Portfolio application for LEADER column

The required background components for this portfolio are:

Cover letter explaining your desire for column advancement

Resume
List of Professional Activities
Description of Educational Philosophy and Teaching Goals
Description of Teachers commitment to Catholic and Jesuit Education

Listed below are the criteria from the LEADER column in The Saint Ignatius Profile of an
Ignatian Educator Evaluation Grid. It is expected that the faculty member shows a
preponderance of evidence for the majority of the criteria listed in this column. This
evidence should be provided through a variety of documentation methods, chosen by
the applicant. Some examples of evidence/documentation might include:

Observation reports
Teaching artifacts: unit/lesson plans, assignments, assessments, rubrics, or other course
materials
Samples of student work
PDP plan and verifications
Professional development work (transcripts of coursework, certificates, licensure,
presentations)
Video of class instruction
Student course evaluation data
Teacher reflection on, and revision of, instructional strategies and student work
Analysis of student data
Record of participation in co-curricular activities or school programming
Student/parent communications
Letters or notes from colleagues, department chairs, and/or supervisors

For each criteria you choose to give evidence for, please state that
evidence/documentation in the appropriate box, along with the page number in your
portfolio where that evidence can be found.

Criteria for ACADEMICS section of Leader column

State
evidence/documentation
& portfolio page # here

B. HOLDS STUDENTS, OTHERS, AND ONESELF ACCOUNTABLE TO REASONABLE ACADEMIC AND

BEHAVIORAL EXPECTATIONS
6. Educator works on interdisciplinary learning experiences.
C. HELPS STUDENTS GAIN THE SKILLS TO BECOME LIFE-LONG LEARNERS, INCLUDING
FOSTERING CREATIVE, ANALYTICAL, AND IMAGINATIVE THINKING
3. Educator initiates or generates ideas that improve the quality of
student learning.

Creates and designs engaging unit projects and assignments that

involve best practice pedagogy, and when appropriate, field-based
experiences.

Tailors and generates assessments with students, based on student

interests.

D. SOLICITS FEEDBACK FROM STUDENT AND COLLEAGUES ON THE TEACHING-LEARNING

PROCESS

8. Educator collaborates with educators from other departments to

support student learning.

Participates in a learning community.

12. Educator uses high-quality feedback from many sources.

Incorporates feedback from students on a regular basis.

Analyzes data from semester finals, unit exams, and from

Academic Approach where applicable, to improve curriculum.
E. EVALUATES CURRICULAR AND INSTRUCTIONAL PROGRAMS IN LIGHT OF DEPARTMENT GOALS
AND THE OVERALL MISSION OF THE SCHOOL CREATES CONDITIONS AND PROVIDES
OPPORTUNITIES FOR THE CONTINUAL INTERPLAY OF EXPERIENCE, REFLECTION, AND ACTION
SEEKS TO UNDERSTAND PSYCHOLOGY/BEHAVIOR, HEALTH/PHYSICAL WELL-BEING, AND THE
WORLD OF THE ADOLESCENT
5. Educator develops lessons and offers learning opportunities that will
broaden students' awareness and encourage them to consider the
viewpoints of others.
F. USES A VARIETY OF ASSESSMENTS TO EVALUATE A STUDENT'S HOLISTIC GROWTH
3. Educator is open to new research on student learning and
incorporates strategies for different learning styles.

Plans reflect recent developments in content-related pedagogy.

[CD:1a4]
6. Educator instills a passion for the Magis.

Designs assessments that are authentic, with real-world

application as appropriate. [CD:1f4]

Provides opportunities for students to demonstrate mastery of

content through student-designed assessments, according to
educator-specified learning objectives.
G. GUIDES INQUIRY INTO SUBJECT MATTER FOR AN AWARENESS AND A DEEPER
UNDERSTANDING OF SIGNIFICANT ISSUES AND COMPLEX VALUES THAT IMPELS TO ACTION
3. Educator treats religious and social justice issues appropriately in
his/her academic discipline.

Demonstrates awareness of social justice issues within his/her

discipline and refers to them in class.
H. INCORPORATES ADVANCES IN TECHNOLOGY INTO THE TEACHING-LEARNING PROCESS
3. Educator serves as a school technology leader.

Attends technology professional growth opportunities off-campus.

Promotes technology advancement internally.

Uses technology to achieve previously inconceivable tasks, and

guides others in this work. (Redefinition level in the SAMR Model.)
I. ENSURES CONTINUAL RENEWAL OF THE INSTITUTION
3. Educator collaborates with colleagues on implementation.

Criteria for PROFESSIONAL DEVELOPMENT section of Leader

column

State
evidence/documentatio
n & portfolio page #
here

A. STRIVES TO BE A CRITICALLY REFLECTIVE TEACHER

3. Educator evaluates effectiveness of change and shares it with
others, when appropriate.

Completes a thoughtful and specific assessment of the lesson.

B. COLLABORATES WITH JESUIT AND LAY EDUCATORS IN AND BEYOND THE SCHOOL
COMMUNITY TO ENRICH TEACHING AND LEARNING AND TO MAINTAIN THE IGNATIAN
IDENTITY
3. Educator cultivates relationships with colleagues from other schools
to gather information about best practices in order to foster school
improvement.

Visits and/or establishes relationships with colleagues at other

schools.

Presents best practices at department or school meetings.

C. ENGAGES IN ONGOING DEVELOPMENT AS AN EDUCATOR IN LIGHT OF NEW RESEARCH,

BEST PRACTICES, AND SOCIAL AND CULTURAL CHANGES

3. Educator models the importance of lifelong learning.

Participates in an ongoing continuing education program beyond

short-term workshops or conferences.

Engages colleagues by sharing knowledge gained through

his/her professional development.
D. ENSURES CONTINUAL RENEWAL OF THE INSTITUTION
3. Educator collaborates with colleagues on implementation.

Criteria for SCHOOL CULTURE section of Leader column

State
evidence/documentation
& portfolio page # here

A. DEMONSTRATES THE WILLINGNESS AND ABILITY TO LISTEN, DEVELOPING MUTUAL TRUST

WITH STUDENTS AND COLLEAGUES
3. Educator serves in a leadership role, modeling and leading honest
and effective dialogue.

Empowers others in decision-making through collaboration,

delegation, and modeling.
B. INSPIRES STUDENTS AND COLLEAGUES TO COLLABORATE WITH OTHERS IN SEEKING THE
GREATER GOOD AND ENRICHING TEACHING AND LEARNING
3. Educator takes a leadership role in school projects and initiatives.
C. RESPONDS TO CHRIST'S CALL TO BE A WOMAN OR MAN WITH AND FOR OTHERS
3. *Educator designs and/or leads initiatives that challenge Ignatians to
serve.
Leads co-curriculars, fine arts, and/or athletic programs.
E. HELPS STUDENTS TO BE WOMEN AND MEN FOR OTHERS
3. Educator leads co-curricular or class programs that encourage
students to grow as men and women for others.
F. ENSURES CONTINUAL RENEWAL OF THE INSTITUTION
3. Educator collaborates with colleagues on implementation.

Criteria for

FORMATION/RELIGIOUS

section of Leader column

State
evidence/documentation
& portfolio page # here

A. IS KNOWLEDGEABLE ABOUT THE FOUNDATIONAL DOCUMENTS OF JESUIT EDUCATION

3. Educator works with colleagues and students on ways to incorporate
themes from foundational documents into the life of the school.
B. IS OPEN TO THE EXPERIENCE OF THE SPIRITUAL EXERCISES AND ENGAGES IN ONGOING
LEARNING AND DEVELOPMENT IN THE PRINCIPLES OF IGNATIAN SPIRITUALITY AND PEDAGOGY
3. Educator consistently embeds the core principles of the Spiritual
Exercises and/or Ignatian Pedagogical Paradigm in curriculum planning
for individual courses.
C. VALUES HIS/HER WORK AS A VOCATION TO THE MINISTRY OF EDUCATION AND WORKS TO
PROMOTE A FAITH THAT DOES JUSTICE
3. Educator collaborates with students and colleagues to promote and
practice faith and justice.
D. SHARES AND HELPS TO SHAPE THE SCHOOL'S VISION AND ANIMATE THE SCHOOLS MISSION
3. Educator collaborates with students and colleagues in initiatives that
shape the schools vision and animate the schools mission.
E. ENSURES CONTINUAL RENEWAL OF THE INSTITUTION
3. Educator collaborates with colleagues on implementation.

Updated 12.14