LIPSCOMB UNIVERSITY COLLEGE OF EDUCATION

EG 5263/6263 Communication & Community

3 hours/Spring 2015 Term II Course
Professor: Dr. Hope Nordstrom
appointment.
Office: Ezell 310

Office & Online Office Hours: By

Class Meeting: ONLINE

Contact: hope.nordstrom@lipscomb.edu or 615-966-2013

Since you are mostly off-campus, I recommend that you call or email for an appointment. I can
also make an online appointment with you as needed.
E-mail is the best method to contact me and is checked daily. I will respond within 24
hours.
Community is an outward and visible sign of an inward and invisible grace, the flowing of
personal identity and integrity into the world of relationships. Parker Palmer, The Courage to
Teach (1998, p. 92)
If you experience trouble with network access or email issues, please contact the Information
Technology HelpDesk at 615-966-1777. You can also create a Help Ticket online through
MyLipscomb. When providing information about the issue you are encountering, please provide
as much information about the system you are on and if possible provide a screenshot of the
browser window.
COURSE STRUCTURE
This is an online course in Blackboard that will officially run from 3.2.15 to 4.30.15.
INSTRUCTOR FEEDBACK
It is my intent to respond to communications from you (email or phone calls) within 24 hours and
hopefully sooner. Timeliness of my evaluations of your assignment submissions is typically
governed by assignment length and complexity. My goal is to be as expeditious as possible in
providing feedback on your work. Typically assignment feedback is provided in advance of the
next assignment submission due date.
COMMUNICATION POLICY
Students are asked to check their Lipscomb email regularly. Your Lipscomb email may be
forwarded to another account, and instructions to do so are found on the university website. The
university is not responsible for information you miss if an email has been sent to your Lipscomb
account.
TEXTS
The School and Community Relations by Moore, Gallagher, and Bagin (2012)

Revised Spring 2015

The book is a comprehensive text on a variety of topics related to educational communication

and is written by three authors, each of whom has extensive experience in school public relations
and communication.
The Courage to Teach by Palmer (2007)
In this book the author takes teachers on an inner journey toward connecting anew with their
vocation and their students. Palmers goal is to help teachers recover their passion for one of the
most challenging and important of human endeavors.
COURSE OVERVIEW: Students will be introduced to the variety of communication channels
utilized throughout the school environment. Students will learn how to craft effective messages
based on content and intended audience. Students will learn the pivotal role effective
communication plays in fostering relationships among all stakeholders including business and
community partners. Students will learn to leverage digital and social media. Students will learn
how to match communication styles and messages to the appropriate stakeholder in order to
maximize effectiveness. Students will create a community communication/engagement plan
that leverages community assets for the benefit of the school.
PROGRAM GOAL(S) ADDRESSED IN THIS COURSE: The student will demonstrate
competencies within the programs Module IIB Communicating the Vision and Module IIC
Conducting the Vision.
ISLLC Standards Addressed in this Course: 1E, 2A, 4B, 4C, 4D, 6C
Tennessee Instructional Leadership Standards (TILS) Addressed in this Course: B1, B2, B3, D1
COURSE OBJECTIVES:
LEARNING
OBJECTIVES
Students will be
able to:

1. Understand the
variety of
communication
channels utilized
throughout the
school
environment.

Revised Spring 2015

DELIVERY
Lecture, online, site-visit,
field
experience,
readings,
guest
lecturers, etc.
On-line lecture,
discussion, field
experiences,
readings

ASSESSMENT
Exams,
reports,
essays,
presentation
s,
discussions,
etc.
Exam, on-line
discussions,
written
assignments

C.A.R.E
Framework

1.h. Organizing and

managing the
learning
environment to
assure that all
students learn
3.c. Comfortably and
effectively relating to
and communicating
with all students,
parents, and
colleagues
3.g. Listening to and
appropriately

GOALS
Level of
achievemen
t in
measurable
terms to
determine
success
77%
minimum
grade

responding to
feedback
3.i. Maximizing
communication
through the use of
appropriate
technology
4.i. Appropriate
written and verbal
communication

2. Understand a
variety of
communication
strategies and
how to
appropriately
communicate with
various
stakeholders.

On-line lecture,
discussions, field
experiences,
readings

Exam, on-line
discussions,
written
assignments

3.b. Providing
opportunities for
increased cultural
awareness in the
global society
4.i. Appropriate
written and verbal
communication

77%
minimum
grade

3. Communicate a
school or district
vision to all
stakeholders
through branding
and marketing its
mission effectively.

On-line lecture,
discussions, field
experiences,
readings

Exam, on-line
discussions,
written
assignments

3.c. Comfortably and

effectively relating to
and communicating
with all students,
parents, and
colleagues
4.i. Appropriate
written and verbal
communication

77%
minimum
grade

4. Create a
communication
strategy for
motivating high
expectations and
positive
achievement
outcomes.

On-line lecture,
discussions, field
experiences,
readings

Exam, on-line
discussions,
written
assignments

1.h. Organizing and

managing the
learning
environment to
assure that all
students learn

77%
minimum
grade

5. Understand how
communication
attributes to
positive culture
and change.

On-line lecture,
discussions, field
experiences,
readings

Exam, on-line
discussions,
written
assignments

3.b. Providing
opportunities for
increased cultural
awareness in a
global society

77%
minimum
grade

Revised Spring 2015

COURSE REQUIREMENTS, ASSIGNMENTS and KEY ASSIGNMENTS, FIELD EXPERIENCES

AND PROJECTS with DUE DATES:
This provides an overview of the learning paths and assignments for each unit. In-depth
assignment descriptions can be found in the Unit Overviews and on the Assignment and
Discussion Board Pages in Blackboard.
SPECIAL NOTE: One of your assignments it to attend or watch online and analyze a district
school board meeting. Information relative to meetings as well as archived video board meetings
can be found on the district websites. You may also attend a school board meeting in another
county if it is more convenient for you and fits the assignment timeframe.
ASSIGNMENT TITLE

Type of
Assignment
(note if
Spiritual
Growth, Key
Assignment,
Portfolio
Assignment
or Field
Experience)

Assignment
Objective

Leadership
Communication
Style SelfAssessment

Required
Assignment

Students will
Sunday, March
evaluate personal
8
strengths and areas
for growth.

50 points

Speeches Analysis
Discussion Post

Required
Assignment

Students will
compare two
speeches about
educational
excellence.

Sunday, March
15

50 points

Parent
Communication

Required

Students will create Sunday, March

50 points

Revised Spring 2015

DUE DATE:

Percenta
ge of
Grade or
Points
Assigned
(if
applicabl
e)

Plan

Assignment
KEY
ASSIGNMENT

Educational Leader
Interview

Required
Assignment
Field
Experience

an eight-point plan
for communicating
with parents.

29

Students will
Sunday, April 5
explore the role of
communication
relative to the
leaders
responsibilities and
setting.

100 points

Students will
evaluate the
effectiveness of
communication
with key audiences
from four school
websites.

50 points

School Website
Analysis

Required
Assignment

EDS Assignment for

EdS Students only:
Focus Topic
Reflection Paper

REQUIRED FOR Students will reflect Sunday, April

EdS Students
on a topic of
19
interest and
determine how to
communicate the
topic to
parents/professiona
ls.

100 points

School Board
Meeting
Observation

Required
Assignment

Students will
Sunday, April
demonstrate their
26
analysis of
communication and
persuasion
techniques.

50 points

Spiritual
Integration
Chapter 5, The
Courage to Teach:
Teaching in
Community: A Subject
Centered Education

Required
Assignment

Students will
Sunday, April
demonstrate
26
through their
writing and
discussion an
analysis and
evaluation of
subject-centered
and studentcentered education.

50 points

(ONLINE Option)
In Chapter Five Palmer
presented the ideas of
the subject-centered
education vs. a

Revised Spring 2015

SPIRITUAL
FORMATION
ASSIGNMENT

Sunday, April
12

student-centered
education. What
struck you in this
chapter? As you
reflect on your own
teaching and the
integration of
technology, what
ideas made sense to
you? Respond in 250
words.
Discussion Board
Posts

Required
Assignment

Students will
initially reflect on
key aspects of the
text chapter and
then respond to
colleagues.

Posting on LiveText

Required
Assignment

Students will
Sunday, April
upload all
26
assignments for the
course into
LiveText.

50 points

Final Exam
Essay

Assessment

Students will
demonstrate a
synthesis of their
learning across the
term.

200
points.

Weekly

350 points

Sunday, April
26

Class Meeting Agendas

Class Meeting
Date(s) or
Online Window
Module 1
March 2-8

Revised Spring 2015

Topic(s)
Covered/Objective
(s) Addressed
The School, The
Community, &
Public Relations
*Demonstrate an
understanding of
your own personal
communication
style, strengths, &
weaknesses.

Delivery Method /
Student Activities /
Assessments
Readings
*Readings in the text:
Chapters 1-3 (pages 1-37)
*Any additional
readings/videos for the
module.
Discussion
*Introductory Discussion

Points/Grades
associated

50 points

*Evaluate reasons
for the necessity of
school public
relations and
communication
plans.

Board Post: Briefly introduce

yourself and upload an
image that represents your
personal communication
style. (DUE: MARCH 7)
Respond to two classmates
posts. (DUE: MARCH 8)

50 points

Assignment
*Leadership Communication
Style Self-Assessment (DUE:
MARCH 8)
Module 2
March 9-15

Module 3
March 16-22

Revised Spring 2015

Leadership Roles
and the
Communication
Process
*Demonstrate an
understanding of
optimal
communication and
persuasion
techniques via
analysis and
discussion of
education speeches.
*Identify roles and
responsibilities of
various schools
leaders, particularly
in terms of their
communication.

Readings
*Readings in the text:
Chapters 5-6 (pages 51-83)
*Any additional
readings/videos for the
module.

Communicating
with Internal
Publics
*Evaluate the
internal
communication
process
characteristic of
high-performing
schools.
*Analyze the role
effective leadership
plays in maintaining
healthy
relationships with
school boards,
faculty, staff, and
students.

Readings
* Readings in the text:
Chapter 7 (pages 84-106)
*Any additional
readings/videos for the
module.

Discussion
*Speeches Analysis: Post a
paragraph comparing and
contrasting the two speeches
in terms of content, style,
delivery, and effectiveness.
(DUE: MARCH 14) Respond
to at least two classmates
posts. (DUE: MARCH 15)

50 points

Assignments
NO ASSIGNMENT DUE

Discussion
*Healthy vs. Unhealthy
Organizational
Communication: Post on the
discussion board narratives
describing TWO experiences
you have had in an
organizational setting-one in
which the communication
process was healthy or
effective and one in which it
was unhealthy or ineffective.

50 points

(DUE: MARCH 21) Respond

to at least one classmates
post. (DUE: MARCH 22)

50 points

*Strategies for Addressing

Low Employee Morale:
Imagine that you have just
been name as administrator
or teacher leader of a school
noted for very low employee
morale. Post FIVE steps on
the discussion board that
you would take as a new
leader to improve morale
and collaboration. (DUE:
MARCH 21) Respond to at
least one classmates post.
(DUE: MARCH 22)

Module 4
March 23-29

Module 5
March 30-April 5

Revised Spring 2015

Communicating
with External
Publics
*Evaluate the role of
the school leader in
communicating with
external publics.
*Analyze and
evaluate various
strategies for
building and
improving
communication with
external publics.

Communication
Relative to Crises,
School Services, &
Special Events
*Demonstrate an

Assignments
NO ASSIGNMENTS DUE
Readings
* Readings in the text:
Chapter 8 (pages 107-142)
*Any additional
readings/videos for the
module.
Discussion
*Dealing with Constructive
Criticism: Relate a moment
in which you have dealt with
criticism from others that
turned out to be a positive
growth experience for you.
Thinking about the way that
it was delivered to you or in
the way that you handled it
turned it into a positive
experience for you. (DUE:
MARCH 28) Respond to at
least two classmates posts.
(DUE: MARCH 29)
Assignment
*Parent Communication Plan
Executive Summary (DUE:
MARCH 29)
Readings
* Readings in the text:
Chapters 9-10 (pages 143177)
*Any additional

50 points

50 points

Module 6
April 6-12

Module 7
April 13-19

Revised Spring 2015

understanding of
the role of language
in communication
about crises and
special events.
*Evaluate aspects of
communication
standpoint with
special moments in
the functioning of a
school such as
crises, servicing
complaints,
participating in
community life, and
managing an
effective open
house.
Communication
Media
*Evaluate aspects
on utilizing various
media effectively in
order to maintain
healthy
communication and
public relations with
the school
community.
*Explore the
fundamental
principles of
effectively working
with the press.
*Evaluate school
websites for
elements of
effective
communication.

Management of
Special Issues,
Marketing, &
Assessment
*Identify how to
introduce an
innovation and

readings/videos for the

module.
50 points
Discussion
*Highlights of Educational
Leader Interview: Post on the
discussion board FIVE bullet
points outlining key ideas
you learned from your
interview. (DUE: APRIL 4)
Respond to at least two
classmates posts. (DUE:
APRIL 5)

100 points

Assignment
*Educational Leader
Interview (DUE: APRIL 5)
Readings
* Readings in the text:
Chapter 11 (178-202),
Chapter 12 (203-216),
Chapter 13 (217-234), &
Chapter 14 (235-248, 253254, 259)
*Any additional
readings/videos for the
module.
Discussion
*Social Media
Communication Plan: Discuss
your thoughts on schools
using social media to tell
their story and some of the
key elements involved with
developing an effective
social media communication
plan. (DUE: APRIL 11)
Respond to at least two
classmates posts. (DUE:
APRIL 12)
Assignment
*School Websites Analysis
(DUE: APRIL 12)
Readings
* Readings in the text:
Chapters 15-17 (pages 260299)
*Any additional
readings/videos for the
module.

50 points

50 points

manage the change

process.
*Explore how to
effectively market
and position a
school.

Module 8
April 20-26

The Courage to
Teach & the Final
Exam
*Demonstrate an
understanding of
the contrasts and
comparisons
between a subjectcentered and
student-centered
education.
*Demonstrate an
understanding of
material learned
throughout the
course.

College of Education Grading Scale

Revised Spring 2015

50 points
Discussion
*Managing Change: If you
were a new leader trying to
persuade your community to
accept a new idea, what
would you do and what
would guide your decisions?
(DUE: APRIL 18) Respond
to at least two classmates
posts. (DUE: APRIL 19)

100 points

Assignments
*Ed.S. Students ONLYFocus Topic Reflection Paper
(DUE: APRIL 19)
Readings
* Read Chapter 5 in The
Courage to Teach
*Any additional
readings/videos for the
module.
Discussion
*SPIRITUAL FORMATION: In
Chapter 5 of The Courage to
Teach, Parker Palmer
presents ideas regarding the
subject-centered education
vs. a student-centered
education. What struck you
as you read this chapter? As
you reflect on your own
teaching and the integration
of technology, what ideas
made sense to you? (250word response DUE:
APRIL 25) Respond to at
least one classmates post.
(DUE: APRIL 26)

50 points

Assignments
*School Board Meeting
Summary (DUE: APRIL 26)
*Assignments Submission
into LiveText (DUE: APRIL
26)
*Final Exam (DUE: APRIL
26)

200 points

50 points
50 points

A
94-100%

B
86-93%

C
77-85%

D
0-76%

Submission of Assignments
Writing assignments must be submitted in BOTH Blackboard and LiveText. A submission in any
other format will be returned to the student for resubmission. Grade reductions for late
submissions will apply.
Grading and Late Assignment Policy
Grading criteria for all assignments will be communicated at the beginning of the course. As this
is an online course, students will be expected to complete all required readings in order to gain a
full understanding of the course topic. Participation in the discussions is an integral part of the
course experience and will be a vital part of the students evaluation and grade.
Grading will be based on the College of Education grading scale. There are a total of 1000 points
for M.Ed. students and 1100 points for Ed.S. students that you can accumulate as detailed in the
assignments section above.
Written assignments should be submitted no later than 11:59 PM on the due date. You
are expected to fully complete all assignments and discussion boards on the specified day and
time. Failure to do so will result in points being deducted from your grade.
If an emergency occurs that causes a late submission (an emergency that can be documented,
such as unexpected illness or other major unplanned life event), please contact me at your
earliest opportunity to arrange any late submission. All assignments are due as assigned unless
given specific permission of the instructor to change the due date.
Discussion Board Responses
When submitting discussion board posts, please put your last name followed by title of your
response (Example: Last Name-Response 1).
College of Education Writing Rubric: The College of Education has a writing rubric for
general use with written assignments. This rubric is consistent for both undergraduate and
graduate programs. Students who have difficulty with graduate level writing will be asked to do
remediation with the university Writing Studio.
Course Prerequisites
No course prerequisites. Entry permitted after acceptance into the M.Ed./Ed.S. program and
approved by Associate Dean for Graduate Studies.
As you continue your journey in the M.Ed./Ed.S. program, this course will provide you with the
opportunity to explore various multimedia tools. This list is a minimum of what you need for this
course:
Internet access
Access to computer with speakers and microphone.
Ability to search the Internet, access the course management system (Blackboard), and
send/receive emails.
Updated computer for audio and video use. (Make sure you have the necessary plug-ins
downloaded and up-to-date, i.e. Flash, QuickTime, Java.)
Netiquette & Discussion Expectations
Netiquette is a term that relates to acceptable conduct in a web-based environment. In this class,
you will engage in small group discussions that may cause some strong feelings to surface.

Revised Spring 2015

Learning occurs when we are challenged to consider different perspectives. In all interactions,
you are expected to respect each other and all perspectives. Remember the words you type are
received by another human being with feelings. It is easy to misinterpret written communication,
so the use of emoticons and acronyms can help convey your meaning. At all times, remember
that this is an academic setting and ask yourself, Would I say this in my classroom? Improper
behavior in our discussion boards and group projects will not be tolerated and may result in
removal from the course.
Field Experiences: Each masters level course in the College of Education requires a field
experience that is expected to take five (5) to ten (10) hours (a minimum of 50 hours by
graduation. These field experiences must be completed to be successful in the course and are
designed to support the expected program outcomes.
Definition: NCATE defines field experiences as: A variety of early and ongoing field-based
opportunities in which candidates may observe, assist, tutor, instruct, and/or conduct research.
Field experiences may occur in off-campus settings such as schools, community centers, or
homeless shelters. Field experiences are defined as authentic workplace based learning
experiences. It should be a way to learn by doing and to practice skills learned in your
coursework.
Because the College of Education is committed to equipping our students for diverse
experiences, we ask that you complete your field experiences with schools or districts in varied
classifications (low SES, urban, suburban, rural and cross-cultural), and with different student
populations (ELL, Special Education, etc.). This diversity of experience should be evident on your
field experience data form in LiveText by the time you graduate. A Field Experience
Documentation and Data Form is required of each student for each course. These forms are
available in the online LiveText portfolio template.
Faith-focused Integration: In all of the Lipscomb College of Education, the integration of faith
into the daily practice of the teacher and the leader is emphasized. In all M.Ed. and Ed.S. core
courses, the College is currently using Parker Palmers The Courage to Teach as a vehicle for
reflection on the impact of beliefs on classroom practice, relationships with students, and the
development of their faith.
LiveText Portfolio Requirements: All graduate students who entered the program in Fall
2009 and after are required to have a LiveText portfolio account. Instructions for purchasing
LiveText are found at http://education.lipscomb.edu/Uploads/34941.pdf. As all students must use
this portfolio system, you are encouraged to become familiar with it at the beginning of this
course. Detailed instructions and tutorials for using LiveText are found at:
http://education.lipscomb.edu/page.asp?SID=28&Page=9159.
Your balanced literacy paper is considered a KEY ASSIGNMENT. This assignment must be
completed satisfactorily to pass the course and it will be uploaded in to your LiveText portfolio to
demonstrate mastery of your program goals. You are responsible for uploading the assignment to
LiveText after the instructor has graded it. Your final grade will not be posted until this is
complete.
Academic Integrity
In keeping with our identity as a Christian university and our goal to help shape lifelong disciples
of Christ, academic integrity will be taken very seriously in this course. Unless specific permission
is given to collaborate on assignments with other students, each students work shall be his/her
own. Some examples of cheating include using another persons written or verbal thoughts as
your own (plagiarism). Cheating on assignments and plagiarizing on written assignments will,
depending on the severity of the case, result in penalties ranging from a significantly reduced
grade on the assignment to failing the course. Instances of cheating or plagiarism may also be

Revised Spring 2015

reported to appropriate members of the administration, depending on the situation. Decisions in

these matters rest with the instructor. Please refer to Lipscombs Code of Conduct and Academic
Integrity Policy.
ADA and Students with Disabilities
If you require classroom accommodations for a documented disability, please discuss your
circumstances with me immediately. If you are entitled to accommodations but have not
registered with the Counseling Center, contact that office at 615-966-1781 or Brian Mast
brian.mast@lipscomb.edu immediately. For more information, check out the Counseling Center
FAQ. The Counseling Center has also included a list of helpful links for disability resources.
Our learning management system Blackboard also provides accessibility resources. For
additional information, check out the Blackboard Accessibility Features.
Additional Learner Supports
Research Assistance-If you have a research question, a project, or a paper to write and do not
know how to get started, visit the Reference Desk in Beaman Library. The Librarian there will help
you. If you think you cannot find any information on your topic, you may simply need to narrow
or broaden your search terms to find available resources in all formats (books, articles, websites,
etc.). The Librarian will be glad to assist you with in-house reference resources and with finding
resources outside of Beaman Library through Interlibrary Loan. You will also want to learn how to
find full-text articles from the journal collection and databases. The Librarian can help you
evaluate all of your sources for currency, relevance, and authority. Remember: Sometimes two
heads are better than one. The Library Staff is here to help you succeed. If you can't make it into
the university library in-person, you can always call the Reference Desk at (615) 966-6037 or
email any of the Beaman Librarians to receive assistance.
Writing Studio-Were not here because you cant write; were here because you do! The
Writing Studio is located in Beaman Library 141 (the Academic Success Center) for students to
receive valuable one-on-one assistance with their writing. Conferences are available by walk-in
or appointment (966-6301 or visit the ASC if the studio isnt open); you can also make an
appointment online at https://lipscomb.mywconline.com. Dont wait until the last minute to seek
their help! For additional writing handouts (especially APA formatting) created by the Writing
Studio, click on the following link.
University Course Evaluations:
It is part of your responsibility as a student to participate in university evaluations and C.A.R.E
assessments of your course and faculty. You will receive an email toward the end of the course
with instructions on how to complete the university evaluations and you will receive further
instructions from your instructor on how to complete the C.A.R.E. assessments.
Dropping the Course:
A decision to stop attending class does NOT constitute dropping the course. A drop/add form
(available in the Registrar's Office) must be signed by the teacher and processed in the
Registrar's Office before the drop is official. If your name appears on the roster at grading time
and you have not officially dropped the course, a grade will be assigned based upon the policies
outlined in this syllabus.
Class Schedule Disruption Policy
Except in the rarest of instances, Lipscomb University does not cancel classes or close offices.
However, should an event (weather-related or otherwise) occur that requires disruption of the
entire Lipscomb University class schedule, students will be notified via multiple venues including
the Lipscomb homepage (www.lipscomb.edu), a text message sent through LU ALERT
(http://lualert.lipscomb.edu), and the Lipscomb Weather Information Line (966-1836). For

Revised Spring 2015

information on possible snow-related closures or late starts, students should consult local
television stations (2-WKRN, 4-WSMV, 5-WTVF and 6-WZTV, and Channel 9 on campus). Students
should look for information regarding Lipscomb University, not Lipscomb Academy.
APA Format:
Formal papers submitted for graduate coursework should follow American Psychological
Association (APA) for general guidelines, in-text citations of materials, avoiding plagiarism, and
reference pages from the Publication Manual of the American Psychological Association, Sixth
Edition. Other helpful resources for APA guidelines and formatting include the following websites:
http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx
http://www.apastyle.org/learn/faqs/index.aspx
http://owl.english.purdue.edu/owl/resource/560/01/
http://www.vanguard.edu/faculty/ddegelman/index.aspx?doc_id=796
The Conceptual Framework of C.A.R.E:
Lipscombs conceptual framework for the initial and advanced programs is built upon four
categories:
Craft of Teaching
Attitudes and Values
Relationships
Essential Knowledge
The first letter of each category provides the theme of Lipscomb's initial and advanced
programs: C.A.R.E. The College of Education believes that this conceptual framework provides
the structure within which all educational programs can sustain a high level of excellence so that
its candidates will be of the highest quality. It is shared widely within the university and beyond.
The C.A.R.E Framework is attached to this syllabus. Your LiveText portfolio will reflect ways in
which your program of study fit within this framework.

C.A.R.E. Outline
Lipscombs Teacher leader program is committed to preparing educators who have the
following competencies:

Revised Spring 2015

Practices exemplary CRAFT:

1
2
3
4
5
6
7
8
9
1
0

Develops and refines a personal philosophy of leading, teaching and learning

Plans instruction and student learning goals which are aligned to current standards
Analyzes and makes strategic instructional decisions based on assessment data and
current research
Monitors and evaluates all student learning and engagement using multiple
assessments
Encourages and motivates students to understand and monitor their own assessment
data
Integrates current technology to enhance the learning environment and outcomes
Models and creates opportunities for critical thinking, problem solving, and
performance skill development
Organizes and manages the learning environment and resources to assure that all
students learn
Differentiates instruction to meet the needs of diverse learners and implements
inclusive practices
Manages significant behavior issues effectively

Possesses professional ATTITUDES AND VALUES:

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Believes that all children can learn, regardless of gender, ethnicity, or social status, and
that s/he can teach them
Is self-reflective and committed to on-going professional development and selfimprovement
Demonstrates confidence and enthusiasm to teach as a professional
Possesses a strong, achievement oriented work ethic
Completes assignments, tasks, and duties punctually and responsibly
Views teaching as a mission to serve others
Demonstrates coping skills, flexibility, a sense of humor, and joy in teaching
Responds appropriately to critical feedback
Makes decisions informed by high personal and ethical standards

Fosters collaborative RELATIONSHIPS:

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Demonstrates a respect for and appreciation of cultural diversity and individual

differences
Provides opportunities for increased cultural awareness for students in the global
society
Relates to and communicates with all students, parents, and colleagues comfortably
and effectively
Contributes to the school culture as a collaborative partner in the achievement of
common goals
Demonstrates professional behavior in all circumstances
Listens to and appropriately responds to others
Demonstrates care and compassion for others
Maximizes communication through the use of appropriate means, including technology
Uses ethical standards to inform relationships with others

Demonstrates possession of ESSENTIAL KNOWLEDGE:

1

Possesses deep knowledge of the discipline being taught and its relationship to general
knowledge
2 Plans effectively for short term and long term instruction within the discipline
3 Understands current research on effective teaching and learning
4 Knows developmental stages, learning theories, and their impact on teaching and
Revised Spring
2015
learning
5 Knows where to find answers and resources to enhance teaching, learning, and
classroom management
6 Effectively communicates orally and in writing
7 Is technologically literate

RESOURCES/SUGGESTED READINGS:
Booher, D. (2007). The Voice of Authority: 10 Communication Strategies Every Leader Needs to
Know. New York, NY: McGraw Hill.
Decker, B. (2009). Communication Skills for Leaders: Delivering a Clear and Consistent Message
Decker (4th ed). Axzo Press.
Godin, S. (2010). Linchpin: Are You Indispensable? New York: Penguin.
Patterson, K., Grenny, J., McMillian, R. & Switzler, A. (2002). Crucial Conversations: Tools for
Talking When Stakes are High. New York: McGraw Hill.
Sergiovanni, T.J. (2009). Principalship, The: A Reflective Practice Perspective (6th ed.). Pearson.
Siccone, F. (2012). Essential Skills for Effective School Leadership. San Francisco, CA: Siccone
Institute.

Revised Spring 2015