Final Exam Overview
Final Exam Part 1: (attached is the template 2 pages)
The first part of the Final Exam requires students to use the CCLE Self-Assessments (attached) and the ULead Disposition Assessment (attached) to inform a “Personal Leadership Development Plan.
Directions for Personal Leadership Development Plans: template and overview (attached)
Final Exam Part 2: (essay for the 2 questions in the end of this document)
The Final Exam activity for this course includes a personal narrative that will describe your leadership development journey. This fully developed personal narrative should be structured in two sections and is available in Tk20.
End of course assignment directions: Engage your mentor in a conversation about their own experience with them using the questions as a guide for your discussion.
1. Which of the performance indicators from this standard are most pervasive or important in your day to day work? Why?
2. Which indicators do you personally find most challenging? Why?
3. What advice do you have for me as an aspiring leader about this performance standard?
GADOE Leadership Assessment Performance Standard 1: (Instructional Leadership) The leader fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to school improvement.
Sample Performance Indicators examples may include, but are not limited to:
The leader:
• Articulates a vision and works collaboratively with staff, students, parents, and other stakeholders to develop a mission and programs consistent with the district’s strategic plan.
• Analyzes current academic achievement data and instructional strategies to make appropriate educational decisions to improve classroom instruction, increase student achievement, and improve overall school effectiveness.
• Uses student achievement data to determine school effectiveness and directs school staff to actively analyze data for improving results.
• Monitors and evaluates the effectiveness of instructional programs to promote the achievement of academic standards.
• Possesses knowledge of and directs school staff to implement research-based instructional best practices in the classroom.
• Provides leadership for the design and implementation of effective and efficient schedules that maximize instructional time.
• Works collaboratively with staff to identify needs and to design, revise, and monitor instruction to ensure effective delivery of the required curriculum.
• Provides the focus for continued learning of all members of the school community.
Level III is the expected level of performance but many beginning leaders are at Level II.
Level IV
The leader actively and continually employs innovative and effective leadership strategies that maximize student learning and result in a shared vision of teaching and learning that reflects excellence. (Leaders rated Level IV continually seek ways to serve as role models and collaborative leaders.)
Level III
The leader consistently fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to school improvement.
Level II
The leader inconsistently fosters the success of students by facilitating the development, communication, implementation, or evaluation of a shared vision of teaching and learning that leads to school improvement.
Level I
The leader does not foster the success of all students by facilitating the development, communication, implementation, or evaluation of a shared vision of teaching and learning that leads to school improvement.
GADOE Leadership Assessment Performance Standard 6: (Teacher and Staff Evaluation) The leader fairly and consistently evaluates school personnel in accordance with state and district guidelines and provides them with timely and constructive feedback focused on improved student learning.
Sample Performance Indicators examples may include, but are not limited to:
The leader:
• Has a thorough understanding of the teacher and staff evaluation systems and understands the important role evaluation plays in teacher development.
• Provides support, resources, and remediation for teachers and staff to improve job performance.
• Documents deficiencies and proficiencies and provides timely formal and informal feedback on strengths and weaknesses.
• Evaluates performance of personnel using multiple sources consistent with district policies and maintains accurate evaluation records.
• Makes recommendations related to promotion and retention consistent with established policies and procedures and with student learning as a primary consideration.
• Involves teachers and staff in designing and implementing Professional Development Plans.
Level III is the expected level of performance although many beginning leaders are at level II.
Level IV
The leader continually provides teachers and staff with highly effective formative and summative feedback resulting in improved school personnel performance and higher student growth. The leader mentors other leaders in the evaluation process. (Leaders rated Level IV continually seek ways to serve as role models and collaborative leaders.)
Level III
The leader consistently and fairly evaluates school personnel in accordance with state and district guidelines and provides them with timely and constructive feedback focused on improved student learning.
Level II
The leader fairly evaluates school personnel, but inconsistently follows state and district guidelines. Feedback is not consistent, timely, constructive, or focused on improved student learning.
Level I
The leader does not fairly evaluate school personnel or does not follow state or district guidelines. Feedback fails to be either timely, constructive, or focused on improved student learning.
Responses will be scored based on the extent to which they demonstrate understanding and application of the specific standards. Responses should range from 250 – 300 words.
1. As I reflect the content and skills I acquired in EDLE 6312 – Principles of Leadership, what connections do I see between the course and performance indicators for Performance Standard 1 – Instructional Leadership and Performance Standard 6 – Teacher and Staff Evaluation?
2. As I consider becoming an educational leader in the near future, with which aspects of these standards am I likely to excel and struggle? What plan will I implement to ensure I reach proficiency (level III) for these standards?
