Assignment Prompt & Instructions
**files (4)**
– ## AssignmentInstructions.pdf
– ## GradingRubric.pdf
– Syllabus.pdf
– SuperVisionandInstructionalLeadershipEbook.pdf
**## AssignmentInstructions.pdf**
Assignment Instructions:
Overarching Question:
How does a skilled supervisor use the elements of supervision to build professional capital among
staff members and to support an inclusive culture committed to equitable access and opportunity
for all students?
Description:
The philosophy paper is a document, which should demonstrate the candidate’s knowledge of
supervision and the relationship between building professional capital and building a school
culture that provides an equitable, inclusive, and culturally responsive environment for all
members of the school community. Based on this strong knowledge base, the candidate will
develop a philosophy that captures the values, attitudes, and behaviors appropriate to strong
leadership and excellent supervisory skills. Your philosophy should demonstrate a deep
commitment to the ongoing development of the learning community and how to differentiate
depending on teacher performance and/or experiences. The paper should provide a compelling
and clear answer to our overarching question. (How does a skilled supervisor use the elements of
supervision to build professional capital among staff members and to support an inclusive culture
committed to equitable access and opportunity for all students?). As you include the elements that
we have discussed in this course, cite at least three resources to outline a platform of beliefs that
will drive your behaviors as a school leader who supports the growth of the learning
community. Finally, consider the steps that you might take to address your own professional
growth needs in order to become a strong culturally responsive supervisor/leader. The paper
should be well written, follow APA standards, and no more than 3 – 4 pages in length.
**## GradingRubric.pdf**
EDL 504
Assessment 3: Philosophy Paper
Standard / Component
Level 1
Approaching Standard
0 – 4 Points
Level 2
Meets Standard
5 – 9 Points
Level 3
Exceeds Standard
10 – 13 Points
Understanding
(GPS Outcome 4: Knowledge)
• Demonstrates little understanding
of current theory and research in
their field of study.
• Shows an ability to summarize
some key foundational ideas but
misses some important content.
• Accurately answers a few
knowledge questions on
foundational content but misses
some important questions
• Demonstrates understanding of
current and essential theory and
research in their field of study.
• Shows an ability to accurately
summarize key foundational and
advanced content ideas.
• Accurately answers most
knowledge questions on
foundational content.
• Demonstrates deep and thorough
understanding of current and
essential theory and research in
their field of study.
• Shows an ability to accurately
and cohesively synthesize key
foundational and advanced
content ideas in their own words.
• Accurately and thoroughly answers
knowledge questions on
foundational and advanced content.
Standard / Component
Level 1
Approaching Standard
0-3 Points
Level 2
Meets Standard
4 – 8 Points
Level 3
Exceeds Standard
9 – 12 Points
Application
(GPS Outcome 4: Knowledge)
• Attempts to apply content
knowledge to practical situations.
Attempt shows minimal
understanding of content.
• Attempts to apply theories,
methodologies, and knowledge to
solve some problems or implement
reasonable action in their primary
area of study. Attempts show some
understanding but are occasionally
unsuccessful.
• Accurately applies content
knowledge to practical situations.
• Critically applies theories,
methodologies, and knowledge to
solve some problems or implement
reasonable action in their primary
area of study.
• Accurately and insightfully
applies content knowledge to
practical situations.
• Critically applies theories,
methodologies, and knowledge to
accurately solve problems or
insightfully implement action in
their primary area of study.
Standard / Component
Level 1
Approaching Standard
0-1 Points
Level 2
Meets Standard
2 – 3 Points
Level 3
Exceeds Standard
4 – 5 Points
Effective written and verbal or ASL
rhetorical construction
(GPS Outcome 1: Communication
Component 1)
Has a central message and purpose
that is difficult to be deduced and
may not be explicitly clear or
developed in the presentation or
writing. Includes minimal supporting
Has a clear and understandable
central message and purpose.
Includes supporting materials
(explanations, examples,
illustrations, statistics, analogies,
Has a compelling and well
developed (precisely stated,
appropriately repeated, memorable,
and strongly supported) central
message and purpose. Includes a
materials which may insufficiently
reference information or analysis
and minimally support the
presentation or establish the
presenter's or writer’s
credibility/authority on the topic.
quotations from relevant authorities)
that make appropriate reference to
information or analysis which
generally supports the presentation
or establishes the presenter's or
writer’s credibility/authority on the
topic.
variety of types of materials
(explanations, examples,
illustrations, statistics, analogies,
quotations from relevant authorities)
that make appropriate reference to
information or analysis which
significantly supports the central
message or establishes the
presenter's or writer’s
credibility/authority on the topic
Standard / Component
Level 1
Approaching Standard
0-1 Points
Level 2
Meets Standard
2 – 3 Points
Level 3
Exceeds Standard
4 – 5 Points
Effective organizational strategies
and devices
(GPS Outcome 1: Communication
Component 2)
Uses a simplistic organizational
pattern (specific introduction and
conclusion, sequenced material
within the body, and transitions) that
may be intermittently observable
within the presentation or writing.
Uses an organizational pattern
(specific introduction and
conclusion, sequenced material
within the body, and transitions) that
is clearly and consistently
observable within the presentation or
writing.
Uses an organizational pattern
(specific introduction and
conclusion, sequenced material
within the body, and transitions) that
is clearly and consistently
observable, is skillful and makes the
content of the presentation or writing
cohesive.
Standard / Component
Level 1
Approaching Standard
0-1 Points
Level 2
Meets Standard
2 – 3 Points
Level 3
Exceeds Standard
4 – 5 Points
Appropriate formatting and style
(GPS Outcome 1: Communication
Component 5)
Inconsistently reflects current
academic practices for use of
sources and documentation as
established in the relevant
professional style (e.g., APA).
Reflects current academic practices
for use of sources and
documentation as established in the
relevant professional style (e.g.,
APA).
Accurately and consistently reflects
current academic practices for use of
sources and documentation as
established in the relevant
professional style (e.g., APA)
**Syllabus.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/syllabus-pdf-10499185)
**SuperVisionandInstructionalLeadershipEbook.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/supervisionandinstructionalleadershipebook-pdf-10499023)
**SuperVisionandInstructionalLeadershipEbook.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/supervisionandinstructionalleadershipebook-pdf-10499023)
**## AssignmentInstructions.pdf**
Assignment Instructions:
Overarching Question:
How does a skilled supervisor use the elements of supervision to build professional capital among
staff members and to support an inclusive culture committed to equitable access and opportunity
for all students?
Description:
The philosophy paper is a document, which should demonstrate the candidate’s knowledge of
supervision and the relationship between building professional capital and building a school
culture that provides an equitable, inclusive, and culturally responsive environment for all
members of the school community. Based on this strong knowledge base, the candidate will
develop a philosophy that captures the values, attitudes, and behaviors appropriate to strong
leadership and excellent supervisory skills. Your philosophy should demonstrate a deep
commitment to the ongoing development of the learning community and how to differentiate
depending on teacher performance and/or experiences. The paper should provide a compelling
and clear answer to our overarching question. (How does a skilled supervisor use the elements of
supervision to build professional capital among staff members and to support an inclusive culture
committed to equitable access and opportunity for all students?). As you include the elements that
we have discussed in this course, cite at least three resources to outline a platform of beliefs that
will drive your behaviors as a school leader who supports the growth of the learning
community. Finally, consider the steps that you might take to address your own professional
growth needs in order to become a strong culturally responsive supervisor/leader. The paper
should be well written, follow APA standards, and no more than 3 – 4 pages in length.
**## GradingRubric.pdf**
EDL 504
Assessment 3: Philosophy Paper
Standard / Component
Level 1
Approaching Standard
0 – 4 Points
Level 2
Meets Standard
5 – 9 Points
Level 3
Exceeds Standard
10 – 13 Points
Understanding
(GPS Outcome 4: Knowledge)
• Demonstrates little understanding
of current theory and research in
their field of study.
• Shows an ability to summarize
some key foundational ideas but
misses some important content.
• Accurately answers a few
knowledge questions on
foundational content but misses
some important questions
• Demonstrates understanding of
current and essential theory and
research in their field of study.
• Shows an ability to accurately
summarize key foundational and
advanced content ideas.
• Accurately answers most
knowledge questions on
foundational content.
• Demonstrates deep and thorough
understanding of current and
essential theory and research in
their field of study.
• Shows an ability to accurately
and cohesively synthesize key
foundational and advanced
content ideas in their own words.
• Accurately and thoroughly answers
knowledge questions on
foundational and advanced content.
Standard / Component
Level 1
Approaching Standard
0-3 Points
Level 2
Meets Standard
4 – 8 Points
Level 3
Exceeds Standard
9 – 12 Points
Application
(GPS Outcome 4: Knowledge)
• Attempts to apply content
knowledge to practical situations.
Attempt shows minimal
understanding of content.
• Attempts to apply theories,
methodologies, and knowledge to
solve some problems or implement
reasonable action in their primary
area of study. Attempts show some
understanding but are occasionally
unsuccessful.
• Accurately applies content
knowledge to practical situations.
• Critically applies theories,
methodologies, and knowledge to
solve some problems or implement
reasonable action in their primary
area of study.
• Accurately and insightfully
applies content knowledge to
practical situations.
• Critically applies theories,
methodologies, and knowledge to
accurately solve problems or
insightfully implement action in
their primary area of study.
Standard / Component
Level 1
Approaching Standard
0-1 Points
Level 2
Meets Standard
2 – 3 Points
Level 3
Exceeds Standard
4 – 5 Points
Effective written and verbal or ASL
rhetorical construction
(GPS Outcome 1: Communication
Component 1)
Has a central message and purpose
that is difficult to be deduced and
may not be explicitly clear or
developed in the presentation or
writing. Includes minimal supporting
Has a clear and understandable
central message and purpose.
Includes supporting materials
(explanations, examples,
illustrations, statistics, analogies,
Has a compelling and well
developed (precisely stated,
appropriately repeated, memorable,
and strongly supported) central
message and purpose. Includes a
materials which may insufficiently
reference information or analysis
and minimally support the
presentation or establish the
presenter's or writer’s
credibility/authority on the topic.
quotations from relevant authorities)
that make appropriate reference to
information or analysis which
generally supports the presentation
or establishes the presenter's or
writer’s credibility/authority on the
topic.
variety of types of materials
(explanations, examples,
illustrations, statistics, analogies,
quotations from relevant authorities)
that make appropriate reference to
information or analysis which
significantly supports the central
message or establishes the
presenter's or writer’s
credibility/authority on the topic
Standard / Component
Level 1
Approaching Standard
0-1 Points
Level 2
Meets Standard
2 – 3 Points
Level 3
Exceeds Standard
4 – 5 Points
Effective organizational strategies
and devices
(GPS Outcome 1: Communication
Component 2)
Uses a simplistic organizational
pattern (specific introduction and
conclusion, sequenced material
within the body, and transitions) that
may be intermittently observable
within the presentation or writing.
Uses an organizational pattern
(specific introduction and
conclusion, sequenced material
within the body, and transitions) that
is clearly and consistently
observable within the presentation or
writing.
Uses an organizational pattern
(specific introduction and
conclusion, sequenced material
within the body, and transitions) that
is clearly and consistently
observable, is skillful and makes the
content of the presentation or writing
cohesive.
Standard / Component
Level 1
Approaching Standard
0-1 Points
Level 2
Meets Standard
2 – 3 Points
Level 3
Exceeds Standard
4 – 5 Points
Appropriate formatting and style
(GPS Outcome 1: Communication
Component 5)
Inconsistently reflects current
academic practices for use of
sources and documentation as
established in the relevant
professional style (e.g., APA).
Reflects current academic practices
for use of sources and
documentation as established in the
relevant professional style (e.g.,
APA).
Accurately and consistently reflects
current academic practices for use of
sources and documentation as
established in the relevant
professional style (e.g., APA)
**Syllabus.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/syllabus-pdf-10499185)
**SuperVisionandInstructionalLeadershipEbook.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/supervisionandinstructionalleadershipebook-pdf-10499023)
**## AssignmentInstructions.pdf**
Assignment Instructions:
Overarching Question:
How does a skilled supervisor use the elements of supervision to build professional capital among
staff members and to support an inclusive culture committed to equitable access and opportunity
for all students?
Description:
The philosophy paper is a document, which should demonstrate the candidate’s knowledge of
supervision and the relationship between building professional capital and building a school
culture that provides an equitable, inclusive, and culturally responsive environment for all
members of the school community. Based on this strong knowledge base, the candidate will
develop a philosophy that captures the values, attitudes, and behaviors appropriate to strong
leadership and excellent supervisory skills. Your philosophy should demonstrate a deep
commitment to the ongoing development of the learning community and how to differentiate
depending on teacher performance and/or experiences. The paper should provide a compelling
and clear answer to our overarching question. (How does a skilled supervisor use the elements of
supervision to build professional capital among staff members and to support an inclusive culture
committed to equitable access and opportunity for all students?). As you include the elements that
we have discussed in this course, cite at least three resources to outline a platform of beliefs that
will drive your behaviors as a school leader who supports the growth of the learning
community. Finally, consider the steps that you might take to address your own professional
growth needs in order to become a strong culturally responsive supervisor/leader. The paper
should be well written, follow APA standards, and no more than 3 – 4 pages in length.
**## GradingRubric.pdf**
EDL 504
Assessment 3: Philosophy Paper
Standard / Component
Level 1
Approaching Standard
0 – 4 Points
Level 2
Meets Standard
5 – 9 Points
Level 3
Exceeds Standard
10 – 13 Points
Understanding
(GPS Outcome 4: Knowledge)
• Demonstrates little understanding
of current theory and research in
their field of study.
• Shows an ability to summarize
some key foundational ideas but
misses some important content.
• Accurately answers a few
knowledge questions on
foundational content but misses
some important questions
• Demonstrates understanding of
current and essential theory and
research in their field of study.
• Shows an ability to accurately
summarize key foundational and
advanced content ideas.
• Accurately answers most
knowledge questions on
foundational content.
• Demonstrates deep and thorough
understanding of current and
essential theory and research in
their field of study.
• Shows an ability to accurately
and cohesively synthesize key
foundational and advanced
content ideas in their own words.
• Accurately and thoroughly answers
knowledge questions on
foundational and advanced content.
Standard / Component
Level 1
Approaching Standard
0-3 Points
Level 2
Meets Standard
4 – 8 Points
Level 3
Exceeds Standard
9 – 12 Points
Application
(GPS Outcome 4: Knowledge)
• Attempts to apply content
knowledge to practical situations.
Attempt shows minimal
understanding of content.
• Attempts to apply theories,
methodologies, and knowledge to
solve some problems or implement
reasonable action in their primary
area of study. Attempts show some
understanding but are occasionally
unsuccessful.
• Accurately applies content
knowledge to practical situations.
• Critically applies theories,
methodologies, and knowledge to
solve some problems or implement
reasonable action in their primary
area of study.
• Accurately and insightfully
applies content knowledge to
practical situations.
• Critically applies theories,
methodologies, and knowledge to
accurately solve problems or
insightfully implement action in
their primary area of study.
Standard / Component
Level 1
Approaching Standard
0-1 Points
Level 2
Meets Standard
2 – 3 Points
Level 3
Exceeds Standard
4 – 5 Points
Effective written and verbal or ASL
rhetorical construction
(GPS Outcome 1: Communication
Component 1)
Has a central message and purpose
that is difficult to be deduced and
may not be explicitly clear or
developed in the presentation or
writing. Includes minimal supporting
Has a clear and understandable
central message and purpose.
Includes supporting materials
(explanations, examples,
illustrations, statistics, analogies,
Has a compelling and well
developed (precisely stated,
appropriately repeated, memorable,
and strongly supported) central
message and purpose. Includes a
materials which may insufficiently
reference information or analysis
and minimally support the
presentation or establish the
presenter's or writer’s
credibility/authority on the topic.
quotations from relevant authorities)
that make appropriate reference to
information or analysis which
generally supports the presentation
or establishes the presenter's or
writer’s credibility/authority on the
topic.
variety of types of materials
(explanations, examples,
illustrations, statistics, analogies,
quotations from relevant authorities)
that make appropriate reference to
information or analysis which
significantly supports the central
message or establishes the
presenter's or writer’s
credibility/authority on the topic
Standard / Component
Level 1
Approaching Standard
0-1 Points
Level 2
Meets Standard
2 – 3 Points
Level 3
Exceeds Standard
4 – 5 Points
Effective organizational strategies
and devices
(GPS Outcome 1: Communication
Component 2)
Uses a simplistic organizational
pattern (specific introduction and
conclusion, sequenced material
within the body, and transitions) that
may be intermittently observable
within the presentation or writing.
Uses an organizational pattern
(specific introduction and
conclusion, sequenced material
within the body, and transitions) that
is clearly and consistently
observable within the presentation or
writing.
Uses an organizational pattern
(specific introduction and
conclusion, sequenced material
within the body, and transitions) that
is clearly and consistently
observable, is skillful and makes the
content of the presentation or writing
cohesive.
Standard / Component
Level 1
Approaching Standard
0-1 Points
Level 2
Meets Standard
2 – 3 Points
Level 3
Exceeds Standard
4 – 5 Points
Appropriate formatting and style
(GPS Outcome 1: Communication
Component 5)
Inconsistently reflects current
academic practices for use of
sources and documentation as
established in the relevant
professional style (e.g., APA).
Reflects current academic practices
for use of sources and
documentation as established in the
relevant professional style (e.g.,
APA).
Accurately and consistently reflects
current academic practices for use of
sources and documentation as
established in the relevant
professional style (e.g., APA)
**Syllabus.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/syllabus-pdf-10499185)
**SuperVisionandInstructionalLeadershipEbook.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/supervisionandinstructionalleadershipebook-pdf-10499023)