Teacher Leader
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Capstone Project Guidelines & Scoring Rubric

Objectives

The capstone project is a reflection of candidate leadership skills. It provides the opportunity for candidates to demonstrate independence and originality, to plan and organize a project over a period of time, and to put into practice some of the concepts and skills that are a part of the Teacher Leader program.

Choosing a Project

The idea for the project more than likely will come from the course Research and Teacher Leader. In that course candidates will collaborate with professionals in the local school or district, select a research question or questions and an appropriate research design that will result in an answer to the question. The goal of the project is to bring about improved student achievement in the candidate’s school. In planning the project, candidates should assume that they are directing the planning and implementation of the project. As a reflection of leadership skills, whenever possible and appropriate, candidates should collaborate with other stakeholders.

Designing the Project

Identify the problem

Working in collaboration with professionals in the local school or districts candidates will identify a problem and develop an appropriate research design that will result in an answer to the problem. Candidates will explain why the problem needs to be solved and the potential benefit to student achievement.

Context

The demographics and the context in which the problem exists are to be described.

Procedures

As appropriate research design should be designed and described with a timeline for completion.

Implementation and Assessment

Candidates will implement the project and assess the success of the project describing the impact the project had on students, the classroom, and the school.

Presentation

The capstone project will be presented to an audience of peers, university faculty, and PreK-12 leaders. The presentation will include an overview of the project, lessons learned, impact on PreK-12 student achievement, and recommendations for next steps.

Reflections

Candidates will reflect on the project citing lessons learned, what they might do differently if the project were repeated, and suggestions for implementation by others who may be seeking ways to improve student learning.

Scoring Guide

Candidates are STRONGLY encouraged to use the Capstone Scoring Guide in all phases of the project.

Capstone Scoring Guide
Elements 1 2 3 4
Project Selection and Problem Identification Project is somewhat relevant, although there is no obvious connection to student achievement.  There is little or no linkage of the project to the Kentucky Teacher Standards. Project seems relevant, although there is no obvious collaboration with school and/or district professionals.  The linkage or connection to in student achievement is serendipitous at best.  There is limited linkage of the project and the Kentucky Teacher Standards. Project was selected and planned with some collaboration with school and/or district professionals   There are some connection to student achievement although not measurable. The candidate links the project to the Kentucky Teacher Standards. Project was selected and planned with a variety of collaboration sessions with school and/or district professionals. A direct connection to student achievement is made. The candidate links the project to the Kentucky Teacher Standards.
Context The candidate’s presentation of context fails to clearly identify the setting for the project. Candidate shares context of his/her project. The role group(s), setting, policies and procedures, and barriers are articulated, but the candidate’s presentation leaves questions about more than one aspect of the context. Candidate shares context of his/her project. The role group(s), setting, policies and procedures, and barriers are articulated, but the candidate’s presentation leaves questions about one aspect of the context. Candidate shares a clear picture of context of his/her project. The role group(s), setting, policies and procedures, and barriers are articulated.
Procedures Methodology is not shared. Candidate fails to share methodology and/or people involved, and/or a general idea of the timeline used in the project. Candidate shares methodology, people involved, and a general idea of the timeline used in the project. Candidate clearly shares methodology including people involved as well as a timeline of the work.
Assessment/ Impact There is little or no evidence of an assessment plan, and there is little evidence that the process and outcome have been analyzed and evaluated. There is little or no evidence of an assessment plan, or there is little evidence that the process and outcome have been analyzed and evaluated. The plan for assessment was not integrated into the planning and the success of the candidate’s efforts is sketchy and/or there is evidence that the process and outcome have been analyzed and evaluated; however, application of the findings is missing. A plan for assessment was initiated at the beginning of the project, implemented, and results reported. There is evidence that the process and outcome have been carefully analyzed and evaluated. A plan for refinement is presented.
Presentation The audience receives a garbled message due to problems relating to the presentation. Due to the form and presentation of the oral and visual text, parts of the presentation are unclear. The presenter’s message is understandable in its format. The form and presentation of the oral and visual text enhances the ability of the audience to understand and connect with the message.
Reflection Reflection does not adequately or accurately connect the project lessons learned, suggestions for what might be done differently if project were implemented again, and/or limited or no linkage to improved student achievement. Reflection is minimally connected to lessons learned. Little or no discussion related to what might be done differently if project were implemented again and loose linkages to improved student achievement. Reflection connects project to lessons learned, provides some general ideas about what might be done differently if project were implemented again, and some general linkage to improved student achievement. Reflection specifically connects project to lessons learned, provides suggestions for what might be done differently if project were implemented again, and a clear linkage to improved student achievement.

Minimum passing score - 18

Ideas in this scoring guide were taken from a number of aspiring leaders programs including projects in Jefferson, Graves, and Pike Counties.