Please download a PDF of the survey for your records.

A copy will also be emailed to the address provided. Thank you.

Below is a summary of your responses Download PDF

Ed.S. MI school Leader Standards Mentor Survey Yr 1

As a mentor for an Ed.S. graduate student in an Educational Leadership degree program at Oakland
University, this survey was designed to help you evaluate your intern's level of proficiency with the
Michigan State Board of Education (SBE) Program Standards for the Preparation of School
Administrators. **Please note that your responses may be shared with both the student and the
program coordinator.

In this survey, Standards 1-7 are the Performance Expectations and Indicators for Educational
Leaders, developed by ELCC (Educational Leadership Constituent Council) in 2011 and modified
by the MI state Board of Education in 2012.

Please use the following rubric when deciding how to rate your intern's current proficiency for each
function within the standard. For the purpose of this self-assessment, assume the role of either
aspiring or practicing administrator.

Beginning (Marginal skills, gaining exposure)

Developing (Somewhat skilled, have had some practice)
Proficient (Skilled have had much practice)
Exemplary (Highly skilled, can independently perform)
Not applicable (have not had any exposure yet or does not apply)

Please enter your email address

1. Please enter YOUR first name.

Please enter YOUR last name.

2. Please list the name of your school and the district.

3. Please list the first and last name of your intern (mentee, person for whom you are serving as
mentor).

Standard 1.0 School Vision

A building-level education leader applies knowledge that promotes the success of every student by
collaboratively facilitating the development, articulation, implementation, and stewardship of a
shared school vision of learning through the collection and use of data to identify school goals,
assess organizational effectiveness, and implement school plans to achieve school goals; promotion
of continual and sustainable school improvement; and evaluation of school progress, revision of
school plans supported by school-based stakeholders and local agencies.

4. The intern understands and can collaboratively develop, articulate, implement, and steward a
shared vision of learning.
Beginning

Developing

Proficient

Exemplary

Not applicable
5. The intern understands and can collect and use data to identify school goals, assess
organizational effectiveness, and implement plans to achieve school goals.
Beginning

Developing

Proficient

Exemplary

Not applicable

6. The intern understands and can promote continual and sustainable school improvement.
Beginning

Developing

Proficient

Exemplary

Not applicable

7. The intern understands and can evaluate school progress and revise school plans supported by
school stakeholders.
Beginning

Developing

Proficient

Exemplary

Not applicable

8. The intern understands and can promote the effective use of technology in establishing,
implementing, evaluating, and improving a shared vision of learning.
Beginning

Developing

Proficient

Exemplary

Not applicable

9. Please add any additional comments about your intern's experiences and skillfulness in this
standard.

Cyndi has been heavily involved in helping her school develop and maintain its vision and she has also stepped beyond just
the school level to work at the district, county, and even state level in this area.
Standard 2.0 School Culture
A building-level education leader applies knowledge that promotes the success of every student by
sustaining a school culture and instructional program conducive to student learning through
collaboration, trust and a personalized learning environment with high expectations for students;
creating and evaluating a comprehensive, rigorous and coherent curricular and instructional school
program; developing and supervising the instructional and leadership capacity of school staff; and
promoting the most effective and appropriate technologies to support teaching and learning within a
school environment.

10. The intern understands and can sustain a school culture and instructional program conducive to
student learning through collaboration, trust, and a personalized learning environment with high
expectations for students.
Beginning

Developing

Proficient

Exemplary

Not applicable

11. The intern understands and can create and evaluate a comprehensive, rigorous, and coherent
curricular and instructional school program.
Beginning

Developing

Proficient

Exemplary

Not applicable

12. The intern understands hiring practices of qualified and appropriate certification areas, foster,
develop, and supervise the instructional and leadership capacity of school staff.
Beginning

Developing

Proficient

Exemplary

Not applicable
13. The intern understands and can promote the most effective and appropriate technologies to
support teaching and learning in a school environment.
Beginning

Developing

Proficient

Exemplary

Not applicable

14. Please add any additional comments about your intern's experiences and skillfulness in this
standard.

Cyndi has been instrumental in developing professional learning across the district and has also been highly involved in
curriculum development that supports best practices and fosters a growth mindset among staff.

Standard 3.0
School Management of Organization, Operation, and Resources
A building-level education leader applies knowledge that promotes the success of every student by
ensuring the management of the school organization, operation, and resources through monitoring
and evaluation of teachers, school management and operational systems; efficiently using human,
fiscal, and technological resources in a school environment; promoting and protecting the welfare
and safety of school students and staff; developing school capacity for distributed leadership; and
ensuring that teacher and organizational time is focused to support high-quality instruction and
student learning.

15. The intern understands and can monitor and evaluate teacher instruction, school management
and operational systems.
Beginning

Developing

Proficient

Exemplary

Not applicable
16. The intern understands and can efficiently use human, fiscal, and technological resources to
manage school operations.
Beginning

Developing

Proficient

Exemplary

Not applicable

17. The intern understands and can promote school-based policies and procedures that protect the
welfare and safety of students and staff within the school.
Beginning

Developing

Proficient

Exemplary

Not applicable

18. The intern understands and can develop school capacity for distributed leadership.
Beginning

Developing

Proficient

Exemplary

Not applicable

19. The intern understands and can ensure teacher and organizational time focuses on supporting
high-quality school instruction and student learning.
Beginning

Developing

Proficient

Exemplary

Not applicable

20. Please add any additional comments about your intern's experience and skillfulness in this
standard.
Standard 4.0
School Collaboration with Faculty, Community Members, Family
A building-level education leader applies knowledge that promotes the success of every student by
collaborating with faculty and community members, responding to diverse community interests and
needs, and mobilizing community resources on behalf of the school by collecting and analyzing
information pertinent to improvement of the school's educational environment; promoting an
understanding, appreciation, and use of the diverse cultural, social, and intellectual resources within
the school community; building and sustaining positive school relationships with families and
caregivers; and cultivating productive school relationships with community partners.

21. The intern understands and can collaborate with faculty and community members by collecting
and analyzing information pertinent to the improvement of the school's educational environment.
Beginning

Developing

Proficient

Exemplary

Not applicable

22. The intern understands and can mobilize community resources by promoting an understanding,
appreciation, and use of diverse cultural, social, and intellectual resources within the school
community.
Beginning

Developing

Proficient

Exemplary

Not applicable

23. The intern understands and can respond to community interests and needs by building and
sustaining productive school relationships with families and care givers.
Beginning

Developing

Proficient

Exemplary

Not applicable
24. The intern understands and can respond to community interests and needs by building and
sustaining productive school relationships with community partners.
Beginning

Developing

Proficient

Exemplary

Not applicable

25. The intern understands and can promote the effective use of technology in collaborating with
faculty and community members, responding to diverse community interests and needs, and
mobilizing community resources.
Beginning

Developing

Proficient

Exemplary

Not applicable

26. Please add any additional comments about your intern's experiences and skillfulness in this
standard.

Cyndi has been involved in working with families that are involved in before, during, and after school support programs and she
also regularly creates and supports community partnerships.

Standard 5.0
School Ethics, Integrity, Fairness, Practice
A building-level education leader applies knowledge that promotes the success of every student by
acting with integrity, fairness, and in an ethical manner to ensure a school system of accountability
for every student's academic and social success by modeling school principles of self-awareness,
reflective practice, transparency, and ethical behavior as related to their roles within the school;
safeguarding the values of democracy, equity, and diversity within the school; evaluating the
potential moral and legal consequences of decision making in the school; and promoting social
justice within the school to ensure that individual student needs inform all aspects of schooling.
27. The intern understands and can act with integrity and fairness to ensure a school system of
accountability for every student's academic and social success.
Beginning

Developing

Proficient

Exemplary

Not applicable

28. The intern understands and can model principles of self-awareness, reflective practice,
transparency, and ethical behavior as related to their roles within the school.
Beginning

Developing

Proficient

Exemplary

Not applicable

29. The intern understands and can safeguard the values of democracy, equity, and diversity within
the school.
Beginning

Developing

Proficient

Exemplary

Not applicable

30. The intern understands and can evaluate the potential moral and legal consequences of
decision-making in the school.
Beginning

Developing

Proficient

Exemplary

Not applicable
31. The intern understands and can promote social justice within the school to ensure that individual
student needs inform all aspects of schooling.
Beginning

Developing

Proficient

Exemplary

Not applicable

32. Please add any additional comments about your intern's experiences and skillfulness in this
standard.

Cyndi is a role model and exemplifies this standard through years of experience as a leader in her school and the district.

Standard 6.0 School Success of Every Student

A building-level education leader applies knowledge that promotes the success of every student by
understanding, responding to, advocating for student learning, and influencing the larger political,
social, economic, legal, and cultural context through advocating for school students, families, and
caregivers; acting to influence local, district, state, and national decisions affecting student learning
in a school environment; and anticipating and assessing emerging trends and initiatives in order to
adapt school-based leadership strategies.

33. The intern understands and can advocate for school students, families and caregivers.
Beginning

Developing

Proficient

Exemplary

Not applicable

34. The intern understands and can act to influence local, district, state, and national decisions
affecting student learning in a school environment.
Beginning

Developing

Proficient

Exemplary

Not applicable
35. The intern understands and can anticipate and assess merging trends and initiatives in order to
adapt school-based leadership strategies.
Beginning

Developing

Proficient

Exemplary

Not applicable

36. Please add any additional comments about your intern's experiences and skillfulness in this
standard.

Cyndi has taken on leadership around the new reading law by having conversations with state representatives and advocacy
groups.

Standard 7.0 Internship Experience

A building-level education leader applies knowledge that promotes the success of every student
through a substantial and sustained educational leadership internship experience that has school-
based field experiences and clinical internship practice within a school setting and is monitored by a
qualified, on-site mentor.

37. How effective was the intern at fulfilling the goals identified in his/her Internship Plan?
Ineffective

Somewhat Effective

Effective

Very Effective

Highly Effective

38. How reliable and efficient was the intern in completing the tasks and responsibilities outlined in
his/her Internship/Field Experience Log?
Ineffective

Somewhat Effective

Effective

Very Effective

Highly Effective
39. How open and self-award was the intern in communicating progress and accomplishments, as
well as problems and concerns with you?
Ineffective

Somewhat Effective

Effective

Very Effective

Highly Effective

40. How prepared do you feel the intern is for assuming a building-level administrative position?
Not Ready

Somewhat Ready

Ready

Significantly Ready

Very Ready

41. Please add any additional comments about your mentee's experiences and skillfulness in this
standard.

Cyndi is very goal oriented and reflective and she is great at communicating honestly about her goals and areas of growth. She
also has had many successful opportunities to stand in for her building principal over the years as an instructional specialist. I
have no doubt that she could lead a school or serve as a central office administrator with great success.