Application

Development and Demonstration of Competency

Core Competencies / Licensure Competencies / Practicum

Application in Practice

Worksheet/Guide and Completion Rubric are found in Administrative Leadership Program (AL) section of Educator.

In this competency based program, experiential learning and application to practice are essential at each step of the program. It is, then, an integral part of the academic completion of each competency. The "Application in Practice" is specific to the competency being written up for academic credit. It is reported and reflected upon in that competency write-up.

Application in Practice
The candidate, with the guidance of the Instructor-Mentor, designs an Application that fits the candidate's situation and learning needs. The Application must be completed during the term of registration for the competency. Thus, it must be carefully chosen to provide the candidate with a vehicle for demonstrating some element of understanding and proficiency in the competency area within that limited time frame. The report on the Application in Practice should include the following: (First person may be used in the write-up.)
Note: If the candidate is engaged in a competency related project that cannot be completed during the term, a segment of that project may be isolated for use as the Application in Practice.

A. Brief description of the activity done to demonstrate proficiency in the competency.

B. Rationale for the activity: How did it relate to the proficiency in the competency?

C. Goals and related objectives for the activity: Personal learning goals and project goals (Click here for a review of formulating objectives.)

D. Dispositions evidenced

E. Evaluation of the Application in Practice includes two components:

a. Assessment of the activity
b. Assessment of your role in the activity

Evaluation of each component must include something of the following:

a. Qualitative data: Statements, testimonials, interview results, etc. by persons qualified to provide this information. (at least three respondents)
b. Quantitative data: Numerical data-based results from instruments such as Likert scales, questionnaires, evaluation instruments, etc.
(In other words: What were the 'findings' of this activity (relative to your learning goals as well as to the general activity objectives)? How did you measure the results? How did your district "evaluator" critique your work?)

Reflections -- should link theory and practice:
--- What did you learn about this administrative competency from this activity?
--- What did you learn about yourself as an educational administrator?
--- What can and/or should be changed if you were to repeat the activity?
--- How did your learning experiences (item 3 above) help you in your demonstration activities?