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Standard 14: Personal Ethics and Leadership Capacity

Each candidate promotes the success of all students by modeling a personal code of ethics and developing professional leadership capacity.

Each candidate:

  • models personal and professional ethics, integrity, justice, and fairness, and expects the same behaviors from others

EAD 261

  • Shadow an educational leader and ask a series of open-ended questions designed by the class, with vision being a primary question (261 Signature Assignment 1)

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 269

  • protects the rights and confidentiality of students and staff

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 269

  • uses the influence of office to enhance the educational program, not personal gain

EAD 261

  • Shadow an educational leader and ask a series of open-ended questions designed by the class, with vision being a primary question (261 Signature Assignment 1)

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 269

  • makes and communicates decisions based upon relevant data and research about effective teaching and learning, leadership, management practices and equity

EAD 261

EAD 272

EAD 262

ERA 288

EAD 274

EAD 263

EAD 269

  • demonstrates knowledge of the standards-based curriculum and the ability to integrate and articulate programs throughout the grades

EAD 261

EAD 272

EAD 274

EAD 263

EAD 269

  • demonstrates skills in decision-making, problem solving, change management, planning, conflict management, and evaluation and fosters and develops those skills in others

EAD 261

  • Prepare a paper on changing the educational environment to produce a school culture of high achievement for all students (261 Signature Assignment 5)

EAD 262

EAD 269

  • reflects on personal leadership practices and recognizes their impact and influence on the performance of others

EAD 261

  • Shadow an educational leader and ask a series of open-ended questions designed by the class, with vision being a primary question (261 Signature Assignment 1)
  • Prepare a paper on changing the educational environment to produce a school culture of high achievement for all students (261 Signature Assignment 5)

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 269

  • engages in professional and personal development

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

  • encourages and inspires others to higher levels of performance, commitment, and motivation

EAD 261

  • Prepare a paper on changing the educational environment to produce a school culture of high achievement for all students (261 Signature Assignment 5)

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

  • sustains personal motivation, commitment, energy and health by balancing professional and personal responsibilities

EAD 261

  • Shadow an educational leader and ask a series of open-ended questions designed by the class, with vision being a primary question (261 Signature Assignment 1)

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.

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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