Educational Policy Studies & Practice

EDUCATIONAL LEADERSHIP PROGRAM

College of Education
PO Box 210069
The University of Arizona
Tucson, AZ 85721-0069
Ph: 520 626 7313
Fax: 520 621 1875
Email: edlprog@email.arizona.edu

STUDENT SELF-ASSESSMENT INSTRUMENT

This instrument has been designed as a tool for the students of the University of Arizona Master of
Education and Post-Degree Principal Certification program in Educational Leadership to assess their
growth and mastery of the 2008 Interstate School Leaders Licensure Consortium (ISLLC) Standards for
School Leaders adopted by the National Policy Board for Educational Administration (NPBEA). The
ISLLC Standards for School Leaders are intended to improve educational administration and practice by
guiding models of preparation and professional development of educational leaders. The ISLLC
Standards for School Leaders provide a broad conceptual statement, followed by specific Functions that
explain and enhance the relevance of each Standard statement.

Each administrative candidate is expected to engage in the self-assessment at least three times
throughout their program, 1) at the beginning of their coursework; 2) just prior to the Internship
experience, and 3) at the conclusion of their program. Results of each self-assessment are to be shared
with the College supervisor and/or advisor, and are used to provide focus and establish emphasis for the
student on areas of need during coursework and the Internship. They are to then be placed in the
students portfolio, documenting growth and progress in demonstrating mastery of the students capacity
for success in educational leadership.

Student: __Jessica Mejia_____________________________ Date: _________________________

Check one: _XX__Self-Assessment 1 _XX__ Self-Assessment 2 _XX__ Self-Assessment 3

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Directions to the Student:

1. As you consider your level of mastery of each Standard for School Leaders Function, you
are encouraged to reflect openly and honestly about how you currently perceive your placement
on this rubric. When you have made a decision about your current level of mastery, identify (in
the final column) the evidence you will provide to verify your determination of current placement.
If you are at the beginning of your coursework, your instructor in Foundations of Educational
Leadership will assist you in understanding the relationship between the required and elective
coursework and mastery of the Standards. Each Self-Assessment should be placed in your
portfolio, documenting your journey toward mastery and excellence in educational
leadership.

2. Upon completion of the Application for Internship, and successful acceptance to advance
to the Internship, you are expected to meet with your University Internship Supervisor to discuss
how the results of Self-Assessment 2 can and should guide and contribute to your Internship
Plan. Documentation on this Self-Assessment 2 should reflect the growth you have experienced
throughout your coursework and field experiences, and reflect additional areas that still will
require work.

3. At the conclusion of the Internship, you will complete Self-Assessment 3, providing

specific evidence (products, projects, actions, activities) that resulted from the Internship and
contributed directly to your mastery of the Standard indicators. Be prepared to discuss with your
site principal supervisor, as well as your University Internship Supervisor, the growth in mastery
you have demonstrated and significant event that contributed most to your personal growth as an
educational leader.

Explanation of Rubric Criterion

Exceeds Expectations 4 means that you have consistently demonstrated mastery of

this indicator and can provide artifacts, assessment results, and other evidence of your
demonstrated mastery.
Meets Expectations 3 is considered as the base level for demonstration of
mastery. This means that you can provide artifacts, assessment results, and other evidence that
your performance relative to this indicator is satisfactory. This score point is critical to successful
completion of the Internship experience. Your Internship is not considered complete until you
have demonstrated mastery of each indicator on this assessment instrument to a score point of
3 with sufficient evidence to support your claim.
Approaches Expectations 2 describes the beginning demonstrations of mastery
or competence with this indicator. You may demonstrate this indicator inconsistently or not be
able to provide sufficient evidence as yet of mastery in terms of artifacts, assessment results, or
other measures of success pertaining to this indicator.
Does Not Meet Expectations 1 means that you have not engaged in study or work
relative to this indicator as yet, or that you have not had success in providing evidence of mastery
for this indicator.

Individual Educational Leadership Candidate Performance in Demonstrating

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 Mastery of the 2008 ISLLC Standards for School Leaders

Does Not
Exceeds Meets Approaches
Meet Evidence submitted for
Expectation Expectation Expectation
2008 ISLLC Standards Expectation Demonstration of
s s s
s Mastery
4 3 2
1
Standard 1 XX X
An education leader
promotes the success of
every student by facilitating
the development,
articulation, implementation,
and stewardship of a vision
of learning that is shared
and supported by all
stakeholders.
Does Not
Exceeds Meets Approaches
Meet Evidence submitted for
Expectation Expectation Expectation
Functions Expectation Demonstration of
s s s
s Mastery
4 3 2
1
A. Collabor X
atively develop and X
implement a shared X
vision and mission
B. Collect X X X
and use data to
identify goals, assess
organizational
effectiveness, and
promote organizational
learning
C. Create X X X
and implement plans
to achieve goals
D. Promote X X X
continuous and
sustainable
improvement
E. Monitor X X
and evaluate progress X
and revise plans
Does Not
Exceeds Meets Approaches
Meet Evidence submitted for
Expectation Expectation Expectation
2008 ISLLC Standards Expectation Demonstration of
s s s
s Mastery
4 3 2
1
Standard 2
An education leader
promotes the success of
every student by advocating,
nurturing, and sustaining a X
X
school culture and X
instructional program
conducive to student
learning and staff
professional growth.
Functions Exceeds Meets Approaches Does Not Evidence submitted for
Expectation Expectation Expectation Meet Demonstration of

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 Expectation
s s s
s Mastery
4 3 2
1
A. Nurture
and sustain a culture
of collaboration, trust, X
learning, and high X
expectations
X
B. Create a X
comprehensive, X
rigorous and coherent X
curricular program
C. Create a
personalized and X
motivating learning X
environment for X
students
D. Supervis X X
e instruction X
E. Develop X X
assessment and X
accountability systems
to monitor student
progress
F. Develop X X
the instructional and X
leadership capacity of
staff
G. Maximiz X X
e time spent on quality X
instruction
H. Promote X
the use of the most X
effective and X
appropriate
technologies to
support teaching and
learning
I. Monitor X X
and evaluate the X
impact of the
instructional program
Does Not
Exceeds Meets Approaches
Meet Evidence submitted for
Expectation Expectation Expectation
2008 ISLLC Standards Expectation Demonstration of
s s s
s Mastery
4 3 2
1
Standard 3
An education leader
promotes the success of
every student by ensuring X
management of the X
organization, operation, and
X
resources for a safe,
efficient, and effective
learning environment.
Functions Exceeds Meets Approaches Does Not Evidence submitted for
Expectation Expectation Expectation Meet Demonstration of
s s s Expectation Mastery
4 3 2 s

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 1
A. Monitor X X X
and evaluate the
management and
operational systems
B. Obtain, X X X
allocate, align, and
efficiently utilize
human, fiscal, and
technological
resources
C. Promote X X X
and protect the welfare
and safety of students
and staff
D. Develop X X X
the capacity for
distributed leadership
E. Ensure X X X Common Planning and in
teacher and school PLC time.
organizational time is
focused to support
quality instruction and
student learning
Does Not
Exceeds Meets Approaches
Meet Evidence submitted for
Expectation Expectation Expectation
2008 ISLLC Standards Expectation Demonstration of
s s s
s Mastery
4 3 2
1
Standard 4
An education leader
promotes the success of
every student by
collaborating with faculty and
X X
community members, X
responding to diverse
community interests and
needs, and mobilizing
community resources.
Does Not
Exceeds Meets Approaches
Meet Evidence submitted for
Expectation Expectation Expectation
Functions Expectation Demonstration of
s s s
s Mastery
4 3 2
1
A. Collect X X
and analyze data and X
information pertinent to
the educational
environment
B. Promote X
understanding, X
appreciation, and use X
of the communitys
diverse cultural, social,
and intellectual
resources
C. Build X
and sustain positive X
relationships with X
families and caregivers
D. Build X X

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 and sustain positive X
relationships with
community partners
Does Not
Exceeds Meets Approaches
Meet Evidence submitted for
Expectation Expectation Expectation
2008 ISLLC Standards Expectation Demonstration of
s s s
s Mastery
4 3 2
1
Standard 5
An education leader
promotes the success of X
X
every student by acting with X
integrity, fairness, and in an
ethical manner.
Does Not
Exceeds Meets Approaches
Meet Evidence submitted for
Expectation Expectation Expectation
Functions Expectation Demonstration of
s s s
s Mastery
4 3 2
1
A. Ensure a X X X
system of
accountability for every
students academic
and social success
B. Model X X
principles of self- X
awareness, reflective
practice, transparency,
and ethical behavior
C. Safeguar X X
d the values of X
democracy, equity, and
diversity
D. Consider X X
and evaluate the X
potential moral and
legal consequences of
decision-making
E. Promote X
social justice and X
ensure that individual X
student needs inform
all aspects of
schooling
Does Not
Exceeds Meets Approaches
Meet Evidence submitted for
Expectation Expectation Expectation
2008 ISLLC Standards Expectation Demonstration of
s s s
s Mastery
4 3 2
1
Standard 6
An education leader
promotes the success of
every student by X
X
understanding, responding X
to, and influencing the
political, social, economic,
legal, and cultural context.
Functions Exceeds Meets Approaches Does Not Evidence submitted for
Expectation Expectation Expectation Meet Demonstration of
s s s Expectation Mastery
4 3 2 s

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 1
A. Advocat X
e for children, families, X
and caregivers X
B. Act to X X X
influence local, district,
state, and national
decisions affecting
student learning
C. Assess, X X
analyze, and anticipate X
emerging trends and
initiatives in order to
adapt leadership
strategies

Student Signature: ______________________________________ Date:

_______________________

Comments and Recommendations by University Supervisor of Principal

Supervisor: (attach additional pages if needed)

Signature: ______________________________________________ Date: _________________________

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