There is applicant. She/he for self some expectations of high demonstrates and others. evidence high expectations for for self expectations self. and others. 2. The applicant does The applicant The applicant The applicant not communicate a articulates a view of articulates a articulates a clear clear Advanced discernible view of instruction that of of understanding understanding knowledge of instructional best the connection the connection meets the needs of curriculum, practice. between assessment between assessment most, but not all instruction, and students. of individual of individual approaches students and the students and the adaptation of adaptation of are not articulated, for and there is little instruction to meet instruction to meet Learning: evidence that they each individual each individual -Differentiated- are followed. student’s needs. The student’s needs. The Instruction applicant applicant articulates articulates - Current a research-based a research-based to his/her to his/her approach approach Research- teaching. teaching. The strategies applicant serves as a mentor and/or has Program led professional Admission on the development use of Criterion #3 strategies. 3. Communication of Oral communication The applicant The applicant ideas is skills are communicates jumbled adequate, communicates Oral Oral but not his/her ideas clearly and awkward. his/her ideas clearly Communication communication commensurate with in the interview, in the interview, skills are the demands for oral consistent with the providing limited evidence Program skills demanded of responsibilities of and insufficient to of successful Admission the principal. principals at the in warrant experience beginning of their communicating with consideration in the Criterion #3 training. a variety of cohort. audiences. Oral skills are advanced compared to most principals at the beginning of their training.
There is some evidence of high expectations for self. applicant. She/he demonstrates high expectations for self and others. expectations for self and others. 2. Advanced knowledge of curriculum, instruction, and for Learning: -Differentiated- Instruction - Current Research- strategies Program Admission Criterion #3 The applicant does not communicate a discernible view of instructional best practice. The applicant articulates a view of instruction that meets the needs of most, but not all students. approaches are not articulated, and there is little evidence that they are followed. The applicant articulates a clear understanding of the connection between assessment of individual students and the adaptation of instruction to meet each individual student’s needs. The applicant articulates a research-based approach to his/her teaching. The applicant articulates a clear understanding of the connection between assessment of individual students and the adaptation of instruction to meet each individual student’s needs. The applicant articulates a research-based approach to his/her teaching. The applicant serves as a mentor and/or has led professional development on the use of strategies. 3. Oral Communication Program Admission Criterion #3 Communication of ideas is jumbled and awkward. Oral communication skills are limited and insufficient to warrant consideration in the cohort. Oral communication skills are adequate, but not commensurate with the demands for oral skills demanded of the principal. The applicant communicates his/her ideas clearly in the interview, consistent with the responsibilities of principals at the beginning of their training. The applicant communicates his/her ideas clearly in the interview, providing evidence of successful experience in communicating with a variety of audiences. Oral skills are advanced compared to most principals at the beginning of their training.
application_principal-prep-program.docx