Assignment 4 Interim Superintendent

Assignment 4: A New Day (Course Objectives 4, 5, 6)
Textbook: Ornstein, A. C., Pajak, E. F., & Ornstein, S. B. (2015). Contemporary issues in curriculum (6th ed.). Boston, MA: Pearson.
• Please name your document in this format: King-Assignment 2-CIMA 0702.
For months the Board of Education has received numerous complaints about the arrogance of the superintendent, who has succeeded in offending just about everyone. Now the Board has fired him and named you interim superintendent. You are expected to be a peacemaker and lead stakeholders to a more positive perception of the district. To that end, the Board has asked you to draft a general position statement that will eventually be incorporated into the district policy manual. This statement should comprise your understanding of and justification of
 effective school leadership
 partnerships with various stakeholders
 sustained comprehensive educational reform
Interview at least two highly competent administrators that you know. (See section 6.20, page 179, in the APA manual.) Discuss with them the three items listed above and incorporate their responses into this assignment. In your position statement, present three sections labeled according to the bulleted items above. Your paper should exhibit content also
1. The reading in the text (emphasizing but not limited to Part One)
2. Accurately cite and reference at minimum four peer-reviewed sources.
3. It should exemplify skillful writing, clarity, and strict adherence to APA guidelines.

Assignment 4 Grading Rubric
Criteria Excellent Good Fair Unsatisfactory
Effective school leadership. Your statement clearly and effectively explains your understanding and justification of effective school leadership. Several appropriate examples of how/what to implement are provided for the Board. Includes interviewees’ responses (at least two) on the position being presented. References are integrated and used appropriately to support your position. Your statement clearly explains your understanding and justification of effective school leadership. Some appropriate examples are provided for the Board. Includes interviewees’ responses on the position being presented. References are integrated and used appropriately to support your position. Your statement explains your understanding and justification of effective school leadership. A few examples are provided for the Board. Includes at least one interviewee’s response on the position being presented. At least one reference is integrated and used appropriately to support your position. Your statement does not explain your understanding or provide a justification of effective school leadership. No appropriate examples are provided for the Board. Does not include the interview-ees’ response on the position being presented. References are not integrated or used appropriately to support your position.
Partnerships with stakeholders. Your statement clearly and effectively explains your understanding and justification of the role of partnerships with stakeholders. Several appropriate examples of how/what to implement are provided for the Board. Includes interviewees’ responses (at least two) on the position being presented. References are integrated and used appropriately to support your position. Your statement clearly explains your understanding and justification of the role of partnerships with stakeholders. Some appropriate examples are provided for the Board. Includes interviewees’ responses on the position being presented. References are integrated and used appropriately to support your position. Your statement explains your understanding and justification of the role of partnerships with stakeholders. A few examples are provided for the Board. Includes at least one interviewee’s response on the position being presented. At least one reference is integrated to support your position. Your statement does not explain your understanding or justification of the role of partnerships with stakeholders. No appropriate examples are provided for the Board. Does not include interviewees’ responses on the position being presented. No references are integrated or used to support your position.
Sustained comprehensive educational reform. Your statement clearly and effectively explains your understanding and justification of sustained educational reform. Several appropriate examples of how/what to implement are provided for the Board. Includes interviewees’ responses (at least two) on the position being presented. References are integrated and used appropriately to support your position. Your statement clearly explains your understanding and justification of sustained comprehensive educational reform. Some appropriate examples are provided for the Board. Includes interviewees’ responses on the position being presented. References are integrated and used appropriately to support your position. Your statement explains your understanding and justification of sustained comprehensive educational reform. A few examples are provided for the Board. Includes at least one interviewee’s response on the position being presented. At least one reference is integrated to support your position. Your statement does not explain your understanding or justification of sustained comprehensive educational reform. No appropriate examples are provided for the Board. Does not include interviewees’ responses on the position being presented. No references are integrated or used to support your position.
APA style and writing quality (See below in the syllabus for the writing style of rubric.) Student’s work completely conforms to the expectations outlined in the syllabus writing rubric. Student’s work mostly conforms to the expectations outlined in the syllabus writing rubric. Student’s work somewhat conforms to the expectations outlined in the syllabus writing rubric. Student’s work does not conform to the expectations outlined in the syllabus writing rubric.

WRITING STYLE RUBRIC

Form Style Organization Content
Capitalization Punctuation Spelling Word usage
APA guidelines Diction Awareness of audience Focus
Sentence formation Overall structure (introduction, development, closure) Thesis/Topic sentences Transitions Ideas/Argument (persuasiveness, originality, accuracy, completeness) Support (sufficient and specific examples, details, evidence)

A Exemplary use of capitalization and punctuation.
All words spelled correctly. Exemplary usage (few or no errors with verb tenses, agreement, parallel structure, and similar areas) No significant errors in APA guidelines. Highly effective use of vocabulary. Accurate word choice.
Compelling awareness of audience and task. Highly varied sentence structure. Strong evidence of narrative voice. Exemplary overall structure, carefully organized from beginning to end. Consistently lucid and identifiable thesis/topic sentences.
Consistently clear, effective transitions.
Readily identifiable components addressed in the assignment. Content is thorough, accurate, sophisticated, and highly persuasive.
Ideas are original and/or powerfully presented. Support is consistently rich, convincing, interesting, and well chosen.

B+/B Commendable use of capitalization and punctuation. Almost all words spelled correctly. Commendable usage. Generally effective use of vocabulary. Generally accurate word choice. General awareness of audience and task. Generally varied sentence structure. Some evidence of narrative voice. Commendable overall structure, organized from beginning to end, though lapses in order or structure may be present. Generally clear thesis/topic sentences. Frequent use of transitions. Identifiable components addressed in the assignment. Content is generally persuasive. Ideas are generally strong. Support is strong and generally reinforces the focus.

C Capitalization and /or punctuation errors.
Comprehension impeded by usage errors. Errors in APA guidelines. Limited vocabulary and poor word choice.
Some awareness of audience and task. Some sentence variation. Undeveloped narrative voice. Inadequate overall structure. Somewhat difficult to follow. Unclear thesis/topic sentences. Infrequent transitions. Components of the assignment difficult to find. Content too brief. Argument is not persuasive. Ideas are somewhat faulty.
Support is insufficient.

F Numerous capitalization and/or punctuation errors.
Comprehension seriously impeded by usage errors.
Significant and numerous errors in APA guidelines. Inadequate vocabulary and incorrect word choice. Little awareness of audience and task. Little sentence variation. Undeveloped narrative voice. Lack of structure. Basic comprehension impeded. No thesis/ topic sentences. No transitions. Components of the assignment difficult to find. Content too brief. Few relevant ideas. Little evidence of appropriate support.

WE ACCEPT