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The use of the electronic portfolio is in the infancy stage of development and usage in the leadership program at Widener University. The University has committed the resources necessary for the implementation of an electronic portfolio through the acquisition and support of the TaskStream software program. This software is user-friendly and is provided to faculty and students. It is the vision of the authors that students develop their electronic portfolio in the Seminar in School Leadership course, continue using the electronic portfolio when students complete their signature assessments in courses in their programs, and, finally, use the electronic portfolio to document their work in their culminating practicum or internship. The electronic portfolio is the technology tool that will be utilized to collect data and assess students’ work on the standards throughout their leadership programs. The authors do not want the focus to be on the technology, but rather on the content of the electronic portfolios.
| ISLLC Standard 1 - Vision | ||||
| CfE Conceptual Framework ↓ | Insufficient | Emergent | Proficient | Distinguished |
| Academic Excellence | The interpretation and reflection do not include the components of the standard | The interpretation and reflection do not include discussion of all components of the standard | The interpretation and reflection include discussion of all components of the standard | The interpretation and reflection provide a thorough review of all components of the standard |
| Collaboration | There is little or no evidence that any members of the school community were involved in the creation of the vision | There is limited evidence that the vision was developed based on input from representatives of appropriate members of the community | There is evidence that the vision was developed based on input from representatives of appropriate members of the community | There is clear and convincing evidence that the vision was developed based on input from representatives of appropriate members of the community |
| Diversity | The vision is not fair or equitable to all community members | The vision is fair to all community members | The vision is fair to all community members | The vision is fair and equitable to all community members |
| Lifelong Learning | There is no reference to lifelong learning | There is some indirect reference to lifelong learning | There is reference to lifelong learning | There is direct and clear reference to lifelong learning |
| Best Practices | The vision is not feasible to implement | The vision is somewhat feasible to implement | The vision is feasible to implement | The vision has a high level of feasibility for implementation |
| ISLLC Standard 2 – School Culture | ||||
| CfE Conceptual Framework | Insufficient | Emergent | Proficient | Distinguished |
| Academic Excellence | The interpretation and reflection do not include the components of the school culture standard | The interpretation and reflection do not include all four components of the school culture standard | The interpretation and reflection include all four components of the school culture standard | The interpretation and reflection provide a thorough review of all four components of the school culture standard |
| Collaboration | The artifact demonstrates no evidence of a collaborative culture in the school/district | The artifact demonstrates limited evidence of a collaborative culture in the school/district | The artifact demonstrates sufficient evidence of a collaborative culture in the school/district | The artifact demonstrates a high level of collaborative culture in the school/district |
| Diversity | There is no evidence of attention to diversity in the interpretation or reflection | There is limited evidence of attention to diversity in the interpretation and reflection | There is sufficient evidence of attention to diversity in the interpretation and reflection | There is clear and convincing evidence of attention to diversity in the interpretation and reflection |
| Life long Learning | There is no attention to the professional development of the staff | There is limited attention to the professional development of the staff | There is sufficient attention to the professional development of staff | There is a high level of attention to the professional development of staff |
| Best Practices | The artifact is not considered to the best practice | The artifact contains some qualities of best practice | The artifact demonstrates best practice | The artifact demonstrates highly regarded practices |
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