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									                                    Teacher Preparation Programs

                                        Conceptual Framework


                                Nova Southeastern University provides:

   S tandards-based instructional and leadership programs that link theory to practice with the
   U se of data for evaluation, ethical decision-making, and intervention for the
   N eeds and accommodations for diverse students who provide
   R eflective and ethical practice based on meaningful field and clinical experiences as part of
   I nnovative and convenient postsecondary delivery systems with a
   S hared responsibility for quality education programs and professional advocacy with stakeholders with
       an
   E mphasis on technology and best practices for dynamic learning environments


                This conceptual framework is reflected in the following course syllabus:

Course number:           EL698
Course title:            Administrative Internship
Program name:            Educational Leadership
Content Area Faculty: Dr. John C. Drewes




EL 698                                Revised August 2011                           Page 1 of 101
                                Nova Southeastern University
                            Abraham S. Fischler School of Education
                                           Syllabus

I.       COURSE PREFIX, NUMBER, AND TITLE:
         EL 698 Administrative Internship (3 credits)

II. INSTRUCTOR/FACULTY MEMBER:
          Instructors, please provide the following contact information to students on the first day
          of class.
     Name:
     Email:            @nsu.nova.edu
     Telephone:
     Fax:
     Office Hours:

Note: If Candidates need to contact their Instructor prior to the beginning of the course, consult
the course schedule at http://www.fischlerschool.nova.edu/current-students/course-schedule to
find the name of the Instructor teaching this course. [Right click on the faculty member’s name
in the schedule and choose “Properties” in the menu to obtain his/her email address.]

The Instructor will provide the Candidates with his/her contact information at the beginning of
the course.

     PROFESSOR/LEAD FACULTY (Responsible for Syllabus):

     Name: John C. Drewes, EdD
     E-mail address: drewesj@nsu.nova.edu
     Telephone: 1-407-264-5637/ 1-800-986-3223
     Fax: 1-407-264-5656_____
     Office: 4850 Millenia Blvd, Orlando FL 32839
     Dr. Drewes’ Website: http://www.nova.edu/~drewesj

     NOTE: To ensure program consistency, all sections of each course in the Fischler School of
     Education and Human Services, regardless of delivery format, follow the same course
     requirements as listed in this syllabus that is provided by the Program Professor/Lead
     Faculty. Instructors may modify readings, topics, or assignments only after consultation with
     the professor/lead faculty listed above.

III. COURSE DESCRIPTION
       This course provides an opportunity to observe, interview, work with, and perform the
       duties of administrators in the actual work setting. Course requirements include a
       minimum of 150 contact hours, completion of a leadership portfolio, and structured
       activities related to the role and responsibilities of educational leaders.

         The Internship is designed to fulfill the competency and experience goals of the Intern.
         Responsibilities assigned and tasks performed are to be in keeping with the


EL 698                               Revised August 2011                        Page 2 of 101
         administrative areas identified as important to the growth of the Intern while meeting the
         State of Florida Field Experience requirements needed for certification as an Educational
         Leader. The internship is also designed to ensure that any products or output are useful
         to the system in which the Intern works.

         The internship allows the Intern to serve with selected successful administrators in a
         controlled setting built around the Intern’s competency needs and desired experiences.

Prerequisite/s: Students are eligible for EL 698 when enrolled in a minimum of 18 credit hours
of Educational Leadership courses prior to applying for EL 698. In addition, EL 698 requires the
approval of the Administrator of Educational Leadership Internship; see web site for application:
http://www.schoolofed.nova.edu/edleader/docs.htm

IV. COURSE LEARNING OUTCOMES:
      By the end of the course the Intern will:

   1) Develop increased knowledge of the linkage
        between philosophy and operational
        procedures of a system’s various divisions and
       functions.

   2) Develop a more comprehensive view of
       educational leadership.

   3) Develop insight and experience in the
       day-to-day operations of the local school and
       district.

   4) Develop knowledge of the connections
       between the local district and the state
       departments of education.

   5) Assess competencies in areas of potential
       target administrative roles.

   6) Gain qualifying administrative experience
       for selection, placement, and promotional
       consideration.

   7) Assess one’s impact on others, learn more about the
       consequences of actions, and apply this knowledge to the
       accomplishment of tasks.

   8) Internalize the code of professional ethics pertinent to the
       specific administrative position.




EL 698                               Revised August 2011                        Page 3 of 101
       V. COURSE CONTENT:
       By the end of the course the Intern will:
   1) Develop increased knowledge of the linkage
        between philosophy and operational
        procedures of a system’s various divisions and
       functions.

   2) Develop a more comprehensive view of
       educational leadership.

   3) Develop insight and experience in the
       day-to-day operations of the local school and
       district.

   4) Develop knowledge of the connections
       between the local district and the state
       departments of education.

   5) Assess competencies in areas of potential
       target administrative roles.

   6) Gain qualifying administrative experience
       for selection, placement, and promotional
       consideration.

   7) Assess one’s impact on others, learn more about the
       consequences of actions, and apply this knowledge to the
       accomplishment of tasks.

   8) Internalize the code of professional ethics pertinent to the
       specific administrative position.


                                   LEGEND FOR OBJECTIVES
 Standard Abbreviation                                   Standard Name
FPLS                        Florida Principal Leadership Standards
NCATE ELCC                  National Council for Accreditation of Teacher Education

V. REQUIRED MATERIALS

         A. Required Textbook: Educational Leadership Internship Handbook- appendix to this
         syllabus. Note: a .doc version of the handbook that can be word processed is found at:
         http://nova.edu/~drewesj

         Log in and register with the William Cecil Golden administrator site:




EL 698                                Revised August 2011                        Page 4 of 101
                Florida School Leaders This web site and its resources are available to any
                educator throughout the country at no cost and will be used in this course.

         B. Required Supplemental Materials:
               American Psychological Association. (2010). Publication manual of the
         American Psychological Association (6th ed.). Washington, DC: Author.

         Optional- American Psychological Association. (2010). Mastering APA style:
         student’s workbook and training guide. Order online from http://www.apa.org/books/

NOTE: Check the course textbook list for updates at http://www.nsubooks.bkstore.com/

VI. CALENDAR OF WEEKLY REQUIREMENTS:

         Week         Topics                                        Activities
          1   Skill Self-Analysis                 An analysis of current status on several
                                                  administrative skills/competencies (to be done
                                                  before the Planning and Placement
                                                  Conference). (Form 1.1)

                                                  Planning Conference- Forms B and C
                Planning Conference               (Honorarium forms completed by the School-
                                                  Based Clinical Faculty)

                Golden School Leadership          Building Instructional Leadership Teams: The
                Development Program               Mission of the Principal as Instructional Leader

                Goal/Performance Activity         An exercise to identify specific tasks for each
                Task Selection                    performance activity in each skill area that the
                                                  intern will work on during the internship (to be
                                                  done after the Planning and Placement
                                                  Conference using Form C).

                Vision and Policy Project         Begin process- identify project need and vision
          2     Golden School Leadership          School Leadership Development Program:
                Development:                      Creating Parent Partnerships

                Vision and Policy Activity        Develop solution and begin stakeholder
                                                  meetings. (Appendix B Activity 4.0)

                Regular Board Meeting             Observation of a board meeting.
                Analysis                           (Activity 5.1-5.4).
          3     Board                             Using a structured questionnaire, interview a
                Member/Superintendent/District    school board member, the superintendent or a
                Administrator Role Survey         district administrator. (Forms 6.1, 6.2 or 6.3).



EL 698                              Revised August 2011                        Page 5 of 101
             Principal Role Survey              Using a structured questionnaire, interview a
                                                principal, or the immediate supervisor of
                                                principals (if applicable) to examine the
                                                interaction of roles on the operation of a
                                                school. (Activity 8.1, 8.2).

             Vision and Policy Project          Completion of stakeholder approval,
                                                implementation.
         4   Administrator Shadowing            Using a shadowing Form, observe a person for
             Experience                         a day in the role to which the Intern is aspiring.
                                                A total of five (5) hours should be dedicated to
                                                this experience. (Activity 3.1, 3.2).

             Skill Area Insight Journals        The Intern is expected to complete three
                                                Insight Journals (Form E -- Insight Journal).
                                                Complete a journal entry for a major
                                                performance activity in each of your identified
                                                skill areas.

             Vision and Policy Project          Implementation.
         5   Self Evaluation                    The Intern and School-Based Clinical Faculty
                                                will jointly complete two progress self-
                                                evaluations. (Form F -- Nova Southeastern
                                                University Progress Report of Specific
                                                Performance Activity). Evaluations will be
                                                completed throughout the internship
                                                experience.

             Vision and Policy Project          Implementation.

             Skill Area Insight Journals        The Intern is expected to complete three
                                                Insight Journals (Form E -- Insight Journal).
                                                Complete a journal entry for a major
                                                performance activity in each of your identified
                                                skill areas
         6   Skill Area Insight Journals        The Intern is expected to complete three
                                                Insight Journals (Form E -- Insight Journal).
                                                Complete a journal entry for a major
                                                performance activity in each of your identified
                                                skill areas.

             Vision and Policy Project          Implementation

             Internship log and summary of (Form D -- Nova Southeastern University
             performance activities        Internship Log of Performance Activities).


EL 698                            Revised August 2011                         Page 6 of 101
                                                 The text of the log should be brief, yet clearly
                                                 explain the experience.

              Administrator Lead Meeting         Using the meeting analysis form (activity 7.1-
                                                 7.4) observe and evaluate an administrator lead
                                                 meeting.
         7    Skill Area Insight Journals        The Intern is expected to complete three
                                                 Insight Journals (Form E -- Insight Journal).
                                                 Complete a journal entry for a major
                                                 performance activity in each of your identified
                                                 skill areas

              Vision and Policy Project          Conclusion and feedback to stakeholders.

              Begin Summary Paper                The Intern will combine the information from
                                                 the activity journals and Vision and Policy
                                                 Project into a formal APA paper following the
                                                 Kolb model.
         8    Final Meeting with University      The Intern and School-Based Clinical Faculty
                     Supervisor and School-      will complete the second of two progress self-
                     Based Clinical Faculty      evaluations. (Form F -- Nova Southeastern
                                                 University Progress Report of Specific
                                                 Performance Activity).

                                                 The Intern and School-Based Clinical Faculty
                                                 will sign off the completion of the Vision and
                                                 Policy Project Form G.

                                                 The Intern School-Based Clinical Faculty will
                                                 complete Form H at the conclusion of the
                                                 experience and forward it to the Administrator
                                                 of internships.

                                                 The Intern will complete Form I at the
                                                 conclusion of the experience and forward it to
                                                 the Administrator of internships.

                                                 Review of portfolio and summary paper with
                                                 University Supervisor.
              Summary Paper

Every assignment must include the FSEHS cover sheet/title page. Go to
http://www.schoolofed.nova.edu/sso/PDF/fsehs_standard_format.pdf for directions and
exceptions to the APA format.




EL 698                             Revised August 2011                        Page 7 of 101
Complete and submit the Presubmission Checklist with each assignment. That form can be
downloaded at: http://www.nova.edu/~yates/FSEHS_Pre_Submission_Checklist.pdf or
http://www.nova.edu/~yates/FSEHS_Pre_Submission_Checklist.doc

VII. DESCRIPTION OF ASSIGNMENTS and their RUBRICS
      See Appendix A – Handbook for assignment details.

VIII. STANDARDS
       Florida:
       Florida Department of Education (2005). The educator accomplished practices.
              Retrieved from http://www.fldoe.org/dpe/publications.asp [Select the “Florida
              Educator Accomplished Practices (Preprofessional)” link.]

         Florida Department of Education (2007). Next Generation Sunshine State Standards.
                Retrieved from http://www.fldoe.org/bii/Curriculum/SSS/ [Select appropriate
                subject area.]

         Florida Department of Education (2009). Competencies and skills required for teacher
                certification in Florida (14th ed.). Retrieved from
                http://www.fldoe.org/asp/ftce/ftcecomp.asp [Select the “Competencies and Skills,
                14th Edition” link.]

         Florida Department of Education (2010). Competencies and skills required for teacher
                certification in Florida (15th ed.). Retrieved from
                http://www.fldoe.org/asp/ftce/ftcecomp.asp [Select the “Draft Competencies and
                Skills, 15th Edition” link.]


         Nova Southeastern University, Fischler School of Education and Human Services.
               (2002). ESOL standards matrix (2002). Retrieved from
               http://www.schoolofed.nova.edu/gtep/forms/EditableESOLStandardsMatrix03200
               5.doc

         Nevada:
         Nevada Department of Education (2008). Standards. Retrieved from
               http://www.doe.nv.gov/standards.html

         National Standards:
         Interstate New Teacher Assessment and Support Consortium (1992). Model standards for
                 beginning teacher licensing, assessment and development: A resource for state
                 dialogue. [Note: the objectives in this syllabus are cross-referenced with the
                 INTASC Standards that have been in place since 1992. INTASC has drafted and
                 is currently reviewing a revised set of standards.]

         National Board for Professional Teaching Standards (2008). The standards. Retrieved
                from http://www.nbpts.org/the_standards



EL 698                              Revised August 2011                       Page 8 of 101
         National Council for Accreditation of Teacher Education (1997-2009). Retrieved from
                http://www.ncate.org

         Professional Organization Competencies/Standards:
         Council for Exceptional Children (2006-2007). Professional standards. Retrieved from
            http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/Professi
            onalStandards/default.htm

         IX. CLASS POLICIES
         A. Attendance: Students are expected to attend all class sessions. On line students are
         expected to participate in discussions and chats as outline in this syllabus and defined
         in the information found online.

         B. Timely submission of work: all assignments have a designated deadline.
         Assignments may be submitted ahead of the deadline. Assignments submitted after
         the deadline shall receive a “0”. There are no provisions in this course for “make up”
         or “extra-credit” assignments. For on line classes the deadline for discussions and
         weekly assignments is midnight each Sunday. For live classes the deadline is the
         meeting session that corresponds with the calendar presented by the instructor.

     C. Writing Across the Curriculum
        This course includes written assignments that make up at least one half of the final
        course grade.
         Written assignments can include, but are not limited to, abstracts, bibliographies,
            case studies, computer programs, essays, journal entries, lesson plans, literature
            reviews, project proposals, project reviews, reaction papers, research papers,
            seminar summaries, and technology reports.
         FSEHS Standard Format for Assignments
            http://www.schoolofed.nova.edu/sso/PDF/fsehs_standard_format.pdf
         FSEHS Writing Tutorial
            http://www.schoolofed.nova.edu/sso/acad_writing/apa/tutorial/apa.htm
      Need more assistance with writing?
      http://www.schoolofed.nova.edu/sso/acad_writing/acad_writing_course.htm

         D. Plagiarism Policy: Work that is submitted for credit must be the original work of
         the student.
          Assignments that are not the original work of the student are considered
             plagiarized and in violation of the Code of Student Conduct and Academic
             Responsibility.
          Plagiarism occurs when another person’s work, words, or ideas are represented as
             one’s own without the use of a school-recognized method of citation (e.g., copied
             from another source such as an author, the internet or another student without
             properly acknowledging the actual writer/author).




EL 698                                Revised August 2011                         Page 9 of 101
            Plagiarism also occurs when knowingly giving or allowing one’s own work to be
             copied or otherwise duplicated by another for academic credit, or when
             resubmitting one’s own work for academic credit.
            Additional information pertaining to original work/plagiarism and the Code of
             Student Conduct and Academic Responsibility can be found in the Fischler
             School of Education and Human Services catalog at
              http://www.schoolofed.nova.edu/fgshome/catalog/student_policies_procedur
             es.pdf.

         E. Americans with Disabilities Act
             http://www.usdoj.gov/crt/ada/adahom1.htm
          Nova Southeastern University complies with Section 504 of the Rehabilitation
             Act of 1973 and the Americans with Disabilities Act of 1990 by providing
             reasonable accommodations for qualified individuals with a disability.
          The Fischler School’s ADA Policies and Procedures, and the necessary forms for
             requesting disability-related accommodations, can be obtained by contacting the
             FSEHS Office of Student Judicial Affairs at 954-262-8617 or 1-800-986-3223,
             ext. 8617, or via e-mail at seldines@nsu.nova.edu. Undergraduate students
             should contact the undergraduate disability services representative at the Farquhar
             College of Arts and Sciences at 954-262-8405 or 1-800-986-3223, ext. 8405.
          To ensure that reasonable accommodations can be provided in a timely manner,
             all forms and documentation must be completed and on file in the FSEHS Office
             of Student Judicial Affairs a minimum of four (4) weeks prior to the
             commencement of classes for any given semester. Certain accommodations may
             involve other professionals and specialists, and therefore, may require
             considerable time to implement.

         F. Last Day to Withdraw from Course:
          In order to withdraw from a course it is NOT enough to stop attending class or to
             inform the instructor of your intention to withdraw.
          Refer to the refund section of the appropriate catalog: Graduate:
         http://www.schoolofed.nova.edu/fgshome/catalog/student_policies_procedures.p
         df

            For further assistance, contact your Academic Advisor.

         G. Course/Instructor Evaluation:
          It is expected that all students will participate in the online Course/Instructor
            Evaluation at or near the end of the course.
          Notices of Course/Instructor Evaluation access are sent to registered students by
            NSU email.

X. GRADING CRITERIA
    A. Presubmission Checklist:
       http://www.nova.edu/~yates/FSEHS_Pre_Submission_Checklist.pdf
       http://www.nova.edu/~yates/FSEHS_Pre_Submission_Checklist.doc


EL 698                               Revised August 2011                       Page 10 of 101
         General Grading Rubric: http://www.fgse.nova.edu/gtep/students/gteprubrics.html

Student Evaluation Criteria:
Students must maintain a minimum 3.0 (B) grade point average for retention in the program.
A grade of incomplete is only granted at the discretion of the faculty member teaching the
course. An incomplete is used for documented extreme emergencies and not for the inability
to complete the course requirements within the designated time frame. A student must
request an incomplete prior to the next to last class session on the form found at
http://apps.fse.nova.edu/graft/student_incomplete_grade_form.aspx. An incomplete grade
(“I”) must be made up by the date stipulated by the faculty member teaching the course.

B. Grading Scale:

                           Letter Grade    Percentage     Quality Points
                               A            91-100         4.0
                               B+           86-90          3.5
                               B            80-85          3.0
                               C            70-79          2.0
                               F            Below 70       No Credit

C. Course Assignments and their percentage of the final grade:
School-Based Clinical Faculty Mid-point grade (Form F) –                           15 points
School-Based Clinical Faculty End-point grade (Form F) -                           15 points
Quality of Internship portfolio (University Supervisor) -                           20 points
Vision and Policy Project (Form G x 2) =                                            20 points
Summary paper -Nova writing rubric (University Supervisor)                         15 points
Internship experience (university Supervisor) –                                     15 points
                              Total=                                               100 points
D. Students must retain copies the graded assignments required by their specialization for their
portfolios. Click on the Student Portfolio Guide
(http://www.schoolofed.nova.edu/gtep/students/GTEPStudentPortfolioGuide.pdf

XI. LIST OF SUGGESTED RESOURCES
      A. Books and Articles: Texts from previous courses.
      B. Journals:
        Academic Leadership
        American Educational Research Journal
        Bilingual Research Journal
        Childhood Education
        Current Issues in Education
        Early Education and Development,
        Elementary School Journal
        English Education



EL 698                              Revised August 2011                       Page 11 of 101
           Exceptional Children
           Journal for Research in Mathematics Education
           Journal of Computing in Teacher Education
           Journal of Early Intervention,
           Journal of Educational Research for Language Minority Students
           Journal of English Teaching Techniques
           Journal of Reading
           Journal of Science Education
           Journal of Special Education
           Leading and Teaching with Technology
           Mathematics Teacher
           Phi Delta Kappan
           Reading Teacher
           TESOL Journal
           Young Children

         C. Websites:
           About Education. (2007). Secondary school educators. Retrieved from http://7-
                 12educators.about.com/

           Florida Department of Education (2005). Retrieved from http://www.fldoe.org/

           Nevada Department of Education (2008). Retrieved from
                http://www.doe.nv.gov/index.html

           Yahoo! education directory (2007). Retrieved from http://dir.yahoo.com/Education/

         Additional Assistance with APA Formatting and Writing:
          American Psychological Association (2010). APA style. Retrieved from
                http://www.apastyle.org/

           American Psychological Association (2010). Basics of APA style tutorial. Retrieved
                from http://flash1r.apa.org/apastyle/basics/index.htm

           American Psychological Association (2010). What’s new in the sixth edition. (2009).
                Retrieved from http://www.apastyle.org/learn/tutorials/brief-guide.aspx

           Fischler School of Education, Applied Research Center (2010). Resources for writing
                 and preparing the applied dissertation. Retrieved from
                 http://www.schoolofed.nova.edu/arc/res_writing_and_preparing/index.htm

        The Landmark Project (2000-2010). Landmarks son of citation machine. Retrieved
               from http://citationmachine.net/
Template adopted: February, 2005
Template revised: August 10, 2011




EL 698                               Revised August 2011                     Page 12 of 101
            Appendix A

             Handbook




EL 698   Revised August 2011   Page 13 of 101
                NOVA SOUTHEASTERN UNIVERSITY
              EDUCATIONAL LEADERSHIP PROGRAM
                Abraham S. Fischler School of Education
                       1750 N.E. 167th Street
                    North Miami Beach, FL 33162




   Administrative/Educational Leadership Internship (EL698)

                       INTERNSHIP HANDBOOK


                 MASTER’S AND EDUCATIONAL
                SPECIALIST DEGREE PROGRAMS




 ADMINISTRATOR OF INTERNSHIPS                   REVISION COMMITTEE
 Dr. Stephen I. Siplet                          Dr. Paul B. Borthwick
                                                Dr. John C. Drewes




EL 698                  Revised August 2011               Page 14 of 101
                                      INTRODUCTION

A.          WHAT IS THE INTERNSHIP AND ITS PURPOSE?

         The Nova Southeastern University Administrative/Educational Leadership Internship is a
         practical, hands-on instructional experience for future or current administrators who wish
         to explore other administrative positions or enhance their professional qualifications.

         The purpose of the program is to provide the Intern an opportunity to observe, interview,
         work with, and perform the duties of administrators in the actual work setting. The Intern
         will be able to benefit from lessons learned from the School-Based Clinical Faculty who
         has had several years of professional experience in the field.

         The internship experience will assist the Intern in providing systematic and objective
         entrance into leadership positions. The internship experience will focus on the realistic,
         on-the-job situations in those areas of personal aspiration within the Intern’s particular
         career choice and provide the experience of carrying real administrative responsibility.

                The Internship is designed to fulfill the competency and experience goals of the
                Intern while meeting the State of Florida Field Experience requirements for
                certification as an Administrator/Educational Leader. Responsibilities assigned
                and tasks performed are to be in keeping with the administrative areas identified
                as important to the growth of the Intern. The internship is also designed to ensure
                that any products or output are useful to the system in which the Intern works.

         The internship allows the Intern to serve with selected successful administrators in a
         controlled setting built around the Intern’s competency needs and desired experiences.

         The Intern will be better prepared to serve as an effective administrator/educational
         leader by having these experiences.

         The internship will enable the Intern to:
             Develop increased knowledge of the linkage between philosophy
                and operational procedures of a system’s various divisions and
                functions.

               Develop a more comprehensive view of educational leadership.

               Develop insight and experience in the day-to-day operations of the
                local school and district.

               Develop knowledge of the connections between the local district
                and the state departments of education.

               Assess competencies in areas of potential target administrative
                roles.
EL 698                               Revised August 2011                       Page 15 of 101
               Gain qualifying administrative experience for selection, placement,
                and promotional consideration.

               Assess one’s impact on others, learn more about the consequences
                of actions, and apply this knowledge to the accomplishment of
                tasks.

                Internalize the code of professional ethics pertinent to the specific
                administrative position.


B.       HOW DOES THE INTERNSHIP BENEFIT THE SPONSORING AGENCY?

         The educational agency sponsoring the Intern will benefit through the development of
         programs/procedures/products for the improvement of the organization’s efforts. Various
         programs, procedures, and projects which might otherwise go unattended may be
         assigned to the Intern. The work conducted should be of such a nature that the
         educational agency benefits directly and measurably. This effort can be realized only if
         the Intern is given responsible assignments and an opportunity, within a certain
         framework, to succeed or fail.

         The School-Based Clinical Faculty selected for the program is expected to assist with
         analyzing the Intern’s programs and tasks for the purpose of determining the strengths
         and weaknesses of the Intern’s administrative style.

         The internship program also involves cooperation between the University and the
         sponsoring school system in developing programs which meet the ever-challenging needs
         of future and current administrators.


C.       WHO SHOULD ENROLL IN THE INTERNSHIP PROGRAM?

         The program is designed for administrative aspirants who desire the opportunity to
         acquire added skills and experiences.

         In addition, the program may take on a special design in response to the particular needs
         of a school district or other agency. The internship can be designed to prepare an
         individual for specific administrative positions within a given system. The district and
         University will collaborate on any special internship design.




EL 698                                Revised August 2011                        Page 16 of 101
D.       WHO IS ELIGIBLE TO ENROLL IN THE INTERNSHIP?

         Eligibility for an internship is determined by meeting the following criteria:

                1.      The student has been fully admitted into the Nova
                        Southeastern University master’s or specialist degree
                        Educational Leadership Program and has completed a
                        minimum of 18 credit hours.

                2.      For interns in a public school setting- a current regular or
                        professional teaching certificate in an academic area is
                        required.

                3.      In Nevada, specific categories of licensed professionals
                        may substitute 2 years of full-time professional experience
                        in a K-12 school for the required 2 years of teaching
                        experience.

                4.      The student has submitted Form A (Application Form) a
                        minimum of 6-weeks prior to the start of the proposed
                        internship.

            Exceptions to the above criteria for eligibility can be made only by the Administrator
            of Educational Leadership Internships.


E.       WHAT ARE THE PROCEDURES FOR ENROLLING IN THE INTERNSHIP COURSE?

         The following steps are required for enrollment:

                1.      Intern applies (Form A) six (6) weeks prior to the start of
                        the proposed internship.

                2.      Intern is notified of standing:
                        (a)     If not approved, the Intern is told to contact the
                                admissions department.
                        (b)     If Intern is approved, a letter of approval is sent to
                                the Intern.

                3.      Intern registers.

                4.      University Supervisor or local site associate contacts the Intern regarding
                        the required orientation meeting.

         Before a student can become an Intern, the application must be approved by the
         Administrator of Educational Leadership Internships, and there must be a potential



EL 698                                Revised August 2011                        Page 17 of 101
         cooperating educational School/District/Agency with whom the student can work during
         the internship experience.

         An approval letter from the Educational Leadership Program must accompany the
         Student Transaction Form (Registration). The internship may not begin until the approval
         for the internship has been received from the internship office.


F.       HOW MANY CREDITS IS THE EDUCATIONAL LEADERSHIP INTERNSHIP?

         An internship may be taken for three (3) credit hours. The internship is usually
         completed in one session (8 weeks). If additional time is needed an extension (Incomplete
         application form must be approved) can be granted but the internship must be completed
         within two sessions (16 weeks). Please note that grades can only be posted at the end of
         each 8 week cycle (if degree conferral is desired within a particular term, the internship
         must be completed to coincide with the appropriate grade reporting cycle).

         The internship involves an indefinite number of hours of time depending on what is
         needed to complete the structured activities, projects, and experiences required by the
         local sponsoring agency. A minimum of 50 contact hours per credit is required. For
         three credit hours, 150 contact hours are the minimum. Interns normally put in more than
         the minimum contact hours.

         The required hours of the internship must be beyond those required of the Intern as an
         employee during the normal working day. It is recognized that some of the internship
         experiences may take place during the work day; however, these activities must be
         approved in advance by the Intern’s University Supervisor in conjunction with the Local
         School-Based Clinical Faculty.

G.       WHAT IS THE TUITION AND OTHER FEES?

         Tuition for the Administrative/Educational Leadership internship is computed at the same
         rate as for other courses offered by Nova Southeastern’s Graduate Teacher Education
         Program.

         Tuition must be paid at the time a person registers for the internship and before starting
         the internship program.

H.       WHEN MAY INTERNSHIPS BEGIN AND END?

         Enrollment may begin at the start of any Term (fall, winter, summer). The Intern and
         University Supervisor assume the responsibility for initiating and negotiating the
         arrangements for the internship. The internship cannot begin until the orientation has
         been completed and the Internship Agreement Form (Form B) is signed by all three
         signatories.




EL 698                               Revised August 2011                      Page 18 of 101
         The internship is usually completed in one session (8 weeks). If additional time is needed
                an extension can be granted but the internship must be completed within two
                sessions (16 weeks). Please note that grades can only be posted at the end of each
                8 week cycle (if degree conferral is desired within a particular term, the internship
                must be completed to coincide with the appropriate grade reporting cycle).

I.       HOW IS THE SPONSORING AGENCY SELECTED?

         The educational agencies in which the Intern will function may be local school districts, a
         State Department of Education or other appropriate and approved educational agencies.

         The primary requirements for an agency to participate as a sponsoring institution are:

                1.      Subscribing to the basic purpose of the program and
                        indicate a willingness to function within the intents of the
                        program. Some agencies may require a formal contract
                        prior to placement.

                2.      Having policies that permit interns to assume
                        administrative responsibilities and authorize Intern
                        candidates.

                3.      Possess qualified personnel who are willing to sponsor an
                        Intern.

         Sponsoring agencies must recognize that each Intern will have a program that is designed
         to meet the State of Florida Field Experience guidelines. This program will include a
         variety of experiences which extend over a substantial period of time.

         The selection of a sponsoring agency is extremely important to the success of the Intern.
         The internship should be a growth experience; therefore, selection of the site should be
         conducive to the professional growth of the student. Approval of site selection is the
         responsibility of the Intern, consistent with local school district and university policy.

         The University and District may approve the immediate supervisor to be the School-
         Based Clinical Faculty, if it is determined to be in the best interest of the Intern.

         A structured activity Form 1.1 has been designed for the Intern. This activity prepares
         the Intern for the planning and placement conference with the University Supervisor and
         School-Based Clinical Faculty.


J.       WHAT IS THE PLANNING AND PLACEMENT CONFERENCE?

         After having been approved for the internship and attending the required orientation
         meeting, the Intern will participate in a planning and placement conference with the



EL 698                                Revised August 2011                       Page 19 of 101
         University Supervisor and Local School-Based Clinical Faculty of the educational
         agency.

         At this conference, an orientation to the internship process will be given to the Local
         School-Based Clinical Faculty using this Orientation PowerPoint™ link:




         Then decisions concerning the structured experiences and required documents will be
         made. Form B will be signed at this conference. (When more than one School-Based
         Clinical Faculty is used, a form for each Local School-Based Clinical Faculty is
         required.) Completed copies of Form B will be forwarded to the Internship office by the
         University Supervisor. The university offers an honorarium for service as a School-Based
         Clinical Faculty. At the initial planning meeting the University and IRS required forms
         will be completed and the University Supervisor will forward them to the Administrator
         for Internships.

         The Internship is designed to the competency and experience goals of the Intern.
         Responsibilities assigned and tasks performed are to be in keeping with the
         administrative areas identified as important to the growth of the Intern. The internship is
         also designed to ensure that any products or output are useful to the system in which the
         Intern works.

         NOTE: Structured Experience One (Form 1.1) and a rough draft of Form C will be
               developed at the Planning and Placement Conference.


K.       WHAT  IS THE SCOPE OF THE        INTERNSHIP       AND HOW IS THE INDIVIDUAL PROGRAM
         DEVELOPED?


                                  INTERNSHIP REQUIREMENTS

1.       Internship log and summary of performance activities
                The Log:
                The Intern is expected to keep a log (Form D -- Nova Southeastern University
                Internship Log of Performance Activities). The text of the log should be brief,
                yet clearly explain the experience and shall be reviewed by the School-Based
                Clinical Faculty every 50 hours. The purpose of maintaining a log is to enable the
                student to:
                      focus attention on the planned program,
                      provide a means to document what is being accomplished,
                      assess the value of the experiences, and
                      enable the Local School-Based Clinical Faculty and the
                       University Supervisor a means to assess the Intern’s



EL 698                               Revised August 2011                       Page 20 of 101
                      progress.
                The University Supervisor will review the logs at the final meeting.

2.       Skill Area Insight Journals
         The Intern is expected to complete at least 3 Insight Journals (Form E -- Insight
         Journal). Complete a journal entry for a major performance activity in each of your
         identified skill areas. The Journal provides a means to record observations, thoughts, and
         conclusions concerning the activities. These become the basis for the final paper.

3.       Self/School-Based Clinical Faculty Evaluation
         The Intern and School-Based Clinical Faculty will complete two progress self-
         evaluations. (Form F -- Nova Southeastern University Progress Report of Specific
         Performance Activity). One evaluation is to be completed at the half way point and
         another at the end of the internship. Feedback will be shared throughout the internship
         experience. The Intern School-Based Clinical Faculty will also complete Form H at the
         conclusion of the experience.

4.       The scope of the internship may include but is not limited to the following skill areas:

                  1.    Vision (is a required activity)
                  2.    Instructional Leadership
                  3.    Managing the Learning Environment
                  4.    Community and Stakeholder Partnerships
                  5.    Decision Making Strategies
                  6.    Diversity
                  7.    Technology
                  8.    Learning, Accountability and Assessment
                  9.    Human Resource Development
                 10.    Ethical Leadership
                 11.    Central Office Administration
                 12.    Federal and State Funded Program
                 13.    Legal Issues and Decisions
                 14.    SACS/Regional accreditation process
                 15.    SIT/SAC/etc.
                 16.    School Board Operation
                 17.    Special Education
                 18.    TESOL/ESOL
                 19.    A special event, committee, project or activity not specifically covered in
                         the skill areas in the school/district may be included if approved by the
                        University Supervisor.

         Interns should be involved as observers, participants or leads in the above areas. It is
         recommended that the internship include at least three skill areas (in addition to the
         Vision and Policy project), and that no more than 60% of the internship hours be spent in
         the context of one type of administrative role. It is important for the Intern to experience
         several administrative areas of responsibility.


EL 698                                Revised August 2011                       Page 21 of 101
         Within each of the skill areas, a minimum of three performance activities will be
         identified (Appendix B activity 2.1). It is strongly suggested that all of the activities not
         be at the Observe level. The more Lead opportunities the stronger the candidacy of the
         student for leadership.

                Below is a sample of possible activities using each of the criteria
                      levels. The Intern, School-Based Clinical Faculty or
                      University Supervisor may develop a unique activity based
                      on the needs of the district and the talents of the Intern.

          Observe:
         … the extent to which observable school practices, such as curriculum, professional
         development and the academic support provided students, are consistent with the vision
         and mission of the school to increase student achievement. Provide the school leadership
         team specific examples of school practices that seem consistent with the mission and
         vision and those that do not seem consistent.

         … classrooms for evidence that faculty members have both high expectations for all
         students and provide consistent academic support to those who need it so that they can be
         successful at an advanced level. Cite specific examples observed throughout the school.

         … a school that is showing progress to see how key practices such as curriculum,
         professional development, school organization and use of time have aligned, resulting in
         focus and increased academic achievement. Cite specific ways that alignment is in
         evidence at the school as well as areas that still need to be addressed.

         Participate:
         … in a school improvement team meeting in which school initiatives are being decided
         upon, monitored, or evaluated in terms of the extent to which they contribute to the
         school’s vision and mission of improving student achievement.

         … in a curriculum committee charged with aligning the school’s curriculum to the
         content and rigor of the state standards and assessment.

         Lead:
         … an instructional committee that is part of a structured audit or re-examination and
         potential re-crafting of a school’s vision or mission, perhaps in preparation for renewal of
         accreditation (such as SACS, CASI or Middle States Association) or review by the state
          department of education.

         …a school team in the development of a set of research- based practices that will be used
         to focus the faculty on student learning.




EL 698                                Revised August 2011                        Page 22 of 101
         …the school’s preparations for a technical assistance visit by a comprehensive school
         reform group such as High Schools That Work. Work with the in-school coordinator to
         assemble the needed documentation and develop the schedule.

5.       Structured Experiences
         A part of the internship experience is a set of structured activities in which all Interns
         participate. The purpose of these activities is to provide the student with an opportunity
         to explore major functions of a school district (those students not a public school setting
         will be asked to attend a public school governing board meeting in addition to their
         governing board, if appropriate. The other structured activities will be modified to meet
         the unique setting of the Intern). Each Intern will complete Experience One (Activity 1.1)
         prior to the Planning and Placement Conference. All Interns will complete Structured
         Experience Two through Four. Two (2) of the last four (4) experiences will be completed.
         Participation in specific experiences will be determined jointly between the student,
         School-Based Clinical Faculty and the University Supervisor. The structured experiences
         should be undertaken early in the internship and the reports included in the Internship
         Portfolio. All Interns will then complete a Final Summary Paper.

                          SYNOPSIS OF STRUCTURED EXPERIENCES
                The following is a brief description of each structured experience:
ONE:            Skill Self-Analysis
                       An analysis of Intern’s current knowledge and experience level compared
                        to the Principal Leadership Standards (to be done before the Planning
                        and Placement Conference).
                        (Activity 1)
TWO:            Goal/Performance Activity Task Selection
                       The Intern and School-Based Clinical Faculty will meet to identify
                        specific tasks for each performance activity in each skill area that the
                        intern will work on during the internship (to be done after the Planning
                        and Placement Conference using Form C)
THREE:          Administrator Shadowing Experience
                       Using a shadowing Form, observe a person for a day in the role to which
                        the Intern is aspiring. A total of five (5) hours should be dedicated to this
                        experience. (Activity 3.1, 3.2).
FOUR:           Visioning and Policy Project
                       The intern, School-Based Clinical Faculty and University Supervisor
                    agree on an actual school based problem that the intern takes from vision to
                    conclusion. (Activity 4.0 and Form G).
FIVE:           Regular Board Meeting Analysis
                       Observation of a board meeting. (Activity 5.1-5.4).
SIX:            Board Member/Superintendent/District Administrator Role Survey
                       Using a structured questionnaire, interview a school board member, the
                        superintendent or a district administrator. (Activity 6.1 or 6.2 or 6.3).
SEVEN:          Administrator Lead Meeting Analysis
                       An observation one staff meeting conducted by an administrator to assess
                        effectiveness, given a set of criteria. (Activity 7.1-7.4).


EL 698                               Revised August 2011                        Page 23 of 101
EIGHT:          Principal Role Survey
                      Using a structured questionnaire, interview a principal, and the immediate
                       supervisor of principals (if applicable) to examine the interaction of roles
                       on the operation of a school. (Activity 8.1 or 8.2).

         NOTE: These experiences may be modified, depending upon the Intern’s career
               aspirations or setting with the approval of the University Supervisor and School-
               Based Clinical Faculty.




EL 698                               Revised August 2011                      Page 24 of 101
Final Summary Paper:

    All Interns will compile the information from their Skill Area Insight Journals (Form E) and
    Visioning and Policy Project (Form G) into a formal paper. It represents the culmination of
    the internship experience and is based on the Insight Journals. This is a scholarly effort
    (minimum of 10 pages not counting the preface, reference and Appendix). Writing is to be at
    the graduate level (five sentence paragraphs minimum) and should meet A.P.A.
    standards/guidelines. A duplicate copy will be maintained by the University Supervisor.
    The paper shall be organized in the following manner:

                I.    Title Page-
              II. Table of Contents

              Chapter I. Description of the Organization and Surrounding Community
                     Describe the organization and organization’s constituency. Try to
                     help the reader understand the facilities, students, teachers, staff,
                     local School/District, and the surrounding community.

               Chapter II. Summary of Internship Performance Activities and Experiences
                     Using the Skill Area Insight Journals (Form E) and Visioning and
                     Policy Project (Form G) discuss in depth the activities and
                     experiences. Begin each of the activities as a new paragraph with
                     a header. Questions listed under the Concrete Experience and
                     Observational and Reflections Stages of the Kolb’s Structure of
                     Experiential Learning (see immediately after the paper outline)
                     should be used to guide your discussion in this section.

              Chapter III. Linking Theory and Practice
                     Using the Skill Area Insight Journals (Form E) and Visioning and
                     Policy Project (Form G) analyze your experiences using concepts,
                     principles, and examples from the content of your courses to
                     structure your discussion. Use your State Competencies to give
                     breadth and depth to your discussion. Each experience starts as a
                     new paragraph and briefly restates the activity and results. Include
                     a minimum of one (1) citation for each of the performance
                     activities comparing what was observed to what “should be” as
                     found in the course materials/citations.

              Chapter IV. Reflection
                     1. What did you get out of the experience?
                     2. How has this experience affected your decision to be an
                     Educational Leader?
                     3. What recommendations do you have to improve, change or
                     enhance the experience for future students?
              References
              Appendices



EL 698                                Revised August 2011                    Page 25 of 101
KOLB’S STRUCTURE OF EXPERIENTIAL LEARNING
This outline lists the four dimensions of Kolb’s structure of experiential learning as well as
questions that help define each dimension. It is attached for the student’s convenience and
should be consulted when writing the summary paper.

A.       CONCRETE EXPERIENCE
         1.  What did I do? Where? When? For how long? Why?
         2.   How many other people were involved? Is my role, responsibility and
              contribution clear from that of the group or committee?
         3.   What was the extent of my involvement?
         4.   What techniques, methods, or procedures did I use? Why?
         5.   What were my goals and objectives? How did they influence my
              approach?
         6.   What resources did I use?

B.       OBSERVATIONS AND REFLECTIONS
         1.   What were my thought processes? What were the considerations,
              decisions, and rationale?
         2.   What did I notice? Trends? Patterns? Differences? Similarities?
         3.   What was important, significant, different, and unique?
         4.   What worked and what did not work?
         5.   What can I say in retrospect?
         6.   What relationships have I noticed?

C.       FORMATION OF ABSTRACT CONCEPTS AND GENERALIZATIONS
         1.   What ideas and insights did I have?
         2.   What hypotheses, rules, laws, theories, and principles have I formed to
              explain why this is, why this happens, why this works, or does not work,
              why this is the same or different, why this trend, pattern, or relationship
              exists?
         3.   Is this explanation or theory appropriate for more than one situation?
         4.   What would also be true or relevant for other persons or situations? How
              can this be applied?
         5.   Can I look at my learning experience from a broader perspective and make
              generalizations from it?

D.       TESTING OR APPLYING CONCEPTS IN NEW SITUATIONS
         1.    Would my knowledge be useful in other situations? How?
         2.    Based on this knowledge, what have I done, or what would I do?
         3.    Can I make predictions based on my knowledge?
         4.    Have I tested my ideas, concepts, or those of others that I have learned? If
               not, can I guess what would happen? Why?
         5.    How does my knowledge affect or apply to other situations? Is it relevant
               or significant?




EL 698                               Revised August 2011                      Page 26 of 101
L.       WHAT IS THE ROLE OF THE LOCAL SCHOOL-BASED CLINICAL FACULTY?

         Local School-Based Clinical Faculty must be practicing administrators. School-Based
         Clinical Faculty must believe that educational leadership can be learned, and they will
         demonstrate this belief by providing experiences that will train the Intern to be an
         educational leader rather than a clerical manager.

         The Local School-Based Clinical Faculty and the Intern, in conjunction with the
         University Supervisor, will agree on skill areas, identify performance activities, define
         tasks to be accomplished and products to be completed, and determine competency level.
         A written agreement (Form B) between the Local School-Based Clinical Faculty, Intern
         and University Supervisor will be signed at the initial planning meeting. The university
         offers an honorarium for service as a School-Based Clinical Faculty. At the initial
         planning meeting the University and IRS required forms will be completed and the
         University Supervisor will forward them to the Administrator for Internships. The
         School-Based Clinical Faculty and the Intern will then begin to prepare Form C at the
         Planning and Placement Conference.

         The Local School-Based Clinical Faculty assumes direct responsibility for supervising
         the experiences of the Intern. Bi-weekly conferences and planning times between the
         Local School-Based Clinical Faculty and Intern should be scheduled for on-going
         verification of participation, coaching, review of and approval of progress reports.

         The Local School-Based Clinical Faculty is expected to delegate realistic responsibilities
         to the Intern. The School-Based Clinical Faculty will make available the resources
         needed for the intern on to complete the task (this may mean obtaining clearances for the
         intern to attend restricted meetings, etc.).The Intern requires ongoing supervision when
         involved in the various projects. Such supervision may include the Intern’s having office
         space in close proximity to the School-Based Clinical Faculty. In some instances, there
         may be a need for a more formalized procedure for supervision.

         The Intern will submit all agreed upon Structured Experiences, to the Local School-
         Based Clinical Faculty for review and comment. The Local School-Based Clinical
         Faculty should review logs, make comments and evaluate the activities recorded.
         Evaluation of the Intern will be made using Form F at the mid point and the end of the
         field experience. The final responsibility of the Local School-Based Clinical Faculty is to
         evaluate the internship program (Form H).

         The time devoted to the internship program by the Local School-Based Clinical Faculty
         should result in a net gain for the educational agency involved. In other words, the
         amount of time invested by the Local School-Based Clinical Faculty should be more than
         offset by the contribution made by the Intern. Significant contributions will be dependent
         largely upon the type of program that is planned and conducted.

         If problems arise, the University Supervisor should be contacted by either the Local
         School-Based Clinical Faculty or the Intern.

         The Local School-Based Clinical Faculty is:
EL 698                               Revised August 2011                       Page 27 of 101
                       Conversant with the internship and field experience concept.
                       Willing to spend time working with and supervising an Intern.
                       Thoroughly knowledgeable about the local school, district,
                        or educational agency regarding work experiences in which
                        the Intern will participate.
                       Capable of handling ambiguity or conflict if it should occur.

         The School-Based Clinical Faculty is able to:
                     Assist in defining policies, processes, and practices of the
                      educational agency.
                     Orient university personnel to the educational agency.
                     Assist individual Interns in planning and organizing work
                      assignments.
                     Secure access within the educational agency for Interns to
                      carry out their assignments.
                     Hold periodic group or individual meetings with Interns to
                      evaluate progress and offer insight to problems
                      encountered.

         The following indicators serve as guidelines for Local School-Based Clinical Faculty
         when establishing a working relationship with the Intern and the University Supervisor:

                       Communicate with the Intern and the University Supervisor
                        when designing and implementing the Intern’s experiences.
                        Brief the Intern on educational agency policies.
                       Acquaint the Intern with the programs that the Local
                        School-Based Clinical Faculty administers in the
                        educational agency and the Intern’s leadership experiences.
                       Identify internship skill areas for the Intern, and discuss the
                        competencies associated with them.
                       Introduce the Intern to other educational agency members
                        and describe their assigned responsibilities.
                       Supervise the Intern with the implementation of the
                        Activities.
                       Evaluate the Intern’s performance (Form F) in each of the
                        competencies after one half of the Internship time and
                        when completed.


M.       WHAT IS THE ROLE OF THE UNIVERSITY SUPERVISOR?

         Qualifications:

         The University Supervisor is responsible for working with the various educational
         sponsoring agencies to assist in developing programs. The University Supervisor
         represents the University and shall have been or is currently an Educational Leader with
         knowledge of the field experience concept.
EL 698                                Revised August 2011                        Page 28 of 101
         The University Supervisor will conduct an orientation seminar for all new Interns at the
         beginning of each session. Procedures, experiences, and assignments will be discussed at
         this seminar. The Internship Coordinator is responsible for conducting an initial planning
         and placement conference with the Intern and Local School-Based Clinical Faculty. Local
         School-Based Clinical Faculty agreements will include the level of monitoring expected
         during the internship. Once the Intern is enrolled and the Administrator of Educational
         Leadership Internships has determined eligibility, the University Supervisor or site
         representative will contact the Intern about an orientation meeting (Forms M and N).

         The University Supervisor is responsible for meeting at least the minimum number of
         visits/contacts stipulated in the district/university agreement. The University Supervisor
         serves as a consultant at the request of the Intern or the Local School-Based Clinical
         Faculty. The university offers an honorarium for service as a School-Based Clinical
         Faculty. At the initial planning meeting the University and IRS required forms will be
         completed and the University Supervisor will forward them to the Administrator for
         Internships.

         The University Supervisor is responsible for assisting with the evaluation of the student’s
         experiences by reviewing all final products (portfolio), structured experiences, and logs of
         activities that are submitted. The University Supervisor is responsible for determining if
         the Intern has met the requirements for course credit and for the submission of paperwork
         to the Internship office.

N. WHAT HAPPENS IF THERE IS A PROBLEM DURING THE INTERNSHIP?

                Deviations from an Intern’s planned activities or changes in the internship must
                 be agreed upon in advance by the Local School-Based Clinical Faculty and
                 University Supervisor.
                The School-Based Clinical Faculty feels the Intern is not performing up to
                 expectations:
                    o Document a meeting where the deficiencies have been discussed.
                    o Ask the University Supervisor to meet with the Intern
                    o If the problem cannot be resolved, notify the Administrator of Educational
                        Leadership Internships.

                Intern feels the School-Based Clinical Faculty is not meeting the conditions of the
                 internship:
                     o Document a meeting where the deficiencies have been discussed.
                     o Ask the University Supervisor to meet with the School-Based Clinical
                         Faculty
                     o If the problem cannot be resolved, notify the Administrator of Educational
                         Leadership Internships.

                Either the Intern or School-Based Clinical Faculty feel the Internship Coordinator
                 is not performing their functions correctly:
                     o Document a meeting where the deficiencies have been discussed.

EL 698                                Revised August 2011                       Page 29 of 101
         o If the problem cannot be resolved, notify the Administrator of Educational
           Leadership Internships.




EL 698                   Revised August 2011                     Page 30 of 101
O.       WHAT ARE THE MINIMUM REQUIREMENTS OF THE INTERN?

         The following is a checklist of minimum requirements:

         ____ 1.       Contact local school or school district office for placement.

         ____ 2.       Submit Form A (Application Form) to Educational Leadership Internship
                       Office - a minimum of 6-weeks before registering.

         ____ 3.       Notification of official acceptance from Educational Leadership Internship
                       Program Office (Letter of Approval or Non-Approval). If not accepted,
                       student should contact Admissions Office.

         ____ 4.       If accepted, register for the course and pay tuition. Attach a copy of the
                       official “Letter of Approval” from the Educational Leadership Internship
                       Program Office to the Student Transaction Form.

         ____ 5.       Attend required orientation meeting scheduled with the University
                       Supervisor or site administrator.

         ____ 6.       Complete Structured Experience One (Activity 1) and a rough draft of
                       Form C prior to the Planning Conference with the University Supervisor
                       and Local School-Based Clinical Faculty.

         ____ 7.       Contact University Supervisor to set a date for the Planning Conference
                       with the Local School-Based Clinical Faculty.

         ____ 8.       Form B (Internship Agreement) is completed at the Planning Conference
                       and Form C is discussed and agreed upon. The Vision and Policy Project
                       topic is discussed at the session and Form G started.

         ____ 9.       Complete final copy of Form C and submit to University Supervisor
                       following the Planning Conference.

         ____10.       Submit Form D to School-Based Clinical Faculty approximately every
                       150 hours. Total each page and have the School-Based Clinical Faculty
                       review the form. The School-Based Clinical Faculty is to sign and date the
                       mid-point and last page of the time log.

         ____11.       Complete three (3) of the last four (4) additional agreed upon Structured
                       Experiences.

         ____12.       Set up periodic meetings with University Supervisor and School-Based
                       Clinical Faculty for Progress Reports. (Form F) is to be completed at the
                       mid-point and end of the field experience. Complete top portion of form
                       before each meeting.

         ____13.       Prepare a Field Experience Portfolio containing the following sections:
EL 698                              Revised August 2011                        Page 31 of 101
                                   Forms (sample products as appropriate).
                                   Activities in numerical order.
                                   Evaluations (Form F)
                                   Summary Paper

         ____14.    Arrange the final conference with the Local School-Based Clinical Faculty
                    and University Supervisor and complete the top portion of Form F
                    (Progress Report) at the end of internship. Local School-Based Clinical
                    Faculty completes Form H (Critique of Internship Program) and submits
                    it to the University Supervisor at the end of the meeting.

         ____15.    Submit one copy of the Summary Paper to the University Supervisor.

         ____ 16.   Submit one copy of the Vision and Policy Activity to the University
                    Supervisor (Form G)

         ____17.    Mail “Intern Feedback on Educational Leadership Internship” (Form I) to
                    Educational Leadership Internship Office, F.S.E., Nova Southeastern
                    University, 1750 NE 167th Street, North Miami Beach, Florida 33162.




EL 698                             Revised August 2011                    Page 32 of 101
                            Principal Leadership Standards
                                          Sample Key Indicators
                                            Early Career Principals


1.0 Vision – High Performing leaders have a personal vision for their school and the knowledge,
skills, and dispositions to develop, articulate and implement a shared vision that is supported by
the larger organization and the school community.
1.1 Describes how to develop and implement a shared vision and strategic plan for the school
1.2 Works with staff, students and families to achieve the school’s vision
1.3 Describes how instructional objectives, curricular goals and the shared vision relate to each other
1.4 Allows time for the achievement of goals
1.5 Identifies needs that will be targeted in the shared vision and strategic plan
1.6 Communicates the school’s vision, mission and priorities to the community
1.7 Understands the basic concepts of the change process
1.8 Is aware that external influences have impact upon the school
1.9 Establishes plans to accomplish goals
1.10 Relates the vision, mission, and goals to students
1.11 Understands the effect of having a community of learners working together
1.12 Articulates and reinforces the vision in written and spoken communications

2.0 Instructional Leadership – High Performing Leaders promote a positive learning culture,
provide an effective instructional program, and apply best practices to student learning,
especially in the area of reading and other foundational skills.
2.1 Sets annual learning gains, school improvement goals and other targets for instructional improvement
2.2 Uses data as a component of planning for instructional improvement
2.3 Includes provisions in the instructional program for students with special needs
2.4 Engages staff in ongoing study of current best practices
2.5 Reads research, applied theory, and informed practice related to the curriculum
2.6 Works to create high expectations and standards among the staff, teachers, and community members
2.7 Relates content and instruction to the achievement of established standards by students
2.8 Provides instructional leadership
2.9 Is aware of research on instructional effectiveness and will use it as needed
2.10 Demonstrates knowledge of student performance evaluation
2.11 Has identified skills necessary for the planning and implementation of improvements of student learning
2.12 Assesses the curriculum needs in a particular setting
2.13 Works to relate state standards, the needs of the students, the community and the school’s goals
2.14 Understands the effect that a positive school culture has on student learning
2.15 Recognizes differences in the staff’s desire and willingness to focus energy on achieving educational
         excellence
2.16 Identifies teaching and learning needs among the staff and teachers
2.17 Communicates the instructional program to the community, the staff, and district personnel
2.18 Models professionalism, collaboration and continuous learning
2.19 Understands and recognizes the benefits for students in:
         • balanced reading instruction
         • curriculum integration
         • active teaching and learning strategies
         • standards-based instructional programs
         • the use of technology for instructional purposes
         • aligning classroom assessments to standards

EL 698                                      Revised August 2011                                Page 33 of 101
3.0 Managing the Learning Environment – High Performing Leaders manage the
organization, operations, facilities and resources in ways that maximize the use of resources in an
instructional organization and promote a safe, efficient, legal, and effective learning
environment.
3.1 Administers policies that provide a safe school environment
3.2 Plans for the accomplishment of strategic goals
3.3 Manages the daily operations of the school
3.4 Is aware of the various fiscal and non fiscal resources for the school including business and
         community resources
3.5 Manages the school to promote and encourage student learning
3.6 Uses financial resources and capital goods and services to support school priorities
3.7 Uses an efficient budget planning process
3.8 Uses school resources to achieve curricular and instructional goals
3.9 Understands techniques and organizational useful in leading and managing a complex and diverse
         organization
3.10 Plans and schedules one’s own and others’ work so that priorities and goals can be met
3.11 Conforms to legal and ethical standards in the management of the learning environment

4.0 Community and Stakeholder Partnerships – High Performing Leaders collaborate with
families, business, and community members, respond to diverse community interests and needs,
work effectively within the larger organization and mobilize community resources.

4.1 Understands how student and family conditions affect learning
4.2 Identifies opinion leaders in the community and their relationships to the school
4.3 Communicates the school’s vision, mission and priorities to the community
4.4 Understands the effect that school image caused by impressions created by the students and staff and
          its use in promoting the school
4.5 Uses shared leadership and decision-making model in the operation of the school
4.6 Identifies resources of families, business, and community members that could support the school
4.7 Understands the benefits of having and using a variety of partnerships, coalitions, and networks
4.8 Is establishing relationships within and external to the school
4.9 Actively engages the community to promote student and school success
4.10 Identifies other agencies to connect students to the health, human and social services they need to stay
          focused on learning
4.11 Provides opportunities to involve family and community in a broad range of school activities

5.0 Decision Making Strategies – High Performing Leaders plan effectively, use critical
thinking and problem solving techniques, and collect and analyze data for continuous school
improvement.

5.1 Is developing a set of problem solving techniques and decision making skills
5.2 Understands that events and problems can have a variety of explanations
5.3 Explains and defends decisions made
5.4 Uses data to inform decisions
5.5 Uses others to assist in the accomplishment of organization goals
5.6 Supports student learning when making curricular and instructional decisions
5.7 Has a problem-solving model to use when confronted with unsettled questions or undesirable
         situations
5.8 Conforms to appropriate legal standards
5.9 Makes decisions in a timely fashion using the best available information
5.10 Provides opportunities to involve family and community in a broad range of school activities




EL 698                                      Revised August 2011                               Page 34 of 101
6.0 Diversity – High Performing Leaders understand, respond to, and influence the personal,
political, social, economic, legal, and cultural relationships in the classroom, the school and the
local community.
6.1 Has skills necessary for interactive and interpersonal situations
6.2 Understands how multicultural awareness, gender sensitivity, and racial and ethnic appreciation
          affect an educational organization
6.3 Is able to interact with the various cultural, ethnic, racial, and special interest groups in the community
6.4 Is aware of how the teaching staff provides for the diverse perspectives appropriate to the student
          population and school community
6.5 Provides opportunities to involve school community in a broad range of school activities
6.6 Interacts effectively with diverse individuals and groups
6.7 Conforms to legal and ethical standards related to diversity
6.8 Is perceptive and tactful in dealing with diverse populations
6.9 Recognizes when crisis communications are necessary and is building a repertoire of skills to
          deal with them
6.10 Arranges for students and families whose home language is not English to engage in school
          activities and communication through oral and written translations
6.11 Has a plan for the hiring and retention of a diverse staff
6.12 Has a plan to develop ways to improve relations with various cultural, ethnic, racial and special
          interest groups in the community

7.0 Technology – High Performing Leaders plan and implement the integration of technological
and electronic tools in teaching, learning, management, research, and communication
responsibilities.
7.1 Is aware of the technology, telecommunications and information systems and their uses to enrich
         curriculum, instruction, and assessment
7.2 Communicates and gets feedback on a plan for technology integration for the school community
7.3 Works with tech-savvy staff to plan for increased technology usage
7.4 Models the use of technology as a tool in support of both educational and community activities
7.5 Develops an effective teacher professional development plan to increase technology usage
7.6 Has assessed and analyzed the extent to which technology has been integrated throughout the
         teaching and learning environment
7.7 Within the available resources, increases access to educational technologies for the school
7.8 Has a plan for the provision of support to increase the use of technology already in the
         school/classrooms
7.9 Uses technology to support the educational efforts of staff and teachers

8.0 Learning, Accountability, and Assessment – High Performing Leaders monitor the success
of all students in the learning environment, align the curriculum, instruction, and assessment
processes to promote effective student performance, and use a variety of benchmarks, learning
expectations, and feedback measures to ensure accountability for all participants engaged in the
educational process.
8.1 Uses data to assess and monitor school improvement
8.2 Uses multiple sources of data to inform decisions and improvement processes
8.3 Monitors and assesses student progress
8.4 Monitors and assesses the progress of activities
8.5 Demonstrates an understanding of the methods and principles of program evaluation
8.6 Develops and demonstrates skills in evaluating instructional strategies and materials
8.7 Understands how to use diagnostic tools to assess, identify, and apply instructional improvement
8.8 Works with staff to identify strategies for improving student achievement appropriate to the school population
9.0 Human Resource Development – High Performing Leaders recruit, select, nurture and,
where appropriate, retain effective personnel, develop mentor and partnership programs, and
EL 698                                       Revised August 2011                                 Page 35 of 101
design and implement comprehensive professional growth plans for all staff – paid and
volunteer.
9.1 Uses multiple data sources as they work with teachers to plan for individual professional development
9.2 Utilizes a variety of supervisory skills to use to improve teaching and learning
9.3 Understands adult learning strategies useful for assisting staff in professional development
9.4 Demonstrates an understanding of the methods and principles of personnel evaluation
9.5 Operates within the provisions of each contract as well as established enforcement and grievance
          procedures
9.6 Sets high expectations and standards for the performance of all teachers and staff
9.7 Empowers others to achieve personal, professional and organizational goals
9.8 Connects professional growth plans and professional development to individual teacher and school
          learning goals
9.9 Understands the processes necessary for use in the hiring and retention of high quality teachers
9.10 Sets expectations that will ensure that all students are engaged in active learning
9.11 Provides opportunities for teachers to think, plan, and work together
9.12 Pursues improvement of his/her own professional development

10.0 Ethical Leadership – High Performing Leaders act with integrity, fairness, and honesty in
an ethical manner.
10.1 Manifests a professional code of ethics and values
10.2 Makes decisions based on the legal, moral and ethical implications of policy options and political
        strategies
10.3 Creates, models and implements a set of values for the school
10.4 Develops well-reasoned educational beliefs based upon an understanding of teaching and learning
10.5 Understands ethical and legal concerns educators face when using technology throughout the teaching and
        learning environment
10.6 Develops a personal code of ethics embracing diversity, integrity, and the dignity of all people
10.7 Acts in accordance with federal and state constitutional provisions, statutory standards, and regulatory
        applications
10.8 Demonstrates ability to make decisions within an ethical context




EL 698                                    Revised August 2011                               Page 36 of 101
                         NEVADA STATE STANDARDS FOR
                      SCHOOL AND PROGRAM ADMINISTRATOR


A program for preparing a student as a School Administrator, must meet the following
standards:

            Program requires a student to demonstrate knowledge of the role of the
             school in society, including the need to apply the resources of the school
             to recognize social concerns.

            Program requires a student to demonstrate:

             (a)    Knowledge of a broad range of learning experiences and of the
                    interrelationships involved in learning;

             (b)    Knowledge of administrative and supervisory skills, including
                    evaluation of personnel;

             (c)    Knowledge of skills related to group dynamics;

             (d)    Knowledge of the rights, responsibilities and ethics inherent in
                    professional service;

             (e)    Knowledge and skills pertaining to relations between the school
                    and community;

             (f)    Knowledge of the interrelationships among various disciplines;

             (g)    Knowledge of school law;

             (h)    Competence in research and development related to school
                    programs and administration;

             (i)    Knowledge of school finance.

            Program requires a student to demonstrate competence in Human
             Relations, including selection and continuing development of personnel.

            Program emphasizes the role of an administrator.




EL 698                           Revised August 2011                      Page 37 of 101
                     INTERSTATE SCHOOL LEADERS LICENSURE
                   CONSORTIUM: STANDARDS FOR SCHOOL LEADERS



Standard 1: A school administrator is an educational leader who promotes the success of all
            students by facilitating the development, articulation, implementation, and
            stewardship of a vision of learning that is shared and supported by the school
            community.


Standard 2: A school administrator is an educational leader who promotes the success of all
            students by advocating, nurturing, and sustaining a school culture and
            instructional program conducive to student learning and staff professional growth.


Standard 3: A school administrator is an educational leader who promotes the success of all
            students by ensuring management of the organization, operations, and resources
            for a safe, efficient, and effective learning environment.


Standard 4: A school administrator is an educational leader who promotes the success of all
            students by collaborating with families and community members, responding to
            diverse community interests and needs, and mobilizing community resources.


Standard 5: A school administrator is an educational leader who promotes the success of all
            students by acting with integrity, fairness, and in an ethical manner.


Standard 6: A school administrator is an educational leader who promotes the success of all
            students by understanding, responding to, and influencing the larger political,
            social, economic, legal and cultural context.




EL 698                            Revised August 2011                     Page 38 of 101
            Educational Leadership Constituent Council (ELCC)
     Standards for Advanced Programs in Educational Leadership (2002)

Standard 1: Candidates who complete the program are educational leaders who have a
            knowledge and ability to promote the success of all students by facilitating the
            development, articulation, implementation, and stewardship of a vision of
            learning that is shared and supported by the school community.


Standard 2: Candidates who complete the program are educational leaders who have a
            knowledge and ability to promote the success of all students by promoting a
            positive school culture, providing an effective instructional program, applying
            best practice to student learning, and designing comprehensive professional
            growth plans for staff..


Standard 3: Candidates who complete the program are educational leaders who have a
            knowledge and ability to promote the success of all students by managing the
            organization, operations, and resources in a way that promotes a safe, efficient,
            and effective learning environment.


Standard 4: Candidates who complete the program are educational leaders who have a
            knowledge and ability to promote the success of all students by collaborating with
            families and community members, responding to diverse community interests and
            needs, and mobilizing community resources.


Standard 5: Candidates who complete the program are educational leaders who have a
            knowledge and ability to promote the success of all students by acting with
            integrity, fairness, and in an ethical manner.


Standard 6: Candidates who complete the program are educational leaders who have a
            knowledge and ability to promote the success of all students by understanding,
            responding to, and influencing the larger political, social, economic, legal and
            cultural context.

Standard 7: The internship provides significant opportunities for candidates to synthesize and
            apply the knowledge and practice and develop the skills identified in Standards 1-
            6 through substantial, sustained, standards- based work in real settings, planned
             and guided cooperatively by the institution and school district personnel for
            graduate credit.




EL 698                            Revised August 2011                      Page 39 of 101
                                                                                                     Form A




                            Administrative Internship Application
Administrative Internship Program
1750 NE 167th Street, North Miami Beach, FL 33162
Phone: (800) 986-3223, ext. 28519 or (954) 262-8519


Instructions: Apply for the Internship a minimum of four (4) weeks before the start of the semester. Complete
the attached Administrative Internship Application and Student Transaction Form. Send them to the
Administrative Internship Program office using this cover sheet. Submit application to: Fax: (954) 262-3961,
or scan and send by Email: edlintern@nova.edu


From: __________________________________ Date: _______________________________

Return Fax Number: ________________________________________________________

Name (Ms./Mr.)___________________________________ NSU ID# ___________________

Address_______________________________________________________________________
            Street                  City              State             Zip

Primary Phone ____________________________               Secondary Phone ____________________

NSU e-mail Address _______________________               Secondary e-mail ___________________

Current Position __________________________         Internship Site ______________________

Internship Site Address __________________________________________________________
                             Street             City             State       Zip
Clinical Faculty Member’s (local sponsor) Name:
_______________________________________________________




                                        Total Pages _____________




EL 698                             Revised August 2011                       Page 40 of 101
                                     Administrative Internship Application

NSU Site ____________________________________                 Date Submitted _______________

Name (Ms./Mr.)_______________________________                NSU ID# _____________________

   1. Select Degree Program:



   2. Select Specialization:

           MS / EdS State Approved Program in Educational Leadership (EL 699)
           MS Management and Administration of Educational Programs (EL 698)
           MS Charter School Education (CSED 698)

   3. Select Start Term:

         EL 699 (6 credits)
         Fall I                                       Winter I                               Summer I

         EL 698 (3 credits)
         Fall I       Fall II                Winter I        Winter II             Summer I          Summer II

      CSED 698 (3 credits)
      Fall I         Fall II           Winter I      Winter II            Summer I       Summer II
   4. Student Transaction Form
      Complete the attached STF and submit with the Administrative Internship Application. Do not include
      the course reference number (CRN) on the STF.

    ---------------------------------------------- FOR STAFF USE ONLY ---------------------------------------------
                                                          ----
     Approved                 CRN ___________________ STF sent to Registration _______________

     DENIED                  Student contacted _____________________



                                                                                                            Rev. 10/12/11




EL 698                               Revised August 2011                          Page 41 of 101
                                                                                          Form B




                              INTERNSHIP AGREEMENT FORM

It is agreed that the undersigned Intern will spend a minimum of 300 hours of time involved with
internship field experience.

It is also agreed that the undersigned Intern will complete the internship within one session (one
8 week sessions) If additional time is needed a request for extension will be filed by the Intern
with the Internship Coordinator for approval. The target date for completion is
_____________________ (date).

It is further agreed that the Intern will meet the minimum requirements for the internship as
outlined in the Educational Leadership Internship Handbook.

The School-Based Clinical Faculty agrees to actively assist the Intern in having a variety of
activities as outlined in the district/university agreement and the Educational Leadership
handbook.

The Internship Coordinator agrees to actively assist the Intern as outlined in the
district/university agreement and the Educational Leadership handbook.

_____________________________________________________________________________
Educational Agency/School Name/    Phone Number/               Date

______________________________________________________________________________
Local School-Based Clinical Faculty’s Name/    Signature

______________________________________________________________________________
    University Supervisor’s Name       University Supervisor’s Signature

____________________________________                 ____________________________________
          Intern’s Name                                        Intern’s Signature

___________________________________                  __________________________________
   (Intern’s NSU ID Number)                                Course/CRN#

A copy of this agreement form must be returned to:
                     Administrative/Educational Leadership Internship Program Office
                     Fischler School of Education and Human Services
                     1750 N.E. 167th Street
                     North Miami Beach, Florida 33162




EL 698                              Revised August 2011                      Page 42 of 101
                                                                                            Form C

                    INTERNSHIP PROJECTED PERFORMANCE ACTIVITIES


____________________________________ ____________                    ________________________
             Intern’s Name (Print)                      Date               NSU ID Number


                                                                     PRESENT           DESIRED
      SKILL AREAS           DESIRED PERFORMANCE ACTIVITIES         COMPETENCY        COMPETENCY
                                   TO BE COMPLETED                 LEVEL CODE        LEVEL CODE

 Vision and Policy



 1.



 2.



 3.

 Additional Tasks:




Competency Level Codes:
None=NF
Observer level= O
Participatant Level = P
Leadership level = L
Mastery=M


____________________________________________________________________________
Local School-Based Clinical Faculty’s Signature                Intern’s Signature




EL 698                                 Revised August 2011                      Page 43 of 101
                                                                                                                                         Form D
                                                     INTERNSHIP LOG OF PERFORMANCE ACTIVITIES

Intern’s Name________________________________________                                                    Page ______ of ______ Pages

                 TIME SPENT IN      INVOLVEMENT
     DATE        PERFORMANCE           CODE*             DESCRIPTION OF PERFORMANCE ACTIVITY           INSIGHTS   GAINED   FROM    PERFORMANCE
                   ACTIVITY                                                                            ACTIVITY




                 Total for Page

                Cumulative Total



*Involvement Code
       O = Observing                                _______________________________________________                   ________________________
       P = Participating                                                    Signature of Intern                                   Date
       L = Leading
                                                    _______________________________________________                   ________________________
                                                    Signature of Local School-Based Clinical Faculty                       Date




EL 698                             Revised August 2011                         Page 45 of 101
                                                                                                 Form E

                                  SKILL AREA INSIGHT JOURNAL

Name of Intern___________________________________ Skill Area___________________

For each skill area report on at least one activity that significantly addressed the skill.


1. Description of activity (Situation or Task, include start date):




2. Actions taken by you to accomplish the task:




3. Result(s) of your actions:




4. What did you learn about yourself through this activity?




5. What questions were left unanswered or still need to be addressed?




6. How would you use this experience in an administrative role?




EL 698                                 Revised August 2011                          Page 46 of 101
                                                                                                    Form F

                PROGRESS REPORT OF SPECIFIC PERFORMANCE ACTIVITIES

______________________________                _______      ____________________________________
                  Name of Intern              NSU ID#                   Educational Agency


                                                                         COMPETENCY LEVEL:
      PERFORMANCE ACTIVITIES TO BE ACHIEVED                               (Use Code Below)*

                                                                   Start          Desired       Current

 Vision and Policy Project
 1.
 2.
 3.
 Additional Tasks:




*Code: M =    Mastery
       L =    Able to Lead
       P =    Participant
       O =    Observer
       NB =   No knowledge
       NP=     No Progress

Specific feedback:




Intern’s Assessment of Academic Achievement                 Local School-Based Clinical Faculty’s
Assessment of Academic
        Achievement
(Circle grade):                                            (Circle grade):
A B+ B C D              F ____________________                     A B+ B C D F ____________
Check one: _______ Mid-Term Review                 _______ Final Review

______________________________________________________________________________
  Signature of Intern              Date              Signature of Local School-Based Clinical Faculty

_____________________________________                      _____________
         Signature of University Supervisor                                Date



EL 698                                    Revised August 2011                          Page 47 of 101
                                                                                 Form G

                            Visioning and Policy Project Checklist

Intern: _____________________________NSU#_____________ Site_______________

Element             Product/Evidence                                Date         Rating (see
                                                                    Completed    attached
                                                                                 rubric -
                                                                                 0,1,2)
1. Analysis of      Project vision:
Problem/Vision
(ELCC 1.1)


2. Solution         Data used:
Strategy
(ELCC 1.2)

Communication       Attach samples:


3. Development of   Attach plan:
an Action Plan
(ELCC 1.3)

Timeline            List major elements of the timeline:



4. Steward the      Evidence of communication:
project
(ELCC 1.4)
                    Leadership tasks:


5. Promote          Evidence:
community
involvement
(ELCC 1.5)

Reporting the       Evidence:
results



Total score:




     Intern’s Signature/Date                 School-Based Clinical Faculty Signature/Date



EL 698                                Revised August 2011                   Page 48 of 101
                        Visioning and Policy Project Rubric to be used with Form G
University Supervisor: This course assignment has been designated as an NCATE Assessment for
                   which we are collecting program data on the performance of the candidate. After
                   reviewing this assignment, please link to the Assessment System at
                   http://fischlerschool.nova.edu/assess. You will log in with your NSU login name
                   (e.g., in the e-mail address smith@nova.edu, smith is the login name) and NSU
                   password. Please enter the evaluation results on the specified criteria (bolded areas
                   of the rubric) for each candidate’s assignment online. The following Rubric is used:

                Students receiving less than 7 total points shall be listed as “Not MET” (corresponds
                        to less than a “C” on the assignment).
                Students receiving 7-8 total points shall be listed as “MET” (corresponds to a “C” or “B”
                        on the assignment).
                Students receiving 9-10 total points shall be listed as “Exceeds” (corresponds to a “B+”
                       or “A” on the assignment).

                Reminder: The grade to be entered on Form J (and posted in the grade area for online
                sections) is the grade from Form G multiplied by 2 (maximum of 20 points).

          Element        Evidence       Not met =0                 Met=1                     Exceeds=2
       1.Develop a      Structured    The project’s        The project’s              The project’s “vision”
       vision           Activity #4    “vision” does       “vision” is in             is in alignment with
       (ELCC 1.1)       and Form G     not match           alignment with the         the school’s vision
                                       school vision.      school’s vision that       that promotes the
                                                           promotes the success       success of all
                                                           of some students.          students. (ELCC
                                                           (ELCC 1.1a)                1.1a)

                                                           The intern based this      The intern based this
       Analysis of a                                       vision on at least one     vision on at least two
       problem.                                            relevant knowledge         or more relevant
       (ELCC 1.1)                                          and theory, including      knowledge and
                                                           but not limited to an      theories, including
                                                           understanding of           but not limited to an
                                                           learning goals in a        understanding of
                                                           pluralistic society, the   learning goals in a
                                                           diversity of learners      pluralistic society, the
                                                           and learner’s need,        diversity of learners
                                                           schools as interactive     and learner’s need,
                                                           social and cultural        schools as interactive
                                                           systems, and social        social and cultural
                                                           and organizational         systems, and social
                                                           change (ELCC 1.1b)         and organizational
                                                                                      change (ELCC 1.1b)

                                                                                      The project’s vision is
                                                                                      considered for
                                                                                      inclusion in the
                                                                                      school’s vision
       2.               Structured    Evidence of          Evidence is present of     Evidence is present of
                        Activity #4
       EL 698                               Revised August 2011                         Page 49 of 101
Development      and Form G   strategic planning at least one data-based     two or more data-
of a solution                 missing.           research strategy and       based research
strategy                                         a strategic planning        strategies and
(ELCC 1.2)                                       process that focus on       strategic planning
                                                 student learning to         processes that focus
                                                 inform the                  on student learning to
                                                 development of a            inform the
                                                 vision, drawing on          development of a
                                                 relevant information        vision, drawing on
                                                 sources such as             relevant information
                                                 student assessment          sources such as
                                                 result, student and         student assessment
                                                 family demographic          result, student and
                                                 data, and an analysis       family demographic
                                                 of community needs.         data, and an analysis
                                                 (ELCC 1.2a)                 of community needs.
                                                                             (ELCC 1.2a)

                                                   The intern                The intern
                                                   communicates the          communicates the
                                                   vision to one of the      vision to two or more
                 Samples of                        following stakeholder     of the following
Articulate the    agendas,                         groups: staff, parents,   stakeholder groups :
 vision           other                            students, and             staff, parents,
 (ELCC 1.2)       documents                        community members         students, and
                                                   through the use of        community members
                                                   symbols, ceremonies,      through the use of
                                                   stories and other         symbols, ceremonies,
                                                   activities (ELCC          stories and other
                                                   1.2b)                     activities (ELCC
                                                                             1.2b)

                                                                             Evidence of dialogue
                                                                             and input from stake
                                                                             holders (meeting
                                                                             agenda showing
                                                                             feedback as a topic,
                                                                             questionnaire, sample
                                                                             letter of request for
                                                                             feedback, etc.
3. Implement Structured       A plan of action     The intern formulates     The intern formulates
  a Vision   Activity #4      or timeline is not   the initiative            the initiative
  (ELCC 1.3) and Form G       evident.             necessary to motivate     necessary to motivate
                                                   one of the                staff, students, and
                                                   stakeholders (staff,      families to achieve
                                                   students, or families)    the school’s vision.
                                                   to achieve the            (ELCC 1.3a)
                                                   school’s vision.
                                                   (ELCC 1.3a)


EL 698                              Revised August 2011                        Page 50 of 101
                  Action Plan                        The intern develops        The intern develops
Action Plan       and timeline                       general plans and          detailed plans and
(ELCC 1.3)                                           processes for              processes for
                                                     implementing the           implementing the
                                                     vision. (ELCC 1.3b)        vision. (ELCC 1.3b)

                                                                                A detailed timeline
                                                                                and action plan is
                                                                                developed.

    Element           Evidence       Not met =0                Met=1                  Exceeded=2
4. Steward a        Structured    Communication        The intern uses           The intern uses
  Vision (ELCC      Activity #4   is poorly            effective                 effective
  1.4)              and Form G    prepared or          communication skills      communication skills
                                  demonstrated         in building a shared      in building a shared
                                                       commitment to the         commitment to the
                                                       vision. (ELCC 1.4a)       vision. (ELCC 1.4a)

                                                       The intern designs or     The intern designs or
Implementation                    Monitoring and       adopts a system to
                                   evaluation                                    adopts a system for
(ELCC 1.4)                                             monitor, evaluate,        using data –based
                                   steps missing.      and revise the vision.    research strategies to
                                                       (ELCC 1.4b)               regularly monitor,
                                                                                 evaluate, and revise
                                                                                 the vision. (ELCC
                                                                                 1.4b)

                                                       The intern assumes        The intern assumes
                    Samples of    Stewardship is       stewardship of the        stewardship of the
                    forms used     not evident.        vision. (Memo from        vision. (Memo from
                                                       School-Based              School-Based Clinical
                                                       Clinical Faculty to       Faculty to
                                                       stakeholders, letter      stakeholders, letters
                                                       from intern to            from the intern to
                                                       stakeholder               stakeholders, agendas
                                                       introducing them self     of meetings showing
                                                       as steward of the         the intern as leader,
                                                       project)                  etc.)
                                                       (ELCC 1.4c)               (ELCC 1.4c)

                                                                                 Evidence presented of
                                                                                 multiple techniques of
                                                                                 used (more than one
                                                                                 type of evidence
                                                                                 submitted).
5. Promote          Structured    The community        The intern involves a     The intern involves
 community          Activity #4    is not involved     few community             many community
 involvement in     and Form G                         members in the            members in the
 the vision                                            realization of the        realization of the
                                                       vision and in related     vision and in related
EL 698                              Revised August 2011                           Page 51 of 101
(ELCC 1.5)                                       school improvement       school improvement
                                                 efforts. (ELCC 1.5a)     efforts. (ELCC1.5a)

                                                                          Evidence of delegation
                                                                          and development of
                                                                          stakeholders as leaders
                                                                          is presented.


              Samples of                                                  The intern effectively
Stakeholder   documents                          The intern effectively
                           There is limited or                            communicates with all
involvement                no communication      communicates with
                                                 some of the              of the stakeholder
and results                with stakeholders.                             groups about the
(ELCC 1.5)                                       stakeholder groups
                                                 about the                implementation of the
                                                 implementation of the    vision. (ELCC1.5c)
                                                 vision. (ELCC1.5b)

                                                 The intern presents      The intern presents the
              Samples of                                                  results of the project in
              documents    Evidence of           the results of the
                                                 project in either        both written and oral
                           reporting of the                               format.
                           results to the        written or oral
                           stakeholders is       format.
                           missing.




EL 698                        Revised August 2011                         Page 52 of 101
                                                                                       Form H

                         LOCAL SCHOOL-BASED CLINICAL FACULTY
                           Impact on Leadership Development Survey
                                               EL699
(Mail directly to: Administrator of Educational Leadership Internship Program, 1750 NE 167th St, N.
Miami Beach Florida 33162)

School-Based Clinical Faculty Name: ________________________________________

Intern’s Name _______________________________Site ______________ Date _____________

University Supervisor’s Name __________________________________________________
====================================================================
   PART I:
       The survey is being provided to you by your intern who completed their educational
   leadership program at Nova Southeastern University. By giving you this survey instrument,
   this individual has consented to allow you to participate in the follow-up survey of our
   program completers.

      This brief survey is intended to provide the educational leaders program with information
   about how you perceive the individuals preparation.

       Thank you for your time and assistance with this survey. Your response is critical to our
   efforts to maintain quality in our educational leaders program.

   1. School or School District Location – City and State:

   2. Survey Completer’s Position
         o Supervisor
         o School-Based Clinical Faculty
         o
   3. District or School Size:

   4. Grade or Level where the Intern was assigned
         o Early Childhood
         o Elementary School
         o Middle School
         o High School
         o District Level

   5. Graduate Degree Earned or Sought by the Intern
         o Masters
         o Specialist

         Please respond to each of the following questions related to the intern preparation to
         become a school or district level administrator or leader:

         Directions: Please use the following key to indicate the degree to which you, as an
                     intern School-Based Clinical Faculty, believe the intern has met the ELCC
                     standards for school based leaders. Respond by checking the number in the
EL 698                                Revised August 2011                        Page 53 of 101
                      appropriate cell. A complete copy of the ELCC Standards is located in the
                      Internship Handbook.

         1 = Insufficient – There is sufficient evidence that the candidate failed to satisfactorily
             meet the standard.
         2 = Emerging Proficiency – There is only partial evidence that the candidate has met the
             standard, but more evidence is needed before determining proficiency with respect to
             the standard.
         3 = Basic Proficiency – There is sufficient evidence that the candidate has met the
             standard at a basic level.
         4 = Accomplished Performance – There is evidence that the candidate has met and the
             demands of the standard as an accomplished level.
         5 = Exemplary Performance – There is evidence that the candidate has met and
             exceeded the demands of the standard.

The NSU Educational Leaders Program prepares educational leader to:                1 2      3    4   5
 1 The program prepared him/her to work with students of diverse cultures
    and ethnicities (AP 5/INTASC 3, FPLS 6.0, ELCC 2.1)
 2 The program prepared him/her to work with English language learners.
    (AP5/INTASC 3, FPLS 6.0; ELCC 2.1)
 3 The program prepared him/her to work with students with special needs.
    (AP 5/INTASC 3, FPLS 6.0, ELCC 2.1)
 4 The program addressed the Florida Sunshine State Standards.
    (AP10/INTASC 7)
 5 The program addressed the Florida Principal Leadership Standards
    (FPLS 1.0-10.0)
 6 The program prepared him/her to develop lesson/intervention plans (AP
    10/INTASC 7, FPLS 2.0, ELCC 2.2, 3.2, )
 7 The program prepared him/her to use a variety of teaching/assessment/
    intervention methods appropriate for student and age level. (AP 7/
    INTASC 2, FPLS 8.0, ELCC 2.3)
 8 The program prepared him/her to use appropriate technology and/or
    media. (AP 12/INTASC 4, PLS 7.0, ELCC 2.2 and 3.3)
 9 The program prepared him/her to assess and/or address student behavior.
    (AP 9/INTASC 5, FPLS 5.0)
10 The program prepared him/her to manage the classroom or to provide
    consultation relating to classroom management. (AP 9/INTASC 5, FPLS
    9.0)
11 The program prepared him/her to use formal and informal assessment
    strategies appropriate to the student and subject matter. (AP 1/INTASC
    8, FPLS 8.0, ELCC 3.2 and 4.2)
12 The program prepared him/her to use formal and informal assessment
    results to improve learning and performance. (AP 1/INTASC 8, FPLS
    9.0, ELCC 3.2 and 4.2)
13 The course work prepared him/her to assist students with the academic
    and behavioral standards required by the school district. (AP 8/INTASC
    1, FPLS 2.0, ELCC 1.0-6.0)
14 The program prepared him/her to work with parents and/or families. (AP
    11/INTASC 10, FPLS 4.0, ELCC 1.5, 4.1, 4.2, and 4.3)
15 The educational program prepared him/her to develop an awareness and
    understanding of the school and its community. (AP 11/INTASC 10,
EL 698                               Revised August 2011                        Page 54 of 101
The NSU Educational Leaders Program prepares educational leader to:               1 2     3    4   5
    FPLS 4.0, ELCC 6.1, 6.2, and 6.3)
16 The program prepared him/her to be a reflective educator/practitioner.
    (AP 3/INTASC 9, FPLS 5.0)
17 The program prepared him/her for the legal and procedural requirements
    of the role (i.e., school law, standardized testing regulations, special
    education procedures). (AP 11/INTASC 10, FPLS 5.0, ELCC 3.1, 6.1,
    6.2, and 6.3)
18 The program prepared him/her to provide developmentally appropriate
    assessment, instruction, and intervention (AP 7/INTASC 2, FPLS 8.0,
    ELCC 2.3 and 3.1)
19 The program prepared him/her to effectively communicate in the school
    setting. (AP 2/INTASC 6, FPLS 2.0, ELCC 3.2)
20 The program prepared him/her for the position. (FPLS 1.0-10.0, ELCC
    1.0-6.0)
21 The program prepared him/her to incorporate teaching/problem-solving
    strategies to promote critical thinking skills among students/stakeholders.
    (AP 4/INTASC 4, FPLS 4.0, ELCC 4.1)
22 The program prepared him/her to conduct himself/herself in an ethical
    and professional manner. (AP 6/INTASC, FPLS 10.0, ELCC 5.1, 5.2,
    and 5.3)
23 The program prepared him/her to be an educational professional. (FPLS
    1.0-10.0, ELCC 1.0-6.0)
24 The program helped him/her to recognize students’ difficulties with
    reading and computation and apply appropriate measures to help them to
    improve their performance. (AP 1/INTASC 8)
25 The program helped him/her to use and integrate appropriate technology
    in assessment and teaching processes. (AP 12/INTASC 4, FPLS 7.0,
    ELCC 2.2 and 3.3)
26 Evaluate the human resource program in terms of human resource
    planning, recruitment of personnel, selection of personnel, placement and
    induction of personnel, staff development, evaluation of personnel,
    compensation of personnel, and collective bargaining (if appropriate).
    (FPLS 9.0, ELCC 3.3 and 2.4)
27 Promote a positive culture within the school that includes the design of
    comprehensive professional growth plans for school personnel. (ELCC
    2.1, 2.2, 2.3, and 2.4)
28 Utilize practical applications of organizational theories to manage the
    resources, budgeting process, physical plant, organizational operations,
    and the resources of a school. (FPLS 3.0, ELCC 3.1, 3.2, and 3.3)
29 Collaborate with internal and external stakeholders to identify and
    respond to their interests and needs to improve teaching and learning.
    (FPLS 4.0, ELCC 6.1, 6.2, and 6.3)
30 Develop a vision of learning for a school that is focused on the success of
    all students. (FPLS 1.1, ISLLC 1.a, ELCC 1.1)
31 Develop strategies to communicate the vision and to ensure that all
    stakeholders understand and can articulate the vision. (FPLS 1.6, 2.17,
    and 4.3; ELCC 1.2)
32 Motivate staff, students, and families to implement a school vision.
    (FPLS 1.2; ISLLC 1.d and 2.c; ELCC 1.3)
33 Steward the vision by implementing strategies that ensure all
EL 698                              Revised August 2011                       Page 55 of 101
The NSU Educational Leaders Program prepares educational leader to:                1 2     3    4   5
    stakeholders have a shared commitment and passion for the vision.
    (FPLS 1.9, ISLLC 1.c, ELCC 1.4)
34 Bring together and involve community members to implement the school
    vision and related improvement efforts. (FPLS 1.2, ELCC 1.5)
35 Assess school culture and to facilitate an alignment of the culture with
    student and adult learning. (FPLS 2.14, ISLLC 2.a and 2.e; ELCC 2.1)
36 Use a variety of data sources, technology, and information systems to
    monitor and establish high expectations for all students and teachers in a
    culture of continuous improvement. (FPLS 2.2, 2.9, 7.1, 8.1, and 8.2;
    ISLLC 1.b, 2.i, 2.h, 3.a, and 4.a; ELCC 2.2)
37 Lead a professional learning community that is focused on results and
    characterized by collective responsibility for internal planning and
    student learning. (FPLS 2.1, ISLLC 1.e, ELCC 2.3)
38 Develop a comprehensive professional development and follow-up
    program that reflects best practice and a commitment to life-long
    learning. (FPLS 2.4, 2.9, 9.1, 9.2, and 9.3; ELCC 2.4)
39 Manage time appropriately and efficiently, and utilize both the fiscal and
    human resources needed to ensure maximum opportunities for all
    students and staff to excel. (FPLS 3.3, 3.4, 3.5, 3.6, and 3.7; ISLLC 3.c
    and 3.b; ELCC 3.1)
40 Demonstrate an understanding of how to apply legal principles to
    promote educational equity and provide safe, effective, and efficient
    facilities. (FPLS 3.1, 3.11, 5.8, and 6.7; ELCC 3.2)
41 Employ rational analysis to develop improvement plans, and use existing
    policies to identify new resources to facilitate learning. (FPLS 3.2, 3.4,
    3.8, 3.11, 4.6, and 5.7; ELCC 3.3)
42 Recognize the importance and significance of developing an effective
    and interactive communications plan for staff, including opportunities for
    staff to develop family, and community collaboration. (FPLS 4.3, 4.10,
    and 4.11; ELCC 4.1)
43 Maintain high visibility in the community and to understand and
    accommodate the diverse needs of all stakeholders. (FPLS 4.9, ELCC
    4.2)
44 Demonstrate an understanding of how to use community resources to
    meet school goals and support student achievement. (FPLS 4.7, 4.8, and
    4.9; ELCC 4.3)
45 Undertake the responsibilities of a school leader in an impartial,
    sensitive, and ethical manner. (FPLS 10.2, 10.5, 10.7, and 10.8; ISLLC
    5.b, 5.c, and 5.d; ELCC 5.1, 5.2, and 5.3)
46 Demonstrate the ability to analyze and explain the impact of the federal,
    state, and local political, social, economic, legal, and cultural impact and
    interaction with the school or district. (FPLS 1.8, 2.13, 4.2, 5.8, and 6.7;
    ISLLC 6.b; ELCC 6.1)
47 Communicate effectively with all members of the school community
    about current trends, issues, and potential changes in the environment in
    which the school operates. (FPLS 1.6, ISLLC 4.d and 6.c; ELCC 6.2)
48 Lead the school community to develop activities and policies that benefit
    students and their families. (ISLLC 4.c and 6.a; ELCC 6.3)
49 Overall, I am satisfied with this educational professional’s preparation at
    NSU.
EL 698                              Revised August 2011                        Page 56 of 101
The NSU Educational Leaders Program prepares educational leader to:       1 2      3    4   5
50 Based on P-12 achievement data, the NSU graduate improved student
    learning.
         Additional Observations and Comments:




PART II: Please complete the following:

1.   What was most effective about the internship program?




2.   What was least effective about the program?




3.   What could be done to improve the program as a School-Based



Clinical Faculty?




4.   What could be done to improve the program for the intern?




Thank you.




EL 698                             Revised August 2011                 Page 57 of 101
                                                                                               Form I

                 INTERN FEEDBACK ON ADMINISTRATIVE/EDUCATIONAL
                             LEADERSHIP INTERNSHIP
Mail directly to: Administrator of Administrative/Educational Leadership Internships, 1750 NE 167th St,
North Miami Beach Florida 33162

Name of School-Based Clinical Faculty_____________________                Site __________

Name of University Supervisor ___________________________ Date _____________

         Use the following scale:
         5 = Always/Outstanding
         4 = Frequently/Very Good
         3 = Occasionally/Adequate
         2 = Seldom/Poor
         1 = Not Applicable

University Supervisor                  Task         Local School-Based Clinical Faculty
_____                      Referred to Internship Handbook.                                        _____
_____                      Communication was a two-way process.                                    _____
_____                      Supportive of my internship endeavors.                                  _____
_____                      Provided me with clear, useful feedback.                                _____
_____                      Assisted with interpretation and/or clarification, as needed,
                              regarding performance activities requirements.                       _____
_____                      Participated in a planning and placement conference.                     _____
_____                      Was available.                                                           _____
_____                      Provided timely suggestions and/or assistance.                           _____
_____                      Provided appropriate strategies and techniques.                          _____
_____                      Monitored my progress/skills.                                           _____
_____                      Fairly evaluated my progress.                                            _____
_____                      Contacted or Visited me.                                                 _____
_____                      Overall performance.                                                     _____

The following are general concerns:
_____The handbook.
_____Amount of time to complete internship.
_____Value of internship towards administrative goal.
_____Amount of paper work.
_____School Board/staff meetings attended.
_____Shadowing experience.
_____Reflection activities.
_____Summary paper.
_____ Vision and Policy project.

Things the university can do to improve the experience:

Things the university should keep as part of the internship experience:

Other comments:

EL 698                                Revised August 2011                         Page 58 of 101
                                                                                            Form J
                           UNIVERSITY SUPERVISOR CHECKLIST
                                  (Use one sheet for each Intern)
Intern Name _________________________________________ NSU ID# _______________
Course ______________________             CRN __________                 Term _____________
Intern Phone (H) ___________________ (W) ________________ Site __________________
School-Based Clinical Faculty Name:_______________________________________
School-Based Clinical Faculty Address: ____________________________________
SS# ____________________ Phone (H) ____________________ (W)___________________
Date          Activity
____________Notification of Orientation Meeting to Intern
____________Orientation Meeting
____________Form N - Student Sign-In Sheet to the NSU Intern Administrator
____________Initial planning meeting held (miles = )
____________Email/Phone/visit (miles = )
____________Mid-point meeting (miles = )
____________Email/Phone/visit (miles = )
____________Final meeting (miles = )
____________Review of documents/paper
____________Documents to be kept on file at site:
             _____ Form C
             _____ Form D (only midpoint and final pages, signed by the School/District-
             Based Clinical Faculty)
             _____ Form G
             _____ Summary paper
             _____ Internship Coordinator Checklist (Form J)
____________Final documents to be sent to: Educational Leadership Internship Office
                       1750 NE 167th Street, North Miami Beach, Florida 33162
             _____Form B
             _____Form G
             _____ Internship Coordinator Checklist (Form J)
             _____ Reimbursement for Services University Supervisor/School/District-Based
             Clinical Faculty Form (K)
             _____ W-9 and Independent Contractor forms signed by the School/District-
             Based Clinical Faculty
Grading
____________School-Based Clinical Faculty Mid-point grade (Form F) 0 – 15 points
____________School-Based Clinical Faculty End-point grade (Form F) 0 - 15 points
____________Quality of Internship portfolio (Coordinator) 0 - 20 points
____________ Vision and Policy Project (Form G grade X 2) 0 - 20 points
____________Summary paper (Nova writing rubric) (Coordinator) 0 - 15 points
____________Internship experience (Coordinator) 0 – 15 points
____________Total Points      _____ Final Grade (Post in WebStar)
____________Policy and Vision Project results posted on EDL Assessment website.

Name of University Supervisor_____________________________________

Date _____________ University Site ______________________ Total miles = _______

Signature_____________________________________________________________________
EL 698                              Revised August 2011                      Page 59 of 101
                                                                                     Form K

                                  INTERN CHECKLIST


Activity                                                         Date Completed/Reviewed

Name: ________________________________ NSU ID# ___________________________

1. Admission to internship                                       ____________________
2. Completion of Form B                                          ____________________
3. Administrative Skill Self-Analysis (Activity 1)               ____________________
4. Internship Projected Experience (Activity 2 with Form C)      ____________________
5. Administrator Shadowing Experience (Activity 3.1-3.2)         ____________________
6. Visioning and Policy Project      (Activity 4)                ____________________
7. School Board Meeting (Activity 5.1-5.4)                       ____________________
8. Superintendent/Associate/District Survey (Activity 6.1-6.2)   ____________________
9. School Board Member Survey (Activity 6.3)                     ____________________
10. Staff Meeting Analysis (Activity 7.1-7.4)                    ____________________
11. Administrative Role Survey (Activity 8.1-8.2)                ____________________
12. Time Logs Emphasis Area (Form D)                             ____________________
13. Insight Journals (Do not include Visioning and Policy Project) ____________________
         Skill Area #1 Completed (Form E)                        ____________________
         Skill Area #2 Completed (Form E)                        ____________________
         Skill Area #3 Completed (Form E)                        ____________________
         Additional Skill Area                                   ____________________
14. Mid-way Self/School-Based Clinical Faculty Evaluation (Form F)
         ____________________
15. End-Point Self/School-Based Clinical Faculty Evaluation (Form F)
         ____________________
16. Complete and review Visioning and Policy Project (Form G)    ____________________
17. Summary Paper Completed (copy to Coordinator)                ____________________
18. Give School-Based Clinical Faculty Feedback form to School-Based Clinical Faculty (Form
H)                                                   ____________________
19. Complete Intern Feedback on Internship (Form I)              ____________________




EL 698                             Revised August 2011                   Page 60 of 101
                                                                              Form L




          REIMBURSEMENT FOR SERVICES
 UNIVERSITY SUPERVISOR & SCHOOL-BASED CLINICAL
                    FACULTY

Name of Intern ________________________________________________________________

Intern NSU ID# ____________________________           NSU Site __________________

Course Number _____________ CRN ____________           Credit Hours _____ Grade ______

University Supervisor ____________________________ ______________________________
                              Print Name                              Signature

Coordinator NSU ID# ____________________________            Date ______________________

Amount Due: $ _________



Name of School-Based Clinical Faculty _____________________________________
                                                  (Print)
Social Security Number ____________Amount Due _________

Mailing Address ______________________________________________________________

City _________________________State __________________Zip ________________

Phone _____________________________ E-mail _____________________________




Administrator of Internship (Approval)                                        Date




EL 698                          Revised August 2011                     Page 61 of 101
                                                           Form M
 Administrative/Educational Leadership Internship Orientation Information

Today’s date ________ Internship Completion Date __________

University Supervisor ________________________________

Please Print

Name ________________________________________________________

NSU ID Number ________________ Course _______________CRN _______

E-Mail Address _________________________________________________

Phone Numbers: Work-____________________ Home-__________________

                  Cell ___________________ Other __________________

Home Address: _____________________________________ Apt. #_______

City _________________________State _____________ ZIP____________

School/Work Site Name: _________________________________________

School Address: ______________________________________________________

City _________________________State _____________Zip ____________

Local School-Based Clinical Faculty’s Name:
_________________________Title:_____________

Local School-Based Clinical Faculty’s e-mail:
__________________________________________

Local School-Based Clinical Faculty’s phone#:
_________________________________________

EL 699 Credit Hours 6 ___ EL698 Credit Hours 3 ___ CRN __________

…………………………………………………………………………………………..

Date for Planning Meeting at the site ____________________




EL 698                        Revised August 2011             Page 62 of 101
                                                                                         Form N




        Administrative/Educational Leadership Internship Orientation
                           Student      Sign-In Sheet
                                Please Print
Student Name           NSU ID #            Student Name           NSU ID#
1.                                                21.
2.                                                22.
3.                                                23.
4.                                                24.
5.                                                25.
6.                                                26,
7.                                                27.
8.                                                28.
9.                                                29.
10.                                               30.
11.                                               31.
12.                                               32.
13.                                               33.
14.                                               34.
15.                                               35.
16.                                               36.
17.                                               37.
18.                                               38.
19.                                               39.
20.                                               40.


      Date of Orientation Session                           Site of Orientation

______________________________________             _____________________________________
University Supervisor name                                       Signature
____________________________________________     __________________________________________
NSU ID #- N                                                        Phone


Mailing Address                            E-mail Address
=====================================================================
For Office Use:




EL 698                              Revised August 2011                      Page 63 of 101
                Appendix B




EL 698   Revised August 2011   Page 64 of 101
   Intern: __________________________________________Date ________________

                               STRUCTURED EXPERIENCE
                                       Activity 1
                   ADMINISTRATIVE SKILLS SELF-ANALYSIS RATING FORM

   Directions: Review each skill statement and indicate your current level of knowledge and
   experience.


                                                                                           CURRENT SKILL LEVEL
             ADMINISTRATIVE SKILL STATEMENT




                                                                                           Able to Do or


                                                                                                           Understands



                                                                                                                         Heard about
                                                                                                                         only in class



                                                                                                                                         Knowledge
                                                                                 Mastery




                                                                                                            Concept
                                                                                               Lead




                                                                                                                                            No
1.0 Vision – High Performing leaders have a personal vision for
their school and the knowledge, skills, and dispositions to
develop, articulate and implement a shared vision that is
supported by the larger organization and the school community.

1.1 Describes how to develop and implement a shared vision and strategic
plan for the school
1.2 Works with staff, students and families to achieve the school’s vision
1.3 Describes how instructional objectives, curricular goals and the shared
vision relate to each other
1.4 Allows time for the achievement of goals
1.5 Identifies needs that will be targeted in the shared vision and strategic
plan
1.6 Communicates the school’s vision, mission and priorities to the
community
1.7 Understands the basic concepts of the change process
1.8 Is aware that external influences have impact upon the school
1.9 Establishes plans to accomplish goals
1.10 Relates the vision, mission, and goals to students
1.11 Understands the effect of having a community of learners working
together
1.12 Articulates and reinforces the vision in written and spoken
communications

2.0 Instructional Leadership – High Performing Leaders
promote a positive learning culture, provide an effective
instructional program, and apply best practices to student
learning, especially in the area of reading and other
foundational skills.

2.1 Sets annual learning gains, school improvement goals and other targets
for instructional improvement
2.2 Uses data as a component of planning for instructional improvement
2.3 Includes provisions in the instructional program for students with special
needs

   EL 698                                       Revised August 2011                                        Page 65 of 101
                                                                                        CURRENT SKILL LEVEL
             ADMINISTRATIVE SKILL STATEMENT




                                                                                        Able to Do or


                                                                                                        Understands



                                                                                                                      Heard about
                                                                                                                      only in class



                                                                                                                                      Knowledge
                                                                              Mastery




                                                                                                         Concept
                                                                                            Lead




                                                                                                                                         No
2.4 Engages staff in ongoing study of current best practices
2.5 Reads research, applied theory, and informed practice related to the
curriculum
2.6 Works to create high expectations and standards among the staff,
teachers, and community members
2.7 Relates content and instruction to the achievement of established
standards by students
2.8 Provides instructional leadership
2.9 Is aware of research on instructional effectiveness and will use it as
needed
2.10 Demonstrates knowledge of student performance evaluation
2.11 Has identified skills necessary for the planning and implementation of
improvements of student learning
2.12 Assesses the curriculum needs in a particular setting
2.13 Works to relate state standards, the needs of the students, the
community and the school’s goals
2.14 Understands the effect that a positive school culture has on student
learning
2.15 Recognizes differences in the staff’s desire and willingness to focus
energy on achieving educational excellence
2.16 Identifies teaching and learning needs among the staff and teachers
2.17 Communicates the instructional program to the community, the staff,
and district personnel
2.18 Models professionalism, collaboration and continuous learning
2.19 Understands and recognizes the benefits for students in:
• balanced reading instruction
• curriculum integration
• active teaching and learning strategies
• standards-based instructional programs
• the use of technology for instructional purposes
• aligning classroom assessments to standards

3.0 Managing the Learning Environment – High Performing
Leaders manage the organization, operations, facilities and
resources in ways that maximize the use of resources in an
instructional organization and promote a safe, efficient, legal,
and effective learning environment.

3.1 Administers policies that provide a safe school environment
3.2 Plans for the accomplishment of strategic goals
3.3 Manages the daily operations of the school
3.4 Is aware of the various fiscal and non fiscal resources for the school
including business and
         community resources
3.5 Manages the school to promote and encourage student learning

   EL 698                                      Revised August 2011                                      Page 66 of 101
                                                                                           CURRENT SKILL LEVEL
             ADMINISTRATIVE SKILL STATEMENT




                                                                                           Able to Do or


                                                                                                           Understands



                                                                                                                         Heard about
                                                                                                                         only in class



                                                                                                                                         Knowledge
                                                                                 Mastery




                                                                                                            Concept
                                                                                               Lead




                                                                                                                                            No
3.6 Uses financial resources and capital goods and services to support school
priorities
3.7 Uses an efficient budget planning process
3.8 Uses school resources to achieve curricular and instructional goals
3.9 Understands techniques and organizational useful in leading and
managing a complex and diverse
          organization
3.10 Plans and schedules one’s own and others’ work so that priorities and
goals can be met
3.11 Conforms to legal and ethical standards in the management of the
learning environment

4.0 Community and Stakeholder Partnerships – High
Performing Leaders collaborate with families, business, and
community members, respond to diverse community interests
and needs, work effectively within the larger organization and
mobilize community resources.

4.1 Understands how student and family conditions affect learning
4.2 Identifies opinion leaders in the community and their relationships to the
school
4.3 Communicates the school’s vision, mission and priorities to the
community
4.4 Understands the effect that school image caused by impressions created
by the students and staff and
          its use in promoting the school
4.5 Uses shared leadership and decision-making model in the operation of
the school
4.6 Identifies resources of families, business, and community members that
could support the school
4.7 Understands the benefits of having and using a variety of partnerships,
coalitions, and networks
4.8 Is establishing relationships within and external to the school
4.9 Actively engages the community to promote student and school success
4.10 Identifies other agencies to connect students to the health, human and
social services they need to stay
          focused on learning
4.11 Provides opportunities to involve family and community in a broad
range of school activities

5.0 Decision Making Strategies – High Performing Leaders
plan effectively, use critical thinking and problem solving
techniques, and collect and analyze data for continuous school
improvement.


   EL 698                                      Revised August 2011                                         Page 67 of 101
                                                                                           CURRENT SKILL LEVEL
             ADMINISTRATIVE SKILL STATEMENT




                                                                                           Able to Do or


                                                                                                           Understands



                                                                                                                         Heard about
                                                                                                                         only in class



                                                                                                                                         Knowledge
                                                                                 Mastery




                                                                                                            Concept
                                                                                               Lead




                                                                                                                                            No
5.1 Is developing a set of problem solving techniques and decision making
skills
5.2 Understands that events and problems can have a variety of explanations
5.3 Explains and defends decisions made
5.4 Uses data to inform decisions
5.5 Uses others to assist in the accomplishment of organization goals
5.6 Supports student learning when making curricular and instructional
decisions
5.7 Has a problem-solving model to use when confronted with unsettled
questions or undesirable
         situations
5.8 Conforms to appropriate legal standards
5.9 Makes decisions in a timely fashion using the best available information
5.10 Provides opportunities to involve family and community in a broad
range of school activities

6.0 Diversity – High Performing Leaders understand, respond
to, and influence the personal, political, social, economic, legal,
and cultural relationships in the classroom, the school and the
local community.

6.1 Has skills necessary for interactive and interpersonal situations
6.2 Understands how multicultural awareness, gender sensitivity, and racial
and ethnic appreciation
          affect an educational organization
6.3 Is able to interact with the various cultural, ethnic, racial, and special
interest groups in the community
6.4 Is aware of how the teaching staff provides for the diverse perspectives
appropriate to the student
          population and school community
6.5 Provides opportunities to involve school community in a broad range of
school activities
6.6 Interacts effectively with diverse individuals and groups
6.7 Conforms to legal and ethical standards related to diversity
6.8 Is perceptive and tactful in dealing with diverse populations
6.9 Recognizes when crisis communications are necessary and is building a
repertoire of skills to
          deal with them
6.10 Arranges for students and families whose home language is not English
to engage in school
          activities and communication through oral and written translations
6.11 Has a plan for the hiring and retention of a diverse staff
6.12 Has a plan to develop ways to improve relations with various cultural,
ethnic, racial and special
          interest groups in the community

   EL 698                                      Revised August 2011                                         Page 68 of 101
                                                                                          CURRENT SKILL LEVEL
            ADMINISTRATIVE SKILL STATEMENT




                                                                                          Able to Do or


                                                                                                          Understands



                                                                                                                        Heard about
                                                                                                                        only in class



                                                                                                                                        Knowledge
                                                                                Mastery




                                                                                                           Concept
                                                                                              Lead




                                                                                                                                           No
7.0 Technology – High Performing Leaders plan and
implement the integration of technological and electronic tools
in teaching, learning, management, research, and
communication responsibilities.

7.1 Is aware of the technology, telecommunications and information systems
and their uses to enrich
          curriculum, instruction, and assessment
7.2 Communicates and gets feedback on a plan for technology integration
for the school community
7.3 Works with tech-savvy staff to plan for increased technology usage
7.4 Models the use of technology as a tool in support of both educational and
community activities
7.5 Develops an effective teacher professional development plan to increase
technology usage
7.6 Has assessed and analyzed the extent to which technology has been
integrated throughout the
          teaching and learning environment
7.7 Within the available resources, increases access to educational
technologies for the school
7.8 Has a plan for the provision of support to increase the use of technology
already in the
          school/classrooms
7.9 Uses technology to support the educational efforts of staff and teachers

8.0 Learning, Accountability, and Assessment – High
Performing Leaders monitor the success of all students in the
learning environment, align the curriculum, instruction, and
assessment processes to promote effective student performance,
and use a variety of benchmarks, learning expectations, and
feedback measures to ensure accountability for all participants
engaged in the educational process.

8.1 Uses data to assess and monitor school improvement
8.2 Uses multiple sources of data to inform decisions and improvement
processes
8.3 Monitors and assesses student progress
8.4 Monitors and assesses the progress of activities
8.5 Demonstrates an understanding of the methods and principles of
program evaluation
8.6 Develops and demonstrates skills in evaluating instructional strategies
and materials
8.7 Understands how to use diagnostic tools to assess, identify, and apply
instructional improvement

   EL 698                                      Revised August 2011                                        Page 69 of 101
                                                                                            CURRENT SKILL LEVEL
             ADMINISTRATIVE SKILL STATEMENT




                                                                                            Able to Do or


                                                                                                            Understands



                                                                                                                          Heard about
                                                                                                                          only in class



                                                                                                                                          Knowledge
                                                                                  Mastery




                                                                                                             Concept
                                                                                                Lead




                                                                                                                                             No
8.8 Works with staff to identify strategies for improving student
achievement appropriate to the school population
9.0 Human Resource Development – High Performing
Leaders recruit, select, nurture and, where appropriate, retain
effective personnel, develop mentor and partnership programs,
and design and implement comprehensive professional growth
plans for all staff – paid and volunteer.

9.1 Uses multiple data sources as they work with teachers to plan for
individual professional development
9.2 Utilizes a variety of supervisory skills to use to improve teaching and
learning
9.3 Understands adult learning strategies useful for assisting staff in
professional development
9.4 Demonstrates an understanding of the methods and principles of
personnel evaluation
9.5 Operates within the provisions of each contract as well as established
enforcement and grievance
          procedures
9.6 Sets high expectations and standards for the performance of all teachers
and staff
9.7 Empowers others to achieve personal, professional and organizational
goals
9.8 Connects professional growth plans and professional development to
individual teacher and school
learning goals
9.9 Understands the processes necessary for use in the hiring and retention
of high quality teachers
9.10 Sets expectations that will ensure that all students are engaged in active
learning
9.11 Provides opportunities for teachers to think, plan, and work together
9.12 Pursues improvement of his/her own professional development

10.0 Ethical Leadership – High Performing Leaders act with
integrity, fairness, and honesty in an ethical manner.

10.1 Manifests a professional code of ethics and values
10.2 Makes decisions based on the legal, moral and ethical implications of
policy options and political
         strategies
10.3 Creates, models and implements a set of values for the school
10.4 Develops well-reasoned educational beliefs based upon an
understanding of teaching and learning
10.5 Understands ethical and legal concerns educators face when using
technology throughout the teaching           and learning environment


   EL 698                                       Revised August 2011                                         Page 70 of 101
                                                                                          CURRENT SKILL LEVEL
             ADMINISTRATIVE SKILL STATEMENT




                                                                                          Able to Do or


                                                                                                          Understands



                                                                                                                        Heard about
                                                                                                                        only in class



                                                                                                                                        Knowledge
                                                                                Mastery




                                                                                                           Concept
                                                                                              Lead




                                                                                                                                           No
10.6 Develops a personal code of ethics embracing diversity, integrity, and
the dignity of all people
10.7 Acts in accordance with federal and state constitutional provisions,
statutory standards, and regulatory applications
10.8 Demonstrates ability to make decisions within an ethical context
1.0 Vision – High Performing leaders have a personal vision for
their school and the knowledge, skills, and dispositions to
develop, articulate and implement a shared vision that is
supported by the larger organization and the school community.

1.1 Describes how to develop and implement a shared vision and strategic
plan for the school
1.2 Works with staff, students and families to achieve the school’s vision
1.3 Describes how instructional objectives, curricular goals and the shared
vision relate to each other
1.4 Allows time for the achievement of goals
1.5 Identifies needs that will be targeted in the shared vision and strategic
plan




   EL 698                                       Revised August 2011                                       Page 71 of 101
Intern: ________________________________________________ Date _________________


                                          STRUCTURED EXPERIENCE #2
                                                 ACTIVITY 2.1
                                    PERFORMANCE ACTIVITY TASK SETTING FORM
                                           TO BE USED WITH FORM C


   SKILL AREA          PERFORMANCE                 TASKS               PRODUCTS     CURRENT
                         ACTIVITY                                                 COMPETENCY
                                                                                     LEVEL




EL 698                       Revised August 2011               Page 72 of 101
Intern’s Name __________________________________________ Date __________________

                        STRUCTURED EXPERIENCE #3
                                Activity 3.1
                   ADMINISTRATOR SHADOWING EXPERIENCE

Position title ______________________________ District ______________________________

Directions:   Before the observation experience, project what you think the functions of a
              specific administrative role will be and estimate probable percent of time, using
              the left hand side of the chart below.




                                     PERCENT




                                                                                       PERCENT
                                     OF TIME




                                                                                       OF TIME
   PROJECTED FUNCTIONS                                  ACTUAL FUNCTIONS




EL 698                            Revised August 2011                      Page 73 of 101
Intern: _________________________________________ Date ________________

                   COMPARISON OF PROJECTED AND ACTUAL FUNCTIONS:

                                      STRUCTURED EXPERIENCE 3.2

                                  OBSERVATIONS OF AN ADMINISTRATOR


Person Observed __________________________Position ____________________
Day of Week _____________ Site/Location ______________________________

Directions:            Complete as the day progresses. Note time of day, event, description, action
                       taken, your estimation of skills/knowledge needed, telephone calls (note whether
                       they are incoming or outgoing calls), personal contacts, interruptions, and your
                       comments or insights gained.
                                      ACTIONTAKEN IF
                 EVENTS AS THEY
                 DESCRIPTION OF




                                                                                                       INTERRUPTIONS
                                                             KNOWLEDGE
   TIME OF DAY




                   TAKE PLACE




                                                                                                                       COMMENTS
                                                                                       PERSONAL
                                                                                       CONTACT
                                                               NEEDED




                                                                             PHONES
                                                               SKILLS/




                                                                             (PUT X)




                                                                                         (Put X)




                                                                                                           (Put X)
                                                                              -OUT-
                                           ANY




                                                                               -IN-




EL 698                                                 Revised August 2011                         Page 74 of 101
                               STRUCTURED EXPERIENCE #4
                                      Activity 4.1
                              Visioning and Policy Assignment
    The intern and School-Based Clinical Faculty shall develop a “real” project that demonstrates
the intern’s ability to take a task from start to finish. The intern and School-Based Clinical
Faculty will review the schools’ vision statement and then analyze the school environment to
determine a schools’ need to be addressed. A project “vision” will be developed that aligns with
the school’s vision that promotes the success of all students. The intern will develop an action
plan, and steward the project to its conclusion. A summary of the project will be presented to the
stakeholders involved. The project checklist (Form G) will be used with the rubric below to
determine the grade for the project.
   Below are the key elements to be included:
   1. Analysis of a problem and developing a vision:
      a. Analyze the school environment, using a variety of data, to determine a school need
      that reflects the diversity of the school community. Meet with your School-Based
      Clinical Faculty to develop a focus on a “real” need. Be sure the project’s “vision” is in
      alignment with the school’s vision that promotes the success of all students. (ELCC 1.1a)

         b. Base this vision on at least relevant knowledge and theory, including but not limited to
         an understanding of learning goals in a pluralistic society, the diversity of learners and
         learner’s need, schools as interactive social and cultural systems, and social and
         organizational change. Record the project vision on Form G.

   2. Develop a solution strategy and articulate a vision:
      a. Utilize data-based research strategy and a strategic planning process that focuses on
      student learning to inform the development of a vision, drawing on relevant information
      sources such as student assessment result, student and family demographic data, and an
      analysis of community needs. (ELCC 1.2b)

         b. Communicate the vision to the following stakeholder groups: staff, parents, students,
         and community members through the use of symbols, ceremonies, stories and other
         activities (ELCC 1.2c). Attach evidence to Form G.

   3. Develop an Action Plan:
      a. Formulate the initiative necessary to motivate the stakeholders (staff, students, or
      families) to achieve the school’s vision. (ELCC 1.3a)

         b. Develop general plans and processes for implementing the vision. (ELCC 1.3b). Attach
         to Form G.

   4. Steward a Vision/Implement the project:
      a. Use effective communication skills in building a shared commitment to the vision.
      (ELCC 1.4a)




EL 698                               Revised August 2011                       Page 75 of 101
         b. Design or adopted a system to monitor, evaluate, and revise the vision. (ELCC1.4b)

         c. Assume stewardship of the vision. (Memo from School-Based Clinical Faculty to
         stakeholders, letter from intern to stakeholder introducing yourself as steward of the
         project). (ELCC 1.4c)
          Attach samples to Form G.

5. Promote community involvement in the Vision:
      a. Involve the community members in the realization of the vision and in related school
      improvement efforts. (ELCC 1.5a)

         b. Effectively communicate with all of the stakeholder groups about the
         implementation of the vision. (ELCC1.5b). Attach sample agendas, communications, etc.
         to Form G.

         University Supervisor: This course assignment has been designated as an NCATE
                            Assessment for which we are collecting program data on the
                            performance of the candidate. After reviewing this assignment,
                            please link to the Assessment System at
                            http://fischlerschool.nova.edu/assess. You will log in with your NSU
                            login name (e.g., in the e-mail address smith@nova.edu, smith is the
                            login name) and NSU password. Please enter the evaluation results
                            on the specified criteria (bolded areas of the rubric) for each
                            candidate’s assignment online. The following Rubric is used:

                          Visioning and Policy Implementation Rubric
                          Not met =0               Met=1                         Exceeded=2
1. Analysis of a     The project’s “vision”     The project’s “vision”      The project’s “vision”
problem and          did not match the          was in alignment with the   was in alignment with the
developing a         school’s vision            school’s vision that        school’s vision that
                                                promotes the success of     promotes the success of
vision
                                                some students. (ELCC        all students. (ELCC 1.1a)
Develop a Vision                                1.1a)
(ELCC 1.1)

Evidence:            Little or no evidence of   The intern based this       The intern based this
Structured           the use of research of     vision on at least one      vision on at least two or
                     the literature or          relevant knowledge and      more relevant knowledge
Activity #4 and
                     understanding of           theory, including but not   and theories, including
Form G               learning goals.            limited to an               but not limited to an
                                                understanding of learning   understanding of learning
                                                goals in a pluralistic      goals in a pluralistic
                                                society, the diversity of   society, the diversity of
                                                learners and learner’s      learners and learner’s
                                                need, schools as            need, schools as
                                                interactive social and      interactive social and
                                                cultural systems, and       cultural systems, and


EL 698                                Revised August 2011                          Page 76 of 101
                                            social and organizational   social and organizational
                                            change (ELCC 1.1b)          change (ELCC 1.1b)

                                                                        The project’s vision is
                    .                                                   considered for inclusion
                                                                        in the school’s vision
2. Develop a        Little or no evidence   Evidence of at least        Evidence of two or
solution strategy    of strategic           one data-based              more data-based
and articulate a     planning.              research strategy and a     research strategies and
vision                                      strategic planning          strategic planning
                                            process that focused on     processes that focused
Articulate a                                student learning to         on student learning to
Vision (ELCC                                inform the                  inform the
1.2)                                        development of a            development of a
                                            vision, drawing on          vision, drawing on
                                            relevant information        relevant information
                                            sources such as student     sources such as student
                                            assessment result,          assessment result,
                                            student and family          student and family
Evidence:                                   demographic data, and       demographic data, and
Structured                                  an analysis of              an analysis of
Activity #4 and                             community needs.            community needs.
Form G                                      (ELCC 1.2b)                 (ELCC 1.2b)

Evidence:           Little or no evidence   The intern                  The intern
Samples of           of the intern          communicated the            communicated the
agendas, other       communicating          vision to one of the        vision to two or more
documents            with stakeholders.     following stakeholder       of the following
                                            groups: staff, parents,     stakeholder groups :
Communicate the
                                            students, and               staff, parents, students,
  vision
                                            community members           and community
                                            through the use of          members through the
                                            symbols, ceremonies,        use of symbols,
                                            stories and other           ceremonies, stories and
                                            activities (ELCC 1.2c)      other activities (ELCC
                                                                        1.2c)
                                                                         Evidence of dialogue
                                                                        and input from stake
                                                                        holders (meeting
                                                                        agenda showing
                                                                        feedback as a topic,
                                                                        questionnaire, sample
                                                                        letter of request for
                                                                        feedback, etc.
3. Develop and      A plan of action or     The intern formulated       The intern formulated
Action Plan         timeline was not        the initiative necessary    the initiative necessary
Implement a         evident.                to motivate one of the      to motivate staff,


EL 698                             Revised August 2011                         Page 77 of 101
vision (ELCC                                  stakeholders (staff,      students, and families
1.3)                                          students, or families) to to achieve the school’s
Evidence:                                     achieve the school’s      vision. (ELCC 1.3a)
Structured                                    vision. (ELCC 1.3a)
Activity #4 and
Form G

Evidence: Action      A plan of action or     The intern developed      The intern developed
Plan and timeline     timeline was not        general plans and         detailed plans and
                      evident.                processes for             processes for
                                              implementing the          implementing the
                                              vision. (ELCC 1.3b)       vision. (ELCC 1.3b)
                                                                        A detailed timeline and
                                                                        action plan was
                                                                        developed.
4. Steward a     Communication was            The intern used           The intern used
Vision/Implement poorly prepared or           effective                 effective
the project      demonstrated                 communication skills      communication skills
Seward a Vision                               in building a shared      in building a shared
(ELCC 1.4)                                    commitment to the         commitment to the
                                              vision. (ELCC 1.4a)       vision. (ELCC 1.4a)

Evidence:                                                               The intern designed or
                                              The intern designed or
Structured Activity   Little or no evidence                             adopted a system for
#4 and Form G                                 adopted a system to
                       of monitoring and                                using data –based
                                              monitor, evaluate, and
                       evaluation steps.                                research strategies to
                                              revise the vision.
Implementation                                (ELCC 1.4b)               regularly monitor,
                                                                        evaluate, and revise the
                                                                        vision. (ELCC 1.4b)
Evidence:                                     The intern assumed
Samples of forms      Stewardship was not                            The intern assumed
                                               stewardship of the
used                   evident.                                       stewardship of the
                                               vision. (Memo from
                                               School-Based Clinical vision. (Memo from
                                                                      School-Based Clinical
                                               Faculty to
                                                                      Faculty to
                                               stakeholders, letter
                                                                      stakeholders, letters
                                               from intern to
                                                                      from the intern to
                                               stakeholder
                                                                      stakeholders, agendas
                                               introducing them self
                                                                      of meetings showing
                                               as steward of the
                                                                      the intern as leader,
                                               project)
                                                                      etc.)
                                              (ELCC 1.4c)
                                                                     (ELCC 1.4c)

                                                                        Evidence presented of
                                                                         multiple techniques



EL 698                               Revised August 2011                      Page 78 of 101
                                                                        used (more than one
                                                                        type of evidence
                                                                        submitted).
5. Promote         The community was         The intern involved a     The intern involved
community          not involved.             few community             many community
involvement in                               members in the            members in the
the vision                                   realization of the vision realization of the vision
Promote                                      and in related school     and in related school
community                                    improvement efforts.      improvement efforts.
involvement in                               (ELCC 1.5a)               (ELCC1.5a)
the vision (ELCC                                                       Evidence of delegation
1.5)                                                                   and development of
Evidence:                                                              stakeholders as leaders
Structured                                                             was presented.
Activity #4 and
Form G
Evidence:                                    The intern effectively
                   There was limited or no                               The intern effectively
Samples of                                   communicated with some
                   communication with                                    communicated with all
documents                                    of the stakeholder groups
                   stakeholders.                                         of the stakeholder
                                             about the implementation
                                             of the vision.              groups about the
Stakeholder                                  (ELCC1.5b)                  implementation of the
 involvement and                                                         vision. (ELCC1.5c)
 results
Evidence: sample   Little or no evidence     The intern presented        The intern presented
 documents.        of reporting of the       the results of the          the results of the
                   results to the            project in either written   project in both written
                   stakeholders.             or oral format.             and oral format.




EL 698                             Revised August 2011                         Page 79 of 101
                                STRUCTURED EXPERIENCE #5
                                        Activity 5.1
                                GOVERNING BOARD MEETING
                                   PUBLIC INFORMATION

Date of Meeting _______________________ District __________________________________

Directions: Read the following statements and check either “Yes” or “No.” In the last column,
            state any suggestions for improvement.

RATING AND EVIDENCE

                       STATEMENT                                  YES   NO   SUGGESTIONS
                                                                             FOR CHANGE
1. The board agenda, time, and place were posted as per board
   policy in accordance with the number of days required.
2. Notification of the board meeting was in the local
   newspaper.
3. When a person walked into the board meeting, there was a
   brochure or document available which included:
    indication that this is not a public meeting, but a
       meeting held in public.
    description of how a person may place an item on the
       agenda for action.
    description of rules and procedures that will be used at
       the board meting.
4. Information on board agenda items was available.
5. General information regarding the school district was
   provided.
6. There was a sign stating that the meeting was being
   recorded.

                             GOVERNING BOARD MEETING (5.2)
                                PHYSICAL ENVIRONMENT

                       STATEMENT                                  YES   NO   SUGGESTIONS
                                                                             FOR CHANGE
1. People may enter and exit the board meeting room without
   disturbing the meeting.
2. The room was set up so late arrivers and early departures
   do not have to disturb other members of the audience.
3. In close proximity to the entrance is an area or table which
   provides information for the public. It is easily accessible
   and in the direct vision of people entering the room.
4. The board members are seated so that each member of the
   board can see all the others.
5. The board members sat in body contour seats and the leg
   area was not seen by the public.


EL 698                                 Revised August 2011                   Page 80 of 101
                       STATEMENT                                   YES   NO   SUGGESTIONS
                                                                              FOR CHANGE
6. The board members were placed on a level that was
   different from the audience so that when there were more
   than 15 people in the audience, board members could be
   seen from the back of the room.
7. The room acoustics were good and people were easily
   heard.
8. The general environment was pleasing to the eye and
   comfortable.
9. The temperature in the room was comfortable.
10. The visibility and lighting were good.
11. The audience seating was comfortable.
12. There was a podium from which people could address the
    board. It faced the board, not the audience.
13. There were visual aids which were easily seen by board
    members. Accommodation was made for people in the
    audience to see the visuals.
14. There were sufficient accommodations for handicapped,
    including restrooms, parking, and wheelchair space in the
    board room.

                                         GOVERNING BOARD MEETING (5.3)

                      STATEMENT                                    YES   NO   SUGGESTIONS
                                                                              FOR CHANGE
     PRE-PLANNING, START AND ATTENDANCE
1. The board has a pre-planned meeting agenda.
2. The board meeting began promptly at the announced time
   of the meeting.
3. All members were present.
LOGISTICS/ORDER
4. Audience with the public, discussion items, consideration
   items, presentations, etc., were separated from action items.
OPERATIONS
5. The board has an orderly method whereby the public and
   students could hear at board meetings.
6. It appeared that the board had access to reliable sources of
   information.
7. Administrative staff were asked for pertinent information
   relative to matters under consideration, including probable
   consequences of all alternatives.
8. The superintendent invited staff specialists as needed to
   supply the board with information and advice on
   recommended proposals.
9. The board treated sensitive matters with discretion.
10. Board members remained open-minded on all matters on



EL 698                                  Revised August 2011                   Page 81 of 101
                     STATEMENT                                    YES   NO   SUGGESTIONS
                                                                             FOR CHANGE
    the agenda until all relevant information was presented,
    and were willing to accept the ideas of others.
11. The board members tended to vote as a block.
12. The board members actively listened to others.
13. Board members tried to be objective, ask questions, seek
    facts, were willing to concede some points to those with
    whom they disagreed.
14. Board members were conciliatory when the group tended
    to polarize.
15. Board members appeared to abide by the group’s decision.
BOARD PRESIDENT ROLE
16. The board president actively solicited the opinions of each
    board member on important decisions.
17. The board president set up the discussion by identifying
    and summarizing the problem in a few words, pointing,
    out the alternatives, and asking for a decision.
18. The board president called on the superintendent as a
    resource person to provide factual data.
19. The board president kept reports and communications
    moving along expeditiously, so that they did not take up
    an undue portion of the meeting.
20. The board president was as accommodating as possible by
   letting persons speak early in the meeting, and explain
   patiently just what the procedures are and rights they have.
   At the same time, the president kept firm control of the
   meeting, enforced established policy, and allowed orderly
   progress of business.




EL 698                                 Revised August 2011                   Page 82 of 101
                         GOVERNING BOARD MEETING (5.4)
                                 ADDITIONAL PERCEPTIONS
Directions:   Directly after the board meeting, respond to each statement below in one or two
              sentences. The statements are to provide you further perceptions of the board
              meeting.

1.   Name three things that impressed you:
       A.
       B.
       C.
2.   What three major factors seemed to hinder the board from acting on certain items or
     situations at the meeting?
       A.
       B.
       C.
       What three major factors seemed to facilitate the board’s action on certain items or
       situations at the meeting?
               A.
               B.
               C.

3.   What “calming” or “cooling-off” techniques were used by the board members and/or the
     superintendent when a spokesperson displayed feelings of dissatisfaction with a situation?




4.   What things would you change about the format or direction of the board meeting?



5.   On what did the success of this board meeting seem to depend?




EL 698                            Revised August 2011                      Page 83 of 101
                              STRUCTURED EXPERIENCE 6
                                     Activity 6.1
                             SUPERINTENDENT INTERVIEW

DISTRICT ____________________________________NAME_________________________

Directions:    Brief the person about your role as an intern, the purpose of the interview, and
               how the information will be used and disseminated. Obtain approval from the
               superintendent on questions to be included (You may be asked to submit them
               prior to the meeting). Ask the questions and record the individual’s responses.

1.   If you had to use only two or three words to describe the role of the superintendent, what
     words would you choose?


2.   If you had to use only two or three words to describe the role of the board members, what
     words would you choose?


3.   What do you feel the relationship between the board and the superintendent in your district
     should be?


4.   What do you feel the relationship between the board and other administrators in your district
     should be?


5.   How does the board go about getting input from citizens regarding how they think a board
     member should vote on certain issues?


6.   What procedures does the board have for responding promptly to citizen questions and
     complaints?


7.   How do board members deal with their own individuality as board members, and the
     recognition that only the entire board can decide on certain courses of action?


8.   How does the board maintain open lines of communication and cooperation with local
     governmental authorities in the interest of youth and citizens of the community?


9. How does the board recognize special interest groups which seek to change or influence the
   district’s programs?



EL 698                              Revised August 2011                      Page 84 of 101
10. How do you provide board members information and understanding about the various
    instructional programs in the district?


11. Describe how the board evaluates itself, and how often.



12. Does the board prepare long-range and short-range goals for the district jointly with the
    superintendent and objectives as an umbrella for administrative goals and directions?



13. Do you have any recommendations to me as a potential administrator in terms of how
    administrators should interact with board members?




OTHER COMMENTS:




EL 698                             Revised August 2011                   Page 85 of 101
     Intern: ________________________________________________ Date_________


                                  STRUCTURED EXPERIENCE 6
                                              Activity 6.2
                       DISTRICT OR AREA ADMINISTRATOR INTERVIEW


     __________________________________                  ___________________________________
     Name of Person Interviewed                                Title of Person Interviewed


     __________________________________                  ____________________________________
     School District                                     Date of Interview
     Directions: Brief the person about your role as an intern, the purpose of the interview, and
     how the information will be used and disseminated. (You may be asked to submit the questions
     prior to the meeting). Ask the questions and record the individual’s response. Under the
     comment section, include a brief biography of the person interviewed.
     1.    If you had to use only two or three words to describe the role of a district or area
           administrator, what words would you choose?



2.        What do you feel the relationship between the district or area administrator and the
          superintendent in your district should be?



3.        What do you feel the relationship between the district or area administrator and other
          administrators in your district should be?



     4. How does a district or area administrator go about getting input from citizens regarding how
         they think you should handle certain issues?



     5. What procedures does the district or area administrator follow for responding promptly to
         citizens’ questions and/or complaints?



     6. How does a district or area administrator deal with their own individuality recognizing that
         only the school board can decide on certain courses of action?




     EL 698                             Revised August 2011                     Page 86 of 101
      Intern: ________________________________________________ Date_________



      7. How does the district or area administrator maintain open lines of communication and
          cooperation with local governmental authorities in the interest of students and citizens?



      8. How does the district or area administrator recognize special interest groups which seek to
          change or influence the district’s programs?



      9. How do you provide your associates or staff with information and understanding about the
          various instructional programs within the district?



10.         Describe how the district or area administrators are evaluated, and how often.



      11. Do district or area administrators prepare long-range and short-range goals for the district
           jointly with the superintendent?



      12. Do you have any recommendations to me as a potential administrator in terms of how
           administrators should interact with board members?




      13.    Do you have any recommendations to me as a potential administrator in terms of how
             administrators should interact with other district staff or area administrators?




      EL 698                                Revised August 2011                       Page 87 of 101
Intern Name________________________________________________ Date_____________


                           STRUCTURED EXPERIENCE 6
                                   Activity 6.3
                        SCHOOL BOARD MEMBER INTERVIEW

Person interviewed ____________________________ District ___________________________

Directions: Brief the person on your role as an intern, the purpose of the interview, and how the
            information will be used and disseminated (You may be asked to submit the
            questions prior to the interview). Ask the question and record the individual’s
            response.


1.   If you had to use only two or three words to describe the role of a board member, what
     words would you choose?



2.   If you had only two or three words to describe the role of the superintendent, what words
     would you choose?



3.   What do you feel the relationship between the board and administrators in our district
     should be?



4.   What do you feel the relationship between the board and other administrators in your
     district should be?



5.   What has been the most demanding and/or difficult aspect of your role as a board member?



6.   What has been the most rewarding aspect of your role as a board member?



6.   As an elected official, what ways do you go about getting input from citizens regarding
     how they think you should vote on certain items?




EL 698                             Revised August 2011                       Page 88 of 101
Intern Name________________________________________________ Date_____________




7.    What procedures does the board have for responding to citizens’ questions and complaints?



9.    Is there a particular area of board operation upon which you tend to focus (e.g., facilities,
      curriculum)?



10.   How does the board maintain open lines of communication and cooperation with local
      governmental authorities in the interests of youth and citizens of the community?



11.   How does your board recognize special interest groups which seek to change or influence
      the district’s programs?



12.   How do you, as a board member, gain information and understanding about the various
      instructional programs offered in the district?



13.   Does the board prepare long-range and short-range goals for the district in conjunction with
      the superintendent? Are objectives prepared as an umbrella for administrative goals and
      directions identified?



14.   What suggestions would you give for increasing effectiveness of the board as a whole?



15.   Do you have any recommendations to me as a potential administrator in terms of how
      administrators should interact with board members?



OTHER COMMENTS:




EL 698                              Revised August 2011                       Page 89 of 101
Intern: ________________________________________________ Date______________


                               STRUCTURED EXPERIENCE
                                        Activity 7
                              ADMINISTRATOR LEAD MEETING 7.1

Type of Meeting__________________ Person Conducting Meeting_______________________

Position of Individuals at Meeting__________________________________________________

Location of Meeting_________________ District_______________________ Date__________

Directions:    Interview the person responsible for the meeting.

Name and Role of Person Interviewed: _____________________________________

Interview:    Inform the person about your role as an intern, the nature of the interview, and
how information given will be used and disseminated.

1.   How often a group needs to meet depends upon the number of problems the group has to
     solve and the complexity of the problems. Do you feel that the frequency of your staff
     meetings need to be:
           More frequent?
           Are about the right amount?
           Could be less?
     (Wait for response - then ask why?)


2.   Does your group usually meet at the same time, on the same day, on a regularly scheduled
     basis? (Pause for answer). Is this regularity important to you? (Pause for answer) Is every
     effort made to stick to this schedule? If a regular schedule does not exist, ask if it would be
     advantageous.


3.   Newly formed groups often have to meet more frequently at first than later, because of
     inexperience with one another and the full agendas. A group will gain experience by
     working together and will determine how frequently it needs to meet in order to get its tasks
     accomplished. Did this happen in your group? Please explain.


4.   How were staff members involved in determining the frequency and time of staff meetings?

5.   Does your organization take into consideration time for staff meetings in terms of other
     organizational requirements?




EL 698                               Revised August 2011                       Page 90 of 101
Intern: ________________________________________________ Date______________


6.   Very few organizational requirements have greater priority than attendance at a staff
     meeting. How do you deal with this in response to other organizational requirements placed
     on you?

7.   Are there procedures for minimizing disruptions such as personal phone calls?


8.   Do your staff meetings have items that may not be of importance to all members? (If no,
     move to the next question). If yes, ask: How is this handled (e.g., certain items at the start,
     people moving in and out on items)?


                                     STAFF MEETING (7.2)
                                  PHYSICAL ARRANGEMENTS

Directions:      Read the following statements and check as either “Yes” or “No” (if unobserved
              place a “U” in the “No” column). In the last column, state any suggestions for
              improvement.

                                                          CHECK
                  STATEMENT                                ONE         SUGGESTIONS FOR
                                                                           CHANGE
                                                         YES   NO
1. The meeting takes place in the administrator’s
   office.
2. The meeting is held in connection with lunches or
   dinners away from the work site.
3. The meeting is held in a conference room or a
   room which lends itself to conducting an effective
   meeting.
4. The size of the room is adequate for the number of
   people in attendance.
5. The lighting is good.
6. The temperature is comfortable.
7. The chairs are comfortable.
8. The acoustics are such that all can hear.
9. There is privacy.
10. The formality of the set up is appropriate for the
    meeting.
11. Members are seated so each person can be seen
    by every other person
12. The person in charge minimizes his/her status by
    not always sitting at the head of the table or the
    center location.
13. Tables are provided to enable group members to
    write notes. Notepads/scratch paper and pencils
    are available.
14. Chalkboards or chart pads are available for use,


EL 698                                 Revised August 2011                     Page 91 of 101
Intern: ________________________________________________ Date______________


                                                            CHECK
                   STATEMENT                                 ONE            SUGGESTIONS FOR
                                                                                CHANGE
                                                          YES     NO
    along with ink, felt pens, chalk, erasers, etc.
15. Audio-visual aids such as overhead projectors,
    etc. are ready for use in case they are needed.

                                  STAFF MEETING (7.3)
                                         AGENDA
Directions: Read the following statements and check each as either “Yes” or “No” (if
            unobserved place a “U” in the “No” column). In the last column, state any
            suggestions for improvement.

                                                                 CHECK
                     STATEMENT                                    ONE         SUGGESTIONS FOR
                                                                                  CHANGE
                                                                YES    NO
1. There is a formal agenda with specific items and a short
   description of each agenda item.
2. The type of agenda items are appropriate to most of the
   members in that:
     They are items most likely to require input or data
        from all group members, or
     The actions/solutions may affect all of the members
        of the group, or
     Results have to be implemented by all members of
        the group.
3. Agenda items are at the level of importance for the
   group.
4. Agenda items which require staff study or preliminary
   data-gathering are identified so staff will come with the
   information necessary for adequate solution at the
   meeting.
5. Agenda items are outside the area of authority of the
   group.
6. During the meeting, if members felt an item was
   inappropriate for the total group, they discussed the
   particular problems.
7. The agenda allows members to move in and out of a
   meeting when items relevant to them are discussed
   (e.g., all K-3 teachers’ items at first, followed by items
   for everyone, followed by items specifically for 4-6
   grade teachers).
8. Routine announcements and information items are kept
   to a minimum. The leader uses other methods of
   written communication to disseminate such
   information.



EL 698                                  Revised August 2011                      Page 92 of 101
Intern: ________________________________________________ Date______________


                                                                CHECK
                     STATEMENT                                   ONE      SUGGESTIONS FOR
                                                                              CHANGE
                                                               YES   NO
9. Although some agenda items may be merely
   information items, most require some problem solving
   or action to be taken.
10. The various types of items (information, problem
    solving, decision making, etc.) are so labeled on the
    agenda.
11. The items are sequenced so that most important items
    are taken first.
12. Controversial items are in the middle of the agenda
    and the final items are ones in which there is a high
    consensus and positive feelings.
13. There is a definite time for discussion of general
    problems of the group.
14. There is a place in the agenda built in for a short
    “gripe” session.
15. There is a staff development activity which will
    directly contribute to the professional growth of the
    staff.
16. There is some provision for a short social activity
    which will provide activities for staff to interact with
    one another.
17. There are procedures for staff to put items on the
    agenda.
18. Members assume responsibility for submitting agenda
    items.
19. Even when there is an agenda prepared ahead of time,
    the leader prepares for the group to use a procedure to
    solicit additional agenda items in case new problems
    have arisen after the formal agenda was prepared.
    Some items may be removed, combined, reordered, or
    amended.
20. New items are written on the chalkboard or chart pad
    to make sure everybody has them and they are a part
    of the total agenda.
21. At the beginning of the meeting, the priorities are
    reviewed and each group member assumes
    responsibility for informing the group of the degree of
    importance of any agenda items he/she put on in
    relationship to other items.
22. The group agrees upon the priorities of the agenda, so
    the important or crucial items can be taken up first.
23. There is a time allocation established for each agenda
    item.
24. The facilitator changes the time aspect during the
    meeting if more time is needed. In doing so, other



EL 698                                  Revised August 2011                  Page 93 of 101
Intern: ________________________________________________ Date______________


                                                                  CHECK
                     STATEMENT                                     ONE      SUGGESTIONS FOR
                                                                                CHANGE
                                                                 YES   NO
    items are dropped so that members understand the
    consequences of spending more than allocated time on
    one item.
25. During the meeting, the least important items are
    eliminated if time restrictions demand.
26. The agenda is distributed prior to the meeting with
    sufficient time to allow staff preparation on an issue,
    readings, etc.
27. Members come to the meeting knowing what is to be
    presented or discussed.
28. Members bring all materials that are needed.
29. Each member who has submitted an agenda item
    assumes responsibility for, and is fully prepared with,
    documents or data that might be required to help the
    group with the problem. The individual makes his/her
    recommendation, if he/she has one, to the total group.
30. If a member is absent, a method exists for assuming a
    check to see that the individual assumes responsibility
    for obtaining information and giving his/her input.

                                   STAFF MEETING (7.4)
                                      PARTICIPATION
Directions: Read the following statements and check either “Yes” or “No”. In the last column,
            state any suggestions for improvement.

                                                                  CHECK
                      STATEMENT                                    ONE      SUGGESTIONS FOR
                                                                  YES NO        CHANGE
A. THE BEGINNING OF THE MEETING
1. The meeting started on time.
2. There was a friendly, personal atmosphere.
3. There was a review of the agenda and setting of
   priorities.
4. It was easy for a member to get an additional item on the
   agenda.
5. The topics were suitable for discussion.
6. At the start of the meeting, the leader stated the specific
   purposes for the meting. The topics were related to the
   interests/responsibilities of the group.
7. For each agenda item, the person who submitted the item
   told the group exactly what was needed from the group.
8. The group began the discussion immediately after the
   introduction of the item.




EL 698                                  Revised August 2011                    Page 94 of 101
Intern: ________________________________________________ Date______________


                                                               CHECK
                     STATEMENT                                  ONE     SUGGESTIONS FOR
                                                               YES NO       CHANGE
9. The group members brought up extraneous or irrelevant
   matters. The discussion addressed itself to the purpose.
   Comments were on task and relevant to the item.
10. The meeting degenerated into a session where everyone
    felt a need to speak.
11. Members analyzed the issues (e.g., asked why the
    problem existed, what the causes were, etc).
12. Each problem was thoroughly explored until everyone
    understood what the problem was.
13. All members of the group participated, as needed.
14. There was maximum interaction and communication.
    Few people remained silent.
16. Experience and knowledge of the group members were
    utilized fully by the leader and other group members.
17. Emphasis was on variety of opinions so that many
    courses of action could be considered. The group
    discussed the pros and cons of several alternative
    solutions to each problem.
18. There were some very creative solutions proposed by the
    group.
19. The group decisions were made in the allocated time;
    however, the leader was sensitive to changing
    allocations if the topic required.
20. There was allocated time given to each agenda item.
21. The discussion was adequate for achieving the task of
    the specific agenda items.
22. Members of the meeting worked toward consensus at all
    times. There were no splits or deadlocks between
    factions or subgroups.
23. Solutions and decisions reflected the point of view of
    members, and were in accord with the chairperson’s or
    leader’s point of view.
24. Someone summarized progress from time to time.
B. DISPENSATION, SUMMARIZATION AND
    ASSESSMENT OF AGENDA ITEMS.
1. Each agenda item was dispensed by: (1) a solution
   reached, (2) the problem delegated for further study
   outside the group, (3) the problem delegated to an
   individual or subgroup for a recommendation, (4) if an
   information item, the information was fully understood.
2. When a decision was made, it was clear who should
   implement it and when the implementation would occur.
3. There were satisfactory indications from the group with
   the decisions reached.
4. At the end of each agenda item, the leader or a delegated
   person summarized the item and the decision that was


EL 698                                 Revised August 2011                 Page 95 of 101
Intern: ________________________________________________ Date______________


                                                                CHECK
                      STATEMENT                                  ONE     SUGGESTIONS FOR
                                                                YES NO       CHANGE
   made.
5. Members corrected any misinterpretations in the
   summary, as it was given.
6. The agenda items were substantive, challenging, and
   stimulating to everyone in the room.
7. The focus of the agenda was on the group as a whole.
   Time was not wasted on discussion of individual
   problems.
8. The same problems seemed to be repeated from previous
   meetings.
C. GROUP LEADER FACILITATION
1. The group leader was able to facilitate the group, using a
   democratic style of leadership.
2. In some cases, the leader asked other members to take on
   specific leadership roles to facilitate the group meeting
   (e.g., gatekeeper, timekeeper).
3. The leader gave direction to discussion.
4. The leader clarified meanings by requesting additional
   information, paraphrasing, or elaborating. The leader
   targeted and kept the group on the subject. The leader did
   not allow members to explore new topics before
   completing the established agenda item.
5. The leader acted as the “gatekeeper” by assuring that all
   group members were heard.
6. The leader tested for consensus, monitoring group
   feelings, analyzed sources of disagreement, reconciled
   differences of opinion, and proposed compromises.
7. The leader summarized throughout the discussion and the
   end of each item.
8. The leader dealt with negative viewpoints in a positive
   way.
9. All problems appeared to get discussed.
10. The leader permitted statements of a derogatory nature
    concerning a fellow staff member to be made.
11. The leader recognized pertinent contributions of staff
    members and maintains impartiality.
12. The leader helped the group inspect their feelings by
    describing reactions of the group to ideas or solutions.
13. The leader used rules of order, if needed.
14. The leader concluded the meeting by summarizing and
    announcing the next meeting.
D. RESPONSIBILITY OF GROUP MEMBERS
    DURING MEETING
1. Each member assumed responsibility for making content
   contributions.
2. Each member assumed responsibility for making process



EL 698                                 Revised August 2011                  Page 96 of 101
Intern: ________________________________________________ Date______________


                                                              CHECK
                     STATEMENT                                 ONE     SUGGESTIONS FOR
                                                              YES NO       CHANGE
   contributions, suggestions, and observations for
   improving the effectiveness of the group’s problem
   solving procedures.
3. Members focused on each agenda item.
4. Members participated actively, listened attentively to
   others, and clarified what others were saying when
   appropriate.
5. Group members asked for clarification when they did not
   understand.
6. Group members seemed to be aware of the need to focus
   on the “here and now” and to keep their actions precise.
7. Each group member felt a responsibility for contributing
   to the group’s functioning more effectively. Snide
   remarks, sarcasm, digs, diversions, asides, etc. were
   avoided.
8. The group worked on the problem at hand rather than an
   “under table” issue.
9. There did not appear to be problems that did not get
   discussed.
10. Group members were very active in clarifying
    objectives, providing information, offering alternative
    solutions, evaluation alternative solutions, observing
    limits, providing clarifying communications,
    summarizing.
E. CLOSING THE MEETING
1. The meeting had a specific beginning time and ending
   time.
2. The agenda was organized appropriately so items
   scheduled at the end could be left uncompleted, if
   necessary.
3. The group leader determined if there were any final
   questions before adjourning.
4. At the end of the meeting, the group leader restated the
   original purpose of the meeting, related the final
   conclusions, and summarized important points to show
   how much progress was made in the session.
5. The meeting ended on a positive note.




EL 698                                Revised August 2011                 Page 97 of 101
Intern: ________________________________________________ Date______________


                               STRUCTURED EXPERIENCE
                                       Activity 8
                                 PRINCIPAL SURVEY 8.1

Person Interviewed ___________________________ District ____________________________

Directions:   Explain the purpose of the interview, and how the information will be used. (You
              may be asked to submit the questions prior to the interview). Ask the questions
              and record the individual’s responses.

1.   How do you view your role as a principal?


2.   What are your major functions? What percent of your time is spent in each function?

     Function                                                          Percent of Time



3.   What specific competencies do you consider important to accomplish you responsibilities?



4.   What type of experience would best prepare someone for a position like yours?



5.   How many people are you responsible to and for?



6.   To what extent do you delegate principal responsibilities to other staff members?



7.   How does your role help in attainment of the district goals?



8.   What impact does your position have on students?



9.   How do you provide for staff development for both those who are satisfactorily functioning
     and those who are less than satisfactorily functioning?




EL 698                             Revised August 2011                      Page 98 of 101
Intern: ________________________________________________ Date______________




10.   Explain how you perform teacher evaluations.




11.   How do you allocate time to observe staff members?




12.   What techniques do you use to assist borderline teachers to obtain a satisfactory
      competency level?



13.   What is the most rewarding part of your job?



14.   To what extent is public relations involved in your job?



15.   Do you have any recommendations for me as a potential administrator in terms of how I
      plan for:

          the development of my career?



          the selection of an organization?



          becoming a highly effective administrator?




EL 698                              Revised August 2011                 Page 99 of 101
Intern: ________________________________________________ Date _____________

                           STRUCTURED EXPERIENCE
                                   Activity 8
                 PRINCIPAL’S IMMEDIATE SUPERVISOR SURVEY 8.2

Directions: Explain your role, the purpose of the interview, and how the information will be
         used. Ask the questions and record the individual’s responses.

1.   How do you view your role as a supervisor of principals?


2.   Contrast your role as principal and the role of another central office person.


3.   What are your specific administrator functions and what percent of your time do you spend
     in each?

     Function                                                              Percent of Time



4.   What specific competencies do you consider most important to accomplish your job?



5.   What type of experience would best prepare one for your type of position?




6.   In what ways do you work directly with schools, administrators, or the community?




7.   How do your functions help in the attainment of the district goals?




8.   What impact does your position have on students in the district?


9.   How much do you feel your position actually affects the classroom situation?




EL 698                               Revised August 2011                      Page 100 of 101
10. To whom do you report and what is the linkage between that individual and the principal
    you supervise and other office support staff persons?



11. How do you interface with the superintendent and the board?



12. What are the major criteria and the procedures you use for evaluating principals?




13. What is the most rewarding part of your job?



14. What is the most difficult part of your job?



15. Do you have any recommendations for me as a potential administrator in terms of how I
    plan for:

          the development of my career?




          the selection of an organization?




          becoming a highly effective administrator?




EL 698                              Revised August 2011                    Page 101 of 101

								
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