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Standard 10: Vision of Learning

Each candidate is able to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

Each candidate:

  • facilitates the development of a shared vision for the achievement of all students based upon data from multiple measures of student learning and relevant qualitative indicators

Assessment

The following assignments and activities provide evidence of how this standard is met:

EAD 261

EAD 272

EAD 262

  • Gathers data on personal leadership characteristics using a 360 Degree Feedback Process (262 Signature Assignment 1a)
  • Writes a reflection paper on the results of the personal assessment (262 Signature Assignment 1b)
  • Develops a personal vision statement (262 Signature Assignment 2)

ERA 288

  • Review student achievement data websites and compare the achievement of the candidate’s school to two other schools (288 Signature Assignment 1)

EAD 274

EAD 269

  • Prepare documents for the culminating interview simulation (Statement of Philosophy, Resume, and Practicum response) (269 Signature Assignment 3)
  • Participate in an interview simulation for an entry-level administration position (269 Embedded Fieldwork Assignment 4)
  • Prepare a capstone paper on the current state and desired state of your site (269 Embedded Fieldwork Assignment 4)
  • communicates the shared vision so the entire school community understands and acts on the school’s mission to become a standards-based education system

Assessment

The following assignments and activities provide evidence of how this standard is met:

EAD 261

EAD 272

EAD 262

  • Gathers data on personal leadership characteristics using a 360 Degree Feedback Process (262 Signature Assignment 1a)
  • Writes a reflection paper on the results of the personal assessment (262 Signature Assignment 1b
  • Develops a personal vision statement (262 Signature Assignment 2)

EAD 263

EAD 269

  • uses the influence of diversity to improve teaching and learning

Assessment

The following assignments and activities provide evidence of how this standard is met:

EAD 261

EAD 272

EAD 262

EAD 274

EAD 263

EAD 269

  • identifies and addresses any barriers to accomplishing the vision

Assessment

The following assignments and activities provide evidence of how this standard is met:

EAD 261

EAD 272

EAD 262

EAD 274

EAD 263

EAD 269

  • shapes school programs, plans, and activities to ensure that they are integrated, articulated through the grades, and consistent with the vision

Assessment

The following assignments and activities provide evidence of how this standard is met:

EAD 261

EAD 272

EAD 262

  • Gathers data on personal leadership characteristics using a 360 Degree Feedback Process (262 Signature Assignment 1a)
  • Writes a reflection paper on the results of the personal assessment (262 Signature Assignment 1b)
  • Develops a personal vision statement (262 Signature Assignment 2)

EAD 274

EAD 263

EAD 269

  • leverages and marshals sufficient resources, including technology, to implement and attain the vision for all students and all subgroups of students

Assessment

The following assignments and activities provide evidence of how this standard is met:

EAD 261

EAD 272

EAD 262

EAD 274

EAD 263

EAD 269

Program Planning Prompts:

Satisfactory performance is defined as achieving competence as expected for entry-level administrators.

At the end of the program and in the final section of the Candidate Portfolio for Administrative Field Experience/Administrative Internship and Signature Assignments (Appendix 2), a summative analysis takes place by the candidate’s advisor, the fieldwork supervisor (which may also be the candidate’s advisor), and the district mentor. This evaluation is based on the numerous formative assessments that have taken place during the candidate’s progress through the preparation program and the accompanying embedded fieldwork activities. The rating of the candidate is based upon a benchmark of achieving competence expected for entry-level administrators.

The faculty of the Educational Leadership and Administration Program are fully cognizant of the benchmark of competence. As noted in General Precondition 8 all faculty members are closely involved with the day-to-day work of school leaders either as leadership coaches for school and district leaders and/or as consultants to school districts, providing professional development to school leaders and teachers on a regular basis.

The Educational Leadership and Administration Program utilizes the Descriptions of Practice (WestEd, 2003) as a guide in the development of criteria and rubrics for candidate expectations. The third category clearly states, “Practice that meets the standard”, which is the basic criteria for the beginning or entry-level administrator. The Descriptions of Practice may be found in Appendix 13.

2.     The program is designed to provide opportunities for candidates to learn how to maximize academic achievement for students for all ethnic, race, socioeconomic, cultural, academic, linguistic or family backgrounds; gender, gender identity and sexual orientation; students with disabilities and advanced learners; and students with a combination of special instructional needs. (See Program Standard 4).

The great majority of the assessments in the program take diversity into account. Assessment details may be found in Program Standard 4 and in the following courses and fieldwork activities:

Assessment

The following assignments and activities provide evidence of how this standard is met:

EAD 261

EAD 272

EAD 262

EAD 274

EAD 263

EAD 269

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