MID evaluation
lasonia73
MidTermEvaluationHart2.pdf
Midterm Evaluation
Directions: A Midterm assessment is used to evaluate the candidates’ ability to develop, implement, and
perform structured practicum experiences to mobilize school community resources, collaborate,
communicate and build relationships with faculty, caregivers, and community members at the school
level. The Intern and Local School-Based Clinical Faculty develop structured experiences/activities that
demonstrate the Intern’s ability to develop, articulate and implement acts of integrity and fairness, ethical
decisions, policies or procedures concerning diversity, legal consequences, and the social justice of
students needs with knowledge of anticipated emerging trends. The Intern’s midterm evaluation is
completed at the midway through the Intern’s internship. The Local School-Based Clinical Faculty will
meet with the Intern to review the form below rating and discussing the intern’s criterion performance as
to date. The LSBCF will review, comment, and recommend remediation if necessary prior to the exit
course review (Final Evaluation). The Local School-Based Clinical Faculty will review the Orientation &
Planning Form Activities with Intern to determine progress and the desired timeline on completion of the
required practicum work.
Performance of Practicum Projects and Activities:
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.
Score
(X)
Criteria Comment/Support for Score:
Exemplary: The candidate demonstrated the
ability to respond to community interests and
needs by building and sustaining positive school
relationships with families and caregivers citing
two or more specific examples of building and
sustaining positive school relations.
The candidate demonstrated the ability to collect
and use data to identify school goals, assess
organizational effectiveness, and implement plans
to achieve school goals citing two or more
specific examples of identifying school goals,
assess organizational effectiveness, and
implement plans to achieve school goals.
Acceptable: The candidate demonstrated the
ability to respond to community interests and
needs by building and sustaining positive school
relationships with families and caregivers citing at
least one example of building and sustaining
positive school relations.
The candidate demonstrated the ability to collect
and use data to identify school goals, assess
organizational effectiveness, and implement plans
to achieve school goals citing at least one example
of identifying school goals, assess organizational
effectiveness, and implement plans to achieve
school goals.
X School Counselor Teacher working with At-risk Students
Developing: The candidate demonstrated little or
no ability to respond to community interests and
needs by building and sustaining positive school
relationships with families and caregivers.
The candidate demonstrated little or no ability to
collect and use data to identify school goals,
assess organizational effectiveness, and
implement plans to achieve school goals.
Component 1.2 The Candidate understands and demonstrates the capacity to lead improvement processes
that include data use, design, implementation, and evaluation.
Score
(X)
Criteria Comment/Support for Score:
Exemplary: The candidate demonstrated the
ability to collect and use data to identify school
goals, assess organizational effectiveness, and
implement plans to achieve school goals citing
two or more specific examples of identifying
school goals, assess organizational effectiveness,
and implement plans to achieve school goals.
The candidate demonstrated the ability to evaluate
school progress and revise school plans supported
by school stakeholders citing two or more specific
examples of evaluating school progress and
revising school plans supported by school
stakeholders.
The candidate successfully and consistently
collaborated with faculty and community
members by collecting and analyzing information
pertinent to the improvement of the school’s
educational environment citing two or more
specific examples of collaborate with faculty and
community members by collecting and analyzing
information pertinent to the improvement of the
school’s educational environment.
Acceptable: The candidate demonstrated the
ability to collect and use data to identify school
goals, assess organizational effectiveness, and
implement plans to achieve school goals citing at
least one example of identifying school goals,
assess organizational effectiveness, and
implement plans to achieve school goals.
The candidate demonstrated the ability to evaluate
school progress and revise school plans supported
by school stakeholders citing at least one example
of evaluating school progress and revising school
plans supported by school stakeholders.
The candidate successfully collaborated with
faculty and community members by collecting
and analyzing information pertinent to the
improvement of the school’s educational
X The Candidate has demonstrated an effective performance working with administration in leading School Advisory and Leadershipship meetings with school stakeholders.
environment citing at least one example of
collaborate with faculty and community members
by collecting and analyzing information pertinent
to the improvement of the school’s educational
environment.
Developing: The candidate demonstrated little or
no ability to collect and use data to identify school
goals, assess organizational effectiveness, and
implement plans to achieve school goals.
The candidate demonstrated little or no ability to
evaluate school progress and revise school plans
supported by school stakeholders.
The candidate engaged in limited collaboration
with faculty and community members by
collecting and analyzing information pertinent to
the improvement of the school’s educational
environment.
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.
Score
(X)
Criteria Comment/Support for Score:
Exemplary: The candidate demonstrated the
ability to sustain a school culture and instructional
program conducive to student learning through
collaboration, trust, and a personalized learning
environment with high expectations for students
citing two or more specific examples of sustaining
a school culture and instructional program
conducive to student learning.
The candidate successfully and consistently acted
with integrity and fairness to ensure a school
system of accountability for every student’s
academic and social success citing two or more
specific examples of acting with integrity and
fairness to ensure a school system of
accountability for every student’s academic and
social success.
The candidate successfully and consistently
modeled principles of self-awareness, reflective
practice, transparency, and ethical behavior as
related to their roles within the school citing two
or more specific examples of model principles of
self-awareness, reflective practice, transparency,
and ethical behavior as related to their roles within
the school.
The candidate successfully and consistently
safeguarded the values of democracy, equity, and
X The candidate has consistently demonstrated outstanding professionalism and integrity within the school. As a school counselor, mental health committee member, admin designee and child advocate.
diversity within the school citing two or more
specific examples of safeguarding the values of
democracy, equity, and diversity within the
school.
The candidate successfully and consistently
promoted social justice within the school to
ensure that individual student needs inform all
aspects of schooling citing two or more specific
examples of promoting social justice within the
school to ensure that individual student needs
inform all aspects of schooling.
Acceptable: The candidate demonstrated the
ability to sustain a school culture and instructional
program conducive to student learning through
collaboration, trust, and a personalized learning
environment with high expectations for students
citing at least one example of sustaining a school
culture and instructional program conducive to
student learning.
The candidate successfully acted with integrity
and fairness to ensure a school system of
accountability for every student’s academic and
social success citing at least one example of acting
with integrity and fairness to ensure a school
system of accountability for every student’s
academic and social success.
The candidate successfully modeled principles of
self-awareness, reflective practice, transparency,
and ethical behavior as related to their roles within
the school citing at least one example of model
principles of self-awareness, reflective practice,
transparency, and ethical behavior as related to
their roles within the school.
The candidate successfully safeguarded the values
of democracy, equity, and diversity within the
school citing at least one example of safeguarding
the values of democracy, equity, and diversity
within the school.
The candidate successfully promoted social
justice within the school to ensure that individual
student needs inform all aspects of schooling
citing at least one example of promoting social
justice within the school to ensure that individual
student needs inform all aspects of schooling.
Developing: The candidate demonstrated little or
no ability to sustain 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 engaged in limited or no ability to
act with integrity and fairness to ensure a school
system of accountability for every student’s
academic and social success.
The candidate engaged in limited or no ability to
model principles of self-awareness, reflective
practice, transparency, and ethical behavior as
related to their roles within the school.
The candidate engaged in limited or no ability to
safeguard the values of democracy, equity, and
diversity within the school.
The candidate engaged in limited or no ability to
promote social justice within the school to ensure
that individual student needs inform all aspects of
schooling.
Component 2.2 The Candidate understands and demonstrates the capacity to evaluate, communicate
about, and advocate for ethical and legal decisions.
Score
(X)
Criteria Comment/Support for Score:
Exemplary: The candidate successfully and
consistently evaluated the potential moral and
legal consequences of decision making in the
school citing two or more specific examples of
evaluating the potential moral and legal
consequences of decision making in the school.
Acceptable: The candidate successfully evaluated
the potential moral and legal consequences of
decision making in the school citing at least one
example of evaluating the potential moral and
legal consequences of decision making in the
school.
Developing: The candidate engaged in limited or
no ability to evaluate the potential moral and legal
consequences of decision making in the school.
Component 2.3 The Candidate understands and demonstrates the capacity to model ethical behavior in
their personal conduct and relationships and to cultivate ethical behavior in others.
Score
(X)
Criteria Comment/Support for Score:
Exemplary: The candidate successfully and
consistently modeled principles of self-awareness,
reflective practice, transparency, and ethical
behavior as related to their roles within the school
citing two or more specific examples of model
principles of self-awareness, reflective practice,
transparency, and ethical behavior as related to
their roles within the school.
Acceptable: The candidate successfully modeled
principles of self-awareness, reflective practice,
transparency, and ethical behavior as related to
X The candidate within her role as a school counselor, admin designee, and mental health committee member demonstrates these outstanding attributes on consistent basis within the school community.
X Exemplary Performance
their roles within the school citing at least one
example of model principles of self-awareness,
reflective practice, transparency, and ethical
behavior as related to their roles within the school.
Developing: The candidate engaged in limited or
no ability to model principles of self-awareness,
reflective practice, transparency, and ethical
behavior as related to their roles within the school.
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.
Score
(X)
Criteria Comment/Support for Score:
Exemplary: The candidate demonstrated the
ability to sustain a school culture and instructional
program conducive to student learning through
collaboration, trust, and a personalized learning
environment with high expectations for students
citing two or more specific examples of sustaining
a school culture and instructional program
conducive to student learning.
Acceptable: The candidate demonstrated the
ability to sustain a school culture and instructional
program conducive to student learning through
collaboration, trust, and a personalized learning
environment with high expectations for students
citing at least one example of sustaining a school
culture and instructional program conducive to
student learning.
Developing: The candidate demonstrated little or
no ability to sustain a school culture and
instructional program conducive to student
learning through collaboration, trust, and a
personalized learning environment with high
expectations for students.
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.
Score
(X)
Criteria Comment/Support for Score:
Exemplary: The candidate demonstrated the
ability to the ability to sustain a school culture and
instructional program conducive to student
learning through collaboration, trust, and a
personalized learning environment with high
expectations for the wellbeing of students.
The candidate demonstrated the ability to utilize
management information systems and instruction
technology citing two or more specific examples
X Academic advising for middle grades students. The reveiw of acdemic histories with the assistant principal for curriculum
Facilitating professional development training opportunities with instructional staff
X On a consistent basis the candidate demonstrates an outstanding performance working with stakeholders and their families during crisis situations which may involve school administration and/or goverment local agencies.
for management information systems and
instructional technology.
Acceptable: The candidate demonstrated the
ability to sustain a school culture and instructional
program conducive to student learning through
collaboration, trust, and a personalized learning
environment with high expectations for the
wellbeing of students.
The candidate demonstrated the ability to utilize
management information systems and instruction
technology citing at least one example for
management information systems and
instructional technology.
Developing: The candidate demonstrated little or
no ability to sustain a school culture and
instructional program conducive to student
learning through collaboration, trust, and a
personalized learning environment with high
expectations for the wellbeing of students.
The candidate demonstrated little or no ability to
utilize management information systems and
instructional technology.
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.
Score
(X)
Criteria Comment/Support for Score:
Exemplary: The candidate demonstrated the
ability to promote school-based policies and
procedures that protect the welfare and safety of
students and staff members within the school
citing two or more specific examples of
promoting school-based policies and procedures
that protect the welfare and safety of students and
staff within the school.
Acceptable: The candidate demonstrated the
ability to promote school-based policies and
procedures that protect the welfare and safety of
students and staff members within the school
citing at least one example of promoting school-
based policies and procedures that protect the
welfare and safety of students and staff within the
school.
Developing: The candidate demonstrated little or
no ability to promote school-based policies and
procedures that protect the welfare and safety of
students and staff within the school.
X The candidate works collaboratively with school administration in maintaining a safe school environment for all stakeholders within the school community.
Attendance @ Administrative Review Hearings Mental Health Crisis Committee Member Threat Assessment Team Member
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.
Score
(X)
Criteria Comment/Support for Score:
Exemplary: The candidate demonstrated the
ability to sustain a school culture and instructional
program conducive to student learning through
collaboration, trust, and a personalized learning
environment with high expectations for students
citing two or more specific examples of sustaining
a school culture and instructional program
conducive to student learning.
The candidate demonstrated the ability to create
and evaluate a comprehensive, rigorous, and
coherent curricular and instructional school
program citing two or more specific examples of
creating and evaluating a comprehensive,
rigorous, and coherent curricular and instructional
school program.
Acceptable: The candidate demonstrated the
ability to sustain a school culture and instructional
program conducive to student learning through
collaboration, trust, and a personalized learning
environment with high expectations for students
citing at least one example of sustaining a school
culture and instructional program conducive to
student learning.
The candidate demonstrated the ability to create
and evaluate a comprehensive, rigorous, and
coherent curricular and instructional school
program citing at least one example of creating
and evaluating a comprehensive, rigorous, and
coherent curricular and instructional school
program.
Developing: The candidate demonstrated little or
no ability to sustain 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 demonstrated little or no ability to
create and evaluate a comprehensive, rigorous,
and coherent curricular and instructional school
program.
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,
X Facilitator and presentor school leadership meetings. Weekly professional learning community meetings. Monthly professional development opportunities.
technologies, and services that support equity, digital literacy, and the school’s academic and non-
academic systems.
Score
(X)
Criteria Comment/Support for Score:
Exemplary: The candidate demonstrated the
ability to develop and supervise the instructional
and leadership capacity of school staff citing two
or more specific examples of developing and
supervising the instructional and leadership
capacity of school staff.
The candidate demonstrated the ability to promote
the most effective and appropriate technologies to
support teaching and learning in a school
environment citing two or more specific
examples.
Acceptable: The candidate demonstrated the
ability to develop and supervise the instructional
and leadership capacity of school staff citing at
least one example of developing and supervising
the instructional and leadership capacity of school
staff.
The candidate demonstrated the ability to promote
the most effective and appropriate technologies to
support teaching and learning in a school
environment citing at least one example.
Developing: The candidate demonstrated little or
no ability to develop and supervise the
instructional and leadership capacity of school
staff.
The candidate demonstrated little or no ability to
promote the most effective and appropriate
technologies to support teaching and learning in a
school environment.
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.
Score
(X)
Criteria Comment/Support for Score:
Exemplary: The candidate demonstrated the
ability to make informed decisions regarding
district and school personnel, students, parents,
community members as they relate vision,
curriculum, instruction, assessment, and support
services citing two or more specific examples for
vision, curriculum, instruction, assessment, and
support services of making informed decisions
regarding district and school personnel, students,
parents, community members as they relate
vision, curriculum, instruction, assessment, and
support services.
X
Acceptable: The candidate demonstrated the
ability to make informed decisions regarding
district and school personnel, students, parents,
community members as they relate vision,
curriculum, instruction, assessment, and support
services citing at least one example for vision,
curriculum, instruction, assessment, and support
services of making informed decisions regarding
district and school personnel, students, parents,
community members as they relate vision,
curriculum, instruction, assessment, and support
services.
Developing: demonstrated little or no ability to
make informed decisions regarding district and
school personnel, students, parents, community
members as they relate vision, curriculum, and
instruction, assessment, and support services.
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.
Score
(X)
Criteria Comment/Support for Score:
Exemplary: The candidate demonstrated the
ability to ensure teacher and organizational time
focuses on supporting high-quality school
instruction and student learning citing two or
more specific examples of ensuring teacher and
organizational time focuses on supporting high-
quality school instruction and student learning.
The candidate successfully and consistently
anticipated and assess emerging trends and
initiatives in order to adapt school-based
leadership strategies citing two or more specific
examples of anticipating and assess emerging
trends and initiatives in order to adapt school-
based leadership strategies.
Acceptable: The candidate demonstrated the
ability to ensure teacher and organizational time
focuses on supporting high-quality school
instruction and student learning citing at least one
example of ensuring teacher and organizational
time focuses on supporting high-quality school
instruction and student learning.
The candidate successfully anticipated and assess
emerging trends and initiatives in order to adapt
school-based leadership strategies citing at least
one example of anticipating and assess emerging
trends and initiatives in order to adapt school-
based leadership strategies.
X Area of development for the candidate. Assessments are development and disseminated by the district's curriculum and instruction department. The candidate is an active participant in weekly PLC meetings with different academic dept with data analysis and data driven decision making. Differentiated instructional strategies to meet the needs of all students within the classroom setting.
X Academic support in the Reading content area Facilitator in Academic leadership meetings Intervention - provide small group instruction
Developing: The candidate demonstrated little or
no ability to ensure teacher and organizational
time focuses on supporting high-quality school
instruction and student learning.
The candidate engaged in limited or no ability to
anticipate and assess emerging trends and
initiatives in order to adapt school-based
leadership strategies.
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.
Score
(X)
Criteria Comment/Support for Score:
Exemplary: The candidate successfully and
consistently responded to community interests and
needs by building and sustaining positive school
relationships with families and caregivers citing
two or more specific examples of responding to
community interests and needs by building and
sustaining positive school relationships with
families and caregivers.
Acceptable: The candidate successfully
responded to community interests and needs by
building and sustaining positive school
relationships with families and caregivers citing at
least one example of responding to community
interests and needs by building and sustaining
positive school relationships with families and
caregivers.
Developing: The candidate engaged in limited or
no ability to respond to community interests and
needs by building and sustaining positive school
relationships with families and caregivers.
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.
Score
(X)
Criteria Comment/Support for Score:
Exemplary: The candidate successfully and
consistently mobilized community resources by
promoting an understanding, appreciation, and use
of diverse cultural, social, and intellectual
resources within the school community citing two
or more specific examples of mobilize community
resources by promoting an understanding,
appreciation, and use of diverse cultural, social,
and intellectual resources within the school
community.
X As a school counselor, mental health professional, and admin designee th candidate addresses these situations on a consistent basis. Admin Review Hearings, Crisis situations, MTSS committee,
X The candidate does an outstanding performance working with all stakeholders of a very diverse student population. Examples: Postive Behavior Support, Student recognition programs, peer counseling Crisis team, school counselor
The candidate successfully and consistently
responded to community interests and needs by
building and sustaining productive school
relationships with community partners citing two
or more specific examples of responding to
community interests and needs by building and
sustaining productive school relationships with
community partners.
Acceptable: The candidate successfully mobilized
community resources by promoting an
understanding, appreciation, and use of diverse
cultural, social, and intellectual resources within
the school community citing at least one example
of mobilize community resources by promoting an
understanding, appreciation, and use of diverse
cultural, social, and intellectual resources within
the school community.
The candidate successfully responded to
community interests and needs by building and
sustaining productive school relationships with
community partners citing at least one example of
responding to community interests and needs by
building and sustaining productive school
relationships with community partners.
Developing: The candidate engaged in limited or
no ability to mobilize community resources by
promoting an understanding, appreciation, and use
of diverse cultural, social, and intellectual
resources within the school community.
The candidate engaged in limited or no ability to
respond to community interests and needs by
building and sustaining productive school
relationships with community partners.
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.
Score
(X)
Criteria Comment/Support for Score:
Exemplary: The candidate successfully and
consistently advocated for school students,
families, and caregivers citing two or more
specific examples of advocating for school
students, families, and caregivers.
Acceptable: The candidate successfully
advocated for school students, families, and
caregivers citing at least one example of
advocating for school students, families, and
caregivers.
X MTSS reporting, Mental health committee notes, Peer mediation session, newsletters
Developing: The candidate engaged in limited or
no ability to advocate for school students,
families, and caregivers.
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.
Score
(X)
Criteria Comment/Support for Score:
Exemplary: The candidate demonstrated the
ability to monitor and evaluate school
management and operational systems citing two
or more specific examples of monitoring and
evaluating school management and operational
systems.
The candidate demonstrated The candidate
demonstrated the ability to efficiently use human,
fiscal, and technological resources to manage
school operations citing two or more specific
examples of efficiently using human, fiscal, and
technological resources to manage school
operations.
The candidate successfully and consistently
collaborated with faculty and community
members by collecting and analyzing information
pertinent to the improvement of the school’s
educational environment citing two or more
specific examples of collaborate with faculty and
community members by collecting and analyzing
information pertinent to the improvement of the
school’s educational environment.
Acceptable: The candidate demonstrated the
ability to monitor and evaluate school
management and operational systems citing at
least one example of monitoring and evaluating
school management and operational systems.
The candidate demonstrated the ability to
efficiently use human, fiscal, and technological
resources to manage school operations citing at
least one example of efficiently using human,
fiscal, and technological resources to manage
school operations.
The candidate successfully collaborated with
faculty and community members by collecting
and analyzing information pertinent to the
improvement of the school’s educational
environment citing at least one example of
collaborate with faculty and community members
by collecting and analyzing information pertinent
X Facilitates morning breakfast program Hallway duty supervision Facilitates dismissal procedures with selected group of students
to the improvement of the school’s educational
environment.
Developing: The candidate demonstrated little or
no ability to monitor and evaluate school
management and operational systems.
The candidate demonstrated little or no ability to
efficiently use human, fiscal, and technological
resources to manage school operations.
The candidate engaged in limited collaboration
with faculty and community members by
collecting and analyzing information pertinent to
the improvement of the school’s educational
environment.
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.
Score
(X)
Criteria Comment/Support for Score:
Exemplary: The candidate demonstrated The
candidate demonstrated the ability to efficiently
use human, fiscal, and technological resources to
manage school operations citing two or more
specific examples of efficiently using human,
fiscal, and technological resources to manage
school operations.
Acceptable: The candidate demonstrated the
ability to efficiently use human, fiscal, and
technological resources to manage school
operations citing at least one example of
efficiently using human, fiscal, and technological
resources to manage school operations.
Developing: The candidate demonstrated little or
no ability to efficiently use human, fiscal, and
technological resources to manage school
operations.
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.
Score
(X)
Criteria Comment/Support for Score:
Exemplary: The candidate successfully and
consistently evaluated the potential moral and
legal consequences of decision making in the
school citing two or more specific examples of
evaluating the potential moral and legal
consequences of decision making in the school.
The candidate successfully and consistently acted
to influence local, district, state, and national
decisions affecting student learning in a school
X
X Participation in admin review hearings for student discipline. School advisory council meetings School leadership meeting Weekly administrative meeting Weekly Mental health meetings for students
environment citing two or more specific examples
of acting to influence local, district, state, and
national decisions affecting student learning in a
school environment.
Acceptable: The candidate successfully evaluated
the potential moral and legal consequences of
decision making in the school citing at least one
example of evaluating the potential moral and
legal consequences of decision making in the
school.
The candidate successfully acted to influenced
local, district, state, and national decisions
affecting student learning in a school environment
citing at least one example of acting to influence
local, district, state, and national decisions
affecting student learning in a school
environment.
Developing: The candidate engaged in limited or
no ability to evaluate the potential moral and legal
consequences of decision making in the school.
The candidate engaged in limited or no ability to
act to influence local, district, state, and national
decisions affecting student learning in a school
environment.
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.
Score
(X)
Criteria Comment/Support for Score:
Exemplary: The candidate demonstrated the
ability to sustain a school culture and instructional
program conducive to student learning through
collaboration, trust, and a personalized learning
environment with high expectations for students
citing two or more specific examples of sustaining
a school culture and instructional program
conducive to student learning.
Acceptable: The candidate demonstrated the
ability to sustain a school culture and instructional
program conducive to student learning through
collaboration, trust, and a personalized learning
environment with high expectations for students
citing at least one example of sustaining a school
culture and instructional program conducive to
student learning.
Developing: The candidate demonstrated little or
no ability to sustain a school culture and
instructional program conducive to student
learning through collaboration, trust, and a
X The candidate actively participates with admin interview panel for teacher applicants.
Attends district/local recruitment fair s
personalized learning environment with high
expectations for students.
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.
Score
(X)
Criteria Comment/Support for Score:
Exemplary: The candidate demonstrated the
ability to respond to staff interests and needs by
building and sustaining a collaborative
professional culture for teacher retention and
school improvement citing two or more specific
examples of building and sustaining positive
school relations with all stakeholders.
Acceptable: The candidate demonstrated the
ability to respond to staff interests and needs by
building and sustaining a collaborative
professional culture for teacher retention and
school improvement citing one example of
building and sustaining positive school relations
with all stakeholders.
Developing: The candidate demonstrated little or
no ability to respond to staff interests and needs
by building and sustaining a collaborative
professional culture for teacher retention and
school improvement.
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.
Score
(X)
Criteria Comment/Support for Score:
Exemplary: The candidate demonstrated the
ability to develop school capacity for distributed
leadership citing two or more specific examples of
developing school capacity for distributed
leadership.
Acceptable: The candidate demonstrated the
ability to develop school capacity for distributed
leadership citing at least one example of
developing school capacity for distributed
leadership.
Developing: The candidate demonstrated little or
no ability to develop school capacity for
distributed leadership.
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.
X The candidates actively participates and facilitates in staff development trainings.
Apples (New teacher) program partcipant Sunshine committee participant Admin designee/liason
Professional learning community meetings with assigned dept/grade level
Score
(X)
Criteria Comment/Support for Score:
Exemplary: The candidate demonstrated the
ability to develop and supervise the instructional
and leadership capacity of school staff citing two
or more specific examples of developing and
supervising the instructional and leadership
capacity of school staff.
Acceptable: The candidate demonstrated the
ability to develop and supervise the instructional
and leadership capacity of school staff citing at
least one example of developing and supervising
the instructional and leadership capacity of school
staff.
Developing: The candidate demonstrated little or
no ability to develop and supervise the
instructional and leadership capacity of school
staff.
X Weekly partcipant in Professional Learning Committee meetings Multi Tiered System of Support participant Academic leadership team member Admin designee
