Phase 3 On-Demand Writing Task and Interview Applicants, whose application were rated 3 or higher in all categories for Phase 2 will advance to Phase 3. Phase 3 is a one-day process consisting of two components: an interview an on-demand writing sample Each applicant will be interviewed by members of the Admission Committee composed of EALR faculty and school district administrators. The interview will be scored by committee members using a rubric (see below), which addresses both content and presentation. Applicants will be required to submit an on-demand writing sample by responding to a prompt. The On-Demand Writing Rubric (see below) will be used to score all writing samples. The content covered in the interview and the on-demand writing provides additional insight into the of preparation of the applicants in areas important to the success of principals. Applicants must score 3 or better in all categories to advance to Phase 4 where final selection will take place. Interview Rubric Phase 3 Applicant: _____________________________________________Date:_________________ Section 1 2 3 (Target) 4 1. The applicant has The applicant The applicant The applicant articulates presents evidence of articulates a no apparent vision a vision clear of himself/herself as but a as a teacher, not clear vision as a and compelling a leader of others, or of as a leader of teacher and an vision Experience as a teacher. He/she It is as a himself/herself as a teachers. emerging vision Motivation shows evidence of unclear whether leader of teachers. school leader. This Expectations only he/she significantly There is vision is supported limited limited in participated in by participation evidence of examples of school/district school/district applicant-led applicant-led Program initiatives. Career improvement innovations. The innovations or Admission advancement and initiatives. Student applicant provides change efforts to Criterion #2 rank change are learning is evidence of improve student primary motivators learning. Student secondary to significant to the applicant. in learning is central to personal participation High expectations as the school/district the actions and achievement for others and self central motivator for initiatives. attitudes of the Student are the applicant as applicant. It is not evident. learning is central evidenced by to the actions and evident that the articulated attitudes. attitudes of the candidate holds high
Phase 3 On-Demand Writing Task and Interview Applicants, whose application were rated 3 or higher in all categories for Phase 2 will advance to Phase 3. Phase 3 is a one-day process consisting of two components: an interview an on-demand writing sample Each applicant will be interviewed by members of the Admission Committee composed of EALR faculty and school district administrators. The interview will be scored by committee members using a rubric (see below), which addresses both content and presentation. Applicants will be required to submit an on-demand writing sample by responding to a prompt. The On-Demand Writing Rubric (see below) will be used to score all writing samples. The content covered in the interview and the on-demand writing provides additional insight into the of preparation of the applicants in areas important to the success of principals. Applicants must score 3 or better in all categories to advance to Phase 4 where final selection will take place. Interview Rubric Phase 3 Applicant: _____________________________________________Date:_________________ Section 1 2 3 (Target) 4 1. Experience Motivation Expectations Program Admission Criterion #2 The applicant has no apparent vision of himself/herself as a leader of others, or as a teacher. He/she shows evidence of only limited participation in school/district initiatives. Career advancement and rank change are primary motivators to the applicant. High expectations for others and self are not evident. The applicant articulates a vision as a teacher, but not as a leader of teachers. It is unclear whether he/she significantly participated in school/district improvement initiatives. Student learning is secondary to personal achievement as the central motivator for the applicant as evidenced by articulated attitudes. The applicant presents evidence of a clear vision as a teacher and an emerging vision as a leader of teachers. There is limited evidence of applicant-led innovations. The applicant provides evidence of significant participation in school/district initiatives. Student learning is central to the actions and attitudes of the The applicant articulates a clear and compelling vision of himself/herself as a school leader. This vision is supported by examples of applicant-led innovations or change efforts to improve student learning. Student learning is central to the actions and attitudes of the applicant. It is evident that the candidate holds high
application_principal-prep-program.docx