Standard 3 - Common Performance Assessment

Washington Council of Educational Administration Programs (WCEAP)
Common Performance Assessment Guide for Principal and Program Administrator Certification in Washington State
Approved WCEAP September 24, 2011

Washington State Standard 3 Common Performance Assessment: Analysis, Reflection, and Recommendations for a Safe, Efficient, and Effective Learning Environment

1. Washington State Standard 3 - Effective Management

A school or program administrator is an educational leader who has the knowledge, skills, and cultural competence to improve learning and achievement to ensure the success of each student by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

2. Description of Task

The candidate gathers and analyzes data to determine whether and how the systems in the school or program work to create a safe, efficient, and effective learning environment. Strategies and tools for gathering data might include, for example: equity or diversity audit, cultural survey, physical plant survey, resource alignment audit, flow charts, contracts, agendas and minutes of meetings, student and teacher handbook, website).

3. Product

Products may vary among programs. Audience, format of presentation, and content will vary for each candidate based on location of internship.

Analysis, Reflection, and Recommendations for a Safe, Efficient, and Effective Learning Environment.

The product analyzes and reflects upon the data collected about the school or program’s learning environment. The candidate may make reference to the data and artifacts, and evaluate to what extent these systems work to support a safe, efficient, and effective learning environment. When appropriate, candidates may make recommendations based on analysis to the school or program leadership team

4. Evidence

Programs gather evidence and assess performance using a rubric.

Conceptual Knowledge

The candidate develops conceptual understanding of resource alignment theory and practices in order to create an environment for student learning. Conceptual knowledge includes the following: Methods for gathering data; theories of communication and engagement with constituents; legal requirements for schools; and communication systems for organizations; concepts of equity and equality.

Applied Knowledge

This evidence focuses on the behavior of the candidate in: Gathering and mapping data; analyzing data; presenting data and information; making recommendations to the administrative team; preparing and presenting to a public audience.

Impact Evidence (focuses on the results of the administrator’s actions)

The evidence may provide data to inform the school and lead to possible improvement in the school environment. The candidate may initiate a cyclical review process based on the data. In the intern role, it will be unusual for the candidate to demonstrate impact on the learning environment of the school.

Dispositions

The candidate’s product and reflective analysis may provide an opportunity to demonstrate and discuss dispositions: Making management decisions to enhance learning and teaching; taking risks to improve schools; trusting people and their judgments; accepting responsibility; holding high quality standards, expectations for performance; involving stakeholders in management processes; importance of a safe environment; political savvy.