Scoring Guide for Action Research Project
Scoring Guide for Action Research Project
Scoring Guide for Action Research Project
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LEADERSHIP IMPACTING STUDENT ACHIEVEMENT<br />
ACTION RESEARCH PROJECT<br />
SCORING RUBRIC<br />
ELEMENT TARGET-3 ACCEPTABLE-2 NOT YET-1 PTS<br />
ELCC 1.1 Develop a<br />
Vision relating to the<br />
improvement needed and<br />
develop an intervention<br />
plan that includes<br />
measurable objectives in<br />
terms of the expected<br />
results.<br />
ELCC 1.2 Articulate a<br />
Vision by describing how<br />
to communicate the vision<br />
<strong>for</strong> the intervention to the<br />
staff, parents, students, and<br />
community members.<br />
The candidate demonstrated a<br />
strong understanding of<br />
developing a vision relating<br />
to the improvement needed<br />
and developing an<br />
intervention plan that<br />
includes measurable<br />
objectives in terms of the<br />
expected results.<br />
The candidate demonstrated a<br />
strong understanding of<br />
describing how to<br />
communicate the vision <strong>for</strong><br />
the intervention to the staff,<br />
parents, students, and<br />
community members.<br />
The candidate demonstrated<br />
a satisfactory understanding<br />
of developing a vision<br />
relating to the improvement<br />
needed and developing an<br />
intervention plan that<br />
includes measurable<br />
objectives in terms of the<br />
expected results.<br />
The candidate demonstrated<br />
a satisfactory understanding<br />
of describing how to<br />
communicate the vision <strong>for</strong><br />
the intervention to the staff,<br />
parents, students, and<br />
community members.<br />
The candidate did not<br />
demonstrate understanding<br />
of developing a vision<br />
relating to the improvement<br />
needed and developing an<br />
intervention plan that<br />
includes measurable<br />
objectives in terms of the<br />
expected results.<br />
The candidate did not<br />
demonstrate understanding<br />
of describing how to<br />
communicate the vision <strong>for</strong><br />
the intervention to the staff,<br />
parents, students, and<br />
community members.<br />
ELCC 1.3 Implement the<br />
Vision by describing in<br />
detail the implementation<br />
of the intervention.<br />
ELCC 1.4 Steward the<br />
Vision by describing the<br />
process of guiding the<br />
building of a shared<br />
commitment to the<br />
intervention and methods<br />
used to motivate the<br />
staff, students, and families<br />
to achieve the vision of the<br />
intervention.<br />
The candidate demonstrated a<br />
strong understanding of<br />
describing in detail the<br />
implementation of the<br />
intervention.<br />
The candidate demonstrated a<br />
strong understanding of<br />
describing the process of<br />
guiding the building of a<br />
shared commitment to the<br />
intervention and methods<br />
used to motivate the staff,<br />
students, and families to<br />
achieve the vision of the<br />
intervention.<br />
The candidate demonstrated<br />
a satisfactory understanding<br />
of describing in detail the<br />
implementation of the<br />
intervention.<br />
The candidate demonstrated<br />
a satisfactory understanding<br />
of describing the process of<br />
guiding the building of a<br />
shared commitment to the<br />
intervention and methods<br />
used to motivate the staff,<br />
students, and families to<br />
achieve the vision of the<br />
intervention.<br />
The candidate did not<br />
demonstrate understanding<br />
of describing in detail the<br />
implementation of the<br />
intervention.<br />
The candidate did not<br />
demonstrate understanding<br />
of describing the process of<br />
guiding the building of a<br />
shared commitment to the<br />
intervention and methods<br />
used to motivate the staff,<br />
students, and families to<br />
achieve the vision of the<br />
intervention.<br />
ELCC 1.5 Promote<br />
Community Involvement<br />
in the Vision by<br />
describing how community<br />
members were involved in<br />
the development and<br />
implementation of the<br />
vision promoted in the<br />
intervention.<br />
The candidate demonstrated a<br />
strong understanding of<br />
describing how community<br />
members were involved in the<br />
development and<br />
implementation of the vision<br />
promoted in the intervention.<br />
The candidate demonstrated<br />
a satisfactory understanding<br />
of describing how<br />
community members were<br />
involved in the development<br />
and implementation of the<br />
vision promoted in the<br />
intervention.<br />
The candidate did not<br />
demonstrate understanding<br />
of describing how<br />
community members were<br />
involved in the development<br />
and implementation of the<br />
vision promoted in the<br />
intervention.
ELCC 2.1 Promote<br />
Positive School Culture<br />
by using the results of the<br />
“Results/Conclusion”<br />
section, to explain how the<br />
intervention promoted a<br />
positive school culture of<br />
school improvement to<br />
meet the needs of all<br />
students.<br />
ELCC 2.2 Provide<br />
Effective Instructional<br />
Program by making<br />
recommendations<br />
regarding the design of<br />
practices to improve<br />
student achievement.<br />
ELCC 2.3 Apply Best<br />
Practice to Student<br />
Learning by collecting<br />
data to demonstrate how<br />
the need <strong>for</strong> intervention<br />
<strong>for</strong> the identified<br />
improvement was<br />
determined.<br />
ELCC 2.3 Apply Best<br />
Practice to Student<br />
Learning by reviewing<br />
research literature relative<br />
to the chosen intervention<br />
plan which would be<br />
considered to be a best<br />
practice or possible<br />
solution to improving<br />
student achievement<br />
ELCC 2.4 Professional<br />
Development<br />
Intervention Strategy<br />
outline professional growth<br />
strategies <strong>for</strong> delivery to<br />
the faculty or staff<br />
involved in the<br />
intervention.<br />
The candidate demonstrated a<br />
strong understanding of using<br />
the results of the<br />
“Results/Conclusion” section,<br />
to explain how the<br />
intervention promoted a<br />
positive school culture of<br />
school improvement to meet<br />
the needs of all students.<br />
The candidate demonstrated a<br />
strong understanding of<br />
making recommendations<br />
regarding the design of<br />
practices to improve student<br />
achievement.<br />
The candidate demonstrated a<br />
strong understanding by<br />
collecting data to demonstrate<br />
how the need <strong>for</strong> intervention<br />
<strong>for</strong> the identified<br />
improvement was<br />
determined.<br />
The candidate demonstrated a<br />
strong understanding of<br />
reviewing research literature<br />
relative to the chosen<br />
intervention plan which<br />
would be considered to be a<br />
best practice or possible<br />
solution to improving student<br />
achievement<br />
The candidate demonstrated a<br />
strong understanding of<br />
outlining professional growth<br />
strategies <strong>for</strong> delivery to the<br />
faculty or staff involved in<br />
the intervention.<br />
The candidate demonstrated<br />
a satisfactory understanding<br />
of using the results of the<br />
“Results/Conclusion”<br />
section, to explain how the<br />
intervention promoted a<br />
positive school culture of<br />
school improvement to meet<br />
the needs of all students.<br />
The candidate demonstrated<br />
a satisfactory understanding<br />
of making recommendations<br />
regarding the design of<br />
practices to improve student<br />
achievement.<br />
The candidate demonstrated<br />
a satisfactory understanding<br />
by collecting data to<br />
demonstrate how the need<br />
<strong>for</strong> intervention <strong>for</strong> the<br />
identified improvement was<br />
determined.<br />
The candidate demonstrated<br />
a satisfactory understanding<br />
of reviewing research<br />
literature relative to the<br />
chosen intervention plan<br />
which would be considered<br />
to be a best practice or<br />
possible solution to<br />
improving student<br />
achievement<br />
The candidate demonstrated<br />
a satisfactory understanding<br />
of outlining professional<br />
growth strategies <strong>for</strong><br />
delivery to the faculty or<br />
staff involved in the<br />
intervention.<br />
The candidate did not<br />
demonstrate understanding<br />
of using the results of the<br />
“Results/Conclusion”<br />
section, to explain how the<br />
intervention promoted a<br />
positive school culture of<br />
school improvement to meet<br />
the needs of all students.<br />
The candidate did not<br />
demonstrate understanding<br />
of making recommendations<br />
regarding the design of<br />
practices to improve student<br />
achievement.<br />
The candidate did not<br />
demonstrate understanding<br />
by collecting data to<br />
demonstrate how the need<br />
<strong>for</strong> intervention <strong>for</strong> the<br />
identified improvement was<br />
determined.<br />
The candidate did not<br />
demonstrate understanding<br />
of reviewing research<br />
literature relative to the<br />
chosen intervention plan<br />
which would be considered<br />
to be a best practice or<br />
possible solution to<br />
improving student<br />
achievement<br />
The candidate did not<br />
demonstrate understanding<br />
of outlining professional<br />
growth strategies <strong>for</strong> delivery<br />
to the faculty or staff<br />
involved in the intervention.<br />
ELCC 3.1Manage the<br />
Organization focus on<br />
effective organizational<br />
development and<br />
management of fiscal,<br />
time, human, and material<br />
resources, giving priority<br />
to student learning, safety,<br />
curriculum, and<br />
instruction.<br />
The candidate demonstrated a<br />
strong understanding of<br />
focusing on effective<br />
organizational development<br />
and management of fiscal,<br />
time, human, and material<br />
resources, giving priority to<br />
student learning, safety,<br />
curriculum, and instruction.<br />
The candidate demonstrated<br />
a satisfactory understanding<br />
of focusing on effective<br />
organizational development<br />
and management of fiscal,<br />
time, human, and material<br />
resources, giving priority to<br />
student learning, safety,<br />
curriculum, and<br />
instruction.<br />
The candidate did not<br />
demonstrate understanding<br />
of focusing on effective<br />
organizational development<br />
and management of fiscal,<br />
time, human, and material<br />
resources, giving priority to<br />
student learning, safety,<br />
curriculum, and instruction.
ELCC 3.2 Manage<br />
Operations by conducting<br />
the implementation of the<br />
intervention using<br />
appropriate needs<br />
assessment, research-based<br />
data, and group process<br />
skills to build consensus,<br />
communicate, and resolve<br />
conflicts in order to align<br />
resources to the vision of<br />
the intervention.<br />
ELCC 3.3 Manage<br />
Resources by describing<br />
how the allocation and use<br />
of fiscal and human<br />
resources were managed in<br />
an effective, efficient, and<br />
equitable manner to<br />
support the intervention<br />
project.<br />
The candidate demonstrated a<br />
strong understanding of<br />
conducting the<br />
implementation of the<br />
intervention using appropriate<br />
needs assessment, researchbased<br />
data, and group process<br />
skills to build consensus,<br />
communicate, and resolve<br />
conflicts in order to align<br />
resources to the vision of the<br />
intervention.<br />
The candidate demonstrated a<br />
strong understanding of<br />
describing how the allocation<br />
and use of fiscal and human<br />
resources were managed in an<br />
effective, efficient, and<br />
equitable manner to support<br />
the intervention project.<br />
The candidate demonstrated<br />
a satisfactory understanding<br />
of conducting the<br />
implementation of the<br />
intervention using<br />
appropriate needs<br />
assessment, research-based<br />
data, and group process<br />
skills to build consensus,<br />
communicate, and resolve<br />
conflicts in order to align<br />
resources to the vision of the<br />
intervention.<br />
The candidate demonstrated<br />
a satisfactory understanding<br />
of describing how the<br />
allocation and use of fiscal<br />
and human resources were<br />
managed in an effective,<br />
efficient, and equitable<br />
manner to support the<br />
intervention project.<br />
The candidate did not<br />
demonstrate understanding<br />
of conducting the<br />
implementation of the<br />
intervention using<br />
appropriate needs<br />
assessment, research-based<br />
data, and group process skills<br />
to build consensus,<br />
communicate, and resolve<br />
conflicts in order to align<br />
resources to the vision of the<br />
intervention.<br />
The candidate did not<br />
demonstrate understanding<br />
of describing how the<br />
allocation and use of fiscal<br />
and human resources were<br />
managed in an effective,<br />
efficient, and equitable<br />
manner to support the<br />
intervention project.<br />
ELCC 4.2 Respond to<br />
Community Interest and<br />
Needs by addressing any<br />
specific needs (cultural,<br />
ethnic, racial, economic, or<br />
special interest groups) of<br />
the school and community.<br />
ELCC 4.3 Mobilize<br />
Community Resources by<br />
using community<br />
resources to support the<br />
student achievement<br />
intervention, e.g., use of<br />
youth services, school<br />
resources, social service<br />
agencies, and/or public<br />
resources and funds.<br />
Reflective Question-1<br />
What was Learned<br />
Reflect on what was<br />
learned from conducting<br />
the project.<br />
The candidate demonstrated a<br />
strong understanding of<br />
addressing any specific needs<br />
(cultural, ethnic, racial,<br />
economic, or special interest<br />
groups) of the school and<br />
community.<br />
The candidate demonstrated a<br />
strong understanding of using<br />
community resources to<br />
support the student<br />
achievement intervention,<br />
e.g., use of youth services,<br />
school resources, social<br />
service agencies, and/or<br />
public resources and funds.<br />
The candidate demonstrated a<br />
strong reflection on what was<br />
learned from conducting the<br />
project.<br />
The candidate demonstrated<br />
a satisfactory understanding<br />
of addressing any specific<br />
needs (cultural, ethnic,<br />
racial, economic, or special<br />
interest groups) of the<br />
school and community.<br />
The candidate demonstrated<br />
a satisfactory understanding<br />
of using community<br />
resources to support the<br />
student achievement<br />
intervention, e.g., use of<br />
youth services, school<br />
resources, social service<br />
agencies, and/or public<br />
resources and funds.<br />
The candidate demonstrated<br />
a satisfactory reflection on<br />
what was learned from<br />
conducting the project.<br />
The candidate did not<br />
demonstrate understanding<br />
of addressing any specific<br />
needs (cultural, ethnic, racial,<br />
economic, or special interest<br />
groups) of the school and<br />
community.<br />
The candidate did not<br />
demonstrate understanding<br />
of using community<br />
resources to support the<br />
student achievement<br />
intervention, e.g., use of<br />
youth services, school<br />
resources, social service<br />
agencies, and/or public<br />
resources and funds.<br />
The candidate did not<br />
demonstrate satisfactory<br />
reflection on what was<br />
learned from conducting the<br />
project.<br />
Reflective Question-2<br />
Increased Competence<br />
Reflect on how this<br />
experience increased<br />
general competence.<br />
The candidate demonstrated a<br />
strong reflection on how this<br />
experience increased general<br />
competence.<br />
The candidate demonstrated<br />
a satisfactory reflection on<br />
how this experience<br />
increased general<br />
competence.<br />
The candidate did not<br />
demonstrate satisfactory<br />
reflection on how this<br />
experience increased general<br />
competence.<br />
Reflective Question-3<br />
Future <strong>Project</strong><br />
Reflect on what would be<br />
The candidate demonstrated a<br />
strong reflection on what<br />
would be done differently on<br />
The candidate demonstrated<br />
a satisfactory reflection on<br />
what would be done<br />
The candidate did not<br />
demonstrate satisfactory<br />
reflection on what would be
done differently on future<br />
a project.<br />
Reflective Question-4<br />
Difference in School<br />
Reflect on how the project<br />
made a difference in the<br />
school.<br />
Reflective Question-5<br />
Evaluation Data<br />
Reflect on what the<br />
evaluation data suggest <strong>for</strong><br />
future problem-solving<br />
projects.<br />
Reflective Question-6<br />
Institutionalized in the<br />
School<br />
Reflect on how the project<br />
will be institutionalized in<br />
the school <strong>for</strong> the coming<br />
year in terms of content<br />
knowledge and skills,<br />
diversity, assessment,<br />
technology,<br />
communication, and<br />
reflective practice.<br />
future a project.<br />
The candidate demonstrated a<br />
strong reflection on how the<br />
project made a difference in<br />
the school.<br />
The candidate demonstrated a<br />
strong reflection on what the<br />
evaluation data suggest <strong>for</strong><br />
future problem-solving<br />
projects.<br />
The candidate demonstrated a<br />
strong reflection on how the<br />
project will be<br />
institutionalized in the school<br />
<strong>for</strong> the coming year in terms<br />
of content knowledge and<br />
skills, diversity, assessment,<br />
technology, communication,<br />
and reflective practice.<br />
differently on future a<br />
project.<br />
The candidate demonstrated<br />
a satisfactory reflection on<br />
how the project made a<br />
difference in the school.<br />
The candidate demonstrated<br />
a satisfactory reflection on<br />
what the evaluation data<br />
suggest <strong>for</strong> future problemsolving<br />
projects.<br />
The candidate demonstrated<br />
a satisfactory reflection on<br />
how the project will be<br />
institutionalized in the<br />
school <strong>for</strong> the coming year<br />
in terms of content<br />
knowledge and skills,<br />
diversity, assessment,<br />
technology, communication,<br />
and reflective practice.<br />
done differently on future a<br />
project.<br />
The candidate did not<br />
demonstrate satisfactory<br />
reflection on how the project<br />
made a difference in the<br />
school.<br />
The candidate did not<br />
demonstrate satisfactory<br />
reflection on what the<br />
evaluation data suggest <strong>for</strong><br />
future problem-solving<br />
projects.<br />
The candidate did not<br />
demonstrate satisfactory<br />
reflection on how the project<br />
will be institutionalized in<br />
the school <strong>for</strong> the coming<br />
year in terms of content<br />
knowledge and skills,<br />
diversity, assessment,<br />
technology, communication,<br />
and reflective practice.