[FORM 001] Educational Leadership Practicum Evaluation Rubric

Candidate_Paul J. Fagan_______________________________ Date___04/12/17_

Mentor__Thomas Garner___________________ University Supervisor__Dr. Stoothoff_________

Placement 1__Salem Avenue Elementary, WCPS, MD__________ Dates___Summer 2016________________ _

(School; District; State)
Placement 2 (if applicable)________________________________ Dates___Spring 2017______________________
(School; District; State)

Scoring Rubric Operational Levels: https://www.taskstream.com/pub/reset_password.asp?r=fdzqhqchfpzoz7ep&u=fohmz1c3cefczshj

Highly Effective (4): Element fully and consistently met Developing (2): Element occasionally met
Effective (3) Element routinely met Ineffective (1): Element not met or demonstrated

Note: ELCC Standards, Elements, and Indicators Maryland Instructional Leadership Framework standards (MILF) are assessed
concurrently with ELCC elements.

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.

Element Highly Effective(4) Effective (3) Developing (2) Ineffective (1) Activities Cited Score
1.1 Candidates understand The candidate fully and The candidate routinely The candidate The candidate does not Artifact 1.1.1 (1A) 4
and can collaboratively consistently understands understands and occasionally understands understand nor
develop, articulate, and collaboratively collaboratively develops, and frequently collaboratively develops, Vision
implement, and steward a develops, articulates, articulates, implements, collaboratively develops, articulates, implement, statement
shared vision of learning implements, and and stewards a shared articulates, implements, and stewards a shared
for a school. stewards a shared vision vision of learning for a and stewards a shared vision of learning for a compared to the
of learning for a school. school. vision of learning for a school. master schedule
school.

1.2 Candidates understand The candidate fully and The candidate routinely The candidate The candidate does not Artifact 1.2.1 (1C) 4
and can collect and use completely understands understands and collects occasionally understands understand nor collects
data to identify school and collects and uses and uses data to identify and frequently collects and uses data to identify Thorough SIP
goals, assess data to identify school school goals, assess and uses data to identify school goals, assess Review
organizational goals, assess organizational school goals, assess organizational
effectiveness, and organizational effectiveness, and organizational effectiveness, and Artifact 1.2.2 (1D)
implement plans to achieve effectiveness, and implement plans to effectiveness, and implement plans to SIT Co-
school goals. implement plans to achieve school goals. implement plans to achieve school goals.
achieve school goals. achieve school goals. facilitator
1.3 Candidates understand The candidate fully and The candidate routinely The candidate The candidate does not Artifact 1.3.1 (1G) 4
and can promote continual completely understands understands and occasionally understands understand nor promotes
and sustainable school and promotes continual promotes continual and and frequently promotes continual and sustainable Report
improvement. and sustainable school sustainable school continual and sustainable school improvement. Card/Grade Book
improvement. improvement. school improvement.

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.
Element
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.
2.2 Candidates understand
and can create and
evaluate a comprehensive,
rigorous, and coherent
curricular and instructional
school program.
2.3 Candidates understand
and can develop and
supervise the instructional
and leadership capacity of
school staff.
2.4 Candidates understand
and can promote the most
effective and appropriate
technologies to support
teaching and learning in a
The candidate fully and
completely understands
and evaluates school
progress and revise
school plans supported by
school stakeholders.
Highly Effective(4)
The candidate fully and
completely understands
and sustains a school
culture and instructional
program conducive to
student learning through
collaboration, trust, and a
personalized learning
environment with high
expectations for students.
The candidate fully and
completely understands
and creates and evaluates
a comprehensive,
rigorous, and coherent
curricular and
instructional school
program.
The candidate fully and
completely understands
and develops and
supervisse the
instructional and
leadership capacity of
school staff.
The candidate fully and
completely understands
and promotes the most
effective and appropriate
technologies to support
The candidate routinely
understands and
evaluates school progress
and revises school plans
supported by school
stakeholders.
Effective (3)
The candidate routinely
understands and sustains
a school culture and
instructional program
conducive to student
learning through
collaboration, trust, and a
personalized learning
environment with high
expectations for students.
The candidate routinely
understands and creates
and evaluates a
comprehensive, rigorous,
and coherent curricular
and instructional school
program.
The candidate routinely
understands and develops
and supervises the
instructional and
leadership capacity of
school staff.
The candidate routinely
understands and
promotes the most
effective and appropriate
technologies to support
The candidate
occasionally understands
and frequently evaluates
school progress and
revises school plans
supported by school
stakeholders.
Developing (2)
The candidate
occasionally understands
and frequently sustains a
school culture and
instructional program
conducive to student
learning through
collaboration, trust, and a
personalized learning
environment with high
expectations for students.
The candidate
occasionally understands
and frequently creates
and evaluates a
comprehensive, rigorous,
and coherent curricular
and instructional school
program.
The candidate
occasionally understands
and frequently develops
and supervises the
instructional and
leadership capacity of
school staff.
The candidate
occasionally understands
and frequently promotes
the most effective and
appropriate technologies
Committee
The candidate does not Artifact 1.4.1 (1J) 4
understand nor evaluates
school progress and Title I Principals
revise school plans Meeting
supported by school
stakeholders.
Standard Total: 16
Ineffective (1) Activities Cited Score
The candidate does not Artifact 2.1.1 (2B) 4
understand nor sustains a
school culture and Behavior
instructional program Conference
conducive to student
learning through Artifact 2.1.2
collaboration, trust, and a (2J)
personalized learning
environment with high Administrating
expectations for students. during Extended
Day Sessions
The candidate does not Artifact 2.2.1 (2F) 4
understand nor creates
and evaluates a STEM Club
comprehensive, rigorous, Artifact 2.2.2 (2G)
and coherent curricular
and instructional school Cornerstone
program. Review
The candidate does not Artifact 2.3.1 (2D) 4
understand nor develops
and supervises the Team Leader
instructional and and PD
leadership capacity of
school staff. Opportunities
The candidate does not Artifact 2.4.1 (2H) 4
understand nor promotes
the most effective and Technology
appropriate technologies Observation/
to support teaching and
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.
Element
3.1 Candidates understand
and can monitor and
evaluate school
management and
operational systems.
3.2 Candidates understand
and can efficiently use
human, fiscal, and
technological resources to
manage school operations.
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.
3.4 Candidates understand
and can develop school
capacity for distributed
leadership.
3.5 Candidates understand
and can ensure teacher
and organizational time
focuses on supporting
high-quality school
instruction and student
learning.
teaching and learning in a teaching and learning in a to support teaching and learning in a school Discussion
school environment. school environment. learning in a school environment.
environment.
Standard Total: 16
Highly Effective(4) Effective (3) Developing (2) Ineffective (1) Activities Cited Score
The candidate fully and The candidate routinely The candidate The candidate does not Artifact 3.1.1 (3A) 4
completely understands, understands and monitors occasionally understands understand nor monitors
monitors and evaluates and evaluates school and frequently monitors and evaluate school Secretary job
school management and management and and evaluates school management and description and
operational systems. operational systems. management and operational systems.
operational systems. interview
The candidate fully and The candidate routinely The candidate The candidate does not Artifact 3.2.1 (3I) 4
completely understands understands and occasionally understands understand nor efficiently
and efficiently uses efficiently uses human, and frequently uses uses human, fiscal, and Ext. Day Budget
human, fiscal, and fiscal, and technological human, fiscal, and technological resources to Artifact 3.2.2
technological resources to resources to manage technological resources to manage school
manage school school operations. manage school operations. (3B) Assume
operations. operations. Administrative
Assistant Duties
The candidate fully and The candidate routinely The candidate The candidate does not Artifact 3.3.1 (3H) 4
completely understands understands and occasionally understands understand nor promotes
and promotes school- promotes school-based and frequently promotes school-based policies and Field Trip
based policies and policies and procedures school-based policies and procedures that protect Removal Letter
procedures that protect that protect the welfare procedures that protect the welfare and safety of
the welfare and safety of and safety of students the welfare and safety of students and staff within
students and staff within and staff within the students and staff within the school.
the school. school. the school.
The candidate fully and The candidate routinely The candidate The candidate does not Artifact 3.4.1 (3J) 4
completely understands understands and develops occasionally understands understand nor develops
and develops school school capacity for and frequently develops school capacity for Back to school
capacity for distributed distributed leadership. school capacity for distributed leadership. BBQ
leadership. distributed leadership.
The candidate fully and The candidate routinely The candidate The candidate does not Artifact 3.5.1 (3G) 4
completely understands understands and ensures occasionally understands understand nor ensures
and ensures teacher and teacher and and frequently ensures teacher and Administrating
organizational time organizational time teacher and organizational time extended day
focuses on supporting focuses on supporting organizational time focuses on supporting
high-quality school high-quality school focuses on supporting high-quality school
instruction and student instruction and student high-quality school instruction and student
learning. learning. instruction and student learning.
learning.
Standard Total: 20
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 schools 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.

Element
4.1 Candidates understand
and can collaborate with
faculty and community
members by collecting and
analyzing information
pertinent to the
improvement of the
schools educational
environment.
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.
4.3 Candidates understand
and can respond to
community interests and
needs by building and
sustaining positive school
relationships with families
and caregivers.
4.4 Candidates understand
and can respond to
community interests and
needs by building and
sustaining productive
school relationships with
community partners.
Highly Effective(4)
The candidate fully and
completely understands
and collaborates with
faculty and community
members by collecting
and analyzing information
pertinent to the
improvement of the improvement of the
schools educational schools educational
environment.
The candidate fully and
completely understands
and mobilizes community
resources by promoting
an understanding,
appreciation, and use of
diverse cultural, social,
and intellectual resources
within the school
community.
The candidate fully and
completely understands
and responds to
community interests and
needs by building and
sustaining positive school
relationships with families
and caregivers.
The candidate fully and
completely understands
and responds to
community interests and
needs by building and
sustaining productive
school relationships with
community partners.
Effective (3)
The candidate routinely
understands and
collaborates with faculty
and community members
by collecting and
analyzing information
pertinent to the
pertinent to the
improvement of the
environment.
The candidate routinely
understands and
mobilizes community
resources by promoting
an understanding,
appreciation, and use of
diverse cultural, social,
and intellectual resources
within the school
community.
The candidate routinely
understands and
responds to community
interests and needs by
building and sustaining
positive school
relationships with families
and caregivers.
The candidate routinely
understands and
responds to community
interests and needs by
building and sustaining
productive school
relationships with
community partners.
Developing (2)
The candidate
occasionally understands
and frequently
collaborates with faculty
and community members
by collecting and
analyzing information
improvement of the
schools educational
schools educational environment.
environment.
The candidate
occasionally understands
and frequently mobilizes
community resources by
promoting an
understanding,
appreciation, and use of
diverse cultural, social,
and intellectual resources
within the school
community.
The candidate
occasionally understands
and frequently responds
to community interests
and needs by building and
sustaining positive school
relationships with families
and caregivers.
The candidate
occasionally understands
and frequently responds
to community interests
and needs by building and
sustaining productive
school relationships with
community partners.
Ineffective (1) Activities Cited Score
The candidate does not Artifact 4.4.1 (4G) 4
understand nor
collaborates with faculty List of agencies
and community members and services from
by collecting and
analyzing information the BBQ
pertinent to the
The candidate does not Artifact 4.2.1 (4H) 4
understand nor mobilizes
community resources by Social Service
promoting an Worker Interview
understanding,
appreciation, and use of Artifact 4.2.2 (4F)
diverse cultural, social, Cultural
and intellectual resources
within the school Diversity Plan
community.
The candidate does not Artifact 4.3.1 (4B) 4
understand nor responds
to community interests Community
and needs by building and letter for summer
sustaining positive school
relationships with families school
and caregivers.
The candidate does not Artifact 4.4.1 4
understand nor responds
to community interests (4D) Parental
and needs by building and involvement
sustaining productive
school relationships with
proposal (Blitz)
community partners. Artifact 4.4.2
(4E) Interview
for the Reading
Program
Standard Total: 16
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 students 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.

Element
5.1 Candidates understand
and can act with integrity
and fairness to ensure a
school system of
accountability for every
students academic and
social success.
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.
5.3 Candidates understand
and can safeguard the
values of democracy,
equity, and diversity within
the school.
5.4 Candidates understand
and can evaluate the
potential moral and legal
consequences of decision
making in the school.
Highly Effective(4) Effective (3) Developing (2) Ineffective (1) Activities Cited Score
The candidate fully and The candidate routinely The candidate The candidate does not Artifact 5.1.1 (5A) 4
completely understands understands and acts with occasionally understands understand nor acts with
and acts with integrity integrity and fairness to and frequently acts with integrity and fairness to Principals job
and fairness to ensure a ensure a school system of integrity and fairness to ensure a school system of description and
school system of accountability for every ensure a school system of accountability for every
accountability for every students academic and accountability for every students academic and evaluation
students academic and social success. students academic and social success. analysis
social success. social success.
The candidate fully and The candidate routinely The candidate The candidate does not Artifact 5.2.1 (5F) 4
completely understands understands and models occasionally understands understand nor models
and models principles of principles of self- and frequently models principles of self- Compare
self-awareness, reflective awareness, reflective principles of self- awareness, reflective ethical behaviors
practice, transparency, practice, transparency, awareness, reflective practice, transparency,
and ethical behavior as and ethical behavior as practice, transparency, and ethical behavior as of a business and
related to their roles related to their roles and ethical behavior as related to their roles school leader
within the school. within the school. related to their roles within the school.
within the school.
The candidate fully and The candidate routinely The candidate The candidate does not Artifact 5.3.1 (5I) 4
completely understands understands and occasionally understands understand nor
and safeguards the values safeguards the values of and frequently safeguards safeguards the values of Development of
of democracy, equity, and democracy, equity, and the values of democracy, democracy, equity, and Identified
diversity within the diversity within the equity, and diversity diversity within the
school. school. within the school. school. Interpersonal
Skills
The candidate fully and The candidate routinely The candidate The candidate does not Artifact 5.4.1 (5D) 4
completely understands understands and occasionally understands understand nor evaluates
and evaluates the evaluates the potential and frequently evaluates the potential moral and School Board
potential moral and legal moral and legal the potential moral and legal consequences of agenda/minutes
consequences of decision consequences of decision legal consequences of decision making in the
making in the school. making in the school. decision making in the school. review summary
school.

5.5 Candidates understand
and can promote social
justice within the school to
ensure that individual
student needs inform all
aspects of schooling.
The candidate fully and The candidate routinely The candidate The candidate does not Artifact 5.5.1 (5E) 4
completely understands understands and occasionally understands understand nor promotes
and promotes social promotes social justice and frequently promotes social justice within the Examine the
justice within the school within the school to social justice within the school to ensure that adopted
to ensure that individual ensure that individual school to ensure that individual student needs
student needs inform all student needs inform all individual student needs inform all aspects of curriculum
aspects of schooling. aspects of schooling. inform all aspects of schooling.
schooling.

Standard Total: 20
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.

Element
6.1 Candidates understand
and can advocate for
school students, families,
and caregivers.
6.2 Candidates understand
and can act to influence
local, district, state, and
national decisions affecting
student learning in a school
environment.
6.3 Candidates understand
and can anticipate and
assess emerging trends
and initiatives in order to
adapt school-based
leadership strategies.
Highly Effective(4)
The candidate fully and
completely understands
and advocates for school
students, families, and
caregivers.
The candidate fully and
completely understands
and acts to influence
local, district, state, and
national decisions
affecting student learning
in a school environment.
The candidate fully and
completely understands,
anticipates and assesses
emerging trends and
initiatives in order to
adapt school-based
leadership strategies.
Effective (3) Developing (2) Ineffective (1) Activities Cited Score
The candidate routinely The candidate The candidate does not Artifact 6.1.1 (6C) 4
understands and occasionally understands understand nor advocates
advocates for school and frequently advocates for school students, Policy manual
students, families, and for school students, families, and caregivers. review and
caregivers. families, and caregivers.
discussion
The candidate routinely The candidate The candidate does not Artifact 6.2.1 (6D) 4
understands and acts to occasionally understands understand nor acts to
influence local, district, and frequently acts to influence local, district, IEP Meeting
state, and national influence local, district, state, and national Artifact 6.2.2
decisions affecting state, and national decisions affecting
student learning in a decisions affecting student learning in a (6I) NAESP
school environment. student learning in a school environment. Website Review
school environment.
Artifact 6.2.3
(6B) Board of
Education
Meeting Review
The candidate routinely The candidate The candidate does not Artifact 6.3.1 (6G) 4
understands, anticipates occasionally understands, understand, nor
and assesses emerging and frequently anticipates and assesses ESL Program
trends and initiatives in anticipates, and assesses emerging trends and Interview
order to adapt school- emerging trends and initiatives in order to
based leadership initiatives in order to adapt school-based Artifact 6.3.2
strategies. adapt school-based leadership strategies. (6F) G&T Program
leadership strategies.
Interview
Standard Total: 12

PRACTICUM TOTAL 100

Attach a copy of the Tabular Summary to the completed rubric.

NOTES:
Continue to focus on the budget process for schools. Budgeting money correctly is vital to the job and one must always be a student of this
practice. The shift from being an observer providing feedback to an evaluator is hard to make. It can be very difficult to see imperfections
and want to fix them but have to score the teacher first and then begin professional development to improve their craft.