Standard 4 - 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 4 Common Performance Assessment: Presentation of Recommendations for School Partnerships to Address Achievement Gap

1. Washington State Standard 4 - Inclusive Practice

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 collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

2. Description of Task

The candidate gathers data, uses tools and strategies, and displays data about collaborations and partnerships with community members and families. Examples of tools and strategies may include: Participation in partnerships (e.g., PTA, church, higher education, business, after‐school program); conducting audits or surveys; using focus group or interviews to gather parent and student voice; using OSPI and district websites to explore data related to the achievement gap. In addition, the product may include a collection of artifacts/schedules of events such as open houses, PTA, parent‐ teacher interactions, home visits, etc. to determine whether they match the ethnic/cultural/language needs of the community.

3. Product(s)

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

Recommendations to Address Achievement Gap (Opportunity Gap)

The candidate develops and gives recommendations to close the achievement gap to a designated audience. The audience may include student peers, school staff or leadership team, or principal mentor, internship or school supervisor, a parent group, or community stakeholders The candidate may give recommendation(s) and next steps for the school to partner with communities and other stakeholders, using strategies that enhance student learning and focus on narrowing the achievement gap.

4. Evidence

Programs gather evidence and assess performance using a rubric.

Conceptual Knowledge

The candidate may gain knowledge of racial/ethnic diversity; cultural awareness; and knowledge of different cultural traditions, religions, and parenting practices and will have an understanding of cultural competence.

Applied Knowledge

Developing presentations which include:

  • Describing the relationship between the leadership and school community
  • Participating in partnerships with community, youth family service, and business groups, higher education, religious service agencies
  • Using tools for data gathering (focus group, panel, survey, interview, observation)
  • Using OSPI or district tools to gather and display data demonstrating achievement disaggregated by ethnicity/race, SES, gender, or other characteristics.
  • Speaking, explaining, responding re: demographics and achievement gaps in the school
  • Empowering a group of parents to advocate for their students’ needs.

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

The candidate can develop and explain a plan of action to reduce the achievement gap to a public audience. It will be unusual for candidates to demonstrate impact on the achievement gap. Opportunities to demonstrate impact related to this standard are demonstrated primarily on the job as a principal/program administrator and in preparation for Professional Certification.

Dispositions

The candidate’s product and reflective analysis should provide an opportunity to demonstrate and discuss dispositions: Diversity is an asset; attitudes of openness, empathy, trust, and respect for different types of families (race/ethnicity, sexual orientation, ELL, SES, etc.); schools are an integral part of a larger community; collaboration and communication with families; Involvement of families and other stakeholders in school decision-marking processes; diversity enriches the school; families as partners in the education of their children; families have the best interests of their children in mind; resources of the family and the community are brought to bear on the education of the students; an informed public is essential for a democracy.