Reich College of Education

Part I: Graduate Standards

Criteria

0

Not Demonstrated

1

Developing

2

Proficient

3

Accomplished

4

Distinguished

Standards for Master of Arts in

Curriculum Specialist

Evidences do not have accompanying rationale-reflection that adequately address standard and/or evidences do not address standard. Competence on the standard is not displayed.

Evidences and rationale-reflection display a growing understanding of the standard, but are not complete or thorough enough to demonstrate a basic competence of the standard.

Rationale-reflection adequately addresses standard by justifying how the evidences demonstrate standard. Evidences selected reflect basic competence of the standard.

Rationale-reflection provides support to justify the selection and value of appropriate evidences. Standard is clearly and thoroughly addressed and supported beyond the basic competence of the standard.

Rationale-reflection provides insightful, in-depth support to justify the selection and value of evidences. Standard is clearly and thoroughly addressed and supported by evidences, reflecting advanced knowledge and performance that significantly exceed basic expectations of the standard.

Learning Goal 1.0

Graduates are educational leaders who have the knowledge, skills and abilities to promote the success of all students by facilitating the articulation, formation, and dissemination of a school or district vision of learning supported by the school community.

Learning Goal 2.0

Graduates are educational leaders who have knowledge and ability to support the success of all students by promoting and maintaining a positive school culture for learning, by promoting effective instructional programs, by applying best practices to student learning, and by  designing and implementing comprehensive professional growth plans for staff.

Learning Goal 3.0

Graduates are educational leaders who have knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.

Learning Goal 4.0

Graduates are educational leaders who have knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.

Learning Goal 5.0

Graduates are educational leaders who have knowledge and ability to promote the success of all students by demonstrating a respect for the rights of others and by acting responsibly.

Learning Goal 6.0

Graduates are educational leaders who have knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

Learning Goal 7.0

Graduates are educational leaders who have the ability and experience to promote the success of all students by completing an internship that provides significant opportunities for synthesizing and applying knowledge and practicing the skills identified in Standards 1-6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit.

Part II: POL Expectations

Criteria

0

Not Demonstrated

1

Developing

2

Proficient

3

Accomplished

4

Distinguished

Standards for the POL

The candidate has not demonstrated competence on the standard.

The candidate has demonstrated a basic competence of the standard.

The candidate has demonstrated an acceptable level of competence of the standard.

The candidate has clearly and thoroughly addressed the standard.

The candidate has comprehensively addressed the standard with a performance that significantly exceeds expectations.

POL Goal 1.0   Organization

The POL lacks order and/or logic.

The POL has some evidence of order but needs further refinement.

The POL is organized and has a logical sequence that addresses learning goals.

The POL is well organized and sequenced to align with the learning goals.

The POL is exceptionally well organized, aligned with learning goals, and is replete with appropriate accompanying documentation.

POL Goal 2.0  Presentation

The candidate articulates beliefs that are not consistent with the curriculum specialist program standards.

The candidate articulates some beliefs that are consistent with the curriculum specialist program standards.

The candidate articulates a basic conceptual and applicable understanding of the curriculum specialist program standards.

The candidate articulates a thorough conceptual and applicable understanding of the curriculum specialist program standards.

The candidate demonstrates an outstanding conceptual and applicable understanding of the curriculum specialist program standards.

POL Goal 3.0  Final Reflection

No final reflection of the degree program.

The final reflection needs further refinement.

The final reflection highlights some  aspects of the program’s impact on the candidate’s professional practices.

The final reflection highlights evidence of the program’s impact on the candidate’s professional practices.

The final reflection of the program is in-depth, includes personal examples of its impact on the candidate, and comprehensively aligns with the curriculum specialist program standards.

Total Points