Instrument For Measuring Leadership Effectiveness

INSTRUMENT FOR MEASURING
LEADERSHIP EFFECTIVENESS
Wendy Gilbert 20182076
STUDENT NAME: STUDENT NUMBER:
Master of Education in Educational Administration

PROGRAM: COURSE: EAD-529
12/15/2022 2/8/2023
START DATE: END DATE:
Desert View Intermediate

COOPERATING SCHOOL NAME:
Arizona
SCHOOL STATE:
Mary Stahl
PRINCIPAL MENTOR NAME:____________________________________________________________________________________________________________________________________
Jamalee Moret
GCU FACULTY SUPERVISOR NAME:
FOR COURSE INSTRUCTOR USE ONLY:
TOTAL POINTS 189.76

EAD-529
Element 1.1
ELCC STANDARD 1:
Standard 1.0: A building-level education leader applies knowledge that promotes the success of every student by collaboratively facilitating
the development, articulation, implementation, and stewardship of a shared school vision of learning through the collection and use of data to
identify school goals, assess organizational effectiveness, and implement school plans to achieve school goals; promotion of continual and
sustainable school improvement; and evaluation of school progress and revision of school plans supported by school-basedstakeholders.
Elements of Unacceptable Nominal Acceptable Target
Performance N/A
Evidence Evidence Evidence Evidence
% Scaling N/A 0-69% 70-74% 75-87% 88-100%
Element 1.1 Candidate provides Candidate provides Candidate provides Candidate provides
No evidence that fails to fully evidence that evidence that evidence that
Collaboratively evidence. or clearly demonstrate an demonstrates an demonstrates an demonstrates an adept
develop, ability to collaboratively inadequate ability to adequate ability to ability to collaboratively
articulate, develop, articulate, collaboratively develop, collaboratively develop, develop, articulate,
implement, and implement, and steward a articulate, implement, articulate, implement, implement, and steward a
steward a shared shared vision of learning and steward a shared and steward a shared shared vision of learning
vision and mission for a school. vision of learning for a vision of learning for a for a school.
of learning. school. school.
SCORED PERCENTAGE: 95 or check the following if N/A:
Based on the Portfolio Artifact(s), describe the learning activity the Candidate was involved in and the evidence available to support the level of
engagement above:
Wendy Gilbert collaboratively develops, articulates, implements, and stewards a shared vision and mission of learning through her work communicating with parents related to
student behavior through her work with the behavior Interventionist to analyze student disciplinary data. She makes sure that equity is met regarding student interventions and SEL
learning, a shared vision and mission of the school. She administered student discipline according to policy and designed training for new teachers on Positive Behavior Intervention
and Supports. Wendy also facilitated Positive Behavior Intervention and Supports meetings as well as Benchmark Assessments and coordinated testing make-up dates. She
planned and facilitated incentives for positive behavior as well as school-wide assemblies.
This learning activity was: Observation Practice ✔ Leading ✔

Element 1.2
ELCC STANDARD 1:

Performance N/A
% Scaling N/A 0-69% 70-74% 75-87% 88-100%
Element 1.2 No Candidate provides Candidate provides Candidate provides Candidate provides
evidence. evidence that fails to fully evidence that demonstrates evidence that detailed evidence that
Collect and use or clearly demonstrate an an inadequate ability to demonstrates an adequate demonstrates an adept
data to identify ability to collect and use collect and use data to ability to collect and use capability to collect and use
and achieve data to identify school identify school goals, assess data to identify school data to identify and
school goals, and goals, assess organizational organizational goals, assess organizational achieve school goals, and
assess effectiveness, and effectiveness, and effectiveness, and assess organizational
organizational implement plans to achieve implement plans to achieve implement plans to effectiveness.
effectiveness school goals. school goals. achieve school goals.
SCOREDPERCENTAGE: 93 or check the followingif N/A:

engagement above:
Ms. Gilbert collects and uses data to identify and achieve school goals and assesses organizational effectiveness. She does so through her work with the district director to plan a
summer school program based on current data. She facilitated after school programming at primary and intermediate school sites and worked with the reading interventionist to
schedule third grade reading benchmark assessments based on formative data.

Element 1.3
ELCC STANDARD 1:
Performance N/A
% Scaling N/A 0-69% 70-74% 75-87% 88-100%
evidence. evidence that fails to fully evidence that evidence that evidence that
Promote or clearly demonstrate an demonstrates an demonstrates an demonstrates an
continual and ability to promote inadequate ability to acceptable ability to adept ability to
sustainable continual and sustainable promote continual and promote continual and promote continual and
school school improvement. sustainable school sustainable school sustainable school
improvement. improvement. improvement. improvement.
engagement above:
Wendy Gilbert promotes continual and sustainable school improvement through her work performing classroom walkthroughs and providing feedback to teachers. She also
collaborates with principals and instructional coaches to analyze walkthrough data and determine necessary professional development and facilitated professional development
based on walk through data. She provided individual coaching to teachers based on walkthrough data and worked with the district director to determine necessary coaching and
professional development needed for teachers of after school program. She fulfills CIP action steps through by facilitating with elementary grade teachers to work on needs
assessments.

Element 1.4
ELCC STANDARD 1:

N/A
Performance Evidence Evidence Evidence Evidence
% Scaling N/A 0-69% 70-74% 75-87% 88-100%
Evaluate and or clearly demonstrate an demonstrates an demonstrates an adequate demonstrates an adept
revise school plans ability to evaluate school inadequate ability to ability to evaluate school ability to systemically
for continuous progress and revise school evaluate school progress progress and revise school evaluate school progress
improvement plans supported by school and revise school plans plans supported by school and revise school plans
supported by stakeholders. supported by school stakeholders. supported by school
school stakeholders. stakeholders.
stakeholders.
engagement above:
Wendy Gilbert evaluates and revises school plans for continuous improvement supported by school stakeholders by evaluating progress on implementation of the school’s
Continuous Improvement Plan (CIP). She also planned the next steps required to attain the goals outlined in the CIP. She also worked with her principal to determine her role in
planning/scheduling professional development for classified staff as outlined in the CIP and took action steps to facilitate with teachers to work on needs assessments with
elementary grade teachers.

Element 2.1
ELCC STANDARD 2:
Standard 2.0: A building-level education leader applies knowledge that promotes the success of every student by sustaining a school culture
and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high
expectations for students; creating and evaluating a comprehensive, rigorous and coherent curricular and instructional school program;
developing and supervising the instructional and leadership capacity of school staff; and promoting the most effective and appropriate
technologies to support teaching and learning within a schoolenvironment.
Performance N/A
% Scaling N/A 0-69% 70-74% 75-87% 88-100%
Sustain a school or clearly demonstrate an demonstrates an demonstrates an demonstrates an adept
culture and ability to sustain a school inadequate ability to adequate ability to sustain ability to sustain a
instructional culture and instructional sustain a school culture a school culture and student-centered school
program through program conducive to and instructional instructional program culture and instructional
collaboration, trust, student learning through program conducive to conducive to student program through
and a personalized collaboration, trust, and a student learning through learning through collaboration, trust, and a
learning personalized learning collaboration, trust, and a collaboration, trust, and a personalized learning
environment with environment with high personalized learning personalized learning environment with high
high expectations expectations for students. environment with high environment with high expectations for all
for all students. expectations for students. expectations for students. students.
engagement above:
Ms. Gilbert sustains a school culture and instructional program through collaboration, trust, and a personalized learning environment with high expectations for all students. She
does so by participating in a school family night with a focus on representing diverse cultures and teachers demonstrating literacy strategies for parents to take home and use with
their own children. She provided oversight of materials/curriculum utilized in after school programming, worked as the site coordinator for after school programming at the primary
and intermediate school sites and worked with district director to plan summer learning. She developed a plan for recruiting instructional experts on campus to help design summer
learning curriculum and worked with the district director to recruit teachers for after school and summer learning programming. She planned, scheduled and facilitated Multi-Tiered
System of Supports meetings for students who have not made adequate academic or social/emotional progress at the primary and intermediate schools, and facilitated parent
meetings for students with behavior concerns

Element 2.2
ELCC STANDARD 2:

Performance N/A
% Scaling N/A 0-69% 70-74% 75-87% 88-100%
evidence. evidence that fails evidence that evidence that evidence that
Create and evaluate to fully or clearly demonstrates an demonstrates an adequate demonstrates an adept
a comprehensive, demonstrate an ability to inadequate ability to ability to create and ability to create and
rigorous, and create and evaluate a create and evaluate a evaluate a comprehensive, evaluate a comprehensive,
coherent curricular comprehensive, rigorous, comprehensive, rigorous, rigorous, and coherent rigorous, and coherent
and instructional and coherent curricular and and coherent curricular curricular and curricular and
school program. instructional school and instructional school instructional school instructional school
program. program. program. program.
SCORED PERCENTAGE: 98 or check the following if N/A:

engagement above:
Wendy Gilbert creates and evaluates a comprehensive, rigorous, and coherent curricular and instructional school program by providing oversight of materials/curriculum utilized in
after school programming. She worked as the site coordinator for after school programming at the primary and intermediate school sites and with the district director to plan
summer learning. Wendy developed a plan for recruiting instructional experts on campus to help design summer learning curriculum and worked with district director to recruit
teachers for after school and summer learning programming. She also planned, scheduled and facilitated Multi-Tiered System of Supports meetings for students who have not made
adequate academic or social/emotional progress at the primary and intermediate schools. Wendy performed teacher walkthrough observations and informal evaluations; provided
individualized feedback to teachers and worked with instructional coaches and principals to determine trend data in teacher walkthroughs and observations.

Element 2.3
ELCC STANDARD 2:

Performance N/A
% Scaling N/A 0-69% 70-74% 75-87% 88-100%
evidence. evidence that fails to fully evidence that evidence that evidence that demonstrates
Develop and or clearly demonstrate an demonstrates an demonstrates an adequate an adept ability to develop
supervise the ability to develop and inadequate ability to ability to develop and and supervise professional
instructional and supervise the instructional develop and supervise the supervise the instructional and leadership capacity of
leadership and leadership capacity of instructional and and leadership capacity of the school’s instructional
capacity of school staff. leadership capacity of school staff. staff.
school staff. school staff.
engagement above:
Wendy Gilbert develops and supervises the instructional and leadership capacity of school staff through Performed classroom walkthroughs and provided feedback to teachers and
collaborating with principals and instructional coaches to analyze walkthrough data and determine necessary professional development. She facilitated professional development
based on walkthrough data and provided individual coaching to teachers based on walkthrough data. She also worked with the district director to determine necessary coaching
and professional development needed for teachers of after school programs. Wendy supervises support staff at the primary and intermediate schools and worked with the principal
to determine appropriate professional development for teachers and support staff.

Element 2.4
ELCC STANDARD 2:
Performance N/A
% Scaling N/A 0-69% 70-74% 75-87% 88-100%
evidence. evidence that fails to fully evidence that demonstrates evidence that evidence that
Promote the most or clearly demonstrate an an inadequate demonstrates an adequate demonstrates an adept
effective and understanding and ability understanding and ability ability to promote the most ability to promote the most
appropriate to promote the most to promote the most effective and appropriate effective and appropriate
technologies to effective and appropriate effective and appropriate technologies to support technologies to support
support teaching technologies to support technologies to support teaching and learning in a teaching and learning in a
and learning teaching and learning in a teaching and learning in a school environment. school environment.
school environment. school environment.
engagement above:
Wendy Gilbert promotes the most effective and appropriate technologies to support teaching and learning through her use of assessment software to compile and analyze student
benchmark data, and she monitors student data to determine the effectiveness of after school programming. She works with district directors to facilitate assessments at the
intermediate school and works as the testing coordinator at the intermediate school, providing technical support to teachers facilitating assessments. She has worked closely with
the 2nd teachers in their implementation and use of google Chromebook which exposes students to this technology early on as they learn the technology needed for state and
district assessments.

Element 3.1
ELCC STANDARD 3:
Standard 3.0: building-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 school capacity for distributed leadership; and ensuring that teacher and organizational time is focused
to support high-quality instruction and student learning.

Performance N/A
% Scaling N/A 0-69% 70-74% 75-87% 88-100%
Monitor and or clearly demonstrate an demonstrates an demonstrates an adequate demonstrates an adept
evaluate school ability to monitor and inadequate ability to ability to monitor and ability to monitor and
management and evaluate school monitor and evaluate evaluate school evaluate school
operational management and school management and management and management and
systems. operational systems. operational systems. operational systems. operational systems.
engagement above:
Wendy Gilbert monitors and evaluates school management and operational systems by developing plans to facilitate summer learning programming for the primary and
intermediate schools, and compiled rosters and student information for after school programming. She communicated with parents of students enrolled in the after-school
program and worked with teachers to determine the effectiveness of their after-school program. She also used technology to analyze student benchmark data.

Element 3.2
ELCC STANDARD 3:
Performance N/A
% Scaling N/A 0-69% 70-74% 75-87% 88-100%
Efficiently use or clearly demonstrate an demonstrates an demonstrates an adequate demonstrates an adept
human, fiscal, and ability to efficiently use inadequate ability to ability to efficiently use ability to professionally use
technological human, fiscal, and efficiently use human, human, fiscal, and human, fiscal, and
resources to technological resources to fiscal, and technological technological resources to technological resources to
manage school manage school operations. resources to manage manage school operations. manage school operations.
operations. school operations.
engagement above:
Wendy efficiently uses human, fiscal, and technological resources to manage school operations through her work with the principal at the primary school to determine priorities
based on the Title 1 budget. She observed the reprioritization of the allocation of funds for professional development based on current needs at the primary and intermediate school
sites and developed facility and space utilization plans for summer programming. She used technology to organize planning for after school and summer programming and
distributed digital forms to enroll students in after school programming and to determine the level of interest in summer learning programs. Wendy worked with the district director
to determine staffing needed for summer learning programming.
This learning activity was: Observation Practice ✔ Leading

Element 3.3
ELCC STANDARD 3:
Performance N/A
% Scaling N/A 0-69% 70-74% 75-87% 88-100%
Promote school- or clearly demonstrate an demonstrates an demonstrates an adequate demonstrates an adept
based policies and ability to promote school- inadequate ability to ability to promote school- ability to promote school-
procedures that based policies and promote school-based based policies and based policies and
protect the welfare procedures that protect policies and procedures procedures that protect the procedures that protect
and safety of the welfare and safety of that protect the welfare and welfare and safety of the welfare and safety of
students and staff students and staff within safety of students and staff students and staff within students and staff within
within the school. the school. within the school. the school. the school.
engagement above:
Wendy Gilbert promotes school-based policies and procedures that protect the welfare and safety of students and staff within the school through in the following ways. She worked
as the facilitator of the Positive Behavior Interventions and Supports committees at the primary and intermediate schools, developed an incentive plan to reinforce positive behavior
at both schools, planned and facilitated incentive activities at the intermediate school and worked with the behavior interventionist to determine consequences for severe behaviors.
She also facilitated meetings with parents of students with behavior concerns, worked with the Crisis Response Team to determine next steps in response to a student in crisis,
coordinated communication with district- and site-based staff in response to a student in crisis, and planned and facilitated PBIS assemblies. Wendy has also provided input related
to school safety in the emergency procedures handbook.

Element 3.4
ELCC STANDARD 3:
Performance N/A
% Scaling N/A 0-69% 70-74% 75-87% 88-100%
Develop and or clearly demonstrate an demonstrates an demonstrates an adequate demonstrates an adept
implement school ability to develop and inadequate ability to ability to develop and ability to develop and
capacity for implement school capacity develop and implement implement school capacity implement school capacity
distributed for distributed leadership. school capacity for for distributed leadership. for distributed leadership.
leadership. distributed leadership.
engagement above:
Wendy Gilbert developed and implemented school capacity for distributed leadership through her work Identifying staff to include in planning for summer learning curriculum, and
she worked with the district director to recruit teachers and curriculum designers for summer learning and after school programming. She provided service training for
paraprofessionals and worked with the staff for the roll out for implementation of PBIS. She also met with paraprofessionals at the primary school and facilitated communication
functioning as a mediator between paraprofessionals and the site leadership team.

Element 3.5
ELCC STANDARD 3:
efficiently using human, fiscal, and technological resources in a school environment; promoting and protecting the welfare and safety of school
students and staff; developing school capacity for distributed leadership; and ensuring that teacher and organizational time is focused to
support high-quality instruction and student learning.

Performance N/A
% Scaling N/A 0-69% 70-74% 75-87% 88-100%
Ensure teacher and or clearly demonstrate an demonstrates an demonstrates an demonstrates an adept
organizational ability to ensure teacher inadequate ability to ensure acceptable ability to ensure ability to ensure teacher
time focuses on and organizational time teacher and organizational teacher and organizational and organizational time
supporting high- focuses on supporting time focuses on supporting time focuses on focuses on supporting
quality school high-quality school high-quality school supporting high-quality high-quality school
instruction and instruction and student instruction and student school instruction and instruction and student
student learning. learning. learning. student learning. learning.
engagement above:
Wendy Gilbert developed and implemented school capacity for distributed leadership through her work Identifying staff to include in planning for summer learning curriculum, and
she worked with the district director to recruit teachers and curriculum designers for summer learning and after school programming. She provided service training for
paraprofessionals and worked with the staff for the roll out for implementation of PBIS. She also met with paraprofessionals at the primary school and facilitated communication
functioning as a mediator between paraprofessionals and the site leadership team.
✔ ✔
This learning activity was: Observation Practice Leading
Element 4.1
ELCC STANDARD 4:
Standard 4.0: A building-level education leader applies knowledge that promotes the success of every student by collaborating with faculty and
community members, responding to diverse community interests and needs, and mobilizing community resources on behalf of the school by
collecting and analyzing information pertinent to improvement of the school’s educational environment; promoting an understanding,
appreciation, and use of the diverse cultural, social, and intellectual resources within the school community; building and sustaining
positive school relationships with families and caregivers; and cultivating productive school relationships with community partners.

Performance N/A
% Scaling N/A 0-69% 70-74% 75-87% 88-100%
Collaborate with or clearly demonstrate an demonstrates an demonstrates an demonstrates an adept
faculty and com- ability to collaborate with inadequate ability to acceptable ability to ability to collaborate
munity members to faculty and community collaborate with faculty collaborate with faculty with faculty and
collect and analyze members collect and and community members and community members community members to
information analyze information to collect and analyze to collect and analyze collect and analyze
pertinent to the pertinent to the information pertinent to information pertinent to information to improve
improvement of improvement of the the improvement of the the improvement of the the school’s educational
the school’s school’s educational school’s educational school’s educational environment.
educational environment. environment. environment.
environment.
engagement above:
Wendy Gilbert collaborates with faculty and community members to collect and analyze information pertinent to the improvement of the school’s educational environment. She
observed her principal mentor creating and disseminating perception surveys to staff, families, and community members, and discussed staff survey results with principal and
instructional coach. Results of the survey were communicated to teachers via email and work on this will be addressed in the coming semester.
This learning activity was: Observation ✔ Practice Leading

Element 4.2
ELCC STANDARD 4:
appreciation, and use of the diverse cultural, social, and intellectual resources within the school community; building and sustaining positive
school relationships with families and caregivers; and cultivating productive school relationships with communitypartners.

N/A
% Scaling N/A 0-69% 70-74% 75-87% 88-100%
Element 4.2 No Candidate provides Candidate provides evi- Candidate provides Candidate provides
Mobilize com- evidence. evidence that fails to fully dence that demonstrates evidence that evidence that
munity resources or clearly demonstrate an an inadequate ability to demonstrates an adequate demonstrates an adept
by promoting an ability to identify and identify and utilize ability to identify and ability to identify and
understanding, utilize community community resources by utilize community utilize community
appreciation, and resources by promoting an promoting an resources by promoting an resources by promoting an
use of diverse understanding, understanding, understanding, appre- understanding,
cultural, social, and appreciation, and use of appreciation, and use of ciation, and use of diverse appreciation, and use of
intel-lectual diverse cultural, social, diverse cultural, social, cultural, social, and diverse cultural, social,
resources within and intellectual resources and intellectual resources intellectual resources and intellectual resources
the school within the school within the school within the school within the school
community. community. community. community. community.
engagement above:
Wendy Gilbert mobilizes community resources by promoting an understanding, appreciation, and use of diverse cultural, social, and intellectual resources within the school
community by identifying staff to include in planning for summer learning curriculum. She worked with the district director to recruit teachers and curriculum designers for summer
learning and after school programming and brainstormed with a teacher leader to invite community members to the career expo at the intermediate school. Wendy also worked
with the principal and instructional coach at the primary school to plan implementation of phonics programs to pilot for the remainder of the school year, including identifying the
best staff members to pilot each program.

Element 4.3
ELCC STANDARD 4:
school relationships with families and caregivers; and cultivating productive school relationships with community partners.

Performance N/A
% Scaling N/A 0-69% 70-74% 75-87% 88-100%
Building and or clearly demonstrate an an inadequate ability to demonstrates an adequate demonstrates an adept
sustaining ability to respond to respond to community ability to respond to ability to respond to
positive school community interests and interests and needs by community interests and community interests and
relationships needs by building and building and sustaining needs by building and needs by building and
with families and sustaining positive school positive school sustaining positive school sustaining positive school
caregivers. relationships with families relationships with families relationships with families relationships with families
and caregivers. and caregivers. and caregivers. and caregivers.
engagement above:
Wendy Gilbert builds and sustains positive school relationships with families and caregivers. She observed her principal mentor creating and disseminating perception surveys to
staff, families, and community members. She distributed digital forms to enroll students in after school programming to determine the level of interest in summer learning
programs. She communicated with parents regarding student behavior, facilitated meetings with parents of students with behavior concerns as well as MTSS meetings with
parents and school staff. Wendy met with parents to address concerns brought to the attention of school administrators.
This learning activity was: Observation ✔ Practice ✔ Leading

Element 4.4
ELCC STANDARD 4:
school relationships with families and caregivers; and cultivating productive school relationships with community partners.

Performance N/A
% Scaling N/A 0-69% 70-74% 75-87% 88-100%
evidence. evidence that fails to fully evidence that evidence that evidence that presents an
Building and or clearly demonstrate an demonstrates an demonstrates an adequate adept ability to build and
sustaining ability to building and inadequate ability to build ability to build and sustain sustain productive school
productive school sustaining productive and sustain productive productive school relationships with
relationships with school relationships with school relationships with relationships with community partners.
community community partners. community partners. community partners.
partners.
engagement above:
Wendy Gilbert builds and sustains productive school relationships with community partners. She observed her principal mentor creating and disseminating perception surveys to
staff, families, and community members, and she distributed digital forms to enroll students in after school programming and to determine the level of interest in summer learning
programs. She communicated with parents regarding student behavior and facilitated meetings with parents of students with behavior concerns. She also facilitated MTSS meetings
with parents and school staff and met with parents to address concerns brought to the attention of school administrators. Wendy also assisted her principal with disseminating
perception surveys at a school sponsored event.
This learning activity was: Observation ✔ Practice ✔ Leading

Element 5.1
ELCC STANDARD 5:
Standard 5.0: A building-level education leader applies knowledge that promotes the success of every student by acting with integrity, fairness, and
in an ethical manner to ensure a school system of accountability for every student’s academic and social success by modeling school principles of
self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school; safeguarding the values of
democracy, equity, and diversity within the school; evaluating the potential moral and legal consequences of decision making in the school; and
promoting social justice within the school to ensure that individual student needs inform all aspects of schooling.

Performance N/A
% Scaling N/A 0-69% 70-74% 75-87% 88-100%
evidence. evidence that fails to fully evidence that evidence that demonstrates evidence that
Act with integrity or clearly demonstrate an demonstrates an an adequate ability to act demonstrates an adept
and fairness ability to act with integrity insufficient ability to act with integrity and fairness ability to act with integrity
to ensure a school and fairness to ensure a with integrity and fairness to ensure a school system and fairness to ensure
system of school system of to ensure a school system of accountability for every a school system of
accountability for accountability for every of accountability for every student’s academic and accountability for every
every student’s student’s academic and student’s academic and social success. student’s academic and
academic and social social success. social success. social success.
success.
SCOREDPERCENTAGE: or check the followingif N/A:
96 the learning activity the Candidate was involved in and the evidence available to support the level of
Based on the Portfolio Artifact(s), describe
engagement above:
Wendy Gilbert acts with integrity and fairness to ensure a school system of accountability for every student’s academic and social success by serving as the MTSS coordinator for
the primary and intermediate schools. She planned, coordinated, and facilitated MTSS meetings at both school sites. She has met with parents who expressed concerns regarding
the school and/or classrooms and met with parents of students with behavior concerns. She works with teachers to brainstorm interventions and strategies to meet the needs of all
learners. She demonstrates integrity by being professional and communicative with all parties. Wendy respects the unique academic and social needs of each child and celebrates
student successes.

✔
Element 5.2
ELCC STANDARD 5:
Standard 5.0: A building-level education leader applies knowledge that promotes the success of every student by acting with integrity, fairness, and
in an ethical manner to ensure a school system of accountability for every student’s academic and social success by modeling school principles of
self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school; safeguarding the values of
democracy, equity, and diversity within the school; evaluating the potential moral and legal consequences of decision making in the school; and
promoting social justice within the school to ensure that individual student needs inform all aspects of schooling.

Performance N/A
% Scaling N/A 0-69% 70-74% 75-87% 88-100%
Model principles of or clearly demonstrate an demonstrates an demonstrates an demonstrates an adept
self-awareness, ability to model principles inadequate ability to model acceptable ability to ability to model principles
reflective practice, of self-awareness, principles of self- model principles of self- of self-awareness,
transparency, and reflective practice, awareness, reflective awareness, reflective reflective practice,
ethical behavior as transparency, and ethical practice, transparency, practice, transparency, transparency, and ethical
related to their behavior as related to and ethical behavior as and ethical behavior as behavior as related to their
roles within the their roles within the related to their roles related to their roles roles within the school.
school. school. within the school. within the school.
engagement above:
Wendy Gilbert models principles of self-awareness, reflective practice, transparency, and ethical behavior as related to her roles within the school by leading meetings with office
staff at the primary school and meetings with paraprofessionals at the primary school. She met with teachers to address concerns. She provided coaching to teachers in response
to observational data or concerns brought up by teachers and communicated with principals at both school sites to share my schedule, ideas, follow-up on projects, and concerns.
Wendy communicated with staff at both school sites to share PBIS strategies, schedule changes, and other pertinent information in a timely manner.

Element 5.3
ELCC STANDARD 5:
Standard 5.0: A building-level education leader applies knowledge that promotes the success of every student by acting with integrity, fairness,
and in an ethical manner to ensure a school system of accountability for every student’s academic and social success by modeling school
principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school; safeguarding the
values of democracy, equity, and diversity within the school; evaluating the potential moral and legal consequences of decision making in the
school; and promoting social justice within the school to ensure that individual student needs inform all aspects of schooling.

N/A
% Scaling N/A 0-69% 70-74% 75-87% 88-100%
Safeguard the or clearly demonstrate an an inadequate demonstrates an adequate demonstrates an adept
values of ability to safeguard the understanding and ability ability to safeguard the ability to safeguard the
democracy, values of democracy, to safeguard the values of values of democracy, values of democracy,
equity, and equity, and diversity democracy, equity, and equity, and diversity equity, and diversity
diversity within within the school. diversity within the school. within the school. within the school.
the school.
engagement above:
Wendy Gilbert safeguards the values of democracy, equity, and diversity within the school and provided coaching to teachers in response to observational data or concerns brought
up by teachers. She communicated with principals at both school sites to share her schedule, ideas, follow-up on projects, and concerns. She communicated with staff at both school
sites to share PBIS strategies, schedule changes, and other pertinent information in a timely manner. She monitored student discipline data to ensure equity within the school and
met with individual students who had concerns related to safeguarding equity, including ensuring equity is met around interventions and SEL learning.

Element 5.4
ELCC STANDARD 5:

Performance N/A
% Scaling N/A 0-69% 70-74% 75-87% 88-100%
Evaluate the or clearly demonstrate an an inadequate ability to demonstrates an adequate demonstrates an adept
potential moral ability to evaluate the evaluate the potential ability to evaluate the ability to evaluate the
and legal potential moral and legal moral and legal potential moral and legal potential moral and legal
consequences of consequences of decision consequences of decision consequences of decision consequences of decision
decision making making in the school. making in the school. making in the school. making in the school.
in the school.
engagement above:
Wendy Gilbert evaluates the potential moral and legal consequences of decision making in the school by meeting with parents of students with behavior concerns and with parents
who had concerns about child’s education or experiences in the classroom. She monitored implementation of disciplinary consequences with school behavior interventionist. She
served as the building administrator while working with the Crisis Response Team to determine the next steps when a student was in crisis and made threats. She obtained
additional training on the crisis response process.
This learning activity was: Observation ✔ Practice ✔ Leading ✔

Element 5.5
ELCC STANDARD 5:

Performance N/A
% Scaling N/A 0-69% 70-74% 75-87% 88-100%
Promote social or clearly demonstrate an demonstrates an demonstrates an adequate demonstrates an adept
justice within the ability to promote social inadequate understanding ability to promote social ability to uphold core
school to ensure justice within the school to and ability to promote justice within the school to values by promoting social
that individual ensure that individual social justice within the ensure that individual justice within the school to
student needs student needs inform all school to ensure that student needs inform all ensure that individual
inform all aspects aspects of schooling. individual student needs aspects of schooling. student needs inform all
of schooling. inform all aspects of aspects of schooling.
schooling.
engagement above:
Wendy Gilbert promotes social justice within the school to ensure that individual student needs inform all aspects of schooling by serving as a member of the District Leadership
Team. She worked with Instructional Leadership Teams at primary and intermediate schools to monitor the current needs of each site and to modify practices accordingly. Wendy
met with parents of students with behavior concerns and with parents who had concerns about their child’s education or experiences in the classroom. She also met with teachers
and paraprofessionals who had concerns about current practices or policies.

Element 6.1
ELCC STANDARD 6:
Standard 6.0: A building-level education leader applies knowledge that promotes the success of every student by understanding, responding to,
and influencing the larger political, social, economic, legal, and cultural context through advocating for school students, families, and caregivers;
acting to influence local, district, 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 leadershipstrategies.

Performance N/A
% Scaling N/A 0-69% 70-74% 75-87% 88-100%
Advocate for evidence. evidence that fails to fully evidence that evidence that evidence that
school students, or clearly demonstrate an demonstrates an demonstrates an adequate demonstrates an adept
families, and ability to advocate for inadequate ability to ability to advocate for ability to advocate for
caregivers. school students, families, advocate for school school students, families, school students, families,
and caregivers. students, families, and and caregivers. and caregivers.
caregivers.

engagement above:
Wendy Gilbert advocates for school students, families, and caregivers through her work participating in a family night at the intermediate school where parents met to learn literacy
strategies to use at home, and she talked with families and invited them to take a survey. She analyzed student discipline data to ensure equity and met with parents of students with
behavior concerns. She also met with parents who had concerns about their child’s education or experiences in the classroom and regularly communicated with parents of
students enrolled in after school programming. Wendy facilitated MTSS meetings with families and school staff.

Element 6.2
ELCC STANDARD 6:
Performance N/A
% Scaling N/A 0-69% 70-74% 75-87% 88-100%
Act to influence or clearly demonstrate an demonstrates an demonstrates an adept
demonstrates an adequate
local, district, ability to act to influence insufficient ability to act to ability to act to influence
ability to act to influence
state, and national local, district, state, and influence local, district, local, district, state, and
local, district, state, and
decisions national decisions state, and national national decisions
national decisions
affecting student affecting student learning decisions affecting student affecting student learning
affecting student learning
learning in a in a school environment. learning in a school in a school environment.
in a school environment.
school environment.
environment.
engagement above:
Wendy Gilbert acts to influence local, district, state, and national decisions affecting student learning in a school environment where she served as a member of the district
leadership team, met with the principal of the primary school and a coach from the Department of Education to develop a plan to increase student achievement and met with
parents of students with behavior concerns. She also met with parents who had concerns about their children’s education or experiences in the classroom and regularly
communicated with parents of students enrolled in after school program. She also facilitated MTSS meetings with families and school staff.

Element 6.3
ELCC STANDARD 6:

N/A
% Scaling N/A 0-69% 70-74% 75-87% 88-100%
Anticipate and evidence. evidence that fails to fully evidence that evidence that evidence that
assess emerging or clearly demonstrate an demonstrates an demonstrates an adequate demonstrates an adept
trends and ability to anticipate and inadequate ability to act to ability to act to anticipate ability to anticipate and
initiatives in order assess emerging trends anticipate and assess and assess emerging assess emerging trends
to adapt school- and initiatives in order to emerging trends and trends and initiatives in and initiatives in order to
based leadership adapt school-based initiatives in order to adapt order to adapt school- adapt school-based
strategies. leadership strategies. school-based leadership based leadership leadership strategies.
strategies. strategies.
engagement above:
Wendy Gilbert anticipates and assesses emerging trends and initiatives in order to adapt school-based leadership strategies by her work serving as a member of the district
leadership team. She also met with the principal of the primary school and a coach from the Department of Education to develop a plan to increase student achievement and is
looking to help revamp the school’s PBIS plan.

INSTRUCTIONS
Please review the "Total Scored Percentage" for accuracy and add any optional attachments before completing the "Agreement and Signature" section.
Once this evaluation is completed and submitted, the score is final and cannot be changed or altered by the GCU Faculty Supervisor or by GCU staff.
Total ScoredPercentage: 94.88 %
AGREEMENT AND SIGNATURE

This evaluation reflects the results of a collaborative conference including feedback from the Principal Mentor and Principal
Candidate. The GCU Faculty Supervisor and Principal Mentor should collaboratively review the performance in each category prior to
the evaluation meeting.
I attest this submission is accurate, true, and in compliance with GCU policy guidelines, to the best of my ability to do so.
GCU Faculty Jamalee Moret esigned on Friday, February 3, 2023 9:15 PM

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INSTRUMENT FOR MEASURING

Master of Education in Educational Administration

Desert View Intermediate

FOR COURSE INSTRUCTOR USE ONLY:

TOTAL POINTS 189.76

This learning activity was: Observation Practice ✔ Leading ✔

Elements of Unacceptable Nominal Acceptable Target

SCOREDPERCENTAGE: 93 or check the followingif N/A:

This learning activity was: Observation Practice ✔ Leading ✔

This learning activity was: Observation Practice ✔ Leading ✔

Elements of Unacceptable Nominal Acceptable Target

This learning activity was: Observation Practice ✔ Leading ✔

This learning activity was: Observation Practice ✔ Leading ✔

Elements of Unacceptable Nominal Acceptable Target

SCORED PERCENTAGE: 98 or check the following if N/A:

This learning activity was: Observation Practice ✔ Leading ✔

Elements of Unacceptable Nominal Acceptable Target

This learning activity was: Observation Practice ✔ Leading ✔

This learning activity was: Observation Practice ✔ Leading ✔

Elements of Unacceptable Nominal Acceptable Target

This learning activity was: Observation Practice ✔ Leading ✔

This learning activity was: Observation Practice ✔ Leading

This learning activity was: Observation Practice ✔ Leading ✔

This learning activity was: Observation Practice ✔ Leading ✔

Elements of Unacceptable Nominal Acceptable Target

Elements of Unacceptable Nominal Acceptable Target

This learning activity was: Observation ✔ Practice Leading

Elements of Unacceptable Nominal Acceptable Target

This learning activity was: Observation Practice ✔ Leading

Elements of Unacceptable Nominal Acceptable Target

This learning activity was: Observation ✔ Practice ✔ Leading

Elements of Unacceptable Nominal Acceptable Target

This learning activity was: Observation ✔ Practice ✔ Leading

Elements of Unacceptable Nominal Acceptable Target

This learning activity was: Observation Practice ✔ Leading

Elements of Unacceptable Nominal Acceptable Target

This learning activity was: Observation Practice ✔ Leading ✔

Elements of Unacceptable Nominal Acceptable Target

This learning activity was: Observation Practice ✔ Leading ✔

Elements of Unacceptable Nominal Acceptable Target

This learning activity was: Observation ✔ Practice ✔ Leading ✔

Elements of Unacceptable Nominal Acceptable Target

This learning activity was: Observation Practice ✔ Leading

Elements of Unacceptable Nominal Acceptable Target

SCOREDPERCENTAGE: 96 or check the followingif N/A:

This learning activity was: Observation Practice ✔ Leading ✔

This learning activity was: Observation Practice ✔ Leading ✔

Elements of Unacceptable Nominal Acceptable Target

This learning activity was: Observation Practice ✔ Leading

Total ScoredPercentage: 94.88 %

AGREEMENT AND SIGNATURE

GCU Faculty Jamalee Moret esigned on Friday, February 3, 2023 9:15 PM

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