[FORM 001] Date. is F274, ! C University Supervisor_ De. Stouthobf Lh ey, WY pates_Septt - December ol; District State) se MD Date June = Aygo Zorn Zon Placement 1. . 4 Placement 2 (if applicable) Vavyerst (Sthool; Otstrict; State) Scoring Rubric Operational Levels: Highly Effective (4): Element fully and consistently met Developing (2): Element occasionally met Effective (3) Element routinely met Ineffective (1): Element not met or demonstrated Note: ELCC Standards, Elements, and Indicators ~ Maryland Instructional Leadership Framework standards (MILF) are assessed concurrently with ELC elements. ELC Standard 1.0 A building-level education leader applies knowledge that promotes the success of every student by collaboratively factitating the sbesigprnont articulation, implementation, and stewardship of a shared schoo! vision of learning through the collection and use of data to identify schoo! sents ooeeod organizational effectiveness, and implement schoo! plans to achieve schoo! goals; promotion of continual and sustainable school improvement; tnd evaluation of school progress and revision of school plans supported by school-based stakeholders. ‘Retivitie Element Highly Effective(4) | Effective (3) ited | Score el Candidates understand The candidate routinely ‘and cen collaboratively is and occasionally understands develop, articulate, develops, | anc frequently mplernent, end steward a | develops, articulates, _| articulates, implements, jratively develops, shared vision of learning | implements, and | is a shared for a school. stenards a shared vision ning fore | and st 2 shared | viston of learning for a of learning for a school. Vision of learning for a | school. | 1.2 Candcates understand | The candidate fully and The candidate does not 2nd can collect and use | completely understands data to identify school and collects and uses | and uses data to identify | and frequently collects goals, assess ata to identify school | school goals, assess land uses data to identity onal a ess school goals, assess organizational | ational effectiveness, and Implement plans to achieve | effectiveness, and Implement plans to /eness, and Implement pians to ‘school goals. implement piens to achieve school goals. | implement plans to | achieve school goals. achieve school goals. _ achieve school goals. Tig Conddates understand | The candidate fuly and | The candidate routinely | The candidate The candidate does not {nd cen promote continual | completely understands | understands end occasionally understands | understand nor promotes {nd sustainable school | and pron promotes continual and | and frequently promotes | continval and sustainable improvement: fand sustainable school | sustainable schoo! Continual and sustainable | schoo! improvement. Improvement i school improvement, Soa Candidates understand | The candisate fully and | The candidate routinely | The cendidate’ The candidate does notand ean evaluate school progress and revise school is supported by school ‘complataly understands and evaluates schoo! ‘understands and evaluetes school progress ‘and revises scho ‘occasionally understands and frequently evaluates school progress and ‘inderstand nor evaluates ¢ raleenolers Supported by schoo! | revises schoo! plane | supported by schoo! stakeholders, Supported by senoo) | stakeholders. | sakeholders. Standard Total ELC Standard 2.0 A building-level éducation leader applies knowledge that promotés the, success afavery student by sustalhing @ school culture and Instructional program conducive to student learning through collaboration, trust, and a personalized learning environment vith high expectations for rigorous and coherent curricular and instructional schoo! program; developing and supervising the fe technologies to support teaching and learning within students; creating and evaluating a comprehensi Instructional and leadership capacity of school staff; and promoting the most effective and approp! ‘school environment. Hlement Highly Effective(4) Effective (3) Developing (2) Ineffective (i) _ ‘Activities Cited | Score 2.4 Candidates understand ‘and can sustain a school culture and instructional ‘expectations for students. “The candicete fully and completely understands and sustains a school culture and instructional program conducive to student learning through collaboretion, trist, and a expectations for students. Instructional program conducive to student personalized earning envionment with high ‘expectations for students, school culture and. Instructional program conducive to student "The candidate does not Instructional program Za Candidates understand ‘and can create and The candidate fully and completely understands ‘and creates and evaluates ‘The candidate routinely understands and creates and evaluates 2 comprehensive, rigorous, and coherent curricular and nal schoo! program. ‘and evaluates a comprehensive, rigorous, ‘and coherent curricular ‘and Instructional school rigorous, rrculer ‘and instructional schoo! program. and leadership capacity of “The candidate routinely understands and develops and supervises the Instructional and ‘and supervises the “Fhe candidate does not Understand nor develops and supervises the Instructional anc school staff. leadership cepacity of | instructional and leadership capacity of schoo! staff leadership capacity of | school staf. school staff. 1a Candidates understand ‘The candidate routinely —_| The candid “The candidate does not and can promote the most effective and appropriate technologies to suppo’ teaching and learning In & school environm ‘and promotes the most ceffective and appropriate technologies to support teaching and learning In 2 ‘school environment. understands and promotes the most school environme ‘occasionally understands appropriate technologies to support teaching and learning in a school ‘environment. Understand nor promotes Standard TotalELCC Standard 3.0 A bullding-level education leader applies knowledge that promotes the success of every student by ensuring the management of the school organization, operation, and resources through monitoring and evaluating the school management and operational systems; efficiently using human, fiscal, and technological resources in a school environment; promoting and protecting the welfare and safety of school students and staff; developing schoo! capacity for distributed leadership; and ensuring that teacher and organizational time is focused to support high-quality instruction and student learning. Element, Effective (3) Ineffective (1) ‘Aetivities Cited Score Bat Candi management and ‘operational systems. operational systems. and frequently monitors and evaluates school ‘management and perational systems. “The candidate does not understand nor monitors and evaluate schoo! ‘management and operational systems. ‘2 Candidates understand | The candidate fully and ‘compiete'y understands land efficiently uses human, fscal, and ‘manage school operations, | technological resources to | resources to manage technological resources to manage school operations. "The candidate does not ‘manage schoo! operations, manage schoo! school operations. ‘operations. ‘Ba Candidates understand | The candidate fully and | The candidate routinely an promote school- | completely understands | understands and based policies and promotes school-based procedures that protect the welfare and safety of students and staff within the school. The candidate coccaslonelly understands and frequently promotes school-based policies and procedures that protect the welfare and safety of students and staff within the school "The candidate does not Understand nor promotes school-based poiicies and the school ‘a Candidates understand | The candidate fully and "The candidate does not ‘and can develop school | completely understands | understands and develops understand nor dé Capacity for distributed | and develops schoo! school capacty for school capactty fot leadership. capactty for distributed | distributed leadership, distributed leader: leadership. 3.5 Candidates understend | The candidate fully and | The candidate routinely and can ensure teacher | compietely understands and organizational time | and ensures teacher and ‘organizational time focuses on supporting high-quality school ition and student learning. “The candidate does not Understand nor ensures teacher and ‘organizational time focuses on supporting learning Standard Totalcommunity members, responding to diverse community interests and ne analyzing information pertinent to improvement of the school's educational environmel cultural, social, and intellectual resources within the school communi cultivating productive schoo! relationships with community partners. ;, and mobili vel education leader applies knowledge that promotes the success of every student by collaborating with faculty and community resources an behalf of the schoo! by colle. remoting an understanding, appreciation, and use of the diverse building and sustaining positive schoo! relationships with farnilies and caregivers; and Element 4.4 Candidates understand and can collaborate wi faculty and commu ‘members by collect analyzing information pertinent to the Improvernent of the school’s educational environment. ‘nd collaborates ‘and | faculty and community members by collecting ‘environment. Developing (2) Ineffective (1) T Aa Cited collaborates with faculty ‘and community members faculty and community members Pertinent to the Improvement of the school’s educational The candidate does not understand n collaborates n facuty | ad community members | by collecting and | analyzing information pertinent to the environment. ‘2 Candidates understand | The candidate fuly and and can mobilize understands ‘community resources by | and mobilizes community resources by promoting ‘an understanding, ‘ppreciation, and use of and intellectual resources within the school ‘community. ‘community. “The candidate routinely understands and mobilizes community resources by promoting ‘an understanding, within the schoo! community. occasionally understands and frequently mobilizes The candidate does nat understand nor mobilizes ‘community resources by promoting an Understanding, community. ‘4.3 Candidates understand | The candidate fully and ‘and can respond to completely understands and responds to ‘community interests and needs by building and sustaining positive schoo! and caregivers. relationships with families and caregivers The candidate routnay understands and responds to community relationships with familles and caregivers. "The candidate does not understand n to community and needs by and caregivers. a Candidates understand ‘and can respond to community interests and needs by builcing ang ‘sustaining productive ‘school relationships with ‘community partners. school relationships with ‘community partners. “The candidate routinely understands and responds to community erests and needs by ing and sustaining productive schoo! relationships with community partners. and needs by bulding and sustaining productive school "The candidate does not understand nor responds to community and needs by bul Standard TotalELCC Standard 6.0 A butlding-level education leader applies knowledge that promotes the success of every student by understanding, responding to, and influencing the larger politic |, social, economic, legal, and cultural context through advocating for schoo! students, families, and caregivers; acting to Influence local, aistrict, state, and national decisions affecting student learning in a school environment; and anticipating and assessing emerging trends and initiatives in order to adapt school-based leadership strategies. Hement, Highly Effective(4) | Effective (3) Developing (2) [ineffective (2) ‘Activities Cited | Score ‘G.t Candidates understand | The candidate fully and | The candidate routinely | The candidate does not ‘and can advocate for completely understands | understands end derstand nor advocates ‘school students, and advocates for school | advocates for school school students, ‘and caregivers. les, and for school students, 5, and caregivers. families, and caregivers. te fully and The cane ‘The candidate does not understands occasionally understands | understand nar acts to influence Influence local, district, ; state, and | Infuence io state, and national Student leering ine sched! jecisions decisions affecting ‘environment. affecting student learning student learning In 2 Ina school environment. | school environment. 5.3 Candidates understand and can anticipate and order to adapt school- based leacership strategies leadership strategies. leadership strategies. “The candidate does not understand, nor articipates and assesses Ing trends and. | adapt school-based leadership strategies. Cte Ae Attach a copy of the Tabular Summary to the completed rubric. NOTES: Standard Total PRACTICUM TOTAL,