Applicants must score 3 (target) or better in all six program categories in Phase 2 to advance to Phase 3. Phase 2 Rubric for Personal Essays and Résumé Name of Applicant: ____________________________________________________________ Scored by: ___________________________________________________________________ Component 1 2 3 (Target) 4 Applicant does not Philosophy is Leadership Leadership From Leadership articulate a coherent articulated but is philosophy is philosophy is Self-Assessment philosophy and provides limited regarding coherent and coherent and Statement no self-awareness of vision; awareness includes vision; includes a vision 1. Self-assessment of growth/improvement as a of potential for recognition of committed to leadership and leader. change is limited. strengths and helping all awareness of weaknesses in children achieve growth/improvement leadership is their highest demonstrated. potential; strengths and weaknesses Program Admission are recognized and Criterion #2 the focus for improving knowledge, skills, and dispositions of leadership. Applicant does not Some experience Applicant has Applicant has From Résumé demonstrate sufficient in educational multiple multiple 2. Experience in experience in educational leadership is experiences in experiences in Educational leadership to warrant a demonstrated but educational educational Leadership position in the cohort. no evidence of leadership and leadership across initiating such provides evidence several types of endeavors. of initiating some activities. Several Program Admission of these activities. of these are self Criterion #2 initiated (e.g., SBDM, Dept. Chair, Team leader, Text book committee curriculum coordinator, Nat’l Board). Limited knowledge/ Basic knowledge Basic knowledge Knowledge of best From Personal understanding of best of best practices of best practices practices in Essay—Description of practices in curriculum, in curriculum in curriculum, curriculum, Best Practices instruction, and instruction and instruction, and instruction, and 3.Reflection on Best assessment is assessment is assessment is assessment is Practices demonstrated. demonstrated but demonstrated. conceptually rich is not related to This and thorough and understanding is is interwoven with
Applicants must score 3 (target) or better in all six program categories in Phase 2 to advance to Phase 3. Phase 2 Rubric for Personal Essays and Résumé Name of Applicant: ____________________________________________________________ Scored by: ___________________________________________________________________ Component 1 2 3 (Target) 4 From Leadership Self-Assessment Statement 1. Self-assessment of leadership and awareness of growth/improvement Program Admission Criterion #2 Applicant does not articulate a coherent philosophy and provides no self-awareness of growth/improvement as a leader. Philosophy is articulated but is limited regarding vision; awareness of potential for change is limited. Leadership philosophy is coherent and includes vision; recognition of strengths and weaknesses in leadership is demonstrated. Leadership philosophy is coherent and includes a vision committed to helping all children achieve their highest potential; strengths and weaknesses are recognized and the focus for improving knowledge, skills, and dispositions of leadership. From Résumé 2. Experience in Educational Leadership Program Admission Criterion #2 Applicant does not demonstrate sufficient experience in educational leadership to warrant a position in the cohort. Some experience in educational leadership is demonstrated but no evidence of initiating such endeavors. Applicant has multiple experiences in educational leadership and provides evidence of initiating some of these activities. Applicant has multiple experiences in educational leadership across several types of activities. Several of these are self initiated (e.g., SBDM, Dept. Chair, Team leader, Text book committee curriculum coordinator, Nat’l Board). From Personal Essay—Description of Best Practices 3.Reflection on Best Practices Limited knowledge/ understanding of best practices in curriculum, instruction, and assessment is demonstrated. Basic knowledge of best practices in curriculum instruction and assessment is demonstrated but is not related to Basic knowledge of best practices in curriculum, instruction, and assessment is demonstrated. This understanding is Knowledge of best practices in curriculum, instruction, and assessment is conceptually rich and thorough and is interwoven with
application_principal-prep-program.docx