The components of the program The narrative descriptions and The components of the program Section 4 assessment(s) cited for this CEC scoring guides for the program assessment(s) are present, Program Preparation Standard are assessment(s) are present, but complete, and coordinated with Assessment missing, incomplete, or not incomplete or not coordinated each other. Components coordinated with each other with each other. The program assessment(s) The program assessment(s) Program assessment content content does not align with or content aligns inconsistently or consistently aligns with and does not appropriately measures incompletely with or it measures of skill candidates’ skill in providing inconsistently measures in providing leadership to candidates’ leadership to formulate goals, skill in providing formulate goals, setting and candidates’ setting and meeting high leadership to formulate goals, meeting high professional Program professional expectations, setting and meeting high expectations, advocating for Assessment advocating for effective professional expectations, effective policies and Content policies and evidence-based advocating for effective evidence-based practices, and practices, and creating positive policies and evidence-based creating positive and and productive work practices, and creating positive productive work environments environments as informed by and productive work as informed by the specialty set the specialty set for the area(s) of environments as informed by for the area(s) of preparation. preparation. the specialty set for the area(s) of preparation. The scoring rubric or guide does The rubric(s) or scoring guide(s) The rubric(s) or scoring guide(s) not clearly describe performance describes the performance clearly and consistently expectations for each level in expectations for each level in describes performance relation to the elements within the relation to the elements within the expectations for each level in cited CEC Preparation Standard CEC Preparation Standard too relation to the elements within broadly or shallowly the CEC Preparation Standard, allowing objective and unbiased Scoring Guides/ judgments. Rubrics OR OR AND The rubric(s) or scoring guide(s) The rubric(s) or scoring guide(s) The rubric(s) or scoring guide(s) does not align with the elements inconsistently or incompletely consistently and consistently within the cited CEC Preparation aligns with the elements within aligns with the elements within Standard as informed by the the cited CEC Preparation the cited CEC Preparation specialty set Standard as informed by the Standard as informed by the
Section 4 Program Assessment Components The components of the program assessment(s) cited for this CEC Preparation Standard are missing, incomplete, or not coordinated with each other The narrative descriptions and scoring guides for the program assessment(s) are present, but incomplete or not coordinated with each other. The components of the program assessment(s) are present, complete, and coordinated with each other. Program Assessment Content The program assessment(s) content does not align with or does not appropriately measures candidates’ skill in providing leadership to formulate goals, setting and meeting high professional expectations, advocating for effective policies and evidence-based practices, and creating positive and productive work environments as informed by the specialty set for the area(s) of preparation. The program assessment(s) content aligns inconsistently or incompletely with or it inconsistently measures candidates’ skill in providing leadership to formulate goals, setting and meeting high professional expectations, advocating for effective policies and evidence-based practices, and creating positive and productive work environments as informed by the specialty set for the area(s) of preparation. Program assessment content consistently aligns with and measures of candidates’ skill in providing leadership to formulate goals, setting and meeting high professional expectations, advocating for effective policies and evidence-based practices, and creating positive and productive work environments as informed by the specialty set for the area(s) of preparation. Scoring Guides/ Rubrics The scoring rubric or guide does not clearly describe performance expectations for each level in relation to the elements within the cited CEC Preparation Standard OR The rubric(s) or scoring guide(s) describes the performance expectations for each level in relation to the elements within the CEC Preparation Standard too broadly or shallowly OR The rubric(s) or scoring guide(s) clearly and consistently describes performance expectations for each level in relation to the elements within the CEC Preparation Standard, allowing objective and unbiased judgments. AND The rubric(s) or scoring guide(s) does not align with the elements within the cited CEC Preparation Standard as informed by the specialty set The rubric(s) or scoring guide(s) inconsistently or incompletely aligns with the elements within the cited CEC Preparation Standard as informed by the The rubric(s) or scoring guide(s) consistently and consistently aligns with the elements within the cited CEC Preparation Standard as informed by the