Field Experience Project Developing and Implementing a School Level Vision (CAEP #4) Description of the Assessment:
Field Experience Project
Developing and Implementing a School Level Vision (CAEP #4)
Description of the Assessment:
The candidate will be required to identify an issue or a problem in his or her school and develop a shared vision, school goals, a school improvement plan, and evaluate the school progress. This project is usually aligned with the School Improvement Plan.
Alignment of Assessment with Standards:
This assessment is aligned to the following ELCC standards: 1.1, 1.2, 1.3, and 1.4.
Assessment Description
Developing and Implementing a School-Level Vision for a Project
The candidate and school-based clinical faculty shall develop a “real” project that demonstrates the candidate’s ability to take a task from start to finish. The candidate and school-based clinical faculty will review the school’s vision statement and then analyze the school environment to determine a need to be addressed. A project “vision” will be developed that aligns with the school’s vision that promotes the success of all students. The candidate will develop an action plan and steward the project to its conclusion. A summary of the project will be presented to the stakeholders involved. The project checklist will be used including the evidence of artifacts with the rubric below to determine the grade for the project. Below are the key elements to be included:
Shared Vision (ELCC 1.1)
Collaboratively develop, articulate, implement, and steward a shared vision of learning for a school by:
1. Designing and supporting a collaborative process for developing and implementing a school vision.
2. Articulating a school vision of learning characterized by a respect for students and their families and community partnerships.
3. Developing a comprehensive plan for communicating the school vision to appropriate school constituencies.
4. Formulating plans to steward school vision statements.
School Goals (ELCC 1.2)
Collect and use data to identify school goals, assess organizational effectiveness, and implement plans to achieve school goals by:
1. Developing and using evidence-centered research strategies and strategic planning processes.
2. Creating school-based strategic and tactical goals.
3. Collaboratively develop implementation plans to achieve those goals.
4. Developing a school improvement plan that aligns to school improvement plans.
Research Design: (CAEP Standard 1.1)
A research design is the set of methods and procedures used in collecting and analyzing measures of the variables specified in the research problem research.
Qualitative research is a type of researchdesign that focuses on obtaining data through open-ended and conversational communication. This method is not only about “what” people think but also “why” they think so. A type of educational research in which the researcher relies on the views of participants, asks broad general questions, collects data largely consisting of words from participant, and analyzes these words.
Quantitative research is a type of research design used to gather data for the purpose of analyzing quantity and numbers, and deriving meaning and understanding from these. A type of educational research in which the researcher asks specific narrow questions, collects numeric data from participants, and analyzes these numbers using statistics.
Mixed methods research is a type of research design for conducting research that involves collecting, analyzing and integrating quantitative (e.g., experiments, surveys) and qualitative (e.g., focus groups, interviews) research.
School Improvement (ELCC 1.3)
Promote continual and sustainable school improvement by:
1. Identifying strategies or practices to build organizational capacity that promote continuous and sustainable school improvement.
2. Designing a transformational change plan at the school-building-level.
3. Designing a comprehensive, building-level professional development program.
Evaluate School Progress (ELCC 1.4)
Evaluate school progress and revise school plans supported by school stakeholders by:
1. Developing a school plan to monitor program development and implementation of school goals.
2. Constructing an evaluation process to assess the effectiveness of school plans and programs.
3. Interpreting information and communicate progress toward achievement of school vision and goals for educators in the community and other stakeholders.
Below are the key elements to be included:
1. Analysis of a problem and developing a vision:
a. Analyze the school environment, using a variety of data, to determine a school need that reflects the diversity of the school community. Meet with your School-Based Clinical Faculty to develop a focus on a “real” need. Be sure the project’s “vision” is in alignment with the school’s vision that promotes the success of all students.
b. Base this vision on at least relevant knowledge and theory, including but not limited to an understanding of learning goals in a pluralistic society, the diversity of learners and learner’s need, schools as interactive social and cultural systems, and social and organizational change. Record the project vision on the project checklist.
2. Develop a solution strategy and articulate a vision:
a. Utilize data-based research strategy and a strategic planning process that focuses on student learning to inform the development of a vision, drawing on relevant information sources such as student assessment result, student and family demographic data, and an analysis of community needs.
b. Communicate the vision to the following stakeholder groups: staff, parents, students, and community members through the use of symbols, ceremonies, stories and other activities. Attach evidence to Form.
3. Develop an Action Plan:
a. Formulate the initiative necessary to motivate the stakeholders (staff, students, or families) to achieve the school’s vision.
b. Develop general plans and processes for implementing the vision. Attach to Form.
4. Steward a Vision/Implement the project:
a. Use effective communication skills in building a shared commitment to the vision.
b. Design or adopted a system to monitor, evaluate, and revise the vision.
c. Assume stewardship of the vision. (Memo from School-Based Clinical Faculty to stakeholders, letter from intern to stakeholder introducing yourself as steward of the project).
Attach samples to the project checklist.
5. Promote community involvement in the Vision:
a. Involve the community members in the realization of the vision and in related school improvement efforts.
b. Effectively communicate with all of the stakeholder groups about the implementation of the vision. Attach sample agendas, communications, etc. to the project checklist.
6. Evaluate and report back to the various stakeholders on the results of the project.
Developing and Implementing a School Level Vision Project Checklist
Intern: _____________________________NSU#_____________ Site____________________
Directions: Complete the charted information below and include the artifacts from the project as evidence.
|
Element |
Product/Evidence
& Description |
Date
Completed |
|
1.Analysis
of Problem/Vision |
Project
vision: |
|
|
2.
Solution Strategy Communication |
Data
used: Attach
samples: |
|
|
3.
Development of an Action Plan Timeline |
Attach
plan: List
major elements of the timeline: |
|
|
4.
What type of research methodology was used for this project? (Qualitative, Quantitative, or Mixed
Methods) |
Description
of the methodology & how it was used: |
|
|
5.
Steward the project |
Evidence
of communication: Leadership
tasks: |
|
|
6.
Promote community involvement Reporting
the results |
Evidence: Evidence: |
|
|
Project
Evidence or artifacts attached |
List
of Evidence: |
|
__________________________________ _______________________________ _______
School-Based Clinical Faculty Signature Internship Signature Date
Developing and Implementing a School Level Vision Project Rubric
Students receiving less than 7 total points shall be listed as “Not MET” (corresponds to less than a “C” on the assignment).
Students receiving 7-8 total points shall be listed as “MET” (corresponds to a “C” or “B”on the assignment).
Students receiving 9-10 total points shall be listed as “Exceeds” (corresponds to a “B+” or “A” on the assignment).
Intern Assessment Rubric: Developing and Implementing a School Level Vision
|
Criteria |
Exemplary
(2) |
Acceptable (1) |
Developing (0) |
|
Analysis of a problem, development of a focus on a
“real” need. Project’s “vision” aligned with the school’s vision that
promotes the success of all students. Solution strategy and vision. Communication of the vision to Stakeholders. Action Plan: initiatives to motivate the
stakeholders. |
Project includes data analysis and graphics that
clearly identify a need that reflects the diversity of the school community. Project includes a detailed vision that is aligned
with the school’s vision and promotes the success of all students. Vision is
based on theory regarding learning in a pluralistic society, diversity of
learners and learner’s need, schools as interactive social and cultural
systems, social and organizational change, and at least one more topic. |
Project includes data analysis that clearly identify
a need that reflects the diversity of the school community. Project includes a vision that is aligned with the
school’s vision and promotes the success of all students. Vision is based on
theory regarding learning in a pluralistic society, diversity of learners and
learner’s need, schools as interactive social and cultural systems, social
and organizational change. |
Project fails to include data analysis that clearly
identify a need that reflects the diversity of the school community. Project includes a vision that is not aligned with
the school’s vision or does not promote the success of all students. Vision
is based on theory regarding two of these: learning in a pluralistic society,
diversity of learners and learner’s need, schools as interactive social and
cultural systems, social and organizational change. |
|
Project cites, explains, and apply data-based
research strategy and a strategic planning process that focuses on student
learning to inform the development of the vision. Relevant information
sources such as student assessment result, student and family demographic
data, and community needs are included. |
Project cites, and apply data-based research
strategy and a strategic planning process that focuses on student learning to
inform the development of the vision. Relevant information sources such as
student assessment result, student and family demographic data, or community
needs are included. |
Project cites data-based research strategy and a
strategic planning process that focuses on student learning but does not
relate it to the development of the vision. Relevant information sources such
as student assessment result, student and family demographic data, or
community needs are not included. |
|
|
Project includes symbols, ceremonies, stories and
other activities to communicate the vision to the staff, parents, students,
and community members. |
Project includes symbols, ceremonies, and stories to
communicate the vision to the staff, parents, students, and community
members. |
Project includes symbols, ceremonies, or stories to
communicate the vision to two of these: staff, parents, students, or community
members. |
|
|
Project includes detailed description of initiatives
to motivate the stakeholders (staff, students, or families) to achieve the
school’s vision. The initiatives include detailed plans and processes for
implementing the vision. |
Project includes description of an initiative to
motivate the stakeholders (staff, students, or families) to achieve the
school’s vision. The initiative includes a plan and processes for
implementing the vision. |
Project mentions an initiative to motivate the stakeholders
to achieve the school’s vision but initiative is not described or it does not
include plans or processes for implementing the vision. |
|
|
Implementation of the project. Effective
communication skills in building a shared commitment to the vision: Implementation of the project: system to monitor,
evaluate, and revise the vision. Implementation of the project: stewardship. Community involvement in the Vision: activities and
strategies to involve the community members. |
Project includes presentations, emails, transcripts
of calls and other communication tools used to build a shared commitment to
the vision. |
Project includes 3 of these: presentations, emails,
and transcripts of calls or other communication tools used to build a shared
commitment to the vision. |
Project includes 2 or less of these: presentations,
emails, transcripts of calls or other communication tools used to build a
shared commitment to the vision |
|
A system to monitor, evaluate, and revise the vision
is designed and includes clear explanations and examples of each component
(monitoring, evaluation, and revision) |
A system to monitor, evaluate, and revise the vision
is designed and includes clear explanations of each component (monitoring, evaluation,
and revision) |
A system to monitor, evaluate, and revise the vision
mentions each component (monitoring, evaluation, and revision) but fails to
include explanations for each component. |
|
|
Project explains how the candidate will act as a
steward of the project and includes memo/s from School-Based Clinical Faculty
to stakeholders, letter from intern to stakeholder introducing herself as
steward of the project. Samples are attached to Form. |
Project includes memo/s from School-Based Clinical
Faculty to stakeholders and letter from intern to stakeholder introducing
candidate as steward of the project. Samples are attached to Form. |
Project includes either a memo/s from School-Based
Clinical Faculty to stakeholders or a letter from intern to stakeholder introducing
candidate as steward of the project. Samples are attached to Form. |
|
|
Project includes activities and strategies to
involve the community members in the realization of the vision and in related
school improvement efforts. Sample of meetings agendas and other
communications are included in Form. |
Project includes activities or strategies to involve
the community members in the realization of the vision and in related school
improvement efforts. Sample of meetings agendas or other communications are included
in Form. |
Project includes an activity or a strategy to
involve the community members in the realization of the vision or in related
school improvement efforts. A sample of a meeting agenda or other
communication is included in Form. |
|
|
Evaluation and report to stakeholders on the results
of the project. Element Analysis of a problem, development of a focus on a
“real” need. Project’s “vision” aligned with the school’s vision that
promotes the success of all students. |
A detailed evaluation of the project includes the
results of the project and a detailed report to the various stakeholders. |
An evaluation of the project includes the results of
the project. A report to the various stakeholders is outlined. |
A descriptive evaluation of the project fails to
include the results of the project. A report to the various stakeholders is
incomplete or missing. |
|
Exceeded = 2 |
Met = 1 |
Not Met = 0 |
|
|
Project includes data analysis and graphics that
clearly identify a need that reflects the diversity of the school community. Project includes a detailed vision that is aligned
with the school’s vision and promotes the success of all students. Vision is
based on theory regarding learning in a pluralistic society, diversity of
learners and learner’s need, schools as interactive social and cultural
systems, social and organizational change, and at least one more topic. |
Project includes data analysis that clearly identify
a need that reflects the diversity of the school community. Project includes a vision that is aligned with the
school’s vision and promotes the success of all students. Vision is based on
theory regarding learning in a pluralistic society, diversity of learners and
learner’s need, schools as interactive social and cultural systems, social
and organizational change. |
Project fails to include data analysis that clearly
identify a need that reflects the diversity of the school community. Project includes a vision that is not aligned with
the school’s vision or does not promote the success of all students. Vision
is based on theory regarding two of these: learning in a pluralistic society,
diversity of learners and learner’s need, schools as interactive social and
cultural systems, social and organizational change. |
|
|
Solution strategy and vision. Communication of the vision to Stakeholders. Action Plan: initiatives to motivate the
stakeholders. |
Project cites, explains, and apply data-based
research strategy and a strategic planning process that focuses on student
learning to inform the development of the vision. Relevant information
sources such as student assessment result, student and family demographic
data, and community needs are included. |
Project cites, and apply data-based research
strategy and a strategic planning process that focuses on student learning to
inform the development of the vision. Relevant information sources such as
student assessment result, student and family demographic data, or community
needs are included. |
Project cites data-based research strategy and a
strategic planning process that focuses on student learning but does not
relate it to the development of the vision. Relevant information sources such
as student assessment result, student and family demographic data, or
community needs are not included. |
|
Project includes symbols, ceremonies, stories and
other activities to communicate the vision to the staff, parents, students,
and community members. |
Project includes symbols, ceremonies, and stories to
communicate the vision to the staff, parents, students, and community
members. |
Project includes symbols, ceremonies, or stories to
communicate the vision to two of these: staff, parents, students, or
community members. |
|
|
Project includes detailed description of initiatives
to motivate the stakeholders (staff, students, or families) to achieve the
school’s vision. The initiatives include detailed plans and processes for
implementing the vision. |
Project includes description of an initiative to
motivate the stakeholders (staff, students, or families) to achieve the
school’s vision. The initiative includes a plan and processes for
implementing the vision. |
Project mentions an initiative to motivate the
stakeholders to achieve the school’s vision but initiative is not described
or it does not include plans or processes for implementing the vision. |
IMPORTANT Note to the University Supervisor: This course assignment has been designated as a Key Assessment for which the program collects data on the performance of the candidate. After reviewing the Candidate’s assignment, please link to the Assessment System at http://www.vialivetext.com
Please enter the evaluation results on the specified criteria (bolded areas of the rubric) for each candidate’s assignment online. Should you have any log in issues please contact Dr. Roxanne Molina at rmolina1@nova.edu (954-262-8548).
The following will be used as your Instructor scoring Rubric in LiveText:
University Supervisor LIVETEXT Scoring Rubric
Assessment Rubric: Developing and Implementing a School Level Vision (CAEP #4)
|
Criteria |
Exemplary |
Acceptable |
Developing |
|
Candidate
designs and supports a collaborative process for developing and implementing
a school vision. Candidate articulates a school vision that promotes success of all students and is
based on needs of students, families, and community. (ELCC 1.1) |
Candidate collaborates with school faculty to review
the school vision statement, analyze school environment, data, create
graphics, and identifying a need.
Candidate analyzes data and creates graphics to identify and
illustrate a need that reflects the diversity of the school community.
Candidate articulates a school vision that aligns with the school vision and
promotes success of all students. Candidate develops a vision that is based
on the analysis of the needs of students, families, and community. |
Candidate collaborates with school faculty to review
the school vision statement, analyze school data, and identifying a
need. Candidate analyzes data to
identify a need that reflects the diversity of the school community.
Candidate articulates a school vision that aligns with the school vision and
promotes success of all students. |
Candidate fails to collaborate with school faculty
to review the school vision statement, analyze school data, or identifying a
need. Candidate does not analyze data
to identify a need that reflects the diversity of the school community.
Candidate articulates a school vision that aligns with the school vision and
promotes success of all students. |
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|
|
|
|
|
|
|
|
|
|
|
Candidate
promotes continuous and sustainable school improvement by designing a
transformational change plan at the school-building-level. (ELCC
1.2) |
Candidate designs a plan that includes detailed
description of initiatives to motivate the stakeholders (staff, students, or
families) to achieve the school’s vision. Candidate describes in detailed
plans and processes for implementing the vision. Candidate includes symbols,
ceremonies, stories and other activities to communicate the vision to the
staff, parents, students, and community members. Candidate describes activities and strategies to
involve the community members in the realization of the vision and in related
school improvement efforts. Candidate includes sample of meetings agendas and
other communications. |
Candidate designs a plan that includes description
of initiatives to motivate the stakeholders (staff, students, or families) to
achieve the school’s vision. Candidate describes plans and processes for
implementing the vision. Candidate describes activities and strategies to
involve the community members in the realization of the vision and in related
school improvement efforts. |
Candidate fails to design a plan that includes
description of initiatives to motivate the stakeholders (staff, students, or
families) to achieve the school’s vision. Candidate does not describe plans
or processes for implementing the vision. |
|
Candidate
explains and apply data-based research strategy and a strategic planning
process to inform the development of the vision. Candidate uses relevant
information sources. Candidate creates a plan that aligns to school
improvement plans. (ELCC 1.3) |
Based on data and the need identified, candidate
creates a project where candidate cites, explains, and apply data-based
research strategy and a strategic planning process to inform the development
of the vision. Candidate uses relevant information sources such as student
assessment result, student and family demographic data, and community needs
are included. Collaboratively, candidate develops a school improvement plan
that is aligned with the school improvement plans. Candidate creates a visual
representation of the plan to share with the community. |
Based on data and the need identified, candidate
creates a project where candidate cites, explains, and apply data-based
research strategy and a strategic planning process to inform the development
of the vision. Collaboratively, candidate develops a school
improvement plan that is aligned with the school improvement plans. |
Candidate fails to create a project based on data
and the need identified. Candidates does not cite, explain, or apply
data-based research strategy and a strategic planning process to inform the
development of the vision. |
|
Candidate
develops a system to monitor,
evaluate, and revise the vision, creates an evaluation of the plan and writes
a report to communicate progress toward achievement of school vision (ELCC
1.4) |
Candidate designs a system to monitor, evaluate, and
revise the vision. Candidate explains and gives examples of each component
(monitoring, evaluation, and revision). Candidate creates a detailed evaluation of the plan
that includes the results of the plan. Candidate writes a detailed report to
communicate progress toward achievement of school vision to share with the
various stakeholders. Candidate illustrates the report with graphs. |
Candidate designs a system to monitor, evaluate, and
revise the vision. Candidate explains each component (monitoring, evaluation,
and revision) Candidate creates a detailed evaluation of the plan
that includes the results of the plan and a detailed report and graphs to
share with the various stakeholders. Candidate writes a detailed report share
with the various stakeholders. |
Candidate fails to design a system to monitor,
evaluate, and revise the vision. Or candidate does not explain each component
(monitoring, evaluation, and revision) Candidate does not create an evaluation of the plan
or the evaluation does include the results of the plan. |
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