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Theory to Practice | Online Assignment Help

Part 1

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The Theory to Practice Exam is an essay assessment completed at the conclusion of EDUC 645 “Foundations for Educational Leaders” and EDUC 740 “Leadership Principles and Ethics.” The exam requires candidates to recall content knowledge learned in coursework and to apply it in a narrative form. There are two parts to the exam: Part 1 is made up of 4 short-essay items that directly request candidates to recall and expound upon content.

Alignment with Standards

ELCC Standard Elements

Educational Leadership Constituent Council

ELCC 1.1 Candidates understand and can collaboratively develop, articulate, implement, and steward a shared vision of learning for a school.

ELCC 2.1 Candidates understand 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.

ELCC 4.3 Candidates understand and can respond to community interests and needs by building and sustaining positive school relationships with families and caregivers.

ELCC 5.2 Candidates understand and can model principles of self- awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school.

DIRECTIONS TO CANDIDATES

PART 1: Short Essay Directions: The first part of the Theory to Practice Exam requires you to write four short-answer essays of at least 250 words in response to four content-knowledge items. Each response is to integrate course content from the present and/or previous courses in educational leadership, applying theory to practice in meaningful, practical ways.

PART 1: SHORT ESSAY ITEMS
Short Essay Item 1: “Having been hired as the first principal of a new charter school, propose to the board a process for developing a shared vision of learning for the school. Include methods for involving stakeholders and apply theories relevant to building, implementing and stewarding the vision. Integrate course content from the present and/or previous courses in educational leadership, applying theory to practice in meaningful, practical ways.” ELCC 1.1
Short Essay Item 2: “As an educational leader, you are responsible for the teaching and learning aspect of education. Describe the learning environment for which you will strive. Include how you will apply theories of human development behavior, personalized learning environment, and motivation to influence school culture and to ensure student success. Integrate course content from the present and/or previous courses in educational leadership, applying theory to practice in meaningful, practical ways.” ELCC 2.1
Short Essay Item 3: “As a school administrator, how will you develop a plan of action to address needs of students, parents, and caregivers? Include approaches for collaboration with stakeholders and strategies for effective oral and written communication with families and caregivers. Integrate course content from the present and/or previous courses in educational leadership, applying theory to practice in meaningful, practical ways.” ELCC 4.3
Short Essay Item 4: “Ethical behavior is characterized by honesty, fairness, and equity in interpersonal, professional, and academic relationships. Explain how ethical behavior influences school culture, student achievement, and your own leadership. Support your statements with examples. Integrate course content from the present and/or previous courses in educational leadership, applying theory to practice in meaningful, practical ways.” ELCC 5.2

RUBRIC: Responses to both Part 1 and Part 2 items will be scored by a rubric representing the following three components: (a) Evidence of Meeting ELCC Standard Elements, (b) Mechanics, and (c) Composition skills. Each of the three components will be scored on one of the following performance levels as described by the quality indicators within the rubric:

MET: Advanced

MET: Proficient

NOT MET: Developing

NOT MET: No Evidence Provided

Expectations for mechanics and composition skills are evaluated in relation to appropriate English essentials (i.e., parts of speech, punctuation, mechanics, spelling, and grammar), sentence construction, and paragraph development (see The Publication Manual of the American Psychological Association (6th ed.) pp. 87-115 for information regarding specific expectations).

 

Theory to Practice Exam Grading Rubric

Criteria Levels of Achievement
Content Advanced Proficient Developing Not present
Short Essay Item 1 5 points

The candidate provides outstanding content knowledge in collaborative school visioning; theories relevant to building, articulating, implementing, and stewarding a school vision; and methods for involving school stakeholders in the visioning process. In all of these areas, the candidate integrated course content, applying theory to practice in meaningful, practical ways.

4 points

The candidate provides basic content knowledge in collaborative school visioning; theories relevant to building, articulating, implementing, and stewarding a school vision; and methods for involving school stakeholders in the visioning process. In most of these areas, the candidate related course content, acknowledging a connection between theory and practice.

1 to 3 points

The candidate provides insufficient content knowledge in collaborative school visioning; theories relevant to building, articulating, implementing, and stewarding a school vision; and methods for involving school stakeholders in the visioning process. In few, if any, of these areas, the candidate mentioned course content, but did not clearly apply theory to practice.

0 points

Not Present

Short Essay Item 2 5 points

The candidate provides outstanding content knowledge of theories on human development behavior, personalized learning environment, and motivation; and ways school culture can be influenced to ensure student success. In all of these areas, the candidate integrated course content, applying theory to practice in meaningful, practical ways.

4 points

The candidate provides basic content knowledge of theories on human development behavior, personalized learning environment, and motivation; and ways school culture can be influenced to ensure student success. In most of these areas, the candidate related course content, acknowledging a connection between theory and practice.

1 to 3 points

The candidate provides insufficient content knowledge of theories on human development behavior, personalized learning environment, and motivation; and ways school culture can be influenced to ensure student success. In few, if any, of these areas, the candidate mentioned course content, but did not clearly apply theory to practice.

0 points

Not Present

Short Essay Item 3 9-10 points

The candidate provides outstanding content knowledge of approaches to collaboration with family members and caregivers implementing strategies for effective oral and written communication. In both of these areas, the candidate integrated course content, applying theory to practice in meaningful, practical ways.

7-8 points

The candidate provides basic content knowledge of approaches to collaboration with family members and caregivers implementing strategies for effective oral and written communication. In both of these areas, the candidate related course content, acknowledging a connection between theory and practice.

1 to 6 points

The candidate provides insufficient content knowledge of approaches to collaboration with family members and caregivers implementing strategies for effective oral and written communication. In only one or neither of these areas, the candidate mentioned course content, but did not clearly apply theory to practice.

0 points

Not Present

Short Essay Item 4 9-10 points

The candidate provides outstanding content knowledge of the relationship between ethical behavior, school culture, and student achievement; and the effect of ethical behavior on one’s own leadership. In both of these areas, the candidate integrated course content, applying theory to practice in meaningful, practical ways.

7-8 points

The candidate provides basic content knowledge of the relationship between ethical behavior, school culture, and student achievement; and the effect of ethical behavior on one’s own leadership. In both of these areas, the candidate related course content, acknowledging a connection between theory and practice.

1 to 6 points

The candidate provides insufficient content knowledge of the relationship between ethical behavior, school culture, and student achievement; and the effect of ethical behavior on one’s own leadership. In only one or neither of these areas, the candidate mentioned course content, but did not clearly apply theory to practice.

0 points

Not Present

Case Study 1 9-10 points

The candidate provides outstanding content knowledge in school strategies supporting safe and secure learning environments including prevention, crisis management, and public relations and examines implications for school-based discipline management policies and plans. In both of these areas, the candidate integrated course content, applying theory to practice in meaningful, practical ways.

7-8 points

The candidate provides basic content knowledge in school strategies supporting safe and secure learning environments including prevention, crisis management, and public relations and identifies implications for school-based discipline management policies and plans. In both of these areas, the candidate related course content, acknowledging a connection between theory and practice.

1 to 6 points

The candidate provides insufficient content knowledge in school strategies supporting safe and secure learning environments including prevention, crisis management, and public relations and only loosely implies connections to school-based discipline management policies and plans. In only one or neither of these areas, the candidate mentioned course content, but did not clearly apply theory to practice.

0 points

Not Present

Case Study 2: Element 1 9-10 points

The candidate provides outstanding content knowledge of the meaning of distributed leadership in a school environment and both how to create and how to sustain it. The candidate integrated course content, applying theory to practice in meaningful, practical ways.

7-8 points

The candidate provides basic content knowledge of the meaning of distributed leadership in a school environment and both how to create and how to sustain it. The candidate related course content, acknowledging a connection between theory and practice.

1 to 6 points

The candidate provides insufficient content knowledge of the meaning of distributed leadership in a school environment and both how to create and how to sustain it. The candidate mentioned course content but did not clearly apply theory to practice.

0 points

Not Present

Case Study 2: Element 2 9-10 points

The candidate provides outstanding content knowledge of the mobilization of community resources that represent diversity in all of the following ways: culturally, socially, and intellectually. The candidate integrated course content, applying theory to practice in meaningful, practical ways.

7-8 points

The candidate provides basic content knowledge of the mobilization of community resources that represent diversity in at least two of the following ways: culturally, socially, and intellectually. The candidate related course content, acknowledging a connection between theory and practice

1 to 6 points

The candidate provides insufficient content knowledge of the mobilization of community resources that represent diversity in only one or none of the following ways: culturally, socially, and intellectually. The candidate mentioned course content but did not clearly apply theory to practice.

0 points

Not Present

Case Study 2: Element 3 9-10 points

The candidate provides outstanding content knowledge of all of the values of democracy, equity, and diversity. The candidate integrated course content, applying theory to practice in meaningful, practical ways.

7-8 points

The candidate provides basic content knowledge of at least two of the values of democracy, equity, and diversity. The candidate related course content, acknowledging a connection between theory and practice.

1 to 6 points

The candidate provides basic content knowledge of only one or none of the values of democracy, equity, and diversity. The candidate mentioned course content, but did not clearly apply theory to practice.

0 points

Not Present

Structure Advanced Proficient Developing Not present
Mechanics 14-15 points

No errors in spelling, grammar, or punctuation.

11-13

Three or fewer errors in spelling, grammar, or punctuation.

1 to 10 points

More than three errors in spelling, grammar, or punctuation.

0 points

Not Present

Composition 14-15 points

All of the following aspects are presented with exceptional quality: coherent, cohesive, sentence and paragraph structures.

11-13 points

Most of the following aspects are presented with acceptable quality: coherent, cohesive, sentence and paragraph structures.

1 to 10 points

Few of the following aspects are presented with acceptable quality: coherent, cohesive, sentence and paragraph structures.

0 points

Not Present

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