Key Assessment #2: Master’s Comprehensive Examination
| Master’s Degree in Educational Administration & Supervision Master’s Comprehensive Examination
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| DIRECTIONS: Read the scenario below and respond to the two issues identified in a well-written, well-organized paper of 16-20 pages. Please number each of your responses (Issue I and Issue II) and respond to each of the Parts/Tasks outlined for each Issue. Be sure to use headings and subheadings to organize your thinking/response.
Note 2: If you do not work in a school setting, you MAY adapt the question to fit the kind of organization in which you currently work. For example, imagine you are a finalist for a leadership position within your current organization. Be sure to specify the kind of organization and the parallel situations and issues you must resolve or you may simply respond to the question as is.
Note 3: Your response should reflect your understanding of the standards for School Building/Educational Leaders. Be sure to cite from course readings using APA format, as well as from your experiences, observations and internship experience. Candidates who are not school based must also demonstrate mastery of the standards by generalizing the standards to apply to all educational leaders, their followers and their clients. You may combine parts of each question but you must clearly label which parts you are combining and answering.
Comprehensive Exam Question
Scenario: Congratulations! You have just been named the new principal of Success Elementary School (or High School or Middle School), a large public (or private or faith-based/non-public) school located in a changing and diverse, lower and middle income community in a large urban center in the northeast. Your predecessor, Principal Green, retired last June after serving as the school’s principal for fifteen years.
A review of the school profile reveals that there are 1200 students on register at the school with the following demographics: 40% Latino, 30% Black (including 10% Caribbean), 15% White and 15% Asian. 70% of the student body are eligible for free or reduced price lunch. 65% of the students are not meeting ELA standards and 55% of the students are not meeting Math standards. 35% of the students are English Language Learners and 20% of the students are eligible for special education services.
There are 95 teachers employed at Success Elementary (High, Middle) School. 60% of the teachers at the school have been teaching for fewer than three years. 20% of the teachers have been at the school for over 20 years. There are two Assistant Principals, one who has been A.P. at the school for the last five years and who expected to get the position of principal and one who has been in the position for just one year.
The school is viewed by parents and community to be a safe school but there is a general sense that your predecessor, who had once been very effective, had adopted a laissez-faire attitude in recent years resulting in a fractured and unsupported faculty, accusations of cheating and fraud by some teachers on their students’ standardized tests, and misuse of school funds and school resources.
There is wide-spread agreement that the school needs to get back on track, do more to help students succeed and raise their aspirations for their future. In fact, the school has just been identified as a School In Need of Improvement for the first time. Parents, community organizations and local businesses are particularly interested in having the school provide students at the school with the technological skills that they know will be critical to their children’s and community’s future success. In addition, parents and the larger school community have generally felt unwelcomed in the school and are seeking a more positive relationship with the school under your leadership. One of the major complaints has been about the current Parent Coordinator who has a small group of “favorites” but otherwise has been non-responsive and even hostile to the vast majority of parents and community members.
Your superintendent has asked you to take 30 days to develop and submit two plans of action to develop two plans that address the following two issues:
Improvement of students’ ELA OR Math Achievement for all sub-groups. (Note: if you are choosing high school level, use the passing percentage on the English Regents Examination OR the passing percentage on the Math Regents Examinations.)
Develop a comprehensive Instructional Improvement Plan focusing on improving student achievement at your school in EITHER English Language Arts (ELA) OR Mathematics using the data provided above as part of an overall plan to address the school’s new SINI status. (You should cite additional data as necessary.)
Your Instructional Improvement Plan should include:
1.Vision Articulate your vision for this school focusing on the instructional improvement issue you selected.
Please include: ● importance of and strategies for collaboratively developing the school vision ● theories and methods for building and engaging school stakeholders ● articulating and implementing the school vision
2.Change Theory Identify and explain appropriate change theories/processes in developing your instructional improvement plan.
Please include: ● specific change theory and its application to your plan ● analysis of relevant assessment data and school and student variables ● role of data in the development, implementation, monitoring, evaluation and revision of your instructional improvement plan
3.Continuous Improvement Identify and explain models or processes for continuous and sustained improvement of your plan to address the instructional issue selected. Please include: ● explanation of the role of ongoing professional learning in sustaining the school improvement plan ● identification resources you will use and specific areas for building capacity of key stakeholders to accomplish goals ● thorough description of your plan to accomplish this
4.Progress Monitoring Explain how you will monitor the implementation and effectiveness of your school improvement plan.
Please include: ● specific benchmarks and timelines (instructional and student outcomes) for interim as well as overall success of the plan ● how you will evaluate the plan to insure that your instructional goals are achieved ● how you will revise the plan based on evaluation
5. School Culture Explain your role as a leader in and strategies for collaboratively developing a school culture conducive to student learning and student success.
Please include: ● concepts of adult learning and child and/or adolescent development ● specific plan for implementing change strategy related to communication of culture shift ● benchmarks or indicators of success
6. Curriculum, Pedagogy and Assessment Explain how your plan will utilize best practices in curriculum development and pedagogy to address this area for instructional improvement
Please include: ● how you will measure teacher performance ● how you will measure and evaluate the effectiveness of your instructional improvement plan ● the use of school technology and information systems to support and monitor student learning
7. Instructional Leadership Explain your understanding of your role and practices as the instructional leader citing leadership theory, changes processes, knowledge of standards for teachers and leaders and effective supervision and evaluation strategies.
Please include: ● discussion of the role of professional development in achieving the goals of your school improvement plan ● examples of effective, high-quality professional development related to the area for improvement selected
8. Use of appropriate Instructional Technology Identify and explain effective school structures that will be part of your instructional improvement plan.
Please include: ● discussion of the role of instructional technologies play in your instructional plan ● examples of how you monitor, evaluate, and revise said structures on a continual basis to ensure continuous improvement
9. Management and Operational Systems Identify key organizational, operational and legal resources available to you in developing, implementing, monitoring, evaluating and revising your instructional improvement plan.
Please include: ● discussion of how you will communicate the instructional improvement plan to various school stakeholders
10. Human Resources and School Management Explain what school resources are available to you and how they can be used in the development of your instructional improvement plan.
Please include: ● discussion of the available resources ( i.e. human, organizational, facilities, technological, fiscal, etc.) ● how they can be used in the development and implementation of your instructional improvement plan ● how they can be used in monitoring, evaluating and revising your instructional improvement plan
11. Welfare and Safety of Students and Staff Explain your role and actions as leader in creating a safe and secure learning environment.
Please include: ● discussion of the resources you use to support your instructional improvement plan ● discussion of the strategies you will use to promote positive student behavior and school culture
12. Distributed Leadership Explain your understanding of distributed leadership and how you would create your instructional improvement plan.
Please include: ● discussion of the strategies you will use to sustain it in your school community ● how you will effectively develop and implement distributive leadership models ● how you will monitor, evaluate, and make adjustments when necessary
13. High Quality Instruction and Student Achievement Explain the supervision theories you will employ to ensure instructional improvement.
Please include: ● discussion of the strategies you will use to maximize instructional time for high quality instruction ● how you will ensure that the quality of instruction is both rigorous and appropriately supports student learning
Develop a Parent and Community Outreach Plan to address parental and community concerns at your school as described in the scenario above and to engage them in a more meaningful way. Be sure your plan includes specifics.
1. COLLABORATIVE DATA COLLECTION AND USE Explain your role and strategies you would use to gather information relevant to determining parental and community concerns about the school.
Be sure to include: ● How you will collaborate with faculty and community members by collecting and analyzing information pertinent to the school’s educational environment.
● Discuss your understanding of communication and collaboration strategies with parents and community to strengthen the school environment
2. COMMUNITY RESOURCES Identify and explain what community resources you will access to assist you in addressing the parental and community concerns about the school
Be sure to include: ● how to mobilize community resources ● promote understanding, appreciation, and use of diverse cultural, social, and intellectual resources within the school community ● explain the school-based and community-based social, cultural, and intellectual resources you will seek to draw upon to address the concerns and issues raised by the parents and school community
3. ALIGNING NEEDS AND CULTURE Discuss how your Parent/Community Outreach Plan addresses the needs of students and parents/caregivers
Be sure to include: ● responses to community interests and needs by building and sustaining a positive school relationship with families and caregivers ● the role of school culture, communication and collaboration with families/caregivers in the development and implementation of the Parent/Community Outreach Plan
4. COMMUNITY INVOLVEMENT Explain how your Parent/Community Outreach Plan addresses the needs of various school community partners
Be sure to include: ● responses to community interests and needs, ● building and sustaining positive school relationships with school partners ● the role of school organizational culture, communication and collaboration with diverse community partners in the development and implementation of the Parent/Community Outreach Plan
5. LEGAL AND ETHICAL CONSIDERATIONS Discuss your understanding of and strategies for demonstrating your commitment to integrity and fairness in dealing with parents, community members with regard to the issues and concerns raised by parents and community members.
Be sure to include: ● accountability for student academic and social success ● relevant legal and policy guidelines that support your leadership work in accountability, equity and social justice on behalf of your students
6. PROFESSIONAL AND LEGAL RESPONSIBILITIES OF LEADERSHIP Discuss your understanding of legal and professional guidelines for the ethical behavior of leaders and how your Parent/Community Outreach Plan reflects your beliefs about ethical behavior and its impact on school culture, student achievement and your leadership
Be sure to include modeling: ● self awareness, ● reflective practice, ● transparency, ● ethical behavior related to the leader’s role in the school
7. EQUITY Explain your understanding of democratic values, equity and diversity as they relate to the development and implementation of your parent and community outreach plan
Be sure to include: · the role expressed democratic values play in seeking stakeholder input · the means used to ensure all constituents are heard and valued · opportunities for stakeholder participation and feedback as the plan is implemented
8. CONSEQUENCES Discuss your understanding of the moral and legal consequences related to the problems and issues identified at the school and your strategies for preventing future moral and legal issues at the school
Be sure to include:
· procedures for ensuring all students are treated fairly · describe the moral direction provided to promote professional behavior among faculty and staff · procedures for identifying, assessing, and addressing potential ethical and legal concerns
9. SOCIAL JUSTICE Explain your understanding of the relationship among social justice, school culture and student achievement and personal efficacy as they relate to the parental and community concerns in the scenario
Be sure to include: · strategies regarding equitable access to resources and quality teaching · promote high expectations for all students · cultural competence · practices which include and welcome all parents and stakeholders
10. POLICY, LAWS, AND REGULATIONS Discuss your understanding of relevant policies, laws, and regulations as they pertain to the issues and concerns raised by the parents and community
Be sure to include: ● advocacy on behalf of students, families, and caregivers ● the impact that poverty, disadvantages and the lack of resources have on all school stakeholders
11. INFORMED ADVOCACY Discuss your understanding of the larger political, social, economic, legal and cultural context and ways in which you can advocate for your school to address the specific issues/concerns raised by parents and community members.
Be sure to include influence and action within: ● local ● district ● state ● national decisions affecting student learning in a school environment
12. FUTURE TRENDS Discuss your understanding of future issues and trends related to the school issues and concerns raised by your parents and community including technological advances and discuss current and new trends in leadership strategies to address these trends.
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EVALUATION:
Your Examination Response will be evaluated both holistically as well as specifically against the Standards for School Building/Educational Leaders using a four scale rating:
| 4 = Exceeds Standard | 3 = Meets Standard | 2 =Approaches Standard | 1 = Below Standard |
REMINDER
BOTH an electronic copy AND a hard copy of your completed Master’s Comprehensive Examination Paper are due on or before Monday, March 26, 2018 to the ELAP Office Rm 1119 by 4:30 p.m. for your paper to be accepted! Failure to make this deadline is grounds for deferring your potential graduation. Be sure to include your completed Checklist with your exam paper. The address for mailing or hand delivery is:
Dr. John Houtz, Interim Chair
Graduate School of Education Fordham University
Division of Educational Leadership, Administration & Policy, Room 1119
113 West 60th Street, NY, NY 10023
The electronic copy of your final Master’s Comprehensive Examination Paper is to be emailed to Linda Negron, ELAP Division Secretary at lnegron@fordham.edu by the same due date and time as above.
To insure objectivity and fairness, these Comprehensive Examination papers are graded “blind,” i.e., raters do not know whose paper they are marking, so it is critical that you 1) put your Fordham Identification Number (FIN) on each page of your essay and 2) include a separate cover sheet with your name and Fordham ID number (FIN) on it.
If you have concerns or questions, please contact Linda Negron at 212-636-6430. It is your responsibility to know or secure your Fordham FIN prior to submitting your completed Master’s Comprehensive Exam Paper.
Division of Educational Leadership, Administration and Policy
Graduate School of Education
Master’s Comprehensive Exam Checklist
Please complete the following checklist and include it with your final paper:
- ____ I have carefully proofread and edited my comprehensive examination final paper.
- ____ I have checked for and corrected spelling and grammatical errors.
- ____ I have answered each question directly and sufficiently.
- ____ I have referenced the Standards for School Building/Educational Leaders
- ____ I have answered all parts of each question/task.
- ____ I have started my answer to each task (Task I and Task II) on a new page.
- ____ I have used Headings and Sub-headings to indicate each different question and sub-questions.
- ____ I have met and stayed within the page limitations (16 – 20 pages).
- ____ I have cited from at least six different articles and books to develop/support my ideas and responses.
- ____ I have provided appropriate citations using APA 6 style.
- ____ I have included a separate Reference/Bibliography page.
- ____ I have numbered all pages.
- ____ I have included my Student Fordham ID Number on each page.
- ____ I have attached a Cover Sheet with all requested information.
- ____ I have submitted a HARD COPY and an ELECTRONIC COPY of my Comprehensive Exam paper to Linda Negron by the DUE DATE indicated.
Student’s FIN: ____________________________ Date: ________________
RESOURCES
Professional Standards for Educational Leaders
Standard 1. Mission, Vision, and Core Values
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.
Effective leaders:
a) Develop an educational mission for the school to promote the academic success and well-being of each student.
b) In collaboration with members of the school and the community and using relevant data, develop and promote a vision for the school on the successful learning and development of each child and on instructional and organizational practices that promote such success.
c) Articulate, advocate, and cultivate core values that de ne the school’s culture and stress the imperative of child-centered education; high expectations and student support; equity, inclusiveness, and social justice; openness, caring, and trust; and continuous improvement.
d) Strategically develop, implement, and evaluate actions to achieve the vision for the school.
e) Review the school’s mission and vision and adjust them to changing expectations and
opportunities for the school, and changing needs and situations of students.
f) Develop shared understanding of and commitment to mission, vision, and core values within the school and the community.
g) Model and pursue the school’s mission, vision, and core values in all aspects of leadership.
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.
Effective leaders:
a) Act ethically and professionally in personal conduct, relationships with others, decision- making, stewardship of the school’s resources, and all aspects of school leadership.
b) Act according to and promote the professional norms of integrity, fairness, transparency, trust, collaboration, perseverance, learning, and continuous improvement.
c) Place children at the center of education and accept responsibility for each student’s academic success and well-being.
d) Safeguard and promote the values of democracy, individual freedom and responsibility, equity, social justice, community, and diversity.
e) Lead with interpersonal and communication skill, social-emotional insight, and understanding of all students’ and staff members’ backgrounds and cultures.
f) Provide moral direction for the school and promote ethical and professional behavior among faculty and staff.
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.
Effective leaders:
a) Ensure that each student is treated fairly, respectfully, and with an understanding of each student’s culture and context.
b) Recognize, respect, and employ each student’s strengths, diversity, and culture as assets for teaching and learning.
c) Ensure that each student has equitable access to effective teachers, learning opportunities, academic and social support, and other resources necessary for success.
d) Develop student policies and address student misconduct in a positive, fair, and unbiased manner.
e) Confront and alter institutional biases of student marginalization, de cit-based schooling, and low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status.
f) Promote the preparation of students to live productively in and contribute to the diverse cultural contexts of a global society.
g) Act with cultural competence and responsiveness in their interactions, decision making, and practice.
h) Address matters of equity and cultural responsiveness in all aspects of leadership.
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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.
Effective leaders:
a) Implement coherent systems of curriculum, instruction, and assessment that promote the mission, vision, and core values of the school, embody high expectations for student learning, align with academic standards, and are culturally responsive.
b) Align and focus systems of curriculum, instruction, and assessment within and across grade levels to promote student academic success, love of learning, the identities and habits of learners, and healthy sense of self.
c) Promote instructional practice that is consistent with knowledge of child learning and development, effective pedagogy, and the needs of each student.
d) Ensure instructional practice that is intellectually challenging, authentic to student experiences, recognizes student strengths, and is differentiated and personalized.
e) Promote the effective use of technology in the service of teaching and learning.
f) Employ valid assessments that are consistent with knowledge of child learning and
development and technical standards of measurement.
g) Use assessment data appropriately and within technical limitations to monitor student progress and improve instruction.
Standard 5. Community of Care and Support for Students
Effective educational leaders cultivate an inclusive, caring, and supportive school community that promotes the academic success and well-being of each student.
Effective leaders:
a) Build and maintain a safe, caring, and healthy school environment that meets that the academic, social, emotional, and physical needs of each student.
b) Create and sustain a school environment in which each student is known, accepted and valued, trusted and respected, cared for, and encouraged to be an active and responsible member of the school community.
c) Provide coherent systems of academic and social supports, services, extracurricular activities, and accommodations to meet the range of learning needs of each student.
d) Promote adult-student, student-peer, and school-community relationships that value and support academic learning and positive social and emotional development.
e) Cultivate and reinforce student engagement in school and positive student conduct.
f) Infuse the school’s learning environment with the cultures and languages of the school’s community.
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.
Effective leaders:
a) Recruit, hire, support, develop, and retain effective and caring teachers and other professional staff and form them into an educationally effective faculty.
b) Plan for and manage staff turnover and succession, providing opportunities for effective induction and mentoring of new personnel.
c) Develop teachers’ and staff members’ professional knowledge, skills, and practice through differentiated opportunities for learning and growth, guided by understanding of professional and adult learning and development.
d) Foster continuous improvement of individual and collective instructional capacity to achieve outcomes envisioned for each student.
e) Deliver actionable feedback about instruction and other professional practice through valid, research-anchored systems of supervision and evaluation to support the development of teachers’ and staff members’ knowledge, skills, and practice.
f) Empower and motivate teachers and staff to the highest levels of professional practice and to continuous learning and improvement.
g) Develop the capacity, opportunities, and support for teacher leadership and leadership from other members of the school community.
h) Promote the personal and professional health, well-being, and work-life balance of faculty and staff.
i) Tend to their own learning and effectiveness through re ection, study, and improvement, maintaining a healthy work-life balance.
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.
Effective leaders:
a) Develop workplace conditions for teachers and other professional staff that promote effective professional development, practice, and student learning.
b) Empower and entrust teachers and staff with collective responsibility for meeting the academic, social, emotional, and physical needs of each student, pursuant to the mission, vision, and core values of the school.
c) Establish and sustain a professional culture of engagement and commitment to shared vision, goals, and objectives pertaining to the education of the whole child; high expectations for professional work; ethical and equitable practice; trust and open communication; collaboration, collective ef cacy, and continuous individual and organizational learning and improvement.
d) Promote mutual accountability among teachers and other professional staff for each student’s success and the effectiveness of the school as a whole.
e) Develop and support open, productive, caring, and trusting working relationships among leaders, faculty, and staff to promote professional capacity and the improvement of practice.
f) Design and implement job-embedded and other opportunities for professional learning collaboratively with faculty and staff.
g) Provide opportunities for collaborative examination of practice, collegial feedback, and collective learning.
h) Encourage faculty-initiated improvement of programs and practices.
Standard 8. Meaningful Engagement of families and Community
Effective educational leaders engage families and the community in meaningful, reciprocal, and mutually bene cial ways to promote each student’s academic success and well-being.
Effective leaders:
a) Are approachable, accessible, and welcoming to families and members of the community.
b) Create and sustain positive, collaborative, and productive relationships with families and
the community for the bene t of students.
c) Engage in regular and open two-way communication with families and the community about the school, students, needs, problems, and accomplishments.
d) Maintain a presence in the community to understand its strengths and needs, develop productive relationships, and engage its resources for the school.
e) Create means for the school community to partner with families to support student learning in and out of school.
f) Understand, value, and employ the community’s cultural, social, intellectual, and political resources to promote student learning and school improvement.
g) Develop and provide the school as a resource for families and the community.
h) Advocate for the school and district, and for the importance of education and student
needs and priorities to families and the community.
i) Advocate publicly for the needs and priorities of students, families, and the community.
j) Build and sustain productive partnerships with public and private sectors to promote school improvement and student learning.
Standard 9. Operations and Management
Effective educational leaders manage school operations and resources to
promote each student’s academic success and well-being.
Effective leaders:
a) Institute, manage, and monitor operations and administrative systems that promote the mission and vision of the school.
b) Strategically manage staff resources, assigning and scheduling teachers and staff to roles and responsibilities that optimize their professional capacity to address each student’s learning needs.
c) Seek, acquire, and manage social, physical, and other resources to support curriculum, instruction, and assessment; student learning community; professional capacity and community; and family and community engagement.
d) Are responsible, ethical, and accountable stewards of the school’s monetary and non- monetary resources, engaging in effective budgeting and accounting practices.
e) Protect teachers’ and other staff members’ work and learning from disruption.
f) Employ technology to improve the quality and efficiency of operations and management.
g) Develop and maintain data and communication systems to deliver actionable information for classroom and school improvement.
h) Know, comply with, and help the school community understand local, state, and federal laws, rights, policies, and regulations so as to promote student success.
i) Develop and manage relationships with feeder and connecting schools for enrollment management and curricular and instructional articulation.
j) Develop and manage productive relationships with the central of ce and school board.
k). Develop and administer systems for fair and equitable management of con ict among
students, faculty and staff, leaders, families, and community.
l) Manage governance processes and internal and external politics toward achieving the school’s mission and vision.
Standard 10. School Improvement
Effective educational leaders act as agents of continuous improvement to
promote each student’s academic success and well-being.
Effective leaders:
a) Seek to make school more effective for each student, teachers and staff, families, and the community.
b) Use methods of continuous improvement to achieve the vision, full the mission, and promote the core values of the school.
c) Prepare the school and the community for improvement, promoting readiness, an imperative for improvement, instilling mutual commitment and accountability, and developing the knowledge, skills, and motivation to succeed in improvement.
d) Engage others in an ongoing process of evidence-based inquiry, learning, strategic goal setting, planning, implementation, and evaluation for continuous school and classroom improvement.
e) Employ situationally-appropriate strategies for improvement, including transformational and incremental, adaptive approaches and attention to different phases of implementation.
f) Assess and develop the capacity of staff to assess the value and applicability of emerging educational trends and the findings of research for the school and its improvement.
g) Develop technically appropriate systems of data collection, management, analysis, and use, connecting as needed to the district of ce and external partners for support in planning, implementation, monitoring, feedback, and evaluation.
h) Adopt a systems perspective and promote coherence among improvement efforts and all aspects of school organization, programs, and services.
i) Manage uncertainty, risk, competing initiatives, and politics of change with courage and perseverance, providing support and encouragement, and openly communicating the need for, process for, and outcomes of improvement efforts.
j) Develop and promote leadership among teachers and staff for inquiry, experimentation and innovation, and initiating and implementing improvement.
ELCC 2011 SCHOOL BUILDING LEADER STANDARDS
| ELCC Standard 1.0: A building-level education leader applies knowledge that promotes the success of every student by collaboratively facilitating the development, articulation, implementation, and stewardship of a shared school vision of learning through the collection and use of data to identify school goals, assess organizational effectiveness, and implement school plans to achieve school goals; promotion of continual and sustainable school improvement; and evaluation of school progress and revision of school plans supported by school-based stakeholders.
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| ELCC STANDARD ELEMENTS: ELCC 1.1: Candidates understand and can collaboratively develop, articulate, implement, and steward a shared vision of learning for a school. ELCC 1.2: Candidates understand and can collect and use data to identify school goals, assess organizational effectiveness, and implement plans to achieve school goals. ELCC 1.3: Candidates understand and can promote continual and sustainable school improvement. ELCC 1.4: Candidates understand and can evaluate school progress and revise school plans supported by school stakeholders. |
| ELCC Standard 2.0: A building-level education leader applies knowledge that promotes the success of every student by sustaining a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous and coherent curricular and instructional school program; developing and supervising the instructional and leadership capacity of school staff; and promoting the most effective and appropriate technologies to support teaching and learning within a school environment.
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| ELCC STANDARD ELEMENTS: ELCC 2.1: Candidates understand and can sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students. ELCC 2.2: Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional school program. ELCC 2.3: Candidates understand and can develop and supervise the instructional and leadership capacity of school staff. ELCC 2.4: Candidates understand and can promote the most effective and appropriate technologies to support teaching and learning in a school environment. |
| ELCC Standard 3.0: A building-level education leader applies knowledge that promotes the success of every student by ensuring the management of the school organization, operation, and resources through monitoring and evaluating the school management and operational systems; efficiently using human, fiscal, and technological resources in a school environment; promoting and protecting the welfare and safety of school students and staff; developing school capacity for distributed leadership; and ensuring that teacher and organizational time is focused to support high-quality instruction and student learning.
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| ELCC STANDARD ELEMENTS: ELCC 3.1: Candidates understand and can monitor and evaluate school management and operational systems. ELCC 3.2: Candidates understand and can efficiently use human, fiscal, and technological resources to manage school operations. ELCC 3.3: Candidates understand and can promote school-based policies and procedures that protect the welfare and safety of students and staff within the school. ELCC 3.4: Candidates understand and can develop school capacity for distributed leadership. ELCC 3.5: Candidates understand and can ensure teacher and organizational time focuses on supporting high-quality school instruction and student learning. |
| ELCC Standard 4.0: A building-level education leader applies knowledge that promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources on behalf of the school by collecting and analyzing information pertinent to improvement of the school’s educational environment; promoting an understanding, appreciation, and use of the diverse cultural, social, and intellectual resources within the school community; building and sustaining positive school relationships with families and caregivers; and cultivating productive school relationships with community partners.
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| ELCC STANDARD ELEMENTS: ELCC 4.1: Candidates understand and can collaborate with faculty and community members by collecting and analyzing information pertinent to the improvement of the school’s educational environment. ELCC 4.2: Candidates understand and can mobilize community resources by promoting an understanding, appreciation, and use of diverse cultural, social, and intellectual resources within the school community. ELCC 4.3: Candidates understand and can respond to community interests and needs by building and sustaining positive school relationships with families and caregivers. ELCC 4.4: Candidates understand and can respond to community interests and needs by building and sustaining productive school relationships with community partners. |
| ELCC Standard 5.0: A building-level education leader applies knowledge that promotes the success of every student by acting with integrity, fairness, and in an ethical manner to ensure a school system of accountability for every student’s academic and social success by modeling school principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school; safeguarding the values of democracy, equity, and diversity within the school; evaluating the potential moral and legal consequences of decision making in the school; and promoting social justice within the school to ensure that individual student needs inform all aspects of schooling.
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| ELCC STANDARD ELEMENTS: ELCC 5.1: Candidates understand and can act with integrity and fairness to ensure a school system of accountability for every student’s academic and social success. ELCC 5.2: Candidates understand and can model principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school. ELCC 5.3: Candidates understand and can safeguard the values of democracy, equity, and diversity within the school. ELCC 5.4: Candidates understand and can evaluate the potential moral and legal consequences of decision making in the school. ELCC 5.5: Candidates understand and can promote social justice within the school to ensure that individual student needs inform all aspects of schooling. |
| ELCC Standard 6.0: A building-level education leader applies knowledge that promotes the success of every student by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context through advocating for school students, families, and caregivers; acting to influence local, district, state, and national decisions affecting student learning in a school environment; and anticipating and assessing emerging trends and initiatives in order to adapt school-based leadership strategies.
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| ELCC STANDARD ELEMENTS: ELCC 6.1: Candidates understand and can advocate for school students, families, and caregivers. ELCC 6.2: Candidates understand and can act to influence local, district, state, and national decisions affecting student learning in a school environment. ELCC 6.3: Candidates understand and can anticipate and assess emerging trends and initiatives in order to adapt school-based leadership strategies. |
| Standard 7: For ASGE 6520 & 6521: Internship I and Internship II: |
| ELCC Standard 7.0: A building-level education leader applies knowledge that promotes the success of every student through a substantial and sustained educational leadership internship experience that has school-based field experiences and clinical internship practice within a school setting and is monitored by a qualified, on-site mentor.
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| ELCC STANDARD ELEMENTS: ELCC 7.1: Substantial Field and Clinical Internship Experience: The program provides significant field experiences and clinical internship practice for candidates within a school environment to synthesize and apply the content knowledge and develop professional skills identified in the other Educational Leadership Building-Level Program Standards through authentic, school-based leadership experiences. ELCC 7.2: Sustained Internship Experience: Candidates are provided a six-month, concentrated (9–12 hours per week) internship that includes field experiences within a school-based environment. ELCC 7.3: Qualified On-Site Mentor: An on-site school mentor who has demonstrated experience as an educational leader within a school and is selected collaboratively by the intern and program faculty with training by the supervising institution. |