MID evaluation

Criteria

Exceeds

Meets

Approaching

Score with Comment/Support for Score

The candidate analyzes mission, vision, and value statements at the school. Candidate collaboratively develops and communicates a school mission and vision designed to reflect a core set of values and priorities aligned to their practical field activities.

The candidate evaluates the existing mission and vision processes and statements and conducts a comprehensive analysis of factors impeding or advancing social justice. The candidate explained and included examples of how the mission and vision of the school support the current and future success and well-being of each student and adult, and the characteristics of the mission and vision in terms of democratic values, data use, technology, equity, diversity, digital citizenship, and community. The candidate generates a collaborative process for communicating the school mission and vision by describing, explaining, and giving examples of the collaborative work with administration, parents, faculty, and community representatives. The candidate evidenced regular collaboration with mentor to implement field activities aligned to the school mission and vision that reflect a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.

The candidate evaluates the existing mission and vision processes and statements and conducts an analysis of factors impeding or advancing social justice. The candidate described how the mission and vision of the school support the current and future success and well-being of each student and adult, and the characteristics of the mission and vision in terms of democratic values, data use, technology, equity, diversity, digital citizenship, and community. The candidate generates a collaborative process for communicating the school mission and vision by describing the collaborative work with administration, parents, faculty, and community representatives. The candidate evidenced collaboration with mentor to implement field activities aligned to the school mission and vision that reflect a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.

The candidate’s evaluation of the existing mission and vision processes and statements, and analysis of factors impeding or advancing social justice was not included or was insufficient or lacking in relevancy. The dialogue with the mentor omitted discussion of one or more of the following aspects: how each mission and vision support the current and future success and well-being of each student and adult, and/or the characteristics of the mission and vision in terms of democratic values, data use, technology, equity, diversity, digital citizenship, and community. The candidate neglected to engage in a collaborative process for communicating the school mission and vision and engaged in very little, or no collaboration with the mentor to implement field activities aligned to the school mission and vision that reflected a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.

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The candidate composes an improvement process that includes the following components: diagnosis, design, implementation, and evaluation.

Candidate reviews the school vision statement, analyzes and synthesizes existing improvement processes and data related to the school environment, student achievement and discipline in the School Improvement Plan, and data on school culture. Using the data, the candidate collaborates with multiple stakeholders to prioritize and identify a need that aligns with the school vision and promotes success of all students.

Candidate creates, explains, and supports with sources, a collaborative improvement process that includes key components (i.e., data use, design, implementation, and evaluation) and develops an implementation process that supports the components and goals of the improvement process.

Candidate reviews the school vision statement, analyzes existing improvement processes and data related to the school environment, student achievement, and discipline in the School Improvement Plan, and data on school culture. Using the data, the candidate collaborates with one stakeholder to identify a need that aligns with the school vision and promotes success of all students.

Candidate creates a collaborative improvement process that includes key components (i.e., data use, design, implementation, and evaluation) and develops an implementation process that supports the components and goals of the improvement process.

Candidate fails to review the school vision statement or to analyze existing improvement processes and data related to school environment, achievement, discipline, and/or school culture, or only analyzes one source of data. Candidate identifies a need that may not align with the data or the school vision or may not promote success of all students.

Candidate creates an improvement process that omits one or more of the key components (i.e., data use, design, implementation, and evaluation). Candidate is missing an implementation process that supports the components and goals of the improvement process.

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The candidate engages in reflective practice as a professional norm.

The candidate models professional norms (e.g., integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn).

Candidate reflects on the ways in which candidate communicated, cultivated, and modeled professional norms for the diverse constituencies during field activities.

Candidate writes a well-supported reflection of the field activities elaborating on how candidate modeled, cultivated, and communicated professional norms, such as inclusiveness, trust, fairness, integrity, transparency, digital citizenship, perseverance, reflection, lifelong learning, democracy and other professional norms throughout the planning, implementation, and evaluation of the field activities. Candidate reflects on how they promoted the belief that each child can learn while planning, implementing, and evaluating the field activities.

Candidate reflects on the ways in which candidate communicated, cultivated and modeled professional norms for the diverse constituencies during the field activities.

Candidate writes a reflection of the field activities which demonstrates how the candidate modeled inclusiveness, trust, fairness, democracy, and diversity throughout the planning, implementation, or evaluation of this project. Candidate reflects on how they promoted the belief that each child can learn while planning, implementing, and evaluating the field activities.

Candidate fails to reflect on the ways in which candidate communicated, cultivated, or modeled professional norms for the diverse constituencies during the field activities.

Candidate fails to reflect on how candidate modeled inclusiveness, trust, fairness, democracy, and diversity throughout the planning, implementation, or evaluation of the field activities. Candidate fails to reflect on how they promoted the belief that each child can learn while planning, implementing, and evaluating the field activities.

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The candidate engages in reflective practice the potential moral and legal consequences of decision making in the school.

The candidate successfully and consistently evaluates the ethical dimensions of issues and analyzes decisions in terms of established ethical frameworks. The candidate regularly communicates about and advocates for ethical and legal decisions.

The candidate successfully evaluates the ethical dimensions of issues and analyzes decisions in terms of established ethical frameworks. The candidate demonstrates ability to communicate about and advocate for ethical and legal decisions.

The candidate demonstrated limited or no ability to evaluate the ethical dimensions of issues, analyze decisions in terms of established ethical frameworks, or communicate about and advocate for ethical and legal decisions

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The candidate models ethical behavior in their personal conduct and relationships and cultivates ethical behavior in others.

The candidate successfully and consistently models ethical behavior in their personal conduct and relationships. The candidate explains and provides examples of cultivating ethical behavior in others.

The candidate successfully models ethical behavior in their personal conduct and relationships. The candidate describes and provides an example of cultivating ethical behavior in others.

The candidate did not model ethical behavior in their personal conduct and/or relationships, or ethical behavior was questionable in one, or more instances. The candidate was not able to provide evidence of cultivating ethical behavior in others.

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The candidate uses research and data to design and

cultivate a supportive, nurturing and

inclusive school culture.

The candidate advocates for a supportive and inclusive

school culture

Candidate designs a school project that is based on the analysis and synthesis of the data and needs identified and prioritized. With an explicit and supported explanation of the context, the project vision clearly aligns with the school’s vision, promotes the success of all students, and cultivates a supportive, nurturing, and inclusive school culture. A detailed and well supported narrative demonstrates candidate’s ability to develop strategies for improving school culture, and advocate for a supportive and inclusive school culture.

Candidate designs a school project based on the analysis of the data and needs that aligns with the school vision. The project vision promotes success of all students and cultivates a supportive, nurturing, and inclusive school culture. A narrative demonstrates candidate’s ability to develop strategies for improving school culture, and advocate for a supportive and inclusive school culture.

Candidate plans a school project that aligns with the school vision or promotes success of all students.

An incomplete plan fails to demonstrate candidate’s ability to develop strategies for improving school culture, and advocate for a supportive and inclusive school culture.

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The candidate composes an improvement process that includes the following components: diagnosis, design, implementation, and evaluation.

Candidate designs a school activity that is based on the analysis and synthesis of the data and needs identified and prioritized for equitable access to educational resources, technologies, and opportunities. With an explicit and supported explanation of the context, the candidate demonstrates the ability to cultivate the equitable use of educational resources and opportunities through procedures, guidelines, norms, and values. A detailed and well-supported narrative evidences that the candidate regularly advocates for the equitable access to educational resources, procedures, and opportunities to support the educational success and well-being of each student.

Candidate designs a school activity based on the analysis of the data and needs identified and prioritized for equitable access to educational resources, technologies, and opportunities. The candidate provides a description of their ability to cultivate the equitable use of educational resources and opportunities through procedures, guidelines, norms, and values. A narrative evidences that the candidate advocates for the equitable access to educational resources, procedures, and opportunities to support the educational success and well-being of each student.

Candidate plans a school activity that is likely to promote equitable access to educational resources, technologies, and opportunities for a diverse student body.

An incomplete plan does not reflect candidate’s ability to cultivate the equitable use of educational resources and opportunities through procedures, guidelines, norms, and values. There is little to no evidence the candidate advocates for the equitable access to educational resources, procedures, and opportunities to support the educational success and well-being of each student.

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The candidate evaluates, cultivates, and advocates for equitable, inclusive, and culturally responsive instruction and behavior support practices among teachers and staff within a school setting.

Candidate evaluates curriculum and instructional practices and provides an explanation with examples of the extent to which curriculum and instructional practices are equitable, inclusive, and culturally responsive. Candidate provides targeted recommendations based on the analysis and identification of root causes of inequity and bias and explains how these recommendations cultivate and advocate for equitable, inclusive, and culturally responsive instruction and behavior support practices among teachers.

Candidate evaluates curriculum and instructional practices and provides a description of the extent to which curriculum and instructional practices are equitable, inclusive, and culturally responsive. Candidate provides recommendations and explains how these recommendations cultivate and advocate for equitable, inclusive, and culturally responsive instruction and behavior support practices among teachers.

Candidate neglects to evaluate the curriculum and instructional practices and/or does not describe the extent to which curriculum and instructional practices are equitable, inclusive, and culturally responsive. Candidate does not include recommendations or provides recommendations that do not cultivate and advocate for equitable, inclusive, and culturally responsive instruction and behavior support practices among teachers.

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The candidate evaluates curricula, use of technology,

and other supports to develop high-quality curricula.

Candidate conducts a comprehensive and critical analysis of academic and non-academic systems, including teachers’ lesson plans, use of technology, student learning products, other supports, and teachers’ desire to learn new strategies and tools to teach the content and skills related to areas of concern. Candidate provides a well-supported explanation of the current curriculum, use of technology, and instructional practices relevant to area/s of concern and identifies, explains, and supports strengths and weaknesses of the current approach. Candidate proposes thorough and well supported recommendations for the development and implementation of high-quality, technology-rich curricula programs and supports for academic and non-academic student programs.

Candidate conducts an analysis of academic and non-academic systems, including teachers’ lesson plans, use of technology, student learning products, and other supports. Candidate provides a description of the current curriculum, use of technology, and instructional practices and identifies area/s of concern by identifying and describing strengths and weaknesses of the current approach. Candidate proposes relevant recommendations for the development and implementation of high-quality, technology-rich curricula programs and supports for academic and non-academic student programs.

Candidate fails to analyze academic and non-academic systems, including teachers’ lesson plans, use of technology, student learning products, and/or other supports. Candidate provides an inaccurate or incomplete description of the current curriculum, use of technology, and instructional practices relevant to area/s of concern and does not identify strengths and weaknesses of the current approach. Candidate does not propose relevant recommendations for the development and implementation of high-quality, technology-rich curricula programs and supports for academic and non-academic student programs.

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The candidate collects and analyzes data on the instructional practices, resources, technologies and both academic and non-academic services. Candidate uses results of analysis to identify areas of improvement.

The candidate describes, explains, and provides examples of data collected and analyzed on the instructional practices, resources, technologies and both academic and non-academic services. The candidate synthesizes results of analysis and other evidence to evaluate the coordination and coherence among the practices, resources, technologies, and services that support equity, digital literacy, and the school’s academic and non-academic systems. The candidate utilizes the results of data analysis in the field activity to develop a plan and implementation strategy for improving the impact of academic and non-academic practices, resources, technologies, and services that support student learning.

The candidate describes data collected and analyzed on the instructional practices, resources, technologies and both academic and non-academic services. Candidate utilizes data to evaluate the coordination and coherence among the practices, resources, technologies, and services that support equity, digital literacy, and the school’s academic and non-academic systems. The candidate develops a plan and implementation strategy in the field activity, which was clearly informed by data, for improving the impact of academic and non-academic practices, resources, technologies, and services that support student learning.

The candidate did not collect data on the instructional practices, resources, technologies and both academic and non-academic services OR candidate did not use data to evaluate the coordination and coherence among the practices, resources, technologies, and services that support equity, digital literacy, and the school’s academic and non-academic systems. The candidate neglected to provide a plan and/or implementation strategy in the field activity for improving the impact of academic and non-academic practices, resources, technologies, and services that support student learning OR implementation plan was not informed by data.

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The candidate evaluates, cultivates, and advocates for equitable, inclusive, and culturally responsive accessible assessments that support data informed instructional practices among teachers and staff within a school setting.

Candidate uses research to evaluate curriculum and instructional assessments (formative and summative), including how assessments are used in educational planning, and provides an explanation with examples of the extent to which instructional practices and assessments are equitable, inclusive, and culturally responsive. Candidate provides targeted recommendations based on the analysis and explains how these recommendations cultivate teachers’ capacity to improve instruction based on analysis of assessment data.

Candidate uses research to evaluate curriculum and instructional assessments (formative and summative), including how assessments are used in educational planning, and provides a description of the extent to which curriculum and instructional assessments are equitable, inclusive, and culturally responsive. Candidate provides recommendations and explains how these recommendations cultivate teachers’ capacity to improve instruction based on analysis of assessment data.

Candidate neglects to use research to evaluate the curriculum and instructional assessments (formative and summative), and/or does not describe the extent to which curriculum and instructional assessments are equitable, inclusive, and culturally responsive. Candidate does not include recommendations or provides recommendations that do not cultivate teachers’ capacity to improve instruction based on analysis of assessment data.

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The candidate uses technology and performance management systems to monitor, analyze, implement, and evaluate school curriculum, instruction and assessment practices and results. The candidate engages faculty in gathering, synthesizing, and using data to evaluate the quality, coordination and coherence of the school’s curriculum, instruction, and assessment practices.

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Candidate uses appropriate and effective technology tools and performance management systems to analyze and synthesize assessment data to evaluate the quality, coordination, and coherence of the school’s curriculum, instruction, technology, data systems, and assessment practices, creating a comprehensive and cohesive narrative of the specific data analysis in a field activity. Candidate independently uses research and evidence to propose designs and implementation strategies for improving the coordination and coherence among the school’s curriculum, instruction and assessment practices.

The candidate describes, explains, and exemplifies implementation of the collaboration and communication strategies and technology tools that will be used to share information with teachers who teach the classes related to identified areas of concern and to help faculty synthesize and use the data to improve the quality, coordination, and coherence of the school’s curriculum, instruction, technology, data systems and assessment practices.

Candidate uses technology tools and performance management systems to analyze assessment data to evaluate the quality, coordination, and coherence of the school’s curriculum, instruction, technology, data systems, and assessment practices, creating a cohesive narrative of the specific data analysis in a field activity. Candidate uses research and evidence, with some guidance, to propose designs and implementation strategies for improving the coordination and coherence among the school’s curriculum, instruction and assessment practices.

The candidate describes the collaboration and communication strategies and technology tools that will be used to share information with teachers who teach the classes related to identified areas of concern and to help faculty use the data to improve the quality, coordination, and coherence of the school’s curriculum, instruction, technology, data systems and assessment practices.

Candidate does not use technology tools and/or performance management systems to analyze assessment data to evaluate the quality, coordination, and coherence of the school’s curriculum, instruction, technology, data systems, and assessment practices. The narrative of the specific data analysis in a field activity is missing or incomplete. Candidate is not able to propose designs and implementation strategies for improving the coordination and coherence among the school’s curriculum, instruction and assessment practices.

The candidate provides a brief description of collaboration and communication strategies used to share information with teachers who teach the classes related to identified areas of concern; however, is missing the connection to helping faculty use the data to improve the quality, coordination, and coherence of the school’s curriculum, instruction, technology, data systems and assessment practices.

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The candidate composes an improvement process that includes the following components: diagnosis, design, implementation, and evaluation of engaging diverse families.

Candidate reviews the school’s plan of collaboratively engaging diverse families in improving student learning at the school by analyzing school environment data, including family demographics and funds of knowledge within students’ families that can be accessed to enhance student learning. Based on the analysis of the data, the candidate executes the process of prioritizing needs and identifies a need that aligns with the school engaging diverse families and promotes success of all students.

Candidate creates, explains, and supports with several sources, school-based goals that foster two-way communication with families and cultivate collaboration among staff and families in support of student learning and success.

Candidate reviews the school’s plan of collaboratively engaging diverse families in improving student learning at the school by analyzing school environment data, including family demographics and funds of knowledge within students’ families that can be accessed to enhance student learning. Using the data, the candidate identifies a need that aligns with the school engaging diverse families and promotes success of all students.

Candidate describes school-based goals that foster two-way communication with families and cultivate collaboration among staff and families in support of student learning and success.

Candidate fails to review the school plan or to analyze school environment data, or only analyzes one source of data. Candidate identifies a need that may not align with the data or engaging diverse families or may not promote success of all students.

Candidate fails to create school-based goals that foster two-way communication with families and/or cultivate collaboration among staff and families in support of student learning and success.

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The candidate composes an improvement process that includes the following components: diagnosis, design, implementation, and evaluation of engaging community members, and partners.

Candidate reviews the school’s plan of collaboratively engaging diverse community members, partners, and other constituencies in improving student development at the school. Using available data, the candidate executes the process of prioritizing needs and identifies a need that aligns with the school’s vision.

Candidate creates, explains, and supports with several sources, school-based goals that collaboratively engage and cultivate regular two-way communication with diverse community members, partners and other shared constituencies. Candidate identifies and explains the utilization of diverse community resources to benefit school programs and student learning.

Candidate reviews the school’s plan, of collaboratively engaging community members, and partners in improving student development at the school by analyzing school environment data on three of these: student achievement, discipline, data in the School Improvement Plan, and on school culture. Using the data, the candidate identifies a need that aligns with the school engaging community members, and partners.

Candidate creates school-based goals that are aligned with the school’s vision of engaging community members, and partners.

Candidate fails to review the school plan or to analyze school environment data, or only analyzes one source of data. Candidate identifies a need that may not align with the data or engaging community members, and partners or may not promote success of all students.

Candidate fails to create school-based goals aligned with the school’s vision of engaging community members, and partners.

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The candidate understands and demonstrates the capacity to communicate and promote the needs of their school and community navigating the larger organization, community, and political circumstances.

The candidate analyzes, synthesizes, and utilizes needs assessment data and information about the district and policy context to identify an area of need. The candidate provides an explanation and examples of identifying and accessing appropriate resources to address the need. The candidate describes, explains, and provides examples of developing targeted communication for oral, written, and digital distribution, and advocating for the needs of their school and community.

The candidate uses needs assessment data and information about the district and policy context to identify an area of need. The candidate describes the process for identifying and accessing resources, which are appropriate to address the need. The candidate describes the process for developing targeted communication for oral, written, and digital distribution, and advocating for the needs of their school and community.

The candidate d id not use assessment data and/or information about the district and policy context to identify an area of need. The candidate’s description of the process for identifying and accessing resources is not appropriate to address the need or is lacking significantly in detail. The process for developing targeted communication for oral, written, and digital distribution, and advocating for the needs of their school and community is missing or lacking in relevancy or important details.

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The candidate understands and demonstrates the capacity to evaluate, develop, and implement management, communication, technology, school-level governance, and operation systems that support each student’s learning needs and promote the mission and vision of the school.

The candidate describes, explains, and provides examples of an audit conducted of the equity of school processes and operations and their impact on resource allocation, personnel decisions, and student’s experiences and outcomes; namely, an audit of a professional learning community. The candidate analyzes, synthesizes, and utilizes research and the results to identify strategic and tactical challenges for the school’s systems. Based on the results of the PLC audit, the candidate provided an explanation and examples of strategies for implementing more equitable and efficient systems through improved management, communication, assessment, technology, school-level governance, and operations systems that support each student’s learning needs and promote the mission and vision of the school. Candidate assists in the planning and development of the master schedule.

The candidate provides evidence of an audit conducted of the equity of school processes and operations and their impact on resource allocation, personnel decisions, and student’s experiences and outcomes; namely, an audit of a professional learning community. The candidate references research and the results in the identification of strategic and tactical challenges for the school’s systems. The candidate provided an explanation and examples of strategies for implementing more equitable and efficient systems through improved management, communication, assessment, technology, school-level governance, and operations systems that support each student’s learning needs and promote the mission and vision of the school. Candidate assists in the planning and development of the master schedule.

The candidate did not conduct an audit of the equity of school processes and operations and their impact on resource allocation, personnel decisions, and student’s experiences and outcomes (an audit of a PLC) OR the PLC audit was incomplete OR the candidate did not use research or the results of the PLC audit to identify strategic and tactical challenges for the school’s systems. The candidate was not able to identify strategies for implementing more equitable and efficient systems through improved management, communication, assessment, technology, school-level governance, and/or operations systems that support each student’s learning needs. Candidate does not assist in the planning and development of the master schedule.

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The candidate evaluates, develops, and advocates for a data-informed and equitable resourcing plan that supports school improvement and student development.

Candidate designs a school activity that is based on a comprehensive evaluation of resource needs. The candidate independently uses data ethically and equitably to develop a multi-year school resourcing plan aligned to the school’s goals and priorities. A detailed and well supported narrative provides evidence the candidate clearly and effectively advocated for resources in support of needs, with ample evidence to support the justification.

Candidate designs a school activity that is based on an evaluation of resource needs. The candidate uses data ethically and equitably, with some guidance, to develop a multi-year school resourcing plan aligned to the school’s goals and priorities. A narrative provides evidence the candidate clearly and effectively advocated for resources in support of needs.

Candidate designs a school activity that is based on a partial or incomplete evaluation of resource needs. The candidate is not able to use data ethically and equitably to develop a multi-year school resourcing plan aligned to the school’s goals and priorities. Little to no evidence is provided that the candidate advocated for resources in support of needs.

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The candidate understands and demonstrates the capacity to evaluate, develop, and implement at the school-level the laws, rights, policies, and regulations to promote student and adult success and well-being.

The candidate demonstrates the ability to reflectively evaluate legal, ethical and equity issues occurring within situations and policies. Candidate is able to accurately describe, explain, and provide examples of how laws and policies are applied consistently, fairly and equitably within the school. Candidate demonstrates, on multiple occasions, the ability to communicate policies, laws, regulations, and procedures to appropriate school stakeholders. Candidate is able to articulate an effective and relevant plan to monitor and ensure adherence to laws, rights, policies and regulations.

The candidate demonstrates the ability to reflectively evaluate legal, ethical and equity issues occurring within situations and policies. Candidate is able to accurately describe how laws and policies are applied consistently, fairly and equitably within the school. Candidate demonstrates the ability to communicate policies, laws, regulations, and procedures to appropriate school stakeholders. Candidate is able to articulate a plan to monitor and ensure adherence to laws, rights, policies and regulations.

The candidate is not able to reflectively evaluate legal, ethical and equity issues occurring within situations and policies. Candidate is able to partially describe how laws and policies are applied consistently, fairly and equitably within the school; however, is missing important details. Candidate does not evidence the ability to communicate policies, laws, regulations, and procedures to appropriate school stakeholders. Candidate describes an incomplete or irrelevant plan to monitor and ensure adherence to laws, rights, policies and regulations.

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The candidate attended a training on School Laws.

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Candidate describes the plan for developing the school’s professional capacity gained through recruitment, selection, and hiring of staff.

Candidate summarizes a comprehensive plan and activity, with specific examples, for engaging in the development of the school’s professional capacity through recruitment, selection (review of applicant materials), and hiring of staff that reflect the diversity of the student body. The candidate provides an explanation and examples of specific strategies designed and used to evaluate the school’s professional staff capacity needs and gain professional capability at the school.

Candidate summarizes a plan and activity for engaging in the development of the school’s professional capacity through recruitment, selection (review of applicant materials), and hiring of staff that reflect the diversity of the student body. The candidate provides a description of strategies that were used to evaluate the school’s professional staff capacity needs and gain professional capability at the school.

Candidate did not summarize a plan or activity for engaging in the development of the school’s professional capacity through recruitment, selection (review of applicant materials), and hiring of staff. AND/OR the candidate did not identify strategies to evaluate the school’s professional staff capacity needs and gain professional capability at the school.

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Candidate describes the plan for engaging staff in a collaborative professional culture designed to promote school improvement, teacher retention, and the success and well-being of each student and adult in the school

Candidate summarizes a comprehensive plan and activity, with specific examples, for engaging staff in a collaborative professional culture designed to promote school improvement, teacher retention, and the success and well-being of each student and adult in the school. The candidate provides an explanation and examples of specific strategies that were used and designed to provide a healthy and positive school building environment that fosters effective communication.

Candidate summarizes a plan and activity for engaging staff in a collaborative professional culture designed to promote school improvement, teacher retention, and the success and well-being of each student and adult in the school. The candidate provides a description of strategies that were used and designed to provide a healthy and positive school building environment that fosters effective communication.

Candidate did not summarize a plan or activity for engaging staff in a collaborative professional culture designed to promote school improvement, teacher retention, and the success and well-being of each student and adult in the school AND/OR the candidate did not identify strategies designed to provide a healthy and positive school building environment that fosters effective communication.

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The candidate evaluates professional staff capacity needs and management practices.

The candidate plans opportunities for professional growth that are aligned with performance results and meet school needs.

The candidate identifies leadership capabilities of staff to engage staff in leadership roles.

Candidate elaborates on several recommendations for professional development opportunities that would aid teachers and are explicitly based on the evaluation of staff and the school needs. PD opportunities utilize digital technology in ethical and appropriate ways to foster professional learning.

Candidate explains, supports, and exemplifies relevant and effective strategies to engage faculty leaders in co-designing a professional growth plan to increase the capacity of school staff. Identifies and writes a detailed description of relevant professional and personal characteristics of the faculty who would co-lead the implementation of the plan. Candidate explains and provides examples of how the plan promotes reflection, cultural responsiveness, digital literacy, school improvement, and student success.

Candidate describes recommendations for professional development opportunities that would aid teachers and are based on the evaluation of staff and the school needs. PD opportunities utilize digital technology in ethical and appropriate ways to foster professional learning.

Candidate describes relevant and effective strategies to engage faculty leaders in co-designing a professional growth plan to increase the capacity of school staff. Identifies relevant professional and personal characteristics of the faculty who would co-lead the implementation of the plan. Candidate describes how the plan promotes reflection, cultural responsiveness, digital literacy, school improvement, and student success.

Candidate omits recommendations for professional development opportunities that would aid teachers or recommendations are not based on the evaluation of staff and the school needs. PD opportunities do not incorporate digital technology in ethical or appropriate ways to foster professional learning. Candidate does not describe strategies to engage faculty leaders in co-designing a professional growth plan to increase the capacity of school staff or strategies are irrelevant. Candidate fails to identify relevant professional and personal characteristics of the faculty who would co-lead the implementation of the plan. Candidate does not describe how the plan promotes reflection, cultural responsiveness, digital literacy, school improvement, and student success.

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The candidate evaluates the process to supervise the instructional and leadership capacity of school staff.

Candidate elaborates on several recommendations for instructional and leadership opportunities that would aid faculty and are explicitly based on analysis of relevant data, including observations of teaching, district policies on instructional expectations, and student performance data. Candidate evidences, on multiple occasions, the ability to provide teaching staff with actionable feedback to support improvement. Recommendations include a system for monitoring whether supervision and evaluation strategies promote improvement.

Candidate describes recommendations for instructional and leadership opportunities that would aid faculty and are based on analysis of relevant data, including observations of teaching, district policies on instructional expectations, and student performance data. Candidate evidences the ability to provide teaching staff with actionable feedback to support improvement. Recommendations include a system for monitoring whether supervision and evaluation strategies promote improvement.

Candidate omits recommendations for instructional and leadership opportunities that would aid faculty or recommendations are not based on analysis of relevant data, including observations of teaching, district policies on instructional expectations, and student performance data. Candidate does not evidence the ability to provide teaching staff with actionable feedback to support improvement. Recommendations include a system for monitoring whether supervision and evaluation strategies promote improvement; however, the system proposed is lacking in relevancy or in important detail.

___ _ Exceeds

__X___ Meets

_____ Approaching

Comment/Support for Score:

Rubric Rating Form

Performance of Practicum Activities and Projects

E

Exceeds

M

Meets

A

Approaching

Standard 1: Mission, Vision, and Improvement

Component 1.1 The Candidate understands and demonstrates the capacity to collaboratively evaluate, develop, and communicate a school mission and vision designed to reflect a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.

Standard 1: Mission, Vision, and Improvement

Component 1.2 The Candidate understands and demonstrates the capacity to lead improvement processes that include data use, design, implementation, and evaluation.

Standard 2: Ethics and Professional Norms

Component 2.1 The Candidate understands and demonstrates the capacity to reflect on, communicate about, cultivate, and model professional dispositions and norms (e.g., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) that support the educational success and well-being of each student and adult.

Standard 2: Ethics and Professional Norms

Component 2.2 The Candidate understands and demonstrates the capacity to evaluate, communicate about, and advocate for ethical and legal decisions.

Standard 2: Ethics and Professional Norms

Component 2. The Candidate understands and demonstrates the capacity to model ethical behavior in their personal conduct and relationships and to cultivate ethical behavior in others.

Standard 3: Equity, Inclusiveness, and Cultural Responsiveness

Component 3.1 The Candidate understands and demonstrates the capacity to use data to evaluate, design, cultivate, and advocate for a supportive and inclusive school culture.

Standard 3: Equity, Inclusiveness, and Cultural Responsiveness

Component 3.2 The Candidate understands and demonstrates the capacity to evaluate, cultivate, and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student.

Standard 3: Equity, Inclusiveness, and Cultural Responsiveness

Component 3.3 The Candidate understands and demonstrates the capacity to evaluate, cultivate, and advocate for equitable, inclusive, and culturally responsive instruction and behavior support practices among teachers and staff.

Standard 4: Learning and Instruction

Component 4.1 The Candidate understands and demonstrates the capacity to evaluate, develop, and implement high-quality, technology-rich curricula programs and other supports for academic and non-academic student programs.

Standard 4: Learning and Instruction

Component 4.2 The Candidate understands and demonstrates the capacity to evaluate, develop, and implement high-quality and equitable academic and non-academic instructional practices, resources, technologies, and services that support equity, digital literacy, and the school’s academic and non-academic systems

Standard 4: Learning and Instruction

Component 4.3 The Candidate understands and demonstrates the capacity to evaluate, develop, and implement formal and informal culturally responsive and accessible assessments that support data-informed instructional improvement and student learning and well-being.

Standard 4: Learning and Instruction

Component 4.4 The Candidate understands and demonstrates the capacity to collaboratively evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner.

Standard 5: Community and External Leadership

Component 5.1 The Candidate understands and demonstrates the capacity to collaboratively engage diverse families in strengthening student learning in and out of school.

Standard 5: Community and External Leadership

Component 5.2 The Candidate understands and demonstrates the capacity to collaboratively engage and cultivate relationships with diverse community members, partners, and other constituencies for the benefit of school improvement and student development.

Standard 5: Community and External Leadership

Component 5.3 The Candidate understands and demonstrates the capacity to communicate through oral, written, and digital means within the larger organizational, community, and political contexts when advocating for the needs of their school and community.

Standard 6: Operations and Management

Component 6.1 The Candidate understands and demonstrates the capacity to evaluate, develop, and implement management, communication, technology, school-level governance, and operation systems that support each student’s learning needs and promote the mission and vision of the school.

Standard 6: Operations and Management

Component 6.2 The Candidate understands and demonstrates the capacity to evaluate, develop, and advocate for a data-informed and equitable resourcing plan that supports school improvement and student development.

Standard 6: Operations and Management

Component 6.3 The Candidate understands and demonstrates the capacity to reflectively evaluate, communicate about, and implement laws, rights, policies, and regulations to promote student and adult success and well-being.

Standard 7: Building Professional Capacity

Component 7.1 The candidate understands and has the capacity to collaboratively develop the school’s professional capacity through engagement in recruiting, selecting, and hiring staff.

Standard 7: Building Professional Capacity

Component 7.2 The candidate understands and has the capacity to develop and engage staff in a collaborative professional culture designed to promote school improvement, teacher retention, and the success and well-being of each student and adult in the school.

Standard 7: Building Professional Capacity

Component 7.3 The candidate understands and has the capacity to personally engage in, as well as collaboratively engage school staff in, professional learning designed to promote reflection, cultural responsiveness, distributed leadership, digital literacy, school improvement, and student success.

Standard 7: Building Professional Capacity

Component 7.4 The candidate understands and has the capacity to evaluate, develop, and implement systems of supervision, support, and evaluation designed to promote school improvement and student success.