Summative Practicum Evaluations
SELF-ASSESSMENT WORKSHEET
Area(s) to Strengthen (Area(s) for Growth) Specific Reason for Selecting (Evidence)
1. Standard _____
Indicator _____
2. Standard _____
Indicator _____
3. Standard _____
Indicator _____
4. Standard _____
Indicator _____
Department of Educational Leadership M.Ed. and Ed.S. Practicum Handbook 39
8/17/2015
Administrative Practicum
Formative Evaluation by Field-Based Supervisor EDAD 5515/6515 Department of Educational Leadership
Tennessee State University EDAD 5515 / 6515
Candidate Name: _______________________________________________________________ T # _____________________
DIRECTIONS: Rate the practicum candidate’s performance on each of the indicators of the Tennessee Instructional Leadership Standards (TILS) using the following scale:
3 2 1 0
EXCEEDS EXPECTATIONS MEETS EXPECTATIONS DOES NOT MEET EXPECTATIONS NO OPPORTUNITY Demonstrates potential for school
leadership that is above average for an entry-level school leader
Demonstrates potential for school leadership that is just about average for an
Indicate your choice by placing a check (√) in the appropriate column.
STANDARD A:INSTRUCTIONAL LEADERSHIP FOR CONTINUOUS IMPROVEMENT
An ethical and effective instructional leader facilitates professional practice that continually improves student learning.
Standard A Indicators
3 2 1 0
A-1: Collaborates with stakeholders to establish and communicate a clear, compelling vision for continuous improvement.
A-2: Builds capacity of educators to provide all students a rigorous curriculum, aligned with Tennessee-adopted state standards.
A-5: Systematically monitors and adjusts progress toward established goals and facilitates procedures and practices leading to continuous improvement.
STANDARD B:CULTURE FOR TEACHING AND LEARNING
An ethical and effective instructional leader collaborates with stakeholders to create and sustain an inclusive, respectful and safe environment conducive to learning and growth for all.
Standard B Indicators
3 2 1 0
B-1: Collaborates with stakeholders to establish and communicate a clear, compelling vision for a culture conducive to teaching and learning.
B-2: Leverages educator strengths to engage all students in meaningful, relevant learning opportunities.
B-3: Fosters a safe, respectful, and orderly environment for all.
B-6: Recognizes and celebrates improved educator and student performance related to school vision and goals.
STANDARD C:PROFESSIONAL LEARNING AND GROWTH
An ethical and effective instructional leader develops capacity of all educators by designing, facilitating, and participating in collaborative learning informed by multiple sources of data.
STUDENT: COURSE: SEMESTER: INSTRUCTOR:
8/17/2015
Standard C Indicators
3 2 1 0
C-2: Implements and monitors a rigorous evaluation system using an approved Tennessee evaluation model.
C-3: Uses educator evaluation data to inform, assess, and adjust professional learning goals and plans.
C-5: Collaborates with others to induct, support, retain and grow/extend effective educators based on evidence of student and educator outcomes.
C-6: Identifies and supports potential teacher-leaders and provides growth opportunities in alignment with the Tennessee Teacher Leadership Standards.
C-7: Improves practice based on multiple sources of feedback, including performance evaluation results and self-reflection.
GENERAL COMMENTS
1. What are the practicum candidate’s overall strengths?
2. In what areas does the practicum candidate need to focus future leadership development activities?
3. What evidence did you see that the practicum candidate will be able to work with, and lead, teachers and candidates toward higher levels of achievement?
4. What are your recommendations for the candidate’s next steps toward a career in school leadership?
For how many years have you worked with the practicum candidate as his/her school administrator? __________
For approximately how many hours have you observed the candidate’s work during the practicum? __________
Supervising Administrator’s Name (please print) _________________________________________________________
School/District ____________________________________________________________________________________
Administrative Position _____________________________________________________________________________
Signature ________________________________________________ Date __________________________________
Department of Educational Leadership M.Ed. and Ed.S. Practicum Handbook 41
8/17/2015
Administrative Practicum
Formative Evaluation by University Supervisor EDAD 5515 Department of Educational Leadership
Tennessee State University EDAD 5515 / 6515
Candidate Name: _______________________________________________________________ T # _____________________
DIRECTIONS: Rate the practicum candidate’s performance on each of the indicators of the Tennessee Instructional Leadership Standards (TILS) using the following scale:
3 2 1 0
EXCEEDS EXPECTATIONS MEETS EXPECTATIONS DOES NOT MEET EXPECTATIONS NO OPPORTUNITY Demonstrates potential for school
leadership that is above average for an entry-level school leader
Demonstrates potential for school leadership that is just about average for an
Indicate your choice by placing a check (√) in the appropriate column.
STANDARD A:INSTRUCTIONAL LEADERSHIP FOR CONTINUOUS IMPROVEMENT
An ethical and effective instructional leader facilitates professional practice that continually improves student learning.
Standard A Indicators
3 2 1 0
A-1: Collaborates with stakeholders to establish and communicate a clear, compelling vision for continuous improvement.
A-2: Builds capacity of educators to provide all students a rigorous curriculum, aligned with Tennessee-adopted state standards.
A-5: Systematically monitors and adjusts progress toward established goals and facilitates procedures and practices leading to continuous improvement.
STANDARD B:CULTURE FOR TEACHING AND LEARNING
An ethical and effective instructional leader collaborates with stakeholders to create and sustain an inclusive, respectful and safe environment conducive to learning and growth for all.
Standard B Indicators
3 2 1 0
B-1: Collaborates with stakeholders to establish and communicate a clear, compelling vision for a culture conducive to teaching and learning.
B-2: Leverages educator strengths to engage all students in meaningful, relevant learning opportunities.
B-3: Fosters a safe, respectful, and orderly environment for all.
B-6: Recognizes and celebrates improved educator and student performance related to school vision and goals.
STANDARD C:PROFESSIONAL LEARNING AND GROWTH
An ethical and effective instructional leader develops capacity of all educators by designing, facilitating, and participating in collaborative learning informed by multiple sources of data.
Standard C Indicators
3 2 1 0
STUDENT: COURSE: SEMESTER: INSTRUCTOR:
8/17/2015
C-2: Implements and monitors a rigorous evaluation system using an approved Tennessee evaluation model.
C-3: Uses educator evaluation data to inform, assess, and adjust professional learning goals and plans.
C-5: Collaborates with others to induct, support, retain and grow/extend effective educators based on evidence of student and educator outcomes.
C-6: Identifies and supports potential teacher-leaders and provides growth opportunities in alignment with the Tennessee Teacher Leadership Standards.
C-7: Improves practice based on multiple sources of feedback, including performance evaluation results and self-reflection.
GENERAL COMMENTS
1. What are the practicum candidate’s overall strengths?
2. In what areas does the practicum candidate need to focus future leadership development activities?
3. What evidence did you see that the practicum candidate will be able to work with, and lead, teachers and candidates toward higher levels of achievement?
4. What are your recommendations for the candidate’s next steps toward a career in school leadership?
For how many years have you worked with the practicum candidate as his/her school administrator? __________
For approximately how many hours have you observed the candidate’s work during the practicum? __________
Supervising Administrator’s Name (please print) _________________________________________________________
School/District ____________________________________________________________________________________
Administrative Position _____________________________________________________________________________
Signature ________________________________________________ Date __________________________________
Department of Educational Leadership M.Ed. and Ed.S. Practicum Handbook 43
8/17/2015
Administrative Practicum
Formative Evaluation by Practicum Candidate Department of Educational Leadership
Tennessee State University EDAD 5515 / 6515
Candidate Name: _______________________________________________________________ T # _____________________
DIRECTIONS: Rate your performance on each of the indicators of the Tennessee Instructional Leadership Standards (TILS) using the following scale:
3 2 1 0
EXCEEDS EXPECTATIONS MEETS EXPECTATIONS DOES NOT MEET EXPECTATIONS NO OPPORTUNITY Demonstrates potential for school
leadership that is above average for an entry-level school leader
Demonstrates potential for school leadership that is just about average for an
Indicate your choice by placing a check (√) in the appropriate column.
STANDARD A:INSTRUCTIONAL LEADERSHIP FOR CONTINUOUS IMPROVEMENT
An ethical and effective instructional leader facilitates professional practice that continually improves student learning.
Standard A Indicators
3 2 1 0
A-1: Collaborates with stakeholders to establish and communicate a clear, compelling vision for continuous improvement.
A-2: Builds capacity of educators to provide all students a rigorous curriculum, aligned with Tennessee-adopted state standards.
A-5: Systematically monitors and adjusts progress toward established goals and facilitates procedures and practices leading to continuous improvement.
STANDARD B:CULTURE FOR TEACHING AND LEARNING
An ethical and effective instructional leader collaborates with stakeholders to create and sustain an inclusive, respectful and safe environment conducive to learning and growth for all.
Standard B Indicators
3 2 1 0
B-1: Collaborates with stakeholders to establish and communicate a clear, compelling vision for a culture conducive to teaching and learning.
B-2: Leverages educator strengths to engage all students in meaningful, relevant learning opportunities.
B-3: Fosters a safe, respectful, and orderly environment for all.
B-6: Recognizes and celebrates improved educator and student performance related to school vision and goals.
STANDARD C:PROFESSIONAL LEARNING AND GROWTH
An ethical and effective instructional leader develops capacity of all educators by designing, facilitating, and participating in collaborative learning informed by multiple sources of data.
Standard C Indicators
3 2 1 0
STUDENT: COURSE: SEMESTER: INSTRUCTOR:
8/17/2015
C-2: Implements and monitors a rigorous evaluation system using an approved Tennessee evaluation model.
C-3: Uses educator evaluation data to inform, assess, and adjust professional learning goals and plans.
C-5: Collaborates with others to induct, support, retain and grow/extend effective educators based on evidence of student and educator outcomes.
C-6: Identifies and supports potential teacher-leaders and provides growth opportunities in alignment with the Tennessee Teacher Leadership Standards.
C-7: Improves practice based on multiple sources of feedback, including performance evaluation results and self-reflection.
GENERAL COMMENTS
1. What are the practicum candidate’s overall strengths?
2. In what areas does the practicum candidate need to focus future leadership development activities?
3. What evidence did you see that the practicum candidate will be able to work with, and lead, teachers and candidates toward higher levels of achievement?
4. What are your recommendations for the candidate’s next steps toward a career in school leadership?
For how many years have you worked with the practicum candidate as his/her school administrator? __________
For approximately how many hours have you observed the candidate’s work during the practicum? __________
Supervising Administrator’s Name (please print) _________________________________________________________
School/District ____________________________________________________________________________________
Administrative Position _____________________________________________________________________________
Signature ________________________________________________ Date __________________________________
Department of Educational Leadership M.Ed. and Ed.S. Practicum Handbook 45
8/17/2015
Administrative Practicum
Formative by Practicum Candidate EDAD 5516/6516 Department of Educational Leadership
EDAD 5516 / 6516 Tennessee State University
Candidate Name: _______________________________________________________________ T # _____________________
DIRECTIONS: Rate your performance on each of the indicators of the Tennessee Instructional Leadership Standards (TILS) using the following scale:
3 2 1 0
EXCEEDS EXPECTATIONS MEETS EXPECTATIONS DOES NOT MEET EXPECTATIONS NO OPPORTUNITY Demonstrates potential for school
leadership that is above average for an entry-level school leader
Demonstrates potential for school leadership that is just about average for an
Indicate your choice by placing a check (√) in the appropriate column.
STANDARD A:INSTRUCTIONAL LEADERSHIP FOR CONTINUOUS IMPROVEMENT
An ethical and effective instructional leader facilitates professional practice that continually improves student learning.
Standard A Indicators
3 2 1 0
A-2: Builds capacity of educators to provide all students a rigorous curriculum, aligned with Tennessee-adopted state standards.
STANDARD B:CULTURE FOR TEACHING AND LEARNING
An ethical and effective instructional leader collaborates with stakeholders to create and sustain an inclusive, respectful and safe environment conducive to learning and growth for all.
Standard B Indicators
3 2 1 0
B-2: Leverages educator strengths to engage all students in meaningful, relevant learning opportunities.
B-4: Takes measures to actively involve families in the education of their children.
B-5: Models and communicates expectations for individual and shared ownership of student, educator, and school success.
B-6: Recognizes and celebrates improved educator and student performance related to school vision and goals.
STANDARD C:PROFESSIONAL LEARNING AND GROWTH
An ethical and effective instructional leader develops capacity of all educators by designing, facilitating, and participating in collaborative learning informed by multiple sources of data.
Standard C Indicators
3 2 1 0
C-2: Implements and monitors a rigorous evaluation system using an approved Tennessee evaluation model.
C-3: Uses educator evaluation data to inform, assess, and adjust professional learning goals and plans.
C-5: Collaborates with others to induct, support, retain and grow/extend effective educators based on evidence of student and educator outcomes.
C-6: Identifies and supports potential teacher-leaders and provides growth opportunities in alignment with the Tennessee Teacher Leadership Standards.
STUDENT: COURSE: SEMESTER: INSTRUCTOR:
8/17/2015
C-7: Improves practice based on multiple sources of feedback, including performance evaluation results and self-reflection.
STANDARD D:RESOURCE MANAGEMENT
An ethical and effective instructional leader facilitates the development of a highly effective learning community through processes that enlist diverse stakeholders and resources.
Standard D Indicators
3 2 1 0
D-1: Strategically utilizes community resources and partners to support the school’s mission, vision, and goals.
GENERAL COMMENTS
1. What are the practicum candidate’s overall strengths?
2. In what areas does the practicum candidate need to focus future leadership development activities?
3. What evidence did you see that the practicum candidate will be able to work with, and lead, teachers and candidates toward higher levels of achievement?
4. What are your recommendations for the candidate’s next steps toward a career in school leadership?
For how many years have you worked with the practicum candidate as his/her school administrator? __________
For approximately how many hours have you observed the candidate’s work during the practicum? __________
Supervising Administrator’s Name (please print) _________________________________________________________
School/District ____________________________________________________________________________________
Administrative Position _____________________________________________________________________________
Signature ________________________________________________ Date __________________________________
Department of Educational Leadership M.Ed. and Ed.S. Practicum Handbook 47
8/17/2015
Administrative Practicum
Formative by Field-Based Supervisor EDAD 5516/6516 Department of Educational Leadership
EDAD 5516 /6516 Tennessee State University
Candidate Name: _______________________________________________________________ T # _____________________
DIRECTIONS: Rate the practicum candidate’s performance on each of the indicators of the Tennessee Instructional Leadership Standards (TILS) using the following scale:
3 2 1 0
EXCEEDS EXPECTATIONS MEETS EXPECTATIONS DOES NOT MEET EXPECTATIONS NO OPPORTUNITY Demonstrates potential for school
leadership that is above average for an entry-level school leader
Demonstrates potential for school leadership that is just about average for an
Indicate your choice by placing a check (√) in the appropriate column.
STANDARD A:INSTRUCTIONAL LEADERSHIP FOR CONTINUOUS IMPROVEMENT
An ethical and effective instructional leader facilitates professional practice that continually improves student learning.
Standard A Indicators
3 2 1 0
A-2: Builds capacity of educators to provide all students a rigorous curriculum, aligned with Tennessee-adopted state standards.
STANDARD B:CULTURE FOR TEACHING AND LEARNING
An ethical and effective instructional leader collaborates with stakeholders to create and sustain an inclusive, respectful and safe environment conducive to learning and growth for all.
Standard B Indicators
3 2 1 0
B-2: Leverages educator strengths to engage all students in meaningful, relevant learning opportunities.
B-4: Takes measures to actively involve families in the education of their children.
B-5: Models and communicates expectations for individual and shared ownership of student, educator, and school success.
B-6: Recognizes and celebrates improved educator and student performance related to school vision and goals.
STANDARD C:PROFESSIONAL LEARNING AND GROWTH
An ethical and effective instructional leader develops capacity of all educators by designing, facilitating, and participating in collaborative learning informed by multiple sources of data.
Standard C Indicators
3 2 1 0
C-2: Implements and monitors a rigorous evaluation system using an approved Tennessee evaluation model.
C-3: Uses educator evaluation data to inform, assess, and adjust professional learning goals and plans.
C-5: Collaborates with others to induct, support, retain and grow/extend effective educators based on evidence of student and educator outcomes.
C-6: Identifies and supports potential teacher-leaders and provides growth opportunities in alignment with STUDENT:
COURSE: SEMESTER: INSTRUCTOR:
8/17/2015
the Tennessee Teacher Leadership Standards.
C-7: Improves practice based on multiple sources of feedback, including performance evaluation results and self-reflection.
STANDARD D:RESOURCE MANAGEMENT
An ethical and effective instructional leader facilitates the development of a highly effective learning community through processes that enlist diverse stakeholders and resources.
Standard D Indicators
3 2 1 0
D-1: Strategically utilizes community resources and partners to support the school’s mission, vision, and goals.
GENERAL COMMENTS
1. What are the practicum candidate’s overall strengths?
2. In what areas does the practicum candidate need to focus future leadership development activities?
3. What evidence did you see that the practicum candidate will be able to work with, and lead, teachers and candidates toward higher levels of achievement?
4. What are your recommendations for the candidate’s next steps toward a career in school leadership?
For how many years have you worked with the practicum candidate as his/her school administrator? __________
For approximately how many hours have you observed the candidate’s work during the practicum? __________
Supervising Administrator’s Name (please print) _________________________________________________________
School/District ____________________________________________________________________________________
Administrative Position _____________________________________________________________________________
Signature ________________________________________________ Date __________________________________
Department of Educational Leadership M.Ed. and Ed.S. Practicum Handbook 49
8/17/2015
Administrative Practicum
Formative by University Supervisor EDAD 5516 / 6516 Department of Educational Leadership
Tennessee State University
Candidate Name: _______________________________________________________________ T # _____________________
DIRECTIONS: Rate the practicum candidate’s performance on each of the indicators of the Tennessee Instructional Leadership Standards (TILS) using the following scale:
3 2 1 0
EXCEEDS EXPECTATIONS MEETS EXPECTATIONS DOES NOT MEET EXPECTATIONS NO OPPORTUNITY Demonstrates potential for school
leadership that is above average for an entry-level school leader
Demonstrates potential for school leadership that is just about average for an
Indicate your choice by placing a check (√) in the appropriate column.
STANDARD A:INSTRUCTIONAL LEADERSHIP FOR CONTINUOUS IMPROVEMENT
An ethical and effective instructional leader facilitates professional practice that continually improves student learning.
Standard A Indicators
3 2 1 0
A-2: Builds capacity of educators to provide all students a rigorous curriculum, aligned with Tennessee-adopted state standards.
STANDARD B:CULTURE FOR TEACHING AND LEARNING
An ethical and effective instructional leader collaborates with stakeholders to create and sustain an inclusive, respectful and safe environment conducive to learning and growth for all.
Standard B Indicators
3 2 1 0
B-2: Leverages educator strengths to engage all students in meaningful, relevant learning opportunities.
B-4: Takes measures to actively involve families in the education of their children.
B-5: Models and communicates expectations for individual and shared ownership of student, educator, and school success.
B-6: Recognizes and celebrates improved educator and student performance related to school vision and goals.
STANDARD C:PROFESSIONAL LEARNING AND GROWTH
An ethical and effective instructional leader develops capacity of all educators by designing, facilitating, and participating in collaborative learning informed by multiple sources of data.
Standard C Indicators
3 2 1 0
C-2: Implements and monitors a rigorous evaluation system using an approved Tennessee evaluation model.
C-3: Uses educator evaluation data to inform, assess, and adjust professional learning goals and plans.
C-5: Collaborates with others to induct, support, retain and grow/extend effective educators based on evidence of student and educator outcomes.
C-6: Identifies and supports potential teacher-leaders and provides growth opportunities in alignment with the Tennessee Teacher Leadership Standards.
STUDENT: COURSE: SEMESTER: INSTRUCTOR:
8/17/2015
C-7: Improves practice based on multiple sources of feedback, including performance evaluation results and self-reflection.
STANDARD D:RESOURCE MANAGEMENT
An ethical and effective instructional leader facilitates the development of a highly effective learning community through processes that enlist diverse stakeholders and resources.
Standard D Indicators
3 2 1 0
D-1: Strategically utilizes community resources and partners to support the school’s mission, vision, and goals.
GENERAL COMMENTS
1. What are the practicum candidate’s overall strengths?
2. In what areas does the practicum candidate need to focus future leadership development activities?
3. What evidence did you see that the practicum candidate will be able to work with, and lead, teachers and candidates toward higher levels of achievement?
4. What are your recommendations for the candidate’s next steps toward a career in school leadership?
For how many years have you worked with the practicum candidate as his/her school administrator? __________
For approximately how many hours have you observed the candidate’s work during the practicum? __________
Supervising Administrator’s Name (please print) _________________________________________________________
School/District ____________________________________________________________________________________
Administrative Position _____________________________________________________________________________
Signature ________________________________________________ Date __________________________________
Department of Educational Leadership M.Ed. and Ed.S. Practicum Handbook 51
8/17/2015
Administrative Practicum
Summative Evaluation by Field-Based Supervisor EDAD 5517 / 6517 Department of Educational Leadership
Tennessee State University
Candidate Name: _______________________________________________________________ T # _______________________
DIRECTIONS: Rate the practicum candidate’s performance on each of the indicators of the Tennessee Instructional Leadership Standards (TILS) using the following scale:
3 2 1 0
EXCEEDS EXPECTATIONS MEETS EXPECTATIONS DOES NOT MEET EXPECTATIONS NO OPPORTUNITY Demonstrates potential for school
leadership that is above average for an entry-level school leader
Demonstrates potential for school leadership that is just about average for an
Indicate your choice by placing a check (√) in the appropriate column.
STANDARD A:INSTRUCTIONAL LEADERSHIP FOR CONTINUOUS IMPROVEMENT
An ethical and effective instructional leader facilitates professional practice that continually improves student learning.
Standard A Indicators
3 2 1 0
A-1: Collaborates with stakeholders to establish and communicate a clear, compelling vision for continuous improvement.
A-2: Builds capacity of educators to provide all students a rigorous curriculum, aligned with Tennessee-adopted state standards.
A-3: Collaborates with educators to analyze and use multiple forms of data throughout the year to establish specific goals and strategies targeting student achievement and growth.
A-3: Collaborates with educators to analyze and use multiple forms of data throughout the year to establish specific goals and strategies targeting student achievement and growth.