Please download a PDF of the survey for your records.

A copy will also be emailed to the address provided. Thank you.

Below is a summary of your responses Download PDF

Ed.S. MI school Leader Standards Mentor Survey Yr 2

As a mentor for an Ed.S. graduate student in an Educational Leadership degree program at Oakland
University, this survey was designed to help you evaluate your mentee's level of proficiency with the
Michigan State Board of Education (SBE) Program Standards for the Preparation of School Administrators.
**Please note that your responses may be shared with both the student and the program coordinator.

In this survey, Standards 1-7 are the Performance Expectations and Indicators for Educational Leaders,
developed by ELCC (Educational Leadership Constituent Council) in 2011 and modified by the MI state
Board of Education in 2012.

Please use the following rubric when deciding how to rate your mentee's current proficiency for each function
within the standard. For the purpose of this self-assessment, assume the role of either aspiring or practicing
administrator.

Beginning (Marginal skills, gaining exposure)

Developing (Somewhat skilled, have had some practice)
Proficient (Skilled have had much practice)
Exemplary (Highly skilled, can independently perform)
Not applicable (have not had any exposure yet or does not apply)

Please enter your email address.

wpugh@birmingham.k12.mi.us
1. Please enter YOUR first name.

William

Please enter YOUR last name.

Pugh

2. Please list the name of your school and the district.

Birmingham Public Schools

3. Please list the first and last name of your intern (mentee, person for whom you are serving as mentor).

Cynthia Settecerri

Standard 1.0 School Vision

A building-level education leader applies knowledge that promotes the success of every student by
collaboratively facilitating the development, articulation, implementation, and stewardship of a shared school
vision of learning through the collection and use of data to identify school goals, assess organizational
effectiveness, and implement school plans to achieve school goals; promotion of continual and sustainable
school improvement; and evaluation of school progress, revision of school plans supported by school-based
stakeholders and local agencies.

4. The intern understands and can collaboratively develop, articulate, implement, and steward a shared vision
of learning.
Beginning

Developing

Proficient

Exemplary

Not applicable
5. The intern understands and can collect and use data to identify school goals, assess organizational
effectiveness, and implement plans to achieve school goals.
Beginning

Developing

Proficient

Exemplary

Not applicable

6. The intern understands and can promote continual and sustainable school improvement.
Beginning

Developing

Proficient

Exemplary

Not applicable

7. The intern understands and can evaluate school progress and revise school plans supported by school
stakeholders.
Beginning

Developing

Proficient

Exemplary

Not applicable

8. The intern understands and can promote the effective use of technology in establishing, implementing,
evaluating, and improving a shared vision of learning.
Beginning

Developing

Proficient

Exemplary

Not applicable

9. Please add any additional comments about your intern's experiences and skillfulness in this standard.

In addition to her leadership in visioning work last year, Cynthia has broadened her scope to include more stakeholders this year.
Standard 2.0 School Culture
A building-level education leader applies knowledge that promotes the success of every student by sustaining
a school culture and instructional program conducive to student learning through collaboration, trust and a
personalized learning environment with high expectations for students; creating and evaluating a
comprehensive, rigorous and coherent curricular and instructional school program; developing and supervising
the instructional and leadership capacity of school staff; and promoting the most effective and appropriate
technologies to support teaching and learning within a school environment.

10. The intern understands and can sustain a school culture and instructional program conducive to student
learning through collaboration, trust, and a personalized learning environment with high expectations for
students.
Beginning

Developing

Proficient

Exemplary

Not applicable

11. The intern understands and can create and evaluate a comprehensive, rigorous, and coherent curricular and
instructional school program.
Beginning

Developing

Proficient

Exemplary

Not applicable

12. The intern understands hiring practices of qualified and appropriate certification areas, foster, develop, and
supervise the instructional and leadership capacity of school staff.
Beginning

Developing

Proficient

Exemplary

Not applicable
13. The intern understands and can promote the most effective and appropriate technologies to support
teaching and learning in a school environment.
Beginning

Developing

Proficient

Exemplary

Not applicable

14. Please add any additional comments about your intern's experiences and skillfulness in this standard.

This year, Cynthia helped establish high expectations for all staff to provide more rigor and to demand more from students. She also did
substantial work to support Tier I classroom instruction. This all helped develop a culture of learning for the school.

Standard 3.0
School Management of Organization, Operation, and Resources
A building-level education leader applies knowledge that promotes the success of every student by ensuring
the management of the school organization, operation, and resources through monitoring and evaluation of
teachers, school management and operational systems; efficiently using human, fiscal, and technological
resources in a school environment; promoting and protecting the welfare and safety of school students and
staff; developing school capacity for distributed leadership; and ensuring that teacher and organizational time
is focused to support high-quality instruction and student learning.

15. The intern understands and can monitor and evaluate teacher instruction, school management and
operational systems.
Beginning

Developing

Proficient

Exemplary

Not applicable

16. The intern understands and can efficiently use human, fiscal, and technological resources to manage school
operations.
Beginning

Developing

Proficient

Exemplary

Not applicable
17. The intern understands and can promote school-based policies and procedures that protect the welfare and
safety of students and staff within the school.
Beginning

Developing

Proficient

Exemplary

Not applicable

18. The intern understands and can develop school capacity for distributed leadership.
Beginning

Developing

Proficient

Exemplary

Not applicable

19. The intern understands and can ensure teacher and organizational time focuses on supporting high-quality
school instruction and student learning.
Beginning

Developing

Proficient

Exemplary

Not applicable

20. Please add any additional comments about your intern's experience and skillfulness in this standard.

Cynthia expanded her school level work from last year to include district level perspectives. This has helped her to understand the need for her
advocacy at the building level, including the request for resources to improve the aesthetics of the learning environments for a school to
promote learning and belonging. Cynthia also became a certified ALICE trainer for her school to train and advocate for school safety.

Standard 4.0
School Collaboration with Faculty, Community Members, Family
A building-level education leader applies knowledge that promotes the success of every student by
collaborating with faculty and community members, responding to diverse community interests and needs,
and mobilizing community resources on behalf of the school by collecting and analyzing information pertinent
to improvement of the school's educational environment; promoting an understanding, appreciation, and use of
the diverse cultural, social, and intellectual resources within the school community; building and sustaining
positive school relationships with families and caregivers; and cultivating productive school relationships with
community partners.
21. The intern understands and can collaborate with faculty and community members by collecting and
analyzing information pertinent to the improvement of the school's educational environment.
Beginning

Developing

Proficient

Exemplary

Not applicable

22. The intern understands and can mobilize community resources by promoting an understanding,
appreciation, and use of diverse cultural, social, and intellectual resources within the school community.
Beginning

Developing

Proficient

Exemplary

Not applicable

23. The intern understands and can respond to community interests and needs by building and sustaining
productive school relationships with families and care givers.
Beginning

Developing

Proficient

Exemplary

Not applicable

24. The intern understands and can respond to community interests and needs by building and sustaining
productive school relationships with community partners.
Beginning

Developing

Proficient

Exemplary

Not applicable
25. The intern understands and can promote the effective use of technology in collaborating with faculty and
community members, responding to diverse community interests and needs, and mobilizing community
resources.
Beginning

Developing

Proficient

Exemplary

Not applicable

26. Please add any additional comments about your intern's experiences and skillfulness in this standard.

Cynthia continued to support students and families in before, during, and after school programs and interventions. Throughout this year she
expanded role by working more closely with her school's PTA. She also has worked with teachers to help them understand the "why" behind
each 504 Plan/Intervention Plan for students to help teachers see that they are to help level the playing field for all students.

Standard 5.0
School Ethics, Integrity, Fairness, Practice
A building-level education leader applies knowledge that promotes the success of every student by acting with
integrity, fairness, and in an ethical manner to ensure a school system of accountability for every student's
academic and social success by modeling school principles of self-awareness, reflective practice, transparency,
and ethical behavior as related to their roles within the school; safeguarding the values of democracy, equity,
and diversity within the school; evaluating the potential moral and legal consequences of decision making in
the school; and promoting social justice within the school to ensure that individual student needs inform all
aspects of schooling.

27. The intern understands and can act with integrity and fairness to ensure a school system of accountability
for every student's academic and social success.
Beginning

Developing

Proficient

Exemplary

Not applicable
28. The intern understands and can model principles of self-awareness, reflective practice, transparency, and
ethical behavior as related to their roles within the school.
Beginning

Developing

Proficient

Exemplary

Not applicable

29. The intern understands and can safeguard the values of democracy, equity, and diversity within the school.
Beginning

Developing

Proficient

Exemplary

Not applicable

30. The intern understands and can evaluate the potential moral and legal consequences of decision-making in
the school.
Beginning

Developing

Proficient

Exemplary

Not applicable

31. The intern understands and can promote social justice within the school to ensure that individual student
needs inform all aspects of schooling.
Beginning

Developing

Proficient

Exemplary

Not applicable

32. Please add any additional comments about your intern's experiences and skillfulness in this standard.

Cynthia earned a certificate in Restorative Practices to help support social justice and equity in her school.
Standard 6.0 School Success of Every Student
A building-level education leader applies knowledge that promotes the success of every student by
understanding, responding to, advocating for student learning, and influencing the larger political, social,
economic, legal, and cultural context through advocating for school students, families, and caregivers; acting
to influence local, district, state, and national decisions affecting student learning in a school environment; and
anticipating and assessing emerging trends and initiatives in order to adapt school-based leadership strategies.

33. The intern understands and can advocate for school students, families and caregivers.
Beginning

Developing

Proficient

Exemplary

Not applicable

34. The intern understands and can act to influence local, district, state, and national decisions affecting
student learning in a school environment.
Beginning

Developing

Proficient

Exemplary

Not applicable

35. The intern understands and can anticipate and assess merging trends and initiatives in order to adapt
school-based leadership strategies.
Beginning

Developing

Proficient

Exemplary

Not applicable

36. Please add any additional comments about your intern's experiences and skillfulness in this standard.

Cynthia has expanded her leadership by joining and participating in several state level educational organizations. She is now an active leader in
the Learning Forward Michigan Chapter, ASCD Michigan Chapter, the Michigan Dept. of Education's Assessment Consortium, and with
MDE's Trusted Voices. All of these are leadership and advocacy positions that support learning institutions as well as state level regulatory
institutions.
Standard 7.0 Internship Experience
A building-level education leader applies knowledge that promotes the success of every student through a
substantial and sustained educational leadership internship experience that has school-based field experiences
and clinical internship practice within a school setting and is monitored by a qualified, on-site mentor.

37. How effective was the intern at fulfilling the goals identified in his/her Internship Plan?
Ineffective

Somewhat Effective

Effective

Very Effective

Highly Effective

38. How reliable and efficient was the intern in completing the tasks and responsibilities outlined in his/her
Internship/Field Experience Log?
Ineffective

Somewhat Effective

Effective

Very Effective

Highly Effective

39. How open and self-award was the intern in communicating progress and accomplishments, as well as
problems and concerns with you?
Ineffective

Somewhat Effective

Effective

Very Effective

Highly Effective

40. How prepared do you feel the intern is for assuming a building-level administrative position?
Not Ready

Somewhat Ready

Ready

Significantly Ready

Very Ready
41. Please add any additional comments about your intern's experiences and skillfulness in this standard.

Cyntia is a thoughtful and highly effective leader. She is also very reflective. Last year she reflected on her work and identified areas of growth
across the 7 standards. This year she worked across all seven standards to gain more experience and strengthen areas that she had identified
from last year. I have no doubt that she will be a successful and highly effective administrator at the school and/or district level.