EDUCATIONAL LEADERSHIP M.Ed. CULMINATING PORTFOLIO PRESENTATION RUBRIC

Required for completion of the M.Ed., the cumulative portfolio is presented to a panel comprised of two professors and one practicing administrator for assessment. These evaluators are assigned by the Department Chair. Students will deliver their presentations (see description on the ‘Structure of the Portfolio’ sheet) and will then sit for questions from the panel regarding any/all of the materials/artifacts included in the portfolio. Subsequently, the assessors will complete one evaluation form as a team reflecting the group decision. The purpose of this assessment is to ensure that students demonstrate the knowledge, dispositions, and performances necessary for success in Educational Leadership.

DIRECTIONS: ASSESS EACH STUDENT USING THE CONTINUUM DESCRIBING EACH REQUIRED ELEMENT. A STUDENT WHO RECEIVES A DETERMINATION OF “UNACCEPTABLE” IN THE FINAL PANEL HOLISTIC ASSESSMENT WILL BE DEEMED UNQUALIFIED TO RECEIVE THE DEGREE UNTIL SUCH TIME AS ANOTHER PRESENTATION IS DELIVERED AND ASSESSED AND DEEMED ACCEPTABLE OR EXEMPLARY BY A PANEL.

Required Components of Portfolio: Approval for Benchmark/Fieldwork Project Inclusion Form, Unofficial Transcript, Updated Resume, and Artifacts from Benchmark Assignments/Fieldwork Inclusion projects.

STUDENT DATA:

STUDENT NAME: DATE OF ASSESSMENT:

COMMITTEE MEMBERS:

DESCRIPTION OF REAL-WORLD TOPIC FOR PRESENTATION:

M.Ed. RUBRIC

ELEMENTS UNACCEPTABLE ACCEPTABLE EXEMPLARY RATING 1. Level of synthesis of subject The student exhibits an inadequate level of The student exhibits a mastery of the The student demonstrates an impressive areas, including appropriately understanding of the interrelationships knowledge, skill, dispositions, and depth of knowledge and a level of among the knowledge, dispositions, and performances in Educational Leadership synthesis reflecting an outstanding cited, related literature. performances in the field of Educational and is adept at summarizing a synthesis of marriage of theory with practice. The Leadership. The committee hereby benchmark portfolio assignments and committee hereby recognizes the student’s recognizes the student’s failure to meet the ways in which theoretical content applies level of distinction in meeting the standard. to field-based practices. The committee standard. hereby recognizes the student’s success at meeting the standard. ELEMENTS UNACCEPTABLE ACCEPTABLE EXEMPLARY RATING 2. Application of content to a The student shows little scholarly linkage The student provides a fresh issue for The student is highly creative in unique organization or issue. of scholarly content to contemporary consideration, coupled with a thoughtful, articulating an issue and applies to it truly school practices and has examined a time- comprehensive treatment of the matter novel approaches of academic content. worn, mundane issue. The committee through viable academic content. The The committee hereby recognizes the hereby recognizes the student’s failure to committee hereby recognizes the student’s student’s level of distinction in meeting meet the standard. success at meeting the standard. the standard.

ELEMENTS UNACCEPTABLE ACCEPTABLE EXEMPLARY RATING 3. Professionalism as an The student’s use of language is limited or The student’s level of professionalism The student is articulate, polished and uses educational leader representing incorrect, or his/her demeanor/affect is demonstrated via standard English usage, formal English in a manner reflecting the unprofessional. The committee hereby polished demeanor, and appropriateness of highest standards of professionalism. As The University of Montana. recognizes the student’s failure to meet the attire reflects the targeted levels of the such, the student is hereby recognized standard. profession and program. The committee with distinction by the committee. hereby recognizes the student’s success at meeting this standard. ELEMENTS UNACCEPTABLE ACCEPTABLE EXEMPLARY RATING 4. Ability to take an informed The student is unable to state his/her The student demonstrates clarity and The student is highly adept at position on an educational issue position clearly and/or unable to defend it purpose in articulating an informed conceptualizing and articulating a position when challenged. The committee hereby position on an educational issue. on a particularly complex educational and defend it. recognizes the student’s failure to meet the Moreover, the student receives input well issue. Additionally, when challenged, standard. when challenged and responds with a he/she is highly successful at considering rationale that has been carefully thought input and sustaining an important out. The committee hereby recognizes the argument. The committee hereby student’s success at meeting this standard. recognizes the student’s level of distinction in meeting the standard ELEMENTS UNACCEPTABLE ACCEPTABLE EXEMPLARY RATING 5. Ability to reflect, analyze and The student does not adequately reflect, The student demonstrates an acceptable The student exhibits outstanding reflection engage in abstract reasoning analyze, or engage in abstract reasoning level of reflection, analysis, and sincere (and the capacity to learn from same), a and creative thinking at a level befitting a appreciation for abstract reasoning and desire to analyze and appreciate the and creative thinking. graduate student. Instead s/he is limited to creative thinking. The committee hereby complexity/ambiguity inherent in myopic views of complex issues. The recognizes the student’s success at educational problems, and consistent committee hereby recognizes the student’s meeting this standard. demonstration of abstract reasoning and failure to meet the standard. creative thinking. The committee hereby recognizes the student’s level of distinction in meeting the standard.

ELEMENTS UNACCEPTABLE ACCEPTABLE EXEMPLARY RATING 6. Capacity to see and articulate The student focuses on the urgent at the The student demonstrates mastery at The student exemplifies a visionary leader “the big picture” in expense of the important in a manner that defining educational issues in light of the capable of maintaining simultaneously a converges on the trivial, failing to entirety of the organization and thereby focus on the organizational mission and organizations, expanding comprehend the holistic nature of sees implications emerging from the immediate need before him/her in the related theories and ideas. educational issues. The committee hereby immediate decisions. This ability to issue at hand. Further, the student recognizes the student’s failure to meet the diverge and expand related theories and conceptualizes theories and practices in standard. ideas is appropriate for graduate study. terms of how they relate and expand in an The committee hereby recognizes the era of change. The committee hereby student’s success at meeting this standard. recognizes the student’s level of distinction in meeting the standard. DECISION:

Student Name: I.D. #:

The assessors hereby deem this candidate:

UNACCEPTABLE ACCEPTABLE EXEMPLARY 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

______Signature of Assessor #1 Date Signature of Assessor #2 Date Signature of Assessor #3 Date ______Title of Assessor #1 Title of Assessor #2 Title of Assessor #3 ______

Items needing to be submitted prior to granting degree:

Benchmark Approval Form: ______

Benchmark Assignments:

______

CD Copy ______

Resume ______

Transcript ______

revised 4/29/04