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Georgia Southern University Higher Education Administration Program Assessment #1 Rubric: Portfolio End of Program

Student Name:__Leisha Cavallaro_______ Evaluator:____Leisha Cavallaro__________

Program Learning Outcome Rating 1. Candidate is able to demonstrate the ability to reflect on program participation by compiling an introduction. Does Not Meet Expectations 1 Candidate provides fragmented or incomplete reflection on program participation. Candidate provides fragmented or incomplete report of participation in program activities. Meets Expectations 2 Candidate provides proficient analysis of program participation. Candidate can clearly and succinctly incorporate program participation within the context of overall program activities and requirements. Candidate provides a welldeveloped reflection on program participation Candidate presents the three key assessments in the Portfolio. Key assessments are clearly and logically presented within the context of the Portfolio.

Eagle ID:____900741611________ Date:_____4/17/13_____________

Exceeds Expectations 3 All aspects of Meets Expectations proficiency in this Learning Outcome are demonstrated, plus the following: Interconnections between program participation and program activities are clearly articulated. Points Earned 3

2. Candidate is able to document participation in program assessment by inclusion of key assessments in the Portfolio.

Candidate fails to include the three key assessments (Selfreflection, Professional Development Plan, and Historical Monograph) in the Portfolio.

All aspects of Meets Expectations proficiency in the Learning Outcome are demonstrated, plus the following: Candidate demonstrates the interconnections between the key assessments and other elements of the program.

3. Candidate is able to identify, develop and articulate a plan to correct any reported or perceived deficiencies and to improve any incomplete or underdeveloped skills demonstrated in the Portfolio.

Candidate fails to identify any reported deficiencies. Candidate fails to identify any incomplete or underdeveloped skills. Candidate fails to articulate a plan for improvement.

Candidate clearly identifies reported professional deficiencies. Candidate identifies incomplete or underdeveloped skills. Candidate presents a logical plan for improvement of skills that were identified during program participation. Candidate presents a Portfolio that contains numerous examples of work completed during program matriculation. Candidate presents a Portfolio that contains examples of multimedia presentation. Candidate includes all specified elements of the summary. Summary is clearly written and demonstrates candidates writing ability.

All aspects of Meet Expectations proficiency in this Learning Outcome are demonstrated, plus the following: Candidate us able to demonstrate the interconnectedness of the plan for improvement and candidates participation in the key assessments. All aspects of Meets Expectations proficiency in this Learning Outcome are demonstrated, plus the following: Candidate is able to demonstrate an understanding of the program activities and the candidates assessment of the benefits of program participation.

4. Candidate is able to demonstrate program completion by developing and writing a summary.

Candidate fails to present sufficient examples of program participation. Summary is fragmented or incomplete. Summary does not contain all the specified elements. Summary is not clearly written or needs editing

Rating Scale: Score Rating 4 Does not Meet Expectations 5-7 Does not Meet Expectations 8-10 Meets Expectations 11-12 Exceeds Expectations

Grade 65 75 85 95

Dispositions Rubric for COE Graduate Programs Candidates Name: __Leisha Cavallaro_________ Evaluator: ____Leisha Cavallaro____________ Evaluation Interval: #1 #2 Other

Course/Semester/Year:__Practicum/Spring/2013 _______ Program: _____Higher Education Administration_______

This instrument is used to rate each element relative to expectation levels of students within their current program at the beginning and the end of their program. Unacceptable (1) Acceptable (2) Target (3) Score

1. Commitment to the Knowledge, Skills and Dispositions of the Profession

Educational decisions not grounded in relevant Georgia Framework a research and/or theory related to area of specialization. Domains Skills used reflect outdated, thats the way weve 1, 2, 6 b Regularly applies current research and theory 2 related to area of specialization to make educational decisions. Employs skills characteristic of the area of specialization in Demonstrates advanced level of skills characteristic 3 always done it approaches. educational practice. of the area of specialization. No evidence of use of professional development Demonstrates commitment to activities in support of the Serves as a leader in the educational setting (i.e. 3 strategies (i.e. use of current literature, participation in education profession, and the desire to work toward grade level team, curriculum team, other leadership c workshops or conferences) to improve professional improvement of the field of education. team, etc) to develop strategies for the unit to practice. explore a range of solutions to challenges within the setting. Professionalism in decision making is not evident or Demonstrates professionalism in decision making. Shows Consistently demonstrates excellent 3 consistent. Does not consistently demonstrate honesty honesty and integrity in work, including awareness and professionalism in decision making. Shows honesty and integrity within work (e.g. Plagiarism or other avoidance of plagiarism or other cheating. Typically and integrity in all work, including awareness and cheating). May be disruptive. fulfills responsibilities, does not disrupt, interacts avoidance of all forms of plagiarism or other d constructively, is responsive to feedback, and demonstrates cheating. Fulfills responsibilities, does not disrupt, Does not typically do one or more of the following: self initiative. interacts constructively, is responsive to feedback, Fulfill responsibilities, interact constructively, and demonstrates self initiative. respond to feedback, or demonstrate self initiative. Comments or Examples on Performance for Profession Elements: Though I do utilize current research when I feel necessary I wouldnt say that I do it regularly and it is definitely somethi ng that I can improve on in my area of specialization. My graduate assistantship has provided me ample opportunity to improve upon my skills as well as apply knowledge learned in courses in this degree program. Intramural Sports has challenges every day, as no day has the same issue as before. In my time here I have implemented a number of assessments and different protocols to provide a solution to given situations. Uses knowledge specific to the area of specialization to make educational decisions.

Unacceptable (1)

Acceptable (2)

Target (3)

Score

2. Commitment to Diversity
Demonstrates a lack of awareness of the range of Acts in ways that demonstrate awareness of diversity Georgia Framework a issues related to diversity in the area of specialization. concerns appropriate to the area of specialization and educational practice in general. Domains Attention to diversity is an add on that is not Engages in processes which enhance cultural awareness, 2, 3, 5 Demonstrates an advanced level of knowledge of diversity concerns related to the area of specialization and educational practice. Serves as a leader in the educational setting to develop strategies to address cultural sensitivity, cultural relevance and cultural responsiveness. 3

embedded within educational practice. Behaviors do cultural sensitivity, cultural relevance and cultural b not demonstrate knowledge of cultural awareness or responsiveness appropriate to the area of specialization. responsiveness relevant to the area of specialization. (These processes are embedded in candidates educational practice.) Interactions with learners do not demonstrate attention Acts to address the diverse needs of learners demonstrating Interactions with learners demonstrate a full range to the diversity of learners needs or to the notion that a commitment to the idea that all students can learn. of differentiated instructional principles c all students can learn. demonstrating a strong commitment to the idea that all students can learn.

Comments or Examples on Performance for Diversity Elements: Diversity is a topic that is dear to me, as I truly believe in equal treatment of all. Intramural Sports presents a challenge with diversity but we have done a few things to start to become more and more diverse including wheelchair basketball and wheelchair football. There are a number of situations where students with disabilities or students of various cultures feel shunned from participating in sports. I led a clinic of an international class (exchange students) where we introduced flag football to the students, it was a rewarding experience for both myself and the students.

Unacceptable (1) 3. Commitment to Technology

Fails to use advanced technology available as a Georgia a regular part of educational practice. Framework Domains Narrow focus on the barriers to use of emerging 1, 4, 5

Acceptable (2)

Target (3)

Score

3 technologies within area of educational practice and b demonstrates little knowledge of relevant emerging technologies. Comments or Examples on Performance for Technology Elements: In my department I am the technology pioneer. My current supervisor consistently utilizes flyer after flyer after flyer to market our programs. I have taken charge on our twitter account utilizing it for free give aways, information avenues, weather updates and interaction with students. Through my practicum in group fitness we evaluated each instructor through a paper format, but I introduced video taping the instructors so we could review a specific section or issue with them and physically show them what the issue is.

Uses advanced technology, as available, appropriate to area Demonstrates an advanced level of knowledge and of specialization in educational practice. skill with available technologies appropriate to area of specialization. Demonstrates an awareness of emerging technologies and a Serves as a leader in the educational setting in willingness to utilize emerging technologies in educational modeling the use of appropriate emerging practice as appropriate. technologies.

Unacceptable (1)

Acceptable (2)

Target (3)

Score

4. Commitment to the Practice of Continuous Reflection and Assessment

Reflective practices are not clearly embedded within Georgia Framework a educational practice. Domain Assessments are single dimensional and do not 6 b address advanced levels of learner performance. Engages in processes of reflection appropriate to the area of specialization. (These practices are embedded in candidates educational practice.) Engages in authentic and reliable assessments appropriate to the area of specialization. Utilizes systematic reflection processes such as action research as part of educational practice within area of specialization. Serves as a leader in the educational setting in designing, developing, and administering a range of authentic, multi-dimensional assessments. Demonstrates advanced skills in systematic selfreflection and assessment, resulting in personal growth and change. 3

Rarely engages in self-assessment and does not Engages in processes of self-reflection and assessment 2 demonstrate personal growth and change through self- appropriate to the area of specialization. c reflection and assessment within area of specialization. Comments or Examples on Performance for Reflection/Assessment Elements: Assessment is of huge importance especially in my area of specialization (Campus Recreation). As we are outside of academia we must provide data and assessment elements to prove our impact and usefulness to students and the overall college experience. We utilize a number of surveys for our sports as well as group fitness classes. Each student employee obtains a written evaluation as well as an exit interview to review their performance over the past year. Though I do periodically perform self-reflection I do tend to get caught up in the day to day work and assessments of actual programs and sometimes lack in personal assessment to the extent that I should. I would say that I do it about once a semester, but I feel it should be more regular to better myself as well as better the programs and students I am involved with.

Overall Rubric Score out of 36

= 34/36