This is an education project, education operations management.? I have attached the instructions with the rubric and also an example that has been shared with the class as to ho

Criteria

U

Approaching Standard

Meets Standard

Exceeds Standard

NELP 6.1:

Program completers understand & demonstrate the capacity to evaluate, develop, & implement management, communication, technology, school-level governance, & operational systems that support each student’s learning needs & promote the mission & vision of the school.

Section I

U

N

A

C

C

E

P

T

A

B

L

E

N

O

D

A

T

A

W

A

S

S

U

B

M

I

T

T

E

D

Response indicated little to no evidence of the ability to understand and sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students, nor did it provide any information regarding the following:

♦ analyze school processes and operations to identify and prioritize strategic and tactical challenges for the school;

♦ develop school operational policies and procedures;

♦ develop plans to implement and manage long-range plans for the school.

—————————

The candidate included a partial review and development of campus management procedures in the project.

Response mentioned an adequate description regarding how to understand and sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students. It also included a sufficient description of two of the following areas:

♦ analyze school processes and operations to identify and prioritize strategic and tactical challenges for the school;

♦ develop school operational policies and procedures;

♦ develop plans to implement and manage long-range plans for the school.

———————————

The candidate included the review and development of campus management procedures in the project.

Response provided a comprehensive and well-rounded description of the ability to understand and 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 response also included a well-rounded comprehensive description of all of the following:

♦ analyze school processes and operations to identify and prioritize strategic and tactical challenges for the school;

♦ develop school operational policies and procedures;

♦ develop plans to implement and manage long-range plans for the school.

—————————–

The candidate included the review and development of campus management procedures in the project and included a process to include stakeholders.

NELP 6.2: Program completers understand & demonstrate the capacity to evaluate, develop, & advocate for a data-informed & equitable resourcing plan that supports school improvement & student development.

Section III

Response indicated little to no evidence of the ability to understand and sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students, nor did it provide any information regarding the following:

♦ develop multi-year fiscal plans and annual budgets aligned to the school’s priorities and goals;

♦ analyze a school’s budget and financial status;

♦ develop facility and space utilization plans for a school;

♦ project long-term resource needs of a school;

♦ use technology to manage school operational systems.

—————————

The candidate included a partial preparation of written campus procedures in the project.

Response mentioned an adequate description regarding how to understand and sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students. It also included a sufficient description of two of the following areas:

♦ develop multi-year fiscal plans and annual budgets aligned to the school’s priorities and goals;

♦ analyze a school’s budget and financial status;

♦ develop facility and space utilization plans for a school;

♦ project long-term resource needs of a school;

♦ use technology to manage school operational systems.

———————————

The candidate included the preparation of written campus procedures in the project.

Response provided a comprehensive and well-rounded description of the ability to understand and 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 response also included a well-rounded comprehensive description of all of the following:

♦ develop multi-year fiscal plans and annual budgets aligned to the school’s priorities and goals;

♦ analyze a school’s budget and financial status;

♦ develop facility and space utilization plans for a school;

♦ project long-term resource needs of a school;

♦ use technology to manage school operational systems.

—————————–

The candidate included the preparation of written campus procedures in the project with a process to include stakeholders.

NELP 3.3: Program completers understand & demonstrate the capacity to evaluate, cultivate, & advocate for equitable, inclusive, & culturally responsive instruction & behavior support practices among teachers & staff.

Section III

Response indicated little to no evidence of the ability to understand and promote school-based policies and procedures that protect the welfare and safety of students and staff, nor did it provide any information regarding the following:

♦ develop a comprehensive plan for providing school staff, students, and visitors with a safe and secure school building environment;

♦ plan an aligned building discipline management policies and plan;

♦ evaluate and implement discipline management plans.

—————————

The candidate included partial procedures related to student welfare in the project.

Response mentioned an adequate description regarding how to understand and promote school-based policies and procedures that protect the welfare and safety of students and staff. It also included a sufficient description of two of the following areas:

♦ develop a comprehensive plan for providing school staff, students, and visitors with a safe and secure school building environment;

♦ plan an aligned building discipline management policies and plan;

♦ evaluate and implement discipline management plans.

———————————

The candidate included procedures related to student welfare in the project.

Response provided a comprehensive and well-rounded description of the ability to understand and promote school-based policies and procedures that protect the welfare and safety of students and staff. The response also included a well-rounded comprehensive description of all of the following:

♦ develop a comprehensive plan for providing school staff, students, and visitors with a safe and secure school building environment;

♦ plan an aligned building discipline management policies and plan;

♦ evaluate and implement discipline management plans.

—————————–

The candidate included procedures related to student welfare in the project.

NELP 4.4: Program completers understand and demonstrate 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.

Candidates understand requisite knowledge and theory to collaboratively evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner.

Candidates do not demonstrate the capacity to: 1) engage faculty in gathering, synthesizing, and using data to evaluate the quality, coordination, and coherence of the school’s curriculum, instruction, technology, data systems, and assessment practices,

2) propose designs and implementation strategies for improving coordination and coherence among the school’s curriculum, instruction, technology, data systems, and assessment practices, and

3) use technology and performance management systems to monitor, analyze, implement, and evaluate school curriculum, instruction, technology, data systems, and assessment practices and results.

Candidates understand requisite knowledge and theory to collaboratively evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner.

Candidates demonstrate the capacity to: 1) engage faculty in gathering, synthesizing, and using data to evaluate the quality, coordination, and coherence of the school’s curriculum, instruction, technology, data systems, and assessment practices, 2) propose designs and implementation strategies for improving coordination and coherence among the school’s curriculum, instruction, technology, data systems, and assessment practices, and

3) use technology and performance management systems to monitor, analyze, implement, and evaluate school curriculum, instruction, technology, data systems, and assessment practices and results.

Candidates understand requisite knowledge and theory to collaboratively evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner.

Candidates demonstrate the capacity to: 1) engage faculty in gathering, synthesizing, and using data to evaluate the quality, coordination, and coherence of the school’s curriculum, instruction, technology, data systems, and assessment practices, 2) propose designs and implementation strategies for improving coordination and coherence among the school’s curriculum, instruction, technology, data systems, and assessment practices, and

3) use technology and performance management systems to monitor, analyze, implement, and evaluate school curriculum, instruction, technology, data systems, and assessment practices and results.

Candidates use their understanding and capacity to undertake and implement this work within a school setting.

NELP 7.3: Program completers understand and have 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.

Key question: How do candidates demonstrate their understanding and 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?

Candidates understand the importance of and how 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.

Candidates do not demonstrate the capacity to: 1) evaluate professional staff capacity needs and management practices, 2) identify leadership capabilities of staff, 3) plan opportunities for professional growth that promote reflection, cultural responsiveness, digital literacy, school improvement, and student success, 4) engage staff in leadership roles, and 5) utilize digital technology in ethical and appropriate ways to foster professional learning for self and others.

Candidates understand the importance of and how 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.

Candidates demonstrate the capacity to: 1) evaluate professional staff capacity needs and management practices, 2) identify leadership capabilities of staff, 3) plan opportunities for professional growth that promote reflection, cultural responsiveness, digital literacy, school improvement, and student success, 4) plan opportunities for engaging staff in leadership roles, and 5) develop a plan for utilizing digital technology in ethical and appropriate ways to foster professional learning for self and others.

Candidates understand the importance of and how 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.

Candidates demonstrate the capacity to: 1) evaluate professional staff capacity needs and management practices, 2) identify leadership capabilities of staff, 3) plan opportunities for professional growth that promote reflection, cultural responsiveness, digital literacy, school improvement, and student success, 4) plan opportunities for engaging staff in leadership roles, and 5) develop a plan for utilizing digital technology in ethical and appropriate ways to foster professional learning for self and others.

Candidates use their understanding and capacity to undertake and implement this work within a school setting