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University of the Virgin Islands School of Education Master of Arts in Education Educational Leadership Fall 2016 Principal Portfolio Content Exceeds Expectations Meets Expectations Needs Improvement Layout/Cover Design Design is attractive, colorful and shows creativity Design is attractive and colorful STT 1 Design could be neater or might be inappropriate Introduction ELCC 6 Introduction includes personal information that are descriptive and insightful STT 1 Introduction includes personal information that is clearly reflective of the individual Introduction includes some personal information Resume/Curriculum Vitae Student has produced an updated resume STT 1 The student produced a resume The student did not produce a resume Leadership Framework/Philosophy ELCC 1 Promote Success of All Students by Developing a Vision Philosophy contains well written statements of Education. There is a philosophy of education, vision for learners, vision for teachers, vision for the organization, vision for professional growth, and a method of vision attainment STT 1 Philosophy contains well written statements of education, but does not include all the elements for learners, teachers, the organization, vision for professional growth, and method for vision attainment Philosophy lacks some of the essential statements of education, and lacks vision for learners, teachers, vision for the organization, vision for professional growth, and method of vision attainment Five Year Goals ELCC 1.2b There is evidence that the student put much thought into his/her professional goals There is evidence that the student put some thought into his/her professional goals STT 1 There is evidence that the student did not put much thought into his/her professional goals School Development Plan/School Improvement Plan (SIP) ELCC 6 Plan creates shared direction and generates a focus on 3or 5 priorities that drive action to improve student Plan creates shared direction but lacks focus on 3 priorities that drive action to improve student learning Plan does not create shared direction and lacks focus on priorities that drive action to improve student learning University of the Virgin Islands School of Education Master of Arts in Education Educational Leadership Fall 2016 learning STT 1 Curriculum Guide ELCC 6 Guide encourages the implementation of curriculum that fosters success for all students regardless of gender, race, or disability. Guide contains the five elements of curriculum planning Guide encourages the implementation of curriculum that fosters success for students. Guide contains three elements of curriculum planning STT 1 Guide lacks the key elements of curriculum planning Position Papers/ Written Assignments ELCC 3.1; 3.2; 3.3 Selected Papers are interesting, sophisticated, and insightful. Papers are meaningful examples of the candidate’s ability to implement standards. Writing is free from sentence structure and usage errors; writing shows care and precision in word choice; writing is free from spelling, capitalization and punctuation errors. STT 1 Papers are clear and thoughtful. Papers demonstrate candidate’s competency and link to student achievement through explanation Writing has 1-2 sentence structure errors; writing has 1-2 spelling, capitalization and/or punctuation errors. Writing is simplistic; uneven in quality; and lacking in relevance. Writing has more than 4 sentence structure and/or usage errors with weak word choice. Writing has 4 or more spelling, capitalization and/or punctuation errors Artifacts ELCC 5.1, 5.2, 5.3 Promotes responsible, ethical behavior and citizenship Artifacts clearly demonstrate competency in performance and link to student achievement. Artifacts clearly document impact of fair, honest, ethical Artifacts demonstrate competency and link to student achievement through explanation Artifacts are not clearly defined and do not demonstrate competency of performance University of the Virgin Islands School of Education Master of Arts in Education Educational Leadership Fall 2016 behavior. STT 1 Accolades ELCC 6.1, 6.2, 6.3 The student has produced updated copies of degrees, diplomas and certificates that demonstrate competency in responding to, and influencing the larger political, social, economic, legal, and cultural context The student produced some copies of degrees, diplomas and certificates that are acceptable STT 1 The student did not produce updated copies of degrees, diplomas, and certificates