Edld 5333 Assignment 17

Assignment for Week 1 - Continuous School ImprovementOverviewThe overarching perspective of this course on instructional leadershipand continuous school improvement is shaped by the dynamic nature of today’s schools. Continuous improvement, as an approach to enhancing school performance, is relevant to all schools. A white paper prepared by The Association of Independent Schools of South Australia (AISSA) titled, ContinuousImprovement Models (2013), explains that continuous improvement is relevant toall schools because they are now operating in significantly changing contexts thatreflect shifting global attitudes and community expectations in relation to the outcomes of education. Today’s schools need leaders who understand interconnectedness of quality curriculum frameworks, best practice pedagogical approaches to teaching and learning, school cultures shaped by respect, collaboration and high expectations,and a commitment to continuous learning for everyone in the school community (AISSA 2013).The spirit of interconnectedness flows though the organization and delivery of this course. Every week we connect readings, assignments, discussion boards, and web conferences to prepare for the final instructional leadership assignment in the course, a professional development plan to be submitted as a key assessment to TK20.Instructional Leadership Rubric: Please read the rubric carefully. To be successfulat Level 4 Accomplished you are to demonstrate command of content knowledgeconcepts as well as skills for analyzing, synthesizing and applying those concepts. This week (and in upcoming weeks) assignments are designed to build“components” for your instructional leadership professional development plan that you will submit at the end of Week 5.

 

EDLD 5333 Leadership for Accountability 

Rubric

Use the following rubric to guide your work.

TasksAccomplishedProficientNeedsImprovementUnacceptableWeek 2 Assignment: Mining for Data (ELCC 2.2 a., b., c.; 2.3 a., c.)Part 1:CampusReportSummary

Conductsdetailedcomparison of scores in eachsubject,subgroup, andgrade level tothe standardsfor Acceptable,Recognized,and Exemplary.

(10 points)

Comparesscores in eachsubject,subgroup, andgrade level tothe standardsfor Acceptable,Recognized,and Exemplary.

(8 points)

Does notcomparescores in eachsubject,subgroup, andgrade level tothe standardsfor Acceptable,Recognized,and Exemplary.

(7 points)

Does notsummarizeCampusReport.

(0 points)Part 2:CampusGroup and CIReportSummary

Conductsdetailedcomparison of scores in eachsubject to thestandards forAcceptable,Recognized,and Exemplary.

(10 points)

Comparesscores in eachsubject,subgroup, andgrade level tothe standardsfor Acceptable,Recognized,and Exemplary.

(8 points)

Does notcomparescores in eachsubject,subgroup, andgrade level tothe standardsfor Acceptable,Recognized,and Exemplary.

(7 points)

Does not turnin this portionof assignment.

(0 points)Part 3: Multi- Year HistoryReportSummary

Successfullynotes trendsand/or patternsin campus AEISdata.

(10 points)

Notes onetrend and/orpattern incampus AEISdata.

(8 points)

Does not notetrends and/orpatterns incampus AEISdata.

(7 points)

Does not turnin this portionof assignment.

(0 points)Part 4: AEISChartCompletion

Completes allapplicable datain three AEISComparisonCharts.

(10 points)

Completes allapplicable datain two AEISComparisonCharts.

(8 points)

Completes allapplicable datain one AEISComparisonChart.

(7 points)

Does not turnin this portionof assignment.

(0 points)Part 5: Areaof Strength

Identifies onearea of campusIdentifies onearea of campusIdentifies onearea of campusDoes not turnin this portion

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