ASSIGNMENT
Standard 1: Mission, Vision, and Improvement
Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education and academic success and well-being of each student.
| Self-Rating | Element (7) |
| 1a: Develop a Mission | |
| 1b: Develop and promote a Vision | |
| 1c: Articulate Core Values | |
| 1d: Develop, implement, and articulate Actions | |
| 1e: Review the Mission and Vision | |
| 1f: Develop understanding of Mission, Vision, and Core Values | |
| 1g: Model Mission, Vision, and Core Values |
r Reflection Format: This reflection should contain the items listed in the bullets below.
- List authors and summarize relevant research for the development, articulation, implementation, stewardship, and promoting the mission and vision as it relates to academic success and well-being of each student. (3-5 sentences for each author)
- Present a practical application scenario.
- Possible artifacts from EDL 5400, EDL 5200, EDL 5300, EDCI 5020, etc. (but not limited to)
- Present a reflective analysis of how courses, such as EDL 5400, and prominent authors augmented your insight into the importance of developing and sustaining the mission and vision. (5-7 sentences)
- Finally, explain how the mission vision is an ongoing, changing, and dynamic process. Provide further research to support this reflective analysis.
Standard 2: Ethics and Professional Norms
Effective educational leaders act ethically and according to professional norms to promote each student’s academic success and well-being.
| Self-Rating | Element (6) |
| 2a: Act Ethically and Professionally as a School Leader | |
| 2b: Execute Professional Norms | |
| 2c: Accept Academic Success of Students | |
| 2d: Safeguard Values of Democracy | |
| 2e: Understand all Backgrounds and Cultures of Students and Staff | |
| 2f: Provide Moral Direction |
Reflection Format: This reflection should contain the items listed in the four bullets below.
- List authors and summarize relevant research related to leadership characteristics of integrity, fairness, equity, justice, and ethical behavior. (3-5 sentences for each author)
- Present a practical application scenario.
- Possible Artifacts from EDL 5700 (but not limited to)
- Present a reflective analysis of how all EDL courses increased understanding for the need to become a caring, just, equitable, fair, and democratic leader. (5-7 sentences)
- Finally, conclude with a reflective analysis of how this professional knowledge and growth has impacted your praxis.
Standard 3: Equity and Cultural Responsiveness
Effective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and well-being.
| Self-Rating | Element (8) |
| 3a: Ensure Fair Treatment of Students | |
| 3b: Recognize Assets of Students | |
| 3c: Ensure Equitable Access for Students | |
| 3d: Develop Student Policies | |
| 3e: Confront and Alter Institutional Biases | |
| 3f: Promote and Prepare Students | |
| 3g: Act with Cultural Competence | |
| 3h: Address Matter of Equity and Cultural Responsiveness |
Reflection Format: This reflection should contain the items listed in the four bullets below.
- List authors and summarize relevant research related to understanding of, responding to, and influencing the political, social, economic, legal, and cultural context. (3-5 sentences for each author)
- Present a practical application scenario.
- Possible artifacts from EDL 5200, EDL 5400 and EDL 5800 (but not limited to)
- Present a reflective analysis of how courses, such as EDL 5200, EDL 5400, and EDL 5800, increased awareness of the responsibility to become actively involved in making difficult decisions within complex situations, while implementing policy and procedures. (5-7 sentences)
- Finally, conclude with a reflective analysis of how this professional knowledge and growth impacted your praxis.
Standard 4: Curriculum, Instruction, and Assessment
Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student’s academic success and well-being.
| Self-Rating | Element (7) |
| 4a: Implement Coherent Systems | |
| 4b: Align Systems across Grade Levels | |
| 4c: Promote Instructional Practice | |
| 4d: Ensure Instructional Practice with Students in Mind | |
| 4e: Promote effective use of Technology | |
| 4f: Employ Valid Assessments | |
| 4g: Use Assessment Data Appropriately using Technology |
Reflection Format: This reflection should contain the items listed in the bullets below.
- List authors and summarize relevant research for the school climate, school culture, student-centered curriculum, best practices, and professional growth. (3-5 sentences for each author)
- Present a practical application scenario.
- Possible artifacts from EDCI 5020, EDIC 5030, and EDUC 5031 (but not limited to)
- Present a reflective analysis of how courses, such as EDCI 5020 and EDCI 5030, and prominent authors increased understanding for developing a positive school culture, meaningful instruction, and best practices. (5-7 sentences)
- Explain the rationale for disaggregating data to develop an effective research driven instructional program.
- Finally, conclude with a reflective analysis of how this professional knowledge and growth has impacted your praxis.
Standard 5: Community of Care and Support for Student
Effective educational leaders cultivate an inclusive, caring, and supportive school community
that promotes the academic success and well-being of each student.
| Self-Rating | Element (6) |
| 5a: Build and Maintain a Safe, Caring, and Healthy Environment | |
| 5b: Create and Sustain an Environment for Students | |
| 5c: Provide Coherent Systems for Learning Needs of Students | |
| 5d: Promote all School Relationships | |
| 5e: Cultivate Student Engagement | |
| 5f: Infuse Culture and Languages Reflective of School Community |
Reflection Format: This reflection should contain the items listed in the bullets below.
- List authors and summarize relevant research for promoting the success of every student through engaging families, community, and school personnel. (3-5 sentences for each author)
- Present a practical application scenario.
- Possible artifacts from EDL 5800 (but not limited to)
- Present a reflective analysis of how courses such as EDL 5800 promote the strengthening of student learning, supports school improvement, and advocates for the needs of the school and community. (5-7 sentences)
- Finally, conclude with a reflective analysis of how this professional knowledge has impacted your capacity to engage families in strengthening student learning in and out of school and how to engage community members, partners, and other constituencies for the benefit of school improvement and student development.
Standard 6: Professional Capacity of School Personnel
Effective educational leaders develop the professional capacity and practice of school personnel to promote each student’s academic success and well-being.
| Self-Rating | Element (9) |
| 6a: Hire Effective and Caring Teachers | |
| 6b: Plan for and Manage Staff Turnover and Succession | |
| 6c: Develop Professional Learning and Development | |
| 6d: Foster Continuous Improvement | |
| 6e: Deliver Actionable Feedback about Instruction | |
| 6f: Empower and Motivate Teachers and Staff | |
| 6g: Develop Support from School Community | |
| 6h: Promote Personal and Professional Health of Staff | |
| 6i: Protect Your Own Work-Life Balance |
Reflection Format: This reflection should contain the items listed in the bullets below.
- List authors and summarize relevant research about the importance to recruit, hire, support, develop, and retain effective and caring teachers and other professional staff. (3-5 sentences for each author)
- Present a practical application scenario.
- Possible artifacts from EDL 5200, EDL 5300, EDL 5400, EDL 5600 (but not limited to)
- Present a reflective analysis of how courses such as EDL 5600 and prominent authors augmented your insight to form teachers and staff at becoming educationally effective faculty. (5-7 sentences)
- Finally, explain the importance of empowering and motivating teachers and staff to the highest levels of professional practice and to continuous learning and improvement.
Standard 7: Professional Community for Teachers and Staff
Effective educational leaders foster a professional community of teachers and other professional staff to promote each student’s academic success and well-being.
| Self-Rating | Element (8) |
| 7a: Develop Workplace Conditions for Teachers and Staff | |
| 7b: Empower Teachers and Staff | |
| 7c: Establish a Professional Culture of Engagement and Commitment | |
| 7d: Promote Mutual Accountability among Teachers and Staff | |
| 7e: Develop and Support Trusting Working Relationships | |
| 7f: Design and Implement Professional Learning Collaboratively | |
| 7g: Provide Opportunities for Collaborative Examinations | |
| 7h: Encourage Improvement of Programs and Practices |
Reflection Format: This reflection should contain the items listed in the bullets below.
- List authors and summarize relevant research about developing workplace conditions for teachers and other professional staff that promote effective professional development, practice, and student learning. (3-5 sentences for each author)
- Present a practical application scenario.
- Possible artifacts from EDL 5800 and EDL 5600 (but not limited to)
- Finally, present a reflective analysis on how important it is to design and implement job-embedded and other opportunities for collaborative professional learning with faculty and staff.
Standard 8: Meaningful Engagement of Families and Community
Effective educational leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each student’s academic success and well-being.
| Self-Rating | Element (10) |
| 8a: Engage Families and Members of the Community | |
| 8b: Create and Sustain Relationships with Families and Community | |
| 8c: Engage in Two-way Communication with Families and Community | |
| 8d: Maintain a Presence in the Community | |
| 8e: Create Means for Community Partnerships | |
| 8f: Use of Community Resources | |
| 8g: Develop and Provide the School as a Resource | |
| 8h: Advocate for the School and District | |
| 8i: Advocate publicly | |
| 8j: Build and Sustain Productive Partnerships |
Reflection Format: This reflection should contain the items listed in the four bullets below.
- List authors and summarize relevant research for school and community relations. (3-5 sentences for each author)
- Present a practical application scenario.
- Artifacts from EDL 5800 and EDL 6200
- Present a reflective analysis of how courses such EDL 5800 and EDL 6200 promote success of students through collaborating with and responding to families and community. (3-5 sentences)
- Finally, conclude with a reflective analysis of how this professional knowledge and growth has impacted your praxis.
Standard 9: Operations and Management
Effective educational leaders manage school operations and resources to promote each student’s academic success and well-being.
| Self-Rating | Element (12) |
| 9a: Monitor Operations and Systems | |
| 9b: Manage Staff Resources | |
| 9c: Manage Fiscal, Physical, and Other Resources | |
| 9d: Accountable Steward of School Resources | |
| 9e: Protect the Work and Learning of Teachers and Staff | |
| 9f: Employ Technology to Improve Operations and Management | |
| 9g: Develop and Maintain Data and Communications Systems | |
| 9h: Help School Community Understand Local, State, and Federal Laws | |
| 9i: Develop and Manage Relationships with Feeder Schools | |
| 9j: Develop and Manage Relationships with Central Office and Board | |
| 9k: Administer Systems for Fair and Equitable Management | |
| 9l: Manage Governance Processes and Internal/External Politics |
Reflection Format: This reflection should contain the items listed in the bullets below.
- List authors and summarize relevant research for the school organization, management of resources, and the need to provide a safe, efficient, and effective learning environment. (3-5 sentences for each author)
- Present a practical application scenario.
- Artifacts from EDL 5500, EDL 5300 and EDL 6200 (but not limited to)
- Present a reflective analysis of how courses, such as EDL 5500, EDL 5300 and EDL 6200, and prominent authors increased understanding for providing an organizational structure that facilitates a safe, efficient, and effective learning environment. (5-7 sentences)
- Finally, conclude with a reflective analysis of how this professional knowledge and growth has impacted your praxis.
Standard 10: School Improvement
Effective educational leaders act as agents of continuous improvement to promote each student’s academic success and well-being.
| Self-Rating | Element (10) |
| 10a: Seek and Make School More Effective | |
| 10b: Use Methods of Continuous Improvement | |
| 10c: Prepare the School and Community for Improvement | |
| 10d: Engage Others in an On-going Process | |
| 10e: Employ Situationally-Appropriate Strategies for Improvement | |
| 10f: Assess and Develop Educational Trends | |
| 10g: Develop Systems of Data Collection connected to Partners | |
| 10h: Adopt a Systems Perspective | |
| 10i: Manage Uncertainty, Risk, Initiatives, and Politics | |
| 10j: Develop and Promote Leadership about Improvement |
Reflection Format: This reflection should contain the items listed in the bullets below.
- List authors and summarize relevant research about the best practice methods of continuous improvement to achieve the vision, fulfill the mission, and promote the core values of the school. (3-5 sentences for each author)
- Present a practical application scenario.
- Artifacts from EDL 5300, EDCI 5020 and EDUC 5850 (but not limited to)
- Present a reflective analysis of how courses, such as EDL 5300 and prominent authors augmented your insight into the importance of developing technically appropriate systems of data collection, management, analysis, and use for continuous school and classroom improvement. (5-7 sentences)
- Finally, explain how to develop and promote leadership among teachers and staff for inquiry, experimentation, and innovation and for initiating and implementing improvement.
