FINAL PHI
theedukator2020
4 months ago
30
files (4)AssignmentInstructions.pdf
GradingRubric.pdf
- Syllabus.pdf
- SuperVisionandInstructionalLeadershipEbook.pdf
AssignmentInstructions.pdf
Assignment Instructions:
Overarching Question: How does a skilled supervisor use the elements of supervision to build professional capital among staff members and to support an inclusive culture committed to equitable access and opportunity for all students? Description: The philosophy paper is a document, which should demonstrate the candidate’s knowledge of supervision and the relationship between building professional capital and building a school culture that provides an equitable, inclusive, and culturally responsive environment for all members of the school community. Based on this strong knowledge base, the candidate will develop a philosophy that captures the values, attitudes, and behaviors appropriate to strong leadership and excellent supervisory skills. Your philosophy should demonstrate a deep commitment to the ongoing development of the learning community and how to differentiate depending on teacher performance and/or experiences. The paper should provide a compelling and clear answer to our overarching question. (How does a skilled supervisor use the elements of supervision to build professional capital among staff members and to support an inclusive culture committed to equitable access and opportunity for all students?). As you include the elements that we have discussed in this course, cite at least three resources to outline a platform of beliefs that will drive your behaviors as a school leader who supports the growth of the learning community. Finally, consider the steps that you might take to address your own professional growth needs in order to become a strong culturally responsive supervisor/leader. The paper should be well written, follow APA standards, and no more than 3 - 4 pages in length.
GradingRubric.pdf
EDL 504 Assessment 3: Philosophy Paper
Standard / Component Level 1
Approaching Standard 0 - 4 Points
Level 2 Meets Standard
5 - 9 Points
Level 3 Exceeds Standard
10 - 13 Points
Understanding (GPS Outcome 4: Knowledge)
• Demonstrates little understanding of current theory and research in their field of study.
• Shows an ability to summarize some key foundational ideas but misses some important content.
• Accurately answers a few knowledge questions on foundational content but misses some important questions
• Demonstrates understanding of current and essential theory and research in their field of study.
• Shows an ability to accurately summarize key foundational and advanced content ideas.
• Accurately answers most knowledge questions on foundational content.
• Demonstrates deep and thorough understanding of current and essential theory and research in their field of study.
• Shows an ability to accurately and cohesively synthesize key foundational and advanced content ideas in their own words.
• Accurately and thoroughly answers knowledge questions on foundational and advanced content.
Standard / Component Level 1
Approaching Standard 0-3 Points
Level 2 Meets Standard
4 - 8 Points
Level 3 Exceeds Standard
9 - 12 Points
Application (GPS Outcome 4: Knowledge)
• Attempts to apply content knowledge to practical situations. Attempt shows minimal understanding of content.
• Attempts to apply theories, methodologies, and knowledge to solve some problems or implement reasonable action in their primary area of study. Attempts show some understanding but are occasionally unsuccessful.
• Accurately applies content knowledge to practical situations.
• Critically applies theories, methodologies, and knowledge to solve some problems or implement reasonable action in their primary area of study.
• Accurately and insightfully applies content knowledge to practical situations.
• Critically applies theories, methodologies, and knowledge to accurately solve problems or insightfully implement action in their primary area of study.
Standard / Component Level 1
Approaching Standard 0-1 Points
Level 2 Meets Standard
2 - 3 Points
Level 3 Exceeds Standard
4 - 5 Points Effective written and verbal or ASL rhetorical construction (GPS Outcome 1: Communication Component 1)
Has a central message and purpose that is difficult to be deduced and may not be explicitly clear or developed in the presentation or writing. Includes minimal supporting
Has a clear and understandable central message and purpose. Includes supporting materials (explanations, examples, illustrations, statistics, analogies,
Has a compelling and well developed (precisely stated, appropriately repeated, memorable, and strongly supported) central message and purpose. Includes a
materials which may insufficiently reference information or analysis and minimally support the presentation or establish the presenter's or writer’s credibility/authority on the topic.
quotations from relevant authorities) that make appropriate reference to information or analysis which generally supports the presentation or establishes the presenter's or writer’s credibility/authority on the topic.
variety of types of materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) that make appropriate reference to information or analysis which significantly supports the central message or establishes the presenter's or writer’s credibility/authority on the topic
Standard / Component Level 1
Approaching Standard 0-1 Points
Level 2 Meets Standard
2 - 3 Points
Level 3 Exceeds Standard
4 - 5 Points Effective organizational strategies and devices (GPS Outcome 1: Communication Component 2)
Uses a simplistic organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) that may be intermittently observable within the presentation or writing.
Uses an organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) that is clearly and consistently observable within the presentation or writing.
Uses an organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) that is clearly and consistently observable, is skillful and makes the content of the presentation or writing cohesive.
Standard / Component Level 1
Approaching Standard 0-1 Points
Level 2 Meets Standard
2 - 3 Points
Level 3 Exceeds Standard
4 - 5 Points Appropriate formatting and style (GPS Outcome 1: Communication Component 5)
Inconsistently reflects current academic practices for use of sources and documentation as established in the relevant professional style (e.g., APA).
Reflects current academic practices for use of sources and documentation as established in the relevant professional style (e.g., APA).
Accurately and consistently reflects current academic practices for use of sources and documentation as established in the relevant professional style (e.g., APA)
