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: Daniel Sanchez

Date: 6-21-15

Check one: _____Self-Assessment 1

X Self-Assessment 2

_____ Self-Assessment 3

Page 1

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.
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Individual Educational Leadership Candidate Performance in Demonstrating

Mastery of the 2008 ISLLC Standards for School Leaders
2008 ISLLC
Standards

Exceeds
Expectation
s
4

Meets
Expectations
3

Approaches
Expectations
2

Does Not
Meet
Expectations
1

Evidence submitted for

Demonstration of
Mastery

Exceeds
Expectation
s
4

Meets
Expectations
3

Approaches
Expectations
2

Does Not
Meet
Expectations
1

Evidence submitted for

Demonstration of
Mastery

Co-authored
design of
federal grant
for funding of
before and
after school
academic and
family supports
and
enrichment
programming.
Co-coordinated
before and
after school
academic and
family supports
and
enrichment
programming;
analyzed
student
performance
data for
placement and
programming
considerations.
Reviewed
program data
to identify
strengths,
challenges and
strategies for
the upcoming
year of

Collaborated
with
colleagues,
including
administration
, to determine
school
improvement
goals and
strategies.

Standard 1
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.

Functions
A.

B.

Collaboratively
develop and
implement a shared
vision and mission

Collect and use data

to identify goals,
assess organizational
effectiveness, and
promote
organizational
learning

21st CCLC application

(on TUSD Share Point)
2013-14 School
Improvement Plan

Program Continuous
Improvement Plan
document (on TUSD
Share Point)

Page 3

C.

Create and
implement plans to
achieve goals

D.

Promote continuous
and sustainable
improvement

E.

Monitor and evaluate

progress and revise
plans

programming.
Co-coordinated
before and
after school
academic and
family supports
and
enrichment
programming;
developed
programming
plan that
aligned with
grant
objectives.
Co-coordinated
before and
after school
academic and
family supports
and
enrichment
programming;
analyzed
student
performance
data for
placement and
programming
considerations.
Reviewed
program data
to identify
strengths,
challenges and
strategies for
the upcoming
year of
programming.
Co-coordinated
before and
after school
academic and
family supports
and
enrichment
programming;
met weekly
with
coordination
team including
administration,
to monitor,
evaluate and
adjust

Schedule, programs and

goals documents (on
TUSD Share Point)

Program Continuous
Improvement Plan
document (on TUSD
Share Point)

Weekly coordination
meeting notes

Page 4

programming
plans
2008 ISLLC
Standards

Exceeds
Expectation
s
4

Meets
Expectations
3

Approaches
Expectations
2

Does Not
Meet
Expectations
1

Evidence submitted for

Demonstration of
Mastery

Exceeds
Expectation
s
4

Meets
Expectations
3

Approaches
Expectations
2

Does Not
Meet
Expectations
1

Evidence submitted for

Demonstration of
Mastery

Standard 2
An education leader
promotes the success of
every student by
advocating, nurturing, and
sustaining a school culture
and instructional program
conducive to student
learning and staff
professional growth.

Functions
A.

Nurture and sustain a

culture of
collaboration, trust,
learning, and high
expectations

B.

Create a
comprehensive,
rigorous and coherent
curricular program

C.

Create a
personalized and
motivating learning
environment for
students

D.

Supervise instruction

E.

Develop assessment
and accountability

I have
collaborated
with several
stakeholdersfrom students
to community
memberswhile serving
as a
coordinator
and IEP case
manager.
I have
contributed to
the districts
math
curriculum
development.
I provided
resource
services
aligned with
Individualized
Educational
Programs
(IEP).
As a grant
program
coordinator, I
have
supervised
programming,
including
instructional
programs.
As an IEP case
manager, I

Listed as a
contributing developer
in TUSD Math blue
book
Teacher evaluations

Page 5

systems to monitor
student progress

F.

Develop the
instructional and
leadership capacity of
staff

have
developed
graphs and
compiled
resources to
help monitor
rate of
improvement.
As a math
professional
development
facilitator, I
have
presented to
and
collaborated
with peers with
the focus of
enhancing
instruction in
math.
I have
developed
multiple
schedules
intended to
provide and
improve the
quality of
instruction
that young
learners
experience.

G. Maximize time spent

on quality instruction

H.

I.

Promote the use of

the most effective and
appropriate
technologies to
support teaching and
learning

Monitor and evaluate

the impact of the
instructional program

Math PD PPT

As a resource
teacher, I have
incorporated
the use of
technology to
engage and
differentiate
instruction for
learners with
IEPs. As a
program
coordinator, I
have sought
partnerships
with and
inclusion of
progressive
technology
agents and
resources.
I have
monitored the

CBM.com
measurements
3-D design and coding
enrichment programs

Page 6

impact of
Individualized
Education
Programs, as
well as student
enrichment
and academic
support
programs and
family
engagement
programs.
2008 ISLLC
Standards

Exceeds
Expectation
s
4

Meets
Expectations
3

Approaches
Expectations
2

Does Not
Meet
Expectations
1

Evidence submitted for

Demonstration of
Mastery

Exceeds
Expectation
s
4

Meets
Expectations
3

Approaches
Expectations
2

Does Not
Meet
Expectations
1

Evidence submitted for

Demonstration of
Mastery

Standard 3
An education leader
promotes the success of
every student by ensuring
management of the
organization, operation,
and resources for a safe,
efficient, and effective
learning environment.

Functions
A.

Trello reviews

Monitor and evaluate

the management and
operational systems

Setup up work order

reviews with Megan
ivisions system

B.

Obtain, allocate,
align, and efficiently
utilize human, fiscal,
and technological
resources

C.

Promote and protect

the welfare and
safety of students
and staff

I have some
experience
organizing
and
reorganizing
staff,
operations,
technology
and resources
as a grant
program
coordinator.
I have many
reports
regarding the
well being of
young
learners,
participated in

Meeting notes
Fire drill report

Page 7

child-family
team meetings
and facilitated
interdisciplinar
y meetings. I
have
coordinated
emergency
(fire) drills.
D.

Develop the capacity

for distributed
leadership

E.

Ensure teacher and

organizational time is
focused to support
quality instruction and
student learning

2008 ISLLC
Standards

I seek to
recruit 2 new
staff to train
as grant
program
coordinators.

Restorative practice
modeling I/C

In
collaboration
with the
support of site
administration
, I am
reorganizing
grant
programs to
enhance
learning
opportunities
of young
learners and
experienced
learners
(teachers)
Exceeds
Expectation
s
4

Meets
Expectations
3

Approaches
Expectations
2

Does Not
Meet
Expectations
1

Evidence submitted for

Demonstration of
Mastery

Exceeds
Expectation
s
4

Meets
Expectations
3

Approaches
Expectations
2

Does Not
Meet
Expectations
1

Evidence submitted for

Demonstration of
Mastery

Standard 4
An education leader
promotes the success of
every student by
collaborating with faculty
and community members,
responding to diverse
community interests and
needs, and mobilizing
community resources.

Functions
A.

Collect and analyze

data and information
pertinent to the
educational
environment

I have
collected and
analyzed data
of various
sizes, from
individuals to
classroom to

Present levels of
academic and
functional
performance (PLAFP)

Page 8

school wide
data sets.

B.

C.

D.

I am
continually
seeking to
provide family
engagement
programming
responsive to
and reflective
of the diverse
strengths and
needs of the
school
families.

Promote
understanding,
appreciation, and use
of the communitys
diverse cultural,
social, and
intellectual resources

Build and sustain

positive relationships
with families and
caregivers

I have
established
and continue
to sustain
positive
relationships
with families,
even after
years since
the direct
working
relationship
ceased.

As a grant
program
coordinator, I
have
established
and sustained
multiple
working
relationships
with
communitybased partners

Build and sustain

positive relationships
with community
partners

2008 ISLLC
Standards

Dual Language for

parents Program

Exceeds
Expectation
s
4

Meets
Expectations
3

Approaches
Expectations
2

Does Not
Meet
Expectations
1

Evidence submitted for

Demonstration of
Mastery

Standard 5
An education leader
promotes the success of
every student by acting with
integrity, fairness, and in an
ethical manner.

Page 9

Functions
A.

Ensure a system of
accountability for
every students
academic and social
success

B.

Model principles of
self-awareness,
reflective practice,
transparency, and
ethical behavior

C.

Safeguard the values

of democracy, equity,
and diversity

D.

Consider and
evaluate the potential
moral and legal
consequences of
decision-making

E.

Promote social justice

and ensure that
individual student
needs inform all
aspects of schooling

Exceeds
Expectation
s
4

Meets
Expectations
3

Approaches
Expectations
2

I strive to be
open and
honest in my
professional
practice as an
educator.

This is one
of my
strengths

Does Not
Meet
Expectations
1
I seek to
partner with
teachers,
administrator
s and parents
to review
learners
rates of
improvement
in continual
support of
said learners.

Evidence submitted for

Demonstration of
Mastery

Restorative
conferences
Kind Campus

I have
provided
some diversity
appreciation
presentations
to classrooms
in
collaboration
with a
Learning
Supports
Coordinator
As a resource
teacher, I was
trained and
educated in the
moral and legal
rights of
learners,
particularly
those with
exceptionalities
As a resource
teacher, I
advocated for
meeting the
needs of
individuals on

Page 10

a regular
basis. As a
grant program
coordinator, I
have
experienced
the
complexities
of organizing
resources and
social capital
to ensure
equitable
access.
2008 ISLLC
Standards

Exceeds
Expectation
s
4

Meets
Expectations
3

Approaches
Expectations
2

Does Not
Meet
Expectations
1

Evidence submitted for

Demonstration of
Mastery

Exceeds
Expectation
s
4

Meets
Expectations
3

Approaches
Expectations
2

Does Not
Meet
Expectations
1

Evidence submitted for

Demonstration of
Mastery

Standard 6
An education leader
promotes the success of
every student by
understanding, responding
to, and influencing the
political, social, economic,
legal, and cultural context.

Functions
A.

Advocate for children,

families, and
caregivers

B.

Act to influence local,

district, state, and
national decisions
affecting student
learning

I continually
seek to
advocate for
and strengthen
partnerships
with families in
continual
support of their
childrens
learning
Since
entering this
degree
program, I
have become
more abreast
of policies
and strategic
improvement
plans at
district and
site levels. I
plan to
contribute as

Page 11

C.

Assess, analyze, and

anticipate emerging
trends and initiatives
in order to adapt
leadership strategies

Student Signature: ______________________________________

an
administrator
to the
dialogue that
shapes such
decision
making in a
manner
reflective of
and
responsive to
our diverse
young
learners, their
families and
their
teachers.
Since
beginning this
degree
program, I
have started
learning
about larger
scale trends
and
strategies. I
plan to
continue in
this learning
with the
purpose of
developing
this skillset.

Date: 8-15-2015

Comments and Recommendations by University Supervisor of Principal

Supervisor:
(attach additional pages if needed)
See red comments

Signature: ______________________________________________ Date: _________________________

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