Standard 2 Task A - Common Performance Assessment

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

Washington State Standard 2 Common Performance Assessment Task A: Analysis of Implementation of the School Improvement Plan to Improve Student Learning

1. Washington State Standard 2 - Instructional Improvement

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 leading through advocating, nurturing, and sustaining district/school/program cultures and coherent instructional programs that are conducive to student learning and staff professional growth.

2. Description of Task

The candidate uses the School Improvement Plan (SIP) and other artifacts from the school or program to describe, critique, and recommend next steps for improving the school or program’s central strategies for improving instruction and student learning. This is a broad standard and may include several products to demonstrate how a candidate might:

  • Analyze effectiveness of the SIP
  • Create displays of student learning,
  • Analyze how instruction is driven by data
  • Describe how school leaders advocate, nurture, provide, and sustain an instructional program conducive to student achievement and staff growth
  • Plan and deliver professional development activities
  • Develop professional growth plan with teacher
  • Develop formative and summative assessment strategies that align with curriculum, assessment, and instruction.

3. Product

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

Reflective Analysis of the Implementation of the School Improvement Plan to Improve Learning

The product describes the school’s current strategy for improving student learning, including, for example, professional development, curriculum changes, data use, and teacher collaboration strategies. The product includes critique of these practices and recommends next steps for improvement of student learning in the school.

4. Evidence

Programs gather evidence and assess performance using a rubric.

Conceptual Knowledge

This product allows candidates to demonstrate conceptual knowledge in order to:

• Develop understanding of models and structures to use for planning professional learning and for professional development;

• Conduct data‐driven dialogue for the purpose of improving teaching and learning practice;

• Practice with observation and supervision protocols to improve student achievement through improvement of teaching practice;

• Plan for and participate in professional development that analyzes alignment between curriculum, assessment, and instruction.

Applied Knowledge

Some applied knowledge may be demonstrated in the candidate’s potential for influence and leadership in this area. Most opportunities to apply knowledge related to this standard are demonstrated primarily on the job as a principal/program administrator in preparation for Professional Certification.