual resources. involves families in decision uses data appropriately to inform decisions, implement, monitor and assess the effectiveness of curriculum, instruction, and classroom management for every student s academic and social success. utilizes the community s cultural, social, and intellectual resources to enhance the learning environment, where appropriate. involves families in decision 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. Candidate develops mutually beneficial relationships with

Build and sustain positive relationships with families and caregivers PSEL 8.b Indicator 4.d Build and sustain productive relationships with community partners PSEL 8.b, 8.j making and/ or fails to develop strategies for positive family relations. making and/ or may develop strategies for positive family relations. making about student success and develops comprehensive strategies for positive family relations. involves community partners in decision making about student success and develops comprehensive strategies for positive community relations. families and caregivers to expand positive family relations. involve community partners in decision making and/ or fails to develop strategies for positive community relations. involves community partners in decision making and may develop strategies for positive community relations. 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. (PSEL Standard 2 & 3) Indicator 5.a Ensure a system of accountability for every student s academic and social success PSEL 2.c, 3.d Indicator 5.b Model principles of selfawareness, reflective practice, transparency, and ethical behavior PSEL 2.b Indicator 5.c Safeguard the values of democracy, equity, and diversity PSEL 2.d develop policies or systems that assure success for every student. challenges or works to change assumptions or beliefs that negatively affect students, educational environments, or every student learning. models learning. develops and implements policies and systems assuring success for every student., challenges and/ or works to change assumptions or beliefs that negatively affect students, educational environments, or student learning. models lifelong learning by expanding understanding or advocating for educational policies that avoid injustices related to democracy, equity, and diversity of students. behaves in a trustworthy manner, using professional influence and authority to enhance education and the common good to assure the success of every student., respectfully challenges and works to change assumptions and beliefs that negatively affect students, educational environments, and every student learning. models lifelong learning by continually expanding understanding and/ or advocating for educational policies that avoid injustices related to democracy, equity, and diversity of students. Candidate sustains personal motivation, optimism, commitment, energy, and health by balancing professional and personal responsibilities and encouraging similar actions for others. Candidate is a model for selfawareness, reflective practice, transparency, and ethical behavior in all environments. Candidate models lifelong learning by continually expanding understanding and advocating for educational policies that avoid injustices related to democracy, equity, and diversity of students and community.

Indicator 5.d Consider and evaluate the potential moral and legal consequences of decisionmaking PSEL 2.f Indicator 5.e Promote social justice and ensure that individual student needs inform all aspects of schooling PSEL 2.c, 2.d, 3.c TSSA 1.a, 6.a, 6.b meets the parameters of ethical and professional behaviors as established by federal, state, and local policies and professional organizations. reviews or revises policies or systems to assure success. meets the parameters of ethical and/ or professional behaviors as established by federal, state, and local policies and professional organizations. reviews or revises policies or systems assuring success for every student. meets the parameters of ethical and professional behaviors as established by federal, state, and local policies and professional organizations. reviews and revises policies and systems assuring success for every student. Candidate is a model for meeting the parameters of ethical and professional behaviors as established by federal, state, and local policies and professional organizations. Candidate advocates for revision of policies and systems to assure social justice. ISLLC Standard 6: An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context. (PSEL Standards 3 & 8) Indicator 6.a Advocate for children, families, and acts as an advocate for caregivers children and families. PSEL 3.b facilitates discussions with school community about federal, state, and local laws, policies, regulations, and statutory requirements. advocates for children, families and other stakeholders. Candidate advocates for public policies that provide for present and future needs of children and families and improve equity and excellence in education. Indicator 6.b Act to influence local, district, state, and national decisions affecting student learning PSEL 3.e, 8.h, 8.i Indicator 6.c Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies PSEL 3.e, 3.h acts to influence local, district, state, or national decisions affecting learning. assess, analyze, and/ or anticipate trends or initiatives in order to adapt leadership strategies. acts to influence local, district, state, and/ or national decisions affecting student learning. assess, analyze, and/ or anticipate emerging trends and initiatives in order to adapt leadership strategies. acts to influence local, district, state, and national decisions affecting student learning. assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies. Candidate is proactive and innovative in influence and advocating for schools and students. Candidate is innovative in the assessment, analysis, and anticipation of emerging trends and initiatives related to school and leadership.